GRP 4 N

COLLEGE OF NURSING AND ALLIED HEALTH PROFESSIONS
Nursing Professors’ Perception of Students’ Academic

Integrity
A Research Proposal Presented to the Faculty of
College of Nursing and Allied Health Professions
Good Samaritan Colleges
Burgos Avenue, Cabanatuan City
In Partial Fulfillment
Of the Requirements for the Subject
Nursing Research (N199)
Elaine DC. Bea
Nerissa C. Sumawang
Rizza Mae V. Tabing
S.Y. 2021-2022
I
TABLE OF CONTENTS
PRELIMINARIES
Title Page . . . . . . . . . . . . . . . . . . . . . . . I
Table of Contents . . . . . . . . . . . . . . . . . . . II
List of Tables . . . . . . . . . . . . . . . . . . . . III
List of Figure . . . . . . . . . . . . . . . . . . . . IV
CHAPTER I: THE PROBLEM AND REVIEW OF RELATED LITERATURE
Introduction . . . . . . . . . . . . . . . . . . . . . . 1
Significance of the Study . . . . . . . . . . . . . . . . 4
Statement of the Problem . . . . . . . . . . . . .. . . 5
Hypotheses of the Study . . . . . . . . . . . . . . . . 6
Theoretical Framework . . . . . . . . . . . . .. . . . . 6
Research Paradigm . . . . . . . . . . . . . . . . . . . 10
Definition of Terms . . . . . . . . . . . . . . . . . . 11
Scope and Limitation of the Study . . . . . . . . . . . 13
CHAPTER II: REVIEW OF RELATED LITERATURE . . . . . . . . 14
CHAPTER III: METHOIDOLOGY
Research Design . . . . . . . . . . . . . . . . . . . . 23
Research Locale . . . . . . . . . . . . .. . . . . . . . 23
Data Gathering Procedure . . . . . . . . . . . . . . . 24
Instrument for Data Gathering . . . . . . . . . . . . . 25
II
Sampling Procedure . . . . . . . . . . . . . . . . . . . 25
Statistical Treatment for Data . . . . . . . . . . . . 26
CHAPTER IV: PRESENTATION, ANALYSIS, AND INTERPRETATION
OF DATA . . . . . .. . . . . . . . . . . 30
CHAPTER V: SUMMARY, CONCLUSION AND RECOMMENDATION
Summary . . . . . . . . . . . . . . . . . . . . . . .. . 54
Conclusion . . . . . . . . . . . . . . . . . . . . . . . 57
Recommendation . . . . . . . . . . . . . . . . . . . . . 59
REFERENCES . . . . . . . . . . . . . . . . . . . . . . . 60
APPENDICES
Appendix A: Letter to the Respondents . . . . . . . . . 64
Appendix B: Letter to the CNAHP Faculty . . . . . . . . 65
Appendix C: Questionnaire . . . . . . . . . . . . . . . 66
Appendix D: Curriculum Vitae . . . . . . . . . . . . . . 68

LIST OF TABLES
Table
1 Distribution of Respondents According to Age. . . . 30

2 Distribution of Respondents According to Gender .. 31
3 Distribution of Respondents According to Marital
Status . . . . . . . . . . . . . . . . . . . . . . 32
4 Distribution of Respondents According to Educational
Attainment .. . . . . . . . . . . . . . . . . . . 33
5 Distribution of Respondents According to Years of
Teaching. . . . . . . . . . . . . . . . . . . . . . 34
6 Nursing Professors’ Perception of Students’ Academic Integrity . . . . . .. . . . . . . .
. . . . . . . 35
7 Relationship between the age of the respondents and

their perception of the students’ academic integrity.
. . . . . . . . . . . . . . . . .. . . . . . . . 40
8 Relationship between the gender of the respondents and

their perception of the students’ academic integrity.
. . . . . . . . . . . . . . . . . . . . . . . . . . 43
9 Relationship between the marital status of the

respondents and their perception of the students’
academic integrity. . . . . . . . . . . . . . . . . 45
10 Relationship between the educational attainment of the
respondents and their perception of the
students’ academic
integrity. . . . . . . . . . . . 48
III
11 Relationship between the years of teaching of the

