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Abstract:
The concept of civility in nursing education is analyzed using a modification of Wilson's classic concept analysis procedure described by Walker and Avant. This analysis provides a common understanding of the concept of the civility in nursing education and is an attempt to more precisely clarify its meaning. Civility is integral to establishing meaningful relationships among students, faculty, and administrators and is a growing area of research in nursing education. Because the concept of civility lacks consistent definition, this article provides an operational definition of civility using relevant sources from a variety of disciplines.
Key Words: Civility, incivility, concept analysis, nursing education
The profession of nursing is founded on the principle of caring (Watson, 1994) and governed by a code of ethical standards. The American Nurses Association Code of Ethics and Interpretive Statements (2005) compels nurses to maintain compassionate and caring relationships with colleagues, and to treat others fairly and with integrity. The code prohibits any form of harassment, threatening behavior or disregard for others. One may assume that nursing education is a place where compassion and civility prevail, but in some instances, that is not the case. Creating a culture of civility based on respect and human dignity is integral for nursing education. Research in this area is growing (Lashley & de Meneses, 2001; Thomas, 2003; Clark, 2008, in press (JNE), in press, (NEP), Clark & Springer 2007a, 2007b; Luparell, 2003, 2004; Rieck & Crouch, 2007).
While researchers define and describe civility, there is no consistent definition. Because civility is necessary to develop and sustain meaningful relationships among faculty, students, and clinical practice partners, defining the concept of civility is an important contribution to the literature. Authors of this article clarify the meaning of civility by reviewing relevant literature, analyzing the concept, using exemplars to illustrate the concept, and discussing implications for nursing education, practice, and research.
Method
Concept analysis is valued for its contribution to the production of nursing knowledge and theory development. It is a "formal, linguistic exercise" (p. 64) used to carefully examine the structure and function of a concept by defining the attributes and characteristics that uniquely distinguish it from other concepts (Walker & Avant, 2005). By determining the basic elements of a concept, concept analysis results in...