| Course | NR 103 Transition to the Nursing Profession |
|---|---|
| Week | 7 |
| Paper type | Academic integrity case response |
| Length | About 1,130 words, 4 pages |
| Format | APA 7 student paper |
| School | Chamberlain University |
| Program | BSN (pre-licensure) |
| Updated | October 2026 |
Free sample paper for NR 103 Week 7
Integrity Case Response: Photos of Last Term's Pharmacology Exam Appear in the Cohort Group Chat at 2140 on a Sunday
Student Name
College of Nursing, Chamberlain University
NR 103: Transition to the Nursing Profession
Instructor Name
Month Day, Year
Integrity Case Response: Photos of Last Term's Pharmacology Exam Appear in the Cohort Group Chat at 2140 on a Sunday
The Facts, Told Flat
The case is composite. At 2140 on a Sunday, in a group chat of 38 students in my cohort, a classmate posts four photographs. They show pages of the unit exam from last term's pharmacology course, with answers circled. The message says: "Got these from someone in the last cohort. Same question bank every term. You're welcome." Our own unit exam is on Wednesday. By 2150, eleven people have reacted to the message, and two have replied with thanks. I have not opened the photographs. I can see the first one in the preview.
Several facts are unknown. I do not know whether the questions are in fact the same as ours, whether the photographs were taken with permission, or whether the instructor already knows the bank has been shared. I do not know who in the chat has opened the images.
It is worth being clear about what I know and do not know at 2150, because a response should not depend on guesses. I know the photographs exist, that the poster believes the questions will be reused, and that many classmates have seen the message. I do not know whether anyone will use them, and I do not know how the program would treat a student who merely received them without opening them. The response below is built only on what I know, and it avoids claims about what other people have done.
The Rule, Quoted
The International Center for Academic Integrity (2021) defines academic integrity as a commitment to six fundamental values: "honesty, trust, fairness, respect, responsibility, and courage." I use this document because my program's integrity policy draws on the same values, and because it treats integrity as something students do, not only something they avoid. Two of the six apply directly. Fairness: an exam is fair only if every student meets it under the same conditions, and students who study from the answers to the actual questions are not meeting it under the same conditions as those who do not. Courage: the framework includes it because acting on the other five values sometimes means doing something uncomfortable in front of peers.
The link to practice is not abstract. In Krueger's (2014) survey of 336 nursing students, a majority admitted dishonesty in class and in clinical placements alike, and students who cheated more often in one place tended to cheat more often in the other. A cohort that accepts a shared exam on Sunday is practicing a norm it may carry into a unit where someone else's charting is copied or a skipped check is covered for.
Options, Including the Weak One
1. Open the photos and study from them. It would probably raise my score. It is also plainly dishonest, it is unfair to classmates who do not, and if the exam uses the same bank, my grade would say I know pharmacology I have not learned. I reject it.
2. Do nothing: do not open them and say nothing. This protects my own integrity and costs me nothing socially. It is the option I was most tempted by. Its weakness is that it leaves 37 other people with the photographs, including some who will open them because no one said anything, and it leaves the instructor unaware that the exam may be compromised for everyone.
3. Leave the group chat. This removes me from the problem, but the group chat is also where the cohort shares clinical schedules and study groups. Leaving costs me that, and it changes nothing for anyone else.
4. Say something in the chat. A short message asking the poster to delete the photos, and saying why, puts the problem in front of everyone without accusing anyone. It costs me some social comfort, and some classmates will be annoyed.
5. Tell the instructor. This protects the exam's fairness for everyone, including students not in the chat. It carries the risk that the instructor asks who posted the photos, and it may be seen by classmates as reporting on them.
A Position in One Sentence
I will not open the photographs, I will post a message in the chat asking for them to be deleted, and I will tell the instructor on Monday that last term's exam is circulating, without naming who posted it.
I choose both steps four and five because each covers the other's weakness. The message in the chat gives my classmates a chance to do the right thing themselves before anyone else is involved. Telling the instructor protects everyone who takes the exam on Wednesday, because the instructor can change the questions whether or not the photos are deleted. I am not naming the classmate who posted them, because the instructor's decision about the exam does not depend on who shared it, and because that decision, if it needs to be made, belongs to the program and not to me.
What Happens on Monday
Sunday, 2155, I post: "Please delete these. I'm not opening them. If they're the same questions, anyone who studies from them isn't taking the same exam as the rest of us, and I don't want my grade on Wednesday to mean less than it should."
Monday, 0800, I email the instructor: "I wanted to let you know that photographs of what appears to be last term's pharmacology unit exam, with answers marked, were shared in our cohort's group chat on Sunday evening. I did not open them. I'm telling you so the exam on Wednesday can be fair for everyone."
