1
College of Nursing
East Carolina University
SYLLABUS
DEPARTMENT:
COURSE NAME:
COURSE NUMBER:
SEMESTER AND YEAR:
CURRICULUM PLACEMENT:
CREDIT HOURS:
ALLOCATION OF TIME:
INSTRUCTOR’S NAME:
OFFICE LOCATION:
OFFICE TELEPHONE:
INSTRUCTOR’S EMAIL:
OFFICE HOURS:
Department of Graduate Nursing Science
State of Clinical Nursing Science
NURS 8260
Fall 2011
Fall semester
3 semester hours
3 class hours per week
Jana Pressler, PhD, RN, Professor
Health Sciences Building, College of Nursing; 3166A
(252) 744-6473
presslerj@ecu.edu
Mon -Fri, 1-2 or by appt.
COURSE INFORMATION
COURSE DESCRIPTION:
Focuses on selected domains of knowledge relevant to
clinical nursing science (selected by the student). This class meets face-to-face in Room 4185
from 2-5 pm. Blackboard9 will also be used for the posting of some course communications and
documents as needed.
PRE- and Co-REQUISITES:
NURS 8235, 8240
PURPOSE OF COURSE:
Informs student of current state of nursing science to
provide basis for further study.
CONTEXT OF COURSE: This course follows the course on the Development of Nursing
Knowledge (NURS 8225) and precedes the Evolving Clinical Nursing Science (NURS 8265)
proposal development course. Thus, in the present course, students continue to develop
knowledge of their interest areas to explore options and build a foundation for research
knowledge. Students select a topic to learn the literature review process. The goals are to learn:
1.
2.
3.
4.
5.
What is known and unknown in their chosen areas;
Identify and understand related concepts;
Understand and appreciate quantitative and qualitative approaches that have been used;
Become familiar with evidence that has been generated and/or applied; as well as
Identify questions yet to be answered and methods and measures to address them.
COURSE OBJECTIVES:
1. Examine selected domains of knowledge and their applicability to nursing science.
2. Investigate past and current approaches to the study of selected domains in nursing
science.
3. Synthesize findings of selected knowledge domains to identify directions for knowledge
development.
9/6/2011 2:44 PM
2
COURSE REQUIREMENTS:
1.
Paper #1 State-of-the-science literature review (35%) 15 pp
2.
Paper #2 Theories/models/concepts used in the research review (20%) 8 pp
3.
Paper #3 Questions; hypotheses; methods review (35%) 15 pp
4.
Powerpoint presentation of nursing area of interest from papers 1-3 (10%) 24 slides
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COURSE FINAL GRADING SCALE:
All components must be completed in order to fulfill the course requirements.
A = 93 – 100
B = 85 – 92
C = 78 – 84
D = 70 = 77
F = 69 – below
(Passing)
(Passing)
(Not Passing)
(Not Passing)
(Not Passing)
COURSE MATERIALS
REQUIRED TEXTS:
Tornquist, E. M. (1986). From proposal to publication: An informal guide to writing about
nursing research. New York: Prentice-Hall. ISBN-10: 0201080125 or ISBN-13: 9780201080124
Required text from previous classes:
Polit, D. F., & Beck, C. T. (2011). Nursing research. Generating and assessing evidence for
nursing practice (9th ed.). Philadelphia, PA: Lippincott, Williams, and Wilkins (you
may also use the previous edition). ISBN-10: 1605477087 or ISBN-13: 9781605477084
Recommended:
American Psychological Association. (2009). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: Author. ISBN-10: 1433805618
or ISBN-13: 978-1433805615
Additional literature review references:
Galvan, J. L. (2009). Writing literature reviews (4th ed.). Glendale, CA: Pyrczak Publishing.
ISBN-10: 1884585868 or ISBN-13: 978-1884585869
Garrard, J. (2010). Health sciences literature review made easy: The matrix method (3rd ed).
Sudbury, MA: Jones & Bartlett Publishers. ISBN-10: 0763771864 or ISBN-13: 9780763771867
REQUIRED JOURNAL ARTICLES & BOOK CHAPTERS:
See pdf files in Blackboard9 for each week.
For the first couple of weeks only, scanned readings will be made available via email.
