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Journal ArticleDOI

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

01 Feb 2018-Nurse Education Today (Churchill Livingstone)-Vol. 61, pp 28-35
TL;DR: The Nursing Student Perceptions of Dishonesty Scale (NSPDS) can help researchers and educators understand more clearly nursing students' perceptions of dishonesty and allow for the creation of individualized, and therefore more effective, interventions to reduce dishonest behaviors of nursing students.
About: This article is published in Nurse Education Today.The article was published on 2018-02-01. It has received 6 citations till now. The article focuses on the topics: Dishonesty & Academic dishonesty.
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Journal ArticleDOI
TL;DR: 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.
Abstract: 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.].

22 citations


Cites background or methods from "The development and testing of the ..."

  • ...…link, students were directed to the one survey that included the electronic versions of the Nursing Student Perceptions of Dishonesty Scale (NSPDS; McClung & Schneider, 2018), an academic and clinical dishonesty engagement survey, the Neutralization Scale (NS; Haines et al., 1986), and a…...

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  • ...Developed by McClung and Schneider (2018), the NSPDS includes nine subscales of dishonest behaviors, three clinical subscales (noncompliance, perjury, stealing), and six classroom subscales (cheating, assistance, cutting corners, not my problem, sabotage, test file)....

    [...]

  • ...As reported in McClung and Schneider (2018), two NSPDS clinical subscales have conceptually parallel subscales in the classroom setting....

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Journal ArticleDOI
TL;DR: 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.
Abstract: 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.

8 citations

Journal ArticleDOI
TL;DR: The translated instrument indicates a high level of reliability and validity in assessing the students' perception of academic dishonest behavior in the Croatian socio-cultural context.

7 citations

Journal ArticleDOI
TL;DR: The findings of this study suggest that the Korean version of NSPDS is an appropriate and reliable tool for identifying dishonesty perceptions among Korean student nurses.
Abstract: Purpose: This study was conducted to evaluate the validity and reliability of the Korean version of Nursing Student Perceptions of Dishonesty Scale (NSPDS). Methods: The English NSPDS was translated into Korean after going through a translation and reverse translation process. Data for this study were collected from 433 student nurses from 8 universities in Korea, who had clinical practice experience. The final data were evaluated using SPSS 20.0 and AMOS 22.0 for exploratory and confirmatory factor analysis. Reliability was tested using Cronbach's ⍺ and test-retest reliability. Results: The exploratory factor analysis showed that 15 items were deleted and 9 subscales were changed into 8 subscales, and the initial 67 items were reduced to 52 items. Confirmatory factor analysis was conducted with 8 subscales and 52 items. The standardized regression coefficients of all the items were statistically significant and between .66 and .93. Convergent validity confirmed that the critical ratio was greater than .85, and the average variance extracted was greater than .53. The criterion-related validity confirmed a negative correlation between student nurses’ ethical value and the Korean version of NSPDS. Reliability was confirmed with a Cronbach's ⍺ of .80~.95. The test-retest confirmed that the correlation coefficient showed significant positive correlations between .68 and .76 in the subscales. Conclusion: The findings of this study suggest that the Korean version of NSPDS is an appropriate and reliable tool for identifying dishonesty perceptions among Korean student nurses.

2 citations

Journal ArticleDOI
TL;DR: In this paper, the authors investigated nursing students' self-reported professional behaviour at the University of Namibia and found that high mean scores were found in the areas of utilising evidence-based solutions, promoting clinical teaching, willingness to implement quality improvement initiatives, and protecting health, safety and patient's rights.
Abstract: Background: Development of professional behaviour in nursing students is an important part of a nurse’s overall competence. Self-evaluation is one way of measuring professional behaviour amongst nursing students. However, studies on self-reported professional behaviour of nursing students are limited in Namibia. Aim: This study aimed to investigate nursing students’ self-reported professional behaviour at the University of Namibia. Setting: The setting was a university campus offering a Bachelor of Nursing Science degree in Namibia. Methods: A quantitative descriptive contextual design was used with 100 nursing students. Data were analysed descriptively using a non-parametric Kruskal–Wallis and ANOVA tests of variance and statistical significance. Results: High mean scores were found in the areas of utilising evidence-based solutions (4.78 ± 0.58), promoting clinical teaching (4.46 ± 0.94), willingness to implement quality improvement initiatives (4.34 ± 0.518), and protecting health, safety and patient’s rights (4.28 ± 0.55). The lowest mean scores were recorded in projecting professional image (2.22 ± 1.27), rendering evidence-based care (4.08 ± 0.44). The study found statistical significance difference between self-reported professional competency ( p = 0.01) and quality care improvements ( p = 0.02). Conclusion: In this study, nursing students’ self-reported professional behaviour was rated high (mean scores > 4.0 out of 5). Despite this high rating, it cannot be concluded that the students were professionally competent. We recommend that professional behaviour be measured from both students’ and nurse educators’ or patients’ perspectives. Contribution: The findings from this study provide supplementary evidence on self-reported professional behaviour with implications on nursing education and practice.

