UNIVERSITY OF MARY WASHINGTON -- NEW COURSE PROPOSAL

UNIVERSITY OF MARY WASHINGTON -- NEW COURSE PROPOSAL
Electronically submit this completed form with PDF attachments to the Chair of the College Curriculum Committee.
Arts and Sciences
COLLEGE (check one):
x
Proposal Submitted By: Richard Finkelstein
Course Title:
Evidence Based Nursing Research
Department/discipline and course number*: NURS 410
Business
Date Prepared:1/31/13
Education
*This course number must be approved by the Office of the Registrar before the proposal is submitted.
Number of credits proposed:
3
Prerequisites:
RN licensure/admission to program
Will this be a new, repeatable “special topics” course? (Do you want students to be
NOx
able to take this new course more than once if the topic changes?)
Date of first offering of this new course: FALL SEMESTER, year
2014
Proposed frequency of offering of the course:
2 X/ year
List the faculty who will likely teach the course: n.a.
Are ANY new resources required?
NO X
YES
YES
Document in attached impact statement
This new course will be (check all that apply):
Required in the major
X
General Elective
Elective in the major
General Education**
**AFTER the new course is approved, a separate proposal must be sent to the General Education Committee.
Catalog Description:
Prerequisite: Mathematics 200 or equivalent. This course introduces the research
process and methods for critiquing research literature. It also explains the development
of theoretical frameworks for research studies, quantitative and qualitative methodology
to accomplish goals, and dissemination of research findings. The course will examine the
use of research in the delivery of quality nursing care and the need for nurses to engage
in research in order to expand the body of nursing knowledge. The research process will
serve as a framework for this course, whereby students will engage in a systematic,
formal process to identify scientific relationships that will lead to finding solutions to
problems and/or to discovering new nursing knowledge.
COURSE HISTORY
Was this course taught previously as a topics or experimental course?
Course Number and Title of Previous Course
YES
NO
Semester Offered
Enrollment
CHECK HERE if the proposed course is to be equated with the earlier topics or experimental offerings. This means
that students who took the earlier “topics” course will only be able to take the new course if they made a C- grade or
lower in the earlier course.
NOTE: If the proposed course has not been previously offered as a topics or experimental course, explain in the attached
rationale statement why the course should be adopted even though it has not been tried out.
REQUIRED ATTACHMENTS:
1. Rationale Statement (Why is this course needed? What purposes will it serve?) please see overall BSN
proposal
2. Impact Statement (Provide details about the Library, space, budget, and technology impacts created by
New Course Proposal Cover Sheet (July 2012)
adding this new course. Include supporting statements from the Library, IT Department, etc. as needed.)
please see overall BSN proposal
3. Sample Syllabus please see BSN proposal
Department Chair Approval:
CCC Chair Approval:
Dean’s Office, CAS
UCC Chair Approval:
New Course Proposal Cover Sheet (July 2012)
Date:
Date:
Date:
1/31/13
NURS 410
Evidence Based Nursing Research
Evidence Based Nursing Research
NURS 410
Professor
Office:
Office Phone:
Office Hours:
Course Website:
Catalogue Description:
This course introduces the research process and methods for critiquing research
literature. It also explains the development of theoretical frameworks for research
studies, quantitative and qualitative methodologies to accomplish goals, and the
dissemination of research findings. The course will examine the use of research in the
delivery of quality nursing care and the need for nurses to engage in research in order to
expand the body of nursing knowledge. The research process will serve as a framework
for this course, whereby students will engage in a systematic, formal process to identify
scientific relationships that will lead to finding solutions to problems and/or to
discovering new nursing knowledge.
Course Outcomes and Objectives:

Students will be able to describe the role of research in the delivery of quality
nursing care.

Students will be able to identify research methodologies and the ethical, moral,
and legal considerations of research involving human subjects.

Students will critique the scientific merit of research articles for critique
determining patient care.

Students will demonstrate an understanding of the value of conducting
research to expand the body of nursing knowledge.
Course Requirements:

A) Examination – 30%
Research Concepts Test-blueprint
Course
Exam Date
CONTENT
TOPIC
LEVEL OF COGNITION
R
U
AP
AN
TOTAL
The Research Process, How to Critique a
Research Article
1
2
2
1
6
Introduction to Quantitative and Qualitative
2
2
3
2
9
New Course Proposal Cover Sheet (July 2012)
Research
Literature Review
2
2
2
1
7
2
2
2
2
8
Data Collection Methods
Reliability and Validity
2
2
3
2
9
Data Analysis
2
2
2
2
8
Reporting Findings
Using Research in Nursing:
Evidence-Based Practice
1
2
1
1
5
10
14
15
11
50
Research Problems, Purpose, and
Hypotheses
Informed Consent, Ethics in Research
Sampling
TOTAL
Legend:
Level of Cognition: R= Remembering
AN = Analyzing
U = Understanding
AP = Applying
B. Completion of Online Modules (suggested topics – Theoretical Frameworks,
Sampling) – 10% (2 at 5% each)
Read the article by XXXXXX
Answer the following questions in a word document, single space with a separate
paragraph for each answer.
1. Explain in your own words what is meant by a theory, conceptual model, and
framework. What is the purpose of using a theory, conceptual model, or framework
as part of a study?
2. Do the researchers in the article by XXXX use a theory, conceptual model, or
framework to guide the study? Identify what the researchers have used and
explain how you think it correlates with the study.
C. Written Article Critique using APA format – 20%
Read the assigned article and conduct a critique using the following rubric:
Question and Point
Value
Points
New Course Proposal Cover Sheet (July 2012)
Instructor Feedback
Deducted
Is this study quantitative
or qualitative? How do
you know? (5)
What is the problem
statement in this study?
Is it relevant to nursing?
(5)
What are the main
variables in this study?
How are they defined?
(10)
What study design is used
in this study? Is the
design adequately
described in the article to
permit replication of the
study? Is this the best
design for the study? (10)
Who is the target
population? How was the
sample obtained? What
was the final sample size?
(5)
What were the inclusion
and exclusion criteria for
sample selection? How
might the results be
affected by those who
were excluded from the
study? (5)
Describe, in your own
words, the methodology
used in this study. (10)
Were there any tools or
surveys used in this
study? What were they?
Were they reliable and
valid? (5)
Summarize the main
findings of this study. (10)
Were the findings
statistically significant? If
yes, at what probability
level? What does this
mean in your own words?
(10)
New Course Proposal Cover Sheet (July 2012)
What are the limitations
of this study? How might
that have affected the
results? (5)
Discuss the implications
for nursing practice based
on the evidence from this
study (10)
Use of APA, grammar,
punctuation and spelling
(10)
TOTAL
D. Participate in weekly course discussions – 40% (8 at 5%/week)
NURS 410 Discussion Board (DB) Guidelines and Rubric





The Discussion board questions are found under the menu item labeled
“discussion boards.”
Post your initial response to the discussion board question(s) following the due
dates listed in the course schedule.
Complete that week’s posting which includes at least 2 replies by XXday to two
different fellow students outside of your initial post.
You are expected to be in the discussion board at least two different days
throughout the week—not one time only because this defeats the ability to create
and generate discussion in the online community.
Discussion boards postings are graded according to the rubric below.
Discussion Board Rubric
DB QUESTION(S): STUDENT INITIAL RESPONSE
Demonstrates analysis of materials which includes
(3 points)
APA Reference within text and at the end of post
Demonstrates application of materials
(1 point)
Faculty may respond to a post with further questions or clarification
New Course Proposal Cover Sheet (July 2012)
that the student will need to respond to because it may impact on
the student’s weekly DB grade.
REPLIES:
Detailed and meaningful responses within timeline
(2 points)
Limited to agree/disagree statements
(0.5 point)
Replies submitted after the DB timeline will not receive any credit.
POSTING FREQUENCY:
Postings on at least 2 different days within DB timeline (no
deductions)
Posting all in one day
(-1 point)
TIMELINESS:
Initial response posted after Wednesday
TOTAL POSSIBLE POINTS: 5 per DB
(-0.5/day)
The rubric is based upon Bloom's Taxonomy of higher level thinking which may be
clarified via the following link:
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Required Readings
Burns, N., & Grove, S. (2011). Understanding nursing research. (5th ed.). Maryland
Heights, MO. Elsevier/Saunders.
American Psychological Association (2010). Publication manual of the American
Psychological Association. (6th ed.).
Course Outline
Week
1
Content
The Research Process
How to Critique a Research
Article
Readings/Activities
Burns & Grove Chapter 1; Practice sample
of a research article and critique rubric
2
Introduction to Quantitative
and Qualitative Research
Burns & Grove Chapters 2 & 3; Exercise on
quantitative and qualitative research
3
Literature Review
Burns & Grove Chapter 6; Exercise on how
to synthesize an article
New Course Proposal Cover Sheet (July 2012)
4
Theoretical Frameworks
5
Research Problems, Purpose,
and Hypotheses
Informed Consent, Ethics in
Research
6
Sampling
Data Collection Methods
Reliability and Validity
7
Data Analysis
8
Reporting Findings
Using Research in Nursing:
Evidence-Based Practice
Burns & Grove Chapter 7; Exercise on
Theoretical Frameworks
Burns & Grove Chapters 4 & 5;
Exercise on how to write a research problem
Burns & Grove Chapters 9 & 10
Exercise on sampling methods; reliability
and validity measures
Burns & Grove Chapter 11
Exercise on types of analyses
Burns & Grove Chapter 13
Exercise on how to review articles for
evidence
Academic Dishonesty
The UMW Honor System is in effect for our course. I may authorize specific exercises as
collaborative work, but all other work must be your own, as per Article 1, Sections 1 and
2 of the University of Mary Washington Student Honor Code.
Accommodations
The Office of Disability Services has been designated by the University as the primary
office to guide, counsel, and assist students with disabilities. If you already receive
services through the Office of Disability Services and require accommodations for this
class, make an appointment with me as soon as possible to discuss your approved
accommodation needs. Please bring your accommodation letter with you to the
appointment. I will hold any information you share with me in the strictest confidence
unless you give me permission to do otherwise. If you have not contacted the Office of
Disability Services and need accommodations (note taking assistance, extended time for
tests, etc.) I will be happy to refer you. The office will require appropriate documentation
of disability. Their phone number is 540.654.1266. If there is anything about yourself
that you think I should know, please see me in office hours or before/after class.
New Course Proposal Cover Sheet (July 2012)
New Course Proposal Cover Sheet (July 2012)
New Course Proposal Cover Sheet (July 2012)