Course Coordinator: Associate Professor Judy Magarey
Phone: +61 8 8313 6055
Email: judy.magarey@adelaide.edu.au

School Office
Phone: +61 8 8313 3595
Email: nursing.studentliason@adelaide.edu.au
Location: Level 3, Eleanor Harrald Building, RAH

1 Introduction to course

Research evidence & searching the literature.

Research Paradigms

2 Research ethics

3 Introduction to statistics, descriptive statistics and correlation

4 Hypothesis testing and Inferential statistics

5 Statistics: different tests for different purposes

6 Descriptive designs

Mid-Semester Break

Mid-Semester Break

7 Experimental & quasi-experimental designs and epidemiology

8 Critique of empirical & analytical research

9 Interpretive & critical designs- managing qualitative data

10 Ethnography / phenomenology

11 Grounded theory/ critical research

12 Action research & participatory action research

13 Critique of Interpretive & critical research

1	Conduct an effective search of the published literature using health science data bases.
2	Explain the ethical principles relating to the conduct of research.
3	Explain the philosophical underpinnings of the various approaches used in health research
4	Distinguish between the empirical and interpretive and critical methods of research.
5	Explain the use of common statistical methods used for analysis in health research
6	Explain interpretive and critical approaches used in health research
7	Critique the research literature in order to assess its applicability to current professional practice.

In addition to the Study Guide, you are encouraged to purchase the text. As you work through the course you will be directed to read chapters from the textbooks and articles from the readings. Some study activities are based on articles in the readings or exercises from the textbooks.

At the end of each week’s learning you will find a list of suggested supplementary readings, which are optional and for your interest only. These supplementary readings comprise two textbooks and a compilation of articles, which are available in the library. At the end of the study guide you will find some notes on statistics. These may help you in learning the language of empirical research.

Text
Schneider, Z, Whitehead, D, LoBionodo, G. Haber, J. 2013, Nursing & Midwifery Research, 4th edn, Mosby, Elsevier, Sydney.

Readings
The readings for this course are available electronically via MyUni.
Please note: it is your responsibility to organise printing should you prefer a hard copy of the readings.

Burns, N & Grove, SK 2014, Understanding Nursing Research Building an Evidence-Based Practice,6th edn, Elsevier Saunders, St Louis.

Polgar, S & Thomas, S 2013, 6th Edition. Introduction to research in the health sciences, Churchill Livingstone, Elsevier Edinburgh.

Streubert Speziale, H & Carpenter, D 2011, Qualitative research in nursing advancing the humanistic imperative, 5th edn, Lippincott Williams & Wilkins, Philadelphia.Burns, N & Grove, SK 2011, Understanding Nursing Research Building an Evidence-Based Practice, 5th edn, Elsevier Saunders, St Louis.

Note: You are not required to buy recommended texts. However, they provide valuable supplementary reading on various aspects of the material covered within this course and you are encouraged to have a look at them.

Virtual Classroom and Workshops
There will be two optional on campus workshops in Week 8 and Week 13/Swot Week. Off campus students may attend virtual classroom sessions or sessions will be recorded and be available on MyUni.

If you plan to attend the workshops or virtual classroom (VC) sessions you will need to respond to the email sent by the Course Coordinator one week before the session.

MyUni
All students enrolled in a postgraduate coursework nursing program have access to the School of Nursing – Postgraduate Coursework Student Centre on MyUni. If you would like the opportunity to network with other students, you can use the Communication features in the site. This site will also feature information about the latest news and events at the School of Nursing.

Unified
http://unified.adelaide.edu.au/
UNIFIED is your one-stop shop for email, calendar, MyUni and Access Adelaide. It even allows you to search the Library.
UNIFIED is available to all active students; with a single login you can access your student systems and personal information through a central website. Login with your Student ID ("a1234567") and Password.

For more information, including easy to follow instructions visit https://unified.adelaide.edu.au/web/mycampus/home.

Library Resources
Help for Nursing Students
The University of Adelaide Library has a website to help nursing students use the library and its resource (www.library.adelaide.edu.au/guide/med/nursing).

