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Why does academic integrity matter
Why does academic integrity matter
Why does academic integrity matter
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This essay will be examining why nursing students need to demonstrate a high level of honesty and academic integrity in there work. The discussion for this essay will look at why academic honesty and integrity is so important, what is considered academic dishonesty and how can it be managed; and how this can effect clinical situations.
Academic honesty is defined as the use of one's own work, this includes thoughts, materials and workings, in the endeavours of writing papers, taking exams (online or campus based), and other assessable material (Harder, 2014). Academic integrity is the ethical policy of academia. This includes values such as prevention of plagiarism; upholding a high academic standard; honesty and rigour in research (Kirk,
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Not only can it be harmful to patients but dishonesty in any form isn't tolerated and can put nurses in the firing line with the law and the hospitals polices. Helping students learn how to be honest in an academic sense builds into helping make sure that are aways honest filling in patients charts, drug forms or request forms. (Kenny, 2007)
In the United Kingdom to become a register nurse not only do you have to pass a degree but you must provide and good character report, whilst this may put some educators in a tight spot due to varying differences in the word good and whether or not the actually character of the student is sound; this process does help deter accidental and conscious plagiarism (Sellman, 2007).
As this essay has helped demonstrate and discuss academic honesty and integrity is vital for nursing students and even with the many new “advances” in cheating and plagiarism and the dire impacts that can occur in clinical situations when students who weren’t taught how to be academically honest. There is hope that by continual attention and resources being employed to minimise how many students do cheat and faulty and students getting on board may just stop the rising tide of dishonest conduct in universities throughout the
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(2009). Avoiding plagiarism in academic writing. Nursing Standard, 23(18), 35--37.
Coffey, S., & Anyinam, C. (2012). Trialing a contextual approach to academic honesty. Nurse Educator, 37(2), 62--66.
Faucher, D., & Caves, S. (2009). Academic dishonesty: Innovative cheating techniques and the detection and prevention of them. Teaching And Learning In Nursing, 4(2), 37--41.
Harder, M. (2014). Fair Use and Academic Honesty (Plagiarism). Howardcc.edu. Retrieved 28 April 2014, from http://www.howardcc.edu/students/academic_support_services/lac_and_tutoring/HOWL/Fair_Use.html
Johanson, L. (2010). Encouraging academic honesty: A nursing imperative. Journal Of Christian Nursing, 27(3), 267--271.
Kenny, D. (2007). Student plagiarism and professional practice. Nurse Education Today, 27(1), 14--18.
Kirk, A. (1996). Learning and the marketplace (1st ed.). Carbondale: Southern Illinois University Press.
McCabe, D. (2009). Academic dishonesty in nursing schools: an empirical investigation. The Journal Of Nursing Education, 48(11), 614--623.
Sellman, D. (2007). On being of good character: nurse education and the assessment of good character. Nurse Education Today, 27(7),
Peirce, A. G. (2010). The essential imperative of basic nursing education: an ethical discourse. Advances in Nursing Science, 33(4), 320-328. doi: 10.1097/ANS.0b013e3181fb2eba
The first thing observers will notice is the “readability issue” when they read George Brown College’s student code of conduct and discipline, in particular, the part of the definition of plagiarism. It is full of long and wordy sentences, which can make readers confused and disoriented. Seneca College’s academic honesty, on the contrary, has a highly ordered structure so that readers can see the flow of the rules. It is arranged in order that why the academic honesty policy has been written and what types of things might be regarded as academic honesty
Gallagher, Ann. "Moral Distress and Moral Courage in Everyday Nursing Practice." 21 March 2010. OJIN: The Online Journal of Issues in Nursing. 1 March 2014 .
I chose to go into nursing because I had taken a sports medicine class in high school I enjoyed, and I thought I would be guaranteed a job graduating that had something to do with medicine. I can remember being so excited to learn how about illnesses and medications, and all the difference procedures done in the hospital. At the time I thought a nurse’s job was to do what the physicians said, and I expected set guidelines that would tell me what I was and wasn’t allowed to do. I had no idea that I was entering onto a career path involving so much complexity, and that the skills I had dreamed of learning were such a small part of nursing in comparison to the emotional, decision making, and critical thinking skills that a nursing career requires. Ethics in nursing was not something that had ever crossed my mind when I chose to take this path, however now ethics is something that I think about every day I am practicing, whether in clinical or theory courses. Ethical theories often come from the idea that because we are human we have the obligation to care about other’s best interests (Kozier et al., 2010), however in nursing ethical practice is not just a personal choice but a professional responsibility.
With that said, the nursing profession has a unique code of ethics, that though at times challenging, it is each nurses duty to uphold. Specific provisions can guide a preceptor in navigating and facilitating a conversation that can help a student nurse to understand the journey that lies ahead. More importantly, the student must understand how the profession defines their client, or in nursing, the patient. The ANA Code of Ethics defines the term patient by the derivative meaning, “the one who suffers” (ANA, 2001). This is fundamental for the student to understand because no amount of money or job security can retain a nurse when faced the trials, tribulations, perseverance, or jubilation that accompanies caring for “the one who suffers”.
