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Alotaibi AM, Alotaibi JS, Alanazy W, Alqahtani M, Nambi G, Shaphe M, Miraj M, Kashoo F. Nursing Students' Perspectives on Academic Dishonesty During Examinations and Assignments: A Cross-Sectional Study. Cureus 2024; 16:e52418. [PMID: 38371104 PMCID: PMC10870092 DOI: 10.7759/cureus.52418] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/17/2024] [Indexed: 02/20/2024] Open
Abstract
Background and objective Academic dishonesty or misconduct among nursing students is a crucial concern within educational institutions. In nursing education, academic dishonesty hinders the development of knowledge and skills among students, thereby jeopardizing both patient safety and the effectiveness of clinical practice. This study aimed to assess the prevalence and forms of academic dishonesty among nursing students in Saudi Arabia. Methodology The participants comprised 482 nursing students from two governmental universities in Saudi Arabia. A newly developed self-reported questionnaire was used to collect data on academic dishonesty, comprising two distinct sections: a 16-item Academic Dishonesty Questionnaire during examinations and an 11-item Academic Dishonesty Questionnaire related to assignments. Results A one-sample binomial test indicates a significant proportion of students engaging in at least one form of academic dishonesty (n = 452, 93.8%; χ²(1) = 19.176; P < 0.001). Notably, 432 (89.9%) students reported dishonesty in examinations and 385 (79.9%) in assignments. Multiple-response analysis of 7,712 responses from 482 students using the 16-item Examination Dishonesty Questionnaire showed that the majority of the students (n = 4,010, 52%) were cheating on the examination. Similarly, of the 5,302 total responses from the 11-item Assignment Dishonesty Questionnaire, 2,773 (52.3%) responses revealed engagement in academic dishonesty during the assignment. The most prevalent and statistically significant form of academic dishonesty during examinations was studying previous examination questions without the knowledge of the teacher (n = 370, 76.5%), followed by providing and collecting previous examination question papers (n = 316, 65.6%) and (n = 304, 63.1%), respectively. Similarly, the common and significant form of academic dishonesty during the completion of assignments included unfair collaboration (n = 331, 68.7%), allowing a friend to copy assignments (n = 304, 63.1%), and copying from the internet (n = 286, 59.3%) without citing the source (P < 0.001). Conclusions Our study identified a significant prevalence of academic dishonesty among Saudi nursing students, a particularly noteworthy concern within the context of a respected governmental educational institution. This emphasizes the need for implementing rigorous preventive measures to curb academic dishonesty. Based on the findings of our study, recommended interventions include providing educational workshops or similar initiatives to educate students on the consequences of cheating and plagiarism, using diverse questions to assess knowledge and skills during theory examinations and assignments, enforcing stringent penalties for copying and cheating, establishing a code of ethics, and proactively promoting ethical practices among nursing students by leveraging the influence of Islamic religious principles to address this issue.
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Affiliation(s)
- Abdullah M Alotaibi
- Department of Nursing, Majmaah University, Riyadh, SAU
- Department of Biomedicine and Prevention, University of Rome Tor Vergata, Rome, ITA
| | | | - Wdad Alanazy
- Department of Nursing, Majmaah University, Riyadh, SAU
| | | | - Gopal Nambi
- Department of Physical Therapy, Prince Sattam Bin Abdul Aziz University, Al Karj, SAU
| | - Mohammad Shaphe
- Department of Physical Therapy, Jazan University, Jazan, SAU
| | - Mohammad Miraj
- Department of Physical Therapy and Health Rehabilitation, Majmaah University, Majmaah, SAU
| | - Faizan Kashoo
- Department of Physical Therapy and Health Rehabilitation, Majmaah University, Riyadh, SAU
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Ladera-Castañeda M, León-Málaga F, Espinoza-Olórtegui M, Nicho-Valladares M, Cervantes-Ganoza L, Verástegui-Sandoval A, Solís-Dante F, Castro-Rojas M, Cayo-Rojas CF. Factors associated with the perception of university professors about academic dishonesty in dental students from two peruvian universities: analysis under multivariable regression model. BMC MEDICAL EDUCATION 2023; 23:297. [PMID: 37131160 PMCID: PMC10152022 DOI: 10.1186/s12909-023-04281-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/25/2023] [Accepted: 04/20/2023] [Indexed: 05/04/2023]
Abstract
