Date

4-7-2023

Department

School of Education

Degree

Doctor of Philosophy

Chair

Michelle Barthlow

Keywords

academic misconduct, cheating, plagiarism, APRN education, healthcare, professional misconduct, dishonesty, integrity

Disciplines

Educational Leadership

Abstract

The purpose of this quantitative, causal-comparative study was to identify whether there is a difference between student and faculty perceptions of academic misconduct in APRN education. The findings of this study may aid in the strategic management of academic policies and enforcements. The study took place at a single private university in Texas which houses six graduate-level APRN programs. The sample size consisted of 92 students and 42 faculty. The Exams and Assignments Scale (EAS) was used as an instrument for both groups and anonymous data was collected using an online survey platform. Statistical analysis took place using an independent samples t test. The results show that there is a statistically significant difference in the perception of academic misconduct between student and faculty. Specifically, students regard instances of academic misconduct as more severe than faculty. The conclusions were that students and faculty were dissimilar in their perception and severity of instances of academic misconduct. Based on these findings, it is recommended that faculty and administrators who are involved in APRN education develop and follow strong curriculum, guidelines, and policies that help to bridge the gap of perception of academic misconduct. Suggestions for future research include performing similar studies with larger sample sizes in a variety of settings and institutions.

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