Recherche

... NOTE: This syllabus was created by Meigan Robb, PhD, RN (Indiana University of Pennsylvania Department of Nursing and Allied Health Professions), in 2022. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #77. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. NURS 953: Research Seminar I Section 801 (Distance Education) 3c-0l-3cr Course Instructor Meigan Robb, PhD, RN 257 Johnson Hall (724) 357-3425 (office) mrobb@iup.edu Virtual Office Hours Available via email, ZOOM, or phone call. Email to arrange a convenient time and format. Course Description: This course provides students with the opportunity to participate in nursing education research tool development for quantitative or qualitative research. The student will participate in tool development, testing, and evaluation. The course will also explore sampling issues and development of a recruitment plan for use in nursing education research. Opportunities for peer critique will be an integral component of this course. Prerequisite: NURS 951 and NURS 952. Course Objectives Students completing this course will be able to: 1. construct nursing education research tools. 2. utilize pilot testing to enhance tool development. 3. develop a sampling and recruitment plan for nursing education research. Required Text, Supplemental Books and Readings Sue, V. M., & Ritter, L. A. (2012). Conducting Online Surveys (2nd ed.). Sage. This eBook is part of Sage Research Methods Online (SRMO). You will read various chapters from this eBook. Accessing and retrieving this free Sage eBook is similar to searching other electronic databases such as CINAHL. To access this eBook go to the IUP library homepage (https://www.iup.edu/library/) and select Article Databases. Choose the Sage Research Methods Online database. You will then login using your IUP account. Select advanced search. Enter the appropriate search fields (author, book title, year). Evaluation Methods Tool Development Plan - This assignment allows you to explore, discuss, and engage in the steps of tool development. To complete this assignment, you will first select an area of research interest related to nursing education. You will then create a tool that can be used to gather quantitative data. The tool you create must be 1) based upon literature, 2) measure a concept related to the identified area of research, 3) contain at least 5 demographic questions, and 4) conform to tool development guidelines. You will participate in a series of modules throughout this course that will assist you in the planning steps you will address in this assignment. Submission of this assignment will include a written discussion with supporting rationale for decisions you made during each step of the tool development process and a copy of the developed tool. Grading will be based upon appropriate tool decisions, support for decisions, adherence to tool development guidelines, and adherence to APA 7th edition guidelines for paper formatting and referencing. Assignment guidelines and grading rubric are available in D2L. Tool Report - This assignment allows you to explore, discuss, and engage in the steps of pilot testing your developed tool. The first step in completing this assignment is to pilot test your tool. Then, you will compose a written report that discusses your 1) sampling technique, 2) demographics of sample, 3) analysis of the pilot test data, and 4) recommendations for revisions and next steps with tool use. You will participate in a series of modules throughout this course that will help in preparing you to meet the individual components of this assignment. Grading will be based upon adherence to pilot testing guidelines, appropriate interpretation of the pilot test data, quality of recommendations, and adherence to APA 7th edition guidelines for paper formatting, referencing, and visual elements. Assignment guidelines and grading rubric are available in D2L. Module Participation: You are expected to participate in module activities throughout this course to demonstrate your mastery of course topics. Your participation will be evaluated on level of engagement and quality of contributions. Please refer to each module for specific directions regarding required activities, steps for completing, due dates, and grading rubric. The deadline for submitting learning activities is 11:59 pm Eastern Time on the stated due date. All assigned learning activities must be turned in by this deadline; late work will not be accepted. In addition, there will be no opportunities for make-up of missed class activities. It is suggested that you read through all course content in the assigned lesson to get a feel for what is expected and to help you plan your time wisely. Papers and course assignments are expected on the stated due date, unless alternate arrangements have been negotiated with the faculty member PRIOR to the due date. Five points (per day) will be deducted for all late submissions. Requests for extension of due dates must be submitted in writing and include the revised due date. All completed activities must reflect current APA standards unless other writing standards are specified and be free of spelling and grammar errors. Grading The grading scale for this course is as follows: A = 90-100% B = 80-89% C = 70-79% F = Less than 70% Contribution of evaluation methods to course grade is as follows: *Tool Development Plan 80 points *Tool Report 80 points Module Participation 70 points _______ 230 points To calculate your final course grade, divide your earned points by the total possible points. *Classroom Research Part of this course and class assignments involve tool development and data collection. These activities are viewed as classroom research. The Institutional Review Board (IRB) for the Protection of Human Subjects provides flexibility in the level of review for classroom research/student research projects when all of the following conditions are met. Student research projects that meet all of these conditions may be conducted under the supervision of the faculty member without submitting a protocol to the IRB. Projects that do not meet all of these conditions must be submitted to the IRB for review. 