Remote student library service
The University of Adelaide Library provides a document delivery and loans service to non-metropolitan students who do not visit a University of Adelaide campus to attend classes (www.adelaide.edu.au/library/docdel/external.html).

This course will be delivered through the Flexible Learning Mode.

Lectures will be available on MyUni as Podcasts or PowerPoint presentations and optional virtual classroom sessions and on campus workshops will be held during the semester. It is expected that you will listen to the lectures and if you have any queries contact me via email or phone. If you have difficulty accessing the lectures please contact the Student Liaison Officer.

It is expected that you will need to spend about 12 hours of study a week to successfully complete this course. This includes reading, completing activities, attendance at the optional workshops and listening to podcasts. Thus some weeks it will be more and others less. It is recommended that you plan your time commitment to the course at the beginning of the semester.

This course is designed to familiarise students with the methodologies used in health research. Students will learn how to search the literature and evaluate the evidence they find relating to their practice. In addition the ethical issues relating to research will be considered. The various approaches to health research will be presented. These will include empirical methods such as clinical trials and epidemiology. In addition critical and interpretive approaches such as phenomenology and ethnography will be discussed. This will give students the knowledge and skills required to evaluate research they locate in the literature in order to decide whether to apply the findings to practice.

Lecture topics:
1 Introduction to course
Research evidence and searching the literature
Research Paradigms
2 Research ethics
3 Introduction to statistics, descriptive statistics and correlation
4 Hypothesis testing and Inferential statistics
5 Statistics: different tests for different purposes
6 Descriptive designs
7 Experimental and quasi-experimental designs and epidemiology
8 Critique of empirical and analytical research
9 Interpretive and critical designs - managing qualitative data
10 Ethnography / phenomenology
11 Grounded theory / critical research
12 Action research and participatory action research
13 Critique of Interpretive and critical research

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
Search of the literature (250 words)	Formative	0%	1
Critique of quantitative research (1000 words)	Formative	30%	1-7
Weekly online activities quizzes and statistical calculations (1,750 word equivalent)	Formative	40%	1-7
Critique of qualitative research (1000 words)	Summative	30%	1-7

Portfolio: At the end of most weeks' learning there are one or more portfolio activities. It is these learning activities that comprise your portfolio. The other activities will assist your learning but do not need to be submitted in the portfolio. Your prescribed texts and readings will assist you to complete the portfolio. The portfolio will be marked in accordance with the criteria in the marking guide. The portfolio must be referenced where the activity requires any discussion. Statistical activities do not require referencing. References may be listed after each week’s activity or as a combined list at the conclusion of the portfolio.

Research critique: You are required to critique two research papers, one empirical and the other using a critical or interpretive approach. Please choose from those supplied on MyUni for this assessment.

Assessments, unless otherwise stated in your Study guide, are to be submitted electronically via Assignments in MyUni on the due date identified in this Study guide. Instructions for assignment submission are available for all students under Tutorials at www.adelaide.edu.au/myuni/.

An assessment submitted via MyUni must be submitted as a .doc, .docx or .rtf file. If submitting a PowerPoint presentation for marking, the .ppt or .pptx must be submitted as .pdf file. It is also important to submit your file under your name, such as surname.firstname. MyUni stamps all the other details against your filename once you submit your assessment.

An Assignment Coversheet must be submitted with each assessment (not each activity). The coversheet should be the first page of your assessment. A word version of the Assignment Coversheet is available to download at www.health.adelaide.edu.au/nursing/students/resources. The Plagiarism Statement must be signed and dated for your assessment to be marked (please note the details stated on the Assignment Coversheet). More information on avoiding Plagiarism is available at www.adelaide.edu.au/clpd/plagiarism/.

If you have difficulty submitting your assignment, you can call the MyUni helpdesk from 8am to 6pm 08 8303 3335.

Plagiarism
Students are reminded that plagiarism and other forms of academic dishonesty constitute a serious offence and can result in disciplinary procedures. Students are advised to read the policy Academic Honesty and Assessment Obligations for Coursework Students Policy & Coursework Students: Academic Dishonesty Procedures policy, available at www.adelaide.edu.au/policies/230/. The following definitions should be noted.

