Academic Honesty in Nursing Profession: Annotated Bibliography Kececi, A., Bulduk, S., Oruc, D. & Celik, S. (2011). Academic Dishonesty among Nursing Students: A Descriptive Study. Nursing Ethics 18(5) 725-733

This cross-sectional, descriptive research's objective is assessment of academic dishonesty in Turkish university-level nursing students. The sample size for this research was 196 students. Data collection employed two instruments, which, on an average, could be completed in about 10 to 15 minutes: 1) A questionnaire, for gleaning socio-demographic data (i.e., age, sex, class, family structure, education, and educators' and parents' attitudes (e.g., democratic, permissive, repressive, etc.)); and 2) the Academic Dishonesty Tendency Scale, whose validity and reliability was examined by testing on 262 individuals. As per this research, Cronbach's alpha in relation to the above scale's sub-dimensions was .71 -- .82, .90 overall. Descriptive statistics (i.e., means, percentages, frequencies, standard deviations, etc.) were applied for data analysis of demographic data. One-way analysis of variance, Kruskall Wallis, Wilcoxin rank sum test, and t-test were utilized for assessing scale dimensions. The selection method for statistical data analysis was through normal distribution conditions. In the research, significance level was .05 and reliability 0.95. Academic dishonesty was revealed to be at a medium level (i.e., 2.60 to 3.39) among nursing students in Turkish universities.

2. Krueger, L. (2014). Academic Dishonesty among Nursing Students. J Nurs Educ., 53 (2): 77-87.

This quantitative research determined situational and socio-demographic factors influencing academic dishonesty among 336 students in nursing, along with their attitudes towards different academic dishonesty types, as well as how frequently they were involved in, or were witness to, academic dishonesty. Over 50% of study respondents self-reported cheating, both in clinical and classroom settings. There appears to be a positive link between incidence of cheating within clinical and classroom settings. Outcomes exposed disparities in academic dishonesty involvement frequency, as well as attitudes towards dishonesty by ethnic origin, sex, and which semester the student was, in the course. Furthermore, associations were observed among personal ideals and views, peer behavior, and academic dishonesty involvement frequency.

3. Boykins, A. D. & Gilmore, M. (2012). Ethical Decision Making in Online Graduate Nursing Education and Implications for Professional Practice. Online Journal of Health Ethics, 8(1). doi.org/10.18785/ojhe.0801.04

The problem of academic dishonesty faced by educational institutions is growing in the digital age, on account of digital cheating. Online course-related cheating is one obstacle in the health science field, where professional practice demands superior ethical standards. Unethical conduct might start while studying and continue into an individual's professional career. This paper's aims include: investigating academic dishonesty in the context of online learning, transfer of unethical conduct into clinical practice, and approaches for reduction of academic dishonesty within the setting of web-based graduate nursing courses. For maintaining superior educational and clinical standards, nursing professionals (and those in training) need to feel morally obliged to behave ethically in academia, through the use of web-based instructional tools, and in clinical practice, as well. Educators who work with online programs are duty-bound to come up with informative educational designs that deter dishonesty and inspire ethical behavior in decision-making by nurses, in both educational and clinical settings. This paper offers a glance at online academic cheating, together with its consequences for graduate courses in nursing and clinical practice.

4. Theart, C.J. (2011). The Status of Academic Integrity Among Nursing Students. Master of Nursing Science Thesis.

This quantitative study adopted the descriptive survey research design. The overall study population consisted of 688 pre-registration students in nursing -- 319 in their second year, 199 in the third, and 170 in the fourth year. A non-random sampling method known as convenience sampling was employed for the purpose of choosing the sample consisting of 80% (i.e., n=550) of students from each year (i.e., 255 from second year, 159 from the third year, and 136 from the fourth year). Academic dishonesty-related information was collected via a self-reporting questionnaire, designed with 61 Likert-design questions and 3 open-ended ones (intended to glean more detailed information). The questionnaire was grounded in research objectives and literature review; pilot testing was conducted for ensuring validity and reliability. Another element in assuring validity and reliability was expert input, from specialists in the areas of nursing education and research methodology. The process of data gathering, which involved none but the researcher, occurred in the course of scheduled classes. Data analysis was carried out using descriptive statistics as well as, wherever suitable, inferential statistics. Researchers were also granted ethical approval for conducting the research. Steps were taken for guaranteeing participant confidentiality and anonymity. Their...