respondents and their perception of the
students’ academic integrity. . . . . . . . . . . . 51
IV
List of Figures
Figure
1 Theory of Planned Behaviour (TPB) . . . . . . . . . 9
2 Research Paradigm . . . . . . . . . . . . . . . . . 10
V
Chapter I
Introduction
Background of the Study
Academic integrity is essential for a high-quality,
effective, and efficient educational experience. Students,
teachers, and professors should place a greater emphasis on
this act for it to be practiced within the academic
institution. Academic integrity is under criticism, and
students are increasingly relying on the internet and other
sources for assistance with their studies. One of the major
challenges we're dealing with right now is academic
dishonesty. It was already an issue before the pandemic, but
it became considerably worse as a result of the absence of
face-to-face engagement between students and teachers during
the pandemic.
In this time due to the pandemic, its been a big
challenge for the professors and students to maintain the
act of academic integrity because of the new normal, which
is distance learning or online classes. We are facing this
1
kind of situation that we need to study through online
classes and do our school requirements and projects through
online submission.
"Ethical codes had to be contained in a code of law
interconnected with the entire framework of social and
political systems, and young people had to study this law to
live the lives of citizens and individuals following
accepted standards of right and wrong," stated the Greek
philosopher Aristotle. Any nursing education setting should
prioritize ethical practice and academic integrity, both of
which stem from honesty. Academic integrity is essential for
providing high-quality patient treatment and outcomes.
When the matter of academic integrity is discussed
nowadays, the phrase pandemic is automatically associated.
Moreover, many authors have previously highlighted their
concerns regarding widespread dishonesty when it comes to
assessment (Baran and Jonason, 2020; Brown and McInerney,
2008; Josien et al., 2015). If the evaluation process cannot
be trusted due to the possibility of academic dishonesty,
the legitimacy, qualification, and credibility of academic
2
findings can be questioned when it comes to obtaining a
certificated degree (Goff et al., 2020; Martin, 2017).
Even though we are in a pandemic, we all used online
learning to our advantage to keep our education going.
Nursing students are not learning as much as they should be
as a result of the lack of interaction between students and
teachers, especially in a skill where they should be self-
sufficient, because they are preparing for practice using
the ICN Code of Ethics for Nurses' Standards of Practice and
Principles. When you ask a student a question, they often
have no idea how to respond, yet when it comes to online
quizzes and examinations, they usually get a high or perfect
score. Students do not learn because they plagiarize their
assignments, copy and paste from the internet, do unlimited
searches, and cheat on tests.
Academic integrity is required in any educational setting
for it to be credible and valid because honesty is
considered a fundamental ethical attribute. The safety and
well-being of the patients entrusted to our care need the
greatest level of nursing integrity. Academic integrity is
now affecting nursing professors; they must teach nursing
3
students to have a high moral value standard to ensure the
safety and efficacy of care for better patient outcomes.
The researchers would want to know what is the perception
of the nursing professors to the matter, we would like to
know how they evaluate the students, knowing that there is a
big possibility of academic dishonesty and how they deal
with it to help the students with their studies.
Significance of the Study
This study intends to discover the nursing professors’
perception of students' academic integrity and what
effective approaches can be used to develop integrity in
college students. The study's main beneficiary is indicated
below.
Professors. The result of the study will be helpful to
our teachers to give ideas to encourage integrity, and they
can also know the possible action or effective techniques in
handling their students.
4
School Coordinator. This study will be more useful to
know what are the best things to do to implement effective
techniques to secure integrity to every student.
Students. This study will benefit the students to be more
honest and help them to develop their integrity during this
pandemic and for them to apply it to their daily lives.
Future Researcher. This research will help future
researchers and will serve as the basis for constructing
more similar ideas and formulating new studies.
Statement of the Problem
The goal of this study is to find out the nursing
professors' perception of students' academic integrity. This
study's focus is to answer the following questions:
1. How can the profile of the nursing professors be
described in terms of:
1.1. Age;
1.2. Gender;
1.3. Marital status;
5
1.4. Educational attainment; and
1.5. Years of teaching?
2. What do nursing professors think of the students academic
integrity?
3. What is the relationship between the respondents’
demographic profile and their perception of nursing
students’ academic integrity?
Hypotheses of the Study
Thus the proposed hypotheses for this study are as
follows:
1. There is no significant relationship between the
respondents’ demographic profile and their perception of
nursing students’ academic integrity?
Theoretical Framework
Icek Ajzen's Theory of Planned Behavior (TPB), is a
theory that presents one person's attitude and judgment, as
well as their control over their behavior and society's
6
subjective norms, that influences their behavioral
intention, which leads to a behavior or action. This idea
shows how students demonstrate academic integrity or
academic dishonesty. According to the theory's concept, a
student's intention to commit academic dishonesty or
integrity relies on whether they believe it is ethical or
not. And they will question if the majority of the group
approves of such behavior, and then the student will decide
whether or not he or she may act depending on what the
majority is doing.
According to Ariel E. San Jose, Ph.D. (2019), the
transition to an online evaluation of students' outputs puts
immense pressure on teachers with insufficient time for
curriculum adjustment. Many academic institutions had hoped
that everything would be the same as normal but things had
gone the other way. Academic developers quickly prepared
online academic integrity tools for teachers while finding
ground in proven evidence-based concepts of academic
integrity. However, despite the efforts of academic
institutions, academic dishonesty had become rampant. Hence,
it was a challenge for teachers how to appropriately give
marks to the outputs of the students.
7
Academic integrity has been hard to maintain due to the
pandemic. There is no guarantee that students still practice
academic integrity in their study through the new normal.
Professors are also having a hard time, concerning
themselves if the grades they will put on their student card
are truly out of their hard work, whether they are learning
something from the lessons. As the study is about the
perspective of the professors in terms of the academic
integrity of the students. The researchers want to know
their concerns about the matter and how they deal with it.
Icek Ajzen’s theory supports and explains the problem of
our study. It shows how and why this problem exists,
therefore the researchers will use this as a basis to come
up with a solution, together with the use of data gathered
from the survey questionnaires consisting of the nursing
professors’ perceptions of their student's academic
integrity.
Theory of Planned Behavior (TPB)
8
Figure 1.
Research Paradigm
9
1. Profile of
Respondents:
1.1 Age
1.2 Gender
1.3 Marital Status
1.4 Educational
Attainment • Identification of Identify the
1.5 Years of respondents nursing professors’
Teaching perception of
• Data gathering students’ academic
procedure integrity.
• Questionnaire
Recommendation.
Nursing Professors’
• Analysis of data
Perception of
Students’ Academic
Integrity
Figure 2.
The Research Paradigm
Definition of Terms
10
This study utilized both concrete and operational
definitions to help readers unlock difficulties in
understanding key concepts included in the study.
Academic Integrity. Academic integrity is the concept
that all members of the academic community, including
professors, students, researchers, and others, operate with
honesty, trust, fairness, respect, and accountability.
Academic dishonesty. Academic dishonesty refers to all
people involved in teaching, learning, research, and other
associated academic activities committing or contributing to
dishonest doings, and it includes not only students but
everyone in the academic environment.
Age. The duration of a person's life or the existence of
a thing.
Educational Attainment. It refers to the respondents'
greatest level of schooling completed.
Gender. It is the state of being male or female in terms
of the social and cultural roles that men and women are
expected to play.
11
Marital Status. It refers to one of the numerous
alternatives for describing a respondent's relationship with
a significant other, including married, single, divorced,
and widowed.
Nursing. Nursing is a healthcare professional committed
to helping individuals, families, and communities in
achieving, maintaining, or regaining maximum health and
quality of life.
Nursing Professor. Nursing professor are registered health care
professionals with advanced degrees who work to educate the future generation
of nurses.
Pandemic. A pandemic is a viral outbreak that affects a
huge number of individuals across numerous countries.
Perception. Perception is the attitude of being aware
of, knowing, or capable of understanding something.
Professor. A college or university's highest-ranking
lecturer.
Years of Teaching. The number of years the respondents
have begun teaching.
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Scope and Delimitation
This study aims to know what is the nursing professors'
perception of students' academic integrity. It will identify
what is the insight of nursing professors' regarding their
students' academic integrity, and how they handle and deal
with it.
The target respondents will be limited to 10 CNAPH
Nursing Professors currently teaching at Good Samaritan
Colleges. It will be conducted in May 2022.
The study presented the result and discussed what the
researchers want to find out. The research was conducted by
the nursing students of Good Samaritan Colleges, from the
year 2021-2022.
13
Chapter II
Review of Related Literature
This chapter presents and discusses the reviews of
foreign and local related literature, which is significant
and relevant for this study of nursing professors'
perception of students' academic integrity.
Foreign Literature
According to Bertram-Gallant (2016), academic integrity
talks about the fundamental quality of learning. And it is
good for the students to develop higher quality education
through practicing academic integrity. The teaching-learning
process with integrity will lead to a higher standard of
excellence and learning, wherein every academic institution
should aspire to.
Based on the International Center for Academic Integrity
(2014), the role of academic integrity is to take any action
with responsibility, honesty, respect, trust, fairness, and
courage in everything that has something to do with academic
14
works and to avoid any kind of academic dishonesty despite
the difficulty of your works. In addition, according to
Fishman (2016), academic integrity is a habit that we
familiarize ourselves doing throughout our time in school.
So, if you are studying and carrying out academic works with
justice and coherence in the first place, that's how you
make yourself practice academic integrity and make it your
habit to do so. The problem is that cheating is spreading
day by day, and it's a strategy that every human uses to
solve their problem, specifically academic works. However,
cheating should not be tolerated in every aspect of life,
and hope for more human beings who still know what is right
from wrong and still value ethical behaviors (Stephens,
2016).
As a result of the COVID-19 pandemic, there has been a
worldwide push for online education and evaluation. Because
the transition to online programs was completed on short
notice, there was little time to plan to ensure that
academic integrity was maintained despite the new normal.
Examinations, quizzes, oral recitation, and making students
