Academic integrity in upper year nursing students’ work-integrated settings

Jennie Miron1, Rosemary Wilson2, John Freeman3, Kim Sears2
1Faculty of Health Sciences and Wellness, Humber College ITAL, Toronto, Canada
2Faculty of Health Sciences, School of Nursing, Queen’s University, Kingston, Canada
3Faculty of Education, Queen’s University, Kingston, Canada

Tóm tắt

Work-integrated learning (WIL) is an educational approach that aims to support students’ integration of theory to practice. These rich learning opportunities provide students with real-world experiences and introduce practice and ethical situations that help consolidate and bridge their knowledge and skill. Academic integrity has been defined as the ongoing commitment to values that are consistent with ethical practice: honesty, trust, fairness, respect, responsibility, and courage (International Centre for Academic Integrity, 2021). It is important to understand what specifically influences students’ intentions to behave with integrity in WIL settings. This paper reports on one study that explored predictors to students’ intentions to behave with integrity across three different WIL settings in their upper years of studies. The findings and recommendations from the research may help to inform other professional programs that include WIL through their educational offerings.

Tài liệu tham khảo

Ajzen I (2002) Perceived behavioural control, self-efficacy, locus of control and the theory of planned behavior. J Appl Soc Psychol 32(4):665–683 Ajzen I, Fishbein M (2000) Attitudes and the attitude-behavior relation: reasoned and automatic responses. Eur Rev Soc Psychol 11(1):1–33 Ajzen, I (2005) Attitudes, Personality and Behaviour, 2nd edition. Maidenhead: Open University Press. Ajzen, I (2006) Constructing a TpB questionnaire: Conceptual and methodological considerations. Icek Ajzen: Homepage U-Mass. https://people.umass.edu/aizen/pdf/tpb.measurement.pdf Al Haqwi A, Taha W (2015) Promoting excellence in teaching and learning in clinical education. J Taibah Univ Med Sci 10(1):97–101 Ali A, Nurhanis Syazni R, Mohd Yusoff D, Nor M, Zarawi M (2018) Snapshot of academic dishonesty among Malaysian nursing students: a single university experience. J Taibah Univ Med Sci 13(4):370–376. https://doi.org/10.1016/j.jtumed.2018.04.003 Alleyne P, Phillips K (2011) Exploring academic dishonesty among university students in Barbados: an extension to the theory of planned behaviour. J Acad Ethics 9(4):223–338 Arhin A, Jones K (2009) A multidiscipline exploration of college students’ perceptions of academic dishonesty: are nursing students different from other college students? Nurse Educ Today 29(7):710–714 Arthur J, Bolin K (2005) Citizenship and higher education: The role of universities in communities and society. RoutledgeFalmer Barati M, Allahverdipour H, Hidarnia A, Niknami S, Bashiran S (2015) Belief-based tobacco smoking scale: evaluating the psychometric properties of the theory of planned behavior’s constructs. Health Promot Perspect 5(1):59–71 Benner P, Sutphen M, Leonard V, Day L, Shulman L (2009) Educating nurses: A call for radical transformation. Jossey-Bass. Berndtsson I, Dahlborg E, Pennbrant S (2020) Work-integrated learning as a pedagogical tool to integrate theory and practice in nursing education – an integrative literature review. Nurs Educ Pract 42:1–8. https://doi.org/10.1016/j.nepr.2019.102685 Bertram Gallant T, Drinan P (2006) Organizational theory and student cheating: explanation, responses, and strategies. J Higher Educ 77(5):839–859 Birks M, Smithson J, Antney J, Zhao L, Burkot C (2018) Exploring the paradox: a cross-sectional study of academic dishonesty among Australian nursing students. Nurs Educ Today 65(18):96–101 Bonett D, Wright T (2015) Cronbach’s alpha reliability: Interval estimation, hypothesis