Threats to Identity: A Grounded Theory Approach on Student Nurses' Experience of Incivility during Clinical Placement
10.4040/jkan.2018.48.1.85
- Author:
Jiyeon KANG
1
;
Yeon Jin JEONG
;
Kyoung Ran KONG
Author Information
1. Department of Nursing, Dong-A University, Busan, Korea. yjjeong233@daum.net
- Publication Type:Original Article
- Keywords:
Grounded theory;
Incivility;
Qualitative research;
Self concept;
Students, nursing
- MeSH:
Bullying;
Counseling;
Education;
Grounded Theory;
Humans;
Learning;
Nursing;
Organizational Culture;
Qualitative Research;
Self Concept;
Shock;
Students, Nursing
- From:Journal of Korean Academy of Nursing
2018;48(1):85-95
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: This qualitative study aimed to explore the experience of incivility among nursing students. METHODS: Sixteen nursing students who had experienced incivility during their clinical placement were invited for one-on-one interviews until the point of theoretical saturation. The grounded theory approach of Corbin and Strauss was adopted to analyze transcribed interview contents. RESULTS: Incivility occurred in the context of a hierarchical organizational culture, due to nursing students' position as outsiders, non-systematic clinical education, and poor nursing work environment. The experience of incivility was identified as “being mistreated as a marginal person,” and nursing students responded to this phenomenon in the following three steps: reality shock, passive action, and submissive acceptance. This process caused students to lose self-esteem and undergo role conflict. Furthermore, nursing students' experience of incivility could eventually lead to workplace bullying in nurses. CONCLUSION: The results of this study suggest that nursing students' experience of incivility can be a process that threatens their identity. It is necessary to develop educational programs and provide appropriate counseling services so that nursing students can actively cope with the incivility. In addition, institutional plans are needed to ensure safe and supportive clinical learning environments.
