Academic Dishonesty among Undergraduate Nursing Students

Allen, Cavelle

doi:10.23937/2469-5823/1510074

Cited by 11 publications

(19 citation statements)

References 10 publications

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“…Many authors rank such behaviour as one of the most dishonest acts in clinical practice. 10 , 29 – 31 In our study, 15% of participants reported engaging in dishonest behaviour from this subscale, which is consistent with another study. 13 Park et al 13 found that 39% of participants in their study reported not taking or recalling vital signs accurately.…”

Section: Discussionsupporting

confidence: 93%

Profiling nursing students’ dishonest behaviour: Classroom versus clinical settings

Lovrić

Žvanut

2022

Nurs Ethics

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Background While academic dishonesty among nursing students is becoming a global problem, the instruments used in studies on this topic are heterogeneous and, in many cases, not even validated. This makes it difficult or impossible to compare the findings on a global scale. Objectives To investigate the profile of Croatian nursing students’ dishonest behaviour in classroom and clinical settings and to examine the relationship between the incidence of dishonest behaviour in both settings. Research design A quantitative cross-sectional study using a Croatian online version of the Nursing Student Perceptions of Dishonesty Scale (overall Cronbach’s alpha 0.933) . Participants and research context 446 nursing students from a higher education institution in Croatia, EU, in the academic year 2020/21. Ethical considerations The study was approved by the relevant committee of the higher education institution. Findings/results Almost all participants (91.3%) performed dishonest behaviour on two or more occasions in the classroom and 32.5% did so in the clinical setting. The incidence of dishonest behaviour increased with the students’ year of BSc study ( p = .008). All subscales of dishonest behaviour in the classroom were significantly and positively associated with dishonest behaviour in the clinical setting, except for the Not My Problem and Non-Compliance subscales. Discussion Based on these results, the following should be taken into consideration: 1) dishonest behaviour in the classroom is associated with dishonest behaviour in the clinical setting; 2) even the slightest occurrence of dishonest behaviour in the clinical setting can lead to fatal events. Conclusions The gradual increase in BSc nursing students’ dishonest behaviour with their year of study raises several questions regarding the development of ethical and moral values in this population. This raises the need for early and continuous exposure of students to ethical content from the beginning of their studies and support from competent educators.

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Section: Discussionsupporting

confidence: 93%

Profiling nursing students’ dishonest behaviour: Classroom versus clinical settings

Lovrić

Žvanut

2022

Nurs Ethics

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“…Faculty from the same discipline do not agree on what cheating entails 1. To nurse educators and students, academic integrity represents a moral commitment to honesty, ethics, and professionalism that is reflected in one's personal beliefs and values 4,5,28. Yet, students may disagree that some behaviors that are considered dishonest by educators are unethical such as unauthorized collaboration, plagiarism, and obtaining test questions from other students 4,20.…”

Section: Applying Critical Caring Pedagogy To Avoid Cheating On Examsmentioning

confidence: 99%

“…To reduce cheating, students can be involved in coconstructing course-specific integrity expectations with a focus on issues that are the most frequent or problematic in that course 1. In some circumstances, such as when identifying plagiarism, students may be unaware or uncertain that their behavior is considered dishonest 4,5. In other cases, such as when obtaining test items prior to an exam or cheating during an exam, nursing students have cheated despite believing that it is unethical 4.…”

Section: Applying Critical Caring Pedagogy To Avoid Cheating On Examsmentioning

confidence: 99%

Redefining Cheating on Written Exams

Killam

Luctkar-Flude

Brune

et al. 2021

Advances in Nursing Science

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Educators who recognize the value of authentic written exams for promoting student critical thinking may struggle with concerns about cheating. In this article, we explore how educators may use open-web take-home exams to help students develop integrity and evidence-based practice skills. Lang's theory is used to explore why students may cheat. We discuss the importance of caring assessment practices by drawing on critical caring pedagogy and universal design for learning. Throughout the discussion, we illustrate how authentic questions and instruction that is focused on dialogue, collaboration, and resource use may reduce cheating possibilities while improving student learning.

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“…[ 2 ] On the other hand, irresponsible behaviors in the nursing students have been reported as a common problem and have a high impact on the education and learning processes in the entire class. [ 4 5 ] Ibrahim and Qalawa reported (60.2%) of the nursing students have irresponsible behaviors. [ 5 ] Findings of another study showed that majority of nursing students engaged in some forms of academic dishonesty or irresponsibility behaviors in the classroom setting (64.7%) and in the clinical setting (54%).…”

Section: Introductionmentioning

confidence: 99%

“…[ 5 ] Findings of another study showed that majority of nursing students engaged in some forms of academic dishonesty or irresponsibility behaviors in the classroom setting (64.7%) and in the clinical setting (54%). [ 6 ] Furthermore, such behaviors have been common among the students of other disciplines[ 4 ] or its rate has been alarming. [ 7 ]…”

Section: Introductionmentioning

confidence: 99%

Professional responsibility-acquiring process among bachelor degree nursing students: A grounded theory study

Ghasemi

Karimi

Nehrir

2020

J Edu Health Promot

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INTRODUCTION: Professional responsibility-acquiring process among bachelor degree nursing students is important for their current and future performance and educational and health-care system, but this process has not been explored in the literature. The aim of the current study is to explore the process of acquiring professional responsibility among bachelor degree nursing students. METHODOLOGY: The study design was based on grounded theory (Corbin and Strauss 2015). Purposive and theoretical sampling led to the inclusion of 18 individual interviews and a focus group interview with bachelor degree nursing students, their instructors, and key informants in a nursing school and university, an educational hospital, and a health comprehensive service center in Tehran in 2019–2020. RESULTS: After data analysis, 6 categories, 17 primary categories, 64 subcategories, and 1747 initial codes were extracted. Trying to optimal use of the educational period was the main category of this study and its primary categories were responsible learning and performance management strategies, there were facilitators and inhibitors categories for applying these strategies. Personal, educational, and professional context factors were primary categories that may lead to the main concern (uncertain productivity of the educational period) with regard to acquiring professional responsibility. Protection of the students and others versus irresponsibility was consequence category of this process. CONCLUSION: Knowing the process of acquiring professional responsibility among bachelor degree nursing students can be used to facilitate the formation, promotion, and evaluation of professional responsible behaviors. Further researches in these areas are recommended.

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Academic Dishonesty among Undergraduate Nursing Students

Cited by 11 publications

References 10 publications

Profiling nursing students’ dishonest behaviour: Classroom versus clinical settings

Profiling nursing students’ dishonest behaviour: Classroom versus clinical settings

Redefining Cheating on Written Exams

Professional responsibility-acquiring process among bachelor degree nursing students: A grounded theory study

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