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Dr. Cecilia Elaine Wilson,
Associate Clinical Professor,
Nursing
NURSING FACULTY AND
ACADEMIC INTEGRITY
• Technology, Simulation, Virtual hospitals
• Academic dishonesty in college exists! (McCabe,1992 and
Anderson & Obenshain, 1994)
• Prevalence of cheating, the ways students cheat, and influential factors on the cheating behaviors
• Strategies to promote AI
• Traditional face-to-face course room
• Modifications for online
• Technological tools
BACKGROUND &
CONTEXT
PROBLEM & QUESTIONS THAT LED TO
MY RESEARCH
Maintaining Academic Integrity (AI)
• Issue in Traditional & Online environments
• Faculty Responsibility when assessing student achievements
• C. Rogers (2006): Majority of surveyed faculty agreed important, but inconsistency discovered with implementation of the process in an online environment
Testing Strategies &
Technological Tools Dietz-Uhler & Hurn (2011); Hart & Morgan (2009); Kritzinger and Von Solms (2009); Tippitt et al. (2009); Teo (2009)
• Provide more secure online testing environment
• Acceptance and appropriate implementation
• Important in maintaining AI
• Key to success or failure of strategy or tool
Insufficient Information
• Regarding nursing faculty decision-making process
• Specifically in area of maintaining AI in an online environment
Everett Rogers’s Diffusion of Innovations Theory (1995)
• Manner in which new ideas are dispersed among a group of
people
• The use of new strategies and technological tools
• Preventative innovations
• Communication process leading to adoption and use of
preventative innovations
CONCEPTUAL
FRAMEWORK
PURPOSE OF THE STUDY
• explore the experiences and decision-making process of
nursing faculty related to maintaining academic integrity in an
online environment
• Specifically, the manner in which the ideas were diffused
during the decision-making process of nursing faculty when
making choices in maintaining academic integrity
• the use of strategies and technological tools
Primary research question: How do nursing faculty members
describe their experiences with maintaining academic integrity in
an online learning environment?
Sub-question 1. What strategies have nursing faculty members
used to maintain academic integrity with an online examination or
assignment?
Sub-question 2. How do nursing faculty members describe their
experiences in utilizing technological tools to maintain academic
integrity with an online examination or assignment?
Sub-question 3. How do nursing faculty members decide which
strategies and technological tools to use or reject?
RESEARCH QUESTIONS
• Walton (2001) and Corll (2007: -ability to assess correctly a student’s achievements -potential for harm.
• protecting the public
• most trusted professions
• perseverance of integrity
• description of nursing faculty members’ decision-making
process involving the maintenance of academic integrity
• complement and add another dimension to previous research
• development of policies
• identify areas for improvement
SIGNIFICANCE OF THE STUDY
KEY POWERFUL POINTS FROM THE
RESEARCH
Society expects the profession of nursing to be trustworthy and
honest (J. Jones, 2010).
• McCabe’s (2009) research study revealed nursing students
were no different from their non-nursing peers in relation to
engaging in dishonest behaviors.
• Academic dishonesty translated into professional practice
would mean if a nursing student were dishonest on an exam
and the expected learning did not occur, the learning deficit
could become an issue of life or death for their patients
(Bavier, 2009; Gaberson, 1997; McCabe, 2009; Ridenour,
2007).
AN OVERVIEW OF THE
LITERATURE
• vast area in the literature
• accountability and ethics
• Web-based and online courses
• development of technologies
• prevention and detection
• prevalence and issues
• faculty use of the available technologies
• limited in the area of academic honesty in the online
environment
• research related to faculty further limited
• the online environment remains an open area
• changing paradigm of online education for nursing
• deficit of information
THE NEED FOR
FURTHER RESEARCH
• A basic qualitative research design
• A systematic design approach
• gap in the literature exploring how the diffusion of ideas during the
decision-making process influences choices nursing faculty make in
carrying out activities to maintain academic integrity, specifically in an
online environment.
• description of the process
• themes and patterns
METHODOLOGY
AND DESIGN
SAMPLE
• Current employment at the selected School of Nursing, AND
• Participated in teaching in an online environment in one or more of the following ways:
Target Population:
Nursing Faculty
----------
Homogenous purposeful sampling technique
• traditional face-to-
face course in
which a portion of
the examinations or
assignments were
online
• hybrid online course
• course administered
one hundred percent
online
DATA COLLECTION
DATA COLLECTION:
Twelve open-ended survey questionnaires
seven focus group interviews
Saturation
Member checking
Reliability of the interpretation of data
DATA ANALYSIS
ANALYSIS:
audio-taped interviews
online surveys
Constant comparative analysis
SUMMARY OF THE FINDINGS
Primary Research Question
How do nursing faculty members describe their experiences with maintaining academic
integrity in an online learning environment?
issues of
integrity experiences
involving
technology
emotive &
philosophical
viewpoints
examinations, discussion
boards, written
assignments, faculty
integrity, & policy
changes
SUMMARY OF THE FINDINGS
Sub-Question 1
What strategies have nursing faculty members used to maintain academic
integrity with an online examination or assignment?
strategies for online
examinations
strategies for
online
assignments
design of
exam
administration
of exam
prevent & detect
plagiarism design of
assignments
SUMMARY OF THE FINDINGS
Sub-Question 2
How do nursing faculty members describe their experiences in utilizing technological
tools to maintain academic integrity with an online examination or assignment?
plagiarism
detection
software
non-platform
technological
tools
assessment
options
other available
options such as
Wikis
platform
tools
no
experience
SUMMARY OF THE FINDINGS
Sub-Question 3
How do nursing faculty members decide which strategies and technological
tools to use or reject?
perceptions
of use and
functionality
perceived
responsibility
ease
problems
existing
state of
affairs past
experiences
channels
of
communication
availability
mistrust
trust in platform
options
trial & error
faculty
educational
evaluation
• Everett Rogers’s Diffusion of Innovations Theory (1995)
• time to adopt
• acquisition of new skills
• knowledge deficit
• lacking the training and skills necessary for successful implementation
• influences and decisions of other members of the system
• Observations, word of mouth, and experiences of others
• the perceived level of advantage and the complexity of the innovation
• perceptions of ease of use and functionality
• Uncertainty
• discomfort, frustration, and mistrust
RELATIONSHIP OF FINDINGS
AND CONCEPTUAL FRAMEWORK
• description of the process, not a theory
• faculty from the selected school
• institution to institution
• from state to state
• disciplines
• employed at the same institution as the participants
• not all faculty members
• primarily of women
LIMITATIONS OF THE STUDY
• education
• training
• support
• address issues involving the school’s selected platform
• description
• nursing faculty members’ decision-making process
• complement and add another dimension
• development of policies
• help identify areas for improvement
IMPLICATIONS FOR PRACTICE
• different types of programs
• other geographic locations
• online university
• expanding the sample demographics
• potential faculty integrity issues
• unexpected findings
• encouraging academic dishonesty
• no experience
• reasons and potential solutions
RECOMMENDATIONS FOR
FUTURE STUDY
Anderson, R. & Obenshain, S. (1994). Cheating by students: Findings, reflections, and remedies. Academic
Medicine, 69(5), 323-332.
Baron, J. & Crooks, S. (2005). Academic integrity in web based distance education. Tech Trends, 49(2), 40-45.
Bavier, A. R. (2009). Guest editorial. Holding students accountable when integrity is challenged. Nursing
Education Perspectives, 30(1), 5-5.
Cordova, J. & Thornhill, P. (2007). Academic honesty and electronic assessment: tools to prevent students from
cheating online-Tutorial presentation. Journal of Computing Sciences in Colleges, 22(5), 52-54.
Corll, V. (2007). Cheating, plagiarizing, and false excuse making: A study in student ethics . Ph.D. dissertation, Capella
University, United States, Minnesota. Retrieved March 11, 2010, from Dissertations & Theses @ Capella.
