Jacqueline G Bloomfield1, Tonia Crawford2, Murray Fisher2. 1. University of Sydney Susan Wakil School of Nursing and Midwifery, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia. Electronic address: jacqueline.bloomfield@sydney.edu.au. 2. University of Sydney Susan Wakil School of Nursing and Midwifery, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia.
Abstract
BACKGROUND: Academic dishonesty is increasing in prevalence in universities globally. Concerns exist that engagement in academic dishonesty by nursing students may transfer to professional misconduct in the clinical setting, thereby jeopardising the quality of patient care. OBJECTIVES: To determine the type and prevalence of academic dishonesty engaged in by post-registration nursing students and their understanding of the relationship between academic honesty and professional conduct. DESIGN: An exploratory quantitative study employing a cross sectional survey. SETTINGS AND PARTICIPANTS: A convenience sample of undergraduate students enrolled in an Australian post-registration nursing degree program delivered in a Southeast Asian country. METHODS: An online anonymous survey comprising 38 Likert-style items was completed by 179 voluntary participants. Descriptive statistics were used to analyse data pertaining to the frequency and type of academic dishonesty. Chi-square tests were used to identify associations between issues such as frequency of engagement to academically dishonest activities and perceptions of professional misconduct. Responses to open-ended questions was undertaken using descriptive summative content analysis. RESULTS: Almost 96% (n = 153) of participants agreed that academic dishonesty constitutes a breach of professional codes of conduct with 97.5% (n = 156) stating it should be viewed as professional misconduct. Findings revealed 44.1% (n = 79) of participants reported engagement with at least one type of academic dishonesty. Of these, 55 (69%) reported involvement in two or more types. CONCLUSIONS: Academic dishonesty continues to be an issue in nursing education with serious ramifications for professional conduct and patient outcomes. Educators must take a targeted approach to educating students about the importance of academic integrity and its relationship to professional conduct. This includes supporting students to develop academic skills such as referencing. Appropriate penalties and reporting of students who engage in academic dishonest behaviour to academic and professional regulatory authorities are also essential actions required to prevent academic dishonesty. Crown
BACKGROUND: Academic dishonesty is increasing in prevalence in universities globally. Concerns exist that engagement in academic dishonesty by nursing students may transfer to professional misconduct in the clinical setting, thereby jeopardising the quality of patient care. OBJECTIVES: To determine the type and prevalence of academic dishonesty engaged in by post-registration nursing students and their understanding of the relationship between academic honesty and professional conduct. DESIGN: An exploratory quantitative study employing a cross sectional survey. SETTINGS AND PARTICIPANTS: A convenience sample of undergraduate students enrolled in an Australian post-registration nursing degree program delivered in a Southeast Asian country. METHODS: An online anonymous survey comprising 38 Likert-style items was completed by 179 voluntary participants. Descriptive statistics were used to analyse data pertaining to the frequency and type of academic dishonesty. Chi-square tests were used to identify associations between issues such as frequency of engagement to academically dishonest activities and perceptions of professional misconduct. Responses to open-ended questions was undertaken using descriptive summative content analysis. RESULTS: Almost 96% (n = 153) of participants agreed that academic dishonesty constitutes a breach of professional codes of conduct with 97.5% (n = 156) stating it should be viewed as professional misconduct. Findings revealed 44.1% (n = 79) of participants reported engagement with at least one type of academic dishonesty. Of these, 55 (69%) reported involvement in two or more types. CONCLUSIONS: Academic dishonesty continues to be an issue in nursing education with serious ramifications for professional conduct and patient outcomes. Educators must take a targeted approach to educating students about the importance of academic integrity and its relationship to professional conduct. This includes supporting students to develop academic skills such as referencing. Appropriate penalties and reporting of students who engage in academic dishonest behaviour to academic and professional regulatory authorities are also essential actions required to prevent academic dishonesty. Crown