Syllabus

NEW YORK CITY COLLEGE OF TECHNOLOGY – The City University of New York

Department of Nursing Baccalaureate Program

NUR 3130 NURSING RESEARCH – Spring 2020

Prof. Rita DeBonis, RN-MSNEd

Section E716 (33302) Tues. 6pm-8:30pm, Room A705

NEW YORK CITY COLLEGE OF TECHNOLOGY NURSING DEPARTMENT OF THE CITY UNIVERSITY OF NEW  YORK B.S. PROGRAM

Office Hours: Tuesday 5:00 – 6:00PM

E-mail: rdebonis@citytech.cuny.edu

Course Coordinator- Emma Kontzamanis, PhD, RN

Email: ekontzamanis@citytech.cuny.edu

Office A614E Phone (718) 260-5660

COURSE OUTLINE

COURSE CODE & TITLE: NUR 3130 NURSING RESEARCH

CLASS HOURS: This class meets in person on Tuesdays from 6:00pm to 8:30pm according to the college academic calendar.

CREDITS: 3 credits

PRE- or COREQUISITE: MAT 1272, AAS degree in Nursing

COURSE DESCRIPTION:

Students will develop skills to critically read, analyze, and use knowledge gained from the course to inform practice. The steps of the research process are examined and practiced in the context of the course. Students are introduced to frameworks to critique research studies in the qualitative and quantitative traditions. Students are required to conduct literature searches on assigned topics and to critique nursing articles that focus on clinical nursing research. Students are also required to submit annotated bibliographies. The ethical issues involved in nursing research, theoretical frameworks for nursing research, and the nurse’s role as a member of a research team are explored.

COURSE OBJECTIVES:

Student Learning Outcomes:

1. Use critical thinking strategies when incorporating knowledge gained from nursing, humanities as well as the biological and social sciences in evaluating nursing research.

2. Develop information literacy skills to access the best available evidence.

3. Describe the various methodologies and communication strategies available to integrate/disseminate evidence into practice, into health care organizations and into the public domain.

4. Utilize nursing research findings to inform decision-making in the context of Nursing practice.

5. Describe the collaborative role of the nurse within the context of Nursing research..

6. Identify the many roles of the nurse as participants and consumers of Nursing research.

7. Examine the methodologies involved in the research process and their relationship to evidence-based practice.

8. Describe the legal and ethical issues inherent in conducting nursing research/studies.

9. Engage in research activities that promote personal and professional growth development.

10. Examine trends, issues, regulations and health policies that affect the development of evidence-based practice for the profession.

General Education Outcomes:

1. Knowledge –Develop Knowledge from a wide range of disciplinary perspectives, and develop the ability to deepen and continue learning.
2. Skills– Acquire and use the tools needed for communication, inquiry, analysis, and productive work.
3. Values, ethics and relationships – Understand and apply values, ethics, and diverse perspectives in personal, professional, civic and cultural/global domains.
4. Integration– Work productively within and across disciplines.

TEACHING/LEARNING METHODS:

A variety of teaching-learning strategies are utilized to help students best integrate the content of the course. These include use of Blackboard, evidence-based learning activities, and sequential reinforcement of course concepts, online learning activities, reading and writing assignments and lectures. Emphasis is placed on helping students develop skills to be effective consumers of research. The course will equip students with skills to inform clinical decision-making, and to develop proficient information literacy skills. As NUR 3130 Nursing Research is a designated Writing-intensive course, the Course papers are required.

Faculty checks Blackboard several times per week. The best way to reach faculty is to send an email. Of course, you should also check the announcement board, assignments and class documents. Monday through Friday, faculty will generally respond to you within 24 hours unless a notice is posted that faculty is unavailable for a period of time.

TECHNOLOGY REQUIREMENTS:

The college uses an online platform, Blackboard, which all students have an option to learn and use with support from the Information Technology Center.

Many students have been using Blackboard for many years and are familiar with the system. Below are the suggested minimum prerequisites that students should know/have for using Blackboard.

