scholarly journals “I’m not an investigator and I’m not a police officer" - a faculty’s view on academic integrity in an undergraduate nursing degree

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Joan Lynch ◽  
Yenna Salamonson ◽  
Paul Glew ◽  
Lucie M. Ramjan
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Academic Integrity ◽  
Codes Of Conduct ◽  
Learning Needs ◽  
Policy And Practice ◽  
Undergraduate Nursing ◽  
Large Numbers ◽  
Academic Integrity Policy

AbstractIn nursing, expectations of honesty and integrity are clearly stipulated throughout professional standards and codes of conduct, thus the concept of academic integrity has even more impetus in preparing students for graduate practice. However, a disparity between policy and practice misses the opportunity to instil the principles of academic integrity, and at its core honesty, a pivotal trait in the nursing profession. This study draws upon the experience of the nursing faculty to explore how academic integrity policy of deterrence operate in nursing education.While participants deplored cheating behaviours, they expressed frustration in having to ‘police’ large numbers of students who had little awareness of the academic standards to meet policy requirements. In addition, they were cynical because of a perceived lack of severity in sanctions for students who repeatedly breached integrity. Participants expressed a moral obligation as educators to meet student learning needs and preferred to engage with students in a more meaningful way to uphold academic integrity. The ambivalence to detect and report breaches in integrity undermines the effectiveness of policy. Therefore, faculty must recognise the importance of their role in detecting and escalating cases of dishonesty and execute deterrence in a more consistent way. To do this, greater support at an institutional level, such as smaller class sizes, inclusion in decision making around sanctions and recognition of additional workload, will enable faculty to uphold policy. Although policing was not their preferred approach, the role of faculty in detecting and reporting cases of misconduct is crucial to increase the certainty of students getting caught, which is essential if policy is to be effective in deterring dishonest behaviour.

scholarly journals Developing and Validating Standards for Clinical learning Environment at Nursing Faculty

2017 ◽  
Vol 5 (10) ◽  
pp. 51-64
Author(s):  
Amira Abd El-Menem Ibrahim ◽  
Wafaa Fathi Ahmed
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Nursing Faculty ◽  
Clinical Learning Environment ◽  
Learning Program ◽  
Undergraduate Nursing ◽  
Technical Manual ◽  
Nursing Courses

There is an increasing interest and concern regarding the role of the learning environment in undergraduate nursing education. Nursing continuously associates with the technical-manual component, while being liable for the care with health of persons and with retaining their quality of life. So, obtaining clinical abilities is an element involved in the learning program of nursing courses.

scholarly journals A Key to Transforming a Nursing Curriculum: Integrating a Continuous Improvement Simulation Expansion Strategy

2021 ◽  
Vol 7 ◽  
pp. 237796082199852
Author(s):  
Karen Aul ◽  
Lisa Bagnall ◽  
Michael D. Bumbach ◽  
Jane Gannon ◽  
Sallie Shipman ◽  
...  
Keyword(s):  
Nursing Education ◽  
Continuous Improvement ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Nursing Curriculum ◽  
Learning Needs ◽  
Improvement Strategy ◽  
New Graduates ◽  
Undergraduate Nursing ◽  
Simulation Based

IntroductionChanges in nursing, health care, and education warrant continued pedagogical innovations. Faculty are challenged to develop many innovative strategies in the clinical and simulation laboratory setting. Intentional simulation-based learning experiences are one method to prepare new graduates for nursing practice.MethodsOne college integrated intentional simulation-based learning experiences as an improvement strategy in a newly transformed undergraduate nursing curriculum, from mapping through evaluation and revision. Simulation-based learning experiences that were intentionally mapped, organized, and interactive enhanced the teaching and learning needs of students and faculty.ConclusionThe positive outcomes from this curricular transformation serve as a platform for continuous improvement for future approaches to nursing education. This affirmed that the key to transforming a nursing curriculum encompasses intentional mapping, evaluation, and revision.

scholarly journals Students’ perspectives regarding clinical preceptors (CPs) in the baccalaureate undergraduate nursing programme in Karachi, Pakistan

2019 ◽  
Vol 3 (1) ◽  
pp. 26
Author(s):  
Amina Aijaz Khowaja ◽  
Jacqueline Maria Dias
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Undergraduate Students ◽  
Private School ◽  
Teaching And Learning ◽  
Clinical Environment ◽  
Creative Commons ◽  
Undergraduate Nursing

Introduction Clinical practice is considered an integral part of nursing education. It is in the clinical area that the students integrate the theory learnt in the classroom into practice. An enabling clinical environment with the assistance of a clinical preceptor (CP) ensures that student nurses become independent practitioners and competent in their roles and responsibilities. DesignA comprehensive study was undertaken to explore the emerging role of CPs in Pakistan. This research has been reported in the literature. This paper will deal exclusively with the perceptions of nursing students when working with CPs in the four-year undergraduate baccalaureate program at a private school of nursing (SON) in Pakistan. Through focus group discussions, the perceptions of undergraduate students were explored. ResultsFour main themes emerged. These included the creation of a conducive clinical environment, development of competencies, engagement in patient care, and personal and professional development. ConclusionBased on the study findings, recommendations for strengthening the role of CPs in supporting undergraduate nursing students in their clinical practice are presented.   How to cite this article:  KHOWAJA, Amina Aijaz; DIAS, Jacqueline Maria. Students’ perspectives regarding clinical preceptors (CPs) in the baccalaureate undergraduate nursing programme in Karachi, Pakistan. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 26-35, Apr. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=68&path%5B%5D=39   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/  

scholarly journals A Review into the Acute Emergency Response of Operational Partnerships During the Rohingya Refugee Crisis in Cox’s Bazar

2021 ◽  
Author(s):  
Claire Blackmore ◽  
Egmond Samir Evers ◽  
S M Asif Sazed ◽  
Amrish Baidjoe ◽  
Victor Del Rio Vilas ◽  
...  
Keyword(s):  
Emergency Response ◽  
World Health ◽  
Policy And Practice ◽  
Humanitarian Emergency ◽  
Humanitarian Response ◽  
Large Numbers ◽  
Response Network ◽  
Health Organization ◽  
Staff Wellbeing

Abstract Background: The unprecedented influx of Rohingya refugees into Cox’s Bazar, Bangladesh, in 2017 led to a humanitarian emergency requiring large numbers of humanitarian workers to be deployed to the region. The World Health Organization (WHO) contributed to this effort through several well-established deployment mechanisms: the Global Outbreak Alert and Response Network (GOARN) and the Standby Partnerships (SBP). The aim of the study was to capture the views and experiences of those humanitarian workers deployed by WHO through operational partnerships between December 2017 and February 2019.Methods: A mixed methods design was used. A desktop review was conducted to describe the demographics of the humanitarian workers deployed to Cox’s Bazar and the work that was undertaken. Interviews were conducted with a subset of the respondents to elicit their views relating to their roles and contributions to the humanitarian response, challenges during their deployment and how the process could be improved. Thematic analysis was used to identify key themes.Results: We identified sixty-five deployments during the study period. Respondents’ previous experience ranged between 3 and 28 years (mean 9.7 years). The duration of deployment ranged from 8 to 278 days (mean 67 days) and there was a higher representation of workers from Western Pacific and European regions. Forty-one interviews were conducted with people who experienced all aspects of the deployment process. Key themes elicited from interviews related to staffing, the deployment process, the office environment and capacity building. Various issues raised have since been addressed, including the establishment of a sub-office structure, introduction of online training prior to deployment, and a staff wellbeing committee. Conclusions: This study identified successes and areas for improvement for deployments during emergencies. The themes and subthemes elicited can be used to inform policy and practice changes, as well as the development of performance indicators. Common findings between this study and previous literature indicate the pivotal role of staff deployments through partnership agreements during health emergency response operations and a need for continuous improvements of processes to ensure maximum effectiveness.

Mediating Role of Resilience on Nursing Faculty and Student QoL during COVID-19

2021 ◽  
pp. 019394592110246
Author(s):  
Tina Antill Keener ◽  
Kesheng Wang ◽  
Katherine Hall ◽  
Tara Hulsey ◽  
Ubolrat Piamjariyakul
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Latent Variables ◽  
Structural Equation ◽  
Negative Impact ◽  
Well Being ◽  
Equation Modeling ◽  
Mediating Role ◽  
Positive Direct

COVID-19 greatly impacted nursing education and required nursing faculty and students to quickly adapt to changes caused by disease mitigation. The purpose of this study was to examine the mediating effects of resilience between the influence of demographics and school-related risk factors and nursing faculty and student quality of life (QoL) during the COVID-19 pandemic. A secondary data analysis was conducted using structural equation modeling to examine the mediating role of resilience on latent variables. Resilience had a positive, direct effect on nursing faculty and student QoL. Having a designated home workspace and being well-prepared for online learning had positive, indirect effects on QoL, mediated through resilience. Assisting children with schoolwork had a negative impact on the psychological and environmental QoL domains. Remarkably, having a caregiver role positively influenced the psychological QoL domain. Supporting and promoting faculty and nursing students’ health and well-being is imperative during and after the pandemic.

scholarly journals Core elements of exemplary academic integrity policy in Australian higher education

2011 ◽  
Vol 7 (2) ◽  
Author(s):  
Tracey Bretag ◽  
Saadia Mahmud ◽  
Margaret Wallace ◽  
Ruth Walker ◽  
Colin James ◽  
...  
Keyword(s):  
Higher Education ◽  
Academic Integrity ◽  
Best Practice ◽  
Policy And Practice ◽  
Learning And Teaching ◽  
Best Practice Guidelines ◽  
Core Elements ◽  
The Uk ◽  
Academic Integrity Policy ◽  
Australian Universities

