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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),
They show their view of plagiarism clearly in their documents through the use of terms such as “without hesitation” and “will not be tolerated” (Student code of conduct and discipline, 2015, p. 6; 9. Academic Honesty, n.d.). Many college students try to find out the ways how to avoid being accused of committing a serious academic offence as much as they can. Putting their own name on someone else’s works and getting good grades, some of them might succeed cleverly, but it is nothing but dishonesty. Both colleges warn students the consequences of plagiarism strongly, saying it can bring negative
In the article, “The Plague of Plagiarism and Academic Dishonesty”, written by Kimberly Embleton and Doris Small-Helfer, the authors discuss the well-known subject of plagiarism. The authors not only define plagiarism, but they also discuss the different ways in which the Internet has played a role in the plagiarism problem, as well as how teachers, professors, instructors also have established ways to combat this educational, or not–so-educational epidemic of academic dishonesty.
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
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 .
To be involved in the nursing profession, you must abide by the Code of Ethics provided for nurses. Nurses must hold the good of the patient as its most important value; this is the ultimate goal in the nursing profession. They must treat each patient as an individual, care for them with respe...
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.
Unchecked incivility can lead to burnout among nursing faculty, and allow nursing students to interpret this incivility as the norm (Shanta & Eliason, 2014). Ultimately, it is the nursing faculties responsibility to create a safe learning environment that models the American Nurses Association (ANA) Code of Ethics for Nurses With Interpretive Statements (2017), which charges nurses with creating an environment and culture of
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.
The job of a professional nurse today is one that requires high intellect, accountability, expertise, selflessness, dedication, and a compassionate heart to help those who are hurting. In past years, nursing has been regarded as a job and not a profession. Today, professional nurses assume the vital responsibility of upholding the moral and ethical principles of nursing in order to better advocate and care for their patients. These principles include autonomy, beneficence, nonmaleficence, fidelity, justice, and veracity (Zerwekh and Garneau 2015, 423). Nurses today work autonomously to assist patient and write appropriate care plans, mentor student nurses, and facilitate communication between families, patients,
Davis, A. J. (1997). Ethical dilemmas and nursing practice (4th ed.). Stamford, Conn.: Appleton & Lange.
Laabs, C. (2011). Perception of moral integrity: contractions in need of explanation. Nursing Ethics, 18(3). doi: 10.1177/0969733011398101
Burkhardt, M. A., & Nathaniel, A. K. (2014). Ethics & issues in contemporary nursing (4th ed.). Stamford, CT: Cengage Learning.
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
Dossa, N. (2010). To tell the truth or not?. Journal of Community Nursing, 24(4), 14-16.
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