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7/23/19, 10*56 PMTranscript Print NURSING EDUCATION LEGAL AND ETHICAL SCENARIOS PLAGIARISM As a faculty member of an ADN nursing program, you and your fellow faculty have identified students using internet resources in papers and clinical care plans that they are submitting for grading. In several instances, clinical instructors have identified entire care plans that have been copied and pasted from the internet. When confronted, several students have commented that they thought, because "it's on the internet for everyone to see," that the content could be used without crediting the source or developing their own work. Because this is a serious problem, it was discussed at the recent faculty meeting.

The director of the program was adamant that it has to be stopped. After brainstorming ways to address the issue, it was decided that all faculty, including clinical instructors, would be asked to review the college's policy on academic dishonesty, and the director would emphasize in her message to faculty the process for reporting academic dishonesty. Additionally, it was decided to do a presentation to each nursing class on plagiarism—what it is and the correct means of giving credit for any work used. The school's policy on academic dishonesty was also to be included in the presentation. You were given the responsibility for this presentation.

FAMILY EDUCATION RIGHTS AND PRIVACY ACT (FERPA) You are the lead clinical instructor for a BSN program, and as such, you are responsible for assisting arrangements for clinical placement and addressing any problems that arise in the clinical instruction of the nursing students. You also work a few shifts a week at a local hospital on the neurology unit. Neurology is your specialty area, and you are the BSN clinical instructor for the nursing students in neurology. When you come in to work an evening shift, the nurse manager asks to see you in her office after report. The manager tells you she is hiring for a beginning staff nurse position and that Eric H., one of your former students, is an applicant.

You know that Eric will be graduating in two months from the BSN program, but he has not asked you to provide a reference for him. The manager asks you for your opinion on his clinical skills and his abilities to assume the staff nurse position. You explain that you can't discuss is performance as a student and that you would be violating FERPA if you do so. The manager expresses surprise and says that other clinical instructors that work part time at the hospital are always willing to give their opinion on former student's potential when they are applying for positions. You explain that FERPA is similar to HIPPA and that information on students cannot be shared without their written consent.

Realizing this is a serious violation, you discuss it at the next opportunity with the Associate Dean of the BSN program, to whom you report. She states that all the clinical instructors need to be better informed and should change the behavior of discussing student performance with possible employers without having the consent of the student. She assigns you to the task. You have quarterly meetings with the instructors and can contact them all via the school's e-mail. Credits javascript:window.print() 7/23/19, 10*56 PMTranscript CLINICAL EDUCATION ISSUES You are the lead instructor for the medical/surgical nursing course taught to second year students in an ADN program.

Your responsibilities include team teaching the classroom content with a part time instructor, coordinating the clinical on the medical surgical hospital units, and supervising the clinical instructors. The students have two clinical rotations during the semester long class: one on a surgical unit, and one on a medical unit. They receive a pass/fail grade for each clinical and a letter grade for the theory class. It is a requirement for students to pass each clinical in order to pass the class and receive the letter grade. One of the students, Sharon W., is doing very well in the theory portion of the class, and at the half way point she has an A.

She has not done well in the surgical clinical, and despite directions from the clinical instructor, she has not improved. The clinical instructor believes Sharon is unsafe and will fail her for the clinical. You were not aware of the concerns with the student until now. Sharon is very upset when she talks with you. She says that she only had feedback once from the clinical instructor during the five weeks that have been completed in the six-week rotation, and she thought she had corrected the concern.

She tells you that if she fails the course she will appeal. You advise her you will consult with the clinical instructor and determine a plan for her going into the medical unit clinical. After discussing the situation with the program director and consulting with the instructor (who agrees that she should have provided Sharon with feedback more regularly), a plan is devised for you to spend the last week in the clinical with the student and add your observations. The program director also asks that you provide further direction to the medical/surgical clinical instructors on evaluating students in the clinical area. ETHICS IN STAFF EDUCATION As the nurse educator responsible for orienting new staff on four medical/surgical units, you have a group of nurses that you depend on to precept new hires.

