Insufficient information exists regarding the process influencing faculty decisions, specifically in the area of maintaining academic integrity in an online environment. The purpose of the study was to explore the experiences and decision-making process of nursing faculty related to maintaining academic integrity in an online environment. The decisions involving the acceptance and use of dishonesty prevention strategies and technological tools were of specific interest. A basic qualitative design was selected to explore and describe a process from nursing faculty teaching in an online educational environment. The concepts from Everett M. Rogers's Diffusion of Innovations Theory (1995) were utilized in the conceptual framework for the study. Twelve open-ended survey questionnaires and seven focus group interviews were utilized to collect data. The use of two types of data collection methods, along with the process of member checking, ensured reliability of the interpretation of data. The commonalities in participants' responses revealed in the study provided a description of the decision-making process of nursing faculty related to maintaining academic integrity and presented a clearer understanding of how nursing faculty members maintain academic integrity in an online environment. Findings revealed the types of strategies and technological tools being used, issues associated with their use, and channels of communication influencing the decision-making process of nursing faculty members. Limitations of the study were identified. Implications for practice included a deficit in knowledge and training regarding technological tools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]