Critical Factors Influencing Nursing Faculty Perceptions, Attitudes, and Actions in Deterring Student Academic Dishonesty PDF Download
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Author:
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ISBN:
Category : Cheating (Education)
Languages : en
Pages : 520
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Book Description
Author:
Publisher:
ISBN:
Category : Cheating (Education)
Languages : en
Pages : 520
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Book Description
Author: Tanisha Nicole Stevens
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ISBN:
Category : Cheating (Education)
Languages : en
Pages : 12
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Research reveals that reducing academic misconduct requires an understanding of factors that influence the two key stakeholders in the epidemic::students who engage in academically dishonest behaviors and faculty who are charged with the responsibility of reporting and deterring the behavior (e.g., Prenshaw, Straughan & Albers-Miller, 2000). In response, a body of research reveals that in order to alter the environment in which academic dishonesty occurs, an understanding of how individuals perceive dishonesty and its severity is of great importance (Roberts & Rabinowitz, 1992). Accordingly, the purpose of this study was to examine faculty perceptions and student perceptions of academic dishonesty. The study involved 561 undergraduate students and 112 faculty members who primarily teach undergraduate courses at a large public Midwestern institution during the Fall Semester 2011. Participants completed an anonymous, online questionnaire that was composed of three preexisting scales: the Attitudes toward Academic Dishonesty Scale (Davis et al., 1992; Bolin, 2004), the Academic Dishonesty Scale (McCabe & Trevino, 1997c) and the Academic Integrity Survey (McCabe, 2008d). Utilizing a series of frequency counts, mean scores and one-way ANOVAs, similarities and differences were found within faculty perceptions and student perceptions for the dependent variables under study. Results of the study revealed statistically significant differences within faculty responses to student engagement in behaviors identified as academically dishonest and within student responses and faculty responses to perceptions of institutional policies and procedures that address dishonesty. Further, the results of the study support research that reveals students may not perceive certain behaviors as constituting dishonesty (e.g., Brown, 2002; Carpenter, Harding & Finelli, 2006; Godfrey & Waugh, 1998; Rabi, Patton, Fjortoff & Zgarrick, 2005; Rakovsky & Levy, 2007) and that faculty perceptions of student engagement in specific behaviors identified as academically dishonest may be more negative than student self-reports of engagement (e.g., Nolan, Smith & Dai, 1998; Pe Symaco & Marcelo, 2002).
Author: Amanda J. Willey
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Category :
Languages : en
Pages :
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This study also considered the theory of neutralization as a factor in student acceptance of academic integrity violations. Results suggest that the perceived severity of cheating in the classroom can predict the perceived perception of severity in the clinical setting. Results also showed that students who neutralize their actions, do not perceive those actions as severe. Finally, the perception of severity does predict a student's willingness to report peer violations of academic integrity. Creating a culture of academic integrity has the potential to reduce academic integrity violations. Creating this culture, partially through education on academic integrity and violations of academic integrity, is needed to enhance nursing education programs and ensure the continued excellence expected of nurses.
Author: Kathryn Flannigan
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Category :
Languages : en
Pages :
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It was also found that younger students were more likely to rationalize dishonest behaviors. It is also important to consider from which source students are receiving academic integrity information. Course syllabi, first-year orientation, program counselors, faculty, deans and other administrators, and other students were all found to be significant predictors related to student perception of faculty support of academic integrity policies. Students who have higher perceptions of severity scores and higher perceptions of faculty support of academic integrity policies scores were found to be more willing to report peers. Additionally, having program-wide interventions, such as an honor code, could help strengthen the overall culture of integrity. Frequent communication and consistent academic integrity policies are vital for faculty to maintain throughout nursing programs Faculty should remain vigilant to changing trends in how students violate academic integrity violations and provide consistent messages.
