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University of Central Oklahoma Department of Nursing NURS 4153 - - PDF document
University of Central Oklahoma Department of Nursing NURS 4153 - - PDF document
Running head: RESEARCH AND EBP SYLLABUS 1 University of Central Oklahoma Department of Nursing NURS 4153 Research and Evidence Based Practice Summer 2020 Materials needed for this course: Course Packet Required textbook RESEARCH AND EBP
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RESEARCH AND EBP SYLLABUS 3 University of Central Oklahoma Student Information Sheet and Syllabus Attachment
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RESEARCH AND EBP SYLLABUS 4 UNIVERSITY OF CENTRAL OKLAHOMA DEPARTMENT OF NURSING Fall 2019 COURSE NUMBER: NURS 4153 COURSE TITLE: Research in Nursing & Evidence Based Practice CREDIT HOURS: 3 semester hours FACULTY: Leann Laubach, PhD, RN, Course Coordinator Coyner Rm 150D Office: 974-5182 Cell: (405) 990-0077 llaubach@uco.edu COURSE LOCATION: Coyner Health Science Building, Rm 111 DAY/TIME: Tuesday: 1-4pm: Virtual (June) or Face to Face (July if allowed) PREFERRED METHOD OF COMMUNICATION: The best method for contacting the instructor is via email. In an emergency, please feel free to contact the cell phone number (texts are ok). Responses to emails will be returned within 48 hours, items will be graded within a 2-week time frame. The instructor may also be contacted via the class Webex. TEXTBOOK INFORMATION: Required: Polit, D. F. & Beck, C. T. (2018) Essentials of Nursing Research: Appraising Evidence for Nursing Practice (9th ed.) Lippincott, Williams & Wilkins, Philadelphia, PA. American Psychological Association. (2020). Publication Manual of the American Psychological Association (7th Ed.). New York: American Psychological Association Examsoft: https://apps.examsoft.com/ Additional Resources: The Point (additional internet based resources included with text) http://thepoint.lww.com COURSE DESCRIPTION: This course teaches the basic elements of the research process and evidence-based practice.
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RESEARCH AND EBP SYLLABUS 5 COURSE OUTLINE: This course will consist of a combination of traditional live class time and instruction provided through the course management system of D2L. RELEVANT PROGRAM OBJECTIVES:
- 1. Clinical Reasoning and Judgment: Use clinical reasoning and judgment in the
provision of safe, quality care that promotes the health of individuals, families, communities, and society.
- 2. Evidence Based Practice: Use evidence based practice and synthesize knowledge,
concepts and theories from nursing, liberal arts, and sciences to create innovative solutions, make practice decisions, and enhance the profession of nursing.
- 3. Communication: Communicate effectively with individuals, families, colleagues,
and community members, fostering shared decision-making, acknowledging diversity, and establishing mutual respect to improve health outcomes.
- 4. Information and Technology: Use information and technology in a legal and ethical
manner to communicate, manage knowledge, mitigate error, support decision- making, and increase health literacy of individuals and families.
- 5. Systems Based Practice: Identify the larger context of factors that influence health
and healthcare systems to improve health outcomes.
- 6. Quality Improvement and Safety: Implement interventions based on legal and
ethical obligations to mitigate the risk of harm related to individual, organizational, and community factors in a variety of situations TRANSFORMATIVE LEARNING Transformative learning is a holistic process that places students at the center of their
- wn active and reflective learning experiences. All students at the University of Central
Oklahoma will have transformative learning experiences in six core areas: discipline knowledge; leadership; research; creative and scholarly activities; service learning and civic engagement; global and cultural competencies; and health and wellness. COURSE OBJECTIVES AND ASSOCIATED CENTRAL SIX TENANTS: Course Objective Program Objective Central Six Tenant BSN Essentials
- 1. Identify nursing
problems in need of further study Leadership, Evidence Based Practice, QI & Safety Discipline Knowledge, Leadership, Research, Creative & Scholarly Activities, Health and Wellness Leadership, EBP, Information Management, Health Care Policy, Clinical Prevention
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RESEARCH AND EBP SYLLABUS 6
- 2. Identify the
significance of nursing research and evidence-based practice in the improvement of the practice of nursing Evidence Based Practice, Systems Based Practice Discipline Knowledge, Research, Creative & Scholarly Activities, Health and Wellness EBP, Professionalism, Generalist
- 3. Describe the
quantitative and qualitative research processes Evidence Based Practice Discipline knowledge, Research, Creative & Scholarly Activities Liberal Education, EBP, Generalist
- 4. Utilize critical
thinking skills to critique research articles and complete an evidence-based practice project Evidence Based Practice, Clinical Reasoning & Judgment, Communication, Discipline Knowledge, Problem Solving, Health and Wellness EBP, Information Management, Communication, Professionalism PREREQUISITES STAT 3103 or equivalent ATTENDANCE AND PUNCTUALITY: Students are responsible for the content of each class. Students are expected to be on time for all classes and to stay for the entire scheduled class period. Online participation in class activities is a requirement. Online participation will be graded as to amount and quality of the participation. CLASS PREPARATION: Students are expected to come prepared to class by completing required reading and D2L
- assignments. The class schedule indicates the necessary preparation for each class.
COURSE REQUIREMENTS AND EVALUATION:
- A. GRADING SCALE AND POINT BREAKDOWN
- 1. The following grading scale is utilized by the Department of Nursing:
90% - 100% = A 83% - 89% = B 76% - 82% = C
- 70% - 75% = D
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RESEARCH AND EBP SYLLABUS 7 Below 70% - F Grades of D and F are considered failing grades by the UCO Department of Nursing.
- 2. Raw scores will be used as a basis for calculating grades and ONLY the final grade will
be rounded.
- 3. To pass each nursing course, the student must:
- a. Achieve a minimum of 76% on the theory examinations AND,
- b. Achieve a minimum of 76% on the theory examinations when combined with
- ther course requirements AND,
- c. Achieve a passing grade on the clinic evaluation tool (not applicable for this
course.
- d. If a student does not meet the criteria listed above, a grade of “D” or “F” will
be recorded as the official grade.
- i. A grade of “D” will be recorded if the combined course requirements result
in a computed grade of 69.5% or greater.
- ii. A grade of “F” will be recorded if the combined course requirements result
in a computed grade of 69.49% or less. Once a student meets the criteria listed above, the course grade will be calculated as shown in the following: Assignment Raw points Percent of grade 3 exams (50 points each) 150 23% Online quizzes (10 x 5 pts) 50 7.6% Quantitative Appraisal (5 pts each x 3) 15 2.3% Qualitative Appraisal (5 pts each x 3) 15 2.3% Literature Review (Graded Draft) 40 6.2% Project Proposal (Paper) 150 23% Infographic Presentation 75 11.5% Peer Group Score 15 2.3% Proposal Peer Review 35 5.4% Online Participation 105 16.2% Total 650 100% Students must achieve a minimum of 76% on the exam component and the project proposal before other points are added to the grade.
- B. EXAMINATIONS:
This course will have three examinations (see class schedule for the dates). The examinations will consist of short answer questions. All exams are to be taken as
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RESEARCH AND EBP SYLLABUS 8
- scheduled. Any student unable to take the exam at the scheduled time must notify the
course faculty prior to the beginning of the exam. Permission to take the exam other than at the scheduled time must be granted by the course coordinator. If any student does not follow the above guidelines, a zero may be recorded for the exam. Extenuating circumstances will be dealt with on an individual
- basis. Make-up exams must be taken within one week of the scheduled date. If a student
misses more than one regularly scheduled exam, an automatic deduction of 10% may be taken from the exam grade. An alternate form of the exam may be given at the discretion
- f the faculty.