BACKGROUND Academic dishonesty is an intentional behavior that transgresses ethics in the teaching-learning process. The present study aimed to evaluate the factors associated with the perception of university professors about academic dishonesty in dental students from two universities in the Peruvian capital. METHODS This cross-sectional, analytical study evaluated 181 professors from two Peruvian universities between March and July 2022. A validated 28-item questionnaire was used to measure the perceived academic dishonesty of their students. A logit model was used to evaluate the influence of the variables gender, marital status, place of origin, academic degree, specialization, academic area, years of teaching experience, scientific publications, ethical training and university of origin, considering a significance level of p < 0.05. RESULTS According to the median, professors perceived that their students sometimes had attitudes and motivations to commit academic dishonesty. The professors whose origin was the capital city were twice as likely to perceive dishonest attitudes in dental students as those whose origin was a province (OR = 2.04; 95% CI: 1.06-3.93). University professors in pre-clinical courses were 0.37 times less likely to perceive dishonest attitudes than those teaching in the dental clinic (OR = 0.37; CI: 0.15-0.91). University professors in basic science courses and professors in preclinical courses were 0.43 times (OR = 0.43; CI: 0.19-0.96) and 0.39 times (OR = 0.39; CI: 0.15-0.98) less likely to perceive dishonest motivations in their students compared to university professors in the dental clinic. Gender, marital status, academic degree, specialty, years of teaching experience, scientific publications and ethical training were not found to be influential factors (p > 0.05). CONCLUSION Although all university professors surveyed perceived dishonest attitudes and motivations in their students, university professors from the capital city perceived such attitudes more. In addition, being a preclinical university professor was a hindered factor for perceiving such dishonest attitudes and motivations. It is advisable to implement and constantly disseminate regulations that empower academic integrity as well as to manage a system for reporting misconduct and to make students aware of the impact of dishonesty in their professional training.
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Affiliation(s)
- Marysela Ladera-Castañeda
- Faculty of Dentistry and Postgraduate School, Research Group “Salud Pública – Salud Integral”, Universidad Nacional Federico Villarreal, Lima, 15001 Peru
| | - Flavia León-Málaga
- Faculty of Dentistry and Postgraduate School, Research Group “Salud Pública – Salud Integral”, Universidad Nacional Federico Villarreal, Lima, 15001 Peru
| | - Mary Espinoza-Olórtegui
- Faculty of Dentistry and Postgraduate School, Research Group “Salud Pública – Salud Integral”, Universidad Nacional Federico Villarreal, Lima, 15001 Peru
| | - Miriam Nicho-Valladares
- Faculty of Dentistry and Postgraduate School, Research Group “Salud Pública – Salud Integral”, Universidad Nacional Federico Villarreal, Lima, 15001 Peru
| | | | - Arturo Verástegui-Sandoval
- Faculty of Dentistry and Postgraduate School, Research Group “Salud Pública – Salud Integral”, Universidad Nacional Federico Villarreal, Lima, 15001 Peru
| | | | - Miriam Castro-Rojas
- Faculty of Dentistry and Postgraduate School, Research Group “Salud Pública – Salud Integral”, Universidad Nacional Federico Villarreal, Lima, 15001 Peru
| | - César Félix Cayo-Rojas
- Faculty of Dentistry and Postgraduate School, Research Group “Salud Pública – Salud Integral”, Universidad Nacional Federico Villarreal, Lima, 15001 Peru
- School of Stomatology, Universidad Privada San Juan Bautista, Lima, 15066 Peru
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Debuque MBG, Dofitas JBA, Espia DAPP, Ferrariz TCR, Gargarita FJP, Oducado RMF. Factors influencing intention to plagiarize among nursing students in the Philippines. BELITUNG NURSING JOURNAL 2023; 9:118-123. [PMID: 37469588 PMCID: PMC10353587 DOI: 10.33546/bnj.2555] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2023] [Revised: 02/22/2023] [Accepted: 03/14/2023] [Indexed: 07/21/2023] Open
Abstract
Background Plagiarism is an ethical concern among students but is insufficiently discussed and acknowledged in some educational institutions. Determining what factors influence plagiarism can help the academic community manage its incidence. Objective This study determined the factors affecting the intention to plagiarize among Filipino nursing students. Methods Utilizing a cross-sectional research design, data were gathered from 304 nursing students last June 2021 using valid instruments administered online. Regression analysis identified influencing factors of intention to plagiarize. Results Findings indicated a generally low intention (M = 1.47, SD = 0.74) to plagiarize among nursing students. Internet literacy (B = -0.314, p <0.001), attitude (B = 0.257, p <0.001), moral obligation (B = -0.236, p <0.001), past behavior (B = 0.139, p <0.001), and subjective norm (B = -0.095, p = -0.001) influenced nursing students' plagiarism intention. Conclusion Several interrelated factors play major roles in nursing students' tendency to plagiarize. Creating an educational environment that does not favor the unethical practice of plagiarism is recommended for nursing schools.
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Integrity of nursing students in Israel: An exploratory study. Nurse Educ Pract 2022; 64:103446. [PMID: 36126507 DOI: 10.1016/j.nepr.2022.103446] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2022] [Revised: 08/16/2022] [Accepted: 08/22/2022] [Indexed: 02/06/2023]
Abstract
AIM Research regarding the relationship between academic year and age and academic integrity is ambiguous; and at times confounded by a conflation of the terms "age" and "academic year." This research aims to disentangle age from academic year and to assess the possible impact of those two factors on academic integrity. BACKGROUND There is a growing concern regarding the lack of academic integrity among nursing students. The lack of academic integrity not only undermines the ability of academic institutions to accurately assess the professional training of nursing students, but also poses a danger to those who may ultimately depend on these nurses for treatment. DESIGN Cross-sectional analysis of self-report measures of nursing students. METHODS In the Fall of 2020, 143 nursing students at a faith-based academic institution in Israel completed an online, anonymous questionnaire addressing academic integrity and background demographics of respondents (i.e. age, academic year, sex). RESULTS No general trends regarding dishonesty and academic year or age emerged, though advanced students reported being less honest on work-based presentations. Also, differences emerged in self-acknowledged frequency of the different forms of cheating. Cheating on exams is the least frequent of all the forms of cheating, while enabling others to cheat was the most frequent type. CONCLUSIONS We hypothesized that academic dishonesty would decrease with both age and academic year. No such overall trend emerged when all cheating items are considered as an unweighted 'cheating index.' However, there were differences among different types of cheating. Cheating on exams is the least frequent of all the forms of cheating, while enabling others to cheat is engaged in most frequently and presumably perceived to be the most benign. Enabling others may be related to the communal nature of Israeli society and further amplified by the homogenous nature of the student body. Also, it is suggested that differences between cheating on familiar methods of evaluation (e.g. tests) and unfamiliar methods, which the students only experience as they advance in their degree (e.g. case studies) is a function of their gradual exposure to these novel methods. It is suggested that further research regarding this matter is warranted. Finally, the possible importance of the findings for those interested in advancing academic integrity are discussed, with a focus on how cultural matters and the novelty of forms of evaluation should be addressed to advance academic integrity among student as they advance in their studies.
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Fadlalmola HA, Elhusein AM, Swamy DSV, Hussein MK, Mamanao DM, Mohamedsalih WE. Plagiarism among nursing students: A systematic review and meta-analysis. Int Nurs Rev 2022; 69:492-502. [PMID: 35397177 DOI: 10.1111/inr.12755] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2021] [Accepted: 03/08/2022] [Indexed: 11/27/2022]
Abstract
AIM To summarize the findings from literature regarding the prevalence of plagiarism and its various types, knowledge, and attitudes of students toward plagiarism, factors associated with plagiarism, and the applied interventions to decrease the incidence of plagiarism. BACKGROUND Plagiarism is a major form of academic dishonesty practiced by students at all educational levels. INTRODUCTION Academic dishonesty was defined as any unauthorized help that adds to students' formal academic performance. These dishonest behaviors can be categorized as falsifying information, hiding errors, collaborating with colleagues when not allowed, and plagiarism. METHODS Systematic search of databases was conducted in September 2021 to identify studies that discussed plagiarism in nursing studies. We included 31 studies in this systematic review and meta-analysis, with a total of 9,175 nursing students. The analysis was conducted using RevMan software. RESULTS Plagiarism was the most frequent academic misconduct among nursing students (practiced by 55.3%). Paraphrasing without referencing was the most practiced form (39.53%), while submitting others' work without acknowledgment was the least one (9.61%). Most students were aware of the concept of plagiarism (80.8%) and had positive ethical attitudes toward it (88.26%). Plagiarism was negatively associated with age, parenting, and completing semester credits. However, it was positively correlated with average grades and liberal educators. Plagiarism was a significant predictor of clinical misconduct. DISCUSSION A gap in the students' knowledge and skills were noticed. These gaps may be contributing to the high occurrence of plagiaristic acts, besides the unethical attitudes. CONCLUSION Plagiarism is a serious academic misconduct practice that can be associated with subsequent clinical misconduct. There is a need to fill the knowledge and skills gap, and to set effective policies. IMPLICATION FOR NURSING AND HEALTH POLICY In their attempts to eliminate plagiarism, nurse educators are encouraged to provide effective educational training and practical tasks, in order to fill the gaps in knowledge and skills. Additionally, implementing clear and effective punishment policies would prevent intentional plagiaristic acts. This would aid in introducing qualified nurses accountable for the health of patients.
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Affiliation(s)
- Hammad Ali Fadlalmola
- Nursing College, Department of Community Health Nursing, Taibah University, Medina, Saudi Arabia
| | - Amal Mohamed Elhusein
- College of Applied Medical Science, Nursing Department, Bisha University, Bisha, Saudi Arabia
| | - D S Veerabhadra Swamy
- College of Applied Medical Science, Nursing Department, Bisha University, Bisha, Saudi Arabia
| | | | - Daniel Mon Mamanao
- Nursing College, Department of Mental Health Nursing, Taibah University, Medina, Saudi Arabia
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Amponsah B, Dey NEY, Oti-Boadi M. Attitude toward cheating among Ghanaian undergraduate students: a parallel mediational analysis of personality, religiosity and mastery. COGENT PSYCHOLOGY 2021. [DOI: 10.1080/23311908.2021.1998976] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
Affiliation(s)
- Benjamin Amponsah
- Department of Psychology, University of Ghana, P.O. Box LG 84, Legon, Ghana
| | | | - Mabel Oti-Boadi
- Department of Psychology, University of Ghana, P.O. Box LG 84, Legon, Ghana
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Mattar MY. Combating Academic Corruption and Enhancing Academic Integrity through International Accreditation Standards: The Model of Qatar University. JOURNAL OF ACADEMIC ETHICS 2021. [DOI: 10.1007/s10805-021-09392-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
AbstractAcademic institutions aim at achieving the highest standards of education and learning. Consequently, they prohibit academic corruption such as cheating or plagiarism. This article examines how international accreditation and quality assurance standards embody academic integrity as a main factor in deciding whether an academic institution should be accredited, and what ranking should an academic institution acquire in a competitive contest for educational excellence. Academic integrity is broadly defined to include, in addition to cheating and plagiarism, compliance with standards of human rights, labor rights, corporate social responsibility, ant-corruption measures, environmental protection, social media usage, protection of underage students, anti-radicalization and extremism, avoidance of conflict of interest, faculty professionalism, students codes of conduct and human experimentation. Academic institutions should adopt policies that are designed to address these diverse standards and accommodate diversity and enhance access to education for all without discrimination. Academic institutions should also strictly require the highest standards in teaching and research. This article will discuss the different policies, laws, rules and regulations adopted by Qatar University as a model for incorporating academic integrity, which may be of interest to the international higher education community. This article will ask two main questions; are accrediting institutions asking the right questions to find out whether an academic institution strictly adheres to a policy of academic integrity, and whether policies adopted by academic institutions, Qatar University as a model, are adequate to address various violations of academic integrity.
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