THE UNIVERSITY OF TEXAS AT TYLER COLLEGE OF NURSING COURSE SYLLABUS NURS 5320: RESEARCH DESIGN. Spring Dr. Colleen Marzilli, DNP, RN

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1 THE UNIVERSITY OF TEXAS AT TYLER COLLEGE OF NURSING COURSE SYLLABUS NURS 5320: RESEARCH DESIGN Spring 2014 Dr. Colleen Marzilli, DNP, RN COURSE DESCRIPTION: NURS 5320 RESEARCH DESIGN builds on content presented in undergraduate research. Research is evaluated for its usefulness in contributing to nursing's scientific knowledge base. The conduct and utilization of nursing research are discussed and analyzed. Elements of grant proposals are incorporated. The course culminates in the development of a research qualitative mini-proposal and a quantitative miniproposal. Course fee and extended computer access fees are required. NURS 5320 is required for students pursuing a master s degree. Prerequisites: 1. Undergraduate research course 2. Completion or concurrent enrollment in HECC 5317 Biometric Measures or a comparable graduate course approved by Nursing Graduate Office. COURSE OBJECTIVES: By the end of the course, each student will be able to: 1. Critically appraise evidence for nursing practice, education, and research. 2. Analyze the ethical and professional issues related to the nurse s role in advancing nursing science and practice through research strategies. 3. Examine the interrelationship of the research question(s), design, and methods of analysis appropriate for both quantitative and qualitative approaches. 4. Compare and contrast a variety of research designs applicable to nursing research. 5. Describe strategies for the appropriate clinical application and dissemination of research findings. 6. Critique published qualitative and quantitative research reports.

2 2 7. Develop a qualitative mini-research proposal in a poster format. REQUIRED TEXTS: American Psychological Association. (2009). Publication manual of the American Psychological Association. (6th ed.). Washington, D.C.: Author. ISBN Polit, D. F. & Beck, C. T. (2011). Nursing research: Generating and Assessing Evidence for Nursing Practice. (9 th ed.). Philadelphia: J. B. Lippincott. ISBN: RECOMMENDED TEXTS: Streubert-Speziale, H. J. & Carpenter, D. R. (2011). Qualitative research in nursing: Advancing the humanistic imperative. (5th ed.), Philadelphia: J.B. Lippincott. ISBN-10: ISBN-13: Useful Web sites: Muntz Library Online Services; search engines; Books in Print; data bases such as CINAHL; Cochrane Data Base for EBP, etc -click "group-wide login" -click "Journals" and search Agency for HealthCare Research and Quality National Institutes of Health Polit & Beck, 8 th Ed., pp (see more Web listings) Use Alta Vista (search engine) to locate an author of an instrument; Go to academic site: - (university faculty library) Use Google (search engine) to locate information or content: UT-Tyler MSN homepage This is a good site with links to further information about unfamiliar terms including data, approaches, methods, and validity. This is a great site with lots of alphabetical links to anything you will ever want to know about qualitative research. Check out Phenomenology Online or some of the other offerings. If you ever plan to do qualitative research, this is a good resource. Sponsored by Nova University in Florida. This site is from the National Institute on Drug Abuse and offers you a downloadable monograph showing how qualitative methods have been used