This paper reports on one important aspect of the preliminary findings from the Australian Learning and Teaching Council (ALTC) project, Academic integrity standards: Aligning policy and practice in Australian universities (Bretag et al., 2010) Our project aims to identify approaches to the complex issues of academic integrity, and then to build on these approaches to develop exemplars for adaptation across the higher education sector. Based on analysis of publicly available online academic integrity policies at each of the 39 Australian universities, we have identified five core elements of exemplary academic integrity policy. These have been grouped under the headings, Access, Approach, Responsibility, Detail and Support, with no element given priority over another. In this paper we compare the five core elements identified in our research with best practice guidelines recommended by the Higher Education Academy (HEA) in the UK. We conclude that an exemplar policy needs to provide an upfront, consistent message, reiterated throughout the entire policy, which indicates a systemic and sustained commitment to the values of academic integrity and the practices that ensure it. Whereas the HEA created two discrete resources, the key aim and challenge of this project will be to develop exemplars that demonstrate a strong alignment between policy and practice.

scholarly journals The procedure in the classroom setting by which nursing faculty construct academic accommodations for undergraduate nursing students with learning disabilities: A scoping review

2019 ◽  
Vol 10 (1) ◽  
pp. 85
Author(s):  
Amy Yarbrough
Keyword(s):  
Learning Disabilities ◽  
Nursing Education ◽  
Nursing Students ◽  
Scoping Review ◽  
Nursing Faculty ◽  
Classroom Setting ◽  
Academic Accommodations ◽  
Students With Learning Disabilities ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

Background and objective: A scoping review was conducted to determine what is currently known about the procedure in the classroom setting by which nursing faculty construct academic accommodations for undergraduate nursing students with learning disabilities. The number of nursing students with disabilities is growing, and nursing students with identified learning disabilities require academic accommodations to facilitate their success. Effective understanding of the academic accommodation procedure by faculty is necessary to promote student success and inclusive learning environments within nursing education.Methods: The framework from Arksey and O’Malley was used to identify gaps in the literature related to the procedure in the classroom setting by which nursing faculty construct academic accommodations for students with learning disabilities.Results: The themes of faculty attitude, previously used accommodations, and lack of understanding of the procedure of accommodation implementation were derived from the literature.Conclusions: Current research fails to adequately answer the research question related to the procedure by which nursing faculty in the classroom setting construct academic accommodations for students with learning disabilities. Further research into the procedure by which faculty make academic accommodations in the nursing education classroom is needed.

scholarly journals A Critique of the Undergraduate Nursing Preceptorship Model

2012 ◽  
Vol 2012 ◽  
pp. 1-6 ◽  
Author(s):  
Monique Sedgwick ◽  
Suzanne Harris
Keyword(s):  
Nursing Education ◽  
Nursing Programs ◽  
Learning Needs ◽  
Program Outcomes ◽  
Clinical Model ◽  
Undergraduate Nursing ◽  
Clinical Nursing ◽  
Faculty Shortages ◽  
Preceptor Role ◽  
Education Discourse

The preceptorship model is a cornerstone of clinical undergraduate nursing education in Canadian nursing programs. Their extensive use means that nursing programs depend heavily on the availability and willingness of Registered Nurses to take on the preceptor role. However, both the health service and education industries are faced with challenges that seem to undermine the effectiveness of the preceptorship clinical model. Indeed, the unstable nature of the clinical setting as a learning environment in conjunction with faculty shortages and inadequate preparation for preceptors and supervising faculty calls us to question if the preceptorship model is able to meet student learning needs and program outcomes. In a critical analysis of preceptorship, we offer a deconstruction of the model to advance clinical nursing education discourse.

scholarly journals From victims to actors: The role of children and young people in flood recovery and resilience

2017 ◽  
Vol 36 (3) ◽  
pp. 423-442 ◽  
Author(s):  
Maggie Mort ◽  
Marion Walker ◽  
Alison Lloyd Williams ◽  
Amanda Bingley
Keyword(s):  
Young People ◽  
Policy Making ◽  
Flood Risk Management ◽  
Policy And Practice ◽  
Large Section ◽  
Children And Young People ◽  
Large Numbers ◽  
Participative Research ◽  
Severe Flooding

Following a series of recent devastating storms across England with large numbers of homes and businesses evacuated, and despite widespread consensus that further severe flooding is expected, a large section of the population continues to be excluded from developments in flood risk management. We argue that the absence of children and young people from assessments of both the effects of flooding and ways in which it can be mitigated, undermines the effectiveness and legitimacy of policy making. Drawing on in-depth participative research with two groups of flood-affected children and young people we show the range of ways in which they are affected by flooding, some ways they can be better supported, and then how their valuable experience can help shape positive change in policy and practice before, during and after floods. Children developed Flood Manifestos for Change in a direct challenge to their omission from flood governance. The Manifestos and the steps children took to advocate for them can be seen as acts of citizenship, highlighting the capacities of children and young people as flood actors, rather than flood victims.

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