ANGELO STATE UNIVERSITY BACHELOR of SCIENCE in NURSING RN-BSN Program NUR 4310 NURSING RESEARCH: AN EVIDENCE-BASED APPROACH.

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1 ANGELO STATE UNIVERSITY BACHELOR of SCIENCE in NURSING RN-BSN Program NUR 4310 NURSING RESEARCH: AN EVIDENCE-BASED APPROACH Spring 2017 David Crowther, PhD., MSN, CNS, RN ANGELO STATE UNIVERSITY Department of Nursing & Rehabilitation Sciences

2 COURSE NUMBER NUR 4310 COURSE TITLE Nursing Research: An Evidence-Based Approach CREDITS Three Semester Credit Hours (3-0-0) Online Class: Meets completely online using Blackboard PREREQUISITE COURSES Not applicable CO-REQUISITES Not applicable PRE-REQUISITE SKILLS Accessing internet web sites, use of ASU Library resources, and proficiency with Microsoft Word and/or PowerPoint are an expectation of on-line course delivery. Computer access requirements are further delineated in the Undergraduate Handbook. Tutorials for ASU Library and for Blackboard are available through RamPort. The ASU Undergraduate Nursing Handbook should be reviewed before taking this course. COURSE DELIVERY This is an online course offering. BROWSER COMPATIBILITY CHECK It is the student s responsibility to ensure that the browser used to access course material on his/her computer is compatible with ASU s Blackboard Learning System. The faculty reserves the right to deny additional access to course assignments lost due to compatibility issues. Students are responsible for reviewing the guidelines posted in this course regarding accessing Blackboard assignments. Problems in this area need to be discussed with faculty at the time of occurrence, either via a phone call (preferred) during posted acceptable hours for calling, or via notification during times outside those posted for calls. Be sure to perform a browser test. Select the Support tab from the Blackboard homepage ( Select Test your Browser option.

3 Please see technical requirements for BSN classes at this link: FACULTY David Crowther Office: Distance Education Faculty Cape Cod, MA Phone: (774) (Voic , fax) OFFICE HOURS Mondays ; Wednesdays ; and Fridays ; or by appointment COURSE DESCRIPTION This course provides an evidence-based analytical approach to decision-making and problem solving incorporating principles of leadership, collaboration, theory, research and professional practice. Students are provided the opportunity to evaluate research studies and apply the basic steps of the research process in the evaluation of evidence to advance the practice of nursing. Prerequisite: RN Licensure. COURSE OVERVIEW This course stresses the role of the BSN nurse in promoting evidence-based practice in the clinical setting. Students will distinguish the difference between quantitative and qualitative research, write PICO questions, search literature for best evidence, practice rapid critical appraisal, synthesize evidence and make recommendations for practice changes. Skills necessary to critically read and evaluate nursing research and to use the results of research in practice are developed in this course. This course also focuses on the evaluation and utilization of research and other sources of knowledge necessary to address patient needs and provide quality care. Course content also covers methods, appraisal, and utilization of research findings toward the goal of implementing best practices. Barriers to the use of evidence-based practice as well as facilitating innovations within the workplace are addressed. Weekly activities take the students through a step by step approach to completion of an evidence-based literature search. Students will make best practice recommendations in a final power point presentation; and reflect on how evidence based practice really does promote patient safety and quality.

4 BSN PROGRAM OUTCOMES Upon program completion, the graduate will be prepared to: BSN PROGRAM OBJECTIVES 1. Integrate nursing and related theories into the planning and/or delivery of safe nursing care. 2. Engage leadership concepts, skills, and decision-making in the planning and/or implementation of patient safety and quality improvement initiatives. 3. Identify and appraise best research evidence to improve and promote quality patient outcomes. 4. Utilize technology to access information; evaluate patient data, and/or document care. 5. Participate in political/legislative processes to influence healthcare policy. 6. Engage in effective collaboration and communication within interdisciplinary teams. 7. Design and/or implement health promotion & disease prevention strategies for culturally competent care. 8. Demonstrate standards of professional, ethical, and legal conduct. 9. Practice and/or coordinate, at the level of the baccalaureate prepared nurse to plan, and/or implement patient centered care. STUDENT LEARNING OUTCOMES Upon the completion of this course, the student will be able to: ASU Student Learning Outcomes Course Objectives Content Assessment/Evaluation Gain factual knowledge (terminology, classifications, methods, trends) Analyze the role of the research process, past, present & future, in nursing practice. Research and Contemporary Nursing Research Process an Overview Learning Modules with reading assignments, self-study workbooks learning activities and self-generated PowerPoint presentation..

