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Sistema Universitario Ana G. Méndez, Inc. School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, and Universidad del Turabo

NURS 502

Nursing Science and the Research Process

Ciencia de la Enfermería y Proceso de Investigación

© Sistema Universitario Ana G. Méndez, Inc. 2012

Derechos Reservados

© Ana G. Méndez University System, Inc. 2012

All rights reserved

Septiembre 10, 2012.

NURS 502 Nursing Science and the Research Process 2

09-10-2012

Prepared based on the course syllabus of 2012 of the School of Health Sciences,

Universidad del Turabo, with the collaboration of:

Maria E. Rosa, DrPH, PhD, MSN, RN, Module Development Specialist Alexandra

García, RN, MSN, FNP-BC

Fidel Távara, English Language Specialist

Bárbaro Forteza, Spanish Language Specialist

Joe Hernández, Curriculum and Instructional Design


09-10-2012

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/page

GUÍA DE ESTUDIO ...................................................................................................................... 4

STUDY GUIDE ............................................................................................................................ 17

TALLER UNO.............................................................................................................................. 29

WORKSHOP TWO ...................................................................................................................... 36

TALLER TRES ............................................................................................................................ 42

WORKSHOP FOUR .................................................................................................................... 49

TALLER CINCO .......................................................................................................................... 56

WORKSHOP SIX ......................................................................................................................... 62

TALLER SIETE ........................................................................................................................... 68

WORKSHOP EIGHT ................................................................................................................... 74

APPENDIX A NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED

INSTRUCTION ........................................................................................................................... 80

APPENDIX B THE WRITING PROCESS 6-TRAITS WRITING RUBRIC ............................. 85

APÉNDICE C/APPENDIX C INFORMACIÓN ACERCA DEL LABORATORIO DE

IDIOMAS Y EL E-LAB .............................................................................................................. 93

APPENDIX D CRITIQUING EVALUATION CRITERIA FOR QUANTITATIVE

RESEARCH ARTICLE ................................................................................................................ 98

APPENDIX E CRITIQUING EVALUATION CRITERIA FOR QUALITATIVE

RESEARCH ARTICLE .............................................................................................................. 101

ANEJO F/APPENDIX F CRITERIOS DE EVALUACIÓN PARA PROPUESTA DE

INVESTIGACIÓN .................................................................................................................... 103


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GUÍA DE ESTUDIO

Título del Curso: Ciencia de la Enfermería y Proceso de Investigación

Codificación: NURS 502

Créditos: 3

Duración: Ocho semanas

Prerrequisito/ Correquisito: NURS 500 y HESC 500

Descripción: Discusión de una práctica de enfermería que está basada en evidencia para

así alcanzar resultados óptimos. Consideraciones pragmáticas de la búsqueda científica a

través de la investigación en la práctica. Se presenta el método científico y su relación con

la investigación clínica en enfermería. Las implicaciones éticas son discutidas en relación

con los métodos de investigaciones experimentales y no experimentales. Se da énfasis a la

redacción de una propuesta de investigación como el primer paso de cualquier estudio

científico. Adquisición de fondos externos se presenta como un arte que requiere

planificación y cuidado en el desarrollo de una propuesta.

Objetivos de Contenido General:

1. Comprender las aportaciones que han tenido las ciencias en la investigación en

enfermería.

2. Desarrollar destrezas para acceder a datos relevantes y actualizados necesarios

para poder contestar preguntas de investigación.

3. Utilizar los nuevos conocimientos para analizar los resultados de intervenciones

de enfermería.

4. Distinguir entre métodos cualitativos y métodos cuantitativos.


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5. Discutir estrategias de utilización de la investigación como una forma de práctica

basada en evidencia.

6. Distinguir entre la investigación básica y la aplicada.

7. Aclarar y definir el rol único de la enfermería a través del desarrollo de teorías y

de la investigación.

8. Apreciar la importancia de los avances tecnológicos y su impacto en la

investigación en enfermería.

9. Delinear los pasos principales al llevarse a cabo una investigación, y discutir

cómo estos diversos pasos se interrelacionan.

10. Desarrollar un plan para una propuesta de investigación clínica que aporte a

mejorar la calidad de los servicios de salud de cuidado primario.

11. Expandir el conocimiento de enfermería a través de la selección de una pregunta

de investigación y la redacción de una propuesta.

Objetivos de Lenguaje Generales

1. Escuchar: Después de haber participado en las discusiones dirigidas por el facilitador,

y escuchado las presentaciones de sus compañeros sobre sus propuestas de

investigaciones individuales, cada estudiante será capaz de evaluar dichas propuestas

siguiendo los criterios de la rúbrica del curso y las guías del SUAGM-IRB.

2. Hablar: Haciendo uso del vocabulario científico apropiado y después de analizar una

variedad de ejemplos, cada estudiante hará una presentación oral en el salón de clases

sobre su proyecto individual, el cual será propuesto y entregado para aprobación del

SUAGM-IRB.


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3. Leer: Luego de participar en todas las actividades de grupo requeridas, completar las

asignaciones escritas, realizar las lecturas científicas y de lenguaje pertinentes, y leer

sobre las guias de APA; cada estudiante realizará una revisión de literatura sobre un

problema clínico de investigación en enfermería seleccionado, analizará el conocimiento

científico actual en el tópico e identificará áreas de laguna que justifiquen el por qué

llevar a cabo futuros estudios.

4. Escribir: Haciendo la aplicación correcta de la terminología aprendida a través de

diferentes estrategias, siguiendo las guías de APA y utilizando los criterios incluídos en la

rúbrica del curso, los estudiantes serán capaces de:

Redactar una propuesta de investigación clínica en enfermería.

Cumplir con todos los requisitos de documentación escrita requeridos por el

IRB que deben ir acompañados de la propuesta.

Descripción del Proceso de Evaluación:

El facilitador debe de integrar el uso del laboratorio de lenguaje o laboratorio de lenguaje

electrónico en las rúbricas de evaluación. Las rúbricas del lenguaje para escuchar, hablar,

leer, y escribir se integran en el avalúo de los estudiantes. Debido a la naturaleza de

nuestro programa de Discipline-Based Dual Language Immersion Model®, el mismo está

diseñado para desarrollar las destrezas de idioma de los estudiantes como futuros

profesionales bilingües. Por lo tanto, toda evaluación de destrezas escritas y orales estará

basada en un 30% de idioma y un 70% de contenido. El facilitador utilizará el anexo A

para identificar los niveles de las destrezas de idioma (escuchar, hablar, leer, y escribir)

de cada estudiante utilizando los niveles de habilidad “Can Do.” El facilitador es


09-10-2012

responsable de diferenciar su enseñanza para llenar las necesidades de idioma de cada

estudiante para que puedan obtener el máximo aprendizaje y provecho académico. Las

tablas valorativas en el anexo B se usarán para evaluar las destrezas analíticas de

escritura. El portafolio tiene que cumplir con los estándares establecidos. El facilitador

del curso le proveerá el estudiante el MANUAL DE PORTAFOLIOS.

Escala:

100-90 A 89-80 B 79-70 C 69-60 D 59-00 F

Evaluación

La nota final de cada estudiante se basará en la evaluación de las siguientes actividades:

Presentación Oral de una Propuesta de Investigación 10%

Preparación de Documentos Escritos Requeridos por el Comité IRB 30%

Análisis de Artículo de Investigación Publicado en una Revista de Revisión de Pares 10%

Participación en Seminarios, Asignaciones, E-Lab y Preparación de Portafolio 10%

Trabajo Individual Escrito de una Propuesta de Investigación Clínica 40%

Total 100%

Descripción de la evaluación

1. Asistencia: La asistencia a cada uno de los talleres es de carácter obligatoria. El

facilitador llevará un registro de asistencia en cada taller y, al finalizar el curso.

2. Puntualidad: La puntualidad es inherente a la ética profesional por lo tanto el

facilitador llevará un registro para documentar la puntualidad de cada estudiante en

cada taller y, al finalizar el curso.

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3. Participación en clase: Es responsabilidad del estudiante participar constructiva y

activamente en cada una de los talleres.

4. E-lab: Los estudiantes obtendrán un valor de cincuenta (50) puntos al demostrar,

mediante documento aprobado por el Centro de Recursos del Aprendizaje o

Representante de Laboratorio de Lenguaje, que ellos han cumplido con las horas de

uso en el laboratorio de lenguaje (inglés y español) por curso. Los estudiantes deben

incluir actividades y pruebas del programa Tell Me More como parte de las horas

requeridas de laboratorio de lenguaje (E-lab -ver Anejo C)

5. Diarios Reflexivos: Los estudiantes escribirán y entregarán al facilitador al final de

cada taller un diario reflexivo sobre los conceptos aprendidos durante cada uno de

los talleres.

6. Portafolio del curso: Cada estudiante deberá preparar un portafolio en formato

digital. Previo al comienzo del curso, el facilitador colocará en Blackboard una copia

de la última edición oficial del manual de portafolio (en inglés, “Performance

Portfolio Assessment Handbook”). Durante el primer taller, el facilitador discutirá

en detalle el proceso y las expectativas del uso del portafolio digital para demostrar

el progreso académico y lingüístico, de manera que los estudiantes puedan alcanzar

la meta de convertirse en profesionales bilingües.

Otros:

http://bibliotecavirtualut.suagm.edu/

www.apa.org

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp


http://www.apa.org/


09-10-2012


Libros de texto:

Carol Boswell and Sharon Cannon (2011) Introduction to Nursing Research:

Incorporating Evidence-Based Practice 3rd Edition

ISBN: 9780763776152

Polit, D. & Tatano, C. (2008). Nursing Research: Generating and Assessing Evidence for

Nursing Practice. (8th ed.). Lippincott.

ISBN: 0-7817-9468-8


Nursing Practice. (8th ed). Lippincott. Resource Manual.

ISBN: 0-7817-7052-1

Magdalena Mateo PhD RN FAAN and Marquis Foreman PhD RN FAAN Pub Date:

(2014) Research for Advanced Practice Nurses, (2nd Ed.) From Evidence to

Practice 2nd Edition

ISBN 978-0826137258

E-Book


Nursing Practice. (8th ed.). Lippincott. CD-ROM Toolkit. ISBN13: 978-0-7817-6637-1

NOTA: Todos los sitios de redes (websites) incluídos en este curso con contenido útil

relacionado con la investigación en enfermería se encuentran en la sección de

“Useful Websites” en el CD-ROM que acompaña al Manual. Esto facilita el que el

estudiante simplemente utilize “Control/Click” y vaya directamente al website sin

tener que entrar el URL y arriesgarse a cometer errores al escribir el nombre del

sitio. También los websites correspondientes al contenido de la mayoría de los

capítulos del libro se encuentran en los files del CD-ROM.

Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More,

http://www.amazon.com/Carol-Boswell/e/B001IO9WAQ/ref=dp_byline_cont_book_1

http://www.amazon.com/s/ref=dp_byline_sr_book_2?ie=UTF8&text=Sharon+Cannon&search-alias=books&field-author=Sharon+Cannon&sort=relevancerank

http://www.amazon.com/s/ref=dp_byline_sr_book_1?ie=UTF8&text=Magdalena+Mateo+PhD++RN++FAAN&search-alias=books&field-author=Magdalena+Mateo+PhD++RN++FAAN&sort=relevancerank

http://www.amazon.com/s/ref=dp_byline_sr_book_2?ie=UTF8&text=Marquis+Foreman+PhD++RN++FAAN&search-alias=books&field-author=Marquis+Foreman+PhD++RN++FAAN&sort=relevancerank

09-10-2012


Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)

Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben

demostrar que ellos han cumplido con 10 horas de uso en el laboratorio de

lenguaje (inglés y español) en este curso. Esto iguala al uso del laboratorio de

lenguaje por dos horas semanales para cada lenguaje. El facilitador podría

requerir más horas de práctica basado en las necesidades para las destrezas

auditivas, orales, de lectura y escritura en cualquiera de los lenguajes

mencionados.

Bernstein, M. (2002). 10 tips on writing the living Web. A List Apart: For People Who

Make Websites, 149.

http://www.alistapart.com/articles/writeliving.

Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion

Model®” del Sistema Universitario Ana G. Méndez, Inc. el cual está diseñado

para promover el desarrollo de cada estudiante como un profesional bilingüe.

Cada taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto

significa que cada taller deberá ser conducido enteramente en el lenguaje

especificado. Los lenguajes serán alternados en cada taller para asegurar que el

curso se ofrezca 50% en inglés y 50% en español.

2. El curso es conducido en formato acelerado y bilingüe, esto requiere que los

http://www.someaddress.com/full/url/.

http://www.alistapart.com/articles/writeliving

http://www.someaddress.com/full/url/

09-10-2012


estudiantes sean sumamente organizados, enfocados y que se preparen antes de

cada taller de acuerdo al módulo. El estudiante debe hacer todo esfuerzo para

desarrollar las destrezas en los dos idiomas usando los recursos de lenguaje

disponibles dentro y fuera de la institución. El convertirse en un profesional

bilingüe es un proceso complejo y exigente. Cada taller requiere un promedio de

diez (10) horas de preparación y en ocasiones requiere más para poder tener éxito

lingüístico y académico.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al

taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará

si la ausencia es justificada y decidirá como el estudiante repondrá el trabajo

perdido, de ser necesario. El facilitador puede elegir una de estas dos alternativas:

(a) permitirle al estudiante reponer el trabajo o (b) asignarle trabajo adicional

además del trabajo que el estudiante tenga que reponer.

Toda tarea a ser completada antes del taller deberá ser entregada en la fecha

asignada. El facilitador ajustará la nota de las tareas repuestas.

4. La asistencia y participación en actividades de la clase y en presentaciones orales

es extremadamente importante pues éstas no se pueden reponer. Si el estudiante

provee una excusa válida y verificable, el facilitador determinará una actividad

equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el

mismo contenido y componentes del lenguaje como la presentación oral o

actividad que requiera repuesta.

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5. En actividades grupales, el grupo será evaluado por su trabajo final. Sin embargo,

cada miembro de grupo deberá participar y cooperar para lograr un trabajo de

excelencia. Los estudiantes también recibirán una calificación individual.

6. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se requiere que todo trabajo sometido al facilitador cumpla con las

reglas para citar apropiadamente o que esté parafraseado y citado dando crédito al

autor. Todo estudiante debe ser el autor de su propio trabajo. Todo trabajo que

sea plagiado, copiado o presente trazos del trabajo de otro estudiante o autor será

calificado con cero. El servicio de SafeAssign TM

de Blackboard será utilizado

por los facilitadores para verificar la autoría de los trabajos escritos de los

estudiantes. Es responsabilidad del estudiante de leer la política de plagio de su

universidad. Como estudiante de UT, usted deberá leer la Sección 11.1 del

Manual del Estudiante.

Se espera un comportamiento ético en todas las actividades del curso. Esto implica

que TODOS los trabajos tienen que ser originales y que para toda referencia

utilizada deberá indicarse la fuente, bien sea mediante citas o bibliografía utilizando

el estilo APA, versión 6. No se tolerará el plagio y, en caso de que se detecte casos

del mismo, el estudiante se expone a recibir cero en el trabajo y a ser referido

al Comité de Disciplina de la institución. Los estudiantes deben observar aquellas

prácticas dirigidas para evitar incurrir en el plagio de documentos y trabajos pues

va en contra de la ética profesional.

7. Para el facilitador poder hacer cambios a las actividades del módulo o guía de

estudio, deberá ser aprobado por el Director de Facultad y Currículo antes de la

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primera clase. Es requisito que el facilitador discuta y entregue una copia de los

cambios a los estudiantes al principio del primer taller.

8. El facilitador establecerá los medios para contactar a los estudiantes proveyendo

su correo electrónico de SUAGM, teléfonos, día y horario disponibles.

9. El uso de celulares está prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

10. La visita de niños y parientes no registrados en el curso no está permitida en el

salón de clases.

11. Todo estudiante está sujeto a las políticas y normas de conducta y

comportamiento que rigen al SUAGM, al curso y a un adulto profesional.

Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el

módulo, notifique al facilitador pero no se limite a ellas. Existen otros motores de búsqueda

y sitios Web que podrá utilizar para la búsqueda de la información deseada. Algunas de

éstos son:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/

http://www.apastyle.org/

Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:

http://www.google.com/

http://www.ask.com/

http://www.pregunta.com/

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


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http://www.chegg.com/ (alquiler)

http://www.bookswim.com/ (alquiler)

http://www.allbookstores.com/ (compra)

http://www.alibris.com/ (compra)

Éstos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de

índole profesional y que contengan las investigaciones más recientes del tópico del

módulo, de ser necesario.

CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:

Como parte de los requisitos de este curso el facilitador, junto con cada estudiante,

va a asistir en la planificación de una investigación individual por estudiante,

incluyendo la administración de cuestionarios o entrevistas. Por lo tanto el curso

requiere que cada estudiante haga referencia a las normas y procedimientos de la

Oficina de Cumplimiento, solicitar su autorización y obtener dicha autorización

antes de poder matricularse en el próximo curso de Investigación, NURS 503. Para

acceder a los formularios de la Oficina de Cumplimiento pueden visitar este enlace:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios

que necesite. Además de los formularios el estudiante/facilitador puede encontrar

las instrucciones para la certificación de investigación en línea. Tanto el facilitador

como los estudiantes deberán obtener las siguientes certificaciones: Institutional

Review Board (IRB), Health Information Portability and Accountability Act

(HIPAA), y Responsibility Conduct for Research Act (RCR).

http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/


09-10-2012


De tener alguna duda, favor de comunicarse con la Coordinadora de UT, Oficina de

Cumplimiento al siguiente teléfono:

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento

Tel. (787) 743-7979 Ext.4126

Filosofía y Metodología Educativa

Este curso está basado en la filosofía educativa del Constructivismo. El Constructivismo

es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a

través de nuestras experiencias, podemos construir nuestro propio entendimiento sobre el

mundo en el que vivimos.

Cada uno de nosotros genera sus propias “reglas “y “modelos mentales” que utilizamos

para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el

proceso de ajustar nuestros modelos mentales para poder entender nuevas experiencias.

Como facilitadores, nuestro enfoque es el de mantener una conexión entre los hechos con

las experiencias y fomentar un nuevo entendimiento en los estudiantes. También,

intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros

estudiantes y motivar a los mismos a analizar, interpretar, predecir información y

aplicarla a la vida diaria.

PRINCIPIOS DEL CONSTRUCTIVISMO:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe

comenzar con situaciones en las cuales los estudiantes estén buscando activamente

construir un significado.

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2. Para construir “un significado” se requiere comprender todas las partes: globales y

específicas (“from whole to parts”). Ambas partes deben entenderse en el contexto

del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios

en contexto y no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos

modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,

y no sólo el de memorizar las respuestas “correctas” y repetir el significado de otra

persona. Como la educación es intrínsecamente interdisciplinaria, la única forma

válida para asegurar el aprendizaje es hacer de la evaluación parte esencial de dicho

proceso, asegurando que el mismo provea a los estudiantes con la información sobre

la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las

múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.

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STUDY GUIDE

Course Title: Nursing Science and the Research Process

Code: NURS 502

Credits: 3

Time Length: Eight weeks

Pre-requisite/Co-requisite: NURS 500 and HESC 500

Description: Discussion of professional nursing practice that is based on evidence to

achieve optimal outcomes. Pragmatic considerations of scientific inquiry in the use and

conduct of research in practice. The scientific method is presented as it relates to nursing

research. Experimental and non-experimental methods of conducting clinical research are

examined, with ethical implications. Emphasis is given to the writing of a research proposal

as the plan for a scientific project. Successful grantsmanship is presented as an art that

requires sound planning for the project development of a well written proposal, and

selection of an appropriate funding source.

General Content Objectives:

1. Understand the contributions of the sciences in nursing research.

2. Develop the skills to access current and relevant data needed to answer clinical

questions.

3. Utilize new knowledge to analyze the outcomes of nursing interventions.

4. Distinguish between qualitative and quantitative methods.

5. Discuss strategies in research utilization as one form of evidence-based practice.

6. Distinguish between basic and applied research.

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7. Clarify and define the uniqueness of nursing through the role of theory development

and research.

8. Appreciate the importance of technological advances and their impact on nursing.

9. Delineate the major steps in conducting research and discuss how these various steps

are interrelated.

10. Develop a research plan for a clinical research proposal that enhances quality of

primary health care services.

11. Expand nursing knowledge by preparing a written research proposal on a selected

clinical question.

General Language Objectives:

1. Listening: After listening to the facilitator’s discussions and classmates’ presentations

on their individual proposed research projects, each student will be able to evaluate these

proposals following the course rubric criteria and SUAGM-IRB guidelines.

2. Speaking: Utilizing the appropriate scientific vocabulary introduced in the different

assignments, and after analyzing a variety of research examples, each student will

provide an oral presentation in class on their individual research project to be proposed

and submitted to the IRB.

3. Reading: After participating in all required group activities, reading all written

assignments, completing all scientific and language reading exercises, and practicing

APA guidelines, each student will conduct a literature review on a selected clinical

nursing research problem, analyze current scientific knowledge on the topic and identify

gaps that will justify the conduct of future studies.

4. Writing: After applying the correct terminology learned through different strategies

included in this course, following APA guidelines, and using the course rubric criteria

students will be able to:

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Develop a written clinical nursing research proposal.

Comply with all required written IRB documentation which will accompany the

research proposal.

E-L ab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual

Library, & Voice E-mail.)

Language Lab Minimum Requirement: Students must demonstrate that they have

complied with the hours of language lab or e-lab usage for each language (English and

Spanish) per course. The facilitator may require a higher number of hours for language

lab practice based on the language needs for listening, speaking, reading, and writing

skills in either or both languages. The total amount of language lab or e-lab hours is

integrated in the activities for each workshop in the module. (see Appendix C)

Description of the Evaluation Process: Integrate the use of the language lab and e-lab to

all evaluation rubrics used in the instructional module. Portfolio Performance

Assessment must be one of the evaluation instruments used in the module and

throughout the content of all workshops and appendices. This instrument must follow

established guidelines. Our Discipline-Based Dual Language Immersion Model® is

designed to further develop the language skills of our students as future dual language

professionals. Therefore, all evaluations (rubrics) for written and oral skills will be based

on 30% for language and 70% for content. The facilitator must refer to appendix A to

09-10-2012


identify each student’s level of language skills (listen, speak, read, and write) based on

the proficiency levels of what a student “Can Do” in English. It is the responsibility of

the facilitator to differentiate his/her teaching to meet the language needs of each student

to ensure maximum learning and academic performance. Refer to the rubric in appendix

B to evaluate the writing skills. The course facilitator will provide the student the

Portfolio Performance Assessment Handbook.

The final grade for the course will be determined by the percentage earned for

demonstration of learning and achievement of course outcomes, and the learning and

mastery of language skills (English and Spanish). The student’s final grade will reflect

30% of language proficiency and 70% of content knowledge.

Scale:

100-90 A 89-80 B 79-70 C 69-60 D 59-00 F

Evaluation

The final grade for each student will be based on the evaluation of the following

activities:

Research Proposal Oral Presentation 10%

Preparation of Written Documents to be Submitted to AGMUS-IRB 30%

Critique of a Research Article Published in a Peer-reviewed Journal 10%

Participation in Seminars, Assignments, E-Lab and Preparation of Portafolio 10%

Final Written Individual Clinical Research Proposal 40%

Total 100%

METHOD OF EVALUATION:

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Other:


Books:

Carol Boswell and Sharon Cannon (2011) Introduction to Nursing Research:

Incorporating Evidence-Based Practice 3rd Edition

ISBN: 9780763776152


Nursing Practice. (8th ed.). Lippincott.

ISBN: 0-7817-9468-8


Nursing Practice. (8th ed). Lippincott. Resource Manual.

ISBN: 0-7817-7052-1

Magdalena Mateo PhD RN FAAN and Marquis Foreman PhD RN FAAN Pub Date:

(2014) Research for Advanced Practice Nurses, (2nd Ed.) From Evidence to

Practice 2nd Edition

ISBN 978-0826137258

Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More,

Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.

E-Book

Polit, D. & Tatano, C. (2008). Nursing Research: Generating and Assessing Evidence

for Nursing Practice. (8th ed.). Lippincott. CD-ROM Toolkit. ISBN13: 978-0-

7817-6637-1

NOTE: All websites with useful content relating to the foundations of nursing

research are in the “Useful Websites” for each Chapter of the Textbook Manual file

on the accompanying CD-ROM Toolkit. This will allow the student to simply use

the “Control/Click” feature to go directly to the website, without having to type the

URL and risk a typographical error. Websites corresponding to the content of most

chapters of the book are also in files on the CD-ROM.


http://www.amazon.com/Carol-Boswell/e/B001IO9WAQ/ref=dp_byline_cont_book_1

http://www.amazon.com/s/ref=dp_byline_sr_book_2?ie=UTF8&text=Sharon+Cannon&search-alias=books&field-author=Sharon+Cannon&sort=relevancerank

http://www.amazon.com/s/ref=dp_byline_sr_book_1?ie=UTF8&text=Magdalena+Mateo+PhD++RN++FAAN&search-alias=books&field-author=Magdalena+Mateo+PhD++RN++FAAN&sort=relevancerank

http://www.amazon.com/s/ref=dp_byline_sr_book_2?ie=UTF8&text=Marquis+Foreman+PhD++RN++FAAN&search-alias=books&field-author=Marquis+Foreman+PhD++RN++FAAN&sort=relevancerank

09-10-2012


Description of Course Policies

1. This course follows the Sistema Universitario Ana G. Méndez, Inc. Discipline-

Based Dual Language Immersion Model® designed to promote each student’s

development as a Dual Language Professional. Workshops will be facilitated in

either English or Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified for the workshop. The

language used in each workshop needs to be alternated to insure that 50% of the

course is conducted in English and 50% in Spanish. To maintain this balance, the

course module will indicate that both languages must be used during the fifth

workshop, dividing the workshop activities between the two languages. The first two

hours will be in Spanish and the last two hours in English. The 50/50 model does

not apply to language courses where the delivery of instruction must be conducted in

the language taught (Spanish or English only).

2. The course is conducted in an accelerated and dual language format. This requires

that students prepare in advance for each workshop according to the course module.

Students must be structured, organized, committed, and focused to ensure linguistic

and academic success. In order to achieve proficiency expectations in English and in

Spanish, the student must strive to take advantage of all language resources in the

university and in their community since becoming a dual language professional is a

complex and challenging task. Each workshop requires an average of ten hours of

preparation, but could require more.

3. Attendance to all class sessions is mandatory. A student who is absent to a workshop

must present a reasonable excuse to the facilitator who in turn will evaluate the reason

09-10-2012


for the absence. If it is justified, the facilitator will decide how the student will make

up the missing work, if applicable. The facilitator will decide on the following: allow

the student to make up the work, or allow the student to make up the work and assign

extra work to compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in on the

assigned date. The facilitator may decide to adjust the grade given for late

assignments and/or make-up work.

4. Student attendance and participation in oral presentations and special class activities

are extremely important as it is not possible to assure that they can be made up. If the

student provides a valid and verifiable excuse, the facilitator may determine a

substitute evaluation activity if he/she understands that an equivalent activity is

possible. This activity must include the same content and language components as the

oral presentation or special activity that was missed.

5. In cooperative learning activities, the group will be assessed for their final work as a

group. However, each member will have to collaborate to assure the success of the

group. Students will also receive an individual grade for their work.

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6. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted

or paraphrased material must be properly cited, with credit given to its author or

publisher. It should be noted that plagiarized writings are easily detectable and

students should not risk losing credit for material that is clearly not their own.

SafeAssignTM

, a Blackboard plagiarism deterrent service, will be used by the

facilitators to verify students’ ownership of written assignments. It is the

student’s responsibility to read the university’s plagiarism policy. If you are a UT

student, read Section 11.1 of the Student Manual, and if you belong to UMET or

UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.

Ethical behavior is expected from the students in all course related activities. This

means that ALL papers submitted by the student must be original work, and that all

references used will be properly cited or mentioned in the bibliography. Plagiarism

will not be tolerated and, in case of detecting an incidence, the student will obtain a

zero in the assignment or activity and could be referred to the Discipline Committee.

7. In order for the Facilitator to make changes to activities and the study guide, the

Faculty and Curriculum Director must approve such changes before the first day of

class. The Facilitator must discuss the approved changes with students in the first

class workshop. A written copy of the changes must also be provided to students at

the beginning of the first workshop.

8. The facilitator will establish a means of contacting students by providing the SUAGM

e-mail address, phone number, hours to be contacted, and days available.

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9. The use of cellular phones is prohibited during sessions; if there is a need to have one,

it must be on vibrate or silent mode during class session.

10. Children or family members that are not registered in the course are not allowed to

the classrooms.

11. All students are subject to the policies regarding behavior at the university

community established by the institution, and in this course.

Note: If for any reason you cannot access the URL’s presented in the module, notify the

facilitator immediately but do not stop your investigation. There are many search engines

and other links you can use to search for information. These are some examples:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/


To buy or rent new or used textbooks or references you can visit:

http://www.chegg.com/ (rent)

http://www.bookswim.com/ (rent)

http://www.allbookstores.com/ (buy)

http://www.alibris.com/ (buy)

http://www.google.com/

http://www.ask.com/

http://www.pregunta.com/

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/

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The facilitator may make changes or add additional challenging, research-based, and

professional educational Web Resources, if deemed necessary to reflect current trends in

the course topics.

RESEARCH LAW COMPLIANCE REQUIREMENT:

This course will require that the facilitator assist each student in the planning of a

research proposal, including administering a questionnaire or an interview. The

facilitator and each student must comply with the norms and procedures of the

Institutional Review Board Office (IRB) and ask for authorization. Each student is

required to receive IRB approval to conduct the individual research study prior to

registration in next Research course, NURS 503. To access the forms from the IRB

Office or for additional information, visit the following link:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.

Furthermore, in this Web site the student/facilitator will find instructions for

several online certifications related to IRB processes. The facilitator and each

student must obtain three certifications. These certifications include: IRB

Institutional Review Board, Health Information Portability and Accountability Act

(HIPAA), and the Responsibility Conduct for Research Act (RCR).

If you have any questions, please contact:

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126


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Teaching Philosophy and Methodology

The activities for the course reflect the educational philosophy of Constructivism.

Constructivism is an educational philosophy founded on the premise that, by reflecting

on our experiences, we construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make sense

of our experiences. Learning, therefore, is simply the process of adjusting our mental

models to accommodate new experiences.

One of the main goals facilitators have is assisting students in making connections

between their prior knowledge of facts, and fostering new understanding that is relevant

to real live experiences. We will also attempt to tailor our teaching strategies to student

responses and encourage students to analyze, interpret, and predict information.

CONSTRUCTIVISM GUIDING PRINCIPLES:

1. Learning is a search for meaning. Therefore, learning must start with the issues

around which students are actively trying to construct meaning.

2. Meaning requires understanding “wholes” as well as “parts”. The “parts” must be

understood in the context of “wholes”. Therefore, the learning process focuses on

primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use to

perceive the world, and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not

just memorize the "right" answers and regurgitate someone else's meaning. Since

education is inherently interdisciplinary, the only valuable way to measure learning is

09-10-2012


to make assessment part of the learning process, thus ensuring that it provides

students with information on the quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple perspectives

of the world.

7. Learning should be internally controlled and mediated by the learner.

09-10-2012


TALLER UNO

Fundamentos de Investigación en Enfermería y la Práctica Basada en Evidencia

Objetivos específicos de contenido:

1. Reconocer las aportaciones que han tenido las ciencias en la investigación en

enfermería.

2. Distinguir entre métodos cualitativos y métodos cuantitativos.

3. Discutir estrategias de utilización de la investigación como una forma de práctica

basada en evidencia.

4. Distinguir entre la investigación básica y la aplicada y su relevancia para la

enfermería de práctica avanzada.

5. Aclarar y definir el rol único de la enfermería como ciencia a través del desarrollo de

teorías y de la investigación.

Objetivos específicos de lenguaje:

Al finalizar el taller los estudiantes serán capaces de:

1. Escuchar: Analizar en detalle todos los conceptos básicos presentados en clase

después de escuchar discusiones de grupo y presentaciones orales del facilitador y

otros estudiantes en relación con la investigación en enfermería, su trasfondo y la

importancia para el desarrollo de una práctica basada en evidencia.

2. Hablar: Utilizar vocabulario relacionado con el proceso de investigación y su uso

para el profesional de la enfermería de práctica avanzada durante las

presentaciones orales y en trabajos escritos. Se espera además que demuestren

clara pronunciación y fluidez oral en español.

3. Leer: Leer información relacionada con los pasos para la realización de

investigación cualitativa en contraste con la investigación cuantitativa, y su uso en

la práctica avanzada de enfermería.

