Nursing Research

Objectives

Learning Outcomes

Students should be able to:

1 – To understand the importance of research to nursing discipline and profession;

2 – To understand ethical aspects of nursing research;

3 – to describe different types, methodologies and stages of a research project;

4 – To distinguish types of data collecting to nursing research;

5 – To distinguish forms of data treatment and analysis.

Competences

This course contributes with knowledge and skills for the development of general competences expected of graduates in Nursing from the University of the Azores (Cf. https://cutt.ly/ag7ifqt ) with regard to: Instrumental General Competencies – 1, 6, 9, 10, 11; Interpersonal General Competencies - 20; Systemic General Competencies – 21; Competências do Enfermeiro de Cuidados Gerais / Ordem dos Enfermeiros – B1 (23, 25); C1 (86); C2 (89).

Program

Module 1 - Paradigmatic and scientific knowledge bases of Nursing research

1 • Scientific knowledge and scientific method.

2 • Science and knowledge construction: inductive and deductive thinking

2.1- Paradigms of Contemporary Research:

2.1.2 - Positivist paradigm

2.1.3- Constructivist paradigm

3 • Research: concepts and relevance to the discipline and practice of nursing

Module 2 - Nursing Research Methodologies

4 - The different research methodologies: implications

4.1- Quantitative methodology;

4.2 - Qualitative methodology;

4.3 - Mixed Methodology

Module 3 - Stages and stages of the investigation process

5 • Moments of the investigation process: rupture, construction and verification

6 • Stages of an investigation process:

6.1 - Conceptual phase

6.2 - Empirical phase

6.3 - Analytical phase

6.4 - Dissemination phase

Module 4 - Data collection, analysis and treatment processes

7 • Data collection techniques and instruments

8 • Data processing and analysis techniques

Module 5 - Ethics and Research in Nursing

9 • Ethical dimensions of research

Teaching Methodologies

Diversified strategies will be used, such as:

- Oral presentation;

- Analysis and guided discussion in small groups;

Teacher will work with small groups of students to guide and support their individual study and / or work they are doing.

Learning activities:

Expository-participative classes;

-Analysis of research articles and guided discussion;

- Works in small groups.

Bibliography

Bardin, L. (2009). Análise de Conteúdo. Lisboa, Portugal; Edições 70, Lda

Bogdan, R. & Biklen, S. (2013). Investigação qualitativa em educação: uma introdução à teoria e aos métodos. Porto: Ed. Porto.

Burns, N., & Grove, SK. (2016). The practice of nursing research: Appraisal, Synthesis, and Generation of Evidence. 8th ed. Philadelphia: W.B. Saunders.

Denzin, NK., & Lincoln, YS. (2011). The sage handbook of qualitative research. 4th ed. Thousand Oaks: SAGE Publications Inc.

Miles, M.; Huberman, M. & Saldaña J. (2013). Qualitative Data Analysis: A Methods Sourcebook. 3rd Ed. SAGE Publications, Inc

Miller, T. (2012). Ethics in qualitative research. 2nd Ed. Los Angeles: Sage. Publications Inc

Polit, D. & Beck, C. (2014). Essentials of Nursing Research: Appraising Evidence for Nursing Practice. 8th Philadelphia: Ed. Wolters Kluwer/Lippincott/Williams & Wilkins Health

Streubert, HJ., Carpenter, DR. (2013). Investigação Qualitativa em enfermagem. 5ª ed. Loures, Lusociência.