McClung Emily Lauren, Schneider Joanne Kraenzle
J Nurs Educ. 2018 Feb 1;57(2):79-87. doi: 10.3928/01484834-20180123-04.
Nursing students sometimes engage in academically dishonest behaviors despite honor codes and policies. We believe that learning more about nursing students' perceptions of and engagement in academically dishonest behaviors will aid faculty in crafting more effective codes, policies, and educational modules.
Baccalaureate nursing students from accredited programs across the nation were invited to participate in an online cross-sectional descriptive correlational survey. Data were analyzed using descriptive and correlational statistics.
Nursing students do not perceive all academically dishonest behavior as dishonest. There is a positive relationship between perceptions of behaviors in the classroom and clinical setting. Students have higher rates of engagement in behaviors they do not perceive as dishonest. Those who engage in the behaviors considered dishonest have higher rates of rationalization.
Faculty need to delineate to students what behaviors are deemed dishonest in a course. Eliminating ambiguity has potential to reduce engagement in dishonest behavior. [J Nurs Educ. 2018;57(2):79-87.].
尽管有荣誉准则和政策，护理专业学生有时仍会做出学术不诚实行为。我们认为，更多地了解护理专业学生对学术不诚实行为的认知及其参与情况，将有助于教师制定更有效的准则、政策和教育模块。
邀请全国认证项目中的本科护理专业学生参与一项在线横断面描述性相关性调查。使用描述性和相关性统计方法对数据进行分析。
护理专业学生并不认为所有学术不诚实行为都是不诚实的。在课堂和临床环境中对行为的认知之间存在正相关关系。学生对他们不认为不诚实的行为参与率更高。那些参与被认为不诚实行为的人有更高的合理化率。
教师需要向学生明确课程中哪些行为被视为不诚实。消除模糊性有可能减少不诚实行为的参与。[《护理教育杂志》。2018年；57(2):79 - 87。]
