Outline

Overview

This unit of study builds on foundational research and inquiry methods introduced within the context of the pre-requisite units to prepare students to recognise the quality and appropriateness of research for translation into nursing knowledge and practice. The process of inquiry is reviewed in relation to clinical questioning, selection of appropriate study designs and literature, consideration of patient and family values and the organisational, ethical and policy environment. Research methods are examined within the context of judging the quality and appropriateness of published research findings for application to practice. Students will be introduced to evidence implementation frameworks that are inclusive of evaluation research techniques.

Unit details and rules

Academic unit	Nursing and Midwifery
Credit points	6
Prerequisites ?	NURS5002 and NURS5006
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Julie Leask, julie.leask@sydney.edu.au

Type	Description	Weight	Due	Length
Tutorial quiz	Appraising and utilising research MCQ	20%	Multiple weeks	8 to 10 hours
Outcomes assessed:
Assignment	Search strategy Written assignment	30%	Week 05 Due date: 06 Sep 2020 at 23:59	1000 words
Outcomes assessed:
Assignment	Implementing the findings of research into practice Written assignment	50%	Week 13 Due date: 08 Nov 2020 at 23:59	2000 words
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Search strategy: This assessment aims to establish skills in being able to develop a clinical research question, and to perform a rigorous search for evidence so that you can find what you need when you are looking for guidance in the clinical setting. Students will be asked to develop the clinical research question and describe the strategy to search the existing literature to locate evidence to help answer it.
Implementing the findings of research into practice: Students will be asked to develop an implementation proposal to implement evidence into practice using a provided template. Through this proposal, students will develop an understanding of using a range of approaches for transferring research into clinical practice.
Appraising and utilising research: Students will be asked to prepare for an in-tutorial quiz based on lecture content. They will carefully review lecture content from the prior week/s, and come prepared to answer 10 multiple-choice questions. Students will be allocated to groups during tutorial 1. In those same groups, students will assemble each week and answer questions individually. They will then have a small group discussion and following that, make a second attempt at an individual quiz. Marks will be awarded for both first attempt and second attempt answers at a ratio of 8:2

Each student is required to submit all assessment items in order to pass this unit. Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Introduction to research: definitions, research paradigms, methods, and implementation; 2. Developing researchable and accessible questions	Lecture (2 hr)
Week 01	1. Using research to help you address clinical questions; 2. Applying research to a topic 3. Complete survey	Tutorial (2 hr)
Week 02	1. Searching the research literature to inform decision making; 2. Boolean logic, databases and their appropriateness, and search terms 3. Cognitive heuristics and their influence on research.	Lecture (2 hr)
Week 02	1. Introduction to research: identifying study types and applications; 2. Using PICO to develop searchable questions; 3. Critical appraisal using the CASP tool - (pre-reading required)	Tutorial (2 hr)
Week 03	Quantitative research methods and when they are appropriate.	Lecture (2 hr)
Week 03	Literature searching - a guided exercise with the Sydney Nursing School librarians (no pre-reading required)	Tutorial (2 hr)
Week 04	Qualitative research methods and when they are appropriate.	Lecture (2 hr)
Week 04	1. Quantitative research methods; 2. Analysing population health statistics, understanding bias, and reading and interpreting quantitative study results; 3. Critical appraisal using the CASP tool (pre-reading required); 4. Reviewing survey results.	Tutorial (2 hr)
Week 05	1. Implementation frameworks part 1; 2. Guidance on assessment 2; 3. Using research to improve clinical practice; 4. Clinical practice guidelines; 5. Introducing GRADE	Lecture (2 hr)
Week 05	1. Qualitative research methods; 2. Critical appraisal using the CASP tool - (pre-reading required)	Tutorial (2 hr)
Week 11	1. Implementation and evaluation frameworks part 2; 2. Using the hospital library service	Lecture (2 hr)
Week 11	Using an implementation framework to apply research in practice (team exercise)	Tutorial (2 hr)
Week 12	Implementing research into practice and assessing the process and outcomes for patients and communities - guest lecture.	Lecture (2 hr)
Week 12	Assessing the quality of clinical practice guidelines.	Tutorial (2 hr)
Week 13	Ethical issues in research	Lecture (2 hr)
Week 13	1. Applying ethical principles to research; 2. Considering ethical issues in Aboriginal and Torres Strait Islander health research; 3. Unit evaluation focus group	Tutorial (2 hr)

