Research Class / Class Schedule Spring 2014
Comments / Assignments
Chapter 1 Quantitative Research
Improved Science Research Network video
Reflective Activity 1
Chapter 2 Qualitative Research
Chapter 3 Mixed Methods Research
Chapter 4 Data Analysis
Reflective Activity 2
Chapter 5 Navigating the Institutional Review Board Process
NIH Ethics Training Due Feb 16 @ 11pm
Chapter 6 Critical Appraisal of Research-Based Evidence
Chapter 10 Quality Improvement and Safety Science: Historical and Future Perspectives
Chapter 11 Quality Improvement Science
Chapter 13 Philosophical and Theoretical Perspectives Guiding Inquiry
Chapter 14 Introduction to Evidence-Based Research
PICO Assignment 9th @ 11 pm
Chapter 15 Technology Supporting the Search for Evidence
Search for 5 peer reviewed nursing research articles for your Review of Literature
Spring Break (15-23)
Conduct your critical appraisal of the research
Appraisal Table 1 Due 30th @ 11 pm
Chapter 16 A Synthesis Project
Chapter 17 Integrating Evidence-Based Research into Clinical Practice
Find 5 new peer reviewed nursing research articles for your Review of Literature
Chapter 18 Dissemination of the Evidence / Conclusion: Collaborating for Clinical Scholarship through Integration of Evidence-Based Practice
MSU Sigma Theta Tau Research Day (22nd)
Extra Credit Poster Presentation @ MSU
Last week of classes
Research Utilization in Practice Paper & Table 2 Due
May 3 Saturday at 11 pm
*DB-Check weekly for initial responses and comments due on Discussion Board
Faculty: Jane Leach PhD, RNC firstname.lastname@example.org
Online office hours and appointments available 940.397.3286 MSU Contact
Email: D2L is the preferred method of communication for this class and faculty will use D2L for updates and announcements. If you are unable to access D2L, you may contact faculty via campus email. Campus and phone appointments are available upon request.
PREREQUISITES: Undergraduate statistics course
COURSE DESCRIPTION: This course prepares students to critique research literature for appropriateness and utilization in nursing practice. Emphasis is placed on increasing knowledge and skills related to the development and evaluation of research proposals. Both quantitative and qualitative methodologies are explored.
CREDIT HOUR ALLOCATION: 3 semester hours (3 classroom and 0 clinical clock hours)
COURSE OBJECTIVES: Upon completion of this course the student should be able to:
Relation to AACN Essentials:
1. Synthesize selected research findings to determine applicability of the findings to nursing practice.
2. Evaluate the appropriateness of selected quantitative and qualitative research designs relative to research problems, purposes, questions, and/or hypotheses.
3. Compare and contrast salient features of qualitative and quantitative research, such as rigor, validity, and reliability.
4. Analyze proposed research procedures with regard to ethical and human subjects’ protection issues.
5. Use available technology to access databases and to analyze quantitative and qualitative data.
AACN Essentials: For further information regarding the AACN Essentials identified for each
Course objective, refer to http://www.aacn.nche.edu/education-resources/baccessentials08.pdf.
LEARNING EXPERIENCES: The students will engage in a variety of learning experiences including online discussions, quizzes, readings, and preparation of a review of literature pertinent to the question(s) addressed in a Research Utilization in Practice Paper.
Hall, H., & Roussel, L. (2014) Evidence-Based Practice: An Integrative Approach to Research, Administration, and Practice, MA: Jones & Bartlett Learning
Polit, D.F. & Beck, C. T. (2012). Nursing Research Generating and Assessing Evidence for Nursing Practice 9th ed. Lippincott Williams & Wilkins
APA Manual (6th Edition)
90 – 100
65 – 73
64 or lower
* A grade of B or greater is required for successful completion of all graduate courses.
Note: Special considerations for students:
Evaluation Methods: There will be no rounding of grades
Discussions questions 21 %
PICO Assignment 04 %
NIH Research Ethics Training 10 %
Appraisal Table 1 Assignment 20 %
Online quizzes 06 %
Reflective Activity Homework 04%
Research Utilization in Practice Paper & Table 2 35 %
Timely submission of all assignments is required. In the event that a student needs an extension due to compelling circumstances, communicate with faculty in advance of the due date. Late assignments will receive a 5 point per day reduction in score except in emergent circumstances; it is important to note that a late submission date must be negotiated in advance except in an emergent circumstance. A graduate student must notify the instructor to request any extensions. Students will be required to submit your work completed to date so faculty can see that an effort has been made to complete the assignment and that the emergency is not poor planning.