Exam grades are determined by points earned. Raw scores will be used as a basis for calculating grades and will be rounded off once at the end of the course to determine if the student passes or fails the examination requirement. ASSIGNMENTS: Students will complete a project proposal during this course. This assignment has several smaller components which must be submitted to a peer group to receive points. Specific instructions and grading criteria for this assignment is attached at the end of the syllabus. Late Papers: A paper is late if it is not turned in at the time and date it is due or if it is incomplete. Penalty: Ten (10) percent may be subtracted from the total earned points on the paper for each 24-hour period, beginning at the time the paper is due. This includes weekends and holidays. You will NOT be able to turn in late papers without prior arrangements from the faculty member.
- D. ACHIEVEMENT EXAMS:
There are no standardized achievement exams for this course.
- E. POSTING OF TEST SCORES & FINAL GRADES:
Grades will be posted on D2L. Access to D2L is available on campus at the Student Center and in the computer lab in the Coyner building.
- F. APA REQUIREMENTS
Papers which do not meet APA guidelines will have up to an immediate 10% deduction from maximum points possible. These APA guidelines include the following requirements:
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RESEARCH AND EBP SYLLABUS 9
- a. All font sizes should be consistent (including the running head) at size 12 Times New
Roman (APA Manual, 2020, p. 45)
- b. The entire paper should be double-spaced, including the reference list. There should
be no extra lines between paragraphs or sections unless headings fall at the bottom of the page and need to be moved to the top of the next page (APA Manual, 2020, p. 45).
- c. The reference list should have appropriate heading (References) and should be
alphabetized by primary author (APA Manual, 2020, p. 303).
- d. One inch margins on all sides (APA Manual, 2020, p. 45).
- e. Page numbers are included on all pages including the title page (APA Manual, 2020,
- p. 30).
- f. The running head and page number should be on all pages with the abbreviated title
- f the paper in the running head in all caps (APA Manual, 2020, p. 37).
- g. The abstract is to be located after the title page and before the beginning of the paper
and is on a separate page from the main paper (APA Manual, 2020, p. 38)
- h. Any appendices are located at the end of the paper, after the reference list and are
labeled Appendix A, Appendix B, etc. and should be referenced in the body of the paper (APA Manual, 2020, p. 41 )
- i. The body of the paper is to be left justified with first lines indented and hanging
indents on the reference list (APA Manual, 2020, p. 45, 46)
- j. Level headings are to be used and should be on the same page as the corresponding
content (APA Manual, 2020, p. 47-48)
- k. Papers are to be written in third person and are not to include the use of the words I,
me, mine, you, or yours unless otherwise stated in the syllabus. **The APA manual states the use of “I” and “we” is acceptable to avoid ambiguity (APA Manual, 2020, p. 120). For this course, you are to write in third person to differentiate between a personal persuasive argument based on your
- wn feelings and beliefs and an objective report based on information found in
the literature using scientific precision and clarity (APA Manual, 2020, see chapter 5).
- l. Papers in this course are written from a balanced perspective and not as opinion
- papers. Statements must be supported by the literature and appropriately cited (APA
Manual, 2020, see chapter 8).
- m. No reference is to be used without a corresponding in-text citation. When
paraphrasing in-text citations page numbers are NOT required. When using direct quotes, in-text citations MUST include page or paragraph numbers (APA Manual, 2020, p. 262). In any instance where a reference is used without a corresponding in- text citation, the reference will not be considered as complete (including online discussions) and will not be counted in the total number of references used (APA Manual, 2020, p. 262).
- n. In-text citations are to be formatted correctly: Laubach and Arnold (2017) or
(Laubach & Arnold, 2017). Be sure to use ‘&’ and ‘and’ appropriately (APA Manual, 2020, p. 262).
- . The similarity score for any paper is to be no greater than 25% after references and
student's draft content is removed (i.e. faculty will review similarity score and remove similar content identified as belonging to the student from earlier drafts of the
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RESEARCH AND EBP SYLLABUS 10 paper). Papers with scores higher than 25% will be assessed an additional 10% deduction in addition to points deducted for not following APA guidelines. Quoted content will not be removed from the similarity score, but instead will be considered as part of the allowable similarity percentage. This is not to imply quotes are acceptable, but are only to be used when necessary.
- p. There are to be minimal to no errors in grammar and spelling (APA Manual, 2020,
see chapter 6). Writing resources are available both on and off campus. As a college senior these types of errors will not be tolerated. Excessive errors will result in an additional deduction of points above the 10% assessed for not following APA
- guidelines. If you need assistance with grammar and spelling, see your instructor for
more information on available resources. GENERAL INFORMATION: A student who fails or withdraws from the course must have a final conference with the course coordinator. The purpose of this conference is to provide guidance regarding re- entry into the nursing program. ADA STATEMENT REGARDING SPECIAL ACCOMMODATIONS: The University of Central Oklahoma complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Students with disabilities who need special accommodations should make their request by contacting Disability Support Service at (405) 974-2516. The DSS Office is located in the Nigh University Center, Room 305. Students should also notify the instructor of special accommodation needs as soon as possible. Per Title IX of the Education Amendments of 1972 (“Title IX”), pregnant and parenting students may request adjustments by contacting the Title IX Coordinator, at (405) 974-3377 or TitleIX@uco.edu. The Title IX Office is located in the Lillard Administration Building, Room 114D. RESOURCES: Computer Lab: The computer lab is available to students to assist in learning activities. Computer lab times are posted in the Department of Nursing office. ACADEMIC DISHONESTY Academic dishonesty includes, but is not confined to plagiarizing, cheating on tests or examinations, turning in counterfeit reports, tests, and papers, stealing tests or other academic material, knowingly falsifying academic records or documents of the institution, accessing a student’s confidential records without authorization, and turning in the work to more than one class without informing the instructor. Each student is expected to engage in all academic pursuits in a manner that is above reproach. Students are expected to maintain complete honesty and integrity in the academic experiences both inside and outside the classroom. Any student found guilty of academic dishonesty, included, but not limited to the following, will be subject to disciplinary action.
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RESEARCH AND EBP SYLLABUS 11
- 1. Copying from another student’s test paper, laboratory report, other report or
computed files, data listings, and/or programs.
- 2. Using, during a test, materials not authorized by the professor or instructor.
- 3. Collaborating with or aiding another person, without authorization, during an
examination or preparing academic work.
- 4. Knowingly and without authorization, using, buying, selling, stealing, transporting,
soliciting, copying, or possessing in whole or in part, the contents of an unadministered examination.
- 5. Substituting for another student, or permitting another student to substitute for oneself
in taking an examination or preparing academic work.
- 6. Bribing another person to obtain an unadministered examination.
- 7. Attempting to bribe any faculty/staff or student to alter a grade.
CAVEAT: The information and schedule included in this syllabus are subject to change in the event of extenuating circumstances.