testing, and sample size planning. J Organ Behav 36(1):3–15 Bowers WJ (1964) Bureau of Applied Social Research, Columbia University Bretag T, Mahmud S, Wallace M, Walker R, James C, Green M, East J, McCowan U, Partridge L (2011) Core elements of exemplary academic integrity policy in Australian higher education. Int J Educ Integr 7(2):3–12 Canadian Association of Schools of Nursing (2015) National Nursing Education Framework. CASN. https://www.casn.ca/wp-content/uploads/2014/12/Framwork-FINAL-SB-Nov-30-20151.pdf Canadian Nurses’ Association (2017) Code of ethics. CNA. https://www.cna-aiic.ca/~/media/cna/page-content/pdf-en/code-of-ethics-2017-edition-secure-interactive Christensen Hughes J, McCabe D (2006) Understanding academic misconduct. Can J Higher Educ 36(1):49–63 Christensen Hughes J, Bertram Gallant T (2016) Infusing ethics and ethical decision making into the curriculum. In T. Bretag (Ed.) The Handbook of Academic Integrity (pp. 1055–1073). Springer Reference. https://doi.org/10.1007/978-981-287-098-8. College of Nurses of Ontario [CNO] (2012) Self-regulation. Retrieved from http://www.cno.org/en/become-a-nurse/entry-to-practice-examinations/jurisprudence-examination/competencies/self-regulation/ Cooke R, Dahdah M, Norman P, French D (2016) How well does the theory of planned behavior predict alcohol consumption? A systematic review and meta-analysis. Health Psychol Rev 10(2):148–167 Coram D (2016) Expert role modeling effect on novice nursing students’ clinical judgement. Clin Simul Nurs 12(9):385–391 Davis L (1992) Instrument review: getting the most from your panel of experts. Appl Nurs Res 5:194–197 DeckerFeySiderasCaballeroRocstraw SMSSL, Boese T, Borum J (2013) Standards of best practice: simulation standard VI: the debriefing process. Clin Simul Nurs 9(Supplement):26–29 Engineering Canada (2013) National guideline on good character. https://engineerscanada.ca/publications/national-guideline-on-good-character Eriksson L, McGee T (2015) Academic dishonesty amongst Australian criminal justice and policing university students: Individual and contextual factors. Int J Educ Integr 11(5):1–15 Evenson M (2013) Preparing for fieldwork: Students’ perceptions of their readiness to provide evidence-based practice. Work 44(3):297–306 Fida R, Tramontano C, Paciello M, Ghezzi V, Barbaranelli C (2018) Understanding the interplay among regulatory self-efficacy, moral disengagement, and academic cheating behaviour during vocational education: a three-wave study. J Bus Ethics 153(3):725–740. https://doi.org/10.1007/s10551-01633-3373-6 Francis J, Eccles M, Johnston M, Walker A, Grimshaw J, Foy R, Bonetti D (2004) Constructing questionnaires based on the theory of planned behavior: A manual for health services researchers. Quality of Life and Management of Living Resources, May, 2–42. Furutan O (2017) The relationship between tolerance for scholastic dishonesty and tolerance for dishonest workplace practices among university business management students. Am Soc Bus Behav Sci 24(1):217–228 Guerrero-Dib J, Portales L, Heredia-Escorza Y (2020) Impact of academic integrity on workplace ethical behaviour. J Educ Integr 16(2):1–18. https://doi.org/10.1007/s40979-020-0051-3 Hammer J, Parent M, Spiker D (2018) Mental help seeking attitudes scale (MHSAS): Development, reliability, validity, and comparison with ATSPPH-SF and IASMHS-PO. J Couns Psychol 65(1):74–85 Harding T, Carpenter D, Finelli C, Passow H (2004) Does academic dishonesty relate to unethical behavior in professional practice? An exploratory study. Sci Eng Ethics 10(2):311–324 Harding T, Mayhew M, Finelli C, Carpenter D (2007) The theory of planned behavior as a model of academic dishonesty in engineering and humanities undergraduates. Ethics Behav 17(3):255–279 Hart L, Morgan L (2010) Academic integrity in an online registered nurse