1. You should have access to and be able to use Internet Explorer, Mozilla Firefox, or Safari browsers. Blackboard does not fully support AOL.
2. You will need a City Tech e-mail account and should be comfortable using it. The college provides an e-mail account to all students. Personal email accounts are not to be used.
3. You need access to a computer with at least 256 MB RAM.
4. You should have the correct Java version downloaded/ installed – if necessary. The installation is automatic. You only need to do this the first time.

This course is designated as In Person.

In Person courses are web enhanced. Some course content is delivered online; no class meetings are online.

WRITING REQUIREMENTS:

This course is a designated Writing Intensive. There will be three Required Course Papers that must be submitted on the due date. Details of due dates will be posted on Blackboard. All papers are to be delivered via Safe Assign. Pay attention to deadlines. Papers submitted more than 12 hours past the deadline may receive a grade of 0. Papers submitted late are subject to lost points. Students will have the opportunity to submit papers for feedback prior to the due date for submission. Please submit a request via email if interested.

The college has resources to assist students with developing writing and research skills.

Please visit the NYCCT library website for help/tutorials: http://library.citytech.cuny.edu.

Writing requirements will include submission of three COURSE papers, consisting of two annotated bibliographies (COURSE PAPER # 1) and a Critique of a quantitative research article submitted in TWO PARTS (COURSE PAPERS #2 AND #3). Below is an outline of the elements of a critique. Examples of an Annotated Bibliography will be posted with the assignment.

______________________________________________________________

CRITIQUING RESEARCH OUTLINE

A Guide to a Focused Critique of Evidence Quality in a Quantitative Study

The topics, A – B – C  are to be covered in CRITIQUE 1; topics, D-E-F-G-H are to be covered in CRITIQUE 2

Aspect of the Report	Critiquing Questions	Detailed Critiquing Guidelines
A. Problem and Purpose	Was the problem statement clearly stated? Was the purpose of the research clearly supported? Was the relationship between the independent and dependent variables clearly stated? Does the purpose of the research have significance for Nursing?
Method B. Research design	Was the most rigorous possible design used, given the purpose of the research? Were appropriate comparisons made to enhance interpretability of the findings? Was the number of data collection points appropriate? Did the design minimize biases and threats to the internal and external validity of the study (e.g., was blinding used, was attrition minimized)? What kind of design was utilized? Be precise.
C. Population and sample	Was the population identified and described? Was the sample described in sufficient detail? Was the best possible sampling design used to enhance the sample’s representativeness? Were sample biases minimized? Was the sample size adequate? Was a power analysis used to estimate sample size needs?
D. Data collection and measurement	Were key variables operationalized using the best possible method (e.g., interviews, observations, and so on)? Are the specific instruments adequately described and were they good choices, given the study purpose and study population? Does the report provide evidence that the data collection methods yielded data that were high on reliability and validity?
E. Procedures	If there was an intervention, is it adequately described, and was it properly implemented? Did most participants allocated to the intervention group actually receive it? Was there evidence of intervention fidelity? Were data collected in a manner that minimized bias? Was the staff who collected data appropriately trained?
Results F. Data analysis	Were appropriate statistical methods used? Was the most powerful analytic method used? (e.g., did the analysis control for confounding variables)? Was it clear whether or not the hypotheses were supported?
G. Findings	Was information about statistical significance presented? Was information about effect size and precision of estimates (probability statistics) presented?
H. Summary assessment	Despite any limitations, do the study findings appear to be valid—do you have confidence in the truth value of the results? Does the study contribute any meaningful evidence that can be used in nursing practice or that is useful to the nursing discipline?

______________________________________________________________

EVALUATION METHODS/GRADING RUBRICS

OVERALL COURSE GRADE WILL BE GENERATED FROM THE FOLLOWING COMPONENTS:

Class attendance/participation 40 %

Three course papers 40 %

Midterm exam 20%

______________________________________________________________

Point allocation for three COURSE papers:

COURSE PAPERS	DUE DATE	NUMBER OF POINTS
#1 – Two Annotated bibliographies		5
# 2 – Critique Part 1		15
# 3 – Critique Part 2		20

Grading rubric for Annotated bibliographies:

CATEGORY	Full credit	Half credit	0 credit
1. Introduction and summary Worth 20% of total grade	Excellent introduction. The student did an excellent job summarizing the paper	Good introduction The student did a good job summarizing the paper.	Poorly written introduction The student’s summary was tangential and irrelevant.
2. Search of the Literature Worth 20% of total grade	The student synthesizes information from at least three evidence-based sources to complete the assignment	The student synthesizes information from at least two evidence-based sources to complete the assignment	Information is from fewer than two sources and is not evidenced-based.
3. APA style and Paragraph Construction and Mechanics APA references Worth 20% of total grade	All paragraphs include introductory sentence, explanations or details, and concluding sentence. No grammatical, spelling or punctuation errors	Most paragraphs include introductory sentence, explanations or details, and concluding sentence. Almost no grammatical, spelling or punctuation errors.	Paragraphs included related information but were typically not constructed well. A few grammatical, spelling or punctuation errors.
4. Accuracy of content Worth 20% of total grade	The content of the student’s work illustrates a well-developed/ thorough understanding of the content under study.	The student’s work illustrates fair/adequate understanding of the content under study.	The student’s work illustrates a poor understanding of the content under study.
5. Timeliness /following directions Worth 20% of grade	Assignment is delivered via safe assign by 12PM on the designated Wednesday that it is due	Late paper	Paper not submitted on a timely basis

Grading rubric for Research Critique part 1 and part 2

	Critique 1	Critique 2	Possible points
Summative evaluation of topics	A-C	D-H	60
Proper grammar, spelling, syntax			20
Overall use of APA style (format, references etc.)			20
			100

GRADING POLICY (for all courses designated with the prefix NUR):

Grade Definition Quality Points (Index)

A 93–100% 4.0

A- 90-92.9% 3.7

B+ 87-89.9% 3.3

B 83-86.9% 3.0

B- 80–82.9% 2.7

C+ 77–79.9% 2.3

C 75–76.9% 2.0

D 60–74.9% 1.0

F Below 60 0.0

PARTICIPATION:

Class Attendance policies are consistent with the City Tech catalog.

Students are expected to attend class and submit all assignments. Students who do not participate in class and assignment submissions and become overcut may be given a WU in the course.

STUDENT SUPPORT SERVICES

Students with disabilities and/or learning differences are entitled to receive reasonable accommodations to support their learning in the college. After an intake appointment and assessment of student documentation, students who are registered with the Center for Student Accessibility (A237) are entitled to receive reasonable accommodations to support their learning

in the college. Services students may be entitled to include, but are not limited to,

one on one tutoring, alternate format textbooks, American Sign Language interpreting, note taking, and access to various computer assistive technology for the enhancement of reading, writing, and creative design. Students may enroll with the program throughout the year and are responsible for alerting faculty to accommodations needed.

NEW YORK CITY COLLEGE OF TECHNOLOGY POLICY ON ACADEMIC INTEGRITY

Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited in The City University of New York and at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion.

The Baccalaureate Program in Nursing adheres to this New York City College of Technology/CUNY Policy on Academic Integrity. This detailed policy can be found in the NYCCT College Catalog or on the College Website, HYPERLINK “http://www.citytech.cuny.edu” www.citytech.cuny.edu (Two DVDs on Plagiarism are also available in the Library). This policy spells out in detail what constitutes Academic Dishonesty. All students are responsible for following this policy.