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RESEARCH AND EBP SYLLABUS 12 NURS 4153: RESEARCH & EVIDENCE BASED PRACTICE IN NURSING Summer 2020 Course Schedule Week 1: 6/4 Tuesday 6/2 Topics: Course Orientation Introduction to Nursing Research Overview of Quant & Qual Readings: Polit & Beck: Chapter 1 & 3 Assigned articles (see D2L) Assignments due: Brainstorming Exercise Thursday 6/4 Topics: Evidence Based Practice Literature Review Critical Appraisal Library Instruction Readings: Polit & Beck: Chapter 2, 4, 7 Assigned articles (see D2L) Quizzes due: Orientation Module: Syllabus & APA Quiz Literature Review, Critical Appraisal Online Discussion: Evidence Based Practice (final post 6/7) Lit Review/Critical Appraisal (final post 6/7) Assignments due: ACE Star Model BONUS - EBP – What it is and what it is not EBP: 3P’s paper & PICO question (feedback due 6/11) Week 2: 6/9 Tuesday 6/9 Topics: Exam 1 Readings: Assigned articles for exam (see D2L) Thursday 6/11 Topics: Ethics Theory
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RESEARCH AND EBP SYLLABUS 13 Readings: Polit & Beck: Chapters 5 & 8 Assigned articles (see D2L) Quizzes due: Theory Online Discussion due: Theory (final post 6/14) Assignments due: Ethics – NIH (CITI) Certificate EBP: Outline of lit review & evidence summary tool (feedback due 6/14) Week 3: 6/16 Tuesday 6/16 Topics: Research Problems, Questions, & Hypothesis Qualitative Designs Qualitative Sampling & Data Collection Readings: Polit & Beck: Chapter 6, 11, & 12 Assigned articles (see D2L) Quizzes Due: Research Problems etc. Qualitative Designs & Sampling Assignments due: NONE Thursday 6/18 Topics: Analysis of Qualitative Data Trustworthiness & Integrity Readings: Polit & Beck: Chapter 16 & 17 Quizzes due: Qualitative Data Analysis Online Discussion due: Qualitative Analysis & Trustworthiness (final post due 6/21) Assignments due: Qualitative Research Evidence Appraisal tools x 3 (be sure to include PDF of articles) Week 4: 6/23 Tuesday 6/23 Topics: Exam 2 Readings: Assigned articles for Exam (see D2L) Quizzes due: None
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RESEARCH AND EBP SYLLABUS 14 Assignments due: None Thursday 6/25 Topics: Quantitative Designs Quantitative Sampling Quantitative Data Collection Readings: Polit & Beck: Chapter 9 & 10 Assigned articles (see D2L) Quizzes due: Quantitative Designs Quantitative Sampling & Data Collection Online Discussion due: Quantitative Designs & Approaches (final post due 6/28) Quantitative Sampling & Data Collection (final post due 6/28) Assignments due: EBP – Lit Review (feedback due 6/28) Week 5: 6/30 Tuesday 6/30 Topics: Quantitative Measurement & Data Quality Quantitative Rigor & Interpretation Readings: Polit & Beck: Chapters 14 & 15 Assigned articles (see D2L) Quizzes due: Quantitative Data Analysis etc. Assignments due: Quantitative Research Appraisal Tools x 3 (be sure to include PDF of articles) Thursday 7/2 Topics: Mixed Methods & Others Systematic Review Readings: Polit & Beck: Chapters 13 & 18 Assigned articles (see D2L) Quizzes due: Mixed Methods & Others/Systematic Reviews Online Discussion due: Mixed Methods (final post due 7/5) Assignments due: None Week 6: 7/7
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RESEARCH AND EBP SYLLABUS 15 Tuesday 7/7 Topics: Exam 3 Readings: Assigned articles for Exam (see D2L) Assignments due: NONE Thursday 7/9 Topics: Group work on final paper (use any resource you would like to do this) Assignments due: Lit Review – Graded Draft Week 7: 7/14 Tuesday 7/14 Topics: Guest Speaker: Susan Bedwell, DNP, APRN, CCNS Assignments due: EBP: Introduction (feedback due 7/16) Thursday 7/16 Topics: Group work on final paper (use any resources you would like to do this) Assignments due: EBP: Proposal (feedback due 7/19) EBP: Infographic (feedback due 7/19) EBP: Abstract, Discussion & Application to Practice, Conclusion (feedback due 7/19) Week 8: 7/21 Tuesday 7/21 Topics: Peer group work on final paper Assignments due: Infographic FINAL Thursday: 7/23 Topics: Proposal Presentations Assignments due: Proposal FINAL with Evidence Summary Tool Evaluation of Peers Finals Week: 7/28 Tuesday 7/28 TBA
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RESEARCH AND EBP SYLLABUS 16 NURS 4153 Research and Evidence-Based Practice in Nursing Instructions for Proposal Final Paper – Due Thursday, July 23, 2020 at 10pm The Proposal is a semester-long project proposal that culminates with a written scholarly paper and an infographic presentation. It is an individual assignment with group feedback. Due dates
- utlined in the course schedule are used to ensure the paper is ready for peer feedback and the
paper stays on track. Steps for your proposal:
- 1. Begin by completing a brainstorming activity. To do this, find 2 journals in an area of interest
to you. Looking at the table of content for recent issues, write down topics of interest to you. Sorting through those topics, rank your top 3 choices. Once you rank your choices, determine which topic will be most feasible for you to complete as a nursing student.
- 2. Referring to the brainstorming activity (or your clinical experiences) start your proposal by
identifying your 3P's of interest: Population: What population most interests you? Pediatrics? Adults? Critical Care? Problem: What problem needs to be solved in your population? Is it pain management? Family dynamics? Smoking cessation? Proposed Solution: How do you propose to solve the problem? Distraction techniques? Pet therapy? Education?
- 3. Complete a one page paper on your topic that identifies what you already know, think, or
feel about the topic. What questions do you still have? What more do you need to discover? **The 3P’s paper may be written from your personal perspective but otherwise should adhere to APA guidelines**. This paper is the basis for your introduction but should not be submitted as the introduction of your paper. Remember when you are considering your population, problem, and proposed solution this will be your undergraduate capstone project. Do not try to solve the world's problems with this project. Whatever you design needs to happen in a single semester.
- 4. Using your 3P’s paper, create your research proposal/EBP project/QI project PICO question.
As an example: Twin gestation infants (population) cry more when separated from their twin (problem). If twins were placed together, they might calm more easily (proposed solution). My PICO question: Are twin gestation infants (Population) calmer (Outcome) when co-bedded (Intervention) or alone (Comparison)?
- 5. Once you have identified your 3P’s and your PICO statement, begin finding relevant
literature on the topic. You will want to identify relevant key terms to start your search. Continuing with the above example, my search terms would include twins, newborns, co- bedding, calming techniques
- 6. Perform a literature review.
- A. This is a scholarly literature review. You will need resources from peer reviewed and/or
authoritative sources on which to base your project. This can (and should) include Primary Research Reports, Narrative Reviews, Systematic Reviews, Practice Guidelines, and information from appropriate web resources. You are required to have a minimum of five qualitative and five quantitative resources. The literature should also be from nursing or closely related fields. Literature may come from outside the United States, but must be relevant to the US population.
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RESEARCH AND EBP SYLLABUS 17
- B. Students generally ask, “How many articles?” Find enough to provide a look at the
evidence on the topic; this is approximately 15-20. If you cannot find that many, there may be a reason why. Contact your instructor for assistance or visit with the librarian.