4. Escribir: Preparar por escrito los diferentes ejercicios del Manual de Recursos y el

CD-ROM para los temas asignados en este taller.

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Enlaces electrónicos:

Biblioteca Virtual


Tema: Investigación de enfermería en el contexto de práctica basada en evidencia

http://www.slideshare.net/sugecb/investigacion-de-enfermeria

Tema: Generando evidencia: conceptos básicos

Tema: Investigación cuantitativa y cualitativa

http://www.enferpro.com/enlace.htm

Tema: Revisión de literatura e identificación de artículos científicos

http://www.index-f.com/index-enfermeria/revista.php

Tema: Conectándose con otros profesionales de la práctica y la investigación

http://ebevidencia.blogspot.com

Asignaciones antes del taller:

1. Identificar, explicar y discutir por escrito la evolución de la investigación en

enfermería, desde Florence Nightingale hasta la creación del Instituto Nacional

de Investigación en Enfermería. Utilizar estilo APA y no menos de cinco

referencias.

2. Realizar una investigación utilizando la Biblioteca Virtual y otros enlaces

incluidos en el Manual y preparar un análisis del significado que tiene el enfoque

de práctica de enfermería basada en la evidencia y su aplicación al proceso de

investigación.

3. Buscar información utilizando la internet sobre conceptos claves a considerarse

en la investigación clínica. Preparar un resumen y llevar a clase.

4. Buscar información sobre los pasos a seguir en el proceso para realizar una

investigación de enfoque cuantitativo y una de enfoque cualitativo, analizar la

diferencia entre ambos enfoques y vendir preparado para discutir en clase,

enfatizando su relevancia para la enfermería de práctica avanzada.

5. Completar las primeras dos columnas del diagrama KWL (Anejo G).

6. Realizar sus dos horas de práctica del lenguaje con Tell Me More.

http://www.enferpro.com/investigacion.htm


http://www.slideshare.net/sugecb/investigacion-de-enfermeria

http://www.enferpro.com/enlace.htm

http://www.index-f.com/index-enfermeria/revista.php

http://ebevidencia.blogspot.com/

http://www.enferpro.com/investigacion.htm

09-10-2012


Vocabulario clave de la lección:

1. Práctica basada en evidencia (evidence-based practice, EBP)

2. Investigación en enfermería e investigación clínica

3. Conceptos y constructos

4. Paradigma

5. Investigación cualitativa vs cuantitativa

6. Investigación básica vs aplicada

7. Teorías y modelos conceptuales

8. Método científico y evidencia empírica

9. Variables dependientes y variables independientes

10. Institutos Nacionales de Salud (NIH) e Instituto Nacional de Enfermería (NINR)

11. Razonamiento inductivo vs deductivo

12. Definición conceptual vs definición operacional

Lista de materiales suplementarios para el taller:

1. Papel “easel”

2. Marcadores

3. CD-ROM del Manual del libro de texto

4. Programa para crear presentaciones de power point

5. Gráfico KWL

6. Rúbricas

09-10-2012


Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una

marca de cotejo (√) en la ( ) en todas las estrategias por componente que se usarán en el

taller.

A. Preparación _x Adaptación de Contenido

_x Enlaces al Conocimiento Previo

_x Enlaces al Aprendizaje Previo Estrategias Incorporadas

B. Andamiaje x_ Modelaje

x_ Práctica Dirigida

Práctica Independiente x_ Instrucción

Comprensible

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

_x Cognoscitivo

Meta-cognoscitivo

_x Socio/Afectivo

C. Opciones para Agrupamiento

_x Grupo Completo x_ Grupos Pequeños

x_ Pares Trabajo Independiente

D. Integración del Proceso x_ Escuchar _x Hablar

x_ Leer

x_ Escribir

E. Aplicación x_ Actividades Dinámicas de Aplicación

Significativas y Relevantes

Rigurosas

x_ Alineadas a los Objetivos x_ Promueven Participación

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Actividades integradas:

1. El facilitador ofrecerá una bienvenida a los estudiantes y la introducción del curso

durante el seminario. Como parte de este proceso el facilitador comparará la lista

de asistencia oficial con la asistencia presencial. Además le proveerá a los

estudiantes su información de contacto y horas de oficinas.

2. El facilitador y los estudiantes realizarán una actividad rompe hielo.

3. Los estudiantes seleccionarán a su representante estudiantil.

4. Los estudiantes participarán del seminario de orientación donde se discutirán

detalles importantes del curso incluyendo la metodología de facilitación, silabario,

objetivos, requisitos del curso, tareas, y las rúbricas.

5. El facilitador presentará una demostración del proceso de estudio a utilizarse para

el curso mediante la integración de las lecturas de contenido del libro de texto,

los ejercicios del Manual y el CD-ROM que lo acompaña. Los estudiantes

practicarán y discutirán el mismo.

6. Los estudiantes se organizarán en forma de mesa redonda para dialogar sobre la

enfermería como una ciencia, el proceso de investigación en enfermería y la

importancia de una práctica basada en evidencia.

7. Los estudiantes individual y oralmente presentarán una descripción breve sobre

los pasos a seguir al leer y revisar la literatura e identificar estudios de enfermería.

8. Cada estudiante traerá a clase un ejemplo de un artículo de investigación y

entregará por escrito la diferente terminología científica usada con su definición.

9. La clase se dividirá en dos grupos (Grupo A y Grupo B). El grupo A presentará

los pasos en la realización de investigación cualitativa. El grupo B presentará los

09-10-2012


pasos en la investigación cuantitativa. Al final de la actividad, la clase completa

junto al facilitador discutirán el contraste entre ambos enfoques y su relación con

el modelo teórico o conceptual de una investigación.

10. El facilitador explicará el uso de Blackboard, foro de discusión, Wimba,

SafeAssign, etc.

11. El facilitador entregará el manual del Portafolio Digital y aclarará dudas sobre el

mismo.

12. El facilitador explicará los criterios de evaluación (Anejo D y Anejo E) para el

Análisis de un Artículo de Investigación publicado en una revista evaluada por

pares (peer-reviewed journal) y los criterios de Participación en Seminarios.

Evaluación:

1. Individual: El Anejo A será usado para evaluar las presentaciones orales

relacionadas a la revisión de literatura. El facilitador utilizará el Anejo D para

evaluar el trabajo escrito sobre análisis de un artículo de investigación con

enfoque cuantitativo y el Anejo E para evaluar el trabajo escrito sobre análisis de

un artículo de investigación con enfoque cualitativo.

2. Grupal: El facilitador utilizará el Anejo A para evaluar la participación oral en

grupo en actividad de comparación de enfoque cualitativo y cuantitativo.

3. Escrito: El Anejo B será usado para evaluar el trabajo escrito sobre el artículo de

investigación y la terminología.

4. Oral/Auditivo: El Anejo A será utilizado para evaluar la actividad de mesa

redonda y la demostración del uso del libro, Manual y CD-ROM.

09-10-2012


Cierre del taller:

1. Individual: Los estudiantes completarán el diagrama KWL y lo entregarán al

facilitador.

2. Grupal: La clase se dividirá en grupos de 4 personas. Utilizando papel “Easel” y

marcadores, cada grupo escribirá lo aprendido durante el seminario. Luego

presentarán lo escrito al resto de la clase.

09-10-2012


WORKSHOP TWO

Conceptualizing a Study to Generate Evidence for Nursing

Specific Content Objectives:

1. Develop the skills to access current and relevant data needed to answer clinical

questions.

2. Appreciate the importance of technological advances and their impact on nursing.

3. Delineate the major steps in conducting research and discuss how these various

steps are interrelated.

4. Increase knowledge on how to formulate and develop research questions.

5. Recognize the relationship between theory and research.

Specific Language Objectives:

1. Listening: After listening to the facilitator’s discussion on the flow of tasks in a

literature review and small group discussions on databases for nurse researchers, each

student will be able to conduct an individual review of literature on a selected research

problem.

2. Speaking: Each student will select one of the conceptual models or theories described

in Chapter 6 and formulate a research question and two hypotheses that could be used

empirically to test the utility of the conceptual framework or model in nursing practice.

Prepare to share with the group by providing a short oral presentation and clearly

pronouncing appropriate English language.

3. Reading: After examining different databases for nurse researchers, each student will

select and read a nursing research article from a peer-reviewed journal and complete a

written critique following the rubric criteria and APA guidelines (see Appendix E).

4. Writing: Students will complete all written exercises in Resource Manual for Chapter

4, 5 and 6, add to Portfolio, and come prepared to discuss in class with the whole group.

09-10-2012


Electronic Links (URLs):

Biblioteca Virtual


Topic: Literature review

http://www.nursingsociety.org

Topic: Nursing research

http://www.ninr.nih.gov

Topic: Relationship between theory and research

http://www.sandiego.edu/nursing/theory

Topic: Theoretical frameworks

http://www.comminit.com/changetheories,html

Topic: Examples of behavioral conceptual models

http://hsc.usf.edu/_kmbrown/hlth_beh_models.htm

Assignments before the Workshop:

1. Search the following databases for nurse researchers:

Cumulative Index to Nursing and Allied Health Literature (CINAHL)

Medical Literature On-Line (MedLine)

Institute for scientific Information (ISI) Web for Knowledge

AIDSEARCH

CancerLit

Cochrane database of Systematic reviews

Dissertation Abstracts Online

EMBASE (The Excerpta Medica Database)

ERIC (Education Resources Information Center Database)

HAPI (Health and Psychosocial Instruments Database)

Psyc INFO (Psychology Information)

2. Select a research article from a peer-reviewed journal and complete a critique

following the rubric criteria and APA guidelines

3. Complete all exercises from Resource Manual (Chapters 4, 5 and 6).

4. Complete at least two hours of Tell Me More language practice.



http://www.nursingsociety.org/

http://www.ninr.nih.gov/

http://www.sandiego.edu/nursing/theory

http://www.comminit.com/changetheories%2Chtml



09-10-2012


Key Core Vocabulary:

1. Research problems and paradigms

2. Problem statement and research question

3. Simple vs complex hypotheses

4. Research aims or objectives

5. Literature review

6. Electronic database

7. Theoretical/conceptual framework

8. Critiquing evidence

9. Independent and dependent variables

10. Inductive vs deductive

11. Empirical data

List of Supplementary Materials for the Workshop:

1. Easel paper

2. Markers

3. CD-ROM and Textbook Manual

4. Program to create power point presentations

5. Rubrics

09-10-2012


SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be

used in the workshop.

Integrated Activities: (From 8 to 10 activities per workshop for every four hours of

SIOP Components - Place a checkmark (√) on the ( ) for ALL strategies that will be


A. Preparation x_ Adaptation of Content

x_ Links to Background Knowledge

x_ Links to Past Learning

x_ Strategies Incorporated

B. Scaffolding x_ Modeling

x_ Guided Practice

_x Independent Practice

x_ Comprehensible Input

CALLA Strategies (Cognitive Academic Language Learning Approach)

x_ Cognitive

x_ Meta-cognitive

x_ Social/Affective

C. Grouping Options x_ Whole Class

x_ Small Groups

Partners

_x Independent Work

D. Integration of Processes

x_ Listening

x_ Speaking

x_ Reading

x_Writing

E. Application x_ Hands-on

x_ Meaningful/Relevant

x_ Rigorous

x_ Link to Objectives

x_ Promote Engagement

09-10-2012


Integrated Activities of Content and Language to achieve Content and Language

Objectives:

1. The facilitator will take the attendance and welcome the group to Workshop two.

2. The facilitator will proceed to ask the students to divide in two groups to review

previous week discussions and to identify lessons learned. Each student will

participate by expressing verbally and sharing lessons learned. Each group will

prepare a written summary and turn in to the facilitator. A representative from

each group will orally present a summary to the large group.

