NURSING 1010OL - Research Methods and Evidence Based Practice
Online - Semester 1 - 2015
General Course Information
Course Code NURSING 1010OL Course Research Methods and Evidence Based Practice Coordinating Unit School of Nursing Term Semester 1 Level Undergraduate Location/s Online Units 3 Contact Blended 2 workshops Available for Study Abroad and Exchange N Restrictions Available to B.Nurs students only Course Description This course provides an introduction to a range of methodologies used in health research. An emphasis is placed on a broad appreciation of the methodologies rather than a focus on the philosophical perspectives that underpin the approaches. Key terms in research are emphasized and a beginner introduction to health statistics is given. With direction and using a structured template students are encouraged to begin critique of a range of research articles. The place of ethics in research will be complimented with discussion of research in nursing practice. The bulk of the course material will be delivered online although students will also have the opportunity for either a face to face workshop or a virtual equivalent to discuss content with peers.
Course Coordinator: Associate Professor Judy MagareyCourse Coordinator: Associate Professor Judy Magarey
Phone: +61 8 8313 6055
Fax: +61 8 8313 3594
Location: Eleanor Harrald Building
Phone: +61 8 8313 3595
Fax: +61 8 8313 3594
Location: Level 3, Eleanor Harrald Building
The full timetable of all activities for this course can be accessed from Course Planner.
1 The nature of knowledge and the philosophical basis of research. Searching the literature.
2 Research ethics
3 Introduction to qualitative research methods.
4 Data collection in qualitative research.
5 Data analysis in qualitative research.
6 Rigour in qualitative research
7 Introduction to quantitative research methods
8 Data collection in quantitative research.
9 Data analysis in quantitative research
10 Rigour in quantitative research
11 Multiple methods evaluation and action research
12 Critiquing research
13 Applying research to practice
Course Learning Outcomes
1 Describe the nature of knowledge on which nursing practice is based. 2 Discuss the ethical principles relating to research 3 Differentiate between the philosophical basis of qualitative and quantitative research methods 4 Distinguish between common qualitative approaches to research 5 Explain the data collection methods and analysis in qualitative research 6 Distinguish between common quantitative approaches to research 7 Explain the data collection methods and analysis in quantitative research 8 Discuss how research may be applied to nursing 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) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1, 3-8 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1, 5, 7 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 8 Skills of a high order in interpersonal understanding, teamwork and communication. 8 A proficiency in the appropriate use of contemporary technologies. 1 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 2, 8 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 2
Required ResourcesEllis, P. 2013, Understanding Research for Nursing Students , 2nd edition, Australia, Learning Matters Ltd. Sage publications, Cornwall
Online LearningThe course is delivered via blended learning. There will be weekly online recorded lectures or podcasts and one compulsory lecture. The online materials will be avialble on MyUni. This will include the study Guide, readings, lecture and pod casts.
Learning & Teaching Activities
Learning & Teaching Modes
Online lectures through MyUni: The content for this course has been developed using the Research Skills Development (RSD) framework. This framework provides a scaffold approach to research skills development. There will be online lectures or podcasts for each week.
Face to face: Students will be required to attend one lecture at a scheduled time in the semester. The date will be on MyUni. There will be weekly optional drop in sessions. There will also be three compulsory small group discovery sessions for this course.
The course will be delivered using a blended learning approach with online lectures and podcasts as well as optional drop in sessions and one compulsory lecture. There will also be three small group discovery sessions in this course.The course will be dleivered using a blended learning approach with online lectures and podcasts as well as optional drop in sessions and one compulsory lecture. There will also be three small group dicsocvery sessions in this course.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.It is expected that you will need to spend about 12 hours of study a week to successfully complete this course. This includes listening to the lectures or podcasts, reading, completing activities, attendance at the optional workshop and completing assessments. 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
- There will be one lecture to enable students to discuss the course material and assessment. In addition there will be weekly optional drop in sessions and three compulsory small group discovery sessions.The Learning activities for Research Methods and Evidence Based Practice are listed below:
- The nature of knowledge and the philosophical basis of research. Searching the literature.
