NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues

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

Good day, everyone, we are here to talk about an important aspect of nursing education: upholding legal and ethical standards. As nurse educators, addressing academic dishonesty is a critical concern for us. This introduction highlights the need for a comprehensive approach to tackle this issue and promote ethical behavior. By doing so, we ensure the quality of nursing education and nurture trustworthy nursing professionals.

Legal and Ethical Issue: Academic Dishonesty

Academic dishonesty, such as plagiarism, cheating, and unauthorized collaboration, poses a significant legal and ethical issue within nursing education. It undermines the learning process, compromises the credibility of educational institutions, and contradicts professional ethics. To address this issue effectively, several necessary changes must be implemented (Abbott & Nininger, 2020).

Establish Clear Expectations:

Faculty members and students need to have a comprehensive understanding of what constitutes academic dishonesty. Clear expectations should be set regarding acceptable academic practices, including proper citation, avoidance of cheating, and responsible collaboration. This can be achieved through the development and dissemination of a comprehensive academic honesty policy that explicitly defines academic misconduct and outlines the associated consequences.

Strengthen Policies and Procedures:

Existing policies and procedures should be enhanced to provide explicit guidance on addressing academic dishonesty. This includes clearly stating the consequences for engaging in such behaviors and emphasizing the importance of upholding academic integrity. The policies should also define the processes for reporting, investigating, and adjudicating cases of academic misconduct, ensuring fairness and due process.

Promote a Culture of Honesty:

Creating a culture of honesty within the educational environment is crucial. Open discussions and dialogues about the significance of academic integrity, ethical decision-making, and the negative consequences of academic dishonesty should be encouraged. Faculty members can engage students in reflective activities, case studies, and ethical dilemmas to promote critical thinking and ethical reasoning. Building an environment where students feel motivated to act honestly and ethically can be fostered through mentorship programs, peer support, and regular reinforcement of ethical behavior.

Change Management Approach

 To smoothly transition towards addressing academic dishonesty, the following change management approach can be employed:

1. a) Raise Awareness: Engage faculty, staff, and students in a dialogue about the implications of academic dishonesty. Conduct seminars, workshops, and interactive sessions that focus on the consequences of academic misconduct, the importance 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.
2. For instance, research by Bloomfield and colleagues (2021) found a significant association between academic dishonesty among nursing students and patient safety incidents in clinical practice. This study demonstrated that students engaged in academic dishonesty were more likely to exhibit unethical behaviors in patient care, such as medication errors and documentation discrepancies. Sharing this evidence highlights the direct link between academic integrity and patient safety, emphasizing the importance of upholding ethical standards in nursing education.
3. b) Training and Education: Develop comprehensive training programs for faculty members to enhance their ability to detect and address academic dishonesty effectively. These programs should include strategies for recognizing various forms of plagiarism, implementing academic integrity in assessments, and using 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. Emphasize the importance of prevention, early intervention, and guiding students towards academic success through ethical means.
4. c) Implementation of Consequences: Clearly communicate the consequences of academic dishonesty to students through institutional policies. Faculty members should consistently apply disciplinary measures when cases of academic misconduct are identified. The disciplinary process should ensure fairness, providing students with opportunities to respond, present their perspective, and appeal decisions. This approach serves as a deterrent while also offering an opportunity for education and growth.

Synthesizing Resource Information and Addressing Knowledge Gaps

To evoke meaningful change in addressing academic dishonesty, it is crucial to synthesize pertinent resource information and identify areas of uncertainty or knowledge gaps. This can be achieved through the following steps, while incorporating evidence-based examples: Conduct extensive research to gather relevant information, strategies, and resources aimed at preventing academic dishonesty in nursing education. Explore academic journals, educational websites, and published studies that focus on effective interventions and best practices in promoting academic integrity. For instance, a study by Bdair (2021) investigated the impact of faculty training programs on reducing academic dishonesty. Their research demonstrated that faculty who received training on plagiarism detection, instructional design, and promoting ethical behavior observed a significant decrease in instances of academic misconduct among students. This evidence underscores the importance of providing faculty with the necessary tools and knowledge to prevent academic dishonesty.

NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues

During the research process, identify specific areas of uncertainty or knowledge gaps related to academic dishonesty in nursing education. This could involve emerging trends in cheating methods, ethical considerations unique to nursing, or effective interventions for promoting academic integrity. For example, one knowledge gap that may arise is understanding the ethical challenges faced by nursing students in clinical settings. Research by Philion and colleagues (2021) highlighted the ethical dilemmas encountered by nursing students during their clinical placements. Addressing this gap in knowledge can inform the development of targeted interventions to promote ethical decision-making and professional conduct among nursing students. Utilize the identified knowledge gaps to design targeted professional development programs for faculty, staff, and students. These programs should address the specific areas of uncertainty and provide practical guidance on fostering academic integrity. For instance, a professional development program can include interactive workshops that educate faculty on strategies to detect and prevent plagiarism. This could involve demonstrating the use of plagiarism detection software and providing guidelines on promoting proper citation practices. By equipping faculty with the necessary skills and knowledge, the program aims to create a culture of academic integrity.

Teaching Presentation and Measuring Change

To effectively evoke change in staff, faculty, or a student group regarding academic dishonesty, a well-designed teaching presentation can be created. The presentation should focus on academic integrity, its consequences, and strategies for promoting ethical behavior. Additionally, incorporating evidence-based examples and elements to measure the change is crucial. The following steps can be taken: Develop a structured presentation that educates the audience about academic dishonesty and its implications. Use evidence-based examples to illustrate the consequences of academic dishonesty on patient safety, professional reputation, and personal integrity. For instance, research by Bloomfield and colleagues (2021) found a significant correlation between academic dishonesty in healthcare education and unethical behavior in professional practice. Highlighting this evidence emphasizes the importance of maintaining integrity throughout the educational journey.

NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues

Engage the audience through interactive elements to foster active participation and promote a deeper understanding of the topic. Incorporate case studies, role-playing exercises, or group discussions where participants can analyze ethical dilemmas related to academic integrity. This approach encourages critical thinking and reflection, enabling individuals to apply ethical decision-making skills in real-life situations. For instance, a case study involving a nursing student who faces the temptation to cheat on an exam due to time constraints. Facilitate a group discussion to explore the ethical considerations, potential consequences, and alternative solutions to address the situation. This interactive exercise allows participants to reflect on their own values and ethical responsibilities. Incorporate pre- and post-presentation assessments to measure changes in knowledge, attitudes, and behaviors related to academic integrity. Utilize surveys or quizzes that capture participants’ understanding of academic dishonesty, their perception of its impact, and their commitment to ethical conduct. By comparing the pre- and post-assessment results, the effectiveness of the presentation and the extent of knowledge gained can be evaluated. For instance, before the presentation, administer a survey that assesses participants’ awareness of different forms of academic dishonesty and their understanding of its consequences. After the presentation, repeat the same survey to measure changes in knowledge and awareness. This quantitative data provides insights into the impact of the presentation and the effectiveness of the information conveyed.

Culturally Sensitive Issues and Evidence-Based Research

Recognizing the influence of cultural differences on perceptions of academic integrity, it is important to incorporate evidence-based examples that highlight the significance of cultural competence in promoting ethical behavior. Here are some 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, a study by McDowall & Ramos (2023) explored the experiences of underrepresented minority students and their perspectives on academic integrity. Incorporating findings from this study can help participants understand the cultural factors that may influence the perception and practice of academic honesty among diverse student populations. Encourage respectful discussions that embrace cultural diversity and encourage participants to share their cultural perspectives on academic integrity. Provide a platform for individuals to express their experiences and viewpoints in a non-judgmental environment. Research by Gottardello & Karabag (2020) indicates that engaging in cross-cultural dialogues enhances cultural understanding and promotes inclusive educational environments.

NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues

Ground the identification of culturally sensitive issues in evidence-based research to substantiate the importance of cultural competence in promoting academic integrity. For example, a systematic review by Guerrero-Dib and colleagues (2020) explored cultural factors influencing academic honesty in various educational contexts. Incorporating findings from this review can shed light on the cultural dimensions that influence perceptions of academic integrity and guide the change process accordingly. For example, a study by McDowall & Ramos (2023) to highlight the experiences of underrepresented minority students and their unique challenges in navigating academic integrity. Discuss the cultural factors, such as stereotype threat or imposter syndrome, that may impact their adherence to ethical standards. By integrating this evidence-based example, 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 important to develop specific, realistic, and actionable plans that promote a culture of ethical behavior. In addition, 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. These training sessions can include workshops, webinars, or conferences that provide evidence-based strategies for promoting academic integrity. For instance, collaborate with experts in the field of ethics and academic integrity to deliver faculty training sessions. Invite renowned researchers or experienced educators to share evidence-based practices and case studies that highlight effective approaches to maintaining academic honesty. It is important to gather additional information on the latest research and studies regarding academic integrity, such as new forms of academic dishonesty facilitated by technology or cultural factors influencing ethical behavior in different student populations. By staying informed about these areas, faculty can better address emerging challenges and adapt their strategies accordingly (Stevenson et al., 2023).

NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues

Empower students to take an active role in upholding academic integrity by promoting student-led initiatives. Encourage the formation of student organizations or committees focused on promoting ethical behavior and academic honesty. These groups can organize awareness campaigns, workshops, or peer mentoring programs to educate their peers about the importance of academic integrity. For example, support the establishment of a student-led academic integrity committee that collaborates with faculty and administration to develop initiatives such as honor codes, integrity pledges, or interactive workshops. This fosters a sense of shared responsibility among students and encourages a culture of honesty and integrity. To better understand student perspectives and tailor initiatives accordingly, additional information is needed on the factors influencing academic integrity among specific student populations. This may involve conducting surveys or focus groups to gain insights into their motivations, challenges, and cultural influences on ethical behavior (Çelik & Razı, 2023).

NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues

Conduct regular reviews of institutional policies and procedures related to academic integrity. Ensure that these documents reflect current best practices, incorporate feedback from faculty and students, and address emerging challenges in the digital age. Regularly update policies to align with evolving ethical standards and technological advancements. For example, establish a dedicated committee responsible for reviewing and updating academic integrity policies. This committee can conduct research, gather feedback from stakeholders, and propose revisions to ensure that policies and procedures are comprehensive, relevant, and effective in addressing academic dishonesty. Additional information is needed on emerging technologies, such as online proctoring systems or plagiarism detection software, to better understand their efficacy, potential limitations, and ethical implications. Research and evidence-based guidance can provide valuable insights for institutions when incorporating these technologies into their policies and procedures (Garg & Goel, 2022). Identify areas where additional information is needed to better understand academic integrity issues. Establish mechanisms to obtain and disseminate this information effectively, such as creating a centralized repository of resources, organizing knowledge-sharing sessions, or maintaining an online platform for continuous learning and discussions on academic integrity. For instance, develop an online platform or portal that provides access to scholarly articles, case studies, ethical guidelines, and educational resources related to academic integrity. This platform can serve as a hub for continuous learning and facilitate discussions among faculty, students, and other stakeholders. It is important to identify areas where further research is needed, such as the long-term impact of interventions on academic integrity, the effectiveness of different educational strategies, or the cultural influences on ethical decision-making. Gathering additional information in these areas can contribute to a deeper understanding of academic integrity and guide future initiatives (Çelik & Razı, 2023).

Conclusion

In conclusion, addressing legal and ethical issues in nursing education is vital for maintaining professional standards and fostering integrity. By 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. Furthermore, we enable 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  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 

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Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

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Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

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Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues

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For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues

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The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. 

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Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues

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