- C. The literature review section of your proposal will be submitted to the course instructor
as a ‘Graded Draft.’ It is expected that feedback from this ‘graded draft’ will be incorporated into your final paper.
- 7. Critically appraise and synthesize the literature to determine whether there is a sufficient base
- f evidence to recommend changes in clinical practice or to validate current practice. What
are the implications for practice? Identify opportunities and obstacles. Using the Johns Hopkins appraisal tool, appraise 3 qualitative and 3 quantitative articles. Other articles used in your paper will come from those found by your peer group and will not need to be appraised.
- 8. Identify gaps in the literature. Are there areas that need further research? Is there adequate
evidence to recommend change, but according to the literature practice has not changed?
- 9. Complete the Proposal Comparison Worksheet (found on D2L) to identify how you can
answer your PICO question using qualitative research, quantitative research, an evidence based practice project, or a quality improvement project. If you find that a mixed methods study or systematic review would be a better option complete this column as well. This comparison provides the basis for the proposal comparison in your paper.
- 10. Once you have completed the worksheet, write the proposal section of the paper using the
proposal guidelines. In this section you should identify two of the methods to answer your PICO question and compare these two options. Discuss why you choose one over the other. General guidelines for scholarly paper Sections of this paper are due to your peers throughout the semester to ensure that you are on the right track. These sections are not given grades, but instead peer feedback is used throughout the process to improve the final project. In order to receive points for this process, sections of the paper for peer review will be reviewed by a course faculty. Sections submitted after the deadline will NOT be considered for the peer evaluation points. The final paper should be approximately 10-15 pages in length (not including cover page and references). It should be written in APA format, including cover page and references and must include an abstract. Writing a scholarly paper in APA format is one of the expected competencies of a baccalaureate prepared Registered Nurse and is a skill you need to develop. See Section F of the syllabus for minimum APA requirements. The paper must be electronically submitted to D2L. Sections of the paper will be submitted to the group Assignments Folder on D2L for peer feedback. Refer to the proposal guidelines that follow for specific requirements for each type of proposal.
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RESEARCH AND EBP SYLLABUS 18 Proposal Guidelines
Choose the one that best fits the needs of your project
Definition of Project Types Research Project: Uses the research process to contribute to nursing knowledge on a topic (guidelines adapted from the CONSORT and SRQR guidelines) EBP Project: Translates existing evidence and applies it to clinical decision making to improve healthcare delivery (guidelines adapted from the RIGHT statement) Quality Improvement Project: Systematic, data-guided approach to improve processes or outcomes (guidelines adapted from the SQUIRE 2.0 guidelines) Process
- 1. Ask a compelling question
- 2. Conduct a review of the
literature and identify the following: What do we know, what evidence has been developed and reported, what gaps exist in the existing knowledge base. 3. Identify the underlying theory to guide the study and help determine the type
- f study to explore the
question 4. Design the study: Quant: explores relationships between variables Qual: explores life experiences to give meaning 5. Conduct the study 6. Evaluate the results of the study 1. Ask a burning question (problem focused: clinical problem, risk management,
- r QI OR knowledge
focused: new research results, new philosophies of care, new regulations) 2. Conduct a lit review to collect the most relevant and best evidence 3. Appraise the evidence asking 3 key questions: What is the evidence (results of the study), How valid are the results, Are the results transferrable? 4. Integrate evidence with clinical expertise, patient preferences, and values to make a practice decision or change. 5. Evaluate the practice decision or change Use a process improvement model such as FOCUS-PDSA Find a process to improve Organize an effort to work on improvement Clarify current knowledge on the process (lit review) Understand process variation and performance capability Select changes aimed at performance improvement (intervention) Plan the change; analyze current data and predict the results Do it; execute the plan (Implementation) Study (analyze) the new data and check the results Act; take action to sustain the gains Examples Qualitative study to understand nurses perception of a phenomenon; Quantitative study to determine the effectiveness of intervention Implementation of an EBP guideline; Evaluation of an EBP intervention; Applying an EBP to improve compliance with a specific treatment Implementing a process change to improve outcomes; Development of a new process Improving a current process;
Specific Writing Guidelines for Each Type of Proposal
Heading/Title Research Proposal EBP Project Proposal Quality Improvement Project Abstract This section should be between 200 -300 words and is a summary of key elements: Background, Purpose, Methods, and Conclusions. Identify key words at end of abstract (included in the 200- word minimum) References are NOT used in the abstract This section should be 200 - 300 words and is a summary
- f key elements:
Background, Purpose, Methods for Obtaining Recommendations, and Conclusions. Identify key words at end of abstract (included in the 200- word minimum) References are NOT used in the abstract This section should be 200 – 300 words and is a summary of key elements: Background, Purpose, Interventions, and Conclusions. Identify key words at end of abstract (included in the 200- word minimum) References are NOT used in the abstract Introduction Nature and significance of the problem Rationale and context for the study Nature and significance of the problem Rationale and context for the project Nature and significance of the problem Rationale and context for the project
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RESEARCH AND EBP SYLLABUS 19
PICO question provided to guide direction of literature review PICO question provided to guide direction of literature review PICO question provided to guide direction of literature review Background and Literature Review Begins with information on databases and search terms used to find articles used in the literature review Synthesize what is currently known about the problem including relevant previous studies This is a substantial, critical literature review and should include at least one relevant theory and how it is used in previous studies. Literature is from nursing or
- ther closely related field
Uses a variety of literature including practice guidelines, narrative reviews, systematic reviews, and primary research studies. End with conclusions drawn from the literature review and PICO question Begins with information on databases and search terms used to find articles used in the literature review Description of the health problem should include prevalence or incidence, morbidity, mortality, and burden (including financial). This is a substantial, critical literature review synthesizing what is currently known about the problem and should include at least one relevant theory used to explain the problem with a discussion of how it has been used in previous studies. Literature is from nursing or
- ther closely related field
Uses a variety of literature including practice guidelines, narrative reviews, systematic reviews, and primary research studies. End with conclusions drawn from the literature review and PICO question Begins with information on databases and search terms used to find articles used in the literature review Synthesize what is currently known about the problem including relevant previous studies This is a substantial, critical literature review comparing and contrasting existing literature on the topic and should include at least one relevant theory used to explain the problem with a discussion of how it has been used in previous studies. Literature is from nursing or other closely related field Uses a variety of literature including practice guidelines, narrative reviews, systematic reviews, and primary research studies. End with conclusions drawn from the literature review and PICO question Proposal Aim: Research objective, question, or hypothesis Comparison: Compare two methods for answering the identified aim or goal of the proposal with discussion on why chosen design is better suited to answer the question. Design and Methodology: Qualitative: Grounded theory, phenomenology,
- ethnography. Identify how
researcher characteristics influence the study OR Quantitative: Survey, RCT, Quasi-experimental, descriptive, Cross- sectional Identify how relevant theory guides the methodology of this study What funding is needed to implement the study? Sample/Participants: Sample type (random, stratified, convenience, purposive (what purpose) Size Aim: Describe the aim of the EPB Project and specific
- bjectives including
improvements in health indicators, quality of life, and cost savings. Comparison: Compare two methods for answering the identified aim or goal of the proposal with discussion on why chosen design is better suited to answer the question. Target Population and End Users and Settings: Describe the primary population to be affected by the EBP Project and the primary and other users of the guideline or intervention Evidence: Restate the key questions that were the basis for the recommendations (PICO) Methods for Obtaining Recommended Guidelines: Indicate how the outcomes will be selected and sorted Reference the literature (particularly systematic reviews) to be used to Aim: Purpose of the project and this proposal Comparison: Compare two methods for answering the identified aim or goal of the proposal with discussion on why chosen design is better suited to answer the question. Context: What information does the reader need to know about the situation before the intervention is introduced? Rationale: Explain the rationale
- r assumptions used to develop
the interventions, reasons why the intervention should work. Integrate chosen theory into the rationale for the interventions. Interventions: Description of the intervention with enough detail it could be reproduced Specifics of the participants or team members required for the QI project How will the intervention be assessed to ensure outcomes are related to the intervention instead of confounding factors
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RESEARCH AND EBP SYLLABUS 20
Inclusion and Exclusion criteria and setting with justification Data Collection: How will data be collected? What types of tools will be used, if qualitative, what questions will be asked,
- bservations to be made,
how will data be collected? Validity and Reliability or Rigor Statement of criteria for validity and reliability appropriate to design or methodology What steps will be taken to ensure validity or reliability and rigor (audit trail, peer review, member checking) Resources: What resources, timeframe, and budget are needed to complete the study? Ethical Considerations: Ethics committee/IRB approval Information to be given to participants Special considerations related to ethics (i.e., considerations for vulnerable populations, how data will be kept anonymous) Data Analysis: How will data be analyzed? If quantitative: statistical tests to calculate findings, if qualitative: how will themes be identified Discussion and Application to Practice: Identifies how knowledge from chosen project can add to the body of nursing knowledge. Includes relevant evidence to recommend change and implications for change. What are the potential strengths and limitations of the proposal; anticipated
- bstacles and how these
- bstacles are addressed.
