Ethical Issues In Nursing Education
Nursing Education, Academic Performance, and Ethical Issues
Ethical Issues Related to Academic Performance, Academic Dishonesty in Nursing Education, and Student-Faculty Relationships
Ethical Issues Related to Academic Performance
Many ethical principles that guide student-faculty relationships in nursing education are the same as those that govern nurse-patient interactions. These relationships should be characterized by mutual respect and open communication.
Faculty members are responsible for conducting themselves in an exemplary, fair, nonjudgmental, and just manner, serving as role models by demonstrating honest academic conduct. However, there is always the potential for student-faculty conflict to arise in these interactions.
Faculty must also consider the ethical implications of their relationships with students. This section delves into ethical issues that may develop in these relationships, including academic dishonesty, and provides suggestions for avoiding unethical situations.
Academic Dishonesty in Nursing Education and Related Ethical Issues
A student may copy answers from another student during a test or use “crib” notes. Another student may agree to help a weaker peer by providing test answers. Due to time constraints, a student might submit a term paper written by someone else or plagiarize parts of the paper, gambling that the professor will not notice missing citations.
In a clinical setting, a student may forget to administer medication on time. Fearing repercussions, the student falsely records that the medication was given as scheduled. These scenarios exemplify academic dishonesty or “cheating,” one of the most challenging situations that faculty encounter when dealing with students.
Unfortunately, such incidents are not uncommon. As technology has progressed and students have become more proficient with its use, cheating methods have become increasingly complex and sophisticated (DiBartolo & Walsh, 2010; Sifford, 2006).
With the widespread availability of computers and smartphones, students have adopted more advanced cheating techniques, including the use of text messages, cameras, and inappropriate use of digital devices.
Other methods of cheating include using tattoos, labels on drink containers, and purchasing papers online. Numerous reports detail alarming statistics that reflect an increasing occurrence and acceptance of cheating at every educational level.
Krueger (2014) conducted a study examining nursing students’ engagement in academic dishonesty, revealing that over half of the participants admitted to cheating in both classroom and clinical settings. This is particularly concerning for nursing faculty, as unethical behavior in the classroom may translate into unethical practices in clinical settings.
McCabe (2009) emphasized that schools and faculty play a significant role in addressing academic dishonesty. Fontana (2009) pointed out that faculty who confront academic dishonesty often face challenges such as strained student relationships and shifts in collegial dynamics.
Nevertheless, most faculty members are committed to maintaining academic integrity, even though they may lack comprehensive knowledge of practices that can effectively deter cheating (Stonecypher & Willson, 2014).
Factors Influencing Academic Dishonesty
Several factors contribute to students’ decisions to cheat. Experts note that many students do not perceive their behavior as unethical, instead viewing it as acceptable and commonplace.
Literature also explores the concept of academic entitlement, where students believe they are entitled to a degree simply because they paid tuition, rather than viewing education as an opportunity to learn (Karpen, 2014).
Academic dishonesty in the classroom is particularly concerning for nursing faculty because of the potential for such unethical behavior to manifest in clinical settings.
Various strategies and practices have been identified to deter cheating in nursing education (Stonecypher & Willson, 2014). One of the first steps in promoting academic honesty is for faculty to carefully examine their own behavior. For example, do they properly cite sources when presenting materials to students?
Additionally, do faculty members appropriately acknowledge student contributions to research and publications? Are expectations realistic regarding student workload? Is there regular discussion about the importance of values development, or does this conversation only occur during crisis situations?
The importance of a learning environment that integrates ethics across the curriculum cannot be understated. Faculty must model high levels of integrity while creating classrooms that promote ethical practices (Eby et al., 2013).
Civility in Student-Faculty Interactions
Maintaining civility in student-faculty interactions is another crucial aspect of creating a positive role model for students (DiBartolo & Walsh, 2010). Bullying exists at all levels of nursing, including within nursing education and practice (Matt, 2012).
Faculty members, who have power over students’ grades and progression, may not recognize their actions as bullying. However, due to the inherent power imbalance in teacher-student relationships, actions that faculty perceive as helpful may actually fit the definition of bullying.
It is essential for faculty to ensure that an environment of incivility or bullying does not develop within the nursing program. Faculty members can take numerous actions to deter cheating in their courses. One of the most common forms of academic dishonesty involves cheating on classroom tests.
This may include copying from another student during a test, either with or without the cooperation of that student, smuggling potential answers into the classroom, or obtaining test questions from students who were previously enrolled in the course.
