Date
4-29-2026
Department
School of Nursing
Degree
Doctor of Philosophy in Nursing (PhD)
Chair
Elizabeth Whorley
Keywords
clinical dishonesty, faculty reporting, nursing ethics, virtue ethics, program leadership
Disciplines
Nursing
Recommended Citation
Swineford, Cynthia Moore, "Associate Degree Program Administrator Perceptions of Clinical Dishonesty" (2026). Doctoral Dissertations and Projects. 8188.
https://digitalcommons.liberty.edu/doctoral/8188
Abstract
The purpose of this hermeneutic phenomenological study was to explore the perceptions of associate degree nursing program administrators regarding faculty reporting of dishonest clinical behaviors by pre-licensure nursing students. Aristotle’s theory of virtue ethics guided this examination of how administrators interpret ethical responsibility, leadership influence, and professional accountability related to clinical dishonesty. The central research question asked, “What are the perceptions of associate degree program administrators regarding faculty reporting of dishonest student behaviors in clinical settings?” The sample included 11 associate degree nursing program administrators from programmatically accredited nursing programs in three mid-Atlantic states. Data were collected through semi-structured interviews, focus groups, reflective journal responses, and institutional academic integrity policies. Findings from the thematic analysis indicated that administrators view faculty reporting of dishonest clinical behaviors as a moral and professional obligation rather than a procedural requirement. Reporting was viewed as essential to professional formation, patient safety, and societal trust, while leadership consistency, institutional culture, and interpersonal relations dynamics influenced faculty willingness to report. Administrators also described emotional and moral burdens associated with ethical reporting practices. The findings suggest that addressing clinical dishonesty in nursing education requires intentional leadership, ethical clarity, and supportive organizational cultures. Future research should examine faculty perspectives on reporting practices, links between academic dishonesty and professional misconduct, and the effectiveness of leadership and faculty development interventions.
