NURSING 1010 - Research Methods and Evidence Based Practice

North Terrace Campus - Semester 2 - 2018

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.

  • General Course Information
    Course Details
    Course Code NURSING 1010
    Course Research Methods and Evidence Based Practice
    Coordinating Unit Adelaide Nursing School
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Small Group Discovery Experience
    Available for Study Abroad and Exchange N
    Restrictions Available to B.Nurs students only
    Assessment Evaluation of evidence, online quizzes, research paper critiques
    Course Staff

    Course Coordinator: Professor Frank Donnelly

    Course Coordinator: Dr Frank Donnelly
    Phone: +61 8 8313 3639

    Location: AHMS Level 4
    School Office
    Phone: +61 8 8313 3639
    Fax: +61 8 8313 3594

    Course Timetable

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

    Weekly Topics

    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.

     Mid-Semester Break

    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
  • Learning Outcomes
    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)
    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
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    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
  • Learning Resources
    Required Resources
    Ellis, P. 2016, Understanding Research for Nursing Students , 3rd edition, Learning Matters Ltd. Sage publications, Cornwall
    Recommended Resources

    Recommended texts

    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 Learning
    The 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: 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 Summary
    The Learning activities for Research Methods and Evidence Based Practice are listed below:
    Lecture series
    • 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 Experience
    The SGDE for 1st year nursing students is contained within this course. Attendance at SGDE is compulsory for all students. 
  • 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
    8Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed
    Online quiz Formative NA 1-3
    Evaluation of evidence (750 words) Summative 20% 1-5
    Weekly Quizzes 375 words Summative 20% 1-8
    Discussion of research methods
    2250 words
    Summative 60% 1-8
    Assessment Detail

    Formative Assessment quizzes 1 & 2 

    Assessment 1
    Evaluation of evidence (750 words) 20%

    Assessment 2
    Quizzes weeks 1-6
    Quizzes weeks 7-13 (375 word equivalent) 20%

    Assessment 3
    Discussion research methods (2250 words) 60%

    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.  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.
    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.

    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)
    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
    • 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 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.

  • 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 ( 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 2017 semester 1

    There was feedback saying 'The online content was fantastic, as was the lecturers feedback to assignments.' The TBL sessions felt a bit rushed so the format has been changed and sessions extended. 

    There will be more face to face sessions for students who found online learning difficult.

  • 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.