12.00
Hdl Handle:
http://hdl.handle.net/10755/621668
Category:
Full-text
Format:
Text-based Document
Type:
Poster
Level of Evidence:
N/A
Research Approach:
N/A
Title:
Building Integrity into Nursing Curriculum and Culture
Author(s):
Severt, Patricia; Page, Amanda
Lead Author STTI Affiliation:
Rho Omicron
Author Details:
Patricia Severt, MSN, RN, Professional Experience: 2002-2012 - Staff Nurse, NICU, Nationwide Children's Hospital Responsible for precepting new staff nurses; worked with nursing students while observing in the NICU 2011-present Didactic Instructor, Mount Carmel College of Nursing Responsible for teaching nursing students at the bedside in the clinical setting as well as creating and presenting 50% of the lecture content for the pediatrics course. 2013-present, Member, Sigma Theta Tau, Rho Omicron Chapter Author Summary: Patricia Severt is a theory and clinical instructor with a specialty in pediatric nursing. Patricia has taught nursing students in the nurse educator role since 2011. In this role, she became aware of the increased occurrence of cheating, dishonesty, and the decline of integrity in this profession. She has developed a passion for researching and exploring methods to improve the integrity of nursing students and thus nurses at the bedside.
Abstract:

Academic dishonesty is on the rise nationwide due to advances in technology. This creates a dilemma in nursing education. In the nursing profession, integrity is not an option; it can determine the outcome in a life or death situation (Bavier, 2009). Studies reveal that there is a connection between poor integrity in nursing school and poor integrity in the professional nursing role. The purpose of this project is to reveal the issue of cheating among nursing students and determine ways to diminish its existence, maintain the integrity of the nursing profession and, ultimately, improve patient outcomes.

A review of articles published between 2004-2015 was conducted using Ebsco databases and the keywords academic dishonesty, academic misconduct, nursing students, plagiarism, and cheating. The focus was on the definition of academic dishonesty, students’ views, faculty views, and methods to decrease cheating. The definition varies among students and faculty and suggests that societal norms have shifted so that cheating in some forms is not seen as unethical. For example, students have plagiarized, looked at other students’ papers during an exam, used another student’s paper as their own, used technology to photograph an exam and pass it on, falsified patient information the clinical setting, and falsely stated illness to be absent from clinical (Laduke, 2013). And yet few of these instances were defined as "cheating."

In reviewing the literature, it was noted that the mentality which promotes dishonesty in the academic arena continues into the professional arena (Laduke, 2013). Arhin and Jones (2009) found that evolving technology has aided in academic demise. Students find it easier to cut and paste parts of documents from electronic sources. Additionally, internet services are offered that, for a fee, an essay can be written for the student. Johanson (2010) states academic rigor, competitive environments, larger class sizes, inadequate faculty, and lack of faculty support as reasons given by students for dishonesty.

The rationale for becoming a nursing student has changed over the years. Students joining the nursing profession are doing so for solid career paths, financial security, and prestige (Laduke, 2013). This suggests that not all students are students with high standards of morals and integrity. Nursing is among the top most trusted profession and action must be taken to ensure it remains as such (Laduke, 2013).

Changes are needed in nursing education to ensure the integrity of the students that are successful in the nursing programs. The use of screening tools during the admission process can focus on the ethical and moral standards of the incoming student. Institution policy definitions and revisions with clearly stated consequences for academic dishonesty are needed. Administrator support of faculty at the front lines of the fraudulent behavior is imperative. Developing and utilizing student leaders as mentors can help model and develop integrity in other students. Further recommendations may be provided.

In conclusion, the literature clearly demonstrates the parallel of dishonesty in nursing programs and declining integrity of nurses at the bedside. If we want nurses to remain the most trusted profession because of intact ethical and moral principles, then we as educators must ensure that those qualities are present in the student throughout the program. It is our ethical duty as educators to make moral and ethical decision making opportunities fundamental in every aspect of our nursing programs (Bavier, 2009). Building integrity into all nursing programs will safeguard the highest quality of nurse that society receives and that can be trusted with patient lives.

