Background: Incivility negatively affects patient safety, academic performance, and staff retention. This systematic review aimed to identify effective intervention strategies for addressing incivility in nursing education and practice. Method: Joanna Briggs Institute methodology for mixed-methods systematic reviews was used. Six databases were searched for incivility intervention studies with nurses or nursing students in academic or health care settings. Data from 39 studies were extracted and thematically synthesized. Results: Two intervention categories, educational and administrative, were identified and used to cluster six intervention strategy themes. Six outcome themes were synthesized to examine strategy effectiveness. Conclusion: Findings indicated strong support for multicomponent interventions that incorporate educational strategies of sharing information, skill application, and reflective processing of learning with both nursing students and practicing nurses. Minimal evidence exists on how to increase civility among nursing faculty or enhance faculty role-modeling and coaching for students. Addressing this gap may improve civility in the profession. [ J Nurs Educ . 2020;59(6):319–326.]

Background: Student satisfaction is one of five pillars of quality online learning and is associated with academic achievement. This study aimed to examine nursing students’ satisfaction with online learning during COVID-19, their desire to continue online classes, and associated factors. Methods: A cross-sectional survey was completed by 125 nursing students from a public university. The students’ satisfaction was measured with the Student’s Satisfaction Towards Online Learning Questionnaire. Demographics, stress, and resilience were also measured. Data were analyzed using descriptive statistics and multiple logistic regression. Results: Fewer than half (41.8%) of students were satisfied with online learning. Just over half (51.2%) did not want to continue with online classes. The strongest predictor of satisfaction was course management and coordination. The strongest predictor for a preference to continue with online classes was the instructor’s characteristics. Conclusions: Considering the trend of providing more online education to nursing students, instructors should be prepared for excellence in online course management and coordination as the instructors have a fundamental role in students’ satisfaction with online learning. Further examination of nursing students’ satisfaction with online learning during the pandemic may yield valuable insights for post-pandemic program planning.