NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues

Student Name

Capella University

NURS-FPX 6103 The Nurse Educator Role

Prof. Name

Date

Teaching About Legal and Ethical Issues

Hello, everyone. Today, we delve into a crucial facet of nursing education: the adherence to legal and ethical standards. As nurse educators, addressing academic dishonesty stands as a pivotal concern for us. This preamble underscores the necessity for a comprehensive approach to confront this issue and foster ethical conduct, thereby ensuring the integrity of nursing education and cultivating trustworthy nursing professionals.

Legal and Ethical Issue: Academic Dishonesty

Academic dishonesty, encompassing actions like plagiarism, cheating, and unauthorized collaboration, presents a significant legal and ethical quandary within nursing education. It erodes the learning process, undermines the credibility of educational institutions, and runs counter to professional ethics. To effectively tackle this issue, several essential reforms must be instituted (Abbott & Nininger, 2020).

Establish Clear Expectations

Faculty members and students necessitate a thorough comprehension of what constitutes academic dishonesty. Clearly defined expectations should delineate acceptable academic practices, including proper citation, avoidance of cheating, and responsible collaboration. This objective can be achieved through formulating and disseminating a comprehensive academic honesty policy that explicitly outlines academic misconduct and its repercussions.

Strengthen Policies and Procedures

Existing policies and procedures warrant enhancement to furnish explicit guidance on addressing academic dishonesty. This encompasses clearly articulating the consequences for engaging in such behaviors and emphasizing the significance of upholding academic integrity. Moreover, the policies should demarcate the processes for reporting, investigating, and adjudicating instances of academic misconduct, ensuring fairness and due process.

Promote a Culture of Honesty

Fostering a culture of honesty within the educational milieu is paramount. Encouraging open discussions and dialogues about the importance of academic integrity, ethical decision-making, and the adverse ramifications of academic dishonesty is imperative. Faculty members can engage students in reflective exercises, case studies, and ethical dilemmas to nurture critical thinking and ethical reasoning. Establishing an environment wherein students are incentivized to act honestly and ethically can be facilitated through mentorship programs, peer support initiatives, and regular reinforcement of ethical behavior.

Change Management Approach

To seamlessly transition towards addressing academic dishonesty, the following change management approach can be deployed:

a) Raise Awareness: Engage faculty, staff, and students in conversations regarding the ramifications of academic dishonesty. Conduct seminars, workshops, and interactive sessions focusing on the repercussions of academic misconduct, the significance of academic integrity, and strategies for promoting ethical behavior. Provide real-life examples and evidence-based research to underscore the impact of academic dishonesty on patient safety, professional credibility, and personal integrity.

b) Training and Education: Develop comprehensive training programs for faculty members to enhance their capacity to detect and address academic dishonesty efficaciously. These programs should encompass strategies for identifying various forms of plagiarism, integrating academic integrity into assessments, and employing plagiarism detection software. Faculty members should also be equipped with resources and strategies to educate students on proper citation practices, paraphrasing, and responsible academic writing.

c) Implementation of Consequences: Communicate the consequences of academic dishonesty clearly to students through institutional policies. Faculty members should consistently enforce disciplinary measures upon identifying cases of academic misconduct. The disciplinary process should ensure fairness, affording students opportunities to respond, present their viewpoints, and appeal decisions. This approach serves as a deterrent while also offering an avenue for education and personal growth.

Synthesizing Resource Information and Addressing Knowledge Gaps

To effect meaningful change in addressing academic dishonesty, it is pivotal to synthesize pertinent resource information and pinpoint areas of uncertainty or knowledge gaps. This can be accomplished through the following steps, integrating evidence-based examples:

• Conduct extensive research to collate relevant information, strategies, and resources aimed at preventing academic dishonesty in nursing education. Delve into academic journals, educational websites, and published studies focusing on effective interventions and best practices in promoting academic integrity.

• During the research process, identify specific areas of uncertainty or knowledge gaps pertinent to academic dishonesty in nursing education. This could encompass emerging trends in cheating methods, ethical considerations unique to nursing, or effective interventions for fostering academic integrity.

• Utilize the identified knowledge gaps to devise targeted professional development programs for faculty, staff, and students. These programs should address the specific areas of uncertainty and furnish practical guidance on fostering academic integrity.

Teaching Presentation and Measuring Change

To efficaciously evoke change in staff, faculty, or student groups concerning academic dishonesty, a well-designed teaching presentation can be crafted. The presentation should center on academic integrity, its consequences, and strategies for promoting ethical behavior. Additionally, integrating evidence-based examples and mechanisms to measure change is crucial. The following steps can be undertaken:

• Develop a structured presentation that educates the audience about academic dishonesty and its implications. Utilize evidence-based examples to elucidate the consequences of academic dishonesty on patient safety, professional reputation, and personal integrity.

• Engage the audience through interactive elements to foster active participation and deepen understanding of the topic. Incorporate case studies, role-playing exercises, or group discussions wherein participants can analyze ethical dilemmas related to academic integrity.

