Academic dishonesty among nursing students.

doi:10.3928/01484834-20140122-06

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Academic dishonesty among nursing students.

Journal Article•DOI•

Academic dishonesty among nursing students.

22 Jan 2014-Journal of Nursing Education (J Nurs Educ)-Vol. 53, Iss: 2, pp 77-87

TL;DR: Results revealed differences in frequency of engagement in and attitudes toward academic dishonesty by gender, semester in the program, and ethnicity, and relationships were also found among peer behavior, personal beliefs and values, and frequency of engaging in academics dishonesty.

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Abstract: This quantitative study identified sociodemographic and situational conditions that affected 336 nursing students' engagement in academic dishonesty, their attitudes regarding various forms of academic dishonesty, and the prevalence of academic dishonesty in which they engaged and witnessed. More than half of the participants reported cheating in the classroom and in the clinical settings. A positive relationship was found between the frequency of cheating in classroom and clinical settings. Results revealed differences in frequency of engagement in and attitudes toward academic dishonesty by gender, semester in the program, and ethnicity. Relationships were also found among peer behavior, personal beliefs and values, and frequency of engaging in academic dishonesty.

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Journal Article•DOI•

Academic integrity and plagiarism: a review of the influences and risk situations for health students

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Hai Jiang¹, Lynne Emmerton¹, Leigh McKauge¹•Institutions (1)

University of Queensland¹

23 May 2013-Higher Education Research & Development

TL;DR: This paper reviewed the education literature to provide an insight for academics into reasons for student plagiarism and, where possible, management of these risks, and referred to the health professions as a discipline in which academic conduct in students should be at the highest possible standard.

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Abstract: Health professions are increasingly focusing on the development of integrity and professionalism in students of Health disciplines. While it is expected that Health students will develop, and commit to, the highest standards of conduct as undergraduates, and henceforth through their careers, the pressures of assessment and external commitments may lead to both unintentional and intentional plagiaristic behaviours. Exponential growth in Internet resources and new information technologies, as well as individual belief systems or naivety about the authorship attribution convention, suggest complexity in understanding the risks and factors associated with academic plagiarism. This paper reviews the education literature to provide an insight for academics into reasons for student plagiarism and, where possible, management of these risks. Our review refers to the health professions as a discipline in which academic conduct in students should be at the highest possible standard.

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59 citations

Additional excerpts

...While it is widely recognised that the prevalence of plagiarism is underreported (Carroll, 2004; Gaberson, 1997; Hutchins & Cobb, 2008; Kisamore, Stone, & Jawahar, 2007; McCabe, 2009; Park, 2003; Postle, 2009; Rabi, Patton, Fjortoft, & Zgarrick, 2006; Scanlan, 2006; Staats, Hupp, & Hagley, 2008;…...
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Journal Article•DOI•

Patterns and predictors of academic dishonesty in Romanian university students

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Bob Ives¹, Madalina Alama¹, Liviu Cosmin Mosora², Mihaela Mosora², Lucia Grosu-Radulescu², Aurel Ion Clinciu³, Ana-Maria Cazan³, Gabriel Badescu⁴, Claudiu Daniel Tufis⁵, Mihaela Diaconu, Amalia Dutu - Show less +7 more•Institutions (5)

University of Nevada, Reno¹, Bucharest University of Economic Studies², Transilvania University of Brașov³, Babeș-Bolyai University⁴, University of Bucharest⁵

01 Nov 2017-Higher Education

TL;DR: In this paper, a total of 1127 university students from six public Romanian universities were surveyed for their experiences and beliefs with 22 behaviors that might be considered academically dishonest, and a five-factor solution to the frequencies of these behaviors was interpretable and accounted for more than half of the total variance.

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Abstract: Academic dishonesty in higher education is an increasingly visible problem throughout the world and in Romania in particular. A total of 1127 university students from six public Romanian universities were surveyed for their experiences and beliefs with 22 behaviors that might be considered academically dishonest. A five-factor solution to the frequencies of these behaviors was interpretable and accounted for more than half of the total variance. How acceptable students believed the behaviors were and how often students witnessed other students engage in these behaviors were consistent predictors of the frequency of the behaviors, with small to medium effect sizes. Demographic predictors of these behaviors, including gender, academic specialty, year in school, institution, grade average, and scholarship status, predicted very little variance in the behaviors. Implications and limitations of the study, as well as limitations of research in the field, are discussed.

