The model of distance-delivered graduate nursing education is now in its third decade and concerns with academic integrity in online learning environments are not a novel concept (Authement & Dormire, 2020; Holden et al., 2021). Internationally, the most commonly occurring violation of academic integrity for nursing students is plagiarism (Fadlalmola et al., 2022). Plagiarism is defined as the submission or presentation of work that is not original to the submitting author and can occur by lack of referencing or by direct duplication without citation (Fadlalmola et al., 2022). Reasons for committing plagiarism are numerous and include: the stress of managing multiple fronts (e.g., home, work, and school), lack of awareness, time constraints for assignment submissions, the need to achieve high grades, and misconceptions that plagiarism will not be detected (Kratovil, 2021).

The link between academic integrity, professionalism, and professional behaviors in nursing practice is well defined in the literature (Devine & Chin, 2018; Fadlalmola et al., 2022) and the expectations for the academic work of students should be clearly outlined as part of their graduate preparation. As academicians, nursing faculty are committed to ensuring that written student work aligns with the ethics of nursing, the most virtuous being honesty and integrity. It is equally important that plagiarism is consistently addressed in both educational training for students and for faculty to recognize and report occurrences (Kratovil, 2021). The purpose of this manuscript is to describe the evolution of reporting processes for plagiarism within an online nursing graduate program.