Nurse educator academic incivility: a qualitative descriptive study

Aim The aim of this study was to explore nurse educator academic incivility from the perspectives of nurse educator leaders. Background The academic environment should be safe and conducive to both teaching and learning. Both the students and faculty should have a sense of belonging and of being valued. Introduction Faculty‐to‐faculty incivility has been reported as being disruptive to the teaching and learning environment, and is associated with poor work outputs. Method A qualitative descriptive design, as explained by Sandelowski, was used to explore academic incivility as perceived by nurse educator leaders. Twenty semi‐structured interviews were conducted with nurse educator leaders, representing three levels of management in Botswana. The approach of Elo and Kyngas was used to analyse qualitative data. Their main aim was to compare categories at different periods, as was the case with different categories of nurse leaders in this study. Findings Three main themes emerged from the data analysis: lack of policy implementation, inadequate leadership skills and role modelling . Two subthemes emerged from the theme, lack of policy implementation , namely: poor record‐keeping and hierarchical issues . On further analysis of the theme, inadequate leadership skills , poor hierarchical coordination among nurse educator leaders ; and favouritism emerged as subthemes. The last theme, role modelling , needed no further development and described the modelling of incivility as the behaviour that has birthed a generation of incivility among nurse educators. Conclusion Incivility exists in nursing colleges in Botswana, and it includes unruly behaviour towards one another; late coming; disrespect; and disregard of authority. Implications for nursing education policy There must be collaboration between nurse educators and health policymakers to strengthen cordial relationships as well as foster disciplinary procedures on incivility. Clear policy on disciplinary procedures focusing on mitigating various forms of uncivil behaviours is imperative. Nurse educator leaders ’ training on management skill should also be strengthened and made mandatory before nurse educators are appointed to leadership positions.