Feature ArticlesStudent Perceptions of Stress, Coping, Relationships, and Academic Civility: A Longitudinal StudyClark, Cynthia M. PhD, RN, ANEF, FAAN; Nguyen, Danh T. BS, RN; Barbosa-Leiker, Celestina PhDAuthor Information 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 (email@example.com). Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal’s Web site (www.nurseeducatoronline.com). Accepted for publication: March 29, 2014 Published ahead of print date: May 8, 2014 Nurse Educator: July/August 2014 - Volume 39 - Issue 4 - p 170-174 doi: 10.1097/NNE.0000000000000049 Buy SDC Metrics Abstract 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. © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins.