NURSING 1010OL - Research Methods and Evidence Based Practice
Online - Semester 2 - 2017
General Course Information
Course Code NURSING 1010OL Course Research Methods and Evidence Based Practice Coordinating Unit School of Nursing Term Semester 2 Level Undergraduate Location/s Online Units 3 Contact Small Group Discovery Experience 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 emphasised 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) 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)
1,3,4,7,5,6 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
3,4,7,5,6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
8 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
Required ResourcesEllis, P. 2016, Understanding Research for Nursing Students , 3rd edition, Australia, Learning Matters Ltd. Sage publications, Cornwall
Burns, N & Grove, SK 2014, Understanding Nursing
Research Building an Evidence-Based Practice, 6th edn, Elsevier
Saunders, St Louis.
Note: Students are not required to buy recommended texts. However, they provide valuable
supplementary reading on various aspects of the material covered within this
course and students are encouraged to have a look at them.
Rees, C. 2016 RAPID
Research Methods for Nurses Midwives and Health Professionals, Wiley
Blackwell, Chichester, Also available as an E-Book. Test
is a useful dictionary of research terms.
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 ModesOnline 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: There wil be three face to face sessions. The first is in week one of semester and is an information session. In weeks 6 and 12 there wil be team based learning sessions.
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 workshops 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 SummaryThe 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
3 face to face sessions. First is an information session. There will also be two team Based Learning sessions in weeks 6 and 12.
Small Group Discovery ExperienceThe SGDE for 1st year nursing students is contained within this course. Attendance at SGDE is compulsory for all students.
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.
Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed Online quiz Formative NA 1 Evaluation of evidence (550 words) Summative 15% 1 Weekly Quizzes 1125 words Summative 30% 1-8 Discussions of a qualitative or a quantitative research paper research paper
Summative 35% 1-8 Team Based learning Summative 20% 1-8
Formative Assessment quizzes 1 & 2 due week 3
Evaluation of evidence (550 words) 15%
Due Friday week 5
Quizzes weeks 1-6
due Friday week 6
Quizzes weeks 7-13 (1125 word equivalent) 30%
Due Friday Exam week
Team Based Learing 20%
There wil be two team based learning sessions in weeks 6 and 12. In the sessions there will be both individual
and group activities and MCQs to answer.
Discussion of a qualitative or quantitative research paper (1300 words) 35%
Due Friday week 13
SubmissionUnless 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. 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 the peer reviewed literature 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 2015 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 are in the weekly modules and are discussed in the lectures.
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 some feedback regarding the workload. Many changes have been made in response to this feedback. The assessments have been changed, team based learning has been introduced and some lectures reviewed. Student feebback from semester 1 was positive.
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