COURSE DESCRIPTION Spring 2019

COURSE NUMBER NUR 3666

COURSE TITLE Evidence-Based Nursing and Research in Global Healthcare

SECTION RVC-C

PLACEMENT Semester II, Junior Year

COURSE CREDITS 3 credits

CLOCK HOURS 3 hours

FACULTY Carmen Caicedo, PhD, RN Assistant Professor AHC3 - BBC

305-348-7727 officeccaic004@fiu.edu orUse Canvas E-Mail or MessagesOffice hours: and/or by appointment

CATALOG DESCRIPTION Develop research knowledge and skills for evidence-based nursing care delivery. Evaluate evidence for use in practice with diverse groups in a global environment.

COURSE DESCRIPTION AND PURPOSE The purpose of this course is to introduce students to research methods and evidence-based practice for nursing around the world (global perspective). A major focus of this course is for students to evaluate critically research studies and to evaluate evidence for use in practice with diverse groups in a global environment. In addition to the course objectives found below, this course supports the University’s quality enhancement plan (QEP) which focuses on global learning for global citizenship. This course is designated as a writing intensive course (20 or more pages of writing assignments). This is a Global Learning course that counts towards your FIU Global Learning graduation requirement.

COURSE OBJECTIVES Upon completion of this course, the student will be able to: 1) Explain the interactive relationships between theory, research, and evidence-based practice.

a) Essential VI: Inter-Professional Communication and Collaboration for Improving Patient Health Outcomes

i) The BSN program prepares the graduate to:(1) Collaborate and communicate with members of the health care team in the delivery of individualized,

cost-effective, and ethical health care services.(2) Communication and collaboration among healthcare professionals are critical to delivering high quality

and safe patient care.

2) Explore the state of evidence-based practice globally by analyzing factors that influence evidence from a globalperspective.a) Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice

i) The BSN program prepares the graduate to:(1) Synthesize knowledge from nursing and related disciplines in the provision of care to clients within the

health-illness continuum throughout the life span.(2) A solid base in liberal education provides the cornerstone for the practice and education of nurses.

Do not copy without the express written consent of the instructor.

Do not

copy

3) Identify the main qualitative and quantitative methodological approaches to research, the advantages and limitations of each approach, and the appropriate use of each approach.

a) Essential III: Scholarship for Evidence Based Practice i) The BSN program prepares the graduate to:

(1) Synthesize and apply evidence and research findings from nursing and from other disciplines to improve or change nursing practice.

(2) Professional nursing practice is grounded in the translation of current evidence into one’s practice.

4) Apply knowledge of qualitative and quantitative research methods, processes, and models in analyzing and critiquing research studies and evidence-based practice guidelines.

a) Essential III: Scholarship for Evidence Based Practice i) The BSN program prepares the graduate to:

(1) Synthesize and apply evidence and research findings from nursing and from other disciplines to improve or change nursing practice.

(2) Professional nursing practice is grounded in the translation of current evidence into one’s practice. (a)

5) Advocate for protection of human subjects by applying legal and ethical precepts to guide research and scholarly work.

a) Essential VIII: Professionalism and Professional Values i) The BSN program prepares the graduate to:

(1) Demonstrate an understanding of accountability, responsibility, values, and standards of moral, ethical, and legal conduct that impact the role and practice of the professional nurse.

(2) Professionalism and the inherent values of altruism, autonomy, human dignity, integrity, and social justice are fundamental to the discipline of nursing.

6) Describe how gender, ethnicity, vulnerability, and other sociodemographic factors affect interpretation and application of research findings.

a) Essential III: Scholarship for Evidence Based Practice i) The BSN program prepares the graduate to:

(1) Synthesize and apply evidence and research findings from nursing and from other disciplines to improve or change nursing practice.

(2) Professional nursing practice is grounded in the translation of current evidence into one’s practice.

7) Explain how evidence-based practice and practice guidelines may be modified to meet resource availability and sociocultural norms of specific groups and populations.

a) Essential VII: Clinical Prevention and Population Health i) The BSN program prepares the graduate to:

(1) Collaborate and communicate with members of the health care team in the delivery of individualized, cost-effective and ethical health care services.

(2) Health promotion and disease prevention at the individual and population level are necessary to improve population health and are important components of baccalaureate generalist nursing practice.

8) Describe mechanisms to resolve identified practice discrepancies between identified standards and practice that may adversely impact patient outcomes.

a) Essential VII: Clinical Prevention and Population Health i) The BSN program prepares the graduate to:

(1) Collaborate and communicate with members of the health care team in the delivery of individualized, cost-effective, and ethical health care services.

(2) Health promotion and disease prevention at the individual and population level are necessary to improve population health and are important components of baccalaureate generalist nursing practice.

9) Participate in the process of retrieval, appraisal, and synthesis of evidence in collaboration with other members of the healthcare team to improve patient outcomes in diverse populations.

Do not copy without the express written consent of the instructor.

Do not

copy

a) Essential VI: Inter-Professional Communication and Collaboration for Improving Patient Health Outcomes i) The BSN program prepares the graduate to:

(1) Collaborate and communicate with members of the health care team in the delivery of individualized, cost-effective, and ethical health care services.

(2) Communication and collaboration among healthcare professionals are critical to delivering high quality and safe patient care.

10) Collaborate in the collection, documentation, and dissemination of evidence and best practices within local, state, national, and global arenas.

a) Essential III: Scholarship for Evidence Based Practice i) The BSN program prepares the graduate to:

(1) Synthesize and apply evidence and research findings from nursing and from other disciplines to improve or change nursing practice.

(2) Professional nursing practice is grounded in the translation of current evidence into one’s practice.

