Academic integrity in online examinations in a graduate nurse practitioner program: Student perceptions and lessons for nurse educators

2021 ◽  
pp. 105099
Author(s):  
Christina Aplin-Snider ◽  
Roxanne Buterakos ◽  
Constance Creech ◽  
Sharon A. Schapel ◽  
Brian D. Feige
Keyword(s):  
Student Perceptions ◽  
Nurse Practitioner ◽  
Academic Integrity ◽  
Nurse Educators ◽  
Graduate Nurse

scholarly journals Precepting nurse practitioner students in the graduate nurse education demonstration

2019 ◽  
Vol 31 (11) ◽  
pp. 648-656
Author(s):  
Barbara A. Todd ◽  
Heather Brom ◽  
Elizabeth Blunt ◽  
Patricia Dillon ◽  
Caroline Doherty ◽  
...  
Keyword(s):  
Nurse Practitioner ◽  
Nurse Education ◽  
Graduate Nurse ◽  
Nurse Practitioner Students

scholarly journals PERSEPSI MAHASISWA PRODI PENDIDIKAN BAHASA INGGRIS UIN AR-RANIRY TENTANG PLAGIARISME TUGAS KULIAH

2018 ◽  
Vol 18 (2) ◽  
pp. 205
Author(s):  
Syamsul Bahri ◽  
Ika Kana Trisnawati
Keyword(s):  
Student Perceptions ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Time Management ◽  
English Language ◽  
English Education ◽  
Language Skills ◽  
Education Department ◽  
Campus Policy ◽  
The University

This study aimed to investigate the student perceptions of plagiarism and the reasons that led to plagiarism in the students’ assignments. The population of the study included the students of English Education Department at UIN Ar-Raniry Banda Aceh, with 166 students randomly selected as the sample. Questionnaire was used as the instrument for collecting data. The data were then analyzed with the SPSS in order to obtain their descriptive statistics. The results of the study showed that there were various students’ perceptions about the notion of plagiarism and the underlying reasons for their plagiarism. It was generally understood that plagiarism wa the use of words/ideas of others recognized as one’s own. Further, the major causes of plagiarism in the assignments were due to lack of English language skills and lack of time management. In addition, the behaviors of lecturers and the university involvement in socializing the concept of plagiarism also became the causes for the higher proportion of academic dishonesty among the students. These findings are expected to be the input for the creation of campus policy so that academic integrity and better lecture system can be achieved in any university.

Application of Curriculum Mapping Concepts to Integrate Multidisciplinary Competencies in the Care of Older Adults in Graduate Nurse Practitioner Curricula

2019 ◽  
Vol 35 (3) ◽  
pp. 228-239 ◽  
Author(s):  
Melanie Michael ◽  
Cheryl Wilson ◽  
Dylan J. Jester ◽  
Ross Andel ◽  
Rita D'Aoust ◽  
...  
Keyword(s):  
Older Adults ◽  
Nurse Practitioner ◽  
Curriculum Mapping ◽  
Graduate Nurse

Faculty and Student Perceptions of Academic Integrity at U.S. and Canadian Dental Schools

2007 ◽  
Vol 71 (8) ◽  
pp. 1027-1039 ◽  
Author(s):  
Kenneth G. Andrews ◽  
Linda A. Smith ◽  
David Henzi ◽  
Elaine Demps
Keyword(s):  
Student Perceptions ◽  
Academic Integrity ◽  
Dental Schools

Metacognition in nurse practitioner students: How nurse educators can best serve their students

2021 ◽  
Vol 51 (12) ◽  
pp. 1170-1175
Author(s):  
Justin M. Waryold ◽  
Kathryn Holliday ◽  
Eric Rodriguez
Keyword(s):  
Nurse Practitioner ◽  
Nurse Educators ◽  
Nurse Practitioner Students

thermore, a formal code is not the only way to achieve the desired result. As sug-gested earlier, a strong culture of academic integrity can exist at an institution that has no formal code but communicates the importance the community places on in-tegrity in other ways. McCabe, Treviño, and Butterfield's (1996) study of 318 alumni of two private liberal arts colleges suggested honor codes can have long-term effects on behavior. The study focused on alumni who had graduated from their respective colleges be-tween 1962 and 1989, allowing the researchers to test hypotheses about the long-term effects of collegiate honor codes as well as the effect of codes of ethics at their current work organizations. The results supported previous work by show-ing that dishonest behavior in the workplace can be reduced by an organizational code of ethics. The results also show that dishonest behavior in the workplace var-ies inversely with the strength of implementation of an organizational code of eth-ics (i.e., the degree of managerial commitment to the code and the degree to which an organization attempts to communicate its code to employees and to ensure com-pliance) and the degree to which a code of ethics is deeply embedded in the organi-zation's culture (i.e., the degree to which the code is understood and accepted by employees and guides their day-to-day interactions and activities). The results also indicate that college honor codes can have an enduring effect: Dishonest behavior in the workplace was lowest for participants who had experienced an honor code environment in college and who currently worked in an organization that had a strongly implemented code of ethics. Overall, this work suggests that participation in multiple honor code communities can play a part in reducing dishonest behav-ior, particularly if the honor codes are well implemented and strongly embedded in the organizational culture. Faculty Views of Academic Integrity Policies Faculty members' views of academic integrity policies, and how these views differ across code and noncode schools, was the subject of McCabe's (1993) study of 800 faculty at a geographically diverse sample of 16 U.S. colleges and universities. This study showed that faculty at code schools were more likely to rate their school higher than noncode schools on factors such as students' understanding of aca-demic integrity policies, faculty support of these policies, and the overall effective-ness of the policy. Faculty at code schools were also more likely to believe that stu-dents should play a significant part in the judicial process associated with academic cheating. This study also revealed that faculty at both code and noncode schools are reluctant to report cheating and prefer to handle suspected cases of cheating on their own rather than appeal to institutional policies and procedures. Furthermore, this study confirmed student perceptions that many faculty do not treat cases of aca-demic dishonesty very harshly. For example, more than half of the noncode faculty reported that their most likely reaction to an incident of cheating would be failure

2003 ◽  
pp. 10-21
Keyword(s):  
Student Perceptions ◽  
Academic Integrity ◽  
Liberal Arts ◽  
Code Of Ethics ◽  
Codes Of Ethics ◽  
Honor Code ◽  
Long Term Effects ◽  
Judicial Process ◽  
Honor Codes

scholarly journals Creating Quality Online Materials for Specialty Nurse Practitioner Content: Filling a Need for the Graduate Nurse Practitioner

2016 ◽  
Vol 32 (3) ◽  
pp. 522-527 ◽  
Author(s):  
Rosemary L. Hoffmann ◽  
Sara Jo Klein ◽  
Margaret Q. Rosenzweig
Keyword(s):  
Nurse Practitioner ◽  
Graduate Nurse

scholarly journals The status of academic integrity amongst nursing students at a nursing education institution in the Western Cape

Curationis ◽  
2012 ◽  
Vol 35 (1) ◽  
Author(s):  
Cecilia J. Theart ◽  
Ilze Smit
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Student Perceptions ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Survey Design ◽  
Education Institution ◽  
Problem Area ◽  
Western Cape ◽  
The Status

Honesty is regarded as a basic ethical value in all educational programmes, and academic integrity is of undisputed importance in educational environments. The literature reviewed revealed that academic dishonesty is wide-ranging and also encountered in the nursing education environment. This phenomenon is of concern to the nursing fraternity because of the proven positive correlation between unethical academic practices and future unethical professional behaviour. Limited research data regarding academic dishonesty at nursing education institutions in South Africa and this correlation motivated the present study. The purpose was to examine the status of academic integrity amongst nursing students at a nursing education institution in the Western Cape. Formulated objectives guided investigation of several variables which impact upon academic integrity, for example the incidence of and student perceptions around academic dishonesty.A quantitative, descriptive survey design was used, with a self-reported questionnaire (based on literature review and study objectives) designed to obtain information about academic dishonesty. Provision was also made for qualitative input from the respondents by including three open-ended questions.It was found that academic dishonesty was a reality at the nursing education institution where this study was done. Cheating associated with plagiarism and assignments was identified as the main problem area. An unacceptably high level of dishonesty in completion of practical records was also an area of concern. The main recommendations are development and implementation of a code of honour and implementation of comprehensive academic integrity policies at the nursing education institution, with practical measures aimed at combating cheating in tests and examinations.

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