1. The project must meet the definition of classroom research/student research. This is defined as a project that 1. is a normal part of the students coursework 2. is supervised by a faculty member 3. has as its primary purpose the development of the students research skills 4. does not present more than minimal risk to participants or to the student investigator 5. does not include any persons as research subjects under the age of 18 6. does not include any persons as research subjects who are classified as protected populations or sensitive subjects according to Federal regulations 7. is not genuine research and will not result in a degree culminating product (e.g., thesis, dissertation), publication or some other form of public dissemination (e.g., presentation at conferences including the undergraduate/graduate scholars forum) 8. does not involve sensitive, personal, or incriminating topics 9. would be eligible for review at the Exempt or Expedited level 2. Student research projects must meet all the criteria for an Exempt or Expedited Review as defined in the IRB Guidelines. If the faculty member has concerns or doubts, he/she should consult with the chair of the IRB. The faculty member or student researcher may also request a formal review by the IRB of any student research project prior to beginning the research project. 3. Projects approved as "classroom research" are viewed as being outside of the federal definition for human subjects research. As such, these projects do not have formal IRB approval and thus may not be presented at local, state, national or international conferences, published, or used for thesis/dissertation projects. If a student believes they may wish to present or publish their work at a future point, the student must submit a regular IRB protocol and have it reviewed accordingly. Please note, we do not provide IRB approval for projects after the fact. If you plan to use any of the course assignments/classroom research resulting from this class in your dissertation, if you plan to disseminate it outside this course (publication, presentation), or if your activities do not meet the guidelines above, you MUST get formal IRB approval to collect data. The study no longer falls under the category of classroom research. Please consult me or the IRB chairperson if you have any questions. Course Outline *A list of resources (e.g., book chapters, articles, and web-retrieved items) for each module are posted in D2L. Module Module 1: Tool Development Getting Started Topics Course Overview The impact of research in nursing education eBook Chapter Chapter 1 Introduction Factors that influence quality in nursing education research Learning Activities and Assignments Getting Started Guided Notes Document Part 1 In-Person Class Session 11am 7pm Current limitations in nursing education research Special topics in nursing education research Establishing a purpose Identifying what will be measured Chapter 2 Planning the Online Survey Considering the participant and what is expected of them Module 2: Tool Development Design and Testing Considerations Interviewing Demographic Questions Avoiding Problematic Wording Question Types Response Choices and Measurements Sensitive Questions and Cultural relevance Confidentiality Tool Instructions, Layout, and Length Tool Administration Methods Sources of Error Chapter 3 Sampling Chapter 4 Writing Survey Questions Chapter 5 Developing the Survey Instruments Appendix B Frequently Asked Survey Questions Getting Started Guided Notes Document Part 2 In-Person Class Session 9am 5pm Design and Testing Considerations Discussion Forum Sampling - Gaining access to the targeted participant, recruitment, size, and response rate Module 3: Tool Development Developing Questions and Establishing Content Validity Protecting participant anonymity * Revisit previous topics. Content Validity Chapter 4 Writing Survey Questions Chapter 5 Developing the Survey Instruments Question Development and CVI Discussion Forum Chapter 6 Conducting the Survey Module 4: Tool Development Pretesting Pretesting Strategies Appendix B Frequently Asked Survey Questions See articles posted in the course Enhancing Data Usefulness Using an Online Survey Platform Module 5: Tool Development Pilot Testing, Data Coding, and Data Analysis Module 6: Tool Development Reporting of Findings Module 7: Tool Development Implications for Future Nursing Education Research Role of Psychometric Testing Completing Pilot Testing Establishing Reliability Preparing for Data Analysis Scaling and Scoring Tool Items, Creating a Codebook, and Orientation to Statistical Software Reporting the