Global Learning Course Outcomes. 1) Students will be able to demonstrate knowledge and skills for evidence-based nursing care delivery. Evaluate evidence for use in practice with diverse groups in a global environment as they pertain to contemporary nursing research and practice in a turbulent, complex, and changing health care system. (Global Awareness) 2) Students will evaluate critically research studies (USA and non-USA) and to evaluate evidence for use in practice with diverse groups by analyzing factors that influence evidence from a global perspective. (Global Perspective). 3) Students will demonstrate a willingness to collaborate in the collection, documentation, and dissemination of evidence and best practices within local, state, national, and global arenas. (Global Engagement). COURSE PREREQUISITES Statistics - STA 3145 or STAX014 or STAX023 or STAX122 or STAX022 or equivalent TEACHING STRATEGIES Assigned reading, global nursing research literature reviews, Journal Club group discussions, writing assignments, test yourself PowerPoints, Human Subjects Protection Training, EBP Poster EVALUATION METHODS Quizzes, Mid-term Exam, Exams, Journal Club group discussions (using Discussion Rubric), writing assignments (using Written Communication Rubric), CITI completion certificate, EBP Poster GRADING COMPONENTS:

Course requirements Due Date Weight 100 points = 100%

Assignments #1 1/21 @ 11:59 pm #2 1/28 @ 11:59 pm through Turnitin (3 pages) #3 2/11 @ 11:59 pm through Turnitin (3 pages) #4 3/4 @ 11:59 pm #5 3/11 @ 11:59 pm #6 4/1@ 11:59 pm

20 points/6 assignments = 3.3 points each

Quizzes #1 Open 1/7 @ 12 am Close 1/14 @ 11:59 pm #2 Open 1/14 @ MN Closes 1/21 @ 11:59 pm #3 Open 1/21 @ MN Closed 1/28 @ 11:59 pm #4 Open 1/28 @ MN Close 2/4 @ 11:59 pm #5 Open 2/11 @ MN Closed 2/18 @ 11:59 pm

10 points/5 quizzes = 2 points each

Mid-Term Exam Open 2/18 @ MN Close 2/25 @ 11:59 pm 5 points

Exam #1 Open 3/25 @ MN Close 4/1 @ 11:59 pm 5 points

Do not copy without the express written consent of the instructor.

Do not

copy

Exam #2 Open 4/1 @ MN Close 4/8 @ 11:59 pm 5 points

Journal Club Group Discussions Group Assignment 1/23 @ 11:59 pm by faculty Each group member must post by Friday; each group leader must post final summary by the following Monday due date #1 1/28 @ 11:59 pm #2 2/4 @ 11:59 pm #3 10/3 @11:59 pm #4 3/4 @11:59 pm #5 3/8 @ 11:59 pm #6 4/8 @ 11:59 pm #7 4/18 @ 11:59 pm

15 points/7 discussions = 2.14 points each

CITI web-based Human Participants Protection Education certificate report with modules and scores

4/18 @ 11:59 pm 10 points

Paper #1 3/22 @ 11:59 PM through Turnitin (6 pages) 10 points

Paper #2 4/12 @ 11:59 PM through Turnitin (8 pages) 15 points

EBP Poster 4/18 @ 11:59 pm 5 points

Total 100%

GRADING SCALE Letter Grade

Range Letter Grade Range

A 93 – 100% B- 83 – 84% A- 91 – 92% C+ 81 – 82% B+ 89 – 90% C 77 – 80% PASSING B 85 – 88% D 67 – 76% TEXTBOOKS

Required: Publication Manual of the American Psychological Association American Psychological Association (APA) APA, 6th Edition, 2009 ISBN: 1433805618

Evidenced-Based Nursing: The Research-Practice Connection Sarah Jo Brown (2017). Evidence-Based Nursing: The Research-Practice Connection (4th Ed.) ISBN: 9781284099430

Do not copy without the express written consent of the instructor.

Do not

copy

NOTE: Textbooks are available at the FIU bookstore. Other options are buying or renting the textbook from online sources. QUIZZES/EXAMS To mitigate any issues with your computer and online assessments, it is very important that you take the "Practice Quiz" on Canvas from each computer you will be using to take your graded exams. It is your responsibility to make sure your computer meets the minimum hardware requirements. Quiz 1 is on APS Style. Quizzes #2-5 are from the reading material and learning experiences. MID-TERM EXAM This exam is based on textbook, reading materials, and learning experiences. EXAMS Exam #1: Quantitative Research. Exam #2: Qualitative Research. Exams #1 & #2 require reading the research report provided, appraising the research study, and then opening the exam to answer the questions. Once you open an exam on Canvas, you have 60 minutes to complete the 25 multiple-choice questions. NOTE: Providing exam answers to other students is unethical and prohibited. See FIU academic misconduct policies. Global Related Assignments. There are three global-related assignments in this course: Journal Club Discussions; Paper #1: Differences between Quality Improvement (QI), Evidence-Based Practice (EBP), and Original Research Evidence in Global Health; and Paper #2: Research Utilization (Research/Global Health). The intent of these assignments is to increase and solidify the students’ awareness, perspective, and engagement about research methods and evidence-based practice for nursing at the local, national, and international levels. Through these assignments the students will (a) be introduced to clinical and biomedical research globally, including best practice clinical guidelines (via Journal Club discussions); (b) explore the state of evidence-based practice globally by analyzing factors that influence evidence from a global perspective; and (c) develop an attitude of scholarly critique and inquiry to improve patient outcomes in diverse populations (via Papers #1 & #2). JOURNAL CLUB GROUP DISCUSSIONS You will be assigned to a Journal Club group according to your clinical topic of interest. The objectives of the Journal Club groups are (a) to introduce clinical and biomedical research, including best practice clinical guidelines (via Journal Club discussions); (b) to promote new research skills and knowledge (via quizzes and exams); and (c) to promote an attitude of scholarly critique and inquiry (via Papers #1 & #2). Journal Club groups will meet virtually through your Canvas Journal Club discussion board posts weekly and as needed. Each group will initiate your own Journal Club Group policies & procedures for this class including assigning (or volunteering) a member to serve as the discussion board leader for each discussion. Each group will discuss their topic of interest and post accordingly. Each group member must post a discussion on these topics by Friday of the discussion for credit. The leader will present the final post on the following Monday presenting the group’s findings for that discussion. Each Journal Club group will develop a fictitious quality improvement initiative to improve care for your chosen topic. Each Journal Club group will develop a policy to present their findings at a local clinical agency – our class. Each discussion will be scored using the Discussion Rubric. A zero score will be given for late or no postings. ASSIGNMENTS

Do not copy without the express written consent of the instructor.

