Assessment 5 Instructions: Teaching About Legal and Ethical Issues Essay

Assessment 5 Instructions: Teaching About Legal and Ethical Issues Essay

Plagiarism

Plagiarism is becoming more of a problem in colleges and universities worldwide. It is the act of presenting someone else’s work as one’s own without properly crediting or recognizing the source. This behavior violates not only academic integrity but also ethical principles. Plagiarism may have major consequences for patient safety in the nursing sector, since students who participate in this conduct may lack the requisite knowledge and abilities to deliver safe and effective treatment. Given the gravity of the situation, colleges and institutions must take proactive measures to prevent and combat plagiarism. This necessitates behavioral adjustments on the part of the staff, instructors, and students, as well as a commitment to ongoing learning and instruction regarding plagiarism and academic integrity (Carter et al., 2019). This introduction prepares the ground for a discussion of plagiarism as a legal and ethical issue, the adjustments required to address it, and the tactics and resources required to foster ongoing learning and progress in this area.

Synthesize Resource Information Needed To Evoke A Change In The Described Situation

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Plagiarism can take numerous forms, ranging from premeditated cheating to inadvertently copying from a source without attribution. As a result, if a student utilizes another person’s words or ideas in their work, they must credit where they originated from. It is common for students to plagiarize work where they purposefully steal the work of other people’s labor and utilize it to get credit for them, learning little or no knowledge in the process. Most students who plagiarize do so inadvertently, either because they lack the ability to prevent excessive reliance on the work of others or because they are unsure of what constitutes plagiarism (Carter et al., 2019). Plagiarism, whether deliberate or accidental, is a violation of the institution’s Plagiarism Policy.

Plagiarism is a legal and ethical issue that needs adjustments in conduct from all parts of the educational community, including staff, teachers, and students (Eaton, 2021). From an ethical standpoint, plagiarism compromises the norms of integrity, trustworthiness, and responsibility necessary for academic and professional life. Plagiarism can have major ramifications for a nurse’s reputation and ability to work in the area of nursing since it affects public faith in the nursing profession. Plagiarism is unethical for three reasons:

  • For starters, it’s unethical since it’s a form of stealing; that is, a student stealing someone else’s intellectual material and claiming the ideas and words of others as their own.
  • Second, it is unethical since the student plagiarizes profits from the infringement.
  • Third, a degree demonstrates the holder’s ability and expertise. If a student obtains work based on a qualification they did not get, they may pose a risk to others’ lives.

Plagiarism can take numerous forms, ranging from premeditated cheating to inadvertently copying from a source without attribution. As a result, if a student utilizes another person’s words or ideas in their work, they must credit where they originated from. It is common for students to plagiarize work where they purposefully steal the work of other people’s labor and utilize it to get credit for them, learning little or no knowledge in the process (Carter et al., 2019). Most students who plagiarize do so inadvertently, either because they lack the ability to prevent excessive reliance on the work of others or because they are unsure of what constitutes plagiarism. Plagiarism, whether deliberate or accidental, is a violation of the institution’s Plagiarism Policy.

Plagiarism is both a legal and ethical issue that needs adjustments in conduct from all parts of the educational community, including staff, teachers, and students (Eaton, 2021). From an ethical standpoint, plagiarism compromises the norms of integrity, trustworthiness, and responsibility necessary for academic and professional life. Plagiarism can have major ramifications for a nurse’s reputation and ability to work in the area of nursing since it affects public faith in the nursing profession. Plagiarism is unethical for three reasons:

  • For starters, it is unethical since it is a form of stealing; that is, a student stealing someone else’s intellectual material and claiming the ideas and words of others as their own.
  • Second, it is unethical since the student plagiarizes profits from the infringement.
  • Third, a degree demonstrates the holder’s ability and expertise. If a student obtains work based on a qualification they did not get, they may pose a risk to others’ lives.

Plagiarism is a type of copyright violation that can result in legal ramifications such as fines and lawsuits. As a result, educational institutions must have clear procedures in place to handle plagiarism and educate students on the necessity of following copyright laws.

Although plagiarism is not a criminal or civil violation, it is unlawful if it violates an author’s intellectual property rights, such as copyright or trademark. A copyright holder, for example, can sue a plagiarist in state court for copyright infringement. In turn, the plagiarist may be required to pay the copyright owner of the plagiarized works the amount they really lost as a result of the infringement, as well as attorney’s costs. For example, during her school years, Helen Keller was accused of plagiarism, as was Martin Luther King, Jr., when a Boston University probe found that he had, in fact, plagiarized nearly one-third of a chapter of his Ph.D. thesis (Wible, 2022).

The Necessary Changes In Ways That Smoothly Segue Into The Chosen Change Management Approach

As stated earlier, plagiarism, from an ethical standpoint, undermines the norms of honesty, trust, and responsibility that are necessary for academic and professional life. To solve this, students must appreciate the significance of original thought and good citation, and professors must offer explicit advice on proper citation procedures.   A change management strategy, such as Lewin’s Change Model, can be utilized to implement these essential adjustments. This paradigm has three processes: Unfreeze, change, and refreeze (Venketsamy et al., 2021). The need for modification is conveyed at the unfreeze stage, and stakeholders are readied for the change. During the change stage, essential adjustments to address plagiarism are made, such as clear policies, training for staff and faculty, and student resources. The improvements are institutionalized and sustained over time throughout the refreeze stage by continued education and reinforcement of the rules and procedures. The essential modifications to address plagiarism as a legal and ethical issue may be successfully implemented and managed by employing a change management strategy, establishing a culture of academic honesty, and retaining public trust.

Synthesize Resource Information Needed To Evoke A Change In The Described Situation; Identifies Areas Of Uncertainty Or Knowledge Gaps.

Resources that can be used to evoke changes include school policies, teaching students about the dangers of plagiarism, using plagiarism tools to detect any plagiarized content, and advocating for the strict use of credible resources (Carter et al., 2019). College rules and regulations: Having clear policies and protocols in place that describe the definition of plagiarism, the repercussions for engaging in it, and the process for reporting and resolving occurrences is the first step in tackling plagiarism. Colleges should have clear policies and procedures in place for dealing with plagiarism incidents (Carter et al., 2019). These regulations should spell out the sanctions for students who plagiarize, as well as the reporting and investigation procedure.

Educational materials: Both students and professors must be trained on the value of academic integrity and correct source citation. Presentations, workshops, handouts, and internet materials may all help with this. Colleges can develop and deploy awareness programs to teach students about the dangers of plagiarism and the value of academic integrity. Seminars, workshops, and internet resources can all help with this.

Technology tools: A variety of technological resources, such as plagiarism detection software, are available to assist in identifying instances of plagiarism. These tools might help enforce college standards and educate students and faculty about correct citation practices. Plagiarism detection software, such as Turnitin or Grammarly, can be used by colleges to detect instances of plagiarism in student work (Carter et al., 2019). This will assist in dissuading pupils from plagiarizing and to impose sanctions when instances are discovered.

Peer-reviewed research: Because the topic of education and plagiarism is always expanding, it is critical to remain up to date on the newest research and best practices (Carter et al., 2019). Peer-reviewed publications, studies, and books can give useful insights into the most recent advancements and successful ways of dealing with plagiarism.

Student involvement: Colleges may include students in the process of combating plagiarism by including activities that promote academic integrity and providing assistance to students who are having difficulty with their schoolwork (Carter et al., 2019).

Faculty training: Colleges can give faculty training to assist them spot and combat plagiarism in their classrooms. This training can also include how to utilize plagiarism detection technologies and how to deal with cases of plagiarism when they occur.