produce papers are just a few of the evaluation methods that
faculties have come up with to allow instructors to evaluate
15
students' competencies, skills, and knowledge (Stiggins,
2017; Wiggins, 2011). According to the academic publisher
Willey (2020), the survey conducted by almost 800 university
teachers from around the world found that 93% of
participants believed that students have more opportunities
to cheat on online assessment, and academic dishonesty has
become more severe during the COVID-19 pandemic.
Because they desire their pupils to receive a high-
quality education that can only be obtained through
legitimate means, research has indicated that lecturers or
professors, in general, take academic dishonesty more
seriously than students' perceptions (Blau et al., 2020;
Pincus & Schmelkin, 2003). Academic dishonesty, on the other
hand, is unavoidable during this pandemic, to the point
where both students and lecturers believe that cheating in
online classes is easier (Kennedy et al., 2000). This is a
very concerning situation because cheating has consequences,
both for the student's learning process and, more
importantly, for the manner that they will bring when they
enter their field of expertise as professionals when they
graduate (Barbaranelli et al., 2018; Bashir & Bala, 2018).
One of the biggest factors of the problems of online
16
evaluations is that there are a variety of technological
possibilities that facilitates non-ethical behavior, like
sharing information on the Internet, consulting with
friends, and copying contents easily (Peytcheva-Forsyth et
al., 2018; Sarwar et al., 2018). Up until now, exams and
assignments are still all conducted online and it appears
that they will be conducted at least this pandemic stopped.
Therefore online assessment is very hard to trust since
learning is increasingly conducted online and especially
during the Covid-19 pandemic with the possibility of
academic dishonesty.
They said that there is rampant concern that cheating has
been made easier due to the advances in technology, which is
now the biggest provider of a large number of innovative
schemes to provide students' sources that are difficult to
detect (Newton, 2018; Ison, 2020).
According to Troy (2021) a college student, the mindset
of students have today is that if everyone is cheating
anyway, why don't I cheat too?. It made them comfortable to
cheat because they know that everyone else is also cheating.
It brings back the go-to parenting question: "if your
17
friends jumped off a bridge, would you?". Due to the switch
to online learning, cheating became more progressive through
the internet, or what they call "E-cheating" or electronic
cheating, with the use of information technology.
Local Literature
Cheating is not permitted, he claims, because it "doesn't
serve to teach students honesty." Academic dishonesty,
academic misconduct, and academic fraud are all related
concepts that refer to various actions by students that go
against the expected norms of a school, university, or other
learning institution, all of which are expected to practice
academic integrity to achieve a high standard of education
(San Antonio, 2021).
According to Peterson (2019), there’s evidence that the
student can cheat on their assignment and different activity
in online school especially during the pandemic that we are
facing, they are going to cheat using online sources in
every college course, which is a widespread act of academic
misconduct. on the other hand, that information can easily
locate by the Professor if their students cheated or not
18
through online means also, and punishment must be given to
every student as the result of their action.
Due to the rapid emergence of the COVID-19 pandemic,
there have been numerous changes that must be made for
students to continue their education. To avoid class
suspensions, the Philippines Department of Education (DepEd)
immediately created and launched online curricula and
programs, such as the DepEd Commons learning delivery
platform, in March. Additionally, there is a
continuation of free classes with the support of The
University of the Philippines Open University (UPOU) to help
educators enhance their online teaching skills so that they
can stay up with the evolution of technology when it comes
to teaching online. However, due to a lack of student-
instructor interaction, educational institutions across the
country are still struggling with how to properly and
accurately assess students' work over the internet. When it
comes to evaluating their students' works, they don't know
if it is being done through honest means, but they have to
trust their students. However, since online cheating is very
prevalent, the academic integrity of the students is
inevitable to be questioned. With the current setting of the
19
educational environment, it may also be more difficult to
build strong teacher-student relationships that ensure
academic integrity through this online environment. The
implementation of different technologies across educational
institutions that check for plagiarism can be a first step
in helping educators to ensure that students are submitting
their original work and to know if they just copied it. To
preserve academic integrity, developing technologies that
can ensure the academic integrity of the students is a big
help in obtaining a high-quality education through this
time.
During this pandemic, any form of cheating is publicized
via Google, Facebook, or any other social media account. The
department of education does not tolerate such dishonesty.
To improve learning and cope with more knowledge during this
pandemic, professors and students' guardians must monitor
them to avoid such malpractice. They must teach their
students about academic integrity, encourage them, and
instill good values in them. The teacher provides some ideas
to help students understand the lesson and demonstrates to
them that it is acceptable to ask questions if they do not
20
understand the task. They also need to be taught how to
treat others with respect and fairness (San Antonio, 2021).
According to Briones (2021), the Department of
Education (DepEd) has urged its regional offices to take
immediate action to ensure academic integrity, including
requiring students and parents to sign a "contract" against
cheating. According to a Sept. 20 memorandum sent by
Diosdado San Antonio, DepEd Undersecretary for curriculum
and instruction, regional offices were encouraged to monitor
students' online activities and advise them against joining
any cheating site. Following media reports regarding a
Facebook group named "Online Kopyahan," where students
shared notes and test answers on modules and other learning
materials utilized in the blended learning setup developed
in response to the COVID-19 outbreak, the letter was sent.
Before it was terminated, the group had over 600,000
members. "In pursuit of its mission of generating
holistically developed learners, the Department of Education
restates its commitment to academic integrity while
preserving the integrity of every learner," said DepEd
(2021).
21
Teachers were encouraged to draft a contract prohibiting
academic dishonesty, which they were to discuss with
students and their parents before asking them to sign. "The
teacher can then draw out the contract and act properly if a
learner is detected cheating," said DepEd (2021). San
Antonio (2021), advised the regional offices to guarantee
that the grading method is transparent and to look into
different assessment strategies such as creating several
versions of tests, randomizing test questions, and only
showing questions once "to avoid repeating prior responses."
The department also recommended that television and radio
programs promoting academic honesty and integrity be
created.
Chapter III
Methodology
This chapter presents the mechanics undertaken in the
conduct of this study. It will discuss the research design,
research locale, data gathering procedure, instrument for
22
data gathering, sampling technique, and statistical
treatment for data.
Research design
This study used a quantitative research design approach,
specifically descriptive research, for the evaluation of
professors’ perception in terms of their students’ academic
integrity. The goal is to understand the core problem and
generate ideas, thus we created a questionnaire to find out
what professors think about students' academic integrity.
Research Locale
The study was conducted at Good Samaritan College's,
located here on Burgos Avenue, Cabanatuan City, Nueva Ecija.
Good Samaritan College is a private school composed of the
College of Nursing and Allied Health Profession and College
of Education. Our target participants are Nursing professors
and we want to know their perception of students' academic
integrity, by using a survey questionnaire. The research
will be conducted in June 2022.
23
Data Gathering Procedure
The survey questionnaire was made up of questions derived
from past comparable studies as well as questions produced
by the researchers themselves. After our supervisor has
given his approval for the questionnaire to be used, we ask
the question to 10 CNAPH nursing professors currently
teaching at Good Samaritan Colleges. The participants were
also given time to complete the survey.
The data will be the basis of the nursing professors'
perceptions of students' academic integrity.
Instrument for Data Gathering
The instrument we used for data gathering was an closed-
ended questionnaire to gather the data we needed. The
researcher's readings and past studies related to the study
were used to create a draft of the questionnaire. In the
preparation of the instrument, the requirements in designing
24
good data collection instruments were considered. For
instance, the statement describing the situations or issues
pertaining was toned down to accommodate the knowledge
preparedness of the respondents.
Sampling Procedure
This study used the simple random sampling method.
A simple random sample is a randomly selected subset of a population. In this sampling
method, each member of the population has an exactly equal chance of being selected.
This method is the most straightforward of all the probability sampling methods,
since it only involves a single random selection and requires little advance knowledge
about the population (Thomas, 2020).
The simple random sampling approach will be used to
select the respondents. 10 Nursing professors who
are currently teaching at Good Samaritan Colleges provided
the data for this study.
Statistical Treatment of Data
25
The data gathered were analyzed using the appropriate
statistical tools in order to give meaningful descriptive
interpretation of the results and findings of the study.
1. Frequency Counts and Percentage
This was utilized to answer the first problem which is
“How can the profile of the nursing professors be described
in terms of: (1.1)age, (1.2)gender, (1.3)marital status,
(1.4)educational attainment, (1.5)years of teaching.
Percentage of respondents’ answer was computed from one
variable to another. The results of the computation gave the
data regarding the response of the respondents.
The following formula will be used:
f
P= x 100
N
Where:
P= percentage
F= frequency
N= total number of cases
26
2. Weighted Mean
This tool was used to evaluate the second problem,
“What do nursing professors think of the students academic
integrity?”
The following formula was used:
∑ WX
Weighted Mean=
∑W
Where:
WM= Weighted mean
Ʃ = symbol for summation
W = the weights
X = the value
The weighted mean was verbally described using the
following scale:
Legend:
Verbal Description Weighted Mean
Strongly Agree (SA) 4.51 - 5.00
Agree (A) 3.51 - 4.50
27
Not Agree Nor Disagree (NAND) 2.51 - 3.50
Disagree (D) 1.51 - 2.50
Strongly Disagree (SD) 1.00 - 1.50
3. Chi-square
This tool was used to answer the third problem, “What
is the relationship between the respondents’ demographic
profile and their perception of nursing students’ academic
integrity?”
The formula for chi-square is as follows (Garrett,
2013):
2
x =∑ ¿
Where:
X2 = chi-square
Ʃ = symbol for summation
fo = observed frequency
fe = expected frequency
28
Chapter IV
Presentation, Analysis, and Interpretation of Data
This chapter presents the data gathered by the researchers. The data are presented
in tabular form followed by their analysis and their verbal interpretations.
Profile of the Respondents
The profile of the respondents was looked upon in
terms of their age, gender, marital status, educational
attainment, and years of teaching.
29
Table 1 shows the demographic profile of the
respondents according to age.
Table 1
Distribution of Respondents According to Age
Age Frequency Percentage Rank

