School of Nursing

Course: NURS 3515 3.00 Section A: Evidence-informed Nursing Practice: Research and Inquiry

These course materials are designed for use as part of the NURS 3515 course at York University and
are the property of the instructor unless otherwise stated. Third-party copyrighted materials (such as
book chapters, journal articles, music, videos, etc.) have either been licensed for use in this course or
fall under an exception or limitation in Canadian Copyright law. Copying this material for
distribution (e.g., uploading material to a commercial third-party website) may lead to a violation of
Copyright law.

Prerequisite/Co-requisite(s): Prerequisites for 4-year Direct Entry and 2nd Entry BScN students:
HH/PSYC 2021 3.00. Prerequisite for Post-RN IEN BScN students: HH/NURS 2300 3.00. Course
Credit Exclusion: HH/NURS 3300 3.00, AP/ADMS 2300 6.00. Open to students in the BScN
programs. Note: A minimum grade of 5.00 (C+) is required for this course in the BScN program.
Brief Description
Introduces students to nursing and health research and evidence informed practice (EIP). Students
examine qualitative and quantitative research designs and methods used in nursing and healthcare
knowledge development and are introduced to models of EIP. Students learn to critique research in order
to determine the applicability and usefulness of research findings to the provision of high-quality
nursing and health care.
Course Learning Outcomes
Upon completion of this course, students will be able to:
1. Explain the philosophical underpinnings of quantitative and qualitative research designs. (relates
to Program Outcomes #2, 3)
2. Summarize the process/methods used in quantitative and qualitative studies, from development
of research objectives and questions/hypotheses to dissemination of results and knowledge
translation. (relates to Program Outcomes #2 – 4)
3. Identify the most appropriate research designs to answer different types of research questions.
(relates to Program Outcomes #2, 3, 8)
4. Evaluate research studies to determine their applicability to nursing practice. (relates to Program
Outcomes # 2 – 3)
5. Understand the sequential steps involved in evidence-informed practice from asking a research
question to adopting the evidence into practice (relates to Program Outcomes #1 – 4, 6)
6. Examine the ethical dimensions of nursing and health-related research. (relates to Program
Outcomes #1, 2, 5)
7. Assess the importance of research in nursing decision-making/practice and of nurses’
contributions in generating knowledge through research as outlined by professional standards.
(relates to Program Outcomes #3, 8)
Effective Term (and Session): Fall 2023

Time and Location

Classes will be face-to-face or virtual synchronous meetings.
 Section Day Time Length (minutes) Location

Section A Monday 8:30 am 180 SLH F

Instructor Information

Professor Contact Information Office Hours

Saeed Moradian, Ph.D., RN Rm 348 HNES Building Please contact by email

Assistant Professor, School [email protected] to book an appointment
of Nursing

* Emails were responded to in approximately 2-3 business days (Business Day: Monday - Friday, 9
am - 5 pm). eClass email feature will not be used.
Expanded Course Description
In this course, students are introduced to nursing research, the importance of research in nursing decision
making/practice and prepares students for evidence-informed practice. Students will learn how
qualitative and quantitative research questions and designs are developed to best answer specific types
of research questions such as intervention effectiveness and patients’ experiences of phenomena.
Students will explore the steps in developing and implementing the research process, including a
literature review, identifying knowledge gaps in the literature, and selecting conceptual
frameworks/theories to guide research studies. In addition, various qualitative and quantitative research
methods, including sampling frames, participant recruitment, data collection instruments, data collection
methods, data analysis and interpretation of findings will be examined. Ethical considerations in
research with human beings will be discussed.