3. The students will divide in pairs and using Figure 5.1 (textbook page 108) as a

guide, each pair will prepare a poster with a schematic representation of the flow

of tasks in a literature review.

4. The facilitator will discuss Figure 4.1 (textbook page 97), a schematic

representation of various hypothetical relationships. Students will practice their

own hypothetical relationships as it relates with a selected theoretical framework

and will share with the group.

5. Students will sit in a roundtable fashion to discuss their own research topics of

interest and to formulate a research question. Each student will write down their

research question in an easel paper and briefly discuss with the whole group a

related theoretical or conceptual framework . With guidance from the Facilitator,

the group as a whole will identify and analyze common research themes.

6. The facilitator will reinforce the use of Blackboard, discussion forum, Wimba,

SafeAssign, etc.

09-10-2012


7. The facilitator will remind the group about the importance of working on their

Digital Portfolio and will clarify any questions they may present.

Assessment:

1. Individual: Appendix A will be used to evaluate individual participation in

activities related to the literature review.

2. Group: Facilitator will use Appendix A to evaluate group participation in

activities related to hypothetical relationships and theoretical framework .

3. Written: Appendix B and Appendix D will be used to evaluate activities related

to selection of a research article and completion of a written critique.

4. Oral: Appendix A will be used to individually assess language skills when

students provide feedback to others in the group and during different activities

included in this workshop.

Lesson Wrap-Up:

1. Individual: Each student will share with the rest of the group two lessons learned

during this workshop.

2. Group: Students will divide in groups of four to identify and share at least three

content areas and language skills in which they feel the need for reinforcement.

09-10-2012


TALLER TRES

Consideraciones Éticas al Generar Evidencia de Investigación en Enfermería


1. Crear conciencia sobre el trasfondo histórico de la ética en la investigación y su

importancia para la investigación clínica en enfermería.

2. Obtener destrezas para el desarrollo de un plan de investigación que cumpla con

todas las implicaciones éticas requeridas y que vaya de acuerdo al problema de

investigación seleccionado.

3. Identificar y discutir los tres principios éticos primarios articulados en el Informe

de Belmont en los que están basados los estándares de conducta ética en la

investigación y analizar aquellos procedimientos que todo investigador debe

incorporar para cumplir con dichos principios.



1. Escuchar: Analizar en detalle todos los conceptos básicos presentados en clase

después de escuchar discusiones de grupo y presentaciones orales del facilitador y

otros estudiantes en relación a la ética en la investigación, su trasfondo y la

importancia en el desarrollo de una propuesta de investigación.

2. Hablar: Utilizar vocabulario relacionado al proceso de ética en la investigación y

su relevancia para el profesional de la enfermería de práctica avanzada durante

las presentaciones orales y en trabajos escritos. Se espera además que demuestren

clara pronunciación y fluidez oral en español.

3. Leer: Leer información relacionada al Informe de Belmont y los principios éticos

para la protección de los derechos humanos de personas que participan de un

estudio y aplicar dichos principios durante las actividades del taller.


CD-ROM para los temas asignados en este taller.

09-10-2012



Biblioteca Virtual


Tema: Certificaciones requeridas por SUAGM-IRB


Tema: Trasfondo histórico de la ética en la investigación

http://www.nih.gov

Tema: Ética en la investigación de enfermería


www.enferpro.com/investigación.htm

Tema: Calidad en los procesos de investigación

http://www.ahcpr.gov


1. Acceder los sitios de web indicados en la página del IRB y completar los módulos

requeridos para obtener las siguientes certificaciones: IRB Institutional Review Board,

Health Information Portability and Accountability Act (HIPAA), and the Responsibility

Conduct for Research Act (RCR). Prepararse para presentar evidencia de haber obtenido

las tres certificaciones orientadas antes del taller. Mantener documntos originales en el

Portafolio.

2. Completar todos los ejercicios escritos del capítulo siete del Manual de recursos del

libro de texto y del CD-ROM, prepararse para participar activamente en las discusiones

de grupo y demás actividades del taller.

3. Completar por lo menos las dos horas requeridas de práctica de lenguaje con Tell Me

More.

4. Entrevistar a un profesional de la salud que haya realizado investigación clínica para

auscultar cuáles han sido sus experiencias durante el proceso de aplicación y aprobación

de un comité de IRB. Preparar un resumen breve haciendo uso apropiado del lenguaje

escrito en español.

5. Completar las primeras dos columnas del diagrama KWL (Anejo G).



http://www.nih.gov/


http://www.enferpro.com/investigaci%C3%83%C2%B3n.htm

http://www.ahcpr.gov/

09-10-2012



1. Principios éticos en la investigación

2. Código de ética

3. Dilema ético

4. Informe de Belmont

5. Beneficencia

6. Respeto a la dignidad humana

7. Justicia

8. Comité de Protección de Derechos Humanos (Institutional Review Board, IRB)

9. Evaluación de riesgos y beneficios

10. Consentimiento Informado

11. Certificados de HIPAA, RCR y IRB

12. Procedimientos de confidencialidad

13. Revisión expedita


1. Formularios requeridos por el AGMUS-IRB, versión electrónica

2. Hoja de Consentimiento Informado del IRB (IRB template), versión electrónica, para

ser usada durante una actividad del taller


4. Marcadores

5. CD-ROM y manual del libro de texto

6. Gráfica KWL

09-10-2012


Actividades integradas de contenido y lenguaje para lograr los objetivos del taller

(Contenido y Lenguaje):

1.



taller.

A. Preparación x_ Adaptación de Contenido

_x_ Enlaces al Conocimiento Previo

x_ Enlaces al Aprendizaje Previo

x_ Estrategias Incorporadas



x_ Práctica Independiente

x_ Instrucción

Comprensible


_x Cognoscitivo

_x Meta-cognoscitivo

x_ Socio/Afectivo


_x Grupo Completo

x_ Grupos Pequeños

Pares

x_ Trabajo Independiente

D. Integración del Proceso x_ Escuchar

x_ Hablar

_x Leer

x_ Escribir


x_ Significativas y Relevantes

_x Rigurosas

x_ Alineadas a los Objetivos

_x Promueven Participación

09-10-2012


Actividades Integradas:

1. El facilitador ofrecerá un saludo a los estudiantes y tomará la asistencia.


3. Los estudiantes participarán del seminario de orientación presentado via video-

conferencia por la Sra. Josefina Melgar con apoyo del Facilitador, sobre asuntos

relacionados con la Oficina de Cumplimiento de UT, donde se discutirán detalles

importantes del curso incluyendo el proceso de someter documentos al IRB,

calendario de reuniones del Comité, requisitos del curso relacionados con la

propuesta de investigación y los documentos del IRB, incluyendo el Consentimiento

Informado. El Facilitador discutirá las rúbricas del trabajo escrito y la presentación

oral de la propuesta de investigación.

4. El facilitador solicitará a cada estudiante que presente sus tres certificados según

requeridos por el IRB. Los estudiantes compartirán su experiencia del proceso para

haber logrado obtener las certificaciones y discutirán la importancia de los mismos.

5. Los estudiantes se organizarán en forma de mesa redonda para dialogar sobre el

Informe de Belmont y la importancia de una conducta ética como investigador de

enfermería. Escribirán en el papel “easel” los tres principios éticos primarios en los

que se basa los estándares de conducta ética.

6. Los estudiantes oral e individualmente presentarán una descripción breve sobre la

entrevista realizada con un investigador con el propósito de auscultar sus

experiencias obteniendo aprobación del IRB. Demostrarán fluidez al hablar en

español y haciendo uso del lenguaje correcto. También entregarán un informe

haciendo uso del vocabulario escrito apropiado y siguiendo las guías de APA.

09-10-2012


7. Cada estudiante traerá a clase un ejemplo de un artículo de investigación, y entregará

por escrito una crítica de los procedimientos de protección de los derechos del

participante usados por el investigador.

8. El facilitador discutirá, usando un ejemplo, las diferentes secciones que componen

un Consentimiento Informado. También explicará el proceso a seguir cuando el

participante es menor de edad.

9. La clase se dividirá en dos grupos (Grupo A y Grupo B). El grupo A practicará la

redacción del Consentimiento Informado cuando el participante es mayor de edad. El

grupo B practicará la redacción de un Consentimiento Informado (Asentimiento)

cuando el participante es menor de edad. Cada grupo compartirá con el grupo grande

mediante una breve presentación en Ms PowerPoint.

Evaluación:

1. Individual: El Anejo A será usado para evaluar las presentaciones orales relacionadas

a la entrevista y a la ética en la investigación.

2. Grupal: El facilitador utilizará el Anejo A para evaluar la participación oral en grupo

en la actividad de comparación de Consentimiento Informado en adultos con el de

menores.

3. Escrito: El Anejo B será usado para evaluar el trabajo escrito sobre redacción de un

Consentimiento Informado y el informe de la entrevista.

4. Oral/Auditivo: El Anejo A será utilizado para evaluar la actividad de mesa redonda

sobre el Informe de Belmont.

09-10-2012


Cierre del taller:


facilitador.

2 .Grupal: La clase se dividirá en grupos de 4 personas. Utilizando papel “Easel” y

marcadores, cada grupo escribirá lo aprendido durante el seminario. Luego presentarán lo

escrito al resto de la clase.

09-10-2012


WORKSHOP FOUR

Designing a Study to Generate Evidence for Nursing


1. Obtain the necessary skills for planning qualitative and quantitative nursing

studies.

2. Recognize the different challenges of doing rigorous research and analyze the key

methodological concepts and tools in meeting those challenges.

3. Demonstrate the necessary steps required to be taken when designing a study to

generate evidence for nursing.


1. Listening: After listening to the facilitator’s discussion on the conceptual, practical,

ethical and methodological challenges that must be considered in planning a study, and

small group discussions on designing studies that are reliable and valid (quantitative) or

trustworthy (qualitative), each student will be able to write an individual critique of the

research design on a selected research study.

2. Speaking: Each student will select one of the research designs discussed in the

assigned readings and exercises and formulate a research question with the corresponding

research design. Prepare to share with the group by providing a short oral presentation

and clearly pronouncing appropriate English language.

3. Reading: After examining different databases for nurse researchers, each student will

read five articles on their selected research topic, giving emphasis to the research design

that each researcher used. The student will identify if the designs were quantitative or

qualitative and explain the methodology used during small group discussions.

