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Sistema Universitario Ana G. Méndez, Inc.
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, and Universidad del Turabo
HESC 500
Statistics Applied to Clinical Research
Estadísticas Aplicadas a la Investigación Clínica
© Sistema Universitario Ana G. Méndez, Inc. 2012
Derechos Reservados
© Ana G. Méndez UniversitySystem, Inc. 2012
All rights reserved
July 20, 2012
HESC 500 Statistics Applied to Clinical Research
07-20-2012
Prepared based on the course syllabus (Revised 2012) of the School of Health Sciences,
Universidad del Turabo, with the collaboration of:
Maria E. Rosa, DrPH, PhD, MSN, RN Module Development Specialist
Mildred Negrón, DNS, MSN, FNP-BC, RN Content Evaluator
Luis Díaz, English Language Specialist
Bárbaro Forteza Cáceres, MS BAEd. Spanish Language Specialist
Joe Hernández, Curriculum and Instructional Design
HESC 500 Statistics Applied to Clinical Research
07-20-2012
TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/page
GUÍA DE ESTUDIO ...................................................................................................................... 4
STUDY GUIDE ............................................................................................................................ 17
TALLER UNO.............................................................................................................................. 29
WORKSHOP TWO ...................................................................................................................... 38
TALLER TRES ............................................................................................................................ 45
WORKSHOP FOUR .................................................................................................................... 51
TALLER CINCO .......................................................................................................................... 58
WORKSHOP SIX ......................................................................................................................... 64
TALLER SIETE ........................................................................................................................... 70
WORKSHOP EIGHT ................................................................................................................... 77
APPENDIX A NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED
INSTRUCTION ............................................................................................................................ 85
APPENDIX B THE WRITING PROCESS 6-TRAITS WRITING RUBRIC ............................. 90
APÉNDICE C/APPENDIX C INFORMACIÓN ACERCA DEL LABORATORIO DE
IDIOMAS Y EL E-LAB ............................................................................................................... 98
ANEJO D/APPENDIX D KWL CHART................................................................................... 103
APÉNDICE E/APPENDIX E CRITIQUING EVALUATION CRITERIA FOR
QUANTITATIVE RESEARCH ARTICLE ............................................................................... 103
ANEJO F/APPENDIX F CRITIQUING EVALUATION CRITERIA FOR
QUALITATIVE RESEARCH ARTICLE .................................................................................. 107
ANEJO G/APPENDIX G CRITERIOS DE EVALUACIÓN PARA PROPUESTA DE
INVESTIGACIÓN .................................................................................................................... 109
APÉNDICE H/APPENDIX H DIARIO REFLEXIVO .............................................................. 111
HESC 500 Statistics Applied to Clinical Research
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GUÍA DE ESTUDIO
Título del Curso: Estadísticas Aplicadas a la Investigación Clínica
Codificación: HESC 500
Créditos: 3
Duración: Ocho semanas
Prerrequisito/ Correquisito: NURS 502
Descripción: El estudiante tiene la oportunidad de aprender y aplicar métodos estadísticos
útiles en los análisis cuantitativos y cualitativos de investigación clínica. Revisión de
estadísticas univariadas descriptivas e inferenciales. También se discuten los análisis
estadísticos para variables múltiples y el examen de hipótesis complejas. El material se
presenta al estudiante como un recurso que facilite aplicar los conceptos aprendidos en
los cursos de investigación, y enfocados en la utilización de los resultados de la
investigación.
Objetivos de Contenido Generales:
1. Aplicar métodos cuantitativos de análisis de datos.
2. Seleccionar métodos estadisticos de acuerdo a los diferentes niveles de medición.
3. Comparar las categorías de los cuatro principales grupos de estadísticas descriptivas.
4. Determinar las estadísticas apropiadas de acuerdo a los diferentes diseños de
investigación.
5. Discutir el poder de una prueba estadística.
6. Comparar análisis de datos cuantitativos y cualitativos.
7. Diferenciar entre pruebas estadísticas no-paramétricas de las paramétricas.
HESC 500 Statistics Applied to Clinical Research
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8. Criticar y analizar las estadísticas presentadas en informes de proyectos de
investigacón.
9. Seleccionar el análisis estadístico apropiado para un proyecto de investigación clínica
propuesto.
Objetivos de Lenguaje Generales
1. Escuchar: Despues de haber participado en las discusiones dirigidas por el facilitador
y las presentaciones de sus compañeros sobre sus propuestas de investigación
individuales, cada estudiante será capaz de evaluar dichas propuestas dando énfasis a la
justificación del plan de análisis de los datos, siguiendo los criterios de la rúbrica del
curso y las guías del SUAGM-IRB.
2. Hablar: Haciendo uso del vocabulario científico apropiado, y después de analizar una
variedad de ejemplos, cada estudiante hará una presentación oral en el salón de clases
sobre su proyecto de investigación, enfatizando en el análisis de datos propuesto.
3.Leer: Luego de participar en todas las actividades de grupo requeridas, completar las
asignaciones escritas, realizar las lecturas científicas y de lenguaje pertinentes y leer
sobre las guías de APA, cada estudiante realizará un plan de análisis de datos que vaya de
acuerdo con el proyecto de investigación propuesto para el curso de NURS 502.
4. Escribir: Haciendo la aplicación correcta de la terminología aprendida a través de
diferentes estrategias, siguiendo las guías de APA y utilizando los criterios incluídos en la
rúbrica del curso, los estudiantes serán capaces de:
Redactar la sección de metodología en el documento de propuesta de
investigación clínica en enfermería que está redactando para el curso NURS 502.
HESC 500 Statistics Applied to Clinical Research
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Cumplir con todos los requisitos de documentación escrita requeridos por el IRB
que deben ir acompañados de la propuesta, incluyendo un plan de análisis de
datos claro y congruente con el proyecto propuesto.
Descripción del Proceso de Evaluación:
El facilitador debe integrar el uso del laboratorio de lenguaje o laboratorio de lenguaje
electrónico en las rúbricas de evaluación. Las rúbricas del lenguaje para escuchar, hablar,
leer, y escribir se integran en el avalúo de los estudiantes. Ver Apéndice A para las
rúbricas a usarse. Para evaluar trabajos escritos en los dos idiomas, el facilitador deberá
usar el “WritingProcess: SixWritingTraitsRubrics” que aparecen en el Apéndice
Ba.“Portfolio Performance Assessment” tiene que ser uno de los instrumentos para
evaluar el progreso lingüístico y académico de los estudiantes. Debido a la naturaleza del
modelo bilingüe instruccional, el facilitador tiene que documentar que el estudiante esté
progresando hacia la meta de dominar dos idiomas académicamente. El portafolio tiene
que cumplir con los estándares establecidos. El facilitador del curso le proveerá el
estudiante el MANUAL DE PORTAFOLIOS.
Escala:
100-90 A 89-80 B 79-70 C 69-60 D 59-00 F
Evaluación
La nota final de cada estudiante se basará en la evaluación de las siguientes actividades:
Participación en Seminarios, Asignaciones, E-Lab y Preparación de Portafolio20%
Trabajo Individual Escrito del Plan de Análisis de Datos para una Propuesta de
Investigación Clínica 20%
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Presentación Oral Individual del Plan de Análisis de Datos para una Propuesta de
Investigación Clínica 20%
Exámenes y Ejercicios de Práctica 40%
Total 100%
Descripción de la evaluación
1. Asistencia: La asistencia a cada uno de los talleres es de carácter obligatoria. El
facilitador llevará un registro de asistencia en cada taller y, al finalizar el curso.
2. Puntualidad: La puntualidad es inherente a la ética profesional por lo tanto el
facilitador llevará un registro para documentar la puntualidad de cada estudiante en
cada taller y, al finalizar el curso.
3. Participación en clase: Es responsabilidad del estudiante participar constructiva y
activamente en cada una de los talleres.
4. E-lab: Los estudiantes obtendrán un valor de cincuenta (50) puntos al demostrar,
mediante documento aprobado por el Centro de Recursos del Aprendizaje o
Representante de Laboratorio de Lenguaje, que ellos han cumplido con 20 horas de
uso en el laboratorio de lenguaje (inglés y español) por curso. Los estudiantes deben
incluir actividades y pruebas del programa Tell Me More como parte de las horas
requeridas de laboratorio de lenguaje (E-lab).
5. Diarios Reflexivos: Los estudiantes escribirán y entregarán al facilitador al final de
cada taller un diarioreflexivo sobre los conceptos aprendidos durante cada uno de los
talleres (ver Anejo H).
6. Portafolio del curso: Cada estudiante deberá preparar un portafolio en formato
digital. Previo al comienzo del curso, el facilitador colocará en Blackboard una copia
de la última edición oficial del manual de portafolio (en inglés, “Performance
HESC 500 Statistics Applied to Clinical Research
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Portfolio AssessmentHandbook”). Durante el primer taller, el facilitador discutirá en
detalle el proceso y las expectativas del uso del portafolio digital para demostrar el
progreso académico y lingüístico, de manera que los estudiantes puedan alcanzar la
meta de convertirse en profesionales bilingües.
Otros:
http://bibliotecavirtualut.suagm.edu/
www.apa.org
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp
Libros de texto:
Plichta S.B & Garzon L.S. (2009). Statistics for Nursing and Allied Health. (1st ed.).
Wolter Kluwer/Lippincott Wlliams & Wilkins. ISBN-13:978-7817-5459-0
Polit, D. & Tatano, C. (2008).Nursing Research: Generating and Assessing Evidence for
Nursing Practice. (8th ed.). Lippincott. ISBN: 0-7817-9468-8
Polit, D. & Tatano, C. (2008).Nursing Research: Generating and Assessing Evidence for
Nursing Practice. (8th ed.). Lippincott.Resource Manual. ISBN: 0-7817-7052-1
E-Book
Plichta S.B & Garzon L.S. (2009). Statistics for Nursing and Allied Health.(1st ed.).
Wolter Kluwer/Lippincott Wlliams & Wilkins. ISBN-10: 0-7817-5459-3
Polit, D. & Tatano, C. (2008).Nursing Research: Generating and Assessing Evidence for
Nursing Practice. (8th ed.). Lippincott. CD-ROM Toolkit. ISBN13: 978-0-7817-6637-1
Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me
More,Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)
Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben
demostrar que ellos han cumplido con 10 horas de uso en el laboratorio de
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lenguaje (inglés y español) en este curso. Esto iguala al uso del laboratorio de
lenguaje por dos horas semanales para cada lenguaje. El facilitador podría
requerir más horas de práctica basado en las necesidades para las destrezas
auditivas, orales, de lectura y escritura en cualquiera de los lenguajes
mencionados.
http://www.someaddress.com/full/url/.
Bernstein, M. (2002).10 tips on writing the living Web.A List Apart: For People Who
Make Websites, 149.
http://www.alistapart.com/articles/writeliving.
Descripción de las Normas del Curso
1. Este curso sigue el modelo “Discipline-Based Dual LanguageImmersionModel®”
del Sistema Universitario Ana G. Méndez, Inc. el cual está diseñado para
promover el desarrollo de cada estudiante como un profesional bilingüe. Cada
taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto
significa que cada taller deberá ser conducido enteramente en el lenguaje
especificado. Los lenguajes serán alternados en cada taller para asegurar que el
curso se ofrezca 50% en inglés y 50% en español.
2. El curso es conducido en formato acelerado y bilingüe, esto requiere que los
estudiantes seansumamente organizados, enfocados y que se preparen antes de
cada taller de acuerdo al módulo. El estudiante debe hacer todo esfuerzo para
desarrollar las destrezas en los dos idiomas usando los recursos de lenguaje
disponibles dentro y fuera de la institución. El convertirse en un profesional
bilingüe es un proceso complejo y exigente. Cada taller requiere un promedio de
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diez (10) horas de preparación y en ocasiones requiere más para poder tener éxito
lingüístico y académico.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al
taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará
si la ausencia es justificada y decidirá como el estudiante repondrá el trabajo
perdido, de ser necesario. El facilitador puede elegir una de estas dos alternativas:
(a) permitirle al estudiante reponer el trabajo o (b) asignarle trabajo adicional
además del trabajo que el estudiante tenga que reponer.
Toda tarea a ser completada antes del taller deberá ser entregada en la fecha
asignada. El facilitador ajustará la nota de las tareas repuestas.
4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las
siguientes opciones:
a. Si es a dos talleres, el facilitador reducirá la nota existente en un
grado.
b. Si el estudiante se ausenta a tres talleres, no podrá continuar en el
curso.
5. La asistencia y participación en actividades de la clase y en presentaciones orales
es extremadamente importante pues éstas no se pueden reponer. Si el estudiante
provee una excusa válida y verificable, el facilitador determinará una actividad
equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el
mismo contenido y componentes del lenguaje como la presentación oral o
actividad que requiera repuesta.
HESC 500 Statistics Applied to Clinical Research
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6. En actividades grupales, el grupo será evaluado por su trabajo final. Sin embargo,
cada miembro de grupo deberá participar y cooperar para lograr un trabajo de
excelencia. Los estudiantes también recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se requiere que todo trabajo sometido al facilitador cumpla con las
reglas para citar apropiadamente o que esté parafraseado y citado dando crédito al
autor. Todo estudiante debe ser el autor de su propio trabajo. Todo trabajo que
sea plagiado, copiado o presente trazos del trabajo de otro estudiante o autor será
calificado con cero. El servicio de SafeAssignTM
de Blackboard será utilizado
por los facilitadores para verificar la autoría de los trabajos escritos de los
estudiantes. Es responsabilidad del estudiante de leer la política de plagio de su
universidad. Como estudiante de UT, usted deberá leer la Sección 11.1 del
Manual del Estudiante.
Se espera un comportamiento ético en todas las actividades del curso. Esto
implica que TODOS los trabajos tienen que ser originales y que para toda
referencia utilizada deberá indicarse la fuente, bien sea mediante citas o
bibliografía utilizando el estilo APA, versión 6. No se tolerará el plagio y, en caso
de que se detecte casos del mismo, el estudiante se expone a recibir cero en el
trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes
deben observar aquellas prácticas dirigidas para evitar incurrir en el plagio de
documentos y trabajos pues va en contra de la ética profesional.
8. Para el facilitador poder hacer cambios a las actividades del módulo o guía de
estudio, deberá ser aprobado por el Director de Facultad y Currículo antes de la
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primera clase. Es requisito que el facilitador discuta y entregue una copia de los
cambios a los estudiantes al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo
su correo electrónico de SUAGM, teléfonos, día y horario disponibles.
10. El uso de celulares está prohibido durante las sesiones de clase; de haber una
necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y parientes no registrados en el curso no está permitida en el
salón de clases.
12. Todo estudiante está sujeto a las políticas y normas de conducta y
comportamiento que rigen al SUAGM, al curso y a un adulto profesional.
Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el
módulo, notifique al facilitador pero no se limite a ellas. Existen otros motores de
búsqueda y sitios Web que podrá utilizar para la búsqueda de la información deseada.
Algunas de éstos son:
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:
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http://www.chegg.com/(alquiler)
http://www.bookswim.com/ (alquiler)
http://www.allbookstores.com/ (compra)
http://www.alibris.com/(compra)
Éstos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.
El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de
índole profesional y que contengan las investigaciones más recientes del tópico del
módulo, de ser necesario.
CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:
Como parte de los requisitos de este curso el facilitador,junto con cada estudiante,
va a asistir en la planificación de una investigación individual por estudiante,
incluyendo la administración de cuestionarios o entrevistas. Por lo tanto el curso
requiere que cada estudiante haga referencia a las normas y procedimientos de la
Oficina de Cumplimiento, solicitar su autorizacióny obtener dicha autorización
antes de poder matricularse en el próximo curso de Investigación, NURS 503. Para
acceder a los formularios de la Oficina de Cumplimiento pueden visitar este enlace:
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios
que necesite.Además de los formularios el estudiante/facilitador puede encontrar las
instrucciones para la certificación de investigación en línea. Tanto el facilitador de
los cursos de NURS 502 y NURS 503, como los estudiantes deberán obtener las
siguientes certificaciones: InstitutionalReviewBoard (IRB),
HealthInformationPortability and AccountabilityAct (HIPAA), y
ResponsibilityConductforResearchAct (RCR). Mientras toman el curso HESC 500
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concurrente con NURS 502 los estudiantes deberán asegurarse de que cumplen con
todos los requisitos del IRB.
De tener alguna duda, favor de comunicarse con la Coordinadora de UT, Oficina de
Cumplimiento al siguiente teléfono:
Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento
Tel. (787) 743-7979 Ext.4126
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Filosofía y Metodología Educativa
Este curso está basado en la filosofía educativa del Constructivismo. El Constructivismo
es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a
través de nuestras experiencias, podemos construir nuestro propio entendimiento sobre el
mundo en el que vivimos.
Cada uno de nosotros generasus propias “reglas “y “modelos mentales” que utilizamos
para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el
proceso de ajustar nuestros modelos mentales para poder entender nuevas experiencias.
Como facilitadores, nuestro enfoque es el de mantener una conexión entre los hechos con
las experiencias y fomentar un nuevo entendimiento en los estudiantes. También,
intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros
estudiantes y motivar a los mismos a analizar, interpretar, predecir información y
aplicarla a la vida diaria.
PRINCIPIOS DEL CONSTRUCTIVISMO:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe
comenzar con situaciones en las cuales los estudiantes estén buscando activamente
construir un significado.
2. Para construir “un significado” se requiere comprender todas las partes: globales y
específicas (“fromwholetoparts”). Ambas partes deben entenderse en el contexto del
todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios en
contexto y no en hechos aislados.
HESC 500 Statistics Applied to Clinical Research
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3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes
utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos
modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,
y no sólo el de memorizar las respuestas “correctas” y repetir el significado de otra
persona. Como la educación es intrínsecamente interdisciplinaria, la única forma
válida para asegurar el aprendizaje es hacer de la evaluación parte esencial de dicho
proceso, asegurando que el mismo provea a los estudiantes con la información sobre
la calidad de su aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las
múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
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STUDY GUIDE
Course Title: Statistics Applied to Clinical research
Code: HESC 500
Credits: 3
Time Length: Eight weeks
Pre-requisite/Co-requisite: NURS 502
Description: The student has the opportunity to study and apply statistical methods useful
in quantitative and qualitative analysis of clinical research. Review of descriptive and
inferential statistics with simple univariate procedures. Statistical analyses of
multivariables and complex hypotheses testing procedures are also discussed. The
material is presented to facilitate students' application of the concepts learned in research
courses and focused on research utilization.
General Content Objectives:
1. Apply quantitative statistical analysis methods.
2. Select statistical methods according to different measurement levels.
3. Compare categories of the four major groups of descriptive statistics.
4. Determine appropiate statistics to be used according to different research designs.
5. Discuss the power of a statistical test.
6. Compare analysis of qualitative and quantitative data.
7. Differentiate between parametric and nonparametric statistical tests.
8. Critique statistics presented in clinical research reports.
9. Select the appropriate statistical analysis for a proposed clinical research study.
HESC 500 Statistics Applied to Clinical Research
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General Language Objectives:
1. Listening: After listening to the facilitator’s discussions and classmates’ presentations
on their individual proposed research projects, each student will be able to evaluate these
proposals giving emphasis to the justification of the data analysis plan proposed
following the course rubric criteria and SUAGM-IRB guidelines .
2. Speaking: Utilizing the appropriate scientific vocabulary introduced in the different
assignments, and after analyzing a variety of research examples, each student will
provide an oral presentation in class on their individual research project to be proposed
and submitted to the IRB, giving special emphasis to the data analysis plan proposed.
3. Reading: After participating in all required group activities, reading all written
assignments, completing all scientific and language reading exercises, and practicing
APA guidelines, each student will prepare a data analysis plan in accordance with the
research project proposed for NURS 502 course.
4. Writing: After applying the correct terminology learned through different strategies
included in this course, following APA guidelines, and using the course rubric criteria
students will be able to:
Develop in writing the methodology section to be included as part of a clinical
nursing research proposal.
Comply with all required written IRB documentation whichwill accompany the
research proposal, including a clear data analysis plan, congruent with the
proposed research project.
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E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual
Library, & Voice E-mail.)
Language Lab Minimum Requirement: Students must demonstrate that they have
complied with 10 hours of language lab or e-lab usage for each language (English and
Spanish) per course. This equates to the use of the language lab or e-lab for two hours
weekly for each language per course. The facilitator may require a higher number of
hours for language lab practice based on the language needs for listening, speaking,
reading, and writing skills in either or both languages.The total amount of language lab
or e-lab hours is integrated in the activities for each workshop in the module.
Description of the Evaluation Process: Integrate the use of the language lab and e-lab to
all evaluation rubrics used in the instructional module. The language rubrics for listening,
speaking, reading, and writing provided in AppendixAare integrated to assess student
performance in all courses. The Writing Process: Six Writing Traits Rubrics provided in
Appendix B must be used to evaluate all writing activities in both languages in all
courses.Portfolio Performance Assessment must be one of the evaluation instruments
used in the module and throughout the content of all workshops and appendices. This
instrument must follow established guidelines. Due to the nature of our dual language
instructional model, documentation must be provided on the growth of students towards
mastery of linguistic and academic skills in both languages (English and Spanish.) The
course facilitator will provide the student the PORTFOLIO MANUAL.
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METHOD OF EVALUATION:
The final grade for the course will be determined by the percentage earned for
demonstration of learning and achievement of course outcomes, and the learning and
mastery of language skills (English and Spanish). The student’s final grade will reflect
30% of language proficiency and 70% of content knowledge.
Scale:
100-90 A 89-80 B 79-70 C 69-60 D 59-00 F
Evaluation
The final grade for each student will be basedon the evaluation of the following activities:
Research ProposalIndividual Oral Presentation – Data Analysis 20%
Tests and Practice Exercises 40%
Participation inSeminars, Assignments, E-Lab and Preparation of Portfolio 20%
Written IndividualClinical Research Proposal20%
Total 100%
Other:
http://bibliotecavirtualut.suagm.edu/
Books:
Plichta S.B & Garzon L.S. (2009). Statistics for Nursing and Allied Health. (1st ed.).
Wolter Kluwer/Lippincott Wlliams & Wilkins. ISBN-13:978-7817-5459-0
Polit, D. & Tatano, C. (2008). Nursing Research: Generating and Assessing Evidence for
Nursing Practice. (8th ed.). Lippincott. ISBN: 0-7817-9468-8
Polit, D. & Tatano, C. (2008). Nursing Research: Generating and Assessing Evidence for
Nursing Practice. (8th ed.). Lippincott. Resource Manual. ISBN: 0-7817-7052-1
HESC 500 Statistics Applied to Clinical Research
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Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me
More,Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.
E-Book
Plichta S.B & Garzon L.S. (2009). Statistics for Nursing and Allied Health. (1st ed.).
Wolter Kluwer/Lippincott Wlliams & Wilkins. ISBN-10: 0-7817-5459-3
Polit, D. & Tatano, C. (2008). Nursing Research: Generating and Assessing Evidence for
Nursing Practice. (8th ed.). Lippincott. CD-ROM Toolkit. ISBN13: 978-0-7817-6637-1
HESC 500 Statistics Applied to Clinical Research
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Description of Course Policies
1. This course follows the Sistema Universitario Ana G. Méndez, Inc. Discipline-
Based Dual Language Immersion Model® designed to promote each student’s
development as a Dual Language Professional. Workshops will be facilitated in
either English or Spanish, strictly using the 50/50 model. This means that each
workshop will be conducted entirely in the language specified for the workshop. The
language used in each workshopneeds to be alternated to insure that 50% of the
course is conducted in English and 50% in Spanish. To maintain this balance, the
course module will indicate that both languages must be used during the fifth
workshop, dividing the workshop activities between the two languages. The first two
hours will be in Spanish and the last two hours in English. The 50/50 model does
not apply to language courses where the delivery of instruction must be conducted in
the language taught (Spanish or English only).
2. The course is conducted in an accelerated and dual language format. This requires
that students prepare in advance for each workshop according to the course module.
Students must be structured, organized, committed, and focused to ensure linguistic
and academic success. In order to achieve proficiency expectations in English and in
Spanish, the student must strive to take advantage of all language resources in the
university and in their community since becoming a dual language professional is a
complex and challenging task. Each workshop requires an average of ten hours of
preparation, but could require more.
3. Attendance to all class sessions is mandatory. A student who is absent to a workshop
must present a reasonable excuse to the facilitator who in turn will evaluate the reason
HESC 500 Statistics Applied to Clinical Research
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for the absence. If it is justified, the facilitator will decidehow the student will make
up the missing work, if applicable. The facilitator will decide on the following: allow
the student to make up the work, or allow the student to make up the work and assign
extra work to compensate for the missing class time.
Assignments required prior to the workshop must be completed and turned in on the
assigned date. The facilitator may decide to adjust the grade given for late
assignments and/or make-up work.
4. If a student is absent to more than one workshop, the facilitator will have the
following options:
a. If a student misses two workshops, the facilitator may lower one grade
level based on the student’s existing grade.
b. If the student misses three workshops, the student will not be able to
continue in this course.
5. Student attendance and participation in oral presentations and special class activities
are extremely important as it is not possible to assure that they can be made up. If the
student provides a valid and verifiable excuse, the facilitator may determine a
substitute evaluation activity if he/she understands that an equivalent activity is
possible. This activity must include the same content and language components as the
oral presentation or special activity that was missed.
6. In cooperative learning activities, the group will be assessed for their final work as a
group. However, each member will have to collaborate to assure the success of the
group. Students will also receive an individual grade for their work (see Appendix E).
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7. It is expected that all written work will be solely that of the student and should not be
plagiarized. That is, the student must be the author of all work submitted. All quoted
or paraphrased material must be properly cited, with credit given to its author or
publisher. It should be noted that plagiarized writings are easily detectable and
students should not risk losing credit for material that is clearly not their own.
SafeAssignTM
, a Blackboard plagiarism deterrent service, will be used by the
facilitators to verify students’ ownership of written assignments.It is the student’s
responsibility to read the university’s plagiarism policy. If you are a UT student, read
Section 11.1 of the Student Manual, and if you belong to UMET or UNE, refer to
Chapter 13, Sections 36 and 36.1 of the respective manuals.
Ethical behavior is expected from the students in all course related activities. This
means that ALL papers submitted by the student must be original work, and that all
references used will be properly cited or mentioned in the bibliography. Plagiarism
will not be tolerated and, in case of detecting an incidence, the student will obtain a
zero in the assignment or activity and could be referred to the Discipline Committee.
8. In order for the Facilitator to make changes to activities and the study guide, the
Faculty and Curriculum Director must approve such changes before the first day of
class. The Facilitator must discuss the approved changes with students in the first
class workshop. A written copy of the changes must also be provided to students at
the beginning of the first workshop.
9. The facilitator will establish a means of contacting students by providing the SUAGM
e-mail address, phone number, hours to be contacted, and days available.
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10. The use of cellular phones is prohibited during sessions; if there is a need to have one,
it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not allowed to
the classrooms.
12. All students are subject to the policies regarding behavior at the university
community established by the institution, and in this course.
Note: If for any reason you cannot access the URL’s presented in the module, notify the
facilitator immediately but do not stop your investigation. There are many search engines
and other links you can use to search for information. These are some examples:
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
To buy or rent new or used textbooks or references you can visit:
http://www.chegg.com/(rent)
http://www.bookswim.com/ (rent)
http://www.allbookstores.com/ (buy)
http://www.alibris.com/(buy)
HESC 500 Statistics Applied to Clinical Research
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The facilitator may make changes or add additional challenging, research-based, and
professional educational Web Resources, if deemed necessary to reflect current trends in
the course topics.
RESEARCH LAW COMPLIANCE REQUIREMENT:
This course will require that the facilitator assist each student in the planning of a
research proposal, including administering a questionnaire or an interview. The
facilitator and each student must comply with the norms and procedures of the
Institutional Review Board Office (IRB) and ask for authorization. Each student is
required to receive IRB approval to conduct the individual research study prior to
registration in next Research course, NURS 503. To access the forms from the IRB
Office or for additionalinformation, visit the following link:
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.
Furthermore, in this Web site the student/facilitator will find instructions for
several online certifications related to IRB processes. The facilitator and each
student must obtain three certifications. These certifications include: IRB
Institutional Review Board, Health Information Portability and Accountability Act
(HIPAA), and the Responsibility Conduct for Research Act (RCR).
If you have any questions, please contact:
Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo
Tel. (787) 743-7979 Ext.4126
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Teaching Philosophy and Methodology
The activities for the course reflect the educational philosophy of Constructivism.
Constructivism is an educational philosophy founded on the premise that, by reflecting
on our experiences, we construct our own understanding of the world in which we live.
Each of us generates our own “rules” and “mental models,” which we use to make sense
of our experiences. Learning, therefore, is simply the process of adjusting our mental
models to accommodate new experiences.
One of the main goals facilitators have is assisting students in making connections
between their prior knowledge of facts, and fostering new understanding that is relevant
to real life experiences. We will also attempt to tailor our teaching strategies to student
responses and encourage students to analyze, interpret, and predict information.
CONSTRUCTIVISM GUIDING PRINCIPLES:
1. Learning is a search for meaning. Therefore, learning must start with the issues
around which students are actively trying to construct meaning.
2. Meaning requires understanding “wholes” as well as “parts”. The“parts” must be
understood in the context of “wholes”. Therefore, the learning process focuses on
primary concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that students use to
perceive the world, and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning, not
just memorize the "right" answers and regurgitate someone else's meaning. Since
education is inherently interdisciplinary, the only valuable way to measure learning is
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to make assessment part of the learning process, thus ensuring that it provides
students with information on the quality of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple perspectives
of the world.
7. Learning should be internally controlled and mediated by the learner.
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TALLER UNO
Fundamentos Uso de las Estadísticas en la Investigación
Objetivos específicos de contenido:
1. Reconocer las aportaciones de la investigación en el desarrollo de nuevos
conocimientos y su utilidad en las guías de prácticas de enfermería basadas en
evidencias.
2. Distinguir entre las estadísticas con enfoque descriptivo y aquellas con enfoque
inferencial.
3. Discutir estrategias de utilización de las estadísticas en la investigación en enfermería.
4. Analizar la importancia de una selección apropiada para el análisis de datos como un
elemento esencial en cualquier plan de investigación.
Objetivos específicos de lenguaje:
Al finalizar el taller los estudiantes serán capaces de:
1. Escuchar: Analizar con detenimiento todos los conceptos básicos presentados en
clase sobre el uso de la estadística descriptiva, así como las discusiones de grupo
y presentaciones orales del facilitador y otros estudiantes en relación a la
interpretación de datos, e interpretar correctamente los análisis impresos de
resultados de SPSS para análisis descriptivo.
2. Hablar: Utilizar con claridad y fluidez el vocabulario relacionado con los
procesos de investigación y estadísticas, y su aplicación profesional en la
enfermería de práctica avanzada; durante las presentaciones orales y en trabajos
escritos.
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3. Leer: Leer la información relacionada con los pasos de la investigación
descriptiva, en contraste con la investigación inferencial; y su uso en la práctica
avanzada de enfermería.
4. Escribir: Responder las preguntas del capitulo I del libro de texto (pag. 17) en
onbservancia a las exigencias del pensamiento crítico sobre conceptos planteados
en el Capítulo.
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Tema: Investigación de enfermería en el contexto de práctica basada en evidencia
http://www.slideshare.net/sugecb/investigacion-de-enfermeria
Tema: Generando evidencia: conceptos básicos
http://www.enferpro.com/investigacion.htm
Tema: Estadísticas disponibles
http://factfinder.census.gov
Tema: Investigación cuantitativa y cualitativa
http://www.enferpro.com/enlace.htm
Tema: Revisión de literatura e identificación de artículos científicos
http://www.index-f.com/index-enfermeria/revista.php
Tema: Conectándose con otros profesionales de la práctica y la investigación
http://ebevidencia.blogspot.com
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Asignaciones antes del taller:
1. Identificar, explicar y discutir en un informe escrito la evolución de la
investigación en enfermería y el uso de diferentes enfoques de análisis de datos.
2. Leer los Capítulos 1 y 2 del libro de texto y buscar información en el internet
sobre los conceptos claves a considerarse en la planificación de análisis de los
datos en una investigación. Prepare un resumen y llevar a clase.
3. Buscar información sobre los pasos a seguir en el proceso de una investigación
de enfoque descriptivo y una de enfoque inferencial; analizar las diferencias entre
ambos enfoques. Venir preparado para discutir la discusión en clase, haga énfasis
en la relevancia del proceso para la enfermería de práctica avanzada.
4. Responder todas las preguntas de repaso del Capítulo 2.
5. Completar las primeras dos columnas del diagrama KWL (Anejo D).
6. Realizar sus dos horas de práctica del lenguaje con Tell Me More.
7. El facilitador colocara preguntas de discusión en Blackboard relacionadas al
material de cada taller. Entre a Blackboard y conteste la primera pregunta.
Verifique semanalmente las preguntas de discusión.
Vocabulario clave de la lección:
1. Práctica basada en evidencia (evidence-based practice, EBP)
2. Estadísticas simple
3. Estadística descriptiva vs inferencial
4. Investigación empírica
5. Variable
6. Escala de medición
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7. Niveles de medición
8. Tabla de frecuencia
9. Percentila
10. Medidas de tendencia central
11. Dispersión
12. SPSS
13. Distribución de frecuencia
14. Varianza
15. Desviación estándar
Lista de materiales suplementarios para el taller:
1. Papel “easel”
2. Marcadores
3. CD-ROM del Manual del libro de texto
4. Programa para crear presentaciones de PowerPoint
5. Gráfico KWL
6. Rúbricas
7. Ejemplo de análisis descriptivo de SPSS impreso
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Componentes de SIOP (Sheltered-InstructionObservationProtocol): Coloque una marca
de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el taller.
B. Andamiaje
___ Modelaje
__x_ Práctica Dirigida
___ Práctica Independiente
__x_ Instrucción
Comprensible
C. Opciones para Agrupamiento
_x__ Grupo Completo
__x_ Grupos Pequeños
__x_ Pares
__x_ Trabajo Independiente
D. Integración del Proceso
__x_ Escuchar
_x__ Hablar
__x_ Leer
__x_ Escribir
E. Aplicación
__x_ Actividades Dinámicas de Aplicación
__x_ Significativas y Relevantes
___ Rigurosas
__x_ Alineadas a los Objetivos
__x_ Promueven Participación
A. Preparación
_x__Adaptación de Contenido
_x__ Enlaces al Conocimiento Previo
_x__ Enlaces al Aprendizaje Previo
___ Estrategias Incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
_x__ Cognoscitivo
___ Meta-cognoscitivo
_x__ Socio/Afectivo
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Actividades integradas:
1. El facilitador ofrecerá una bienvenida a los estudiantes, hará la introducción del
curso. Como parte de este proceso el facilitador comparará la lista de asistencia
oficial con la asistencia presencial. Además le proveerá a los estudiantes su
información de contacto y horas de oficinas.
2. El facilitador y los estudiantes realizarán una actividad rompe hielo.
3. Los estudiantes seleccionarán a su representante estudiantil.
4. Los estudiantes participarán del seminario de orientación donde se discutirán
detalles importantes del curso incluyendo la metodología de facilitación,
silabario, objetivos, requisitos del curso, tareas, y las rúbricas.
5. El facilitador presentará una demostración del proceso de estudio a utilizarse
para el curso mediante la integración de las lecturas de contenido del libro de
texto, los ejercicios de repaso de conceptos de selección múltiple, los ejercicios
de repaso de conceptos de pensamiento crítico y ejemplos de problemas para
calcular análisis estadísticos. Los estudiantes practicarán y discutirán el mismo.
6. Los estudiantes se organizarán en forma de mesa redonda para dialogar sobre la
enfermería como una ciencia, el proceso de investigación en enfermería, el uso
de las estadísticas y la importancia de una práctica basada en evidencia.
Discutirán ejemplos de estudios de tipo descriptivo, explicativo y predictivo o
de control.
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7. Cada estudiante presentará oralmente una breve descripción sobre los pasos a
seguir al leer y revisar la literatura, identificará la metodología usada en
estudios de enfermería; además prestará atención al análisis de los datos
utilizado en cada estudio.
8. Cada estudiante traerá a la clase un ejemplo de un artículo de investigación, y
presentará un informe escrito con la definición de la terminología científica
usada por los investigadores.
9. El facilitador presentará un ejemplo impreso de SPSS con los resultados de
cálculo de estadísticas descriptivas. Discutirá con el grupo la manera de leer e
interpretar la información. Cada estudiante ofrecerá un breve resumen oral de
lo aprendido.
10. La clase se dividirá en cuatro grupos pequeños (Grupo A, B, C y D) para
repasar el contenido sobre la definición operacional de las variables, tipos de
variables y los diferentes niveles de medición de variables. El Grupo A
presentará sobre el nivel de medición nominal; el grupo B presentará sobre el
nivel de medición ordinal; el Grupo C presentará sobre el nivel de medición de
intervalo; y el grupo D presentará sobre el nivel de medición de razón. Al final
de la actividad, la clase completa junto al facilitador discutirán el contraste
entre el nivel de medición seleccionado, el diseño del estudio y el análisis de
datos correspondiente.
11. El facilitador explicará el uso de Blackboard, foro de discusión, Wimba,
SafeAssign, etc.
HESC 500 Statistics Applied to Clinical Research
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12. El facilitador entregará el manual del Portafolio Digital y aclarará dudas sobre
el mismo.
13. El facilitador explicará los criterios de evaluación para la presentación oral y el
trabajo escrito sobre el plan de análisis de datos de la propuesta de
investigación sometida en el curso NURS 502.
14. El facilitador explicará los criterios de evaluación para la Participación en
Seminarios.
Evaluación:
1. Individual: El Anejo A será usado para evaluar las presentaciones orales
relacionadas al uso de las estadísticas en la investigación y los diferentes tipos de
investigación (ver Anejo E para estudios con enfoque cuantitativo y Anejo F para
estudios con enfoque cualitativo los cuales son usados en el curso NURS 502).
2. Grupal: Elfacilitador utilizará el Anejo A para evaluar la participación oral en
grupo en actividad de comparación de enfoque descriptivo e inferencial y los tipos
de estudios.
3. Escrito: El Anejo B será usado para evaluar el trabajo escrito sobre el artículo de
investigación y la terminología de análisis de los datos.
4. Oral/Auditivo: El Anejo A será utilizado para evaluar la actividad de mesa
redonda sobre variables y niveles de medición, la demostración del uso del libro
con los ejercicios de práctica y la interpretación de cálculos descriptivos de SPSS.
HESC 500 Statistics Applied to Clinical Research
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Cierre del taller:
1. Individual: Los estudiantes completarán el diagrama KWL y lo entregarán al
facilitador.
2. Grupal: La clase se dividirá en grupos de cuatro personas. Utilizando papel
“Easel” y marcadores, cada grupo escribirá lo aprendido durante el seminario.
Luego presentarán lo escrito al resto de la clase.
HESC 500 Statistics Applied to Clinical Research
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WORKSHOP TWO
Using Inferential Statistics
Specific Content Objectives:
1. Develop the skills to access current and relevant data needed to answer clinical
questions.
2. Appreciate the importance of technological advances and their impact on nursing.
3. Define the characteristics of a probability measure and explain the difference
between a theoretical probability distribution and an empirical probability
distribution.
4. Identify and describe the characteristics of a normal distribution.
5. Use a standard normal distribution to obtain z-scores and percentiles.
6. Interpret a cross-tabulation table.
7. Define statistical significance and explain the meaning of a p-value.
8. Interpret the rejection region for one- and two-tailed tests.
9. Demonstrate understanding on the use of a one-sample t-test.
10. Compare a sample mean with a population mean using a one-sample z-test.
11. Discriminate between type I and type II errors.
12. Recognize the importance of statistical power in conducting analyses.
Specific Language Objectives:
1. Listening: After listening to the facilitator’s discussion on the use of inferential
statistics and small group discussions on examples from the literature, each student will
be able to explain its application to specific nursing research problems. Be prepared for
group discussions.
HESC 500 Statistics Applied to Clinical Research
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2. Speaking: Each student will select one of the conceptual models or theories described
in the Polit & Tatano textbook (Chapter 6), and formulate a research question, two
hypotheses that could be used empirically to test the utility of the conceptual framework
or model in nursing practice, and an inferential design. Prepare to share with the group
by providing a short oral presentation using clear and appropriate English.
3. Reading: After examining different databases for nurse researchers, each student will
select appropriate and relevant literature to read about the step-by-step procedure for
using inferential statistics and prepare a short written summary to discuss with the group.
4. Writing: Students will answer all multiple-choice concept review questions for
chapters 3 and 4 in the textbook (Plitcha & Garzon). Write a short narrative on the key
concepts learned, add to Portfolio, and come prepared to discuss in class with the whole
group.
Electronic Links (URLs):
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Topic: Literature review
http://www.nursingsociety.org
Topic: Nursing research
http://www.ninr.nih.gov
Topic: Relationship between theory and research
http://www.sandiego.edu/nursing/theory
Topic: Theoretical frameworks and inferences
HESC 500 Statistics Applied to Clinical Research
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http://www.comminit.com/changetheories,html
Topic: Examples of behavioral conceptual models
http://hsc.usf.edu/_kmbrown/hlth_beh_models.htm
Assignments before the Workshop:
1. Search the following databases for nurse researchers:
Cumulative Index to Nursing and Allied Health Literature (CINAHL)
Medical Literature On-Line (MedLine)
Institute for scientific Information (ISI) Web for Knowledge
AIDSEARCH
CancerLit
Cochrane database of Systematic reviews
Dissertation Abstracts Online
EMBASE (The ExcerptaMedica Database)
ERIC (Education Resources Information Center Database)
HAPI (Health and Psychosocial Instruments Database)
Psyc INFO (Psychology Information)
2. Select at least three research articles from peer-reviewed journals which report on
research projects using inferential statistics. Identify how researchers address the
issue of types of errors and the relationship with the power of a study.
3. Complete all exercises from chapters 3 and 4 in the Plichta & Garzon textbook.
4. Write a testable hypothesis and explain the difference between the null and the
alternative hypothesis.
5. Complete at least two hours of Tell Me More language practice.
HESC 500 Statistics Applied to Clinical Research
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Key Core Vocabulary:
1. probability
2. normal distribution
3. confidence intervals
4. z-scores
5. percentile ranks
6. testable hypothesis
7. null hypothesis
8. alternative hypothesis
9. p-value
10. statistical significance
11. rejection region
12. one-and two-tailed tests
13. sample mean vs population mean
14. one-sample t-test
15. type I and type II errors
16. statistical power
17. directional vs non-directional hypothesis
18. alpha-level
HESC 500 Statistics Applied to Clinical Research
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List of Supplementary Materials for the Workshop:
1. Easel paper
2. Markers
3. CD-ROM and Textbook Manual
4. Program to create power PowerPoint presentations
SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be
used in the workshop.
Integrated Activities: (From 8 to 10 activities per workshop for every four hours of
Integrated Activities of Content and Language to achieve Content and Language
Objectives:
1.The facilitator will take the attendance and welcome the group to Workshop two.