25-35 2 20% 3
36-46 3 30% 2
47-57 5 50% 1
As can be seen from the table of distribution of
respondents according to their age range, 50% (5 people) of
the respondents were 47-57 years old which falls at the
first rank. Followed by the second rank with 30% (3 people)
of the respondents were 36-46 years old. And the third rank
with 20% (2 people) of the respondents were 25-35 years old.
With the result of the findings, the researchers
developed an impression that there are more nursing
professors at the age of 47-57 years old teaching at Good
Samaritan Colleges.
respondents according to gender.
30
Table 2
Distribution of Respondents According to Gender
Gender Frequency Percentage Rank

Female 6 60% 1
Male 4 40% 2
As reflected by the table of distribution of
respondents according to their gender, 60% (6 people) of
the respondents were female which falls at the first rank.
Followed by the second rank with 40% (4 people) of the
respondents were male.
In delving with the result, it can be stated that
there are more female nursing professors teaching at Good
Samaritan Colleges.
respondents according to marital status.
Table 3
Distribution of Respondents According to Marital Status
Marital Status Frequency Percentage Rank
Married 6 60% 1
Single 4 40% 2
31
As can be seen from the table of distribution of
respondents according to their marital status, 60% (6
people) of the respondents were married which falls at the
first rank. Followed by the second rank with 40% (4 people)
of the respondents were single.
The result indicated that the percentage of married
professors at Good Samaritan Colleges are higher.
respondents according to educational attainment.
Table 4
Distribution of Respondents According to Educational
Attainment
Educational Frequency Percentage Rank

