1

RYERSON UNIVERSITY
Daphne Cockwell School of Nursing
POST DIPLOMA DEGREE PROGRAM

(C) NUR 850 2019–2019

NURSING: Research Methods

Course Description:

In this course students will examine the contribution of research to the development of
nursing science. They will explore the relationships between research and knowledge; and
theory and practice. The focus will be on understanding the components of the research
process, in the positivist and naturalist paradigms, as well as mixed methods designs.
Students will use computer technology to search the nursing and health-related literature.
The ethical conduct of research will be addressed. Students will learn to interpret and
critically appraise nursing research studies, applying research findings to practice, and
identifying areas for further nursing research.

Interim Lead Teacher (2019-2020): Mandana Vahabi, RN, Ph.D

Office: POD 468A Office hours (to be determined); plus by appointment
Phone: (416) 979-5000 ext. 2725
Email: mvahabi@ryerson.ca

Lead Teacher: Elaine Santa Mina, RN, Ph.D. (On Sabbatical during 2019-2020)
Office: POD 481 B Office hours (to be determined); plus by appointment
Phone: (416) 979-5000 ext. 4559
Email: esantami@ryerson.ca

Methodology:

This course is offered via two different modalities: 1) hybrid for full time day students and
part time Continuing Education/Post Diploma Degree Program students, and 2) fully
online for Continuing Education/ Post Diploma Degree Program students (RNs and pilot
synchronous/asynchronous RPN cohort only). The use of computers and the internet for
literature searches and literature management, and for communication, are essential basic
skills for academic work, and they are particularly important in relation to the content and
activities of a research course. As such, all students must have regular access to a
computer, with Microsoft office, inclusive of Microsoft Word software, and the Internet.
All students are expected to participate in online discussions and assignments. All
versions of this course will be conducted through the Desire to Learn (D2L) course
management system.

1) Post Diploma Day and Continuing Education Course: Hybrid Version

 2

All components of the course contain a hybrid of conventional in-class and online
course delivery modes. The online component is delivered via D2L course
management system while scheduled in-class time may consist of a combination
of lectures, tutorial, small group work, tests, and exams as determined by each
instructor.

2) Post Diploma Distance Education Course: Synchronous Online

All components of the course consist of a fully online course delivery modality,
via D2L.

Evaluation: tests and examination

Scheduled Hours:

1) Hybrid Version: 3 hours/week in class; 2 hours lecture 1 hour seminar

2) Distance Education Version: 3 hours per week synchronous online

Co requisite: NUR805

Course Objectives/Outcomes:

1. To demonstrate an understanding of the research process, and its application to

nursing research.
2. To be able to systematically evaluate/critically appraise nursing studies, their
research methodologies, and implications for practice and future research.
3. To demonstrate an understanding of the impact of research findings on clinical
practice and evidence.

List of Textbooks and Other Teaching Aids:

Required Resources:

Required Texts:

1. American Psychological Association. (2009). Publication manual of the American

Psychological Association. (6th ed.). Washington: Author.
2. Woo, K. (2019). Polit and Beck. Canadian Essentials of Nursing Research, 4th Edition.
Wolters Kluwer: Philadelphia

Required Readings

1. Cruz, E. V., Felicilda-Reynaldo, R., & Mazzotta, C. (2017). Return to Nursing: A Meta-
Synthesis of Academic Bridging Programs’ Effect on Internationally Educated
Nurses.The Qualitative Report, 22(4), 1192-1111. Retrieved from
http://nsuworks.nova.edu/tqr/vol22/iss4/10
 3

2. Cummings, C. G., Olivo, S. A., Biondo, P. D., Stiles, C. R., Yurtseven, O., Fainsinger, R.
L., & Hagen, N. A. (2011). Effectiveness of knowledge translation interventions to
improve cancer pain management. Journal of Pain and Symptom Management, 41(5),
915-939.

3. Eraydin, S., & Avsar, G. (2017). The Effect of Foot Exercises on Wound Healing
in Type 2 Diabetic Patients With a Foot Ulcer A Randomized Control Study. Journal of
Wound Ostomy Continence Nursing. 00(0):1-8. DOI: 10.1097/WON.0000000000000405.

4. Lintona, J., & Farrell, M. (2009). Nurses’ perceptions of leadership in an adult intensive
care unit: A phenomenology study. Intensive and Critical Care Nursing 25, 64-71.

5. Mizock, l., Russinova, Z., & Millner, U. (2014). Acceptance of mental illness: Core
components of a multifaceted construct. Psychological Services, 11,(1), 97-104.

