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UNIVERSITY OF FLORIDA COLLEGE OF NURSING COURSE SYLLABUS FALL 2012

COURSE NUMBER NGR 7816

COURSE TITLE Quantitative Research Design and Measurement in Nursing

CREDITS 3

PLACEMENT Variable: Required Core Course

PREREQUISITES NGR 6101: Theory and Research for Nursing or equivalent NGR 6803: Research and Utilization for Nursing or equivalent

FACULTY Jennifer Elder, PhD, RN, FAAN [email protected] HPNP 2201A (352) 273-6318 Office hours: Monday 9:00-10:00am, Tuesday 9:00am-11:00am, and by appointment

DEPARTMENT CHAIR M. Josephine Snider, EdD, RN [email protected] 4221 (352) 273-6359 Office hours: By appointment

JACKSONVILLE CAMPUS DIRECTOR Andrea Gregg, DSN, RN [email protected] Jacksonville (904) 244-5172 Office hours: By appointment

COURSE DESCRIPTION This course provides the bases for evaluating the scientific rigor of quantitative research methods and designs. Emphasis is on principles and techniques for sampling plans and research designs. Additionally, selected nursing research is analyzed for characteristics of sound research design including internal and external validity. Opportunities to critique and refine research methods and designs are provided.

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

1. Critique priorities identified for nursing in the twenty-first century.

2. Examine issues and examples of research related to clinical nursing process and outcome.

3. Evaluate selected sampling designs for soundness and feasibility in nursing research.

4. Evaluate issues related to internal and external validity of research designs. NGR 7816 COURSE SYLLABUS PAGE 2

COURSE OBJECTIVES (continued): 5. Critique published nursing research reporting research designs.

6. Assess selected evaluation models useful for nursing.

7. Compare and contrast process and outcome measurement applicable to nursing research.

8. Design an appropriate quantitative research study for a selected research problem.

COURSE SCHEDULE Section Day Time Room 6182 Tuesday 12:50 -2:45 pm G112 GNV 8603 Tuesday 12:50 -2:45 pm On-line

Sakai is the course management system that you will use for this course.Sakai is accessed by using your Gatorlink account name and password at http://lss.at.ufl.edu. There are several tutorials and student help links on the Sakai login site. If you have technical questions call the UF Computer Help Desk at 352-392-HELP or send email to [email protected].

It is important that you regularly check your Gatorlink account email for College and University wide information and the course Sakai site for announcements and notifications.

Course websites are generally made available on the Friday before the first day of classes.

ATTENDANCE Students are expected to be present for all scheduled classes, other learning experiences, and examinations. Students who have extraordinary circumstances preventing attendance should explain these circumstances to the course instructor prior to the scheduled class or as soon as possible thereafter. Instructors will then make an effort to accommodate reasonable requests. A grade penalty may be assigned for late assignments, including tests. Students are responsible for responding to online assignments as part of their attendance. Make-up exams may not be available in all courses.

ACCOMMODATIONS DUE TO DISABILITY Each semester, students are responsible for requesting a memorandum from the Office for Students with Disabilities to notify faculty of their requested individual accommodations. This should be done at the start of the semester.

STUDENT HANDBOOK Students are to refer to the College of Nursing Student Handbook for information about College of Nursing policies, honor code, and professional behavior.

TOPICAL OUTLINE

D:\Docs\2018-04-03\049b17b35112171ff894e524e7b39f87.doc NGR 7816 COURSE SYLLABUS PAGE 3

1. Published priorities for nursing research 2. Research for prescriptive theory and knowledge development 3. Quantitative research design 4. Overview of features of well designed research 5. Internal and external validity issues in research design 6. Controls and safeguards for internal and external validity 7. Advanced sampling designs including strengths and weaknesses 8. Evaluation of quantitative research designs using examples of survey, corelational, and outcomes research 9. Measurement and design issues - clinician/client relationship, environmental context, resource availability 10. Process measurement 11. Outcome measurement

TEACHING METHODS Lecture, discussion, readings, and student presentations.

LEARNING ACTIVITIES Discussion of readings and on-line lectures, group feedback of individual student's work, and in- class presentations of student research proposals.

EVALUATION METHODS/COURSE GRADE CALCULATION Written assignments, quiz, oral presentations, and class participation.