Do not

copy

All written assignments follow the reading assignments. It is your opportunity to apply your newly acquired knowledge to specific evidence-based practice scenarios and research studies. All papers must be submitted as Word files with the extension .doc or .docx. If you do not have Word or have an "older" version of Word, you can download a free version of Microsoft Office (which contains Word) from FIU. FIU Online staff can assist you with that process. All written assignments follow APA (6th edition) format and include the title page, abstract page, narrative, and reference page. Adhere to APA format including margins, paragraph spacing headings, font type, and size. Use the following link for further assistance: http://libguides.fiu.edu/citation. PAPERS SUBMITTED THROUGH TURNITIN (THE PLAGIARISM PREVENTION SERVICE) on Canvas. DO NOT e-mail any assignment. Turnitin compares papers submitted against a vast repository of articles in periodicals, journals, and publications as well as previously submitted papers. The Originality Report icon shows a percentage reflecting that portion of a paper that is similar to other written sources of information. Written submissions that have high similarity percentages suggest little original contributions from you. Papers with similarity report of twenty-five percent (25%) or greater will receive a letter grade lower. Papers may be re-submitted as often as necessary to rectify similarity up to the due date. An originality report may take up to 24 hours to generate after submission. Paper #1: Differences between Quality Improvement (QI), Evidence-Based Practice (EBP), and Original Research Evidence in Global Health This paper will be 6-page narrative (six pages maximum – 5-point deduction for over page limit as submitted in Turnitin) plus a title page, abstract page, and a reference page in APA format. Submit your paper by Friday 3/22 @ 11:59 PM through Turnitin. The purpose is to discuss the differences between QI, EBP, and research evidence. Why should nurses know and understand the differences among these three concepts? Title page: Create a title for your paper. Refer to your APA Manual and the “Sample APA Format Template for Student papers.” Abstract: The abstract should open with a sentence that will serve as an introduction to the purpose of the paper. Refer to your APA Manual. An abstract is usually a brief outline of the contents of the paper that typically does not exceed 250 words. At the end of the abstract place the phrase Key Words, and denote 3-4 key words that would describe your paper (as for publication and indexing in CINAHL or PubMed). Narrative: Significance and Background: Start paper with a short paragraph that introduces the topic in the paper. (Approximately ½-page). Quality Improvement: (QI) (Approximately 1 page). Do not write in the first person. Evidence-Based Practice: (EBP) (Approximately 1 page). Original Research Evidence: (Approximately 1 page). Discussion: What are the differences between QI, EBP, and research evidence? Why should nurses know and understand the differences among these three concepts? (Approximately 1-page). Conclusion. Summarize the key points from your discussion. (Approximately 1 page). Reference page: Refer to your APA Manual. This review is a scholarly paper in APA format and with at least three APA references (two or three articles and/or textbook), cite both in the text and the reference page. Use the CINAHL database and/or others to conduct a Literature Review to find articles from a NURSING journal. (Refer to the presentation How to Access the FIU Library and How to Do a Literature Search using CINAHL). DO NOT USE A MEDICAL, INTERDISCIPLINARY, OR A NON-PEER REVIEWED JOURNAL. DO NOT USE A LITERATURE REVIEW ARTICLE OR A SYSTEMATIC REVIEW ARTICLE OR CLINICAL PROTOCOLS AS ONE OF YOUR ARTICLES. Cite the articles in the text and reference page. Paper #2: Research Utilization (Research/Global Health) The paper should be 8-page narrative (5-point deduction for over page limit as submitted in Turnitin) plus a title page, abstract page, and reference list. You must use a minimum of four original research articles for your paper. Submit your paper by Friday 4/12 @ 11:59 PM through Turnitin.

Do not copy without the express written consent of the instructor.

Do not

copy

The purpose is to write a review of the literature on your PICOT question using original primary research evidence. Discuss how this health problem is applicable in both the USA and a non-USA country, and appraise four original primary research studies on this topic. This is a scholarly paper, written as if it was a “Review of the Literature” article published in a nursing journal. Select articles published within the past five years (2013 to present). DO NOT USE A NON-PEER REVIEWED JOURNAL. At least TWO of the four original research report articles MUST BE authored by nurses and published in a peer-reviewed nursing journal. At least ONE of the two nursing research studies must address nursing practice in a non-USA country. Title page: Create a title for your paper. Refer to your APA Manual and the “Sample APA Format Template for Student papers” posted on Canvas. Abstract: The abstract should open with a sentence that will serve as an introduction to and purpose of the paper. Then describe what is in each part of the paper. An abstract is usually a brief outline of the contents of the paper that typically does not exceed 250 words. At the end of the abstract place the phrase Key Words, and denote 3-4 key words that would describe your paper (as for publication and indexing in CINAHL or PubMed). Narrative: Significance and Background: Start paper with a short paragraph that introduces the health problem in your PICOT question. (Approximately ½-page). Purpose: Clearly define the global health problem, and discuss why it is important for nursing (why you are discussing this topic). Discuss what is known about this problem in the USA and in a non-USA country. (Approximately ½ page). Methods: Discuss the methods used to select the following research studies. Refer to the SR methodology. Results: Use the subheading: Study #1: Nursing research Study in the USA (Approximately 1½ pages) Study #2: Nursing Research Study Non-USA (Approximately 1½ pages) Study #3: Nursing Research Study USA/Non-USA (Approximately 1½ pages) Study #4: Nursing Research Study USA/Non-USA (Approximately 1½ pages) Conclusion. It should summarize the key points from your discussion. How would you translate (use) the new evidence found from your appraisals to change practice? (Approximately 1 page). Reference page: Refer to your APA Manual. This review is a scholarly paper in APA format and with at least four APA references, cite both in the text and the reference page. EBP Poster Use the primary research articles selected to answer your PICOT question, the level of evidence Table 3, and the appraisals in Paper #2 to create your EBP Poster. Use the FIU PowerPoint Poster template provided. Content Areas to Include in an Evidence-Based Practice Poster: Background/significance: Provides the nature and/or importance of the clinical problem Clinical question: States the PICOT question addressed Evidence/accepted practice: Discusses the search parameters and methods and the evidence sources used Appraisal of the evidence: Provide a succinct summary of the conclusions drawn from evaluating the available evidence Clinical practice implications: Describes clinical practice implications FLORIDA INTERNATIONAL UNIVERSITY (FIU) POLICIES Please review the policies page as it contains essential information regarding guidelines relevant to all courses at FIU and additional information on the standards for acceptable netiquette important for online courses. In addition to policies on web course etiquette, religious holy days, and academic misconduct listed on that page, please note the following: Students with Disabilities. Please visit Blackboard's Commitment Accessibility webpage for more information. If you have a disability and need assistance, please contact the Disability Resource Center (University Park: GC190; 305-348-3532) (North Campus: WUC139, 305-919-5345). Upon contact, the Disability Resource Center will review your request, contact your professors or other personnel, and arrange for appropriate modification and/or assistance.

