Scientific integrity among nursing students participating in the Scientific Initiation Program: An exploratory study.

Natállia Rodrigues Araújo Da Silva,Maria Rita Carvalho Garbi Novaes,Dirce Bellezi Guilhem,Gabriela Cristina Cantisani Pádua

doi:10.1590/s1980-220x2018047703548

Natállia Rodrigues Araújo Da Silva, Maria Rita Carvalho Garbi Novaes + Show 2 more

Open Access

https://doi.org/10.1590/s1980-220x2018047703548

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Abstract

Objective:To know the positions and practices adopted by nursing students in scientific initiation programs about the principles of scientific integrity in the different stages of the process of doing science.Method:An exploratory study of a quantitative nature, in which nursing student participants of the Scientific Initiation Program from the Federal District were interviewed.Results:Fifty (50) nursing students participated in the study. Most of the interviewed participants presented good notions about the process of conducting research in its different stages. Nevertheless, it was found that even though they were familiar with good scientific practices, students did not always behave in the most responsible manner. It was observed that the knowledge on topics related to the ethics of the scientific process was predominantly obtained through formal education, consisting of classes and courses. Nonetheless, the importance of complementary spaces such as research and research groups is recognized.Conclusion:Research experiences are important educational and vocational training spaces for students. Therefore, good research practices need to be included early in the academic curriculum.

Highlights

Nursing is a health profession that has care as its epistemological object of know-how
The results were grouped into 4 categories: I) demographic and academic characteristics; II) adherence to ethical requirements related to the process of doing science; III) behaviors adopted in developing research; IV) acquisition of knowledge about ethics and scientific integrity
50 undergraduate nursing students participated in the study; 31 (62%) came from the on-site data collection and 19 (38%) through access to the electronic form

Summary

Introduction

Nursing is a health profession that has care as its epistemological object of know-how. The care process embraces three basic dimensions: care, education-research, and administrative-managerial. Each has its own body of knowledge and strategies for its development and implementation. The second aspect of education-research assumes fundamental importance in training new professionals and to promote knowledge production which subsidizes care[1]. Scientific production in the nursing field in recent years has significantly contributed to its recognition as a workforce and source of theoretical and practical knowledge. This was due to an educational evolution through strengthening research groups and qualifying researchers[2]

Results

Discussion

Conclusion