NR 621 Education Practicum Project

NR 621 Education Practicum Project

Student Name

Chamberlain University

NR-621: Nurse Educator Concluding Graduate Experience I

Prof. Name:

Date

Disruptive Student Behaviors in Nursing Education

Disruptive student behaviors refer to actions that interfere with the learning process and classroom environment. If not managed effectively, these behaviors can escalate and negatively impact both the educational setting and the overall quality of patient care in nursing education. Common types of disruptive behaviors include incivility, which manifests as hostile or aggressive interactions among students, threats of violence, and frequent unproductive arguments. Other behaviors include bullying, lateral or horizontal violence, and disrespect toward peers and instructors. Regardless of the terminology used, these behaviors lead to two significant consequences: the erosion of respectful relationships and the deterioration of both education quality and patient care.

Disruptive behaviors can cause significant psychological distress, including anxiety, depression, and even physical symptoms among those targeted. Classroom incivility is becoming increasingly prevalent and includes behaviors such as chronic tardiness, sleeping during lectures, excessive cell phone use, and general disregard for classroom norms. Additionally, statistics indicate a rising number of students diagnosed with disruptive behavior disorders, particularly Attention Deficit Hyperactivity Disorder (ADHD). Research suggests that nearly 40% of adolescents with ADHD exhibit behaviors that disrupt the classroom environment (Thompson et al., 2020). These behavioral disruptions alter classroom dynamics, shifting the focus away from learning and toward managing distractions, which in turn creates distress for both students and instructors.

Causes and Contributing Factors of Disruptive Behaviors

Several factors contribute to disruptive behaviors in nursing education. One primary factor is boredom; when students find the material unengaging or perceive it as irrelevant, they may act out. Disruptive behaviors may also emerge when students believe they already understand the subject matter and do not see value in participating. Another major factor is confusion, where students struggle to grasp complex concepts or instructions from their instructors. This lack of comprehension often leads to frustration, resulting in behavioral disruptions as students attempt to cope with their difficulties. Additionally, some students may exhibit disruptive behaviors due to feelings of resentment, particularly when they feel undervalued by their peers or instructors (Latif, Khan, & Khan, 2016).

Cognitive Rehearsal as an Intervention for Disruptive Behaviors

The study explores the effectiveness of cognitive rehearsal as an intervention for addressing disruptive behaviors in nursing education. The PICOT question guiding this study is: “Should cognitive rehearsal intervention be considered for students exhibiting uncivil behaviors in nursing education to improve their learning and help prevent failure?” Cognitive rehearsal has been shown to be a successful intervention for managing incivility and workplace bullying, particularly in educational and healthcare settings. This approach involves three essential steps: receiving didactic instruction, rehearsing specific responses to uncivil encounters, and applying these strategies in real-life situations. Given the increasing prevalence of incivility in nursing education, it is critical to implement interventions that foster a more respectful and productive learning environment.

Additional intervention strategies include recognizing and addressing disruptive behaviors early through psychosocial approaches. These interventions focus on the student’s psychological well-being and social interactions and may involve structured counseling, motivational support, case management, psychotherapy, and relapse prevention strategies. Furthermore, communication techniques such as classroom incivility surveys can provide valuable feedback, allowing instructors to refine their approaches. Reporting uncivil acts to academic administrators, fostering an open-dialogue environment, and implementing a zero-tolerance policy can also contribute to a more disciplined learning environment (Khasinah, 2017). Institutions should proactively monitor signs of incivility and respond promptly to any reports, reinforcing the importance of respect and professional behavior in nursing education.

Table: Disruptive Behaviors and Intervention Strategies

References

Khasinah, S. (2017). Managing disruptive behavior of students in language classroom. Englisia: Journal of Language, Education, and Humanities, 4(2), 79-89. Retrieved from http://103.107.187.25/index.php/englisia/article/view/1661

Latif, M., Khan, U. A., & Khan, A. N. (2016). Causes of students’ disruptive classroom behavior: A comparative study. Gomal University Journal of Research, 32(1), 44-52. Retrieved from http://www.gujr.com.pk/index.php/GUJR/article/view/139/49

NR 621 Education Practicum Project

Thompson, A. M., Stinson, A. E., Sinclair, J., Stormont, M., Prewitt, S., & Hammons, J. (2020). Changes in disruptive behavior mediated by social competency: Testing the STARS Theory of Change in a randomized sample of elementary students. Journal of the Society for Social Work and Research, 11(4), 591-614. Retrieved from https://www.journals.uchicago.edu/doi/full/10.1086/712494