Do not copy without the express written consent of the instructor.

Do not

copy

Sexual Harassment. For information on sexual harassment, please visit: http://regulations.fiu.edu/regulation Religious Holy Days. The University's policy on religious holy days as stated in the University Catalog and Student Handbook will be followed in this class. Any student may request to be excused from (on-line) class to observe a religious holy day of his or her faith. Academic Integrity. To view our Code of Academic Integrity, please visit: http://academic.fiu.edu/AcademicBudget/misconductweb/Code_of_Academic_Integrity.pdf Academic Misconduct Florida International University is a community dedicated to generating and imparting knowledge through excellent teaching and research, the rigorous and respectful exchange of ideas, and community service. All students should respect the right of others to have an equitable opportunity to learn and honestly to demonstrate the quality of their learning. Therefore, all students are expected to adhere to a standard of academic conduct, which demonstrates respect for themselves, their fellow students, and the educational mission of Florida International University. All students are deemed by the University to understand that if they are found responsible for academic misconduct, they will be subject to the Academic Misconduct procedures and sanctions, as outlined in the Student Handbook. Students who plagiarize or cheat can be charged with academic misconduct. Penalties for academic misconduct can include up to dismissal from the University. Misconduct includes: Cheating: The unauthorized use of books, notes, aids, electronic sources; or assistance from another person with respect to examinations, course assignments, field service reports, class recitations; or the unauthorized possession of examination papers or course materials, whether originally authorized or not. Plagiarism: The use and appropriation of another's work without any indication of the source and the representation of such work as the student's own. Any student, who fails to give credit for ideas, expressions or materials taken from another source, including internet sources, is guilty of plagiarism. As a student taking this class:

• I will not represent someone else’s work as my own. • I will not cheat, nor will I aid in another’s cheating. • I will be honest in my academic endeavors. • I understand that if I am found responsible for academic misconduct, I will be subject to the academic

misconduct procedures and sanctions as outlined in the Student Handbook. • I promise to adhere to FIU’s Student Code of Academic Integrity.

Failure to adhere to the guidelines stated above may result in one of the following: • Expulsion: Permanent separation of the student from the University, preventing readmission to the institution.

This sanction shall be recorded on the student's transcript. • Suspension: Temporary separation of the student from the University for a specific period of time.

COURSE COMMUNICATION Adobe Connect live sessions will be arranged during the first week of the semester. Recordings of these sessions will be available. E-mail: Written communication with the faculty must be through the Canvas message system or through your FIU email account. If you do not know how to obtain your FIU email account or are having problems with your FIU account, please call UTS for assistance at 305-348-2284. You are responsible to contact me with any questions that you may have. The easiest way to contact me is by email through Canvas message e-mail system. I will try to answer your course question(s) within two business days. If you have an urgent question or request, call on my office phone. If I do not answer the phone, leave a verbal message (recorded to my FIU email) and I will return your call. Office hours: TBA after class survey with recommendations and by appointment.

Do not copy without the express written consent of the instructor.

Do not

copy

Discussion Forum: The Canvas course menu provides a link to the Discussions, where you can post messages or questions that are of general interest to all classmates. Everyone can read Discussion postings; therefore, do not post private information. I sometimes post messages or email replies that provide general feedback on assignments. If you have questions (or answers) that will benefit all your classmates, please post in the Discussions, with the topic that applies to that assignment. This would be the equivalent of you asking a question or providing information during a class meeting on campus. Canvas Announcements: Frequently check Canvas announcements for updates, hints, supplemental reading materials, etc. to help your learning. COURSE POLICIES It is the student’s responsibility to participate by signing-on during the first week of the semester and frequently (at least weekly) to the Canvas message system and to be aware of information presented. Failure to sign-on during the first week may result in you being dropped from the course. Not frequently reviewing the course messages and content may result in missed important information and changes in course assignments/requirements. Because of unforeseen situations that may occur (i.e., a hurricane) course assignments/requirements may be changed by faculty at any time with appropriate notice given to students. Use staff at FIU Online Support Services to answer questions and issues related to hardware and software. The FIU Online Support Services staff is available days, evenings and weekends. See FIU Online Support Services (Links to an external site.)Links to an external site. home page for available hours. The staff can assist you in creating files in Word, uploading files, etc. Direct questions and issues related to course content to the professors. Submit all papers in a Microsoft Word document. If you do not have Word or have an "older" version of Word, students can download a free version of Microsoft Office (Links to an external site.) Links to an external site from FIU. All assignments are open from the very beginning of course. Therefore, you can work ahead and send assignments earlier, so you can take “time off.” Assignments sent in early will be graded after the published due date. Grades for written assignments will be posted within five (5) business days after submission. Final grades will be posted according to university due date. Expectations of This Course This is a fully online course, meaning that all course work (100%) will be conducted online. Expectations for performance in fully online courses are the same as for traditional courses; in fact, fully online courses require a degree of self-motivation, self-discipline, and technology skills that can make them more demanding for some students. Just as in traditional lecture type courses, it is expected that you devote an additional 3 hours per week for each credit you take (e.g. 3 credit course hours = 9 hours/week for reading, writing, studying, etc.) Fully online courses are not independent study courses. You are expected to interact online with faculty and your fellow students; to do assignments; and to meet due dates. Communicate with me for any personal unforeseen situations that may occur ASAP. Considerations may be given on an individual basis. Students are expected to:

• Review the how to get started information located in the course content • View the Academic Misconduct Policy and accept the policy conditions. The link for the policy is on the main

Course Content page below the welcome message. • Introduce your clinical health topic area of interest during the first week in the discussion forum. • Take the practice quiz to ensure that your computer is compatible with Canvas. • Interact online with instructor/s and peers and keep up with all assignments. • Review and follow the course calendar.

