NURSING 4301 - Honours Nursing Systematic Reviews of Research
North Terrace Campus - Semester 2 - 2019
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General Course Information
Course Details
Course Code NURSING 4301 Course Honours Nursing Systematic Reviews of Research Coordinating Unit Adelaide Nursing School Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 12 hours per week (blended delivery including readings, learning activities and assessment items) Available for Study Abroad and Exchange Corequisites NURSING 4300 Restrictions B.Nurs (Honours) students Assessment Essay, Review Protocol Course Staff
Course Coordinator: Dr Rick Wiechula
Course Coordinator: Dr Rick Wiechula
Email: rick.wiechula@adelaide.edu.auCourse Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
- Discuss why reviews of research are needed and their role in health care decision making
- Distinguish between the different types of reviews of research and demonstrate the critical features of systematic reviews of research
- Plan and develop a systematic review protocol for a specific area of healthcare
- Apply advanced searching skills to identify research for a specific area of healthcare
- Conduct critical appraisal of multiple types of research
- Conduct synthesis of different types of research including the use of meta-analysis and meta-synthesis
- Distinguish between systematic review methods for qualitative and quantitative research
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 2, 6, 7 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1, 2, 5, 6, 7 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
3, 4 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
4 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
3, 5, 6 -
Learning Resources
Required Resources
Text
The prescribed text is integral to the course.
Gough, D, Oliver, S & Thomas, J 2017, An Introduction to Systematic Reviews, 2nd Ed. Sage Publications, London.
Reader
The readings for this course are available electronically via MyUni. Please note: it is your responsibility to organise printing should you prefer a hard copy of the reader.Recommended Resources
Details will be made available on MyUni. -
Learning & Teaching Activities
Learning & Teaching Modes
No information currently available.
Workload
No information currently available.
Learning Activities Summary
No information currently available.
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Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
No information currently available.
Assessment Detail
Assessment 1
The student is required to identify two published reviews of research related to their area of practice. One review should be a systematic review and the other should be a traditional literature review. The student should identify the publications and then discuss in 250 words the essential elements of the reviews highlighting the differences.
Assessment 2
The student is required to write an essay addressing one the following questions.- Why are reviews of the research literature important and what is their role in health care?
- How do systematic reviews differ from the traditional approach to reviewing the research literature?
The student is required to select an intervention or one aspect of their clinical practice and develop a 3000 word systematic review protocol. It is expected that this protocol will provide a detailed description of the process you would use to review the research literature on your chosen topic. It is also expected that the protocol is developed with the same attention to detail and rigour that is expected of proposals for primary research. You will find that the semester's readings and activities will guide you through the process of reviewing the research literature and provide you with the information required to complete this assignment.Submission
No information currently available.
Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M11 (Honours Mark Scheme) Grade Grade reflects following criteria for allocation of grade Reported on Official Transcript Fail A mark between 1-49 F Third Class A mark between 50-59 3 Second Class Div B A mark between 60-69 2B Second Class Div A A mark between 70-79 2A First Class A mark between 80-100 1 Result Pending An interim result RP Continuing Continuing CN Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
No SELTS were available for this course. -
Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.
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