Building Your Civility Toolbox: Exploring Best Practices to Prevent and Address Challenging Student Behaviors—

From Incivility to Crisis Management

2019 ATI National Nurse Educator SummitCynthia Clark PhD, RN, ANEF, FAAN

Paul Thomas Clements, PhD, MSN, RN, DF-IAFN

Civility Toolbox

OBJECTIVESSummarize the “State of the Science” related to student incivility,

aggression, threatening, and violent behavior in nursing education.Discuss rationale and strategies for addressing incivility and

threatening/violent behaviors in nursing educationExamine a variety of evidence-based strategies to prevent and

address challenging student behaviors spanning from incivility to violent behavior.

Defining Key Concepts

Authentic respect for others requiring time, presence, engagement, and an intention to seek

common ground. Clark & Carnosso (2008)

CIVILITY

The AcademyThe Last Citadel of Civility?

Ernest Boyer, 1990— Campus Life: In Search of Community

Higher education is important in developing a civil society. Campuses must be OPEN communities where freedom of expression is uncompromisingly protected

and where civility is powerfully affirmed.

What is Academic Incivility?

Rude, discourteous speech or behavior that disrupts the academic environment Feldman, 2001

Morrisette gave an early definition of incivility as:

“interfering with a cooperative learning atmosphere.”

Frey-Knapp, however, noted that:“Incivility is often a reciprocal process; both students and faculty may

contribute to a climate of disrespect for one another or the learning process.”

Morrissette, P. J. (2001). Reducing incivility in the university/college classroom. International Electronic Journal for Leadership in Learning, 5, 1-12.Frey Knepp, K.A. (2012). Understanding student and faculty incivility in higher education. The Journal of Effective Teaching, 12(1), 33-46.

Incivility DOES NOT MEAN—That college classrooms be void of lively and intense debates and spirited discussions – in fact, institutions of higher education exist to:

Foster intellectual discovery Provoke critical thinking and social discourse Invoke questions and inspire debate Challenge ideas and opinions

Faculty must also foster a culture of civility where members of the campus community feel safe to express themselves and are free from discrimination, harassment, threats, and intimidation.

Incivility: Determining what it is and what it is not

Faculty tend to consider the following student behaviors uncivil:

Failing to participate or express interest in the course

Coming to class unprepared

Making demands and unreasonable requests toward the instructor (e.g., ex-tended deadlines, make-up exams, extra credit opportunities)

Incivility: Determining what it is and what it is not

Not all incivility is intentional.

For example, a lack of understanding of diverse cultures can lead to behaviors that seem intentionally hostile but are not.

Lack of participation can be the result of a student’s apathy or difficulty understanding the course content.

Understanding why a student engaged in certain behaviors can help you address the issue properly.

Swartzwelder, A.K., Clements, P.T., Holt, K.E., & Childs, G.M. (in press). Spiritual foundations for confronting incivility in the online classroom Journal of Christian Nursing.

Incivility: Determining what it is and what it is not In some cases, a simple reminder of the expectations of the course will be enough to

get a student on track. “Self-correcting behavior”

If that does not work, it’s sometimes necessary to have a private conference with the student to understand the causes of the incivility and to clarify expectations.

In either case, reference the initial “contract” (i.e. the syllabus), and the policies in the student handbook, which should be enforced only after thorough exploration.

Swartzwelder, A.K., Clements, P.T., Holt, K.E., & Childs, G.M. (in press). Spiritual foundations for confronting incivility in the online classroom Journal of Christian Nursing.

Of utmost importance: When considering a counseling center referral, professors with or without clinical background, need to be clear that their role is as professor, not clinician.

Holt, K.E., Clements, P.T., & Aldridge, S.C. (2018). Trends and issues for mental health in online educational environments. Journal of Behavioral and Social Sciences, 6(3), Summer 2018

Mental Health Issues vs. Incivility Faculty, including those who teach online, are often in a position to

be the first person to recognize alterations in a student’s behavior and thought.

• They generally believe it is their role to intervene when students display problems that interfere with academic performance.

• On the other hand, faculty often express that they are not confident in their ability to identify difficulties or to know when problems warrant a counseling center referral.