Technical Requirements & Skills One of the greatest barriers to taking an online course is a lack of basic computer literacy. By computer literacy, we mean being able to manage and organize computer files efficiently and learning to use your computer operating system and software quickly and easily. Keep in mind that this is not a computer literacy course. Students enrolled in online

Do not copy without the express written consent of the instructor.

Do not

copy

courses are expected to have moderate proficiency using a computer. Please go to the "What's Required" webpage to find out more information on this subject. This course utilizes Turnitin. Please visit our Technical Requirements webpage for additional information. FIU Library Support Do not struggle through your library research alone! Help is available. The FIU library provides several services to distance learning students. For example:

• Students can request a chat session in Canvas for an explanation on how to access library resources. • Students can request detailed instructions on how to access library resources. • One-on-One assistance from the Distance Learning Librarian.

For further information, contact Sarah Hammill, Distance Learning Librarian, via email at hammills@fiu.edu or call 305-919-5604. You can visit the FIU Library at http://library.fiu.edu/ Do not struggle with your writing skills! Help is available. Contact the writing center online or in person for a peer review of your document before submitting. FIU Center for Excellence in Writing (CEW) Modesto A. Maidique Campus: Green Library 125 11200 S.W. 8th Street Miami, FL 33199 Phone: 305-348-6634 Biscayne Bay Campus: Glenn Hubert Library Second Floor 3000 NE 151st Street North Miami, FL 33181 Phone: 305-919-4036 GRADING: Content & Evaluation See Written Communication Rubric. GRADING: Content & Evaluation See Discussion Rubric. CITI Web-based Training Module: Complete the online course entitled "Protecting Human Research Participants" maintained at the following web page: https://www.citiprogram.org/Default.asp The Human Participant Protections Education for Research Teams tutorial presents common concepts, principles, and issues related to protection of human participants. It helps identify research activities that involve human participants and how to protect the rights and welfare of all human participants involved in research. To gain access to the human subjects training module you must: 1. Go to the following web page: https://about.citiprogram.org/en/courses/ 2. Click on the "register" link in the upper right corner. You are affiliated with Florida International University - you are

NOT an independent learner (unless you want to pay or other courses). Provide the information in the required fields on the registration form. Use your username and password for your records; you may access this information later. After making an account, you need it will ask you the type of research. Select “Human Subjects Research” Then it will ask you the type of Human Subjects Research Select: Social & Behavioral Human Research Investigators Course: Choose this group to satisfy CITI training requirements for Investigators and staff involved primarily in Social and Behavioral research with human subjects.

3. There are seven (13 total sections to read) sections with an exam at the end of each. 4. You must complete all seven chapters in order to receive a certificate report (not the diploma). Save the certificate

and turn it in by Sunday 4/18 @ 11:59 PM. Keep a copy for yourself.

Do not copy without the express written consent of the instructor.

Do not

copy

EBP Mini in-service Poster Use the primary research articles selected for your PICOTS question, the level of evidence Table, and the appraisals to create your EBP Poster. Content Areas to Include in an Evidence-Based Practice Poster: Background/significance: Provides the nature and/or importance of the clinical problem Clinical question: States the PICOT question addressed Search for evidence/accepted practice: Discusses the search parameters and methods and the evidence sources used Presentation and critical appraisal of the evidence: Provides a succinct summary of the conclusions drawn from evaluating the available evidence Clinical practice implications: Describes clinical practice implications

NUR 3666 Spring 2019 WEEKLY SCHEDULE*

Date Learning Objectives Assignments Week 1 Monday January 7 – Sunday January 13

Orientation and Review syllabus On completion of this week, you will be able to: Create your study calendar with due dates of assignments

Register for CITI web-based Human Participants Protection Education certificate Use APA text citations/references as resources for all discussions and assignments.

Orientation – Attend/view Adobe Connect Welcome on Canvas Wednesday 1/9 @ 8:30 am and 3:30 pm. View the Academic Misconduct Policy and accept the policy conditions.

Discussion Forum - Introduce yourself Due Monday 1/14 @ 11:59 pm. Review your APA Manual 6th edition. Read: Chapter 2 pages 21-40 and sample APA paper pages 41-59 Chapter 3 pages 61-84 Chapter 4 pages 87-124 Chapter 6 pages 169-189 Chapter 7 pages 193-224 Avoiding Plagiarism using Chase, S. K. (1995). The social context of critical care clinical judgment. Heart and Lung, 24, 154-162. Review the following or any internet sources on APA style. APA Header, Title Page and References setup in Word 2016 https://www.youtube.com/watch?v=lgKrQ6S2nvM APA Style 6th Ed. - Title Page, Running Head, Abstract, and Section Headings https://www.youtube.com/watch?v=-VTaKLeAHds APA Activity https://owl.excelsior.edu/citation-and-documentation/apa-style/apa-activity/ https://writing.wisc.edu/Handbook/QPA_paraphrase.html The Writing Process https://owl.excelsior.edu/writing-process/ Not All Plagiarism is Created Equal How Instruction Can Protect Institutional Reputation Complete QUIZ #1 on APA Style Due Monday 1/14 @ 11:59 pm. 10 questions with multiple choice and true false answers. Register for CITI Human Subjects Protection Course Go to the following web page: https://about.citiprogram.org/en/courses/

Do not copy without the express written consent of the instructor.

Do not

copy

1. Click on the "register" link in the upper right corner. You are affiliated with Florida International University - you are NOT an independent learner (unless you want to pay). Provide the information in the required fields on the registration form. Use your username and password for your records; you may access this information later. After making an account, you need it will ask you the type of research.

2. Select “Human Subjects Research” Then it will ask you the type of Human Subjects Research

3. Select: Social & Behavioral Human Research Investigators Course: Choose this group to satisfy CITI training requirements for Investigators and staff involved primarily in Social and Behavioral research with human subjects. There are seven (13 total sections to read) with a quiz. You must complete all seven chapters to receive a certificate report (not the diploma). Keep a copy for yourself.

4. Complete and submit certificate with the scores Due Friday 4/18 @ 11:59 pm.

Week 2 Monday January 14 – Sunday January 20

Research – Practice Connection At the end of Chapter 1, you will be able to: The Research-Practice Connection Define evidence-based practice (EBP). Define research. Categorize types of research Distinguish between quantitative and qualitative research approaches. Describe the sections found in research articles.