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Reading List {Concepts emphasized are in blue font}
Week 1 – Orientation to the course:
No assigned readings for class. However, please read the book below and skim the other readings.
Tornquist, E. M. (1986). From proposal to publication: An informal guide to writing about
nursing research. Menlo Park, CA: Addison-Wesley.
Stuart, W. P., Broome, M. E., Smith, B. A., & Weaver, M. (2005). An integrative review of
interventions for adolescent weight loss. Journal of School Nursing, 21(2), 77-85. [example]
Supplemental
Gortner, S. R. (1980). Nursing science in transition. Nursing Research, 29(3), 180-183.
[classic article; deceased]
Pressler, J. L., & Fitzpatrick, J. J. (1988). Contributions of Rosemary Ellis to knowledge
development for nursing. Image – the Journal of Nursing Scholarship, 20(1), 28-30.
DOI: 10.1111/j.1547-5069.1988.tb00025.x [describes functions of nurse researchers
from >20 yrs ago—see next paper for how they have evolved]
Woods, N. F., & Magyary, D. L. (2010). Translational research: why nursing’s
interdisciplinary collaboration is essential. Research & Theory for Nursing Practice,
24(1), 9-24. DOI: 10.1891/1541-6577.24.1.9
Week 2 – Concepts:
Concept integration
Morse, J. M., Hupcey, J. E., Penrod, J., & Mitcham, C. (2002). Integrating concepts for the
development of qualitatively-derived theory. Research and Theory for Nursing Practice:
An International Journal, 16(1), 5-18.
Concept advancement
Hupcey, J. E., & Penrod, J. (2003). Concept advancement: enhancing inductive validity.
Research and Theory for Nursing Practice, 17(1), 19-30.
Penrod, J., & Hupcey, J. E. (2005). Concept advancement: extending science through conceptdriven research. Research and Theory for Nursing Practice, 19, 229-239.
Strickland, O. L. (2001). An instrument’s conceptual base: its link to theory. Journal of
Nursing Measurement, 9(1), 3-4.
Concept analysis
Hupcey, J. E., & Penrod, J. (2005). Concept analysis: examining the state of the science.
Research and Theory for Nursing Practice, 19(2), 197-208.
Steis, M. R., Penrod, J., Adkins, C. S., & Hupcey, J. E. (2009). Principle-based concept
analysis: recognition in the context of nurse-patient interactions. Journal of Advanced
Nursing, 65(9), 1965-1975.
Week 3 - Populations:
Disabled
Smeltzer, S. C., Sharts-Hopko, N. C., Ott, B. B., Zimmerman, V., & Duffin, J. (2007).
Perspectives of women with disabilities on reaching those who are hard to reach. Journal
of Neuroscience Nursing, 39(3), 163-171.
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Rural
Long, K. A., & Weinert, C. (1989). Rural nursing: developing the theory base. Scholarly
Inquiry for Nursing Practice: An International Journal, 3, pp. 113–127.
Urban
Flood, C., Brennan, G., Bowers, L., Hamilton, B., LiPang, M., & Oladapo, P. (2006).
Reflections on the process of change on acute psychiatric wards during the City Nurse
Project. Journal of Psychiatric and Mental Health Nursing, 13, 260–268. [scant nursing
research on specific urban populations]
Virtual
Warren, J. J., Fletcher, K. A., Connors, H. R., Ground, A., & Weaver, C. (2004). The SEEDS
Project: from health care information system to innovative educational strategy. In P.
Whitten, & D. Cook (Eds.), Understanding health communication technologies (pp. 225231). San Francisco, CA: Jossey-Bass.
Vulnerable
Nyamathi, A., Koniak-Griffin, D., & Greengold, B. (2007). Development of nursing theory and
science in vulnerable populations research. Annual Review of Nursing Research, 25, 325.
Strickland, O. L., DiIorio, C., Coverson, D., & Nelson, M. (2007). Advancing nursing science
in vulnerable populations: measurement issues. Annual Review of Nursing Research, 25,
27-48.
Week 4 – Environments:
Families
Ganong, L. H. (1995). Current trends and issues in family nursing research. Journal of Family
Nursing, 1(2), 171-206. DOI: 10.1177/107484079500100204 [scant nursing research
specifically focusing on measuring the family unit]
Communities
Villarruel, A. M., Gal, T., Eakin, B. L., Wilkes, A., Herbst, J. H. (2010). From research to
practice: the importance of community collaboration in the translation process.
