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Scientific Foundations of Nursing NUR 960-Credits-3

Section 741, 742 Hybrid

Fall 2014 Course Description: Critically examines factors contributing to the evolution of the development of nursing. Analyze philosophical, epistemological, and historical influences on the profession of nursing. Course Objectives:

1. Analyze how the epistemological beliefs have influenced the development of nursing science.

2. Analyze how the perspectives in selected philosophical approaches impact the discipline of nursing.

3. Discuss how the philosophical views of science influence the nursing scholarship, research, and practice of PhD and DNP prepared nurses, and the advancement of nursing knowledge.

4. Create a synthesis of the philosophical views and scientific knowledge from nursing and

related disciplines to articulate an understanding of what nursing is and how the scholarship and science contribute to the growth of the discipline.

Prerequisites: None Co-requisites: None Standards Documents: American Association of Colleges of Nursing. (2010) Position Paper: Indicators of quality in doctoral programs in nursing. Retrieved from http://www.aacn.nche.edu/publications/position/quality-indicators ; American Association of Colleges of Nursing. (2006). The Essentials of Doctoral Education for Advanced Nursing Practice. Retrieved from http://www.aacn.nche.edu/publications/position/dnpessentials.pdf Course Faculty: Mildred A. Horodynski, PhD, RN, FAAN

Professor Office Address: 1355 Bogue Street, Room C244 Bott Building, East Lansing, Michigan 48824

Office Phone: 517/355-8360 Office Hours: Tuesdays 2:00 pm – 3:00 pm and by appointment millie.horodynski@hc.msu.edu

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Telephone communication: Please conduct telephone communications during regular office hours when possible or by appointment for times other than regular office hours. Email communication: The instructor will be using student msu.edu email addresses. My goal will be to respond to your questions within 72 hours between 8 am and 5 pm as a general rule. Please contact us by phone as soon as possible if you need particular accommodations due to a disability so that we can make suitable arrangements. Instruction:

a. Methodology: The course will be conducted through in-person class discussion and online via internet conferencing and the MSU Desire2Learn Learning Management System. Assignments will include reading, discussion forum postings, viewing of digital media, presentation, and writing.

b. Required Texts:

American Psychological Association. (2010). Publication Manual of the American Psychological Association (6th ed.). Washington, D.C.: American Psychological Association.

Kuhn, T. S. (1996). The structure of scientific revolutions. Chicago, IL:

University of Chicago Press. Or electronically online at http://insitu.lri.fr/~mbl/Stanford/CS477/papers/Kuhn-SSR-2ndEd.pdf

McGrayne, S. B. (1998). Nobel prize women in science: Their lives, struggles,

and momentous discoveries (2nd ed.). Washington, DC: Joseph Henry Press.

Rodgers, B. L. (2005). Developing nursing knowledge: Philosophical traditions and influences. Philadelphia: Lippincott, Williams & Wilkins. Semmelweis, I. (1983). The etiology, concept, and prophylaxis of childbed fever

(K. C. Carter, Trans.). Madison, WI: The University of Wisconsin Press.

c. Optional Texts:

Buzan, T. & Buzan, B. (1996). The mind map book: How to use radiant thinking to maximize your brain’s untapped potential. New York: Plume. Cooper, H.M. (2009). Research synthesis and meta-analysis: A step-by-step approach (4th ed.). Thousand Oaks, CA: Sage Publications, Inc. Davis, G. B. (1997). Writing the doctoral dissertation. Hauppauge, NY: Barron’s Educational Series, Inc.

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d. Required Resources, References, Supplies: Additional outside class work such as internet library research, field trips, group work or additional materials will be needed to complete assignments. Access to a computer and high speed internet connection is requirements for completion of course work. A headset with a microphone is the preferred conferencing hardware.

Distance Learning Services Help Line

1.800.500.1554 (24 hrs, 7 days/week) 517.355.2345 (24 hrs, 7 days/week) Always check with the Help Line first! Example for Writing a Synthesis of the Literature (Carpenter, J.) Example of Article Critique Table (Cook, M.J.) Mind Mapping Resources on-line: http://en.wikipedia.org/wiki/Mind_map http://www.mindtools.com/pages/article/newISS_01.htm http://thoughtwrestling.com/blog/how-make-mind-map/

There are good resource on the IUPUI writing center site entitled “Literature Review Templates: How to Present What ‘They’ Say” at http://www.iupui.edu/~uwc/pdf/They%20Say-I%20Say.pdf and “Literature Review: Synthesizing Multiple Sources” at http://www.iupui.edu/~uwc/pdf/Literature%20Review%20and%20Synthesis.pdf

There is also a web page from the University of North Carolina at Chapel Hill about literature reviews at http://writingcenter.unc.edu/resources/handouts-demos/specific-writing-assignments/literature-reviews

Evaluation:

a. Learning Assessments and Grading:

Three written papers, classroom presentation and participation in on-line discussions.