2. The facilitator will proceed to ask the students to divide in two groups to review
previous week discussions and to identify lessons learned. Each student will participate
by expressing verbally and sharing lessons learned. Each group will prpare a written
summary and turn in to the facilitator. A representative from each group will orally
B. Scaffolding
__x_ Modeling
__x_ Guided Practice
_x__ Independent Practice
__x_ Comprehensible Input
C. Grouping Options
__x_ Whole Class
__x_ Small Groups
___ Partners
_x__ Independent Work
D. Integration of Processes
__x_ Listening
__x_ Speaking
__x_ Reading
__x_Writing
E. Application
__x_ Hands-on
__x_ Meaningful/Relevant
__x_ Rigorous
__x_ Link to Objectives
__x_ Promote Engagement
A. Preparation
__x_ Adaptation of Content
__x_ Links to Background Knowledge
__x_ Links to Past Learning
__x_ Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning Approach)
__x_ Cognitive
__x_ Meta-cognitive
__x_ Social/Affective
HESC 500 Statistics Applied to Clinical Research
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Integrated Activities:
1. The facilitator will introduce the session with an icebreaker exercise.
2. Students will sit in a roundtable fashion to discuss their own research topics of
interest and to formulate a research question. Each student will write down their
research question on a sheet of easel paper and briefly discuss with the whole
group related theoretical or conceptual framework.With guidance from the
facilitator, the group will identify possible research hypotheses and explain the
use of inferential statistics to answer clinical research questions focused on
finding relationships or differences and to test hypotheses.
3. The facilitator will introduce the concept of probability and discuss Figure 3.3
(Plichta&Garzon, page 68), useful characteristics of the normal distribution.
4. The students will work in pairs to practice the following: (a) using z-scores and
computing percentile ranks; (b) constructing a confidence interval and computing
the confidence interval around a mean. The whole group will join to discuss the
relevance of this information and skills to specific nursing studies.
5. The students will divide in two groups (Group A and Group B) to go over the six-
step process with one-sample tests. Group A will discuss using the six-step
process with one-sample z-test. Group B will discuss using the six-step process
with one-sample t-test. Each group will present a summary to the whole group,
using easel paper, to provide the following information: purpose of the test, steps,
and at least one otjer example.
6. The facilitator will reinforce the use of Blackboard, discussion forum, Wimba,
and SafeAssign, etc.
HESC 500 Statistics Applied to Clinical Research
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7. The facilitator will remind the group about the importance of working on their
Digital Portfolio and will clarify any questions they may present.
Assessment:
1. Individual: Appendix Awill be used to evaluate individual participation in activities
related to the literature review and specific inferential studies.
2. Group: Facilitator will use Appendix A to evaluate group participation in activities
related to hypothetical relationships, theoretical framework, and specific relevance to
nursing studies.
3. Written: Appendix B will be used for individual and group activities related to
specific inferential tests and chapter review questions.
4. Oral: Appendix A will be used to individually assess language skills when students
provide feedback to others in the group, during different activities included in this
workshop.
Lesson Wrap-Up:
1. Individual: Each student will share with the rest of the group two lessons learned
during this workshop.
2. Group: Students will divide in groups of four to identify and share at least three
content areas and language skills in which they feel the need for reinforcement..
HESC 500 Statistics Applied to Clinical Research
07-20-2012
TALLER TRES
Comparación de Medias Entre Dos Grupos Relacionados y Entre Dos Grupos No-
Relacionados
Objetivos específicos de contenido:
1. Determinar cuándo usar la prueba-t independiente y la prueba-U de Mann-Whitney.
2. Determinar cuándo usar la prueba-t pareada y las pruebas-pareadas Wilcoxon.
3. Interpretar correctamente los resultados de SPSS para la prueba-t independiente y la
prueba-U Mann-Whitney.
4. Interpretar correctamente los resultados de SPSS para la prueba-t pareada y las
pruebas-pareadas Wilcoxon.
5. Reconocer qué tipo depreguntas de investigación en enfermería pueden contestarse
usando la prueba-t independiente y la prueba-U de Mann-Whitney.
6. Reconocer qué tipo de preguntas de investigación en enfermería pueden contestarse
usando la prueba-t pareada y pruebas-pareadas Wilcoxon.
Objetivos específicos de lenguaje:
Al finalizar el taller los estudiantes serán capaces de:
1. Escuchar: Analizar con detenimiento todos los conceptos básicos presentados en
clase, tanto en discusiones de grupo, como en presentaciones orales del facilitador y
estudiantes, relacionados con el uso de las siguientes pruebas: prueba-t independiente,
prueba-U de Mann-Whitney, prueba-t pareada y pruebas-pareadas Wilcoxon.
2. Hablar: Utilizar con claridad, precisión y correcta fluidez, durante las presentaciones
orales y en trabajos escritos, el vocabulario relacionado al proceso de selección de
prueba-t independiente, prueba-U de Mann-Whitney, prueba-t pareada y pruebas-
HESC 500 Statistics Applied to Clinical Research
07-20-2012
pareadas Wilcoxony su relevancia para el profesional de la enfermería de práctica
avanzada.
3. Leer: Leer y prepararse para participar de las prácticas durante las discusiones de
grupo sobre el proceso de interpretar resultados de SPSS para prueba-t independiente,
prueba-U de Mann-Whitney, prueba-t pareada y pruebas-pareadas Wilcoxony.
4. Escribir: Preparar por escrito los diferentes ejercicios del libro de texto para los temas
asignados en este taller.
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Tema: SUAGM-IRB
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp
Tema:Guias para estudios
http://www.nih.gov
Tema: Diseños de investigación para comparar grupos
http://www.nursingsociety.org
www.enferpro.com/investigación.htm
Tema: Calidad en los procesos de investigación
http://www.ahcpr.gov
Tema: SPSS
http://www.spss.com
HESC 500 Statistics Applied to Clinical Research
07-20-2012
Asignaciones antes del taller:
1. Completar todos los ejercicios de selección múltiple de revisión de conceptos y los
problemas de cálculo delos capítulos 5 y 6 delibro de texto y prepararse para
participar activamente en las discusiones de grupo y demás actividades del taller.
2. Completar por lo menos las dos horas requeridas de práctica de lenguaje con Tell Me
More.
3. Explicar por escrito el procedimiento, paso por paso, para calcular las siguientes
pruebas: prueba-t independiente, prueba-U de Mann-Whitney, prueba-t pareada y
pruebas-pareadas Wilcoxon. Entregar al facilitador un breve informe escrito, y
agregar al portafolio.
4. Completar las primeras dos columnas del diagrama KWL (Anejo D).
Vocabulario clave de la lección:
1. media vs mediana
2. grupos relacionados
3. grupos no relacionados
4. prueba-t independiente
5. prueba-U de Mann-Whitney
6. prueba-t pareada
7. pruebas pareadas Wilcoxon
8. SPSS
Lista de materiales suplementarios para el taller:
1. Papel “easel”
2. Marcadores
HESC 500 Statistics Applied to Clinical Research
07-20-2012
3. Impresos de resultados de SPSS
4. Programa de SPSS
5. Gráfica KWL
Componentes de SIOP (Sheltered-InstructionObservationProtocol): Coloque una marca
de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el taller.
Actividades integradas de contenido y lenguaje para lograr los objetivos del taller
(Contenido y Lenguaje):
1.
B. Andamiaje
__x_ Modelaje
__x_ Práctica Dirigida
__x_ Práctica Independiente
__x_ Instrucción
Comprensible
C. Opciones para Agrupamiento
_x__ Grupo Completo
__x_ Grupos Pequeños
__x_ Pares
__x_ Trabajo Independiente
D. Integración del Proceso
__x_ Escuchar
__x_ Hablar
_x__ Leer
__x_ Escribir
E. Aplicación
__x_ Actividades Dinámicas de Aplicación
__x_ Significativas y Relevantes
_x__ Rigurosas
__x_ Alineadas a los Objetivos
_x__ Promueven Participación
A. Preparación
__x_Adaptación de Contenido
_x_ Enlaces al Conocimiento Previo
__x_ Enlaces al Aprendizaje Previo
__x_ Estrategias Incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
_x__ Cognoscitivo
_x__ Meta-cognoscitivo
__x_ Socio/Afectivo
HESC 500 Statistics Applied to Clinical Research
07-20-2012
Actividades Integradas:
1. El facilitador ofrecerá un saludo a los estudiantes y tomará la asistencia.
2. El facilitador y los estudiantes realizarán una actividad rompe hielo.
3. Los estudiantes participarán del seminario de orientación sobre el uso del SPSS
ofrecido por la persona encargada del laboratorio y con apoyo del facilitador,
sobre las reglas del laboratorio y el horario de práctica del programa de SPSS.
4. Los estudiantes se organizarán en forma de mesa redonda para dialogar sobre el
uso de pruebas paramétricas y no-paramétricas, contestarán preguntas de
investigación que intenten comparar grupos relacionados o no relacionados. La
discusión se enfocará en la identificación de las diferencias entre las siguientes
pruebas: prueba-t independiente, prueba-U de Mann-Whitney, prueba-t pareada y
pruebas-pareadas Wilcoxon. Individualmente harán una presentación oral con
una descripción breve sobre cada prueba; demostrarán fluidez, correcta propiedad
lingüística y técnica, y uso correcto de las normas de estilo APA, en los informes
oral y escrito que presentarán ante la clase y al facilitador.
5. La clase se dividirá en dos grupos (Grupo A y Grupo B). El grupo A practicará la
información presentada en el libro de texto sobre el procedimiento de SPSS para
calcular la prueba-t independiente y la prueba-U Mann-Whitney. El grupo B
practicará la información presentada en el libro de texto sobre el procedimiento de
SPSS para calcular la prueba-t pareada y pruebas-pareadas Wilcoxon. Cada
grupo, mediante una breve demostración, compartirá con la clase los resultados de
su práctica.
HESC 500 Statistics Applied to Clinical Research
07-20-2012
Evaluación:
1. Individual: El Anejo A será usado para evaluar las presentaciones orales relacionadas
a las diferentes pruebas y su uso en la investigación en enfermería.
2. Grupal: El facilitador utilizará el Anejo A para evaluar la participación oral en grupo
en la actividad de comparación de pruebas y uso de SPSS.
3. Escrito: El Anejo B será usado para evaluar el trabajo escrito sobre las preguntas
asignadas del libro de texto.
4. Oral/Auditivo: El Anejo A será utilizado para evaluar la actividad de mesa redonda
sobre diferentes pruebas y los trabajos de grupo sobre el uso de SPSS.
Cierre del taller:
1. Individual: Los estudiantes completarán el diagrama KWL y lo entregarán al
facilitador.
2 .Grupal: La clase se dividirá en grupos de 4 personas. Utilizando papel “Easel” y
marcadores, cada grupo escribirá lo aprendido durante el seminario. Luego presentarán lo
escrito al resto de la clase.
HESC 500 Statistics Applied to Clinical Research
07-20-2012
WORKSHOP FOUR
Comparing the Means of Three or More Unrelated Groups and the Means of
Three or More Related groups
Specific Content Objectives:
1. Determine when to use the one-way ANOVA and the Kruskal-Wallis H-test.
2. Determine when to use the repeated –measures ANOVA and Friedman’s ANOVA by
rank.
3. Interpret correctly SPSS output for one-way ANOVA and the Kruskal-Wallis H-test.
4. Interpret correctly SPSS output for repeated –measures ANOVA and Friedman’s
ANOVA by rank.
5. Recognize what types of nursing research questions can be answered making use of
the one-way ANOVA and the Kruskal-Wallis H-test
6. Recognize what types of nursing research questions can be answered making use of
the the repeated –measures ANOVA and Friedman’s ANOVA by rank.
Specific Language Objectives:
1. Listening: After listening to the facilitator’s discussion and other group members’
participation on different activities related to the importance of selecting an appropriate
statistical test to compare means between three or more groups, each student will be able
to write an individual summary.
2. Speaking: Each student will select one of the research projects discussed in the
assigned readings and exercises and identify the research question with the corresponding
HESC 500 Statistics Applied to Clinical Research
07-20-2012
research design, and data analysis performed. Prepare to share with the group by
providing a short oral presentation and clearly pronouncing appropriate English language.
3. Reading: After examining different databases for nurse researchers, each student will
read five articles on their selected research topic, giving emphasis to the research design
that each researcher used. The student will identify if the designs were parametric or non-
parametric and explain the methodology used during small group discussions.
4. Writing: Students will complete all written exercises in the textbook for Chapters 7
and 8. Individual responses to these exercises will demonstrate correct use of written
English language. Each student will discuss with the whole group during seminar
activities by using correct vocabulary in the English language.
Electronic Links (URLs):
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Topic: Articles addressing testing for differences
http://www.sandiego.edu/nursing
Topic: Research rigor
http://www.nih.gov
Topic: Standards of nursing
http://nursingstandard.rcnpublishing.co.ok
Topic:Examples of research projects and data analysis
http://www.ninr.nih.gov
Topic: SPSS
http://www.spss.com
HESC 500 Statistics Applied to Clinical Research
07-20-2012
Assignments before the Workshop:
1. Complete all textbook exercises for Chapters 7and 8 and be prepared for group
discussions and written activities.
2. Search the following databases for nurse researchers:
Cumulative Index to Nursing and Allied Health Literature (CINAHL)
Medical Literature On-Line (MedLine)
Institute for scientific Information (ISI) Web for Knowledge
AIDSEARCH
CancerLit
Cochrane database of Systematic reviews
Dissertation Abstracts Online
EMBASE (The ExcerptaMedica Database)
ERIC (Education Resources Information Center Database)
HAPI (Health and Psychosocial Instruments Database)
Psyc INFO (Psychology Information)
3. Complete at least two hours of Tell Me More language practice.
4. Read a variety of articles published within the past five years and identify them
through searching the nursing research databases. Select five research report
articles from peer-reviewed journals related to the topic assigned for this week
and prepare a written summary following APA guidelines.
Key Core Vocabulary:
1. Inference
HESC 500 Statistics Applied to Clinical Research
07-20-2012
2. One-way ANOVA
3. Kruskal-Wallis H-test
4. Variance
5. Standard deviation
6. Statistical significance
7. Critical value
8. Median
9. Interquartile
10. Null and alternative hypotheses
11. Repeated measures
12. Rank
13. Conclusion
14. Repeated –measures ANOVA
15. Friedman’s ANOVA by rank.
List of Supplementary Materials for the Workshop:
1. Easel paper
2. Markers
3. CD-ROM and Textbook Manual
4. Program to create power point presentations
5. SPSS program
HESC 500 Statistics Applied to Clinical Research
07-20-2012
SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be
used in the workshop.
Integrated Activities: (From 8 to 10 activities per workshop for every four hours of
Integrated Activities of Content and Language to achieve Content and Language
Objectives:
1.The facilitator will take the attendance and welcome the group to Workshop two.
2. The facilitator will proceed to ask the students to divide in two groups to review
previous week discussions and to identify lessons learned. Each student will participate
by expressing verbally and sharing lessons learned. Each group will prpare a written
summary and turn in to the facilitator. A representative from each group will orally pr
Integrated Activities:
1. The facilitator will take the attendance and welcome the group to Workshop four.
2. The facilitator will proceed to ask the students to divide in two groups to review
previous week discussions and to identify lessons learned. Each student will
participate by expressing verbally and sharing lessons learned. Each group will
prepare a written summary and turn in to the facilitator. A representative from each
group will orally present a summary to the large group.
