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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Academic dishonesty among nursing students.

Linda Krueger

    The Journal of Nursing Education
    |January 22, 2014
    PubMed
    Summary

    Over half of nursing students engaged in academic dishonesty. Factors like gender, ethnicity, and peer behavior influenced cheating frequency and attitudes in classroom and clinical settings.

    Area of Science:

    • Nursing Education
    • Academic Integrity
    • Student Behavior

    Background:

    • Academic dishonesty is a significant issue in higher education, particularly within nursing programs.
    • Understanding the factors influencing student engagement in academic dishonesty is crucial for developing effective interventions.

    Purpose of the Study:

    • To identify sociodemographic and situational factors associated with academic dishonesty among nursing students.
    • To examine nursing students' attitudes toward academic dishonesty and the prevalence of their engagement and witnessing of such behaviors.
    • To explore the relationship between cheating in classroom and clinical settings.

    Main Methods:

    • Quantitative study involving 336 nursing students.
    • Data collection on sociodemographic information, situational conditions, attitudes, and engagement in academic dishonesty.

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  • Statistical analysis to identify relationships and differences.

    • Main Results:

    • More than 50% of nursing students reported cheating in both classroom and clinical settings.
    • A positive correlation exists between the frequency of cheating in classroom and clinical environments.
    • Gender, semester, and ethnicity were found to influence the frequency of and attitudes toward academic dishonesty.
    • Peer behavior, personal beliefs, and values were related to the frequency of engaging in academic dishonesty.

    Conclusions:

    • Academic dishonesty is prevalent among nursing students, extending to both academic and practical settings.
    • Interventions should consider individual student characteristics (gender, ethnicity), program progression, peer influences, and personal values.
    • Addressing academic dishonesty requires a multifaceted approach within nursing education programs.