6. Song, H., Ryan, M., Tendulkar, S., Fisher, J., Martin, J., Peters, A., Frolkis, J., Rosenthal,
M., Chien, A., & Singer, S. (2017). Team dynamics, clinical work satisfaction, and
patient care coordination between primary care providers: A mixed methods study.
Health Care Manage Rev, 42(1), 28-41.

7. Stinson, N., Kavanagh, T., Yamada, J., Gill, N., & Stevens, B. (2006). Systematic review
of the psychometric properties, interpretability and feasibility of self-report pain
intensity measures for use in clinical trials in children and adolescents. Pain 125 p. 143–
157.

8. Williams, Eccleston, C., & Morley, S. (2017). Psychological therapies for the
management of chronic pain (excluding headache) in adults. The Cochrane
Collaboration. Wiley & Sons, Ltd.

9. Young, J. & Solomon, M. (2009). How to critically appraise an article. Nature clinical
practice Gastroenterology and Hepatology.6(2) 82-91.

10. Zhou, H., Roberts, P., & Horgan, L. (2008). Association between self-report pain ratings
of child and parents, child and nurse and parent and nurse dyads: Meta-analysis. Journal
of Advanced Nursing, 63(4), 334-342.

11. https://www.cna-aiic.ca/en/nursing-practice/the-practice-of-nursing/nursing-ethics

12. http://www.cno.org/globalassets/docs/prac/41034_ethics.pdf

13. https://rnao.ca/bpg/guidelines
 4

14. http://www.cno.org/globalassets/docs/reg/41037_entrytopracitic_final.pdf

Assessments Number Length of

(Multiple of exam
% questions Week
choice quiz
and exams)
Quiz 20 40 1 hour 4
in class
Mid-term exam 30 60 1.5 hours 8
in class
Final exam 50 80 2 hours 13
. in exam
schedule
Total 100%

Access to computers with Microsoft Office inclusive of Microsoft Word and Excel (2003)

Ryerson School of Nursing Handbook, Post Diploma Degree Program.

As per Ryerson policy, all email communication from students (D2L, turnitin.com, etc)

1) Degree Program: Full time Day and Hybrid Part time Continuing Education students:
Students will write all quizzes and exams in-class, closed book, no aides.
2) Post Diploma Distance Education Course: Synchronous Online:
Students will write all quizzes and exams will be written fully online in the student’s
private space, closed book, no aides. Exam questions will be released randomly to each
student from a large bank of questions.

Marking Scheme

Quiz:
This multiple-choice quiz consists of 40 questions covering content in weeks 1, 2, and 3; and is
worth 20 marks.

Midterm exam:
This multiple-choice midterm consists of 60 questions covering content in weeks 1 through
to and inclusive of week 8; and is worth 30 marks

Final Exam:
 5

This multiple-choice exam will consist of 80 questions, covering the entire course; and is
worth 50 marks.

Fully Online Synchronous Delivery: Seminar via online postings

The online discussion participation is a weekly expectation. Approximately 10 % of the

final examination questions will be application and interpretation questions from actual
research articles, some of which will be based upon the research articles used for the online
discussions. Your regular participation in the online discussions will develop your critical
analysis skills of the research process to respond to application and interpretation
questions.

Students will participate in weekly online discussions. Research articles, which have been
included in your required readings list above, will be used to critically analyze the
components of the research process, relevant to each week’s content. Each student will
choose which of the posted questions s/he wishes to answer for that week’s article(s) (as if
the student were in a traditional classroom and were to put up his/her hand to answer a
question) and will respond online to other students’ submitted responses to other
questions; to create a dynamic learning environment. The course instructor will engage
online with the students to affirm learning, to clarify areas of confusion, to correct
misinterpretations, to encourage further critique, and to participate in the scholarly debate
of ideas.

This discussion area is to replicate, in written format, a traditional in-class discussion, in

which ideas and understandings of the content are explored. It is through the process of
online discussion and written application of course content to actual research that learning
occurs (i.e. what is understood and misunderstood becomes clearer; areas of uncertainty
are open for clarification; and perspectives of academic debate are open for discussion of
differing views). The evaluation of the student’s comprehension of and ability to apply
key aspects of the research process to actual research will be via the online assignment
and the final examination. Approximately 10 % of the multiple choice questions on the
final examination are application and interpretation questions derived from actual journal
articles. All content from the article that is required to answer the question will be
provided in the examination question.

Every student must gain access to the Ryerson D2L course management

You will need a matrix account to access the D2L course.