Each week starts on Mondays and ends on Sundays. Most assignments are due Sundays at 11 pm unless noted otherwise (See course calendar)
Midwestern State University does not discriminate on the basis of an individual’s disability and complies with Section 504 of the Americans with Disabilities Act (ADA) in its admission, accessibility, and employment of individuals in programs and activities. MSU provides academic accommodations and auxiliary aids to individuals with disabilities as defined by law, who are otherwise qualified to meet academic employment and requirements. For assistance call (940) 397-4618 or (940) 397-4515 TDD. Please see the instructor outside of class to make any arrangements involving special accommodations. It is the student’s responsibility to declare any disabilities. After declaration, preferably at the beginning of each semester, the student needs to contact individual instructors to determine any reasonable accommodations that may be required.
Graduate students are held to the highest standard of academic honesty. Plagiarism is any assignment will earn a grade of 0. The best way to avoid plagiarism, or the appearance thereof, is to reference all quotations or paraphrased material in accordance with APA 6th edition. Material that is not cited should represent the student’s own work. This includes the Appraisal Table! Do not cut and paste!
“As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else to do so.”
As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception.
Thus, we, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters.
We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one’s own work, work or ideas which are not entirely one’s own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student.
We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed.
Written and adopted by the 2002-2003 MSU Student Senate
Grading Rubric for Assignments on the Discussion Board
Discussion Questions are assignments in which you post your own ideas/work and others comment on it and make suggestions. Discussion question assignments provide an opportunity to apply the weekly-required readings and to build on and add to course content. Please do the readings prior to posting your responses.
In order to receive an A on the discussion board you need to meet the requirements of excellence that includes an (initial posting by Thursday) and at least 2 quality responses to classmates (by Sunday) that excel in content contribution, provides references to support your thesis and communicates clearly with minimal grammatical errors. Engagement in course content is an expected and important component of the graduate online learning experience. Initial responses posted late, do not provide enough time for classmates to engage in the content and will be awarded less points.
Does not post own assignment
Posts own work but does not analyze or make suggestions regarding the work of others. Often posts responses late that do not add to the discussion.
Posts information own work and gives superficial feedback to classmates.
Posts factually correct, reflective and substantive assignment and critiques and provides useful information to classmates
References & Support
Includes no references or supporting experience.
Uses personal experience, but no references to readings or research.
Incorporates some references from literature and personal experience.
Uses references to literature, readings, or personal experience to support comments.
Clarity & Mechanics
Posts long, unorganized or rude content that may contain multiple errors or may be inappropriate.
Communicates in friendly, courteous and helpful manner with some errors in clarity or mechanics.
Post work and contributes valuable information with minor clarity or mechanics errors.
Contributes with clear, concise comments formatted in an easy to read style that is free of grammatical or spelling errors.
Research Utilization in Practice Paper
Ideas for Selection of a Research Utilization Topic for Clinical Practice
Grading Rubric Grade Sheet and Guidelines for Research Utilization in Practice Paper
Fails to provide adequate background and significance of problem to be solved
Provides background and significance of the problem to be solved
Provides background and significance using strong evidence specific to the problem to be solved
Poses a question but not in PICO format
Poses a question in correct PICO format with minor errors
Poses a question in correct PICO without error
Review of Literature
What is known
Lists and describes studies and findings
Describes and summarizes study findings
Summarizes study findings and makes generalizations about state of our knowledge on the topic
What is not yet known
Gives a superficial listing of potential questions
Suggests unanswered questions in PICO format
Suggests unanswered questions in PICO format specifically based on weaknesses or lower levels of previous evidence
Appraisal of Evidence Table 2
Incorrectly identifies parts of research report
Correctly identifies parts of research report
Correctly identifies parts of research reports and succinctly determines the usefulness for solving own problem
Includes a copy
Includes a copy and discusses origin and strength of evidence base
Includes a copy and discusses origin, strength of evidence base, and implications for own problem, PICO question, and setting
APA Format of Citations and References
Cites within text and in reference list with numerous errors
Cites within text and in reference list with some errors
Consistently cites correctly within text and in reference list
Numerous spelling, grammar and format errors
Some spelling, grammar and format errors
Paper virtually free of spelling, grammar, and format errors
- 5 points / day late