RESEARCH BRIEFSAn Evaluation of an Extended Intervention to Reduce Plagiarism in Bachelor of Nursing StudentsSmedley, Alison; Crawford, Tonia; Cloete, LindaAuthor Information About the Authors Alison Smedley, EdD, RN, is a lecturer, Department of Nursing, Avondale College of Higher Education, Wahroonga, Sydney NSW, Australia. Tonia Crawford, MHSc(Ed), RN, is a lecturer, Sydney University, Sydney, Wahroonga, Sydney NSW, Australia. Linda Cloete, MSc, RN, is a lecturer, Department of Nursing, Avondale College of Higher Education. The authors acknowledge Dr. Peter Morey for assistance with statistical analysis. For more information, contact Dr. Smedley at Alison.Smedley@avondale.edu.au. The authors have declared no conflict of interest. Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal’s website (www.neponline.net). Online date: May 20, 2019 Nursing Education Perspectives: March/April 2020 - Volume 41 - Issue 2 - p 106-108 doi: 10.1097/01.NEP.0000000000000492 Buy SDC Metrics Abstract Pre- and postintervention surveys of first-year nursing students were undertaken to establish the students’ knowledge of plagiarism following implementation of an online library-based Academic Integrity Module and the use of plagiarism detection software. Knowledge and understanding of plagiarism improved, but students’ ability to paraphrase remained poor. Students entering postsecondary educational institutions require ongoing support and learning opportunities to improve their skills in paraphrasing and referencing to avoid plagiarism. © 2020 Lippincott Williams & Wilkins, Inc.