Academic dishonesty was proven to be one of the stark realities at the institution for nursing education wherein this research was performed. Cheating linked to assignments and plagiarisms were discovered to be key problem areas. Further, there was an intolerably high degree of dishonesty noticed with regard to practical record completion, constituting another chief aspect of concern. Important recommendations included the creation and enforcement of an ethical code, as well as adoption of all-inclusive policies for academic integrity at the given institution. Further recommended were practical measures to tackle cheating by students during exams and tests.
5. Resurreccion, P.F. (2012). The Impact of Faculty, Peers and Integrity Culture in the Academe on Academic Misconduct among Filipino Students: An Empirical Study Based on Social Cognitive Theory. International Journal of Academic Research in Business and Social Sciences, Vol. 2, No. 12

Numerous research works have proven a rise in academic dishonesty cases in educational institutions. This development goes against the spirit of existence of an educational institution. Therefore, this research was conducted for ascertaining the factors contributing chiefly to the possibility of committing misconduct in the context of learning. Study findings ought to help educational faculty and administrators reinforce their respective institution's culture of academic integrity, by means of relevant strategies and policies. Driven by the social cognitive moral action and thought model of Bandura, information was obtained from students enrolled in a state-financed South Philippines university. This information was then treated using factor analysis as well as ordered logistic regression. The first of the two treatments showed two separate factors for misconduct while learning, committed within and outside of the classroom, which brought novelty to this research. Many prior researches treated this construct as a lone variable. Results suggest that trust, which is one among the values incorporated in a culture of academic integrity, along with colleagues and faculty, substantially impact students' possibility of carrying out academic misconduct. The research work offered initial empirical proof on determining aspects for Philippines students' tendency to perpetrate academic misconduct. There was no difference observed among non-business and business students, with respect to their tendency to perpetrate academic misconduct.

6. Witherspoon, M., Maldonado, N. & Lacey, C.H. (2012). Undergraduates and Academic Dishonesty. International Journal of Business and Social Science, Vol. 3 No. 1

This research investigated undergraduate students' frequency of exhibiting academic dishonesty. The research site was a big urban college; researchers studied the employment of conventional and modern techniques of cheating, to identify cheating's different forms, how many times pupils engage in this activity, and how many different ways they engage in this activity. Primary information was gathered through a tailored SAD or Survey on Academic Dishonesty (McCabe, 1997). Outcomes depicted that a majority of students cheat on occasion; there are very few students who may be labeled as 'blatant cheaters', and it is this group that is five times likelier to employ modern techniques of cheating.

7. Winrow, A.R., Reitmaier-Koehler, A. & Winrow, B.P. (2015). Social Desirability Bias in Relation to Academic Cheating Behaviors of Nursing Students. Journal of Nursing Education and Practice, Vol. 5, No. 8

This research's goal was looking at the link of academic cheating with a sequence of demographic and academic traits, in addition to the link of social desirability bias with the different traits. Study population consisted of 626 pre-nursing, graduate, and baccalaureate students in nursing, enrolled in a comprehensive regional Midwest university. Research findings indicated self-reporting by 36.5% graduate students and 53.8% undergraduate students, of engagement in no less than one among the 16 kinds of cheating associated with learning, in their previous semester, principally, in behaviors categorized as plagiarism. This research also examined misconduct in BSN (Bachelor of Science in nursing) students, and discovered that 35.2% of these pupils committed no less than one act that may be regarded as professional misconduct within their professional setting. Statistically significant disparities were observed between students' age and incidence of spontaneous cheating, plagiarism-connected cheating, professional misconduct, and planned cheating; older students of nursing were revealed to cheat less often. Similarly, increasing credit completion by students indicated decreased likelihood of plagiarizing or participation in acts of spontaneous cheating. Moreover, students who were older or had completed more credits scored more on the scale of social desirability; that is, they have a greater tendency of displaying social desirability bias.

8. Theart, C.J. & Smit, I. (2012).The status of academic integrity amongst nursing students at a nursing education institution in the Western Cape. Curationis vol.35 n.1

This research adopted a descriptive, quantitative survey design, along with a questionnaire…