BSN Program Nursing 4125 Professional Growth IV: Research Syllabus Section 2 Classroom is B246

BSN Program Nursing 4125 Professional Growth IV: Research Syllabus Section 2 Classroom is B246 Veryl Tipliski, RN PhD CPMHNC Office: B010a Telephone: 604 323 5707 Telephone: 604 684 8678 Email: vtipliski@langara.bc.ca Email: tipliski@telus.net Office hours: Mondays and Fridays 1020 1145 or prior to class, or Thursday AMs by appointment. Summer 2010 20

2 of 28 Table of Contents Course Outline... 3 Process... 3 Learning Outcomes... 3 Overview of Concepts... 4 Required Texts... 4 Resources 4 Evaluation... 6 Assignments... 6,25 Professional Responsibilities... 7 Schedule... 8 Appendix A... 12 Appendix B... 25 Appendix C... 27 Appendix D..articles Custom Courseware This material has been copied under license from Access Copyright. Resale or further copying of this material is strictly prohibited. e, Nursing, V. Tipliski 201020. Revised 201020

COURSE OUTLINE 3 of 28 Course Description: The intent of this course is to provide an overview of the research process in nursing in order to enhance participants abilities to read, comprehend, evaluate/critique, and then utilize nursing research. Participants experience ways to critically examine their practice in relation to nursing research and to pose clinical practice questions to inform evidence-based practice. PROCESS Participants have opportunities to enhance their nursing practice through the use of research. Opportunities will be provided for participants to actively engage in the research process as consumers, through reading/evaluation/critique of research. Throughout this course, learners engage in critical reflection, dialogue, and a critical examination of their role in the utilization of research in evidencebased practice. Nursing 4125 is a 4 hour course which meets on Monday and Friday mornings. Classes consist of a variety of methods including, but not limited to short lectures, class discussions, individual work, small and large group work, team meetings and team presentations. This course is not designed to have a Blackboard component but there will be some aspects of the course managed through Blackboard. More to follow. CLASS CANCELLATION The nursing department makes every effort to replace a nurse educator when he/she is unable to attend a class. If this nurse educator must cancel a class, information regarding same will be posted on Blackboard CE6 as well as at the Registrar's Office, Bldg B. Emails will be sent to Langara accounts. LEARNING OUTCOMES Students have the opportunity to: Enhance their understanding of the research process. Acquire skills in order to evaluate research articles. Use research evidence to inform their nursing practice. Become knowledgeable consumers of nursing research. e, Nursing, V. Tipliski 201020. Revised 201020

OVERVIEW OF CONCEPTS 4 of 28 This course is organized around the philosophical foundations of the curriculum and reflects the following concepts: Self as consumer of nursing research Research as a way of knowing Quantitative research approach Qualitative research approach Ethical considerations Research designs Sampling Measurement rigor Data collection/analysis Reading/evaluating research articles Posing clinical practice questions research utilization Evidence based nursing practice: steps and models REQUIRED TEXTS Lobiondo-Wood, G, Haber, J., Cameron, C. &Singh, M. (2009).Nursing research in Canada. Methods and critical appraisal for evidence based practice (2 nd ed.). Toronto: Elsevier. Lobiondo-Wood, G, Haber, J., Cameron, C. &Singh, M. (2009). Study guide. Nursing research in Canada. Methods and critical appraisal for evidence based practice (2 nd ed.). Toronto: Elsevier. RESOURCES Nursing Research Resources Clinical Nursing Research Applied Nursing Research Clinical specialty journals(as long as peer-reviewed) Canadian Journal of Nursing Research Evidence Based Nursing e, Nursing, V. Tipliski 201020. Revised 201020