Findings of Pilot Testing Interpreting Psychometric Testing Results Making Inferences Based on Pilot Testing Results Lessons Learned in Tool Development Chapter 7 Processing and Analyzing the Survey Data Chapter 8 Reporting the Survey Results Pretesting Discussion Forum ZOOM Class Session 1pm 4pm Tool Development Plan Pilot Testing Discussion Forum Reporting of Findings Discussion Forum Tool Report What, So What, Now What Discussion Forum Email Indiana University of Pennsylvania provides e-mail services to all students and employees as an official method of communication. Students and employees (except those employees who do not normally have access to e-mail) have a responsibility to read their IUP e-mail accounts and, if responding to or sending e-mail about IUP business, use their IUP e-mail accounts to do so. *Please be sure to use your IUP email and not the email accessible in Desire to Learn (D2L). Classroom Disruption Indiana University of Pennsylvania respects the rights of instructors to teach and students to learn while supporting the principle of freedom of expression. Maintenance of these rights requires classroom conditions that do not impede the learning process. Instructors have the right and responsibility to maintain a proper learning environment in the classroom. As integral members of this partnership, students are expected to participate actively in the learning experience and must do so in an appropriate manner. Disruptive conduct in the classroom that interferes with the instructors performance of their professional functions, or that undermines the integrity of students learning, will not be tolerated. Civil expression and disagreement with the course instructor or other students in the class during times when the instructor permits discussion are not considered disruptive conduct. This disruptive conduct may result in instructor intervention and/or disciplinary action (See Undergraduate Policy on Class Disruptions at www.iup.edu/registrar/catalog) If there is any suggestion of violence, the University Police will be called (724-357-2141). Academic Integrity This course adheres to the university guidelines for academic integrity. Academic integrity means: Providing or receiving unauthorized assistance in coursework, including papers, quizzes, and examinations. Using unauthorized materials and resources during quizzes and tests. Possessing course examination materials without prior knowledge of the instructor Plagiarizing, using papers, dissertations, essays, reports, speeches, and oral presentations, take-home examinations, computer projects, and other academic exercises passing off ideas of faces beyond common knowledge, without attribution to their originators. Engaging in behaviors that are disruptive or threatening to others. Using computer technology in any way other than for the purposes intended for the course. Please note that IUP faculty uses a variety of technologies to check the authenticity of student work. IUP is committed to the fundamental values of academic integrity. Academic integrity means honesty and responsibility in scholarly endeavors and behaviors; it means that academic work must be the result of an individual's own effort. To assist instructors in detecting plagiarism, and to protect students from plagiarism, your written work may be submitted to a detection service that reviews submitted material for originality of content. Violations of academic integrity will be handled per IUPs Academic Integrity Policy and Procedures. Failure to comply with the policies and procedure may result in a decrease in 6 grades, involuntary withdrawal from academic program, suspension, or expulsion. IUPs full policy on academic integrity is available in the Graduate Catalog. Please cite appropriate references or resources if the work submitted is not your own. Accommodation Statement Indiana University of Pennsylvania provides reasonable accommodations to students with disabilities who have self-identified and been approved by the Department for Disability Access and Advising (D2A2). If you have any kind of disability, whether apparent or non-apparent, learning, emotional, physical, or cognitive, chronic or short-term, please make an appointment to meet with me as soon as possible in order to discuss your accommodations and your access needs. All discussions will remain confidential. You must be registered with the Department for Disability Access and Advising (D2A2), and requested them to provide your accommodation letter to me, before I can accommodate you. If you have not yet contacted D2A2, and would like to request accommodations or have questions, you can make an appointment by emailing (preferred) D2A2 at disability-access@iup.edu or by calling 724-357-4067. The office is located in Pratt Hall, Room 216, 201 Pratt Drive. All services are confidential. 