3 in drug abuse and HIV research. DO NOT PRINT this unless you want all 276 pages of this report, and you do not! This monograph gives you an idea of how the federal government is spending your tax dollars to share information about an important national social problem, and it has some very good information about how they are using qualitative methods to explore this problem. 3 Grading Schematic Evaluation Methods: Qualitative mini-proposal (Poster) 15% Quizzes DO NOT PRINT OR COPY QUIZZES 15% Evidence Table Project 20% Quantitative Exam DO NOT PRINT OR COPY EXAM 20% Qualitative Exam DO NOT PRINT OR COPY EXAM 20% Summary grade for all blogs 5% Peer critique of the evidence table 5% Total 100% Students are expected to achieve an average of 80% (B) to successfully complete the course. Lectures, readings, and assignments are posted on Fridays. Your postings for the Blog and quizzes are due by midnight the following Sunday (10 days after the items are posted and available). Quizzes may be taken 2 times but must be completed by the due date on the calendar and the two scores are averaged. Course assignments including the evidence table, poster, and exams are due per the course calendar. No extensions are given on exams. It is considered academic dishonesty to copy and/or print quizzes or exams or discuss them with prior, current, or future students. It is also considered academic dishonesty to open a quiz or exam to take a look, and report technical difficulty bumped you out of the quiz or test and ask for a reset. Resetting is done only in the event extreme weather or true technical glitches cause a computer disconnection from Blackboard. Faculty can see access times and the quantity of responses that reflect true attempts. Please demonstrate academic integrity at all times. Please keep track of your responses to items noting the item # and response choice (like A) on a piece of paper so if you are disconnected and access is reset you can quickly insert the answers without having to re-read each item again. Blog Each student will develop a blog to discuss the PICO question and subsequent evidence table. The blog will allow you to exchange ideas, provide and receive critique from classmates and faculty. The blog is a student driven project meant to enhance understanding of research design, methods, critique and appraisal. Late Work Policy Students are expected to adhere to due dates. Two grace periods are allowed during the semester without penalty. A grace period is considered any part of a week If a student is going to take advantage of a grace period, they must notify their assigned faculty member of this intent by . Students needing more than the two grace periods will be advised to withdraw from the course. Any other late submissions will be penalized at the rate of 5 points per day. No extensions are given for either exam. Grading Policy for the College of Nursing: A B C D F Below 59.5 Students Rights and Responsibilities

4 4 To know and understand the policies that affect your rights and responsibilities as a student at UT Tyler, please follow this link: Grade Replacement/Forgiveness and Census Date Policies Students repeating a course for grade forgiveness (grade replacement) must file a Grade Replacement Contract with the Enrollment Services Center (ADM 230) on or before the Census Date of the semester in which the course will be repeated. Grade Replacement Contracts are available in the Enrollment Services Center or at Each semester s Census Date can be found on the Contract itself, on the Academic Calendar, or in the information pamphlets published each semester by the Office of the Registrar. Failure to file a Grade Replacement Contract will result in both the original and repeated grade being used to calculate your overall grade point average. Undergraduates are eligible to exercise grade replacement for only three course repeats during their career at UT Tyler; graduates are eligible for two grade replacements. Full policy details are printed on each Grade Replacement Contract. The Census Date is the deadline for many forms and enrollment actions that students need to be aware of. These include: Submitting Grade Replacement Contracts, Transient Forms, requests to withhold directory information, approvals for taking courses as Audit, Pass/Fail or Credit/No Credit. Receiving 100% refunds for partial withdrawals. (There is no refund for these after the Census Date) Schedule adjustments (section changes, adding a new class, dropping without a W grade) Being reinstated or re-enrolled in classes after being dropped for non-payment Completing the process for tuition exemptions or waivers through Financial Aid State-Mandated Course Drop Policy Texas law prohibits a student who began college for the first time in Fall 2007 or thereafter from dropping more than six courses during their entire undergraduate career. This includes courses dropped at another 2-year or 4-year Texas public college or university. For purposes of this rule, a dropped course is any course that is dropped after the census date (See Academic Calendar for the specific date). Exceptions to the 6-drop rule may be found in the catalog. Petitions for exemptions must be submitted to the Enrollment Services Center and must be accompanied by documentation of the extenuating circumstance. Please contact the Enrollment Services Center if you have any questions. Disability Services In accordance with Section 504 of the Rehabilitation Act, Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA) the University offers accommodations to students with learning, physical and/or psychiatric disabilities. If you have a disability, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, PTSD or ADHD, or you have a history of modifications or accommodations in a previous educational environment you are encouraged to contact the Student Accessibility and Resources office and schedule an interview with the Accessibility Case Manager/ADA Coordinator, Cynthia Lowery Staples. If you are unsure if the above criteria applies to you, but have questions or concerns please contact the SAR office. For more information or to set up an appointment please visit the SAR office located in the University Center, Room 3150 or call You may also send an to Student Absence due to Religious Observance Students who anticipate being absent from class due to a religious observance are requested to inform the instructor of such absences by the second class meeting of the semester. Student Absence for University-Sponsored Events and Activities If you intend to be absent for a university-sponsored event or activity, you (or the event sponsor) must notify the instructor at least two weeks prior to the date of the planned absence. At that time the instructor will set a date and time when make-up assignments will be completed.