Research and Theory for Nursing Practice, 24, 25-34. DOI:10.1891/1541-6577.24.1.25
Inpatient hospital care
Kutney-Lee, A., Lake, E. T., Aiken, L. H. (2009). Development of the hospital nurse
surveillance capacity profile. Research in Nursing & Health, 32(2), 217-228. DOI:
10.1002/nur.20316
Aiken, L. H., Clarke, S. P., Sloane, D. M., Lake, E. T., Cheney, T. (2008a). Effects of hospital
care environments on patient mortality and nurse outcomes. Journal of Nursing
Administration (JONA), 38(5), 223-229.
Aiken, L. H., Buchan, J., Ball, J., Rafferty, A. M. (2008b). Transformative impact of Magnet
designation: England Case Study. Journal of Clinical Nursing, 17(24), 3330-3337.
DOI: 10.1111/j.1365-2702.2008.02640.x
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Assisted living
Bekhet, A. K., Zauszniewski, J. A., & Wykle, M. L. (2008). Milieu change and relocation
adjustment in elders. Western Journal of Nursing Research, 30(1), 113-129. DOI:
10.1177/0193945907309309
Nursing homes
Flynn, L., Liang, Y., Dickson, G., & Aiken, L. H. (2010). Effects of nursing practice
environments on quality outcomes in nursing homes. Journal of American Geriatrics
Society, 58, 2401-2406. DOI: 10.1111/j.1532-5415.2010.03162.x
Week 5 – Nursing practice:
Safety/Accidents
Cronenwett, L., Sherwood, G., Pohl, J., Barnsteiner, J., Moore, S., Taylor Sullivan, D., Ward,
D., & Warren, J. (2009). Quality and safety education for advance nursing practice.
Nursing Outlook, 57(6), 338-348. doi:10.1016/j.outlook.2009.07.009
Fisher, K. M., Hupcey, J. E., & Rhodes, D. A. (2001). Childhood farm injuries in Old-Order
Amish families. Journal of Pediatric Nursing, 16(2), 97-101.
DOI:10.1053/jpdn.2001.23152 [scant nursing research on childhood accidents]
Incidents (involving acute conditions)
Hart, P., & Davis, N. (2011). Effects of nursing care and staff skill mix on patient outcomes
within acute care nursing units. Journal of Nursing Care Quality, 26(2), 161-168. [scant
nursing research on incident reports filed in hospitals]
Handwashing/hygiene
Pogorzelska, M., & Larson, E. L. (2008.). Assessment of attitudes of intensive care staff
toward clinical practice guidelines. Dimensions of Critical Care Nursing, 27, 30-38.
Expert nursing care
Morrison, S. M., & Symes, L. (2011). An integrative review of expert nursing practice. Journal
of Nursing Scholarship, 43(2), 163-170. DOI: 10.1111/j.1547-5069.2011.01398.x
Medication errors
Brady, A. M., Malone, A. M., & Fleming, S. (2009). A literature review of the individual and
systems factors that contribute to medication errors in nursing practice. Journal of
Nursing Management, 17, 679-697. DOI: 10.1111/j.1365-2834.2009.00995.x
Nursing nomenclature: diagnosis (NANDA), interventions (NIC), and outcomes (NOC)
Maas, M., Johnson, M., Moorhead, S., Reed, S., & Sweeney, S. (2003). Evaluation of the
reliability and validity of nursing outcomes classification patient outcomes and measures.
Journal of Nursing Measurement, 11(2), 97-118. DOI: 10.1891/jnum.11.2.97.57284
Evidence-based practice
Melnyk, B., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2010). Evidencebased practice: step by step: the seven steps of evidence-based practice. American
Journal of Nursing, 110(1), 51-53.