Holt, K.E., Clements, P.T., & Aldridge, S.C. (2018). Trends and issues for mental health in online educational environments. Journal of Behavioral and Social Sciences, 6(3), Summer 2018

Although identifying severe mental health issues in the face-to-face classroom may be more easy, it is imperative to remember that the online student clearly can experience mental health issues as well

Personality disorders (which are common to incivil behaviors) Major disorders

Bipolar disorder (ages 20-30) Schizophrenia (ages 18-30)

Why is this important when it comes to incivility or mobbing?

Substance misuse disorders (can typically be identified in face-to-face and online settings) Case example of the Colt 45 Collaborate session.

Holt, K.E., Clements, P.T., & Aldridge, S.C. (2018). Trends and issues for mental health in online educational environments. Journal of Behavioral and Social Sciences, 6(3), Summer 2018

Inexplicable Link Between Stress and Incivility

Top 5 Barriers to Student Academic Performance n=31,463

Stress Anxiety Sleep difficulties Depression Cold/flu/sore throat

Diagnosed Depression: Increased from 10% (2000) 17.8% (2017)

Overall level of stress (within the past 12 months)45.1% reported more than average levels of stress12.5% reported tremendous levels of stress20.0% reported feeling hopeless

ACHA-NCHA Student Health Survey Fall 2017http://www.acha-ncha.org/reports_ACHA-NCHAIIc.html

Student Stressors

Demanding and rigorous workload (exams and assignments) Juggling family, work, school, personal lives Financial concerns; high cost of education Incivility (faculty, student, administrator) Competition for grades, deadlines, high stakes testing (NCLEX) Ineffective or outdated teaching strategies by faculty (unclear assignments, course expectations, passive methods) Finding a job, fear of failure, or harming a patient

Clark, 2008, 2011, 2013; Clark et al, 2014: Lasiter et al 2010; Marchiondo et al, 2012; Twenge 2006

Common Student Incivilities Displaying a sense of entitlement (‘owed’ a grade) Misusing cell phones, media devices, and social media Making rude remarks, using sarcasm, profanity Showing lack of respect and regard for others Academic dishonesty (clinical) Pressuring faculty to agree to demands Challenging faculty knowledge or credibility Speaking negatively/gossiping about others Rude or disrespectful communications

Clark 2007, 2008, 2011; Clark, Ahten, & Werth, 2012; Altmiller, 2012; Luparell 2007

Contributing Factors As early as 1999, Kuhlenschmidt and Layne noted various contributors that ultimately could lead to

incivility

Medication or other substances students may be taking * llness (both physical and mental) * Fatigue Stress (e.g., feeling overextended)* Emotional challenges (e.g., loss of a loved one, break-up of a relationship)*

*In the past decade, there has been a significant increase, for example, in formally addressing some of these issues at a University-wide resource

Kuhlenschmidt, S. L., & Layne, L. E. (1999). Strategies for dealing with difficult behavior. New Directions for Teaching and Learning, 77, 45-57.

Various ContributorsEmotional immaturity and poor problem-solving skills Attention-seeking**Redirected aggression** (i.e., when a student becomes upset

with a professor due to an unrelated event that occurred outside the classroom) Vision and hearing problems, or other disabilities*

*In the past decade, there has been a significant increase, for example, in formally addressing some of these issues at a University-wide resource**Personality disorders are not “left at the [proverbial] door”

Methods for identifying potential mental health related disruptions

Feeling very sad or withdrawn, noticeable for at least two weeks, noticeable in a significant change in online participation and submission of on time assignments.

Evident use of drugs or alcohol as indicated by observed impairment during synchronous online classroom activities.

Drastic changes in the student’s behavior or personality across the academic semester.

Self-disclosure of intent for self-danger or self-harm.

Lack of appropriate discourse during classroom discussions; repeated violation of Netiquette standards.

Severe out-of-control commentary that is clearly intended to harm others within the discussion.

Sudden overwhelming fear for no reason, expressed as onset of panic related to online class activities and success.

Extreme difficulty concentrating that results in problems in the online classroom

The Phenomenon of Mobbing For targets of individually based incivility who suffer severe psychological

and social pressure, there are typically more administrative approaches to help them.

But for targets of mobbing, which is a form of group bullying (that can have even greater impacts on one’s psychological well-being and career), it is much more difficult to manage administratively

Additionally, faculty are not aware that they are the recipient of mobbing, much less address its impacts. i.e., experience the “imposter syndrome” and internalize the negative energy from the

mobbing to doubt their own teaching ability

(Eskey, Taylor, & Eskey, Jr., 2014; Khoo, 2010).