Identifies any additional gaps to be addressed by further research create this guideline or intervention and describe how literature was identified (search strategies and selection criteria and how risk of bias was eliminated) Describe how the certainty
- f the body of evidence
was approached (what evidence identifies the interventions will work?) Recommendations: Makes initial recommendations to be further developed with input of stakeholders and indicate how the chosen theory relates to the initial recommendations in the EPB guidelines Recommendations/interve ntions are clear, precise, and actionable with separate recommendations for important subgroups if the evidence indicates there are differences. Recommended interventions include rationale as to how the intervention provides safe, effective care to the targeted population. Provides methods for measuring effectiveness Indicate the strength of the recommendation. Describe how the values and preferences of the target population were considered/will be
- btained
Describe stakeholders to be included in final design
- f
recommendations/intervent ions including how those stakeholders will be recruited Resources: Describe funding, resources, and timeframe needed to implement the final EPB Guideline Ethical and Other Considerations: Indicate if there will be any conflicts of interest related to funding and
- resources. How will these
Resources: Identify funding,
- ther resources, and timeframe
needed to implement the interventions Measures used to study processes and outcomes: Rationale for choosing measure,
- perational definitions (how is it
used in the project), reliability/validity of the measure Ongoing assessment of factors that contribute to the success, failure, efficiency, and cost Methods used to assess completeness and accuracy of data Analysis: How will data be analyzed? If quantitative: statistical tests to calculate findings, if qualitative: how will themes be identified Methods for understanding variations within the data – including the effects of time Ethical Considerations: How were ethics addressed? IRB review, conflicts of interest Information to be given to participants Special considerations related to ethics (i.e., considerations for vulnerable populations, how data will be kept anonymous) Discussion and Application to Practice: Identifies how knowledge from chosen project can add to the body of nursing knowledge. Includes relevant evidence to recommend change and implications for change. Identifies strengths and limitations of the proposal. Discusses anticipated
- bstacles and how obstacles
should be addressed Identifies any additional gaps to be addressed by further research
SLIDE 21
RESEARCH AND EBP SYLLABUS 21
conflicts be evaluated and managed? Describe other factors taken into consideration including equity, feasibility, and acceptability of the recommendations Discussion and Application to Practice: Identifies how knowledge from chosen project can affect the body of nursing knowledge. Includes relevant evidence to recommend change and implications for change. Describe the gaps in the evidence and provide suggestions for further research. Identify any limitations to the guideline or intervention and indicate how those limitations might affect the validity of the recommendations Conclusions Describes how the new information will contribute to nursing knowledge
- What will the study add to
the knowledge on the topic?
- What are the next steps or
recommendations for change based on the potential findings of the study/outcome of the project? Describes how the information will improve patient care
- What will the project add to
the knowledge on the topic?
- What are the next steps or
recommendations for change based on the guideline created? Describes the results of the change so others can implement similar changes
- What will the project add to
the knowledge on the topic? How will it change practice?
- What are the next steps or
recommendations for change based on the potential findings
- f the study/outcome of the
project?
(Chen, Yang, Marusic, et al, 2017; Connor, 2014; O’Brien, Harris, Beckman, Reed, & Cook, 2014; Ogrinc, Davies, Goodman, Batalden, Davidoff, & Stevens, 2016; Wiley & Sons, 2014)
SLIDE 22
RESEARCH AND EBP SYLLABUS 22
Grading Criteria for Proposal Abstract Summarizes key elements as identified in the proposal guidelines. Uses appropriate headings to identify key elements Abstract is within the 200-300 word limit Key words are relevant and no more than 5 are used Omits references Points Possible 5 Introduction Presents a thorough, complete, and compelling explanation of why the issue is important with supporting evidence PICO question is included to guide reader to the background and literature review section 10 Background and Literature Review Presents a through synthesis and analysis of the current literature: Identifies what is known about the topic and the knowledge gaps. The majority of articles are published with 5-6 years of publication date, unless classic. Cites mainly primary sources, but uses a variety of research literature. Chosen theory is relevant and is included in the literature review Ends with conclusions drawn from the literature and restates PICO question to give direction to methodology Literature is from nursing or closely related field 50 Guiding conceptual or theoretical framework Complete and thorough explanation of conceptual framework, theory or model, and how it is used in the project 20 Problem Statement/objective of the study/research questions Explicitly states the aim of the project according to the guideline requirements. There is a thorough explanation of how the project will address the problem. 10 Project Design (as relevant) All projects: Begins with comparison of two ways to complete the proposal. Identifies which methodology is more relevant and feasible. Research Proposal: Complete description of the study design/methodology (allows for replication) with identified strengths and weaknesses Addresses threats to validity/reliability/rigor Method for data collection and data analysis is described fully; process for ensuring trustworthiness is clear EBP Guideline: Complete description of how outcomes were selected and sorted. Each recommendation is supported by the literature and discussion includes strength of the recommendation. QI project: Describes proposed interventions completely and includes how interventions will be implemented and assessed. All projects: Identifies how data will be analyzed including statistical tests (quantitative) and how themes will be identified (qualitative). Identifies resources and timeframe needed to complete project and includes budget. 10
SLIDE 23
RESEARCH AND EBP SYLLABUS 23
Completely addresses ethical considerations. Sample and Setting Research Proposal/QI project: Setting, population and sample size described Identified sample represents target population which would allow for generalization of results, clearly explains sampling strategy. EBP Guideline: Describes stakeholders and stakeholder recruitment method(s) Identified stakeholders are feasible for student to recruit for project 10 Instruments and Interventions Used Research proposal/QI project: Thoroughly describes the instruments/interventions and measures used to study processes and outcomes (QI project). For qualitative studies, thoroughly describes how the data will be collected and verified. Quantitative studies use published instruments that are reliable and have evidence of
- validity. Describes how the instruments were used previously.