Attendance and class requirements

Attendance and participation: The Sydney Nursing School Resolutions specifically outline attendance requirements. Resolution 8.2 states that if students are absent without leave for more than 10% of classes in a particular unit of study in any one semester, the Dean may call upon them to show cause why they should not be deemed to have failed that unit of study. Students must also attend 100% of all clinical simulation laboratories (CSL) and off campus clinical, which are supplemented with online and group activities. Students are required to attend 100% of all clinical hours. These clinical hours must be reported to the Nurses and Midwives Board of NSW as a requirement for registration on completion of the nursing program clinical requirements.
Referencing: The Sydney Nursing School has adopted the American Psychological Association (APA) Referencing style, 6th Edition, 2010 as its official referencing style. This is an author-date style of referencing.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Required texts

Greenhalgh, T. M. (2016). Understanding research methods for evidence-based practice in health. Melbourne, Audtralia: Wiley.

Michie S, Atkins L, West R (2014), The Behaviour Change Wheel. A Guide to Designing Interventions. Silverback Publishing. ISBN 978-1-912141-00-5.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. understand and value the role of research and evidence as a foundation for quality nursing practice and healthcare delivery
LO2. analyse the relationship between research question, study design, and method
LO3. execute an appropriate search of the literature to acquire the highest quality evidence
LO4. critically appraise and synthesize research findings
LO5. integrate the best evidence with clinical expertise, and patient preferences and values
LO6. apply ethical principles and standards for designing and conducting research in health
LO7. create an implementation plan for putting research evidence into practice
LO8. apply an appropriate framework for evaluating the implementation plan.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Registered Nurses Standards for Practice - 1. Standard 1: Thinks critically and analyses nursing practice 1.7. Contributes to quality improvement and relevant research 3.3. Uses a lifelong learning approach for continuing professional development of self and others 3.7. Identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people
	Registered Nurses Standards for Practice - 4.3. Works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral 5.1. Uses assessment data and best available evidence to develop a plan
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.7. Contributes to quality improvement and relevant research 3.3. Uses a lifelong learning approach for continuing professional development of self and others 4.2. Uses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice 5.1. Uses assessment data and best available evidence to develop a plan
	Registered Nurses Standards for Practice - 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 1.7. Contributes to quality improvement and relevant research 2.3. Recognises that people are the experts in the experience of their life 2.4. Provides support and directs people to resources to optimise health related decisions 5.4. Plans and negotiates how practice will be evaluated and the time frame of engagement 6.5. Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 2.4. Provides support and directs people to resources to optimise health related decisions 2.5. Advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity 4.3. Works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral 5.1. Uses assessment data and best available evidence to develop a plan
	Registered Nurses Standards for Practice - 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 1.4. Complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions 1.5. Uses ethical frameworks when making decisions 2.1. Establishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships 2.5. Advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity
	Registered Nurses Standards for Practice - 1.6. Maintains accurate, comprehensive and timely documentation of assessments, planning, decision- making, actions and evaluations 1.7. Contributes to quality improvement and relevant research 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 2.6. Uses delegation, supervision, coordination, consultation and referrals in professional relationships to achieve improved health outcomes 2.7. Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care 2.8. Participates in and/or leads collaborative practice 5.1. Uses assessment data and best available evidence to develop a plan 5.4. Plans and negotiates how practice will be evaluated and the time frame of engagement 5.5. Coordinates resources effectively and efficiently for planned actions 7.3. Determines, documents and communicates further priorities, goals and outcomes with the relevant persons
	Registered Nurses Standards for Practice - 1.6. Maintains accurate, comprehensive and timely documentation of assessments, planning, decision- making, actions and evaluations 1.7. Contributes to quality improvement and relevant research 7.1. Evaluates and monitors progress towards the expected goals and outcomes 7.2. Revises the plan based on the evaluation 7.3. Determines, documents and communicates further priorities, goals and outcomes with the relevant persons

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Each year student feedback is systematically accounted for and contributes to ongoing unit improvement.

Additional information

http://sydney.edu.au/handbooks/medicine_health/about/about_nursing_school.shtml

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

NURS6030: Research and Evidence

Semester 2 Early, 2020 [Normal day] - Mallett Street, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect