Strategies to Promote Academic Integrity for Graduate Nursing Students in an Online Learning Environment Free

As the demand for distance education continues to rise, so does the number of online graduate nursing programs. Although distance education has expanded access to advanced nursing education, the level of academic preparedness for the rigors of graduate education may be a challenge for many graduate nursing students. One approach to support student success is to develop strategies to promote academic integrity (AI) in the online learning environment. Research on the prevalence of academic dishonesty (AD) is abundant, especially after the necessitated shift to online or hybrid learning modes during the COVID-19 pandemic; however, literature on the effective methods to promote AI in nursing programs is limited (Amsberry, 2022).

Faculty teaching in the online nursing graduate program at a private university noted a marked increase in the incidence of AI violations in the form of plagiarism, cheating, and paperwork fabrication, evidenced by misrepresentation of practicum mentors, clinical sites, and completed clinical hours. When these incidents were addressed through the established policies and due process procedures, students identified a misunderstanding or blatant disregard for what constitutes ethical academic behavior and the impact of AD on their academic and professional careers. As faculty strategized to address AD with online graduate students, they reviewed current departmental procedures to address policy infractions. Faculty agreed that the current policies were adequate; however, strategies must be used consistently in order to address deficits in student knowledge about academic integrity behaviors. Like other online programs, strategies to promote AI have consisted of clear expectations in rubrics, adherence to American Psychological Association (APA) formatting, supportive services for writing, and consistently using plagiarism detection software (Amsberry, 2022). Therefore, the authors focused on finding additional strategies in the literature to promote an environment of academic integrity among online graduate nursing students.

We searched the literature in CINAHL and PubMed to find articles highlighting academic integrity strategies which focused on online graduate nursing students based in the United States, written in English, and published from 2017–2022. Due to the paucity of evidence, we broadened the search to include on-campus nursing programs at the undergraduate and graduate levels. The authors reviewed 31 articles and selected four that focused on promoting academic integrity with graduate nursing students or entire nursing programs.

Throughout the reviewed literature, researchers recommended developing effective strategies to promote AI. These recommendations are categorized by assessment, promotion, prevention, and policy development.

Some factors perpetuate AD and some strategies promote AI (Kratovil, 2021). Faculty should consider the various conditions that strain graduate students and make them more apt to stray from AI. Most nursing students in online graduate programs are working professionals in a stressful occupation. Time demands and limited emotional bandwidth may impede ethical decision-making when fulfilling requirements in the online classroom. Furthermore, despite assumptions, many graduate students must be more skilled in writing. It also cannot be assumed that every student knows what plagiarism is and how to avoid it (Hampton, 2019; Kratovil, 2021).

While efforts are often placed on discouraging AD, researchers suggest that a more practical approach would be to foster a culture of AI. Online nursing programs should promote AI as an integral component of their operation (Abbott & Nininger, 2021; Amsberry, 2022; Kratovil, 2021). Rather than intermittently addressing violations of AI, faculty should serve as stewards of AI and include conversations about it throughout their courses (Amsberry, 2022). Faculty can promote AI by helping students avoid plagiarism through taking formal courses or learning modules to demonstrate writing skills. Having students sign an acknowledgment that they have received training and commit to using university resources to avoid plagiarism sets the expectation that plagiarism is an academic violation.

Faculty can provide opportunities to assist students in balancing their time demands. Holding office hours for students to clarify writing issues and extending flexible assignment due dates could offer some accommodations in balancing occupational and family life demands (Hampton, 2019; Kratovil, 2021). While understated, encouraging utilization of institutional resources to support students’ mental health and well-being may also indirectly support AI (Kratovil, 2021).

Plagiarism is a common violation of AI that can be mitigated through educational interventions to improve writing skills. Writing-development strategies include using multistep assignments which require revisions at each step after receiving substantial feedback, and mandating a minimum number of references (Hampton, 2019). By using this strategy, students can familiarize themselves with a more comprehensive understanding of the nursing literature. Peer review to provide editorial feedback on papers can increase learning opportunities for the peer reviewer. Faculty should encourage the use of writing services in addition to revising rubrics to align grading criteria with assignment goals and course outcomes (Hampton, 2019). Requiring students to attend an educational course on the proper use of APA style in a graduate student orientation may also strengthen writing knowledge and skill.

Plagiarism detection software is a frequently used intervention; however, students’ ability to interpret the reports vary. Implementing course instructions on plagiarism software use, paraphrasing, and allowing unlimited use of the tool to practice skills is another educational strategy that may serve as a method of positive reinforcement but also a deterrent. Students who feel confident meeting writing expectations may be less likely to commit plagiarism offenses.

Institutional policies support AI in various ways. While deterrence of AD is a common strategy to prevent incidences, policies should be congruent with the expectations of the nursing profession (Abbott & Nininger, 2021).

Consistent application of policies and institutional procedures supports students and faculty so that information can be evaluated fairly and objectively (Abbott & Nininger, 2021). Specific criteria of what constitutes AD should be apparent within an institutional policy. Policies should be included in orientation courses and reinforced within individual courses to keep AI expectations at the forefront.

Developing departmental and institutional processes to report incidents may help deter students from committing AD. In addition, having clear expectations of faculty members on their responsibilities to address AD infractions will help consistently support AI (Abbott & Nininger, 2021). The procedure for due process should be readily available to students and faculty, which assures students that a single individual does not solely evaluate decisions on the validity of incidents.

Some institutions require signing an honor code pledge upon enrollment or matriculation into the nursing program (Abbott & Nininger, 2021). One idea is to regularly reaffirm the code of conduct and relate it to professional nursing expectations such as those of the American Nurses Association.Abbott & Nininger, 2021 Requiring students to add a statement on their written work acknowledging their commitment to antiplagiarism may also reinforce students’ ethical commitment to AI (Abbott & Nininger, 2021; Kratovil, 2021).

Common themes to promote a culture of AI emerged from this literature review. Consideration of a student population with diverse knowledge, skills, and attitudes supports program onboarding with institutional policies and expectations along with consistent reinforcement and enforcement. Providing an onboarding experience that includes expectations of student and professional conduct, honor code attestations, plagiarism training, and implications of AD could foster equitability for each student. Bringing awareness to the congruence between AI and professional expectations may promote AI within the program.

Opportunities for faculty development to promote AI in curricula and compliance with reporting AD are necessary to facilitate consistency in practice among faculty. The development of AI culture can be incorporated throughout the program’s courses, thus enhancing a trusting student-faculty relationship. Engaging students in an open discussion about the connection between scrupulous, ethical professional nursing practice and AI further promotes an environment of support.

Promoting AI in contrast to punishing AD may create a learning environment that focuses on attaining learning outcomes, following professional standards, and program success rather than policing infractions. Creating an environment of student support to develop professional communicators is particularly important for mentoring the next generation of nursing leaders and mentors.