B. Scaffolding
__x_ Modeling
__x_ Guided Practice
_x__ Independent Practice
__x_ Comprehensible Input
C. Grouping Options
__x_ Whole Class
__x_ Small Groups
___ Partners
_x__ Independent Work
D. Integration of Processes
__x_ Listening
__x_ Speaking
__x_ Reading
__x_Writing
E. Application
__x_ Hands-on
__x_ Meaningful/Relevant
__x_ Rigorous
__x_ Link to Objectives
__x_ Promote Engagement
A. Preparation
__x_ Adaptation of Content
__x_ Links to Background Knowledge
__x_ Links to Past Learning
__x_ Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning Approach)
__x_ Cognitive
__x_ Meta-cognitive
__x_ Social/Affective
HESC 500 Statistics Applied to Clinical Research
07-20-2012
3. Students will get organized for a round table discussion and share about the use of
parametric and non-parametric tests to look for differences between three or more
groups. The discussion will focus on identification of the characteristics and use of
the following tests: one-way ANOVA, Kruskal-Wallis H-test, repeated –measures
ANOVA and Friedman’s ANOVA by rank. Students will provide a brief description
of each test demonstrating appropiate use of verbal language in English. Each student
will also write a summary making use of appropriate written language in English,
following APA guidelines.
4. The class will divide in two groups (Group A and Group B). Group A will practice
the information and guidelines provided in the textbook on the SPSS procedure to
compute the following tests: one-way ANOVA and the Kruskal-Wallis H-test. Group
B will practice the information and guidelines provided in the textbook on the SPSS
procedure to compute repeated –measures ANOVA and Friedman’s ANOVA by
rank. Students will provide a brief demonstration to the whole group about these tests.
5. The facilitator will reinforce the use of Blackboard, discussion forum, Wimba,
SafeAssign, etc.
6. The facilitator will remind the group about the importance of working on their Digital
Portfolio and will clarify any questions they may present.
Assessment:
1. Individual: Appendix A will be used to evaluate individual participation in activities
related to data analysis and their specific proposed projects.
2. Group: Facilitator will use Appendix A to evaluate group participation in activities
related to the types of statistical tests assigned for this workshop.
HESC 500 Statistics Applied to Clinical Research
07-20-2012
3. Written: Appendix B and Appendix C will be used to evaluate activities related to the
selection of research articles and completion of a written summary on the research
methodology.
4. Oral: Appendix A will be used to individually assess language skills when students
provide feedback to others in the group and during different activities included in this
workshop.
Lesson Wrap-Up:
1. Individual: Each student will share with the rest of the group two lessons learned
during this workshop.
2. Group: Students will divide in groups of four to identify and share at least three
content areas and language skills in which they feel the need for reinforcement.
HESC 500 Statistics Applied to Clinical Research
07-20-2012
TALLER CINCO
Midiendo la Asociación Entre Dos Variables
Objetivos específicos de contenido:
1. Describir el propósito de las pruebas de coeficiente de correlación de Pearson y de
Spearman, y discernir cuándo se usan en la investigación en enfermería.
2. Utilizar SPSS para calcular las pruebas de coeficiente de correlación de Pearson
y Spearman, e interpretar los resultados correctamente.
3. Escribir correctamente la interpretación de los resultados del análisis de
coeficiente de correlación.
Objetivos específicos de lenguaje:
Al finalizar el taller los estudiantes serán capaces de:
1. Escuchar: Analizar con detenimiento todos los conceptos presentados en clase
sobre el análisis de datos de correlación, durante las discusiones de grupo y
presentaciones orales del facilitador y otros estudiantes.
2. Hablar: Utilizar, durante las presentaciones orales y en trabajos escritos, el
vocabulario relacionado con el proceso de planificación de un proyecto de
investigación que busca explorar la asociación entre variables, y su relevancia
para el profesional de la enfermería de práctica avanzada. Se espera además que
los estudiantes demuestren la correcta propiedad lingüística, claridad y fluidez
durante la comunicación oral en español.
3. Leer: Leer la información relacionada con el análisis de datos que buscan medir
la asociación, incluir diferentes ejemplos concretos de estudios; aplicar dichos
conocimientos durante las actividades del taller.
HESC 500 Statistics Applied to Clinical Research
07-20-2012
4. Escribir: Responder por escrito los diferentes ejercicios del libro de texto del
capitulo 9 en los temas asignados en este taller. Escribir un resumen de lo
aprendido.
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Tema: Estudios de asociación entre factores
http://www.sandiego.edu/nursing
Tema: Rigor en la investigación
http://www.nih.gov
Tema: Estándares de la práctica de enfermería
http://nursingstandard.rcnpublishing.co.ok
Tema: Estudios de correlacion auspiciados por NINR
http://www.ninr.nih.gov
Tema: Investigación en poblaciones Hispanas
http://www.nclr.org
Asignaciones antes del taller:
1. Completar las dos primeras columnas del diagrama KWL, antes de comenzar a
completar las asignaciones.
2. Completar todos los ejercicios para el capítulo 9.
4. Identificar por lo menos dos estudios publicados en español con diseño de correlación.
Entregar al facilitador un resumen de cada estudio. Prepararse para discutir en el taller
con el grupo de estudio y la clase.
HESC 500 Statistics Applied to Clinical Research
07-20-2012
5. Presentar de manera visual o esquemática el diseño propuesto para su proyecto;
prepararse para hacer una breve presentación al grupo durante las actividades del taller.
Vocabulario clave de la lección:
1 .coeficiente de correlación de Pearson
2. coeficiente de correlación de Spearman
3. asociación entre factores
4. fuerza y dirección entre relaciones
5. hipótesis direccional vs no direccional
6. nivel de significancia
Lista de materiales suplementarios para el taller:
1. Papel “easel”
2. Marcador
3. Gráfica KWL
4. Programa de SPSS
HESC 500 Statistics Applied to Clinical Research
07-20-2012
Componentes de SIOP (Sheltered-InstructionObservationProtocol): Coloque una marca
de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el taller.
B. Andamiaje
__x_ Modelaje
__x_ Práctica Dirigida
_x__ Práctica Independiente
__x_ Instrucción
Comprensible
C. Opciones para Agrupamiento
__x_ Grupo Completo
__x_ Grupos Pequeños
__x_ Pares
__x_ Trabajo Independiente
D. Integración del Proceso
_x__ Escuchar
__x_ Hablar
__x_ Leer
__x_ Escribir
E. Aplicación
__x_ Actividades Dinámicas de Aplicación
__x_ Significativas y Relevantes
__x_ Rigurosas
__x_ Alineadas a los Objetivos
__x_ Promueven Participación
A. Preparación
_x__Adaptación de Contenido
__x_ Enlaces al Conocimiento Previo
__x_ Enlaces al Aprendizaje Previo
_x__ Estrategias Incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
__x_ Cognoscitivo
___x Meta-cognoscitivo
__x_ Socio/Afectivo
HESC 500 Statistics Applied to Clinical Research
07-20-2012
Actividades Integradas:
1. El facilitador ofrecerá un saludo a los estudiantes y tomará la asistencia.
2. El facilitador y los estudiantes realizarán una actividad rompe hielo.
3. Los estudiantes traerán un resumen de un estudio de enfermería donde se usó el
análisis de coeficiente de correlación de Pearson o de Spearman y presentarán un
resumen oral. Demostrarán fluidez al hablar en español, haciendo uso del
lenguaje correcto.También entregarán un informe donde demuestren el uso
correcto del vocabulario y con seguiendo las normas de estilo APA.
4. Los estudiantes se organizarán en forma de mesa redonda para repasar los pasos
para computar mediante el uso de SPSS el coeficiente de correlación de Spearman
y de Pearson. Se discutirán diferentes ejemplos que presenta la literatura de
estudio para las actividades antes del taller. Escribirán en el papel “easel”
ejemplos de análisis que aparentan ser apropiados para su plan de investigación.
5. El facilitador discutirá el proceso de selección entre la prueba de correlación de
Pearson y la de Spearman. La clase se dividirá en dos grupos (Grupo A y Grupo
B) con el propósito de repasar los criterios incluídos en la Cuadro 9-1 del libro de
texto, página 266. El grupo A repasará los criterios para la selección de la prueba
de Pearson. El grupo B repasará los criterios para la prueba de Spearman. Cada
grupo compartirá con la clase una breve presentación de powerpoint.
HESC 500 Statistics Applied to Clinical Research
07-20-2012
Evaluación:
1. Individual: El Anejo A será usado para evaluar las presentaciones orales relacionadas
a los ejemplos de estudios de enfermería.
2. Grupal: El facilitador utilizará el Anejo A para evaluar la participación oral en grupo
en la actividad de comparación de cálculo de coeficiente de correlación de Pearson y
coeficiente de correlación de Spearman.
3. Escrito: El Anejo B será usado para evaluar el trabajo de presentación de powerpoint
sobre criterios de selección.
4. Oral/Auditivo: El Anejo A será utilizado para evaluar la actividad de mesa redonda.
Cierre del taller:
1. Individual: Los estudiantes completarán el diagrama KWL y lo entregarán al
facilitador.
2. Grupal: La clase se dividirá en grupos de cuatro personas. Utilizando papel “Easel” y
marcadores, cada grupo escribirá lo aprendido durante el seminario. Luego presentarán lo
escrito al resto de la clase.
HESC 500 Statistics Applied to Clinical Research
07-20-2012
WORKSHOP SIX
Examining Relationships between Categorical Variables
Specific Content Objectives:
1. Construct and interptet a cross-tabulation table.
2. Compute and interpret unadjusted odds ratio.
3. Demonstrate understanding about the statistics available to assess the statistical
significance of a cross-tabulation table and choose the correct one to use.
4. Use SPSS to obtain a cross-tabulation table and to compute a chi-square statistic, the
Yates’ continuity correlation, and the Fisher’s exact test.
5. Use SPSS to obtain a McNemar test and interpret the results.
Specific Language Objectives:
1. Listening: After listening to the facilitator’s discussion and other group members’
participation on different activities related to examining relationships between categorical
variables, each student will be able to write an individual summary.
2. Speaking: Each student will select one of the research projects discussed in the
assigned readings and exercises and identify the research question with the corresponding
research design, and data analysis performed. Prepare to share with the group by
providing a short oral presentation and clearly pronouncing appropriate English language.
3. Reading: After examining different databases for nurse researchers, each student will
read five articles on their selected research topic, giving emphasis to the research design
that each researcher used. The student will give emphasis to studies which looked at
categorical measures to examine relationships and explain the methodology used during
small group discussions.
HESC 500 Statistics Applied to Clinical Research
07-20-2012
4. Writing: Students will complete all written exercises in the textbook for chapter 10.
Individual responses to these exercises will demonstrate correct use of written English
language. Each student will discuss with the whole group during seminar activities by
using correct vocabulary in the English language.
Electronic Links (URLs):
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Topic: Articles addressing relationships between categorical variables
http://www.sandiego.edu/nursing
Topic: Research rigor
http://www.nih.gov
Topic: Standards of nursing
http://nursingstandard.rcnpublishing.co.ok
Topic:Examples of research projects and data analysis
http://www.ninr.nih.gov
Topic: SPSS
http://www.spss.com
Assignments before the Workshop:
1. Complete all exercises included on textbook chapter 10 and be prepared for group
discussions and written activities.
2. Search the following databases for nurse researchers and identify recent articles with
clear data collection plans:
Cumulative Index to Nursing and Allied Health Literature (CINAHL)
HESC 500 Statistics Applied to Clinical Research
07-20-2012
Medical Literature On-Line (MedLine)
Institute for scientific Information (ISI) Web for Knowledge
AIDSEARCH
CancerLit
Cochrane database of Systematic reviews
Dissertation Abstracts Online
EMBASE (The ExcerptaMedica Database)
ERIC (Education Resources Information Center Database)
HAPI (Health and Psychosocial Instruments Database)
Psyc INFO (Psychology Information)
3. Complete at least two hours of Tell Me More language practice.
4. Read a variety of articles published within the past five years and identify them by
searching the nursing research databases. Select at least one study that examined
relationships between categorical variables and critique the data analysis section. Come
prepared to discuss with the group during workshop activities.
Key Core Vocabulary:
1. Categorical variable
2. Cross-tabulation table
3. Unadjusted odds ratio
4. Statistical significance
5. Chi-square statistic
6. Yate’s continuity correlation
7. Fisher’s exact test
HESC 500 Statistics Applied to Clinical Research
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8. McNemar test
List of Supplementary Materials for the Workshop:
1. Examples of SPSS analyses
2. Easel paper
3. Markers
4. Program to develop power point presentations
SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be
used in the workshop.
B. Scaffolding
__x_ Modeling
__x_ Guided Practice
_x__ Independent Practice
__x_ Comprehensible Input
C. Grouping Options
__x_ Whole Class
__x_ Small Groups
___ Partners
_x__ Independent Work
D. Integration of Processes
__x_ Listening
__x_ Speaking
__x_ Reading
__x_Writing
E. Application
__x_ Hands-on
__x_ Meaningful/Relevant
__x_ Rigorous
__x_ Link to Objectives
__x_ Promote Engagement
A. Preparation
__x_ Adaptation of Content
__x_ Links to Background Knowledge
__x_ Links to Past Learning
__x_ Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning
Approach)
__x_ Cognitive
__x_ Meta-cognitive
__x_ Social/Affective
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Integrated Activities of Content and Language to achieve Content and Language
Objectives:
1. The facilitator will take the attendance and welcome the group to Workshop six.
2. The facilitator will proceed to ask the students to divide in two groups to review
pre
3. The facilitator will take the attendance and welcome the group to Workshop six.
4. The facilitator will proceed to ask the students to divide in two groups to review
previous week discussions and to identify lessons learned. Each student will
participate by expressing verbally and sharing lessons learned. Each group will
prepare a written summary and turn in to the facilitator. A representative from
each group will orally present their summary to the large group.
5. Students will get organized for a round table discussion and share about the use of
different statistics to explore relationships between categorical variables. Students
will provide a brief description of the different tests demonstrating appropiate use
of verbal language in English. Each student will also write a summary making use
of appropriate written language in English and following APA guidelines.
6. The class will divide in two groups (Group A and Group B). Group A will
practice the information and guidelines provided in the textbook on the SPSS
procedure to compute the tests covered in the material for this week on
categorical variables. Students will provide a brief demonstration to the whole
group about these tests.