At the end of Chapter 2, you will be able to: Research Evidence Discuss contributions to evidence-based practice (EBP) that nurses practicing in various roles have made. Identify national resources committed to EBP.

At the end of Chapter 3, you will be able to: Reading Research Articles Understand the format of research reports.

Read: From your textbook: Lead-in/Intro - pages xi-xiii Part 1 - page 3 Read Chapter 1 – pages 7-15; Thoughts about Study Guides Read Chapter 2 – pages 17-26; Connecting the Dots: A Reading Strategy for Difficult Material Read Chapter 3 – pages 27-38; The Slow Work of Science Review the Concept Map for the text and the Overview of the Book’s Learning Progression (PowerPoint slides Part I & II) Read Identifying the Differences between Quality Improvement, Evidence Based Practice, and Original Research by Baker et al. (2014) Answer Study guides for chapters 1-3 Complete QUIZ #2 on Chapters 1, 2, & 3 Due Monday 1/21 @ 11:59 pm. Assignment #1 Due Monday 1/21 @ 11:59 pm. You are an ADN-prepared staff nurse at an acute care facility who has enrolled in an RN-BSN program. One of the key messages presented by the RN-BSN program is the importance of evidence-based nursing practice. In your first course in the program, you are asked to identify an evidence-based topic for development. The faculty members instruct you to select a topic that will be functional in your workplace. Identify potential opportunities for you to use EBP in your current clinical setting. Identify barriers to implementing EBP in your clinical setting. Which types of activities would you carry out to aid in the selection of this topic?

Week 3 Qualitative Research

Read Chapter 4 pages 39 – 51; Theoretical Frameworks and Nursing Research

Do not copy without the express written consent of the instructor.

Do not

copy

Martin Luther King Jr. Day Monday January 22 – Sunday January 27

At the end of Chapter 4, you will be able to: Qualitative Research Describe the main features of ethnographic, phenomenological, and grounded theory studies. Discuss the procedures used to collect and analyze qualitative data, including both general procedures and those used in ethnographic, phenomenological and grounded theory research. Assess the adequacy of researchers’ descriptions of their analytic procedures, and evaluate the suitability of those procedures Identify and describe several types of sampling in qualitative studies. Evaluate the appropriateness of the sampling method and sample size used in a qualitative study. Critique a qualitative research report.

Search, save, and read by O’Lynn & Krautscheld (2011) Answer Study guides for chapter 4 Complete QUIZ #3 on Chapter 4 Due Monday 1/28 @ 11:59 pm. 10 questions with multiple choice and true false answers. Assignment #2 Due 1/28 @ 11:59 pm on Turnitin. Write a 3-page scholarly paper using APA formatting (title page, abstract, the narrative [3 pages only], and a reference page). Paraphrase the answers for the following questions and use the headings: Significance & Background, Purpose, Methods, Results, and Conclusions. The answer to the Why question is often short but the How and What questions require full understanding of the methods and the results, and not one-line answers. Discuss the Why–How–What questions presented by by O’Lynn & Krautscheld (2011): Significance & Background - What did their study do that other studies have not? Purpose - Why did the researchers think it was important to do this study? Methods -How was the sample of participants obtained and why was it obtained that way? Sample & Setting - How was the sample size determined? Measures / Instruments / interview guide - How were data obtained? What strategies were used to get the in-depth responses? Data Analysis - How did the researchers move from raw data to themes? Results - Do you think O’Lynn & Krautscheld’s themes are supported by the data provided? Conclusions - Do you think the themes identified in the O’Lynn & Krautscheld’s study would be useful to nurses working on a hospital nursing unit? Or do you think the themes are too “obvious”? Journal Club Group assignment done by faculty according to EBP topic interest from Assignment #1. Journal Club Group Discussion #1 – Due Friday 1/24 @ 11:59 pm. Post an introductory meeting to initiate your own Journal Club Group policies & procedures for this class. Document the discussion with names and dates if assignments are designated. Discuss the group’s topic of interest (what, why, how, who and where) and post. Each group member must post a discussion on these topics. Group leader, if assigned may post the final summary by Monday 1/28 @ 11:59 pm.

Week 4 Monday January 28 – Sunday February 3

Quantitative Research At the end of Chapter 5, you will be able to: Descriptive Research Discuss key research design decisions for a quantitative Understand various threats to the validity and reliability of quantitative studies.

Read Chapter 5 pages 53 – 81 Read Chapter 6 pages 83-103 Read Chapter 8 pages 153-173 Search, save, and read Lampe et al. (2014) Read Rose et al. (2010). Chocolate and Depressive Symptoms in a Cross-sectional Analysis. Archives of Internal Medicine, 170(8):699–703. Answer Study guides for chapters 5, 6, 8

Do not copy without the express written consent of the instructor.

Do not

copy

Describe various methods of collecting, sampling, and recording observational data.

At the end of Chapter 6, you will be able to: Correlational Research Define relationships between research question and the variables used to describe the results.

At the end of Chapter 8, you will be able to: Cohort Research Describe how the validity, reliability, and applicability of cohort studies are determined.

Complete QUIZ #4 on Chapters 5, 6, & 8. Due Monday 2/4 @ 11:59 pm. 10 questions with multiple choice and true false answers. Journal Club Group Discussion #2 – Imagine you are assigned to the EBP committee in your hospital. Your Journal Club group has been charged with determining best practice for improving (your group EBP topic) care in your area. Choose a population of interest. Develop a plan for conducting a literature review on your topic of interest. To become familiar with the magnitude of this problem, each member must search and read two (2) current articles from a nursing peer reviewed journal. Each member needs to select one article from two different categories: systematic review, evidence-based clinical guidelines, quantitative study (one individual study and a meta-analysis), qualitative study (one individual study and a meta-synthesis) for a total of two articles, and describe the study design and a brief synopsis with the citation on each selected article (total number of articles per group = # of group members times 2 articles each). Then discuss the following: 1. Do you practice according these recommendations? Do other

healthcare workers practice these recommendations? 2. Why is the literature review important in the research process? 3. What guidelines should one employ during a literature review? 4. What resources are available when conducting a literature

review? 5. What are the differences between an EBP Quality Improvement

(QI) study and original primary research study? Each group member must post a discussion on these topics due Friday 2/1 @ 11:59 pm. Group leader must post a summary by Monday 2/4 @ 11:59 pm.

