Student Incivility and Its Management From a Nursing Academic's Perspective: A Scoping Review

Aims To examine published studies on nursing academics' experience with student incivility, explore their management strategies, and identify existing knowledge gaps. Design This scoping review was guided by Arksey and O'Malley's five‐stage framework. Data Sources Studies published between 2009 and June 2024 in English were retrieved from PubMed, CINAHL Complete, ProQuest, and Scopus. Methods The review included qualitative, quantitative, and mixed‐methods studies on nursing academics' experiences or perceptions of student incivility and/or interventions to manage it in higher education. Data were analysed using descriptive methods. Results Thirty‐five studies met the inclusion criteria. The studies mostly explored nursing academics' experiences ( n = 18) or perceptions ( n = 15) of student incivility. Of the eleven studies that investigated how academic staff address student incivility, nine were interventional studies and two qualitative studies explored academics' experiences. Conclusion The prevalence of reported nursing student incivility is substantial in the literature, yet there is limited evidence on sustainable, targeted management strategies to address the issue and support nursing academics. Implications for the Professional Further research is needed to evaluate the feasibility and long‐term effectiveness of strategies and interventions aimed at reducing student incivility and to explore effective management strategies adopted by nursing academics across diverse cultural and online learning settings. It is critical to develop interventions that address the root causes of student nurse incivility and strengthen institutional support systems. Impact This scoping review addresses gaps in the literature on managing nursing student incivility across diverse learning environments, providing evidence to inform the development of contextually appropriate strategies that support nursing academics in managing incivility effectively within evolving educational settings. Reporting Method This review followed the PRISMA Extension for Scoping Review (PRISMA‐ScR) Checklist. Patient or Public Contribution No patient or public involvement.