Attainment
Masters’ Degree 6 60% 1
Bachelor Degree 3 30% 2
Doctorate 1 10% 3
As reflected by the table of distribution of
respondents according to their educational attainment, 60%
(6 people) of the respondents have masters’ degree which
falls at the first rank. Followed by the second rank with
32
30%(3 people) of the respondents who have bachelor degree.
Followed by the third rank with 10%(1 people) of the
respondents were doctorate.
With the result of the findings, the researchers
developed an impression that the percentage of nursing
professor that have masters’ degree at Good Samaritan
Colleges are higher.
respondents according to years of teaching.
Table 5
Distribution of Respondents According to Years of Teaching
Years of Frequency Percentage Rank

Teaching As can
be 1-5 years 3 30% 2 seen
from 6-10 years 1 10% 4 the

11-15 years 4 40% 1
table of
16-20 years 2 20% 3
distribution of respondents according to their years of
teaching, 40% (4 people) of the respondents have 11 to 15
years of teaching experience which falls at the first rank.
Followed by the second rank with 30% (3 people) of the
33
respondents have 1 to 5 years of teaching experience . And
the third rank with 20% (2 people) of the respondents who
have 15 to 20 years of teaching experience, and the fourth
rank with 10% (1 people) of the respondents who have 6 to 10
years of teaching experience.
In delving with the result it can be stated that
there are more nursing professors that have 11 to 15 years
of teaching experience at Good Samaritan Colleges.
Nursing professors think of the students academic integrity.
Table 6 presents the weighted mean, verbal
description and rank of responses of respondents on the
nursing professors’ perception of the students academic
integrity.
Table 6
Nursing Professors’ Perception of the Students’ Academic
Integrity.
34
WM VD RANK
What do nursing professors think of the students
academic integrity?
1. Students still practices academic integrity 3.9 A 7
intently.
2. Students may tend to commit academic dishonesty when 4.0 A 6
pressured.
3. Students may have committed academic dishonesty to 4.2 A 4
meet the expected passing grades.
4. I have come across at least one case of plagiarism 4.1 A 5
committed by my student.
5. I am aware of at least one student who had an 3.9 A 7
assessment completed for them by someone else.
6. Students mostly perform academic integrity. 3.5 A 9
7. Students usually perform academic integrity when I 3.6 A 8
tell them that I use digital tools or other techniques
to check their works.
8. Through out my teaching career, the rate of me 3.4 NAND 10
encountering students who perform academic dishonesty
is low.
9. As a professor and a parent at the same time, my 3.1 NAND 11
views for academic integrity of my students changes.(If
not a parent check box 1.)
10. I thoroughly evaluate my students’ works to ensure 4.9 SA 1
proper grades are given.
11. I find it hard to evaluate my students grades 4.4 A 3
without face to face supervision.
12. I confront my students if ever suspected or proven 4.2 A 4
guilty of any academic dishonesty.
13. I discuss my views on the importance of academic 4.7 SA 2
integrity with my students.
14. Student circumstances are taken into account when 4.1 A 5
deciding penalties for any academic dishonesty.
15. There should be more training for students on 4.4 A 3
avoidance of plagiarism and academic dishonesty at my
institution.
35 MEAN 4.0
TOTAL WEIGHTED A
Legend:
Verbal Description Weighted Mean
Strongly Agree (SA) 4.51 - 5.00
Agree (A) 3.51 - 4.50
Not Agree Nor Disagree (NAND) 2.51 - 3.50
Disagree (D) 1.51 - 2.50
Strongly Disagree (SD) 1.00 - 1.50
Table 8 shows the nursing professors' perception of the students' academic
integrity, with a total weighted mean of 4.0 and interpreted as agree. The highest mean
assessment for the interpretation of strongly agree was on "I thoroughly evaluate my
students' proper grades are given", with weighted mean of 4.9, followed by "I discuss my
views on the importance of integrity with my students", with weighted mean of 4.7 and
interpreted as strongly agree.
The table also shows different weighted mean for the interpretation of agree, the
highest weighted mean for agree was "There should be more training for students
avoidance on of plagiarism and academic dishonesty at my institution", with weighted
mean of 4.4 and "I find it hard to evaluate my students grades without face to face
supervision", with weighted mean of 4.4, followed by “Students may have committed
academic dishonesty to meet the expected passing grades”, with weighted mean of 4.2
36
and “I confront my students if ever suspected or proven guilty of any academic
dishonesty”, with a weighted mean of 4.2 and both interpreted as agree, followed by “I
have come across at least one case of plagiarism committed by my student”, with
weighted mean of 4.1 and “Student circumstances are taken into account when deciding
penalties for any academic dishonesty”, with weighted mean of 4.1 and both interpreted
as agree, next was ”Students may tend to commit academic dishonesty when pressured”,
with weighted mean of 4.0 and interpreted as agree, next was “Students still practice
academic integrity intently”, with weighted mean of 3,9 and “ I am aware of at least one
student who had an assessment completed for them by someone else”, with weighted
mean of 3.9 and both interpreted as agree, followed by “ Student usually perform
academic integrity when tell them that I use digital tools or other techniques to check
their works”, with weighted mean of 3.6 and interpreted as agree, next was “Students
mostly perform academic integrity”, with weighted mean of 3.5 and interpreted as agree.
The table also shows different weighted mean for the interpretation of not agree
nor disagree, the highest weighted mean for not agree nor disagree was “Throughout my
teaching career, the rate of me encountering students who perform academic dishonesty
is low”, with weighted mean of 3.4, followed by “As a professor and a parent at the same
time, my views for academic integrity of my students changes”, with the weighted mean
of 3.1 and interpreted as not agree nor disagree.
The result established the fact that 2 out of 10
nursing professors’ perception of students’ academic
integrity was interpreted as strongly agree, 11 nursing
37
professors’ perception of students’ academic integrity was
interpreted as agree, and the remaining 2 nursing
professors’ perception of students’ academic integrity was
interpreted as not agree nor disagree. This shows that
nursing professors are concerned about the academic
integrity of the students in their institution.
Findings revealed that even though nursing
professors thoroughly evaluate their students’ works to ensure
proper grades are given and they discuss their views on the
importance of academic integrity. They still think that there
should be more training for students on avoidance of plagiarism
and academic dishonesty. Because majority of them have come
across a case of plagiarism or academic dishonesty committed by
their student.
Relationship between the respondents’ demographic profile
and their perception of nursing students’ academic
integrity.
Table 7 shows the relationship between the age of
the respondents and their perception of the students’
academic integrity.
38
Table 7
Relationship between the age of the respondents and their
perception of the students’ academic integrity.
AGE 5 4 3 2 1 TOTAL
25-35 5 (9.6) 13(12.8) 10(5.4) 2(1.2) (1) 30
36-46 12(13.76) 19(18.3) 10(7.74) 1(1.72) 1(1.43) 43
47-57 31(24.64) 32(32.85) 7(13.86) 3(3.08) 4(2.57) 77
TOTAL 48 64 27 6 5 150
Null Hypothesis: There is no significant relationship
between the age of the respondents and their perception of
students academic integrity.
Chi-square (x2) = ∑ (fo-fe)2/fe

