NUR 315: Nursing Research and Expanded Evidence-Based Practice

Course Description

This course examines sources of evidence, the nature of inquiry, and research concepts. Qualitative and quantitative research methods are compared and applied. Skills needed to select, critique and apply nursing research are developed. Levels of evidence are explored and applied to developing an evidence-based practice brief in the student’s area of clinical interest.

(4 credits)

Prerequisites

ENG 101: English Composition 1
ENG 102: English Composition 2
MAT 105: Statistics
NUR 301: Baccalaureate Nursing Role

Student Learning Outcomes (SLOs)

Upon completion of this course, the student will have gained knowledge about:

Identify and analyze sources of evidence relevant to the type of research inquiry.
Describe the research process utilizing applicable concepts and terminology.
Differentiate between evidence, theory and research in nursing practice.
Compare qualitative and quantitative methodologies in nursing research and the appropriate application of each.
Apply skills of research critique and interpretation of studies to determine application of research to practice.
Apply levels of evidence to explore approaches to inquiry related to a clinical practice question/issue.
Describe rationale for research addressing diverse groups for generalizability of results and application to practice.
Design an evidence-based practice project that demonstrates appropriate application of research to practice.
Identify and investigate a clinical nursing problem of interest to develop and present a current, comprehensive evidence-based practice brief.

Course Activities and Grading

Assignments	Weight
Discussions: Weeks 1, 2, 4, 5, 6, 7, 8	20%
Group Assignments: Weeks 2, 4, 5, 6, 7	15%
Assignments: Weeks 1(x2), 2, 5, 6, 7	15%
Selecting An Evidence-Based Practice Topic: Week 2	Pass /Fail
Quiz Week 3	3%
Quantitative Critique: Week 3	10%
Identifying Your EBP Project: Week 3	Pass/Fail
Qualitative Critique: Week 4	10%
Integrative Review Paper	10%
PowerPoint Presentation	12%
Capstone Practicum Related Assignments: Planning for Capstone Practicum: Weeks 1-4	5%
Total	100%

Required Textbooks

Available through Charter Oak State College's online bookstore

Melnyk, B.M., & E. Fineout-Overholt. (2023). Evidence-Based Practice in Nursing & Healthcare. 5th ed. Philadelphia, PA: Wolters Kluwer. ISBN-13: 978-1-975185-72-5

Additional Requirements

Available through Charter Oak State College's virtual library

Cantlin, D. & Kronebusch, B., 2019. In Pursuit of Meaningful Nurse-Sensitive Indicators. ViewPoint 41:4, 8,19.

