The Effects of Group Discussion and Self‑Learning on Nursing Students' Civility

Zahra Abedini, Soroor Parvizy


Background: Uncivil behavior is a widespread problem among nursing students. Using a proper strategy can help teachers to reduce incivility, and its negative outcomes. The aim of this research was to compare the effects of group discussion, and self–learning on perceived level and rate of incivility in nursing students.

Materials and Methods: A two group quasi‑experimental design was used to perform the present study. The course was approved by ten members of the nursing faculty for teaching in January 2018. There are about 82 bachelor degree nursing students participated in a course that was designed to teach civility as a course syllabus. Subjects were randomly allocated to discussion group (41 students), and self‑learning group (41 students). Incivility in Nursing Education‑Revised Questionnaire (INE‑R) was used to measure perceived level and occurrence rate of incivility in nursing students. In discussion group, eight sessions were conducted to teach course contents and each session lasted one hour. Self‑learning group studied a booklet about civility. Paired and independent t‑test was used to compare pretest and posttest mean scores.

Results: Both groups indicated an improvement in perceived level of incivility. The mean score for occurrence rate of incivility in the discussion group was significantly higher than in the self‑learning group (t80 = 4.63, p < 0.001). There were significant differences between two groups for perceived level (t80 = 2.81, p = 0.02) and rate of incivility (t80 = 3.01, p = 0.01).

Conclusions: Using course syllabus to educate nursing students can lead to reducing perceived level of incivility and providing active discussion is an appropriate strategy for promoting academic civility.



Incivility, learning, nursing, students

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