Prior to day one of your class, it is recommended that you get your matrix account and library
card set up.

To get a matrix account / reactivate your matrix account go to:

www.ryerson.ca/accounts
To access the black board course that you are registered in type the following into your
 6

browser: http://my.ryerson.ca

To renew your library card:

http://www.ryerson.ca/library/info/distcard_renew.html
To request a new library card:
http://www.ryerson.ca/library/info/distcard_new.html
 7

Course Schedule

Class Content Learning Required Readings

Activities
1 Course Online Woo, (2019) Chapter 1, 3, & 4 p. 68-79.
Overview critique of Eraydin, & Avsar, (2017).
Introduction to research Lintona, & Farrell, (2009)
Research Mizock, Russinova, & Millner, (2014).
articles to
Process http://www.cno.org/globalassets/docs/reg/41037_entryto
History of identify
research pracitic_final.pdf
Nursing
paradigms
Young, & Solomon (2009).
Research
Sources of
Knowledge
Paradigms for
Research
Purposes of
Nursing
Research

2 Reading the Online Woo. (2019). Chapter 4 p. 63- 68, chap.8

Research critique of Eraydin & Avsar (2017).
Report research Lintona & Farrell (2009)
Key Concepts
articles to Mizock, Russinova, & Millner (2014).
& Terms
Steps of the identify Required Reference for Standards for Scholarly Writing
Research conceptual of Research Reports: APA (2009).
Process framework
Conceptual
Frameworks
 8

3 Reviewing the Online Woo, (2019). Chapters 5, 6, 7

Literature critique of
Defining the research
Research Required Reading for Ethical Research
articles to
Problem,
Purpose & identify https://www.cna-aiic.ca/en/nursing-practice/the-practice-of-
Question research nursing/nursing-ethics
Ethics in problem,
http://www.cno.org/globalassets/docs/prac/41034_ethics.
Research purpose, & pdf
questions ,
& ethical http://www.pre.ethics.gc.ca/eng/policy-
issues politique/initiatives/tcps2-eptc2/Default/

4 Introduction to Quiz Woo, (2019). Chapter 3. p. 50-62

Qualitative
Research
Designs:

5 Phenomenolog Online Woo (2019). Chapter 11 Chapter 12. p. 204 – 209;

y, Grounded critique of Chapter 5 (review ethical concerns in sampling)
Theory, critique of
Ethnography, research
Critical articles to Lintona, & Farrell, (2009).
Social Theory, identify Mizock, Russinova, & Millner, (2014).
Participatory qualitative
Research methods &
Qualitative data
Sampling collection
Designs, methods,
Sample Size and to
identify
evidence of
data
 9

quality

6 Qualitative Online Woo (2019). chapter 12, p. 209- 218

Data Collection critique of Lintona, & Farrell, (2009).
Plans and research
Methods Mizock, Russinova, & Millner, (2014).
articles to
Unstructured
Self Report identify
Data research
Unstructured question,
Observational hypothesis
Data & sampling
design
7 Analyzing Online Woo (2019) Chapter 16, 17
Qualitative critique of Lintona, & Farrell, (2009).
Data research
Qualitative: Mizock, Russinova, & Millner, (2014).
articles to
Trustworthines
s: identify
Credibility, data
Dependability, collection
Confirmability, methodologi
Transferability es
Steps in
Critical
Appraisal of
Qualitative
Research
8 Midterm Midterm exam weeks 1 to 7

9 Quantitative Woo (2019) Chapter 9 & 10 p. 166 – 172

Research Online Eraydin & Avsar (2017).
Report critique of
Quantitative
research
Designs
Quantitative articles to
Research identify
Questions, evidence of
Hypotheses validity
Sampling
Designs,
Sample Size
 10

10 Collecting Online Woo (2019) Chapter 10 p. 172-180 Chapter 14 p.234 - 236

Quantitative critique of Eraydin & Avsar (2017).
Data, research
Levels of
articles to
Measure,
Types of Scales identify
types of
scales
11 Quantitative Woo (2019) Chapter 10 p. 180 -188, Chapter 14 p. 257 – 258.
Data Quality
Error,
reliability and
validity

12 Complex Woo (2019) Chapter 2, 13 & 18

designs: Mixed Song, et al (2017).
Methods,
Systematic
Cruz, Felicilda-Reynaldo, & Mazzotta,. (2017).
Reviews, meta
analyses meta
syntheses Cummings et al. (2011).

Evidence Based Stinson et al. (2006).