Week 5 February 4 – Sunday February 10

Experimental Research – Part 1 At the end of Chapter 7 Part 1, you will be able to: Identify the purposes and some of the distinguishing features of specific types of research (e.g., clinical trials). Understand the results of simple statistical procedures described in a research report.

Read Chapter 7 pages 105-151 Part 1 Answer Study guides for chapter 7 Part 1 Assignment #3 Due 2/11 @ 11:59 pm in Turnitin. Write a 3-page scholarly paper using APA formatting (title page, abstract, the narrative [3 pages only], and a reference page). Discuss the Why–How–What questions of the experimental study of Canbulat et al. (2015). Use the headings: Significance & Background, Purpose, Methods, Results, and Conclusions. Note: A power analysis was not done to determine sample size. Why it is important, what goes into it, and what does 80% power mean? Note: The control group did not get a placebo intervention. Is this important? Were the two groups treated equally except for the intervention they received during the cannulation?

Week 6 February 11 –

Experimental Research – Part 2

Read Chapter 7 Section 2 pages 137-151 Answer Study guides for chapter 7 Part 2

Do not copy without the express written consent of the instructor.

Do not

copy

Sunday February 17

At the end of Chapter 7 Part 2, you will be able to: Identify the purposes and some of the distinguishing features of specific types of research (e.g., clinical trials). Understand the results of simple statistical procedures described in a research report.

Complete QUIZ #5 on Chapter 7 Due Monday 2/18 @ 11:59 pm. 10 questions with multiple choice and true false answers. Journal Club Group Discussion # 3 - Journal Club Group Discussion #3 Due 2/18 @11:59 pm. The work by your EBP committee is progressing. Now, the focus shifts to how researchers collect data about hand hygiene compliance. Combine the results of your literature search using primary article review and make evidence-based practice recommendations about the clinical problem. Complete Table 1 with the appropriate information and who did what. Fill in the Population column including details such a sample characteristic, sampling methods, and size. Was a power analysis used to calculate adequate sample size? Enter information in the Outcomes and Time columns. Discuss what you see about how researchers measured your topic variable. Discuss any contradictory evidence and generate additional questions that may need to be investigated in the future. How can you detect gaps in research? Are there gaps? Each group member must post a discussion on these topics due Friday February 15 @ 11:59 pm. Group leader must post summary with the Table (who did what) by Monday 2/18 @ 11:59 pm.

Week 7 February 18 – Sunday February 24

Mid-term Exam Opens Monday 2/18 @ 12 am Closes Monday 2/25 @ 11:59 pm 30 questions; fill-in-the-blanks, T/F, brief essays; 60 minutes; no backtracking; open book and notes

Week 8 February 25 - March 3

Systematic Reviews At the end of Chapter 9, you will be able to: Identify the types of systematic reviews.

Read Chapter 9 pages 175-208 Answer Study guides for chapter 9 Assignment #4 Due Monday 3/4 @ 11:59 pm. Search electronic nursing databases for research evidence relevant to your EBP clinical question. Make sure to use CINAHL and one other database.

• List the databases used searching for research evidence. • Save all and post the histories from the database searches

you conducted. These histories should show the searches ran, terms searched (including combination of terms), the search options used, use of database headings, and the number of citations identified by each search.

• Save the citations, abstracts, and post of at least individual studies that you think address your clinical question. Hint: the search engines have ways of flagging studies you might have an interest in and collating them in a folder or list that you can then print.

• Select four (4) EBP QI articles published within the past five years (2013 to present). DO NOT USE A NON-PEER REVIEWED JOURNAL. Two must be from USA, two must be an international study, and one must from a nursing peer reviewed journal. Use Table 2 for the QI level of evidence.

Journal Club Group Discussion #4 – Each member must conduct a literature search for a 1) Systematic review with narrative synthesis,

Do not copy without the express written consent of the instructor.

Do not

copy

2) Systematic review with quantitative synthesis (meta-analysis), 3) Systematic review with qualitative synthesis, 4) Integrative research review, literature review. Provide a 3-4 sentence synopsis with a citation. Explain the different forms of SR. Identify the following components of a research article: title, abstract, introduction/literature review, purpose of the study/hypothesis/problem statement, methodology/procedures/research design, major findings/results/analysis/discussion, summary/conclusion/ideas for future studies/implications, and works cited/references/acknowledgments and place on Table 1. After the article synopsis, note any components that are missing. Each group member must post a discussion on these topics due 3/1 @ 11:59 pm. Group leader must post summary with Table 1 (who did what) by 3/4/18 @ 11:59 pm.

Week 9 March 4 – March 10

Evidence-based Clinical Practice Guidelines At the end of Chapter 10, you will be able to: Discuss alternative approaches to integrating research evidence, and advantages to using systematic methods of reviewing research. Describe key decisions and steps in doing a meta-analysis and metasynthesis.

Read Chapter 10 pages 211-241 Answer Study guides for chapter 10 Assignment #5 Due Monday 3/11 @ 11:59 pm. Search electronic nursing databases for research evidence relevant to your EBP clinical question. Make sure to use CINAHL and one other database.

• List the databases used searching for research evidence. • Save all and post the histories from the database searches

you conducted. These histories should show the searches ran, terms searched (including combination of terms), the search options used, use of database headings, and the number of citations identified by each search.

• Save the citations, abstracts, and post of at least individual studies that you think address your clinical question. Hint: the search engines have ways of flagging studies you might have an interest in and collating them in a folder or list that you can then print.

• Select four (4) original primary research articles published within the past five years (2013 to present). DO NOT USE A NON-PEER REVIEWED JOURNAL. Two must be from USA, two must be an international study, and one must from a nursing peer reviewed journal. Use Table 3 for the level of evidence.

Journal Club Discussion # 5. Each group member must post a discussion on these topics due 3/8 @ 11:59 pm. No summary discussion needed. Search online for clinical practice guidelines applicable to your group’s EBP topic. Post whether you have ever used these sites and whether you intend to use one or more as a resource while working on your current unit. What sites were searched and what was found? Have you used any of the guidelines before? How will you incorporate your findings in your practice? Some of the sites you may find are as follows: American Association of Neuroscience Nurses http://www.aann.org/pubs/content/guidelines.html National Guidelines Clearinghouse

Do not copy without the express written consent of the instructor.