9/6/2011 2:20 PM
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Week 6 – Health and health-seeking behaviors:
Health assessment
Brown, N. (2000). Exploration of diagnostic techniques for malignant melanoma: an
integrative review. Clinical Excellence for Nurse Practitioners, 4(5), 263-271. [scant
nursing research on health assessments]
Health history
Henly, S. J., Wyman, J. F., & Findorff, M. J. (2011). Health and illness over time: the
trajectory perspective in nursing science. Nursing Research, 60(3 Suppl), S5-S14. [scant
nursing research on use of health histories]
Co-morbidities/Multimorbidities
Wheeler, M. M. (2009). APACHE: an evaluation. Critical Care Nursing Quarterly, 32(1), 4648. [not actual research; scant nursing research exploring multimorbidities]
Health literacy
Murphy-Knoll, L. (2007). Low health literacy puts patients at risk: the Joint Commission
proposes solutions to national problem. Journal of Nursing Care Quality, 22(3), 205209.
Telehealth
Smith, C. E., Cha, J. J., Kleinbeck, S. V. M., Clements, F. A., Cook, D., & Koehler, J. (2002).
Feasibility of in-home telehealth for conducting nursing research. Clinical Nursing
Research, 11, 220-233. DOI: 10.1177/105477380201100209
Health policy
Bierhaus, P. I., & Needleman, J. (2000). Policy implications of research on nurse staffing and
quality of patient care. Policy, Politics, & Nursing Practice, 1(1), 5-15. DOI:
10.1177/152715440000100103
Wieck, K. L., Oehler, T., Green, A., & Jordan, C. (2004). Safe nurse staffing: A win-win
collaboration model for influencing health policy. Policy, Politics, & Nursing Practice,
5, 160-166. DOI: 10.1177/1527154404266578
Self-care (involving chronic conditions)
Grey, M., Knafl, K., & McCorkle, R. (2006). A framework for the study of self- and family
management of chronic conditions. Nursing Outlook, 54, 278-286.
DOI:10.1016/j.outlook.2006.06.004
Week 7 – Abuse/assault; neglect; trauma:
Abuse/Assault
Young, A. M., Grey, M., & Boyd, C. J. (2009). Adolescents' experiences of sexual assault by
peers: prevalence and nature of victimization occurring within and outside of school.
Journal of Youth & Adolescence, 38(8), 1072-1083. DOI 10.1007/s10964-008-9363-y
Hudson, A. L., Wright, K., Bhattacharya, D., Sinha, K., Nyamathi, A., & Marfisee, M. (2010).
Correlates of adult assault among homeless women. Journal of Health Care for the Poor
& Underserved, 21(4), 1250-1262.
9/6/2011 2:20 PM
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Erlingsson, C. L. (2007). Searching for elder abuse: a systematic review of database citations.
Journal of Elder Abuse & Neglect, 19(3-4), 59-78. [scant nursing research on child
abuse]
Neglect
Barlow, J., Davis, H., McIntosh, E., Jarrett, P., Mockford, C., & Stewart-Brown, S. (2007).
Role of home visiting in improving parenting and health in families at risk of abuse and
neglect: results of a multicentre randomised controlled trial and economic evaluation.
Archives of Disease in Childhood, 92(3), 229-233. DOI: 10.1136/adc.2006.095117
[another tough topic to study; scant nursing research on child neglect]
Trauma
Schoenfelder, D. P., & Crowell, C. M. (1999). From risk for trauma to unintentional injury
risk: falls—a concept analysis. Nursing Diagnosis Extension and Classification
Research Team. Nursing Diagnosis, 10(4), 149-157.
Campbell, J. C., Webster, D. W., & Glass, N. E. (2009). The Danger Assessment: validation of
a lethality risk assessment instrument for intimate partner femicide. Journal of
Interpersonal Violence, 24, 653-674. DOI: 10.1177/0886260508317180
Week 8 – Pain management; coping; palliative care:
Pain assessment (the “5th” vital sign)
Molony, S. L., Kobayashi, M., Holleran, E. A., & Mezey, M. (2005). Assessing pain as a fifth
vital sign in long-term care facilities: Recommendations from the field. Journal of
Gerontological Nursing, 31(3), 16-24.
Pain management
Berry, D. L., Wilkie, D. J., Huang, H. Y., & Blumenstein, B. A. (1999). Cancer pain and
common pain: a comparison of patient-reported intensities. Oncology Nursing Forum,
26(4), 721-726.