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45 citations

Journal Article•DOI•

Understanding the Interplay Among Regulatory Self-Efficacy, Moral Disengagement, and Academic Cheating Behaviour During Vocational Education: A Three-Wave Study

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Roberta Fida¹, Roberta Fida², Carlo Tramontano³, Marinella Paciello⁴, Valerio Ghezzi², Claudio Barbaranelli² - Show less +2 more•Institutions (4)

University of East Anglia¹, Sapienza University of Rome², Coventry University³, International University, Cambodia⁴

01 Dec 2018-Journal of Business Ethics

TL;DR: This article examined the role of two opposite dimensions of the self-regulatory moral system, regulatory self-efficacy and moral disengagement, in influencing academic cheating behavior and found that regulatory selfefficacy negatively influences not only the engagement in misconduct but also the justification mechanisms that allow the divorce between moral standards and action.

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Abstract: The literature has suggested that to understand the diffusion of unethical conduct in the workplace, it is important to investigate the underlying processes sustaining engagement in misbehaviour and to study what occurs during vocational education. Drawing on social-cognitive theory, in this study, we longitudinally examined the role of two opposite dimensions of the self-regulatory moral system, regulatory self-efficacy and moral disengagement, in influencing academic cheating behaviour. In addition, in line with the theories highlighting the bidirectional relationship between cognitive processes and behaviour, we aimed to also examine the reciprocal influence of behaviour on these dimensions over time. Overall, no previous studies have examined the longitudinal interplay between these variables. The sample included 866 (62.8% female) nursing students who were assessed three times annually from the beginning of their vocational education. The findings from a cross-lagged model confirmed that regulatory self-efficacy and moral disengagement have opposite influences on cheating behaviour, that regulatory self-efficacy negatively influences not only the engagement in misconduct but also the justification mechanisms that allow the divorce between moral standards and action, and that moral disengagement and cheating behaviour reciprocally support each other over time. Specifically, not only did moral disengagement influence cheating behaviour even when controlling for its prior levels, but also cheating behaviour affected moral disengagement one year later, controlling for its prior levels. These findings suggest that recourse to wrongdoing could gradually lead to further normalising this kind of behaviour and morally desensitising individuals to misconduct.

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43 citations

Cites background from "Academic dishonesty among nursing s..."

...Cheating behaviour has been investigated in a wide range of higher education programmes (see Krueger 2014)....
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Journal Article•DOI•

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

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Melanie Birks¹, John Smithson¹, Janene Antney¹, Lin Zhao², Camilla Burkot¹ - Show less +1 more•Institutions (2)

James Cook University¹, RMIT University²

01 Jun 2018-Nurse Education Today

TL;DR: The findings of this study support existing literature that refutes the assumption that the nobility of these disciplines would result in a lower incidence of cheating behaviours and found troubling rates of academic and professional misconduct among the surveyed population.

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39 citations

Journal Article•DOI•

Effectiveness of tutorials for promoting educational integrity: a synthesis paper

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Brenda M. Stoesz¹, Anastassiya Yudintseva², Anastassiya Yudintseva¹•Institutions (2)

University of Manitoba¹, McMaster University²

01 Jan 2018-The International Journal for Educational Integrity

TL;DR: The authors reviewed the peer-reviewed research literature describing face-to-face workshops, e-learning tutorials, or blended approaches for promoting academic integrity and the effectiveness of these approaches and found that the educational interventions were described as effective in terms of satisfaction with the intervention, and changes in students' attitudes and knowledge of academic integrity.