I expect some classmates to be annoyed with me, and I have decided in advance not to argue about it in the chat. If someone asks me privately why I posted, I will say what I said in the message, and that I would rather be annoying on Sunday than practice the other habit.
If the instructor asks me who posted the photos, I will say that I would rather not name a classmate and that the problem is the exam's security, not one person. If the program's policy requires me to answer, I will answer honestly, because refusing a direct question from the program would be its own kind of dishonesty. I hope it does not come to that, and I think it is unlikely to, because what the instructor needs to protect Wednesday's exam is the fact that it has been shared, not a name.
References
International Center for Academic Integrity. (2021). The fundamental values of academic integrity (3rd ed.). https://academicintegrity.org/resources/fundamental-values
Krueger, L. (2014). Academic dishonesty among nursing students. Journal of Nursing Education, 53(2), 77-87. https://doi.org/10.3928/01484834-20140122-06
NR 103 Week 7 instructions, in plain terms
In Week 7 the assignment presents an academic integrity scenario, or asks you to choose one, and wants a response that applies a standard and reaches a decision. Expect instructions to ask what the issue is, which policy or values apply, what options exist and what you would do. Most sections set a page range in APA and want the university's integrity policy or a recognized values framework cited. The case may involve sharing exam content, plagiarism, falsified clinical records or unauthorized help. A position is required; weighing both sides without choosing does not answer the prompt. Keep any classmates fictional, and link the case to professional nursing conduct where you can.
How this NR 103 Week 7 example is built
The facts section describes a composite case: 38 students, four photographs with circled answers and a message saying the questions get reused. It lists what is unknown at 2150. The rule section quotes ICAI's six values, honesty through courage, and uses Krueger (2014) to connect classroom and clinical cheating. Five options follow with their costs, from studying the photos to telling the instructor, and the writer admits staying silent was the most tempting. A one-sentence position combines a chat message asking for deletion with an email to the instructor that names no classmate. The last section writes both messages out, and plans what to say if asked who posted.
Reading the NR 103 Week 7 grading rubric
Integrity case rubrics typically reward identifying the issue, applying a stated standard, analyzing options, reaching a justified decision and writing in APA. The decision row is the one most papers lose, so the sample puts its position in one plain sentence. Applying a standard means quoting a real document and using it, as the ICAI values are used here, not just mentioning honesty. Option analysis earns more when costs to the writer are admitted, including social ones. Linking the case to nursing practice through Krueger's data meets the professional conduct criterion many sections include. The written Monday actions show the decision can be carried out, which makes the reasoning easier to grade.
NR 103 Week 7 help from the desk
The costliest version weighs both sides and never decides. Another is moral language with no document behind it, talk of trust that never quotes a policy. The reverse problem also loses points: a rule quoted with no sense of what it costs to follow. Some students name a real classmate instead of using the scenario. Others decide but never describe what they would actually do next. If your section supplies the case, keep its facts exactly as given and do not add details that make the choice easy. Send the scenario and your school's integrity policy, and a model response can be written that reaches a clear position.
Get a NR 103 Week 7 example written to your instructions
Send the case your section supplies with the prompt and the rubric, and a custom NR 103 example is written inside those facts and returned in 24 to 48 hours. The first one is free. If the scenario you were handed resembles something you actually witnessed, keep the request general, because a report about a real classmate is a document only you can file.
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NR 103 Week 7 questions, answered
Do I have to say I would report a classmate?
You have to take a position and support it from the policy, which in most published cases points that way. What is not required is pretending it is easy. A response that reports and admits the cost is stronger than one that reports cheerfully, and stronger still than one that arranges the facts until the problem quietly disappears.
What counts as a source for this assignment?
The document that governs the behavior comes first: an academic integrity policy, a student handbook, a code of conduct for the profession. Add one published discussion of dishonesty in nursing education if the rubric asks for scholarship. A response resting only on general articles about ethics tends to float above the actual case in front of it.
Is this only about copying and plagiarism?
No, and the versions that treat it that way come in thin. The same rule reaches a shared test bank, a group assignment where one name did no work, a similarity report explained away, and an hour recorded that was not worked. Sections often pick a case precisely because it is not the obvious kind, which is what makes the policy worth quoting.
Where can I find a free NR 103 Week 7 sample paper?
The complete Week 7 response to the leaked pharmacology exam case, with the ICAI values, five options and the Monday email to the instructor, is reproduced on this page.
What does the NR 103 Week 7 example decide to do?
The writer refuses to open the photos, posts a message asking classmates to delete them and emails the instructor on Monday that the exam is circulating, without naming who shared it.