NUR 733 Translational Research DNP_SYLLABUS_ALVES_Fall_2019_Fin-1.pdf

Barry University

College of Nursing and Health Sciences

Division of Graduate Clinical Sciences 

 Doctor of Nursing Practice with a Specialization in Anesthesiology

Course Syllabus
COURSE NAME:		Translational Research for Doctoral Nursing Practice
COURSE NUMBER:		NUR 733
COURSE SECTION:		N/A
SEMESTER/YEAR:		Fall
CREDITS:		4 credits
COURSE SCHEDULE:		This course is offered using distance learning technology. There will be eight (8) required, web-mediated synchronous meetings.
SEQUENCE:		Required course for Semester 5
FACULTY:		Dr. Steve L. Alves, PhD, CRNA, APRN, FNAP, FAAN Adjunct Professor                                            Phone:  401-447-9380 (cell)
		Email: salves@barry.edu Email: stevelalves@gmail.com
		Virtual Office Hours arranged weekly/and/or by appointment
CONTACT HOURS:		This course is offered using distance learning technology. Faculty member is available for advising by appointment through web-conferencing, and also via email or voicemail. Please allow for a reasonable response time, especially for electronic messages. Given the number of technology options available, students should have no difficulty in gaining access to faculty.

COURSE DESCRIPTION: 

 

This course focuses on the methodological basis for translational research for the purpose of improving the efficiency and effectiveness of nursing care in diverse practice settings through critical evaluation, synthesis, transference, and application of appropriate evidence-based findings. Students will critically appraise the nature of the evidence for potential inclusion in the scholarly project.  

 

ARTICULATION TO UNIVERSITY MISSION

 

This course addresses Barry University’s mission, core commitments, and strategic initiatives by offering the highest academic standards in graduate education and increasing an awareness of the major health, social, and economic problems facing our community. The course also embraces the College of Health Sciences philosophy by developing leadership skills as a means of effectively articulating the principles of social responsibility and justice. Commitments (I, III & IV).

 

CORRELATION TO ANESTHESIOLOGY PRACTICE DOMAINS:  1, 3, 4, 5

 

CORRELATION TO PROGRAM TERMINAL OBJECTIVES:  1, 2, 3, 4, 5, 6, 7, 8, 9

 

CORRELATION TO DNP ESSENTIALS: 1, 3, 5

 

RATIONALE FOR DISTANCE LEARNING FORMAT:

 

The hybrid platform of synchronous web-based meetings complemented by asynchronous learning activities utilizing the Canvas course management software will provide all students, regardless of geographic location, the similar learning opportunities to engage in discussion and synthesize course information obtained from a traditional face-to-face classroom format. 

 

COURSE OBJECTIVES:

 The eight essentials are: scientific underpinnings for practice, organizational and systems leadership for quality improvement and systems thinking, clinical scholarship and analytical methods for evidence-based practice, information systems/technology and patient care technology for the improvement and transformation of health care, health care policy for advocacy in health care, inter-professional collaboration for improving patient and population,  health outcomes, clinical prevention and population health for improving the nation’s health, and advanced nursing practice

Upon successful completion of this course, the student will be able to: 

1. Analyze the process of translating evidence-based findings into effective practice.
2. Conduct a systematic review of literature to develop a foundation of evidence relevant to the intended scholarly project.
3. Critically appraise evidence-based findings.
4. Formulate a literature review matrix.

 

CLASS FORMAT & TEACHING METHODS:

This course will be taught in a hybrid format with on-line learning activities and web-based meetings during the semester using:

• Lectures
• Projects
• Student Presentations

REQUIRED TEXTBOOK:

American Psychological Association.  (2010). Publication manual of the American Psychological Association (6^th Ed.). Washington, DC: Author.

Bonnel, W. & Smith, K. (2017). Proposal Writing for Clinical Nursing and DNP Projects. (2^nd Ed.) Danvers, MA: Springer Publishing Company.  ISBN: 978-0-8261-4442-3

Garrad, J. (2017). Health Sciences Literature Review Made Easy: The matrix method (5^th Ed.). Burlington, MA: Jones and Bartlett.  ISBN: 13-978-1-2841-1519-2  

Polit, D. & Beck, C. (2017). Nursing Research: Generating & assessing evidence for nursing practice (10^th Ed.). Philadelphia: Wolters Kluwer. ISBN: 978-1-4963-0023-2

RECOMMENDED TEXTS AND READINGS:  

Students are invited to use the library, the Internet, and the numerous search engines that are available to access current literature.  The following are suggested informational texts on the subject of translational research for supplemental reading, if desired by the student:

Boswell, C. & Cannon, S. (2020).  Introduction to Nursing Research: Incorporating evidence- based practice (5^th Ed.). Burlington, MA: Jones & Bartlett. ISBN: 978-1-2841-4979-1

Melnyk, B. & Fineout-Overholt, E. (2019).  Evidence-based Practice in Nursing and Healthcare (4^th Ed.). Philadelphia: Wolters Kluwer.  ISBN: 978-1-4963-8453-9

REQUIRED SOFTWARE:  Microsoft Office

 

TEACHING STRATEGIES:

 As a graduate level distance-learning course, insightful participation by each student is a necessary component for successful completion. Learning activities will primarily take place via the Canvas course management site and through synchronous web-based meetings via web- based conferencing software. Additional technology mechanisms such as Skype, SharePoint, Webex or others may be employed as necessary or as desired.