Strategies to Address Cheating
Developing alternate test forms that can be used in future semesters is one effective strategy to reduce the likelihood of questions being shared between different groups of students. Alternate test forms can also be employed within the same class, thereby reducing the opportunity for students to cheat by looking at their neighbors’ tests.
Requiring students to place books and other personal items at the front of the classroom or under their desks, and rearranging seating, can also make it more difficult for students to cheat. Faculty can also instruct students to focus solely on their own tests, reminding them that they are responsible for maintaining the appearance of academic honesty.
Plagiarism and Its Prevention
Plagiarism is another common method of academic dishonesty. Students may submit papers written by others or fail to cite references correctly. To address this, faculty should clarify what constitutes plagiarism at the start of each course, outlining how and when citations should be made and detailing the consequences of unethical behavior.
A proactive approach has proven effective in reducing plagiarism, especially when tied to the development of a learning environment that emphasizes academic honesty, often linked to an honor code. This may reduce students’ claims of ignorance regarding dishonest behavior.
Requesting copies of references cited in written assignments can help faculty review the materials and reduce the likelihood of intentional plagiarism. Additionally, keeping copies of previous students’ papers on file can deter current students from submitting another’s work as their own.
Peer Pressure and Academic Dishonesty
Some students may be pressured into assisting peers with cheating, either out of sympathy or fear. Faculty should periodically review institutional policies on academic honesty with students, especially if there are suspicions of cheating.
Many students are unaware that most institutional policies explicitly state that those who enable others to cheat are also guilty of academic dishonesty and may be subject to disciplinary action.
Additionally, most institutions provide guidance on how students can handle verbal or other forms of harassment from their peers.
Ethical Issues in Student-Faculty Relationships
The relationships that students develop with faculty members in both classroom and clinical settings can significantly influence the quality of their educational experiences. The student-faculty relationship in nursing may be closer than in other disciplines due to the increased amount of individual contact between students and faculty.
Novice faculty members often struggle to build appropriate relationships with students, which can impact their success in the classroom and overall job satisfaction.
Even highly knowledgeable faculty members may fail to engage students if they lack effective interpersonal skills. Novice faculty should seek guidance on how to develop a positive interpersonal style with students (Halstead, 1996).
Characteristics of Positive Student-Faculty Relationships
Behaviors that foster effective student-faculty relationships have been discussed throughout this chapter. Open and ongoing dialogue with students throughout the educational process is critical.
Students are entitled to expect respect for their ideas and opinions (although not necessarily agreement), constructive and helpful feedback on their academic performance, a willingness to address their concerns, and respect for confidentiality.
Displaying warmth and humor can also enhance the relationship between students and faculty, allowing students to see the human side of their instructors.
Unethical Teaching Practices
Unethical teaching practices include using sarcasm, belittling students, threatening failure, criticizing students publicly, and displaying inappropriate sexual behavior.
Institutions have policies and procedures in place to address sexual harassment. Nursing faculty must be well-versed in these policies and adhere to them rigorously. Faculty should also assist students in accessing appropriate resources if they experience harassment from other members of the university community.
Other examples of unethical teaching practices include favoritism, refusing to answer student questions, rudeness, and authoritarian behavior. Interactions based on the inappropriate use of power and control cannot foster collegial, caring relationships.
In some institutions, policies govern appropriate contact between students and faculty. Faculty must familiarize themselves with these policies to guide their interactions with students.
Promoting Positive Student-Faculty Relationships
Faculty can nurture positive student-faculty relationships by designing learning experiences that promote collaborative, collegial interactions between students and faculty.
It is important for faculty to examine their beliefs about the teaching-learning process and student-faculty relationships, gaining insight into their own attitudes. The first step in fostering a learning environment that empowers both students and faculty is to view the student-faculty relationship as a collaborative partnership rather than an authoritarian one (Halstead, 1996).
Conclusion
This chapter has provided an overview of the legal and ethical issues related to students’ academic performance. It highlights the importance of positive student-faculty relationships and the faculty’s role in evaluating student performance. Legal and ethical concepts guiding these relationships are explored, and the significance of mutual communication and expectations is emphasized.
The academic failure of students in both the classroom and clinical settings has been discussed, as well as ways to assist students through these difficult experiences while ensuring their rights to due process. Nursing educators must meet the needs of today’s diverse students by building empowering, professional relationships that support students’ personal and professional goals.