Rushed for time; can't or don't study as much as is necessary to get a good grade.
Feel pressured to get all 'A' grades in order to maintain a scholarship etc.
Want to maintain a certain GPA.
Do not want to admit that they do not know all of the material.
Does cheating really hurt anyone?
When a student cheats, it is not a true assessment of what they actually know.
It makes it harder for the student to be successful on comprehensive tests, as they may not really know/understand the material.
It does not reflect areas that the student needs remediation on.
If enough student's cheat in a course, it will not reflect material that the faculty has not covered in enough depth; it would not reflect the class knowledge level.
In the long run the student could find it harder and harder to study, as they could be spending more time finding ways to cheat, rather than actually studying.
How could cheating on an examination reflect how a student might give care in the future as a nurse?
If a person feels it is 'ok' to cheat on an exam, they may feel that to
'cheat' or 'fudge' a little on charting is 'ok' too.
If it is acceptable to cheat on an examination, why would a person not think
it would be ok to cheat, when administering a medication later than it could
be. (This could also be said if two drugs are similar, and a nurse gave a
drug that was not ordered, but is of the same route and type).
Could the times of charting be 'augmented' a bit, in favor of looking like
things were done in a timelier manner.
How is one thing more/less serious than another?
What could a student do if he/she observes a classmate cheating during an examination?
Tell the faculty member proctoring the examination, exactly what you saw. Describe the situation. This is best done during the examination period.
Watch your own paper. Cover your answer sheet when not writing on it. Do not sit close to another student during the testing period.
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The University of Kansas Medical Center