Michigan State University. College of Nursing NUR920. Course Syllabus. Translation of Research and Scientific Knowledge to a Community Setting

Transcription

1 Michigan State University College of Nursing NUR920 Course Syllabus Translation of Research and Scientific Knowledge to a Community Setting Class Day: Classroom: Instructor: Office Hours: Thursday 1-2:50PM Room B-109 Life Sciences Bldg. Georgia Padonu, Dr.P.H., R.N. A105 Life Sciences Bldg padonug@msu.edu By Appointment Spring

2 TABLE OF CONTENTS Course Description...3 Course Objectives...3 Instructional Methods...4 Resource Textbooks & Assigned Readings...4 Evaluation...4 Course Requirements and Guidelines...4 Seminars by content overview and Date...6 Assigned Readings by Seminar...10 Spring

3 COURSE DESCRIPTION The goal of this course is to design, analyze and evaluate the components, process and outcomes of nurse-sensitive research translation project to community-based settings. The conceptual basis of the research translation will include synthesis of clinical research knowledge, research translation and its dimensions, and the potential of the translation for utilization, adoption or policy. Evaluation will emphasize strengths and limitations of the research translation to inform/shape nursing clinical practice, related health care policy and health care delivery system changes. Other major concepts essential to research translation will emphasize internal and external stakeholders, strategic networking, desired health outcomes, policy processes, and implications for expanded/emerging roles of the doctorally prepared nurse researcher. Integration of theoretical and operational variables of research translation will be achieved through individualized Field Experiences based upon personal objectives of the student, agency collaboration, focused literature and application of course content Each doctoral student will complete and professionally present their research translation project to class and other appropriate invited audience. It is expected that the student s research interest area will be reflected in the selection of community networking and translation project. Each student will discuss with and receive approval from course faculty regarding plan for networking and translation project prior to any formal arrangements with agencies. COURSE OBJECTIVES 1. Demonstrate knowledge and skill in the formulation, and maintenance of strategic networks to influence health programs and related health policy through research translation. 2. Analyze the conceptual and operational dimensions of research translation and rationale for their application/utilization in health programs and related policy processes in community-based settings. 3. Design and critique the critical elements of a selected research translation project for utilization and adoption in a health program/program planning. 4. Evaluate strengths and limitations of the research Spring

4 translation to inform/shape nursing practice, related health policy processes and health care delivery system changes. 5. Explicate key concepts guiding culturally relevant strategies in the design, implementation and evaluation of the research translation. 6. Inform and shape select health policy by the application of data from health status and health outcomes research. Credits: 3 (2 clock hours of seminar/ presentations and 3 clock hours of Field Experience per week). Restrictions: Open to doctoral students in nursing or approval of the college of nursing. Instructional Methods: The course will be conducted through faculty and student led seminars, student presentations, guest seminar participants; student field experience and on-site visit by course faculty. Required Textbook: None Resource Textbooks: (Available in Main Library) Dempsey, P.A. & Dempsey, A.D. (2000). Using Nursing Research: Process, Critical Evaluation and Utilization. 5 th Edition. Philadelphia: Lippincott. Mason, D.J. & Leavitt, J.k. (1998) Policy and Politics in Nursing and Health Care. 3 rd Edition. Philadelphia: W.B. Saunders Company. Mateo, M. & Kirchoff, K. (1999). Using and Conducting Research in the Clinical Setting; Philadelphia: W.B. Saunders Company Tiffany C.R. & Lutjens, LRJ. (1998). Planned Change Theories for Nursing: review, analysis, and implications. Thousand Oaks: Sage Publications. Assigned Readings (Available in Main Library) Evaluation: Course grade will be derived from the following required activities: Field Work (20 Percent): (Activities occurring outside of Spring

5 class)to support: A. Identification of potential community based agency (ies), liaison (s), stakeholders for strategic networking B. Negotiation of strategic networking. C. Analysis of agency s population focused outcomes of interest D. Assessment of research finding/ scientific knowledge that will serve as basis for translation. E.Formulation of ideas for a Research Translation Project and initial planning F.Development of the project design and needed resources H.Implementation of the project I.Input regarding and presentation of translation to agency/other stakeholders J.Distribution/dissemination of the translation project outcomes to community and clients, as appropriate. K.Scheduling of site visit with course faculty and network/ Liaison L.Development of plan of activities for related health policy. Documentation of Field Experience (10 Percent) A. Weekly Journal. The purpose of the fieldwork is to support the identification, planning, and completion of the Research Translation Project. Fieldwork will occur in collaboration with course faculty, agency, Liaison, other consultants (designated and appropriate faculty/ community stakeholders). A weekly journal will document objectives, what was accomplished, questions raised, help needed, proposed resolutions/ decision-making regarding substantive aspects of the project and its progress. The journal will be submitted weekly to course faculty for review and feedback. B. Student-Led Seminar: Strategic Networking: Development and maintenance of the Community Network. (10 Percent) Executive Summary (1-2 pages) Executive summary for course faculty, peers and agency as appropriate Guidelines Description of your community network. Organization, agency, Liaison, community/ population, other key stakeholders. Key strategies and techniques used to negotiate network. Designated Liaison, your and their relationship/role. Congruence between your and agency expectations. Implications Spring