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Knowledge Gaps

Knowledge gaps in this field encompass the most efficient strategies for preventing plagiarism, the role of the internet and technological advances in plagiarism, and the best procedures for dealing with cases of plagiarism when they occur. The effectiveness of existing plagiarism prevention measures is poor. It is unknown how successful current plagiarism prevention approaches are and what improvements are required to handle the issue more effectively. Another knowledge gap is student attitudes regarding plagiarism. There is a shortage of awareness about why students plagiarize and what can be done to modify their views (Clarke et al., 2023). The role of technology in plagiarism prevention is a huge knowledge gap. With technological improvements, there is some ambiguity regarding how technology may be used to combat plagiarism and if it will be beneficial in the long run. The role of faculty and institutions in preventing plagiarism whereby there is a lack of knowledge regarding the role of faculty and institutions in preventing plagiarism and the activities that should be taken to address the problem (Clarke et al., 2023).

Teaching Presentation On A Legal Or Ethical Issue Designed To Evoke Change In Staff, Faculty, or a Student Group; Incorporates Elements That Might Facilitate Ways To Measure that change.

Plagiarism is a severe legal and ethical issue that affects both schools and universities, and addressing it successfully demands changes in staff, faculty, and student behavior (Carter et al., 2019). A teaching presentation is intended to promote awareness and urge change in the workplace regarding a legal or ethical issue regarding plagiarism. The presentation can assist in promoting a culture of compliance, accountability, and continual learning by stressing the ethical implications, best practices, and tools for monitoring progress in curbing plagiarism (Carter et al., 2019).

In the reaching presentation, major topics to be covered include what plagiarism is, institutional policies on plagiarism, ethical and legal ramifications of plagiarism, strategies to avoid plagiarism, referencing, and citations, and any questions regarding plagiarism. The presentation can contribute to developing a thorough and data-driven strategy for monitoring progress related to legal or ethical issues. It is possible to analyze the efficacy of the change effort and make any required revisions to ensure the success of the teaching plan by recording progress, collecting feedback, fostering self-reflection, and defining concrete goals. Furthermore, the teaching presentation is intended to educate and engage staff, professors, and students on the importance of academic integrity and plagiarism in nursing education (Carter et al., 2019). This presentation may assist to develop a culture of honesty, ethics, and accountability by combining tools for assessing change and supporting continuous learning. It can also guarantee that students have the information and skills needed to provide safe and effective patient care.

Identifies Culturally Sensitive Issues And How They Should Be Addressed In The Change Process; Grounds Identification In Evidence-Based Research.

According to Mukherjee and Hahn (2019), cultural sensitivity and inclusivity are essential variables in the effectiveness of change activities related to plagiarism in educational environments. The college can successfully address the issue of plagiarism and build an academic integrity culture that is inclusive and respectful of all cultures by acknowledging cultural differences and employing a culturally sensitive approach. In tackling plagiarism in universities, cultural sensitivity is critical. Cultural variations can influence attitudes regarding plagiarism and academic integrity, and it is critical to take these differences into account when adopting reforms. Cultural values, beliefs, and conventions have been proven in studies to impact attitudes about plagiarism. For example, some cultures may place a larger premium on group effort and teamwork, resulting in a more lenient attitude toward plagiarism (Mukherjee & Hahn, 2019). Other cultures may place more importance on individual success and unique work, resulting in a more rigorous anti-plagiarism position.

The following tactics can be used to address cultural differences in plagiarism:

  • Cultural awareness and training: Faculty and employees must be aware of and responsive to cultural differences, and they must be trained on how to combat plagiarism successfully in a culturally sensitive manner (Liang et al., 2021).
  • Educational materials on plagiarism and correct citation should be customizable in order to adjust for cultural variations and guarantee that all students receive relevant and accurate information (Liang et al., 2021).
  • Collaboration with cultural groups: The institution can collaborate with cultural organizations and leaders to better understand and address cultural views about plagiarism and academic integrity.
  • Inclusive change process: To guarantee that all viewpoints are considered, the change process must be inclusive and incorporate representatives from all cultural backgrounds (Liang et al., 2021).

Specific, Realistic, Actionable Plans For Continuous Learning About A Legal Or Ethical Issue, And Identifies Areas Where Additional Information Is Needed For Better Understanding.

