C I I RESEARCH INTEGRATE I C N R E O A V T A T E Manual Publication of American Psychological Associations C I I INTEGRATE C I I

ETHICAL CONSIDERATIONS IN RESEARCH WRITING DR. ZANDRA ZARATE-PARUGINOG

ETHICAL CONSIDERATIONS First, ethical standards prevent against the fabrication or falsifying of data.  Second, elevate and secure the confidentiality and anonymity of the subjects Publication Manual of the American Psychological Association

ETHICAL CONSIDERATIONS  Third, help to ensure that researchers can be held accountable to the public. Fourth, protect the use of Human Subjects. Publication Manual of the American Psychological Association

Research Ethics Policies (Agencies) 1. Institutional Review Board (IRB) 2. International Association of Business Communicators (IABC) Research Foundation 3. Social Sciences and Behavioral Research (SSBA) 4. Public Health Surveillance Research (PHSR) Publication Manual of the American Psychological Association

Issues Related To Ethics In Scientific Writing PLAGIARISM - the most common form of scientific misconduct, is defined as the appropriation of another person's ideas, processes, results or words without giving appropriate credit. (Fisher & Zigmond) II. AUTHORSHIP – is reserved for people who make a primary contribution to and hold primary responsibility for the data, concepts, and interpretation of results for a published work (Hut, 1987) Publication Manual of the American Psychological Association

Section 217 of RA 8293,Part IV “The Law on Copyright” “Any person infringing any right secured by provisions of Part IV of this Act or aiding or abetting such infringement shall be guilty of a crime punishable by: “(a) Imprisonment of one (1) year to three (3) years plus a fine ranging from Fifty Thousand Pesos (P50,000) to One Hundred Fifty Thousand pesos (P150,000) for the first offense;” “(b) Imprisonment of three (3) years and one (1) day to six (6) years plus a fine ranging from One Hundred Fifty Thousand Pesos (P150,000) to Five Hundred thousand pesos (P500,000) for the second offense;” “c) Imprisonment of six (6) years and one (1) day to nine (9) years plus a fine ranging from Five Hundred Thousand Pesos (P500,000) to one million five hundred thousand pesos (P1,500,000) for the third and subsequent offenses”.

REPUBLIC ACT NO. 8293, known as the “INTELLECTUAL PROPERTY CODE OF THE PHILIPPINES” Chapter X, MORAL RIGHTS The Philippines IP Code on Copyright affirms the moral rights of an author as related to an author’s copyright Moral Rights, distinct from economic rights, must be recognized and upheld . Researchers must comply with copyright law and as potential authors should likewise be cognizant of others’ moral rights. “To require that the authorship of the works be attributed to him, in particular, the right that his name, as far as practicable, be indicated in a prominent way on the copies, and in connection with the public use of his work.”

Different Forms Of Plagiarism 1. Intentional Plagiarism - in which one knowingly lifts text directly from other authors without giving appropriate credit. 2. Self Plagiarism - Also known as text recycling. The author copies large parts of one of his or her previous papers word- for-word. Publication Manual of the American Psychological Association

Several Different Forms Of Plagiarism 3. Duplicate Publication - a form of plagiarism that occurs when an author submits for publication a previously-published work as if it were original. 4. Paraphrasing Plagiarism - researcher only moved the original author's words around, while summarizing the main ideas. Publication Manual of the American Psychological Association

Paraphrase -a restatement of a text, passage or work giving the meaning in another form

Original Source Material Plagiarism or Paraphrasing? PLAGIARISM Developing complex skills in the classroom involves the key ingredients identified in teaching pigeons to play ping- pong . The key ingredients are: (1) inducing a response, (2) reinforcing subtle improvements or refinements in the behavior, (3) providing for the transfer of stimulus control by gradually withdrawing the prompts or cues, and (4) scheduling reinforcements so that the ratio of reinforcements in responses gradually increases and natural reinforcers can maintain their behavior. Gredler, M. E. (2001). Learning and instruction: Theory into practice (4th ed.). Upper Saddle River, NJ: Prentice- Hall. The same factors apply to developing complex skills in a classroom setting as to developing complex skills. A response must be induced, then reinforced as it gets closer to the desired behaviour. Reinforcers have to be scheduled carefully, and cues have to be withdrawn gradually so that the new behaviours can be transferred and maintained. RESEARCHER’S TEXT Publication Manual of the American Psychological Association