EPB project: Recommendations are clear, precise, and actionable with methods identified for measuring effectiveness of the intervention. Separate recommendations are made for subgroups as relevant. 10 Discussion and Application to Practice Identifies how knowledge from chosen project can add to the body of nursing knowledge. Includes relevant evidence to recommend change and implications for change. Discussion includes limitations and suggestions for further research and anticipated
- bstacles and resolution of those obstacles includes unaddressed gaps as relevant.
10 Conclusions Conclusion restates the problem, summarizes evidence found in the review of the literature, and identifies how the proposed solution will fill the identified gap. Identifies the next steps or additional recommendations for change based on the potential results of the proposed project. 10 Other Includes Appendices as relevant Includes Evidence Summary tool in final submission of paper. Summary tool includes all references used in the paper. 5 Total Points Possible 150
(Fey, Gloe, & Mariani, 2015)
SLIDE 24
RESEARCH AND EBP SYLLABUS 24 Guidelines for Infographic presentation Infographic due: July 21, 2020 at 10pm Each individual will prepare a professional quality infographic for presentation at the end of the
- course. This infographic is submitted to the instructor electronically on the date specified. To
learn more about infographics go to http://piktochart.com/. You do not have to use this website, but it is free and has instructions to help you with the process. The infographic should briefly summarize the EBP project, including the research proposal or the EBP guideline you have created. Be prepared to describe the project and answer questions posed by the instructor and/or peers. Students will have their infographics printed by College of Math and Science. All infographics should be formatted so they can be printed 24 inches wide by 40 inches long. To do this, select the gear shaped icon in piktochart and change the canvas size to ‘custom’ and enter 24x40
- inches. The easiest way to accomplish this is to select ‘poster’ instead of ‘infographic’ when
selecting presentation type. Refer to the grading criteria for required sections. Emphasis of each section of the poster should be similar to the focus of the paper (in other words, your infographic is not only focused on the literature review, but on the entire project). Presentations will take place as scheduled and all students will present in a poster session format. The top 5 projects (and members of their peer group) will receive bonus points added to the final
- grade. Bonus points will be assigned depending on the ranking of each of these presentations (1st
place – 5pts, 2nd place – 4 pts, etc).
SLIDE 25
RESEARCH AND EBP SYLLABUS 25 Infographic Presentation Grading Criteria Substance 25 points possible All major sections of the paper are addressed Introduction
- Succinct but thorough introduction of topic
- Identifies guiding PICO question
Background/Review of the Literature
- Addresses each of the major subheadings in the literature
review
- Identifies key information from the literature to support
the need to further address the PICO question Project Proposal
- Identifies type of proposal (Research, EBP, or QI)
- Addresses key areas from proposal including population,
setting, methodology/interventions, evaluation Discussion/Conclusion
- Identifies how information can be applied to practice
- Summarizes key elements of proposal
Points earned _________ Visual appeal 15 points possible Overall the infographic is pleasing with balance of graphics and information Graphics are used for emphasis and are relevant to topic Bullet points are used with enough detail to cover topic, but not wordy Fonts are easy to read (size and type chosen) High contrast is noted between background and foreground Points earned _________ Verbal presentation to faculty/peers 10 points possible Student is knowledgeable and can answer questions Points earned _________ Attendance & Participation 25 points possible Professional demeanor Points earned _________ Group Score 15 points possible Feedback to peer group is constructive and beneficial Points earned _________ TOTAL POSSIBLE: 90 Points TOTAL EARNED______
SLIDE 26
RESEARCH AND EBP SYLLABUS 26 ADDITIONAL INFORMATION This class will utilize published research studies to apply concepts. Class time will be spent discussing the assigned articles and applying the concepts and students MUST come to class prepared to discuss the articles and the concepts for the week. This means that it is the expectation of the instructor that you will have read not only the textbook, but also the research articles BEFORE class. Articles will be posted on D2L. Students will be responsible for bringing studies to class and for keeping them for the duration of the semester. Exams will include questions from selected research studies. These articles will be posted the week prior to the exam; you will be provided with a clean copy of the article for use during the exam. PEER REVIEW POINTS During the course of the semester, students are required to submit sections of the EBP paper to D2L for peer review. For this assignment, you will be divided into peer groups of 3-4 students. Each student is required to complete a peer review of their group member’s papers. While each draft section will not be graded by the instructor, sections will be reviewed to ensure you are headed in the right direction. Peers are given a maximum of 5 points for each section (35 points possible) for the peer review
- process. For these points, students must complete the peer evaluation for group members. To
earn all of these points, comments must be substantive and students must evaluate a minimum of two classmates. IF YOU DO NOT SUBMIT A SECTION FOR YOUR PEERS TO EVALUATE, 5 POINTS FOR EACH SECTION NOT SUBMITTED WILL BE REMOVED FROM YOUR TOTAL SCORE ON THE PAPER. Students who do not have a paper to peer review will still receive full points. Submitted sections will be reviewed to ensure students are on track with writing. Sections not submitted by the peer review deadline will not be considered for the peer review points. DISCUSSION QUESTIONS Because the summer section moves so quickly, some course topics will only be covered in an
- nline format. Students are responsible for posting to these graded discussions each week, and
minimal class time will be spent on these topics. See the discussion rubric for grading criteria. The initial post for the week is due on Thursday evening with a minimum of 2 responses due by Sunday evening.
SLIDE 27
RESEARCH AND EBP SYLLABUS 27
Criteria Exceptional Level 5 Meets Expectations Level 4 Almost meets criteria Level 3 Needs Improvement Level 2 Does not meet Level 1 Substantive Post 4 points Thorough analysis of
- topic. Reference material
is used to support
- position. Evidence of
critical thinking in post. 3.5 points Combines summary and
- critique. Shows through
understanding of topic. Analyzes topic or research under discussion. Appropriate critique of topic/research. 3 points Mostly summarizes
- material. Analysis is
surface level. Minimal connection with class material or other resources. 2.5 point Focuses mainly on
- summary. Most
information contained in abstract for articles. Little analysis or
- critique. Little critical
thinking is displayed. 0 points Not completed by deadline. Responses to Others Posts 2 points Evidence of critical thinking and knowledge
- f research processes.
Adds new insights and
- information. Helps to
clarify points of the discussion. 1.75 points Evidence of familiarity with research or topic. Adds new insights and information to the discussion. 1.5 point Shows some familiarity with the research and/or topic under discussion. Some attempts to add points to the discussion 1.25 points Little information added to discussion. Few insights into the
- material. Little
evidence of familiarity with the material. 0 points Does not participate. Style 1 point Carefully worded, professional language. Correct use of research terminology. 0.85 points Clear and concise. Organized for readability. Correct use of research terminology. 0.75 points Poorly organized or difficult to follow but uses research terminology appropriately. 0.5 points Difficult to follow and uses research terminology inappropriately. 0 points Does not participate. Citations 1 point In-text citations and multiple references used with APA format. 0.85 points Single in-text citation and reference used with APA format. 0.75points Reference included but does not use APA or does not include in-text citation 0 points Does not include reference 0 points Does not participate. Spelling & Grammar 2 points No spelling errors. Use of format and punctuation enhances readability. 1.75 points Few errors noted. Appropriate use of grammar & punctuation 1.5 points Multiple errors or inappropriate use of words. 1.25 points Writing style is not acceptable for bachelor’s level student. 0 points Does not participate. Overall Score Level 5 9 or more Level 4 8 or more Level 3 7 or more Level 2 5 or more Level 1 0 or more
SLIDE 28
RESEARCH AND EBP SYLLABUS 28 UNIVERSITY OF CENTRAL OKLAHOMA Department of Nursing Research and Evidence Based Practice Learning Guide Topic: Introduction to Nursing Research Objectives: Upon completion of this topic, the student will be able to:
- 1. Define research, nursing research and evidence-based practice
- 2. Understand the relationship between nursing research and evidence-based
practice and your role in the process
- 3. Describe the ways of acquiring nursing knowledge
- 4. Distinguish between research paradigms and the usefulness to provide
evidence for practice.
- 5. Identify a topic of interest for clinical inquiry
Learning Activities:
- 1. Polit, D.F. & Beck, C. T. (2018) Essentials of Nursing Research: Appraising Evidence
for Nursing Practice (9th Ed.) Philadelphia, PA: Lippincott, Williams & Wilkins. Chapter 1
- 2. EBP project
Topic: Overview of Quantitative and Qualitative Research Objectives: Upon completion of this topic, the student will be able to:
- 1. Differentiate between new terms related to quantitative and qualitative research
methods.
- 2. Explore the differences between major research methods in sequences and
procedures for projects.
- 3. Analyze how variables are defined and used in qualitative and quantitative
research literature to provide evidence for practice. Learning Activities:
- 1. Polit, D.F. & Beck, C. T. (2018) Essentials of Nursing Research: Appraising Evidence
for Nursing Practice (9th Ed.) Philadelphia, PA: Lippincott, Williams & Wilkins. Chapter 3
- 2. EBP project
SLIDE 29
RESEARCH AND EBP SYLLABUS 29 UNIVERSITY OF CENTRAL OKLAHOMA Department of Nursing Research and Evidence Based Practice Learning Guide Topic: Building an Evidence-Based Practice Objectives: Upon completion of this topic, the student will be able to:
- 1. Identify the barriers and benefits of evidence-based practice in nursing
- 2. Distinguish between research utilization, evidence-based practice, and quality
improvement in nursing
- 3. Compare the usefulness of sources used in evidence-based practice
- 4. Identify sources of research-based guidelines, protocols, algorithms, and
policies
- 5. Describe the importance of evidence-based guidelines in implementing
evidence-based practice
- 6. Use the PICO format to formulate a clinical question to identify evidence for
use in practice
- 7. Discuss broad strategies for undertaking an EBP project at the organizational
level Learning Activities:
- 1. Polit, D.F. & Beck, C. T. (2018) Essentials of Nursing Research: Appraising Evidence
for Nursing Practice (9th Ed.) Philadelphia, PA: Lippincott, Williams & Wilkins. Chapter 2
- 2. Guest Speaker: Susan Bedwell, DNP, APRN, CCNS – Clinical Nurse Specialist, OU
Medical Center NICU
- 3. EBP project
SLIDE 30
RESEARCH AND EBP SYLLABUS 30 UNIVERSITY OF CENTRAL OKLAHOMA Department of Nursing Research and Evidence Based Practice Learning Guide Topic: Reading and Appraising Evidence Objectives: Upon completion of this topic, the student will be able to: 1. Discover the role of the nurse in reading and appraising evidence for practice 2. Identify and describe the major sections in a research article 3. Distinguish between the styles and language used to write and critique quantitative, qualitative, and mixed-methods research reports 4. Discriminate between narrative and systematic reviews of the literature 5. Conduct a focused critique of published EBP evidence using an appraisal tool Learning Activities:
- 1. Polit, D.F. & Beck, C. T. (2018) Essentials of Nursing Research: Appraising Evidence
for Nursing Practice (9th Ed.) Philadelphia, PA: Lippincott, Williams & Wilkins. Chapter 4
- 2. EBP project
Topic: Finding & Reviewing Sources of Evidence Objectives: Upon completion of this topic, the student will be able to:
- 1. Describe the functions of a literature review
- 2. Comprehend and use strategies for locating scholarly information on a topic.
- 3. Implement the process of screening, abstracting, critiquing, and organizing
research evidence for placement in a literature review
- 4. Critically appraise the literature review section of published studies
- 5. Demonstrate the literature review process through the development of a
proposal on a topic of interest Learning Activities:
- 1. Polit, D.F. & Beck, C. T. (2018) Essentials of Nursing Research: Appraising Evidence
for Nursing Practice (9th Ed.) Philadelphia, PA: Lippincott, Williams & Wilkins. Chapter 7
- 2. EBP project
SLIDE 31
RESEARCH AND EBP SYLLABUS 31 UNIVERSITY OF CENTRAL OKLAHOMA Department of Nursing Research and Evidence Based Practice Learning Guide Topic: Ethics in Research Objectives: Upon completion of this topic, the student will be able to:
- 1. Discuss the historical events influencing the development of ethical codes and
regulations for research.
- 2. Demonstrate an understanding of the ethical principles important in conducting
research on human subjects: beneficence, respect for human dignity and justice.
- 3. Differentiate between the human rights that require protection in research:
self-determination, privacy, fair treatment, and protection from discomfort and harm.
- 4. Describe nursing research considerations related to vulnerable subjects, full
disclosure, inducements for participation, informed consent, research sponsorship, and role conflict.
- 5. Critically appraise the ethical dimensions of a published research report:
informed consent, benefit-risk ratio.
- 6. Describe the types of possible scientific misconduct in the conduct, reporting,
and publication of healthcare research.
- 7. Describe responsibilities of nurse research team members regarding upholding
ethical standards in research. Learning Activities:
- 1. Polit, D.F. & Beck, C. T. (2018) Essentials of Nursing Research: Appraising Evidence
for Nursing Practice (9th Ed.) Philadelphia, PA: Lippincott, Williams & Wilkins. Chapter 5
- 2. EBP project
SLIDE 32
RESEARCH AND EBP SYLLABUS 32 UNIVERSITY OF CENTRAL OKLAHOMA Department of Nursing Research and Evidence Based Practice Learning Guide Topic: Theory and Research Frameworks Objectives: Upon completion of this topic, the student will be able to:
- 1. Define theory, the elements of theory, and levels of theory
- 2. Describe the purpose of a theoretical framework
- 3. Differentiate between a theoretical framework and a methodological
framework
- 4. Discuss the development of theory from qualitative studies
- 5. Critically appraise the theoretical framework in a study
- 6. Propose relevant theoretical frameworks for a research problem
Learning Activities:
- 1. Polit, D.F. & Beck, C. T. (2018) Essentials of Nursing Research: Appraising Evidence
for Nursing Practice (9th Ed.) Philadelphia, PA: Lippincott, Williams & Wilkins. Chapter 8
- 2. EBP project
Topic: Research Problems, Research Questions, and Hypothesis Objectives: Upon completion of this topic, the student will be able to:
- 1. Develop and refine problem statements for research.
- 2. Differentiate between the appropriate format for statements of purpose,
research questions, and hypotheses based on type of study
- 3. Describe the function and characteristics of research hypothesis
- 4. Critique statements of purpose, research questions, and hypotheses.
