NURS 5030 Nursing Research for Evidence-Based Practice

Syllabus – fall 2015

Excluding materials for purchase, syllabus information may be subject to change.

Course and Instructor Information

Course Title: Nursing Research for Evidence-Based Practice Credits: 3 Format: Our online course provides you with knowledge and skills to remain current in your advanced nursing practice, and to introduce organizational level practice change to improve patient outcomes. Teaching strategies include online discussion, readings, and application of learning via clinically pragmatic individual and group projects. Prerequisites: EPSY 5605 or NURS 5020 and NURS 5010 or NURS 5011 Professor: Deborah Dillon McDonald, RN, PhD Email: Deborah.mcdonald@uconn.edu Telephone: 860-486-3714 Office Hours/Availability: by appointment

Course Materials

Required course materials should be obtained before the first day of class. Texts are available through a local or online bookstore. The UConn Co-op carries many materials that can be shipped via its online Textbooks To Go service at http://webstore.uconncoop.com/coursesearch.aspx Required Materials: Polit, D. & Beck, C. (2012). Nursing research: Generating and assessing evidence for nursing practice (9th ed.). Philadelphia, PA: Lippincott Williams & Wilkins. Additional course readings and materials are available within HuskyCT.

Course Description Examination of qualitative and quantitative methods of primary research employed to answer questions in nursing practice. Concepts include patient safety and quality principles, quality/process improvement, and evidence-based practice processes. Emphasis is on problem identification; design principles; and accessing, analyzing, disseminating and applying research for evidence-based practice.

Course Objectives By the end of the semester, students should be able to:

1. Differentiate questions and methods suitable for quantitative and qualitative nursing research. 2. Critically appraise evidence for best practice using resources including QSEN, primary research,

evidence-based clinical practice guidelines, and systematic reviews. 3. Formulate clinically relevant questions based on an evidence-based format such as PICOT (patient

population, intervention/issues, comparison, outcome, time frame). 4. Apply strategies and resources to promote evidence-based practice, especially in areas of quality and

safety. 5. Apply ethical guidelines to the conduct of research and evidence-based change projects.

Course Outline and Calendar Schedule of classes (subject to change) Week/ Date Topic Readings due for this week Assignments due for this week

• Week 1 • 8/31/15

• Introduction & course overview

• Evidence-Based Practice, Quality Improvement

• Research & Theory

• Polit & Beck, Chapters 1, 2, 3, & 6

• Review course syllabus • Complete readings • Online posting 1 due 9/6

• Week 2 • 9/7/15

• Conducting a Publishable Systematic Review

• Polit & Beck, Chapters 4, & 5 • Liberati et al., (2009) • Whittemore et al., (2014)

• Complete readings • Online posting 2 due 9/13 • Group project assignment 1 (PRISMA checklist #3 & #4) due 9/13

• Week 3 • 9/14/15

• Critiquing Research for Advanced Practice

• Read and individually critique assigned research article

• Online posting 3 due 9/20 • Group project assignment 2 (PRISMA checklist #6 - #9) due 9/20

• Two page written critique due 9/20

• Week 4 • 9/21/15

• Quantitative Methods Update

• Polit & Beck, Chapters 8 - 12

• Complete readings • Online posting 4 due 9/27 • Two page evaluation of the practice guideline due 9/27

• Week 5 • 9/28/15

• Measures Commonly Used in Nursing and Healthcare Research

• Polit & Beck, Chapters 13 - 15

• Complete readings • Online posting 5 due 10/4 • Group project assignment 3 (PRISMA checklist #10 & #15) due 10/4 • Complete CITI program online, certificate due 10/4

• Week 6 • 10/5/15

• Statistical Analyses: Interpreting Results

• Polit & Beck, Chapters 16 - 19

• Complete readings • Online posting 6 due 10/11 • Group project assignment 4 (PRISMA checklist #17 with a flow diagram) due 10/11

• Week 7 • 10/12/15

• Conducting Secondary Data Analyses

• Online posting 7 due 10/18 • One page write up of the research question and analysis summary with the SPSS analysis attached as an appendix due 10/18

• Week 8 • 10/19/15

• Qualitative Methods Update

• Polit & Beck, Chapters 20-24

• Complete readings • Online posting 8 due 10/25 • Group project assignment 5 (PRISMA checklist #18 - #22 and use the table to evaluate two of the articles) due 10/25

• Week 9 • 10/26/14

• Mixed Methods

• Polit & Beck, Chapters 25-26

• Complete readings • Online posting 9 due 11/1 • Group project assignment 6 (PRISMA checklist #18 - #22 and use the table to evaluate 50% of the articles) due 11/1

• Week 10 • 11/2/15

• Meta-analysis and Meta-synthesis

• Polit & Beck, Chapter 27

• Complete readings • Online posting 10 due 11/8 • Group project assignment 7 (PRISMA checklist #18 - #22 and use the table to evaluate the remaining articles) due 11/8

