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NURS 6003 Academic integrity involves fundamental values such as fairness, honesty, responsibility, and trust in writing

NURS 6003 Academic integrity involves fundamental values such as fairness, honesty, responsibility, and trust in writing

NURS 6003 Academic integrity involves fundamental values such as fairness, honesty, responsibility, and trust in writing

Academic integrity involves fundamental values such as fairness, honesty, responsibility, and trust in writing. In essence, it involves moral and honest practices in any academic setting involving writing (Sefcik, Striepe & Yorke, 2019). Academic integrity and writing cannot be separated as they lay a foundation for professional ethics in literary work. Students, particularly those in tertiary institutions such as universities and writers have the mandate to acknowledge the ideas of others and appreciate the respective authors by quoting their names (Abbott & Nininger, 2021). In other words, academic writing relies on building information that other scholars have published. Academic integrity will therefore compel a student or a writer to provide credit to other authors by demonstrating honesty with information retrieved by published sources (Cronan et al., 2018). Academic works that lack integrity are considered plagiarized and these constitute an academic crime in the literary world.

Professional practices refer to a set of conducts and behavior that define a given profession with which people within the specialty must comply with (West, 2020). Scholarly ethics on the other hand relates to integrity and accuracy that are significant when developing a written publication for sale or general use. The relationship between professional practices and scholarly ethics is inseparable (Kadam, 2018). Often, professionalism is defined by ideals developed through evidence-based scholarly articles that can be used as a guide in decision-making. Scholarly ethics requires utmost integrity so that the published work does not confuse professionals during decision-making and practice (Sefcik, Striepe & Yorke, 2019). Besides, professional practices are confounded by multiple challenges which then requires scholars who can identify real problems and come up with solutions to address emerging issues in areas of expertise and this can only occur when scholarly materials are not corrupted.

Students and other writings are required to demonstrating honesty and integrity in the academic or literary work. The use of Grammarly, SafeAssign, and paraphrasing allows academic writers to proofread work to rectify anomalies in written work before submission (Cronan et al., 2018). Paraphrasing and SafeAssign serve a critical role in addressing plagiarism in academic writing. Paraphrasing ensures that information of another author is written in a different language instead of being copy and pasted from the original text. SafeAssign on the other hand is a software to detect plagiarized texts in a written material (Kadam, 2018). Apart from guiding in text formatting and grammar, grammarly also has a plagiarism checker embedded in its software that can quickly scan borrowed texts in written work. It is, therefore, necessary for one to use proper citation and paraphrase documents to ensure academic integrity in written work. 

PART 2: Strategies for Maintaining Integrity of Work

 

Expand on your thoughts from Part 1 by:

 

  • Identifying and describing strategies you intend to pursue to maintain integrity and ethics of your 1) academic work while a student of the MSN program, and 2) professional work as a nurse throughout your career. Include a review of resources and approaches you propose to use as a student and a professional.

 

Issues of misconduct not only affect students but also professionals in different cadres of specialty. As an MSN student, I intend to identify contextual factors that can place me in a precarious state of academic dishonesty in order to maintain integrity during learning (Abbott & Nininger, 2021). I will work to avoid any practice of academic dishonesty by evading all forms of false representation of academic data and cheating. Besides, I intend to establish a locus of control in learning by extracting factual and real studies as a way to elevate my level of originality in the learning process (Sefcik, Striepe & Yorke, 2019). However, when assigned tasks that involve academic writing, I will do my research extensively, paraphrase the work and acknowledge works written by authors through quoting their names in my texts. Notwithstanding, I will use SafeAssign and Grammarly to ensure that my written work does not have any similarities with the published work of other authors.

In my role as a professional nurse, I anticipate to develop a moral principle in my career by maintaining integrity and work ethics during practice. I will remain true to my call as a nurse by delivering services and going beyond the call of duty to provide the best care to patients (West, 2020). I will adhere to the rules and regulations of nursing practice to ensure that my profession provides a meaningful purpose to members of the society I serve. Based on this premise, I will be responsive to my actions towards patients to ensure that I do not violate their rights during care (Abbott & Nininger, 2021). Moreover, I intend to liaise with multidisciplinary teams in the facility I serve so that I gain further insights on nursing practice and to guide me in decision-making as I provide care services to patients with varied health needs.