Keywords:
Academic Dishonesty; Nursing Students; Plagiarism
Repository Posting Date:
6-Jul-2017
Date of Publication:
6-Jul-2017
Other Identifiers:
INRC17PST544
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePosteren
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleBuilding Integrity into Nursing Curriculum and Cultureen_US
dc.contributor.authorSevert, Patriciaen
dc.contributor.authorPage, Amandaen
dc.contributor.departmentRho Omicronen
dc.author.detailsPatricia Severt, MSN, RN, Professional Experience: 2002-2012 - Staff Nurse, NICU, Nationwide Children's Hospital Responsible for precepting new staff nurses; worked with nursing students while observing in the NICU 2011-present Didactic Instructor, Mount Carmel College of Nursing Responsible for teaching nursing students at the bedside in the clinical setting as well as creating and presenting 50% of the lecture content for the pediatrics course. 2013-present, Member, Sigma Theta Tau, Rho Omicron Chapter Author Summary: Patricia Severt is a theory and clinical instructor with a specialty in pediatric nursing. Patricia has taught nursing students in the nurse educator role since 2011. In this role, she became aware of the increased occurrence of cheating, dishonesty, and the decline of integrity in this profession. She has developed a passion for researching and exploring methods to improve the integrity of nursing students and thus nurses at the bedside.en
dc.identifier.urihttp://hdl.handle.net/10755/621668-
dc.description.abstract<p><span>Academic dishonesty is on the rise nationwide due to advances in technology. This creates a dilemma in nursing education. In the nursing profession, integrity is not an option; it can determine the outcome in a life or death situation (Bavier, 2009). Studies reveal that there is a connection between poor integrity in nursing school and poor integrity in the professional nursing role. The purpose of this project is to reveal the issue of cheating among nursing students and determine ways to diminish its existence, maintain the integrity of the nursing profession and, ultimately, improve patient outcomes.</span></p> <p>A review of articles published between 2004-2015 was conducted using Ebsco databases and the keywords academic dishonesty, academic misconduct, nursing students, plagiarism, and cheating.<strong> </strong>The focus was on the definition of academic dishonesty, students’ views, faculty views, and methods to decrease cheating. The definition varies among students and faculty and suggests that societal norms have shifted so that cheating in some forms is not seen as unethical. For example, students have plagiarized, looked at other students’ papers during an exam, used another student’s paper as their own, used technology to photograph an exam and pass it on, falsified patient information the clinical setting, and falsely stated illness to be absent from clinical (Laduke, 2013). And yet few of these instances were defined as "cheating."</p> <p>In reviewing the literature, it was noted that the mentality which promotes dishonesty in the academic arena continues into the professional arena (Laduke, 2013). Arhin and Jones (2009) found that evolving technology has aided in academic demise. Students find it easier to cut and paste parts of documents from electronic sources. Additionally, internet services are offered that, for a fee, an essay can be written for the student. Johanson (2010) states academic rigor, competitive environments, larger class sizes, inadequate faculty, and lack of faculty support as reasons given by students for dishonesty.</p> <p>The rationale for becoming a nursing student has changed over the years. Students joining the nursing profession are doing so for solid career paths, financial security, and prestige (Laduke, 2013). This suggests that not all students are students with high standards of morals and integrity. Nursing is among the top most trusted profession and action must be taken to ensure it remains as such (Laduke, 2013).</p> <p>Changes are needed in nursing education to ensure the integrity of the students that are successful in the nursing programs. The use of screening tools during the admission process can focus on the ethical and moral standards of the incoming student. Institution policy definitions and revisions with clearly stated consequences for academic dishonesty are needed. Administrator support of faculty at the front lines of the fraudulent behavior is imperative. Developing and utilizing student leaders as mentors can help model and develop integrity in other students. Further recommendations may be provided.</p> <p>In conclusion, the literature clearly demonstrates the parallel of dishonesty in nursing programs and declining integrity of nurses at the bedside. If we want nurses to remain the most trusted profession because of intact ethical and moral principles, then we as educators must ensure that those qualities are present in the student throughout the program. It is our ethical duty as educators to make moral and ethical decision making opportunities fundamental in every aspect of our nursing programs (Bavier, 2009). Building integrity into all nursing programs will safeguard the highest quality of nurse that society receives and that can be trusted with patient lives.</p>en
dc.subjectAcademic Dishonestyen
dc.subjectNursing Studentsen
dc.subjectPlagiarismen
dc.date.available2017-07-06T13:10:16Z-
dc.date.issued2017-07-06-
dc.date.accessioned2017-07-06T13:10:16Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
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