The Importance Of Integrity In Nursing
I. Intro to problem (Need to create a culture, not a course).
In order to be a safe, effective nurse, student nurses must have an understanding and working knowledge of integrity as it relates to both academic and professional roles. “Ethical behavior and practice are essential to providing safe patient care and are key components of nursing education” (Morgan & Hart, p. 241, 2013). Often, policies are created and standards are set without giving students the information and tools to utilize and implement integrity into their training (Morgan & Hart, 2013; McGee, 2013; Craig, Federici, & Buehler, 2010). Across all nursing tracks, students have a genuine lack of knowledge regarding what is inappropriate behavior related to academic integrity. …show more content…
Review of literature
Research interest surrounding academic integrity is growing. Several integrity-related themes have emerged. These include the development of academic integrity as it pertains to teaching and learning; the correlation of academic integrity to professional integrity; and the development of a culture of integrity.
In regards to teaching and learning, Morgan and Hart (2013) investigated the impact of an academic integrity intervention deployed in an online RN to BSN nursing program. In this randomized, controlled study, the nursing program’s standard integrity education was compared to an 8-week course that included intense faculty led academic integrity discussions. Results showed no differences related to self-reported cheating or perceptions of seriousness of cheating between control and comparison groups. Results also showed that the comparison group had “significantly higher perceptions of faculty and student support for AI policies”, “higher levels of understanding for AI policies by faculty”, and “perceived AI policies to be more effective” than the control group (Morgan and Hart, 2013, p. …show more content…
Academic content areas were pulled from the university’s student code of conduct, values, and the SON student handbook. Additionally, the course focused on university and SON expectations and responsibilities of the student while on campus and at clinical sites. Content related to professional nursing expectations was also included. The ANA Code of Ethics provided the framework from which to draw standards of professional practice and ethical performance (American Nurses Association, 2015)). The type of learning management system (LMS) utilized was supported and in place at the university. This customizable LMS allowed for adaptable features that promote engagement and encourage interactive learning. The university provided technical support for the development of courses within this
In order to be a safe, effective nurse, student nurses must have an understanding and working knowledge of integrity as it relates to both academic and professional roles. “Ethical behavior and practice are essential to providing safe patient care and are key components of nursing education” (Morgan & Hart, p. 241, 2013). Often, policies are created and standards are set without giving students the information and tools to utilize and implement integrity into their training (Morgan & Hart, 2013; McGee, 2013; Craig, Federici, & Buehler, 2010). Across all nursing tracks, students have a genuine lack of knowledge regarding what is inappropriate behavior related to academic integrity. …show more content…
Review of literature
Research interest surrounding academic integrity is growing. Several integrity-related themes have emerged. These include the development of academic integrity as it pertains to teaching and learning; the correlation of academic integrity to professional integrity; and the development of a culture of integrity.
In regards to teaching and learning, Morgan and Hart (2013) investigated the impact of an academic integrity intervention deployed in an online RN to BSN nursing program. In this randomized, controlled study, the nursing program’s standard integrity education was compared to an 8-week course that included intense faculty led academic integrity discussions. Results showed no differences related to self-reported cheating or perceptions of seriousness of cheating between control and comparison groups. Results also showed that the comparison group had “significantly higher perceptions of faculty and student support for AI policies”, “higher levels of understanding for AI policies by faculty”, and “perceived AI policies to be more effective” than the control group (Morgan and Hart, 2013, p. …show more content…
Academic content areas were pulled from the university’s student code of conduct, values, and the SON student handbook. Additionally, the course focused on university and SON expectations and responsibilities of the student while on campus and at clinical sites. Content related to professional nursing expectations was also included. The ANA Code of Ethics provided the framework from which to draw standards of professional practice and ethical performance (American Nurses Association, 2015)). The type of learning management system (LMS) utilized was supported and in place at the university. This customizable LMS allowed for adaptable features that promote engagement and encourage interactive learning. The university provided technical support for the development of courses within this