09-10-2012


4. Writing: Students will complete all written exercises in the Resource Manual for

Chapters 9, 10, and 11. Individual responses to these exercises will demonstrate correct

use of written English language. Each student will discuss with the whole group during

seminar activities by using correct vocabulary in the English language.


Biblioteca Virtual


Topic: Planning a research project

http://www.sandiego.edu/nursing

Topic: Research rigor

http://www.nih.gov

Topic: Standards of nursing

http://nursingstandard.rcnpublishing.co.ok

Topic:Examples of research protocols


Topic: Formative research among Hispanic populations

http://www.nclr.org


1. Complete all exercises included on Resource Manual for Chapters 9, 10, and 11

and be prepared for group discussions and written activities.

2. Search the following databases for nurse researchers:




AIDSEARCH

CancerLit






http://www.nih.gov/

http://nursingstandard.rcnpublishing.co.ok/



http://www.nclr.org/

09-10-2012







4. Read a variety of articles published within the past five years and identified

through searching the nursing research databases. Select five research report

articles from peer-reviewed journals related to a selected topic of interest for their

own research study. Prepare a written summary following APA guidelines.


1. Reliability

2. Validity

3. Trustworthiness

4. Dependability, confirmability, and credibility

5. Triangulation

6. Bias

7. Extraneous (confounding) variables

8. Prospective vs retrospective studies

9. Qualitative vs quantitative designs

10. Non-experimental, quasi-experimental, and experimental designs

11. Types of validity

12. Threats to validity

13. Population vs sample

09-10-2012


14. Manipulation

15. Randomization

16. Inference


1. Easel paper

2. Markers

3. CD-ROM and Textbook Manual

4. Program to create power point presentations

5. Textbook, particularly a large copy or expanded electronic version of Table 9.1, Table

10.5, Box 9.1, and Box 10.1 for use during group activities

09-10-2012




Objectives:

1.The facilitator will take the attendance and welcome the group to Workshop two.


previous week discussions and to identify lessons learned. Each student will participate

by expressing verbally and sharing lessons learned. Each group will prpare a written

summary and turn in to the facilitator. A representative from each group will orally pr



Integrated Activities:

1. The facilitator will take the attendance and welcome the group to Workshop four.



by expressing verbally and sharing lessons learned. Each group will prepare a written

summary and turn in to the facilitator. A representative from each group will orally

present a summary to the large group.



x_ Links to Past Learning x_ Strategies Incorporated


x_ Guided Practice

_x Independent Practice x_ Comprehensible Input


x_ Cognitive

x_ Meta-cognitive

x_ Social/Affective


x_ Small Groups

Partners

_x Independent Work


x_ Listening

x_ Speaking

x_ Reading

x_Writing



x_ Rigorous

x_ Link to Objectives x_ Promote Engagement

09-10-2012


3. The students will divide in pairs and using Table 9.1 (textbook page 222) as a guide,

each pair will prepare a poster with a schematic representation of the research traditions

that have provided a theoretical underpinning for qualitative research.

4. The facilitator will discuss Box 9.1 (textbook page 242), Guidelines for Critiquing

Qualitative Designs; and Box 10.1 (textbook page 280), Guidelines for Critiquing

Quantitative Designs. Students will practice how to formulate a research question on a

selected topic for their individual research project as it relates to a selected research

design and will share with the group.

5. Students will sit in a roundtable fashion to discuss their own research topic of interest

and to refine their research question. Each student will write down their research

question in an easel paper and briefly discuss with the whole group a probable research

design. With guidance from the facilitator, the group as a whole will identify potential

challenges that must be considered in planning each individual study.


SafeAssign, etc.

7. The facilitator will remind the group about the importance of working on their Digital

Portfolio and will clarify any questions they may present.

Assessment:

1. Individual: Appendix A will be used to evaluate individual participation in activities

related to research designs and their specific proposed projects.

2. Group: Facilitator will use Appendix A to evaluate group participation in activities

related to critiquing qualitative and quantitative designs and differentiating between non-

experimental, experimental and quasi-experimental designs .

3. Written: Appendix B and Appendix D will be used to evaluate activities related to

09-10-2012


selection of five research articles and completion of a written summary on the research

methodology.

4. Oral: Appendix A will be used to individually assess language skills when students

provide feedback to others in the group and during different activities included in this

workshop

Lesson Wrap-Up:

1. Individual: Each student will share with the rest of the group two lessons learned

during this workshop.

2. Group: Students will divide in groups of four to identify and share at least three

content areas and language skills in which they feel the need for reinforcement.

09-10-2012


TALLER CINCO

Organización de la Propuesta de Investigación y Documentos a Someter al IRB


1. Demostrar la aplicación del contenido teórico sobre la planificación de un

proyecto de investigación mediante la redacción de una propuesta.

2. Desarrollar un plan de muestreo a proponer en su estudio de acuerdo al diseño

seleccionado.

3. Reconocer la importancia de identificar fuentes de fondos externos para apoyar la




1. Escuchar: Analizar en detalle todos los conceptos presentados en clase después de

escuchar discusiones de grupo y presentaciones orales del facilitador y otros

estudiantes en relación a la redacción de un borrador final para la propuesta de

investigación.

2. Hablar: Utilizar vocabulario relacionado al proceso de planificación de un

proyecto de investigación y su relevancia para el profesional de la enfermería de

práctica avanzada durante las presentaciones orales y en trabajos escritos. Se

espera además que demuestren clara pronunciación y fluidez oral en español.

3. Leer: Leer información relacionada al componente del plan de investigación y las

diferentes secciones que deben de incluirse en la propuesta escrita y aplicar dichos

conocimientos durante las actividades del taller.


CD-ROM para los temas asignados en este taller. Escribir un resumen de los

diferentes mecanismos para recibir fondos de NIH.


Biblioteca Virtual


Tema: Plan de investigación





09-10-2012


Tema: Rigor en la investigación

http://www.nih.gov

Tema: Estándares de la práctica de enfermería

http://nursingstandard.rcnpublishing.co.ok

Tema: Ejemplos de protocolos de investigación


Tema: Investigación formativa en poblaciones hispanas

http://www.nclr.org


1. Completar las dos primeras columnas del diagrama KWL antes de comenzar a

completar las asignaciones.

2. Completar todos los ejercicios del Manual y CD-ROM para los capítulos 13 y 27.

3. Redactar el borrador final siguiendo las guías de APA para las siguientes secciones de

la propuesta: declaración del problema y objetivos, trasfondo y significancia o relevancia

para la práctica avanzada, estudios preliminares/revisión de literatura, modelo o marco

teórico y diseño propuesto.

4. Preparar por escrito y entregar el plan de muestreo propuesto para su proyecto de

investigación siguiendo los criterios incluidos en la rúbrica del curso.

5. Presentar de manera visual o esquemática el diseño propuesto para su proyecto y

prepararse para hacer una presentación breve al grupo durante las actividades del taller.

Vocabulario clave de la lección: (Debe reflejar los objetivos y conceptos claves del

taller.)

1. Propuesta de investigación

2. Objetivos del estudio

3. Trasfondo y relevancia para la práctica

4. Estudios preliminares

5. Metodología

6. Protección de derechos humanos

7. Plan de muestreo

8. Proceso de revisión

http://www.nih.gov/




09-10-2012


9. Mecanismos de fondos de NIH


1. Ejemplo de una propuesta aprobada por AGMUS-IRB

2. Ejemplo de una propuesta aprobada por NIH


4. Marcadores


6. Gráfica KWL

09-10-2012




taller.

A. Preparación _x Adaptación de Contenido

x_ Enlaces al Conocimiento Previo

x_ Enlaces al Aprendizaje Previo

_x Estrategias Incorporadas



_x Práctica Independiente

x_ Instrucción

Comprensible


x_ Cognoscitivo

x Meta-cognoscitivo

x_ Socio/Afectivo


x_ Grupo Completo

x_ Grupos Pequeños

x_ Pares


D. Integración del Proceso _x Escuchar

x_ Hablar

x_ Leer

x_ Escribir



x_ Rigurosas

x_ Alineadas a los Objetivos

x_ Promueven Participación

09-10-2012





3. Los estudiantes traerán un borrador preliminar de su propuesta y presentarán un

resumen oral sobre lo que proponen. Demostrarán fluidez al hablar en español y

haciendo uso del lenguaje correcto. También entregarán un informe usando el

vocabulario escrito apropiado, siguiendo las guías de APA y la rúbrica del curso.

4. Los estudiantes se organizarán en forma de mesa redonda para dialogar sobre el plan

de muestreo. Se discutirán diferentes ejemplos que presenta la literatura identificados

antes del taller. Escribirán en el papel “easel” ejemplos de muestreo que aparentan ser

apropiados para su plan de investigación.

5. Cada estudiante traerá a clase un ejemplo de un artículo de investigación y entregará

por escrito una crítica de la sección de metodología. También discutirá los diferentes

mecanismos de fondos del NIH y la importancia de identificar fondos que apoyen la

investigación. Escribirán en el papel “easel” ejemplos de mecanismos de fondos que

suenan atractivos para su plan de investigación.

6. El facilitador discutirá, haciendo uso de un ejemplo, las diferentes secciones que

componen el borrador final de una propuesta de investigación. La clase se dividirá en

dos grupos (Grupo A y Grupo B) con el propósito de practicar redacción de documentos

que van anejados a la propuesta. El grupo A practicará la redacción del Consentimiento

Informado. El grupo B practicará la redacción de la carta para el IRB firmada por el

representante del lugar donde se propone realizar la investigación. Cada grupo

compartirá con el grupo grande mediante una breve presentación en Ms PowerPoint.

09-10-2012


Evaluación:


a la preparación de un plan de investigación.


en la actividad de comparación de una propuesta para fondos externos con una propuesta

regular.

3. Escrito: El Anejo B será usado para evaluar el trabajo escrito sobre redacción de una

propuesta y de documentos de anejo. El borrador de la propuesta será evaluado haciendo

uso del Anejo F, rúbrica del curso para dicho trabajo escrito.

4. Oral/Auditivo: El Anejo A será utilizado para evaluar la actividad de mesa redonda

sobre el plan de muestreo y discusión sobre mecanismos de fondos de NIH.

Cierre del taller:


facilitador.

2. Grupal: La clase se dividirá en grupos de 4 personas. Utilizando papel “Easel” y

marcadores, cada grupo escribirá lo aprendido durante el seminario. Luego presentarán lo

escrito al resto de la clase.

09-10-2012


WORKSHOP SIX


Collecting Research Data

1. Design a data collection plan for a proposed research project.

2. Recognize the importance of high-quality data collection methods in order to obtain

accuracy and robustness of a study’s conclusions.

3. Gain skills on the tasks of defining research variables and selecting or developing

appropriate methods for collecting data.


1. Listening: After listening to the facilitator’s discussion on the development of a data

collection plan in quantitative and qualitative studies and small group discussions on

various types of data collection methods, each student will be able to design a

preliminary plan for the proposed project and share with the group.

2. Speaking: Each student will select an article with an example of a nursing research

clinical study to identify variables, instruments and data collection utilized in the project.

Prepare to share with the group by providing a short oral presentation and clearly

pronouncing appropriate English language.

