TY - JOUR
T1 - Academic dishonesty in university nursing students : a scoping review
AU - He, Flora Xuhua
AU - Fanaian, Mahnaz
AU - Zhang, Nancy Ming
AU - Lea, Xanthe
AU - Gealea, Sara Katherine
AU - Gielis, Lisa
AU - Razaghi, Kazem
AU - Evans, Alicia
PY - 2024/6
Y1 - 2024/6
N2 - Objective: This review seeks to deepen our understanding of the factors contributing to nursing students' academic dishonesty and the repercussions of such behaviours on their learning in both classroom and clinical settings, and on the integrity of the nursing profession. Design and methods: It was a scoping review in which a five-stage methodological framework informed its process. Six databases were searched for relevant original studies. Other search methods were also conducted using Google Scholar, Trove, and ProQuest Dissertations for theses pertinent to the topic. An inductive descriptive approach was used to analyse and synthesise data. Results: Twenty-seven studies and nine doctoral theses were selected and included in the scoping review. Of these, 25 studies used a quantitative approach, nine studies a qualitative one, and two studies used mixed methods. Three categorical factors, intrapersonal, interpersonal, and external, contributed to nursing students' academic dishonesty. Conclusion: Academic dishonesty in nursing students is concerning. Noted factors contributing to academic dishonesty include stress and pressure experienced by students, the prevalence of peer cheating, and lack of knowledge. Most alarming is the significant correlation between academic dishonesty and clinical dishonesty. The evidence suggests that students who engage in dishonest behaviour in academic settings may be more likely to engage in dishonest behaviour in clinical settings. This raises serious concerns about integrity, ethics, patient safety and the reputation of nursing students, universities, healthcare providers and health professionals.
AB - Objective: This review seeks to deepen our understanding of the factors contributing to nursing students' academic dishonesty and the repercussions of such behaviours on their learning in both classroom and clinical settings, and on the integrity of the nursing profession. Design and methods: It was a scoping review in which a five-stage methodological framework informed its process. Six databases were searched for relevant original studies. Other search methods were also conducted using Google Scholar, Trove, and ProQuest Dissertations for theses pertinent to the topic. An inductive descriptive approach was used to analyse and synthesise data. Results: Twenty-seven studies and nine doctoral theses were selected and included in the scoping review. Of these, 25 studies used a quantitative approach, nine studies a qualitative one, and two studies used mixed methods. Three categorical factors, intrapersonal, interpersonal, and external, contributed to nursing students' academic dishonesty. Conclusion: Academic dishonesty in nursing students is concerning. Noted factors contributing to academic dishonesty include stress and pressure experienced by students, the prevalence of peer cheating, and lack of knowledge. Most alarming is the significant correlation between academic dishonesty and clinical dishonesty. The evidence suggests that students who engage in dishonest behaviour in academic settings may be more likely to engage in dishonest behaviour in clinical settings. This raises serious concerns about integrity, ethics, patient safety and the reputation of nursing students, universities, healthcare providers and health professionals.
UR - https://hdl.handle.net/1959.7/uws:75643
U2 - 10.1016/j.ijnurstu.2024.104752
DO - 10.1016/j.ijnurstu.2024.104752
M3 - Article
SN - 0020-7489
JO - International Journal of Nursing Studies
JF - International Journal of Nursing Studies
M1 - 104752
ER -