Nursing student knowledge of plagiarism and its relationship to writing apprehension and writing self-efficacy

Authors

  • Meagen Chorney Red River College

DOI:

https://doi.org/10.11575/cpai.v4i1.72848

Keywords:

academic integrity, Canada, higher education

Abstract

This session will provide the results of a cross-sectional study exploring how knowledge of plagiarism is related to writing apprehension, writing self-efficacy, and various demographic and writing history characteristics of nursing students. Our study gathered data by survey, including two established questionnaires for writing apprehension (Daly & Miller, 2013) and writing self-efficacy (Mitchell et al., 2017). Data were also gathered as part of the natural instructional and evaluation processes of the course Scholarly Writing (NRSG-1501), including a plagiarism questionnaire and feedback provided to students on course quizzes and a scholarly paper. Attendees of this session will explore plagiarism from students’ perspectives of their own writing apprehension and self-efficacy in comparison to their demonstration of academic integrity in a first year writing course for nursing students. 

References

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Published

2021-06-25

Issue

Section

Academic Integrity Inter-Institutional Meeting