Nursing Students’ Perception and Practices Related to Academic Integrity

Rani, P Sheeba; Ravindran, Vinitha; Esther, Ana; Susila, I Emily; Charles, Mythily Vandana S; Rose, Anuradha; Chacko, Selva Titus

doi:10.5958/0974-9357.2019.00063.1

Cited by 12 publications

(10 citation statements)

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“…The tendency to overlook first-year nursing students and their involvement in AI breaches, as shown in the review, is concerning. This oversight is confirmed by Sheeba Rani et al's [27] study. Generally, enrolments in nursing programs are highest in the first-year compared to second and third years.…”

Section: Discussionsupporting

confidence: 57%

Academic integrity in first-year nursing students: An intergrative review

Miller-Rosser

Fielden

Emmanuel

2021

JNEP

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Introduction: Studies relating specifically to first-year nursing students’ breaches of academic integrity are not readily identified within the literature. While work has, over the years reported on breaches in academic integrity, it has done so with many disciplines and varied student cohorts. Nevertheless, those that specifically relate to first-year nursing students are sparse. First-year undergraduate nursing students are generally included with the entire student nurse cohort, and not necessarily identified independently. Therefore, the integrative review aimed to discover how or if the incidence of plagiarism/cheating, specifically within first-year undergraduate nursing students, was addressed.Methods: An integrative review of the literature, incorporating quantitative and qualitative literature was undertaken between January 2021 – April 2021 using electronic data bases.Results: Ten studies met the inclusion criteria. From the review, six main themes were extrapolated, (1) blurred boundaries of caring; (2) navigating the ethical highway; (3) factors influencing academic misconduct (4) early intervention (5) academic integrity policies and procedures and (6) inconsistencies amongst academics.Conclusions: The integrative review has identified a shortfall in research relating to how academic integrity has been addressed in first-year nursing students.

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Section: Discussionsupporting

confidence: 57%

Academic integrity in first-year nursing students: An intergrative review

Miller-Rosser

Fielden

Emmanuel

2021

JNEP

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“…Multiple factors, social and structural, may motivate students' academic dishonesty, including fears of failure, competitive behavior for high grades and grants, insufficient study time, and improper behavior displayed by educators and peers. [1][2][3][4][5] Students are more likely to recognize and understand academic dishonesty policies in relation to formal examinations and assessments than when they pertain to other forms of academic dishonesty. Students recognize dishonesty in formal assessment because they are explained by faculty and written in the course syllabus.…”

Section: Introductionmentioning

confidence: 99%

A concept analysis of misconduct: Application to nursing education

Al Abrawi

2023

Nurs Ethics

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Background Behavior is known as misconduct when individuals do not adhere to ethical standards, rules, or regulations. Several factors lead to misconduct, including the lack of understanding of what misconduct is among undergraduate students. However, misconduct as a concept needs more clarity and specificity. Objective This study aimed to examine the concept of misconduct from the literature and establish an operational definition for application to nursing education. Research design A concept analysis using Rodger’s evolutionary view was used to analyze the literature from the disciplines of: academics, business, law, and religious perspectives. Findings and discussion An operational definition was developed based on the multidisciplinary concept analysis. A concept map was designed to help visualize the antecedents, attributes, and consequences and to assist in the conceptualization of misconduct. Implications for nursing science, administration, and education are provided. Conclusion Understanding misconduct is necessary for nurse educators to ensure ethical practice within the academic context.

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“…Nursing students and practicing nurses are trusted by the public to value honesty, act responsibly, and respect the American Nurses Association code of ethics (American Nurses Association, 2015). Although nursing students receive ethics education in their coursework and are guided by nursing standards that value integrity in nursing practice, some nursing students exhibit dishonesty in the classroom and clinical environment (Maring et al, 2018;McCrink, 2010;McNair & Haynie, 2017;Rafati et al, 2020;Sheeba et al, 2019). In addition, despite the existence of nursing research where students consistently define and describe dishonest behaviors and tend to silo dishonesty by degree (Krueger, 2014;McCabe, 2009;McClung & Schneider, 2018;McCrink, 2010;McNair & Haynie, 2017), few studies clearly describe nursing students' perceptions of integrity as applied to clinical and classroom learning environments.…”

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confidence: 99%

“…Students described the importance of integrity as doing what is right and being fair to patients, noting behaviors such as doing one's own work, preparing for clinical, and not cheating on exams or plagiarizing. A study of 50 nursing students enrolled in a nursing college in India also examined student perceptions of academic integrity and academic dishonesty (Sheeba et al, 2019), providing narrative responses to an anonymous, open-ended, online questionnaire survey. Students defined academic integrity as being truthful and honest and provided examples that included "not copying and being truthful in examinations" and "following principles and [not taking] shortcuts in care of patients even in the absence of the supervisor" (p. 53).…”

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confidence: 99%

Nursing Student Perceptions of Academic and Clinical Integrity

et al. 2021

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AIMThis study aimed to explore how nursing students define and describe academic and clinical integrity and to identify social and psychological influences on student decisions to act with integrity.BACKGROUDNursing students are exhibiting a decline in academic and clinical integrity. Academic dishonesty often correlates to clinical dishonesty, subsequently impacting patient care quality and safety. Student perceptions and understanding of integrity are unknown.METHODA qualitative descriptive approach guided this study. A purposive sample of 19 traditional baccalaureate nursing students was recruited to participate in one-hour face-to-face interviews.RESULTSAll participants defined academic and clinical integrity as honest, ethical, and accountable behavior. Additional subthemes of characteristics, facilitators and barriers, and outcomes of acting with integrity emerged.CONCLUSIONStudents recognize the positive characteristics of integrity and their effects on personal growth and optimal patient outcomes. These findings can inform faculty in developing and supporting a culture of integrity.

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Nursing Students’ Perception and Practices Related to Academic Integrity

Cited by 12 publications

References 0 publications

Academic integrity in first-year nursing students: An intergrative review

Academic integrity in first-year nursing students: An intergrative review

A concept analysis of misconduct: Application to nursing education

Nursing Student Perceptions of Academic and Clinical Integrity

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