x2 = 13.86
Degrees of Freedom (df) = (r-1) (c-1)
df = (3-1) (5-1)
df = 8
Critical Value (CV) 0.05 = 15.507

13.86 > 15.507 = not significant
Based on the computed value above, the null
hypothesis was accepted which indicates that there is no
39
significant relationship between the age of the respondents
and their perception of students academic integrity.
The table presents the relationship between the
age and the respondents perception of students’ academic
integrity with the computed chi-square value of 13.86 that
is less than the critical value of 15.507 in the 0.05 level
of significance. The data were interpreted as there is no
significant relationship between the age of the respondents
and their perception of students academic integrity, since
the computed value of chi-square is less than the criterion
value. There were 64 (42.67%) respondents’ perception of
students academic integrity in agree and most of them were
47-57 years old. The 48 (32%) were in strongly agree and
most of them were also 47-57 years old. The other 27 (18%)
were in neither agree nor disagree and most of them were 25-
35 and 36-46 years old. The 6 (4%) were in disagree and most
of them were 36-46 years old. And the remaining 5 (3.33%)
were in strongly disagree and most of them were 47-57 years
old also.
The result indicates that the nursing
professors’ perception about their students’ academic
integrity does not vary on the age range of the respondents,
40
most of them have the same views or perception about the
matter.
According to the a study, lecturer with weighted mean age of 50.21 years, 66% of
the lecturers reported that they had altered their method of evaluation in the present
semester because of the transition to online learning. For 50% of the lecturers this was
because of apprehension of copying and apprehension that the academic level would be
harmed, 6% stated it was in order to reduce students' anxiety and uncertainty during the
Covid-19 pandemic, 6% in order to encourage independent learning and 3% because of
the transition of exams to online methods (Amzalag et al., 2021).
Table 8 shows the relationship between the gender of
academic integrity.
Table 8
Relationship between the gender of the respondents and their
GENDER 5 4 3 2 1 TOTAL
FEMALE 35 (31) 39(39.06) 14(18.6) 4(3.1) 1(1.24) 93
MALE 15(19) 24(23.94) 16(11.4) 1(1.9) 1(0.76) 57
TOTAL 50 63 30 5 2 150
41
between the gender of the respondents and their perception
of students academic integrity.

x2 = 1.94
df = (2-1) (5-1)
df = 4

The computed data above indicates that the null
significant relationship between the gender of the
respondents and their perception of students academic
integrity.
The table presents the relationship between the
gender and the respondents perception of students’ academic
integrity with the computed chi-square value of 1.94 that is
less than the critical value of 9.488 in the 0.05 level of
significance. The data were interpreted as there is no
significant relationship between the gender of the
42
integrity, since the computed value of chi-square is less
than the criterion value. There were 63 (42%) respondents’
perception of students academic integrity in agree and most
of them were female. The 50 (33.33%) were in strongly agree
and most of them were also female. The other 30 (20%) were
in neither agree nor disagree and most of them were female.
The 5 (3.33%) were in disagree and most of them were also
female. And the remaining 2 (1.33%) were in strongly
disagree and they are both male and female.
integrity does not vary on the gender of the respondents,
majority of them have the same views or perception about the
matter.
In addition, it was found out in the study of Awosoga et al. (2021), how often
faculty witnessed incidents of academic dishonesty by gender, The result shows that all
genders overwhelmingly (90.9%–100.0%) reported witnessing incidents of academic
dishonesty.
Table 9 shows the relationship between the gender of
academic integrity.
43
Table 9
Relationship between the marital status of the respondents
and their perception of the students’ academic integrity.
MARITAL 5 4 3 2 1 TOTAL
STATUS
SINGLE 16(18.88) 23(24.78) 17(12.19) 3(2.36) (0.78) 59
MARRIED 32(29.12) 40(38.22) 14(18.80) 3(3.64) 2(1.21) 91
TOTAL 48 63 31 6 2 150
between the marital status of the respondents and their
perception of students academic integrity.

x2 = 5.64
df = (2-1) (5-1)
df = 4

As the data computed, the null hypothesis was
accepted which indicates that there is no significant
44
relationship between the marital status of the respondents
and their perception of students academic integrity.
The table above shows the relationship between
the marital status and the respondents perception of
students’ academic integrity with the computed chi-square
value of 5.64 that is less than the critical value of 9.488
in the 0.05 level of significance. The data were interpreted
as there is no significant relationship between the marital
status of the respondents and their perception of students
academic integrity, since the computed value of chi-square
is less than the criterion value. There were 63 (42%)
respondents’ perception of students academic integrity in
agree and most of them were married. The 48 (32%) were in
strongly agree and most of them were also married. The other
31 (20.67%) were in neither agree nor disagree and most of
them were single. The 6 (4%) were in disagree and 3 of them
were single and 3 of them were married. And the remaining 2
(1.33%) were in strongly disagree and they were married.
integrity does not vary on the marital status of the
45
respondents, majority of them have the same views or
perception about the matter.
On the contrary to the result of the study,
according to the study of Fitzmaurice (2012), in Ireland which reported that the single seemed
more satisfied than the married. The fact that tertiary institution students, irrespective of marital
status, were comparable in their tendency to endorse academic integrity in most situations
suggests homogeneity in the school and life experiences of students at this level of education.
Table 10 shows the relationship between the
educational attainment of the respondents and their
Table 10
Relationship between the educational attainment of the
respondents and their perception of the students’ academic
integrity.
EDUCATIONAL 5 4 3 2 1 TOTAL
ATTAINMENT
BACHELOR 11(14.7) 19(18.6) 13(9.3) 2(1.5) (0.9) 45
DEGREE
MASTERAL 35(29.4) 37(37.2) 12(18.6) 3(3) 3(1.8) 90
DEGREE
DOCTORATE 3(4.9) 6(6.2) 6(3.1) (0.5) (0.3) 15
TOTAL 49 62 31 5 3 150
46
between the educational attainment of the respondents and
their perception of students academic integrity.