Boyd, C. J., Teter, C. J., West, B., Morales, M., & McCabe, S. (2009). Non-medical use of
prescription analgesics: a three-year national longitudinal study. Journal of Addictive
Diseases, 28, 232-242. DOI: 10.1080/10550880903028452
Titler, M. G., Herr, K., Xie, X. J., Brooks, J. M., Schilling, M. L., & Marsh, J. L. (2009).
Summative index: acute pain management in older adults. Applied Nursing Research,
22(4), 264-273. DOI:10.1016/j.apnr.2008.03.002
Coping
Jalowiec, A., Grady, K. L., & White-Williams, C. (2007). Predictors of perceived coping
effectiveness in patients awaiting a heart transplant. Nursing Research, 56(4), 260-268.
Palliative care
Matzo, M., Wilkinson, A., Lynn, J., Gatto, M., & Phillips, S. (2009). Palliative care
considerations in mass casualty events with scarce resources. Biosecurity &
Bioterrorism, 7(2), 199-210. DOI:10.1089/bsp.2009.0017
9/6/2011 2:20 PM
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Week 9 – Prevention; health promotion; health restoration/rehabilitation:
Prevention
Villarruel, A. M., Jemmott, J. B. III, & Jemmott, L. S. (2006). A randomized controlled trial
testing an HIV prevention intervention for Latino youth. Archives of Pediatrics &
Adolescent Medicine, 160, 772-777. [scant nursing research on levels of prevention]
Health promotion
Pender, N. J. (1998). Motivation for physical activity among children and adolescents. Annual
Review of Nursing Research, 16, 139-172). New York: Springer.
Health restoration/rehabilitation
Chen, H. Y., Lai, C. H., & Wu, T. J. (2011). A study of factors affecting moving-forward
behavior among people with spinal cord injury. Rehabilitation Nursing, 36(3), 91-97.
Week 10 – Activities of Daily Living:
Diet
Andrist, L. C. (2003). Media images, body dissatisfaction, and disordered eating in adolescent
women. MCN, American Journal of Maternal Child Nursing, 28(2), 119-123. [minimal
nursing research pertaining to specific diets]
Zauszniewski, J. A., McDonald, P. E., Krafcik, K., & Chung, C. (2002). Acceptance,
cognitions, and resourcefulness in women with diabetes. Western Journal of Nursing
Research, 24(7), 728-743. DOI: 10.1177/019394502762476951
Exercise
Smith, B. A., Neidig, J. L., Nickel, J. T., Mitchell, G. L., Para, M. F., & Fass, R. J. (2001).
Aerobic exercise: effects on parameters related to fatigue, dyspnea, weight and body
composition in HIV-infected adults. AIDS, 15(6), 693-701.
Sleep
Lee, K. A. (2001). Sleep and fatigue. Annual Review of Nursing Research, 19, 249-273.
Toileting and Call Light Use
Tzeng, H. M., & Yin, C. Y. (2010). Predicting patient satisfaction with nurses’ call light
responsiveness in 4 U. S. hospitals. Journal of Nursing Administration, 40(10), 440-447.
DOI: 10.1097/NNA.0b013e3181f2eb29
Genetics
Williams, J. K., Erwin, C., Juhl, A. R., Mengeling, M., Bombard, Y., Hayden, M. R., Quaid, K.,
Shoulson, I, Taylor, S., Paulsen, J. S., and the I-RESPOND-HD Investigators of the
Huntington Study Group. (2010). In their own words: reports of stigma and genetic
discrimination by people at risk for Huntington disease in the International RESPOND
study. American Journal of Medical Genetics, Part B: Neuropsychiatric Genetics,
153B(6),1150-1159. DOI: 10.1002/ajmg.b.31080
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Self-Efficacy
Pender, N. J., Bar-Or, O., Wilk, B., & Mitchell, S. (2002). Self-efficacy and perceived exertion
of girls during exercise. Nursing Research, 51(2), 86-91.
