Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students
Question;Background;Information;Clark and Springer (2007) conducted a;qualitative study to examine the perceptions of faculty and students in a;nursing program on incivility. Their key questions were;?;How do nursing students and;nurse faculty members contribute to incivility in nursing education?;?;What are some of the causes of;incivility in nursing education?;?;What remedies might be;effective in preventing or reducing incivility?;They;gathered responses from online surveys with open-ended questions from 36 nurse;faculty and 168 nursing students. Each of the researchers reviewed all comments;and organized them by themes. They noted four major themes of responses;?;Faculty perceptions of in-class;disruption and incivility by students;?;Faculty perceptions of;out-of-class disruption and incivility by students;?;Student perceptions of uncivil;behaviors by faculty;?;Faculty and student perceptions;of possible causes of incivility in nursing education;A total of eight sub-themes were identified;among the faculty comments on types of in-class disruptions. Those subthemes;were;?;Disrupting others by talking in;class;?;Making negative;remarks/disrespectful comments toward faculty;?;Leaving early or arriving late;?;Using cell phones;?;Sleeping/not paying attention;?;Bringing children to class;?;Wearing immodest attire;?;Coming to class unprepared;Reference;Clark, C. M., & Springer, P. J. (2007).;Thoughts on incivility: Student and faculty perceptions of uncivil behavior. Nursing Education Perspectives, 28(2);93-97.;Assignment;Directions;Imagine that you have replicated the Clark;and Springer (2007) study with psychology students from an on-campus;undergraduate program (all face-to-face classes). The faculty members are;describing students they have in their psychology classes.;You have organized responses from the 15;faculty who responded regarding in-class disruptions.;Because this qualitative research study;involves human subjects, the researcher must consider the potential ethical;issues involved in conducting the study. The researcher should consider the;following things;?;The potential;researcher/participant and participant/participant interactions involved in the;study.;?;The potential ethical issues;surrounding the researcher/participant and participant/participant interactions;involved in the study.;?;How to mitigate both the;ethical issues and harm to individuals and institutions.;Preliminary;Analysis;Complete the following steps to use the;SPSS data file (Faculty Comments Dataset.sav) to do some initial analyses of;the data;1.;Open the SPSS data file.;2.;In DATA VIEW, notice that;columns 1 and 2 contain the comments that were collected. Also note that column;2 contains a place to enter the numerical code for each theme into which that;comment would fall. Columns 3-5 contain each faculty respondent's ID code;gender code (1=male, 2= female), and number of years teaching, respectively.;3.;In VARIABLE VIEW, notice how;the codes for gender are entered under the VALUES column. You will use the same;method to enter the codes for the comment themes for the second variable. You;will want to review the videos located in both the topic materials and in the;General Guidelines of the assignment for information on how to do this. Also;note that to the far right in VARIABLE VIEW, under MEASURES, the proper scale;of measurement needs to be entered for each variable. Only years of teaching is;a scale (continuous) variable. All the others are codes/qualitative.;Coding;the Comments and Examining the Frequencies of Each Theme;Column 1 contains brief summaries of the;different comments that were collected from the 15 faculty (some faculty gave;more than one comment). Code the comments (Hint: generally, look for the same;themes that Clark and Springer found, but add anything that may be new or do;not include a theme that does not fit your set of comments) by completing the;following steps;1.;Assign each type of comment a;number code (e.g., talking during class = 1, disrespectful = 2, etc.).;2.;Put the code of each comment in;the column headed FACULTYCOMMENTCODE just to the right of the comment (that is;it should be in the same row as the comment).;Next, enter the code values and meaning of;each code. You will want to review the videos located in both the topic;materials and in the General Guidelines of the assignment for information on;how to do this. Complete the following steps to enter the code values and;meaning of each code;1.;Switch to VARIABLE VIEW.;2.;Go to the row for the second;variable.;3.;Look under VALUES, and enter;the code value and the meaning of each code. For