Please see rubrics for the assignments for further details. There is no opportunity for “extra credit” in this course.

b. Course Grade Requirements:

1) As one of the nine required doctoral courses, a 3.0 grade must be attained in this course. 2) A student who fails or does not receive a 3.0 grade in this course must meet with the

Faculty of Record for this course. After the meeting with the Faculty of Record for this course, the student is to meet with his/her Major Professor or Academic advisor to determine a remediation action to continue progression in the doctoral program. This course may be repeated only once.

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3) Learning Assessments and Grading: Preparation and attendance at presentations are

expected and required. Active, thoughtful participation in scholarly discussion on a consistent basis is an essential component of this learning experience and successful completion of the course.

c. Course Grading Scale: Your final course grade is based upon the total points earned during

the semester, according to the following criteria:

% GRADE 90-100 4.0 85-89 3.5 80-84 3.0

(Minimum passing grade) 75-79 2.5 70-74 2.0 65-69 1.5 60-64 1.0

Below 60 0.0 d. Writing Requirements:

The College of Nursing requires that students refer to a style manual when writing required papers and bibliographies. The reference format adopted by the College of Nursing is the Publication Manual of the American Psychological Association (most recent edition).

e. Required Activities Percent of Course Grade

• Assignment #1– Paper 15% • Assignment # 2- Literature Review Table 15% • Assignment #3-Presentation (Synchronous) 20% • Assignment # 4-Paper 30% • Discussion 20%

IMPORTANT: PLEASE READ!

Class participation is critical to a successful graduate-level course. Each student is expected to prepare in advance to participate in group discussions and activities as assigned. Students are responsible for all materials covered in class, assigned reading, and in-class activities. Due dates and times are firm unless negotiated at least two weeks ahead of time.

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Discussion Forum Guidelines All students are expected to be respectful and courteous during discussions whether in-person or online. Failure to demonstrate respectful conduct will adversely affect your grade. Please view the short presentation on Netiquette by Nicole Marcisz at http://prezi.com/0eqsy1uuwiog/basic-netiquette Discussion forums consist of an individual posting to small group discussion forum and a group posting to the team summary discussion forum. After reading the assigned readings, each student should post their reflections, based on the study questions for the week, by the due date indicated in the course schedule. Each student is also expected to thoughtfully respond to at least two other students’ reflections. It is expected that a dialogue will be created. Team leadership will be rotated for each module. The team leader will post a summary of the team summary discussion forum by the due date in the course schedule. Student discussion forum grading will be based on both the individual posting and the team summary for the designated team leader for the module. See attached rubric. Assignment # 1 Guidelines –Paper: Introduction and Significance The goal of this assignment is to provide the introduction of the problem of interest to you based on your dissertation or project research interest and to provide the significance (the “so what and who cares?”) of the problem with literature to support. See attached rubric. Select a problem of interest that is of relevance to the advancement of nursing science (PhD students) or translation of evidence in the advancement of nursing practice (DNP students). Clearly, thoroughly and concisely explain the problem including the population of interest, with rationale to support.

Clearly state the significance of the problem in relation to the PhD/DNP focus and population of interest. Provide a clear, concise statement of the problem. Provides sound arguments and strong evidence of critical thinking including rationales and evidence to support all statements.

Provides well thought out discussion and conclusion with literature to support. Appropriate use of APA format; writing is clear with logical presentation of ideas; appropriate use of English language; depth of knowledge of literature demonstrated in writing; meets deadline for data and time due. APA manual guidelines are to be used for this paper. The paper length is not to exceed 6 pages excluding references.

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Assignment # 2 Guidelines –Literature Review Table The goal of this assignment is to provide method of analysis of the research literature and philosophical views based on your dissertation or project research interest. The student will review literature from a wide range of philosophies such as evidence for translation of the evidence into practice; outcomes; quantitative data = physiologic; qualitative date = psychosocial spiritual; varied ways of thinking about the research interest area is expected to be reviewed; what is missing = gap (DNP); refining own concept; what is yet to be known? Synthesis of the literature for development of new knowledge (PhD). See attached rubric. See sample grid. Select and read a minimum of 6-10 relevant literature articles (see rubric). Presents relevant literature from a least two different disciplines or bodies of literature. Completion of the Grid (see rubric) Summary of search strategy provided. Appropriate use of APA format; writing is clear with logical presentation of ideas; appropriate use of English language; depth of knowledge of literature demonstrated in writing; meets deadline for data and time due. APA manual guidelines are to be used for this paper. The grid length is a minimum of 6-10 relevant articles. Assignment # 3 Guidelines- Presentation The goal of this assignment is to present logically and coherently students’ topic of interest, providing a PowerPoint slide presentation including the significance of the topic area and the gaps in the literature. Followed with an outline and projection of next steps—what dissertation/project might do to fill the gap. See attached rubric. The presentation needs to include: Identification of a relevant nursing problem. Significance of the nursing problem and appropriateness to the advancement of nursing science/translation of evidence into practice. Breadth of literature. Presents relevant literature from a least three different disciplines or bodies of literature in a manner that demonstrates understanding of each viewpoint. Review of the literature and depth of knowledge on topic. Student presents review of the literature in a manner that demonstrates a depth of knowledge on the topic (in presentation this includes response to questions. Provides philosophical perspective related to the problem. Provides future project or dissertation direction. Presentation is clear and logical using appropriate power point presentation DUE 24 hours before the students to download.

