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|a RT71.L68 2019_LovellMartinBarbaraBlythe |2 BU-Local |
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|a Lovell-Martin, Barbara Blythe. |
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|a Critical factors influencing nursing faculty perceptions, attitudes, and actions in deterring student academic dishonesty |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2019. |
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|a xvi, 260 leaves : |b illustrations |
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|a Barry University Dissertations -- College of Nursing and Health Sciences. |
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|a Thesis (Ph.D.)--Barry University, 2019. |
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|a Includes bibliographical references (leaves 211-231). |
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|a Copyright Barbara Blythe Lovell-Martin. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Background: Academic dishonesty is a practice in the global academic environment. Its prevalence in nursing education is considered to be at endemic proportions, devaluing nursing education and ultimately affecting nursing practice. A nursing theory utilizing and incorporating critical factors influencing nursing faculty perceptions, attitudes, and actions in deterring students’ academic dishonesty has not yet emerged to explain this phenomenon of interest. Purpose: The purpose of this qualitative study using a constructivist, grounded theory approach was to generate a substantive middle range nursing theory that identifies the critical factors influencing nursing faculty perceptions, attitudes, and actions in deterring student academic dishonesty. Philosophical Underpinning: This qualitative, constructivist grounded theory was guided by the philosophical tenets of symbolic interactionism, pragmatism, and constructivism. Methods: This study utilized Charmaz’s (2014) constructivist grounded theory methodology. A purposive sample of nursing faculty from colleges and universities in South Florida were recruited. Semi-structured, open-ended questions were used to collect data from the 25 participants. The methodology allowed for intensive interviewing, member checks, and transcript verification. Data from the interviews were subjected to constant comparative analysis, coding, and categorized for conceptual relationships. Results: Conscientious engagement praxis was the basic social psychosocial process that emerged. The theory of conscientious engagement praxis (TCEP) was co-constructed from the interpretation of the researcher of the voices of the nursing faculty as they shared their experiences with academic dishonesty. The iterative process of the TCEP are the concepts of caring, moral reasoning and modeling, collaborating, and mindfulness/minding. The TCEP as a theoretical framework provided an in depth understanding of the critical factors influencing faculty perceptions, attitudes, and actions in deterring student academic dishonesty. Conclusions: The co-constructed theoretical framework from this study is significant to nursing and can be used in nursing practice, nursing education, nursing research, and nursing policy. This theory provides a guide by means of new knowledge for stakeholders in nursing to decrease the incidence and prevalence of academic dishonesty in nursing education. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Nursing |x Study and teaching. |
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|a Cheating (Education) |x Prevention. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001911/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/19/11/00001/RT71_L68 2019_LovellMartinBarbaraBlythethm.jpg |
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|a Theses and Dissertations |