UNIT OBJECTIVES/TOPICAL OUTLINE

Week 1 – Research Overview

1. Role of Research in Nursing

2. History of Nursing Research

3. The Research Process: Integrating Evidence-Based Practice

4. Research Vignette

5. Types of Research: Quantitative and Qualitative

Week 2 – Fundamentals of Evidence-Based Nursing Practice

1. Critical Thinking and Critical Reading Skills

2. Key concepts

3. Levels of Evidence

4. Research Articles: Format and Style

Reviewing the Research Literature

1. Purposes and Uses of Literature Reviews

2. Identifying the components of the literature review

3. Steps involved with Nursing research

Week 3 – Key Concepts and Steps in Quantitative and Qualitative Research

1. The components of a research report

2. Major classes of quantitative and qualitative research

3. Strategies and frameworks for Critiquing Research

4. Study Purposes, Aims, or Objectives

5. Relationships between the Hypothesis, the Research Question, and the

Research Design

Weeks 4 and 5 – Conducting the literature search

1. Developing research questions

2. Sources of research problems

3. Database exploration

4. Using key words

5. Recognizing primary sources

Week 6 – Ethics of Nursing Research

1. Ethical Dilemmas in Conducting Research

2. Principle of Beneficence

3. Principle of Respect for Human Dignity

4. Informed Consent

5. Principle of Justice

6. Vulnerable Groups

7. Institutional Review Boards and External Reviews

Week 7 – Theories, Conceptual Models and Frameworks

1. Developing and Testing Theory through Quantitative and Qualitative research methods

2. Conceptual Models and Theories used by Nurse Researchers

3. Identifying the ways that theories are tested by researchers

Week 8 – Midterm exam

Week 9 – Quantitative Research Design

1. Dimensions of Quantitative Research Design

2. Experimental and Non-experimental Research

3. Research Design and Time Dimension

4. Techniques of Research Control

5. Internal and External Validity

6. Phases in a Quantitative study

Week 10 – Quantitative sampling

1.Sampling designs

2.Minimizing extraneous variables

3.Methodological challenges

Week 11 – Qualitative Research Design

1. The Design of Qualitative Studies

2. Overview of Qualitative Research Traditions

3. Phenomenological Research

4. Phases of Qualitative Research

5. Qualitative sampling

Week 12 – Qualitative designs/sampling

1. Key Dimensions of Data Collection Methods

2. Self-Report Methods

3. Scales and Other Special Forms of Structured Self-Reports

4. Guidelines for Critiquing Self-Reports

5. Implementing the Data Collection Plan

Week 13  – Mixed methods

1. Nursing intervention studies

2. Outcomes research

3. Clinical trials

4. Survey research

Week 14 – Systematic reviews

1. Meta-analysis

2. Meta-synthesis

Week 15 – Course Reflection

References

Bing-Bing, Q., Resnick, B., Smeltzer, S., & Bausell, B. (2011). Self-efficacy program to

prevent osteoporosis among Chinese immigrants: A randomized controlled trial.

Nursing Research, 60, 393-404.

Calvert, W., & Isaac-Savage, E. (2013). Motivators and barriers to participating

in health promotion behaviors in Black men. Western Journal of Nursing

Research, 35(7) 829-848.

Chan, S.W., Chien, W., & Tso, S. (2008). The qualitative evaluation of a suicide prevention and

management programme by general nurses. Journal of Clinical Nursing, 17, 2882-2894.

Chang, Y., & Mark, B. (2011). Effects of learning climate and registered nurse staffing on

medication errors. Nursing Research, 60, 32-39.

Cox, J. (2012). Predictive power of the Braden Scale for pressure sore risks in adult critical care

Patients: A comprehensive review. Journal of Wound Ostomy Continence, 39(6): 613-621.

Eizenberg. J. (2010). Implementation of evidence-based practice. Nursing Science Quarterly, 23,

226-230.

Fowles, E., Cheng, H., & Mills, S. (2012). Postpartum health promotion interventions.

A systematic review. Nursing Research, 61. 269-281.uly/August 2012

Hartung, D., & Touchette, D. (2009). Overview of clinical research design. Am J Health-Sys

Pharm, 66, 398-408.

Jones, D., Duffy, M., & Flanagan, J. (2011). A randomized clinical trial testing efficacy

of a nurse-coached intervention in arthroscopy patients. Nursing Research, 60(2):

92-99.

Maglione, J., & Hayman, L. (2009). Correlates of physical activity in low income college students.

Research in Nursing and Health, 32, 634-646.

McGraw, W., Kelley, P., Righero, A., & Latimer, R. (2010). Improving compliance with diabetes:

Clinical practice guidelines in military treatment facilities. Nursing Research, 59, 1S,

S66-S74.

Mitrani, V., McCabe, B., Gonzalez-Guarda, R., Florom-Smith, A., & Peragallo, N. (2013).

Participation in SEPA, a sexual and relational health intervention for Hispanic

women. Western Journal of Nursing Research. 35(7), 849–866.

Nicholson, C., Meyer, J., Flatley, M., & Holman. C. (2013). The experience of

living at home with frailty in old age: A psychosocial qualitative study.