3. Reading: After examining different articles published in peer-reviewed journals and

reading other scientific literature addressing data collection issues for nurse researchers,

each student will complete a written summary following APA guidelines.

4. Writing: Students will complete all written exercises in Resource Manual for Chapters

14, 15, 16 and 17, add to Portfolio, and come prepared to discuss in class with the whole

group.


Biblioteca Virtual


Topic: AGMUS-IRB


Tema: Examples of studies funded by NIH





09-10-2012


http://www.nih.gov

Tema: Data collection plan


www.enferpro.com/investigació n.htm

Tema: Quality and measurement



1. Complete all exercises included on Resource Manual for Chapters 14, 15, 16, and 17

and be prepared for group discussions and written activities.

2. Search the following databases for nurse researchers and identify recent articles with

clear data collection plans:




AIDSEARCH

CancerLit








4. Read a variety of articles published within the past five years and identified through

searching the nursing research databases. Select at least one qualitative study and one

quantitative study and critique the data collection methodology section. Come prepared to

discuss with the group during workshop activities.

http://www.nih.gov/





09-10-2012



1. Data collection

2. Self-reports and qualitative self-report techniques

3. Observation

4. Observer biases

5. Biophysiologic measures

6. Dimensions of data collection

7. Pre-testing and post-testing

8. Types of measures

9. Instruments

10. Field notes

11. Structured vs unstructured data

12. Measurement quality

13. Classical Measurement Theory (CMT)

14. Reliability

15. Validity

16. Levels of measurement

17. Operational definitions


1. Examples of instruments

2. Easel paper

3. Markers

4. Program to develop power point presentations

09-10-2012




Objectives:





summary and turn in to the facilitator. A representative from each group will orally pre




1. The facilitator will take the attendance and welcome the group to Workshop Six.




summary and turns in to the facilitator. A representative from each group will orally

present a summary to the large group.



x_ Links to Past Learning x_ Strategies Incorporated


x_ Guided Practice

_x Independent Practice x_ Comprehensible Input


x_ Cognitive

x_ Meta-cognitive

x_ Social/Affective


x_ Small Groups

Partners

_x Independent Work


x_ Listening

x_ Speaking

x_ Reading

x_Writing



x_ Rigorous

x_ Link to Objectives x_ Promote Engagement

09-10-2012


3. The students will divide in pairs and using Box14.1 Guidelines for Critiquing Data

Collection Plans, textbook page 388) as a guide, each pair will prepare a poster with a

schematic representation of the flow of tasks in this process.

4. The facilitator will discuss Figure 14.1 (textbook page 375) on developing a data

collection plan in quantitative studies. Students will practice identifying and explaining

major types of data collection methods.

5. Students will sit in a roundtable fashion to discuss their own research methodology.

Each student will write down their research question in an easel paper and briefly discuss

with the whole group the variables, possible types of measures and potential levels of

measurement. With guidance from the facilitator, the group as a whole will identify and

analyze common research approaches among the group participants.


SafeAssign, etc.

7. The facilitator will remind the group about the importance of working on their Digital

Portfolio and will clarify any questions they may present.

Assessment:


related to measurement.


related to developing a data collection plan.

3. Written: Appendix B and Appendix D will be used to evaluate activities related to the

selection of a research article and completion of a written critique.



09-10-2012


workshop

Lesson Wrap-Up:

1. Individual: Each student will share with the rest of the group two lessons learned during

this workshop.

2. Group: Students will divide in groups of four to identify and share at least three content

areas and language skills in which they feel the need for reinforcement.

09-10-2012


TALLER SIETE

Análisis e Interpretación de los Datos de Investigación


1. Demostrar destrezas en la planificación de análisis de datos para un proyecto de


2. Reconocer las diferencias claves entre las estadísticas descriptivas y las inferenciales.

3. Seleccionar y explicar un plan de recolección de datos para el estudio propuesto.

4. Identificar y analizar las diferentes metodologías de análisis de datos para diseños

cualitativos y cuantitativos.

5. Discutir y analizar la seriedad del proceso de interpretación de los datos, prestando

atención a los objetivos del estudio, evidencia existente sobre el problema y limitaciones

de la metodología de investigación utilizada.



1. Escuchar: Analizar en detalle todos los conceptos presentados en clase después de

escuchar discusiones de grupo y presentaciones orales del facilitador y otros

estudiantes en relación al análisis e interpretación de los datos.

2. Hablar: Utilizar vocabulario relacionado al proceso de planificación de la recolección

e interpretación de datos del proyecto de investigación y su relevancia para el

profesional de la enfermería de práctica avanzada durante las presentaciones orales y

en trabajos escritos. Se espera además que demuestren clara pronunciación y fluidez

oral en español al hacer una presentación individual de su proyecto.

3. Leer: Leer información relacionada al componente de medición de variables y

análisis de datos y los diferentes niveles de medición. Compartir estos conocimientos

durante las actividades del taller.


CD-ROM para los temas asignados en este taller. Escribir la definición operacional

para cada variable del estudio propuesto, identificando los instrumentos a usarse.

Redactar la sección de medición de las variables e integrarla al borrador de la

propuesta, haciendo uso correcto del lenguaje escrito en español, de acuerdo a los

criterios de la rúbrica del curso y siguiendo las guías de APA.

09-10-2012



Biblioteca Virtual


Tema: Metodología estadística

http://www.iom.edu/CMS/28312/5010/5021.aspx

Tema: Bioestadisticas

http://www.son.washington.edu/faculty/faculty_bio.asp/id=7

Tema: Ejemplo de análisis e interpretación de datos

http://www.son.washington.edu/centers/cimhd/Centerlines/Vol_1,No_2.pdf

Tema: SPSS análisis de poder (power analysis)

http://www.spss.com/samplepower/web_demo.htm

Tema: Ejemplos de análisis

http://www.wallis.rochester.edu//wallis_intro.html

http://www.nclr.org


1. Completar todos los ejercicios del Manual y CD-ROM para los capítulos 19, 20,21,

22, 23 y 24.

2. Redactar el borrador final siguiendo las guías de APA para las siguientes secciones de

la propuesta: metodología y plan de análisis de los datos. Integrar todas las secciones del

documento, incluyendo los anejos.

3. Preparar por escrito y entregar el plan de recolección de datos propuesto para su

proyecto de investigación siguiendo los criterios incluídos en la rúbrica del curso.

4. Presentar de manera visual el plan propuesto para el proyecto de investigación y

prepararse para hacer una presentación oral al grupo durante las actividades del taller.


1. Análisis de datos

2. Datos cualitativos vs datos cuantitativos

3. Programas computarizados para análisis de datos

4. SPSS





http://www.son.washington.edu/faculty/faculty_bio.asp/id%3D7

http://www.son.washington.edu/faculty/faculty_bio.asp/id%3D7

http://www.son.washington.edu/centers/cimhd/Centerlines/Vol_1%2CNo_2.pdf

http://www.son.washington.edu/centers/cimhd/Centerlines/Vol_1%2CNo_2.pdf

http://www.spss.com/samplepower/web_demo.htm

http://www.wallis.rochester.edu/wallis_intro.html

http://www.wallis.rochester.edu/wallis_intro.html


09-10-2012


5. Mapa conceptual

6. Grupo focal

7. Pruebas paramétricas vs no-paramétricas

8. Análisis descriptivo vs inferencial

9. Hipótesis y prueba de hipótesis

10. Descripción

11. Correlación

12. Niveles de medición

13. Medidas de tendencia central

14. Análisis de varianza (ANOVA)

15. Errores de tipo I y tipo II

16. Análisis de poder (power analysis)


1. Formularios requeridos por el AGMUS-IRB, versión electrónica

2. Ejemplo de estudio cualitativo

3. Ejemplo de estudio cuantitativo


5. Marcadores


7. Gráfica KWL

8. Equipo para presentación individual de PowerPoint

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taller.

A. Preparación x_ Adaptación de Contenido

x_ Enlaces al Conocimiento Previo

x_ Enlaces al Aprendizaje Previo x_ Estrategias Incorporadas



x_ Práctica Independiente x_ Instrucción

Comprensible


x_ Cognoscitivo

x_ Meta-cognoscitivo

x_ Socio/Afectivo


x_ Grupo Completo

x_ Grupos Pequeños

x_ Pares


D. Integración del Proceso x_ Escuchar

_x Hablar

x_ Leer

x_ Escribir



x_ Rigurosas

x_ Alineadas a los Objetivos x_ Promueven Participación

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3. Los estudiantes traerán el borrador de su propuesta y ofrecerán un resumen oral sobre

su proyecto el progreso en la redacción de la misma. Demostrarán fluidez al hablar en

español y haciendo uso del lenguaje correcto. También entregarán un informe haciendo

uso del vocabulario escrito apropiado, siguiendo las guías de APA y la rúbrica del curso.

4. Los estudiantes se organizarán en forma de mesa redonda para dialogar sobre el plan

de análisis de datos. Se discutirán diferentes ejemplos que presenta la literatura

identificados antes del taller. Escribirán en el papel “easel” ejemplos de análisis

cualitativos y cuantitativos de que sean apropiados para su plan de investigación.

6. Cada estudiante traerá a clase el instrumento o instrumentos que propone utilizar en su

estudio y entregará por escrito una discusión de la validez y confiabilidad de cada

instrumento y de la veracidad si es una metodología cualitativa. También discutirá los

diferentes niveles de medición y la importancia de identificar instrumentos que definan

operacionalmente las variables de interés en su investigación. Escribirán en el papel

“easel” ejemplos de análisis de datos de acuerdo al nivel de medición y a los

instrumentos seleccionados.

7. El facilitador discutirá las diferentes secciones que componen el borrador final de la

propuesta de investigación a someterse al IRB. La clase se dividirá en dos grupos (Grupo

A y Grupo B) con el propósito de practicar redacción de todos los documentos que van

anejados a la propuesta. Cada grupo compartirá con el grupo grande mediante un breve

resumen.

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Evaluación:


a la presentaciones del plan de análisis de datos. La rúbrica del curso para presentación

oral será utilizada para evaluar la presentación individual del proyecto propuesto.


en la actividad de redacción de documentos para el IRB y el plan de análisis de datos.

3. Escrito: El Anejo F será usado para evaluar el trabajo escrito de la propuesta y de

documentos de anejo. El borrador de la propuesta será evaluado haciendo uso del Anejo

F, rúbrica del curso para dicho trabajo escrito.

4. Oral/Auditivo: El Anejo A será utilizado para evaluar la actividad sobre niveles de

medición, definición operacional de las variables y análisis de datos.

Cierre del taller:


facilitador. También compartirán sobre comentarios y observaciones incluídas en su

diario reflexivo.

2. Grupal: La clase se dividirá en grupos de cuatro personas. Utilizando papel “Easel” y

marcadores, cada grupo escribirá lo aprendido durante el seminario. Luego

presentarán lo escrito al resto de la clase.

09-10-2012


WORKSHOP EIGHT

Building an Evidence Base for Nursing Practice


1. Differentiate between conducting a literature review as an early step in designing and

conducting a new study and the conduct and evaluation of integration projects that are

also considered research.