1 citations

References
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Journal ArticleDOI
TL;DR: The authors delineate analytic procedures specific to each approach and techniques addressing trustworthiness with hypothetical examples drawn from the area of end-of-life care.
Abstract: Content analysis is a widely used qualitative research technique. Rather than being a single method, current applications of content analysis show three distinct approaches: conventional, directed, or summative. All three approaches are used to interpret meaning from the content of text data and, hence, adhere to the naturalistic paradigm. The major differences among the approaches are coding schemes, origins of codes, and threats to trustworthiness. In conventional content analysis, coding categories are derived directly from the text data. With a directed approach, analysis starts with a theory or relevant research findings as guidance for initial codes. A summative content analysis involves counting and comparisons, usually of keywords or content, followed by the interpretation of the underlying context. The authors delineate analytic procedures specific to each approach and techniques addressing trustworthiness with hypothetical examples drawn from the area of end-of-life care.

31,398 citations

Book
01 Jan 1991
TL;DR: In this paper, the authors discuss the role of measurement in the social sciences and propose guidelines for scale development in the context of scale-based measurement. But, the authors do not discuss the relationship between scale scores and scale length.
Abstract: Chapter 1: Overview General Perspectives on Measurement Historical Origins of Measurement in Social Science Later Developments in Measurement The Role of Measurement in the Social Sciences Summary and Preview Chapter 2: Understanding the "Latent Variable" Constructs Versus Measures Latent Variable as the Presumed Cause of Item Values Path Diagrams Further Elaboration of the Measurement Model Parallel "Tests" Alternative Models Exercises Chapter 3: Reliability Continuous Versus Dichotomous Items Internal Consistency Relability Based on Correlations Between Scale Scores Generalizability Theory Summary and Exercises Chapter 4: Validity Content Validity Criterion-related Validity Construct Validity What About Face Validity? Exercises Chapter 5: Guidelines in Scale Development Step 1: Determine Clearly What it Is You Want to Measure Step 2: Generate an Item Pool Step 3: Determine the Format for Measurement Step 4: Have Initial Item Pool Reviewed by Experts Step 5: Consider Inclusion of Validation Items Step 6: Administer Items to a Development Sample Step 7: Evaluate the Items Step 8: Optimize Scale Length Exercises Chapter 6: Factor Analysis Overview of Factor Analysis Conceptual Description of Factor Analysis Interpreting Factors Principal Components vs Common Factors Confirmatory Factor Analysis Using Factor Analysis in Scale Development Sample Size Conclusion Chapter 7: An Overview of Item Response Theory Item Difficulty Item Discrimination False Positives Item Characteristic Curves Complexities of IRT When to Use IRT Conclusions Chapter 8: Measurement in the Broader Research Context Before the Scale Development After the Scale Administration Final Thoughts References Index About the Author