International Journal of Nursing Studies, 50, 1172–1179.

Norris, A., Hughes, C., Hecht, M., Peragallo, N., & Nickerson, D. (2013). Randomized

trial of a peer resistance skill-building game for Hispanic early adolescent girls.

Nursing Research, 62(1), 25-35.

Powell-Young, Y. (2013). Household income and spiritual well-being but not Body Mass

Index as determinants of poor self-rated health among African American

adolescents. Research in Nursing & Health, 35, 219–230.

Spitznagel, M., Potter, V., Miller, L., Roberts-Miller, A., Hughes, J., & Rosneck, J. et al. . . .

(2013). Ability to regulate emotion is predicted by depressive symptoms and

cognitive function in a cardiac sample. Journal of Cardiovascular Nursing, 28(5),

453-459.

Stewart, J., Mishel, M., Lynn, M., &Terhorst, L. (2010). Test of a conceptual model of uncertainty

in children and adolescents with cancer. Research in Nursing & Health, 33, 179-191.

Tainow Feder, J. (2012). The GPS for writing: Grammar, punctuation and sentence structure.

Dubuque, IA: Kendall Hunt.

Links for help with APA style references:

http://owl.english.purdue.edu/owl/section/2/10/ (General info on APA style).

http://owl.english.purdue.edu/owl/resource/560/07/ (Reference list).

www.perrla.com (Software that may be purchased which automates APA style).

http://owl.english.purdue.edu/owl/resource/614/03/ (Annotated bibliography).

 

Class Schedule

**This class is designated as Writing Intensive. The assignments are considerable and students should plan on spending adequate time each week in order to meet deadlines. Details and due dates for assignments are also posted in the syllabus.

*****The three major Course papers are due on the designated Days by 12 Noon via safe-assign in Blackboard. Papers submitted later than 12 hours past due date/time may not be accepted. Late papers that are accepted will be subject to lost points.

Weekly dates/Topics/ Due dates for course papers	TOPIC	Reading Assignments See weekly posting
1/28/20	Week 1 Course Requirements	Course Syllabus
2/04/20	Week 2 Research overview, fundamentals, and key concepts Fundamentals of Evidence-based practice
2/11/20	Week 3 Key concepts, Processes involved in quantitative and qualitative research
2/18/20	Week 4 Reading and critiquing research articles Quantitative and Qualitative Research
2/25/20 COURSE PAPER # 1 DUE	Week 5 Finding and reviewing research evidence
03/03/20	Week 6 Research problems, questions and hypotheses
03/10/20	Week 7 Ethics in Nursing Research
03/17/20	Week 8 MIDTERM EXAM
03/24/20 COURSE PAPER # 2 IS DUE	Week 9  Theoretical and conceptual frameworks
03/31/20	Week 10 Quantitative Research Design Quantitative sampling and data collection
04/07/20	No Class
04/21/20	Week 11 Quantitative sampling and data collection
04/28/20	Week 12 Qualitative Research Design Qualitative Sampling Plans
05/05/20 COURSE PAPER # 3 IS DUE	Week 13 Mixed methods
05/12/20	Week 14  Systematic Reviews
05/20/20	Week 15 Course Reflection

Writing for Success 

 https://open.bccampus.ca/find-open-textbooks/?uuid=be97a141-078a-46e4-a66b-e287b2b25c98&contributor=&keyword=&subject=

 Nursing Research Game  Date Added to MERLOT: July 28, 2006  

Created by: weiss CC BY

 https://www.merlot.org/merlot/index.htm

On-line Journal   Open (Access) http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-18-2013/No2-May-2013/Impact-of-Evidence-Based-Practic

 Assumptions and Evidence Based Practice in Nursing, Jan 4 2018

 https://screencast-o-matic.com/watch/cFVfrfofr6

 In this video, the definition of assumptions and the connection to evidence-based practice in nursing is introduced. The script is found in the notes area on the page with the video. The learning objectives are: Define assumptions.List two assumptions related to an evidence-based project.Check assumptions related to an evidence-based project.

https://libraryguides.nau.edu/c.php?g=665927&p=4682771