Hthsci 4NR3 Course Manual Winter 2022 KF PDF

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HTHSCI 4NR3 Winter 2022

HTH SCI 4NR3 Introduction to Nursing Research Manual Winter 2022

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HTHSCI 4NR3 Winter 2022

Table of Contents Course Contacts ............................................................................................................................ 3 Course Description ........................................................................................................................ 4 Course Learning Outcomes ........................................................................................................... 4 Course Format .............................................................................................................................. 4 Learning Resources ....................................................................................................................... 4 I. Academic Sessions (Weeks 1 to 6) ....................................................................................... 5-11 II. THE RESEARCH PRACTICUM ................................................................................................... 12 Time Commitments for Course Practicum ............................................................................... 12 Role of the 4NR3 student ........................................................................................................ 12 Role of the Research Tutor ..................................................................................................... 13 University and BScN Policies and Procedures……………………………………………………........14

Evaluation Measures ............................................................................................................... 15 Responsibility for Grade Submissions ...................................................................................... 16 Criteria for Evaluation Measures……………………………………………………………………………………………17 In-Class Online Performance Rubric……………………………………………………………………18

RESEARCH PROPOSAL Evaluation form ..............................................................................19-20 Research Practicum Performance-objectives and expectations .............................................. 21 RESEARCH PRACTICUM Evaluation form ................................................................................. 22 Research Activity Log... ............................................................................................................ 23 Oral Presentation Expectations ............................................................................................... 24 ORAL PRESENTATION Evaluation Form............................................................................... 24-27

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HTHSCI 4NR3 Winter 2022

WELCOME TO 4NR3 A warm welcome is extended to all who are participating in the Level IV Introduction to Nursing Research. The BScN program’s Kaleidoscope Curriculum was designed on constructivist assumptions and is conceptually based. Teaching conceptually entails focusing on how meaning is produced and used in nursing practice, and the development of clinical reasoning and judgment necessary for transfer of knowing across multiple contexts that are, in today’s practice, dynamic and changing. The Student Manual is intended to support students throughout the 4NR3 course. If you have any questions or concerns, please direct them to your Research Tutor. Course Contacts: Curricular Lead: Dr. Kathryn Fisher:

[email protected]

(905) 525-9140, ext. 22270

Site Specific Research Tutors Day & Time

Research Tutor

Wednesday 8:30am to 11:20am

Sanja Visekruna Amber Gillespie Robin Enns

Thursday 1:30pm to 4:20pm

Shauna Henry Shelly-Anne Li Lucy Costantini

Thursday 1:00pm to 3:50pm

Diana Sherifali Dianne Allen Aleksandar Ljubinkovic

Thursday 3pm to 5:50pm

Elizabeth Green

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HTHSCI 4NR3 Winter 2022

HEALTH SCIENCES 4NR3 - INTRODUCTION TO NURSING RESEARCH Course Description This introductory research course enables students to review the research process from previous course work and apply the various components to a research project. Learning Outcomes Students are exposed to learning what a researcher needs to know in order to generate research questions and search for answers to the questions. Students work in small groups and collaborate with their peers and the Research Tutor to complete a research project during the research practicum. Exposure to creating knowledge assists students to understand the nurse’s role in knowledge generation. As ethical understanding is an integral part of nursing practice, students have further opportunities to increase knowledge and skills relating to ethical practice, both in class room work and during the research practicum. As knowledge translation is an integral part of the research process, students learn about strategies for effective dissemination of nursing research. Students learn what their research roles could be as beginning nurses and what research possibilities exist for experienced nurses. Course Format In the first part of the term (first 5 weeks), students will attend 3 hours of in-person learning each week in a large group format. Students are expected to do the required reading and review the in-class activities prior to class. Students are expected to come to class prepared to discuss the unit content in the large group and participate in small group activities. In the second part of the term (last 6 weeks), students will continue to attend weekly in-class, in-person sessions to work with their research team to complete the research practicum. Learning Resource: Polit & Beck (2019). Canadian Essentials of Nursing Research (4th Edition). Kevin Woo (Editor). Wolters Kluwer Publishers. Philidelphia, PA 19103. [Available in bookstore] Required Articles: Articles have been selected to augment the text book readings in specific areas (e.g., reviews, qualitative description, interpretive description, mixed methods, quality improvement).

