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NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues

Student Name

Capella University

NURS-FPX 6103 The Nurse Educator Role

Prof. Name


Cultural and Diversity Aspects of the Presentation

Understanding and addressing plagiarism’s cultural and diversity aspects is essential in providing practical education on academic honesty. Different cultures possess varied perceptions about intellectual property, originality, and knowledge sharing. These differences can significantly influence how students from diverse backgrounds understand and engage with concepts of plagiarism. Moreover, the internet’s global nature means students can access resources from multiple cultural contexts, potentially leading to confusion about appropriate academic practices across borders.

  • Cultural Perceptions of Knowledge Sharing: In some cultures, collective knowledge and community contributions to learning are valued over individual efforts. As a result, what some might consider ‘sharing’ might be plagiarism in Western academic contexts (Lei et al., 2023). This shared understanding can sometimes blur the lines between collective knowledge and individual ownership, leading to unintentional plagiarism.
  • Pedagogical Differences: Educational systems worldwide vary in their emphasis on individual assignments versus collaborative work. In some educational systems, students are rarely, if ever, asked to produce individual written assignments. Thus, they might have yet to be taught the intricacies of citation and the importance of originality in the same manner as their Western counterparts.
  • Language Barriers: Language can be a significant barrier for non-native English speakers. Students might need to rely on source materials to ensure correctness, leading to unintentional plagiarism (Minton et al., 2022).
  • Access to Resources: Students from different socio-economic backgrounds may have yet to have equal access to resources and education about plagiarism, leading to disparities in understanding. Addressing these cultural and diversity considerations in our presentation will not only foster understanding. Still, it will also ensure that all students receive the teaching on plagiarism effectively, regardless of their background. By tailoring our approach, we can ensure that every student has the tools and knowledge to uphold academic integrity.

Potential Changes in the Identified Environment

Introducing a comprehensive presentation on plagiarism is essential to reshaping academic integrity within the ADN nursing program. Such initiatives highlight the importance of genuine work. They underline the values we want to instill in our students, making both faculty and students aware of the nuances of plagiarism and academic integrity is how significant change can manifest. Through the introduction of a comprehensive presentation on plagiarism, several significant shifts can be anticipated in the ADN nursing program environment. Firstly, there will be an elevated awareness among students. Many of them hold misconceptions about academic integrity, especially regarding the use of Internet resources. By clarifying these misunderstandings, we can reduce the instances of unintentional plagiarism, assuring that students undertake their assignments and clinical care plans with sincere effort and comprehension (Andersson et al., 2022).

Secondly, the approach to evaluation mechanisms will be enhanced. With a clear understanding of plagiarism, the faculty will be better positioned to employ consistent evaluation criteria. Integrating plagiarism detection software as a standard practice will guarantee fairness and genuineness in every submitted work. Moreover, this initiative is not just about highlighting the pitfalls of plagiarism but delving into its deeper implications. The emphasis on the rationale behind academic integrity, rather than just its definition, can foster a culture where valuing original work becomes second nature.

Furthermore, such a proactive approach will pave the way for improved communication channels. By transparently addressing the subject, it creates an atmosphere where students are encouraged to approach faculty with queries related to citations, referencing, or even the overall expectations from an assignment, thus establishing a nurturing and clear-cut educational setting. Lastly, in tandem with the presentation, introducing targeted workshops or training sessions on effective research methods, citation protocols, and the essence of originality in nursing can be a game-changer. Such proactive training avenues are about rectifying past mistakes and equipping students with the necessary tools to confidently and ethically tackle future academic endeavors (Lei et al., 2023). By addressing plagiarism head-on, we set the stage for a collaborative educational environment where students and faculty uphold the highest academic standards.