Do not

copy

http://www.guideline.gov/ Emergency Nurses Association https://www.ena.org/practice-research/research/CPG/Pages/Default.aspx Registered Nurse Association of Ontario http://rnao.ca/bpg

Week 10 March 11 – March 17

Spring Break Enjoy

Week 11 March 18 – March 24 Last Day to Add/Drop without Liability (Last day to change grading basis)

Searching for Research Evidence At the end of Chapter 11, you will be able to: Asking Clinical Questions Discuss the major steps in undertaking an EBP effort for individual nurses

At the end of Chapter 12, you will be able to: Searching for Research Evidence Describe alternative sources of knowledge for nursing practice.

Identify several resources available to facilitate EBP in nursing practice.

Read Part II page 243 Review PowerPoint slides Part II Read Chapter 11 - pages 249-257 Read Chapter 12 – pages 259-264 Answer Study guides for chapters 11-12 Paper #1: Differences between Quality Improvement (QI), Evidence-Based Practice (EBP), and Original Research Evidence in Global Health This paper will be 6-page narrative plus a title page, abstract page, and a reference page in APA format. Submit your paper by Friday 3/22 @ 11:59 PM through the Turnitin on Canvas.

Week 12 March 25 – March 31

At the end of Chapter 13, you will be able to: Appraising Research Evidence Describe aspects of a research critique At the end of Chapter 14, you will be able to: Appraising Recommendations of Clinical Practice Guidelines Describe the linkage of practice to research evidence

At the end of Chapter 15, you will be able to: Appraising Conclusions of Systematic Reviews with Narrative Synthesis

Read Chapter 13 pages 265-274 Read Chapter 14 pages 275-281 Read Chapter 15 pages 283-287 Assignment #6 due 4/1@ 11:59 pm. Application Practice Writing PICOTS Questions Review Guide to an Overall Critique of a Quantitative Research Report Review the exemplars from the textbook and appraisal guides. Exam #1 Quantitative Research Article Due 4/1 @ 11:59 pm When the quiz opens, conduct a library search for the article, print or save it. Read the article and mark the important components needed for a quantitative research report. Use the marked article, any notes, and your book for the quiz. You may use Table 3 to organize and summarize the components of the synopsis. When you open the exam on Canvas, you have only 60 minutes answer to the 25 questions.

Week 13 April 1 – April 7

At the end of Chapter 16, you will be able to:

Read Chapter 16 pages 289-300 Review Guide to an Overall Critique of a Qualitative Research Report Review the exemplars from the textbook and appraisal guides.

Do not copy without the express written consent of the instructor.

Do not

copy

Appraising Research findings of original studies Describe components of an appraisal synopsis

Journal Club Discussion # 6 – Due 4/8 @ 11:59 pm. 1. Why is it difficult as a practicing clinician to conduct research and

apply research findings in the clinical setting? 2. What are the strategies to encourage the application of evidence-

based nursing care? 3. Discuss how the strength of available evidence influences the

choice of interventions in providing nursing care. Each group member must post a discussion on these topics due 4/5 @ 11:59 pm. Group leader must post summary 4/8 @ 11:59 pm. Exam #2 Qualitative Research Article Due 4/8 @ 11:59 pm When the quiz opens, conduct a library search for the article, print or save it. Read the article and mark the important components needed for a quantitative research report. Use the marked article, any notes, and your book for the quiz. You may use Table 3 to organize and summarize the components of the synopsis. When you open the exam on Canvas, you have only 60 minutes answer to the 25 questions.

Week 14 April 8 – April 14

At the end of Chapter 17, you will be able to: Identify evidence-based practice competencies that are relevant to registered nurses and advanced practice nurses

Read Chapter 17 pages 303-318 Paper #2: Research Utilization (Research/Global Health) This paper will be an 8-page narrative plus a title page, abstract page, and a reference page in APA format. Submit your paper by Friday 4/12 @ 11:59 PM through the Turnitin on Canvas. You must use a minimum of four original primary research articles

for your paper. Week 15 Easter week April 15 – April 21

Evidence-Based Practice Participation At the end of Chapter 18, you will be able to: Discuss several advantages and disadvantages of using a poster as a means of disseminating information about evidence-based practice.

Describe the five main topical areas that should be included in an evidence-based practice poster. Point-of-Care adaptations At the end of Chapter 19, you will be able to: Discuss the differences in evidence-based practice and research informed practice

Read Chapter 18 pages 375 - 381 Read Chapter 19 pages 327 – 335 EBP Poster – Due 4/18 @ 11:59 pm Content Areas to Include in an Evidence-Based Practice Poster:

• Background/significance: Provides the nature and/or importance of the clinical problem

• Clinical question: States the PICOT question addressed • Search for evidence/accepted practice: Discusses the search

parameters and methods and the evidence sources used • Presentation and critical appraisal of the evidence: Provides a

succinct summary of the conclusions drawn from evaluating the available evidence

• Clinical practice implications: Describes clinical practice implication

Journal Club Discussion # 7 – Due 4/18 @ 11:59 pm The EBP committee has been meeting on a regularly to analyze the evidence and is now ready to make recommendations for best practice. In this exercise, first examine each study used on Table 1 and your own Paper #2 and write a nursing policy with rationale that you think will improve the care around your topic of choice. Review policies from your own clinical area and use it as a template for this policy. Use the evidence cited as the rationale for the procedures

Do not copy without the express written consent of the instructor.

Do not

copy

suggested in your policy. See example for “Hand Hygiene.” Post one policy per group.

Week 16 April 22 – April 27 Finals week

Human Subjects Protection On completion of this week, you will be able to: Complete CITI web-based Human Participants Protection Education certificate

Complete CITI program Due 4/18 @ 11:59 pm. CITI web-based Human Participants Protection Education certificate Assignment Drop Box – Certificate of Completion

• Go to the following web page: https://www.citiprogram.org/Default.asp

• Click on the "register" link. • Select “Human Subjects Research” • Human Subjects Research

Select: Social & Behavioral Human Research Investigators Course

There are seven (13 total sections to read) sections with an exam at the end of each. You must complete all seven chapters to receive a certificate. Save and submit the certificate. Complete SPOTs evaluation on line

Enjoy summer!

*Calendar subject to revision

Do not copy without the express written consent of the instructor.

Do not

copy