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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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Maoz E, Gorbunov I, Danino E, Zerahia M. An honest cheater: perception of self-concept, academic and clinical dishonesty among nursing students. NURSE EDUCATION TODAY 2022; 114:105406. [PMID: 35597194 DOI: 10.1016/j.nedt.2022.105406] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2022] [Revised: 04/26/2022] [Accepted: 05/10/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND The Self-Concept Maintenance Theory emphasizes the internal moral principles of the individual and their influence on self-perception of personal identity. They also inform the way in which an individual catalogues their behavior. For instance, a nursing student who is academically dishonest, yet justifies their behavior in rational terms. They act with dishonesty, yet their self-concept is of an honest person. OBJECTIVES The study examined the extent of dishonesty in nursing education (includes academic and clinical), the perception of self-concept vis-à-vis dishonesty, and the relationship between academic and clinical dishonesty among nursing students. DESIGN A cross-sectional study. SETTINGS A major university in central Israel. PARTICIPANTS Nursing students (n = 343), the age range is 19-58 and 80% women. Academically, 37% come from a professional post-graduate program, 32% from a baccalaureate program, and 31% from a nursing professional retraining program. METHODS The research tool that was disseminated to the participants is based on the Student Academic Dishonesty Questionnaire. The tool examined actual academic and clinical honesty/dishonesty, behavior cataloging by students, their internal principles, and perception of self-concept relating to honesty/dishonesty. RESULTS Significant relationships were found between all model variables, with no differences noted between programs and the number of years to the degree. Academic dishonesty was reported by 41% of the students with 11% reporting clinical dishonesty. Academic dishonesty was related to clinical dishonesty (χ2 = 34.752; P < 0.0001). CONCLUSION The study findings are most troubling due to the direct impact of dishonesty on patients' treatment, outcomes and the graduates' professional level. Dishonesty can lead to significant deficiencies in knowledge, professionalism and expertise of the future professional. This state of affairs can be detrimental to the quality of patient treatment. Thus, dishonesty in academic and clinical education has devastating consequences for individual patients and the health and safety of the broader community.
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Affiliation(s)
- Elena Maoz
- Shamir Academic School of Nursing, Hebrew University in Jerusalem, Israel.
| | - Iana Gorbunov
- Shamir Academic School of Nursing, Hebrew University in Jerusalem, Israel
| | - Efrat Danino
- Shamir Academic School of Nursing, Hebrew University in Jerusalem, Israel
| | - Moran Zerahia
- Shamir Academic School of Nursing, Hebrew University in Jerusalem, Israel
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Lovrić R, Žvanut B. Profiling nursing students' dishonest behaviour: Classroom versus clinical settings. Nurs Ethics 2022; 29:1353-1371. [PMID: 35616389 PMCID: PMC9527370 DOI: 10.1177/09697330221075779] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Background While academic dishonesty among nursing students is becoming a global
problem, the instruments used in studies on this topic are heterogeneous
and, in many cases, not even validated. This makes it difficult or
impossible to compare the findings on a global scale. Objectives To investigate the profile of Croatian nursing students’ dishonest behaviour
in classroom and clinical settings and to examine the relationship between
the incidence of dishonest behaviour in both settings. Research design A quantitative cross-sectional study using a Croatian online version of the
Nursing Student Perceptions of Dishonesty Scale
(overall Cronbach’s alpha 0.933). Participants and research context 446 nursing students from a higher education institution in Croatia, EU, in
the academic year 2020/21. Ethical considerations The study was approved by the relevant committee of the higher education
institution. Findings/results Almost all participants (91.3%) performed dishonest behaviour on two or more
occasions in the classroom and 32.5% did so in the clinical setting. The
incidence of dishonest behaviour increased with the students’ year of BSc
study (p = .008). All subscales of dishonest behaviour in
the classroom were significantly and positively associated with dishonest
behaviour in the clinical setting, except for the Not My
Problem and Non-Compliance subscales. Discussion Based on these results, the following should be taken into consideration: 1)
dishonest behaviour in the classroom is associated with dishonest behaviour
in the clinical setting; 2) even the slightest occurrence of dishonest
behaviour in the clinical setting can lead to fatal events. Conclusions The gradual increase in BSc nursing students’ dishonest behaviour with their
year of study raises several questions regarding the development of ethical
and moral values in this population. This raises the need for early and
continuous exposure of students to ethical content from the beginning of
their studies and support from competent educators.
