Improving knowledge, skills, and attitudes of the nursing faculty members and postgraduate students towards plagiarism in academic writing

Mansour, Suzan El-Said; Abusaad, Fawzia; Dosuky, Mohamed A. El; Ibrahim, Adel A.

doi:10.5430/jnep.v7n9p107

Cited by 5 publications

(3 citation statements)

References 20 publications

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“…Plagiarism may not always be deliberate and may result from students’ lack of knowledge about what constitutes plagiarism and/or how to properly quote published work (Dahl, 2007). Moreover, increased knowledge about plagiarism predicts an increased negative attitude towards plagiarism (Mansour et al, 2017). Plagiarism may result from students’ lack of confidence about how to avoid plagiarism (Macdonald and Carroll, 2006).…”

Section: Plagiarism and Student Engagementmentioning

confidence: 99%

Active learning strategies and academic self-efficacy relate to both attentional control and attitudes towards plagiarism

Rocher

2018

Active Learning in Higher Education

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Active learning strategies, goals, values, self-efficacy and thus study motivation are all thought to affect the depth of student engagement with their work. Plagiarism is a common problem and must reflect a shallow level of student engagement. Cognitive perspectives on learning and teaching should consider how variations in attentional control might be implicated in both study motivation and plagiarism. This study aimed to elucidate the relationship between these variables, with the intention of informing learning and teaching practices. Increased self-efficacy, active learning strategies and learning values were robustly related to a more negative attitude towards plagiarism. Attentional control was unrelated to attitudes towards plagiarism, but was robustly related to increased self-efficacy and active learning strategies. Research concerning how both active learning and self-efficacy are affected by attentional control processes should be instrumental in improving teaching techniques. Increasing students’ active learning and self-efficacy during their degree should prove to be of particular utility when developing plagiarism interventions.

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Section: Plagiarism and Student Engagementmentioning

confidence: 99%

Active learning strategies and academic self-efficacy relate to both attentional control and attitudes towards plagiarism

Rocher

2018

Active Learning in Higher Education

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“…The similar results were found in this study, the highly significant difference were found (p=<0.001) in all pre and post component of workshop, so the hands on workshop can contribution in faculty development program. [14][15] One of the study results highlight the 20% awareness of participant involved in research writing, the most common factor is the lack of time and the generalized acceptance of copy paste culture. [16][17] Another study results evidence the lacking of awareness about using software for plagiarism, and participants were not understand the basic dynamics that how to plagiarized the research work.…”

Section: Discussionmentioning

confidence: 96%

Analysis through workshop: Awareness of plagiarism among the faculty of medical sciences.

Khan¹,

Kazi²,

Jiskani³

et al. 2021

TPMJ

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Objective: To evaluate the knowledge of faculty members regarding plagiarism through workshop analysis. Study Design: Cross Sectional Analytical study. Setting: Al-Tibri Medical College and Hospital. Period: January 2020, to May, 2020. Material & Method: Data was collected after taken an ethical approval. The workshop was conducted for the faculty development program regarding plagiarism. The self-designed questionnaire was administered before and after conduction of workshop with verbal consent of the faculty members. The participants were included all faculty members of medical sciences, total 50 numbers of participants were included on the basis of convenient sampling. Pre and post workshop analysis was done through SPSS version 21 and data was represented in the form of frequency and percentage and the response of the participants were evaluated as pre and post workshop by applied Chi-square test and level of significant was taken p=<0.05. Results: 56% of male and 44% female were the participants in the workshop. 28% of the total participants were taken similar content workshop before. There were significant difference among all components of workshop after comparison of pre and post analysis, we observed p= <0.001 in 99% of the response. Conclusion: The results of the present study showed that workshop can change the level of knowledge and attitude of the participants significantly. In this study the facilitator effectively enhance the awareness and importance of plagiarism for scientific writers and how to take precautions before become a part of scientific misconduct.

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“…The combination of diverse educational backgrounds and experience levels has the potential to facilitate a wide range of research interests and methodologies. However, strategic initiatives may be necessary to enhance the research capabilities of the faculty members, such as providing opportunities for professional development, encouraging collaborations with researchers holding PhD degrees, and offering incentives for further education [ 22 ]. Regarding the faculty members' knowledge in various domains, it was observed that nearly two-thirds displayed proficiency in using and differentiating between software tools for citing scientific papers.…”

Section: Discussionmentioning

confidence: 99%

Assessment of Nursing Faculty Members’ Knowledge Toward Research: A Cross-Sectional Study

Ahmed,

Mohammed,

Mahmood

et al. 2024

Cureus

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Background and aim In the context of contributing to healthcare and the well-being of a nation and its communities, nursing research plays a vital role in advancing the discipline of nursing science. Nursing research is essential for improving the quality of nursing care. This study aims to examine the research knowledge level of faculty members at the College of Nursing, University of Raparin, Kurdistan Region, Iraq. Methods We conducted a cross-sectional study involving 43 nursing faculty members at the University of Raparin. The survey was distributed using convenience sampling in April 2024. Statistical analysis was performed using IBM SPSS Statistics for Windows, Version 26.0 (released 2019, IBM Corp., Armonk, NY). Continuous variables were analyzed using mean and standard deviation, while categorical variables were analyzed using frequency and percentage distributions. The association between knowledge scores and demographics was tested using Mann-Whitney, Kruskal-Wallis, Chi-square, and post-hoc tests. Stepwise multiple regression analysis was used to determine the variables that influence the knowledge score. Significance was set at p < 0.05. Results A total of 43 participants were enrolled in this study. The mean age was 32.56 ± 4.75, with 69.8% of participants being male. In terms of educational attainment, 48.8% held master's degrees, 39.5% held bachelor's degrees, and only 11% possessed PhDs. The mean work experience was 5.40 ± 4.04 years, and the mean knowledge score toward research was 3.09 ± 1.97 out of 7. Demographic variables, such as age, marital status, and gender, showed no significant associations with knowledge levels (p > 0.05). However, significant associations were found for education level (p = 0.004) and years of experience (p = 0.011). In the stepwise regression analysis, we observed a significant positive correlation between the level of education and knowledge score (F =10.787, p = 0.002). However, variables, such as age, gender, marital status, years of experience, and participation in research courses, did not demonstrate statistical significance (p-values > 0.05). Conclusion This study highlights a significant lack of research expertise among nursing faculty members, emphasizing the urgent need for targeted interventions and instructional activities in nursing education programs. It is crucial to address this knowledge gap in order to support the professional growth of faculty members and promote the advancement of nursing research and evidence-based practice. Policymakers should also consider implementing mentorship programs that strategically pair less experienced faculty members with seasoned researchers. This initiative aims to cultivate a collaborative learning environment and enhance research skills.

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Improving knowledge, skills, and attitudes of the nursing faculty members and postgraduate students towards plagiarism in academic writing

Cited by 5 publications

References 20 publications

Active learning strategies and academic self-efficacy relate to both attentional control and attitudes towards plagiarism

Active learning strategies and academic self-efficacy relate to both attentional control and attitudes towards plagiarism

Analysis through workshop: Awareness of plagiarism among the faculty of medical sciences.

Assessment of Nursing Faculty Members’ Knowledge Toward Research: A Cross-Sectional Study

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