Background Nursing students sometimes engage in academically dishonest behaviors despite honor codes and policies. We believe that learning more about nursing students' perceptions of and engagement in academically dishonest behaviors will aid faculty in crafting more effective codes, policies, and educational modules. Method Baccalaureate nursing students from accredited programs across the nation were invited to participate in an online cross-sectional descriptive correlational survey. Data were analyzed using descriptive and correlational statistics. Results Nursing students do not perceive all academically dishonest behavior as dishonest. There is a positive relationship between perceptions of behaviors in the classroom and clinical setting. Students have higher rates of engagement in behaviors they do not perceive as dishonest. Those who engage in the behaviors considered dishonest have higher rates of rationalization. Conclusion Faculty need to delineate to students what behaviors are deemed dishonest in a course. Eliminating ambiguity has potential to reduce engagement in dishonest behavior. [J Nurs Educ. 2018;57(2):79-87.].

Dishonest Behavior in the Classroom and Clinical Setting: Perceptions and Engagement.

A clear understanding of terminology is crucial in any academic field. When it is clear that complex interdisciplinary concepts are interpreted differently depending on the academic field, geographical setting or cultural values, it is time to take action. Given this, the Glossary for Academic Integrity, newly developed by the European Network for Academic Integrity project, served as the basis for compiling a comprehensive taxonomy of terms related to academic integrity. Following a rigorous coding exercise, the taxonomy was partitioned into three constituent components – Integrity, Misconduct and Neutral terms. A review of relevant literature sources is included, and the strengths and weaknesses of existing taxonomies are discussed in relation to this new offering. During the creation of these artefacts the authors identified and resolved many differences between their individual interpretative understandings of concepts/terms and the viewpoints of others. It is anticipated that the freely-available glossary and taxonomy will be explored and valued by researchers, teachers, students and the general public alike.

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Enhancing the Taxonomies Relating to Academic Integrity and Misconduct

Background:Moral philosophical positions and professional values have been shown to influence nurses’ practice behaviours. Understanding nursing students’ professional values and ethical ideologies...

Professional values and ethical ideology: Perceptions of nursing students.

This glossary serves as a basis to further common understanding on academic integrity through learning new terms and rediscovering old terms in new contexts. The need for this document derives from the variety of terms that are commonly used, but under different contexts. In this sense, we attempted to arrive at a common meaning. 
This glossary could be of value to national ombudspersons, judicial authorities, compliance officers, research project managers and other related bodies or units in academia as well as students, business sector and others.

Glossary for Academic Integrity

Background Much has been explored about academic dishonesty among nursing students. Problem Nursing students continue to engage in a variety of dishonest behaviors in the classroom and clinical settings. Concerned faculty members are seeking assistance in understanding the problem and finding suggestions for reducing students' engagement in academically dishonest behaviors. Approach Drawing on current literature, we discuss an expanded definition of academic dishonesty, explore motivating factors for students' academic dishonesty, and summarize common ways to reduce students' engagement in academically dishonest behaviors. We also provide guidance for development of policies concerning academic dishonesty. Conclusions By cultivating a learning environment that promotes honesty and integrity, rather than waiting until a dishonest act occurs to take action, the likelihood is lower that students will engage in academically dishonest behaviors.

Academic Dishonesty Among Nursing Students: A Contemporary View

Over the last several decades there has been an increase in the amount of research conducted concerning academically dishonest behaviors at the undergraduate level. However, this research and subsequent interventions are based on the assumptions that there exists a clear understanding of what constitutes academic dishonesty. In an attempt to address this gap in the current literature, a concept synthesis of students’ perceptions of academic behavior was completed. The end result was 18 categories of potentially dishonest academic behaviors. Definitions and examples are explored. Inter-rater reliability was completed and Kappa values are reported as well as implications for teaching and future research.

A Concept Synthesis of Academically Dishonest Behaviors

The development and testing of the Nursing Student Perceptions of Dishonesty Scale.

Context The academic integrity of nursing students is of much interest to nurse educators as evidenced by the increasing number of scholarly articles published on this topic. Consequences of academic dishonesty extend beyond students’ grades to potential patient harm. Reported to occur more frequently within the classroom learning environment, there is evidence of correlation between perceptions of dishonest behaviour in classroom and clinical settings. Overall, 96% of nursing students have selfreported engaging in at least one dishonest behaviour in classroom or clinical settings, and 60% engaged in five or more dishonest behaviours.

Students with high internal moral principles and accurate perceptions of dishonest behaviors are more likely to view themselves as academically honest in classroom and clinical settings

Emily L. McClung

Papers

Dishonest Behavior in the Classroom and Clinical Setting: Perceptions and Engagement.

A Concept Synthesis of Academically Dishonest Behaviors

The development and testing of the Nursing Student Perceptions of Dishonesty Scale.

Students with high internal moral principles and accurate perceptions of dishonest behaviors are more likely to view themselves as academically honest in classroom and clinical settings