5 related to reading and interpreting nursing research. Review of Literature Research problems & Hypotheses Theoretical frameworks Research design: Quantitative & Qualitative Sampling designs Principles of Measurement-Data Collection Methods Data Quality Data Analysis- Quantitative and Qualitative (Houser, Nursing Research Text; Chapters 1 10 including associated Critical Appraisal Exercises) Post to Discussion Board group 1. Library Assessment (Following Nursing Library Tutorial) 2. Unit Exam I (Chapters 1 10; Houser, Nursing Research Text) 3. Unit Exam II (Chapters 11 17; Houser, Nursing Research Text) Post to Discussion Board group Research Critique Assignment Research Critique due 11/24 Examine principles of ethics in nursing research. Ethical Considerations in Nursing Research (Houser, Nursing Research Text; Chapter 3 including associated Critical Appraisal Exercise). Post to Discussion Board group Research Critique Assignment Developing specific skills, competencies and points of view needed by nursing professionals for an evidence-based approach to nursing practice. Value the contributions of nursing research findings in past and current nursing practice Ways of Knowing in Nursing Research Nursing Research: Evolution and priorities Evidence-based practice Communicating Nursing Research Post to Discussion Board group Research Critique Research Critique

6 Utilize a systematic evidence-based approach to critically appraise the quality of research findings that guide nursing practice. Synthesize knowledge and skill derived from nursing, the humanities, and the biological and behavioral sciences in applying the research process to nursing care problems. (Houser, Nursing Research Text; Chapters 1 & 2, 11-17) Research Critique per course text and Critical Appraisal Exercises (Houser, Nursing Research Text; Chapters 4 & 5, 11-17) Using Research Findings in practice. (Houser, Nursing Research Text; Chapters 6 & 7, 11-19) Post to Discussion Board group Critical Appraisal Exercise Research Critique Assignment Unit exams Research Critique Assignment Critical Appraisal Exercise REQUIRED TEXTBOOKS Houser, J. (2015). Nursing research: Reading, using, and creating evidence (3rd. ed.). Sudbury, MA: Jones and Bartlett Publishers. (Text Bundle) The American Psychological Association (2010). Publication manual of American Psychological Association (6th. ed., 2nd. print). Washington, DC: Author. ISBN: (Spiral Bound). Holosko, M. J. & Thyer, B. A. (2011). Pocket glossary for commonly used research terms. Thousand Oaks, CA: SAGE Publications, Inc.. ISBN: SUPPLEMENTAL TEXTBOOK(S): Any recent version of an undergraduate statistics text or the text used in your (recent) statistics course if applicable. HELPFUL ARTICLES Information Literacy: 1. Melnyk, B.M., Fineout-Overholt, E., Stillwell, S.B., & Williamson, K.M. (2010). Evidencebased practice step by step: Igniting a spirit of inquiry: An essential foundation for evidence-based practice. American Journal of Nursing, 109,

7 2. Melnyk, B.M., Fineout-Overholt, E., Stillwell, S.B., & Williamson, K.M. (2010). Evidencebased practice step by step: The seven steps of evidence-based practice. American Journal of Nursing, 110, Research Methods: 3. Meadows, K. A. (2003). So you want to do research? 1: An overview of the research process. British Journal of Community Nursing, 8, Meadows, K. A. (2003). So you want to do research? 2: Developing the research question. British Journal of Community Nursing, 8, Meadows, K. A. (2003). So you want to do research? 3: An introduction to qualitative methods. British Journal of Community Nursing, 8, Meadows, K. A. (2003). So you want to do research? 4: An introduction to quantitative methods. British Journal of Community Nursing, 8, a. Burns, N. & Grove, S. K. (2011). Understanding nursing research: Building an evidencedbased practice (5 th ed). (pgs only Understanding Best Research Evidence for Practice) Houston: Elsevier/Saunders. Evidence-Based Practice: 7. Stillwell, S.B., Fineout-Overholt, E., Melnyk, B.M., & Williamson, K.M. (2010). Evidencebased practice, step by step: asking the clinical question: a key step in evidencebased practice. American Journal of Nursing, 110, Stillwell, S.B., Fineout-Overholt, E., Melnyk, B.M., & Williamson, K.M. (2010). Evidencebased practice, step by step: Searching for the evidence. American Journal of Nursing, 110, Fineout-Overholt, E., Melnyk, B.M., Stillwell, S.B., & Williamson, K.M. (2010). Critical appraisal of the evidence: Part 1. American Journal of Nursing, 110(7), Fineout-Overholt, E., Melnyk, B.M., Stillwell, S.B., & Williamson, K.M. (2010). Critical appraisal of the evidence: Part 2. American Journal of Nursing, 110(9), Fineout-Overholt, E., Melnyk, B.M., Stillwell, S.B., & Williamson, K.M. (2010). Critical appraisal of the evidence: Part 3. American Journal of Nursing, 110 (11), OTHER REQUIRED MATERIALS Computer with MAC or Windows Operating System High Speed Internet Access Webcam (Logitech highly recommended) Logitech USB microphone headset

