The outcome for the PICOT question is to “increase student awareness of plagiarism.” The outcome will be measured by a student plagiarism awareness survey quiz. The survey will be online through Survey Monkey. At the end of the presentation, a link to the survey will be provided for the attendees to copy. The survey will consist of a total of eight questions. Four o the questions will be true or false, and the other four questions will be multiple choice. The survey questions are as follows:

1. Plagiarism is defined as taking someone else’s work or ideas and passing them off as your own?

(a) True

(b) False

2. Your source wrote: Acetaminophen is better for headaches then Aspirin. You wrote:

Acetaminophen is better for headaches then Aspirin. What plagiarism type is this considered to be?

(a) Self-plagiarism

(b) Direct plagiarism

(c) Mosaic plagiarism.

3. When citing a source or sources correctly in your body of work, it is not necessary to include a reference list?

(a) True

(b) False

4. Which of the following is an effective step to use when paraphrasing?

(a) Only read the original passage once before you get an idea of what the passage is about.

(b) When rewriting the original passage, do not set it aside.

(c) Write down and incorporate your rendition created from the original work in your paper. (d) If you use any exact wording for the original source, you do not need to enclose the information in quotation.

5. Which of the following is considered a cheating behavior?

(a) Submitting a paper that you have written and not someone else’s.

(b) Rewriting the author’s words with your own understanding.

(c) Getting permission from your instructor before resubmitting your previous work from another course.

(d) Taking an exam for someone else or having someone take an exam for you.

6. Which of the following are resources offered to students attending Chamberlain University to help prevent, minimize, and deter incidence of plagiarism?

(a) APA citation and writing assistance

(b) Tutoring resources

(c) Your instructor

(d) APA tutorials on plagiarism

(e) All of the above

7. Chamberlain University Academic Integrity Policy, found in the nursing student handbook, discusses acts of dishonesty?

(a) True

(b) False

8. A consequence of violating Chamberlain University’s academic integrity policy includes failure of the course?

(a) True

(b) False

The anticipated outcome is that students have an increases understanding of plagiarism, paraphrasing, cheating behavior, and resources offered by Chamberlain University to minimize plagiarism.

Evaluation Summary of the Project

There was a total of five student participants that attended the webinar and completed the post survey quiz. Three of the student participants attended the webinar live and the other two students reviewed the recorded post webinar link. The survey quiz consisted of eight questions.

Results of Quiz Questions

Question one was: Plagiarism is defined as taking someone else’s work or ideas and passing them off as your own? From the five responses, this question was answered correctly at 100%. Question two was: Your source, Acetaminophen is better for headaches then aspirin. You wrote, Acetaminophen is better for headaches then Aspirin. What type of plagiarism is this considered to be? From the five responses, this question was answered correctly at 100%. Question three was: When citing a source or sources correctly in your body of work, it is not necessary to include a reference list? From the five responses, this question was answered correctly at 60% and incorrectly at 40%. Question four was: Which of the following is an effective step to use when paraphrasing. From the five responses, this question was answered correctly at 60% and incorrectly at 40%. Question five was: Which of the following is considered a cheating behavior? From the five responses, this question was answered correctly at 100%. Question six was: Which of the following are resources offered to students attending Chamberlain University to help prevent, minimize, and deter incidence of plagiarism? From the five responses, this question was answered correctly at 100%. Question seven was: Chamberlain University’s Academic Integrity Policy, found in the nursing student handbook, discusses acts of dishonesty? From the five responses, this question was answered correctly at 100%. Question eight was: A consequence of violating Chamberlain University’s academic integrity policy includes failure of the course? From the five responses, this question was answered 80% correctly and 20% incorrectly. The overall results of the quiz scores, compared to the number of respondents, showed a median of 88%, mean of 88%, and standard deviation of 15%. The average of the lowest score was 63% and highest score was 100%.

