Academic dishonesty in nursing schools: an empirical investigation.
TL;DR: Emp empirical data supports the conclusion that cheating is a significant issue in all disciplines today, including nursing, and some preliminary policy implications are considered.
Abstract: Academic dishonesty, whether in the form of plagiarism or cheating on tests, has received renewed attention in the past few decades as pervasive use of the Internet and a presumed deterioration of ethics in the current generation of students has led some, perhaps many, to conclude that academic dishonesty is reaching epidemic proportions. What is lacking in many cases, including in the nursing profession, is empirical support of these trends. This article attempts to provide some of that empirical data and supports the conclusion that cheating is a significant issue in all disciplines today, including nursing. Some preliminary policy implications are also considered.
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TL;DR: This course aims to introduce students to the concept of simulation as a natural extension of clinical practice in the context of a nursing school.
256 citations
01 Jan 2013
TL;DR: INACSL standards for simulation include Rationale, Outcome, Criteria and Guidelines, which provide a framework for developing policies and procedures.
Abstract: Standards reflect best practices in health care disciplines and health science education. StandardsePolicies that provide the foundation of decisions and actions defined by shared values, beliefs, and principles. INACSL standards for simulation include Rationale, Outcome, Criteria and Guidelines. RationaleeJustification for the development of a standard. OutcomeeIntended result(s) of adhering to the standard. CriteriaeFactors such as attributes, characteristics, and/or parameters necessary to meet the outcome(s) of the standard. GuidelineseProcedures or principles that are not mandatory but are used to assist in meeting standards. Guidelines are not necessarily comprehensive; they provide a framework for developing policies and procedures.
139 citations
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.
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.
92 citations
Cites background from "Academic dishonesty in nursing scho..."
...Hilbert (1985, 1988), Russian (2003), McCabe (2009), and McCrink (2008) found that nursing students engaged in dishonest activities in the classroom and in clinical settings....
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TL;DR: Nurse educators' awareness of incivility in nursing education and the need for additional research will aid in curtailing the problem of incvility in Nursing education.
85 citations
TL;DR: An alarming level of a cheating problem was found among South Korean nursing students, requiring immediate attention, and the cheating issue in nursing education should be managed under collaborative efforts of nursing faculty members around the globe.
80 citations
Cites background from "Academic dishonesty in nursing scho..."
...While academic cheating has been studied in different countries including the USA (McCabe and Trevino, 1997; McCabe, 2001, 2009), the UK (Kirkland, 2009), and Canada (Wideman, 2009), cheating was not investigated among South Korean students until the mid-1990s....
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...…4) reasons for cheating (Harding et al., 2004), 5) interventions to discourage cheating (Oh, 1999), 6) the frequency of exam-cheating behaviors (Ha, 2009; Kirkland, 2009; McCabe, 2001, 2009), and 7) the frequency of assignment-cheating behaviors (Ha, 2009; Kirkland, 2009; McCabe, 2001, 2009)....
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...58% of American and Canadian undergraduate students (McCabe, 2009), and almost all medical freshmen in Croatia (Taradi et al., 2010) committed at least one academic cheating behavior....
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...58% of American and Canadian undergraduate students (McCabe, 2009), and almost all medical freshmen in Croatia (Taradi et al....
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...However, the prevalence of cheating behaviors appears to be similar between nursing and non-nursing undergraduate students (Hilbert, 1987; McCabe, 2009)....
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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.
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.
1,079 citations
TL;DR: This article found that graduate business students cheat more than their non-business-student peers and that cheating is associated with perceived peer behavior, as well as the perceived certainty of being reported by a peer, and the understanding and acceptance of academic integrity policies by students.
Abstract: Little is currently known about cheating among graduate business students. We collected data from more than 5,000 business (mostly MBA) and nonbusiness graduate students at 32 colleges and universities in the United States and Canada during the 2002–2003 and 2003–2004 academic years to test a series of hypotheses regarding the prevalence of graduate business student cheating and reasons why these students cheat. We found that graduate business students cheat more than their nonbusiness-student peers. Correlation results found cheating to be associated with perceived peer behavior, as well as the perceived certainty of being reported by a peer, and the understanding and acceptance of academic integrity policies by students and faculty. But, regression analysis results suggest that perceived peer behavior has the largest effect. Drawing from these findings and past research on undergraduate students, we propose strategies that business schools and faculty can use to promote academic integrity in graduate business programs.
608 citations
TL;DR: It is imperative that nurse educators help students and faculty cope effectively with incivility behaviors, and strategies to do so are discussed.
Abstract: Evidence suggests that incivility on American college campuses, ranging from insulting remarks and verbal abuse to violence, is a serious and growing concern. Faculty and students are often unsure how to address these behaviors. Therefore, 32 (88.9%) nursing faculty and 324 (69.4%) nursing students at one university completed a survey to gather their perceptions of student and faculty behaviors that may be considered uncivil. Student behaviors most frequently reported as uncivil by faculty included making disapproving groans, making sarcastic remarks or gestures, not paying attention in class, dominating class discussions, using cell phones during class, and cheating on examinations. The majority of faculty reported that uncivil student behaviors occurred rarely or sometimes. Examples of faculty behaviors considered uncivil by students included canceling class without warning, being unprepared for class, not allowing open discussion, being disinterested or cold, belittling or taunting students, delivering fast-paced lectures, and not being available outside of class. Students perceived incivility as a moderate problem in the nursing academic environment. It is imperative that nurse educators help students and faculty cope effectively with these behaviors; the authors discuss strategies to do so.
190 citations
TL;DR: In this paper, the authors examined the relation between cheating and the choice of academic major with a particular focus on natural science and engineering majors with over 4,000 students from 31 campuses which was conducted in the 1995-1996 academic year.
Abstract: The topic of cheating among college students has received considerable attention in the education and psychology literatures. But most of this research has been conducted with relatively small samples and individual projects have generally focused on students from a single campus. These studies have improved our understanding of cheating in college, but it is difficult to generalize their findings and it is also difficult to develop a good understanding of the differences that exist among different academic majors. Understanding such differences may be important in developing improved strategies for combating college cheating. The objective of this paper is to examine the relation between cheating and the choice of academic major with a particular focus on natural science and engineering majors. The data source for this analysis is a study of over 4,000 students from 31 campuses which was conducted in the 1995–1996 academic year.
131 citations
TL;DR: Findings indicated a lower incidence of unethical classroom behaviors and a higher percentage of students who thought these behaviors unethical than had been reported in comparable previous studies.
96 citations