- Research ethics
- Introduction to qualitative research methods.
- Data collection in qualitative research.
- Data analysis in qualitative research.
- Rigour in qualitative research
- Introduction to quantitative research methods
- Data collection in quantitative research.
- Data analysis in quantitative research
- Rigour in quantitative research
- Multiple methods evaluation and action research
- Critiquing research
- Applying research to practice
Small Group Discovery Experience
The Small Group Discovery (SGDE) is a compulsory component of the Undergraduate Bachelor of Nursing Program. The SGDE is an approach to learning based on goals that will assist students to discover learning as an intellectual challenge and to develop a scholarship of discovery which will inspire them towards learning and lifelong learning. To achieve these goal students will develop research skills and actively engage with discipline content. This will engender a commitment to the gaining of knowledge and investigation. There will be three small group discovery sessions in this course.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Evaluation of evidence (125 words) formative 0% Learning Outcome(s) being addressed 1
Weekly Quizzes summative 45% 1750 word equivalent Learning Outcome(s) being addressed 1-8
Discussions of a qualitative and a quantitative research paper research paper 2000 words summative
55% Learning Outcome(s) being addressed 1-8
Assessment DetailAssessment 1 formative
Evaluation of evidence (125 words) 0%
Due Friday week 3
Quizzes weeks 1-6
due Friday week 6
Quizzes weeks 7-13 (1750 word equivalent) 45%
Due Friday week 13
Discussion of a qualitative research paper (1000 words) 27.5%
Due Friday week 8
Discussion of a quantitative research paper (1000 words) 27.5%
Due Friday week 13
Unless otherwise indicated all submission of assignments is to be through the assignments portal of MyUni. TurnItin will be used to check student assignments. Students MUST keep an electronic copy of all assignments submitted. Cover sheets are required for all assignments and can be accessed from the School of Nursing website. Extension of time for submission of assignments is subject to negotiation with the course coordinator. Requests must be made before the due date of the assignment. In principle, all assignments should be submitted by the due date. However, an extension may be granted if the request is made before the due date and the usual administration procedures are followed. Late submission without an approved extension will be penalised at the rate of 5% of available marks for each working day after the due date. Work submitted more than ten days after the due date may be returned unmarked. This action will be taken to prevent students who do get their work in on time being disadvantaged.
Whenever possible staff will turn around marked assignments within 4 weeks or earlier.
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.
The following marking guide will be used for assignments
Structure and writing style 10%
Each portfolio activity is identified using a heading
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)
The portfolio is written with clear sentence structure and the spelling and grammar are correct
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
Completed activities / discussion points as directed e.g. one from each week
The referencing style used throughout the paper is congruent with the School Academic Manual
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 Academic Manual
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
Final results for this course will be made available through Access Adelaide.
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.
Response to SELTs from 2014 semester 2
Much of the feedback was contradictory with some comments stating the course was well organised and other stating it was poorly organised.
There were comments regarding lack of learning outcomes which is surprising given weekly outcomes are clearly stated in the study guide and are reiterated at the beginning of each lecture.
The most concerning comments related to the perception that research does not relate to nursing. It may be hard to understand at this stage in your career but research is the foundation of evidence based practice. The ability to think critically is an essential skill in providing quality safe nursing care. This is what differentiates a RN from a care worker.
There was a lot of feedback regarding assessments.
The quizzes will be rewritten to make is cleared if the expectation is for one answer or more. However, as this is part of your assessment I cannot allow multiple attempts.
The final assessment will be divided into two parts to make it less laborious at the end of the semester and allow more feedback.
Regarding the lack of face to face lectures, this course is accredited as an online course, but weekly drop in sessions will continue to be offered. Students who require face to face should ensure they attend these sessions.
Students are to ensure they are familiar with the contents of the 2014 School of Nursing Student Handbook and Style Guide. A PDF of this document is available through MyUni.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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.
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