NURSING 1105NA - Knowledge Translation in Nursing I

Ngee Ann Academy - Quadmester 2 - 2016

This course will enable students to develop an understanding of nursing research and evidence based health care. It will focus on different research methodologies and the critical appraisal of this research. The applicability and appropriateness of this research for clinical application will be investigated and the principles of evidence-based practice will be examined. Students will be required to critically appraise various research methodologies and identify the relevance of nursing research to this clinical practice.

  • General Course Information
    Course Details
    Course Code NURSING 1105NA
    Course Knowledge Translation in Nursing I
    Coordinating Unit School of Nursing
    Term Quadmester 2
    Level Undergraduate
    Location/s Ngee Ann Academy
    Units 3
    Contact Intensive lectures in weeks 1-2, 6-7, 11-12 and tutorials in the intervening weeks
    Available for Study Abroad and Exchange N
    Restrictions Available to B Nurs (Post Registration) students in Singapore only
    Course Description This course will enable students to develop an understanding of nursing research and evidence based health care. It will focus on different research methodologies and the critical appraisal of this research. The applicability and appropriateness of this research for clinical application will be investigated and the principles of evidence-based practice will be examined. Students will be required to critically appraise various research methodologies and identify the relevance of nursing research to this clinical practice.
    Course Staff

    Course Coordinator: Ms Tiffany Conroy

    Course Coordinator: Tiffany ConroyEmail: tiffany.conroy@adelaide.edu.au
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1 Locate and identify quantitative and qualitative nursing research
    2 Discuss the relevance of differing research methodologies to their clinical practice
    3 Critically appraise research reports utilising differing research methodologies
    4 Identify and describe the principles of evidence based healthcare
    5 Demonstrate an ability to incorporate the principles of evidence based healthcare into their clinical practice
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    4,5
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1,2
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1,3
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    5
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    5
  • Learning Resources
    Required Resources
    Text
    Courtney, M & McCutcheon, H 2010, Using Evidence to Guide Nursing Practice, 2nd edn, Elsevier, Australia.

    Reader
    The readings for this course have been provided in your study package.
    Recommended Resources
    Recommended text: Burns, N & Grove SK, 2010, Understanding Nursing Research. Building an evidence-based practice, 5th ed, Elsevier, Missouri.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course will consist of intensive lecture sessions and tutorials. Please refer to the teaching schedule for the dates of these. Lectures and tutorials are used in the delivery of this course. Participation in the tutorials is vital in making this course a constructive and enjoyable learning experience. In the event that you are unable to attend the tutorials please inform the Course Coordinator (via email) prior to the session so that this can be recorded.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    There are 20 hours of face to face lectures and 20 hours of tutorials for this course. It is expected that you will need to invest about 12 hours per week of study to successfully complete this course. It is recommended that you plan your time commitment to the course at the beginning of the semester. This includes all study activities, attendance at lectures and tutorials, readings and assessment. 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.
    Learning Activities Summary
    This course will incorporate the following:

    Introduction to Knowledge Translation in Nursing I
    • Defining knowledge translation and how it applies to nursing
    • How knowledge translation applies to change management in health care

    Nursing inquiry

    • The nature and direction of nursing inquiry

    Contemporary approaches to inquiry and human sciences

    • Ways of knowing and how they apply to clinical practice
    • Who should inquire into nursing?

    Research methods - quantitative and qualitative

    • Research methodologies
    • Defining research questions and linking to appropriate research methodologies

    Fundamentals of critical appraisal

    • Why appraise?
    • Developing a clinical question
    • Correct use of critical appraisal tools

    Searching for the research literature

    • Sources of research
    • Databases
    • Study selection and retrieval

    Empirical and analytical (quantitative) research

    • Clinical effectiveness

    Empirical and analytical study designs


    Critical appraisal of empirical research

    • Evaluating the rigor of clinical effectiveness research
    • Using critical appraisal tools to establish effect

    Interpretative and critical (qualitative) research

    • Research investigating meaningfulness and appropriateness
    • Interpretive and critical study designs

