Devine Christine A, Chin Elizabeth Danells
College of Nursing, University of Massachusetts Dartmouth, 285 Old Westport Road Dartmouth, MA 02747, United States; Fitchburg State University, 160 Pearl Street, Fitchburg, MA 01420, United States.
College of Nursing, University of Massachusetts Dartmouth, 285 Old Westport Road Dartmouth, MA 02747, United States.
Nurse Educ Today. 2018 Jan;60:133-138. doi: 10.1016/j.nedt.2017.10.005. Epub 2017 Oct 31.
The purpose of this review was to clarify the concept of nursing student integrity. Unlike published reviews that highlight the absence of integrity, the author sought to identify the positive defining characteristics of integrity.
Concept analysis.
A literature review was conducted using the Cumulative Index for Nursing and Allied Health, Social Science Index, Psyc Info and Medline. Inclusion criteria included peer reviewed articles, written in English, with no limitation on publication date. The search also revealed that a concept analysis of integrity had not been performed.
Walker and Avant's (2005) eight step modification of Wilson's (1963) classic concept analysis procedure was used as the organizing framework to explore how the concept of integrity is defined in the current literature.
Nursing student integrity was analyzed using Walker and Avant's method of concept analysis: concept definition, defining attribute, model, borderline, related and contrary cases, antecedents, consequences and empirical referents (Walker and Avant 2005). Defining attributes to nursing student integrity were honesty, ethical behavior and professionalism. Antecedents to integrity included an academic culture of respect, characterized by student-faculty relationships derived from mutual respect, trust and a shared learning goal.
This review identified honesty, ethical behavior and professionalism as the defining attributes of integrity. The importance of faculty as role models of integrity was paramount in building a culture of honesty. Future research should explore faculty perceptions of their professional role as models of integrity, and faculty perceptions of behaviors that promote a culture of respect.
本综述的目的是阐明护理专业学生诚信的概念。与已发表的强调诚信缺失的综述不同，作者试图确定诚信的积极定义特征。
概念分析。
使用护理及相关健康累积索引、社会科学索引、心理学文摘和医学索引进行文献综述。纳入标准包括同行评审的英文文章，对出版日期无限制。搜索还发现尚未对诚信进行概念分析。
采用沃克和阿万特（2005年）对威尔逊（1963年）经典概念分析程序的八步修改版作为组织框架，以探讨当前文献中如何定义诚信概念。
使用沃克和阿万特的概念分析方法对护理专业学生诚信进行了分析：概念定义、定义属性、模型、边界情况、相关和相反案例、前因、后果和实证参照（沃克和阿万特，2005年）。护理专业学生诚信的定义属性为诚实、道德行为和专业精神。诚信的前因包括一种尊重的学术文化，其特征是师生关系建立在相互尊重、信任和共同学习目标的基础上。
本综述确定诚实、道德行为和专业精神为诚信的定义属性。教师作为诚信榜样的重要性在营造诚实文化方面至关重要。未来的研究应探讨教师对其作为诚信榜样的职业角色的看法，以及教师对促进尊重文化的行为的看法。
