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NURS FPX 6103 Assessment 5
Teaching About Legal and Ethical Issues
As nurses, all of us are well conversant with the numerous legal and ethical concerns that may exist in any given healthcare institution. We comprehend the meaning of professional licensing, the need to have malpractice insurance, and the relevance of the institution’s policies and procedures. Nursing education is not immune to this; certain legal and ethical matters are sensitive to the nurse educator.
These concerns are relevant to creating protective conditions in the learning process and stimulating for both teachers and learners; those are essential for their safety and the search for fairness in knowledge acquisition. In this presentation, there are several areas of emphasis that nurse educators will have to consider.
Others are faculty policies and standards; the rights and responsibilities of the students; clinical assessment of the students; policy dealing with cheating and plagiarism and the Family Education Rights and Privacy Act (FERPA). Knowledge of these problems is essential because their absence can result in various negative outcomes – legal proceedings, loss of accreditations, and damage to professional image.
For example, violation of student-hippo protections can lead to litigation/non-performance and erosion of clients’ confidence in our nursing programmes and the nursing profession generally (Choe et al., 2019).
Legal or Ethical Issue
Cheating, course manipulation, lying on civic registration, forging clinical hours, and plagiarism, among others, are legal and ethical issues in teaching nursing. Such actions do not only erode the credibility of educational courses but also pose a risk to the well-being of patients through admitting incompetent persons into the nursing field.
Hence, it is vital to fight the issue of academic dishonesty as it undermines the credibility of nursing education and vouched professionals in the field. To fight the issue of academic dishonesty it is necessary to make few changes in different groups being in the nursing education environment.
It is up to the faculty to make sure that they have proper policies in place that provide strict detail about academic dishonesty. These are aspects that include defining the dishonest practices, and the implications, and making sure that the students comprehend these rules right from the start (Bertram Gallant, 2020).
The requirements specified in this policy should be supported by promotional actions effected by the faculty of the University, including proper modelling of ethical behaviour, discussions aimed at determining the importance of honesty in the course of nursing practice, and the integration of integrity-related topics into the curriculum.
Moreover, the use of enhanced identifying techniques like plagiarism checker is another method of ensuring and detecting miscreants in unmanned assignments and examinations.
Resource Information
For any positive change to occur concerning academic dishonesty in nursing education, there is need to employ a combination of programs, practices and available resources.
This synthesis will blend the modern strategies, technology applications, practices, and education models and systems and point out the gaps that need to be filled or the areas that are still ambiguous.
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Education Materials and Guides on Utilizing the Library
The assurance of educational integrity can only be achieved with the practice of outstanding educational materials and practices. Ethical teaching practice undertaken under faculty development programs informs educators on how they can effectively teach subjects such as academic integrity.
Educational workshops and training sessions on academic integrity can equip faculty members with knowledge through which they can inform and develop an academic integrity environment in class (Bertram Gallant, 2020).
Also, including topics in the nursing curriculum that focus on ethics and integrity can assist the students in realizing the roles of the values that they learn in their careers (McCabe et al., 2021).
Areas of Uncertainty:
Academic integrity, however, cannot be learned exclusively through educational programs Educational programs are important but the action of how to integrate academic integrity into the curriculum and how the rules will be equally enforced among different education institutions still remain a mystery. More studies are called to determine methods that are suitable for various types of institutions and learner demographics.
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Detection and prevention with the help of technological tools
This paper has highlighted the need for sophisticated technological aids in the fight against academic malpractice. Turning a blind eye to plagiarism and cheating will not work in today’s digital age; an effective program, for instance, Turnitin identifies cases of copied papers or assignments.
Likewise, online assessment systems that incorporate tools that prevent cheating during the test will help eradicate cheating during examinations (Guo et al., 2020). These tools can serve as threats and warn about dishonesty, along with being instruments for detecting cases of dishonesty in students.
Teaching Presentation
The discussion of academic dishonesty in nursing education is crucial for academia to maintain the integrity of the educational courses and future patients. Cheating and plagiarism are some of the academic dishonesty that is unlawful in the health sector since it discredit the essence of trust that is essential in the field.
Thus, nursing programs should employ numerous measures for addressing this problem with the involvement of the faculty, staff, and students. First of all, it is necessary to implement a clear and distinct policy regarding academic integrity, dishonest actions and actions’ consequences.