(Publication No. AAT 3278286).
Cuellar, N. (2002). The transition from classroom to online teaching. Nursing Forum, 37(3), 5-13. doi:
10.1111/j.1744-6198.2002.tb01005.x
Dietz-Uhler, B. & Hurn, J. (2011). Academic dishonesty in online courses. Proceedings of the Association of Small
Computer Users in Education, 44, 71-77. Retrieved from
http://www.ascue.org/files/proceedings/2011/2011-final.pdf#page=72
Ercegovac, Z., & Richardson, J. (2004). Academic dishonesty, plagiarism included, in the digital age: A literature
review. College & Research Libraries, 65(4), 301-318.
REFERENCES
Gaberson, K. (1997). Academic dishonesty among nursing students. Nursing Forum,
32(3), 14-20.
Harmon, O., & Lambrinos, J. (2008). Are online exams an invitation to cheat? The
Journal of Economic Education, 39(2), 116-125. doi: 10.3200/JECE.39.2.116125
Hart, L., & Morgan, L. (2009). Strategies for online test security. Nurse Educator, 34(6),
249-253. doi: 10.1097/NNE.0b013e3181bc743b
Jones, J. (2010). Nurses top honesty and ethics list for 11th year. Gallup, Inc.
Retrieved from http://www.gallup.com/poll/145043/Nurses-Top- Honesty-
Ethics-List-11-Year.aspx
Jones, K., Reid, J., & Bartlett, R. (2006). E-learning and e-cheating. 3rd E-Learning
Conference, Coimbra, Portugal. Retrieved from
http://elconf06.dei.uc.pt/pdfs/paper2.pdf
Jung, I., & Yeom, H. (2009). Enhanced security for online exams. Using group
cryptography, IEEE Transactions on Education, 52(3), 340-349. doi:
10.1109/TE.2008.928909
REFERENCES
Kritzinger, E. & Von Solms, S. (2009). Information security in an e-learning environment. In M.
Gupta, & Sharman, R. (Eds.), Handbook of research on social and organizational liabilities in
information security (pp 346-362). doi:10.4018/978-1-60566-132-2.ch021
McCabe, D. (1992). The influence of situational ethics on cheating among college students.
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McCabe, D. (2009). Academic dishonesty in nursing schools: An empirical investigation. Journal of
Nursing Education, 48(11), 614-623. doi: 10.3928/01484834-20090716-07
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academic honesty. University of Houston. Proquest Dissertations and Theses, Retrieved from
http://search.proquest.com/docview/304602304?accountid=27965
Ridenour, J. (2007). Cheating is profoundly unfair to patients. Arizona State Board of Nursing
Regulatory Journal, 2(1), 4-5. Retrieved from
http://www.azbn.gov/Documents/newsletters/2007/Journal%202nd%20Quarter
%20May%202007.pdf
Rogers, C. (2006). Faculty perceptions about e-cheating during online testing. Journal of
Computing Sciences in Colleges, 22(2), 206-212.
Rogers, E. (1995). Diffusion of innovations (5th ed.). New York, NY: Free Press.
REFERENCES
Stuber-McEwan, D., Wiseley, P., Hoggatt, S.(2009). Point, click, and cheat: Frequency and
type of academic dishonesty in the virtual classroom. Online Journal of Distance Learning
Administration, 12(3). Retrieved from
http://www.westga.edu/~distance/ojdla/fall123/stuber123.html
Tallent-Runnels, M., Thomas, J., Lan, W., Cooper, S. Ahern, T., Shaw, S. et al. (2006).
Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93-
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Teo, T. (2009). Modeling technology acceptance in education: A study of pre-service teachers.
Computers & Education, 52(2), 302-312. doi: 10.1016/j.compedu.2008.08.006
Tippitt, M., Ard, N., Kline, J., Tilghman, J., Chamberlain, B., & Meagher, P. (2009). Creating
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