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How do nursing students and nurse faculty members contribute to incivility in nursing education?

How do nursing students and nurse faculty members contribute to incivility in nursing education?

By this point in the course, you have been exposed to various theories of counseling, with an emphasis on the ways in which different theoretical models utilize a cognitive, emotive, or behavioral focus in counseling to assist clients.
An additional focus that can be utilized in counseling is a psychodynamic focus, in which there is an emphasis on early relationships as being formative and in which some psychodynamic therapists believe there is an unconscious component to client behaviors.
Tasks:
Create a 3- to 4-page paper addressing the following:
• Given your own views of how clients change, describe and evaluate the relative importance of each of these foci (psychodynamic, cognitive, emotive, and behavioral) in effective counseling practice with individuals.
• For each focus, describe the concepts, assumptions, and techniques that you believe to be the most helpful and how you apply (or will apply) these in your work with clients.
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key questions were:
• How do nursing students and nurse faculty members contribute to incivility in nursing education?
• What are some of the causes of incivility in nursing education?
• What remedies might be effective in preventing or reducing incivility?
They gathered responses from online surveys with open-ended questions from 36 nurse faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes. They noted four major themes of responses:
• Faculty perceptions of in-class disruption and incivility by students
• Faculty perceptions of out-of-class disruption and incivility by students
• Student perceptions of uncivil behaviors by faculty
• Faculty and student perceptions of possible causes of incivility in nursing education
A total of eight sub-themes were identified among the faculty comments on types of in-class disruptions. Those subthemes were:
• Disrupting others by talking in class
• Making negative remarks/disrespectful comments toward faculty
• Leaving early or arriving late
• Using cell phones
• Sleeping/not paying attention
• Bringing children to class
• Wearing immodest attire
• Coming to class unprepared
Assignment 2: RA 2: Your Personal Integrative Theoretical Counseling Model
For this assignment, you will discuss in detail your personal integrative theoretical counseling model for the conceptualization and treatment of individuals.
Tasks:
Create a 10- to 12-page paper sharing your integrative counseling model for treatment. Include the following components in your paper:
1. Compare and contrast 2–3 different chosen counseling theories for integration.
2. Justify the compatibility of your selected theories for integration.
3. Include a rationale about the selection of specific components from each theory to be integrated.
4. Develop a personalized integrative theoretical model for conceptualization and treatment of individuals.
5. Evaluate and explain your personal values and worldview and their congruence with your model.
6. Justify the congruence of your emerging model and your process of facilitating change.
7. Describe how your personal integrative model includes ethical application and consideration of multicultural/diversity issues.
8. Create a case vignette (this can be a fictional client created by you or based on a real client; be sure to disguise any identifying information if based on an actual client).
9. Apply your personal integrative model to the case vignette by developing a case conceptualization (using your personal theoretical model) and a treatment plan (congruent with your personal theoretical model).

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