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HTHSCI 4NR3 Winter 2022

SESSION 1: INTRODUCTION TO THE RESEARCH PROCESS, RESEARCH PARADIGMS AND RESEARCH REVIEWS The aim of this session is to provide a course overview and develop an understanding of: research and the creation of nursing knowledge, the steps involved in developing and implementing a research project, research paradigms, and the role of research reviews. 1. Students discover the importance of research in nursing. 2. Students identify the steps in the research process. 3. Students understand the naturalist versus positivist paradigm and how this relates to quantitative and qualitative research. 4. Students understand the common types of research reviews and where they fit within the context of research.

Key Terms: Clinical Nursing Research

Nursing Research

Constructivist (Naturalistic) Research Methods Paradigm

Paradigm

Positivist Paradigm

Qualitative Research Steps

Quantitative Research Steps

Deductive Reasoning

Inductive Reasoning

Experimental Research

Non-Experimental Research

Conceptual Definition

Operational Definition Quantitative Data Qualitative Data

Literature Review

Systematic Review

Meta-Analysis

Qualitative Systematic Review

Meta-Synthesis

Scoping Review

Integrative Review

Realist Review

Umbrella Review

Required Readings: Page 5 of 27

HTHSCI 4NR3 Winter 2022

1. Polit & Beck (2019). Canadian Essentials of Nursing Research (4th Edition). Kevin Woo (Editor). Wolters Kluwer Publishers. Philidelphia, PA 19103. •

Chapter 1: Introducing Research and Its Relevance to Nursing Practice

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Chapter 3: Key Concepts and Steps in Qualitative and Quantitative Research

2. Samnani, SS, Vaska, M, Ahmed, S, & Turin, TC. Review Typology: The Basic Types of Reviews for Synthesizing Evidence for the Purpose of Knowledge Translation. Journal of College of Physicians and Surgeons Pakistan. 2017. Vol 27 (10): 635-641. SESSION 2: ETHICS IN RESEARCH, QUANTITATIVE RESEARCH The aim of this session is to develop an understanding of ethics as an integral part of nursing research and to enhance the student’s understanding of quantitative research designs. 1. Students begin to understand the nature of the conflict between ethics and research that arises in certain situations. 2. Students identify the ethical principles articulated in the Tri-Council Policy Statement. 3. Students describe the characteristics of experimental, quasi-experimental, and nonexperimental designs. 4. Students understand data types and how they relate to quantitative analyses. 5. Students describe threats to the internal and external validity of quantitative studies. In-class Activities Begin the following online modules: 1. Interagency Advisory Panel on Research Ethics on-line introductory tutorial for the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (TCPS). Go to: http://tcps2core.ca/welcome 2. Tutorial for Researchers Conducting Retrospective Review of Health Records Go to: http://ethics.mcmaster.ca/chart/index.cfm 3. Once the tutorials have been completed online, students will receive e-mail notifications with their name, date of tutorial completion, and certificate number. **NOTE: Please save Certificates of Completion - You are required to submit Certification of Completion for these 2 online modules before you are permitted to write the midterm. Please note- you must submit to the assignment folder in your avenue to learn course shell Key Terms: Page 6 of 27

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Ethics Anonymity

Beneficence

Consent Form

Process Consent

Anonymity

Risk/Benefit Assessment

Vulnerable Person

Full Disclosure

Informed consent

Nuremberg Code

Vulnerable group

Codes of Ethics

Research Ethics Board (REB) Self Determination Tri-Council Policy Debriefings

Case Control Design

Cohort Design

Construct, Content, Criterion & Face Validity

Quasi-experiment

Reliability Measures (e.g., test-retest, interrater, internal consistency)

Intervention Group

Correlational Study

Longitudinal Study

Threats to Validity

Sampling Methods

Rating Scales (e.g., Likert, visual analogue)