11,710 citations

Book
05 Jun 1991
TL;DR: Measurement in the Broader Research Context Before the Scale Development After the Scale Administration Final Thoughts References Index about the Author.
Abstract: Chapter 1: Overview General Perspectives on Measurement Historical Origins of Measurement in Social Science Later Developments in Measurement The Role of Measurement in the Social Sciences Summary and Preview Chapter 2: Understanding the "Latent Variable" Constructs Versus Measures Latent Variable as the Presumed Cause of Item Values Path Diagrams Further Elaboration of the Measurement Model Parallel "Tests" Alternative Models Exercises Chapter 3: Reliability Continuous Versus Dichotomous Items Internal Consistency Relability Based on Correlations Between Scale Scores Generalizability Theory Summary and Exercises Chapter 4: Validity Content Validity Criterion-related Validity Construct Validity What About Face Validity? Exercises Chapter 5: Guidelines in Scale Development Step 1: Determine Clearly What it Is You Want to Measure Step 2: Generate an Item Pool Step 3: Determine the Format for Measurement Step 4: Have Initial Item Pool Reviewed by Experts Step 5: Consider Inclusion of Validation Items Step 6: Administer Items to a Development Sample Step 7: Evaluate the Items Step 8: Optimize Scale Length Exercises Chapter 6: Factor Analysis Overview of Factor Analysis Conceptual Description of Factor Analysis Interpreting Factors Principal Components vs Common Factors Confirmatory Factor Analysis Using Factor Analysis in Scale Development Sample Size Conclusion Chapter 7: An Overview of Item Response Theory Item Difficulty Item Discrimination False Positives Item Characteristic Curves Complexities of IRT When to Use IRT Conclusions Chapter 8: Measurement in the Broader Research Context Before the Scale Development After the Scale Administration Final Thoughts References Index About the Author

10,722 citations

Book
01 Feb 2016
TL;DR: In this article, the authors introduce the concept of evidence-based research in the context of qualitative and quantitative research, and propose a methodology to generate evidence for nursing research in an Evidence-Based Practice Environment.
Abstract: Part I: FOUNDATIONS OF NURSING RESEARCH AND EVIDENCE-BASED PRACTICE 1: Introduction to Nursing Research in an Evidence-Based Practice Environment 2: Translating Research Evidence into Nursing Practice: Evidence-Based Nursing 3: Generating Evidence: Key Concepts and Steps in Qualitative and Quantitative Research Part II: CONCEPTUALIZING A STUDY TO GENERATE EVIDENCE FOR NURSING 4: Conceptualizing Research Problems, Research Questions, and Hypotheses 5: Finding and Critiquing Evidence: Research Literature Reviews 6: Developing a Theoretical or Conceptual Context 7: Generating Research Evidence Ethically Part III: DESIGNING A STUDY TO GENERATE EVIDENCE FOR NURSING 8: Planning a Nursing Study 9: Developing an Approach for a Qualitative Study 10: Designing Quantitative Studies 11: Enhancing Rigor in Quantitative Research 12: Undertaking Research for Specific Purposes 13: Developing a Sampling Plan Part IV: COLLECTING RESEARCH DATA 14: Designing and Implementing a Data Collection Plan 15: Collecting Unstructured Data 16: Collecting Structured Data 17: Assessing Measurement Quality in Quantitative Studies 18: Developing and Testing Self-Report Scales Part V: ANALYZING AND INTERPRETING RESEARCH DATA 19: Analyzing Qualitative Data 20: Enhancing Quality and Integrity in Qualitative Research 21: Describing Data through Statistics 22: Using Inferential Statistics to Test Hypotheses 23: Using Multivariate Statistics to Analyze Complex Relationships 24: Designing a Quantitative Analysis Strategy: From Data Collection to Interpretation Part VI: BUILDING AN EVIDENCE BASE FOR NURSING PRACTICE 25: Integrating Research Evidence: Meta-Analysis and Metasynthesis 26: Disseminating Evidence: Reporting Research Findings 27: Writing Proposals to Generate Evidence Methodologic References Glossary

5,800 citations

Journal ArticleDOI
TL;DR: A major technique of neutralization centers on the injury or harm involved in the delinquent act as mentioned in this paper, in so far as the delinquent can define himself as lacking responsibility for his deviant actions, the disapproval of self or others is sharply reduced in effectiveness as a restraining influence.
Abstract: There is need for more knowledge concerning the differential distribution of techniques of neutralization, as operative patterns of thought, by age, sex, social class, and ethnic group. Techniques of neutralization appear to offer a promising line of research in enlarging and systematizing the theoretical grasp of juvenile delinquency. A major technique of neutralization centers on the injury or harm involved in the delinquent act. In so far as the delinquent can define himself as lacking responsibility for his deviant actions, the disapproval of self or others is sharply reduced in effectiveness as a restraining influence. The existence of the victim may be denied for the delinquent, in a somewhat different sense, by the circumstances of the delinquent act itself. The delinquent shifts the focus of attention from his own deviant acts to the motives and behavior of those who disapprove of his violations. His condemners, he may claim, are hypocrites, deviants in disguise, or impelled by personal spite.

4,697 citations