to baccalaureate in nursing program. J Contin Educ Nurs 41(11):498–505 Henning M, Ram S, Malpas P, Sisley R, Thompson A (2014) Reasons for academic honesty and dishonesty with solutions: a study of pharmacy and medical students in New Zealand. J Med Ethics 40(10):702–709. https://doi.org/10.1136/medethics-2013-101420 Hilbert G (1985) Involvement of nursing students in unethical classroom and clinical behaviors. J Prof Nurs 1(4):230–234 Hilbert G (1987) Academic fraud: prevalence, practices, and reasons. J Prof Nurs 3(1):39–45 Hilbert G (1988) Moral development and unethical behaviour among nursing students. J Prof Nurs 4(3):163–167 Ickes M, Sharma M (2011) Establishing validity and reliability of an instrument using the theory of planned behavior to predict middle school student obesity-related actions. Int Q Community Health Educ 31(3):291–307 Ismail L, Aboushady R, Eswi A (2016) Clinical instructor’s behavior: nursing student’s perception toward effective clinical instructor’s characteristics. J Nurs Educ Pract 6(2):96–105 Johnstone M (2016) Academic dishonesty and unethical behavior in the workplace. Aust Nurs Midwifery J 23(11):33 Jonsén E, Melender H, Hilli Y (2013) Finnish and Swedish nursing students’ experiences of their first clinical practice placement — a qualitative study. Nurse Educ Today 33(3):297–302 Jurdi R, Hage S, Chow H (2011) Academic dishonesty in the Canadian classroom: behaviours of a sample of university students. Can J Higher Educ 41(3):1–35 Kalyani M, Kashkooli R, Molazem Z, Jamshidi N (2014) Qualitative inquiry into the patients’ expectations regarding nurses and nursing care. Adv Nurs 657653:1–6 Keçeci A, Bulduk S, Oruç D, Ҫelik S (2011) Academic dishonesty among nursing students: a descriptive study. Nurs Ethics 18(5):725–733 Koharchik L, Vogelstein E, Crider M, Devido J, Evatt M (2017) Promoting nursing students’ ethical development in the clinical setting. Am J Nurs 117(11):57–60 Krueger L (2014) Academic dishonesty among nursing students. J Nurs Educ 53(2):77–87 Krumpal I (2013) Determinants of social desirability bias in sensitive surveys: a literature review. Qual Quant 47(4):2025–2047 LaDuke R (2013) Academic dishonesty today, unethical practices tomorrow? J Prof Nurs 29(6):402–406 Lang J (2013) Cheating lessons: Learning from academic dishonesty. Harvard University Press, Cambridge, MA Liljedahl M, Engqvist Boman L, Björk E, Bolander Laksov K (2015) Participation in a clinical learning environment. Clin Teach 12(4):284–285 Lovett-Hooper G, Komarraju M, Weston R, Dollinger S (2007) Is plagiarism a forerunner of other deviance? Imagined futures of academically dishonest students. Ethics Behav 17(3):323–326 Lovric R, Milutinovic D, Zvanut B (2020) Psychometric evaluation and cross-cultural adaptation of the Croatian version of nursing student perceptions of dishonesty scale. J Prof Nurs 36(5):432–442 Macale L, Ghezzi V, Rocco G, Fida R, Vellone E, Alvaro R (2017) Academicdishonesty among Italian nursing students: a longitudinal study. Nurse Educ Today 50(3):57–66 McCabe D, Klebe L, Butterfield K (2001) Cheating in academic institutions: a decade of research. Ethics Behav 11(3):219–232 McCabe D, Klebe L, Butterfield K (2002) Honor codes and other contextual influences on academic integrity: a replication and extension to modified honor code settings. Res High Educ 43(3):357–378 McCabe D, Feghali T, Abdallah H (2008) Academic dishonesty in the Middle East: Individual and contextual factors. Res High Educ 49(5):357–378 McCabe D, Butterfield K, Treviño L (2012) Cheating in college: Why students do it and what educators can do about it. The John Hopkins University Press. McClung E, Gaberson K (2020) Academic dishonesty among nursing students: a contemporary view. Nurs Educ 46(2):111–115 McClung E, Kraenzle Schneider J (2018) Dishonest behavior in the