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Author: Shannon Morris Stevenson
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Students' ability to neutralize their behaviors as harmless, their desire to remain loyal to their peers, and age act as positive predictive variables for willingness to report peer violations. Additionally, participants' perceptions of the severity of various offenses and their perceptions of their faculty's support for academic integrity policies are positively correlated with willingness to report peer violations. Program improvement strategies, such as implementing an honor code, were supported by participants and may help foster a culture of academic integrity that promotes peer reporting. Lastly, a targeted intervention designed for nursing students to promote academic integrity and peer reporting is explored.
Author: Shannon Morris Stevenson
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Students' ability to neutralize their behaviors as harmless, their desire to remain loyal to their peers, and age act as positive predictive variables for willingness to report peer violations. Additionally, participants' perceptions of the severity of various offenses and their perceptions of their faculty's support for academic integrity policies are positively correlated with willingness to report peer violations. Program improvement strategies, such as implementing an honor code, were supported by participants and may help foster a culture of academic integrity that promotes peer reporting. Lastly, a targeted intervention designed for nursing students to promote academic integrity and peer reporting is explored.
Author: Amanda J. Willey
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
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
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
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: Katherine E. Quartuccio
Publisher:
ISBN:
Category : Health education
Languages : en
Pages : 0
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Book Description
Plagiarism by university students impedes student learning, faculty member confidence in student integrity, and university reputations for student learning and organizational teaching. Research demonstrates a high rate of academic integrity violations in multiple disciplines of study including nursing education. Reasons nursing student violate academic integrity policies include to improve grades, complete a program, or gain professional positions. There is concern that plagiarism in the educational setting by nursing students can lead to lack of integrity in practice which can, in turn, negatively impact patient outcomes. . There has been a dramatic increase in on-line, accelerated RN-BSN programs and these programs have unique challenges in regard to implementation and monitoring of plagiarism policies. However, research focusing on plagiarism by students in online RN to BSN accelerated online programs was not found. The purpose of the research reported here was to describe the characteristics of students attending an accelerated online RN to BSN program; evaluate their attitudes toward plagiarism; and analyze the relationships between the descriptive characteristics and the attitudes toward plagiarism. The study was framed in the Theory of Reasoned Behavior which describes behavior as influenced by positive attitudes, negative attitudes, and subjective norms. In this study positive attitudes were operationalized as tolerance, negative attitudes as disapproval/condemnation and subjective norms as societal acceptance toward plagiarism. A descriptive, correlational design was used to investigate a convenience sample (N=173) of students enrolled in an RN-BSN program at an urban, public university in the Mid-Eastern United States. The survey, administered on-line, included questions regarding characteristics of the participants, attitudes toward plagiarism measured with the Attitudes Toward Plagiarism (ATP) instrument which has three subscales: tolerance, disapproval/condemnation towards others who engage in plagiarism, and social acceptance of plagiarism; and two open-ended questions which asked participants' thoughts about plagiarism. The university IRB approved the study. Results revealed a diverse sample, low tolerance toward the act of plagiarism, neither condemnation nor disapproval toward others who choose plagiarism, and a recognition of societal rejection of plagiarism. Significant differences were not found in the attitudes toward plagiarism between males and females, those receiving tuition assistance, or those who have additional college education. However, significant group differences were noted for age, race/ethnicity, English as the primary language, practice positions, number of courses completed in the program, and years of nursing experience. University administration, faculty, and students all have a responsibility to take actions to prevent, monitor for, and address violations of academic integrity policies. RN-BSN programs in which courses are taught on-line and students are adult learners, present unique challenges for promoting academic integrity. This study provides important insights into understanding RN-BSN students' attitudes toward plagiarism. It is recommended interventions be designed to prevent the incidence of plagiarism. Improving the academic integrity of the RN to BSN nursing programs has the potential to the ethical standards of the student thereby enhancing learning and, ultimately the safety and quality of patient care.
Author: Nigel Harrison
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
An increased number of investigations for academic dishonesty with nursing students was a catalyst for this research. The aim was to explore stakeholder perceptions of academic dishonesty and approaches used to promote academic integrity. Literature reviewed was largely anecdotal, focusing on accounts of incidents and concern over nurses' fitness to practise, recognising a need to enhance understanding and strategic solutions. A single case study design was utilised, capturing views of expert witnesses, including nursing students, academic staff, practice mentors and administrative and support staff, using individual interviews and nominal groups. Documentary evidence of incidence occurring between 2004 and 2010 were also analysed. An integrated definition of Academic and Practice Misconduct specific to nursing was developed and a range of contributing factors influencing students identified. Incidence within the school was found to have gradually reduced, where collusion and plagiarism was found to be the most common types occurring; highest at academic level five and in essays. Almost half of academic staff had reported an alleged incident. A hierarchy of Academic and Practice Misconduct emerged, indicating a range of severity and degrees of deliberateness. A self-assessment tool has been developed to enable students to measure their level of risk of Academic and Practice Misconduct. Five themes emerged from thematic analysis of data on approaches used to promote academic integrity: devising strategies, policies and procedures; educating stakeholders; implementing holistic preventative processes and deterrents; detecting and managing alleged incidents; and on-going monitoring and enhancement. This was synthesised into a collaborative cycle with four phases for use by stakeholders, listing activities undertaken at course, school and university level and in practice settings. A self-assessment tool has been developed for academic staff to measure their level of involvement in promoting Academic and Practice Integrity. The concepts of risk and person centred approaches are utilised as theoretical frameworks to underpin the research findings. The study is presented as an integration of research, education and practice.