The Phenomenon of Mobbing Students combine their incivil efforts to derail a course or to disregard the

expertise and authority if faculty

These behaviors can ultimately become overt in nature and manifest in various forms of incivil behavior by learners This can occur in online and Face-to-Face classroom settings, however, based on

the “perceived anonymity” in online classes, it tends to be more severe.

(Eskey, Taylor, & Eskey, Jr., 2014; Khoo, 2010).

The Phenomenon of MobbingCan result as pervasive incivility from:

An Individual “I’m speaking for the group”

A cohort of students Interestingly, there has been anecdotal reporting that some “mob”-type cohorts progress

through their courses together and tend to mob each faculty member that is encountered.

Why Do Students Mob?Power in numbersContamination effectAnxiety from incivility of othersBetter to join them than to become another target “either you are with us or you are against us”

A developed pattern of group behavior by a cohort Who likely have had previous success with bullying a professor

Precedent has now been set i.e. – just “pushing the students through”

Strategies for the Toolbox It therefore becomes the incumbent role and responsibility of faculty to

be proactive in this endeavor.

Be consistent In word and in writing (*example here of mobbing “test” simultaneously on phone

and e-mail) Do no deviate from the syllabus*

Scoring Matrix example (Mr. and Ms. example in same class who were leading the mob) Be very mindful about making exceptions or providing (what could be perceived

to be) “special treatment* *early in the course, you may not know that you are dealing with a member of the

mobbers Remember that students talk to each other

Strategies for the ToolboxDivide and conquer

Never meet with the mob as a group (in person or via Zoom, Skype, etc) Never allow someone to ”speak for the others” Maintain the focus entirely on the issue(s) of the individual

*you may, unknowingly, be speaking to the mob leader If you resolve his or her issues, you may actually cause a cascade effect of resolution

The leader may send someone else first to see if you tell them the same thing when you meet with them

Avoid “you” language – use assertive but targeted and sensitive verbiage Close with a re-stating of what was discussed, agreed upon

And very important: A follow up synopsis e-mail with a BCC to you (why Bcc?) –even if the student does not respond.

Inexperienced faculty; New to the faculty role; Lower-status rank Those unlikely to confront or report offenses Those outside the workplace clique or ‘in-crowd’ Those most likely to expose fraudulent or unethical practices Minority faculty (culture, gender, sexual orientation, etc) High achievers, top performers

Vulnerable Faculty Targets

McDonald, Stockton, & Landrum, 2018; Kane, 2017; WBI, 2017; Griffin & Clark, 2014; Faria, Mixon, & Salter, 2012; Frey & Knepp, 2012.

Incivility Is Not A One Way Street

Faculty Stressors

Juggling home, work, family, other competing demands Heavy workloads and workload inequity Ineffective or incompetent leadership Advancement issues (P&T, pursuing a doctoral degree) Publications, grants, and other scholarly works Power imbalances (non-tenured, PT, adjunct, clinical) Maintaining clinical or practice competence (health sciences) Problematic students and workplace incivility Low salary and financial pressures Keeping pace with technologyClark et al, 2013, Clark 2013; Cipriano, 2011; Pearson & Porath, 2009, 2013

Common Faculty Incivilities Exerting position and power over students Setting unrealistic student expectations Assuming a “know it all” attitude Threatening to fail or dismiss students Devaluing students’ previous life, work, academic experience

Clark 2007, 2008, 2011, 2017

Foundationally Contributing Facets University students are:

Increasingly diverse Increasingly unprepared for college-level work Juggling multiple life roles, Facing tremendous pressures to perform in large, impersonal classes.

Faculty are often: Attempting to conduct research as well as teach Class size may have increased (or already be large) making effective management of the

classroom more difficult. There are very differing beliefs and approaches regarding acceptable class size in online settings.

Faculty workloads are typically increasing at universities across the nation.

Incivility: A self-fulfilling prophesy for faculty?

Can faculty “incivility” / approaches result in the exact thing that they want to avoid (student incivility)?

