الفهرس 
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Abstract
Summary
ncivility behaviors are the main source of dissatisfaction
and frustration to keen learner students. Incivility can be
either intentional or unintentional hurtful behavior that
disturbs the classroom environment and the student’s
experience real challenging to deal with these behaviors.
Moreover, it can negatively impact on their knowledge and
cognitive development, clinical competence skills, and
professional skills (Ibrahim & Qalawa, 2018; Natarajan et
al., 2017).
All of the previous negative effect lead to trouble at the
classroom-learning environment and reduced student
retention rates. In addition to a negative effect on their
learning process, self-confidence, emotional wellbeing and
their care providing to the patients. Students behaving
incivility are unaware of these negative impacts on those
around them. So the incivility management is considered the
responsibility of the nursing faculty members. They can play
a crucial role to promote the civility culture among students
in the classrooms and clinical settings (Parandeh et al.,
2019; Di Natale, Melissa, 2017).
I
Summary
125
This study aimed to evaluate the effect of developed
civility behavior guideline among maternity nursing students
at classroom and practical engagement through:
1. Assessment of maternity nursing students’behavior
2. Implementation of civility behavior guideline on
maternity nursing students.
3. Evaluation of civility behavior guideline on maternity
nursing students.
A quasi-experimental design was used at the Technical
Institute for Nursing, Sayed Galal University Hospital, AlAzhar University, Egypt. The sample of this study was
composed of 60 female maternity nursing students, 28 in the
third year, and 32 in the fourth year at the previous
mentioned setting.
Three tools of data collection were used: First tool:
Interviewing questionnaire. Second tool: Attitude Rating
Scale. Third tool: Student Engagement scale (Kuh, 2009).
First tool: Interviewing questionnaire
It was designed by the researcher in the Arabic
language after reviewing the related literature to assess
student’s socio-demographic data as (age, residence,
academic year, hobbies, father’s education, father’s job,
Summary
126
mother’s education and mother’s job). In addition, to assess
female maternity nursing student’s knowledge regarding
civility and incivility behavior as (meaning, importance,
element, methods of promoting the culture of civility among
maternity nursing students.
Second tool: Attitude Rating Scale:
Likert Rating Scale, It was designed to assess female
maternity nursing students attitude toward civility behavior at
classroom and practical area.
Third tool: Student Engagement scale:
It was adapted from Kuh (2009), and modified by the
researcher to assess behavioral engagement of female
maternity students nursing regarding civility behavior at
classroom and practical area. It included three domain
performed (cognitive, emotional and behavioral skills).
In addition to supportive material was used.
Results:
Student’s age range was 17 to 18 years. Moreover, 53.3%
of them were in the age group 17 years, with the mean
age of (17.46±1.99).
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127
Regarding the residence, 63.3% of them came from rural
area. As for their academic year and hobbies, more than
half’s of them were on third year and had hobbies.
Concerning student’s families’ characteristics, more than
half of the student’s fathers were working in professional/
occupational jobs had intermediate education level.
Moreover, 63.3% of their mother were working as
housewife and had intermediate education level
Concerning student’s information study, 43.3% of them
had good levels in obstetrics and gynecological
programs, less than three quarters of them were
interesting to study obstetrics and gynecology.
Further more than three quarters (76.7%) of the studied
student had poor total level of knowledge regarding
civility behavior guideline pre intervention compared
with about two thirds of them had level of total
knowledge post intervention with highly statistically
significant difference with p-value (0.000**).
Three quarters (76.7%) of the studied sample had
negative attitude pre intervention compared with most of
them had positive attitude towards civility behavior at
classroom and practical area post intervention item with
highly statistically significant difference with p-value
(0.000**).
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128
Moreover, 83.3% of studied sample had negative
behavioral engagement regarding civility behavior at
classroom and practical area pre intervention compared
with the majority of them had positive behavioral
engagement post intervention with highly statistically
significant difference with p-value (0.000**).
Furthermore, there were statistically significant
difference (P<0.05) between student’s their join the
institute based on their desire & levels in obstetrics and
gynecological programs and their total knowledge
regarding civility guidelines.
Additionally, there were statistically significant
difference (P<0.05) between student’s their join the
institute based on their desire & levels in obstetrics and
gynecological programs and their total behavioral
regarding civility guidelines.
Finally, there were positive correlations (P<0.05)
between total student’s knowledge, their total attitude and
their total behavior regarding civility guidelines post
intervention