Referencing: providing a full bibliographic reference to the source of the citation (in a style as determined by the School).
Quotation: placing an excerpt from an original source into a paper using either quotation marks or indentation, with the source cited, using an approved referencing system in order to give credit to the original author.
Paraphrasing: repeating a section of text using different words which retain the original meaning.
Please note: changing just a few words does not constitute paraphrasing.


MARKING GUIDES

Portfolio of Activities

Structure and writing style 10%
Structure
• each section of the portfolio is structured in a logical sequence so that the content flows (headings may be used to develop the structure of the portfolio)
• where appropriate introduces/outlines/situates the activity/discussion
• where appropriate each section of the portfolio ends with a cogent, defendable conclusion that summarises the discussion within the body of the activity.
Writing Style
• the portfolio is written with clear sentence structure and the spelling and grammar are correct.

Content 80%
• demonstrates an understanding of the activities/discussions chosen by identifying the main components/issues/focus of the topic area
• where appropriate provides evidence of support from contemporary literature to support argument/points of view
• has grounded the topic within the clinical area but also includes the broad scope of nursing
• where appropriate for the activity demonstrates critical thought
• has completed activities/ discussion points as directed e.g. one from each week.

Referencing 10%
• the referencing style used throughout the paper is congruent with the School’s Student handbook and style guide
• the reference list is accurate (i.e. no missing page numbers, volumes, correct title etc), complete (i.e. no references in the body of the paper are missing from the reference list) and consistent with the School’s Student handbook and style guide
• the references cited are contemporary (i.e. less than 10 years old unless seminal papers)
• primary references are used where possible (i.e. the original reference has been cited rather than a secondary source)
• there is evidence in the paper that the student has searched widely for information related to the topic/issue
• the student has acknowledged all sources of information
• direct quotations are only used to make crucial points or to support the discussion/argument.



Critique of research (follow this guide for each paper, Use the template available on MyUni)

Structure and Writing Style 25%
Structure (15%)
• Introduces the paper
• Clearly describes the way in which the critique will proceed.
• The critique is structured in a logical sequence so that the content flows (headings may be used to develop the structure of the paper).
• The critique ends with a cogent, defendable conclusion that summarises the discussion within the body of the paper.
Writing Style (10%)
• The critique is written with clear sentence structure, clarity of argument and precision of expression and the spelling and grammar are correct.

Content and Critical Analysis 60%
• The student demonstrates a sound understanding of the chosen research approaches and a high degree of critical thought and insight.
• The following has been critiqued in a in a balanced unbiased manner (discussing both positives and negatives where necessary).
Qualitative
• The title and abstract, the chosen topic (phenomenon) and its relevance to practice.
• Use of the literature and underlying assumptions.
• The chosen theoretical framework and its presentation.
• The selection of participants.
• The method of data collection strategies and the relationship to the chosen methodology.
• How the researcher/s considered ethical issues.
• The analysis of the data (rigour –credibility, auditability, fittingness and confirmability).
• The presentation of findings, recommendations and implications for healthcare.
Quantitative
• The title and abstract, the chosen topic and its relevance to nursing.
• Use of the literature, definition of terms and underlying assumptions.
• Presentation of the hypothesis or research question. How the researcher/s considered ethical issues.
• Methods sampling method and size- data collection, rigour of the study -issues of reliability and validity.
Data analysis
• Presentation of limitations of the research.
• The presentation of findings, recommendations and implications for healthcare.

Referencing 15%
• the referencing style used throughout the paper is congruent with the School’s Student handbook and style guide
• the reference list is accurate (i.e. no missing page numbers, volumes, correct title etc), complete (i.e. no references in the body of the paper are missing from the reference list) and consistent with the School’s Student handbook and style guide
• the references cited are contemporary (i.e. less than 10 years old unless seminal papers)
• primary references are used predominantly (i.e. the original reference has been cited rather than a secondary source)
• there is evidence in the paper that the student has searched widely for information related to the topic/issue
• the student has acknowledged all sources of information
• direct quotations are only used to make crucial points or to support the discussion/argument.

Feedback regarding SELTs

Some of the comments related to inability to locate the podcasts. I will create folders on MyUni in materials to make this clearer.

It is not possible to create lecture notes for the podcasts as they are recordings.