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NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues

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    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

    Greetings, participants. Today, our discussion centers on a crucial aspect of nursing education: the commitment to upholding legal and ethical standards. For nurse educators, the management of academic dishonesty is a primary concern. This introduction underscores the necessity for a comprehensive strategy to address this issue, promoting ethical behavior to ensure the quality of nursing education and cultivate trustworthy nursing professionals.

    Legal and Ethical Issue: Academic Dishonesty

    Academic dishonesty, encompassing actions like plagiarism, cheating, and unauthorized collaboration, constitutes a substantial legal and ethical challenge in nursing education. This misconduct undermines the learning process, jeopardizes the credibility of educational institutions, and contradicts professional ethics. Addressing this issue effectively requires implementing essential changes (Abbott & Nininger, 2020).

    1. Establish Clear Expectations:

    To combat academic dishonesty, it is imperative to define clear expectations for faculty members and students. A comprehensive understanding of what constitutes academic dishonesty should be established, including proper citation, avoidance of cheating, and responsible collaboration. The creation and dissemination of a comprehensive academic honesty policy defining misconduct and its consequences are essential.

    2. Strengthen Policies and Procedures:

    Existing policies and procedures must be strengthened to offer explicit guidance on handling academic dishonesty. Clearly outlining consequences for engaging in such behaviors and emphasizing the importance of upholding academic integrity is crucial. These policies should detail the processes for reporting, investigating, and adjudicating cases of academic misconduct, ensuring fairness and due process.

    3. Promote a Culture of Honesty:

    Fostering a culture of honesty within the educational environment is pivotal. Encouraging open discussions about the significance of academic integrity, ethical decision-making, and the repercussions of academic dishonesty is essential. Faculty members can engage students in reflective activities, case studies, and ethical dilemmas to stimulate critical thinking and ethical reasoning. Building an environment that motivates students to act honestly and ethically can be achieved through mentorship programs, peer support, and regular reinforcement of ethical behavior.

    Change Management Approach:

    To transition smoothly towards addressing academic dishonesty, a change management approach involves:

    a) Raise Awareness: 

    Engage faculty, staff, and students in a dialogue about the implications of academic dishonesty through seminars, workshops, and interactive sessions. Providing real-life examples and evidence-based research underscores 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 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.

    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, ensuring fairness and providing opportunities for students to respond and appeal decisions.

    Synthesizing Resource Information and Addressing Knowledge Gaps:

    To effect meaningful change in addressing academic dishonesty:

    1. Conduct extensive research: Gather relevant information, strategies, and resources to prevent academic dishonesty in nursing education from academic journals, educational websites, and published studies.

    2. Identify knowledge gaps: Explore emerging trends, ethical considerations unique to nursing, or interventions for promoting academic integrity.

    3. Design targeted professional development programs: Address specific areas of uncertainty and provide practical guidance for fostering academic integrity.

    Teaching Presentation and Measuring Change:

    To effectively evoke change regarding academic dishonesty:

    1. Develop a structured presentation: Use evidence-based examples to illustrate consequences and engage the audience through interactive elements.

    2. Incorporate pre- and post-presentation assessments: Measure changes in knowledge, attitudes, and behaviors related to academic integrity.

    Culturally Sensitive Issues and Evidence-Based Research:

    Incorporating evidence-based examples that highlight the significance of cultural competence in promoting ethical behavior:

    1. Utilize evidence-based examples: Demonstrate the cultural nuances of academic integrity, considering findings from relevant studies.

    2. Encourage respectful discussions: Embrace cultural diversity and encourage participants to share their perspectives on academic integrity.

    3. Ground identification of culturally sensitive issues in evidence-based research: Utilize systematic reviews and studies to substantiate the importance of cultural competence in promoting academic integrity.

    Action Plans for Continuous Learning:

    To ensure continuous learning about academic integrity:

    1. Implement regular training sessions: Enhance faculty understanding, reinforce best practices, and stay updated on emerging challenges and trends.

    2. Empower students: Promote student-led initiatives to educate peers about academic integrity and ethical behavior.

    3. Conduct regular reviews: Ensure institutional policies reflect current best practices and address emerging challenges.

    4. Identify areas for additional information: Establish mechanisms for obtaining and disseminating information to address knowledge gaps.

    Conclusion:

    In conclusion, addressing legal and ethical issues in nursing education is vital for maintaining professional standards and fostering integrity. Through continuous learning and proactive measures, we ensure a culture of ethical behavior, empowering future nurses to navigate complex ethical dilemmas confidently. Upholding the highest standards in nursing education is our commitment, 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

    NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues

    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

    NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues

    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