6 for doctoral level nursing roles/role development. Ideas regarding research findings for translation. Beginning checklist of needed resources, needed approvals to support ideas. Identification of 1-2 desired population based/community health-related outcomes that could potentially be impacted by the research translation project. Other documentation of the network for course file (i.e., letters of introduction, brief description, address, mission and target population/community, annual goals or report). Next steps. Expanded Literature Search: (10 percent) Each student will submit a minimum of three (3) current research articles that focus explicitly on a selected area of Research Translation, (i.e. concept analysis, translation models, critical design elements, evaluation, and other key concepts). The annotation will include an abstract derived by the student and 2-3 strengths and limitations in the findings with respect to research translation. The search must be completed no later than the date of the 1 st draft of the research Translation Project. The purpose of this literature search is to complement and expand literature from assigned readings. Research Translation Project: Professional presentation & Scholarly paper A. Student presentation of Research translation project 1st Draft of project & paper with detailed Outline (20 Percent) B. Student presentation of Completed Research translation Project (10 Percent) C. Student scholarly paper of completed research translation project (20 Percent) Guidelines for Research Translation Project & paper-1 st Draft I. Introduction (Purpose and background) --Discussion of specific desired population based health related outcome. Measurable indicators with input from agency. --Research findings to be used as basis for translation. Criteria for assessment of research finding: source, relevance and feasibility. (Sources of research findings may come from current available research, findings from your research, findings from the agency databases, knowledge from agency Spring

7 projects, or other appropriate scientific-based activity). --Relationship of research knowledge for translation and desired health related outcome being addressed. Plan for examination of related policy processes. II. Critical elements of Research translation project --Discuss focus of translation: Which dimension (s) of research translation; purpose to inform or change; related to health care programming or policy; related to delivery of nursing or other health care in community setting. Level of policy process (analysis and agenda setting, policy development, implementation, evaluation) to be addressed. --Outline of proposed research translation project activities; range of time frames for the activities. Guidelines for Final draft of project paper I & II. Continue from 1 st draft. Add only substantive revisions. III.Discussion of Translation activities completed; strategies used to promote cultural appropriateness (agency, stakeholders). IV. Analysis of degree to which nursing/health care delivery system, or policy issues were informed or changed. V. Analysis of research translation s contribution to the achievement of the health related outcomes; and implications, if any for other nursing research/ related translations. VI. Policy processes addressed. VII. Termination strategies and recommendation. Course Schedule and Seminar Content Overview-Spring 2004 Seminar Date Course orientation: overview, expectations and requirements. Teaching frames of reference: service-learning focusing on community,research translation and health policy, and relationship between research translation and health policy. Istructional model for Research Translation in community settings. Examples of possible translation projects. Field experiences: format and content. Spring

8 Introduction to key concepts of course: Research translation, community setting, community-based, strategic networking, review of population-focused health care outcomes Introduction to key concepts Continued: Health policy processes: policy agenda issues, policy formulation,policy implementation, policy evaluation Characteristics and criteria for decision making regarding process of focus Strategic Networking. Traditional and emerging models of community interface from the Academe and service: preceptorship, agency/community liaisons, informal and formal partnerships, citizen-scholar, service expert scholar, and service learning. Contextual factors influencing strategic networking in the community: perceived utility of research knowledge, notions of expertise, mission of network agencies; community stakeholder vs. community gatekeeper. Professional, social, economic, political and health system factors and Implications for networking. Role and role perception of the doctoral level nurse researcher in community settings Strategies and techniques for building Strategic Networks to influence health care programming and policy processes. Building linkages and networks: professional & organizational models. Identifying potential area of policy process, legislative and organizational information and contacts. Invited Guest seminar leaders/resources(j.klemczak, R.N., M.S community based programs & policy processes; L.Fowler, M.S. Director of community research, former legislative aide) Research Translation: Similarities, overlap and intercepts between research dissemination, research application, research utilization. purpose, activity, outcome/product, facilitators and barriers to each dimension. Other dimensions of research translation: continuum, instrumental, conceptual and decision accretion. Purposes of research translation in health care programming/policy processes: (1)inform-provide information,raise awareness of potential need, issues or problem, clarification of problem or issues,problem definition, and options for resolution. (2) shape health care programming and policy processes through planned change or Spring

