Fall 2020

NURS 7303-01 Science of Knowledge Translation and Implementation I

All students are responsible for checking their UTHSCSA Livemail account regularly (i.e., daily or several times every week) to obtain Official University Communication regarding their courses, program and student status.

COVID-19
Students are expected to follow all policies related to COVID-19 found on the university webpage: https://wp.uthscsa.edu/coronavirus/.

NOTE: Our campus has enabled the CANVAS MOBILE LEARN application. CANVAS tools such as discussions, quizzes or videos May or May NOT function on all mobile devices. This is because mobile devices are available with rapidly changing and different configurations. Hence, students must not depend on only a mobile device to access course materials. Students must have access to a laptop or desktop device to access course materials and complete assignments.

This course is Web Enhanced with 
Please be sure to check the Current Computer Requirements

Welcome to NURS 7303-01:Science of Knowledge Translation and Implementation I.

We will meet on August 26 9-11:59 AM via CANVAS CONFERENCE. Come prepared to actively participate in the discussion. Please see CANVAS for readings for classes on August 26, along with questions for discussion. 

Please note that there will be required CANVAS conferences. Please see course calendar in Canvas (Course Information) for details. 

FACULTY CONTACT INFORMATION

Kyungeh An, PhD, RN, FAHA

Professor/Director of Ph.D. Program

School of Nursing

E-mail: ank@uthscsa.edu

Office phone: 210-450-1896

Office location: 2.142 NS

Office hours: by appointment 

(*Note: Working remotely due to the COVID pandemic, please use CANVAS email to book an appointment)

COURSE DESCRIPTION

This course builds a foundation for advanced clinical scholarship, preparing students to conduct a systematic search of the literature to address a research-practice gap, critically appraise the identified literature, and synthesize this body of literature to identify an evidence-based intervention(s) to address this gap.Students will analyze various models of evidence-based practice (EBP) and knowledge translation to guide the implementation of knowledge into practice. They will critically appraise and synthesize primary research, systematic reviews, and best practice guidelines to address clinical questions. 

CREDIT AND TIME ALLOCATION

Credit Hour Allocation: 3 Semester Credit Hours
Clock Hour Allocation: 3 Clock Hours Class (45 hours class)

PREREQUISITES

NURS 6320 Theoretical Foundations for Advanced Nursing Practice 

PROGRAM OUTCOMES

Upon completion of the Doctor of Nursing Practice (DNP) Program students will:

1. Integrate nursing science, ethics, biophysical, psychosocial, analytical, and organizational sources to provide the highest level of specialty nursing practices.
2. Develop, implement, and evaluate healthcare practices in healthcare systems that ensure quality improvement and patient safety.
3. Use analytic methods and evidence based practices to improve practice outcomes and the practice environment.
4. Implement and evaluate ethical healthcare information systems and patient care technology to improve the quality of patient health outcomes and care systems.
5. Advocate for healthcare practices that advance social justice, equity, and ethical policies within all healthcare arenas.
6. Employ interprofessional collaborative teams to improve patient and population health outcomes and healthcare delivery systems.
7. Lead the integration and institutionalization of (evidence based) clinical prevention and population based health guidelines.
8. Use clinical judgment, systems thinking, accountability, and specialized knowledge to design, deliver, and evaluate evidence based, culturally proficient care to improve patient, population, and health systems outcomes.

COURSE OUTCOMES

1.     Select a research-practice gap and formulate a clinical question to guide a systematic search of the literature to address the gap. (DNP Essentials I, III, VII, VIII; NONPF Competencies: Scientific Foundation 1, 2, 3, Practice Inquiry 3)

 

2.     Compare models for EBP and knowledge translation that guide implementation of research into practice. (DNP Essentials I, VIII;NONPF Competencies: Scientific Foundation 1, Practice Inquiry 6)

 

3.     Appraise primary research and systematic reviews.(DNP Essentials I, III, VIII; NONPF Competencies: Scientific Foundation 1,Practice Inquiry 3)

 

4.     Compare quality improvement and research designs.(DNP Essentials III, VIII; NONPF Competencies: Scientific Foundation 1, Quality1)

 

5.     Appraise knowledge translation tools including practice guidelines for improving interprofessional practice and the practice environment.(DNP Essentials III, VI, VIII; NONPF Competencies: Scientific Foundation 1,Quality 1)

CLINICAL OUTCOMES

N/A

GRADING SCALE FOR GRADUATE COURSES

A = 4 points (90-100)
B = 3 points (80-89)
C = 2 points (75-79)
D = 1 point (66-74)
F = 0 points (65 or below)

CRITERIA FOR EVALUATION / GRADES

Further details on Assignments and grading criteria are found in the course CANVAS. 

CELL PHONE POLICY

• Respect for classroom and clinical communication processes are necessary for teaching and learning.
• Silence mobile devices / cell phones in classrooms and clinical settings.
• Remove Bluetooth devices prior to entering the classroom and when in ANY clinical setting.
• Failure to do so can / will / may (depending on the faculty) either affect your class participation, clinical or final course grade.
  

CLASSROOM ATTENDANCE

Attendance in class is an expectation of each student.

WRITTEN ASSIGNMENTS

1. If written assignments are made in a course they are required.
2. Students are expected to submit written work on the scheduled date and time.
3. The student must notify the course coordinator prior to the scheduled due date and time if they are unable to submit the written work as scheduled. Failure to make this notification in advance will result in a "zero" for that written work.
4. If the excuse is accepted as reasonable and necessary, arrangements will be made for an alternative due date and time.
5. Each student is responsible for making sure that he or she has completed the written work prior to submission.
6. Late work will be accepted with consequences as outlined per course syllabi.

APA GUIDELINES

The APA Publication Manual 7th edition is required for use in all nursing school programs. 

SCHOLASTIC DISHONESTY

Students are expected to be above reproach in all scholastic activities. Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and dismissal from the university. "Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, and submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts." Regents Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2, Subdivision 3.22.

PROFESSIONAL CODE OF CONDUCT

Students who are nurses or are preparing to enter the profession of nursing are expected to treat others with respect and compassion. “The principle of respect for persons extends to all individuals with whom the nurse interacts. The nurse maintains compassionate and caring relationships with colleagues and others with a commitment to the fair treatment of individuals, to integrity-preserving compromise and to resolving conflict. This standard of conduct precludes any and all prejudicial actions, any form of harassment or threatening behavior, or disregard for the effects of one’s actions on others” (American Nurses Association Code for Nurses, Interpretive Statement 1.5).

The students, faculty, Department Chairs, Associate Deans, and the Dean of the School of Nursing of the University Texas Health Science Center San Antonio subscribe to the highest standards of conduct. Our aim is professional behavior beyond reproach. Failure to abide by the signed code of professional conduct may lead to suspension and/or permanent dismissal from the UTHSCSA SON. In particular, we subscribe to the provisions of the Code of Ethics for Nurses (http://bit.ly/1mtD5p2) and the following points of conduct.

http://catalog.uthscsa.edu/schoolofnursing/policiesandprocedures/

School of Nursing Netiquette Guidelines for Online Interaction

Netiquette guidelines provide information for behaving properly online, when using email, tweets or texts so that you may successfully communicate your thoughts in a manner that is respectful and avoids misunderstandings with others.

• Be courteous about what you say to or about others in any electronic format. In electronic communication the golden rule is "Remember the Human." Remember there is a real person with real feelings on the receiving end of your email or post.
• Be respectful and open to opinions and ideas that differ from yours. The exchange of diverse thoughts, ideas and opinions are an important part of the scholarly environment. Keep in mind that the people in your classes may come from different backgrounds and have views that may vary significantly from your own.
• Flaming (defined as posting of messages that are deliberately hostile and insulting in an online social context) is never appropriate. While everyone (learners and instructors alike) is encouraged to share ideas and opinions openly, you should never use insults or resort to name-calling even if you disagree strongly with what someone else has written.
• When responding to messages or posts made by others, address the ideas, not the person.
• It’s often best to avoid using sarcasm and humor online. Without social cues, such as facial expressions and body language, a remark meant as humorous could come across hurtful or offensive. Keep in mind that ‘emoticons’ (such as J) may not convey your tone or intent.
• Capitalizing whole words is generally seen as SHOUTING and is difficult for most people to read. Use all capital letters sparingly, such as to highlight an important word or point.
• Think and reread what you’ve written before you post! Make sure that what you’ve written makes sense (is clear and to the point).
• Remember you are responsible for the content you communicate on CANVAS. What you write represents you, so use appropriate language. Remember that all writing should be professional, consisting of complete sentences, and free of grammatical and spelling errors.
• Be aware that distributing copyrighted materials, such as articles and images, is illegal. Most of the materials on the Internet are copyrighted. The only time it’s ok to distribute materials from the Internet is when you are sure those materials are "fair use." To be safe, if you want to share materials with classmates and/or your instructor, share the web link or URL only.
• To avoid plagiarism, make sure you properly cite all source materials. All materials should be cited unless you are the author of the content.
• Protect your privileges in online communication (avoid posting spam or emailing chain letters).

ADA ACCOMMODATIONS

Any student seeking reasonable accommodations through the Americans with Disabilities Act (ADA) should contact either the Associate Dean for Admissions and Student Services within the first week of the semester or schedule a meeting with the UTHSCSA ADA Compliance Office so that appropriate accommodations may be arranged. A request for accommodations (Form ADA-100: http://uthscsa.edu/eeo/form100-Faculty-student-resident.pdf) must be completed and submitted to the Executive Director of the ADA Compliance Office before accommodations can be provided. Additional information can be provided in the Student Success Center, Room 1.118 or through the ADA Compliance Office website: http://uthscsa.edu/eeo/request.asp.

REQUIRED TEXT / REFERENCE

Melnyk, B.M.& Fineout-Overholt, E. (2015). Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice, 3rd Ed. Philadelphia: Wolters Kluwer.

ISBN:978-1-4511-9094-6

Moran, K., Burson, R., & Conrad, D. (2017). The Doctor of Nursing Practice Scholarly Project. Burlington, MA: Jones & Bartlett Learning.

ISBN:9781284079685

Additional readings will be assigned through CANVAS

RECOMMENDED (OPTIONAL) TEXT / REFERENCE

Polit, D. F.& Beck, C. T. (2012). Nursing Research: Generating and Assessing Evidence for Nursing Practice (9^th Ed.). Philadelphia:

Lippincott Williams & Wilkins. ISBN-10: 1605477087

Burns, N., &Grove, S. K. (2009). The Practice of Nursing Research: Appraisal, Synthesis, and Generation of Evidence (6^th Ed.). St. Louis, Missouri: Saunders Elsevier. ISBN-10: 1416053685

Saver, C. (2014).Anatomy of Writing for Publication for Nurses (2nd Ed.). Indianapolis: Sigma Theta Tau International. ISBN: 978-1-938835-

42-1

Bradley, L., Noble, N., & Hendricks, B. (2020). The APA Publication Manual: Changes in the Seventh Edition. The Family Journal, 28(2), 126-130.

American Psychological Association (2020). Publication manual of the American Psychological Association (7th Ed.). Washington, DC: Publication manual of the American Psychological Association. ISBN: 1433832178. 

CONTENT OUTLINE

Please see full content outline in CANVAS.
Course Overview. 

NURS7303   Science of Knowledge Translation and Implementation I

OVERVIEW OF FALL 2020 SCHEDULE

MODULE 1: Overview of Methods for Knowledge Translation and Implementation

CANVAS conference: August 26 at 9-11 AM (Dr. AN)

 

August 26                               Introduction and overview of course and links to DNP Essentials; Overview of evidence-based practice, knowledge translation,

dissemination and implementation; Quality improvement vs. research

 

                                                 Setting the stage for the DNP scholarly project; identifying practice gaps; clinical and searchable questions; inclusion/exclusion criteria to guide search 

 

September 2                           Searching the literature for best evidence – identification of

                                                 appropriate data bases and overview of their function (discussion

board)

 

MODULE 2: Searching for and Appraising the Evidence

CANVAS conference: Sept 9 Time TBD (Emme)

                  

September 9                           Performing a systematic search to gather the evidence

                                                

September 16                        Independent search of the literature; establishing a reference

                                                                 management system and a systematic approach to appraising the

                                               literature(discussion board)

                                                              

September 23                         Designs for quality improvement – strengths and limitations of various designs(teachers)

September 30                       Quantitative research study designs (discussion board)

CANVAS conference: Oct 7 (Dr. An—Group Presentations)

October 7                           Strengths and limitations of various quantitative research designs to inform evidence-based practice (group presentations)

 

MODULE 3: Synthesizing the Evidence

 

October 14                  Systematic reviews, meta-analyses, and meta-syntheses; tools for appraisal of reviews

 

October 21                         Appraisal of systematic review of the literature (group presentation)

 

CANVAS conference: Oct 21 (Dr. An—group presentations)

Oct 28                                       Approaches to summarizing and synthesizing evidence; review of evidence tables 

MODULE 4:Next Steps in Knowledge Translation

CANVAS conference: Nov 4 (Dr. An)                    

Week of Nov 4                      Independent work on synthesis paper

                        

   Week of Nov 11                    Models for evidence-based practice and knowledge translation

                                                 (discussion board)

Week of Nov 18                    Guidelines and evidence-based protocols; whereto find them, how to appraise them (teachers)

   Week of Dec 2                      Literature Synthesis Voice-Over Presentation

Discussion Board (initial post)	September 7	5
Introduction to Scholarly Communications Module	September 9	5
Discussion Board (initial post)	September 21	5
Scholarly Paper (Research Practice Gap)	September 30	10
Scholarly Writing (webinar and reflection)	October 4	5
Discussion Board (initial post)	October 5	5
QI study designs (group presentations)	October 8	5
Appraisal of a review (group presentations)	October 22	5
Evidence summary table (individual)	November 4	15
Draft of synthesis paper	November 11	5
Discussion Board (initial post)	November 16	5
Literature synthesis written paper	December 2	20
Literature synthesis voice-over presentation	December 5	10
Total		100
*All dues are 11:59 PM of the designated date; group will elect who should post/submit group work; Each group can request a CANVAS CONFERENCE with the instructor by sending her an email

CALENDAR - 1st Day Only

Please check the schedule for recent updates on Class Dates & Room.

Please see August 26 class plan posted in CANVAS for materials that will be covered during this class.

The class will meet 8/26 9 AM-11:50AM via canvas conference.  
For full calendar and details, please refer to information posted in CANVAS.

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