Great discussion on plagiarism! I like that you included creating documents with your own knowledge to avoid plagiarism. This reminded me of how some nurses copy other nurses documentation of a patient. This is a great example of how academic dishonesty can lead to nursing dishonesty. If you are copying someone's paper work on a patient, this is nursing dishonesty and can lead to a person losing their job. More importantly, this person is creating fraudulent documentation, much like plagiarism. This nurse is taking someone's work and passing it as their own. If a nurse or a student can create their own views and thoughts, academic and nursing integrity can be
Laabs, C. (2011). Perception of moral integrity: contractions in need of explanation. Nursing Ethics, 18(3). doi: 10.1177/0969733011398101
BibliographyBartter. K, (2001) Ethical Issues in Advanced Nursing Practice. London: Reed Elsevier Plc GroupBurnard. P, Chapman. C, (2004) Professional and Ethical Issues in Nursing. 3rd Edition. London: Elsevier LimitedGlasper. A, Grandis. S, Jackson. P, and Long. G, (2003) Foundation Studies for Nurses: using Enquiry Based Learning. New York: Palgrave MacmillamThe NMC Code of Professional Conduct Standards for Conduct, Performance and Ethics. Standards 07-04. London: Nursing Midwifery CouncilTschudin. V, (1999) Nurses Matter: Reclaiming Our Professional Identity. London:Macmillan
Ethics & Issues in Contemporary Nursing (4th ed.). Stamford, CT: Cengage Learning. LaSala, C. A., & Bjarnason, D. (2010, September). Creating Workplace Environments that Support Moral Courage. Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol152010/No3-Sept-2010/Workplace-Environments-and-Moral-Courage.html.
In a health care profession, people look up to those providing care and need to establish a trusting relationship with them. Since nurses are at the forefront of care in a hospital, it is crucial for nurses to show and have integrity in the hospital setting. As nurses, we are the person that is in constant interaction with the patient and the last line before administering or doing any care to the patient. Nurses develop integrity in many ways, through given situations and the need to stand up for what is right for the patient. The core value of integrity can be used in the clinical setting now as sophomore students and throughout our time as a nurse. The core concept of integrity is holding true to what is right for the patient and providing the most beneficial care to the patient.
These next two years are all about preparation. My education as a nursing student is not simply about knowledge and skill, but also about growth within my attitude and professionalism. If I have all the nursing knowledge and skill in the world, but have a poor attitude and reflect poor professional values, then I truly cannot be a great nurse. That is why these professionalism concepts are such a vital aspect of my education as a nursing student, because without them, I cannot be a great nurse. A great nurse is one who has high knowledge and skill levels, but also utilizes professionalism in his or her interactions with patients, patient’s families, and other healthcare providers. A great nurse is someone who treats all patients with honor, dignity, and respect; exhibiting the professional values in all that they do. As I reflect on my own path and progress within my own professionalism, I notice that my professional communication skills need sharpening. Throughout my nursing education, I wish to further develop communication skills that will be reflected in my relationships with those around me.
NSNA (2003). Code of ethics for nursing students Part I: Code of professional conduct. Retrieved June26, 2011, from: http//www.nsnsa.orgpdf/pubs_CodeofProfessionalConduct.pdf
Regardless of how prevalent cheating is, nurse educators need to focus on identifying the behavior, resolving any ethical issues, and develop processes to prevent or correct the undesirable behavior (Stonecypher & Willson, 2014). Billing and Halstead (2016) identify steps to take when investigating possible misconduct which are to gather and document information, engage and confront the student, focus on the behavior, outline require new behaviors, outline consequences, and refer when necessary based on circumstances. In the scenario presented as the educator, the first step would be identifying the potential misconduct which is questionable plagiarism, and at this point gather information and document prior to engaging with the students individually. When speaking with each student it should be done soon after the concern is noted, and should be done privately. During that meeting discuss the behavior and listen to the student, if the concern is still valid the educator should counsel on expected behavior change from the student (Billings and Halstead, 2016).
Ethics is defined as moral principles that govern a persons or a group’s behavior, ethical principles apply to both personal and professional relationships (Webster, 2015). The field of nursing is a profession that has been highly regarded and respected in society. Most nurses enter the profession in order to utilize their clinical skills to help others in their time of need. Those in failing health rely on nurses to care for them in their most vulnerable states, and expect a level of compassion and humanity while receiving care. Nurses have an ethical responsibility to their patients, clients, and their community. Compassion, empathy, and integrity are staple characteristics that nurses possess that allow them to successfully perform their
Daily, nurses are trusted with the lives of human beings. Integrity, I feel is essential to nursing, because I believe that doing the right thing, even with others are not watching, is extremely important. In nursing, it