Addressing dishonesty in nursing education: A systematic review of intervention effectiveness

This systematic review evaluates the effectiveness of educational interventions to reduce academic and clinical dishonesty among nursing students. It examines these interventions' objectives, content, instructional methods, duration and assessment outcomes to identify gaps and opportunities for fostering ethical behavior.

Academic and clinical dishonesty among nursing students threatens professional integrity and patient safety but remains under-researched, especially in clinical settings.

Following PRISMA guidelines, a systematic search was conducted in EMBASE, EBSCO, PROQUEST, PubMed and Scopus for peer- review studies published between 2010 and 2024. Three researchers independently performed the selection and data extraction process. The quality of the studies was assessed using the Public Health Effectiveness Project tool, which was adapted for interventional studies. The study protocol was registered in PROSPERO [Registration Number CRD42024595490].

Only four studies met the inclusion criteria, originating from the USA, Iran and Australia. All educational interventions focused exclusively on academic dishonesty, with an emphasis on plagiarism. The educational content ranged from theoretical understanding to practical skills, such as citation and paraphrasing. However, none of the interventions addressed clinical dishonesty, highlighting a critical gap in nursing education. The effectiveness of these educational interventions was predominantly assessed through self-reported improvements in knowledge and attitudes.

The systematic review highlights significant gaps in educational interventions for preventing dishonesty among nursing students. The focus on plagiarism, without addressing clinical dishonesty, underscores the need for comprehensive curricula. A systematic approach integrating academic and clinical dishonesty is vital to strengthen professional identity and ethical standards.