Nursing Research 5 of 28 Davies, B. & Logan, J. (2008). Reading research. A user-friendly guide for nurses and other health professionals. (4 th ed.). Toronto: Elsevier www.nurseone.ca Register as a student and find excellent resources and links. Note-? not yet available to Langara students, stay tuned. www.nursinglibrary.org Here you can search abstracts for any nursing topic or find resources and journals www.rnao.org Here go to Nursing Best Practice Guidelines/Clinical Practice Guidelines/Guidelines and Fact Sheets www.womenshealthmatters.ca See health toolkit, in particular p.15-16 and p.19-20. Google: Linda Searing and you will get numerous articles called Quick Study that she writes for the Washington Post. These are concise, well-written reports on studies which have been published in health care journals. Canadian Nurses Association (2008). Code of ethics. Ottawa: Author College of Registered Nurses of British Columbia (2008). Professional practice requirements. Vancouver, BC: Author.. e Nursing Department (2010). BSN handbook. Vancouver, BC: Author The Writing Centre, located on the second floor of the e Library.. EVALUATION In order to receive a minimum of 60% or a C grade in Nursing 4125, students must complete and submit all tests/assignments.as per College Policy, a failing grade will be given if a student does not complete all of the course requirements. e, Nursing, V. Tipliski 201020. Revised 201020

6 of 28 According to Nursing Department policy, 60% or a C or S grade is the minimum grade requirement for successful completion of all nursing courses. The grading scale for the Nursing Department is as follows: A+ 95 100% A 90-94 % A- 85 89% B+ 80 84% B 75 79% B- 70 74% C+ 65 69% C 60 64% C- 55 59% D 50 54% F 49% or below The dates for submission of assignments are pre-established and outlined in this course syllabus. Completion and submission of all assignments/tests is an expectation of e. Failure to complete or submit an assignment/test will result in a mark of 0 for this course. There is a late penalty of 5 % (of the total mark for the assignment) per day including weekends and holidays. If the submission of an assignment is on the due date and after the specified time, it is considered one day late. A request for extension must be discussed with this nurse educator at least one week in advance of the due date, or the request will not receive consideration. Subject to this nurse educator s agreement to grant an extension, the amended due date and time will be documented, either by letter or email, and forwarded to the student during regular business hours, within three (3) days of the agreement. Methods of Evaluation Weight Due Dates Quiz 1 25% June 11 @ 0830 Quiz 2 25% July 12 @ 0830 Quantitative Critique 25% July 19 @ 1020 Evidence in Practice 25% Weeks12/ 13 *Please note that Team Meeting Minutes for your Evidence in Practice Assignment #2 will be due on either June 21 or 25 at start of the class. Your team can decide, based on your schedules and when you want my feedback. Grades received for all four evaluative components of this course will be in percentages. A final letter grade will be awarded using the above Nursing Department grading scale. e, Nursing, V. Tipliski 201020. Revised 201020

7 of 28 Anticipate a 1-2 week turn around response/marking period from your nurse educator in order to adequately reflect upon and provide you with feedback, to encourage movement in your understanding of the course s concepts and scholarly work. Students are required to use appropriate language and APA style for all assignments. Questions concerning the methods of evaluation should be directed to this nurse educator. PROFESSIONAL RESPONSIBILITIES e requires all members of the College community (students and nurse educators) to conduct themselves in a manner that promotes a learning and working environment characterized by encouragement, free enquiry, integrity, mutual respect, professionalism, recognition of achievement, and social responsibility. The College community respects diversity, is civil, and provides for individual safety http://www.langara.bc.ca/about-langara/policies/student.html Every practicing nurse in British Columbia, from the beginning student to the expert nurse, is required to assume full responsibility for knowing and adhering to the professional standards of practice. These standards serve primarily to ensure an acceptable level of professionalism (CRNBC, 2008). One of the College of Registered Nurses of British Columbia (CRNBC, 2008) standards of practice is Professional Responsibility and Accountability. Students are expected to have a working knowledge and adhere to the policies of e and those outlined in the e Nursing Department Student Handbook. In particular, the following policies will be reviewed during Week 1 of the semester: 1. ATTENDANCE AND PARTICIPATION 2. SAFE PRACTICE APPRAISAL (SPA) 3. CLASS CONDUCT 4. PROFESSIONALISM & ACADEMIC HONESTY 5. ASSIGNMENTS AND EXAMS EXAM SECURITY WEB NETIQUETTE e, Nursing, V. Tipliski 201020. Revised 201020