9 innovation Research translation Preparatory Stage. Goals and activities. (1) on-going development and maintenance of strategic network. (2) selection and source of available research finding/scientific knowledge for translation. (a) Determine the Source of the research knowledge: your or other available research, derived from agency databases. (b) assess the research knowledge based on relevance, acceptability, scientific merit, feasibility, other. (3) In collaboration with network, identify 1-2 desired health related outcomes that are most likely to impacted by the translation of the research knowledge. (4) preliminary ideas and considerations of a research translation. (a) which dimension being considered. (b) preliminary consideration of nursing research s contribution to the health outcome. Contribution of research knowledge from other discipline Student-led Seminar: Development and maintenance of a strategic networking in the community. Executive Summary- (1-2 pages). Executive summary for faculty, peers and Invited agency stakeholders as appropriate SPRING BREAK (March 8 through 12 ) Research Translation: Planning Stage. goals and activities (1) Determine the Nature of the translation. (a) to inform health care programming/ policy process. (b) to facilitate development of a planned change, innovation or policy process. (2) understand types of change related to programming. i.e. technical, transitional, administrative, organizational or other. Differentiate between change and innovation. (3) Identify strategies for development and tailoring of the translation. Strategies for cultural appropriateness of research translation in term of both network and clients. (5) Consider other planned change theory suitable to guide the research translation design Research Translation:Implementation Design of the research translation: i.e., presentation, protocol, procedure, policy process or other. Activities for implementation. Issues of feasibility, favorable cost and resource allocation from the Spring

10 perspectives of network, target community and other key stakeholders. Evaluation plan. Communication, dissemination, and interpretation to agency and stakeholders. Termination considerations Special consultation for Project 1 st draft Student Presentation of project- 1st draft Oral presentation-with detailed outline Continuation of policy processes. Ripley s stage sequential policy framework. Kingdon s policy streams with nursing application. Ways in which translation can inform policy processes. (raise awareness (could be a problem), clarification (is there really a problem), problem definition, and options for resolution. Cohen s four stages of nurses political development and levels of policy process involvement Special Consultation for project Student presentation of Completed Project Finals week Student presentation of Completed Project Course evaluation. Research translation project- Final paper due. Spring

11 Reading Assignment by Class (Readings will be applicable to many seminar topical areas throughout course) Seminars 2 & 3: Introduction to major concepts of course. Strategic networking, research translation, policy processes. Articles Beaumont, E. (1999). Guest Editorial. Launching a knowledgedissemination program. Journal of Nursing Scholarship, 31, 103 Cohen, S. S. & Milone-Nuzzo, P. (2001). Advancing health policy in nursing education through service learning. Advances in Nursing Science, 23, Textbooks Gottschalk, J. & Baker, S. (1998). Contemporary Issues in the Community In Mason, D.J. and Leavitt, J.k. (Eds). Policy and Politics in Nursing and Health Care. 3 rd Edition. (pp ) P Philadelphia: W.B. Saunders Company. Scholarly Papers Foster-Fishman, P.G., Rosaen, C. Villaurel, F., Bawden, R. & Fear, F. (2000). Finding our way through the swamp: How to successfully negotiate the murky waters of community based methods. Faculty Learning Community on the Scholarship of Engagement. Faculty Learning Committee on Engagement at Michigan State University. Rosean, C.L. Foster-Fishman, P.G. & Fear, F. (2001). The Citizen-Scholar: Joining Voices and Values in the Engagement Interface. Paper presented at the International Conference on the University as Citizen: Engaging Universities and Communities, Tampa, Florida. Additional Resources Sullivan, T. J. (1998). Collaboration: A Health Care Imperative. New York: McGraw-Hill Seminars 4 & 5: Strategies and techniques for strategic networking to influence health care programming and policy processes. Spring

12 Articles Porter-O'Grady, T. (2001). Beyond the walls: nursing in the entrepreneurial world. Nurse Administrator Quarterly, 25, Fawcett, J. & Russell, G. (2001). A conceptual model of nursing and health policy. Policy, Politics& Nursing Practice, 2, Textbooks Leavitt, J & Pinsky, J. (1998). Coalitions for Action. In Mason, D.J. and Leavitt, J.k. (Eds.) Policy and Politics in Nursing and Health Care. 3 rd Edition. (pp ) Philadelphia: W.B. Saunders Company Seminar 6: Research Translation and Dimensions. Similarities, overlap and intercepts. Purpose and product of dimensions. Facilitators and barriers. Articles Hunt, J. M. (1996). Guest Editorial. Barriers to research utilization. Journal of Advanced Nursing, 23, Stetler, C. (1994). Refinement of the Stetler/Marran Model for application of research findings to practice. Nursing Outlook, 42, White, J., Leske, J. & Pearcy, J. (1995). Models and Processes of Research Utilization. Nursing Clinics of North America, 30, Textbooks Mateo, M., Smith, S., & Flarey, D. (1999). Disseminating Research: The Medium and the Message. In Mateo, M. & Kirchoff, K. (Eds) Using and Conducting Research in the Clinical Setting. 2 nd ed. (pp ) Philadelphia: W.B. Saunders Company. Seminar 7: Research translation:preparatory Stage. Assessment of scientific knowledge for translation. Translation and achievement Spring