Staying Informed About Legal or Ethical Issues

As faculty members in an ADN nursing program, we must continuously update our understanding of plagiarism, academic integrity, and their legal and ethical implications. The ever-evolving nature of education, particularly in the digital age, demands proactive measures to deliver relevant, ethically sound instructions to our students. Here is how we can maintain a pulse on these critical areas:

  • Professional Organizations: Connecting with recognized organizations such as the National League for Nursing (NLN) and the American Nurses Association (ANA) is invaluable. These bodies regularly update educators about nuances in academic integrity, particularly in the era of digital information proliferation. Their insights can guide us in educating students on the changing dynamics of plagiarism and proper citation (Jeffries, 2022).
  • Journals and Periodicals: Periodicals like “Nursing Ethics” and “Journal of Advanced Nursing” serve as touchpoints for understanding ethical dilemmas in nursing education, including plagiarism. Regular perusal ensures we have the latest knowledge to guide our students in producing authentic, ethically sound work (Jeffries, 2022).
  • Conferences and Workshops: Participating in educational conferences provides a dual benefit. Not only do we gain fresh insights from experts on plagiarism and academic ethics, but it also facilitates collaboration with peers to develop strategies for educating our students on these topics. Such events can be treasure troves of teaching techniques and resources tailored for nursing education (Jeffries, 2022).
  • Peer Collaboration: Dialogues with fellow educators, especially those facing similar plagiarism-related challenges, can be a gold mine of practical solutions. Through sharing, we can uncover real-world scenarios and teaching strategies that have proven effective in other settings, benefiting our student population (Jeffries, 2022).
  • Digital Resources and Online Forums: Leverage the power of the digital age. Online platforms, webinars, and e-courses focusing on academic ethics in nursing are immensely valuable. Websites centered on nursing ethics, discussion forums highlighting the challenges of plagiarism, and courses on platforms like Coursera and Udemy offer a wealth of knowledge. Regularly tapping into these resources ensures our teaching remains contemporary and addresses our students’ challenges in today’s digital information landscape.

Introduction: Teaching About Legal and Ethical Issues 

Hello and welcome to the presentation. My name is _______, and today’s presentation concerns an ethical and legal issue our ADN nursing program has grappled with affecting the foundation of academic integrity: plagiarism. As faculty members, we have observed a growing trend of students utilizing internet resources, often verbatim, in their submissions. This undermines the essence of education and raises concerns about the future quality of patient care. Given the gravity of this situation, I have been entrusted with the responsibility of addressing this challenge head-on, ensuring that our students understand the seriousness of academic dishonesty, and equipping them with the tools and knowledge to uphold the highest academic and professional integrity standards.

Legal or Ethical Issues Necessitating Behavioral Changes

Plagiarism is an ethical concern that has the potential to tarnish the integrity of the nursing profession. When students in our ADN nursing program use materials from the internet without proper citation, they diminish their education’s value and da`aoubt the entire profession’s credibility. These underlying issues in nursing education must be addressed to ensure our students are best equipped for providing skilled and patient-focused care. There is an imperative need to instil a profound sense of academic integrity within our student body (Giroux & Moreau, 2022). To manage this change, we propose leveraging the ADKAR Change Management Model with the following steps:

  • Awareness – Recognizing the need for change: It is essential to introduce educational programs. These programs should highlight the severity of plagiarism, not just within academia but also in the broader professional context (Zine et al., 2023).
  • Desire – Cultivating a motivation to support and participate in the change: Establish a positive culture that values originality and ethics. This involves sharing testimonials and real-life implications of academic dishonesty in professional nursing careers (Zine et al., 2023).
  • Knowledge – Knowing how to change: Conduct workshops, orientation sessions, and courses on academic ethics. Students should be taught about proper citation methods, understanding the boundary between original work and direct copying, and the benefits of maintaining academic honesty (Zine et al., 2023).
  • Ability – Implementing the change daily: Use advanced plagiarism detection tools, like Turnitin, to ensure every submission’s originality. The adoption of these systems would actively deter any form of academic dishonesty (Zine et al., 2023).
  • Reinforcement – Sustaining the change long term: Regularly share success stories, honor students who exhibit solid academic integrity, and show the tangible benefits of maintaining ethics. Periodic assessments and feedback sessions help understand improvement areas and sustain the change(Zine et al., 2023).

Criteria 5: Resource Information and Knowledge Gaps

To combat academic dishonesty within our ADN nursing program, we must harness several vital resources to provide insights into the situation and guide our interventions. Firstly, the use of plagiarism detection tools is essential. By incorporating systems like Turnitin, we can acquire empirical data on the prevalence of plagiarism within student submissions. This empirical evidence acts as a barometer, letting us measure the gravity of the situation and strategize accordingly (Andersson et al., 2022). Secondly, student surveys serve as a pivotal resource. By gathering direct feedback from the student body, we can delve into their perceptions, misconceptions, and overall attitudes surrounding academic integrity.

