Author Faculty (Discipline)

Nursing

Document Type

Article

Publication Date

3-2020

Early Online Version

5-20-2019

JOURNAL

Nursing Education Perspectives

VOLUME NUMBER

41

ISSUE NUMBER

2

PAGE NUMBERS

106-108

ISSN

1536-5026

Embargo Period

5-20-2020

ANZSRC / FoR Code

130103 Higher Education

Avondale Research Centre

Centre for Advancement of the Scholarship of Teaching and Learning

Reportable Items (HERDC/ERA)

C1

Abstract

Pre- and post-intervention surveys of first-year nursing students were undertaken to establish the students’ knowledge of plagiarism following implementation of an online library-based Academic Integrity Module and the use of plagiarism detection software. Knowledge and understanding of plagiarism improved, but students' ability to paraphrase remained poor. Students entering post-secondary educational institutions require ongoing support and learning opportunities to improve their skills in paraphrasing and referencing to avoid plagiarism.

Link to publisher version (DOI)

https://doi.org/10.1097/01.NEP.0000000000000492

Peer Review

Before publication

Comments

This is a non-final version of an article published in final form in Nursing Education Perspectives, 41(2), 106-108.

This article may be accessed from the publisher here.

Staff and Students of Avondale College may access this article from Avondale College library PRIMO search here.


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