Conclusion

Academic and professional integrity serve vital roles in nursing practice. Through academic integrity, students learn and develop the principle of honesty so that they develop necessary competency for future practice. Integrity acquired through learning builds confidence in nurses in adhering to the professional codes of practice as they provide service to patients. As such, integrity as a virtue should be instilled onto nurses during elementary learning so that they embrace it in their future practice to improve quality of life of patients.

References

Cronan, T. P., Mullins, J. K., & Douglas, D. E. (2018). Further understanding factors that explain freshman business students’ academic integrity intention and behavior: Plagiarism and sharing homework. Journal of Business Ethics147(1), 197-220. https://doi.org/10.1007/s10551-015-2988-3

Kadam, D. (2018). Academic integrity and plagiarism: The new regulations in India. Indian Journal of Plastic Surgery51(02), 109-110. DOI: 10.4103/ijps.IJPS_208_18

Sefcik, L., Striepe, M., & Yorke, J. (2019). Mapping the landscape of academic integrity education programs: what approaches are effective?. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2019.1604942

West, E. (2020). Ethics and integrity in nursing research. Handbook of research ethics and scientific integrity, 1051-1069. Springer, Cham. https://doi.org/10.1007/978-3-030-16759-2_46

Abbott, M. R., & Nininger, J. (2021). Academic integrity in nursing education: Policy review. Journal of Professional Nursing37(2), 268-271. https://doi.org/10.1016/j.profnurs.2020.12.006

PART 2: Strategies for Maintaining Integrity of Work

Select Grid View or List View to change the rubric’s layout.

Name: NURS_6003_Module01_Week01_Discussion_Rubric

Excellent Good Fair Poor
Main Posting
45 (45%) – 50 (50%)

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

Supported by at least three current, credible sources.

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

40 (40%) – 44 (44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

35 (35%) – 39 (39%)

Responds to some of the discussion question(s).

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

0 (0%) – 34 (34%)

Does not respond to the discussion question(s) adequately.

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources.

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.

Main Post: Timeliness
10 (10%) – 10 (10%)
Posts main post by day 3.
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
Does not post by day 3.
First Response
17 (17%) – 18 (18%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

15 (15%) – 16 (16%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

13 (13%) – 14 (14%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 12 (12%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

Second Response
16 (16%) – 17 (17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

14 (14%) – 15 (15%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

12 (12%) – 13 (13%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 11 (11%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

Participation
5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)

They demonstrate originality by citing the information sources they used to complete their tasks and projects (Pandit & Gite, 2020). Furthermore, students check the originality of their work using databases such as Turnitin to ensure that it is not plagiarized. It safeguards academic integrity.

The other strategy that I will adopt to ensure integrity and ethics in my academic work as a student of the MSN program is reading and understanding all the course and syllabus requirements. I will strive to understand the accepted level of academic performance that is required of the MSN students. I will also strive to achieve to the best level of academic standards that are stated in the institution (Bultas et al., 2017). I will also ensure that I seek assistance from my course mates and instructors on the issues that I do not understand, as it pertains coursework and syllabus of the MSN program.

I will also implement a number of strategies to ensure professional integrity and ethics. One of the strategies I will implement is to ensure professionalism in patient care and collaboration with other healthcare professionals. In working with patients and healthcare providers from various backgrounds, I will ensure that I demonstrate ethical behaviors such as respect, trust, and honesty. In my profession, I will also ensure that I advocate for the rights of the vulnerable. The second strategy I will use to maintain my integrity and ethics as a professional nurse is to follow institutional policies and regulations. Employee behavior is governed by rules, policies, and regulations in health care organizations. Healthcare providers are expected to follow the rules in order to promote patient safety, efficiency, and quality (Erikson & Davies, 2017). As a result, I will conduct myself in accordance with the established rules and regulations in order to promote professionalism, ethics, and integrity in my practice.

