How to mitigate both the ethical issues and harm to individuals and institutions.This document is called the Faculty Comments Data set.save. which has to be opened in SPSS 21. The teacher’s email is needed to send this document
I need to send a .save file which is not allowed thru this site. This document is called the Faculty Comments Data set.save. which has to be opened in SPSS 21. The teacher’s email is needed to send this document
I have attached the Rubrics attachment and the Assignment attachment which is the same as in this body of this description box.
Background Information
Clark and Sp-ringer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key questions were:
How do nursing students and nurse faculty members contribute to incivility in nursing education?
What are some of the causes of incivility in nursing education?
What remedies might be effective in preventing or reducing incivility?
They gathered responses from online surveys with open-ended questions from 36 nurse faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes. They noted four major themes of responses:
Faculty perceptions of in-class disruption and incivility by students
Faculty perceptions of out-of-class disruption and incivility by students
Student perceptions of uncivil behaviors by faculty
Faculty and student perceptions of possible causes of incivility in nursing education
A total of eight sub-themes were identified among the faculty comments on types of in-class disruptions. Those sub themes were:
Disrupting others by talking in class
Making negative remarks/disrespectful comments toward faculty
Leaving early or arriving late
Using cell phones
Sleeping/not paying attention
Bringing children to class
Wearing immodest attire
Coming to class unprepared
Reference
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