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Abstract: The prevalence of plagiarism, cheating, and other acts of academic dishonesty may be as high as 80% in populations of high school and post-secondary students. Various educational interventions have been developed and implemented in an effort to educate students about academic integrity and to prevent academic misconduct. We reviewed the peer-reviewed research literature describing face-to-face workshops, e-learning tutorials, or blended approaches for promoting academic integrity and the effectiveness of these approaches. In general, the educational interventions were described as effective in terms of satisfaction with the intervention, and changes in students’ attitudes and knowledge of academic integrity. Few studies provided evidence that the educational interventions changed student behaviour or outcomes outside the context of the intervention. Future research should explore how participation in educational interventions to promote academic integrity are linked to long-term student outcomes, such as graduate school admission, alumni career success, service to society, and personal stability.

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35 citations

Cites background from "Academic dishonesty among nursing s..."

...For example, Krueger (2014) reported that the frequencies of dishonest behaviours in the classroom and clinical settings were positively correlated, and a large proportion of nursing students (54...
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...Aligning faculty and students’ knowledge and seriousness of various types of academic misconduct is also recognized as important for reducing the number of cases (Bailey, 2001; Krueger, 2014)....
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Journal Article•DOI•

Cheating in Academic Institutions: A Decade of Research

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Donald L. McCabe¹, Linda Klebe Treviño, Kenneth D. Butterfield²•Institutions (2)

Rutgers University¹, Washington State University²

01 Jan 2001-Ethics & Behavior

TL;DR: In this article, the authors reviewed 1 decade of research on cheating in academic institutions and found that cheating is prevalent and that some forms of cheating have increased dramatically in the last 30 years.

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Abstract: This article reviews 1 decade of research on cheating in academic institutions. This research demonstrates that cheating is prevalent and that some forms of cheating have increased dramatically in the last 30 years. This research also suggests that although both individual and contextual factors influence cheating, contextual factors, such as students' perceptions of peers' behavior, are the most powerful influence. In addition, an institution's academic integrity programs and policies, such as honor codes, can have a significant influence on students' behavior. Finally, we offer suggestions for managing cheating from students' and faculty members' perspectives.

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1,079 citations

Book Chapter•DOI•

Academic Dishonesty: Honor Codes and Other Contextual Influences

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Donald L. McCabe¹, Linda Klebe Treviño•Institutions (1)

Rutgers University¹

01 Sep 1993-The Journal of Higher Education

TL;DR: In this paper, the authors study the effectiveness of honor codes in a more complex social context and compare academic dishonesty in colleges that have honor codes and those that do not, and find that the existence of an honor code may not be the only predictor of cheating behavior.

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Abstract: Research and media reports have established the continued pervasiveness of academic dishonesty among students on America's college campuses [12, 13, 22, 25, 26, 33, 46]. While some colleges have responded with academic integrity classes and increased efforts to convince reluctant faculty members to report student cheaters [13], there is a renewed interest in the concept of "community" as an effective foundation for campus governance. For example, the Carnegie Foundation for the Advancement of Teaching's special report, Campus Life: In Search of Community, concludes, "What is needed, we believe, is a larger, more integrative vision of community in higher education. . . . a place where individuals accept their obligations to the group and where well-defined governance procedures guide behavior for the common good" [10, p. 7]. Derek Bok, in Universities and the Future of American, echoes this theme: [U]niversities need to consider the larger campus environment beyond the classroom. An obvious step in this direction is to have rules tha t prohibit lying, cheating, stealing, violent behavior, interference with free expression, or other acts that break fundamental norms. Such rules not only protect the rights of everyone in the community; they also signal the importance of basic moral obligations and strengthen habits of ethical behavior [5, pp. 84-85]. Bok offers the honor code as perhaps the most effective approach in matters of academic integrity, but acknowledges that, "the pervasive competition for grades; the size, diversity, and impersonal nature of many large universities; their lack of any honor code traditon; and the wide-spread distaste for accusing one's classmates" combine to work against such an approach [5, p. 87]. Although the honor code traditon dates back over a century, the viability of such codes on today's campuses is open to some question [12]. Small, relatively homogeneous campuses have generally given way to large, culturally diverse institutions which lack any apparent sense of community or common purpose among students other than getting a credential and a job. Despite the fundamental nature of this question, there is a surprising paucity of empirical research which addresses the effectiveness of honor codes. the study discussed here attempts to help fill this gap by comparing academic dishonesty in colleges that have honor codes and those that do not. The few studies that have addressed the effectiveness of honor codes [7, 9] have generally considered code effectiveness independent of context. We believe that it is important to acknowledge and understand the complexity of the social systems within which honor codes are embedded and the fact that other contextual factors may be as important or more important than the existence of an honor code by itself. Thus this study extends beyond previous work by studying the effectiveness of honor codes within a more complex social context. Honor Codes in Context Academic Dishonesty Depending on one's definition of academic dishonesty, the data collection methods employed, and other variables, prior studies report that anywhere from 13 to 95 percent of college students engage in some form of academic dishonesty [12, 17, 20, 21, 26, 30, 31, 42]. A major dichotomy that separates these prior studies is the level of analysis. One stream of research has focused on individual differences though to be predictive of cheating behavior, such as gender [45], grade point average [1, 22,], work ethic [15], Type A behavior, competitive achievement-striving [35], and self-esteem [44]. In contrast, other studies have concentrated on the institutional level of analysis and examined such contextual factors as honor codes [7, 8, 9], faculty responses to cheating [26], sanction threats [33, 42], and social learning [33]. Although the "individual differences" approach helps to understand individuals' predispositions to cheat, the findings are not particularly useful to the university administrator searching for effective institutional responses to issues of academic dishonesty. …