The final strategy I will employ to maintain integrity and ethics in my professional life is to use best practices in decision-making. I will make certain that I use evidence-based data sources to make sound and informed decisions about patient care issues. Evidence-based decision-making is important in practice because it promotes patient safety, quality, and efficiency. It also removes ethicalNURS 6003 Academic integrity involves fundamental values such as fairness, honesty, responsibility, and trust in writing concerns from practice (Erikson & Davies, 2017). As a result, I will collaborate with other healthcare providers and patients to investigate how evidence-based care and solutions can be delivered.

MSN students and MSN nurses must maintain their integrity and ethics in general. To ensure academic and professional integrity, MSN students and nurses can use a variety of tools. Among the tools available are those for promoting academic honesty, understanding academic roles and requirements, and demonstrating professionalism as nurses working with patients and healthcare providers from diverse backgrounds. As a result, MSN students and nurses should be active participants in researching effective strategies for promoting ethics and integrity in their daily lives.

Click here to ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT: NURS 6003 Academic integrity involves fundamental values such as fairness, honesty, responsibility, and trust in writing

Discussion: Using the Walden Library

Morris, R., & O’Riordan, S. (2017). Prevention of falls in hospital. Clinical Medicine17(4), 360.

The article “preventing falls in hospitals” was retrieved from the PubMed database through the Walden Library. The topic I decided to venture into for this discussion board was relevant to the ongoing struggles of nurses. With the rise of Covid 19, it has become apparent that nurses have increased their movements, as they want to attend to all the patients. Cleaning processes have increased, which makes it easy to have fallen. I have always been interested in improving the well-being of fellow nurses in medical facilities, and the article’s topic gave me an idea of how to start doing it. The database I started using was the Walden University Library, using similar tools for research in my career; this is not the most helpful method to acquire peer-reviewed articles and journals; hence there is a likelihood of facing difficulties. Although the Walden University Library interface is not complicated, I struggled to find the article that comprehensively addressed my intended topic. However, the difficulties resulted from concentrating on one database in the Walden Library and failing to refine my search. As a result, I repeated the search using keywords such as injuries, falls, intervention, and hospitals. The search keywords represent how to prevent falls in medical facilities, and they are not too narrow or broad.

Using online libraries can be difficult. Even though it may seem straightforward, sometimes it is not easy finding an article with the simplest topic. If the database has advanced search options, it is possible to narrow down the topic required. Finding such a specific source is difficult, but the Walden University Database has such options to aid in the feasibility of the research. Another obstacle I faced was determining the credibility of a source. Fortunately, one of our weekly tools explains how to assess the reliability of each entry we come across quickly. According to Walden University’s Academic Guides, a scholarly publication is “authored by academics for academics” (Walden University Library, n.d.-b). Scholarly publications are produced for other professionals by specialists (rather than publicists or staff writers) in a given topic. These articles serve only one objective: to increase the researcher’s expertise. When deciding which source to use, this was an important factor to consider. Lastly, the use of related terms to previous research resulted in the production and showing of inconsistent researches.

This database would be very useful to my colleagues as it would help them get more knowledge in diverse nursing areas due to the wide range of records and journals included in this database. The Walden Library database contains more than 900 journals and 200,000 records. The database would be extremely valuable to my colleagues because they will be able to compare different types of articles and determine the various modifications that have taken place in the field of nursing. The database provides journals and articles that date back to 1937, and it has since expanded its content. Though there are difficulties in finding specific topics, there are guidelines to help narrow your research, as provided by Walden University. I believe the advantages outweigh the disadvantages and that the issues and difficulties faced with online library databases are less than the outcome of the research.

References

Walden University Library, (n.d.). Evaluating resources: Journals. Retrieved October 27th, 2021 from http://academicguides.walden.edu/library/evaluating/resource-types/journals.

Walden University Library. (n.d.). Databases A-Z: Nursing. Retrieved October 4, 2019, from https://academicguides.waldenu.edu/az.php?s=19981.

Walden University Library, (n.d.). Instructional Media: Fundamentals of library research. Retrieved October 4th, 2019 from http://academicguides.waldenu.edu/library/instructionlmedia/researchfundamentals.