Week 11 – Anxiety; depression; stress/strain; uncertainty; confusion:
Anxiety
Johnson, J. E. (1999). Self-regulation theory and coping with physical illness. Research in
Nursing & Health, 22, 435-448. DOI: 10.1002/(SICI)1098240X(199912)22:6<435::AID-NUR2>3.0.CO;2-Q
Depression
McCorkle, R., Tang, S. T., Greenwald, H., Holcombe, G. & Lavery, M. (2006). Factors related
to depressive symptoms among long-term survivors. Health Care for Women
International, 27, 45-58. DOI: 10.1080/07399330500377507
Stress/strain
Kang, D. H. (2002). Oxidative stress, DNA damage, and breast cancer. AACN Clinical Issues,
13(4), 540-549.
Hanneman, S. K., Cox, C. D., Green, K. E., & Kang, D. H. (2011). Estimating intra- and
inter-assay variability in salivary cortisol. Biological Research for Nursing, 13(3), 243250. DOI: 10.1177/1099800411404061
LaMontagne, L., Hepworth, J. T., Salisbury, M. H., & Cohen, F. (2003). Effects of coping
instruction in reducing young adolescents’ pain after major spinal surgery. Orthopaedic
Nursing, 22(6), 398-403.
Uncertainty
Mishel, M. H. (1997). Uncertainty in acute illness. Annual Review of Nursing Research, 15,
57-80.
Mishel, M. H. (1999). Uncertainty in chronic illness. Annual Review of Nursing Research, 17,
269-294.
Confusion
Algase, D. L., Antonakos, C., Beattie, E. R., Beel-Bates, C. A., & Yao, L. (2009). Empirical
derivation and validation of a wandering typology. Journal of the American Geriatrics
Society, 57(11), 2037-2045. DOI: 10.1111/j.1532-5415.2009.02491.x
Week 12 – Compliance; risks; aging; obesity; transitions:
Compliance
Hanneman, S. K. (2003). Is adherence to clinical guidelines a good thing? Critical Care
Medicine, 31(11), 2711-2712.
Risks
Jemmott, L. S., Jemmott, J. B. III, Hutchinson, M. K., Cederbaum, J. A., & O’Leary, A. (2008).
Sexually transmitted infection/HIV risk reduction interventions in clinical practice
settings. Journal of Obstetric Gynecological and Neonatal Nursing, 37(2), 137-145.
DOI: 10.1111/j.1552-6909.2008.00221.x
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Aging
Callen, B. L., & Wells, T. J. (2005). Screening for nutritional risk in community-dwelling oldold. Public Health Nursing, 22(2), 138-146.
Obesity
Keller, C., & Stevens, K. R. (1996). Assessment, etiology, and intervention in obesity in
children. Nurse Practitioner, 21(9), 31-36, 38, 41-42. [scant nursing research on
childhood obesity and how to successfully address it]
Transitions
Schumacher, K. L., & Meleis, A. I. (1994). Transitions: a central concept in nursing. Journal
of Nursing Scholarship, 26(2), 119-127.
Week 13 – Resilience; fatigue; cognition; grieving/loss; end-of-life decision-making:
Resilience
Zauszniewski, J. A., Bekhet, A. K., & Suresky, M. J. (2010). Resilience in family members of
persons with serious mental illness. Nursing Clinics of North America, 45(4), 613-626.
DOI:10.1016/j.cnur.2010.06.007
Fatigue
Aaronson, L. S., Teel, C. S., Cassmeyer, V., Neuberger, G. B., Pallikkathayil, L., Pierce, J.
Press, A. N., Williams, P. D., & Wingate, A. (1999). Defining and measuring fatigue.
Image – the Journal of Nursing Scholarship, 31(1), 45-50.
Cognition
Nail, L. M. (2006). Cognitive changes in cancer survivors. American Journal of Nursing, 106
(3 Suppl), 48-54. [no nursing research found on those experiencing mental retardation]
Grieving/loss
Tomlinson, D., Hinds, P. S., Bartels, U., Hendershot, E., & Sung, L. (2011). Parent reports of
quality of life for pediatric patients with cancer with no realistic chance of cure. Journal
of Clinical Oncology, 29(6), 639-645. DOI: 10.1200/JCO.2010.31.4047
End-of-life decision-making
Baggs, J. G., Norton, S. A., Schmitt, M., Dombeck, M., Sellers, C. R., & Quinn, J. R. (2007).
