4th International Plagiarism Conference Northumbria University June 2010

1. 4th International Plagiarism ConferenceNorthumbria UniversityJune 2010 STAKEHOLDER PERCEPTIONS OF ACADEMIC DISHONESTY AND APPROACHES USED TO PROMOTE ACADEMIC INTEGRITY IN NURSING STUDENTS: FINDINGS FROM A PILOT STUDY NIGEL HARRISON ASSOCIATE HEAD SCHOOL OF NURSING & CARING SCIENCES UNIVERSITY OF CENTRAL LANCASHIRE

2. PRESENTATION OUTLINE Background information Research aim & questions Literature review Research approach Data collection methods Data analysis Ethical approval Findings Questions

3. BACKGROUND INFORMATION Chair investigations for plagiarism, collusion and cheating within the school Faculty representative on university academic standards and quality assurance committee, academic regulations sub-committee and plagiarism audit committee Need for a more systematic review of regulations, guidelines and approaches used in nursing

4. RESEARCH AIM An exploration of stakeholder perceptions of academic dishonesty and approaches used to promote academic integrity in nursing students?

5. RESEARCH QUESTIONS What are the perceptions of key stakeholders of academic dishonesty occurring in nursing students? What are the key features of academic dishonesty occurring in nursing students? What approaches can be used to promote academic integrity in nursing students?

6. RESEARCH ADVOCATED IN THE LITERATURE rather than the single question �What is plagiarism?�, teachers, students, assessors, quality assurance professionals and managers need to develop shared answers to a range of questions (Carroll 2007 p13) In the academic setting, current descriptive studies are needed to determine the prevalence, methods and attitudes of academic misconduct among nursing students (Harper 2006 p8) Determining student and faculty perceptions of what constitutes unethical behaviour is necessary to determine strategies for correction (Harper 2006 p8)

7. RESEARCH ADVOCATED IN THE LITERATURE Future research advocated is how faculty, deans / chairs perceive academic misconduct (Bailey 2001) the need for university administrators, faculty and students to engage in open discussions about how plagiarism should be addressed in the university (Paterson et al 2003 p157) each discipline needs to be clear what it expects before seeking to inform students� ��.�academics need opportunities to discuss conventions in their discipline (Stephani & Carroll 2001 p5)

8. RESEARCH APPROACH Case study (Willig 2001) Unit of analysis � Phenomena � academic dishonesty and the promotion of academic integrity in nursing students? Single case study design Intrinsic where the phenomena is academic dishonesty/integrity Descriptive and explanatory (theory generating) Multi-method enabling triangulation

9. DATA COLLECTION METHODS

10. DATA ANALYSIS NGT incorporates thematic analysis Thematic analysis for semi-structured interview and documentary evidence Used audio tape recording for checking accuracy of recording of participant ideas on interview sheet & flip chart in NGT Not present findings from documentary evidence due to limited time

11. ETHICAL APPROVAL Proposal for pilot study presented to: UCLan Faculty of Health Research Ethics Committee for approval University of Manchester School of Education

12. ETHICAL CONSIDERATIONS Addressed autonomy, non-maleficence, beneficence & justice Invitation letter to participants Participant information sheet Separate consent forms Semi-structured interview schedule Schedule for NGT Purposive sampling using expert witnesses Manage �power� and relationships

13. SEMI-STRUCTURED INTERVIEW Semi-structured individual face to face interview (all approx 1 hour) Audio taped to enable checking of data Not transcribed All conducted in participants own offices - familiar environment Opportunity to share perception and experience Informed individual unique contribution is valued as �expert witness� Will help shape the main study

14. NOMINAL GROUP TECHNIQUE 6 nursing lecturers attended Lasted 2.5 hours Audio taped to check data Facilitated in School building Two main questions Scribe captured data Used a structured approach

15. FORMAT OF NOMINAL GROUP 12.30 Refreshments 12.45 Welcome, introductions, clarify aim & purpose 1.00 Question 1 2.30 Break 3.00 Question 2 4.30 Debrief & feedback from participants 4.50 Debrief by researchers 5.15 Completed reflective diary

16. NOMINAL GROUP QUESTIONS How would you define academic dishonesty: give some examples? How can academic integrity be promoted in nursing students� at course, school and a university level and by placement providers?

17. ACADEMIC DISHONISTY OCCURING IN PRACTICE Collusion - working together on or copying clinical practice documents Forgery - forges mentors signature and / or supporting statement or co-herses another person to write it Falsification - lies what passed / experience obtained including documents to obtain a job Fraud - misrepresents the truth when practice / procedure not completed e.g. in writing up case study Incompetent supervision - don�t acknowledge limited knowledge/skills

18. LIST OF IDEAS EMERGING FROM NOMINAL GROUP ON ACADEMIC DISHONESTY  Copying from others - various sources e.g. books, websites Without acknowledgement Giving work to / sharing work with another student Submission of work obtained from different sources e.g. bought Immoral behaviour - forgery, lying Cheating in exams

19. IDEAS FROM NOMINAL GROUP - APPROACHES FOR PROMOTING ACADEMIC INTEGRITY Education of students, academic staff and practice mentors Use of electronic resources - Turnitin /electronic submission of work Use of deterrents e.g. student signing self declarations; penalties Support mechanisms used at course, school & university level Curriculum planning � variety / changes of assessment methods Communication between students, academic staff & practice mentors

20. APPROACHES FOR PROMOTING ACADEMIC INTEGRITY Micro Meso Macro

21. QUESTIONS