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Affiliation(s)
- Robert Lovrić
- 84992Faculty of Dental Medicine and Health Osijek, Josip Juraj Strossmayer University of Osijek, Croatia
| | - Boštjan Žvanut
- 68960Faculty of Health Sciences, University of Primorska, Slovenia
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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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Brown T, Isbel S, Logan A, Etherington J. Predictors of academic integrity in undergraduate and graduate-entry masters occupational therapy students. Hong Kong J Occup Ther 2020; 33:42-54. [PMID: 33815023 PMCID: PMC8008377 DOI: 10.1177/1569186120968035] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2020] [Accepted: 09/24/2020] [Indexed: 11/23/2022] Open
Abstract
Background: Academic integrity is viewed as honest and responsible scholarship and the moral code of academia. Reported incidences of academic dishonesty among health professional students are widespread and may be an indicator of future unprofessional behaviour in the workplace. Aim: This study investigated the potential predictors of academic integrity in undergraduate and graduate-entry masters occupational therapy students. Method: Occupational therapy students from five universities (n = 701 participants; 609 undergraduates; 92 graduate-entry masters) were recruited. Data were collected via a two-part self-report questionnaire that included six standardised scales: Academic Dishonesty Scale; Academic Dishonesty in the Classroom Setting Scale; Academic Dishonesty in the Clinical/Practice Education Setting Scale; Moral Development Scale for Professionals; Academic Dishonesty Tendency Scale; and Perceived Academic Sources of Stress. Data analysis involved multi-linear regression analyses with bootstrapping. Result: Significant predictors of academic integrity in occupational therapy students included age, gender, grade point average, public meaning, moral practice, general tendency towards cheating, tendency towards dishonesty in the conduct and reporting of research findings, tendency towards not providing appropriate references and acknowledgements and pressures to perform well academically. Conclusion: These findings will assist educators in identifying vulnerable students potentially prone to academic integrity infringements and implementing proactive strategies with them. Further studies are recommended to explore further predictors of students’ academic integrity.
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Affiliation(s)
- Ted Brown
- Monash University - Peninsula Campus, Frankston, Victoria, Australia
| | - Stephen Isbel
- The University of Canberra, Bruce, Australian Capital Territory, Australia
| | - Alexandra Logan
- Australian Catholic University, Fitzroy, Victoria, Australia
| | - Jamie Etherington
- Monash University - Peninsula Campus, Frankston, Victoria, Australia
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Smedley A, Crawford T, Cloete L. An Evaluation of an Extended Intervention to Reduce Plagiarism in Bachelor of Nursing Students. Nurs Educ Perspect 2020; 41:106-108. [PMID: 31107816 DOI: 10.1097/01.nep.0000000000000492] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Pre- and postintervention surveys of first-year nursing students were undertaken to establish the students' knowledge of plagiarism following implementation of an online library-based Academic Integrity Module and the use of plagiarism detection software. Knowledge and understanding of plagiarism improved, but students' ability to paraphrase remained poor. Students entering postsecondary educational institutions require ongoing support and learning opportunities to improve their skills in paraphrasing and referencing to avoid plagiarism.