Pilot Testing

Confidentiality Declaration of Helsinki Implied Consent Belmont Report Quantitative Research Internal & External Validity

Levels of Measurement Prospective

Open-ended questions Closed-ended questions

Patient-reported outcome

Cross sectional Design Control (Comparison) Group Randomized Controlled Trial (RCT) Retrospective Hawthorne Effect Questionnaire

Required Readings: 1. Polit & Beck (2019). Canadian Essentials of Nursing Research (4th Edition). Kevin Woo (Editor). Wolters Kluwer Publishers. Philidelphia, PA 19103. •

Chapter 5: Ethics in Research

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Chapter 9: Quantitative Research Design

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Chapter 10: Sampling and Data Collection in Quantitative Studies

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Chapter 14: Statistical Analysis of Quantitative Data (pgs 234-236)

2. Mello, M.M., Wolfe, L.E. (2010) The Havasupai Indian tribe case--lessons for research involving stored biologic samples. New England Journal of Medicine, Jul 15; 363(3):204-7. Epub 2010 Jun 9.

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Session 3 Pre-Class Activity: Students will be assigned to small groups and, in preparation for session 3 (next week), will work with their group during the week to analyze a qualitative data set (1-2 pages) provided to them by the Research Tutor. Students are required to complete this activity and bring the results to next week’s class.

SESSION 3: QUALITATIVE RESEARCH METHODS The aim of this session is to enhance an understanding of qualitative research designs. 1. Students identify the main research traditions for qualitative research. 2. Students describe the characteristics of ethnographic, phenomenological, grounded theory, qualitative description, interpretive description, and case study methods. 3. Students develop an understanding of the role of the researcher in qualitative research. 4. Students gain an appreciation for how to analyze qualitative data. Key Terms:

Trustworthiness

Constant comparison Credibility

Data Saturation

Generalizability Emergent Design

Coding

Ethnography

Thick Description

Phenomenology Grounded theory (Descriptive, Interpretive)

Case Study

Interviews (e.g., unstructured, semiParticipant structured, focus groups, Observation photo)

Confirmability Dependability

Content Analysis

Transferability Member check Triangulation Types (e.g., data, investigator, method) Sampling Methods (e.g., Purposive, Snowball, Theoretical, Maximum Variation) Bracketing

Interpretive Description Qualitative Description

Required Readings: 1. Polit & Beck (2019). Canadian Essentials of Nursing Research (4th Edition). Kevin Woo (Editor). Wolters Kluwer Publishers. Philidelphia, PA 19103. •

Chapter 11 – Qualitative Designs and Approaches

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Chapter 12 – Sampling and Data Collection in Qualitative Studies

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Chapter 16 – Analysis of Qualitative Data (pgs. 285-290)

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Chapter 17: Trustworthiness and Integrity in Qualitative Research

2. Baxter, P. & Jack, S. (2008). Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers. The Qualitative Report. 13 (4): 544-559. Retrieve from http://nsuworks.nova.edu/tqr/vol13/iss4/2. 3. Luciani, M., Jack, S.M., Campbell, K., Orr, E., Durepos, P., Li, L., Strachan, P., Di Mauro, S. (2019). Professiori Infermieristiche CNAI. Vol. 72(1) Gennaio-Marzo 2019. Pg 60-68. In-Class Activities: This will include a discussion of the results from the analysis of the qualitative data set provided to the students last week by the Research Tutor (to be completed in small groups assigned by the Tutor).