The University’s purpose and obligation are to bring attention to various types of plagiarism and to employ preventative measures to combat plagiarism and promote academic integrity. The goal of an Action Plan is to outline the roles and duties at both the department and university levels, as well as the methods that will be implemented to increase the University’s ability to prevent plagiarism. The Policy views plagiarism as primarily a matter of knowledge and training but also of defining limits and instituting disciplinary procedures (Sadruddin, 2021). The University’s policy against plagiarism during students’ studies is divided into two degrees of academic misconduct. Level 1 indicates that a teacher discovers flaws in a student’s academic writing, such as insufficient referencing, citation, and paraphrasing, owing to a lack of expertise. Lack of understanding in academic writing will be addressed at the department level through focused pedagogical techniques. Level 2 plagiarism occurs when a department determines, after completing an investigation, that a student may be guilty of plagiarism with the intent to deceive.

The following action plan might be designed to continually learn about plagiarism as a legal and ethical issue:

  • Participate in conferences and workshops: Attend plagiarism and academic integrity conferences and seminars to remain up to date on the newest advancements, best practices, and research in the subject.
  • Examine peer-reviewed journals and books: Read peer-reviewed papers and books on plagiarism and academic integrity to obtain a better knowledge of the subject and to remain up to date on the most recent research and best practices.
  • Participate in a debate with colleagues: Discuss plagiarism and academic integrity with peers both inside and beyond the college to exchange ideas, best practices, and insights.
  • Use internet tools to remain up to date on the newest advancements and best practices in the field of plagiarism and academic integrity, such as blogs, websites, and discussion forums.
  • Carry out research: Conduct research to get a better understanding of the plagiarism problem and its impact on students, faculty, and the college. This study may be used to guide future attempts to solve the issue by informing policy and practice.

In terms of areas where more information is needed for a better understanding, studies on the most effective ways for avoiding plagiarism, the impact of technology and the internet on plagiarism, and the best methods for dealing with cases of plagiarism when they occur are all needed. Furthermore, further study on the cultural components of plagiarism and the influence of cultural variations on attitudes and behaviors linked to plagiarism and academic integrity is required (Sadruddin, 2021).

Conclusion

Plagiarism is a major legal and ethical issue with substantial consequences for students, professors, and universities. Addressing this issue necessitates a multifaceted strategy that includes adjustments in the behaviors of staff, professors, and students. This may be accomplished via ongoing learning and education, collaboration with colleagues and subject matter experts, and the establishment of evidence-based policies and procedures. Colleges may maintain academic integrity, build a culture of honesty and ethics, and support the growth of responsible and ethical students who are well-prepared for their future jobs by tackling plagiarism in a thorough and culturally sensitive manner.

 

References

Carter, H., Hussey, J., & Forehand, J. W. (2019). Plagiarism in nursing education and the ethical implications in practice. Heliyon5(3), e01350. https://doi.org/10.1016/j.heliyon.2019.e01350

Clarke, O., Chan, W. Y. D., Bukuru, S., Logan, J., & Wong, R. (2023). Assessing knowledge of and attitudes towards plagiarism and the ability to recognize plagiaristic writing among university students in Rwanda. Higher Education85(2), 247–263. https://doi.org/10.1007/s10734-022-00830-y

Eaton, S. E. (2021). Plagiarism in higher education: Tackling tough topics in academic integrity. Libraries Unlimited. https://books.google.at/books?id=zUAmEAAAQBAJ

Fadlalmola, H. A., Elhusein, A. M., Swamy, D. S. V., Hussein, M. K., Mamanao, D. M., & Mohamedsalih, W. E. (2022). Plagiarism among nursing students: A systematic review and meta-analysis. International Nursing Review69(4), 492–502. https://doi.org/10.1111/inr.12755

Liang, A., Maddison, T., & England, S. (2021). Proactive not punitive: Strategies to prevent plagiarism and promote international student success. Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium.

