An increased number of investigations for academic dishonesty with nursing students was a catalyst for this research. The aim was to explore stakeholder perceptions of academic dishonesty and approaches used to promote academic integrity. Literature reviewed was largely anecdotal, focusing on accounts of incidents and concern over nurses' fitness to practise, recognising a need to enhance understanding and strategic solutions. A single case study design was utilised, capturing views of expert witnesses, including nursing students, academic staff, practice mentors and administrative and support staff, using individual interviews and nominal groups. Documentary evidence of incidence occurring between 2004 and 2010 were also analysed. An integrated definition of Academic and Practice Misconduct specific to nursing was developed and a range of contributing factors influencing students identified. Incidence within the school was found to have gradually reduced, where collusion and plagiarism was found to be the most common types occurring; highest at academic level five and in essays. Almost half of academic staff had reported an alleged incident. A hierarchy of Academic and Practice Misconduct emerged, indicating a range of severity and degrees of deliberateness. A self-assessment tool has been developed to enable students to measure their level of risk of Academic and Practice Misconduct. Five themes emerged from thematic analysis of data on approaches used to promote academic integrity: devising strategies, policies and procedures; educating stakeholders; implementing holistic preventative processes and deterrents; detecting and managing alleged incidents; and on-going monitoring and enhancement. This was synthesised into a collaborative cycle with four phases for use by stakeholders, listing activities undertaken at course, school and university level and in practice settings. A self-assessment tool has been developed for academic staff to measure their level of involvement in promoting Academic and Practice Integrity. The concepts of risk and person centred approaches are utilised as theoretical frameworks to underpin the research findings. The study is presented as an integration of research, education and practice.