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BACKGROUND: Incivility negatively affects patient safety, academic performance, and staff retention. This systematic review aimed to identify effective intervention strategies for addressing incivility in nursing education and practice. METHOD: Joanna Briggs Institute methodology for mixed-methods systematic reviews was used. Six databases were searched for incivility intervention studies with nurses or nursing students in academic or health care settings. Data from 39 studies were extracted and thematically synthesized. RESULTS: Two intervention categories, educational and administrative, were identified and used to cluster six intervention strategy themes. Six outcome themes were synthesized to examine strategy effectiveness. CONCLUSION: Findings indicated strong support for multicomponent interventions that incorporate educational strategies of sharing information, skill application, and reflective processing of learning with both nursing students and practicing nurses. Minimal evidence exists on how to increase civility among nursing faculty or enhance faculty role-modeling and coaching for students. Addressing this gap may improve civility in the profession. [J Nurs Educ. 2020;59(6):319-326.].

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BACKGROUND: Incivility is a significant issue in nursing education and practice, contributing to ineffective learning, unprofessional nursing practice, and negative patient outcomes. METHOD: A team of nursing faculty and students used Action Research to develop a quality improvement project targeting civility. A two-part, evidence-based training was offered to prelicensure nursing students, faculty, and staff. Part one was designed to increase incivility awareness, and part two was intended to enhance communication skills. RESULTS: Program evaluation data were collected through an anonymous survey and analyzed descriptively for themes. Results indicated students, faculty, and staff perceived the educational innovation as valuable and useful. CONCLUSION: By using free resources, a college of nursing was able to implement a cost-effective program to begin a conversation and offer a communication strategy to address incivility for students, faculty, and staff. This program design can be adopted by others for use in their organization. [J Nurs Educ. 2020;59(4):214-217.].

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BACKGROUND: A systematic evaluation plan is required in nursing education to determine achievement of curricular initiatives and to improve program student learning outcomes. An innovative approach that included direct involvement of students was implemented in the evaluation of a quality improvement (QI) initiative aimed at enhancing student success. METHOD: Through the use of action research (AR), students became coresearchers to critically appraise educational strategies implemented in an undergraduate curriculum improvement plan. RESULTS: The purpose of this article is to describe the student and faculty reflections and experiences while using AR to evaluate outcomes in an undergraduate QI project. Two critical variables were discovered based upon student voice, which changed the course of the project. CONCLUSION: Action research methodology successfully increased the rigor of evaluating a QI initiative by a faculty-student research team. Student voices uncovered two powerful variables which expanded the project to effectively improve nursing education. [J Nurs Educ. 2020;59(1):42-45.].

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PURPOSE: To gather data from patients and caregivers about their personal experiences with longing. METHODS: Using Fehring's Clinical Diagnostic Validity model, patients and caregivers were surveyed for their experiences with longing. The survey was developed based on two previous research projects (a content analysis and survey of expert nurses). Approval for the study was received from the University of Wisconsin-Eau Claire Institutional Review Board. FINDINGS: None of the 84 attributes met major criteria (weighted ratios ≥ 0.8), but 19 met minor (weighted ratios of 0.60-0.79) across patients, caregivers, and combined scores. The proposed definition was supported by the respondents. CONCLUSIONS: The phenomenon of longing may exist. IMPLICATIONS FOR NURSING PRACTICE: There is evidence justifying the submission to NANDA-I for a new nursing diagnosis for longing.

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Purpose. The purpose of this article is to describe action research in nursing education and to propose a definition of action research for providing guidelines for research proposals and criteria for assessing potential publications for nursing higher education. Methods. The first part of this project involved a search of the literature on action research in nursing higher education from 1994 to 2013. Searches were conducted in the CINAHL and MEDLINE databases. Applying the criteria identified, 80 publications were reviewed. The second part of the project involved a literature review of action research methodology from several disciplines to assist in assessing articles in this review. Results. This article summarizes the nursing higher education literature reviewed and provides processes and content related to four topic areas in nursing higher education. The descriptions assist researchers in learning more about the complexity of both the action research process and the varied outcomes. The literature review of action research in many disciplines along with the review of action research in higher education provided a framework for developing a nursing-education-centric definition of action research. Conclusions. Although guidelines for developing action research and criteria for publication are suggested, continued development of methods for synthesizing action research is recommended.

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OBJECTIVES: Validate the defining characteristics, related factors, and definition of proposed nursing diagnosis: longing. METHOD: Using Fehring's Diagnostic Content Validation model, expert nurses rated the frequency of longing seen in patients/caregivers. Agreement with the proposed definition was also tabulated. FINDINGS: None of the defining characteristics reached major criteria (>0.80). Six of the 84 characteristics achieved a weighted ratio of less than 0.50. The proposed definition and related factors were supported. CONCLUSION: Current research supports the proposed development of a nursing diagnosis for the human response of longing. PRACTICE IMPLICATIONS: Because the psychosocial characteristics do not make longing easy to assess, continued research is needed to ask patients and caregivers about their personal experience with this human response.

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PURPOSE: This paper uses Rodgers' evolutionary view of concept analysis to define the human response of longing. The purpose is to develop a definition of longing as the first step in diagnosis development. DATA SOURCE: A literature review was conducted by searching the Cumulative Index to Nursing and Allied Health Literature, American Theological Library Association Religion, JSTOR Philosophy, JSTOR Religion, PsycINFO, and PubMed databases to yield an across-discipline sample of articles. DATA SYNTHESIS: Three researchers identified the attributes, antecedents, consequences, situational context, and surrogate terms of longing. CONCLUSIONS: An operational definition was developed. IMPLICATIONS FOR NURSING PRACTICE: Longing is clearly a human response to loss, crossing illness and situations in which nurses encounter patients in multiple settings. This supports the need to further develop longing into a nursing diagnosis.

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Although much has been written regarding ill adolescents, research has not described their spiritual response. The purpose of this descriptive phenomenological study was to describe the lived experiences of spirituality in adolescents with Duchenne muscular dystrophy using van Manen's phenomenological method. Findings from nine teens showed that the essential theme of spirituality was "longing," the strong desire for something unattainable. Consistent with Reed's (1992) paradigm for understanding spirituality, participants mediated their longing through "Connecting with others, self, and beyond self." These findings support the need for nursing to assess spirituality in teens and determine developmentally appropriate interventions to ameliorate longing.

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