Moral development and unethical behavior among nursing students

Hilbert, Gail A.

doi:10.1016/s8755-7223(88)80133-9

Cited by 37 publications

(22 citation statements)

References 11 publications

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“…Others (Aiken 1991), however, affirm that male students cheat more than female students (Stonecypher&Willson, 2014). In contradiction to those findings, Hilbert (1988) and McCabe et al, (2001) have founds that the incidences of non-ethical behaviours are unrelated to age, sex, race, and grade-point average.…”

Section: Discussionmentioning

confidence: 80%

“…112;Nick &Llaguno 2015). The students come to consider their behaviours acceptable and normal, thereby stabilizing them, which increases the probability of stabilizing subsequent deceitful behaviours, as compared with the non-cheaters (Gaberson, 1997;Harding et al, 2004;Harper, 2006;Hilbert, 1988;Park, 2013;Stonecypher&Willson, 2014).Moreover,since these behaviours seem to escalate, according to Park (2014) and Krueger (2014), the students most likely cheated in the classroom during exams, as well, and is representative of the greatest predictor of academic dishonesty in clinical settings. As well, the results from previous affective studies (McCabe, 2009;McCrink, 2008;Stonecypher&Willson, 2014), arise from the study of three typologies of deceitful behaviours, mostly occurring in the categories of "giving answers to and eliciting answers from a colleague during an exam"; "using texts from the internet without citing sources (citations)"; and "using texts without citing sources (citations)"(see Table 1).…”

Section: Discussionmentioning

confidence: 99%

“…In fact, other studies have also considered certain differences in the typology of deceitful behaviours. Some have not identified meaningful demographic differences in deceitful behaviours (Hilbert, 1988;McCabe, 2009;McCabe et al, 2001). Others (Aiken 1991), however, affirm that male students cheat more than female students (Stonecypher&Willson, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…(Arhin, 2009;Bailey, 2001;Fountana, 2009;Hart andMorgan, 2010;Hilbert, 1985;Hilbert, 1988;McCrink, 2008;Wilkinson, 2009;Klocko, 2014;Park, 2013). Indeed, McCrink (2008)andKrueger (2014),has highlighted that nursing studentsmisbehaveboth in class and during clinical training.…”

Section: Introductionmentioning

confidence: 99%

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Academic dishonesty among Italian nursing students: A longitudinal study

Macale

Ghezzi

Rocco³

et al. 2017

Nurse Education Today

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Considering the ethical issues related to nursing and that Ethics is an integral part of the nursing education in the\ud degree course, one would suppose that academic dishonesty might be less frequent in nursing students than in\ud students of other disciplines. However, several studies show that this trend of deceitful behaviour seems to be\ud similar among the university nursing students and those of other disciplines.\ud The aim of this study is to investigate the phenomenon of academic dishonesty in the classroom from a\ud longitudinal perspective within a cohort of Italian nursing students.\ud A non-experimental longitudinal design was used. All nursing students were recruited from the Nursing Science\ud Bachelor Degree Program of a big Italian university in the centre of Italy and participants were part of an ongoing\ud longitudinal research project which started in 2011 on nursing students' wellbeing.\ud The results show that students get accustomed to taking academically deceitful actions. They come to consider\ud their behaviours acceptable and normal, thereby stabilizing them, which increases the probability of stabilizing\ud subsequent deceitful behaviours. The stability through time of academic cheating behaviours committed during\ud higher education, within the study's timeframe, provides important perspectives into the establishment of\ud rigorous standards of ethical and moral behaviours by the students

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Section: Discussionmentioning

confidence: 80%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Academic dishonesty among Italian nursing students: A longitudinal study

Macale

Ghezzi

Rocco³

et al. 2017

Nurse Education Today

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“…Researchers report that healthcare students who cheat in the classroom are more likely to fabricate clinical data as healthcare professionals. 2,[22][23][24] These students may make up laboratory values, patient histories, and physical examination results, and they may report a finding as normal without obtaining a full history.…”

Section: Introductionmentioning

confidence: 99%

Characteristics, Prevalence, Attitudes, and Perceptions of Academic Dishonesty Among Pharmacy Students

Rabi¹,

Patton²,

Fjortoft³

et al. 2006

Am J Pharm Educ

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Objectives. To ascertain background factors that influence pharmacy students' willingness to cheat, describe attitudes regarding methods of cheating, assess prevalence of cheating and determine atmospheres that may aid in preventing academic dishonesty. Methods. Third-professional year PharmD students at 4 institutions participated in a survey administered by a class representative. Results. Of the 296 students who completed survey instruments, 16.3% admitted to cheating during pharmacy school. Approximately 74% admitted that either they or their classmates had worked on an individual assignment with a friend. Students who cheated during high school or in a prepharmacy program were more likely to cheat during pharmacy school (p , 0.0001). Those who possessed a bachelor of science (BS) degree prior to pharmacy school were less likely to cheat (p , 0.0001). Conclusions. Academic dishonesty is prevalent among pharmacy students. While few respondents directly admitted to cheating, many admitted to activities traditionally defined as dishonest.

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Academic Integrity in Work-Integrated Learning (WIL) Settings

Miron

2022

Academic Integrity in Canada

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This chapter highlights the imperative for attention to, and action in, the promotion of academic integrity in work-integrated learning (WIL) settings across post-secondary programs. The importance of such efforts are closely tied to the efforts of strengthening ethical comportment with graduates who will go on to contribute to client care, client service, leadership, and research that will directly impact members of the public, hiring organizations, and global systems. WIL settings provide invaluable opportunities for students to learn essential skills and acculturate to professional ethical values through real world experiences. The experiential learning that happens in these settings helps influence the professionalization of students, encouraging safe, ethical practice that benefits those receiving care/service, future employers, and society. Since WIL is offered in both college and university settings and occurs across a number of professional and service programs, it has the potential to significantly influence a vast and varied number of professionals entering numerous career paths around the world. All members of learning communities in post-secondary organizations have a responsibility to understand their roles and opportunities in supporting, maintaining, and promoting academic integrity across WIL settings. While the narrative for the chapter is Canadian, the observations and recommendations may be relevant in other countries, where WIL plays a significant role in the education and development of professionals and service providers across a number of professions and trades.

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Moral development and unethical behavior among nursing students

Cited by 37 publications

References 11 publications

Academic dishonesty among Italian nursing students: A longitudinal study

Academic dishonesty among Italian nursing students: A longitudinal study

Characteristics, Prevalence, Attitudes, and Perceptions of Academic Dishonesty Among Pharmacy Students

Academic Integrity in Work-Integrated Learning (WIL) Settings

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