Academic incivility can increase student stress, jeopardize learning, damage relationships, and negatively impact the academic environment. This 3-year longitudinal study measured a cohort of prelicensure nursing students’ progressive perceptions of stress, coping, student-student and faculty-student relationships, and levels of academic civility. While civility scores remained mild to moderately high overall, there was a slightly declining trend over the 3-year period. Perceived stressors and coping strategies and ways to improve academic civility are identified and discussed.
Author Affiliations: Professor (Dr Clark), School of Nursing, Boise State University, Idaho; No affiliation (Mr Nguyen); Assistant Professor (Dr Barbosa-Leiker), College of Nursing, Washington State University, Spokane.
Mr Nguyen received financial compensation as a research assistant in the early development of the manuscript. Dr Barbosa-Leiker was paid for statistical consultation through the Boise State University, School of Nursing Jody DeMeyer Endowment. Dr Clark declares no conflicts of interest.
Correspondence: Dr Clark, Boise State University, 1910 University Dr, Boise, ID 83725 (firstname.lastname@example.org).
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Accepted for publication: March 29, 2014
Published ahead of print date: May 8, 2014