Master of Science
Dr. Yolanda Babenko-Mould
Background: This study examined the relationship among structural empowerment in academia, nurse educators’ self-efficacy for teaching, and their perceptions of the types and frequencies of uncivil classroom behaviours.
Methods: 56 participants, registered with the College of Nurses of Ontario (CNO), responded to a mail-out survey package containing four tools corresponding to each study variable. The analysis includes study descriptives, ANOVA analyses, correlations of total and subscales, and mediation analyses of the major study variables.
Results: A moderate level of structural empowerment and a high level of self-efficacy for teaching was found within the study. A significant indirect relationship was seen between informal power, self-efficacy for classroom management, and the perceived frequency of low-level uncivil classroom behaviours reported by nurse educators.
Conclusions: Results show the importance of collegiality in nursing academia as it can influence educator confidence in managing uncivil classroom behaviours.
Hunter, Molly A., "Undergraduate Nurse Educators’ Perceived Structural Empowerment, Self-Efficacy for Teaching, and Perceptions of Uncivil Classroom Behaviours in Academic Settings" (2017). Electronic Thesis and Dissertation Repository. 5008.