• Incorporate pre- and post-presentation assessments to gauge changes in knowledge, attitudes, and behaviors related to academic integrity. Utilize surveys or quizzes to capture participants’ understanding of academic dishonesty, their perception of its impact, and their commitment to ethical conduct.

Culturally Sensitive Issues and Evidence-Based Research

Acknowledging the influence of cultural differences on perceptions of academic integrity, it is imperative to incorporate evidence-based examples highlighting the importance of cultural competence in promoting ethical behavior. Here are steps to address culturally sensitive issues in the change process, supported by evidence-based research:

• Utilize evidence-based examples that demonstrate the cultural nuances of academic integrity. For instance, incorporate findings from studies exploring the experiences of underrepresented minority students and their perspectives on academic integrity.

• Encourage respectful discussions that embrace cultural diversity and invite participants to share their cultural viewpoints on academic integrity. Provide a platform for individuals to express their experiences and viewpoints in a non-judgmental environment.

• Ground the identification of culturally sensitive issues in evidence-based research to substantiate the importance of cultural competence in promoting academic integrity.

• Discuss the cultural factors, such as stereotype threat or imposter syndrome, that may impact adherence to ethical standards. By integrating evidence-based examples, participants gain insights into the cultural complexities surrounding academic integrity among diverse student populations.

Action Plans for Continuous Learning

To ensure continuous learning about academic integrity, it is essential to develop specific, realistic, and actionable plans that promote a culture of ethical behavior. Identifying areas where additional information is needed for better understanding and establishing effective mechanisms for obtaining and disseminating that information are crucial. The following steps can be taken:

• Implement regular training sessions for faculty members to enhance their understanding of academic integrity, reinforce best practices for preventing and addressing academic dishonesty, and keep them updated on emerging challenges and trends.

• Empower students to take an active role in upholding academic integrity by promoting student-led initiatives.

• Conduct regular reviews of institutional policies and procedures related to academic integrity, ensuring they reflect current best practices and address emerging challenges in the digital age.

• Identify areas where additional information is needed to better understand academic integrity issues and establish mechanisms to obtain and disseminate this information effectively.

In conclusion, addressing legal and ethical issues in nursing education is crucial for maintaining professional standards and fostering integrity. Through implementing changes, raising awareness, and promoting continuous learning, we create an ethical learning environment. Ongoing training and research ensure we remain proactive, culturally sensitive, and well-informed, enabling future nurses to navigate

complex ethical dilemmas and legal considerations confidently. Thus, it is through this unwavering commitment that we uphold the highest standards, earning trust and credibility for the nursing profession, and perpetuating a legacy of excellence and compassion in patient care.

References

Abbott, M. R. B., & Nininger, J. (2020). Academic integrity in nursing education: Policy review. Journal of Professional Nursing, https://doi.org/10.1016/j.profnurs.2020.12.006

Bdair, I. (2021). Nursing students’ and faculty members’ perspectives about online learning during COVID-19 pandemic: A qualitative study. Teaching and Learning in Nursing, 16(3). https://doi.org/10.1016/j.teln.2021.02.008

Bloomfield, J. G., Crawford, T., & Fisher, M. (2021). Registered nurses understanding of academic honesty and the perceived relationship to professional conduct: Findings from a cross-sectional survey conducted in Southeast Asia. Nurse Education Today, 100, 104794. https://doi.org/10.1016/j.nedt.2021.104794

Çelik, Ö., & Razı, S. (2023). Facilitators and barriers to creating a culture of academic integrity at secondary schools: An exploratory case study. International Journal for Educational Integrity, 19(1). https://doi.org/10.1007/s40979-023-00125-4

NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues

Gottardello, D., & Karabag, S. F. (2020). Ideal and actual roles of university professors in academic integrity management: A comparative study. Studies in Higher Education, 47(3), 1–19. https://doi.org/10.1080/03075079.2020.1767051

Guerrero-Dib, J. G., Portales, L., & Heredia-Escorza, Y. (2020). Impact of academic integrity on workplace ethical behaviour. International Journal for Educational Integrity, 16(1). https://doi.org/10.1007/s40979-020-0051-3

Garg, M., & Goel, A. (2022). A systematic literature review on online assessment security: Current challenges and integrity strategies. Computers & Security, 113, 102544. https://doi.org/10.1016/j.cose.2021.102544

McDowall, A., & Ramos, F. (2023). Preparation for doctoral research: A narrative review. The Australian Educational Researcher, 1-19. https://doi.org/10.1007/s13384-023-00630

Philion, R., St-Pierre, I., & Bourassa, M. (2021). Accommodating and supporting students with disability in the context of nursing clinical placements: A collaborative action research. Nurse Education in Practice, 54, 103127. https://doi.org/10.1016/j.nepr.2021.103127

Stevenson, S. M., Flannigan, K., Willey, A., & Kaur, T. (2023). Exploring factors that contribute to nursing students’ willingness to report peer academic integrity violations. Nursing Education Perspectives, Publish Ahead of Print. https://doi.org/10.1097/01.nep.0000000000001090

NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues