Nursing Faculty Experiences of Students' Academic Dishonesty

Abstract

Student academic dishonesty was examined using a qualitative critical method to determine the effects of this experience on nurse educators. Twelve faculty members were interviewed about confronting and reporting academic misconduct. Results indicated that educators perceived significant personal and professional risks associated with addressing academic dishonesty, including damage to their relationships with students and colleagues. Participants identified their primary responsibility as gatekeepers of the profession and therefore noted their willingness to bear the burden of being the accuser.

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