NR 351 Week 3 Discussion: Maintaining Academic Integrity (Graded)

NR 351 Week 3 Discussion: Maintaining Academic Integrity (Graded)

NR 351 Week 3 Discussion: Maintaining Academic Integrity (Graded)

Maintaining Academic Integrity (Graded)

Discussion

Purpose

The purpose of this discussion is for learners to explore academic integrity, crediting, and resources.

Course Outcomes

This assignment enables the student to meet the following course outcomes:

CO 4: Apply concepts of ethics and professionalism to nursing practice, nursing roles, and academic development. (POs 5, 6)

Due Date

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During the assigned week (Sunday the start of the assigned week through Sunday the end of the assigned week):

Posts in the discussion at least two times, and

Posts in the discussion on two different days

Total Points Possible: 50 points

Preparing the Discussion

Discussions are designed to promote dialogue between faculty and students, and students and their peers. In discussions students:

Demonstrate understanding of concepts for the week

Integrate outside scholarly sources when required

Engage in meaningful dialogue with classmates and/or instructor

Express opinions clearly and logically, in a professional manner

Use the rubric on this page as you compose your answers.

Best Practices include:

Participation early in the week is encouraged to stimulate meaningful discussion among classmates and instructor.

Enter the discussion often during the week to read and learn from posts.

Select different classmates for your reply each week.

Discussion

Maintaining your own integrity as a professional nurse is an essential part of your career. Despite knowing the consequences for an academic integrity infraction, why do some students still falsify their work?

What are the most challenging APA formatting issues for you? Why do you find these areas so challenging? What resources will you use to overcome these challenges?

Grading

To view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric. See Syllabus for Grading Rubric Definitions.

RNBSN_50_Point_Discussion_Rubric_1_21

RNBSN_50_Point_Discussion_Rubric_1_21
Criteria Ratings Pts
This criterion is linked to a Learning Outcome Answer Post

•Answers the discussion question(s) in a detailed manner, and

•Demonstrates excellent knowledge and understanding of course concepts
16 pts

100% Excellent

Answers the discussion question(s) in a detailed manner and demonstrates excellent knowledge and understanding of course concepts.

14 pts

88% Good

Answers the discussion question(s) but detail is lacking, and demonstrates good knowledge and understanding of course concepts.

13 pts

80% Fair

Partially answers the discussion question(s) and partially demonstrates knowledge and understanding of course concepts.

6 pts

38% Poor

Minimally answers the discussion question(s) and minimally demonstrates knowledge and understanding of course concepts.

0 pts

0% Missing

Does not answer the discussion question(s).
16 pts

This criterion is linked to a Learning Outcome Scholarly Sources

•Integrates evidence from assigned reading OR lesson,

•Integrates evidence from at least one outside scholarly source,

•All sources are credited within the body of the post,

•Evidence supports the discussion, and

•APA format is not required but is encouraged.
12 pts

100% Excellent

Integrates evidence from assigned reading OR lesson AND from at least one outside scholarly source. All sources are credited within the body of the post. Evidence supports the discussion.

11 pts

88% Good

Integrates evidence from assigned reading OR lesson only. All sources are credited within the body of the post. Evidence supports the discussion.

10 pts

80% Fair

Integrates evidence from outside scholarly source only. All sources are credited within the body of the post. Evidence supports the discussion.

5 pts

38% Poor

Lists sources at conclusion of post but does not integrate/credit evidence into body of post OR integrates evidence but evidence does not support the discussion.

0 pts

0% Missing

Does not integrate any evidence.
12 pts

This criterion is linked to a Learning Outcome Reply Post

•Replies to a classmate’s and/or instructor’s post,

•Reply post provides additional information or clarification, and

•Reply post adds excellent depth to the discussion.
14 pts

100% Excellent

Replies to a classmate’s and/or instructor’s post by providing additional information or clarification. Reply post adds excellent depth to the discussion.

12 pts

88% Good

Replies to a classmate’s and/or instructor’s post by providing additional information or clarification. Reply post adds good depth to the discussion.

11 pts

80% Fair

Replies to a classmate’s and/or instructor’s post. Limited information or clarification provided. Brief reply post adds fair depth to the discussion.

5 pts

38% Poor

Replies to a classmate’s and/or instructor’s post. Reply does not provide additional information or clarification. Brief reply post does not add depth to the discussion.

