الفهرس 
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Abstract
Education at its best is a contrived experience designed to help the learner cope with professional responsibilities following the college experience, and to provide students with the cognitive understandings and skills needed to perform these responsibilities and to help develop effective relationships with others as a prerequisite to success on any job. One of the most commonly growing problems in the 21st century is students’ disruptive behavior.
All university members encounter students that are disturbing learning process at least several times during their service. Increasing incidence of students’ disruptive behavior in nursing education leaves adverse effects on educators and students alike, while violating other students’ rights and learning opportunity. In addition, disruptive behavior severely disrupts the learning and teaching climate and leads to a type of conflict and tension between students and the faculty members, and if not eliminated, it could cause a threatening condition. So, there should be training for the educators and the administrative staff to effectively manage their students’ disruptive behavior.
The aim of this study is to
Explore the nurse educators’ and the administrative staff’s perspective and management of nursing students’ disruptive behavior in the educational environment.
Research design
A descriptive exploratory research design was utilized in this study.
Setting
This study was carried out at the Faculty of Nursing, Alexandria University namely; Medical Surgical Nursing, Pediatric Nursing, Nursing education ,Obstetric and Gynecological Nursing, Nursing administration, Critical care and emergency nursing, Psychiatric and Mental Health Nursing, Community Health Nursing ,Gerontological nursing as well as the library and student affairs department.
Subjects
The subjects of this study included a sample of 150 nurse educators who work at the Faculty of Nursing, the sample subjects were selected from among the professors, assistant professors, lecturers, assistant lecturers, demonstrators, and clinical instructors in 2017-2018, using a proportional allocation technique. In addition, 19 administrative members enrolled at the Faculty of nursing, the sample subjects were selected from student affairs and the library staff in 2017-2018 .
Two tools were used for data collection in this study
Tool I: Nurse Educators’ Perspective and Management of Nursing Students’ Disruptive Behavior Structured Interview Schedule.
This tool was developed by the researcher after a thorough review of related literature to explore the nurse educators’ perspective regarding the nursing students’ disruptive behavior and their management. It included three parts: personal and academic data, nurse educators’ perspective regarding their nursing students’ disruptive behavior and strategies adopted by the educators to manage such disruptive behavior.
Tool II: Administrative staff’s Perspective and Management of Nursing Students’ Disruptive Behavior Structured Interview Schedule.
This tool was developed by the researcher after a thorough review of related literature to explore the administrative members’ perspective regarding the nursing students’ disruptive behavior and their management. It included three parts: personal and academic data, administrative staff’s perspective regarding their nursing students’ disruptive behavior and strategies adopted by the administrative staff’s to manage such disruptive behavior.
These statements were distributed over the 4 point-likert scale ranging from (1) to rare, (2) to sometimes, (3) to usually and (4) to always.
The scoring system of this tool consisted of three levels:
Low perspective: Score ranging from 25 % to 50 %
Moderate perspective: Score ranging from 51% - 75%
High perspective: Score ranging from 76% - 100%
• Tools were tested for their content validity by five experts in the related fields and the necessary modifications were accordingly made.
• Reliability of the tools I and tool II were tested for its internal consistency using the Cronbach’s Alpha test, the tools were reliable and the coefficient values were (0.900&0.945) respectively for tool I, (0.980 &0.959) respectively for tool II.
• A pilot study was carried out on 15 of the nurse educators and 2 of the administrative staff to ensure the clarity and feasibility of the tools.
• Data was collected over a period of three months starting from the end of September, 2017 and continued till the end of December, 2017.After that, data was fed , coded , edited and analyzed.
The following are the main results yielded by the present study:
• More than half of the nurse educators in the classroom had moderate perspective regarding the frequency of students’ disruptive behavior. While, the majority of the nurse educators in the clinical setting had low perspective regarding the frequency of students’ disruptive behavior.
• Almost all of the student affairs staff had low perspective regarding the frequency of students’ disruptive behavior. But, the majority of the library staff had low perspective regarding the frequency of students’ disruptive behavior.
• More than two thirds of the nurse educators in the classroom had moderate perspective regarding the factors aggravating students’ disruptive behavior. While, the majority of the nurse educators in the clinical setting had moderate perspective regarding the factors aggravating students’ disruptive behavior.
• The majority of the student affairs staff had low perspective regarding the factors aggravating students’ disruptive behavior. But, more than two thirds of the library staff had low perspective regarding the factors aggravating students’ disruptive behavior.
• Nearly half of the nurse educators in the classroom and clinical setting had moderate perspective regarding the effect of students’ disruptive behavior on the learning and teaching quality, and also the management of students’ disruptive behavior.
• Three quarters of the student affairs staff had low perspective regarding the management of students’ disruptive behavior. But, more than two thirds of the library staff had low perspective regarding the management of students’ disruptive behavior.
Conclusion
It can be concluded from the current study that most types of students’ disruptive behavior in the educational environment are; as follows students communicate ineffectively with educators and peers, students who noncompliance with instructions, show bullying behavior and they neglect their general appearance. In addition, there are environmental and educational factors aggravating students’ disruptive behavior in the educational environment. Moreover, the management that was mostly used by nurse educators and the administrative staff was: telling students the rules and procedures clearly at the beginning of the year, addressing the disruption individually, directly and immediately, and talking with the student in a calm, respectful and non-threatening manner.
Recommendations
Based on the findings of the present study, the following recommendations are offered:
• Conducting orientation programs for the newly appointed nurse educators regarding effective classroom management skills.
• Educational workshops should be conducted to all nurse educators and the administrative staff at the faculty of nursing to increase their knowledge and competencies regarding dealing with students’ disruptive behavior.
• Making sure that there is a suitable educational environment conducive to learning.
• Establishing and enforcing rules and procedures from the beginning of the academic semester.
• Developing school regulations and policies for disruptive behavior and its consequences should be available to all students, educators and the administrative staff.
• Establishing and maintaining a positive educator-student relationship.
• Nurse educators should recognize the multiple limitations to the use of punishment.
• Providing sufficient and qualified staff in each administrative department.
• Rescheduling the time of the nursing lectures and library.
Recommendations for further studies
• A study to explore the association between students’ disruptive behavior and educators’ burnout.
• The effect of the actual use of proactive classroom management strategies on students’ behavior.
• Investigating nursing students and faculty members’ suggestions for overcoming disruptive behavior.
• Examining the environmental factors that might have contributed to the students’ disruptive behavior.
• A study to determine the effects of direct and indirect educators’ disruptive behavior on students’ engagement and learning outcomes.