x2 = 11.94
df = (3-1) (5-1)
df = 8

Based on the computed value above, the null
significant relationship between the educational attainment
of the respondents and their perception of students academic
integrity.
the educational attainment and the respondents perception of
value of 11.94 that is less than the critical value of
15.507 in the 0.05 level of significance. The data were
interpreted as there is no significant relationship between
47
the educational attainment of the respondents and their
perception of students academic integrity, since the
computed value of chi-square is less than the criterion
value. There were 62 (41.33%) respondents’ perception of
students academic integrity in agree and most of them were
master’s degree holder. The 49 (32.67%) were in strongly
agree and most of them were also master’s degree holder. The
other 31 (20.67%) were in neither agree nor disagree and
most of them were bachelors’ degree holder. The 5 (3.33%)
were in disagree and most of them were masters’ degree
holder. And the remaining 3 (2%) were in strongly disagree
and they were masters’ degree holder.
integrity does not vary on the educational attainment of the
respondents, most of them have the same views or perception
about the matter.
According to Pellegrino and Hilton (2013), educational attainment and the longer
the work experience are, the stronger the self-efficacy becomes. His study concluded that
educational background is significantly correlated with their profession in the future.
48
Table 11 shows the relationship between the educational
attainment of the respondents and their perception of the
students’ academic integrity.
Table 11
Relationship between the years of teaching of the
respondents and their perception of the students’ academic
integrity.
YEARS OF 5 4 3 2 1 TOTAL
TEACHING
1-5 8(14.74) 24(19.32) 11(9.51) 3(1.84) (0.61) 46
6-10 8(4.48) 4(5.88) 1(2.89) 1(0.56) (0.187) 14
11-15 18(19.2) 23(25.2) 16(12.4) 1(2.4) 2(0.8) 60
16-20 14(9.6) 12(12.6) 3(6.2) 1(1.2) (0.4) 30
TOTAL 48 63 31 6 2 150
between the age and the perception of students academic
integrity of the respondents.

x2 = 18.97
df = (4-1) (5-1)
49
df = 12

As the data computed, the null hypothesis was
accepted which indicates that there is no significant
relationship between the years of teaching of the
integrity.
the years of teaching and the respondents perception of
value of 18.97 that is less than the critical value of
21.026 in the 0.05 level of significance. The data were
interpreted as there is no significant relationship between
the years of teaching of the respondents and their
perception of students academic integrity, since the
computed value of chi-square is less than the criterion
value. There were 63 (42%) respondents’ perception of
students academic integrity in agree and most of them have
11-15 years of teaching experience. The 48 (32%) were in
strongly agree and most of them also have 11-15 years of
teaching experience. The other 31 (20.67%) were in neither
50
agree nor disagree and most of them have 11-15 years of
teaching. The 6 (4%) were in disagree and most of have 1-5
years of teaching experience. And the remaining 2 (1.33%)
were in strongly disagree and they 11-15 years of teaching
experience.
integrity does not vary on the years of teaching of the
respondents, most of them have the same views or perception
about the matter.
According to the Iris Center (2022), the thoughts teachers have about their
students are shaped by their background knowledge and life experiences. These
experiences might include their family history or tradition, education, work, culture, or
community, and all of these contribute to an individual’s perception and how he or she
views others.
Chapter V
51
This chapter presents the summary of findings, the conclusions arrived and the
recommendations offered.
Summary
1. Profile of the Respondents
Out of 10 respondents, 5 of them were in between the age of 47 to 57 years old with
percentage of 50% and majority of the respondents were Female as shown by the
frequency of 6 or 60%.Mostly, the respondents marital status was married having a
frequency of 6 or 60%. In addition, 6 out of 10 respondents educational attainment has
masters’ degree with a frequency of 6 or 60%. And lastly the highest percentage of the
years of teaching is 11 to 15 years with a frequency of 4 or 40%.
2. What do nursing professors think of the students academic integrity?
Based on the gathered data of the researchers, the overall
weighted mean of 4.0 and interpreted as agree, it was
evident that 2 out of 10 nursing professors’ perception of
students’ academic integrity shows that nursing professors
are concerned about the academic integrity of the students
in their institution fall to strongly agree, while 6 nursing
professors’ perception of students’ academic integrity fall
to agree, and the remaining 2 nursing professors’
52
perception of students’ academic integrity was interpreted
as not agree nor disagree.
3. What is the relationship between the respondents’
demographic profile and their perception of nursing
students’ academic integrity?
The computed chi-square value in the relationship between
the age and the respondents perception of students’ academic
integrity was 13.86 that is less than the critical value of
15.507 in the 0.05 level of significance. Therefore, there
was no significant relationship between the age of the
integrity. Same as to the computed chi-square value in the
relationship between the gender and the respondents
perception of students’ academic integrity was 1.94 that is
less than the critical value of 9.488 in the 0.05 level of
significance, which indicates that there was no significant
relationship between the gender of the respondents and their
perception of students academic integrity. And the same goes
for the the relationship between the marital status(5.64 >
9.488), educational attainment(11.94 > 15.507), and years of
teaching(18.97 > 21.026) and the respondents perception of
53
students’ academic integrity, there was no significant
relationship between them, since all of the computed value
of chi-square is less than the criterion value.
Conclusion
The following were the conclusions drawn based on
the findings of the study:
1. A typical nursing professor at Good Samaritan Colleges
were at the age range of 47-57 years old, female, married,
54
holder of masters’ degree, and with 11-15 years of teaching
experience.
2. The nursing professors’ perception of students’ academic
integrity shows findings that even though nursing
professors thoroughly evaluate their students’ works to ensure
proper grades are given and they discuss their views on the
importance of academic integrity. They still think that there
should be more training for students on avoidance of plagiarism
and academic dishonesty. Because majority of them have come
across a case of plagiarism or academic dishonesty committed by
their student.
3. Respondents’ age, gender, marital status, educational
attainment, and years of teaching have no significant
relationship of the respondents’ perception of their
students’ academic integrity, which indicates that the
nursing professors’ perception about their students’
academic integrity does not vary on their demographic
profile.
55
Recommendation
1. The researchers suggest that future researchers conduct similar study for a more
accurate and comprehensive result which will cover a larger group of respondents in
different schools.
56
2. Establish more seminars and programs for both students
and professors that focuses on the importance of academic
integrity.
3. For the nursing students to engage themselves on
practicing academic integrity in school, which they will
carry along with them at their field of profession.
4. For The Commission of Higher Education (CHED) to
implement an orientation to improve the quality of academic
integrity performances of the nursing students.
References
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Magallanes, C Catbagan Nimfa. The effect of educational attainment, length
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Agilar, Mark Gabriel. (2021). Academic Dishonesty in the

