Abstract
Incivility among students and faculty in nursing education is well-documented1,7. Incivility can occur during high-stress interactions between students and faculty and can negatively impact emotional well-being and learning1. To prevent this, faculty must be prepared to navigate these interactions. However, master’s level nursing education students may not independently manage difficult student discussions during practicums. Online modules and simulations could be beneficial for preparing nurse faculty to manage these high-risk, infrequent conversations1. PlayPosit is a video engagement platform used to create interactive scenarios, allowing for student and faculty collaboration and feedback4. The purpose of this project was to improve the confidence of future nurse faculty in managing difficult student conversations using video engagement activities. Utilizing a pre-test/post-test design, students enrolled in a Master of Science in Nursing Education course participated in a two-part learning activity aimed at preparing them to effectively manage challenging student conversations. The activity is based on Kolb’s Experiential Learning Theory5 and incorporates Universal Design for Learning principles2. PlayPosit was used to engage participants in managing a specific faculty-student interaction using the National League for Nursing’s (NLN) Guide for Teaching Thinking3 as a framework. Next, a written discussion in the learning management system (LMS) challenged participants to explore the prevention and management of incivility beyond the initial scenario. Participants completed an anonymous 4-item faculty developed pre-survey evaluating their confidence in managing student conversations. After the activity, participants completed the faculty-developed post-survey and the “Educational Practices Questionnaire-Curriculum” (EPQ-C) survey6. Participants reported increased confidence in their ability to address and resolve student concerns, engage them in solution-oriented conversations, role model professional behaviors, and prevent and manage incivility. Results of the EPQ-C showed most participants believed the activity promoted student-faculty interaction, collaboration, active learning, feedback, time on task, high expectations, and diverse learning. This project shows that video engagement strategies may help prepare future and current nurse faculty to manage difficult student interactions to prevent incivility.
Notes
Reference list included in slide deck.
Sigma Membership
Alpha
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Incivility, Teaching and Learning Strategies, Faculty-student Incivility, Nursing Education, Simulation
Recommended Citation
Stuffle, Megan; Holtel, Elizabeth; Nabinger, Tiffanie; Soult, Megan; and Moorman, Meg, "Video Engagement to Prepare Future Nursing Faculty for Navigating Difficult Student Conversations" (2025). Biennial Convention (CONV). 49.
https://www.sigmarepository.org/convention/2025/presentations_2025/49
Conference Name
48th Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2025-11-19
Video Engagement to Prepare Future Nursing Faculty for Navigating Difficult Student Conversations
Indianapolis, Indiana, USA
Incivility among students and faculty in nursing education is well-documented1,7. Incivility can occur during high-stress interactions between students and faculty and can negatively impact emotional well-being and learning1. To prevent this, faculty must be prepared to navigate these interactions. However, master’s level nursing education students may not independently manage difficult student discussions during practicums. Online modules and simulations could be beneficial for preparing nurse faculty to manage these high-risk, infrequent conversations1. PlayPosit is a video engagement platform used to create interactive scenarios, allowing for student and faculty collaboration and feedback4. The purpose of this project was to improve the confidence of future nurse faculty in managing difficult student conversations using video engagement activities. Utilizing a pre-test/post-test design, students enrolled in a Master of Science in Nursing Education course participated in a two-part learning activity aimed at preparing them to effectively manage challenging student conversations. The activity is based on Kolb’s Experiential Learning Theory5 and incorporates Universal Design for Learning principles2. PlayPosit was used to engage participants in managing a specific faculty-student interaction using the National League for Nursing’s (NLN) Guide for Teaching Thinking3 as a framework. Next, a written discussion in the learning management system (LMS) challenged participants to explore the prevention and management of incivility beyond the initial scenario. Participants completed an anonymous 4-item faculty developed pre-survey evaluating their confidence in managing student conversations. After the activity, participants completed the faculty-developed post-survey and the “Educational Practices Questionnaire-Curriculum” (EPQ-C) survey6. Participants reported increased confidence in their ability to address and resolve student concerns, engage them in solution-oriented conversations, role model professional behaviors, and prevent and manage incivility. Results of the EPQ-C showed most participants believed the activity promoted student-faculty interaction, collaboration, active learning, feedback, time on task, high expectations, and diverse learning. This project shows that video engagement strategies may help prepare future and current nurse faculty to manage difficult student interactions to prevent incivility.
Description
Incivility in nursing education is prevalent and can negatively impact students and faculty. During their educational preparation, future nurse faculty may not encounter challenging student interactions. A video engagement strategy was used to simulate a difficult student conversation for Master of Science in Nursing Education students. Results show video engagement strategies promote active, collaborative learning and can improve confidence in managing difficult student conversations.