SCHEDULE Tentative Course Outline (subject to change) WEEK 1 Monday May 10/Friday May 14 Course overview Introduction to nursing research Role of research in nursing/relevance to practice Overview of the research process/ reading strategies 8 of 28 Read student preface, p.2-3, chapters 1 and 3 of text and p.ix, xi of the Study Guide. Read Why couldn t I have seen him? (Appendix). Review syllabus prior to first class. And please bring it to classes. WEEK 2 May 17/21 Research questions and hypotheses The literature review Theoretical/conceptual frameworks Read chapters 2, 4 and 5 and p.359-361 of text. Then start into Chapter 9. Read either the article by Blumenthal or Seymour (Appendix). Skim through the article Sucrose Decreases Infant Biobehavioral Pain Response to Immunizations: A Randomized Controlled Trial (Appendix).Hint use a highlighter for skimming. WEEK 3 May 24(stat off), May 28 Introduction to quantitative research Read Chapter 9 and start C10 WEEK 4 May 31, June 4 The research or study design Quantitative designs (experimental, quasi, observational (non-experimental). Read chapters 9 and 10. Start C11 e, Nursing, V. Tipliski 201020. Revised 201020

WEEK 5 June 7, 11 Quantitative designs (as above, continues) Review descriptive statistics Complete chapters 9, 10, 11 and in C16 see p 336-345 & 355-56. 9 of 28 Quiz is Friday June 11 @ 0830-0930. It covers Chapters 1, 2, 3, 4, 5, 9, 10, 11 and C. 16 per above pages. Also *content from class discussions.50 multiple choice questions. ***We will meet at 0930 to begin prep for Assignment # 2, so please return to our classroom.. WEEK 6 June 14, 18. Legal and ethical issues in nursing research Intro to qualitative research/ designs Read chapters 6 and 7. And reread p.25-30. Read article Experiences of Military Nurses (Appendix). Or read article in text p.404-418 Women s Health in Northern British Columbia WEEK 7 June 21, 25 Sampling Read chapter 12 *Assignment #2 Team meeting minutes due June 21 or 25 at start of class. Your team can decide based on your schedules and when you desire my feedback. WEEK 8 June 28, July 2 Sampling Data collection methods Reliability and validity in measurement (AKA rigour ) Data analysis concepts (review inferential statistics) Read chapters 12, 13 and 14. Continue chapter 16 p.345-358. * NOTE**: Articles for Assignment #1 will be passed out this week, Friday to groups of 3. I will review expectations/guides for completing. e, Nursing, V. Tipliski 201020. Revised 201020

Week 9- July 5,9 Data analysis concepts(finish inferential stats) Analysis/presenting the results/ findings Discussion of the results/findings Utilization of research findings 10 of 28 Finish Chapter 16 p. 345-358 and complete C.17.In chapter 20 skim to the end of p.475. WEEK 10 July 12, 16 Quiz #2 is Monday July 12 @ 0830-0945. Covers chapters 6, 7, 12, 13, 14, 16 (p345-358) and C. 17 And* class discussions. It will also examine your ability to interpret two articles from Health Research and the Headlines. 50 multiple choice questions. **We will meet at 0945 to complete our syllabus article/ worksheet/guidelines, so bring them. Also, if time, we will continue preparing for Assignment # 2 so bring all your assignment # 2 handouts and powerpoints. Please return to our classroom at this time. Friday July 16: A working session for you. Use this gift of time to get together with your groups of 3 and work on/ complete Assignment #1. Or work on Assignment #2. There is good space in our classroom to meet and I will be available to you there. WEEK 11 July 19, 23 Assignment #1 due Monday July 19 at 1015. From 0830 to 0900: I will formally clarify and refresh expectations for Assignment #2.Bring all assignment # 2 handouts and powerpoints.then following, if your group of 3 still needs to put finishing touches on Assignment #1,use the time from 0900 until 1015. Otherwise, there will be time this morning for teams working on Assignment #2 to meet from 0900 to 1020 in our classroom. A working session for you/gift of time. *I will bring some exemplary samples of completed Assignment #2 today.* e, Nursing, V. Tipliski 201020. Revised 201020

11 of 28 Note-no formal class on Friday, July 23 please use this gift of time to work on /complete Assignment #2.I will be available for you in our classroom. WEEK 12 July 26,30 Assignment #2 team meetings, to share work to rest of class both days.then teams to hand in their marked up articles, Summary Table and Recommendations (on their morning of presentation). General feedback on assignment #1 and return to you. Nursing research: What have we learned? Gift card draw will be held July 30 for those students who have completed Section 2 Course Evaluations and sent me an email re-same. Must attend to be a winner. Week 13- August 2(stat), Friday August 6 Please keep Friday morning 0830-1020 open, TBA e, Nursing, V. Tipliski 201020. Revised 201020

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Appendix A WORKSHEET FOR CONSUMERS OF NURSING RESEARCH READING RESEARCH 13 of 28 This worksheet is a set of questions on nursing research concepts found in published studies. The questions posed help the consumer walk through and comprehend the research report. See pages 425-27 in text. Use Guidelines handout. Please note that all articles may not follow this format exactly, but the information ought to be available in the report somewhere. For some questions you may just need to circle the correct answer. For other questions you will need to expand/qualify your answer with a written objective statement, for example, rationale, or a direct quote from the article. Use the answer sheets (turn over if more space is needed). It is not necessary to add extra pages. Hand in one copy of the article with this worksheet. GROUP NUMBER DATE: NAME OF STUDENT(S) STUDENT Number TITLE OF ARTICLE e, Nursing, V. Tipliski 201020. Revised 201020

JOURNAL Name VOLUME, DATE, PAGES AUTHOR(S) SCORE / = / 14 of 28 e, Nursing, V. Tipliski 201020. Revised 201020

TITLE 1. Does the title of the article capture your interest? (1/2 Mark) YES Why? Or Why not? NO 15 of 28 2. What are the key words/phrases in the title that describe the research? (1/2 Mark) ABSTRACT 3. The major finding noted in the abstract is: (1/2 Mark) 4. Could this finding be utilized in nursing practice? (1 1/2 Marks) YES NO PERHAPS Elaborate and support this choice with utilization criteria (Only as presented in the abstract). INTRODUCTION 5. What is the problem and why has the researcher(s) chosen to study this topic? (1 Mark) e, Nursing, V. Tipliski 201020. Revised 201020

16 of 28 6. What is the research question/hypothesis that the investigator(s) is trying to answer? (1/2 Mark) 7. What is the relevance/importance of this question/problem to nursing practice? (1 Mark) 8. State the purpose of the study: (1/2 Mark) 9. What are the study s research variables? (List all IV and DV.) (1 Mark) 10. What is the target population? (Consider who/where) (1 Mark) 11. Does the study use a conceptual/theoretical framework? (1 Mark) Yes or NO? If Yes, it is named: e, Nursing, V. Tipliski 201020. Revised 201020

THE LITERATURE REVIEW 12. Are previous studies described? YES NO Are the references relevant? (ie. topic, variables, current, variety) YES Elaborate. (1 Mark) NO 17 of 28 13. From the studies reviewed, describe in your own words what is already known about the research problem. (1 1/2 Marks) Now identify the gap and/or conflict in knowledge about the problem. (1 Mark) And so how does this study intend to fill the gap/resolve the problem? (1mark) e, Nursing, V. Tipliski 201020. Revised 201020

18 of 28 Research Design 14. Is the research approach/method quantitative, qualitative or a combined/multi method? How can you tell? (1 Mark) 15. Identify the study design as: (1 Mark) non-experimental/observational quasi-experimental experimental. other How can you tell? Subtype- Subtype- Subtype- Based on design theory, what do you see as one limitation of this design for the study? (1 Mark) 16. Describe the setting/environment for the study. (1/2 Mark) e, Nursing, V. Tipliski 201020. Revised 201020

STUDY SUBJECTS 17. What did the researcher(s) use as the accessible population? (1/2 Mark) 19 of 28 What inclusion/exclusion criteria were used in subject selection for the study (ie. age, gender, diagnosis, occupation and so forth)? (1 Mark) Do the characteristics of the sample actually obtained reflect/represent the target population? (2 Marks) YES NO SOMEWHAT Elaborate: (HINT - first scan descriptive statistics of sample and then compare the two groups being studied) 18. What procedures were used to select the sample: probability or non-probability? And identify the specific sub-type. (1 Mark) 19. What is the sample size? (1/2 Mark) What is the reason given for this sample size? Any power analysis? If no reason is given, attempt to infer why the sample is this size. (1 Mark) Indicate sample mortality. (1/2 Mark) e, Nursing, V. Tipliski 201020. Revised 201020