Course Schedule

Week	PLOs	SLOs	Readings and Exercises	Assignments
1	2,3	8	Topic: Preparing for the Capstone: Step One Reading: Cantlin, D. & Kronebusch, B., 2019. In Pursuit of Meaningful Nurse-Sensitive Indicators. ViewPoint 41:4, 8,19. Video: View recording: Capstone Project and Steps to Successful Implementation	Read assigned material Watch video, Step One
1	1,2,7	2	Topic: Introduction to Evidence-Based Practice Developing Searchable Clinical Questions Readings: Textbook: Chapters 1 & 2 AJN articles: “Igniting a Spirit of Inquiry: An Essential Foundation for Evidenced-Based Practice: Igniting a Spirit of Inquiry: An Essential Foundation for Evidence-Based Practice” "The Seven Steps of Evidence-Based Practice” “Asking the Clinical Question: A Key Step in Evidence-Based Practice”	Read assigned chapters & articles Review the Lecture material Participate in discussions Submit assignments Week 1 Written Assignment Picot Question Template Assignment
2	1,2	1,3,7	Topics: Searching the Literature for Supporting Evidence, Commonly Used Healthcare Databases & Introduction to Critical Appraisal of Evidence Readings: Textbook: Chapter 3 AJN article: “Searching for Evidence” Videos: “Evidence-based Practice, Quality Improvement, & Nursing Research” “Levels of Evidence”	Read assigned chapters & articles Review the Lecture material Watch Videos Participate in discussion Complete Group Assignment Submit assignments Research Articles to Support PICOT Question Selecting an Evidence-Based Practice Topic
2	3,4,6,10	2,4,6	Topics: Preparing for the Capstone: Step 2 See Twelve Steps to the Capstone: Steps 1-4	Meet with Clinical Leader Quality-Safe Topic identified with Clinical Leader
3	1,2	2,6,7,8	Topics: Appraisal of Quantitative Studies Synthesizing Quantitative Research findings Readings: Textbook: Chapters 4 & 6 Use Chapter 22 for further insight into designing quantitative research Review “Hierarchy of Evidence for Intervention Questions” in text AJN articles: “Critical Appraisal of the Evidence: Part I An introduction to gathering, evaluating, and recording the evidence” “Critical Appraisal of the Evidence: Part II Digging deeper - examining the “keeper” studies”	Read assigned chapters & articles Review the Lecture material Participate in discussion Take the Quiz on Quantitative Research Submit assignments Quantitative Critique Tool Assignment Identifying Your EBP Project
3	2,3,6,7,8,10	5,6,7,8	Topics: Preparing for the Capstone: Steps 2 & 3 See Twelve Steps to the Capstone: Steps 1-4	Submit Step 2 Assignment on NUR 315 Capstone Prep Grid Begin to Secure the commitment of a capstone mentor
4	1,7	2,4,6	Topic: Appraisal of Qualitative Studies Readings: Textbook: Chapter 7 Use Chapter 22 for further insight into designing quantitative research Video: "Qualitative vs. Quantitative" "Grounded Theory" "Ethnography Research"	Read assigned chapters Review the Lecture material Watch videos Complete Group Assignment Participate in discussion Submit assignments Qualitative Critique Tool Assignment
4	6	1,3,6,10	Topic: Preparing for the Capstone: Step 3 (continue) See Twelve Steps to the Capstone: Steps 1-4	Submit Step 3 Assignment on NUR 315 Capstone Prep Grid Submit Signed Capstone Practicum Project Organization/Agency and Organizational Mentor Request Form
4	1-5,7,8,10	1,3-9	Topic: Preparing for the Capstone: Step 4 See Twelve Steps to the Capstone: Steps 1-4	Begin a review of the literature (ROL) to address the quality-safety problem/issue identified Quality-Safety Topic Identified with clinical leader(s) Begin the application of EBP discovered to actual clinical practice
5	1,2,7	1,2,3,6,7,9	Topic: Ethical Considerations for EBP Implementation and Evidence Generation Implementing and Sustaining EBP in Clinical Settings Readings: Textbook: Chapters 9 & 24 Video: "Implementing EBP" "A Public Documentary on the History of Research Ethics"	Read assigned chapters Review the Lecture material Watch videos Complete Group Assignment articipate in discussion Submit assignment Implementation Plan Assignment
6	1,2,3,7,8,10	1,2,9	Topic: Quality Improvement and Outcomes and Models for Implementing EBP Readings: Textbook: Chapters 10 & 14 AJN articles: "Implementing an Evidence-based Practice Change"	Read assigned chapters & article Review the Lecture Material Complete Group Assignment Participate in Discussions Submit assignments Homework assignment: Outcome Measures Integrated Evidence-Based Practice Paper
7	2,7	5	Topics: Creating a Vision and Motivating a Change to EBP in Individuals, Teams, and Organizations Readings: Textbook: Chapter 17 AJN articles: “Evaluating and Disseminating the Impact of an Evidence-Based Intervention: Show and Tell”	Read assigned chapters & articles Review the Lecture Material Participate in discussion Complete Group Assignment Submit assignment Evaluation Table
8	1,2,7	5,9	Topic: Disseminating Evidence Readings: Textbook: Chapter 21 Video: "Powerpoint Presentation Design Tips"	Read assigned chapters Review the Lecture Material Watch Video Post PPT presentation to Discussion Board Submit assignments Powerpoint Presentation of EBP Project (Submit to instructor and to Discussion Board)

Late Work Policy

Due to the accelerated nature of the NUR 300 & 400 courses, late work severely limits meaningful engagement with students, peers, and faculty, and jeopardizes collaboration and exchange of ideas.

All assignments must be completed and submitted to pass the course, regardless of how late.

The following standards relate to late submission of any assignment in this and all other NUR 300 & 400 courses:

All Discussion Posts must be posted by the due date/time deadline. Those posted late will be given a grade of zero.
All Other Papers/Projects: Failure to turn in, post, or in any way fail to meet the due date/time deadline, will result in a deduction of 10% per day of the total assignment value from the actual grade earned, for up to seven days.
Students who submit an assignment eight days late will receive a grade of zero for the assignment
If a student anticipates they will be unable to meet a deadline for any assignment regardless of the reason, they should contact the course faculty immediately.

Emergencies/Extenuating Circumstances: The Faculty and Program Director appreciate that emergencies come up in life. Emergencies/ Extenuating Circumstances are not planned activities and/or are not normally work-related.

Students will be required to submit reasonable documentation of emergencies/extenuating circumstances to the course faculty.
Any request(s) relating to emergencies/ extenuating circumstances requires documentation and approval of the course faculty, the Program Director, and other college personnel as necessary.

The following conditions acknowledge unexpected circumstances that impact students’ ability to submit an assignment by the due date:

If a student anticipates they will be unable to meet a deadline due to an emergency/extenuating circumstance, they should contact the course faculty immediately.
Students may turn in one assignment up to 7 days after the due date except for a discussion board assignment, a final course project, or other final course assignments, no questions asked.
Subsequent late submissions will be managed in accordance with the standards outlined above.

*Note: Students with accommodations in place may not receive an extension that is related to their disability.

COSC Accessibility Statement

Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.

COSC Policies, Course Policies, Academic Support Services and Resources

Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.