Intensive care unit cultures and end-of-life decision making. Journal of Critical Care, 22,
159-168. DOI:10.1016/j.jcrc.2006.09.008
Kirchhoff, K. T., & Faas, A. I. (2007). Family support at end of life. AACN Advanced Critical
Care, 18(4), 426-435.
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COURSE SCHEDULE:
Week
Date Topics
1
08-23 Orientation to course; literature
reviews in Nursing
2
08-30
No class
3
09-06
09-13
4
09-20
5
09-27
6
10-04
No class
10-11
9/6/2011 2:20 PM
Reading and Other Assignments
No assigned readings. However…
Read: Tornquist (1986).
Skim: Stuart et al. (2005).
Concepts: integration;
Morse et al. (2002).
advancement; analysis
Hupcey & Penrod (2003).
Penrod & Hupcey (2005).
Strickland (2001).
Hupcey & Penrod (2005).
Steis et al. (2009).
Labor Day Holiday (Tuesday becomes a “Monday” for the University.)
Populations: disabled; rural;
Smeltzer et al. (2007).
urban; virtual; vulnerable
Long & Weinert (1989).
Flood et al. (2006).
Warren et al. (2004).
Nyamathi et al. (2007).
Strickland et al. (2007).
Environments: families;
Kutney-Lee et al. (2009).
communities; inpatient hospital
Aiken et al. (2008a).
care; assisted living; nursing
Aiken et al. (2008b).
homes
Bekhet et al. (2008).
Flynn et al. (2010).
Nursing practice: safety/accidents; Cronewett et al. (2008).
incidents; handwashing/hygiene;
Fisher et al. (2001).
expert nursing care; medication
Hart & Davis (2011).
errors; nursing nomenclature;
Pogorzelska & Larson (2008).
evidence-based practice
Morrison & Symes (2011)
Brady et al. (2009).
Maas et al. (2003).
Melnyk et al. (2010).
Health and health-seeking
Brown (2000).
behaviors
Henly et al. (2011).
Wheeler (2009)
Murphy-Knoll (2007).
Smith et al. (2002).
Bierhaus & Needleman (2000).
Wieck et al. (2004).
Grey et al. (2006).
Paper #1 Due State of the science
literature review
Fall Break
13
Week
7
Date
11-29
Topics
Abuse; neglect; trauma
8
10-18
Pain relief; coping; palliative care
9
10-25
Illness prevention; health
promotion; health restoration
10
11-01
Activities of Daily Living
11
11-08
Anxiety; depression; stress;
uncertainty
Johnson (1999).
McCorkle et al. (2006).
Kang (2002).
Hanneman et al. (2011).
LaMontagne et al. (2003).
Mishel (1997).
Mishel (1999).
Algase et al. (2009).
Paper #2 Due Theories/models/concepts
used in research conducted
12
11-15
Compliance; risks; aging
13
11-22
Resilience; cognition; loss
Hanneman (2003).
Jemmott et al. (2008).
Callen & Wells (2005).
Keller & Stevens (1996).
Schumacher & Meleis (1994).
Zauszniewski et al. (2010).
Aaronson et al. (2010).
Nail (2006).
Tomlinson et al. (2011).
Baggs et al. (2007).
Kirchhoff & Faas (2007).
Paper #3 Due Questions; hypotheses;
methods review
9/6/2011 2:20 PM
Reading and Other Assignments
Young et al. (2009).
Hudson et al. (2010).
Erlingsson (2007).
Barlow et al. (2007).
Schoenfelder & Crowell (1999).
Campbell et al. (2009).
Molony et al. (2005).
Berry et al. (1999).
Boyd et al. (2009).
Titler et al. (2009).
Jalowiec et al. (2007).
Matzo et al. (2009).
Villarruel et al. (2006).
Pender (1998).
Chen et al. (2011).
Andrist (2003).
Azuszniewski et al. (2002).
Smith et al. (2001).
Lee (2001).
Tzeng & Yin (2010).
Williams et al. (2010).
Pender et al. (2002).
14
Week
14
Date
12-06
Topics
Class Presentations; wrap-up
discussion about noteworthy
gaps in nursing research
Reading and Other Assignments
Student Powerpoint presentations
Information about Assignments.
A. Expectations for seminar participation and presentations. Class members must make a
commitment to one another to attend and be prepared at class time for online or face-to-face
discussions pertaining to assigned readings.