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The presentation length is to be 15 minutes in length with 5 minutes for questions and discussion. Assignment # 4 Guidelines – Synthesis of the Literature The goal of this assignment is to provide the state of the science for topic area, what is known, what isn’t known? Where is the gap, what needs to be added to the body of knowledge/outcomes? Students should articulate an understanding of what nursing is and how the scholarship and science, in whatever forms, contribute to the growth of the discipline. Where are you going—next steps? (PhD) How can what is known be implemented in practice with a given population? (DNP). See attached rubric. Effectively deconstructs the problem into key concepts in the literature, connections between the parts are clear and insightful with evidence of critical thinking in development of ideas. Integrated and active review and synthesis of the relevant literature; further development of your literature review. Includes breadth of literature. Presents literature from at least three disciplines or bodies of literature in a manner that demonstrates understanding of each viewpoint and synthesis of the literature and depth of knowledge on the topic. Identifies gaps in the literature; compares and contrasts literature. Provides a sound argument and strong evidence of critical thinking including rationale and evidence to support all statements. Provides well thought out discussion and conclusion with literature to support. Appropriate use of APA format; writing is clear with logical presentation of ideas; appropriate use of English language; depth of knowledge of literature demonstrated in writing; meets deadline for data and time due. APA manual guidelines are to be used for this paper. The paper length is not to exceed 10 pages excluding references. University & College Policies: The College of Nursing expects that students will demonstrate professional behavior in all situations. Specific expectations for clinical and other professional venues can be found in the appropriate handbook. You are responsible for reviewing and acting in accordance with the policies and procedures found in the following sources, including the following topics: Professionalism, Academic Integrity, Accommodations for Students with Disabilities, Disruptive Behavior, Attendance, Compliance, and Progression.

• CON Student handbooks http://nursing.msu.edu/handbooks.asp • MSU Spartan Life Student Handbook and Resource Guide

http://www.vps.msu.edu/SpLife/index.htm • Information for Current Students—including Rights, Responsibilities and

Regulations for Students http://www.msu.edu/current/index.html • Academic Programs http://www.reg.msu.edu/UCC/AcademicPrograms.asp

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Professionalism: All graduate students at Michigan State University should be fully familiar with the Graduate Student Rights and Responsibilities Articles (published by the Graduate School; available at http://www.vps.msu.edu/SpLife/gradrights.htm); University guidelines for ethical research (published by the University committee on Research Involving Human Subjects [UCRIHS]; available at http://www.msu.edu/user/ucrihs/); The MSU Guidelines for Integrity in Research and Creative Activities, http://grad.msu.edu/all/ris04activities.pdf and specific principles for informal conflict management, in the Graduate Student Resource Guide (published by the Graduate School; available at http://grad.msu.edu/conflict.htm). The Graduate Student Rights and Responsibilities (GSRR) Articles address professional standards for graduate students as follows: “Each department/school and college shall communicate to graduate students, at the time of their enrollment in a degree program or course in the unit, any specific codes of professional and academic standards covering the conduct expected of them.” (Article 2.4.7). “The graduate student shares with the faculty the responsibility for maintaining the integrity of scholarship, grades, and professional standards” (Article 2.3.8). In addition to meeting academic standards included in the Academic Progression Guidelines, students and faculty in the Doctoral Program in Nursing have shared responsibility for adherence to the professional standards referred to the Doctoral Student Handbook of the CON. Professional expectations are rooted in the maintenance of high quality working relationships with faculty, peers, research participants, staff, and all others with whom the graduate student interacts. Aspects of high quality working relationships that are addressed in the GSSR as shared faculty-student responsibilities include: mutual respect, understanding, and dedication to the education process (2.1.2); maintenance of a collegial atmosphere (2.3.7); and mutual trust and civility (2.3.1.2). Policies Academic Integrity: Academic Honesty: Article 2.3.3 of the Academic Freedom Report states: “The student shares with the faculty the responsibility for maintaining the integrity of scholarship, grades, and professional standards.” In addition, the College of Nursing adheres to the policies on academic honesty specified in General Student Regulation 1.0, Protection of Scholarship and Grades; the all-University Policy on Integrity of Scholarship and Grades; and Ordinance 17.00, Examinations. (See Spartan Life: Student Handbook and Resource Guide and/or the MSU Web site www.msu.edu.) Therefore, unless authorized by your instructor, you are expected to complete all course assignments, including homework, lab work, quizzes, tests and exams, without assistance from any source. You are expected to develop original work for this course; therefore, you may not submit course work you completed for another course to satisfy the requirements for this course. Also, you are not authorized to use the www.allmsu.com Web site to complete any course work. Students who violate MSU rules may receive a penalty grade, including but not limited to--a failing grade on the assignment or in the course. Contact your instructor if you are unsure about the appropriateness of your course work. (See also https://www.msu.edu/unit/ombud/RegsOrdsPolicies.html).

