ORCID Profile
0000-0002-5105-2826
Current Organisations
Southern Cross University
,
Southern Cross University Coffs Harbour Campus
,
Southern Cross University Southern Cross Business School
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Publisher: Sciedu Press
Date: 25-10-2021
Abstract: Introduction: Studies relating specifically to first-year nursing students’ breaches of academic integrity are not readily identified within the literature. While work has, over the years reported on breaches in academic integrity, it has done so with many disciplines and varied student cohorts. Nevertheless, those that specifically relate to first-year nursing students are sparse. First-year undergraduate nursing students are generally included with the entire student nurse cohort, and not necessarily identified independently. Therefore, the integrative review aimed to discover how or if the incidence of plagiarism/cheating, specifically within first-year undergraduate nursing students, was addressed.Methods: An integrative review of the literature, incorporating quantitative and qualitative literature was undertaken between January 2021 – April 2021 using electronic data bases.Results: Ten studies met the inclusion criteria. From the review, six main themes were extrapolated, (1) blurred boundaries of caring (2) navigating the ethical highway (3) factors influencing academic misconduct (4) early intervention (5) academic integrity policies and procedures and (6) inconsistencies amongst academics.Conclusions: The integrative review has identified a shortfall in research relating to how academic integrity has been addressed in first-year nursing students.
Publisher: Bond University
Date: 02-09-2022
DOI: 10.53300/001C.38067
Abstract: Objectives: The aims of the study were to: a) reveal the insights from Clinical Experience department staff on their observations of difficulties encountered by first-year nursing students in completing their pre-placement requirements b) identify first year nursing students’ challenges of completing the pre-placement requirements within the expected timeframe and c) retrospectively describe second-year nursing students’ experiences of completing their pre-placement requirements during the preceding year of study. Background: Before entering clinical practice, nursing students are required to meet specified pre-placement clinical mandatory requirements. Yet many nursing students find the process challenging. Study design and methods: A multi-method approach using quantitative and qualitative data through questionnaires and interviews. A questionnaire gathered retrospective data from students who had completed pre-placement clinical requirements in the previous year (n = 69). Focus groups investigated first year students experience in meeting the pre-placement clinical requirements (n= 6) and staff interviews (n=3). Data were analysed using quantitative and qualitative methods. Results: Content analysis revealed central themes related to clinical safety, support structures and the need for the naïve novice to balance both life and University demands. Staff interviews had four emerging themes: Communication, Engagement in processes, Conflicting Information, and Technological Issues. The importance of meeting the pre-placement clinical requirements was only recognised retrospectively by the students after having experienced a clinical placement. Conclusion: The implications for improving pre-placement clinical requirements for first year students could include the implementation of ‘traffic light’ symbols, as a guide to which requirement needs attention immediately, (red) what needs forward planning (yellow) what can be completed later (green). Establishing a contact person(s), drop-in sessions and on c us health clinics could assist in ensuring accurate and timely information for first year students.
Publisher: Sciedu Press
Date: 24-01-2021
Abstract: Integrity, honesty, and respect are essential values for nursing students. Yet, in recent years the rise of breaches in academic integrity has become alarming. The era of increasing advances in the capabilities of smart technologies may be facilitating rather than deterring students from academic integrity breaches in their work and assessments. This issue raises questions for nurse academics on how they can best ensure that nursing students align their behavior with the expected nursing’s professional values, both during their study years and beyond. This discussion paper aims to examine contributing factors leading to breaches of academic integrity amongst nursing students and determine why we as nurse academics need to both remain alert to these factors, and vigilant about identifying and managing such breaches. Existing factors that may influence academic dishonesty are discussed concerning students nurse academics curriculum design and the apparently growing cultural shift in ethical reasoning. With increased insight into these influencing factors, nurse academics need to take responsibility and prepare students to take on the highest standard of moral values to ensure safe and effective patient outcomes. We need to become more aware of and understand nursing students’ perspectives and adequately prepare our soon-to-become nurse graduates. We are charged with supporting, guiding, and teaching our students to develop skills within a culture of integrity. Ensuring an integrity activity smorgasbord in our practice can counteract the increased risk of academic dishonesty in our undergraduate nursing programs.
Publisher: Elsevier BV
Date: 08-2017
Publisher: Wiley
Date: 10-2009
Publisher: Elsevier BV
Date: 12-2019
DOI: 10.1016/J.NEDT.2019.08.016
Abstract: Historically clinical placements have been within acute care settings. In a more contemporary society, the future focus of health care is primary care, with an emphasis in expanding primary care clinical placements, to meet the needs of increasing workforce requirements. An innovative collaborative educational model was designed to provide a high quality learning experience and to increase numbers of students experiencing a primary care clinical placement. To explore student nurses' lived experiences within an innovative primary care setting. A qualitative case study was undertaken to analyse nursing students' experiences at the Kidney Kids C primary care clinical placement. Participants described how the primary care placement changed their view of nursing and the nurses' role. Five themes emerged from the research: developing knowing through children's eyes entering the world of primary care facing a journey of self-discovery it's all in the way you communicate and it makes you think differently about nursing. The experience of this primary care placement enabled nursing students to enter the world of children living with chronic illness. Immersing students into this unique environment enabled them to gain a greater insight into primary care through the eyes of the children. Kidney Kids c experiences presented nursing students with an enhanced appreciation of primary care nursing, working with children, and an understanding of the impact of chronic health illnesses, through the primary care lens.
Location: Australia
No related grants have been discovered for Kolleen Miller-Rosser.