Although it is a pressing academic issue, the definition of incivility in higher education is still broad (Eka & Chambers, 2019). This multifaceted concept of incivility in nursing education concerns disruptive classroom or online behaviors resulting in physiological or psychological distress for those involved (Abedini et al., 2022; Eka & Chambers, 2019; Park & Kang, 2021; Penconek, 2020). Related terms of nursing educators' incivility are bullying and social bullying (Fry & Schmer, 2021).

Academic incivility includes a wide range of disruptive behaviors that include but are not limited to annoyances, intimidation, violence, and attacks (Clark, 2008a; Clark et al., 2012; Park & Kang, 2021; Penconek, 2020). However, this incivility is not limited to students; it becomes more concerning when educators exhibit it (Al-Jubouri et al., 2021; Clark et al., 2021; Fry & Schmer, 2021). Educator-to-student incivility ranges from disruptive to threatening behaviors (Abedini et al., 2022; Fry & Schmer, 2021), and such incivility pinpoints incompetent nursing educators (Abedini et al., 2022). The researchers observed that nursing educators' incivility undermines students' psychological well-being and learning progress, necessitating significant adaptation efforts (Abedini et al., 2022). Therefore, the implementation of a formalized reporting system is crucial within educational institutions to address uncivil behaviors and experiences and support students effectively. Many recent studies have investigated incivility in nursing schools in developed countries (Clark et al., 2021; Eka & Chambers, 2019; Fry & Schmer, 2021; Park & Kang, 2021; Penconek, 2020). Limited studies explored incivility in nursing education in developing countries (Abedini et al., 2022; Eka & Chambers 2017). This is the first study to assess nursing educators' incivility toward students in Jordan. The focal point of this current research study lies in pioneering the investigation of nursing educators' behaviors of incivility directed toward students, specifically within the context of Jordan.By exploring this overlooked aspect, the study seeks to uncover the frequency, characteristics, and consequences of such incivility within the in-person learning environment of nursing education at Jordanian institutions.

Through rigorous examination and analysis, the research endeavors to uncover the underlying factors contributing to these behaviors, elucidate their effects on student learning experiences and well-being and propose strategies for addressing and mitigating incivility among nursing educators in Jordan. In essence, this study represents a crucial step towards enhancing the quality of nursing education and fostering a respectful and supportive learning environment for students in Jordan. Assessing the problem of educator-to-student incivility in nursing education is the first step in improving the performance of nursing students (Abedini et al., 2022; Clark et al., 2009; Eka & Chambers, 2019).

The study explored various aspects: identifying uncivil behaviors among nurse educators perceived by nursing students, investigating differences in educators' uncivil behaviors based on student characteristics, assessing the perceived extent of educators' incivility in nursing education by students, evaluating nurse educators' level of civility as perceived by students, and exploring strategies to enhance nurse educators' civility perceived by students.