Course Description
This course examines sources of evidence, the nature of inquiry, and research concepts. Qualitative and quantitative research methods are compared and applied. Skills needed to select, critique and apply nursing research are developed. Levels of evidence are explored and applied to developing an evidence-based practice brief in the student’s area of clinical interest.
(4 credits)
Prerequisites
- ENG 101: English Composition 1
- ENG 102: English Composition 2
- MAT 105: Statistics
- NUR 301: Baccalaureate Nursing Role
Student Learning Outcomes (SLOs)
Upon completion of this course, the student will have gained knowledge about:
- Identify and analyze sources of evidence relevant to the type of research inquiry.
- Describe the research process utilizing applicable concepts and terminology.
- Differentiate between evidence, theory and research in nursing practice.
- Compare qualitative and quantitative methodologies in nursing research and the appropriate application of each.
Apply skills of research critique and interpretation of studies to determine application of research to practice.
Apply levels of evidence to explore approaches to inquiry related to a clinical practice question/issue.
Describe rationale for research addressing diverse groups for generalizability of results and application to practice.
- Design an evidence-based practice project that demonstrates appropriate application of research to practice.
- Identify and investigate a clinical nursing problem of interest to develop and present a current, comprehensive evidence-based practice brief.
Course Activities and Grading
| Assignments | Weight |
|---|---|
Discussions: Weeks 1, 2, 4, 5, 6, 7, 8 | 20% |
Group Assignments: Weeks 2, 4, 5, 6, 7 | 15% |
Assignments: Weeks 1(x2), 2, 5, 6, 7 | 15% |
Selecting An Evidence-Based Practice Topic: Week 2 | Pass /Fail |
Quiz Week 3 | 3% |
Quantitative Critique: Week 3 | 10% |
Identifying Your EBP Project: Week 3 | Pass/Fail |
Qualitative Critique: Week 4 | 10% |
Integrative Review Paper | 10% |
PowerPoint Presentation | 12% |
Capstone Practicum Related Assignments: Planning for Capstone Practicum: Weeks 1-4 |
5% |
Total | 100% |
Required Textbooks
Available through Charter Oak State College's Book Bundle
- Melnyk, B.M., & E. Fineout-Overholt. (2023). Evidence-Based Practice in Nursing & Healthcare. 5th ed. Philadelphia, PA: Wolters Kluwer. ISBN-13: 978-1-975185-72-5
Additional Requirements
Available through Charter Oak State College's virtual library
- Cantlin, D. & Kronebusch, B., 2019. In Pursuit of Meaningful Nurse-Sensitive Indicators. ViewPoint 41:4, 8,19.
Course Schedule
Week | PLOs | SLOs | Readings and Exercises | Assignments |
1 | 2,3 | 8 | Topic: Preparing for the Capstone: Step One
|
|
1 | 1,2,7 | 2 | Topic: Introduction to Evidence-Based Practice Developing Searchable Clinical Questions
|
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2 | 1,2 | 1,3,7 | Topics: Searching the Literature for Supporting Evidence, Commonly Used Healthcare Databases & Introduction to Critical Appraisal of Evidence
|
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2 | 3,4,6,10 | 2,4,6 | Topics: Preparing for the Capstone: Step 2
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3 | 1,2 | 2,6,7,8 | Topics: Appraisal of Quantitative Studies Synthesizing Quantitative Research findings
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3 | 2,3,6,7,8,10 | 5,6,7,8 | Topics: Preparing for the Capstone: Steps 2 & 3
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4 | 1,7 | 2,4,6 | Topic: Appraisal of Qualitative Studies
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4 | 6 | 1,3,6,10 | Topic: Preparing for the Capstone: Step 3 (continue)
|
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4 | 1-5,7,8,10 | 1,3-9 | Topic: Preparing for the Capstone: Step 4
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5 | 1,2,7 | 1,2,3,6,7,9 | Topic: Ethical Considerations for EBP Implementation and Evidence Generation Implementing and Sustaining EBP in Clinical Settings
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6 | 1,2,3,7,8,10 | 1,2,9 | Topic: Quality Improvement and Outcomes and Models for Implementing EBP
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7 | 2,7 | 5 | Topics: Creating a Vision and Motivating a Change to EBP in Individuals, Teams, and Organizations
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8 | 1,2,7 | 5,9 | Topic: Disseminating Evidence
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Late Work Policy
Due to the accelerated nature of the NUR 300 & 400 courses, late work severely limits meaningful engagement with students, peers, and faculty, and jeopardizes collaboration and exchange of ideas.
All assignments must be completed and submitted to pass the course, regardless of how late.
The following standards relate to late submission of any assignment in this and all other NUR 300 & 400 courses:
- All Discussion Posts must be posted by the due date/time deadline. Those posted late will be given a grade of zero.
- All Other Papers/Projects: Failure to turn in, post, or in any way fail to meet the due date/time deadline, will result in a deduction of 10% per day of the total assignment value from the actual grade earned, for up to seven days.
- Students who submit an assignment eight days late will receive a grade of zero for the assignment
- If a student anticipates they will be unable to meet a deadline for any assignment regardless of the reason, they should contact the course faculty immediately.
Emergencies/Extenuating Circumstances: The Faculty and Program Director appreciate that emergencies come up in life. Emergencies/ Extenuating Circumstances are not planned activities and/or are not normally work-related.
- Students will be required to submit reasonable documentation of emergencies/extenuating circumstances to the course faculty.
- Any request(s) relating to emergencies/ extenuating circumstances requires documentation and approval of the course faculty, the Program Director, and other college personnel as necessary.
The following conditions acknowledge unexpected circumstances that impact students’ ability to submit an assignment by the due date:
- If a student anticipates they will be unable to meet a deadline due to an emergency/extenuating circumstance, they should contact the course faculty immediately.
- Students may turn in one assignment up to 7 days after the due date except for a discussion board assignment, a final course project, or other final course assignments, no questions asked.
- Subsequent late submissions will be managed in accordance with the standards outlined above.
COSC Accessibility Statement
Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.
COSC Policies, Course Policies, Academic Support Services and Resources
Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.