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Students engaged in scholarly activities (e.g. dissertation, scholarly projects) should follow the guidelines of scholarly writings as outlined in the Publication Manual of the American Psychological Association (most recent edition). Ethical principles ensure the accuracy of scientific and scholarly knowledge and protect intellectual rights. Principles include reporting of results, plagiarism, publication credit, sharing data, and copyright.

Consistent with MSU’s efforts to enhance student learning, foster honesty, and maintain integrity in our academic processes, instructors may use a tool called Turnitin to compare a student’s work with multiple sources. The tool compares each student’s work with an extensive database of prior publications and papers, providing links to possible matches and a ‘similarity score’. The tool does not determine whether plagiarism has occurred or not. Instead, the instructor must make a complete assessment and judge the originality of the student’s work. All submissions to this course may be checked using this tool.

Students should submit papers to Turnitin Dropboxes without identifying information included in the paper (e.g. name or student number), the system will automatically show this info to faculty in your course when viewing the submission, but the information will not be retained by Turnitin.

Please read each part of the following site to fully understand your responsibilities and the position of the University regarding:

• Cheating • Plagiarism • MSU regulations, ordinances, and policies regarding academic honesty and integrity

Academic dishonesty in any form will not be tolerated in the College of Nursing. Any student involved in academic dishonesty will be reported to the Office of Academic Affairs and the Office of Student Services in the College of Nursing and a grade of 0.0 may be issued for the course. Research Misconduct and Questionable Research Practices within the college are defined consistently with the Interim University Document on Intellectual Integrity approved by the President of Michigan State University. Refer to the CON PhD or DNP Student Handbook. Accommodations for Students with Disabilities: Students with disabilities should contact the Resource Center for Person with Disabilities to establish reasonable accommodations. For an appointment with a disability specialist, call 353-9642 (voice, 355-1293 (TTY), or visit MyProfile.rcpd.msu.edu Disruptive Behavior: Article 2.3.5 of the Academic Freedom Report (AFR) for students at Michigan State University states: "The student's behavior in the classroom shall be conducive to the teaching and learning process for all concerned." Article 2.3.10 of the AFR states that "The student has a right to scholarly relationships with faculty based on mutual trust and civility." General Student Regulation 5.02 states: "No student shall . . . interfere with the functions and services of the University (for example, but not limited to, classes . . .) such that the function or service is obstructed or disrupted. Students whose conduct adversely affects the learning environment in this classroom may be subject to disciplinary action through the Student Faculty Judiciary process.

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Attendance: Students whose names do not appear on the official class list for this course may not attend this class. Students who fail to attend the first four class sessions or class by the fifth day of the semester, whichever occurs first, may be dropped from the course. (Attendance policy, if different from the University attendance policy and especially when the attendance policy affects students’ grades. For details, see Attendance Policy, Excused Absences and Make-up Work on the Ombudsman’s Web site. This site includes discussion of student observance of major religious holidays, student-athlete participation in athletic competition, student participation in university-approved field trips, medical excuses and a dean’s drop for students who fail to attend class sessions at the beginning of the semester). College of Nursing Policies regarding Professional Development Guidelines [found in the CON Student Handbook at the CON website]. Students are responsible for the information found in the CON PhD. or DNP Student Handbook. Effective conflict management/negotiation skills are essential for navigating the graduate school experience and maintaining high quality working relationships. Specific principles for conflict are responsible for making concerted good faith efforts to resolve conflicts with others in a constructive and informal fashion, prior to proceeding to formal conflict resolution options as consistent with the GSRR statement on informal conflict resolution (Article 5.3.2.)

