ffect of Educational Intervention on Baccalaureate Nursing Students’ Perception of Academic Dishonesty: A Quasi-Experimental Study

Introduction: The growing interest in academic dishonesty research among nursing students can be attributed to the increasing number of misconduct cases reported worldwide. Student nurses’ perception of academic dishonesty has been implicated as the major reasons for its rising prevalence. The aim of this study was to ascertain the effect of academic honesty course on baccalaureate nursing students’ perception of academic dishonesty. Method: A quasi-experimental (one-group pretest posttest) design was adopted for the study. A total of 65 nursing students, Department of Nursing sciences, University of Nigeria, who met the inclusion criteria were selected using purposive and convenience sampling. A pretest was conducted prior to the administration of the educational intervention, then two post-tests thereafter. Data was analyzed using descriptive statistics including mean and standard deviation. Result: Overall, participants had negative perception of academic dishonesty pre and post intervention with significantly higher negative perception post-intervention when compared. Also gender was shown to make no difference in these variables. Discussion: Educational intervention played a critical role in improving students’ perception of academic dishonesty. It is recommended that such interventions must be frequently done for a sustainable positive impact.