Incivility in the a course/educational settings, is often examined from a faculty standpoint – however, students have their own perception of ”incivility” from

faculty (that can result in their becoming affectively charged)

Incivility: A self-fulfilling prophesy for faculty? Specifically, students are bothered by faculty who engage in the following

behaviors:

Presenting lectures at a fast pace with little to no student involvement or inter- action

Acting in an aloof, distant manner toward students, or conveying to students that they are a burden

Surprising students with unannounced assessments or unanticipated exam questions

Arriving late to class or canceling class without prior notice (or taking too long to e-mails, inquiries regarding assignments, grading of assignments, etc).

Swartzwelder, A.K., Clements, P.T., Holt, K.E., & Childs, G.M. (in press). Spiritual foundations for confronting incivility in the online classroom. Journal of Christian Nursing

Multigenerational Challenges for Incivility

Traditionalists

Boomers

Gen X

Gen Y

Millennials

iGens

Examining Multigenerational Challenges

One of the most obvious and important differences in students and faculty from different generations is their communication styles and preferences.

Different generations frequently diverge in how they give or accept feedback, whether it is praise or criticism.

State of the Issue? For the first time in the history of nursing (and education), there are 6

generations participating at the same time:

Veterans/Traditionalists Baby Boomers Generation X Generation Y Millenials Early onset of the iGeneration (aka Homeland Generation; aka Generation Z)

Each of these groups, based on the historical evolution of their cohort, prefer a different approach to learning and communication

Some Overarching Perceptions Anecdotally, some faculty have noted that today’s college students

seem to possess a sense of entitlement.

Specifically, Nordstrom et al. claim that some students believe they should put forth minimal effort in their courses.

Rather than wanting to acquire knowledge for its own sake, an increasing number of students simply want to be entertained in class.

Students may also feel that the instructor should reward them with high grades simply for class attendance.

Nordstrom, C. R., Bartels, L. K., & Bucy, J. (2009). Predicting and curbing classroom incivility in higher education. College Student Journal, 43, 74-85.

Other Examples The “A+” phenomenon

The extra credit phenomenon

The “none of my other teachers in my other classes ever made us do it this way” *sometimes this can be true and reflects the significant importance of

consistency across faculty (while still maintaining academic freedom) e.g., the APA conundrum

Other Exampleswww.ratemyprofessor.com

Facebook Groups Health Policy and Research cohort example

Excellent incubator for mobbing and planning Example: Posted broadly/clearly day 1 in “course introductions” board

Freedom of speech issues Inability to confront ”brewing” incivility there and unaware of “what is coming” but

– that it will likely be pre-planned, divisive, and organized.

However….If you are feeling challenged by working with Millenials…you best prepare since …

“In four years, Millennials—the people born between 1977 and 1997—

will account for nearly half the employees in the world.”

Meister, J.C., & Willyerd, K. (2010).The 2020 Workplace: How innovative companies attract, develop, and keep Tomorrow’s employees today

Xers/Yers prefer email and texting, with direct and to-the-point communication

they dislike prolonged discussions (starting to see some implicit communication styles for conflictual interactions?)

Asynchronous is preferable due to an increased focus on family, social activities, health related activities.

Millennials prefer fragmented, short, and frequent communication via text or Twitter.

They like to share their opinions electronically. as well as in person New corporate contracts or syllabus requirements regarding 1:1 meetings (can also

cause conflict)

Much of lengthy Announcements, e-mails, Scoring Rubrics, etc, are only partially absorbed

“Chunking” and “scanning” often drive this cohort and of thoughtful importance

This can lead to future conflict when the student loses points on assignments and for the faculty who wonders how a student missed an item in the rubric that is worth 20% of the score “inferred” - case example of damage Conflict

So, what’s the Generational issue for Educators?Nurses from different generations frequently diverge in how they give

or accept feedback, whether it is praise or criticism.

My words came out just fine but they were processed correctly by you

That is not what I said

What made you think that? Well you were wrong and now you are punishing me…

EVIDENCED-BASED STRATEGIES

Positive Role Modeling

Modeling

The attitudes and behaviors of the instructor can affect students’ attitudes and behaviors.

As such, it important to demonstrate the behaviors faculty expect from students.

Modeling

Avoid authoritarianism using effective interpersonal communication.

Facilitate introductions by providing students with some background on yourself, including a photo and an introduction.

Ask students to do the same, determining how they prefer to be addressed.