20. How did the researcher(s) protect human rights? (1 Mark) Who sponsored/funded this study? And does this concern you? (1/2 Mark) DATA COLLECTION 20 of 28 21. What type of data were collected (ie. sample characteristics, outcomes, records and so forth)? (1/2 Mark) 22. What was the data collection method/tool used? (Circle all.) (1/2 Mark) Questionnaire Observation Instrument Interview Procedure/Treatment/Intervention Existing Data (charts, records) Outline the procedures used for data collection from start to completion. (Point form) (1 Mark) e, Nursing, V. Tipliski 201020. Revised 201020

21 of 28 23. Were methods used to ensure the reliability of the data collected? (ie. Differences between raters, differences between measurement times and so forth) (1 Mark) YES NO NOT DISCUSSED What level of reliability is reported? Is it acceptable? YES Elaborate. NO Were methods used to ensure the validity of the data collected? (ie. expert review) (1 Mark) YES NO NOT DISCUSSED If yes, what did the researcher use? DATA ANALYSIS/FINDINGS 24. What was the response rate? (Only if applicable) (1/2 Mark) 25. What methods of data analyses were used? (1/2 Mark) Qualitative? YES NO Describe. Quantitative? YES NO e, Nursing, V. Tipliski 201020. Revised 201020

Identify one statistical test used to analyze the data. (1/2 Mark) 22 of 28 What level of significance did the researcher(s) set for this test? (1/2 Mark) 26. List the main objective findings of the study: (1 Mark) Were any of these findings statistically significant? (1 Mark) YES Elaborate. NO RESEARCHER S DISCUSSION OF RESULTS 27. What is the researcher s interpretation/personal opinion of the objective findings? (1 Mark) Are past studies mentioned again in relation to the findings? (1/2 mark) Yes No N/A Is the framework of this study mentioned again in relation to the findings? (1/2 Mark) YES NO N/A e, Nursing, V. Tipliski 201020. Revised 201020

23 of 28 28. Does the researcher identify any clinically significant/meaningful findings or themes? (1 Mark) YES If yes, state one. NO 29. What limitations does the researcher(s) note? (ie. methods, sample and so forth) (1/2 Mark) 30. What generalizations, if any, are made by the researcher (beyond sample)? Quote researcher: (1 Mark) Are these generalizations justified within the scope of this study? (2 Marks) YES NO N/A Elaborate by looking back at some of your prior responses which pertain to generalization*(this is required for all above responses) ** e, Nursing, V. Tipliski 201020. Revised 201020

24 of 28 31. Does the researcher(s) recommend utilization/application of any findings to nursing practice? (1 Mark) YES If yes, quote researcher(s): NO 32. And do you now believe that any of the findings ought to be utilized/applied to nursing practice? (1/2 Mark) YES NO or: I would do what Elaborate and support your decision with evidence-based nursing/research utilization criteria. (1 ½ Marks) 33. What recommendations for future research are suggested by the researchers? (1/2 Mark) e, Nursing, V. Tipliski 201020. Revised 201020

34. Overall, one major strength of this study is: (1/2 Mark) Overall, one major weakness of this study is: (1/2 Mark) 35. Suggest how you would replicate this study for your MN degree. (1 Mark) 25 of 28.. e, Nursing, V. Tipliski 201020. Revised 201020