Learning Activities:
- 1. Polit, D.F. & Beck, C. T. (2018) Essentials of Nursing Research: Appraising Evidence
for Nursing Practice (9th Ed.) Philadelphia, PA: Lippincott, Williams & Wilkins. Chapter 6
- 2. EBP project
SLIDE 33
RESEARCH AND EBP SYLLABUS 33 UNIVERSITY OF CENTRAL OKLAHOMA Department of Nursing Research and Evidence Based Practice Learning Guide Topic: Qualitative Research – Designs & Approaches Objectives: Upon completion of this topic, the student will be able to:
- 1. Discuss the purposes for qualitative research and the rationale for emergent
design.
- 2. Describe five qualitative research approaches/designs: phenomenology,
research, grounded theory, ethnography, historical, and descriptive research.
- 3. Determine the intended outcome of each qualitative approach.
- 4. Conduct focused critical appraisals of qualitative research studies
Learning Activities: 1. Polit, D.F. & Beck, C. T. (2018) Essentials of Nursing Research: Appraising Evidence for Nursing Practice (9th Ed.) Philadelphia, PA: Lippincott, Williams & Wilkins. Chapter 11 2. EBP project
SLIDE 34
RESEARCH AND EBP SYLLABUS 34 UNIVERSITY OF CENTRAL OKLAHOMA Department of Nursing Research and Evidence Based Practice Learning Guide Topic: Qualitative Research – Sampling and Data Collection Objectives: Upon completion of this topic, the student will be able to: 1. Identify and describe the specific type of sampling methods used in qualitative studies 2. Evaluate the appropriateness of sampling methods and sample size used in qualitative studies. 3. Identify, compare, and contrast ways that data may be collected in a qualitative study. 4. Determine strategies used by qualitative researchers to set aside their own values and allow the findings to emerge from the data. 5. Critically appraise the data collection, analysis, and interpretation of qualitative studies. Learning Activities: 1. Polit, D.F. & Beck, C. T. (2018) Essentials of Nursing Research: Appraising Evidence for Nursing Practice (9th Ed.) Philadelphia, PA: Lippincott, Williams & Wilkins. Chapter 12 2. EBP project
SLIDE 35
RESEARCH AND EBP SYLLABUS 35 UNIVERSITY OF CENTRAL OKLAHOMA Department of Nursing Research and Evidence Based Practice Learning Guide Topic: Qualitative Research – Data Analysis, Trustworthiness, and Integrity Objectives: Upon completion of this topic, the student will be able to: 1. Describe methods and procedures used by qualitative researchers to manage,
- rganize, analyze, and interpret the data.
2. Identify and describe the five components of trustworthiness in qualitative research. 3. Describe strategies for enhancing quality in qualitative research. 4. Critically appraise the presentation of data results and analysis in qualitative research studies. Learning Activities:
- 1. Polit, D.F. & Beck, C. T. (2018) Essentials of Nursing Research: Appraising
Evidence for Nursing Practice (9th Ed.) Philadelphia, PA: Lippincott, Williams &
- Wilkins. Chapter 16 & 17
- 2. EBP project
SLIDE 36
RESEARCH AND EBP SYLLABUS 36 UNIVERSITY OF CENTRAL OKLAHOMA Department of Nursing Research and Evidence Based Practice Learning Guide Topic: Quantitative Research – Designs and Approaches Objectives: Upon completion of this topic, the student will be able to:
- 1. Differentiate between various forms of and purposes for quantitative research.
- 2. Identify the steps of the quantitative research process in descriptive,
correlational, quasi-experimental and experimental studies
- 3. Recognize bias and threats to validity and reliability in research studies
- 4. Conduct focused critical appraisals of quantitative research studies
Learning Activities:
- 1. Polit, D.F. & Beck, C. T. (2018) Essentials of Nursing Research: Appraising Evidence
for Nursing Practice (9th Ed.) Philadelphia, PA: Lippincott, Williams & Wilkins. Chapter 9
- 2. D2L Activities
SLIDE 37
RESEARCH AND EBP SYLLABUS 37 UNIVERSITY OF CENTRAL OKLAHOMA Department of Nursing Research and Evidence Based Practice Learning Guide Topic: Quantitative Research – Sampling and Data Collection Objectives: Upon completion of this topic, the student will be able to:
- 1. Identify and describe the specific type of sampling methods used in
quantitative studies
- 2. Discuss how sample size is determined in a quantitative study
- 3. Identify types of data collection used in quantitative research projects.
- 4. Discuss the strengths and weaknesses of various methods of data collection in
quantitative research.
- 5. Critically appraise the data collection methods, sample size and
appropriateness of the sample size in published quantitative studies Learning Activities:
- 1. Polit, D.F. & Beck, C. T. (2018) Essentials of Nursing Research: Appraising Evidence
for Nursing Practice (9th Ed.) Philadelphia, PA: Lippincott, Williams & Wilkins. Chapter 10
- 2. EBP project
- 3. D2L Activities
SLIDE 38
RESEARCH AND EBP SYLLABUS 38 UNIVERSITY OF CENTRAL OKLAHOMA Department of Nursing Research and Evidence Based Practice Learning Guide Topic: Quantitative Research – Data Analysis, Rigor, and Interpretation Objectives: Upon completion of this topic, the student will be able to:
- 1. Differentiate foundational concepts related to measurement and basic statistics
- 2. Recognize and interpret the meaning of statistical and clinical significance in
research studies.
- 3. Understand foundational concepts related to quality and credibility in
quantitative research
- 4. Describe key aspects for interpreting quantitative research results
- 5. Critique researchers’ interpretation of their results
- 6. Appraise research studies for credibility, bias, and sampling error
Learning Activities:
- 1. Polit, D.F. & Beck, C. T. (2018) Essentials of Nursing Research: Appraising Evidence for
Nursing Practice (9th Ed.) Philadelphia, PA: Lippincott, Williams & Wilkins. Chapter 14 and 15
- 2. EBP project
- 3. D2L Activities
SLIDE 39
RESEARCH AND EBP SYLLABUS 39 UNIVERSITY OF CENTRAL OKLAHOMA Department of Nursing Research and Evidence Based Practice Learning Guide Topic: Mixed Methods Research and Systematic Reviews Objectives: Upon completion of this topic, the student will be able to: 1. Explain the purposes and application of mixed-methods research 2. Identify and discuss advantages and disadvantages of mixed methods research 3. Conduct a focused critical appraisal of mixed methods studies. 4. Describe the purposes of and the steps involved in conducting a systematic review 5. Differentiate between types of systematic reviews: meta-analysis, meta- synthesis, and mixed methods systematic reviews. Learning Activities:
- 1. Polit, D.F. & Beck, C. T. (2018) Essentials of Nursing Research: Appraising
Evidence for Nursing Practice (9th Ed.) Philadelphia, PA: Lippincott, Williams &
- Wilkins. Chapter 13 & 18
- 2. D2L exercises.
SLIDE 40
RESEARCH AND EBP SYLLABUS 40 References American Psychological Association. (2009). Publication Manual of the American Psychological Association (6th Ed.). New York: American Psychological Association Chen Y., Yang, K, Marušić A, et al. (2017) A reporting tool for practice guidelines in health care: The RIGHT Statement. Ann Intern Med., 166, 128-132. doi: 10.7326/M16-1565. Conner, Brian T. (2014). Differentiating research, evidence-based practice, and quality
- improvement. American Nurse Today, 9(6), 26-31.