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Handling students’ misbehaviors in crowded classrooms: the nursing faculty members’ experiences1.79 MB
Published (Version of record)CC BY V4.0, Open Access
Published (Version of record)CC BY V4.0, Open
Journal article
Handling students’ misbehaviors in crowded classrooms: the nursing faculty members’ experiences
BMC medical education, Vol.23, 709
28/09/2023
PMID: 37770886
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Source: InCites
Abstract
Introduction
The ability of teachers to organize classes and manage the behavior of their students is critical in achieving positive educational outcomes. The aim of this study was to explain the experiences of nursing faculty members in managing disruptive behaviors in the classroom.
Methods
The study adopted descriptive explanatory qualitative study design and provided an avenue to explain the experiences of nursing faculty members in managing disruptive behavior in the classroom Participants were included via the purposive sampling. In-depth and semi-structured interviews were used to collect data. The content analysis presented by Graneheim and Lundman was used to analyze the data. The present study utilized four strength criteria, including credibility, confirmability, transferability, and dependability.
Results
The finding were presented using five themes that emerged from 350 open codes, including managing disruptive behavior in the classroom, guiding the disruptive student, trying to increase learning, and making the class more interesting, setting the rules and regulations of the class with sub-categories.
Conclusions
Participants cited strategies that they enabled to understand the cause of misbehavior and implement strategies to modify students’ misbehaviors by creating a safe and healthy climate to nurture effective learning by students.
Details
- Title
- Handling students’ misbehaviors in crowded classrooms: the nursing faculty members’ experiences
- Creators
- Shahin Salarvand - Lorestan University of Medical SciencesReyhaneh Niknejad - Islamic Azad University, IsfahanRazak M. Gyasi - Southern Cross University
- Publication Details
- BMC medical education, Vol.23, 709
- Publisher
- BioMed Central
- Grant note
- This study was conducted with the support of Lorestan University of Medical Sciences.
- Identifiers
- 991013141808702368
- Copyright
- © The Author(s) 2023. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License.
- Academic Unit
- National Centre for Naturopathic Medicine
- Language
- English
- Resource Type
- Journal article