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Updated: May 15, 2026
14:32
Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
Published on: February 16, 2011
Trauma-Informed and Restorative Communication Tools for Academic Integrity Conversations by Nurse Practitioner
Lynn E Shay1, Michael W Spencer
1MSN NP Programs, Chamberlain University School of Nursing, Chicago, Illinois (Drs Shay and Spencer).
Nurse Educator
|May 14, 2026
Summary
Nurse practitioner educators experienced improved knowledge and awareness regarding academic integrity discussions after an educational intervention. Further practice-based strategies are recommended to address ongoing challenges in balancing empathy with accountability.
Area of Science:
- Nursing Education
- Academic Integrity
- Communication Strategies
Background:
- Academic integrity discussions are emotionally challenging for nurse practitioner educators.
- Educators often face learner defensiveness, denial, or distress.
- Balancing empathy with accountability is crucial while maintaining institutional standards.
Purpose of the Study:
- To address educator discomfort in navigating academic integrity discussions.
- To reduce fear of conflict escalation and learner denial/defensiveness.
- To provide supportive and corrective language tools for educators.
Main Methods:
- An interactive educator development session was conducted.
- Trauma-informed communication principles were introduced.
- Restorative language tools for academic integrity conversations were provided.
Main Results:
- Significant group-level improvements in knowledge, awareness, and institutional support (P < .001).
- Modest gains in educator confidence and comfort levels.
- Persistent difficulty reported in balancing empathy with accountability.
Conclusions:
- Educational interventions can enhance nurse practitioner educators' preparedness for academic integrity conversations.
- Practice-based strategies like role-play and scripting may be necessary.
- Addressing the empathy-accountability tension requires further development.
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