Evaluation of the Intervention

The intervention of defining and explaining concepts of plagiarism during a live webinar was effective based on the results shown from the data. After participants viewed the live webinar, they participated in taking the post survey quiz which captured the information that was covered in the presentation. All eight questions were answered by the five participants. There were no questions skipped. In regard to the concepts of the definition of plagiarism, types of plagiarism, cheating behaviors, acts of dishonesty, and plagiarism prevention resources offered by Chamberlain University, the respondents showed a positive level of understanding across the board. The concepts regarding citing of a source and paraphrasing steps showed that only 60% of students received an increase awareness and 40% of students did not. The concept of consequences associated with violating the academic integrity policy showed that 80% of students received an increase awareness and 20% of students did not. Overall, 88% of students were positively affected by the intervention.

Limitations of the Project

There were a few limitations of the project. One limitation was that participation in the webinar intervention was voluntary. Only five students participated in the intervention out of a total of eighty-eight students enrolled in the course. Having a larger sample size could have given a larger result to be analyzed. Another limitation of the project was that the time frame given to implement the project was within a short window. Had more time been available for the project to be implemented, possibly over a few select days, then this might have given more students the convenience to attend according to their personal schedules. Another limitation of the project is that a pretest was not conducted. Had a pretest been conducted then this would have given the ability to compare the effectiveness of the intervention prior to teaching.

Summary of Findings

Educational interventions regarding plagiarism prevention education can improve nursing students’ awareness by adding to their existing knowledge. The instructional strategy of delivering the intervention to nursing students in the online environment by doing a live webinar gave students flexibility and the benefit of interactive learning. Student’s existing level of knowledge was benefited by the presentation of the information on plagiarism concepts, ways to minimize the incidence of plagiarism, available resources offered by the college, and behaviors of academic integrity.

Implications for Theory

The theory applied to the project is the constructivist teaching and learning theory which “advocates a participatory approach” (Fernando & Marikar, 2017, p. 110) to teaching and learning. Teaching and learning should be an interactive process between the one who is creating and facilitating learning (teacher) with the recipient receiving the information (student). The constructivist teaching and learning theory is a reciprocal process that benefits the teacher and student. The live webinar on plagiarism prevention education was the activity used to implement the theory. The live webinar offered a way for students to create an interactive connection with the teacher and information presented. Students were able to receive the information and act on the knowledge when they actively participated in the live presentation, when they replied to questions asked by using the chat box during the live streaming, and by participating in the post survey quiz.

Implications for Further Research

Further research is needed to compare the incidents of plagiarism among students in the online educational environment versus those students in the traditional classroom when plagiarism education has been implemented. Comparing online students with traditional students will help determine which group benefits the most from the education. Once the benefit is determined, then educational programs can create teaching strategies and interventions to improve a student’s level of knowledge on the topic.

Implications for Teaching

As a future nurse educator, this information can be used to develop successful lessons and course work on plagiarism prevention education. Teaching a class offered on this subject can help to improve a student’s understanding. Specific lessons can be made interactive to maintain a student’s interest using a flip classroom approach. Specifics on ways to avoid plagiarism, ways to identify plagiarism, and ways to access outside resources may help students be successful in developing their assignments free of common plagiarism errors such as paraphrasing or citing of sources.

Summary of Entire Project

In conclusion, the purpose of this project was to find out if nursing students in an online course received a live webinar on defining and explaining the concepts of plagiarism, would this increase students’ awareness of plagiarism during the course duration? Creating interactive opportunities for students to “actively participate in the learning process” (Fernando & Marikar, 2017, p. 110) is a teaching strategy supported by the constructivist teaching and learning theory. This is why the strategy to use the live webinar method to deliver the education was most appropriate.

The review of literature has shown that plagiarism prevention education can be successfully delivered to nursing students online to help increase knowledge, attitudes, and understanding. Barbara Spradley’s eight step model for planned change was the change model selected to develop the teaching plan and implement the strategy in a step-by-step method.

Prior to implementing the intervention, an invite was sent out to a total of eighty-eight students enrolled in the online course to participate in the teaching intervention on a voluntary basis. However, only five students attended and participated in the post survey quiz. The results showed that more than three-quarters of the students that participated in the intervention were positively affected by receiving an increase awareness in knowledge preventing plagiarism.

 
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