B. Reading Assignments (see weekly schedule).
C. State-of-the-science paper (35%). Writing this paper involves both critical analysis and
synthesis of existing literature in a selected area of nursing science. The goal is to clearly and
succinctly delineate what is known and not known in the selected area. Papers should be around
15 pages (double-spaced) that could form the basis of a manuscript, exclusive of title page and
references. The paper should be written in accordance with APA Style Manual (6th ed.)
guidelines. Remember that secondary sources are not acceptable. Careful editing and
proofreading is a necessity. See also the ECU CON PhD Student Handbook and section 2 in the
APA Style Manual.
D. Theories used in the research review paper (20%). Writing this paper involves evaluating
the theoretical and conceptual evaluation of existing literature in a selected area of nursing
science. The goal is to clearly and succinctly delineate the theories and concepts that have been
studied in the selected area. Papers should be around 8 pages (double-spaced) that could form
the basis of a manuscript, exclusive of title page and references.
E. Questions, hypotheses; methods review (35%). Writing this paper involves evaluating the
methodologic evaluation of existing literature in a selected area of nursing science. The goal is
to clearly and succinctly identify questions that have been answered, hypotheses that have been
tested, and methods that have been used to study the selected area. Papers should be around 15
pages (double-spaced) that could form the basis of a manuscript, exclusive of title page and
references.
F. Powerpoint presentation of nursing area of interest from papers 1-3 (10%). Develop a
Powerpoint presentation (~24+ slides) that summarizes the findings of the three papers you have
written for the course. These presentations will be shared with your class colleagues on the last
day of class. You may use “voiced-over” slides if you would like.
9/6/2011 2:20 PM
15
POLICIES:
Late Assignments: If you know that you need more time to finish a paper, please email the
course instructor 2 days prior to the due date to request an extension.
Style: APA Style Manual (6th ed.).
Policy Regarding “Incompletes”: Incompletes will be granted in this course only in cases of
serious personal or family illness or other extenuating circumstances clearly beyond student
control which prevent completion of assignments by the university deadlines. Please refer to the
policy in your ECU CON Graduate Student Handbook pg 10.
STATEMENTS:
Disability Statement: NOTE: East Carolina University seeks to comply fully with the
Americans with Disabilities Act (ADA). Students requesting accommodations based on a
disability must be registered with the Department for Disability Support Services located in Slay
138 (252) 737-1016 (Voice/TTY).
Continuity of Instruction for students in face-to-face classes:
In the event that face-to-face classes are suspended due to a pandemic, other catastrophe, or
conflict with another class, I will strive to continue instruction to those that are able to
participate. If and when face-to-face classes are suspended or cannot meet, you will receive an
email from me and a Blackboard Announcement that detail how we will communicate, where
you can locate course information and what you can expect during this time period.
1. I will communicate with you by email or Blackboard announcements each day to update
you about changes in the course. I realize that some of you may be affected by a
pandemic event and will not able to participate, however I will continue to provide
instruction to those that are able to continue and will also offer instruction via
blackboard.
2. Course content will also be available in Blackboard.
3. I will determine if I need to update teaching objectives for the time period.
4. If possible, we will use asynchronous chats to maintain contact.
Honor Statement: East Carolina University is proud of its students’ commitment to academic
integrity and their pledge to abide by the Honor Statement found in ECU CON Student
Handbook page 12.
“Academic integrity is expected of every ECU student. Academically violating the Honor Code
consists of the following: cheating, the giving or receiving of any unauthorized aid or assistance
or the giving or receiving of unfair advantage on any form of academic work; plagiarism,
copying the language, structure, ideas, and/or thoughts of and adopting these as one’s own
original work; falsification, statement of untruth, either verbal or written, regarding any
circumstances related to academic work; and attempting any act which if completed would
constitute an academic integrity violation as defined above. Procedures governing academic
integrity violations are described in the East Carolina University Handbook and in the Faculty
Manual. No student may drop the involve course or withdraw from school prior to resolving and
academic integrity charge. The importance of the Honor Statement will be discussed at the first
class meeting.” http://www.nursing.ecu.edu/download/Graduate_Handbooks.pdf
9/6/2011 2:20 PM