Mukherjee, K., & Hahn, K. (2019). Culturally sensitive learning design: Professional development for diversity and inclusion. Aect.org. https://members.aect.org/pdf/Proceedings/proceedings19/2019i/19_15.pdf

Sadruddin, M. M. (2021). Exploring the causes of plagiarism among postgraduate research students- A phenomenological case study approach. Journal of Education and Educational Development8(2). https://doi.org/10.22555/joeed.v8i2.443

UOG. (2015). Action plan for the prevention of plagiarism. Medarbetarportalen.Gu.Se. https://medarbetarportalen.gu.se/digitalAssets/1534/1534736_action-plan-for-the-prevention-of-plagiarismv-2015-493.pdf

Venketsamy, R., Chauke, L., & Bipath, K. (2021). Transitioning through management change: The experiences of community learning center educators. African Journal of Career Development3(1). https://doi.org/10.4102/ajcd.v3i1.20

Wible, J. R. (2022). The economics of scientific misconduct the economics of scientific misconduct: Fraud, replication failure, and research ethics in empirical inquiry. Routledge. https://books.google.at/books?id=y6t2EAAAQBAJ

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Assessment 5 Instructions: Teaching About Legal and Ethical Issues
• PRINT
• Create a 12-20 slide teaching PowerPoint presentation on a legal or ethical issue pertinent to nurse educators.
Introduction
As nurses we are all, no doubt, very aware of the myriad of legal and ethical issues in any health care setting. We are familiar with licensing for health care professionals, perhaps carry our own malpractice insurance, and have been cautioned by our employing institutions to always follow policy and procedures.
Nursing education is no different; there are specific legal and ethical issues that are of concern to nurse educators. Some of the specific areas of which nurses working in education need to be well aware include the following:
• Faculty rights and responsibilities.
• Student rights.
• Clinical evaluation of students.
• Academic dishonesty.
• Family Education Rights and Privacy Act (FERPA).
In addition, it is also important to understand the responsibility of faculty regarding information about students. This is important for both academic faculty and for clinical faculty supervising students in clinical areas.
As in clinical practice, documentation of concerns and issues that arise in educational settings can be very important.
Preparation
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.
Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
• How does the Family Education Rights and Privacy Act (FERPA) impact the work of a professor in a university-based nursing program?
• How would you handle plagiarism in the nursing classroom?
In this assessment, you will create a PowerPoint presentation that you could use to teach a group about a legal or ethical issue related to nursing or nursing education. To do so, you will select a case from the Nursing Education Legal and Ethical Scenarios | Transcript media piece to be your focus.
• Review the case and take time to reflect on the change that needs to occur and the group that you will be addressing.
• Research what the group needs to know to improve the legal or ethical situation that has occurred.
• Use a minimum of seven references, a minimum of five of which should come from peer- reviewed sources.
As you conduct research, synthesize information that will be needed to evoke a change in the situation.
Instructions
Create a 12–20 slide PowerPoint presentation that you would use to teach about the legal or ethical situation and to create change related to that situation.
Note: You must include 2–4 context slides. These are additional slides that provide contextual information for this assessment. Follow the guidelines for the two types of slides below.
Presentation Slides
For your 12–20 slide presentation:
• Choose an appropriate theme and style.
• Include an introductory slide that identifies the problem and your role.
• Use slides to convey the important information and understandings to the group.
• Provide a summary slide that reiterates the important points of the presentation.
• Also provide a slide that offers resources for the group after the teaching/learning experience.
• Include a slide with any references used in preparing the PowerPoint.
• Use the speaker’s notes feature to provide any additional information that you would include in the presentation. This should include any cultural sensitivity aspects and how the content is expected to make a change regarding the issue being addressed.
Context Slides
For the 2–4 contextual slides (which are not considered part of the actual presentation but rather should contain information that you as a presenter would need to consider in your preparation and presentation):
• Discuss any specific cultural and/or diversity aspects of the presentation that could be significant in the learning process. Include references and sources used to inform this.
• Analyze how the presentation may result in a significant change in the identified environment. Cite any relevant sources.
• Develop specific plans for how you might stay informed about the legal or ethical issue that was your focus. What resources could you use to learn about changes or developments that would impact your work?
Additional Requirements
• Create a professional-looking PowerPoint presentation, using speaker notes throughout.
• Length: 12–20 slides for teaching presentation plus 2–4 additional contextual slides.
• Use correct APA format for all citations and references; include a reference page.
• Writing should be free of grammatical errors.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
• Competency 4: Apply knowledge of legal and ethical issues relevant to higher education and nursing education.
o Describe a legal or ethical issue that requires changes in staff, faculty, or student behaviors.
o Synthesize resource information needed to evoke a change in the described situation.
• Competency 5: Articulate how nurse educators serve as change agents and leaders to help advance nursing education and nursing practice.
o Create a teaching presentation on a legal or ethical issue designed to evoke change in staff, faculty, or a student group.
o Identify culturally sensitive issues and how they should be addressed in the change process.
• Competency 7: Establish a plan for pursuing continuous improvement in the nurse educator role.
o Develop specific plans for continuous learning about a legal or ethical issue impacting nurse educators.
• Competency 8: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
o Design a PowerPoint presentation consistent with current professional standards that demonstrates correct grammar, usage, and mechanics in addition to following APA standards.