Programs should be developed with information regarding academic honesty and strategies to raise the topic among the faculty as well as discuss it regarding nursing practice. Further, measures like the use of Turnitin or other plagiarism detection tools alongside secure methods of online testing will act as discouragement and identification measures.
NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues
It is also necessary to stress the values of integrity: discussing the creation and implementation of the honour code with the students helps to take responsibility for the choice. To evaluate the impact of these strategies, the programmes can organize pre- and post-intervention surveys for increased knowledge of students’ attitudes to academic integrity, analyse the reports connected with dishonesty, and use the focus groups as sources of qualitative information (McCabe et al., 2021).
Therefore, the policies ought to be reviewed and updated periodically, especially with the kind of feedback received being considered. In this way, the culture of honesty in nursing education programs will prepare highly competent, ethical and patient-safety-oriented health care professionals.
Culturally Sensitive Issues
Concerning the issue of academic dishonesty as one of the challenges that may occur in nursing education, it is crucial to consider certain cultural factors that may affect students’ behavior and perceptions. Thus, the findings suggest that students, whose cultural background may affect perceptions of integrity, academic performance expectations, and cheating.
For example, while cheating looks like a shameful act in one culture; to some students, group work or sharing answers is not cheating but rather cooperation, which might be supported in other cultures (Sweeney et al. , 2021). It is important to be aware of these cultural aspects when in the process of developing policies so that they are not biased.
Due to the cultural differences concerning these issues, there is need for culturally competent education in nursing programs. This would entail, active discussions about academic honesty considering the kinds of ethical concerns that users from different parts of the globe are likely to uphold or encounter but, stressing the core need to adhere to the principles of truthfulness in the provision of medical services.
It is also necessary to insert components into the faculty training that focus on how cultural disparities manifest themselves in academic conduct. Students should be given workshops that would enable them to learn about Academic integrity, but at the same time would respect their cultural beliefs about the same.
Specific Plans
If change for the better is to be sustained in the phenomenon under consideration, it is imperative to develop concrete, achievable, and applicable strategies for learning. Based on the suggested intervention strategies, one of them is the annual professional development workshops for the faculty and staff in the academic integrity that is evidence-based and offers a multicultural perspective of the problem and its possible solutions.
Biannual audits of academic integrity policies should also be made by involving faculty, staff and students as a result of social occurrences and new education settings and technologies. Following the posting of articles, case studies, and best practices, the faculty and students can continually rely on the online resource centre for information.
Conclusion
In conclusion, it is crucial to continue the discussion on academic dishonesty in nursing education to protect the integrity of educational programs and prepare ethical nurses. Thus, by understanding the cultural aspects related to academic integrity and by applying the measures related to the theoretical and technological aspects of the problem, including policy and educational, as well as technological and supportive, nursing programs can help in cultivating the culture of honesty and accountabilities.
They will also continue with learning through professional development, research and affiliation with professional bodies to increase the understanding of this important issue and improve the response to it. Focusing on the importance of nurses’ ethical behaviors and increasing its involvement in stakeholders, nursing education can contribute to the improvement of the future nurses’ ethical behaviors that will reflect the enhancement of patient care as well as the whole healthcare system.
If you need complete information about class 6103, click below to view a related sample:
NURS FPX 6103 Assessment 1 The History of Nursing Education
References
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https://doi.org/10.1080/15265161.2020.1819469
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Grace, P. J., & Uveges, M. K. (2022). Nursing ethics and professional responsibility in advanced practice. In Google Books. Jones & Bartlett Learning.
Harden, R. M., & Laidlaw, J. M. (2020). Essential skills for a medical teacher: An introduction to teaching and learning in medicine. In Google Books. Elsevier Health Sciences.
Nittari, G., Khuman, R., Baldoni, S., Pallotta, G., Battineni, G., Sirignano, A., Amenta, F., & Ricci, G. (2020). Telemedicine practice: Review of the current ethical and legal challenges. Telemedicine and E-Health, 26(12), 1427–1437.
https://doi.org/10.1089/tmj.2019.0158
Schönberger, D. (2019). Artificial intelligence in healthcare: A critical analysis of the legal and ethical implications. International Journal of Law and Information Technology, 27(2), 171–203.