7. The facilitator will reinforce the use of Blackboard, discussion forum, Wimba,
SafeAssign, etc.
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8. The facilitator will remind the group about the importance of working on their
Digital Portfolio and will clarify any questions they may present.
Assessment:
1. Individual: Appendix A will be used to evaluate individual participation in activities
related to data analysis and their specific proposed projects.
2. Group: Facilitator will use Appendix A to evaluate group participation in activities
related to the different types of statistical tests assigned for this workshop.
3. Written: Appendix B and Appendix C will be used to evaluate activities related to
selection of research articles and completion of a written summary on the research data
analysis.
4. Oral: Appendix A will be used to individually assess language skills when students
provide feedback to others in the group and during different activities included in this
workshop.
Lesson Wrap-Up:
1. Individual: Each student will share with the rest of the group two lessons learned
during this workshop.
2. Group: Students will divide in groups of four to identify and share at least three
content areas and language skills in which they feel the need for reinforcement.
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TALLER SIETE
Análisis e Interpretación de Datos Cualitativos
Objetivos específicos de contenido:
1. Reconocer la utilidad de la investigación cualitativa en enfermería.
2. Demostrar destrezas en la planificación de análisis de datos cualitativos para un
proyecto de investigación en enfermería.
3. Reconocer las diferencias claves en el uso de datos cuantitativos y datos cualitativos.
4. Seleccionar y explicar un plan de recolección de datos para un estudio cualitativo.
5. Identificar y analizar las diferentes metodologías de análisis de datos para diseños
cualitativos.
6. Describir y discutir el proceso de manejo y organización de datos cualitativos.
7. Identificar y analizar el uso de programas computarizados para el manejo de datos
cualitativos.
8. Demostrar el uso adecuado de procedimientos analíticos de datos cualitativos.
Objetivos específicos de lenguaje:
Al finalizar el taller los estudiantes serán capaces de:
1. Escuchar: Analizar con detenimiento todos los conceptos presentados en clase
sobre el análisis e interpretación de datos cualitativos, después de escuchar
discusiones de grupo y presentaciones orales del facilitador y otros estudiantes.
2. Hablar: Utilizar vocabulario relacionado al proceso de planificación de la
recolección e interpretación de datos cualitativos y su relevancia para el
profesional de la enfermería de práctica avanzada, durante las presentaciones
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orales y en trabajos escritos. Además demuestrar clara pronunciación y fluidez
oral en español al hacer una presentación individual de su proyecto.
3. Leer: Leer información relacionada al componente de medición de variables y
análisis de datoscualitativos y los diferentes acercamientos. Compartir estos
conocimientos durante las actividades del taller.
4. Escribir: Responder por escrito los diferentes ejercicios del libro de
Polit&Tatano, Capitulo 19 para los temas asignados en este taller.
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Tema: Metodología estadística
http://www.iom.edu/CMS/28312/5010/5021.aspx
Tema: Estudios cuantitativos y cualitativos
http://www.son.washington.edu/faculty/faculty_bio.asp/id=7
Tema: Investigaciones de enfermeria
http://www.son.washington.edu/centers/cimhd/Centerlines/Vol_1,No_2.pdf
Tema: Investigacion cualitativa
http://www.wallis.rochester.edu//wallis_intro.html
http://www.nclr.org
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Asignaciones antes del taller:
1. Completar todos los ejercicios del Manual y CD-ROM para el capítulo 19 de Polit
& Tatano. Redactar el borrador final del proyecto, siguiendo las normas del
manual de estilo APA para las secciones de la propuesta de la metodología y el
plan de análisis de los datos. Integrar todas las secciones del documento,
incluyendo los apéndices.
2. Preparar por escrito y entregar el plan de análisis de datos propuesto para su
proyecto de investigación; siga los criterios incluídos en la rúbrica del curso
(Anejo G).
3. Presentar de manera visual el plan propuesto para el proyecto de investigación y
prepararse para hacer una presentación oral al grupo durante las actividades del taller.
Vocabulario clave de la lección:
1. Análisis cualitativo
2. Datos cualitativos vs datos cuantitativos
3. Programas computarizados para análisis de datos cualitativos- CAQDAS
4. Estilos de análisis
5. Mapa conceptual
6. Grupo focal
7. Transcripción de datos
8. Esquema de categorias
9. Codificación
10. Métodos manuales
11. Procedimientos analíticos
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12. Análisis de contenido
13. Análisis de datos etnográficos
14. Análisis fenomenológico
15. Análisis de datos triangulado
16. NVivo7
Lista de materiales suplementarios para el taller:
1. Ejemplo de CAQDAS y NVivo7
2. Papel “easel”
3. Marcadores
4. CD-ROM y manual del libro de Polit&Tatano
5. Gráfica KWL
6. Equipo para presentación individual de powerpoint
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Componentes de SIOP (Sheltered-InstructionObservationProtocol): Coloque una marca
de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el taller.
B. Andamiaje
__x_ Modelaje
__x_ Práctica Dirigida
__x_ Práctica Independiente
__x_ Instrucción
Comprensible
C. Opciones para Agrupamiento
__x_ Grupo Completo
__x_ Grupos Pequeños
__x_ Pares
__x_ Trabajo Independiente
D. Integración del Proceso
__x_ Escuchar
_x__ Hablar
__x_ Leer
__x_ Escribir
E. Aplicación
__x_ Actividades Dinámicas de Aplicación
__x_ Significativas y Relevantes
__x_ Rigurosas
__x_ Alineadas a los Objetivos
__x_ Promueven Participación
A. Preparación
__x_Adaptación de Contenido
__x_ Enlaces al Conocimiento Previo
__x_ Enlaces al Aprendizaje Previo
__x_ Estrategias Incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
__x_ Cognoscitivo
__x_ Meta-cognoscitivo
__x_ Socio/Afectivo
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Actividades Integradas:
1. El facilitador ofrecerá un saludo a los estudiantes y tomará la asistencia.
2. El facilitador y los estudiantes realizarán una actividad rompe hielo.
3. Los estudiantes traerán el borrador de su propuesta de proyecto final y ofrecerán un
breve resumen oral del mismo. Demostrarán fluidez y propiedad lingüística al hablar
en español.También entregarán un informe escrito donde apliquen correctamente el
vocabulario técnico, así como las normas de estilo APA y las matrices valorativas
establecidas en los anexos del curso.
4. Los estudiantes se organizarán en forma de mesa redonda para dialogar sobre análisis
de datos cualitativos. Se discutirán diferentes ejemplos que presenta la literatura
estudiada antes del taller. Escribirán en el papel “easel” ejemplos de análisis
cualitativos y el proceso de evaluar un estudio cualitativo, para lo cual usarán como
guía la información presentada en el Cuadro 19.3 del libro de texto de Polit&Tatano.
5. El facilitador discutirá el uso de programas computarizados para el manejo de datos
cualitativos (CAQDAS) y NViO7. Los estudiantes presentarán ejemplos concretos
de de su uso en estudios de enfermería.
6. La clase se dividirá en dos grupos (Grupo A y Grupo B) con el propósito de finalizar
el borrador de la sección de análisis de datos de la propuesta de investigación.Grupo
A estará compuesto por aquellos estudiantes que proponen análisis cuantitativo y
Grupo B por aquellos que proponen análisis cualitativo. Luego cada estudiante
compartirá con la clase su plan de análisis de datos mediante una presentación de
PowerPoint.
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Evaluación:
1. Individual: El Anejo A será usado para evaluar las presentaciones orales relacionadas
a la presentaciones del plan de análisis de datos. La matriz valorativa del curso para
presentación oral será utilizada para evaluar la presentación individual del proyecto
propuesto.
2. Grupal: El facilitador utilizará el Anejo A para evaluar la participación oral en grupo
en la actividad de programas computarizados y el plan de análisis de datos.
3. Escrito: El Anejo B será usado para evaluar el trabajo escrito de la propuesta y de
documentos de anejo. El borrador de la propuesta será evaluado haciendo uso del Anejo
G.
4. Oral/Auditivo: El Anejo A será utilizado para evaluar la actividad sobre guias para
analizar un proyecto cualitativo (Cuadro19.3).
Cierre del taller:
1. Individual: Los estudiantes completarán el diagrama KWL y lo entregarán al
facilitador. También compartirán sobre comentarios y observaciones incluídas en su
diario reflexivo (ver Anejo H).
2. Grupal: La clase se dividirá en grupos de 4 personas. Utilizando papel “Easel” y
marcadores, cada grupo escribirá lo aprendido durante el seminario. Luego
presentarán lo escrito al resto de la clase.
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WORKSHOP EIGHT
Disseminating Findings
Specific Content Objectives:
1. Recognize the importance of designing a dissemination plan of the research study
findings.
2. Identify and discuss different dissemination strategies that can be used to share
findings and recommendations.
3. Design a dissemination plan for the proposed nursing research study.
4. Become aware that the most important part of a research project is sharing the
knowlege obtained in a concrete and pragmatic way.
Specific Language Objectives:
1. Listening: After listening to the facilitator’s discussion on the integration of concepts
in a research project and after listening to other students’ presentations, each student will
be able to provide a poster presentation summarizing the proposed project.
2. Speaking: Each student will prepare to share with the group a poster presentation,
discussing the content of their dissemination plan orally and clearly using appropriate
English language.
3. Reading: After examining different databases for nurse researchers, reading a variety
of examples of research reports, and discussing important points with the facilitator and
other students, each student will refine their research proposals by integrating all sections
of the document following the rubric criteria and APA guidelines.
4. Writing: Students will complete all written exercises in the textbook Chapter 12, add
to Portfolio, and come prepared to discuss in class with the whole group.
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Electronic Links (URLs):
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Topic: AGMUS-IRB
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp
Topic: NIH
http://www.nih.gov
Topic: Integration of concepts
http://www.nursingsociety.org
www.enferpro.com/investigación.htm
Topic: Publishing
http://www.ahcpr.gov
Assignments before the Workshop:
1. Complete all required hours of Tell Me More language practice in English and
Spanish.
2. Complete all exercises in Chapter 12.
3. Complete all required activities and include with Portfolio.
4. Finalize written research proposal.
5. Utilize IRB checklist to ensure that all required documents are included with proposal.
6. Read about poster presentations, participation in research conferences, and publishing.
Key Core Vocabulary:
1. Dissemination plan
2. Panel format
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3. Poster session
4. Authorship
5. Research report
6. Publication guidelines
7. Conceptual vs pragmatic
List of Supplementary Materials for the Workshop:
1. Easel
2. Poster
3. Course Evaluation Form
4. KWL Form
5. APA template
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SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be
used in the workshop.
Integrated Activities: (From 8 to 10 activities per workshop for every four hours of
Integrated Activities of Content and Language to achieve Content and Language
Objectives:
1.The facilitator will take the attendance and welcome the group to Workshop two.
2. The facilitator will proceed to ask the students to divide in two groups to review
previous week discussions and to identify lessons learned. Each student will participate
by expressing verbally and sharing lessons learned. Each group will prpare a written
summary and turn in to the facilitator. A representative from each group will orally pre
Integrated Activities:
1. The facilitator will take the attendance and welcome the group to Workshop eight.
2. The facilitator will proceed to ask the students to divide in two groups to review
previous discussions and to identify lessons learned in the course. Each student will
participate by expressing verbally and sharing lessons learned. Each group will
prepare a written summary and turn in to the facilitator. A representative from each
group will orally present a summary to the large group.
B. Scaffolding
__x_ Modeling
__x_ Guided Practice
_x__ Independent Practice
__x_ Comprehensible Input
C. Grouping Options
__x_ Whole Class
__x_ Small Groups
___ Partners
_x__ Independent Work
D. Integration of Processes
__x_ Listening
__x_ Speaking
__x_ Reading
__x_Writing
E. Application
__x_ Hands-on
__x_ Meaningful/Relevant
__x_ Rigorous
__x_ Link to Objectives
__x_ Promote Engagement
A. Preparation
__x_ Adaptation of Content
__x_ Links to Background Knowledge
__x_ Links to Past Learning
__x_ Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning Approach)
__x_ Cognitive
__x_ Meta-cognitive
__x_ Social/Affective
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3. Students will divide in two groups (Group A and Group B) to discuss different
dissemination strategies. Group A will identify and discuss the poster and research
conference formats. Group B will go over the steps to submit an article for
publication in a peer-reviwed journal. Each group will give a demonstration to the
larger group.
4. Students will sit in a roundtable fashion to discuss their own research and to
formulate a dissemination plan. Each student will share with the group their
dissemination plan.
5. Each student will have the opportunity to discuss their own research proposal by
providing a poster presentation in English, using appropriate terminology and
demonstrating improved written and oral English skills.
6. The facilitator will discuss with the group the next steps to be taken once students
complete all requirements for the course. Emphasis is given to obtaining IRB
approval before registering for NURS 503. A schematic representation of various
steps to be taken between this course and NURS 503 will be presented by the
facilitator. Students will verbally express their commitment to following this process.
Facilitator provides contact information for each student to be able to follow-up with
their projects.
7. The students will divide in pairs and using Figure 5.1 (textbook page 108) as a guide,
each pair will prepare a poster with a schematic representation of the flow of tasks in
a literature review.
8. The facilitator will discuss Figure 4.1 (textbook page 97), a schematic representation
of various hypothetical relationships. Students will practice their own hypothetical
HESC 500 Statistics Applied to Clinical Research
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relationships as it relates to a selected theoretical frame work and will share with the
group.
9. Students will sit in a roundtable fashion to discuss their own research topics of
interest and to formulate a research question. Each student will write down their
research question on an easel paper and briefly discuss with the whole group a related
theoretical or conceptual framework. With guidance from the Facilitator, the group as
a whole, will identify and analyze common research themes.
10. The facilitator will reinforce the use of Blackboard, discussion forum, Wimba,
SafeAssign, etc.
11. The facilitator will collect the digital portfolio.
Assessment:
1. Individual: Appendix A will be used to evaluate individual participation in activities
related to literature review.
2. Group: Facilitator will use Appendix A to evaluate group participation in activities
related to hypothetical relationships and theoretical frameworks.
3. Written: Appendix B and Appendix C will be used to evaluate activities related to
selection of a research article and completion of a written critique.
4. Oral: Appendix A will be used to individually assess language skills when students
provide feedback to others in the group and during different activities included in this
workshop.
Lesson Wrap-Up:
1. Individual: Each student will share with the rest of the group two lessons learned during this
workshop.
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2. Group: Students will divide in groups of four to identify and share at least three content areas
and language skills in which they feel the need for reinforcement.
