Considering the ethical issues related to nursing and that Ethics is an integral part of the nursing education in the\ud degree course, one would suppose that academic dishonesty might be less frequent in nursing students than in\ud students of other disciplines. However, several studies show that this trend of deceitful behaviour seems to be\ud similar among the university nursing students and those of other disciplines.\ud The aim of this study is to investigate the phenomenon of academic dishonesty in the classroom from a\ud longitudinal perspective within a cohort of Italian nursing students.\ud A non-experimental longitudinal design was used. All nursing students were recruited from the Nursing Science\ud Bachelor Degree Program of a big Italian university in the centre of Italy and participants were part of an ongoing\ud longitudinal research project which started in 2011 on nursing students' wellbeing.\ud The results show that students get accustomed to taking academically deceitful actions. They come to consider\ud their behaviours acceptable and normal, thereby stabilizing them, which increases the probability of stabilizing\ud subsequent deceitful behaviours. The stability through time of academic cheating behaviours committed during\ud higher education, within the study's timeframe, provides important perspectives into the establishment of\ud rigorous standards of ethical and moral behaviours by the students

Aims: An available strategy to counteract academic failure is the development and implementation of student academic self-efficacy; however, to date, there are no instruments measuring it. The aim of this study was to develop and psychometrically test an academic nurse self-efficacy scale. Design: A longitudinal study design was used in accordance with Consensus-basedStandards for the Selection of health status Measurement Instruments guidelines. Methods:A convenience sample of 1,129 nursing students attending the first year of the course were involved. The data collection began in 2014 and went on for 3 years.Data were collected at the beginning of the first (T0), at the end of the first (T1), at the end of the second (T2), and at the end of the third (T3) year. The academic nurse self-efficacy scale was evaluated for content and face validity, for construct validity with explorative, confirmative factor analysis and hypothesis testing and for reliability. The standard error and the smallest detectable difference were also evaluated.Results: Scree plot analysis suggested a four-factor solution and confirmative factor analysis model reached a good fit. We verified the first hypothesis, partially the second and not the third. The dimensions show a Cronbach's α 0.72-0.83. The smallest detectable difference was 26%. Conclusions:The academic nurse self-efficacy scale had good validity and reliability and should be considered for nursing students. Impact: These findings may have an impact on universities, mainly in nursing degree programmes because nurse educators can identify nursing students with low academic self-efficacy and help them in their academic duties. Indirectly, academic self-efficacy monitoring can be used for evaluating the effect of different teaching strategies or mentorship support over time. K E Y W O R D S academic performance, academic success, education nursing, educational measurement, instrument development, nurses, nursing, nursing graduate, self-efficacy | 399 BULFONE Et aL.

Student perceptions of self-efficacy (SE) prevent stress and burnout and improve engagement in nursing education, thus increasing learning outcomes. The study aims were to (1) validate a scale measuring nursing SE in psychomotor skills (NSE-PS), (2) describe changes in NSE-PS over time, and (3) explore NSE-PS correlations with burnout and engagement. A total of 1117 nursing students participated. A significant increase in the NSE-PS scores over the years has emerged; in addition, all NSE-PS dimensions were correlated negatively with burnout and positively with engagement.

Aims and objectives: To describe the sociodemographic and academic characteristics of nursing students who report academic failure and to identify the determinants of academic failure (no degree on time) in a population of nursing students. Background:Although prior studies have shown that academic failure is influenced by multiple factors, the studies mentioned have mostly focused on specific single variables associated with academic failure, and they have reported inconsistent results. Design:A prospective follow-up study design was used in an Italian Baccalaureate Nursing Degree program. A total sample of 2,040 at baseline and a random subsample of 753 students were considered for academic failure determinants. The study followed the recommendations of STROBE (Strengthening the Reporting of Observational studies in Epidemiology). Methods:We included in the model academic background, self-efficacy, sociodemographic variables and self-efficacy in psychomotor skills and motivation. We used the Academic Nurse Self-Efficacy Scale (ANSEs), the Nursing Self-Efficacy in Psychomotor Skill Scale (NSE-PS) and the Motivation Nursing Students' Scale (MNSS) which have been validated on nursing students. For the assessment of predictors of academic failure, a two-stage hierarchical logistic regression analysis was performed.Results: Students who had academic failure were 69.4% of the sample. Predictors of academic failure were the secondary school certification grade, the university preadmission test score; the academic self-efficacy, self-efficacy in psychomotor skills and clinical training examination grades were additional predictors. Conclusions:The secondary school certification grade, the University pre-admission test score, low academic self-efficacy, low self-efficacy in psychomotor skills and low clinical training examination grades were predictors of academic failure in nursing students.

Aim To analyse any changes seen in the academic self‐efficacy of nursing students during the three years of their academic education as well as the associated predictive factors. Design A longitudinal study design was applied. Methods The sample included 220 students who attended a large university in central Italy. The students’ academic self‐efficacy was measured using the Academic Nurses’ Self‐Efficacy Scale. Data were collected annually from 2014/2015 to 2017/2018 at the beginning of the first year (T0), at the end of the first year (T1), at the end of the second year (T2) and at the end of the third year (T3). A repeated measure univariate analysis of variance (ANOVA) was conducted to detect any possible changes in the students’ academic self‐efficacy scores over the four measurement points. To identify the factors that are predictive of academic self‐efficacy, a linear regression model was used. Results Overall, the students’ academic self‐efficacy did not change significantly over the three‐year period of their education. Both sex (female) and age (24–50 years) during T0–T2 significantly predicted changes in the students’ academic self‐efficacy over time. Moreover female students started with lower academic self‐efficacy scores than male students, although their academic self‐efficacy increased over time, while the male students’ academic self‐efficacy actually decreased over time. In addition, students with a scientific background reported higher academic self‐efficacy than other students. Conclusions Although the students’ academic self‐efficacy did not change over time, from a theoretical perspective, academic self‐efficacy can be developed using a number of strategies such as a well‐organised tutorial during the clinical learning phase and feedback or encouragement. Impact Academic staff should monitor nursing students’ academic self‐efficacy over time, particularly in the case of male and younger students, students with a partner and students with a humanities background during the first 2 years of the course.