Marcy is a new RN who is a recent graduate of a local BSN program; she has been hired as a staff nurse on a cardiology unit. She advised HR and her nurse manager when she was hired that she has a hearing deficit and has a special amplified stethoscope that she uses. She also shared this with you and with her precepting nurse, Jason. You note that in orientation classes she is attentive, engages in class activities, and relates well to the others in her class. When you meet with Marcy and Jason to review orientation progress, her skills check list is more than halfway completed.

Jason compliments Marcy on her patient education skills with CHF patients and their families. You ask if either has any concerns about how the orientation is going. Marcy shakes her head no, but Jason encourages her to discuss a concern. Marcy tells you that there are several nurses on the unit that have asked about her stethoscope and have made negative comments about her abilities to work in cardiology. Marcy says this has happened several times.

Jason states he did not hear it because he was on the phone or out of the nurse's station; however, Marcy told him about it later. You are concerned because you recognize this as horizontal violence or bullying and a potential violation of the Americans for Disabilities Act. You tell Marcy and Jason that you will discuss it with the nurse manager. After talking with the nurse manager, who agrees this is a serious issue, a plan is devised. The nurse manager will follow-up with her assistant manager and both will be alert for any further incidents with any staff.

You will do a presentation on horizontal violence or bullying that will be presented to all nurses over the next month with a discussion session. Attendance will be mandatory. REFERENCES Bourdieu, P. (1986) The forms of capital. In J. Richardson (Ed.) Handbook of Theory and Research for the Sociology of Education (New York, Greenwood), .

7/23/19, 10*56 PMTranscript Subject Matter Expert: Interactive Design: Instructional Design: Project Manager: Image Credits: CREDITS making#sthash.aQT1Ms3A.dpuf Callie Welstead Lori Olson Nicole Savant Julie Greunke © iStockphoto.com/crazydiva © iStockphoto.com/IS_ImageSource © iStockphoto.com/MilenkoDesign © iStockphoto.com/skynesher © iStockphoto.com/junial © iStockphoto.com/flytosky11 L i c e n s e d u n d e r a C r e a t i v e C o m m o n s A t t r i b u t i o n 3 . 0 L i c e n s e . Overview Create a 12 slide PowerPoint presentation for teaching a legal or ethical issue pertinent to nurse educators. As nurses we are all, no doubt, very aware of the myriad of legal and ethical issues in any health care setting.

We are familiar with licensing for health care professionals, perhaps, carry our own malpractice insurance, and have been cautioned by our employing institutions to always follow policy and procedures. Nursing education is no different; there are specific legal and ethical issues that are of concern to nurse educators. Additionally, nurse educators are often called upon to teach others about specific legal and ethical issues. This can create an interesting balance between adhering to the legal and ethical responsibility of the nurse educator’s role, while also providing enough context and real-world evidence to help assist others in learning about specific legal and ethical issues. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: · Competency 4: Apply knowledge of legal and ethical issues relevant to higher education and nursing education. .

Describe a legal or ethical issue that requires changes in staff, faculty, or student behaviors. . Synthesize resource information needed to evoke a change in the described situation. · Competency 5: Articulate how nurse educators serve as change agents and leaders to help advance nursing education and nursing practice. . Create a teaching presentation on a legal or ethical issue designed to evoke change in staff, faculty, or a student group. . Identify culturally sensitive issues and how they should be addressed in the change process. · Competency 7: Establish a plan for pursuing continuous improvement in the nurse educator role. . Develop specific plans for continuous learning about a legal or ethical issue impacting nurse educators. · Competency 8: Communicate in a manner that is scholarly, professional, and consistent with the expectations for a nursing education professional. .

Design a PowerPoint presentation consistent with current professional standards that demonstrates correct grammar, usage, and mechanics in addition to following APA standards. Assessment Instructions Preparation In this assessment, you will create a PowerPoint presentation of 12 slides that you could use to teach a group about a legal or ethical issue related to nursing or nursing education. To do so, you will select a case from the Nursing Education Legal and Ethical Scenarios media piece, linked in the Resources under the Capella Multimedia heading to focus on. · Review the case and take time to reflect on the change that needs to occur and the group that you will be addressing. · Research what the group needs to know to improve the legal or ethical situation that has occurred. · Use a minimum of seven references, of which at least five should come from peer-reviewed sources.