Assignments* submitted via email (x6) 30% Examination 20% Class Participation 10% Research Proposal 40% Total 100%

*NOTE: Students should allow 1 week for grading of assignments and 3 working days for Dr. Elder’s response to email unless otherwise specified by her automated “out of the office” reply.

GRADING SCALE A 95-100 (4.0) C 74-79* (2.0) A- 93-94 (3.67) C- 72-73 (1.67) B+ 91- 92 (3.33) D+ 70-71 (1.33) B 84-90 (3.0) D 64-69 (1.0) B- 82-83 (2.67) D- 62-63 (0.67) C+ 80-81 (2.33) E 61 or below (0.0) *74 is minimum grade for this course

REQUIRED TEXTS Hulley, S. B., Cummings, S. R., Browner, W. S., Grady, D., Hearst, N., & Newman, T.

B. (2007). Designing clinical research: An epidemiologic approach (3rd ed.).

Philadelphia: Lippincott, Williams & Williams.

Portney, L. G., & Watkins, M. P. (2008). Foundations of clinical research:Applications to

practice (3rd ed.). Upper Saddle River, NJ: Prentice-Hill.

Selected readings from current nursing research literature.

RECOMMENDED TEXTS

Note: Cook and Campbell is a classic and good to have in your library as it is often referred to by researchers.

Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation design and analysis

issues for field settings. Boston: Houghton Mifflin.

Garrard, J. (2010). Health sciences literature review made easy: The matrix method (3rd ed.).

Sudbury, MA: Jones & Bartlett Publishers.

Melynyk, B. and Morrison-Beedy, D. (2012). Intervention research: designing, conducting,

analyzing, and funding. Springer: New York.

D:\Docs\2018-04-03\049b17b35112171ff894e524e7b39f87.doc Weekly class schedule:

Class Topics Readings Associated with Class Topical Activities to be Completed Meeting Outline and/or video lectures AFTER Class, BEFORE the Date Next Class Class 1: Welcome Complete assigned readings: Aug 28 Portney & Watkins Ch. 1-3 Hulley, Ch. 1 & 2 Course Overview and Orientation to Sakai Browse Web sites NIH-NINR, History of Nursing ANF, STTI. Research Nationally & within CON View video of Class 1 and 2 – Funding Sources: NIH, ANF, Including video by Dr. STTI Kathleen Jett.

Come prepared to discuss these websites, video lecture content and assigned readings on 9/4

Class 2 Student discussion regarding Complete assigned readings Sept 4 research-related Web sites (Hulley, Ch. 14 and Portney & and Watkins, Ch. 7) and view video Dr.Jett’s video related to NINR of Class 3.

Assignment #1 Complete Evidence Based Research training at http://phrp.nihtraining.com/ Research, Theory & Ethics Hulley, Ch 1 & 2 users/login.php Submit copy of training NGR 7816 COURSE SYLLABUS PAGE 6

Research Process Portney Watkins, certificate to Sakai Ch 1-3 dropbox by 9/10 Research Questions vs Goals vs Portney & Watkins Ch 7 (Even though this Purpose vs Aims chapter is referenced here, the reading does not have to be completed until next class since there are already 5 assigned chapters for this week.). Class 3 Discussion of Assignment #1 Hulley, Ch 14 View video of Class 4 and Sept 11 complete assigned readings (Hulley Ch. 3 and Portney & Watkins Ch. 8) Components of a well- Portney & Watkins Ch 7 designed research study Written Assignment #2 Students will prepare a table with specific aims & related hypothesis. Submit table via Sakai drop-box by 9/14. Also, come prepared to discuss the table on 9/18 (See example of a table on Sakai)

Download articles from Sakai site and bring to class for in class discussion on 9/18.

Class 4 Sampling Techniques Hulley, Ch 3 View video of Class 5 and Sept 18 Discussion of Articles Portney & Watkins Ch 8 complete assigned readings (Hulley, Ch. 4; Portney & Watkins, Ch. 4-6, DeVon

article.) Written Assignment #3 Review 2 studies (links on Sakai web-site). Compare & contrast sampling techniques used in each of these in a short written paper to be submitted via Sakai drop box by 9/24 and discussed in class on 9/25. Class 5 Discussion of Assignment #3. Hulley, Ch 4 View video of Class 6 and Sept 25 Portney & Watkins Ch4-6 complete assigned readings Measurement in research – (Portney & Watkins p. 830-855 includes validity & Article: DeVon, H. et al Hulley, Ch 5 & 6).. Portney & reliability (2007). Watkins Ch. 28 A psychometric toolbox for testing validity and reliability. Journal of Nursing Read studies (links on Sakai) Scholarship, 39, 155-16 & critique the measurements. Be prepared to discuss on 10/9 This does not need to be turned in.