Emotional Intelligence and Developing Self Awareness

ME

MEAbility to know one’s emotions, strengths, weaknesses, and drives, as well as their effect on others

Capacity to manage our emotional state; ability to think before acting

Passion and persistence that guide and facilitate reaching our goals

Ability to understand and appreciate emotions, needs, and concerns of others; use them to guide our behavior

Ability to manage relationships, find common ground, and build rapport

Clark Civility Index for Faculty©Self-Assessment

Ways to Develop and Hone Self-Awareness Construct and understand your life story (Narrative identity) Complete self-assessment and aptitude surveys Keep a reflection journal/Share passages with a mentor Practice self-reflection and introspection Reflect on “what pushes your buttons?” Ask for feedback

The Power of Mentors and Coaches

M

Rationale and Evidence for Fostering Civility in Nursing

CIVILITY

Creating a Culture of Safety: High Reliability Organizations (HROs)

An industry that does complex, high-stakes work where mistakes can equal great harm. HROs have systems in place that make them exceptionally consistent in accomplishing their

goals and avoiding potentially catastrophic errors.

Oster & Braaten, 2016; TJC, 2017; AHRQ, 2017

http://www.centerfortransforminghealthcare.org/hro_portal_main.aspx

Incivility and Patient Safety Life-threatening mistakes, preventable complications, harm or death of a patient Unfavorable effects on nurse-assessed patient care; putting patient safety at risk Caused harm to patients or posed a risk to patients including: Patient falls Errors in treatments or medication Delayed care Adverse event or patient mortality Altered thinking or concentration Silence or inhibited communication Patient complaints

Houck & Colbert, 2017; Maxfield & Grenny, 2017; Laschinger, 2014; Hutchinson & Jackson, 2013; Rosenstein & Naylor, 2012; Maxfield, Grenny, Lavandero, & Groah, 2011)

2005 2011 2017

The Sounds of Silence in Health Care

Maxfield, Grenny, McMillan, Patterson, & Switzler, 2005; Maxfield, Grenny, Lavendro, & Groah, 2011; Maxfield & Grenny, 2017

Slackers, timid supervisors, toxic peers, and arrogant doctors are common in health care; but while frustrating, these aren’t the real problems.

The real problem in healthcare is silence.

ANA Code of EthicsProvision 1.5: The nurse creates an ethical environment and culture of civility and kindness, treating colleagues, coworkers, employees, students, and patients with dignity and respect; any form of bullying, harassment, intimidation, manipulation, threats, or violence are always morally unacceptable and will not be tolerated.

ANA, 2015

Detrimental Impact of Incivility

Low morale, low productivity, high turn-over, and early retirement Increased absenteeism, tardiness, ‘presenteeism’ Diminished quality of work (especially of once highly productive people) Lack of meaningful participation in governance activities Working at home more than usual Increased isolation—flying under the radar Increased illness and health issues

(Crawford et al, 2017; Porath, 2016; Clark, 2013, 2017; Cipriano, 2013; Twale & DeLuca, 2008)

Impact of Incivility at Work

Patient Safety and Quality Care Clinical Performance, Judgment, and Patient Advocacy Recruitment and Retention Collegiality, Collaboration, and Teamwork Job Satisfaction—Intent to Leave The ‘Bottom Line’

Laschinger et al 2013; Brunt, 2011; Dellasega, 2009, 2011; Dellasega & Volpe, 2013; Johnston, Phanhtharath, & Jackson 2010; Clark & Springer, 2010; Cleary, Hunt, & Horsfall 2010; Felblinger 2009; TJC, 2009; Forni 2008; Clark, 2008

Negative Impact on the Practice Environment

Negative Impact on the Learning Environment

Increases stress and anxiety Impairs faculty and student well-being Weakens relationships Impedes effective teaching and learning Decreases motivation and student engagement

Creating Engaged Learning Environments

Why Transform Nursing Education?

Educating Nurses A Call for Radical Transformation

“Redesigning nursing education is an urgent societal agenda. The profound changes in nursing practice call for equally profound changes in the education of nurses and the preparation of nurse educators.” Benner, Sutphen, Leonard, & Day, 2009

Institute of Medicine Report (2010)

The Future of Nursing: Leading Change, Advancing Health

Recommendation 6: Ensure that nurses engage in lifelong learning

All faculty must participate in continuing professional development to perform with cutting-edge competence in practice, teaching, and research.

Active and Engaged Teaching-Learning Activities

Billings & Halstead, 2016; Clark & Davis-Kenaley, 2011; Clark 2009; Nilson, 2003; Gonzalez & Lopez, 2001)

Academic Incivility

Active Learning Strategies

Teaching without learning is just talking (Angelo & Cross, 1993)

New Student Orientation to the CampusVision, Mission, Shared Values

New Student Orientation to the ProfessionRaising Awareness

The First Day of Class

Establishing a Connection Meeting and Greeting Setting the Stage Co-creating Norms (Ground Rules)

Introductions

• Establishes a “positive” environment

• Often can pre-emptively note potential issues

Avoiding DetachmentOnline courses, in particular, have an implicit (and inherent) feeling

of anonymity. This can contribute toward feelings of detachment This also can provide a conduit for incivility (i.e., this sense of anonymity)

Reducing a sense of detachment can include the instructor maintaining an ongoing presence in the course: Specifically, responding and providing information in a timely manner.

2 days? 2 Business days? (one weekly or [every 2 weeks…])

The Syllabus is our FriendTool for Transparency and Conversation

Most Powerful Method of Prevention

The iron-clad syllabus

Contract with the studentsShould not be altered unless in writingMust be consistently abided byAny changes must be in clear and disseminated communicationShould refer students to the student handbook, particularly in the

portion of the syllabus regarding civil and scholarly behavior in the classroom

Assignments Inconsistencies are one of the “cracks in the door” that can be

“weapons” for incivility

This should include explicit information regarding:

Submission date AND time (based on time-zone)

Consequences for submitting in incorrect format

Consequences for submitting a late paper (i.e. 5 points per day and that 12:01 am is late) This can address generational issues about poor time management and planning

When exceptions for extension, delay, and incomplete are offered.

“Talking Points” for Syllabus Review Foundation for Co-Creating Norms

Foundational Statements Codes of Conduct, Shared Values, Civility Charter Conflict Negotiation (The Non-Intent of Incivility) Academic Dishonesty Policies Professional Standards and Codes of Ethics Teaching Philosophies (Civil Discourse) Clear Objectives, Assignments, Behavioral Expectations Social Networking and Online Etiquette Course and Small Group Norms (if applicable)

Examples of Behavioral Course Objectives

Demonstrates accountability for one’s own personal and professional conduct which reflect the standards, values, and ethical behaviors and obligations of the profession.

Models the professional nursing role based on acceptable standards of practice and ethical principles, including being accountable for one’s personal and professional behaviors, development, and interactions.

Laying our Pedagogies and Teaching Philosophies Bare

Students (Learners) Can’t Read Our MindsBrookfield, 1990, 1995, 2015, 2017

Be Clear About [and Share] Your Teaching Philosophy

A clear picture of why we teach, for what pedagogical purposes—and to describe the effect we hope to

have on students and on their learning

Stephen Brookfield (1990, 2006, 2015, 2017)

The 4 W’s of Teaching (Palmer, The Courage to Teach, 1998; 2017)

Why (do I teach?)Who (am I? …the ‘self’ that teaches?)What (subjects shall I teach?)Which (methods and techniques will I use?)

Suggesting a 5th W…Who—are our learners?

Developing a Teaching Philosophy What do you find enjoyable and rewarding about teaching and learning? What are the basic principles and tenets that underlie your teaching? What drives your passion for teaching and learning? What makes you special or unique in your role as a teacher? What pedagogical gifts do you bring to the academic environment? How do others describe your teaching? What aspects of teaching and learning are you really passionate about? How do you establish rapport with students? What do you want your students to learn? How do you evaluate the accomplishment of your teaching-learning goals?

(Clark, 2013, 2017)

Useful Philosophical Approaches Toward Prevention of Incivility

Based on the information thus far, the following two approaches can be very useful toward preventing (or potentially decreasing) incivility:

Constructivism

Connectivism

Constructivism Constructivism as a paradigm or worldview posits that learning is an active,

constructive process.

The learner is an information constructor.

People actively construct or create their own subjective representations of objective reality.

New information is linked to to prior knowledge, thus mental representations are subjective.

