Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Legal Guidelines for Documentation01:06

Legal Guidelines for Documentation

The legal guidelines for nursing documentation are essential for ensuring accurate, professional, and ethical recording of patient care. The guidelines are discussed here:
Guidelines and Strategies for Safe Computer Charting01:18

Guidelines and Strategies for Safe Computer Charting

The guidelines and strategies provided by the American Nurses Association (ANA) and the Canadian Nurses Association (CNA) offer essential principles for ensuring safe and secure computer charting systems in healthcare settings. Let's break down each recommendation:
Maintain Confidentiality and Security:
False Memories01:18

False Memories

False memories represent a cognitive distortion in which individuals recall events that did not happen, or remember them in an altered form. This phenomenon highlights the brain's constructive nature in processing and recalling memories, emphasizing that memory is not a perfect representation of past events but rather a dynamic reconstruction influenced by various factors.
One primary source of false memories is misattribution, where individuals incorrectly associate external information with...
Ethical Standards II01:23

Ethical Standards II

Ethical standards are the backbone of nursing practice, guiding nurses as they interact with patients, families, and colleagues. These standards are crucial for providing safe, empathetic care centered on the patient's needs.
Nurses are entrusted with upholding various ethical principles and standards. Nurses forge solid therapeutic relationships using trust, empathy, autonomy, confidentiality, and professional competence.
Confidentiality is crucial, embodying respect for individual privacy and...
Documentation of Nursing Diagnosis01:10

Documentation of Nursing Diagnosis

The nurse documents nursing diagnoses and enters them into the patient record. The identified patient's nursing diagnosis is either written out with a plan of care or entered into the electronic health record.
In some settings, data-driven computerized decision support systems are in place, allowing for more accurate nursing diagnoses. The database within one of these systems includes diagnostic labels defining characteristics, activities, and indicators for nursing. A nurse enters assessment...
Obedience01:08

Obedience

According to obedience research, we may harm others under the forceful pressures of an authority figure (Milgram, 1974). How about if the inappropriate orders were delivered with less force? The increasing interdependence between nurses and physicians compelled Hofling and his colleagues to explore nurses’ reactions to a potentially harmful medical request made by the perceived authority figure, the doctor (Hofling, Brotzman, Dalrymple, Graves, & Pierce, 1966). In this situation, obedience...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Improving Prophylactic Antibiotic Selection for Type 3 Open Fractures in the Trauma Setting.

Kansas journal of medicine·2025
Same author

Influence of Oscillation Drilling on Screw Purchase: A Biomechanical Pilot Study.

Kansas journal of medicine·2025
Same author

Increasing Goals of Care Discussions Among Veterans With Cirrhosis: A Veterans Health Administration Quality Improvement Initiative.

The American journal of gastroenterology·2025
Same author

Comparison of Polyethylene Thickness and Constraint in Traditional and Robotic-Assisted Total Knee Arthroplasty.

Kansas journal of medicine·2025
Same author

Implementation and evaluation of the 3 Wishes Project in safety-net hospitals: Protocol for a hybrid effectiveness-implementation study.

PloS one·2025
Same author

Investigating Data Diversity and Model Robustness of AI Applications in Palliative Care and Hospice: Protocol for Scoping Review.

JMIR research protocols·2024
Same journal

A Practical Framework for Teaching Women's Health Procedures.

Family medicine·2026
Same journal

Quantifying the Disrupted Pathway: The Representation Gap for Hispanics/Latinos in Academic Family Medicine Leadership.

Family medicine·2026
Same journal

Comment on "Redefining Value in Family Medicine Obstetrics: A Pathway to Sustainable Rural Maternity Care".

Family medicine·2026
Same journal

The Power of Presence.

Family medicine·2026
Same journal

Advancing Hybrid Interviewing: From Bias Concerns to Assessment Quality.

Family medicine·2026
Same journal

Seeing Beneath the Surface.

Family medicine·2026
See all related articles

Related Experiment Video

Updated: Jun 1, 2026

An Experimental Analysis of Children's Ability to Provide a False Report about a Crime
07:36

An Experimental Analysis of Children's Ability to Provide a False Report about a Crime

Published on: May 3, 2016

Do students falsify information in clinical notes?

Anne Walling1, Scott E Moser, Gretchen Dickson

  • 1Department of Family and Community Medicine, University of Kansas School of Medicine-Wichita, Wichita, KS 67214, USA. awalling@kumc.edu

Family Medicine
|June 10, 2011
PubMed
Summary
This summary is machine-generated.

Most student over-reporting in clinical skills assessments stems from errors, not deliberate data falsification. Investigating all potential error sources is crucial before accusing students of misconduct.

More Related Videos

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
07:32

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Published on: February 10, 2016

The Deese-Roediger-McDermott (DRM) Task: A Simple Cognitive Paradigm to Investigate False Memories in the Laboratory
07:26

The Deese-Roediger-McDermott (DRM) Task: A Simple Cognitive Paradigm to Investigate False Memories in the Laboratory

Published on: January 31, 2017

Related Experiment Videos

Last Updated: Jun 1, 2026

An Experimental Analysis of Children's Ability to Provide a False Report about a Crime
07:36

An Experimental Analysis of Children's Ability to Provide a False Report about a Crime

Published on: May 3, 2016

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
07:32

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Published on: February 10, 2016

The Deese-Roediger-McDermott (DRM) Task: A Simple Cognitive Paradigm to Investigate False Memories in the Laboratory
07:26

The Deese-Roediger-McDermott (DRM) Task: A Simple Cognitive Paradigm to Investigate False Memories in the Laboratory

Published on: January 31, 2017

Area of Science:

  • Medical Education
  • Professionalism in Medicine

Background:

  • Over-reporting patient data in clinical notes can lead to accusations of professional misconduct.
  • This issue, particularly in high-stakes assessments, carries severe consequences for students, including potential failure.
  • The prevalence and underlying causes of student over-reporting remain unclear.

Purpose of the Study:

  • To investigate the prevalence and causes of alleged false reporting incidents during a high-stakes clinical skills assessment (CSA).
  • To differentiate between deliberate data falsification and other potential causes of over-reporting by students.

Main Methods:

  • Analysis of all detected incidents of alleged false reporting during a third-year clinical skills assessment.
  • Categorization of incidents based on attributed causes, including standardized patient performance, scoring, data management, and case/instrument design.

Main Results:

  • Of 73 alleged incidents, 69 were attributed to errors in assessment procedures or materials, not student misconduct.
  • Only four instances of over-reporting were identified as potentially student-related, appearing more as mistakes than deliberate falsification.

Conclusions:

  • The majority of over-reporting incidents in this clinical skills assessment were due to systemic or procedural errors.
  • Attributing over-reporting to deliberate student falsification requires rigorous exclusion of all other potential error sources.