Thesis (MCur)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Academic integrity is of undisputed importance in the educational environment as
honesty is regarded as a basic ethical value in all educational programmes. Yet,
academic dishonesty is a wide-ranging practice which is also encountered in the
nursing education environment. This phenomenon causes concern in the nursing
fraternity because of the positive correlation between unethical academic practices
and future unethical professional behaviour. This correlation, together with the lack
of research data regarding academic dishonesty at nursing education institutions in
South Africa, motivated the researcher to undertake the present study.
The purpose of the study was to examine the status of academic integrity among
nursing students at a nursing education institution in the Western Cape. The
objectives were to determine the incidence of academic dishonesty and to
investigate the individual and contextual factors that influence academic dishonesty.
The students’ knowledge of institutional policies regarding academic dishonesty,
their understanding of plagiarism and referencing, their attitudes towards cheating,
and their recommendations to prevent cheating were also explored.
A quantitative research approach with a descriptive survey design was chosen for
the study. The population (N=688) included all the pre-registration nursing students
in the second- (N=319), third- (N=199) and fourth-year (N=170) groups. A nonrandom
convenience sampling technique was used to select a sample of 80%
(n=550) from each of the second-year (n=255), third-year (n=159) and fourth-year
(n=136) student groups. A self-reported questionnaire, with a set of 61 Likert-type
items, was designed to obtain information about academic dishonesty. Three openended
questions were included in the questionnaire to generate more in-depth data.
The questionnaire, which was based on a literature review and on the objectives for
the study, was pilot tested to ensure reliability and validity. The inputs of experts in
research methodology and nursing education also assured reliability and validity.
Data collection, where only the researcher was involved, took place during
scheduled classes. Descriptive statistics and, where appropriate, inferential
statistical tests were used in analysing the data. Ethical approval was obtained. Measures were taken to ensure anonymity and confidentiality to all respondents.
Consent was assumed on completion of the questionnaire.
It was found that academic dishonesty was a reality at the nursing education
institution where this study was done. Cheating behaviours associated with
plagiarism and assignments were identified as the main problem areas. An
unacceptably high level of dishonesty with the completion of practical records was
also an area of concern. The main recommendations were the development and
implementation of a code of honour and the implementation of comprehensive
academic integrity policies at the nursing education institution. Practical measures
aimed at combating cheating in tests and examinations were also recommended. / AFRIKAANSE OPSOMMING: Akademiese integriteit in die opvoedkundige omgewing is ongetwyfeld van groot
belang omdat eerlikheid as ʼn basiese etiese beginsel in alle opvoedkundige
programme beskou word. Desnieteenstaande, is akademiese oneerlikheid ʼn
algemene praktyk wat ook in die verpleegonderwys omgewing voorkom. Weens die
positiewe korrelasie tussen onetiese akademiese praktyke en toekomstige onetiese
professionele gedrag veroorsaak hierdie verskynsel kommer in die
verpleeggemeenskap. Hierdie korrelasie, tesame met die gebrek aan
navorsingsdata ten opsigte van akademiese oneerlikheid by verpleegonderwys
instellings in Suid-Afrika, het die navorser gemotiveer om die huidige studie te
onderneem.
Die doel van die studie was om die status van akademiese integriteit onder
verpleegstudente by ʼn verpleegonderwys instelling in die Wes-Kaap te ondersoek.
Die doelwitte was om die insidensie van akademiese oneerlikheid te bepaal, en om
ondersoek in te stel na die individuele en kontekstuele faktore wat akademiese
oneerlikheid beïnvloed. Die studente se kennis van die institusionele beleide met
betrekking tot akademiese oneerlikheid, hul begrip van plagiaat en die verwysing van
bronne, hul houding teenoor oneerlikheid, asook hul aanbevelings om oneerlikheid
te voorkom, is ook ondersoek.
ʼn Kwantitatiewe navorsingsbenadering met ʼn beskrywende opname-ontwerp is vir
die studie gekies. Die populasie (N=688) het al die voorregistrasie-verpleegstudente
in die tweede- (N=319), derde- (N=199) en vierdejaargroepe (N=170) ingesluit. ʼn
Nie-ewekansige gerieflikheidsteekproeftegniek is gebruik om ʼn steekproef van 80%
(n=550) uit elk van die tweede- (n=255), derde- (n=159) en vierdejaarstudente
(n=136) te selekteer. ʼn Self-rapporteringsvraelys met ʼn stel van 61 Likert-styl-items
is ontwerp om inligting ten opsigte van akademiese oneerlikheid in te samel. Drie
oop vrae is ingesluit in die vraelys om meer in-diepte data te genereer. Die vraelys is
op ʼn literatuurstudie en die doelwitte van die studie gebaseer en ʼn loodsstudie is
gedoen om die betroubaarheid en geldigheid te verseker. Die insette van kundiges in
navorsingsmetodologie en verpleegopvoedkunde het ook die betroubaarheid en
geldigheid verseker. Data-insameling, waarby slegs die navorser betrokke was, het tydens geskeduleerde klastyd plaasgevind. Beskrywende statistieke, en waar
toepaslik, inferensiële statistiese toetse, is gebruik vir data-analise. Etiese
goedkeuring is verkry. Algehele anonimiteit en vertroulikheid is vir al die respondente
gewaarborg. Voltooiing van die vraelys het ook toestemming tot deelname aangedui.
Daar is gevind dat akademiese oneerlikheid ʼn werklikheid is by die
verpleegonderwys instelling waar die studie gedoen is. Oneerlike gedrag
geassosieer met plagiaat en werkopdragte is as die hoof-probleemareas
geïdentifiseer. Die onaanvaarbare hoë vlak van oneerlikheid met die voltooiing van
praktika-rekords is ook ʼn bron van kommer. Die hoofaanbevelings was die
ontwikkeling en implementering van ʼn erekode en die implementering van beleide
ten opsigte van omvattende akademiese integriteit by die verpleegonderwys
instelling. Praktiese maatreëls gerig op die bestryding van oneerlikheid in toetse en
eksamens is ook aanbeveel.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/6601 |
| Date | 03 1900 |
| Creators | Theart, Cecilia Johanna |
| Contributors | Smit, I., University of Stellenbosch. Faculty of Health Sciences. Dept. of Interdisciplinary Health Sciences. Nursing Science. |
| Publisher | Stellenbosch : University of Stellenbosch |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 143 p. |
| Rights | University of Stellenbosch |
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