Connectivism Connectivism is a theory of learning in a digital age that emphasizes the

role of social and cultural context in how and where learning occurs.

Learning does not simply happen within an individual, but within and across the networks.

*differences in connectivism does still exist, particularly in Boomers and Veterans, but less common in the current digital age **reverse differences in connectivism may be increasing as Millenials and the

iGeneration (Gen Z) tend to understand new technology more quickly and expansively than faculty in the Traditionalist and Boomer generations ***which can cause conflict and incivility is these new technologies are thwarted by

the faculty

Example of a ‘Synthesized’ Teaching Philosophy

I thoroughly enjoy teaching, interacting with learners, and engaging them in the learning process. I believe that all students are adult learners, capable of deep learning and achieving meaningful personal and professional goals. I believe each learner brings a wealth of life, work, and educational experience to the learning environment; thus, each individual adds value and meaning to the educational experience. This course is designed to prepare students for leadership and management roles in a variety of healthcare environments. As such, I am intentional about the relevance and practical application of the material to nursing practice and real life experiences.

As teachers and learners in higher education, we are charged with fostering debate, challenging ideas, engaging students in intellectual inquiry, and advancing discovery. These stimulating and important discussions require all of us to bring civility to discourse and respect to our conversations and encounters. Therefore, co-creating classroom norms on the first day of class is an essential component to this course. I am deeply committed to fostering an environment conducive to learning, meaningful engagement, and evocative dialog. As a professor of higher education and as a nurse leader, I take seriously the importance of professional role-modeling and the intentional socialization of learners into the nursing profession. (Clark, 2017)

Importance of Norms [Ground Rules]

Bedrock of Engaged Learning

University/College

School/Department

Course

Make It Relevant and Show Alignment

Practice

Overarching Aspiration

Dr. Clark’s Classroom Aspiration and Norms

Overarching Aspiration: Act in ways that reflect the expert, efficient, ethical nurse we each aspire to be.

Assume goodwill; encourage and inspire each other Engage in respectful interactions Listen well while others are speaking Respect differences and be open to other points of view Make thoughtful contributions to group work Be on time and respect one another’s time Use electronic and media devices for class purposes only Sit near the door in anticipation of phone/text messageHAVE FUN!

Dr. Clark’s Clinical Norms

Abide by the ‘Golden Rule’ Respect and Celebrate Differences Communicate Respectfully and Listen Carefully Come to Clinical Prepared & On Time

[Let others know right away if you need to adjust assignments or timelines] Share Work Equally Among Group Members Resolve Conflicts Directly and with Respect Work hard and have fun!!

Norms (Ground Rules)

Review

Revise

Reaffirm

Methods for Modeling Civility

The Announcements Board Can be one of your best friends

Regular “check ins” / Touching base May be some of the best 5 minutes spent each week.

Personalize “Greetings from the very rainy Great Smokey Mountains of Asheville, NC”.

Consider a photo of your geographical location, or something in your life Bears Turkeys Forested path where I walk

Back to the Toolbox

Establishing the timeframe for scoring discussion boards and scholarly papers will help develop the desired culture within the online classroom, and will set a standard to which students can become accustomed.

Students may become frustrated in having to wait for an instructor response, hence frustration is one of the primary causes of incivility (Rawlins, 2017).

By eliminating student expectation of receiving the instant response to which they have become accustomed, such proactivity can promote a reduction or, potentially, an elimination of incivility (Galbraith & Jones, 2010).

Rawlins, L. (2017). Faculty and Student Incivility in Undergraduate Nursing. Journal of Nursing Education, 56(12):709-716Galbraith, M.W, & Jones, M.S. (2010). Understanding incivility in online teaching. Journal of Nursing Education, 39(39), 1-10.

If such incivilities treated weakly and inappropriately, they can have long-term negative effects on classroom atmosphere. And.. It can “set up” the next faculty member in the next course

It can eventually become intolerable for faculty and other students Who expect faculty to protect them/the classroom environment.

In order to fight such behaviors, purposeful and potentially primary prevention efforts (which are sometimes “simple” but ”powerful” should be considered and implemented).

The Anything Goes, Coffee Break, etc. Room

Can be one of your best friends Pre-emptive question can

assist with content

i.e., encouraging unusual inquiries to be sent by e-mail

Early detection mechanism i.e. – what/how is a student

addressing faculty and the entire class in their post? Case example “I have no

concerns…”

Other FacetsAcademia has significantly transmuted from a world of face-to-face

dialogue to the smart phone, text and instant messaging.