SESSION 4: QUALITY IMPROVEMENT (“LITTLE r RESEARCH”) The aim of this session is to develop an understanding of the Quality Improvement process and how it relates to application and validation of research findings and best practice. 1. Students describe the Quality Improvement process and its application in healthcare. 2. Students list at least 3 Quality Improvement methods/frameworks. 3. Students compare/contrast Quality Improvement “little r research” to “big R research” methodologies. Key Terms: Patient Safety Adverse Events

Human Factors

Systems Thinking

Logic Models

Root Cause Analysis Variation

Best Practices

PDSA Logic Models

Lean/Six Sigma Generalizability

Process Analysis Quality Improvement

Standardization Knowledge Dissemination

Required Readings: 1. Polit & Beck (2019). Canadian Essentials of Nursing Research (4th Edition). Kevin Woo (Editor). Wolters Kluwer Publishers. Philidelphia, PA 19103. Page 9 of 27

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Chapter 2: Fundamentals of Evidence-Based Nursing Practice (pgs. 37-38)

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Chapter 13: Mixed Methods and Other Special Types of Research (pgs. 227-228)

2. Higgins (2015). The Difference Between Quality Improvement and Research. 3. Scoville R, Little K. (2014). Comparing Lean and Quality Improvement. IHI White Paper. Cambridge, Massachusetts: Institute for Healthcare Improvement. Retrieve from: http://www.ihi.org/resources/Pages/IHIWhitePapers/ComparingLeanandQualityImproveme nt.aspx

SESSION 5: MIXED METHODS, KNOWLEDGE TRASLATION The aim of this session is to enhance an understanding of mixed methods research, knowledge translation, and research utilization in nursing. 1. 2. 3. 4. 5.

Students understand the distinguishing features of mixed methods research. Students describe the common mixed methods designs (concurrent, sequential). Students understand how mixed methods are used in research. Students understand the importance of knowledge transfer and exchange activities. Students understand traditional methods of disseminating nursing research and the circumstances in which they specific methods are used. 6. Students understand the differences between research utilization and evidence-based practice.

Key Terms: Mixed Methods Positivism

Pragmatics

Integration

Concurrent Designs Complementarity Explanatory Designs Knowledge Translation Dissemination Passive dissemination Active dissemination Target Audience

Research Message

Knowledge Translation Evidence Hierarchy Systematic Reviews

Meta-analysis

Sequential Designs Parallel Designs Message Impact

Research Utilization Integrative Evidence Based Practice Reviews Clinical Practice Meta-synthesis Guidelines Message Delivery

Required Readings: Page 10 of 27

HTHSCI 4NR3 Winter 2022

1. Polit & Beck (2019). Canadian Essentials of Nursing Research (4th Edition). Kevin Woo (Editor). Wolters Kluwer Publishers. Philidelphia, PA 19103. •

Chapter 13: Mixed Methods and Other Special Types of Research (pgs. 219-223)

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Chapter 2: Fundamentals of Evidence-Based Nursing Practice (pgs. 21-28)

2. Doyle, L, Brady, A-M, Byrne, G. An overview of mixed methods research – revisited. Journal of Research in Nursing. 2016. Vol 21 (8): 623-635. 3. Grimshaw, J. M., Eccles, M.P., Lavis, J.N., Hill, S.J., Squires, J.E. (2012). Knowledge translation of research findings. Implementation Science. 7:50, 1-17.

SESSION 6: MIDTERM EXAM, INTRODUCTION TO RESEARCH PRACTICUM In class, in-person Mid Term Exam NOTE: MUST HAVE submitted completion of modules certificate before you are permitted to write the midterm.

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Introduction to Research Practicum – Literature Review SESSIONS 7-12: RESEARCH PRACTICUM, DRAFT PROPOSAL, ORAL PRESENTATIONS THE RESEARCH PRACTICUM In the second part of the term, students will work in small groups and participate in a research practicum. The practicum will take place in the classroom, where a structured group of research activities will be led by the Research Tutor. Students will have the opportunity to participate in research team meetings, collaborate with a research team, perform research activities and plan research dissemination activities. Based on a lottery system, students will have the opportunity to choose from an existing list of research topics. Students can propose their own research topic, but this must be approved by the Research Tutor and the approval must be secured by the end of week 4. Students are strongly advised to approach the Research Tutor early (the first 2 weeks of class) if they are interested in pursuing their own research topic, since it often takes 2 or more weeks to research a topic to assess whether it is feasible.

Time Commitments for Research Activities Time commitments are variable; however, a minimum of 24 hours to a maximum of 30 hours are to be spent in “hands-on” r...