View video for Class 7 and complete assigned readings Portney & Watkins, Ch. 13 & 14 Hulley, Ch. 7, 8, & 9, Hulley, Ch. 15). Class 6 Oct 2 No class this week.

Class 7 Discussion of measurement in View video of Class 8 and Oct 9 articles complete assigned readings (Hulley, Ch. 10, 11, & 12 Descriptive & Exploratory Portney & Watkins, Ch. 13 & 14 Portney & Watkins Ch 10 & Designs Hulley, Ch. 7, 8, & 9 11) Hochman & McCormick (2010) Characteristics of Published Comparative Effectiveness Studies of Medications, JAMA, 303. 951- Surveys & Scales Hulley, Ch 15 959.

Portney & Watkins Chap 28 Introduction to Epidemiology Written Assignment #4 Find an example of a good descriptive or exploratory study. Using information presented in E- lecture, submit to Sakai drop-box your rationale supporting why this is a strong study and briefly describe how this study could be used to build a research program. Submit to digital drop box by 10/15 and come prepared to discuss in class 10/16

Class 8 Discussion of Assignment #4 Hulley, Ch 10, 11, & 12 View videos of Class 9a and

Oct 16 Portney & Watkins Ch 10 & 11 Class 9b. Complete assigned Class discussion regarding: readings (Portney & Watkins Experimental Research Ch. 5,6,& 12) Portney & Designs Watkins p. 830-855. (No written assignments to Comparative Effectiveness Hochman & McCormick (2010) allow for a catch-up week or a Studies Characteristics of Published Comparative deep breath!!!) Effectiveness Studies of Medications, JAMA, 303. 951-959.

Class 9 Power and Sample Size Portney & Watkins p. 830-855 View video of Class 10 and Oct 23 complete assigned readings Hulley, Ch 5 & 6. (Hulley, Ch. 10,11, & 13; Portney & Watkins Ch 11)

Single Subject Designs Portney & Watkins Ch 12 Written Assignment #5 Locate a study that uses a single subject experimental design & provide written rationale regarding (a) why this is an experimental study versus a case study, & (b) why this design is well-suited to the research question. Submit to Sakai drop-box by 10/29.

Class 10 Discussion of Written View video of Class 11 and Oct. 30 Assignment #5 complete assigned readings Hulley p. 15, Ch. 19 Table Sequential Clinical Trials Hulley, Ch 10 & 11 15,1 p. 304 Article: Aiken, L. et Portney & Watkins Ch 11 al. (2002). Hospital nurse staffing & patient mortality

nurse burnout & job Research Using Existing Data Hulley, Ch 13 dissatisfaction. JAMA, Meta-analysis 288, 1987-1993

Written Assignment #6 Locate a study that uses existing data. Explain why this was or was not a good strategy to use to answer the research question. Submit to Sakai drop-box by 11/5 and come prepared to discuss in class 11/6

Class 11 Hulley p. 15, and Ch 19 Begin preparing research Nov 6 Table 19.1 p. 304 proposals to be presented in Discussion of Written Class 11/27 and 12/4. Power Assignment #6. point slides for your class Article: Aiken, L. et al. (2002). Hospital presentations must be emailed nurse to Dr. Elder at least two days Outcomes Research staffing & patient mortality nurse burnout & before your scheduled job dissatisfaction. JAMA, presentation. Test Review 288, 1987-1993

Class 12 In-Class Examination Nov. 13 Additional discussion of proposals guidelines.

Individual meetings as needed.

Class 13 Review of examination. E-lecture of former students’ presentations Completed written proposals Nov 20 # 12803 are to be submitted to the Individual meetings with Dr. Sakai drop-box by Monday, Elder to discuss proposals as 5pm 12/ 10 /12.. needed.

Class 14 In-class Student proposal Nov 27 presentations

Class 15 In-class student proposal Dec 4 presentations

We will also have a holiday party this day! (Details to be announced.)

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