8 Refer to Angelo State University s Distance Education website for further technology requirements: TOPICAL OUTLINE: Research and Contemporary Nursing Importance of Research as Evidence in Nursing The Research Process: An Overview Information Literacy Ways of Knowing for Nursing Research Ethical Considerations in Nursing Research Research Study Foundations: Problem, Purpose, Sub-Problems and Variables Research Study Backgrounds and Literature Reviews Frameworks for Nursing Research Research Designs Research Samples Principles of Measurement Data Collection Strategies Data Analysis in Quantitative Research Data Analysis and Qualitative Research The Research Critique Process Using Research Findings in Practice Settings GRADING SYSTEM Course grades will be dependent upon completing course requirements and meeting the student learning outcomes. The following grading scale is in use for this course: A = points B = points C = points D = points F = 0-59 points (Grades are not rounded up) EVALUATION AND GRADES Library Quiz/Assessments 20% Assignments 20% Participation/Discussion (Bi-Weekly) 20 % LearnScape Assessments 20% PowerPoint Presentation 20%

9 TEACHING STRATEGIES Discussion board Video lectures Assigned textbooks and article readings Quizzes Development of PICOT questions Review of literature Rapid critical appraisal PowerPoint presentation Concept application activities Students are expected to be active learners. It is a basic assumption of the instructor that students will be involved (beyond the materials and lectures presented in the course) discovering, processing, and applying the course information using peer-reviewed journal articles, researching additional information and examples on the Internet, and discussing course material and clinical experiences with their peers. ASSIGNMENT DESCRIPTIONS *Please note: Rubrics for all assessments are located at the end of this syllabus. GENERAL POLICIES RELATED TO THIS COURSE All students are required to follow the policies and procedures presented in the following documents: Angelo State Student Handbook located on the ASU website ASU Undergraduate Catalog located on the ASU website University Undergraduate Nursing Handbook, located on the Nursing website IMPORTANT DATES Jan. 17 First class day Spring 2017 Feb. 1 Census Day Feb. 2 W period begins drop slips required Mar Spring Break Mar. 31 Last day to drop a class or withdraw from the University Apr. 14 Spring Holiday May 8 12 Final Exams Week May 12 Spring semester ends May 13 Commencement

10 STUDENT RESPONSIBILITY & ATTENDANCE This class is asynchronous, meaning you do not have to be on-line at a certain time, except for the final presentations scheduled for Saturday, April 16, 2016 from There are readings which you will have to complete to be able to adequately participate in individual and group assessments. In order to complete this course successfully, you do have to participate in all course activities i.e. discussion board, course projects, self reflections, and one-on-one meetings with Dr. Lewis etc. Students are expected to engage in course activities and submit work by due dates and times. The hope is that students will make substantive contributions which reflect integration of assigned materials as well as any outside readings as appropriate. Scholarly contribution is an expectation. For planning purposes, this class will probably require a minimum of 6-9 study hours per week on average. COMMUNICATION Faculty will respond to and/or telephone messages within 24 hours during working hours Monday through Friday. Weekend messages may not be returned until Monday. Written communication via Blackboard: It is an expectation of this class that you use formal writing skills giving appropriate credit to the source for your ideas. Follow APA (2010) 6 th edition (2 nd Printing or higher only) guidelines for referencing. Written communication via All private communication will be done exclusively through your ASU address. Check frequently for announcements and policy changes. Virtual communication: Office hours and/or advising may be done with the assistance of the telephone, Skype, Join.me, Google Hangouts, etc. Use Good "Netiquette": Check the discussion frequently and respond appropriately and on subject. Focus on one subject per message and use pertinent subject titles. Capitalize words only to highlight a point or for titles. Otherwise, capitalizing is generally viewed as SHOUTING! Be professional and careful with your online interaction. Proper address for faculty is by formal title such as Dr. or Ms. /Mr. Jones unless invited by faculty to use a less formal approach. Cite all quotes, references, and sources.

