Abstract
Introduction: Academic dishonesty has long posed a significant challenge for educational institutions, yet efforts to promote academic integrity remain relatively new and limited in scope. The surge in online learning during the pandemic has further intensified opportunities for cheating, complicating monitoring and enforcement efforts. Many students now perceive cheating as normalized behavior, even as they recognize its unethical nature. Unfortunately, existing preventive measures have proven largely ineffective. To gain deeper insights into this behavior, researchers have applied Self-Concept Maintenance (SCM) theory, which posits that individuals strive to reconcile their moral awareness with their actions (Mazar et al., 2008). Understanding the phenomenon of academic dishonesty is crucial for developing effective strategies to address and mitigate it.
Aims: To examine students' perceptions and life experiences regarding the concepts of honesty/dishonesty in academic learning.
Methods: This qualitative study interviewed 12 fourth-year nursing students, selected from a cohort of 72 through purposeful and snowball sampling. Semi-structured interviews (40–50 minutes) were analyzed independently by two researchers using Framework and Text Analysis.
Results: The data analysis revealed five key themes: perceptions of honesty/dishonesty, the severity of dishonest acts, motivations for honest/dishonest behavior, students' emotional responses to peers' dishonesty, and expectations for the educational staff’s response. Perceptions of honesty/dishonesty varied based on their impact on future professional conduct in the clinical field. Students ranked dishonest acts on a spectrum from minor and acceptable to entirely intolerable, influencing their future behavior. Upbringing and religious beliefs shaped students' principles regarding honesty/dishonesty. Witnessing peer dishonesty evoked mixed feelings, from acceptance to rejection, with some distancing themselves from offenders. Students recommended the educational staff adopt a case-by-case approach rather than uniform punishments, stressing the need for contextual judgment.
Conclusions & Recommendation: The study reveals that students perceive dishonesty variably, influenced by personal beliefs and experiences, highlighting the need for tailored educational responses.
Notes
References:
Surahman, E., & Wang, T. H. (2022). Academic dishonesty and trustworthy assessment in online learning: a systematic literature review. Journal of Computer Assisted Learning
Mazar, N., Amir, O., & Ariely, D. (2008a). The dishonesty of honest people: A theory of self-concept maintenance. Journal of marketing research
Surahman, E., & Wang, T. H. (2022). Academic dishonesty and trustworthy assessment in online learning: a systematic literature review. Journal of Computer Assisted Learning
Sigma Membership
Omega Lambda
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Qualitative Research
Keywords:
Ethics, Interprofessional Initiatives, Faculty Development, Academic Dishonesty, Nursing Students
Recommended Citation
Danino, Efrat and Maoz, Elena, "Attitudes and Perception of Academic Dishonesty Among Nursing Students" (2025). International Nursing Research Congress (INRC). 99.
https://www.sigmarepository.org/inrc/2025/presentations_2025/99
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Attitudes and Perception of Academic Dishonesty Among Nursing Students
Seattle, Washington, USA
Introduction: Academic dishonesty has long posed a significant challenge for educational institutions, yet efforts to promote academic integrity remain relatively new and limited in scope. The surge in online learning during the pandemic has further intensified opportunities for cheating, complicating monitoring and enforcement efforts. Many students now perceive cheating as normalized behavior, even as they recognize its unethical nature. Unfortunately, existing preventive measures have proven largely ineffective. To gain deeper insights into this behavior, researchers have applied Self-Concept Maintenance (SCM) theory, which posits that individuals strive to reconcile their moral awareness with their actions (Mazar et al., 2008). Understanding the phenomenon of academic dishonesty is crucial for developing effective strategies to address and mitigate it.
Aims: To examine students' perceptions and life experiences regarding the concepts of honesty/dishonesty in academic learning.
Methods: This qualitative study interviewed 12 fourth-year nursing students, selected from a cohort of 72 through purposeful and snowball sampling. Semi-structured interviews (40–50 minutes) were analyzed independently by two researchers using Framework and Text Analysis.
Results: The data analysis revealed five key themes: perceptions of honesty/dishonesty, the severity of dishonest acts, motivations for honest/dishonest behavior, students' emotional responses to peers' dishonesty, and expectations for the educational staff’s response. Perceptions of honesty/dishonesty varied based on their impact on future professional conduct in the clinical field. Students ranked dishonest acts on a spectrum from minor and acceptable to entirely intolerable, influencing their future behavior. Upbringing and religious beliefs shaped students' principles regarding honesty/dishonesty. Witnessing peer dishonesty evoked mixed feelings, from acceptance to rejection, with some distancing themselves from offenders. Students recommended the educational staff adopt a case-by-case approach rather than uniform punishments, stressing the need for contextual judgment.
Conclusions & Recommendation: The study reveals that students perceive dishonesty variably, influenced by personal beliefs and experiences, highlighting the need for tailored educational responses.
Description
Academic dishonesty is a persistent issue. Many students view cheating as normalized, despite knowing it’s unethical. Preventive efforts have been largely ineffective. This study explored students’ perceptions of honesty by Interviews nursing students that showed varied views shaped by personal beliefs. They urged for contextual approaches to dishonesty and recommended integrity programs, personalized interventions, and open discussions on ethics.