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 hinder effective teaching, learning, and professional engagement within nursing classrooms. If such behaviors are not promptly identified and managed, they can escalate, resulting in a compromised learning atmosphere and decreased patient safety outcomes. Disruptive conduct includes acts of incivility, which may involve hostile remarks, disrespectful gestures, or aggressive exchanges among students and faculty. Other common manifestations include lateral violence, bullying, and verbal confrontations, all of which destabilize the collaborative nature of the nursing learning environment.

Regardless of their type, the consequences of these behaviors are significant—they erode mutual respect, weaken professional relationships, and diminish the overall quality of nursing education. The ultimate result is the impairment of patient care safety and professional competency among future nurses.

Disruptive actions not only harm the classroom’s academic atmosphere but also negatively affect the emotional and psychological health of both students and educators. Individuals who experience such behaviors often suffer from stress, anxiety, depression, and a loss of motivation. These emotional strains can lead to physical symptoms such as headaches, fatigue, and insomnia. Common classroom examples include habitual tardiness, inattentiveness, frequent phone use during lectures, or visible disengagement such as sleeping in class—all of which convey a lack of respect for the educational process.

Recent studies indicate an upward trend in disruptive behavior disorders among students, particularly those diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). Research by Thompson et al. (2020) highlights that nearly 40% of adolescents with ADHD display disruptive behaviors that impede teaching efficiency and student engagement. Consequently, educators often spend a significant portion of instructional time managing behavioral issues rather than delivering course content, leading to reduced teaching effectiveness and frustration for both parties.

NR 621 Education Practicum Project

Factors Contributing to Disruptive Student Behaviors

Several internal and external factors contribute to disruptive behaviors within nursing education settings. Boredom is often a key factor; when students perceive the material as irrelevant or unengaging, they may resort to distracting behaviors. In contrast, some students who believe they already understand the material may disengage due to overconfidence, leading to inattentiveness or distraction.

Confusion is another major contributor. When nursing students struggle with complex medical or theoretical concepts, they may express their frustration through disruptive behavior. Similarly, resentment can emerge when students feel undervalued or unsupported by peers or faculty members. According to Latif, Khan, and Khan (2016), feelings of neglect or exclusion often lead to hostile or disrespectful classroom interactions. These emotional underpinnings emphasize the need for educators to build trust, inclusivity, and psychological safety within academic settings.

Cognitive Rehearsal as an Intervention for Disruptive Behaviors

PICOT Question

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 emerged as an evidence-based strategy to reduce incivility and promote professionalism among nursing students. This structured intervention consists of three components:

1. Didactic instruction to enhance awareness of uncivil behaviors and their consequences.

2. Rehearsal of specific language and communication strategies to manage conflict effectively.

3. Application of learned responses in real or simulated classroom scenarios.

This approach equips students with conflict-resolution skills, emotional regulation, and assertiveness—key traits essential for effective teamwork and patient-centered care. By empowering learners to respond constructively rather than react impulsively, cognitive rehearsal fosters mutual respect and prevents escalation of tensions within the academic environment.

Psychosocial and Communication Interventions

Effective interventions for managing disruptive behaviors must address both psychological and social aspects of the learning experience. Psychosocial interventions such as counseling, case management, motivational therapy, and relapse prevention focus on improving students’ coping mechanisms and emotional intelligence. These interventions promote empathy, reduce stress, and enhance overall classroom cohesion.

Communication-centered interventions also play a pivotal role. Conducting periodic surveys on classroom incivility provides faculty with feedback on student experiences, enabling the development of responsive communication policies. Encouraging open dialogue and providing safe reporting systems for uncivil behavior reinforce a culture of transparency, accountability, and safety.

Institutional and Preventive Strategies

Zero-Tolerance and Role Modeling

Institutions play a fundamental role in shaping classroom culture. Establishing zero-tolerance policies for incivility ensures that all students understand the boundaries of acceptable conduct. Consistency in enforcing these rules is crucial to maintain fairness and authority. Faculty members should also serve as professional role models, demonstrating empathy, discipline, and respectful communication—traits that nursing students will eventually carry into clinical practice.

Proactive strategies such as early identification of behavioral issues, student mentorship, and peer-support initiatives can prevent escalation. According to Khasinah (2017), early and consistent interventions are essential for maintaining discipline and ensuring a positive learning climate conducive to professional growth.

Ultimately, addressing disruptive behavior in nursing education extends beyond maintaining classroom discipline. It involves preparing future nurses for a profession rooted in respect, compassion, and collaboration—qualities that form the foundation of safe and effective patient care.

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. https://doi.org/10.1086/712494