Policy, Preparation, and Prevention: Proactive minimization of student plagiarism
Countless cases of plagiarism are detected across the Australian higher education sector each year. Generally speaking, policy and other responses to the issue focus on punitive, rather than on educative, measures. Recently, a subtle shift is discernable. As well as ensuring appropriate consequences for plagiarists, several universities are beginning to formalize the inclusion of learning and teaching strategies in anti‐plagiarism‐related policy and practice, as well as paying closer attention to the communication of unambiguous definitions of plagiarism. This article outlines one example of the emerging educative approach and details the ways in which this approach has been implemented across an entire university. The necessity of evidence‐based evaluation of approaches to reducing plagiarism in higher education is discussed.
The Problem of Plagiarism
Unfortunately, the frequency of plagiarism is increasing in the nursing profession. We are encouraged to write, especially those of us in academia, and we all live very active lives. Pressure to publish, especially when coupled with lack of time, can lead to plagiarism, whether inadvertent or not. This article will discuss the problem of plagiarism and provide tips on how to avoid it in your own work.
Predictors of health-promoting behaviors among freshman dental students at Istanbul University.
The aim of this cross-sectional study was to determine the predictors of health-promoting behaviors among freshman dental students at Istanbul University. Data were collected from a convenience sample of 111 students using questionnaires including a sociodemographic section, the Health-Promoting Lifestyle Profile II, the Health Value Scale, the Generalized Self-Efficacy Scale, the Perceived Stress Scale, and the Multidimensional Scale of Perceived Social Support. Data were analyzed using descriptive statistics, t-test, Pearson's correlation, and stepwise multiple linear regression. The overall health-promoting lifestyle behaviors among these students were at a moderate level, indicating that they engaged in health-promoting behaviors sometimes to often. They scored highest on the spiritual growth but lower on the health responsibility subscales. Females reported having engaged more in health responsibility behaviors and lower in physical activity than did males. Students from high-income families reported more physical activity. Significant correlations were found between overall health-promoting lifestyle behaviors, self-efficacy, health value, stress, and social support. Among all the related factors, self-efficacy was the most strongly predictive factor: it explained 61 percent of the variance in overall health-promoting behaviors. Thus, self-efficacy as a cognitive-perceptual factor should be considered by dental educators when planning educational interventions to promote students' healthy lifestyle.