Reasons for academic dishonesty during examinations among nursing students: Cross-sectional survey.

Academic misconduct is a problem of growing concern across the tertiary education sector. While plagiarism has been the most common form of academic misconduct, the advent of software programs to detect plagiarism has seen the problem of misconduct simply mutate. As universities attempt to function in an increasingly complex environment, the factors that contribute to academic misconduct are unlikely to be easily mitigated. A multiple case study approach examined how academic misconduct is perceived in universities in in Australia, New Zealand and the United Kingdom via interviews with academics and administrators. The findings show that academic misconduct is a systemic problem that manifests in various ways and requires similarly diverse approaches to management. Greater consistency in policies and procedures, including a focus on preventative education for both staff and students, is key to managing the mutations of academic misconduct that continue to plague the higher education sector globally.

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Managing the mutations: academic misconduct Australia, New Zealand, and the UK

Academic integrity violations undermine principles of integrity and the quality of education.  Reducing the prevalence of dishonesty in scholarly work requires a multi-faceted approach (Stephens, 2016), which may include the implementation of e-learning tutorials.  Tutorials and other brief educational interventions increase students’ perceived knowledge and understanding of academic integrity and related topics (Stoesz & Yudintseva, 2018); however, it is unclear from the literature which students benefit most from completing them.  In two studies, secondary (i.e., middle and high) school students were recruited to complete an e-learning tutorial and surveys about academic integrity, approaches to learning, motivation for learning, and personality.  88 students participated in an online study, but only 15 participants completed the tutorial.  Knowledge and perceived seriousness of academic integrity violations increased significantly in this small sample; these changes were not evident in the remaining participants.  A follow-up study with 90 students tested in face-to-face classroom sessions confirmed the results of the first study.  Moreover, the changes in perception were larger for the youngest and oldest participants compared to the middle age group, and were correlated with use of deep learning strategies and agreeableness.  Overall, the findings provide evidence for the effectiveness of academic integrity tutorials, and suggest individual difference factors must be considered when designing and implementing brief educational interventions.  Examining behaviour change and long-term outcomes for secondary school students, and exploring the influences of learning environment and teacher characteristics on learning the values of academic integrity are important avenues for future research.

https://journalhosting.ucalgary.ca/index.php/ai/article/download/61826/pdf

Evaluation of a Tutorial Designed to Promote Academic Integrity

In nursing, expectations of honesty and integrity are clearly stipulated throughout professional standards and codes of conduct, thus the concept of academic integrity has even more impetus in preparing students for graduate practice. However, a disparity between policy and practice misses the opportunity to instil the principles of academic integrity, and at its core honesty, a pivotal trait in the nursing profession. This study draws upon the experience of the nursing faculty to explore how academic integrity policy of deterrence operate in nursing education. While participants deplored cheating behaviours, they expressed frustration in having to ‘police’ large numbers of students who had little awareness of the academic standards to meet policy requirements. In addition, they were cynical because of a perceived lack of severity in sanctions for students who repeatedly breached integrity. Participants expressed a moral obligation as educators to meet student learning needs and preferred to engage with students in a more meaningful way to uphold academic integrity. The ambivalence to detect and report breaches in integrity undermines the effectiveness of policy. Therefore, faculty must recognise the importance of their role in detecting and escalating cases of dishonesty and execute deterrence in a more consistent way. To do this, greater support at an institutional level, such as smaller class sizes, inclusion in decision making around sanctions and recognition of additional workload, will enable faculty to uphold policy. Although policing was not their preferred approach, the role of faculty in detecting and reporting cases of misconduct is crucial to increase the certainty of students getting caught, which is essential if policy is to be effective in deterring dishonest behaviour.

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“I’m not an investigator and I’m not a police officer" - a faculty’s view on academic integrity in an undergraduate nursing degree

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.

Janene Antney

Papers

Exploring the paradox: A cross-sectional study of academic dishonesty among Australian nursing students.