CORRECT VERSION: Paraphrase ORIGINAL SOURCE MATERIAL CORRECT VERSION: Paraphrase Developing complex skills in the classroom involves the key ingredients identified in teaching pigeons to play ping-pong and to bowl. The key ingredients are: (1) inducing a response, (2) reinforcing subtle improvements or refinements in the behavior, (3) providing for the transfer of stimulus control by gradually withdrawing the prompts or cues, and (4) scheduling reinforcements so that the ratio of reinforcements in responses gradually increases and natural reinforcers can maintain their behavior. Gredler, M. E. (2001). Learning and instruction: Theory into practice (4th ed.). Upper Saddle River, NJ: Prentice- Hall. According to Gredler (2001), the same factors apply to developing complex skills in a classroom setting as to developing complex skills in any setting. A response must be induced, then reinforced as it gets closer to the desired behavior. Reinforcers have to be scheduled carefully, and cues have to be withdrawn gradually so that the new behaviors can be transferred and maintained. Reference: Gredler, M. E. (2001). Learning and instruction: Theory into practice (4th ed.). Upper Saddle River, NJ: Prentice-Hall. RESEARCHER’S TEXT Publication Manual of the American Psychological Associations

Passage as It Appears in the Source Critical care nurses function in a hierarchy of roles. In this open heart surgery unit, the nurse manager hires and fires the nursing personnel. The nurse manager does not directly care for patients but follows the progress of unusual or long-term patients. On each shift a nurse assumes the role of resource nurse. This person oversees the hour- by-hour functioning of the unit as a whole, such as considering expected admissions and discharges of patients, ascertaining that beds are available for patients in the operating room, and covering sick calls. Resource nurses also take a patient assignment. They are the most experienced of all the staff nurses. The nurse clinician has a separate job description and provides for quality of care by orienting new staff, developing unit policies, and providing direct support where needed, such as assisting in emergency situations. The clinical nurse specialist in this unit is mostly involved with formal teaching in orienting new staff. The nurse manager, nurse clinician, and clinical nurse specialist are the designated experts. They do not take patient assignments. The resource nurse is seen as both a caregiver and a resource to other caregivers. . . . Staff nurses have a hierarchy of seniority. . . . Staff nurses are assigned to patients to provide all their nursing care. (Chase, 1995, p. 156) Chase, S. K. (1995). The social context of critical care clinical judgment. Heart and Lung, 24, 154-162. Publication Manual of the American Psychological Association

Critical care nurses function in a hierarchy of roles Critical care nurses function in a hierarchy of roles. In this open heart surgery unit, the nurse manager hires and fires the nursing personnel. The nurse manager does not directly care for patients but follows the progress of unusual or long-term patients. On each shift a nurse assumes the role of resource nurse. This person oversees the hour-by- hour functioning of the unit as a whole, such as considering expected admissions and discharges of patients, ascertaining that beds are available for patients in the operating room, and covering sick calls. Resource nurses also take a patient assignment. They are the most experienced of all the staff nurses. The nurse clinician has a separate job description and provides for quality of care by orienting new staff, developing unit policies, and providing direct support where needed, such as assisting in emergency situations. The clinical nurse specialist in this unit is mostly involved with formal teaching in orienting new staff. The nurse manager, nurse clinician, and clinical nurse specialist are the designated experts. They do not take patient assignments. The resource nurse is seen as both a caregiver and a resource to other caregivers. . . . Staff nurses have a hierarchy of seniority. . . . Staff nurses are assigned to patients to provide all their nursing care. (Chase, 1995, p. 156) Critical care nurses have a hierarchy of roles. The nurse manager hires and fires nurses. S/he does not directly care for patients but does follow unusual or long- term cases. On each shift a resource nurse attends to the functioning of the unit as a whole, such as making sure beds are available in the operating room, and also has a patient assignment. The nurse clinician orients new staff, develops policies, and provides support where needed. The clinical nurse specialist also orients new staff, mostly by formal teaching. The nurse manager, nurse clinician, and clinical nurse specialist, as the designated experts, do not take patient assignments. The resource nurse is not only a caregiver but a resource to the other caregivers. Within the staff nurses there is also a hierarchy of seniority. Their job is to give assigned patients all their nursing care. RESEARCHER’S TEXT WORD-FOR-WORD PLAGIARISM Manual Publication of American Psychological Associations

Critical care nurses function in a hierarchy of roles Critical care nurses function in a hierarchy of roles. In this open heart surgery unit, the nurse manager hires and fires the nursing personnel. The nurse manager does not directly care for patients but follows the progress of unusual or long-term patients. On each shift a nurse assumes the role of resource nurse. This person oversees the hour-by-hour functioning of the unit as a whole, such as considering expected admissions and discharges of patients, ascertaining that beds are available for patients in the operating room, and covering sick calls. Resource nurses also take a patient assignment. They are the most experienced of all the staff nurses. The nurse clinician has a separate job description and provides for quality of care by orienting new staff, developing unit policies, and providing direct support where needed, such as assisting in emergency situations. The clinical nurse specialist in this unit is mostly involved with formal teaching in orienting new staff. The nurse manager, nurse clinician, and clinical nurse specialist are the designated experts. They do not take patient assignments. The resource nurse is seen as both a caregiver and a resource to other caregivers. . . . Staff nurses have a hierarchy of seniority. . . . Staff nurses are assigned to patients to provide all their nursing care. (Chase, 1995, p. 156) Chase (1995) describes how nurses in a critical care unit function in a hierarchy that places designated experts at the top and the least senior staff nurses at the bottom. The experts — the nurse manager, nurse clinician, and clinical nurse specialist — are not involved directly in patient care. The staff nurses, in contrast, are assigned to patients and provide all their nursing care. Within the staff nurses is a hierarchy of seniority in which the most senior can become resource nurses: they are assigned a patient but also serve as a resource to other caregivers. The experts have administrative and teaching tasks such as selecting and orienting new staff, developing unit policies, and giving hands-on support where needed. RESEARCHER’S TEXT PATCHWORK PARAPHRASE Manual Publication of American Psychological Associations