Understanding their perspectives and apprehensions can help us tailor our strategies more effectively, ensuring they address the issue’s root. Lastly, educational modules that focus on academic integrity are a proactive measure. These modules should be designed to enlighten students about proper citation practices, differentiate between inspiration and direct plagiarism, and educate them about the far-reaching consequences of academic dishonesty. By doing so, we aim to cultivate a deeper appreciation for academic ethics within our student population (Lei et al., 2023).

NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues

However, certain uncertainties and knowledge gaps persist even with these resources at our disposal. One primary concern is the underlying motivation behind such acts. While we can identify when plagiarism occurs, understanding the rationale behind a student’s choice to plagiarize remains a more intricate puzzle. Furthermore, even as we roll out these strategies and tools, we must continually assess their effectiveness. Are we genuinely instilling a sense of academic integrity in the students?

Or are we inadvertently pushing them to devise more sophisticated means to evade detection? The challenge is to detect, penalize, and cultivate an authentic understanding and appreciation for academic honesty. To address these uncertainties, more nuanced research, possibly with a qualitative tilt, would be beneficial. Such in-depth explorations would offer insights into students’ more profound challenges and temptations, guiding our efforts to foster genuine academic integrity.

Criteria 6: Ways to Measure the Change

Addressing plagiarism in our ADN nursing program is not just about maintaining the integrity of our academic institution but also about upholding the reputation and trustworthiness of the nursing profession as a whole. In an era where digital resources are at our fingertips, it becomes even more imperative to instil a sense of responsibility and ethics in our students. To understand and gauge the effectiveness of our interventions, the following elements will facilitate the measurement of change:

  • Snapshot of the Current Scenario: Begin by gathering institutional data and recent research findings related to the prevalence of plagiarism within our program. Offering a quantitative overview sets a benchmark against which future improvements can be measured (Miron et al., 2022).
  • Highlighting Real-life Consequences: Emphasize the academic repercussions and the broader ramifications within the nursing profession. Use real-life case studies to underscore the potential risks in patient care due to reliance on plagiarized content (Miron et al., 2022).
  • Promotion of Ethical Practices: Educate students on the ethical use of online resources, the value of original thought (especially in clinical care plans), and the importance of proper citation methods. This step is less about direct measurement than laying the foundations for a plagiarism-free culture (Miron et al., 2022).
  • Feedback Mechanisms: Crucial to any change management initiative is a feedback loop. Implement pre- and post-intervention surveys to measure shifts in students’ understanding and perspectives on plagiarism. Combine scaled questions with open-ended ones for comprehensive insights. Monitor these survey results over time to identify patterns, improvements, or areas that need further attention (Miron et al., 2022).
  • Periodic Review of Plagiarism Incidences: Regularly review the rate of plagiarism incidents in student submissions to track and quantify the change over time. This offers a direct measurement of the success of interventions (Miron et al., 2022).

Criteria 7: Culturally Sensitive Issues in the Change Process

In addressing the issue of plagiarism within our ADN nursing program, it is crucial to appreciate the cultural nuances that influence students’ understanding of academic integrity. Evidence-based research indicates that students from different cultural backgrounds might possess varied perceptions about plagiarism. For some, the concept of individual authorship, as emphasized in Western academia, might not resonate as deeply, leading to inadvertent academic missteps (Andersson et al., 2022). It is essential to comprehend that knowledge sharing might be prioritized over individual attribution in some cultures. This might inadvertently cause students to blur the lines between collaboration and individual work, seeing it as a normative practice rather than plagiarism. Other cultures might have varied conventions regarding source acknowledgment, leading to unintentional transgressions when they navigate Western academic expectations (Taras et al., 2023).

To tackle these challenges, our program must be founded on a dual approach that fosters a strong culture of academic integrity and remains sensitive to cultural diversity. Strategies can include orientation sessions tailored for international students to bridge their understanding of academic norms and creating resource materials that address specific cultural considerations about authorship and collaboration. The key lies in ensuring that our interventions, grounded in evidence-based research, cater to the unique needs of our diverse student population, thus creating a harmonious academic environment that upholds integrity without compromising on inclusivity.

