1 GRADUATE SCHOOL OF NURSING
HOLY ANGEL UNIVERSITY
Master of Science in Nursing
GSNANRES – Advanced Nursing Research
I. VISION STATEMENT
The Graduate School envisions itself to be one of the centers of excellence in graduate education and research in the Asia Pacific Region that will produce graduates who are role model catalysts for countryside development in the fields of business, education, information technology, engineering, and nursing.
II. MISSION STATEMENT
The Graduate School offers accessible quality graduate education and research experiences that transform professionals into persons of conscience,
competence and compassion.
III. CORE VALUES
The core values of the Graduate School are Christ-centeredness, integrity, excellence, community, and societal responsibility.
IV. MSN PROGRAM EDUCATIONAL OBJECTIVES (PEOs)
The MSN graduates are expected to:
1. Utilize their understanding of the context of nursing practice in initiating actions or interventions and in planning and evaluating programs and policies for specific work settings/foci: client care; nursing education;
nursing research; and nursing leadership, governance, and management;
2. Demonstrate critical thinking and effective communication in nursing practice: client care; nursing education; nursing research; and nursing leadership, governance, and management;
2 3. Demonstrate leadership and competence in working with clients in
addressing their health needs and problems, and in collaborating with other members of the health team;
4. Integrate theories (both nursing and ‘borrowed’) and research findings in their performance of different roles and functions related to client care; nursing education; nursing research; and nursing leadership, governance, and management;
5. Practice nursing in accordance with professional standards, ethical principles and relevant laws that affect client care; nursing education;
nursing research; and nursing leadership, governance, and management;
6. Conduct research that enhances the performance of functions related to client care; nursing education; nursing leadership, governance, and management;
7. Maintain and enhance competence as professionals by continuously engaging in self-improvement activities and participating in continuing professional development programs; and,
8. Initiate programs, projects, and activities for staff development.
V. MSN STUDENT LEARNING OUTCOMES (SLOs)
An Angelite MSN student is able to demonstrate and master the ability to:
1. listen, comprehend, speak, write and convey ideas clearly and effectively, in person and through electronic media to all audiences (Communication);
2. recognize different value systems, including his or her own (Value and Ethical Reasoning);
3. appreciate the moral dimensions of his or her decisions and accept responsibility for them (Value and Ethical Reasoning);
4. use experience, knowledge, reason and belief to form carefully considered judgments (Critical and Creative Thinking);
5. determine what is wrong and how to fix it, working alone or in groups (Critical and Creative Thinking);
3 6. combine or synthesize existing ideas, images, or expertise in original
ways and the experience of thinking, reacting, and working in an imaginative way characterized by a high degree of innovation,
divergent thinking, and risk taking (Critical and Creative Thinking);
7. act with an informed awareness of issues and participate in civic life through volunteer activities and leadership (Civic and Global Learning);
8. appreciate economic, social, and ecological connections that link the world’s nations and people (Civic and Global Learning);
9. integrate theory and practice (Applied and Collaborative Learning);
10. demonstrate and master the ability to elicit other views, mediate
disagreements, and help reach conclusions in group settings (Applied and Collaborative Learning);
11. engage with the arts and draw meaning and value from artistic expression (Aesthetic Engagement); and
12. access, manage, integrate, evaluate, create, and communicate information purposefully, knowledgeably, technically, and ethically (Information and Communication Technology Literacy).
VI. COURSE DESCRIPTION
The purpose of this course is to provide a thorough understanding and experiences of empirical research and a variety of research approaches common to the field of nursing. It introduces the assumptions, theories, and processes of inquiry as applied in nursing sciences, practice, and leadership.
The central goal of this course is preparing student researchers to design quantitative as well as qualitative method projects. Upon the completion of the course, students will be able to locate, understand, evaluate, and interpret qualitative as well as quantitative Nursing research and use these skills to identify possible thesis or project topics.
VII. COURSE LEARNING OUTCOMES
1. Manifest an understanding of concepts, theories, and principles of research in nursing practice, education, and science;
2. Demonstrate skills and competence in various methods of inquiry in which the data will be regarded as significant component of decision making processes;
4 3. Manifest skills in expressing viewpoints and perspective on research using oral,
written, and other media;
4. Demonstrate keen perceptions and skills in acquiring local and international research underpinnings and philosophical stance;
5. Manifest a capacity to assess and identify the implications and applications of the concepts, principles, and theories of research in educational setting as well as social contexts and locale;
6. Manifest an understanding of the implication of research projects towards community development and social transformation;
7. Demonstrate understanding and competence in the identification of
environmental issues and concerns through research plans and projects; and 8. Demonstrate collaboration and learning partnership with others in
conceptualizing research plan that integrates attributes of the 21st century learner.
VIII. COURSE CONTENT
Time Allotment and Expected
Outcomes
Course Content Teaching- Learning Activities
Evaluation
Week 1 1. Introduction to Nursing
Research and Evidence-Based Practice
2. Introduction to the Quantitative Research Process 3. Introduction of
Qualitative Research Process
Group Dynamics, Lecture-Discussion, Think-Pair-Share, Video Presentation and Critiquing;
Concept Map Presentation
Rubrics; Portfolio analysis;
Conceptual Memoing
Weeks 2 1. Examining Ethics in Nursing
Research 2. Research Problems, Purposes, and
Journal
Presentation and critiquing; Group Dynamics, Collaborative Learning,
Rubrics
5 Hypotheses
3. Understanding the Literature Review in Published Studies
4. Understanding Theory and Research Frameworks
Roundtable Discussion,
Lecture-Discussion, Video Presentation
Week 3 1. Examining Populations and Samples in Research 2. Clarifying
Measurements and Data Collection in Quantitative Research
Journal
Presentation and critiquing; Group Dynamics, Collaborative Learning, Roundtable Discussion,
Lecture-Discussion, Video Presentation
Rubrics
Week 4 1. Qualitative Data Collection and Analysis
2. Critical Appraisal of Quantitative and Qualitative Research for Nursing Practice.
Journal
Presentation and critiquing; Group Dynamics, Collaborative Learning, Roundtable Discussion,
Lecture-Discussion, Video Presentation
Rubrics
Week 5 1. Presentation of Research Capsules
Panel Discussion, Research
Colloquium, Panel Critiquing
Rubrics
IX. SUMMATIVE EVALUATION GUIDE
Deliverables:
(Concept Paper) Provide a background of the problem that includes a brief review of the literature studied. Provide yourself four to five empirical references.
Having identified a variable/phenomenon to be studied, articulate why this variable/phenomenon lends itself to quantitative/qualitative methodology. Then, select a quantitative/qualitative theoretical tradition from the five references that
6 you have reviewed. State the reasons for using a particular research tradition.
The paper should not exceed three pages and must be submitted as a Word document (Note: this activity requires an intensive library research).
Instructions for the Field Study:
Write a summary of your field study experience. The summary should be likened to a journal, which is characterized by self-reflective accounts of the researcher’s experiences in the field. It must include: (1) statements of the identified variables/phenomena, (2) short justification for the chosen nursing research design, (3) research questions specific to the investigation, (4) the data gathering method(s) that the researcher is proposing to pursue, (5) the proposed procedure for the analysis of data and (6) the quality, credibility, and ethical issues involved in the study.
X. REFERENCES
Briggs, A. R., Coleman, M., & Morrison, M. (2012).Research methods in educational leadership & management (3rded.). Thousand Oaks, CA:
SAGE Publications.
Burns, H. (2012). Visualizing social science research, maps, methods, and meaning. Journal of Mixed Method Research, 10(1080), 328-329.
Retrieved from http://www.tandfonline.com
Fain, J. A. (2013).Reading, understanding, and applying nursing research (4thed.). Philadelphia, PA: F.A. Davis Company.
Forister, J. G., & Blessing, J. D. (2016).Introduction to research and medical literature for health professionals(4th ed.). Burlington, MA: Jones &
Bartlett Learning.
Howe, K. (2012). Mixed methods, triangulation and causal
explanation. Journal of Mixed Method Research,337(6), 89-96.
Retrieved from http://www.mmr.sagepub.com
Moule, P., &Hek, G. (2015).Making sense of research: An introduction for health and social care practitioners (5thed.).Thousand Oaks, CA:
SAGE Publications.
Munhall, P. L. (2012). Nursing research: A qualitative perspective(5th ed.).
Sudbury, MA: Jones & Bartlett Learning LLC.
7 Polit, D. F., & Beck, C. T. (2012).Nursing research: Generating and assessing evidence for nursing practice (9thed.).Philadelphia, PA: Wolters Kluwer Health Lippincott Williams & Wilkins.
Polit, D. F., & Beck, C. T. (2014).Essentials of nursing research: Appraising evidence for nursing practice (8thed.). Philadelphia, PA: Wolters Kluwer Health Lippincott Williams & Wilkins.
Rees R, Oliver S (2012) Stakeholder perspectives and participation in systematic reviews. In: Gough, D, Oliver, S, Thomas, J (2012) An Introduction to Systematic Reviews. London, UK: SAGE Publications Ltd.
Suter, W. N. (2012). Introduction to education research: A critical thinking approach. London, UK: SAGE Publications Ltd.
Walker, D. M. (Ed.).(2014). An introduction to health services research: A practical guide. London, UK: SAGE Publications Ltd.
http://www.nursingworld.org/MainMenuCategories/ThePracticeofProfessional Nursing/Improving-Your-Practice/Research-Toolkit/Acquiring-
Information/Databases-and-Resources.html https://www.ninr.nih.gov/
www.proquest.com
Prepared by Aldrin A. Darilag, RN, RMT, PhD
Guest Lecturer
Checked by Al D. Biag, RN, EdD
Program Coordinator Date