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Affiliation(s)
- Alison Smedley
- About the Authors Alison Smedley, EdD, RN, is a lecturer, Department of Nursing, Avondale College of Higher Education, Wahroonga, Sydney NSW, Australia. Tonia Crawford, MHSc(Ed), RN, is a lecturer, Sydney University, Sydney, Wahroonga, Sydney NSW, Australia. Linda Cloete, MSc, RN, is a lecturer, Department of Nursing, Avondale College of Higher Education. The authors acknowledge Dr. Peter Morey for assistance with statistical analysis. For more information, contact Dr. Smedley at
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Özcan M, Yeniçeri N, Çekiç EG. The impact of gender and academic achievement on the violation of academic integrity for medical faculty students, a descriptive cross-sectional survey study. BMC MEDICAL EDUCATION 2019; 19:427. [PMID: 31747906 PMCID: PMC6864937 DOI: 10.1186/s12909-019-1865-7] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/06/2019] [Accepted: 10/31/2019] [Indexed: 05/29/2023]
Abstract
PURPOSE The aim of this study is to determine the characteristics of medical faculty students about violations of academic integrity. METHOD From the whole population of the 572 students of the Muğla Sıtkı Koçman University Faculty of Medicine, 271 students participated voluntarily in a descriptive cross-sectional survey. Descriptive data were recorded in the survey and a five-point Likert-type instrument, namely the Tendency towards Academic Dishonesty Scale, was used as the data collection tool in the study. The scale included 22 items' means that are considered to evaluate "Tendency towards academic dishonesty" (TTAD) score. In addition, four subscales, namely "Tendency towards cheating", "Dishonesty in works such as assignments and projects", "Tendency towards dishonesty in research and reporting processes" and "Tendency towards citation dishonesty" scores were evaluated separately. RESULTS Of the participants, 138 (53.3%) were male. TTAD scores were 2.15 ± 0.61, showing a slight tendency towards academic dishonesty, according to the scale. TTAD scores and standard deviations (SD) were 2.26 ± 0.65 and 2.04 ± 0.55 for men and women, respectively (P = 0.005). There was no difference in the TTAD scores for students whether they had read the ethics code. Significant differences were observed in the TTAD scores for students with gender, different academic achievements and in different academic years. However, when multivariate analysis was performed, the significance shown in the results disappeared. CONCLUSION In our study, a slight tendency to academic dishonesty was found for medical faculty students and there were no differences between all of the recorded individual factors of students.
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Affiliation(s)
- Müesser Özcan
- The Faculty of Medicine, Department of Medical History and Ethics, Muğla Sıtkı Koçman University, Kötekli Mahallesi Marmaris Yolu Bulvarı No:50, 48000 Menteşe, Muğla Turkey
| | - Neşe Yeniçeri
- The Faculty of Medicine, Department of Family Medicine, Muğla Sıtkı Koçman University, Kötekli Mahallesi Marmaris Yolu Bulvarı No:50, 48000 Menteşe, Muğla Turkey
| | - Edip Güvenç Çekiç
- The Faculty of Medicine, Department of Medical Pharmacology, Muğla Sıtkı Koçman University, Kötekli Mahallesi Marmaris Yolu Bulvarı No:50, 48000 Menteşe, Muğla Turkey
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Keener TA, Galvez Peralta M, Smith M, Swager L, Ingles J, Wen S, Barbier M. Student and faculty perceptions: appropriate consequences of lapses in academic integrity in health sciences education. BMC MEDICAL EDUCATION 2019; 19:209. [PMID: 31196066 PMCID: PMC6567607 DOI: 10.1186/s12909-019-1645-4] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/23/2018] [Accepted: 05/31/2019] [Indexed: 05/29/2023]
Abstract
BACKGROUND A breadth of evidence supports that academic dishonesty is prevalent among higher education students, including students in health sciences educational programs. Research suggest individuals who engage in academic dishonesty may continue to exhibit unethical behaviors in professional practice. Thus, it is imperative to appropriately address lapses in academic dishonesty among health sciences students to ensure the future safety of patients. However, students and faculty have varying perceptions of what constitutes academic dishonesty and the seriousness of breaches in academic dishonesty. The purpose of this study is to gain health sciences faculty and students' perceptions on the appropriate consequences of lapses in academic integrity. METHODS Faculty and students from different health care disciplines were asked to complete the anonymous survey in which 10 different academic (non-clinical) and clinical scenarios were presented. For each scenario, students or faculty needed to address their concern and assign an academic consequence that they considered appropriate (ranked from no consequence to dismissal). A mixed-effects model was used to assess the difference of questionnaire scores between subgroups. The study was completed in the Spring of 2017. RESULTS A total of 185 faculty and 295 students completed the electronic survey. Across all survey questions (clinical and non-clinical), the perceived severity of the behavior predicted the consequence chosen by the respondent, indicating that both faculty and students assigned what they felt to be appropriate consequences directly based on their values and perceptions. Both faculty and students show congruence in their opinions regarding the perceived seriousness of clinical cases (p = 0.220) and the recommended consequences assigned to such lapses (p = 0.110). However, faculty and students statistically significantly disagreed in their perception of the severity of non-clinical academic dishonesty scenarios and recommended consequences (p < 0.001). CONCLUSIONS Our research supports the need for collaborative work between faculty and students in putting forth clear guidelines on how to manage and uphold rules related to lapses in academic integrity not only for non-clinical situations, but especially for clinical ones in a health care setting. Recommendations from this research include using an honor code utilized in clinical settings.