11 When posting a long message, it is generally considered courteous to warn readers at the beginning of the message that it is a lengthy post. It is extremely rude to forward someone else's messages without their permission. It is fine to use humor, but use it carefully. The absence of face-to-face cues can cause humor to be misinterpreted as criticism or flaming (angry, antagonistic criticism). Feel free to use emoticons such as J or :) to let others know you are being humorous. (The "netiquette" guidelines were adapted from Arlene H. Rinald's article, The Net User Guidelines and Netiquette, Florida Atlantic University, 1994, available from Netcom) ASSESSMENT SUBMISSION In this class, all assessments need to be submitted through the Assessments link (or similar) in the Blackboard course site. This is for grading purposes. Issues with technology use arise from time to time. If a technology issue does occur regarding an assessment submission, me at david.crowther@angelo.edu and attach a copy of what you are trying to submit. This lets your faculty know you completed the assessment on time and are just having problems with the online submission feature in Blackboard. Once the problem is resolved, submit your assessment through the appropriate link. This process will document the problem and establish a timeline. Be sure to keep a backup of all work. LATE WORK OR MISSED ASSESSMENTS POLICY The course is set up on weekly modules. The week begins on Monday and ends on Sunday. Assignment due dates are shown on the calendar/schedule or posted within Blackboard. Five percentage points per day will be deducted for assignments submitted late. Late assignments will not be accepted after five days. ACADEMIC HONESTY Academic honesty is expected on all work. Students are expected to maintain complete honesty and integrity in their online experiences. Any student found guilty of any form of dishonesty in academic work is subject of disciplinary action and possible expulsion from ASU. The Nursing Department adheres to the academic honesty statement as set forth in the Angelo State University Student Handbook ( ) The University "faculty expects all students to engage in all academic pursuits in a manner that is above reproach and to maintain complete honesty and integrity in the academic experience both in and out of the classroom setting and may initiate disciplinary proceedings against a student accused of any form of academic dishonesty, including but not limited to, cheating on an examination or other academic work, plagiarism, collusion, and the abuse of resource materials."

12 PLAGIARISM Plagiarism at ASU is a serious topic. The Angelo State University s Honor Code gives specific details on plagiarism and what it encompasses. Plagiarism is the action or practice of taking someone else's work, idea, etc., and passing it off as one's own. Plagiarism is literary theft. In your discussions and/or your papers, it is unacceptable to copy word for word without quotation marks and the source of the quotation. We use the APA Style Manual of the American Psychological Association as a guide for all writing assignments. Quotes should be used sparingly. It is expected that you will summarize or paraphrase ideas giving appropriate credit to the source both in the body of your paper and the reference list. Papers are subject to be evaluated for originality via Bb Safe Assignment or Turnitin. Resources to help you understand this policy better are available at the ASU Writing Center STUDENTS WITH DISABILITIES 1. Angelo State University is committed to the principle that no qualified individual with a disability shall, on the basis of disability, be excluded from participation in or be denied the benefits of the services, programs, or activities of the university, or be subjected to discrimination by the university, as provided by the Americans with Disabilities Act of 1990 (ADA), the Americans with Disabilities Act Amendments Act of 2008 (ADAAA), and subsequent legislation. 2. Student Contact: The Student Life Office is the designated campus department charged with the responsibility of reviewing and authorizing requests for reasonable accommodations based on a disability, and it is the student s responsibility to initiate such a request by contacting the Student Life Office, Room 112 University Center, at (325) or (325) (TDD/FAX) or by at Student.Life@angelo.edu to begin the process. Reasonable accommodations will be made for students determined to be disabled or who have documented disabilities. INCOMPLETE GRADE POLICY (OP Grading Procedures) It is policy that incomplete grades be reserved for student illness or personal misfortune. Please contact faculty if you have serious illness or a personal misfortune that would keep you from completing course work. Documentation may be required. STUDENT ABSENCE FOR OBSERVANCE OF RELIGIOUS HOLY DAYS A student who intends to observe a religious holy day should make that intention known in writing to the instructor prior to the absence. Please see ASU Operating Policy COPYRIGHT POLICY Students officially enrolled in this course should make only one printed copy of the given articles and/or chapters. You are expressly prohibited from distributing or reproducing any

13 portion of course readings in printed or electronic form without written permission from the copyright holders or publishers. SYLLABUS CHANGES The faculty member reserves the option to make changes as necessary to this syllabus and the course content. If changes become necessary during this course, the faculty will notify students of such changes by , course announcements and/or via a discussion board announcement. It is the student s responsibility to look for such communications about the course on a daily basis. WEBLINKS: Board of Nursing for the State of Texas BSN Student Resources COURSE EVALUATION In order to ensure consistent, sufficient student feedback regarding programs and services provided for students by the Department of Nursing, as required by our accreditation requirements, opportunities for students to evaluate both their courses and course instructors will be provided. Student opinions and feedback are valued and are part of each Course and Instructor evaluation process. Students are strongly encouraged to participate in a course evaluation at the end of the semester. Areas on the IDEA evaluation include: 4. Developing specific skills, competencies, and points of view needed by professionals in the field most closely related to this course 9. Learning how to find and use resources for answering questions or solving problems 11. Learning to analyze and critically evaluate ideas, arguments, and points of view RUBRICS FOR ASSESSMENTS (attached)