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APÉNDICES / APPENDIXES
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APPENDIX A
NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION
Retrieved from: WIDA Consortium http://www.wida.us/
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“Can Do” Listening Rubric
National Proficiency Levels Criteria
Starting
Identifies objects
Names concrete objects
Points to picture/object of the word heard
Follows simple commands
Repeats words or simple phrases
Understands simple messages – gestures, pointing
Emerging
Draws a picture
Requires continuous repetition
Follows verbal dictations
Checks-off words that were heard
Repeats information heard to determine comprehension
Understands slow speech and multiple repetitions
Developing Understands more details of spoken language
Needs limited or no repetition and slow speech
Understands basic academic vocabulary which is frequently used in class discussions
Understands class discussions with some difficulty
Understands most of what was said
Expanding Needs limited or no repetition at normal speed speech
Understands academic vocabulary used in class discussions
Understands class discussions with little difficulty
Understands nearly everything said
Bridging Needs no repetition at normal speed speech
Understands elaborate academic vocabulary used in class discussions
Understands class discussions with no difficulty
Demonstrates a native-like English speaker’s understanding of what is said
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“Can Do” Speaking Rubric
National Proficiency
Levels
Criteria
Starting Names concrete objects
Responds a simple yes or no to questions
Repeats words or simple phrases
Uses one word commands
Mispronounces words making it difficult to be understood
Breaks speech into parts making comprehension difficult
Uses limited or no vocabulary to support message
Emerging Uses a few more words to respond to questions although grammatically incorrect
Uses one-, two-, and multiple-word commands
Uses verb tenses interchangeably
Misuses words in daily speech
Repeats spoken words or phrases to improve understanding due to pronunciation flaws
Uses grammar and word order incorrectly
Uses vocabulary (emerging stage) to support oral messages
Developing Responds using longer phrases/sentences
Initiates and carries out conversations; however, there may be interruptions due to thinking of the
correct words to say
Applies grammar and word order correctly most of the time
Demonstrates correct use of basic academic vocabulary which is frequently used in class
discussions and/or oral assignments.
Speaks with some hesitation
Uses vocabulary to support oral messages
Speaks with less difficulty, but listener must pay close attention to pronunciation.
Expanding Responds using elaborate phrases/sentences
Uses and interprets idiomatic expressions
Converses more fluently in social settings
Uses academic vocabulary frequently in class discussions
Participates in class discussions using academic content with slight hesitation
Misuse of grammar and word order seldom occurs and does not interrupt meaning
Pronounces most words accurately and clearly
Bridging Speaks fluently
Uses elaborate academic vocabulary in all class discussions correctly
Participates in class discussion using academic content without hesitation
Uses appropriate vocabulary to support oral messages at all times
Uses correct grammar and word all the time
Speaks with native-like pronunciation and intonation
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“Can Do” Reading Rubric
National Proficiency
Levels
Criteria
Starting Lacks comprehension of a wide array of written material (not developed)
Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)
Struggles with use of pre-reading and reading skills (not developed)
Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not
developed)
Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,
resolve deficiencies independently or with the help of others, etc.) (not developed)
Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional
texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)
Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks
Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,
skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)
Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,
definition, restatement, examples, surrounding words, etc.) is
Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,
comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)
Applying successful reading skills (as listed above) are still emerging
Developing Comprehends a wide array of written material (as listed above)
Interprets basic graphs, charts, tables and forms
Applies correctly pre-reading and reading skills (as listed above)
Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-
evidence of emerging.
Understands the relationship between ideas (as listed above)-evidence of emerging..
Uses strategic reading skills (as listed above) that are evident.
Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy
Interprets increasingly complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above) very strongly
Applies strategies to guess meanings of unfamiliar words from context (as listed
above) which is clearly evident
Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to
identify literary genres (as listed above)- emerging strongly
Understands the relationship between ideas (as listed above)-strongly evident.
Uses strategic reading skills (as listed above) with mature accuracy
Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed
Interprets complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above)-fully developed
Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy
Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)
Demonstrates fully developed strategic reading skills (as listed above)
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“Can Do” Writing Rubric
National Proficiency
Levels Criteria
Starting Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.
Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.
Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand
the writing.
Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.
Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.
Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, for
drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.
Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to
support main idea. Reader can still feel confused.
Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.
Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.
but many words are still used incorrectly.
Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.
Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are signs
of improvement.
Demonstrates emerging strategic writing skills.
Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is left
with unanswered questions.
Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they
distract the flow.
Selects and uses words appropriately; however, they are not higher level and need more vigor.
Formulates well-written sentences; however, style and structure of sentences are repetitious.
Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by
improving conventions.
Utilizes strategic writing skills properly (now evident).
Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.
Some readers’ questions can be answered, while others are left with doubt.
Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order to
allow the proper flow of ideas.
Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.
Writes with a definite style, and sentence structure is “catchy” with few mistakes.
Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the
writing.
Applies mature strategic writing skills.
Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered
Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect
ideas. Reading flows and not dull.
Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing.
There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.
Excellent control of spelling, punctuation capitalization and other writing conventions.
Strategic writing skills are fully developed.
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APPENDIX B
THE WRITING PROCESS
6-TRAITS WRITING RUBRIC
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Appendix B
Six-Traits of Writing Rubric
Student’s Name:______________________________________
Date:___________________
Facilitator:______________________Course:
____________Assignment:_________________
Instructions: This rubric will be used to evaluate all written work done by the
student in both Englishand Spanish. Please refer to the trait that you are evaluating
(i.e., Ideas and Content) and write the score in the appropriate box. Select the
criteria per level (6= highest, 1=lowest) that best reflects the student’s writing
ability.
Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that
you are evaluating in order to complete this rubric properly.
Criteria per Level
(From Highest to Lowest)
Writing Traits 6 5 4 3 2 1
1. Ideas and Content
2. Organization
3. Voice
4. Word Choice
5. Sentence Fluency
6. Conventions
Totals (Add all the totals down, then
across to obtain the Grand Total.)
Grand Total:
Final Score:_________________
Scoring Scale: (36-0)
Outstanding: 33-36 points = A
Very Good: 29-32 points = B
Satisfactory: 24-28 points =C
Fair: 19-23 points =D
Poor: 0-18 points = F
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Six Traits for Analytic Writing Rubrics
Trait #1: Idea and Content
Criteria per Level Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from
https://www.ade.state.az.us/standards/6traits/
6
The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support • a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well suited to audience and purpose.
5
The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support. • a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well-suited to audience and purpose.
4
The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general. The writing is characterized by • an easily identifiable purpose. • clear main idea(s) • supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used to provide accurate support. • a topic that is explored/explained, although developmental details may occasionally be out of balance with the main idea(s); some connections and insights may be present. • content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.
3
The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is characterized by • an easily identifiable purpose and main idea(s). • predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard elsewhere. • support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic, predictable, or overly general. • details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable sources of information. • difficulties when moving from general observations to specifics.
2
Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by • a purpose and main idea(s) that may require extensive inferences by the reader. • minimal development; insufficient details. • irrelevant details that clutter the text. • extensive repetition of detail.
1 The writing lacks a central idea or purpose. The writing is characterized by • ideas that are extremely limited or simply unclear. • attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an idea.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #2: Organization
Criteria per Level
6
The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. The writing is characterized by • effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to follow. • a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed
5
The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text. The writing is characterized by. • effective sequencing; the organizational structure fits the topic, and the writing is easy to follow. • an inviting beginning that draws the reader in and a satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed. .
4
Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized by • clear sequencing. • an organization that may be predictable. • a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack subtlety. • a body that is easy to follow with details that fit where placed. • transitions that may be stilted or formulaic. • organization which helps the reader, despite some weaknesses.
3
An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is characterized by • attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear. • a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic is...”, “These are all the reasons that…”) • transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions, numbering, etc.) may be overused. • a structure that is skeletal or too rigid. • placement of details that may not always be effective. • organization which lapses in some places, but helps the reader in others.
2
The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate organizational skills. The writing is characterized by • some attempts at sequencing, but the order or the relationship among ideas is frequently unclear. • a missing or extremely undeveloped beginning, body, and/or ending. • a lack of transitions, or when present, ineffective or overused. • a lack of an effective organizational structure. • details that seem to be randomly placed, leaving the reader frequently confused.
1
The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by • a lack of effective sequencing. • a failure to provide an identifiable beginning, body and/or ending. • a lack of transitions. • pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly. • a lack of organization which ultimately obscures or distorts the main point.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #3: Voice
Criteria per Level
6
The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is characterized by • an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice, while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.). • an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.
5
The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by • an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively or interesting. Technical writing may require greater distance.). • a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.
4
A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by • a questionable or inconsistent level of closeness to or distance from the audience. • a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in places. • liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal, or inappropriately formal and stiff.
3
The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by • a limited sense of audience; the writer’s awareness of the reader is unclear. • an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the writing become somewhat mechanical. • a limited ability to shift to a more objective voice when necessary.
2
The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable voice. The writing is characterized by • little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical. • a voice that is likely to be overly informal and personal. • a lack of audience awareness; there is little sense of "writing to be read." • little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.
1
The writing seems to lack a sense of involvement or commitment. The writing is characterized by • no engagement of the writer; the writing is flat and lifeless. • a lack of audience awareness; there is no sense of “writing to be read.” • no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not involve or engage the reader.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #4: Word Choice
Criteria per Level
6
Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, strong, specific words; powerful words energize the writing. • fresh, original expression; slang, if used, seems purposeful and is effective. • vocabulary that is striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke strong images; figurative language may be used.
5
Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, specific words; word choices energize the writing. • fresh, vivid expression; slang, if used, seems purposeful and is effective. • vocabulary that may be striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke clear images; figurative language may be used
4
Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate to audience and purpose. The writing is characterized by • words that work but do not particularly energize the writing. • expression that is functional; however, slang, if used, does not seem purposeful and is not particularly effective. • attempts at colorful language that may occasionally seem overdone. • occasional overuse of technical language or jargon. • rare experiments with language; however, the writing may have some fine moments and generally avoids clichés.
3
Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and phrases. The writing is characterized by • words that work, but that rarely capture the reader’s interest. • expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective. • attempts at colorful language that seem overdone or forced. • words that are accurate for the most part, although misused words may occasionally appear, technical language or jargon may be overused or inappropriately used. • reliance on clichés and overused expressions.
2
Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by • words that are colorless, flat or imprecise. • monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the message. • images that are fuzzy or absent altogether.
1
The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by • general, vague words that fail to communicate. • an extremely limited range of words. • words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #5: Sentence Fluency
Criteria per Level
6
The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next. • extensive variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among ideas. • varied sentence patterns that create an effective combination of power and grace. • strong control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used, sounds natural.
5
The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing into the next. • variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning. • control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used sounds natural.
4
The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by • a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace. • some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from overall impact. • strong control over simple sentence structures, but variable control over more complex sentences; fragments, if present, are usually effective. • occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound stilted or unnatural.
3
The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread. The writing is characterized by • some passages that invite fluid oral reading; however, others do not. • some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence patterns. • good control over simple sentence structures, but little control over more complex sentences; fragments, if present, may not be effective. • sentences which, although functional, lack energy. • lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.
2
The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread. The writing is characterized by • significant portions of the text that are difficult to follow or read aloud. • sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object). • a significant number of awkward, choppy, or rambling constructions.
1
The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The writing is characterized by • text that does not invite—and may not even permit—smooth oral reading. • confusing word order that is often jarring and irregular. • sentence structure that frequently obscures meaning. • sentences that are disjointed, confusing, or rambling. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #6: Conventions
Criteria per Level
6
The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by • strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little or no need for editing.
5
The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by • strong control of conventions. • effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little need for editing.
4
The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by • control over conventions used, although a wide range is not demonstrated. • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words. • basically sound paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader. • moderate need for editing.
3
The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by • some control over basic conventions; the text may be too simple to reveal mastery. • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors. • spelling errors that distract the reader; misspelling of common words occurs. • paragraphs that sometimes run together or begin at ineffective places. • capitalization errors. • errors in grammar and usage that do not block meaning but do distract the reader. • significant need for editing.
2
The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by • little control over basic conventions. • many end-of-sentence punctuation errors; internal punctuation contains frequent errors. • spelling errors that frequently distract the reader; misspelling of common words often occurs. • paragraphs that often run together or begin in ineffective places. • capitalization that is inconsistent or often incorrect. • errors in grammar and usage that interfere with readability and meaning. • substantial need for editing.
1
Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by • very limited skill in using conventions. • basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • frequent spelling errors that significantly impair readability. • paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text. • capitalization that appears to be random. • a need for extensive editing.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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APÉNDICE C/APPENDIX C
INFORMACIÓN ACERCA DEL LABORATORIO DE
IDIOMAS Y EL E-LAB
LANGUAGE LAB AND E-LAB INFORMATION
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Información acerca del laboratorio de idiomas y el E-Lab
El laboratorio de idiomas y el E-Lab están diseñados para ayudar a los estudiantes a
desarrollar sus habilidades lingüísticas en inglés y en español y a lograr los objetivos de
aprendizaje a lo largo de su carrera. Ambos cuentan con una amplia variedad de
ejercicios visuales y auditivos en línea, recursos de investigación y actividades de
escritura guiada, que les permiten a los estudiantes mejorar sus habilidades de
comprensión auditiva y de lectura, pronunciación, desarrollo de vocabulario, gramática y
escritura.
El laboratorio de idiomas también ofrece un paquete de 140 páginas web de English for
Speakers of Other Languages (ESOL, por sus siglas en inglés: Inglés para hablantes de
otros idiomas) seleccionadas cuidadosamente, así como otras páginas web en español con
el fin de satisfacer las necesidades de los estudiantes. En adición, el laboratorio de
idiomas y el E-Lab cuentan con otros programas informáticos para el aprendizaje del
idioma y del contenido académico, tales como Tell Me More, Rosetta Stone (versión en
inglés y en español), Ellis Business, Ellis Master Pronunciation, Math Media Algebra,
Math Media Basic Series, NetTutor y Wimba Voice.
Tell Me More es un sistema eficaz para el aprendizaje de inglés y español, que les
permite a los estudiantes reforzar sus destrezas y además cumplir con las horas de
laboratorio requeridas en sus clases. Para poder usar este programa, los estudiantes
necesitan tener Internet, el navegador Internet Explorer y acceso a la plataforma
Blackboard.
El sistema inicialmente evaluará el nivel de conocimiento de los estudiantes y creará un
programa de aprendizaje adaptado a las especificidades de lenguaje de cada uno, lo que
permitirá medir el progreso individual. Los estudiantes podrán mejorar su pronunciación,
gramática y destrezas auditivas desde el nivel de principiante hasta el nivel avanzado con
dos perfiles diferentes: lenguaje de comunicación y lenguaje de negocios.
