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dc.contributor.authorPitt, Margaret
dc.date.accessioned2017-08-24T14:33:07Z
dc.date.available2017-08-24T14:33:07Z
dc.date.issued2016
dc.identifier.citationCarr, J., Pitt, M., Perrell, E. & Recchia, N. (2016). Mentoring students: Exploring and managing incivil behaviour in community nursing placements. British Journal of Community Nursing, 21 (4), pp.203-207.
dc.identifier.other10.12968/bjcn.2016.21.4.203
dc.identifier.urihttp://hdl.handle.net/20.500.12904/11700
dc.description.abstractStudents who demonstrate quiet incivility can be challenging and disrupt the learning that takes place in the community setting. Recognising incivility and acting to address this behaviour with students is difficult because the behaviour is not overt or obvious to others. The most important component in attempting to manage incivility is exploring the behaviour with the student to identify the potential cause, and negotiate a strategy to improve it. It is acknowledged that the behaviour may be due to personal, academic, or professional issues. If issues are not addressed, care activity and learning are affected, and this can result in failure to achieve in practice.;
dc.description.urihttp://www.magonlinelibrary.com/doi/10.12968/bjcn.2016.21.4.203
dc.subjectMentors
dc.subjectCommunity health nursing
dc.subjectNursing students
dc.subjectWorkplace violence
dc.titleMentoring students: Exploring and managing incivil behaviour in community nursing placements
dc.typeArticle
html.description.abstractStudents who demonstrate quiet incivility can be challenging and disrupt the learning that takes place in the community setting. Recognising incivility and acting to address this behaviour with students is difficult because the behaviour is not overt or obvious to others. The most important component in attempting to manage incivility is exploring the behaviour with the student to identify the potential cause, and negotiate a strategy to improve it. It is acknowledged that the behaviour may be due to personal, academic, or professional issues. If issues are not addressed, care activity and learning are affected, and this can result in failure to achieve in practice.;


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