Building on the knowledge acquired about nursing research, students will examine models of EIP
develop the skills needed for evidence-informed nursing practice. This includes the development of a
focused research question from clinical practice, systematic search for the best research evidence
addressing the research question, critical appraisal of the quality of research studies focused particularly
on the internal validity/rigor of research studies, interpretation of research findings examining both
statistical and clinical significance and determining whether research findings can be used in clinical
practice.
Teaching & Learning Approaches
This course utilizes teaching and learning methodologies designed to transform the learner into a
registered nurse. Formal lectures and invited guest lecturers on research methods and the processes of
evidence informed practice (EIP) will be part of the course. The course also employs small group work
(e.g., synchronized or asynchronized discussions) that includes student learning activities to reinforce
skill development in EIP. Students will be asked to identify burning clinical practice questions,
preferably from their clinical placements that can be answered by research. They will be asked to
develop research questions, identify research designs that best answer their researchable questions,
develop a search strategy to find best evidence, critique the evidence, identify the statistical and clinical
significance of the research results, rank the quality of the research evidence and determine whether they
could apply the research findings to their clinical practice.

Concepts/Topics to be covered will include:

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 • Knowledge of nursing and other healthcare professions
• Epidemiology
• Privacy
• Confidentiality
• Collaboration (Intersectoral, transformative, intra- and Interprofessional, interorganizational)
• Empirical ways of knowing
• Accountability for life-long learning (Learning goals or portfolio)
• Multiple theoretical approaches
• Research and research design (multiple methodological approaches)
• Applied statistics [nursing]
Course Website
The eClass course management system will be used as an extension of this course outline, and for course
content, extra learning materials (i.e., assignment rubrics), and communication. Students are required to
check the course eClass site on a very regular basis. Students should use their York U email for course
communication. For more information, see How do I access my eClass Course?.
Links to CNO Entry-to-Practice (ETP) Competencies (2020)

Roles ETP Competencies

Clinician 1.1, 1.2, 1.11, 1.22
Professional 2.1, 2.9 (d)
Communicator
Collaborator
Coordinator
Leader 6.2
Advocate
Educator
Scholar 9.1-9.2, 9.5, 9.7, 9.8

Links to NCLEX-RN Categories and Sub-Categories

• Safe and Effective Care Environment
o Management of Care

Course Text/Readings
Required Texts

• Singh, M., Thirsk, L., Stahlke S., Venkatesaperumal, R., LoBiondo-Wood, G., & Haber, J. (2021).
LoBiondo-Wood and Haber's Nursing Research in Canada; Methods, Critical Appraisal, and
Utilization 5th ed. Toronto, Canada Elsevier
• Additional resources may be assigned or recommended during the course, please check eClass.

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Evaluation/Evidence of Learning
The learning evidence for this course is designed to evaluate your knowledge and application of
essential concepts that support safe, competent nursing practice.
Description of Course Evaluation and Due Dates
The final grade for the course* will be based on the following items, weighted as indicated:

Evaluation Strategy Due Date Percentage of

Course Grade
1. Written Assignment Oct 15,2023 at 23:59 25%
2. Midterm Exam In class Week 8- Nov 06, 2023 35%
3. Final Exam Official exam period: 40%
Dec 07-20, 2023
* As per Faculty of Health and School of Nursing program policies, a student’s final course grade is not
necessarily confined to a compilation of marks earned on individual course components. Final course
grades may be adjusted to conform to Program or Faculty grades distribution profiles.
** The last date to drop a course without receiving a grade is November 08, 2023. Course Withdrawal
Period (withdraw from a course and receive a grade of “W” on transcript) is November 09-December
5, 2023.
Note that the late drop option of the Withdrawn from Course (W) Policy does not apply to: Practica
learning placements/courses. Students must contact the undergraduate program coordinator or
director in advance of any deadlines, in order to exercise any course removal or withdrawal options.
Written Assignment (25%):
This assignment is a collaborative group task. All submissions should be made electronically through
eClass. The content of the written assignment will cover and incorporate the learning outcomes detailed
in Weeks 1-4 of this course. For a comprehensive understanding of the assignment requirements, as well
as the evaluation criteria, kindly refer to Appendix A where you will find the assignment guidelines and
marking grid. Ensure all group members contribute equitably and that the work reflects a unified effort.
Mid-Term Exam (35%):
You will have 2 hours to complete the mid-term exam during class time on November 6, 2023. The
midterm exam evaluates course material up to and including week 7. Some questions may be at the level
of knowledge and comprehension, but expect the application level or higher, like the NCLEX-RN exam
(the national exam that you will write to become an RN).