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946 citations

"Academic dishonesty among nursing s..." refers background or methods in this paper

...● Peer behavior (Joseph et al., 2010; McCabe & Trevino, 1993; McCabe et al., 2001a, 2001b, 2002; Wilson, 2008; Yeung & Keup, 2009)....
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...Three categories of situational conditions that may affect the engagement in academic dishonesty are: ● Consequences and reinforcement of academic dishonesty policies (Bennett, 2005; McCabe & Trevino, 1993; McCabe et al., 2001b; Nagin & Pogarsky, 2003; Russian, 2003; Webb et al., 2010)....
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...…the reason for requesting an extension on an assignment or project, altering a course grade submitted by an instructor (Bailey, 2001; Hilbert, 1988; McCabe & Trevino, 1993; Sims, 1993), receiving improper assistance on assignments, and in- Received: August 28, 2013 Accepted: October 22, 2013…...
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...Colleges with honor codes have reported fewer incidences of academic dishonesty and greater peer reporting compared with schools without honor codes (McCabe & Trevino, 1993; McCabe et al., 1999, 2002)....
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...The survey designed for the current study contains elements of surveys from McCabe and Trevino (1993), McCabe et al. (2001b, 2002), McCrink (2008), and Schlenker (2008)....
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Journal Article•DOI•

An Examination of the Relationship Between Academic Dishonesty and Workplace Dishonesty: A Multicampus Investigation

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Sarath A. Nonis¹, Cathy Owens Swift²•Institutions (2)

Arkansas State University¹, Georgia Southern University²

01 Nov 2001-The Journal of Education for Business

TL;DR: This paper found that students who believed that cheating, or dishonest acts, are acceptable were more likely to engage in these dishonest behaviors in the classroom and also engaged in dishonest acts in the workplace, and suggested some techniques to discourage dishonesty in classroom.

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Abstract: This article addresses academic integrity in both the classroom and the work environment. The authors distributed an in-class questionnaire to a sample of business students from 6 different campuses (N = 1,051). The study was an attempt to bridge the gap between findings related to academic dishonesty and those regarding dishonesty in the workplace. The authors found that students who believed that cheating, or dishonest acts, are acceptable were more likely to engage in these dishonest behaviors. Additionally, students who engaged in dishonest acts in college classes were more likely to engage in dishonest acts in the workplace. The authors suggest some techniques to discourage dishonesty in the classroom.