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Affiliation(s)
- Tina Antill Keener
- Department of Family and Community Health, School of Nursing, West Virginia University, Morgantown, WV 26506 USA
| | - Marina Galvez Peralta
- Department of Pharmaceutical Sciences, School of Pharmacy, West Virginia University, Morgantown, WV 26506 USA
| | - Melinda Smith
- Department of Radiology, West Virginia University School of Medicine, Morgantown, WV 26506 USA
| | - Lauren Swager
- Department of Behavioral Medicine and Psychiatry, West Virginia University School of Medicine, Morgantown, WV 26506 USA
| | - James Ingles
- Department of Biostatistics, West Virginia University School of Public Health, Morgantown, WV 26506 USA
| | - Sijin Wen
- Department of Biostatistics, West Virginia University School of Public Health, Morgantown, WV 26506 USA
| | - Mariette Barbier
- Department of Microbiology, Immunology and Cell Biology, West Virginia School of Medicine, West Virginia University, One Medical Center Drive, Morgantown, WV 26506 USA
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Brown T, Bourke-Taylor H, Isbel S, Gustafsson L, McKinstry C, Logan A, Etherington J. Exploring similarities and differences among the self-reported academic integrity of Australian occupational therapy domestic and international students. NURSE EDUCATION TODAY 2018; 70:13-19. [PMID: 30125866 DOI: 10.1016/j.nedt.2018.08.005] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/10/2018] [Revised: 06/07/2018] [Accepted: 08/09/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Research into the prevalence of dishonest academic behaviours suggests that such behaviours may be extensive among international students in higher education. OBJECTIVE To compare the academic integrity of domestic and international occupational therapy students and identify possible contributors to students' engagement in dishonest academic behaviours. DESIGN A quantitative cross-sectional study using a survey containing several standardised scales was used to collect the data. SETTINGS Five Australian universities. PARTICIPANTS 701 occupational therapy students. METHODS Students completed a self-report questionnaire comprising demographic questions and six standardised scales: Academic Dishonesty Scale; Academic Dishonesty in the Classroom Setting Scale (ADCS); Academic Dishonesty in the Clinical/Practice Education Setting Scale; Moral Development Scale for Professionals; Academic Dishonesty Tendency Scale; and Perceived Academic Sources of Stress. One-way analysis of variance (ANOVA) was conducted to compare the scores of domestic and international students on academic dishonesty factors, moral development, and perceived sources of academic stress. RESULTS Significant differences between domestic and international students were observed on age; grade point average; hours per week spent in paid work; moral practice; tendency towards cheating; tendency towards cheating in research assignments; pressures to perform; and self-perception. No significant differences were found on students' self-reported scores on academic dishonesty in academic classroom education contexts, fieldwork practice education settings or perceived stresses of workload and examinations and time restraints. CONCLUSIONS The reported incidences of dishonest academic behaviours in the classroom and fieldwork settings were low for all occupational therapy students, irrespective of origin and were comparable to findings from cohorts of other health professional students. However, concomitant with existing research, international students were found to have a greater tendency to engage in dishonest behaviours particularly on research assignments. This may be reflective the socio-cultural issues and external pressures that international students experience. Further study in this area is recommended.