Author: Susan M. Strouse
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ISBN:
Category : Critical thinking
Languages : en
Pages : 222
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Author: Dennis James Lang
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ISBN:
Category : Cheating (Education)
Languages : en
Pages : 842
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A review of the literature relating to academic integrity shows that unacceptable levels of academic dishonesty exist within our colleges and universities and that the problem is not being adequately addressed by many institutions. The majority of studies on academic integrity are from the perspective of the student. This study adds to the sparse body of research on faculty views, attitudes, and experiences with academic integrity. This study, containing both qualitative and quantitative components, was completed at a single, small, private, technological university located in the Midwest. At this university, the responsibility of promoting, implementing, and enforcing the Academic Integrity Policy falls solely upon the shoulders of the faculty. This study specifically investigates faculty members' interpretations of the policy, uncovers their attitudes toward the policy, and attempts to determine the level in which faculty are promoting and enforcing the policy. In addition, the qualitative components of this study allow the researcher to investigate why some faculty members consistently promote, implement, and enforce official policy and procedures relating to academic integrity while others do not. Data producion involved the use of data triangulation and methods triangulation. By gathering and analyzing data from multiple sources, using both qualitative and quantitative methods, data are enriched and a higher degree of validity is achieved. This study includes a detailed faculty survey, in-depth faculty interviews, and the analysis of faculty syllabi. Major findings include: (1) Faculty prefer to handle incidents of cheating and sanctions privately, bypassing official university policy; (2) Faculty recognize the problems in handling incidents individually, including liability issues, a lack of consistency in sanctions, and a lack of official record of the incident; (3) Faculty with negative experiences in implementing official policy are less likely to currently report incidents than those with positive experiences; and (4) Reasons for not reporting incidents of academic dishonesty include: overly burdensome and time-consuming procedures; sanctions viewed as inflexible, overly lenient, or excessively severe; a perceived lack of administrative support; and to avoid possible personal litigation or personal retaliation.
Author: Jonathan L. Burke
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ISBN:
Category :
Languages : en
Pages : 340
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Author: Deborah J. Marshall
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Category :
Languages : en
Pages : 180
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Registered Nurses are expected to behave professionally and ethically by the society who trusts that they are competent to provide care. Nursing education programs must therefore include ethical development in their academic curricula. Yet a troubling finding is that nursing faculty members disagree on what constitutes unethical and dishonest nursing student behaviors. In an effort to mitigate student cheating, a top-down approach was designed to measure the impact of a specifically designed, brief training session on adjunct nursing faculty perceptions on identifying and dealing with dishonest and unethical behaviors. The three hour training session was rooted in Michaelsen's Team-Based Learning strategy, and was found to be positively significant related to improving understanding in a convenience sample of adjunct nursing faculty at a large, southern community college. Implications of these important findings for teaching and learning in adjunct nursing groups, as well as other adjunct groups outside nursing are discussed and recommendations for future study are offered.
Author: Cristina Andraca Tansey
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Category :
Languages : en
Pages : 109
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The nursing profession relies on the delivery of safe, competent care to produce positive patient outcomes. In preparation to enter the nursing workforce, students must develop the knowledge, skills, and clinical judgment to practice in a complex healthcare environment. Research has demonstrated, however, that nursing students experience an increased level of anxiety which can interfere with learning and performance. This qualitative phenomenological study explored nursing faculty perceptions of anxiety among prelicensure baccalaureate nursing students. The research question guiding this study was: What are nursing faculty perceptions of anxiety among nursing students? The Comfort-Stretch-Panic model was used as a framework to illustrate the degree to which anxiety can impact students' learning. Thirteen nursing faculty from nursing programs across Pennsylvania were interviewed. Data were analyzed using Colaizzi's method and led to four themes: (1) recognizing expressions of anxiety, (2) understanding influencing factors, (3) finding a balance, and (4) acknowledging the faculty role. The theme of understanding influencing factors revealed two subthemes: (a) expectations and (b) realizing the impact of the COVID-19 pandemic. Data analysis highlighted faculty awareness of students' experiences of anxiety and factors that impact these feelings. The Comfort-Stretch-Panic model was described and its application to nursing education was identified as a framework to understand student anxiety. Recommendations for nursing education and practice included ongoing faculty development and the use of simulation to help faculty identify how best to support students. Futrher research is needed to achieve student learning outcomes.
Author: Jennifer Marie Oakes
Publisher:
ISBN:
Category : Cheating (Education)
Languages : en
Pages : 0
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The purpose of this quantitative, causal-comparative study was to identify whether there is a difference between student and faculty perceptions of academic misconduct in APRN education. The findings of this study may aid in the strategic management of academic policies and enforcements. The study took place at a single private university in Texas which houses six graduate-level APRN programs. The sample size consisted of 92 students and 42 faculty. The Exams and Assignments Scale (EAS) was used as an instrument for both groups and anonymous data was collected using an online survey platform. Statistical analysis took place using an independent samples t test. The results show that there is a statistically significant difference in the perception of academic misconduct between student and faculty. Specifically, students regard instances of academic misconduct as more severe than faculty. The conclusions were that students and faculty were dissimilar in their perception and severity of instances of academic misconduct. Based on these findings, it is recommended that faculty and administrators who are involved in APRN education develop and follow strong curriculum, guidelines, and policies that help to bridge the gap of perception of academic misconduct. Suggestions for future research include performing similar studies with larger sample sizes in a variety of settings and institutions.