As you conduct research, synthesize information that will be needed to evoke a change in the situation. Instructions Create a 12 slide PowerPoint presentation that you would use to teach about the legal or ethical situation and to create change related to that situation. Note: You must include 2–4 context slides. These are additional slides that provide contextual information for this assessment. Follow the guidelines for the two types of slides below.

Presentation Slides For your 12 slide presentation: · Choose an appropriate theme and style. · Include an introductory slide that identifies the problem and your role. · Use slides to convey the important information and understandings to the group. · Provide a summary slide that reiterates the important points of the presentation. · Provide a slide that offers resources for the group after the teaching/learning experience. · Include a slide with any references used in preparing the PowerPoint. · Use the speaker's notes feature to provide any additional information that you would include in the presentation. This should include any cultural sensitivity aspects and how the content is expected to make a change regarding the issue being addressed.

Context Slides For the 2–4 contextual slides (which are not considered part of the actual presentation but rather should contain information that you as a presenter would need to consider in your preparation and presentation): · Discuss any specific cultural and/or diversity aspects of the presentation that could be significant in the learning process. Include references and sources used to inform this. · Analyze how the presentation may result in a significant change in the identified environment. Cite any relevant sources. · Develop specific plans for how you might stay informed about the legal or ethical issue that was your focus. What resources could you use to learn about changes or developments that would impact your work?

Additional Requirements Your presentation should meet the following requirements: · Presentation: Create a professional-looking PowerPoint presentation, using speaker notes throughout. · Written communication: Written communication should be free of grammar and spelling errors that distract from the content. · APA format: Use correct APA format for all citations and references. · Length: 12 slides for teaching presentation plus 2–4 additional contextual slides. Be sure to include the references slide.

Paper for above instructions

Introduction

Slide 1: Title Slide
Title: Addressing Academic Dishonesty and Plagiarism in Nursing Education
Subtitle: A Presentation for Faculty and Clinical Instructors
Presented by: [Your Name]
Date: [Date]

Overview of Academic Dishonesty

Slide 2: Definition of Academic Dishonesty
- Academic dishonesty entails behaviors like cheating, plagiarism, and falsification of data.
- Plagiarism specifically involves presenting someone else's work or ideas as one’s own without appropriate citation.
Speaker's Notes:
Academic dishonesty undermines the integrity of educational programs and student learning outcomes. Understanding what constitutes academic dishonesty is crucial for both faculty and students (Ramsay, 2020).

The Importance of Integrity in Nursing Education

Slide 3: Nursing as a Profession
- Nurses are entrusted with patients’ lives and wellbeing.
- Integrity in education translates to ethical practice in patient care.
Speaker's Notes:
Professional integrity in nursing is foundational for ensuring safe and effective healthcare delivery. As educators, cultivating an environment of honesty in students is essential (Sullivan, 2021).

Current Trends in Plagiarism

Slide 4: Statistics and Trends on Plagiarism
- Approximately 68% of college students admit to some form of academic dishonesty (McCabe et al., 2016).
- The rise of online resources increases the temptation to plagiarize.
Speaker's Notes:
Understanding the significance of these statistics helps faculty recognize the prevalence of plagiarism and its implications on academic integrity (McCabe et al., 2016).

Nursing Program Policies

Slide 5: Institutional Policy on Academic Dishonesty
- Overview of the program's defined consequences for plagiarism (e.g., failing grades, expulsion).
- The importance of communicating these policies clearly to students.
Speaker's Notes:
Encouraging adherence to school policies is crucial. An institution's strong stance against academic dishonesty sets a precedent for students regarding ethical standards (Davis, 2019).

Faculty Responsibilities

Slide 6: Faculty Role in Preventing Plagiarism
- Educators should effectively communicate what constitutes plagiarism.
- Regularly monitor submitted work for originality using plagiarism detection tools.
Speaker's Notes:
Faculty must not only enforce academic policies but also educate students about the serious repercussions of plagiarism and promote original thought (Bazeley, 2021).