14 RUBRICS FOR ASSESSMENTS Online Discussion Rubric Criteria Frequency Initial Assignment Posting Follow-Up Postings Content Contribution References & Support Unacceptable 0 Points Participates 1-2 times, late in the week, or does not participate at all Does not post information pertinent to the assignment Does not post follow-up responses to instructor or peers; or follow-up responses to instructor or peers are not relevant Posts information that is off-topic, incorrect, or irrelevant to discussion Does not include references other than textbook or other supporting experience to support comments Fair 1 Point Participates 3 different days in the week Posts adequate assignment with superficial thought and preparation; does not address all aspects of the task; includes only textbook as a reference Posts shallow contribution to discussion (e.g., agrees or disagrees); does not enrich discussion Repeats but does not add substantive information to the discussion Uses personal experience, but no references to readings or research to support comments Good 2 Points Participates 4 or more days throughout week Posts well developed comments addressing assignment including readings, addresses all aspects of the task; lacks full development of concepts; includes peer-reviewed references other than textbook Elaborates on existing posts with further comment or observation; moves discussion forward; enriches discussion Posts information that is factually correct; lacks full development of concept or thought Incorporates some appropriate references, textbook readings, and/or personal experience to support comments Excellent 3 Points Participates 5-6 days throughout the week Posts well developed comments addressing assignment including readings, addresses all aspects of the task; includes peerreviewed references and references other than textbook Demonstrates analysis of others posts; extends meaningful discussion by building on previous posts and or asking questions that advances discussion. Posts factually correct, reflective, and substantive contribution; advances discussion Uses references from peer-reviewed literature, incorporates readings, and may add appropriate personal experience to support comments

15 Clarity & Mechanics Posts long or unorganized content that may contain multiple errors or may be inappropriate Communicates in friendly, courteous, and helpful manner with some errors in clarity or mechanics Contributes valuable information to discussion with minor clarity or writing errors Contributes to discussion with clear, concise comments formatted in an easy to read style and is free of grammatical or spelling errors Score: 18 = = = 68 6 = 50 2 = 0 17 = = 80 9 = 64 5 = 30 1 = 0 16 = = 76 8 = 60 4 = 20 0 = 0 15 = = 72 7 = 56 3 = 10

16 Learnscape Grading Rubric Levels of Achievement Criteria Unacceptable Acceptable Good Excellent Submission 0 Points Did not submit assignment 10 Points Submitted assignment more than two days late 15 Points Submitted assignment no more than one day late. 25 Points Submitted assignment by deadline. Content 5 Points Completes task demonstrating poor content indicating lack of effort and does not address questions in the scenario. 10 Points Completes task with acceptable information answering most parts of the scenario. No sources used to support ideas. 15 Points Completes task with good information that answers all parts of the scenario. Lacking full depth of content. Does provide sources to support ideas. 25 Points Completes assignment with substantial information that answers all parts of the scenario. Cites sources to support ideas. Grammar 5 Points Uses poor grammar and spelling throughout the assignment. 10 Points Uses mostly acceptable grammar and spelling throughout the assignment but has multiple errors. 15 Points Uses good grammar and spelling throughout the assignment with only a few errors. 25 Points Uses excellent grammar and spelling throughout the assignment. No errors. Writing Style 5 Points Indicates no organization of thoughts. Writing style is rudimentary. 10 Points Poor organization of thoughts that causes the reader to be confused by the writer's meaning. 15 Points Thoughts are clearly organized but writing style is colloquial versus professional in style. 25 Points Thoughts are clearly organized in an easy to read professional writing style.

17 NUR 4310: Research Grading Grid: Final PowerPoint Presentation Student: Criteria Possible Points Points Gained Comments 1. Relevancy of question 5 2. Learning objectives 5 3. Literature review 30 summary 4. Usefulness of findings 5 5. Clinical practice 10 recommendations 6. Resources cited (APA) Speaker notes Presentation length 5 appropriate 9. Aesthetics/look of 10 presentation 10. Grammar/spelling 10 Totals 100 Comments: Points: (100 possible): Grade: (Worth 20% overall course grade)