Faculty need to be more willing to navigate towards these more techno-culturally accepted forms of casual conversation However, they simultaneously have the responsibility to mandate

academically appropriate discourse within either the face-to-face classroom or online setting.

Another consequence of technology that can be perceived as negative by some would be the expected timeliness of responses.

Beyond PreventionAddressing Disruptive Student Behavior

Vulnerability Risk AssessmentOverarching thoughts:

The motivational intent of incivility (mild, to significant, to dangerous) has increasing interest for educators.

All incivil behaviors have a motivational intent. i.e. – something is driving the behavior

Typically there are two motivations: To get something To avoid something

Vulnerability Risk AssessmentPrimary Prevention is tied to:

Early identification

Proactive approaches (de-escalation techniques)

Ultimate safety responses (sometimes withdrawal is the correct initial strategy)

Post-event analysis (This is often overlooked but is very important)

Suggestions for De-escalation Stay composed and poised–avoid becoming defensive Model civility and do not embarrass students Express an interest in the student’s point of view, but

address the behavior respectfully and as soon as possible Imagine you are being filmed—and the film will be shared

with news outlets and social media sites!

Deal with disruptive behavior immediately. Ignoring it will likely cause it to increase. (To stay silent is to condone)

Don’t take the disruptive behavior personally. It likely has little to do with you; but you must address it. Example: Dominating class discussion: “Thanks for your thoughts, let’s bring more people into the conversation”

Example: Side conversations: Try a general statement “There are several conversations going at the same time, let’s all focus on the same topic”

Try a long pause. If ineffective, say something like “I think some of us are having difficulty concentrating while other conversations are going on, please wait until the break or share your ideas with the rest of us”

Example: Demeaning or aggressive comments: Remind student about norms for respectful communication and that being passionate about an issue is fine, but, comments must be constructive and respectful.

May offer a face-saving way out: “I think some of us might interpret what you said as meaning _________. I’m not sure that was your intent?”

Example: Student complaints (e.g., grading policies). Explain the policy, but don’t get into a long defense. If necessary, schedule an appointment. If you talk by phone or in person, follow up in writing (e-mail)

If you’re wrong, admit it gracefully

If disruption continues and/or begins to escalate—Take a break

Behaviors such as profanity, threats, harassment, and intimidation require further intervention. Meet privately with the student using behavioral terms and a non-threatening approach

Best Practices: Document observations and conversations (Be objective and precise) Meet during business hours, use a conference room; sit closest to the door Inform at least one other faculty member/supervisor about the meeting; have

him/her available in the surrounding area Don’t place items on the table that can be used as weapons of opportunity Discuss your observations frankly and honestly Outline the expected behaviors, options, and resources Issue sanctions (Refer to Code of Conduct and other policies and procedures) Clarify your capacity to help – refer to experts [Student Services]

When Disruptive Behavior Becomes Threatening

Remain as calm as possible, and act swiftly and firmly

Ask the student to leave— if he/she refuses, enlist a colleague (not a student) to escort the student out of the classroom–otherwise dismiss the class

If imminent danger—call campus security or dial 911

Contact supervisor and Student Services as soon as possible

Partnering with Student Services Know your Student Services Representative(s) Invite them [and campus police] to meetings Know relevant phone numbers, policies, reporting

mechanisms and documentation requirements Issue sanctions per policy Restore student-teacher relationships Ensure due process If student is dismissed, implement an exit policy

Self-Care and Professional Well-BeingSeeking Work-Life Integration

South Fork of the Payette River, Idaho Smoky Mountain Range, North Carolina

Thank You

Paul Thomas Clements, PhD, MSN, RN, DF-IAFNClinical ProfessorForensic Psychiatric Clinical SpecialistDistinguished Fellow: International Association of Forensic Nurses Certified – Gang SpecialistCertified – Danger AssessmentDrexel University | College of Nursing and Health Professionsptc33@drexel.edu

Cynthia Clark PhD, RN, ANEF, FAANStrategic Nursing Advisor

Professor EmeritusFounder of Civility Matters®

ATI Nursing Educationcindy.clark@atitesting.com