    Critical appraisal of interpretive and critical research

    • Evaluating the rigor of evidence of meaningfulness and appropriateness
    • Using critical appraisal tools to establish rigor

    The origins of evidence based healthcare

    • Why evidence based health care?
    • The development of methods of evidence synthesis
    • Evidence based nursing

    Principles of evidence based healthcare

    • A model of evidence based healthcare, evidence generation, evidence synthesis, evidence translation, evidence utilisation

    Practicing evidence based nursing

    • Identifying clinical problems
    • Sources of evidence for nursing
    • Levels of evidence
    • Implementing and evaluating evidence based practice
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed
    Research Proposal Stage 1 – Outline
    Due week 5
    Formative 0% 1-3
    Critical Appraisal Essay
    Due week 7
    Summative 50% 3-4
    Research Proposal Stage 2 – Proposal
    Due week 13
    Summative 50% 2, 4-5
    Assessment Detail
    Assessment 1: Research Proposal Outline
    You are required to outline a potential research project for this assessment. As this assignment is not an essay you must use the structure described in the “Proposal outline” on MyUni to write this proposal outline. In this outline you should describe a research question, briefly explain why this topic needs to be researched, identify the type of research i.e. quantitative or qualitative, and describe the methodology to be used.

    Assessment 2: Critical Appraisal Essay
    You are required to critique one research paper. Choose either the quantitative paper or the qualitative paper from MyUni for this assessment.

    Assessment 3: Research Proposal
    In 2,000 words develop a detailed research proposal based on a quantitative or qualitative methodology of your choice, to pursue the research question identified in assessment one. This assessment will build on assignment 1, which was aimed at identifying a research question and methodological framework. This assignment will be the actual research proposal or protocol that would be submitted for ethical approval if the research were to go ahead.
    Submission
    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.

    Turnitin is used to submit all assignments in this course. Turnitin is a plagiarism software tool that enables the student to identify any matching text before final submission

    An Assignment Coversheet must be submitted with each assessment. 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/
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    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.

    Final results for this course will be made available through Access Adelaide (https://access.adelaide.edu.au/sa/login.asp)


    Marking Guides

    Research Proposal Outline
    Structure and Writing Style 25%
    Structure (25%)
    • Introduces the rationale for/outlines/situates the topic of the research.
    • The proposal is structured in a logical sequence so that the content flows.
    • Provides a clear description of the proposed research

    Writing Style (15%)
    • The proposal outline is written with clear sentence structure, clarity of argument and precision of expression and the spelling and grammar are correct.
    Content 60%
    • The research question is clearly stated and is appropriate for the clinical setting.
    • There is a discussion of why this topic needs to be researched.
    • The type of research is clearly identified
    • The methodology to be used to address the research question is clearly described and appropriate
    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.


    Critique of Research
    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.


    Research Proposal
    Structure and Writing Style 20%
    Structure (15%)
    • Each section of the proposal is structured in a logical sequence so that the content flows (headings may be used to develop the structure of the proposal).
    • The format of the proposal conforms to the proposal outline in the Thesis Guide (for nursing students)

    Writing Style (5%)

    • The proposal is written with clear sentence structure and the spelling and grammar are correct.
    Content 65%
    • The introduction and background sets the scene for the research and outlines the context and area of interest.
    • A preliminary review and critique of the literature has been undertaken and used to demonstrate a need for the research.
    • A research question or hypothesis has been identified.
    • A clear and concise justification for the study (the purpose and significance) has been outlined.
    • The methodology framework that will underpin this research in terms of the generation of knowledge and understanding has been outlined and justified
    • A step-by-step plan of the research methods is outlined including:
         4.1 participation numbers, selection and recruitment data collection techniques
         4.2 data analysis techniques and interpretation methods
         4.3 any assumptions that have been identified and any potential study limitations have been discussed.
         4.4 ethical considerations to ensure participant safety and confidentiality have been outlined.
    Referencing 15%
    • The referencing style used throughout the summary paper is congruent with the School of Nursing’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 Discipline of Nursing’s Student Handbook and Style Guide (for nursing students) or, for public health students, with the Guidelines for public health students.
    • 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 summary 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.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.