5 5 Social Security and FERPA Statement: It is the policy of The University of Texas at Tyler to protect the confidential nature of social security numbers. The University has changed its computer programming so that all students have an identification number. The electronic transmission of grades (e.g., via ) risks violation of the Family Educational Rights and Privacy Act; grades will not be transmitted electronically. Emergency Exits and Evacuation: Everyone is required to exit the building when a fire alarm goes off. Follow your instructor s directions regarding the appropriate exit. If you require assistance during an evacuation, inform your instructor in the first week of class. Do not re-enter the building unless given permission by University Police, Fire department, or Fire Prevention Services. Technical Support Technical Information If you experience technical problems or have a technical question about this course, you can obtain assistance by ing When you IT Support, be sure to include a complete description of your question or problem including: The title and number of the course The page in question If you get an error message, a description and message number What you were doing at the time you got the error message You may also visit the Help Tab in Blackboard for helpful information. Plug-ins and Helper Applications UT Tyler online courses use Java, JavaScript, browser plug-ins, helper application and cookies. It is essential that you have these elements installed and enabled in your web browser for optimal viewing of the content and functions of your online course. Adobe Reader allows you to view, save, and print Portable Document Format (PDF) files. Java Runtime Environment (JRE) allows you to use interactive tools on the web. Adobe Flash Player allows you to view content created with Flash such as interactive web applications and animations. QuickTime allows users to play back audio and video files. Windows Media Player allows you to view, listen and download streaming video and audio. RealPlayer allows you to view and listen to streaming video and audio. Netiquette Guide

6 6 "Netiquette" is network etiquette, the do's and don'ts of online communication. Netiquette covers both common courtesy online and informal "rules of the road" of cyberspace. Review and familiarize yourself with the guidelines provided. Note: The content of this syllabus is subject to change at the discretion of the faculty leaders according to current learning needs. CONTENT OBJECTIVES Note: Students will be required to read appropriate content, participate in blogs, and post assignments as directed. There will be mini-lectures with questions and exercises each week. Refer to annotated course schedule for weekly content. Lesson 1: Course Introduction, Research Ethics and Protection of Human Subjects Review the historical context of research in nursing Identify sources of evidence for practice Discuss the need for nurses to contribute evidence Discuss the three primary ethical principles articulated in the Belmont Report and the important dimensions encompassed by each Describe external reviews and the protection of human rights Lesson 2: Research Process and Basic Concepts Describe key terms, concepts and steps in research. Compare and contrast research questions and purpose. Conceptualize research problems, questions and hypotheses Develop a PICO question Lesson 3: Review and Critique of Research Literature Perform an online search using strategies through UT-Tyler Muntz Library Identify sources of evidence for practice Critically appraise the research literature Compile a table of relevant research literature Lesson 4: Theoretical and Conceptual Frameworks Compare and contrast theoretical and conceptual frameworks for studies. Discuss testing, using and developing a theoretical or conceptual framework in a research study Utilize a conceptual or theoretical framework to structure a research study Lesson 5: Planning a Quantitative Research Study Describe the major quantitative research designs Compare and contrast the strengths and weaknesses of experimental, quasi-experimental and nonexperimental quantitative designs Identify issues related to internal and external validity Examine the characteristics of a tightly structured research design Lesson 6: Quantitative Sampling and Data Collection Describe the different methods of probability and non-probability sampling Discuss the strengths and weaknesses of major sampling methods Use a priori power analysis to estimate a sample size Lesson 7: Analyzing and Interpreting Quantitative Data Select appropriate statistical test(s) for answering a primary research question or hypothesis

7 7 Provide a rationale for use of the statistical tests to answer various research questions and hypothesis Lesson 8: Critique of Quantitative Research Design a data collection plan for a quantitative research study Utilize the concepts of reliability and validity in determining the scientific merit of a study Discuss methods of collecting unstructured data Discuss methods of collecting structured data Evaluate the quality of measurement approaches in quantitative studies Lesson 9: Planning a Qualitative Research Study Describe the characteristics of various qualitative research designs Develop a qualitative research question Develop a data collection plan for a qualitative study Discuss methods to enhance the trustworthiness of qualitative data Apply the concept of reflexivity to qualitative research Lesson 10: Qualitative Sampling and Data Collection Design a data collection plan for a qualitative research study Discuss methods of collecting unstructured data Lesson 11: Analyzing and Interpreting Qualitative Data and Enhancing Rigor in Qualitative Research Select appropriate method for analyzing and interpreting data for answering a primary research question Identify and propose appropriate methods for enhancing rigor (trustworthiness) in qualitative research Lesson 12: Critique of Qualitative Research Discuss criteria for critique of a qualitative research study Critique a qualitative research study Lesson 13: Integrating and Disseminating Research Discuss integration and synthesis of research evidence using meta-analysis and meta-synthesis Describe various methods of disseminating quantitative and qualitative research findings Identify sources of funding for research proposals

8 8 QUALITATIVE Mini-Proposal (Poster) Complete an electronic poster that includes each of the elements of the qualitative research mini-proposal. You will need to be succinct and thorough in your presentation while maintaining a poster that is professional and appealing. Possible Points Introduction Phenomenon of Interest (5 points) Background and Significance (15 points) 1. The need for the study 2. Previous research of the phenomenon 3. Potential contribution to the discipline (35 points) Research Questions - Write 1 research question. (5 points) Qualitative approach and method - State and describe the approach. (10 points) Review of Literature (15 points) Include a brief synthesis of relevant literature. Methods (35 points) Briefly discuss each of the following topics as they relate to your proposal Sampling plan (5 points) Data Generation Plan (5 points) Data analysis process (5 points Trustworthiness of study (15 points) Protection of Human Subjects, including HIPPA requirements (5 points) STRUCTURE AND FORMAT (15 points) Used proper syntax and grammar in presenting ideas clearly, cogently, and concisely. Professional and appealing. Total points (100 points) Deductions for late posters = 5 points per day Comments: Faculty

9 9 EVIDENCE TABLE PROJECT This semester, you will begin an extensive and in-depth critical appraisal of research literature related to the topic of your research question. As part of Lesson 3 we will discuss the mechanics of reviewing the literature and the creation and use of an evidence table. Subsequent to Lesson 3 you will search the literature, identify a research article on your topic, critically appraise the research article and complete one entry on your evidence table. You will post the article and evidence table on the blog. Do not use any level VII articles (opinions of authorities or expert committees). You will be assigned a partner(s) to critique and receive critique from. The partner will review your article and evidence table for accuracy and completeness. The partner will document comments and recommendations for improving your evidence table. Once you receive the critique, you should make the appropriate corrections to your evidence table. In turn you will provide critique for your partner s work. It is imperative that you do a thorough job of critique as you will be graded on the quality of the critique you provide as well as the accuracy and completeness of your final evidence table. You will continue to identify one research article per week, documenting the critical appraisal on your evidence table. You will have a minimum of 7 articles on your evidence table by the due date. Each week, you will critique and receive critique from your partner. Toward the end of the semester, you will submit your final evidence table that incorporates the critique you received from your partner. This project is worth 20% of your grade. Critique and grading criteria Criteria Possible Points Earned Points Appropriateness of article 7 APA reference 7 Hierarchy level 4 Study design 7 Theoretical framework 7 Variables (IV & DV if appropriate) 7 Target population 4 Sample description 7 Study purpose or objective 4 Basic Findings 9 Implications 7 Appraisal of strengths 14 Appraisal of weaknesses 14 Format 2 TOTAL 100

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