Exploring Factors That Contribute to Nursing Students' Willingness to Report Peer Academic Integrity Violations.
| Autor: | Stevenson SM; About the Authors Shannon Morris Stevenson, EdD, MSN, RNC-OB, RNC-MNN, CNE, is an assistant professor, Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, Georgia.Kathryn Flannigan EdD, MSN, RN, is an assistant professor, Arkansas State University School of Nursing, Jonesboro, Arkansas. Amanda Willey, EdD, MSN, RN, CCHP, is an assistant professor, Salisbury University School of Nursing, Salisbury, Maryland. Tresa Kaur, PhD, RN-BC, CNE, CHSE, CTN-A, is the Diane Foley Parrett Endowed Assistant Professor, M. Louise Fitzpatrick School of Nursing, Villanova University, Villanova, Pennsylvania. A version of this article was published through ProQuest as a collaborative dissertation chapter by the first three listed authors as part of the requirements for their Doctorate of Education degree at Teachers College, Columbia University. For more information, contact Dr. Stevenson at shannon.stevenson@emory.edu ., Flannigan K, Willey A, Kaur T |
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| Jazyk: | angličtina |
| Zdroj: | Nursing education perspectives [Nurs Educ Perspect] 2023 May-Jun 01; Vol. 44 (3), pp. 140-146. Date of Electronic Publication: 2023 Jan 05. |
| DOI: | 10.1097/01.NEP.0000000000001090 |
| Abstrakt: | Aim: The aim of the study was to examine and describe student perceptions of severity of violations, faculty support, and support for program improvement strategies related to willingness to report peer violations. Background: Peer reporting is important when students witness dishonest behaviors. To foster academic integrity, exploration of the willingness to report is needed. Method: Using McCabe's Academic Integrity Survey-Modified for Nursing Students, 442 baccalaureate students were surveyed. Results: The more students felt faculty supported related policies, the more willing students were to report ( r s = .298, α = .05). The more students understood what was considered a violation, the more willing they were to report ( r s = .485, α = .05). The more students believed program-wide strategies could prevent violations, the more willing they were to report ( r s = .231, α = .05). Conclusion: Education that helps define academic integrity can contribute to nursing students' willingness to report peer violations. Faculty support of policies and program-wide strategies contribute. Competing Interests: The authors have declared no conflict of interest. (Copyright © 2022 National League for Nursing.) |
| Databáze: | MEDLINE |
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