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Affiliation(s)
- Ted Brown
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University - Peninsula Campus, Frankston, Victoria, Australia.
| | - Helen Bourke-Taylor
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University - Peninsula Campus, Frankston, Victoria, Australia
| | - Stephen Isbel
- Faculty of Health and Health Research Institute, The University of Canberra, Canberra, ACT, Australia
| | - Louise Gustafsson
- School of Health and Rehabilitation Sciences, The University of Queensland, St Lucia, Queensland, Australia
| | - Carol McKinstry
- La Trobe Rural Health School, La Trobe University, Bendigo, Victoria, Australia
| | - Alexandra Logan
- School of Allied Health, Faculty of Health Sciences, Australian Catholic University, Melbourne, Victoria, Australia
| | - Jamie Etherington
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University - Peninsula Campus, Frankston, Victoria, Australia
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Delgado ÁHDA, Almeida JPR, Mendes LSB, de Oliveira IN, Ezequiel ODS, Lucchetti ALG, Lucchetti G. Are surface and deep learning approaches associated with study patterns and choices among medical students? A cross-sectional study. SAO PAULO MED J 2018; 136:414-420. [PMID: 30365597 PMCID: PMC9907757 DOI: 10.1590/1516-3180.2018.0200060818] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/25/2018] [Accepted: 08/06/2018] [Indexed: 11/21/2022] Open
Abstract
BACKGROUND Different approaches to learning can exert considerable influence on the teaching-learning process in medical education. This study aimed to investigate the association of surface and deep learning with study patterns, preferred type of assessment, practices of cheating and quality of sleep among medical students. DESIGN AND SETTING Cross-sectional study on medical students enrolled in all six years of a medical school in Juiz de Fora, Brazil. METHODS Questionnaires were applied to evaluate learning approaches (R-SPQ-2F), study patterns, sources and choices, and quality of sleep. Students' learning approaches (deep or surface) were assessed in relation to their study patterns, study resources, quality of sleep and whether they cheated in tests. RESULTS Among the 710 students included, 43% frequently studied on the night before an exam, 65% had used psychostimulants to study and more than 46% had cheated in an exam. Regarding quality of sleep, most students (53.4%) reported that their quality of sleep was poor, such that 45.3% slept for fewer than five hours before an exam. Those who studied just prior to an exam, used class summaries, preferred multiple-choice questions and cheated during the test had a more surface-learning approach. On the other hand, those who read books, preferred practical exams and slept better had a deeper approach. CONCLUSION The type of learning approach was associated with study patterns and choices among medical students. Educators need to be attentive to the type of learning their students use and think of measures that impact teaching and assessment methods.
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Affiliation(s)
- Álvaro Henrique de Almeida Delgado
- MD. Physician and Research Collaborator in the Department of Medical Education, School of Medicine, Universidade Federal de Juiz de Fora (UFJF), Juiz de Fora (MG), Brazil.
| | - João Paulo Rodrigues Almeida
- Undergraduate Medical Student and Research Collaborator in the Department of Medical Education, School of Medicine, Universidade Federal de Juiz de Fora (UFJF), Juiz de Fora (MG), Brazil.
| | - Larissa Souza Borowski Mendes
- Undergraduate Medical Student and Research Collaborator in the Department of Medical Education, School of Medicine, Universidade Federal de Juiz de Fora (UFJF), Juiz de Fora (MG), Brazil.
| | - Isabella Noceli de Oliveira
- MD. Physician and Research Collaborator in the Department of Medical Education, School of Medicine, Universidade Federal de Juiz de Fora (UFJF), Juiz de Fora (MG), Brazil.
| | - Oscarina da Silva Ezequiel
- MD, PhD. Associate Professor, Department of Medical Education, School of Medicine, Universidade Federal de Juiz de Fora (UFJF), Juiz de Fora (MG), Brazil.
| | - Alessandra Lamas Granero Lucchetti
- MD, PhD. Associate Professor, Department of Medical Education, School of Medicine, Universidade Federal de Juiz de Fora (UFJF), Juiz de Fora (MG), Brazil.
| | - Giancarlo Lucchetti
- MD, PhD. Associate Professor, Department of Medical Education, School of Medicine, Universidade Federal de Juiz de Fora (UFJF), Juiz de Fora (MG), Brazil.