Teaching Academic Integrity

Slide 7: Educating Students about Plagiarism
- Present clear examples of plagiarism.
- Teach citation methods (APA, MLA, etc.) in class.
Speaker's Notes:
Providing concrete examples of what plagiarism looks like, along with proper citation practices, can significantly reduce instances of academic dishonesty among nursing students (Jones, 2018).

Supporting Students

Slide 8: Resources for Students
- Links to writing centers and plagiarism guides.
- Workshops on academic integrity.
Speaker's Notes:
Directing students to resources encourages not only compliance with academic standards but also nurtures their academic growth.

Potential Consequences of Academic Dishonesty

Slide 9: Personal and Professional Consequences
- Risk of failing courses or getting expelled.
- Long-term professional repercussions, including loss of credentialing.
Speaker's Notes:
The long-term effects of academic dishonesty extend beyond school and can impact a student’s future nursing career (Pritchard, 2020).

Moving Forward: Strategies for Faculty and Students

Slide 10: Action Plan for Educators
- Regularly review and update academic dishonesty policies.
- Offer professional development on preventing and addressing plagiarism.
Speaker's Notes:
Continuous education and open discussions among faculty can reinforce the importance of academic honesty, thus enhancing overall nursing education quality (Simpson, 2020).

Summary of Key Points

Slide 11: Summary
- Define academic dishonesty and its implications.
- Importance of integrity in nursing.
- Role of faculty in preventing plagiarism.
Speaker's Notes:
Summarizing key points helps to reaffirm the importance of these issues for both students and faculty and sets the stage for continued discussions on the matter.

Resources

Slide 12: Additional Resources
- National Center for Academic Integrity (nacai.org)
- Purdue Online Writing Lab (owl.purdue.edu)
- Turnitin.com
Speaker's Notes:
Encouraging ongoing engagement with these resources can help faculty and students uphold academic integrity and foster a culture of honesty.
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Contextual Slides

Slide 1: Cultural Sensitivity in Plagiarism Education
- Consideration of diverse backgrounds of students in understanding plagiarism.
- Ensure resources are available in multiple languages.
Speaker's Notes:
Understanding that cultural perspectives on authorship may vary is vital for faculty as they teach about plagiarism, promoting a more inclusive educational environment (Zhang, 2020).
Slide 2: Creating a Supportive Environment
- Implement mentorship programs to guide students in academic writing.
- Encourage open dialogue between students and faculty about academic challenges.
Speaker's Notes:
Fostering supportive relationships can empower students to seek help rather than resorting to dishonest practices (Farkas, 2018).

References

1. Bazeley, P. (2021). "What is Plagiarism?" Journal of Educational Integrity.
2. Davis, H. (2019). "Academic Integrity Policies in Higher Education." Journal of Higher Education Policy.
3. Farkas, M. (2018). "Mentoring Students in Nursing Programs." Nursing Education Perspectives.
4. Jones, C. (2018). "Teaching Students How to Avoid Plagiarism." Nursing Times.
5. McCabe, D. L., Butterfield, K. D., & Treviño, L. K. (2016). "Academic Dishonesty in College: A Nationwide Study." Research in Higher Education.
6. Pritchard, K. (2020). "Consequences of Cheating in Nursing Education." Nurse Educator.
7. Ramsay, D. (2020). "Plagiarism and Academic Dishonesty in Nursing." Nursing Standard.
8. Simpson, M. (2020). "Integrity in Nursing Education." Journal of Nursing Education.
9. Sullivan, L. (2021). "The Importance of Integrity in Nursing Practice." American Nurse Today.
10. Zhang, L. (2020). "Cultural Perspectives on Academic Dishonesty." International Journal of Educational Research.
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This PowerPoint presentation succinctly educates faculty and clinical instructors on addressing plagiarism within nursing education, highlighting its implications and practical strategies for fostering academic integrity. The designed template is adaptable for use in a nursing program environment.