Philippines: The Case of 21st Century Learners and
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Student Perceptions of Academic Integrity in
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Stennett, Rosain. (2017). Academic Dishonesty
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Sides of the Coin: Lack of Academic Integrity In
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Aina., Sureda-Negre, Jaume. (2021). Exam cheating
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Guerrero-Dib, Jean Gabriel., Portales, Luis., & Heredia-
Escorza, Yolanda. (2020). Impact of Academic
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60
Appendices
Appendix A
LETTER TO THE RESPONDENTS
61
Appendix B
LETTER TO THE CNAHP FACULTY
62
Appendix C
QUESTIONNAIRE
63
64
65
Appendix D
CURRICULUM VITAE
Elaine D.C Bea
Purok 1 brgy. Ilog Baliwag,
Quezon, Nueva Ecija
elainebea@goodsam.edu.ph
0992317767
Date of Birth: January 19, 2001
Place of Birth: Cabanatuan City
Nationality: Filipino
Religion: Catholic
Civil Status: Single
Parents: Father: Donald B. Bea
Mother: Maricel D.C Bea
Educational Background
Tertiary: Good Samaritan Colleges
Bachelor of Science in Nursing
2021-2022
Senior High School: Phinma Aurollio University
General Academic Strand
66
2017- 2019
Junior High School: Solomon’s Excellence Academy
2013 – 2017
Elementary: Thomas Joson Elementary School
2007 – 2013
Nerissa C. Sumawang
Purok 4, Brgy. Marikit,
Pantabangan, Nueva Ecija
nerissasumawang@goodsa.edu.ph
(0917)-648-0665
Date of Birth: November 16, 2000
Place of Birth: Cabanatuan City
Religion: Catholic
Parents: Father: Abner T. Sumawang
Mother: Geraldine C. Sumawang
67
2021-2022
Senior High School: Good Samaritan Colleges
Science, Engineering, Technology, and
Mathematics Strand
2017- 2019
Junior High School: Good Samaritan Colleges
2013 – 2017
Elementary: Brgy. Marikit Elementary School Pantabangan

Nueva Ecija
2007 – 2013
Rizza Mae V. Tabing
Purok 5, Sampaloc
Talavera, Nueva Ecija
rizzamaetabing@goodsam.edu.ph
(0963)-888-4798
Date of Birth: October 26, 2000
Place of Birth: Talavera
Religion: Catholic
68
Parents: Father: Raymond P. Tabing
Mother: Melba V. Villaflor
2021-2022
Senior High School: St. John Paul ii College of Davao
Technical-Vocational
2017- 2019
Junior High School: Talavera National High School
2013 – 2017
Elementary: Talavera Elementary School
2007 – 2013
69

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COLLEGE OF NURSING AND ALLIED HEALTH PROFESSIONS

Nursing Professors’ Perception of Students’ Academic

A Research Proposal Presented to the Faculty of

College of Nursing and Allied Health Professions

Good Samaritan Colleges

Burgos Avenue, Cabanatuan City

Of the Requirements for the Subject

Nursing Research (N199)

Elaine DC. Bea

Rizza Mae V. Tabing

List of Tables . . . . . . . . . . . . . . . . . . . . III

CHAPTER I: THE PROBLEM AND REVIEW OF RELATED LITERATURE

Significance of the Study . . . . . . . . . . . . . . . . 4

Statement of the Problem . . . . . . . . . . . . .. . . 5

Hypotheses of the Study . . . . . . . . . . . . . . . . 6

Scope and Limitation of the Study . . . . . . . . . . . 13

CHAPTER II: REVIEW OF RELATED LITERATURE . . . . . . . . 14

CHAPTER III: METHOIDOLOGY

Data Gathering Procedure . . . . . . . . . . . . . . . 24

Instrument for Data Gathering . . . . . . . . . . . . . 25

Statistical Treatment for Data . . . . . . . . . . . . 26

CHAPTER IV: PRESENTATION, ANALYSIS, AND INTERPRETATION

CHAPTER V: SUMMARY, CONCLUSION AND RECOMMENDATION

Appendix A: Letter to the Respondents . . . . . . . . . 64

Appendix B: Letter to the CNAHP Faculty . . . . . . . . 65

Appendix D: Curriculum Vitae . . . . . . . . . . . . . . 68

1 Distribution of Respondents According to Age. . . . 30

7 Relationship between the age of the respondents and

8 Relationship between the gender of the respondents and

9 Relationship between the marital status of the

11 Relationship between the years of teaching of the

1 Theory of Planned Behaviour (TPB) . . . . . . . . . 9

Background of the Study

Academic integrity is essential for a high-quality,

effective, and efficient educational experience. Students,

teachers, and professors should place a greater emphasis on

this act for it to be practiced within the academic

institution. Academic integrity is under criticism, and

students are increasingly relying on the internet and other

sources for assistance with their studies. One of the major

challenges we're dealing with right now is academic

dishonesty. It was already an issue before the pandemic, but

it became considerably worse as a result of the absence of

face-to-face engagement between students and teachers during

In this time due to the pandemic, its been a big

challenge for the professors and students to maintain the

act of academic integrity because of the new normal, which

is distance learning or online classes. We are facing this

kind of situation that we need to study through online

classes and do our school requirements and projects through

"Ethical codes had to be contained in a code of law

interconnected with the entire framework of social and

political systems, and young people had to study this law to

live the lives of citizens and individuals following

accepted standards of right and wrong," stated the Greek

philosopher Aristotle. Any nursing education setting should

prioritize ethical practice and academic integrity, both of

which stem from honesty. Academic integrity is essential for

providing high-quality patient treatment and outcomes.

When the matter of academic integrity is discussed

nowadays, the phrase pandemic is automatically associated.

Moreover, many authors have previously highlighted their