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Teaching About Legal and Ethical Issues Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Describe a legal or ethical issue that requires changes in staff, faculty, or student behaviors. Does not describe a legal or ethical issue that requires changes in staff, faculty, or student behaviors. Inaccurately or inadequately describes a legal or ethical issue that requires changes in staff, faculty, or student behaviors. Describes a legal or ethical issue that requires changes in staff, faculty, or student behaviors. Describes a legal or ethical issue that requires changes in staff, faculty, or student behaviors; details the necessary changes in ways that smoothly segue into the chosen change management approach.
Synthesize resource information needed to evoke a change in the described situation. Does not describe a legal or ethical issue that requires changes in staff, faculty, or student behaviors. Does not synthesize resource information needed to evoke a change in the described situation. Describes some researched information needed to determine some changes and education needed. Synthesizes resource information needed to evoke a change in the described situation. Synthesizes resource information needed to evoke a change in the described situation; identifies areas of uncertainty or knowledge gaps.
Create a teaching presentation on a legal or ethical issue designed to evoke change in staff, faculty, or a student group. Does not create a teaching presentation on a legal or ethical issue designed to evoke change in staff, faculty, or a student group. Creates a teaching presentation with limited content to partially educate and evoke change in a described legal or ethical issue. Creates a teaching presentation on a legal or ethical issue designed to evoke change in staff, faculty, or a student group. Creates a teaching presentation on a legal or ethical issue designed to evoke change in staff, faculty, or a student group; incorporates elements that might facilitate ways to measure that change.
Identify culturally sensitive issues and how they should be addressed in the change process. Does not identify culturally sensitive issues and how they should be addressed in the change process Identifies a limited number of culturally sensitive issues and partially discusses ways they should be addressed in the change process. Identifies culturally sensitive issues and how they should be addressed in the change process. Identifies culturally sensitive issues and how they should be addressed in the change process; grounds identification in evidence-based research.
Develop specific plans for continuous learning about a legal or ethical issue impacting nurse educators. Does not develop specific plans for continuous learning about a legal or ethical issue. Identifies resources that could be used to support continued learning about a legal or ethical issue, but does not develop a complete plan. Develops specific plans for continuous learning about a legal or ethical issue. Develops specific, realistic, actional plans for continuous learning about a legal or ethical issue, and identifies areas where additional information is needed for better understanding.
Design a PowerPoint presentation consistent with current professional standards that demonstrates correct grammar, usage, and mechanics in addition to following APA Does not design a PowerPoint presentation consistent with current professional standards or that demonstrates correct grammar, usage, and mechanics in addition to following APA standards. Designs a PowerPoint presentation with multiple errors in grammar, usage, mechanics, and/or APA standards. Designs a PowerPoint presentation consistent with current professional standards that demonstrates correct grammar, usage, and mechanics in addition to following APA standards. Designs a PowerPoint presentation with no grammar, usage, mechanics, or APA errors; presentation demonstrates logical flow, measured-but- effective use of graphics or animation, and scholarly-but- accessible tone.

 

 

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