Academic and clinical integrity: undergraduate nursing students’ perceptions
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Background Despite education on academic integrity, there are still instances where nursing students breach academic integrity principles. Nursing students who breach academic integrity principles in the classroom might engage in dishonest behaviors in the clinical setting. Globally, there are limited studies on nursing students’ perceptions of academic and clinical integrity. Furthermore, there are no studies on the perceptions of nursing students in Qatar on academic and clinical integrity. Purpose To explore the perceptions of undergraduate nursing students in Qatar on academic and clinical integrity. Methods A descriptive qualitative inquiry using face-face and online interviews. Results Four major themes and sub-themes emerged: (1) Definitions of Academic and Clinical Integrity; (2) Facilitators of Academic and Clinical Integrity with sub-themes of institutional support, ethical practice, and professional practice; (3) Barriers to Academic and Clinical Practice with sub-themes of peer influence, time influence, and fear of mistakes; (4) Improvements to academic and clinical integrity at the institutional level. Conclusion Participants in this study viewed academic and clinical integrity from a positive lens. Identified facilitators and barriers to academic and clinical integrity from a nursing student perspective in Qatar align with global nursing student perspectives.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.006 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it