Appendix B EVALUATION DETAILS Quiz #1, 60 min Quiz #2 75min 26 of 28 Will cover all required text reading and class discussions. The format will be 50 multiple choice questions. To be successful, keep up with weekly reading and participate in class discussions. The second quiz will cover Health Research and the Headlines as per our class discussions PRACTICE for Quiz #2 QUESTIONS Health Research and the Headlines. Scan the print or online media which health consumers also read, for example,ctv, The Vancouver Sun, National Post, or The Globe and Mail or magazines on the racks at Chapters, looking for health research headlines. Choose one article. Then put yourself in this scenario: You are the community health nurse on a home visit. Your client, a health consumer, has clipped your news article from the newspaper, and presents it to you on your visit. S/He says Nurse, what does this mean? Your job is to help interpret the article for your client. Can the findings be utilized? Use the appendix article by Susan Blumenthal (1998) Health and Headlines as a guide to evaluate health research articles. She lists several questions which you can ask when evaluating such articles. Alternatively, have a look at Rhea Seymour s (2002) Bad reporting harmful to health: study. Also see Dr. Angell s three questions. It may be useful to visit www. womenshealthmatters.ca and see health toolkit (p15-16, 19-20), or www.patientinform.org or www.acefitness.org. It may be beneficial to practice using Headlines which will be shared in class on a regular basis. Assignment #1 Quantitative Research Article Critique 25% For this assignment you are asked to evaluate/ critique a quantitative research article. You will be given a quantitative research article chosen by educator. Utilize Critiquing Guidelines for Quantitative Research in LoBiondo-Wood & Haber (2009) p 425-427 as a guide for your critique. Use Guidelines handout. Use highlighter pens as you read the article. Students will work in threes (your choice) and all will receive the identical mark for the assignment. A sign-up sheet to follow. This assignment is to be completed on the Reading Research Worksheet (see appendix A) which will be handed out to each group Also posted on Blackboard.Just hand in one worksheet per group. Also the article itself needs to be attached. Please write/print clearly so that it can be easily read and marked! I will give further instructions as the course proceeds we have to get through several chapters first. e, Nursing, V. Tipliski 201020. Revised 201020

27 of 28 Note: if you have a strong interest in a particular area of practice and would prefer to critique a research article of your choice from a peer-reviewed nursing journal, this option may be available. Please discuss with your instructor early in the course as a copy of the article must be reviewed/approved by the instructor. Choose only experimental or quasi-experimental designs. Assignment #2 Evidence in Practice 25% This simulation assignment is considered the capstone of this nursing research course and is to be carried out in teams of six students(your choice).chapter 20 in the text(p 459-475) is the resource for this assignment.use the steps of the Iowa Model of Evidence- Based Practice- just up to the decision in the centre of the model, as your step-by-step guide. The initial and critical step that your team needs to do is have its first meeting to decide on a PICO clinical practice question-see p. 68-69 & p.467.also Study Guide p.166. All team members will need to attend this meeting with a suggestion for a practice question. Pick just one to do as a team. Minutes of this first team meeting are to be handed in on July 21/25@ 0830. Once the team has decided upon a clinical practice question (and you have my feedback) the next step is to search the literature databases for research abstracts. Then the team will grade the abstracts. Use p.51 for the hierarchy of evidence.now choose to read at least 6 articles with the highest levels of evidence. Each student on the team will need to critique one article from the abstracts with the highest levels of evidence.use the Reading Research Worksheet and Guidelines to assist your individual critique, just as you are doing in Assignment 1. **It sometimes takes time doing interlibrary loans and/or money to obtain the needed articles, so plan for same.* Once all 6 articles have been critiqued, the team will need to plan for several meetings to complete the steps of the Iowa Model and prepare a Summary Table to share with the class (and to hand in) for Week 12. The emphasis of this assignment is on process, so to insure quality work and some enjoyable learning, we will free up formal class hours on July 19 and 23 so that teams have time for their final meetings and decision-making. These are working sessions and I am available in our classroom. Specific instructions, some samples, a team sign-up sheet, and a breakdown of the marks assigned to each component of this assignment will follow. Thus, please do not begin until I have discussed this with a handout. All team members will receive the identical mark. e, Nursing, V. Tipliski 201020. Revised 201020

APPENDIX C REACTING TO MEDICAL NEWS 28 of 28 If a report in the New England Journal of Medicine suggests we should eat fewer egg yolks or more soy protein, does the NEJM executive editor Marcia Angell, M.D., start scrambling to revamp her diet? I almost never get alarmed, says Dr. Angell, a lecturer in social medicine at Harvard Medical School. You can t change your whole way of living when you read an isolated report. Whenever she reads new findings, she asks herself three questions: 1. Is this the first such study, or is it one in a long line of studies? 2. Do the findings seem biologically plausible or unlikely? 3. Is this a big or small risk for me personally? If the findings agree with those of other reports on a given subject, are biologically plausible and are a big risk for her personally, she ll consider altering her behaviour. Medicine is an inherently conservative enterprise - and should be, Dr. Angell adds. You shouldn t change very fast. The default position should be moderation in all things. Besides, if you spent all your time keeping up with medical research in order to live forever, you d do nothing else. And what kind of life is that? p. 54 American Health, 1998, July-August. e, Nursing, V. Tipliski 201020. Revised 201020