0 pts

0% Missing

No reply post to classmates or instructor.

14 pts
This criterion is linked to a Learning Outcome Communicates Professionally

All posts:

•are clear and concise,

•are respectful, civil, and caring, and

•contain excellent English grammar, spelling, and punctuation.
8 pts

100% Excellent

All posts are clear, concise, respectful, civil, and caring. Posts contain excellent English grammar, spelling, and/or punctuation.

7 pts

88% Good

All posts are clear, concise, respectful, civil, and caring. Posts contain good English grammar, spelling, and/or punctuation.

6 pts

80% Fair

All posts are respectful, civil, and caring but are not clear or concise. Posts contain fair English grammar, spelling, and/or punctuation.

3 pts

38% Poor

All posts are not clear and concise, AND contain poor English grammar, spelling, and/or punctuation.

0 pts

0% Missing

All posts are not respectful, civil, and caring.

8 pts

This criterion is linked to a Learning Outcome Participation

During the assigned week (Sunday the start of the assigned week through Sunday the end of the assigned week):

•Posts in the discussion at least two times, and

•Posts in the discussion on two different days
0 pts

No Points Deducted

During the assigned week (Sunday the start of the assigned week through Sunday the end of the assigned week): •Posts in the discussion at least two times, and •Posts in the discussion on two different days

0 pts

Points Deducted (-5 Points)

During the assigned week (Sunday the start of the assigned week through Sunday the end of the assigned week): •Does NOT post in the discussion at least two times AND/OR •Does NOT post in the discussion on two different days
0 pts

A Sample Of This Assignment Written By One Of Our Top-rated Writers

NR 351 Week 3 Discussion: Maintaining Academic Integrity (Graded) SOYE

            Academic integrity entails the submission of original work by students for all coursework. Failure to maintain academic integrity leads to plagiarism, which is a serious academic offense. Despite knowing the consequences of an academic integrity infraction, some students can still falsify their academic work for various reasons. The reasons may include fear of failure in coursework or fear of taking risks in their coursework (Kiekkas et al., 2020). The students may also yield to the pressure from their peers to split the assignments or work collaboratively on the assignments when the course policies forbid helping peers or collaborating in executing course assignments. Some students also fail to recognize the essence course and the course assignments, and consider academic dishonesty as a simple issue. Moreover, some students have poor skills in managing time, making them to plan poorly for the time and endeavor needed for the coursework. As such, when the deadline for the coursework is due, they are left with no choice but to cheat (Chiang et al., 2022). Other reasons include the failure of institutions and instructors to report academic dishonesty and enforce penalties (Amigud & Pell, 2021), the presentation of highly generic assignments to students, and performance anxiety.

            The most challenging APA formatting issue for me is in-text citation (Ciarocco & Strohmetz, 2022). The challenging parts in in-text citations include the appropriate use of ampersands and commas, incorrect use of ‘et al.’, inappropriate order of multiple citations in one parenthesis, and spelling inconsistencies. The other challenging issue is referencing (Ciarocco & Strohmetz, 2022). I have always made mistakes in formatting APA references such as erroneous use of italics, ampersands, commas, full stops, or general wrong formatting of various types of references. The resources that can be used to overcome these challenges include the use of referencing software such as Google Scholar to do the referencing, utilizing the APA textbook, the University’s writing center, and consulting with my instructors.

References

Amigud, A., & Pell, D. J. (2021). When academic integrity rules should not apply: a survey of academic staff. Assessment & Evaluation in Higher Education, 46(6), 928-942. https://doi.org/10.1080/02602938.2020.1826900

Chiang, F. K., Zhu, D., & Yu, W. (2022). A systematic review of academic dishonesty in online learning environments. Journal of Computer Assisted Learning, 38(4), 907-928. https://doi.org/10.1111/jcal.12656

Ciarocco, N. J., & Strohmetz, D. B. (2022). Teaching APA style: Missing the forest for the trees? Scholarship of Teaching and Learning in Psychology, 8(4), 399. https://psycnet.apa.org/record/2022-01211-001

Kiekkas, P., Michalopoulos, E., Stefanopoulos, N., Samartzi, K., Krania, P., Giannikopoulou, M., & Igoumenidis, M. (2020). Reasons for academic dishonesty during examinations among nursing students: Cross-sectional survey. Nurse Education Today, 86, 104314. https://doi.org/10.1016/j.nedt.2019.104314