Dishonesty in Clinical Nursing Educational Environments
The increasing need for quality health care providers is a looming issue for the United States. Much of the nursing population is aging and qualified nurses are not replacing experienced nurses at many institutions around the country. Snavely (2016) estimates that by 2022 the country will require 1.05 million nurses to fill the deficit and adequately care for the aging population. As generations continue to live longer, but with worsening health conditions, it is important for nursing education to take center stage.
As nursing schools attempt to accommodate an increase in nursing students they are often forced to use higher student to faculty ratios in both classroom and clinical environments. …show more content…
This dishonesty was more likely to occur in undergraduate level courses, where students are learning the basics of patient care CITE. There are four types of academic dishonesty within nursing programs: “a) acquiring information and providing information; b) plagiarism and dual submission; c) acquisition of examination and answer to examination, conspiracy; and d) fabrication, misrepresentation, alterations of documents and forgery” (Stonecypher & Willson, 2014, p. 168). The most likely dishonesty to occur in the clinical setting is fabrication or alteration of documents. Students may present false information to clinical instructors regarding the types of patients they took care of or their ability to safely administer care. They may also fabricate charting or leave adverse events out of clinical documentation to avoid educational ramifications for their …show more content…
“Informing students that instructors look for plagiarism in assignments and that there are consequences if it is discovered can help to deter students from plagiarizing and create an environment where it is clear that ethical behavior is valued” (Fish & Hura, 2013, p. 42). This remains true in the clinical atmosphere. Policies should exist which state what qualifies as academic dishonesty, and specific consequences listed. The student should be aware of the policy and educated about the types of academic dishonesty. This education should occur at minimum during orientation for the program or clinical, and the policy should be easily accessible to students and teachers (Stonecypher & Willson,
The increasing need for quality health care providers is a looming issue for the United States. Much of the nursing population is aging and qualified nurses are not replacing experienced nurses at many institutions around the country. Snavely (2016) estimates that by 2022 the country will require 1.05 million nurses to fill the deficit and adequately care for the aging population. As generations continue to live longer, but with worsening health conditions, it is important for nursing education to take center stage.
As nursing schools attempt to accommodate an increase in nursing students they are often forced to use higher student to faculty ratios in both classroom and clinical environments. …show more content…
This dishonesty was more likely to occur in undergraduate level courses, where students are learning the basics of patient care CITE. There are four types of academic dishonesty within nursing programs: “a) acquiring information and providing information; b) plagiarism and dual submission; c) acquisition of examination and answer to examination, conspiracy; and d) fabrication, misrepresentation, alterations of documents and forgery” (Stonecypher & Willson, 2014, p. 168). The most likely dishonesty to occur in the clinical setting is fabrication or alteration of documents. Students may present false information to clinical instructors regarding the types of patients they took care of or their ability to safely administer care. They may also fabricate charting or leave adverse events out of clinical documentation to avoid educational ramifications for their …show more content…
“Informing students that instructors look for plagiarism in assignments and that there are consequences if it is discovered can help to deter students from plagiarizing and create an environment where it is clear that ethical behavior is valued” (Fish & Hura, 2013, p. 42). This remains true in the clinical atmosphere. Policies should exist which state what qualifies as academic dishonesty, and specific consequences listed. The student should be aware of the policy and educated about the types of academic dishonesty. This education should occur at minimum during orientation for the program or clinical, and the policy should be easily accessible to students and teachers (Stonecypher & Willson,