example, Value box = 1, Label;box = Talking during class. Then, click "Add" so the label shows in;the box below. Then, put the next code value (2) in the Value box, its meaning;in the Label box, and click "Add." Continue this until all code values;and labels are showing in the larger box.;4.;When finished, click;OK.;Now, analyze the frequencies of comments in;each theme. You will want to review the videos located in both the topic;materials and in the General Guidelines of the assignment for information on;how to do this. Complete the following steps to analyze the frequencies of;comments in each theme;1.;Go to Analyze?Descriptive Statistics?Frequencies.;2.;Select FACULTYCOMMENTCODE and;move it to the box on the right (Variables). The "Display Frequency;Tables" box should be checked.;3.;Use data in the SPSS data file;to create a bar graph by selecting Chart and then choosing bar graph. Be sure;to have the graph show the frequency of each type of response. Note: you can;also display the percentage of all comments that fell into that category.;Submit the output tables and graphs with your summary write-up as;described below.;Here is an example of this kind of output;using a different, but similar, set of data;Frequencies;FACULTYCOMMENTCODE;Frequency;Percent;Valid;Percent;Cumulative;Percent;Valid;Disrupting other by;talking in class;20;21.3;37.7;37.7;Making negative;remarks/disrespectful comments toward faculty;11;11.7;20.8;58.5;Leaving early and;arriving late;9;9.6;17.0;75.5;Using cell phones;7;7.4;13.2;88.7;Sleeping/not paying;attention;3;3.2;5.7;94.3;Bringing children to;class;1;1.1;1.9;96.2;Wearing immodest;attire;1;1.1;1.9;98.1;Coming to class;unprepared;1;1.1;1.9;100.0;Total;53;56.4;100.0;Missing;System;41;43.6;Total;94;100.0;Reporting;the Demographics of the Faculty;Every research report requires the;researcher to report the demographic characteristics of the participants. The;demographic information collected depends on the focus of the study. For this;study, two key pieces of demographic information were collected: the gender of;the faculty member and the number of years s/he has been teaching at the;college level.;Run an analysis of the data in this SPSS;file to summarize the characteristics of the 15 faculty in your study. You will;want to review the videos located in both the topic materials and in the;General Guidelines of the assignment for information on how to do this. Your;analysis should include the following items;?;The number of male and female;faculty who responded;?;The mean number of years of;college teaching reported by this group.;?;The standard deviation of years;of college teaching reported by this group.;?;The range (lowest number of;years to highest number of years) of college teaching reported by this;group.;Complete the analysis by performing the;following steps;1.;Go to Analyze?Descriptive Statistics?Frequencies.;2.;Observe the frequency of males;and females.;3.;Create a chart as well as;recording the numbers. Disregard "missing values" as this is data;extraneous to the analysis, the SPSS system is only looking at the rows where;there are comments.;4.;Go to Analyze?Descriptive Statistics?Frequencies.;5.;To determine the years of;teaching, move NUMBERYEARSTEACHING to the right box (Variable(s)).;6.;Select "Statistics,;and then make sure that mean, std. deviation, minimum, maximum, and range are;checked.;7.;Click "Continue.;Then click "OK." Values for the mean, standard deviation, minimum;maximum, and range will be provided to you in a single table. You will also be;presented with information on the frequency of each response, but you probably;will not use this if you have a lot of different answers. However, if you wanted;to report your findings in groups, the frequency output will provide;information for grouping. For example, you might want to report the number of;teachers who taught fewer than 5 years versus the number who had taught 5 or;more years. The frequency table would allow you to do this so that you would;not have to count them by hand.;Submit the output tables and graphs with your summary write-up as;described below.;Write-up;the Results;Summarize the results of the data analysis. The summary should;include a concise description of the following;1.;The means to mitigate potential;ethical issues surrounding to this study.;2.;The themes identified when;analyzing the faculty comments about in-class disruptions.;3.;The demographics of the faculty;participants based on the data collected from the SPSS analyses.;Submit the SPSS output tables and graphs created in the previous;parts of this assignment as appendices to the summary statement.
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