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Course Calendar: Fall 2014 Module/Dates Content Due Dates

Module 1

August 27-September 5, 2014

Introduction to course • Development of nursing

knowledge • Semmelweis • Mind mapping of area of

interest

Intensive class meets: Tuesday September 3 4:00 pm – 7:00 pm and Friday September 6, 9:00 am – 12:00

noon

Introduction to course Class discussion of Semmelweis Discussion of individual mind maps

Module 2

September 6-September 20, 2014

Nightingale • Philosophy • Methods • Impact on modern

nursing

Initial discussion posting within group due by 5 pm on Friday, Sept 12th; responses due by 5 pm on Wednesday, Sept 18.

Team summary discussion posting due by 5 pm on Friday September 20th

Introduction and Significance Paper due by 5 pm on Friday, September 26, 2014

Module 3

September 21—October 4, 2014

Road to Modern Science • Aristotle • Descartes

Initial discussion posting within group due 5 pm on Friday, Sept 26th; responses due by 5 pm on Wednesday, Oct. 1nd

Team summary discussion posting due by 5 pm on Friday, October 3th

Module 4 Empiricism and the

Foundation of Modern Science Initial discussion posting within group due by 5 pm on Friday,

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October 5- October 18, 2014

• Locke • Bacon

Oct. 10th; responses due by 5 pm on Wednesday, Oct. 15th.

Team summary discussion posting due by 5 pm on Friday, Oct. 18th

Module 5

October 19—November 1, 2014

Logical Positivism and Modern Nursing

• Fawcett • Hempel • Henderson • Newman

Initial discussion posting within group due by 5 pm on Friday, Oct.24th; responses due by 5 pm on Wednesday, Oct. 29th

Team summary discussion posting due by 5 pm on Friday, October 31.

Literature Table due 5 pm on Friday, October 26, 2014

Module 6

November 2—November 15, 2014

Science in Context/Historicism • Kuhn • Laudan

Initial discussion posting within group due by 5 pm on Friday, Nov. 7th; responses due by 5 pm on Wednesday, Nov. 12th

No team summary discussion posting due this week.

Presentations synchronously Tuesday, November 11th, Tuesday, November 18th, and Tuesday, November 25th from 4pm to 6:30pm

Module 7

November 16—November 29, 2014

Science, Feminism, Phenomenology, Hermeneutics

• Feminism • Husserl • Heidegger

Initial discussion posting within group due by 5 pm on Friday, Nov. 21nd; responses due by 5 pm on Tuesday, Nov. 25th

No team summary discussion posting due this week.

Happy Thanksgiving!

Final Literature Synthesis due Monday, December 1, 2014

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Module 8/Finals Week

November 30—December 11, 2014

Nursing as a Discipline of Science

• Reflections • Nobel Prize Women in

Science

Only initial discussion posting is due for all due by 5 pm on Thursday, Dec. 11th . 2014

No team responses nor team summary discussion posting due this week.

Finals Week

So What? Who Cares? • Mind Map revisited

Happy Holidays!

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Discussion Forum Grading Rubric Criteria High Proficiency

Proficient

Needs Improvement

Unacceptable

Content Quality • Discussion

questions addressed in narrative format.

• Readings and media synthesized.

• New related thought provoking questions asked

• Adds to exchange of ideas

• Opinion supported by literature.

Narrative format clearly and concisely synthesizes the module content; demonstrates excellence in grasping key concepts; critiques work of others; simulates discussion; provides ample citations for support of opinions; readily offers new interpretations and thought provoking questions.

Narrative format demonstrates understanding of most major concepts; will offer an occasional opposing point of view; some citations to support opinions; some signs of disorganization or lack of connections; adds to the discussion.

Narrative format demonstrates shallow understanding the major concepts; does not offer opinion but restates content; insufficient use of citations; repeats information of other students; expression lacks connections.

Minimal posting of material, no significant understanding of content, Language disjointed or rambling, no logical argument present.

5 points 4 points 3 points 1 points

Quantity and Timeliness of Discussion Postings • Initial posting • Response postings

(at least 2 minimum)

• Team leader

All posts on or before deadline in the syllabus; does more than the minimum number of postings.

One response posting late; completes only the minimum number of postings.

Does not meet deadlines for more than one posting; does not complete the minimum number of postings or does not complete team leader posting by the deadline.

Does not post; does not meet any deadlines.