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Information related to Title IX services and policy at Indiana University of Pennsylvania is available at: http://www.iup.edu/socialequity/policies/title-ix/ IUP Technical Support If you are having problems logging into the D2L 306 course, using the course web site tools, or other technical problems, please visit: IT Support Center Delaney Hall, Suite G35 950 Grant Street Indiana, PA 15705 Phone: 724-357-4000 it-support-center@iup.edu Office Hours Monday through Friday 7:30 a.m.5:30 p.m. 8:00 a.m.4:30 p.m. during summer sessions and breaks, and when classes are not in session. Technology Requirements Students must have: Regular and reliable Internet Access (the faster, the better!) An IUP email account. The ability to use search engines for supplementary course information, medication information, and patient teaching materials. Basic word processing skills, the ability to send/receive email with attachments, and able to search the Internet and upload/download files. Basic knowledge of PowerPoint. The capabilities to submit documents in word format. Do not submit work in WordPerfect or Microsoft Works. Required Technology Skills and Software These are the technology skills required to successfully complete the course: Students enrolled in this course should possess the following technology skills: Students have access to Zoom Pro via IT services at IUP. Please go to the IT services website and download this free software. All students should have the capacity to access a computer with a webcam. Several software applications being implemented will require you to engage in video type conferencing via Zoom or other free software or testing software that requires video on your computer. The ability to access information via the Web The ability to use D2L and associated tools, including discussions/chat, and assignment submission features The ability to use word processing software and to save files The ability to use Internet communication tools, specifically e-mail The ability to demonstrate netiquette (appropriate online conduct) Information literacy skills (library, article and reference material retrieval) The ability to complete voice over PowerPoint presentations The ability to video tape the performance of skills/clinical activities and submit as an assignment Writing Assistance The Writing Center at IUP offers students assistance with editing, writing, and the use of APA style. Visit http://www.iup.edu/writingcenter/ for assistance. Please contact the writing center at 724 357-3029 for more information. If you are having trouble using the APA book you might want to refer to the APA website at http://www.apastyle.org. The electronic references section is particularly helpful. Library Assistance The IUP library offers a variety of services, including help with database searching that will assist you in your assignments. Visit http://www.iup.edu/library for more information or contact a reference librarian. Bibliography Bannigan, K. & Watson, R. (2009). Reliability and validity in a nutshell. Journal of Clinical Nursing, 18(1), 3237-3243. doi: 10.111/j.1365-2702.2009.02939.x Corner, B. & Lemonde, M. (2019). Survey techniques for nursing studies. Canadian Oncology Nursing Journal, 29(1), 58-60. Courtney-Pratt, H., Fitzgerald, M., Ford, K., Johnson, C., & Wills, K. (2013). Development and reliability testing of the quality clinical placement evaluation tool. Journal of Clinical Nursing, 23, 504-514. doi:10.1111/jocn.12158 Fink, A. (2003). How to report on surveys (2nd ed.). Sage. Lewallen, L. P., & Van Horn, R. E. (2019). The state of the science on clinical evaluation in nursing education. 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How diverse is our research sample? Prioritizing inclusivity in nursing education research. Nursing Education Perspectives, 42(1), 3-4. doi: 10.1097/01.NEP.0000000000000768 Raymond, C., McGrath-Profetto, H., Myrick, F., & Strean, W. B. (2018). Process matters: Successes and challenges of recruiting and retaining participants for nursing education research. Nurse Educator, 43(2), 92-96. doi:10.1097/NNE.0000000000000423 Reed, S. J. (2012). Debriefing Experience Scale: Development of a tool to evaluate the student learning experience in debriefing. Clinical Simulation in Nursing, e1-e7. doi: 10.1016/j.ecns.2011.11.002. Robb, M., & Shellenbarger, T. (2020). Mastering survey design and questionnaire development. The Journal of Continuing Education in Nursing, 51(6), 248-249. doi: 10.3928/00220124-10100514-02 Robinson, S. B., & Leonard, K. F. (2019). Designing quality survey questions. Sage. Ruel, E., Wagner, W. E, & Gillespie, B. J. (2018). The practice of survey research: Theory and applications. Sage. Smeltzer, S. C., Cantrell, M. A., Sharts-Hopko, N. C., Heverly, M. A., Jenkinson, A., & Nthenge, S. (2016). Psychometric analysis of the Work/Life Balance Self-Assessment Scale, Journal of Nursing Measurement, 24(1), 5-14. doi:10.1891/1061-3749.24.1.5. Streiner, D. L., & Kottner, J. (2014). Recommendations for reporting the results of studies of instrument and scale development and testing. Journal of Advanced Nursing, 70(9), 1970-1979. doi: 10.1111/jan.12402 Tschannen, D., Alexander, C., Tovar, E. G., Ghosh, B., Zellefrow, C., & Milner, K. A. (2020). Development of the nursing quality improvement in practice tool: Advancing frontline nursing practice. Journal of Nursing Care Quality, 35(4), 372-379. doi:10.1097/NCQ.0000000000000457 Waltz, C. F., Strickland, O. L, & Lenz, E. R. (2017). Measurement in nursing and health research. Springer. Yusoff, M. S. B. (2019). ABC of content validation and content validity index calculation. Education in Medicine Journal, 11(2), 4954. https://doi.org/10.21315/eimj2019.11.2.6 Zangaro, G. A. (2019). Importance of reporting psychometric properties of instruments used in nursing research. Western Journal of Nursing Research, 41(1), 1548 1550. doi: 10.1177/0193945919866827  ...