PATCHWORK PARAPHRASE Chase (1995) describes how nurses in a critical care unit function in a hierarchy that places designated experts at the top and the least senior staff nurses at the bottom. The experts — the nurse manager, nurse clinician, and clinical nurse specialist — are not involved directly in patient care. The staff nurses, in contrast, are assigned to patients and provide all their nursing care. Within the staff nurses is a hierarchy of seniority in which the most senior can become resource nurses: they are assigned a patient but also serve as a resource to other caregivers. The experts have administrative and teaching tasks such as selecting and orienting new staff, developing unit policies, and giving hands-on support where needed. Manual Publication of American Psychological Associations

Critical care nurses function in a hierarchy of roles Critical care nurses function in a hierarchy of roles. In this open heart surgery unit, the nurse manager hires and fires the nursing personnel. The nurse manager does not directly care for patients but follows the progress of unusual or long-term patients. On each shift a nurse assumes the role of resource nurse. This person oversees the hour-by-hour functioning of the unit as a whole, such as considering expected admissions and discharges of patients, ascertaining that beds are available for patients in the operating room, and covering sick calls. Resource nurses also take a patient assignment. They are the most experienced of all the staff nurses. The nurse clinician has a separate job description and provides for quality of care by orienting new staff, developing unit policies, and providing direct support where needed, such as assisting in emergency situations. The clinical nurse specialist in this unit is mostly involved with formal teaching in orienting new staff. The nurse manager, nurse clinician, and clinical nurse specialist are the designated experts. They do not take patient assignments. The resource nurse is seen as both a caregiver and a resource to other caregivers. . . . Staff nurses have a hierarchy of seniority. . . . Staff nurses are assigned to patients to provide all their nursing care. (Chase, 1995, p. 156) In her study of the roles of nurses in a critical care unit, Chase (1995) also found a hierarchy that distinguished the roles of experts and others. Just as the educational experts described above do not directly teach students, the experts in this unit do not directly attend to patients. That is the role of the staff nurses, who, like teachers, have their own “hierarchy of seniority” (p. 156). The roles of the experts include employing unit nurses and overseeing the care of special patients (nurse manager), teaching and otherwise integrating new personnel into the unit (clinical nurse specialist and nurse clinician), and policy-making (nurse clinician). In an intermediate position in the hierarchy is the resource nurse, a staff nurse with more experience than the others, who assumes direct care of patients as the other staff nurses do, but also takes on tasks to ensure the smooth operation of the entire facility. RESEARCHER’S TEXT LEGITIMATE PARAPHRASE Publication Manual of the American Psychological Association

3. PLAGIARISM DETECTION SOFTWARE ( PDS) also known as PLUG SCAN BE HAPPY 1. Always provide a citation / acknowledge the author by writing his name. 2. In copying words or phrase enclose quotation marks. 3. PLAGIARISM DETECTION SOFTWARE ( PDS) also known as PLUG SCAN – detects plagiarism in documents submitted by researcher.

Several Forms of Authorship Abuse 1. Coercion Authorship - where intimidation is used to gain authorship. 2. Honorary, guest or Gift Authorship - is awarded to acknowledge friendship, to gain favor, and/or to give the paper a greater sense of legitimacy.

Several forms of Authorship Abuse 3. Mutual Support Authorship - whereby two or more investigators place their names on each other's papers to enhance their perceived productivity. 4. Ghost Authorship - where papers are written by people who are not included as authors.

Several Forms of Authorship Abuse 5. Denial of Authorship - where a work is published without providing authorship or acknowledgement to people who made substantial contributions to the work. Publication Manual of the American Psychological Association

Another authorship issue Authorship Order Issue 1. First author, or “primary author”, is the person who conducted most of the work described in the paper, and is usually the person who drafted the manuscript. 2. “Senior author” is usually the last person named, and is generally the person who directed or oversaw the project. Senior authors are often expected to take responsibility for the project as a whole. 3.“Contributing authors’” appear between the primary and senior authors, and the order should reflect their relative contribution to the work.   Publication Manual of American Psychological Association

HOW TO REDUCE THE INCIDENCE OF AUTHORSHIP PROBLEMS Encourage a culture of ethical authorship Start discussing Authorship Decide authorship before the start of each article

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