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posting

3 points 2 points 1 points 0 points

Writing Quality • Grammar • Punctuation • Spelling

Citations • APA format

Grammar, punctuation, and spelling are correct. Citations in correct APA format

Most grammar, punctuation, and spelling correct, few errors in APA format

Many grammar, punctuation or spelling error that detract from the content of the postings, APA format incorrect consistently

2 points 1 point 0 points

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Assignment #1: Problem and Significance Paper

Criteria High Proficiency Proficient No/Limited Proficiency Introduction of Problem Problem is clearly,

thoroughly and concisely explained, including population of interest. 5 points

Problem and population of interest mostly explained, one or two points may be unclear. 4 points

Confusing, vague or contradictory explanation of the problem and population of interest. 2 points

Significance of the Problem

Convincing and well-defined statement of significance of the problem in relation to PhD/DNP focus and the population of interest. Depth of knowledge of literature demonstrated in writing. 6 points

Argument for significance acceptable and related to PhD/DNP focus and the population of interest. Acceptable understanding of literature demonstrated in writing. 4 points

Confusing or contradictory explanation of problem, no relationship to PhD/DNP focus and/or population of interest. Lacks understanding of the literature. 2 points

Problem Statement A clear, concise statement of the problem. 6 points

Problem statement is obvious but there is no single statement summarizing. 4 points

Confusing, unclear and vague problem definition. 2 points

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Criteria High Proficiency Proficient No/Limited Proficiency Mechanics: APA Format

• References and citations

• Spacing & Margins • Headings • Quotations • Title page • Running head • Use of

tables/graphics • Font and font size

Structure • Grammar • Tense • Punctuation • Capitalization • Professional

terminology • Sentence and

paragraph structure

Correct APA format Correct sentence structure, grammar and diction; no run on sentences, paragraphs have a beginning, middle and conclusion, no slang used, terminology for variables is consistent. 3 points

Some errors but does not detract from the content of the paper 2 points

Formatting and structure errors that detract from the paper, difficult to follow the narrative due to errors 1 point

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Assignment #2: Rubric for Review of Literature Table Assignment Criteria High Proficiency Proficient No/Limited Proficiency

Relevant Literature (6-10 articles)

Correct number of articles original research, meta-analysis or nationally recognized guidelines, articles from peer reviewed journals, dated within the last 5 years or classic article identified as such. Presents relevant literature from a least two different disciplines or bodies of literature. 5 points

Less than required number of articles or only one discipline represented; other criteria met 4 points

Literature irrelevant or outdated, review articles used in table. 2 points

Grid Completion • Author, year: Name of the

first author and year of publication.

• Purpose: Identify objectives/purpose/aim/research questions, hypotheses.

• Theory/Conceptual Framework: Was a theory or

All categories correctly identified.

Information present but could be more complete or concisely stated.

Multiple missing or incorrect information in columns, does not follow exemplars or explanations.

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Criteria High Proficiency Proficient No/Limited Proficiency conceptual framework used? If yes, identify.

• Variables: List all variables. Identify the outcome variables.

• Design: Type of experimental (RCT vs. quasi-experimental design) or type of non-experimental design.

• Methodology: Quantitative or qualitative.

• Type/mode of intervention: If it is an intervention study, briefly describe the intervention. List them. For example, attending class, newsletter.

• Sample: Sample size, age (mean and standard deviation), racial composition, education level, income or any other characteristic that is relevant to your work.

• Instruments/Measurements: List each instrument and physiological measure with reliability and validity of each. Not if reliability and validity

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Criteria High Proficiency Proficient No/Limited Proficiency information is given or not given.

• Data collection and attrition rate: How the data were collected, response rate for recruitment, participation rate for each wave of data collection, any significant differences between participants who remained in the study and those who dropped out.

• Data analysis: What type of data analysis was used, ie ANOVA, multiple regression, etc.

• Major findings: Major findings of the study including significant and non-significant findings.

• Limitations: List key limitations of the study.

10 points

8 points

5 points

Summary of search strategy Paragraph fully describes subject of literature search and

Paragraph with less definition of inclusion/exclusion

Paragraph has vague or confusing inclusion and exclusion criteria; keywords or

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Criteria High Proficiency Proficient No/Limited Proficiency criteria for inclusion/exclusion; search strategy; databases used and keywords/search terms. 3 points

criteria; limited keywords/search terms or databases. 2 points

search terms are too board or very limited, databases are inappropriate or very limited in scope. 1 point

Reference List • APA format

APA format followed for reference list. 2 points

Some errors in APA format but most citations are correct, no missing references. 1.5 points

Multiple formatting errors within a single citation, missing references, disregard for APA formatting conventions. 1 point

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Assignment #3: Presentation Criteria High Proficiency Proficiency No/Limited Proficiency

Preparation • PowerPoint

created • Handouts

prepared • References in

presentation

Visually appealing presentation; presentation readily available at time of presentation; handouts information provided to audience; references included in presentation. 5 points

Presentation acceptable, presentation available but time spent during class locating or accessing it, handouts available to audience, reference included in presentation. 4 points

Presentation not easily accessed; no handout materials for audience, no reference included in presentation. 3 points

Organization • Problem • Significance • Review of

literature • Philosophical

perspective related to the problem

• Future project or dissertation direction

Presentation well organized, with all components included. 5 points

Presentation with most of components; minor disorganization of content; some point could be better defined/explained. 4 points

Presentation with multiple missing components, major disorganization of content. 3 points