13 of health related outcomes in community/special population. Doctoral level community-based research roles. Articles Donaldson, N.E. & Rutledge, D.N. (1998). Expediting the Harvest and Transfer of knowledge. The Online Journal of Clinical Innovations, 1, Jennings, B. M., Staggers, N., & Brosch, L. R. (1999). A classification scheme for outcome indicators. Journal of Nursing Scholarship, 31, Lang, N. (2001). Developing knowledge for policy and practice for the 21 st century. Nursing Leadership Forum, 5 (3), Spring, Textbooks Dempsey, P.A. & Dempsey, A.D. (2000). Using Nursing Research: Process, Critical Evaluation and Utilization. 5 th Edition. ( ) Philadelphia: Lippincott. Additional Resources Polit, D.F. & Hungler, B.P. (1999). Nursing Research. Principles and Methods. 6 th ed. (pp ). Philadelphia: Lippincott, Williams & Wilkins. Seminar 8: Student-led Seminar: Development and maintenance of strategic networking in the community Seminar 9 Research Translation: Planning Stage. Planned Change and Innovation in health care programming/policy process. Textbooks Kirchoff, K. (1999). Strategies in research utilization-one Form of Evidence-Based Practice. In Mateo, M. & Kirchoff, K. (Eds). Using and Conducting Research in the Clinical Setting.2 nd ed. (pp.56-63) Philadelphia: W.B. Saunders Company Mateo, M. A. (1999). Managing Diversity. In S.P.Smith & D. L. Flarey (Eds.), Process-Centered Health Care Organizations. Spring

14 (pp ). Gaithersburg: Aspen. Additional Resources Robins, L. S. (1997). Health politics and policy: additional issues and continuing challenges for the twenty-first century. In T.J.Litman & L. S. Robins (Eds.), Health Politics and Policy. 3 rd ed. (pp ). Delmar Publishers. Tiffany C.R. & Lutjens, LRJ. (1998). Planned Change Theories for Nursing: review, analysis, and implications. Thousand Oaks: Sage Publications SPRING BREAK March 11, 2004 Seminar 10 Research translation: Implementation Stage. Design. Feasibility issues. Evaluation strategy. Articles David, B. A. (1999). Nurses' conflicting values in competitively managed health care. Journal of Nursing Scholarship, 31, 188 Rosswurm, M. A. & Larrabee, J. H. (1999). A model for change to evidence-based practice. Journal of Nursing Scholarship, 31, Rutledge, D. (1995). Research Utilization in Oncology Nursing. Oncology Nursing, 2, Stetler, C. (2001). Updating the Stetler Model of Research Utilization to facilitate evidence-based practice. Nursing Outlook, 49, Textbooks Casell, R. (1999). Cost as a dimension of outcomes. In Mateo, M. & Kirchoff, K. (Eds). Using and Conducting Research in the Clinical Setting.2 nd Ed. ( ) Philadelphia: W.B. Saunders Company. Additional Resources Kirchoff, K & Rakel, B. (1999). Outcomes Evaluation. In Mateo, Spring

15 M. & Kirchoff, K. Eds. Using and Conducting Research in the Clinical Setting. 2 nd ed. (80-87) Philadelphia: W.B. Saunders Company Kitson, A., Ahmed, L. B., Harvey, G., Seers, K., & Thompson, D. R. (1996). From research to practice: one organizational model for promoting research-based practice. Journal of Advanced N nursing, 23, Seminar 11 Special consultation for Project 1 st draft Seminar 12 Student Presentation of project- 1st draft Oral presentation-with detailed outline Seminar 13 Continuation of policy processes. Article Brown, C. L. (1999). Ethics and health policy-introduction. Journal of Nursing Scholarship, 31, 253. West, E. & Scott, C. (2000). Nursing in the public sphere: breaching the boundary between research and policy. Journal of Advanced Nursing, 32, Textbooks Hanley, B. 1998). Policy Development and Analysis. In Mason, D.J. and Leavitt, J.k. (Eds). Policy and Politics in Nursing and Health Care. 3 rd Edition. (pp ) Philadelphia: W.B. Saunders Company. Seminar 14 Special consultation Hours for project Seminar 15 Student presentation of Completed Project Seminar 16 Student presentation of Completed Project (Finals week). Course evaluation. Final paper due. Spring