Author: Johann Mouton
Publisher:
ISBN: 9780627038310
Category : Dissertations, Academic
Languages : en
Pages : 0
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Book Description
The past two decades have seen a huge growth in interest in doctoral studies, not only in South Africa but elsewhere as well. Changes in the funding framework for universities in South Africa, in particular, has meant that from 2005 onwards, more funding has been available. However, postgraduate studies are challenging. The "digital revolution", as one example, has had a radical impact on the way research is done in the 21st century. Because of the more widespread availability of information (including personal information), students have had to become more accountable when they conduct research. How to succeed in your master's and doctoral studies is organised around eight steps that should be followed for the successful and ethical completion of postgraduate studies, whether they be traditional master's theses, mini-theses or doctoral dissertations. How to succeed in your master's and doctoral studies is based on first-hand knowledge of students' experiences with postgraduate studies: what the challenges and problems were, how they navigated the supervisory process and the different styles and approaches of supervisors, the support (or lack thereof) they received from the universities where they had enrolled, and much more. -- Page 4 of cover.
Author: Wendy Sutherland-Smith
Publisher: Routledge
ISBN: 1134081804
Category : Computers
Languages : en
Pages : 235
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Book Description
Written for Higher Education educators, managers and policy-makers, Plagiarism, the Internet and Student Learning combines theoretical understandings with a practical model of plagiarism and aims to explain why and how plagiarism developed. It offers a new way to conceptualize plagiarism and provides a framework for professionals dealing with plagiarism in higher education. Sutherland-Smith presents a model of plagiarism, called the plagiarism continuum, which usefully informs discussion and direction of plagiarism management in most educational settings. The model was developed from a cross-disciplinary examination of plagiarism with a particular focus on understanding how educators and students perceive and respond to issues of plagiarism. The evolution of plagiarism, from its birth in Law, to a global issue, poses challenges to international educators in diverse cultural settings. The case studies included are the voices of educators and students discussing the complexity of plagiarism in policy and practice, as well as the tensions between institutional and individual responses. A review of international studies plus qualitative empirical research on plagiarism, conducted in Australia between 2004-2006, explain why it has emerged as a major issue. The book examines current teaching approaches in light of issues surrounding plagiarism, particularly Internet plagiarism. The model affords insight into ways in which teaching and learning approaches can be enhanced to cope with the ever-changing face of plagiarism. This book challenges Higher Education educators, managers and policy-makers to examine their own beliefs and practices in managing the phenomenon of plagiarism in academic writing.
Author: Salim Razı
Publisher: Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften
ISBN:
Category : Education
Languages : en
Pages : 276
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Book Description
This book is an outcome of the 4th International Conference «Plagiarism across Europe and Beyond» organized by Canakkale Onsekiz Mart University, Mendel University in Brno, and the European Network for Academic Integrity. The conference is co-funded by the Erasmus+ Strategic Partnerships Programme of the European Union. It aims to be a forum for sharing best practices and experiences by addressing issues of academic integrity from a wide-scope global perspective. With regards to the crucial role of ethics and honesty in academic work, universities are in need of more effective policies against infringements of academic standards. The papers in this book therefore aim to contribute to the standardization of consistent and transparent approaches to issues of academic integrity from several perspectives.
Author: Bernard E. Whitley, Jr.
Publisher: Psychology Press
ISBN: 1135641854
Category : Psychology
Languages : en
Pages : 180
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Book Description
This book, written by two nationally renowned scholars in the area of ethics in higher education, is intended to help teachers and administrators understand and handle problems of academic dishonesty. Chock-full of practical advice, the book is divided into three parts. Part I reviews the existing published literature about academic dishonesty among college and university students and how faculty members respond to the problem. Part II presents practical advice designed to help college and university instructors and administrators deal proactively and effectively with academic dishonesty. Part III considers the broader question of academic integrity as a system-wide issue within institutions of higher education.
Author: David Greven
Publisher: Bloomsbury Publishing USA
ISBN: 1501322370
Category : Performing Arts
Languages : en
Pages : 228
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Book Description
The Terminator film series is an unlikely site of queer affiliation. The entire premise revolves around both heterosexual intercourse and the woman's pregnancy and giving birth. It is precisely the Terminator's indifference to both that signifies it as an unimaginably inhuman monstrosity. Indeed, the films' overarching contention that humanity must be saved, rooted as it is in a particular story about pregnancy and birth that exclusively focuses on the heterosexual couple and the family, would appear to put it at odds with the political stances of contemporary queer theory. Yet, as this book argues, there is considerable queer interest in the Terminator mythos. The films provide a framework for interpreting shifting gender codes and the emergence of queer sexuality over the period of three decades. Significantly, the series emerges in the Reagan 80s, which marked a decisive break with the sexual fluidity of the 70s. As a franchise and on the individual basis of each film, The Terminator series combines both radical and reactionary elements. Each film reflects the struggles over gender and sexuality specific to its release. At the same time, the series foregrounds the intersection of technology and gender that has become a definitive aspect of contemporary experience. A narrative organized around a conservative view of female sexuality and the family, the Terminator myth is nevertheless a richly suggestive narrative for queer theory and gender studies.