Practice
Barriers to Williams, Eccleston, & Morley, (2017).
Utilization
Visit CNA
website and Zhou, Roberts, & Horgan, (2008).
Research
position
utilization statement on Required website resource for Evidence Based Practice
“Evidence-
Based
Decision- http://www.cno.org/globalassets/docs/reg/41037_entrytopra
Review content Making citic_final.pdf
and
Nursing
Practice”
https://rnao.ca/bpg/guidelines

Each semester, students will be directed to the specific BPG,

from this website, for that semester’s exemplar of EBP and a
BPG.

13 Examination

Expectations of Students

Ryerson School of Nursing Handbook, Post Diploma Degree students, Bachelor of

Science in Nursing at www.ryerson.ca/nursing Course Policies:
 11

1. Student Code of Conduct: Students must be familiar with and abide by all
University and School of Nursing policies including the “Student Code of
Academic Conduct”, the “Student Code of Non-Academic Conduct” and
“Professional Conduct”. A student may be WITHDRAWN form the nursing
program for reasons of unprofessional behaviour or professional misconduct.

2. All students are required to activate and maintain a Ryerson Matrix email
account and access Ryerson mail on a regular basis.

3. Students need to inform faculty of any situation that arises during the semester
which may have an adverse effect upon their academic performance and that they
must request any necessary considerations (e.g. medical or compassionate), or
accommodations [e.g. religious observance, disability (should be registered with
the Access Centre), etc.] according to policies and well in advance. Failure to do
so will jeopardize any academic appeals.

4. Turnitin, an electronic plagiarism detection service, may be used. Students who do

not want their work submitted to this plagiarism detection service must, by the end
of the second week of class, consult with the instructor to make alternate
arrangements. When an instructor has reason to suspect that an individual piece of
work has been plagiarized, the instructor shall be permitted to submit that work to
any plagiarism detection service.

You will be expected to submit your paper through the turnitin system. Details of how to
submit your paper will be provided in week 1.

5. All students enrolled in the Post Diploma Degree Completion Program in Nursing
must have valid or pending registration with the College of Nurses of Ontario
(CNO). Students are required to notify the School of Nursing of any change in
CNO registration status. Failure to attain/maintain CNO registration will result in
WITHDRAWAL from the Nursing course(s) and a REQUIRED TO WITHDRAW
status from the program. The exception to the policy of CNO registration are those
students from an approved bridging program.
6. Requests for accommodation of specific religious or spiritual observance must be
presented to the instructor no later than two weeks prior to the conflict in question
(in the case of final examinations within two weeks of the release of the
examination schedule). In extenuating circumstances this deadline may be
extended. If the dates are not known well in advance because they are linked to
other conditions, requests should be submitted as soon as possible in advance of
the required observance. Given that timely requests will prevent difficulties with
arranging constructive accommodations, students are strongly encouraged to notify
instructors of an observance accommodation issue within the first two weeks of
classes. To facilitate timely requests and decision making, the University will take
all practical steps to ensure that students and instructors are aware of the policy and
related observance issues.
 12

7. Students are expected to be available to submit assignments/write exams in

accordance with the date for submission/writing the exam as outlined in the syllabus.
Alternative dates for submission/writing will not be entertained unless the rationale
for accommodations complies with the policies/procedures of the University.

8. Students must not post, publish, sell, or otherwise distribute course materials. Such
materials include but are not limited to the following: lecture notes, lecture slides,
class/lab activities, prepared video, or audio recordings, evaluation materials, case
studies, et cetera. Students who violate this policy will be subject to academic
penalty as outlined in the Academic Misconduct policy of the University.

9. Students are expected to uphold the privacy of colleagues and clients in accordance
with
i. the policies related to the Government of Ontario Personal Health Information
Protection Act, 2004 (PHIPA)
found at http://www.e-
laws.gov.on.ca/html/statutes/english/elaws_statutes_04p03_e.htm
ii. the policies related to the Government of Ontario Freedom of Information and
Protection Privacy Act (FIPPA)
found at http://www.e-
laws.gov.on.ca/html/statutes/english/elaws_statutes_90f31_e.htm.

Students who fail to adhere to the standards of professional practice in regards to FIPPA
and PHIPA legislation will be charged with academic or non-academic misconduct
(depending on the nature of the infraction) and will be at risk of failing the course.