Final Exam (40%):

The final exam will be scheduled by the Registrar’s Office and will be held during the official exam
period. It is your responsibility as a student to ensure that you are available to sit for examinations
during the entire exam period – note that exams may be held on evenings and weekends as well as
during the day. You cannot expect that a final exam will be held on the same day/time slot as your
course. The University strongly recommends that you do not make any travel arrangements prior to the
end of the term’s exam schedule until your exam date and time have been confirmed. The final exam
may cover any material from week 1 through week 12 inclusive. Some questions may be at the level of
knowledge and comprehension, but expect the application level or higher, like the NCLEX-RN exam.
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You will have 2 hours to complete the final exam. Further details about the final exam will be discussed
in class closer to the end of the term.
Grading, Assignment Submission, Lateness Penalties and Missed Tests
Grading: The grading scheme for the course conforms to the 9-point grading system used in
undergraduate programs at York (e.g., A+ = 9, A = 8, B+ - 7, B = 6, C+ = 5, etc.). Assignments and
tests* will bear either a letter grade designation or a corresponding number grade (e.g. A+
= 90 to 100, A = 80 to 90, B+ = 75 to 79, etc.) For a full description of York grading system see the
York University Undergraduate Calendar.

Assignment Submission: Proper academic performance depends on students doing their work not only
well, but on time. Accordingly, assignments for this course must be received on the due date specified
for the assignment. All assignments will adhere to APA guidelines (7th edition) in formatting and
referencing.
Lateness Penalty: Assignments received later than the due date, without negotiated extensions, will be
penalized. Any assignment that is not submitted by the date and time specified, OR any assignment for
which an extension is granted that is not handed in by the negotiated date and time, to the location
specified, is subject to the following penalty(s):

For 1 day late (any time up to 24 hours after date/time due), the penalty is 5% deducted from the
grade for the assignment (e.g., mark of 75% would be reduced to 70%)

For each subsequent day late (each 24-hour period), the reduction increases daily:
• for 2 days late, deduct 15% (e.g., mark of 75% would be reduced to 60%)
• for 3 days late, deduct 30%
• for 4 days late, deduct 50%
• for 5 or more days late, deduct 100% (assignment is given zero [0])

The Course Director may entertain exceptions to the lateness penalty for valid reasons such as illness,
compassionate grounds, etc. Generally, 24-hour notice for extension requests is required. Assignments
submitted later than five calendar days without negotiation will not be accepted.
Missed Mid-Term Exam: There is no make-up for the mid-term exam in this course. In the event a
student misses the mid-term exam for any reason, the percentage allocated to the mid-term exam will be
added to the student’s final exam. It is extremely important that students do not take lightly the
reweighting of a missed mid-term exam to their final exam weight.
Missed Final Exam: At this time, documentation is not required for the missed final exam. Students
who miss the final exam date should contact the course director ASAP to discuss options to write the
make-up exam.
IMPORTANT: Clinical Course Information for Students
Professional Appearance and Dress Code
Students Professional Behavior Policy
Involuntary Withdrawal in a Practicum Course
School of Nursing Social Media Policy
Undergraduate Leave of Absence Policy

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Important Course Information for Students
All students are expected to familiarize themselves with the academic policies, procedures and
guidelines available on the Senate Committee on Academic Standards, Curriculum & Pedagogy
webpage including the Senate Policy on Academic Honesty and the Academic Integrity and Student
Professional Behaviour Policy (BScN).