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Abusafia AH, Roslan NS, Mohd Yusoff D, Mat Nor MZ. Snapshot of academic dishonesty among Malaysian nursing students: A single university experience. J Taibah Univ Med Sci 2018; 13:370-376. [PMID: 31435349 PMCID: PMC6695030 DOI: 10.1016/j.jtumed.2018.04.003] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2018] [Revised: 04/03/2018] [Accepted: 04/07/2018] [Indexed: 11/19/2022] Open
Abstract
OBJECTIVE The aim of this study was to evaluate academic dishonesty among nursing students at a public university in Malaysia. METHODS This study utilized a descriptive and cross-sectional design to evaluate academic dishonesty among nursing students using a purposive sampling method. The participants of this study consisted of 201 students from diploma (Year 2 and 3) and degree (Year 2 to Year 4) nursing programmes. A self-administered, validated questionnaire was used for data collection. Institutional ethics committee clearance was obtained prior to commencement of the study. RESULTS The results of this study showed that 82.1% and 74.6% of nursing students had engaged at least once in an act of academic dishonesty in an academic or clinical setting, respectively. The most frequent form of academic dishonesty in an academic setting was plagiarism (77.1%). There was a significant association between gender and academic dishonesty in a clinical setting (p < 0.01). There was a moderate positive correlation (r = 0.603, p < 0.001) between academic dishonesty in academic and clinical settings. CONCLUSION Academic dishonesty in both academic and clinical settings is a common problem among nursing students in Malaysia. Training on academic ethics is required in nursing curricula to improve the quality of education among nursing colleges and reduce the prevalence of unethical behaviours among students.
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Affiliation(s)
- Ali H. Abusafia
- Department of Medical Education, School of Medical Sciences, Universiti Sains Malaysia, Kubang Kerian, Malaysia
- Corresponding address: Department of Medical Education, School of Medical Sciences, Universiti Sains Malaysia, Kubang Kerian, 16150 Kota Bharu, Kelantan, Malaysia.
| | - Nurhanis Syazni Roslan
- Department of Medical Education, School of Medical Sciences, Universiti Sains Malaysia, Kubang Kerian, Malaysia
| | - Dariah Mohd Yusoff
- Nursing Program, School of Health Sciences, Universiti Sains Malaysia, Kubang Kerian, Malaysia
| | - Mohd Zarawi Mat Nor
- Department of Medical Education, School of Medical Sciences, Universiti Sains Malaysia, Kubang Kerian, Malaysia
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Korn L, Davidovitch N. The Profile of Academic Offenders: Features of Students Who Admit to Academic Dishonesty. Med Sci Monit 2016; 22:3043-55. [PMID: 27569198 PMCID: PMC5013979 DOI: 10.12659/msm.898810] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2016] [Accepted: 04/20/2016] [Indexed: 11/22/2022] Open
Abstract
Dishonesty in academic settings is a reckless behavior that is unique to students and is associated with cheat ing and plagiarism of academic tasks. Incidents involving dishonesty in higher education have increased considerably in the past decade, with regard to the extent of these practices, the types of dishonesty employed, and their prevalence. The current study examines the profile of "academic offenders". Which types are more prone to commit academic offenses? To what degree are they "normative" and do they represent the average student with regard to personal traits, personal perceptions, features of their academic studies, risk behaviors, and health risks. The study is based on a structured anonymous questionnaire. The sample consisted of 1,432 students, of whom 899 were female (63%) and 533 male (37%). The research findings indicate a common tendency among more than one quarter of the sample reported cheating on homework and 12.5% reported cheating on tests. Strong associations were found between academic dishonesty and various personal perceptions, the academic study experience, and involvement in other risky and deviant behaviors. Significant predictors of academic dishonesty were found, i.e., self-image, ethics, grades, time devoted to homework, and deviant and daring behaviors. The research findings might help indicate policies for optimally dealing with dishonesty, maybe even before the offense is committed, by means of cooperation between academic forces.
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Affiliation(s)
- Liat Korn
- Department of Health Systems Management, School of Health Sciences, Ariel University, Ariel, Israel
| | - Nitza Davidovitch
- Department of Behavioral Sciences, Faculty of Social Sciences and Humanities, Ariel University, Ariel, Israel
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