Thinking • Logical flow of

ideas

Speaker helps the audience understand the sequence and relationships of ideas,

Speaker presents content in sequence but may miss

Speaker does not connect ideas; arguments are vague or illogical; evident that speaker lacks an adequate knowledge

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Criteria High Proficiency Proficiency No/Limited Proficiency • Knowledge of

the material • Argument

clarity • Adequately

answers questions

arguments clear, evident that speaker has extensive knowledge of the material, able to answer questions from the audience. 5 points

connecting some of the ideas, arguments clear, evident that speaker has an adequate knowledge of the material, able to answer most questions from the audience. 4 points

of the material; unable to answer most questions from the audience. 3 points

Delivery • Time

management • Elocution • Eye contact • Appearance • Audience

engagement

Speaker stay within time limit without rushing; speaks clearly and varies vocal tone; makes eye contact with the audience; neat professional appearance; audience is engaged in the presentation. 5 points

Speaker runs over time limit by several minutes or rushes the presentation to conclusion; speaks clearly but may have monotone; makes eye contact but may lose eye contact for some time to read from notes, neat professional appearance, audience engaged in the presentation. 4 points

Speaker runs over time so as to be stopped by faculty or rushes through presentation so as to impact the comprehension of the subject; speech is unclear or volume too low to be heard, does not make noticeable eye contact with the audience, audience not engaged in presentation or embarrassed by speaker’s poor delivery. 3 points

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Assignment #4: Synthesis of the Literature Criteria High Proficiency Proficient No/Limited Proficiency

Synthesis of the Literature

Effectively deconstructs the problem into key concepts in the literature, connections between the parts are clear and insightful. Consistently integrates all the key concepts from the literature into a coherent whole, connections between the parts are clear and insightful, critical thinking is evident in contrast to simple summarization. Depth of knowledge of literature demonstrated in writing. 7 points

Deconstructs the problem into relevant parts from the literature, connections are present but lack some clarity. Integrates the most relevant parts from the literature, connections between parts are generally clear, some critical thinking evident. Acceptable understanding of literature demonstrated in writing. 6 points

Problem not deconstructed correctly and/or parts are not relevant, connections not made between the parts. Summarizes information rather than integrating ideas from the literature, few connections made, lacks insight into the material . Lacks understanding of the literature. 5 points

Integration of the philosophical approaches

Effectively defines what the discipline of nursing is , relates scholarship

Defines the discipline of nursing but connections to the scholarship and

Discipline of nursing not well defined or definition absent, connections and contribution to the discipline are

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Criteria High Proficiency Proficient No/Limited Proficiency and science in area of

interest to the discipline, able to convincely argue for the contribution of the knowledge or translation of knowledge in area of interest to the discipline of nursing as a whole. 5 points

science are less clear, argument for the contribution of knowledge or translation of knowledge in interest area to the nursing discipline is plausible but not entirely convincing. 4 points

missing. 3 points

Continuity of thought

Paper flows between ideas logically, claims are reasonable with counter arguments presented, conclusion summarizes and ties the essay together. 5 points

Paper generally flows between ideas, few instances of gaps or extraneous information, conclusion generally summarizes the information. 4 points

Lack of logical flow of ideas, wanders from the topic, counter arguments are not presented, conclusion is absent. 3 points

Mechanics: APA Format

• Spacing & Margins

• Headings • References &

citations

Correct APA format Correct sentence structure, grammar and diction; no run on sentences, paragraphs have a beginning, middle and conclusion, no slang

Some errors but does not detract from the content of the paper.

Formatting and structure errors that detract from the paper, difficult to follow the narrative due to errors.

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Criteria High Proficiency Proficient No/Limited Proficiency • Quotations • Title page • Running head • Use of

tables/graphics • Font and font

size Structure

• Grammar • Tense • Punctuation • Capitalization • Professional

terminology • Sentence and

paragraph structure

used, terminology for variables is consistent. 3 points

2.5 points

1 point

Example of Literature Grid

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Author, year

Purpose Theory/ Conceptual framework

Variables Design and methodology

Type/mode of intervention

Sample Instruments and/or measurements

Data collection and attrition rate

Data analysis techniques

Major findings

Limitations

Berry (2009) Journal title

Investigate NP-patient communication styles in clinical practice

None 6 provider variables -Info giving -Info seeking -Social conversation -positive talk -negative talk -partnership

Cross-sectional, descriptive Coded transcripts of audiotapes of NP-patient encounters

None 53 NPs, convenience sample, certified in family or adult in office practice

Roter and Hall’s communication styles

Coded from transcript of audio tape No attrition reported

Content analysis based on exemplars Descriptive statisitics, mean, percent

30% of NPs used patient centered communications 70% of NPs used provider centered communications