Students are required to use their Barry email address in any correspondence regarding the course. All emails sent by faculty will only be to student’s Barry email address. Students are expected to monitor their email accounts and the Canvas course site regularly (a minimum of 3 times per week is expected) for announcements, assignments, and other pertinent course information.         

 EVALUATION:

Final course grades will be determined as follows:

PICO Statement			(25%)
Critical Appraisal Evidence Table			(25 %)
Integrative Literature Review Matrix Paper			(30 %)
Presentation			(20%)
Total Points comprising final grade			(100%)

PICO Statement      (25%)

Students will develop PICO Statement that will guide their literature review for their scholarly project.

Critical Appraisal Evidence Table     (25%)

Students will evaluate articles utilizing specific questions to demonstrate knowledge of critically appraising literature and create an evidence table.  

Integrative Literature Review Matrix Paper      (30%)

This paper will form the basis for the Scholarly Project, including PIC-T and Evidence Table. Therefore, it is important for students to frequently update their literature and matrix throughout the semester. 

Presentation     (20%)

Students will present with the given slide format utilizing Webex.

NOTICE:  Unless otherwise directed by the course instructor, all assignments, projects, papers, examinations, etc., are expected to be the original and independent work of the student.  An assignment submitted after the due date is subject to a grade reduction and/or no points awarded for that project.

GRADING SCALE:

The letter grade for this course will be based on student achievement of the following percentage scale:

A =	90 to 100%
B =	80 to 89%
C =	70 to 79%
F =	69 or below

           The University offers a procedure for appeal of grades. The procedure is described in the Graduate Catalog and outlines prescribed steps and timeframes. Non-adherence to the timeline and procedure may jeopardize the student’s ability to use the grade appeal process. 

ACADEMIC DISHONESTY POLICY:

Cheating and/or plagiarism are neither acceptable nor tolerated at Barry University. Cheating or plagiarism on any assignment, paper, etc., will result in a penalty that may include receiving a failing grade for the assignment or for the course. Cheating is defined as the attempt, successful or not, to give or obtain aid and/or information by illicit means in meeting any academic requirements, including examinations. Cheating includes falsifying reports and documents. Plagiarism is defined as the use, without proper acknowledgment, of the ideas, phrases, sentences, or larger units of discourse from another writer or speaker. Plagiarism includes the unauthorized copying of software and the violation of copyright laws.” The policy and procedure for Academic Dishonesty is presented in the Barry University Graduate Catalog.  

ACCESSIBILITY STATEMENT:   

Students with special learning needs must contact the OAS located in the R. Kirk Landon Student Union Building, Suite 102 prior to the beginning of classes/program of study.

OFFICE OF ACCESSIBILITY SERVICES (OAS):

Voice/TDD 305-899-3488

FAX 305-899-3056

EMAIL accessibilityservices@barry.edu

 

TOPICAL OUTLINE

NUR 733   Fall 2019

 

Date	Content	Readings**	Assignments
8/27/2019	Overview of Course and Expectations Introduction to Translational Science and Evidence-Based Practice
Unit 1   9/3/2019 9/10/2019	Translating knowledge into nursing practice: Students will understand the methods, appraisal and utilization of evidence-based practice. Develop problem and purpose statement for a scholarly project.	Polit & Beck  Chap. 1, 2, 4   Bonnel & Smith Chap.3, 9	Synchronous Web-Mediated Session 9/10/2019 - 5-7PM       Begin to Prepare problem and purpose statement
Unit 2   9/17/2019 9/24/2019	PICO Statement: Students will understand and formulate PICO Statement that will drive their literature review search for a scholarly project	Polit & Beck  Chap. 4	Synchronous Web-Mediated Session 9/24/2019 - 5-7PM     PICO Statement Due Sunday 9/29/2019 by 11:59
Unit 3   10/1/2019 10/8/2019 10/15/2019	Critically appraise evidence-based findings: Students will determine if the quality of the study is good enough to use the findings.	Polit & Beck  Chap. 5 Bonnel & Smith Chap. 5	Synchronous Web-Mediated Session 10/8/2019 - 5-7PM   Critical Appraisal Evidence Table  Due Sunday 10/20/2019 by 11:59 PM***
Unit 4   10/22/2019 10/29/2019	Systematic review of literature: Students will perform their literature review search utilizing the best levels of evidence	Polit & Beck  Chap. 29 Bonnel & Smith Chap. 6	Synchronous Web-Mediated Session 10/22/2019 - 5-7PM     Integrative Literature Review Matrix Paper     Due Sunday 11/3/2019 by 11:59 PM***
Unit 5   11/5/2019 11/12/2019 11/19/2019 Student Presentations	Literature review matrix: Students will develop and turn in a literature review matrix based on their scholarly project.	Garrad All of parts 1 and 2; part 3, Chap 9	Synchronous Web-Mediated Sessions 11/5/2019 & 11/19/2019 5-7PM   Student Presentation via Webex *** 11/5/2019;  11/19/2019
Unit 6   11/26/2019 12/3/2019	Disseminate the evidence:  Students will develop and present a PowerPoint presentation	Polit & Beck  Chap 30	Synchronous Web-Mediated Session 12/3/2019 - 5-7PM                                                   Student Presentation via Webex *** 12/3/2019