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459 citations

"Academic dishonesty among nursing s..." refers background in this paper

...…Hilbert, 1985; McCrink, 2008; Pino & Smith, 2003; Smith, 2010), gender (Doty et al., 2005; Joseph, Berry, & Deshparde, 2010; Martin et al., 2009; Nonis & Swift, 2001; Ogilby, 1995; Palermo & Evans, 2007; Rabi et al., 2006; Smith, 2010; Spake, Megehee, & Franke, 2007; Webb, Simmons, & Aaron,…...
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...…& Evans, 2007), pharmacy (Rabi, Patton, Fjortoft, & Zgarrick, 2006), business (Bennett, 2005; Galbraith & Webb, 2010; Martin, Rao, & Sloan, 2009; Nonis & Swift, 2001; Rakovski & Levy, 2007; Sims, 1993; Wilson, 2008), accounting (Doty, Tomkiewicz, & Bass, 2005; Ogilby, 1995), psychology…...
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...…et al., 2006; Smith, 2010; Spake, Megehee, & Franke, 2007; Webb, Simmons, & Aaron, 2010), course credit load (Smyth & Davis, 2003), year in school (Nonis & Swift, 2001; Rabi et al., 2006; Rakovski & Levy, 2007; Smith & Oakley, 1996), cumulative grade point average (Hilbert, 1988; McCrink, 2008;…...
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...Students’ attitudes and the ethical nature toward academic dishonesty impact their participation in academic dishonesty (Arhin & Jones, 2009; Bennett, 2005; Doty et al., 2005; McCrink, 2008; Nonis & Swift, 2001; Smith, 2010; Smyth & Davis, 2003)....
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Journal Article•DOI•

Academic integrity in honor code and non-honor code environments: A qualitative investigation

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Donald L. McCabe, Linda Klebe Treviño, Kenneth D. Butterfield

01 Mar 1999-The Journal of Higher Education

TL;DR: In this article, academic integrity in honor code and non-honor code environments is discussed. But the authors focus on the non-cooperative setting and do not consider the cooperative setting.

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Abstract: (1999). Academic Integrity in Honor Code and Non-Honor Code Environments. The Journal of Higher Education: Vol. 70, No. 2, pp. 211-234.

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377 citations

Journal Article•DOI•

Honor Codes and Other Contextual Influences on Academic Integrity: A Replication and Extension to Modified Honor Code Settings.

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Donald L. McCabe¹, Linda Klebe Treviño², Kenneth D. Butterfield•Institutions (2)

Rutgers University¹, Pennsylvania State University²

01 Jan 2002-Research in Higher Education

TL;DR: The authors investigated the influence of modified honor codes, an alternative to traditional honor codes that is gaining popularity on larger campuses, using data obtained from students at 21 colleges and universities and tested the model of student academic dishonesty previously suggested by McCabe and Trevino in more diverse sample of campuses.

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Abstract: Research has shown that traditional academic honor codes are generally associated with lower levels of student academic dishonesty. Utilizing data obtained from students at 21 colleges and universities, this study investigated the influence of modified honor codes, an alternative to traditional honor codes, that is gaining popularity on larger campuses. It also tested the model of student academic dishonesty previously suggested by McCabe and Trevino in a more diverse sample of campuses. Results suggest that modified honor codes are associated with lower levels of student dishonesty and that the McCabe and Trevino model appears to be reasonably robust.

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368 citations

"Academic dishonesty among nursing s..." refers background or methods in this paper

...The survey designed for the current study contains elements of surveys from McCabe and Trevino (1993), McCabe et al. (2001b, 2002), McCrink (2008), and Schlenker (2008)....
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...Finally, although the survey was adapted from previous work (McCabe & Trevino, Journal of Nursing Education • Vol. 53, No. 2, 2014 81 1993; McCabe et al., 2001b, 2002; McCrink, 2008; Schlenker, 2008), it lacks long-standing reliability and validity....
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...Colleges with honor codes have reported fewer incidences of academic dishonesty and greater peer reporting compared with schools without honor codes (McCabe & Trevino, 1993; McCabe et al., 1999, 2002)....
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...● Peer behavior (Joseph et al., 2010; McCabe & Trevino, 1993; McCabe et al., 2001a, 2001b, 2002; Wilson, 2008; Yeung & Keup, 2009)....
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