Convenience sample Used only one patient encounter per NP Did not access nonverbal communication

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Note. Also provide a list of References in APA format following the grid.

building

Smith, Anderson, Sidora-Archleo & Gance-Cleveland (2009) Journal title

ID PNPs’ assessment & management of childhood overweight & obesity compared with recommendations ID perceived barriers to discussion w/ parents Comparison of 1999 and 2005 cohorts

None Current PNP behaviors r/t Obesity assessment & management

Descriptive, cohort study

None Convenience PNPs asked to complete anonymous survey and Comparison of 1999 and 2005 cohorts Total of 413 surveys

Assessment of Overweight in Children and Adolescents (Trowbridge, et al. 2002)

Response rate of 12.7% in 2005 cohort Response rate of 33% in 1999 cohort

Factor analysis with varimax rotation Univariate analysis of demographics Independent sample t testing between groups for continuous variables

-Similar demographics between groups -Overall improvement in application of guidelines -Still less than 50% adherence to guidelines

Self-selection of PNPs Low response rate in 2005 sample

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Example for Writing a Synthesis of the Literature

Synthesized Not-synthesized • Note the introductory statement in the first paragraph

giving a general overview of the main point from this group of studies.

• Note the synthesis statement midway through paragraph 1 “two studies have….”

• Note the second paragraph starts with the word “other” to let you know there is more coming that is similar. This para also has a general introductory sentence.

• As the reader, you can read and follow the author’s main points. The author has done the work of synthesizing for you – making reading much easier.

• Note that each paragraph starts with author name and year. • Note absence of introductory statement and overview

statements. • As the reader, you are left wondering how these studies

might be similar or different. The author is making you do the work of synthesizing – much harder to read and follow along.

Research illustrates that women with breast cancer experience positive changes in the self associated with self-transcendence. Two studies have directly assessed self-transcendence among women with breast cancer. Five women with breast cancer described the lived experience of self-transcendence and reported thinking and feeling about the self differently (Coward, 1990). Women reported a changed awareness of the self as introspection, empathy, and temporal awareness increased. Women also reported increased feelings of self-worth, a term considered synonymous with positive self-esteem (Rosenberg, 1965). In another study, self-transcendence was evident among 107 women with stage IIIb and IV breast cancer (Coward, 1991). Self-transcendence was measured using Reed's 15 item Self-Transcendence Scale. Other research provides evidence that women with breast cancer experience self-transcendence. Two studies include descriptions of changes in the self that fit Reed's (1991b) definition of self-transcendence. In a qualitative study of 20

Coward (1990) studied the experiences of 5 women with breast cancer. The women reported self-transcendence in terms of Women reported a changed awareness of the self as introspection, empathy, and temporal awareness increased. Women also reported increased feelings of self-worth, a term considered synonymous with positive self-esteem (Rosenberg, 1965). In 1991, Coward did a second study among 107 women with stage IIIb and IV breast cancer (Coward, 1991). Self-transcendence was measured using Reed's 15 item Self-Transcendence Scale. Moch (1990) completed a qualitative study of breast cancer patients. Women described health as positive changes in self or life, occurring following diagnosis of cancer. Phrases used to describe health also describe self-transcendence. For example, phrases labeled as changing relatedness or increasing richness in relatedness (p. 1433) reflect self-transcendence as expansion of self boundaries outwardly by making connections to others. Reaching self out to others, feeling others reaching out to self,

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women with breast cancer, participants were asked to describe the concept of health (Moch, 1990). Women described health as positive changes in self or life, occurring following diagnosis of cancer. Phrases used to describe health also describe self-transcendence. For example, phrases labeled as changing relatedness or increasing richness in relatedness (p. 1433) reflect self-transcendence as expansion of self boundaries outwardly by making connections to others. Reaching self out to others, feeling others reaching out to self, and allowing others to care for self may illustrate self-transcendence. In another study assessing changes in the self-concept among 30 people with breast and other cancers, 19 participants (63%) agreed the self had changed following diagnosis and provided examples of self changes (Morris, 1985). Responses included feeling changed appreciation of family and friends and a greater appreciation for each day. These responses may illustrate expansion of self boundaries outwardly by making connections with others and temporally by changing awareness of past, present, and future.

and allowing others to care for self may illustrate self-transcendence. Morris (1985) assessed changes in the self-concept among 30 people with breast and other cancers. Nineteen participants (63%) agreed the self had changed following diagnosis and provided examples of self changes (Morris, 1985). Responses included feeling changed appreciation of family and friends and a greater appreciation for each day. These responses may illustrate expansion of self boundaries outwardly by making connections with others and temporally by changing awareness of past, present, and future.

Carpenter, J. (2010). R603 Example of writing a synthesis of the literature. Retrieved from Oncourse Indiana

University Purdue University Indianapolis