classroom and clinical setting: perceptions and engagement. J Nurs Educ 57(2):79–87. https://doi.org/10.3928/01484834-20180123-04 McCrink A (2010) Academic misconduct in nursing students: behaviors, attitudes, rationalizations, and cultural identity. J Nurs Educ 49(11):653–659 Milton C (2015) Ethics and academic integrity. Nurs Sci Q 28(1):18–20 Miron J (2019) Academic integrity in a student placement environment—an elicitation study. J Educ Thought 52(3):253–273 National Association of Pharmacy Regulatory Authorities (NAPRA) (2009) Model standards of practice for Canadian pharmacists. NAPRA. https://napra.ca/sites/default/files/2017-09/Model_Standards_of_Prac_for_Cdn_Pharm_March09_layout2017_Final.pdf Newman I, Lim J, Pineda F, Content validity using a mixed methods approach (2013) Itsapplication and development through the use of a table of specifications on methodologies. J Mix Methods Res 7(3):243–260 Physiotherapy Education Accreditation Canada (PEAC) (2012) Accreditation standards for physiotherapy education programs in Canada. PEAC. https://peac-aepc.ca/pdfs/Accreditation/Accreditation%20Standards/PEAC%20Standards%202012%20with%20essential%20concepts%20FINAL.pdf Podsakoff P, MacKenzie S, Lee J, Podsakoff N (2003) Common method biases in behavioral research: a critical review of the literature and recommended remedies. J Appl Psychol 88(5):879–903 Prins S, Lathrop A (2014) Institutional strategies that foster academic integrity: a faculty-based case study. Collect Essays Learn Teach 2(1):1–7 Rafati F, Bagherian B, Mangolian P, Goghary Z (2020) The relationship between clinical dishonesty and perceived clinical stress among nursing students in southeast of Iran. BMC Nurs 19(1):1–8. https://doi.org/10.1186/s12912-020-00434-w Recker-Hughes C, Wetherbee E, Buccieri K, Fitzpatrick Timmerberg J, Stolfi A (2014) Essential characteristics of quality clinical education experiences: standards to facilitate student learning. J Phys Educ 28(4):48–55 Rujoiu O, Rujoiu V (2014) Academic dishonesty and workplace dishonesty: An overview. Proceedings of the 8th International Management Conference—Management Challenges for Sustainable Development, http://conferinta.management.ase.ro/archives/2014/pdf/91.pdf Smith C (2010) The relationship between academic and professional dishonesty in online RN-BSN students (3436706) [Doctoral dissertation, Medical University of South Carolina]. ProQuest Dissertations and Theses. Swinny B, Brady M (2010) The benefits and challenges of providing nursing student clinical rotations in the intensive care unit. Crit Care Nurs Q 33(1):60–66 Tabachnick B, Fidell L (2007) Using multivariate statistics (5th ed.). Allyn and Bacon. Thiel C, Connelly S, Harkrider L, Devenport L, Bagdasarov Z, Johnson J, Mumford M (2013) Case-based knowledge and ethics education: Improving learning and transfer through emotionally rich cases. Sci Eng 19(1):265–286 Thompson-Leduc P, Clayman M, Turcotte S, Légaré F (2015) Shared decision-making behaviours in health professionals: a systematic review of studies based on the theory of planned behavior. Health Expect 18(5):754–774 Vandegrift T, Dillon H, Camp L (2017) Changing the engineering student culture with respect to academic integrity and ethics. Sci Eng Ethics 23(4):1159–1182 Wiens S, Babenko-Mould Y, Iwasiw C (2014) Clinical instructors’ perceptions of structural and psychological empowerment in academic nursing environments. Nurs Educ 53(5):265–270 Yang S, Huang C, Chen A (2013) An investigation of college students’ perceptions of academic dishonesty, reasons for dishonesty, achievement goals, and willingness to report dishonest behaviours. Ethics Behav 23(6):501–522 Yuchao M, McCabe D, Ruizhi L (2013) Students’ academic cheating in Chinese universities: prevalence, influencing factors, and proposed action. J Acad Ethics 11(3):169–184