Journal of Psychiatric Nursing

The world has immensely been affected due to outbreak of COVID-19. It forced shut down of all organisations and institutions, corporate, transportation everything, so as the educational institutions. In theabsence of traditional classroom teaching and one to one interaction, on-line teaching has emerged as a substitute. Educational institutions and students across the globe have accepted the online platform of learning. However, despite its multiple advantages there are certain limitations of elearning.Some of the studies revealed that the students and teachers experienced much panic and anxiety, since e-learning has never been a formal mode of education before this ongoing pandemic.The current study was aimed to explore the attitude of nursing teachers towards virtual learning. The current study concluded that68% nursing teachers had positive attitude towards virtual classes thus the teachers not having a positive attitude is a matter of concern. There was significant association found between all three demographic profile of the nursing teachers such as gender, age and qualification and their attitude towards virtual class. Female teachers (75%) have more positive attitude towards virtual class than male teachers (43%). Age wise it was found that more the age, was more positive towards virtual classes. According to qualification more graduate teachers were having positive attitude towards virtual classes than postgraduate teachers.Majority of teachers disagree that conducting virtual classes from home is very comfortable and believe that virtual learning is not much effective in   comparison to face to face learning method. Majority of the teachers also disagree about improvement of the quality of education through virtual sessions. Keywords: Nursing; student; attitude; towards; virtual; classes; COVID.

A disaster is a phenomenon which disrupts the normal environmental conditions required for normal existence and causes enormous sufferings beyond the capacity of adjustment of the affected community. As per origin, disasters are classified into natural and man-made disasters and as per impact, minor or major. There are physical, social, economic and psychological impacts of disaster. There are differential impacts of disaster on vulnerable groups like children, elderly, women and physically and mentally challenged people. Disaster cycle has many phases namely; preparedness, impact and rescue, relief, response, recovery, rehabilitation and mitigation. The Disaster Management Act provides directions for effective management of disasters. Primary focus of this act is to prepare, prevent and plan well ahead of the disaster. This act aims to provide the effective management of all aspects pertaining to disaster. The local community usually responds first and calls for help in any disaster. Local community best knows its resources, traditional knowledge of coping with such events in the past and relevant counter measures regarding disaster management. There are various ways by which well informed citizens can reduce the fear, anxiety, and losses that are bound to occur after a disaster. Nurses play an important role in all phases of disastercycle. Nurse makes and leads the preparedness plan. Nurse participates in triage and first aid of the disaster victims. She plans for recovery and rehabilitation of the affected people. She also collaborates with other   disciplines, governmental and non-governmental agencies. Keywords: Disaster; Disaster cycle; Role of nurses; Classification of disasters; Impact of disasters.

Background: Uncivilized behavior is a concern in higher education especially in professional education and which is predominantly seen in Nursing and Medical education. However, most recently faculties have complained of a steady increase in more disturbing behavior such as yelling at faculty, and physical hostility. There is an area of significance, leading nurse educators to believe that the level and seriousness of incivility has increased and it is having impact on teaching and learning environment. Objectives: (1) To assess the perception of nursing faculty on uncivilized behavior among nursing students. (2) To describe the lived experience of nursing faculty regarding uncivilized behavior among nursing students. Methodology: Mixed method research approach with the embedded research design was used for study. Data was collected form 20 nursing faculties of Rajasthan. Non probability purposive sampling (criterion sampling) techniques was used for selecting the samples. Incivility in nursing education survey (INR-R) developed by Clark was used to assess the nursing faculty perception about the uncivilized behavior of nursing students. Results: Findings related to assessment of level of disruption among students in classroom/clinical showed that majority of (56.56%) students had fall in to “Sometimes” level of disruption, (17.50%) belongs to “Usually” level of disruption.Findings related to assessment of faculty experience regarding threatening  behavior of student’s in classroom in past 12 months showed that the highest 80% of faculties were most frequently observed threatening behavior of students faced by the faculty were doing property damage by the students & general taunts or disrespects to others, lowest percentage (5%) and less frequently observed threatening behavior faced by the faculty were making inappropriate mails or message to the faculty and statements about having assess the weapons. Four themes emerged from the data were Factors contributing incivility among students, Types of student's incivility in classroom & clinical settings, Faculty incivility, Strategies for reduce incivility. Conclusion: Nursing is a profession regarding humanity & caring aspects; inappropriate training or improper lifestyle or uncivilized behavior will affect the human life & professional life. Hence teachers are having a contributory role to assess and limit the incivility among their students. Keywords: Mixed Research; Assess; Perception; Nursing faculty; Uncivilized behavior; Nursing student.