• Week 11 • 11/9/15

• Ethical Conduct of Research

• Polit & Beck, Chapter 7

• Complete readings • Online posting 11 due 11/15 • Group project assignment 8 (PRISMA checklist #24) due 11/15

• Week 12 • 11/16/15

• Translating Research Evidence Into Practice to Improve Safety and Quality (internal dissemination and implementation)

• White, K.M. The science of translation and major frameworks. (2012). In White, K.M. & Dudley-Brown, S. (Eds.), Translation of evidence into nursing and health care practice. (pp. 23-48). New York: Springer Publishing Company. • Goeschel, C.A. Translation of evidence for improving quality and safety. (2012). In White, K.M. & Dudley-Brown, S. (Eds.), Translation of evidence into nursing and health care practice. (pp. 77-92). New York: Springer Publishing Company.

• Complete readings • Online posting 12 due 11/22 • Group project assignment 9 (PRISMA checklist #25 & #26) due 11/22

• 11/23/15 Thanksgiving Break – Enjoy!!!

• Week 13 • 11/30/15

• Submitting abstracts for presentation and manuscripts for publication (external dissemination)

Polit & Beck Chapter 28 • Complete readings • Online posting 13 due 12/6

• Week 14 • 12/7/15

• Systematic Review Group Presentations & Practice Change Recommendations

• Final group systematic review manuscript due 12/7 • Group post of structured abstract for systematic review (PRISMA #2) with full class discussion • Course evaluation and wrap up

Course Requirements and Grading Summary of Course Grading:

Course Components Weight Research Critique 15% Secondary data analyses 10% Practice guideline evaluation and update 20% Online discussion 15% Systematic Review Manuscript (group) 40% Completion of the CITI online training P/F

Plagiarism Module and Quiz Please see the following module: http://lib.uconn.edu/instruction/tutorials/plagiarism.htm and complete the quiz on HuskyCT by September 7th. Quantitative Research Study Critique The class will be assigned quantitative research article to critique. Polit and Beck, Chapter 5-Box 5.2 provides an analysis guide. Write up a brief two-page APA formatted critique. The critique should begin with a one to four sentence summary of the research along with a comment about the importance of the research. Next comment on the major method strengths followed by major method weaknesses that might impact the findings. Evaluate the findings in light of the methods. Make specific recommendations for clinical practice based on the quality of the methods and findings.

Online discussion Students will participate in weekly on-line discussions. Each student is expected to contribute to the discussion with substantive comments drawn from course readings. Evaluation of an Evidence Based Guideline Select one of the three practice guidelines provided on our NURS 5030 HuskyCT site and address the following in a typed double spaced document of no more than two pages.

1. Evaluate the methods used to develop the guideline. 2. Evaluate the quality of the research evidence upon which the recommendations are based. 3. Discuss what practice change(s), if any, should be initiated as a result of the guideline. 4. Conduct an independent search of the research literature and identify if any new primary research

evidence exists that adds to or detracts from the guideline. Describe the search terms used, search results, and the impact, if any, on the existing guidelines (increased evidence, contrary evidence, no further evidence).

Secondary Data Analysis In your role as advanced practice nurses you will greatly benefit from the ability to statistically analyze data from groups of patients. This week we will focus on examining the National Ambulatory Care Survey data for 2012, which is the most recent available data. This is meant to help you gain comfort and expertise in conducting descriptive analyses and accurately interpreting the results. 1. Review the NAMCS description and the surveys that are contained in this module. 2. The NAMCS data is also contained in the module. 3. If you do not have SPSS on your computer, you can use the Skybox directions to connect to SPSS via the web. Be sure and save any of your data analysis content before closing Skybox after each session. If you do not have SPSS on your computer, save the analyses in a Word document. 4. Identify a question that you want to ask of the data. 5. Conduct the analysis and save the results. 6. Interpret the results and write a brief paragraph to summarize your question, the analysis that you conducted, the statistical results, and an accurate interpretation of the results. 7. On HuskyCT discuss your findings and what the findings might mean. 8. Also use our discussion to ask questions and get help with the analysis. The goal is to help you gain some skill and comfort level so that you can transfer your expertise to analyzing data sets in your future practice. Group systematic Review Manuscript Follow the PRISMA (2009) guideline and checklist for writing the group systematic review manuscript for publication. Also see examples of systematic reviews on our NURS 5030 HuskyCT site. Depending on the journal to which your group plans to submit the manuscript, follow APA or AMA writing style guidelines for publication. A

• Comprehensive inclusion of important research articles • Accurate interpretation of the research findings • Synthesis across studies • Clinical recommendations based upon the research evidence • Addresses all appropriate items on the PRISMA 2009 checklist • Concisely and clearly written using APA or AMA format

B • Accurate interpretation of the research findings • Synthesis across studies

• Clinical recommendations based upon the research evidence • Addresses all appropriate items on the PRISMA 2009 checklist • Concisely and clearly written using APA or AMA format