Criteria 8: Actionable Plans for Ongoing Learning on Legal or Ethical Issues

Plagiarism has far-reaching implications in nursing education, affecting the credibility of academic work and the quality of care provided by future nurses. Beyond its direct effects on academia, it undermines the trustworthiness of the nursing profession. As a nurse educator, I must stay updated and informed on this issue. The following action plan delineates the steps I will take to ensure continuous learning and awareness about plagiarism:

  • Dedicated Literature Review: Dedicate time monthly to review new research articles, journals, and publications focusing on academic dishonesty, especially plagiarism, to keep myself updated with the latest findings and trends in the field.
  • Professional Workshops & Seminars: Attend annual seminars or workshops on academic integrity and teaching methodologies that emphasize genuine learning and discourage plagiarism.
  • Engage with Technology: Familiarize myself with the latest plagiarism detection tools and their functionalities. This will not only help in identifying instances of academic dishonesty but also in understanding the common patterns and sources.
  • Peer Discussions: Organize and participate in quarterly discussions with fellow nurse educators. Sharing plagiarism-related experiences and challenges can provide new perspectives and strategies to address them.
  • Feedback Mechanism: Implement a system where students can share their concerns, challenges, or misunderstandings about plagiarism. This direct feedback will guide me in understanding their perceptions and any misconceptions.
  • Collaborate with Educational Psychologists: Seek insights into the underlying motivations behind academic dishonesty, which can further guide teaching strategies and interventions.
  • Re-evaluation and Iteration: After implementing any changes or strategies, reassess their effectiveness through student outcomes, feedback, and personal reflection. Adapt and modify strategies based on these evaluations to ensure continuous improvement.
  • Self-reflection: At the end of each academic year, conduct a self-assessment to evaluate my understanding, strategies, and overall approach toward plagiarism. This introspection will highlight areas of improvement and further learning.

Areas for Deeper Exploration

Plagiarism in nursing education impacts academic credibility and the quality of future care nurses provide. As a nurse educator, I must stay informed on this issue. My action plan focuses on continuous learning and awareness about plagiarism. However, deeper exploration is essential. This includes understanding why students plagiarize, the cultural influences on perceptions of originality, and psychological triggers such as stress that may lead to dishonesty. Additionally, evaluating our current educational strategies and staying updated on technological tools that impact academic honesty is crucial. Engaging experts from the psychology and technology fields can help create effective strategies to instil genuine academic integrity in our nursing students.


In summary, addressing academic dishonesty and plagiarism is more than just about maintaining our institution’s reputation; it is about upholding the standards and values that the nursing profession stands for. Through continuous education, understanding cultural nuances, crafting actionable plans, and tapping into evidence-based research, we can foster an environment that discourages misconduct and champions genuine learning. It is imperative that we, as educators, take the lead in ensuring our students are equipped, informed, and inspired to uphold academic integrity. Let us build a future where our students excel in their academic and professional pursuits, delivering quality patient care with unwavering commitment and ethics.


Andersson, H., Svensson, A., Frank, C., Rantala, A., Holmberg, M., & Bremer, A. (2022). Ethics education to support ethical competence learning in healthcare: An integrative systematic review. BMC Medical Ethics23(1). 

Giroux, C. M., & Moreau, K. A. (2022). Nursing students’ use of social media in their learning: A case study of a Canadian School of Nursing. BMC Nursing21(1). 

Jeffries, P. (2022). Clinical simulations in nursing education: Advanced concepts, trends, and opportunities. Lippincott Williams & Wilkins. 

NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues

Lei, M., Wong, E. D., & Knowles, K. A. (2023). The potential of on-campus study to support students’ intercultural learning and development in higher education. International Journal of Educational Research118, 102152. 

Minton, C., Burrow, M., van der Krogt, S., & Manning, C. (2022). Cultural safety and patient trust: The hui process to initiate the nurse-patient relationship. Contemporary Nurse58(2-3), 1–12. 

Miron, J., Wilson, R., Freeman, J., & Sears, K. (2022). Academic integrity in upper year nursing students’ work-integrated settings. International Journal for Educational Integrity18(1). 

Taras, V., Steel, P., & Stackhouse, M. (2023). A comparative evaluation of seven instruments for measuring values comprising Hofstede’s model of culture. Journal of World Business58(1), 101386. 

Wang, X. (2023). Like riding a roller coaster: University teachers’ emotional experiences dealing with student plagiarism. International Journal of Environmental Research and Public Health20(4), 3276.