The Compensity Of Cheating In The Medical Field

The propensity to cheat can come from many . Cheating can emerge from demographic factors (gender, age, class standing in college, greek membership, campus residency, GPA), teacher­student interactions (professor demands, ease of cheating), student­student interactions (extent of, and acceptance of peer cheating), and educational attitudes (pleasure in learning, acceptance of competition, purpose of attending college, faith in personal academic capabilities, desire to study for tests). Ethical behavior is taught through peer and faculty interaction as well as material itself, and is intricately tied to the quality of work later in life. In healthcare delivery, nearly every decision that is made has ethical implications ­ for patients, for providers

The classes the student takes are difficult, and the student may begin to worry about passing the class and being able to stay in the program. As the student progresses, they may be faced with the possibility of losing their scholarship if they do not perform well. This student may make the decision to cheat due to their increased level of moral distress as they choose to pass the class by doing the wrong thing, but to ultimately do what they consider is the best for the circumstance they are in. This type of distress does notonly happen in an academic setting, but occurs in the workplace as well. Nurses are forced to make difficult decisions every day. They may find themselves in the position of having to balance providing excellent patient care with cutting hospital costs.

For the student, moral distress can result in “dishonesty, such as cheating and plagiarism” (Ganske, 2010). It is mentioned in Ganske’s article that moral distress can and should be detected in order to help the student and prevent some of these undesirable actions. Students who primarily attend college for extrinsic purposes such as “getting a better job” or to “impress future employers” are more inclined to cheat (Michaels & Miethe,