To conserve space texts will be identified by the name of the first author; this is a deviation from APA format

***Course assignments with due dates

Please note that course schedule may be subject to change at the Instructor’s discretion

 PICOT Worksheet

Clinical Problem: What is the topic/question you would like to address?

The PICOT Question

Question Components	Your Question
P – Patient or Population   Describe the most important characteristics of the patient. (e.g., age, disease/condition, gender)
I – Intervention; Prognostic Factor; Exposure   Describe the main intervention. (e.g., drug or other treatment, diagnostic/screening test)
C – Comparison (if appropriate)   Describe the main alternative being considered. (e.g., placebo, standard therapy, no treatment, the gold standard)
O – Outcome   Describe what you’re trying to accomplish, measure, improve, affect. (e.g., reduced mortality or morbidity, improved memory, accurate and timely diagnosis)
T – Time/Timeframe   Time for the intervention to achieve the outcome or for the comparison to be complete

• Use the terms from the chart to structure a database search Use the appropriate “Boolean” connector (AND, OR, NOT) and consider using subject headings for improved results.
• Which databases will you search? What types of studies will you look for?

 Evaluate Your Results: Are you happy with your results? If not, how can you improve them?

Evaluation Criteria

PICO-T Question (25%)

 Clinical Problem and PICOT Question (3-4 pages)

Identify a clinical problem in your nursing specialty area.

• Provide background information to illustrate why this is a clinical problem.

1. 1. Define the clinical problem (e.g., disease, adverse outcome, behavior, etc.)
   2. Who (population) is affected by this problem
   3. What is the magnitude of the problem (e.g., how many people are affected by the problem each year)
   4. What interventions/strategies are available to address the problem
   5. Why is a research synthesis needed
   6. Put your problem into an answerable (PICOT) question.

Evidence Table (25%)

Create an evidence table summarizing the articles found through the literature search. At a minimum, the table should include the following columns:

1. author and year of publication
2. research design
3. setting
4. sampling strategy
5. sample characteristics
6. data collection methods
7. interventions (if applicable)
8. major findings
9. level of evidence

Use the evidence table template on Canvas to organize.

 Integrative Literature Review Matrix Paper - 10 pages (30%)

Systematically search the literature for research evidence to address your PICOT question.

1. Describe the databases searched, search terms used, and limits placed on database.
2. Describe inclusion and exclusion criteria for articles.
3. Summarize the findings of your searches (number of articles, types of evidence [e.g., RCTs, observational, systematic reviews, and practice guidelines], sources [e.g., published, grey literature, etc.]).
4. Remember to combine your PICO-T question and build your paper from there. Add the Evidence Table at the end of the paper. Essentially, this paper is the end result that includes all other assignments.

The number of articles included will vary depending on the scope of the PICOT. Ideally, students should aim to include around 10 articles. If very few articles are found (<5 articles), students should consider broadening the scope of their PICOT question. Similarly, if a lot of articles are found (>20 articles), students should consider narrowing the scope of their PICOT.

EBP Presentation (20%)

 A critical goal of evidence-based practice is to utilize the best available evidence to guide clinical decision-making. Numerous resources have been created by professional organizations, governmental agencies, etc. to assist practitioners in identifying, interpreting, and applying the best evidence to make clinical decisions.

Students will present information to the class about a specific EBP problem in practice and introduce their PICO-T question.  The student will present 5-8 slides about their ideas for cultivating their research problem into a scholarly project.  You will be given 10 minutes to present. It is critical that students and faculty participate in discussion and critique of the students’ ideas. Presentations should include the following information:

1. Identify a clinical problem in your nursing specialty.
2. Put your problem into an answerable PICOT question.
3. Systematically search the literature for research evidence to address your PICOT question.
4. Summarize major characteristics and findings across studies.
5. Assess the quality of the body of evidence.
6. Implications of findings for clinical practice, conclusions and directions for future scholarly practice project.