Raising The Bar:
Promoting Academic Integrity in Nursing Education
Development of A Nursing Faculty Task Force
Savetria Nicole Palmer
Walden University
NURS6351, Section 2, The Role of the Nurse Educator
August 14, 2016
Abstract
Academic integrity (AI) is a concern among nursing students.
This project was developed for nursing faculty members with
the goal of raising awareness of the troubling issue, suggest
preventive strategies to prevent academic misconduct (AM),
and reduce the overall incidents of cheating on classroom
examinations. Following a review of the literature, a faculty
task force was developed with recommendations to guide
faculty and students in implementing measures to promote AI
in nursing education.
Keywords: best practices, academic integrity, academic
misconduct, cheating, nursing education, prevention,
promotion, culture, perceptions, students.
Rationale: Faculty Task Force
(Palmer et al., 2016)
 Emphasizes the
importance of
academic integrity
(AI)
 Addresses the
concerns of
academic
misconduct (AM)
 Reiterates faculty
responsibility
 Empowers nursing
faculty to enforce
academic policies
when violated
 Explores current
trends surrounding
AI
 Reduce incidents
of AM
Methodology
 Faculty Surveys
 Literature Review
 Knowles’ Adult Learning Theory (Billings & Halstead,
2016)
 Case Study Video (Livingston, 2016)
 Best Practice Guidelines (Stonecypher & Wilson, 2014;
Medina & Yuet, 2013)
Objectives
Upon completion of this project, the learner
will:
 Identify strategies to promote AI
 Analyze the impact of AM on nursing
practice
 Explain how cultural difference play a role in
AI
 Identify strategies to deter cheating
 Identify barriers to reporting AM
 Explain why faculty should promote AI
 Develop a nurse faculty task force
The Problem
(Palmer et al., 2016)
 82% of nursing college students report
cheating
 66% of nursing students know someone who
has cheated
 64% of nursing student report cheating on
tests
 Statistically, students who cheat in the
classroom are more likely to cheat in the
clinical setting
Case Study
Faculty Survey Results
Cultural Differences/Perceptions
(Simpson, 2016)
 A study by Duke University found that
cultural differences led students to violate
academic standards
 International student enrollment has
increased
 International students violate standards 3
times that of domestic students
Differences and Perceptions con’t
 Misunderstanding of what behaviors
are considered dishonest (Simpson, 2016)
 Stress and/or pressure to perform well
(Simpson, 2016)
 The belief that cheating is an
acceptable means to a desired end
(Woith, Jenkins & Kerber, 2012)
Barriers to Reporting AM
(University of Oklahoma, 2016)
 Having to prove violation of the code
 Ease of process
 Support of institutional authority ( i.e.
deans, chair of department)
 Personal biases (i.e. turning a blind eye, “I don’t
care”)
Common Cheating Techniques
(Palmer et al., 2016)
 Acquisition of test questions
 Using hand and feet movements to portray
answers
 Speaking in languages unknown to faculty
 Discussing test questions with fellow students
 The use of technology
 Writing answers on part of the body or on
desks
Strategies to Deter Cheating
(Medina & Yuet, 2013; Stonecypher & Willson,2014)
 Arranged seating
 Securing
personal
belongings
 Advise to remain
quite during
testing
 Proper storage of
tests
 2-3 proctors to
monitor test area
 Certain clothing
are not allowed in
test area
 2-3 versions of
color-coded
faculty-created
tests
From Deterring to Promoting
(Tippitt et al., 2010)
 Incorporate the
value of academic
integrity into
curriculum
 Faculty leading by
example
 Discuss ethics early
in semester and
throughout
program
 Honor Codes
written by
students
 Avoid labeling
students
 Zero Tolerance
Proposal:
Faculty Task Force
(Palmer et al., 2016)
Purpose:
 Explore current trends surrounding AI
 Develop a formal plan to reduce incidents
of AM on classroom exams
 Promote AI
Task Force Structure
(Palmer et al., 2016)
 The task force consists of 9-10 faculty members
and students
 A task force chairperson should be elected
 The task force should meet weekly until their
formal plan is developed, then monthly
 The task force should work closely with parent
institution officials.
Conclusions/Recommendations
 Potential impact within professional specialty:
Nursing Faculty Awareness
 Potential impact within Practicum setting:
Collaboration within the school
Evaluations
 Student evaluation
https://www.surveymonkey.com/r/M
YM8L7P
 Peer evaluation
 Preceptor & instructor evaluation
Summary
 AI is a major concern in nursing
education
 AM affects the provision of safe
quality care
 Nursing faculty are “gatekeepers” to
future safety
 The development of a faculty task
force has been proven to decrease
AM in the academic setting
References
Billings, D.M., Halstead, J.A. (2016). Teaching in nursing: A guide for faculty, (5th ed.). St. Louis, MO:
Elselvier Inc.
Livingston, J (2014). Cheating nursing student [Video File]. Retrieved from
https://www.youtube.com/watch?v=_xL6kwlNlmQ
Medina, M.S., Yuet, W.C. (2013). Promoting academic integrity among healthcare students. American
Journal of Health Systems Pharmacy, 70(9), 757-787. doi: 10.2146/ajhsp.12056
Palmer, J.L, Bultas, M., Schmuke, A.S. Fender, J.B. (2016). Nursing Examinations: Promotion of
integriy and prevention of cheating. Nurse Education, 41(4), 180-184. doi:
10.1097/NNE.0000000000000238
References
Simpson, D.B. (2016). Academic dishonesty: An international student perspective. Academic
Perspectives in Higher Education, 2(5). Retrieved
http://digitalcommons.odu.edu/cgi/viewcontent.cgi?article=1012&context=aphe
Stonecypher, K., Willson, P. (2014). Academic policies and practices to deter cheating in nursing
education. Nursing Education Perspectives, 35(3), 167-169. doi: 10.5480/12-1028.1
Tippitt, M., Ard, N., Kline, J., Tilghman, J., Chamberlain, B., & Meagher, P. (2009). Creating
environments that foster academic integrity. Nursing Education Perspectives, 30(4), 239244.. doi: 10.6321/13-1028.1
References
University of Oklahoma. (2016). Faculty guide to academic integrity. Retrieved from
http://integrity.ou.edu/faculty.html
Woith, W., Jenkins, S.D., Kerber, C. (2012). Perceptions of academic integrity among nursing
students. Nursing Forum, 47(2), 253-259. doi: 10.1111/j.17446198.2012.00274.x.