C • Some inaccurate interpretation of the research findings • Lack of synthesis across studies • Clinical recommendations based upon the research evidence • Addresses all appropriate items on the PRISMA 2009 checklist • Concisely and clearly written using APA or AMA format

Completion of the CITI online training Completion of an online course in the Protection of Human Research Subjects Each student must complete the CITI online training for Social/Behavioral Human Subjects’ Protection and provide the instructor with a certificate of completion. The course can be accessed at https://www.citiprogram.org/default.asp. Use the drop down menu and select University of Connecticut Storrs campus in order to obtain and complete the modules required by the UConn IRB. Training must be completed and the certificate given to the faculty no later than 9/21/15. If you have completed the CITI training for Social/Behavioral or Biomedical within the past 3 years, no additional training is needed, but you must still print and present your certificate of completion. Graduate Grading Scale:

Due Dates and Late Policy All course due dates are identified in the Course Outline and Calendar. Deadlines are based on Eastern Standard Time; if you are in a different time zone, please adjust your submittal times accordingly. The instructor reserves the right to change dates accordingly as the semester progresses. All changes will be communicated in an appropriate manner. For every day late, 10 points will be deducted from your assignment grade. Assignments three days late will result in a “0”. Feedback and Grades

I will make every effort to provide feedback and grades in one week. To keep track of your performance in the course, refer to My Grades in HuskyCT.

Student Responsibilities and Resources

As a member of the University of Connecticut student community, you are held to certain standards and academic policies. In addition, there are numerous resources available to help you succeed in your academic

Grade Letter Grade GPA 97-100 A+ 4.3 93-96 A 4.0 90-92 A- 3.7 87-89 B+ 3.3 83-86 B 3.0 80-82 B- 2.7 77-79 C+ 2.3 73-76 C 2.0 70-72 C- 1.7 67-69 D+ 1.3 63-66 D 1.0 60-62 D- 0.7 <60 F 0.0

work. This section provides a brief overview to important standards, policies and resources. Student Code You are responsible for acting in accordance with the University of Connecticut's Student Code Review and become familiar with these expectations. In particular, make sure you have read the section that applies to you on Academic Integrity:

● Academic Integrity in Graduate Education and Research

Cheating and plagiarism are taken very seriously at the University of Connecticut. As a student, it is your responsibility to avoid plagiarism. If you need more information about the subject of plagiarism, use the following resources:

● Plagiarism: How to Recognize it and How to Avoid It ● University of Connecticut Libraries’ Student Instruction (includes research, citing and writing resources)

Copyright Copyrighted materials within the course are only for the use of students enrolled in the course for purposes associated with this course and may not be retained or further disseminated. Netiquette and Communication At all times, course communication with fellow students and the instructor are to be professional and courteous. It is expected that you proofread all your written communication, including discussion posts, assignment submissions, and mail messages. If you are new to online learning or need a netiquette refresher, please look at this guide titled, The Core Rules of Netiquette. Adding or Dropping a Course If you should decide to add or drop a course, there are official procedures to follow:

● Matriculated students should add or drop a course through Peoplesoft. ● Non-degree students should refer to Non-Degree Add/Drop Information located on the registrar’s

website.

You must officially drop a course to avoid receiving an "F" on your permanent transcript. Simply discontinuing class or informing the instructor you want to drop does not constitute an official drop of the course. For more information, refer to the:

● Undergraduate Catalog ● Graduate Catalog

Academic Calendar The University's Academic Calendar contains important semester dates. Academic Support Resources Technology and Academic Help provides a guide to technical and academic assistance.

Students with Disabilities Students needing special accommodations should work with the University's Center for Students with Disabilities (CSD). You may contact CSD by calling (860) 486-2020 or by emailing csd@uconn.edu. If your request for accommodation is approved, CSD will send an accommodation letter directly to your instructor(s) so that special arrangements can be made. (Note: Student requests for accommodation must be filed each semester.) Blackboard measures and evaluates accessibility using two sets of standards: the WCAG 2.0 standards issued by the World Wide Web Consortium (W3C) and Section 508 of the Rehabilitation Act issued in the United States federal government.” (Retrieved March 24, 2013 from http://www.blackboard.com/Platforms/Learn/Resources/Accessibility.aspx) School of Nursing Policies As a student in the School of Nursing, you are expected to abide by the following School policies:

● Policy and Procedures for missed exams/coursework (PDF) ● Grade Rounding Policy (PDF) ● Religious Observant Conflict Policy (PDF) ● Social Media Policy (PF)

● Laptops: All students are required to have their own laptop computer with wireless capability prior to

the start of second semester sophomore year for baccalaureate students and prior to the start of the CEIN program.

Evaluation of the Course

Students will be provided an opportunity to evaluate instruction in this course using the University's standard procedures, which are administered by the Office of Institutional Research and Effectiveness (OIRE). Additional informal formative surveys may also be administered within the course as an optional evaluation tool.