Document Type : Original Article
Authors
1 Department of Nursing, School of Nursing and Midwifery, Community Based Psychiatric Care Research Center, Shiraz University of Medical Sciences, Shiraz, Iran,
2 Department of E‑learning, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
Abstract
BACKGROUND: Nowadays, one of the most important challenges of the universities and higher
education centers is academic dishonesty among students. Academic dishonesty is done through
cheating, deception, and plagiarism, which creates serious educational, studious, and social problems
for the students and society. The purpose of this study was to compare the effect of virtual and
workshop training on the knowledge and attitude of M. S. students in terms of plagiarism.
MATERIALS AND METHODS: This research was an applied interventional study of quasi‑experimental
type having pretest and posttest and the participants of this study included 90 M. S. nursing students
of Medical Science University of Shiraz in the southwestern part of Iran.
RESULTS: The comparison of the three groups indicated that virtual and workshop training, both,
developed the knowledge and attitude of students regarding plagiarism; however, the comparison
between two methods did not indicate a statistically significant difference.
CONCLUSION: Both virtual and workshop training methods had an effect on increasing students’
knowledge and attitude. Regarding the positive effect of training academic dishonesty using two
workshop and virtual training methods, both can be used as efficient and effective methods in training
dimensions depending on the condition and facilities to prevent and reduce plagiarism in students.
Keywords
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