Accessibility Services: Student Accessibility Services provides academic accommodations and supports
for students with temporary and permanent disability including physical, sensory, medial, learning, and
mental health disabilities. Students who had an Individualized Education Plan (IEP) in high school are
eligible for support. Please note that registering with disabilities services and discussing your needs with
your professors is necessary to avoid any impediment to receiving the necessary academic
accommodations to meet your needs.

Ethics Review Process: York students are subject to the York University Policy for the Ethics Review
Process for Research Involving Human Participants. Ethics approval must be obtained prior to the
starting any research activities involving human participants, including research conducted by students
in a graduate or undergraduate course, for an undergraduate thesis or project, or for a Major Research
Paper, Thesis or Dissertation. If you are in doubt as to whether this requirement applies to you, contact
your Course Director immediately.

Religious Accommodation: York University is committed to respecting the religious beliefs and
practices of all members of the community and making accommodations for observances of special
significance to adherents. Should any of the dates specified in your course syllabus pose such a conflict
for you, contact the Course Director within 14 days of the date for which accommodation is sought.
Other procedures are outlined in the York University policy, guidelines and procedures on Academic
Accommodation for Students’ Religious Observances. Please note that to arrange an alternative date or
time for an examination scheduled in the formal examination periods (December and April/May),
students must complete an Religious Accommodation Agreement.

Academic Skills Support: York University Libraries and the Learning Commons provide students with
academic support for their course assignments and research requirements. The Libraries offer an array of
supports, services, workshops, resources, and people available to help ensure continued success during a
student’s academic career.

Centre for Human Rights, Equity, and Inclusion: The Centre for Human Rights, Equity and Inclusion
facilitates confidential processes to discuss allegations of discrimination and harassment by York
Community members. There are also robust training opportunities and workshops available to the
community year-round.

Counselling, Health and Well Being: Student Counselling, Health & Well Being supports students in
realizing and developing their personal potential in order to maximally benefit from their university
experience and manage the challenges of university life. Services include: peer-led workshops,
certificate training programs, support groups, same-day and appointment-based counselling, short-term
therapy, and more.

For other information, please see the current Supplemental Calendar.

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These course materials are designed for use as part of the (enter course code) course at York
University and are the property of the instructor unless otherwise stated. Third party copyrighted
materials (such a s book chapters, journal articles, music, videos, etc.) have either been licensed for
use in this course or fall under an exception or limitation in Canadian Copyright law. Copying this
material for distribution (e.g., uploading material to a commercial third-party website) may lead to a
violation of Copyright law.

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Course Calendar
Each week builds upon prior readings. Concepts are cumulative.

Week/ Learning Learning Objectives Required Preparation/ Links

Date Outcome Reading(s) to
ETP
compe
tencies
Theor
y (T),
Applic
ation
(A), or
Evalu
ation
(E)
Week 1 1, 5 1. Introduction to Nursing Research: Chapter 1- Role of Research in Nursing, 2.1
• Understand the importance of research in nursing Page:5-19 (T/A
practice. ),
• Trace the history of nursing research. Chapter 2- Theoretical Frameworks, Page: 2.9(d
• Acknowledge the interrelation of theory, research, and 20-28 )
practice. (A/E
• Recognize the roles of research users and producers. )
• Stay updated with trends and priorities in healthcare
research.
2. Basics of Scientific Philosophy:
• Familiarize with fundamental concepts in the philosophy
of science.
• Distinguish between various ways of knowing including
theoretical, empirical, aesthetic, personal, sociopolitical,
and ethical.
• Comprehend the assumptions of different research views
such as post-positivist, critical social, and
interpretive/constructivist.
• Contrast inductive and deductive reasoning methods.
3. Research Frameworks and Theory:
• Understand how research frameworks guide studies.

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NURS 3515 3.00 Evidence-informed Nursing Practice: Research and Inquiry
 • Differentiate between conceptual constructs and their
operational counterparts.
• Grasp the connection between theory, research, practice,
and leadership in nursing.
• Delve into abstraction levels within guiding research
frameworks.
• Master the art of critically appraising research
frameworks for consistency, cohesiveness, and relevance.

Week 2 2, 3, 5 1. Understand and apply critical appraisal techniques to Chapter 3- Critical Appraisal Strategies: 1.1
research articles. Reading Research, (T),
• Recognize the structure, format, and effective reading Page:37-56 1.2
strategies for research articles. (T),
2. Comprehend the significance and development process of Chapter 4- Developing Research 1.22
research questions and hypotheses. Questions, Hypotheses, and Clinical (T/A
• Relate the purpose, research question, and hypothesis to Questions, )
the level of evidence sought. Page:57-81
• Differentiate between types of hypotheses and their use
in research.
• Discuss the differences between a research question and
a clinical question in evidence-informed practice.
3. Critically evaluate research questions and hypotheses in
reports.
• Identify the criteria used for critiquing a research
question and a hypothesis.
• Apply the critiquing criteria to the evaluation of a
research question and a hypothesis in a research report.

Week 3 1, 7 1. Introduction to Research Frameworks: Chapter 2- Theoretical Frameworks, Page: 1.1

(Virtual • Dive deep into research frameworks and their guiding 28-36 (T/A
Class) roles. )
• Differentiate between conceptual and operational Chapter 5- Finding and Appraising the
definitions. Literature
• Discuss levels of abstraction related to research Page; 82-103
frameworks.
Conducting Literature Search.
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NURS 3515 3.00 Evidence-informed Nursing Practice: Research and Inquiry
 2. Literature Review: Guest Speaker*
• Emphasize the value of literature reviews in the context
of nursing.
• Differentiate between primary and secondary sources.
• Compare the advantages and disadvantages of commonly
used online databases for conducting a literature review.
3. Formulating Research Questions:
• Articulate and refine a research question using designated
tools and exercises.
4. Search Strategies & Skills:
• Master the use of online research tools like Research
Guides, Databases & More, and RACER for Interlibrary
Loans.
• Conduct comprehensive literature searches using
Boolean logic, keyword, and subject heading searches.
• Enhance search expertise in platforms like CINAHL,
emphasizing refining and saving searches.
5. Advanced Research Skills & Critical Appraisal:
• Critically assess research, especially within guiding
frameworks.
• Efficiently manage and organize search results using
tools like Mendeley.
Week 4 3, 4, 1.
5, 6 Introduction to Qualitative Research: Chapter 8- Introduction to Qualitative 1.1
• Describe the purposes and unique features of qualitative Research, (T),
research. Page: 168-182 2.4
• Understand the general steps of a qualitative research (T/A
study. Chapter 9- Qualitative Approaches to ),
• Recognize the connection between qualitative research Research, 3.2(
and evidence-informed practice. Page: 186-203 T/A)
• Explore the various ways in which qualitative findings , 9.2
enhance evidence-informed practice. (T/A
2. Deep Dive into Specific Qualitative Methods: )
• Familiarize with different qualitative research methods 9.7(
like phenomenology, grounded theory, ethnography, and T/A)
participatory action research.
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NURS 3515 3.00 Evidence-informed Nursing Practice: Research and Inquiry
 • Delve into community-based participatory research
methods.
• Explore various qualitative methods such as qualitative
description, interpretive description, and narrative
inquiry.
• Discern the similarities and differences among the
diverse qualitative methods.
• Analyze the purposes and processes of chosen methods
on a coherent topic.
3. Integration of Multiple Methods and Reviews:
• Understand the use of mixed methods to answer research
questions.
• Grasp the design and purpose behind systematic reviews
of qualitative research.
4. Critical Appraisal of Qualitative Research:
• Equip students with the skills to critically evaluate reports
of qualitative research using specific critiquing criteria.
Week 5 2, 3, 5 1. Ethical Foundations in Nursing Research: Chapter 6- Legal and Ethical Issues, 1.22(
• Understand the historical context leading to the Page: 104-129 T/A)
establishment of ethical guidelines for research involving , 2.7
human participants. Chapter 10- Introduction to Quantitative (A),
• Appreciate the obligations of nurse researchers to conduct Research, 7.10(
and present research ethically. Pages: 212-227 A)
• Recognize the essential elements of informed consent and 9.2
evaluate its adequacy. (A)
• Familiarize with the role of the research ethics board in
the review process.
• Learn about populations that necessitate unique legal and
ethical research considerations.
2. Nurse's Advocacy and Regulatory Roles:
• Appreciate the nurse's role as an advocate in research
settings.
• Understand the nurse's responsibilities in ensuring Health
Canada guidelines for medical device testing are adhered
to.
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NURS 3515 3.00 Evidence-informed Nursing Practice: Research and Inquiry
 • Delve into the nurse's role in research situations involving
animals, exploring animal rights.
3. Introduction to Research Design:
• Define the concept of research design and understand its
purpose.
• Learn about control in research design and evaluate the
extent of control required in a design.
• Understand the principles of internal and external
validity, and recognize the threats and conditions that
influence them.
4. Critiquing and Evaluating Research:
• Equip students with skills to critically assess the ethical
aspects of a research study.
• Understand the correlation between study design and
evidence-informed practice.Cultivate the ability to
evaluate research design using specific critiquing
questions.
Week 6 3, 4, 5 1. Foundations of Cause-and-Effect Relationships: Chapter 11- Experimental and Quasi 1.23(
• Understand the criteria necessary to infer cause-and- experimental Designs T/A)
effect relationships. Page: 230-245 ,
• Differentiate causation from association. 7.6(
• Delve into the distinctions between experimental and Chapter 12- Nonexperimental Designs A),
quasi-experimental designs. Page: 249-271 7.7(
• Understand problems associated with internal validity in A),
both designs. 9.7(
2. Experimental Designs: A)
• Grasp the utility of experimental and quasi-experimental
designs in evaluation research.
• Critically appraise studies that tested cause-and-effect
relationships.
• Apply evidence levels to these designs.
3. Introduction to Non-Experimental Designs:
• Understand the overarching purpose of non-experimental
designs.

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NURS 3515 3.00 Evidence-informed Nursing Practice: Research and Inquiry
 • Dive deep into the characteristics of survey and
relationship/difference designs.
• Recognize the distinctions between survey and
relationship/difference designs.
• Understand the pros and cons of surveys and each type of
relationship/difference design.
4. Specialized Non-Experimental Designs:
• Familiarize with methodological, secondary analysis, and
meta-analysis research.
• Understand the goals of each specialized design.
• Discuss the inferences - relational versus causal - in the
context of non-experimental designs.
5. Critiquing and Evaluating Non-Experimental Research:
• Equip students with criteria for critiquing non-
experimental research designs.
• Cultivate the skill to critically appraise non-experimental
designs as presented in research reports.
• Apply evidence levels to non-experimental designs.

Week 7 2, 4, 5 1. Introduction to Sampling: Chapter 13- Sampling 1.1(

• Define the core concepts: population, sample, and Page: 278-303 T/A)
sampling. ,
• Understand the differences between a population and a Chapter 14- Data-Collection Methods 4.3(
sample. Page: 308-324 A),
• Recognize the purpose of sampling. 7.2(
2. Sampling Procedures and Strategies: A)
• Discuss eligibility criteria for sample selection.
• Introduce nonprobability and probability sampling.
• Delve into specific strategies for both types of sampling.
• Explore the nuances of qualitative sampling.
3. Strengths, Weaknesses, and Implications of Sampling:
• Compare the pros and cons of specific sampling
strategies.
• Understand how different sampling strategies contribute
to the evidence strength of study outcomes.
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NURS 3515 3.00 Evidence-informed Nursing Practice: Research and Inquiry
 • Grasp the factors influencing the determination of sample
size and procedures for drawing a sample.
4. Evaluating Sampling:
• Equip students with the criteria for critiquing a sampling
plan.
• Cultivate the skill to appraise the "Sample" section of a
research report.
5. Introduction to Data-Collection Methods:
• Define various data-collection methods used in nursing
research.
• List the pros and cons of each method.
6. Assessing Data-Collection Methods:
• Analyze how different data-collection methods contribute
to the research's evidence strength.
• Develop the skill to critically evaluate data-collection
methods used in published nursing studies.

Week 8 Mid-Term Exam

Week 9 3, 4, 5 1. Introduction to Reliability and Validity: Chapter 15: Rigour in Research, 2.2(
• Define the concepts of reliability and validity. Page: 328-346 A),
• Discuss the overarching purposes of these two concepts in 2.7(
research. Chapter 16: Qualitative Data Analysis A),
2. Deep Dive into Reliability: Page: 350-363 3.8(
• Explore concepts related to reliability: stability, A),6.
equivalence, and homogeneity. 6(A),
• Compare different estimates of reliability. 9.2(
3. Exploring Validity: T/A)
• Contrast content validity, criterion-related validity, and
construct validity.
• Understand the implications of measurement error on
research outcomes.
4. Critiquing Tools for Reliability and Validity:
• Familiarize with the criteria for appraising the reliability
and validity of measurement instruments.

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NURS 3515 3.00 Evidence-informed Nursing Practice: Research and Inquiry
 • Exercise critiquing skills to evaluate the robustness of
these tools.
5. Assessing Quality in Qualitative Research:
• Understand how to gauge the quality of qualitative
research.
• Introduce concepts of credibility, auditability, and
fittingness.
• Evaluate the rigor in a qualitative report and understand
its significance in clinical decision-making.
6. Qualitative Data Analysis:
• Examine the general steps involved in qualitative data
analysis.
• Understand how raw data is interpreted into meaningful
units or themes.
• Delve deeper into theme and category identification and
understanding their interrelationships.
• Contrast the creation and presentation of interpretations
across various qualitative methods.
• Assess the integrity and thoroughness of data analysis in a
qualitative study.

Week 4, 7 1. Introduction to Statistics in Research: Chapter 17- Quantitative Data Analysis 6.2
10 &11 • Differentiate between descriptive and inferential statistics. Page : 367-399 (A),
• Understand the overarching purposes of these statistical 9.5
methods in research. (T/A
2. Diving into Descriptive Statistics: )
• State the goals of descriptive statistics.
• Discuss the levels of measurement in research.
• Explore the concept of a frequency distribution.
• Identify measures of central tendency and comprehend
their application.
• Understand measures of variability and their significance.
3. Introduction to Inferential Statistics:
• Identify the main objective of inferential statistics.

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NURS 3515 3.00 Evidence-informed Nursing Practice: Research and Inquiry
 • Distinguish the nuances between a parameter (population
attribute) and a statistic (sample attribute).
• Delve into the concept of probability in sample data
analysis.
• Understand type I and type II errors and their impact on
research outcomes.
4. Types of Statistical Tests:
• Differentiate between parametric (assuming normal
distribution) and nonparametric (not assuming normal
distribution) tests.
• Enumerate commonly utilized statistical tests and discern
their specific purposes.
5. Critical Analysis of Statistical Methods:
• Equip students with the tools to critically evaluate the
appropriateness and application of statistical methods in
published research studies.
Week 3, 4 1. Quantitative Research Report Critiquing: Chapter 19- Critiquing Qualitative 1.22
12 • Understand the purpose of critiquing a quantitative Research (A),
report. Page: 416-461 9.1
• Familiarize with the critiquing criteria for quantitative (T/A
reports. Chapter 20- Critiquing Quantitative ), 9.2
• Assess strengths and pitfalls of quantitative reports. Research (T/A
• Grasp the relevance of quantitative findings for nursing Page : 462-494 ), 9.7
practice. (T),
• Master the art of critiquing a quantitative research report. 9.8
2. Qualitative Research Report Critiquing: (T)
• Recognize the standards for critiquing a qualitative
report.
• Gauge the strengths and limitations of qualitative reports.
• Understand the significance of qualitative findings in
practice.
• Perfect the technique of constructing a critique for
qualitative research.

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NURS 3515 3.00 Evidence-informed Nursing Practice: Research and Inquiry
 Appendix A

Guideline for Group Written Assignment: Literature Review:

Objective:
This assignment is designed to instill a foundational understanding of the literature review process,
which is crucial for evidence-informed nursing practice. Students will hone their skills in developing
research questions, identifying pertinent keywords, and curating a systematic search strategy.

1. Research Question(s):
• Commence with a general area of nursing interest and refine it to a specific research question.
• The question should be precise, researchable, and pertinent to nursing practice.
• Illuminate the significance or relevance of this research question to nursing.
Example:
Broad Interest: Sleep patterns of patients in ICU
Research Question: How do ICU lighting conditions affect the sleep quality of patients?

2. Identify Keywords:
• Enumerate principal concepts/terms from your research question.
• Utilize subject headings, like MeSH (Medical Subject Headings) when possible.
• Consider synonyms, different spellings, or related terms for each concept.
Example:
Concepts from Research Question: ICU lighting conditions, sleep quality
Keywords: Intensive care unit, light exposure, sleep disturbances, circadian rhythm

3. Search Strategy & History:

• Initiate your search with primary databases relevant to nursing.
• Chronicle every database searched, search date, and the number of results.
• Log any strategy alterations or refinements.

4. Combining Search Terms (Boolean Operators):

• Use AND to condense your search for articles containing all terms.
• Use OR to expand your search for articles containing any term.
• Use NOT to omit certain terms.
Example:
• ICU lighting conditions AND sleep quality
• Sleep disturbances OR circadian rhythm
• ICU NOT general wards

5. Structure & Formatting:

• Introduction: Present your topic, its significance, and your research question.
• Methodology: Elaborate on the databases used, search strategies, and criteria for article
inclusion/exclusion.
• Main Content: Discuss your findings, grouping similar studies, and juxtapose their outcomes.
• Conclusion: Recap your discoveries and elucidate their nursing implications.
• References: Ensure all cited sources are in the APA 7th edition format.
Submission Instructions:

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NURS 3515 3.00 Evidence-informed Nursing Practice: Research and Inquiry
 • Format: Typed, double-spaced, Times New Roman, 12-pt font, 1-inch margins.
• Length: Max 10 pages (excluding references).
• Citation Style: APA 7th edition.

Marking Key
Out of 100 (%) Comments
Clear, researchable, and relevant to
Research question/problem ___/20 ___/2% nursing.

Comprehensive list with synonyms and

Keywords Identification/ Subject
___/5 ___/0.5% MeSH terms.
headings/search terms
Detailed strategy with database list,
Search Strategy & History ___/15 ___/1.5% date, and results count.

Appropriate and effective use in search

Use of Boolean Operators ___/10 ___/1%
strategy.
Depth of content, analysis, and
Content Quality & Analysis ___/20 ___/2% synthesis of articles.

Adherence to guidelines and clarity in

Structure & Formatting ___/20 ___/2%
presentation.
___/10 ___/1% Proper citation format for all
APA 7th edition Citations
references.
Total
___/100 ___/10%

Note: Ensure your literature review accurately encapsulates both the topic and the systematic research
process inherent in nursing practice.

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NURS 3515 3.00 Evidence-informed Nursing Practice: Research and Inquiry