NetTutor es un servicio de tutoría en línea, que cuenta con tutoría en vivo para materias
cuánticas y de computación (tiene horarios fijos). En los cursos en los que no se ofrece
tutoría en vivo, los estudiantes pueden publicar sus dudas, que les serán contestadas en un
lapso de 72 horas. El sistema también cuenta con un banco de preguntas y respuestas
frecuentes disponible las 24 horas del día, los 7 días de la semana. NetTutor se puede
acceder remotamente siempre que exista conexión a Internet. Este servicio ofrece tutorías
en las siguientes materias:
Inglés (disponible para todos los cursos)
Español (disponible para todos los cursos)
Estadística (el estudiante debe estar matriculado en el curso)
Matemáticas (el estudiante debe estar matriculado en el curso)
Contabilidad (el estudiante debe estar matriculado en el curso)
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Sistemas de información computarizada (el estudiante debe estar matriculado en
el curso).
Wimba Voice es una herramienta electrónica que promueve el uso de la voz en línea
durante el desarrollo del material académico y permite a su vez la interacción entre los
estudiantes y el facilitador. Los estudiantes usarán Wimba Voice para participar en los
foros de discusión oral en línea, preparar presentaciones orales, enviar mensajes de voz y
cumplir con otras asignaciones. El programa cuenta con 5 funciones:
Voice Authoring: permite grabar y escuchar contenido oral en páginas web.
Voice Discussion Board: permite publicar y escuchar mensajes orales en un foro
de discusión en línea.
Voice Presentation: permite presentar contenido de páginas web con mensajes de
voz.
Voice E-mail: permite enviar correos electrónicos con mensajes de voz.
Voice Podcaster: permite crear y distribuir mensajes orales a los participantes.
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Language Lab and E-Lab Information
The Language Lab and E-Lab are designed to help students strengthen their linguistic
skills in English and Spanish and to fulfill the content objectives of the course. Both labs
count with a wide variety of visual and auditory on-line exercises, Internet-based
research, and guided writing activities, that allow students to improve their skills in
listening and reading comprehension, pronunciation, vocabulary building, grammar, and
writing.
The Language Lab also includes a package of 140 carefully selected English for Speakers
of Other Languages (ESOL) Web sites, as well as other Spanish Web pages to meet the
students’ needs. Additionally, the Language Lab and E-Lab have other software to boost
language and academic content learning such as Tell Me More, Rosetta Stone (English
and Spanish versions), Ellis Business, Ellis Master Pronunciation, Math Media Algebra,
Math Media Basic Series, NetTutor, and Wimba Voice.
Tell Me More is an effective system for English and Spanish learning that allows
students to strengthen their skills and fulfill the language lab hours required in each class.
Students must have Internet connection, Internet Explorer browser, and access to
Blackboard to be able to use this program.
The system will initially assess students’ knowledge and create a learning path
specifically tailored to each student’s needs, thus allowing facilitators to measure every
student’s progress. Students will be able to improve pronunciation, grammar and
listening skills from beginner to advanced levels with two different profiles: everyday
language and business oriented language.
NetTutor is an online tutoring service, which provides live tutoring for numerical and
computer classes (scheduled hours apply). For those classes which do not have live
tutoring, students can post questions and they will be answered within 72 hours. The
system also has a “Frequently Asked Questions” section available 24/7. NetTutor can be
accessed remotely with an Internet connection. This service offers tutoring for the
following subjects:
English (available for all courses)
Spanish (available for all courses)
Statistics (student must be enrolled in the course)
Mathematics (student must be enrolled in the course)
Accounting (student must be enrolled in the course)
Computer Information Systems (student must be enrolled in the course)
Wimba Voice is an electronic tool that promotes the use of voice online during the
development of the academic content, and allows students/facilitator interaction. Students
will use Wimba Voice to create voice posts for discussion boards, prepare voice
presentations, send voice e-mails, and for other assignments. The Wimba Voice program
has 5 functions:
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Voice Authoring: allows recording and listening to voice content on a webpage.
Voice Discussion Board: allows posting and listening to voice messages within
discussion boards.
Voice Presentation: allows presenting web content alongside voice messages.
Voice E-mail: allows sending voice messages via e-mail.
Voice Podcaster: allows creating and distributing voice messages to participants.
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Anejo D/Appendix D
KWL
K – What you
know?
W – What you
want to know?
L – What you
learned?
Apéndice E/Appendix E
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UNIVERSIDAD DEL TURABO
SCHOOL OF HEALTH SCIENCES
NURSING GRADUATE PROGRAM
Critiquing Evaluation Criteria for Quantitative Research Article
NURS 502 Nursing Science and the Research Process
Listed below are criteria that you will use to critique research articles pertinent to your research
area of interest. Discuss how the investigator satisfied each criterion. Cite relevant passages in the
articles, with reference to page number if appropriate. Don’t merely respond “yes” or “no” to the
presence or absence of each criterion – you must provide examples and rationale for your
response.
Criteria
YES NO Comments
I- Title of the Article and Authors
Is the title clear, including area of study and group studied?
Are the author’s credentials included?
II- Introduction
Is the purpose of the study presented?
Is the significance (importance) of the problem discussed?
Does the investigator provide a sense of what he or she is doing
and why?
III- Problems Statement
Is the problem statement clear?
Does the investigator identify key research questions and
variables to be examined?
Does the study have the potential to help solve a problem that is
currently faced in clinical practice?
IV- Literature Review
Does the literature review follow a logical sequence leading to a
critical review of supporting and conflicting prior work?
Is the relationship of the study to previous research clear?
Does the study have the potential gaps in the literature and
support the necessity of the present study?
V- Theoretical Framework and Hypotheses
Is a rationale stated for the theoretical/conceptual framework?
Does the investigator clearly state the theoretical basis for
hypotheses formulation?
Is the hypotheses stated precisely and in a form that permits it to
be rested?
VI- Methodology
Are the relevant variables and concepts clearly and operationally
defined?
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Is the design appropriate for the research questions or
hypotheses?
Criteria
YES NO Comments
Are methods of data collection sufficiently described?
What are the identified and potential threats to internal and
external validity that were present in the study?
If there was more than one data collector, was interrater reliability
adequate?
VII- Sample
Are the subjects and sampling methods described?
Is the sample of sufficient size for the study, given the number of
variables and design?
Is the adequate assurance that the rights of human subjects were
protected?
VIII- Instruments
Are appropriate instruments for data collection used?
Are reliability and validity of the measurement instruments
adequate?
IX- Data Analysis
Are the statistical tests used identified and the values reported?
Are appropriate statistics used, according to level of
measurement, sample size, sampling method, and
hypotheses/research questions?
X- Results
Are the results for each hypothesis clearly and objectively
presented?
Do the figures and tables illuminate the presentation of results?
Are results described in light of the theoretical framework and
supporting literature?
XI- Conclusion/Discussion
Are conclusions based on the results and related to the
hypotheses?
Are study limitations identified?
Are implications of findings discussed (i.e., for practice,
education, and research)?
Are recommendations for further research stated?
XII- Research Utilization Implications
Is the study of sufficient quality to meet the criterion of scientific
merit?
Does the study meet the criterion of replicability?
Is the study of relevance to practice?
HESC 500 Statistics Applied to Clinical Research
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Do the benefits of the study outweigh the risks?
XIII- Format
Utilizes APA format
Includes the list of references utilizing APA
Total Score Obtained: ________ Percentage Obtained: _________
Student Signature: ___________________________________ Student ID: ______________________
Evaluator’s Signature: _________________________________ Date: ___________________________
HESC 500 Statistics Applied to Clinical Research
07-20-2012
Anejo F/Appendix F
UNIVERSIDAD DEL TURABO
SCHOOL OF HEALTH SCIENCES
NURSING GRADUATE PROGRAM
Critiquing Evaluation Criteria for Qualitative Research Article
NURS 502 Nursing Science and the Research Process
Listed below are criteria that you will use to critique research articles pertinent to your research area of
interest. Discuss how the investigator satisfied each criterion. Cite relevant passages in the articles, with
reference to page number if appropriate. Don’t merely respond “yes” or “no” to the presence or absence of
each criterion – you must provide examples and rationale for your response.
Criteria
YES NO Comments
I- Title of the Article and Authors
Is the title clear, including area of study and group studied?
Are the author’s credentials included?
II- Statement of the Phenomenon of Interest
Is the phenomenon of interest clearly identified?
Has the researcher identified why the phenomenon requires a
qualitative format for study?
Are the philosophical underpinnings of the research described?
III- Purpose
Is the purpose of conducting the research made explicit?
Does the researcher describe the projected significance of the
work to nursing?
IV- Method
Is the method used to collect data compatible with the purpose of
the research?
Is the method adequate to address the phenomenon of interest?
If a particular approach is used to guide the inquiry, does the
researcher complete the study according to the processes described?
V- Sampling
Does the researcher describe the selection of participants?
Are the informants who were chosen appropriate to inform the
research?
VI- Data Collection
Is data collection focused on human experience?
Does the researcher describe data collection strategies (i.e.,
interview, observation, focus groups, field notes)?
Is protection of human subjects addressed?
Is saturation of the data described?
HESC 500 Statistics Applied to Clinical Research
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Criteria
YES NO Comments
Are the procedures for collecting data made explicit?
VII- Data Analysis
Does the researcher describe the strategies used to analyze the data?
Does the reader understand the procedures used to analyze the data?
Does the researcher address the credibility, auditability, and
fittingness of the data?
VIII- Credibility
Do the participants recognize the experience as their own?
IX- Auditability
Can the reader follow the thinking of the researcher?
Does the researcher document the research process?
X- Fittingness
Are the findings applicable outside the study situation?
Are the results meaningful to individuals not involved in the
research?
Is the strategy used for analysis compatible with the purpose of
the study?
XI- Findings
Are the findings presented within a context?
Is the reader able to apprehend the essence of the experience from
the report of the findings?
Are the researcher’s conceptualizations true to the data?
Does the researcher place the report in the context of what
already is known about the phenomenon?
XII- Conclusions, implications, and recommendations
Do the conclusions, implications, and recommendations give the
reader a context in which to use the findings?
Do the conclusions reflect the findings of the study?
Are recommendations for future study offered?
Is the significance of the study to nursing made explicit?
XIII- Format
Utilizes APA format
Includes the list of references utilizing APA
Total Score Obtained: ________ Percentage Obtained: _________
Student Signature: ____________________________________ Student ID: ____________________
Evaluator’s Signature: __________________________________ Date: __________________________
HESC 500 Statistics Applied to Clinical Research
07-20-2012
Anejo G/Appendix G
UNIVERSIDAD DEL TURABO
ESCUELA DE CIENCIAS DE LA SALUD
PROGRAMA GRADUADO DE CIENCIAS EN ENFERMERÍA
Criterios de Evaluación para Propuesta de Investigación
NURS 502 Nursing Science and the Research Process
Nombre: ________________________________________ Estudiante: ________________________________
Fecha: ____________________________________________ Valor 40% Porciento obtenido ___________
Sí Cumple con todos los requisitos
No Cumple con los requisitos
Elementos para evaluar: Sí No
Comentarios
I. Título e Introducción
- Presenta breve resumen de la investigación.
- Indica de manera concisa el propósito del proyecto.
- Indica de manera concisa los métodos que utilizará.
II. Planteamiento del Problema y su Importancia para
la Práctica Avanzada en Enfermería
- Presenta el problema de manera concreta en forma de
pregunta.
- Presenta el objetivo/objetivos el estudio.
- Relaciona el problema con el objetivo del estudio.
- Precisa con claridad de qué manera contribuirá la
investigación al conocimiento del tema (utiliza
referencias).
- Discute cómo el estudio propuesto se relaciona con la
profesión y su importancia en la práctica avanzada
(utiliza referencias).
III. Antecedentes del Problema (Revisión de
Literatura)
-Presenta una revisión de literatura que incluya por lo
menos 5 referencias de "peer-reviewed journals" sobre
estudios previos, en adición a las demás referencias.
- Discute los estudios citados.
- Orienta al lector en relación a lo que se sabe del
problema.
- Indica cómo aportará la investigación propuesta al
conocimiento del problema.
- Indica una teoría o modelo conceptual para explicar la relación de su
estudio al desarrollo de la ciencia.
- Describe la teoría y presenta literatura para evidenciar el
contenido.
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Elementos para evaluar: Sí No Comentarios
IV. Metodología
- Presenta objetivos concretos y viables.
- Describe el diseño propuesto.
- Identifica la hipótesis del estudio, si hay predicciones.
- Identifica la o las variables del estudio.
- Presenta la definición operacional de cada variable a
estudiarse, validez y confiabilidad de los instrumentos de
medición para cada variable.
- Describe la población y selección de la muestra.
- Discute el procedimiento para proteger los derechos
humanos siguiendo los criterios establecidos por el IRB.
- Discute el procedimiento para realizar el estudio
propuesto.
V. Análisis de Datos
- Describe el análisis de datos de acuerdo a las medidas
propuestas y el diseño de investigación.
VI. Formato
- Utiliza las guías de APA para redactar propuesta.
- Incluye una copia de la propuesta.
- Incluye una copia de cada instrumento.
- Incluye copia de consentimiento informado y
asentimiento, si los participantes son menores de edad.
- Incluye el Formulario de Presentación del Protocolo de
Investigación del IRB, resume y certificados de Derechos
Humanos y HIPPA.
- Incluye la lista de referencias utilizando APA.
Puntuación Total Posible: _____ Puntuación Total Obtenido: ______
Firma del Estudiante:___________________________________ # de Estudiante:____________
Firma del Profesor: ______________________________________ Fecha: ____________________
HESC 500 Statistics Applied to Clinical Research
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Apéndice H/Appendix H
DIARIO REFLEXIVO
Nombre ____________________________
Fecha ____________________________
El propósito de este diario es el de reflexionar y escribir sobre los conceptos,
los sentimientos y las actitudes que se desatan a partir de la discusión y los
trabajos de cada taller. Este proceso le ayudará en su autoanálisis, así como
propiciará la auto evaluación.
Utilizando las siguientes preguntas guías, reflexione sobre lo presentado en el
taller y conteste las mismas en forma de ensayo con excelente gramática,
ortografía y puntuación:
1. Hoy aprendí….
2. Este tema presentado en clase me ayuda a……
3. Puedo aplicar lo discutido en la clase a mi vida y experiencias personales…
HESC 500 Statistics Applied to Clinical Research
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Reflective Diary
Name ____________________________
Date ____________________________
The purpose of this diary is to reflect and write about the concepts, feelings, and
attitudes experienced after class discussion and assignments. This process will help your
self-assessment.
Using the following questions, reflect about what was presented in this workshop and
answer the questions following an essay style using excellent grammar, syntax and
punctuation:
1. Today I learned…
2. The topic presented today helps me…
3. I can apply today’s discussion to my life and personal experiences…