Nursing Students' Perspectives on Academic Dishonesty During Examinations and Assignments: A Cross-Sectional Study

Abstract

Background and objective Academic dishonesty or misconduct among nursing students is a crucial concern within educational institutions. In nursing education, academic dishonesty hinders the development of knowledge and skills among students, thereby jeopardizing both patient safety and the effectiveness of clinical practice. This study aimed to assess the prevalence and forms of academic dishonesty among nursing students in Saudi Arabia. Methodology The participants comprised 482 nursing students from two governmental universities in Saudi Arabia. A newly developed self-reported questionnaire was used to collect data on academic dishonesty, comprising two distinct sections: a 16-item Academic Dishonesty Questionnaire during examinations and an 11-item Academic Dishonesty Questionnaire related to assignments. Results A one-sample binomial test indicates a significant proportion of students engaging in at least one form of academic dishonesty (n = 452, 93.8%; χ²(1) = 19.176; P < 0.001). Notably, 432 (89.9%) students reported dishonesty in examinations and 385 (79.9%) in assignments. Multiple-response analysis of 7,712 responses from 482 students using the 16-item Examination Dishonesty Questionnaire showed that the majority of the students (n = 4,010, 52%) were cheating on the examination. Similarly, of the 5,302 total responses from the 11-item Assignment Dishonesty Questionnaire, 2,773 (52.3%) responses revealed engagement in academic dishonesty during the assignment. The most prevalent and statistically significant form of academic dishonesty during examinations was studying previous examination questions without the knowledge of the teacher (n = 370, 76.5%), followed by providing and collecting previous examination question papers (n = 316, 65.6%) and (n = 304, 63.1%), respectively. Similarly, the common and significant form of academic dishonesty during the completion of assignments included unfair collaboration (n = 331, 68.7%), allowing a friend to copy assignments (n = 304, 63.1%), and copying from the internet (n = 286, 59.3%) without citing the source (P < 0.001). Conclusions Our study identified a significant prevalence of academic dishonesty among Saudi nursing students, a particularly noteworthy concern within the context of a respected governmental educational institution. This emphasizes the need for implementing rigorous preventive measures to curb academic dishonesty. Based on the findings of our study, recommended interventions include providing educational workshops or similar initiatives to educate students on the consequences of cheating and plagiarism, using diverse questions to assess knowledge and skills during theory examinations and assignments, enforcing stringent penalties for copying and cheating, establishing a code of ethics, and proactively promoting ethical practices among nursing students by leveraging the influence of Islamic religious principles to address this issue.

Keywords: academic cheating; academic dishonesty; academic ethics; academic integrity; cheating behavior; cross-sectional study; nursing students.

Figure 1. Flowchart of the steps followed to develop the questionnaire.

Image credit: Abdullah M. Alotaibi. ADQ, Academic Dishonesty Questionnaire