10. Students are expected to utilize social media sites in a responsible and professional
manner at all times, and in accordance with
i. the policies for professional behaviour outlined in the Post Diploma NursingDegree
Program Student Handbook;
ii. standards of practice developed by the College of Nurses of Ontario related to the use
of social media: Social Media: Reflect before you post (2013). College of Nurses of
Ontario. Toronto: Author.
found at http://www.cno.org/learn-about-standards-guidelines/educational-
tools/webcasts/social-media-reflect-before-you-post/

Students who fail to adhere to the standards of professional practice in their use of social
media will be charged with academic or non-academic misconduct (depending on the
nature of the infraction) and will be at risk of failing the course.

11. All policies can be found at www.ryerson.ca/acadcouncil

Students are expected to be familiar with all University and School of Nursing policies concerning
academic performance (e.g. academic misconduct, submission of late assignments, etc.) and
academic integrity. Please refer to the Post Diploma Degree Nursing Program Student Handbook
 13

and to the Ryerson University Calendar for detailed information regarding academic policies and
integrity.

Professionalism in our Learning Community

Students and faculty within the school of nursing are colleagues in nursing. All members of our learning
community are expected to act with professionalism and academic integrity. Honesty is the basic hallmark
of academic integrity (http://www.ryerson.ca/~acadpol/policies.html). Community members are expected to
credit others’ ideas in written work, make a fair contribution to group work, and behave with integrity
during tests and exams. Trust, respect and fairness are values that underpin effective collaboration and
lifelong learning (The Center for Academic Integrity, 1999). The Ryerson, Centennial, George Brown
Collaborative Nursing Degree program and The Ryerson Post RN Nursing Degree Program expect students
to listen to one another’s viewpoints and to be respectful in communication. Students are required to attend
all classes and labs, to be prepared, to be on time and to give adequate notice if circumstances prevent them
from attending. Positive collegial professional relationships between students and faculty members
contribute to excellence in both nursing education and nursing practice.
“The Recipient of Health Care is Considered the End Goal of Nursing Education” (Final Candidacy
Report, 2004, p. 13).

Post Diploma Degree students must also maintain their College of Nurses registration.

Storch, J. L., Wagner, S., & Berry, L. (2004). Final Candidacy Report of the Review Team of the Canadian
Association of Schools of Nursing for the Ryerson, Centennial, George Brown Collaborative Nursing
Degree Program. Toronto: Canadian Association of Schools of Nursing
The Center for Academic Integrity. (1999). The fundamental values of academic integrity: honesty, trust,
respect fairness, responsibility [pdf file]. Retrieved from http://www.academicintegrity.org/

Students with disabilities that require academic adaptations or services may discuss their
needs with the course instructor and/or contact the Student Services Access Centre
285 Victoria Street, BUS-lower level and 350 Victoria Street, JOR-300 phone: (416) 979-5290
(voice), (416) 979-5274 (TDD/TTY), fax: (416) 979-5094 e-mail: accesctr@ryerson.ca Those
with learning disabilities or attention deficit disorders may contact the Access Centre Annex at
55 Gould St., lower level, also at (416) 979-5290.

Note: Promotion Policies

Students must achieve a grade of 'C' or above in all nursing theory and practice courses (all
NCL, NUC, NUR courses) in order to be eligible to enroll in nursing courses in
subsequent semesters.
Students who earn a grade of 'C-' or below in any nursing theory or practice course will be
given a PROBATIONARY Standing regardless of their overall GPA.
Students will remain on PROBATION until they receive a grade of 'C' or above in all nursing
courses.
Students on PROBATION who earn a grade of 'C-' or below in a nursing theory course
other than the nursing theory course(s) in which they previously obtained a grade of 'C-' or
below, OR who receive a first time 'C-' or below in a nursing practice course, will be
given a REQUIRED TO WITHDRAW status.
Students who receive a second grade of 'C-' or below in the same nursing theory course
(either a repeated or subsequent practice course) will result in a PERMANENT
 14

PROGRAM WITHDRAWAL Standing. This variation will be enacted even when the student
has taken less than three courses and has not acquired a cumulative grade point average.
At any point during the academic year, the School of Nursing reserves the right to
terminate a student’s experience in a nursing practice setting when patterns of behaviour
place self, clients or others at risk. This will result in the student receiving an 'F' grade for
the course. In this circumstance, students shall have established rights of appeal; however,
they cannot remain in the course while the appeal is underway. The appeal will be
conducted promptly in order to protect students' rights.
The student may be assigned PERMENENT PROGRAM WITHDRAWAL from the
Nursing program for reasons of unprofessional behaviour or professional misconduct. All
nursing theory courses must be completed within five years of the prerequisite
professional course. (For example, no more than five years can elapse between
completion of Year 1 professional courses and enrollment in Year 2 professional
courses.)