Academic ethical awareness among undergraduate nursing students

Cho, Ok‐Hee; Hwang, Kyung‐Hye

doi:10.1177/0969733017727155

“…Students might become more emotional and sensitive to ethical issues and dilemmas that they learned in their lectures. Consistent with this result, Choi (2019) and Cho and Hwang (2019) established that moral sensitivity was negatively correlated with school years, whereas moral sensitivity decreased with advance in study years. In contrast, M. Park et al (2012) found that senior nursing students had greater moral sensitivity than freshman students.…”

Section: Discussionsupporting

confidence: 67%

“…Academic ethics requires students to be conscientious, rational, have a good sense of duty to avoid unsuitable learning habits/manners, and strive for academic excellence ( Cho & Hwang, 2019 ). Academic Ethical Awareness (AEA) aims to understand academic values and maintain the proper attitude to guide all learning activities.…”

Section: Review Of Literaturementioning

confidence: 99%

Academic Ethical Awareness and Moral Sensitivity of Undergraduate Nursing Students: Assessment and Influencing Factors

Alnajjar

¹

,

Hashish

²

2021

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Introduction Nursing students are exposed to ethically challenging conditions in their future workplaces; hence, they must be ethically knowledgeable and morally sensitive to provide patients with holistic care based on sound ethical decision-making skills. Objectives: This study aimed to assess nursing students’ perception of their academic ethical awareness and moral sensitivity and determine the relationship between these variables. Methods: We conducted a descriptive correlational research study with a convenient sample of nursing students (N = 246) in a Saudi University nursing college. Data were collected using the Academic Ethical Awareness Questionnaire and Moral Sensitivity Questionnaire. We used descriptive statistics, ANOVA, and regression analyses. Results: Nursing students exhibited moderate academic ethical awareness and moral sensitivity. The regression analysis showed that academic ethical awareness can substantially predict 28.8% of the explained moral sensitivity variance ( p < 0.001). Nursing students were aware that the violation of patients’ respect or confidentiality and cheating in examinations were unethical behaviors. However, they showed low ethical awareness toward plagiarism behaviors. Furthermore, they reported higher moral sensitivity for patient-oriented care and professional responsibility and did not experience conflict. Academic level and integrated classroom and clinical learning experiences seemed to positively impact students’ academic ethical awareness. Conclusion: The findings provide a basis for monitoring nursing students’ professional misconduct so that they maintain integrity and adhere to academic ethics guidelines. Constant exertions for fostering nursing ethics courses with inspiring learning content and innovative instructional material are vital in improving nursing students’ academic integrity and ethical care.

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“…According to the results, the frequency of clinical dishonesty was related to being interested in nursing; thus, the frequency of these behaviors in students who were "interested" and "somewhat interested" was less than that of those who were "uninterested". Also, a study found that students who were satisfied with nursing were likely to have higher ethical awareness, be more faithful to their discipline and its ethics, and exhibit less dishonest behaviors [21]. In Iran, most students typically choose their field of study based on their scores on the Iranian University Entrance Exam (IUEE).…”

Section: Discussionmentioning

confidence: 99%

The relationship between clinical dishonesty and perceived clinical stress among nursing students in southeast of Iran

Rafati

¹

,

Bagherian

²

,

Shahrbabaki

³

et al. 2020

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Background: Clinical dishonesty is a complex problem that threatens the health and safety of patients. This study aimed to investigate the relationship between clinical dishonesty and perceived clinical stress in nursing students. Method: This cross-sectional correlational study was conducted on 395 nursing students from 4 nursing colleges. The data were collected using a demographic information questionnaire, Nursing Student ' s Perception of Clinical Stressors, and a 12-item researcher-made questionnaire to evaluate the frequency of clinical dishonesty in the previous semester, the frequency of witnessing dishonest behavior among peers, and the perceived severity of unethical behavior. Results: In this study, 89.1% of the students stated that they had committed at least one dishonest clinical behavior in the previous semester. The frequency of clinical dishonesty was significantly correlated with the frequency of observing dishonesty among peers (r = 0.053, p<0.01), perceived severity of unethical behavior (r = − 0.4, p<0.01), and perceived stress of students in the clinical setting (r = 0.28, p<0.01). Moreover, there were significant differences in the frequency of clinical dishonesty by gender (p = 0.006), the interest in the field of study (p = 0.004), and academic year (p = 0.002). Conclusion: The frequency of clinical dishonesty among nursing students is high and needs attention. Furthermore, considering the positive relationship between dishonesty and perceived clinical stress, it is essential to teach effective strategies to nursing students to empower them to cope with clinical stress. Background Academic dishonesty is deliberate complicity in the deceptive performance of one's own or another's academic work [1], which is an extremely complex issue [2]. According to educational theories, poor learning environments, lack of ethics training by the university [3], poor communication with peers and teachers (according to social psychologists) [4], and some cultural factors are associated with academic dishonesty [5]. Although it is assumed that academic dishonesty among nursing students is lower than that among students of other majors, studies have shown that the trend of dishonest behaviors in nursing students is similar to that of other majors [6]. The continuing growth of academic dishonesty in nursing education is of concern to nursing institutions and educators in many countries [7, 8]. Previous studies have shown that nursing students are likely to commit dishonest behavior in both the clinical setting and the classroom [9, 10]. Some studies showed that 13% of students recorded the vital signs that they had not

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“…According to the results, the frequency of clinical dishonesty was related to being interested in nursing; thus, the frequency of these behaviors in students who chose "interested" and "somewhat interested" was less than of those who chose "uninterested". Also, a study found that students who were satisfied with nursing were likely to have higher ethical awareness, be more faithful to their discipline and its ethics, and exhibit less dishonest behaviors [21]. In Iran, students choose their field of study based on their scores on the National Entrance Exam.…”

Section: Discussionmentioning

confidence: 99%

The Relationship between Clinical Dishonesty and Perceived Clinical Stress among Nursing Students in Southeast of Iran

Rafati

¹

,

Bagherian

²

,

Mangolian

³

et al. 2020

Preprint

0

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Background: Clinical dishonesty is a complex problem that threatens the health and safety of patients. This study aimed to investigate the relationship between clinical dishonesty and perceived clinical stress in nursing students. Method: This cross-sectional correlational study was conducted among 395 nursing students from 4 nursing colleges. Data were collected using a demographic information questionnaire, Nursing Student ' s Perception of Clinical Stressors, and a 12-item researcher-made questionnaire to evaluate the frequency of clinical dishonesty in the previous semester, the frequency of witnessing dishonest behavior among peers, and the perceived severity of behavior as unethical behavior. Results: In this study, 89.1% of the students had at least one dishonest clinical behavior in the previous semester. The frequency of clinical dishonesty was significantly correlated with the frequency of observing dishonesty among peers(r=0.053, p˂0.01), perceived severity of behaviors as unethical behavior(r=-0.4, p˂0.01), and perceived stress of students in the clinical setting(r=0.28, p˂0.01). Also, there was significant differences in the frequency of clinical dishonesty by gender (p=0.006), interest in the field of study (p=0.004) and academic year (p=0.002). Conclusion: The frequency of clinical dishonesty among nursing students is high and needs attention. Also, considering the positive relationship between dishonesty and perceived clinical stress, it is essential to teach effective strategies to nursing students to empower them to cope with clinical stress.

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Academic ethical awareness among undergraduate nursing students

Cited by 16 publications

References 20 publications

Academic Ethical Awareness and Moral Sensitivity of Undergraduate Nursing Students: Assessment and Influencing Factors

Academic Ethical Awareness and Moral Sensitivity of Undergraduate Nursing Students: Assessment and Influencing Factors

The relationship between clinical dishonesty and perceived clinical stress among nursing students in southeast of Iran

The Relationship between Clinical Dishonesty and Perceived Clinical Stress among Nursing Students in Southeast of Iran

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