2. Develop a dissemination plan for the proposed research project.

3. Identify and explain the differences between conducting a meta-analysis for

quantitative research and meta-synthesis for qualitative research.

4. Demonstrate excellent written and oral skills in both languages through the

integration of the different components of a research proposal.


1. Listening: After listening to the facilitator’s discussion on the integration of concepts

in a research proposal and after listening to other students’ presentations, each student

will be able to provide a poster presentation summarizing the proposed project.

2. Speaking: Each student will prepare to share with the group a research proposal poster

presentation, discussing the content orally and clearly pronouncing appropriate English

language.

3. Reading: After examining different databases for nurse researchers, reading a variety

of examples of research protocols, and discussing important points with the facilitator

and other students, each student will refine their research proposals by integrating all

sections of the document following the rubric criteria and APA guidelines.

4. Writing: Students will complete all written exercises in Resource Manual for Chapter

25 and 26, add to Portfolio, and come prepared to discuss in class with the whole group.


Biblioteca Virtual

09-10-2012



Topic: AGMUS-IRB


Topic: NIH

http://www.nih.gov

Topic: Integration of concepts


www.enferpro.com/investigación.htm

Topic: Quality and measurement



1. Complete all required hours of Tell Me More language practice in English and

Spanish.

2. Complete all exercises on Resource Manual, including those assigned for this

workshop (Chapters 25 and 26).

3. Complete all required activities and include with Portfolio.

4. Finalize written research proposal.

5. Utilize IRB checklist to ensure that all required documents are included with proposal.

6. Read about poster presentations and make a list of all essential components.


1. Dissemination plan

2. IRB approval process

3. Meta-analysis vs meta-synthesis

4. Primary study

5. Research integration and synthesis

6. Poster session

7. Authorship

8. Research report

9. Publication guidelines





http://www.nih.gov/





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Objectives:





summary and turn in to the facilitator. A representative from each group will orally pre


1. Easel

2. Poster

3. Course Evaluation Form

4. KWL Form





x_ Links to Past Learning

x_ Strategies Incorporated


x_ Guided Practice

_x Independent Practice

x_ Comprehensible Input


x_ Cognitive

x_ Meta-cognitive x_ Social/Affective


x_ Small Groups

Partners

_x Independent Work


x_ Listening

x_ Speaking

x_ Reading

x_Writing



x_ Rigorous

x_ Link to Objectives

x_ Promote Engagement

09-10-2012



1. The facilitator will take the attendance and welcome the group to Workshop eight.


previous discussions and to identify lessons learned in the course. Each student will

participate by expressing verbally and sharing lessons learned. Each group will prepare a

written summary and turn in to the facilitator. A representative from each group will

orally present a summary to the large group.

3. Students will divide in two groups (Group A and Group B) to discuss the use of

integration projects in nursing. Group A will identify and discuss the advantages of

conducting meta-analysis in nursing and group B will discuss the advantages of

conducting meta-synthesis. Each group will present a written summary to the larger

group.

4. Students will sit in a roundtable fashion to discuss their own research and to formulate

a dissemination plan. Each student will share with the group their dissemination plan.

5. Each student will have the opportunity to discuss their research proposal by providing

a poster presentation in English, using appropriate terminology and demonstrating

improved written and oral English skills.

6. The facilitator will discuss with the group the next steps to be taken once students

complete all requirements for the course. Emphasis is given to obtaining IRB approval

before registering for NURS 503. A schematic representation of various steps to be taken

between this course and NURS 503 will be presented by the facilitator. Students will

verbally express their commitment to following this process. Facilitator provides contact

information for each student to be able to follow-up with their projects.

09-10-2012


Assessment:


related to the dissemination plan.


related to integration projects (meta-analysis and meta-synthesis), dissemination plan,

and proposal .

3. Written: Appendix B will be used to evaluate activities related to selection of a

dissemination plan and completion of a poster presentation.



workshop

Lesson Wrap-Up:

1. Individual:

Each student will share with the group their experiences while taking this course.

Each student will complete the KWL Form and turn in to the facilitator.

Each student will complete the Course Evaluation Form electronically

2. Group:

Students will discuss next steps with the facilitator.

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APÉNDICES / APPENDIXES

09-10-2012


APPENDIX A

NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION

Retrieved from: WIDA Consortium http://www.wida.us/

http://www.wida.us/

09-10-2012


“Can Do” Listening Rubric

National Proficiency Levels Criteria

Starting Identifies objects

Names concrete objects

Points to picture/object of the word heard

Follows simple commands

Repeats words or simple phrases

Understands simple messages – gestures, pointing

Emerging Draws a picture

Requires continuous repetition

Follows verbal dictations

Checks-off words that were heard

Repeats information heard to determine comprehension

Understands slow speech and multiple repetitions

Developing Understands more details of spoken language

Needs limited or no repetition and slow speech

Understands basic academic vocabulary which is frequently used in class discussion

Understands class discussions with some difficulty

Understands most of what was said

Expanding Needs limited or no repetition at normal speed speech

Understands academic vocabulary used in class discussions

Understands class discussions with little difficulty

Understands nearly everything said

Bridging Needs no repetition at normal speed speech

Understands elaborate academic vocabulary used in class discussions

Understands class discussions with no difficulty

Demonstrates a native-like English speaker’s understanding of what is said

09-10-2012


“Can Do” Speaking Rubric

National Proficiency

Levels

Criteria

Starting Names concrete objects

Responds a simple yes or no to questions

Repeats words or simple phrases

Uses one word commands

Mispronounces words making it difficult to be understood

Breaks speech into parts making comprehension difficult

Uses limited or no vocabulary to support message

Emerging Uses a few more words to respond to questions although grammatically incorrect

Uses one-, two-, and multiple-word commands

Uses verb tenses interchangeably

Misuses words in daily speech

Repeats spoken words or phrases to improve understanding due to pronunciation flaws

Uses grammar and word order incorrectly

Uses vocabulary (emerging stage) to support oral messages

Developing Responds using longer phrases/sentences

Initiates and carries out conversations; however, there may be interruptions due to thinking of th

correct words to say

Applies grammar and word order correctly most of the time

Demonstrates correct use of basic academic vocabulary which is frequently used in class

discussions and/or oral assignments.

Speaks with some hesitation

Uses vocabulary to support oral messages

Speaks with less difficulty, but listener must pay close attention to pronunciation.

Expanding Responds using elaborate phrases/sentences

Uses and interprets idiomatic expressions

Converses more fluently in social settings

Uses academic vocabulary frequently in class discussions

Participates in class discussions using academic content with slight hesitation

Misuse of grammar and word order seldom occurs and does not interrupt meaning

Pronounces most words accurately and clearly

Bridging Speaks fluently

Uses elaborate academic vocabulary in all class discussions correctly

Participates in class discussion using academic content without hesitation

Uses appropriate vocabulary to support oral messages at all times

Uses correct grammar and word all the time

Speaks with native-like pronunciation and intonation

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“Can Do” Reading Rubric

National Proficienc

Levels

y Criteria

Starting Lacks comprehension of a wide array of written material (not developed)

Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)

Struggles with use of pre-reading and reading skills (not developed)

Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not

developed)

Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,

resolve deficiencies independently or with the help of others, etc.) (not developed)

Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional

texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)

Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks

Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,

skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)

Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,

definition, restatement, examples, surrounding words, etc.) is

Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,

comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)

Applying successful reading skills (as listed above) are still emerging

Developing Comprehends a wide array of written material (as listed above)

Interprets basic graphs, charts, tables and forms

Applies correctly pre-reading and reading skills (as listed above)

Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-

evidence of emerging.

Understands the relationship between ideas (as listed above)-evidence of emerging..

Uses strategic reading skills (as listed above) that are evident.

Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy

Interprets increasingly complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above) very strongly

Applies strategies to guess meanings of unfamiliar words from context (as listed

above) which is clearly evident

Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to

identify literary genres (as listed above)- emerging strongly

Understands the relationship between ideas (as listed above)-strongly evident.

Uses strategic reading skills (as listed above) with mature accuracy

Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed

Interprets complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above)-fully developed

Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy

Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)

Demonstrates fully developed strategic reading skills (as listed above)

09-10-2012


“Can Do” Writing Rubric

National Proficien

Levels Criteria

Starting Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.

Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.

Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand

the writing.

Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.

Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.

Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry

drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.

Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to

support main idea. Reader can still feel confused.

Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.

Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.

but many words are still used incorrectly.

Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.

Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are si

of improvement.

Demonstrates emerging strategic writing skills.

Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is le

with unanswered questions.

Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they

distract the flow.

Selects and uses words appropriately; however, they are not higher level and need more vigor.

Formulates well-written sentences; however, style and structure of sentences are repetitious.

Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by

improving conventions.

Utilizes strategic writing skills properly (now evident).

Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.

Some readers’ questions can be answered, while others are left with doubt.

Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order

allow the proper flow of ideas.

Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.

Writes with a definite style, and sentence structure is “catchy” with few mistakes.

Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the

writing.

Applies mature strategic writing skills.

Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answe

Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to conne ideas. Reading flows and not dull.

Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing

There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.

Excellent control of spelling, punctuation capitalization and other writing conventions.

Strategic writing skills are fully developed.

09-10-2012


APPENDIX B

THE WRITING PROCESS

6-TRAITS WRITING RUBRIC

09-10-2012


Appendix B

Six-Traits of Writing Rubric

Student’s Name:

Date:

Facilitator: Course:

Assignment:

Instructions: This rubric will be used to evaluate all written work done by the

student in both English and Spanish. Please refer to the trait that you are evaluating

(i.e., Ideas and Content) and write the score in the appropriate box. Select the

criteria per level (6= highest, 1=lowest) that best reflects the student’s writing

ability.

Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that

you are evaluating in order to complete this rubric properly.

Criteria per Level

(From Highest to Lowest)

Writing Traits 6 5 4 3 2 1

Ideas and Content

Organization

Voice

Word Choice

Sentence Fluency

Conventions

Totals (Add all the totals down, then

across to obtain the Grand Total.)

Gran

d

Total:

Final Score:

Scoring Scale: (36-0)

Outstanding: 33-36 points = A

Very Good: 29-32 points = B

Satisfactory: 24-28 points =C

Fair: 19-23 points =D

Poor: 0-18 points = F

09-10-2012


Six Traits for Analytic Writing Rubrics

Trait #1: Idea and Content

Criteria per Level

Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/

6

The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out.

• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support • a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well suited to audience and purpose.

5

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support. • a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well-suited to audience and purpose.

4

The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general. The writing is characterized by • an easily identifiable purpose. • clear main idea(s)

• supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used to provide accurate support. • a topic that is explored/explained, although developmental details may occasionally be out of balance with the main idea(s); some connections and insights may be present. • content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.

3

The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is characterized by • an easily identifiable purpose and main idea(s).

• predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard elsewhere. • support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off- topic, predictable, or overly general. • details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable sources of information. • difficulties when moving from general observations to specifics.

2

Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by • a purpose and main idea(s) that may require extensive inferences by the reader. • minimal development; insufficient details. • irrelevant details that clutter the text. • extensive repetition of detail.

1 The writing lacks a central idea or purpose. The writing is characterized by • ideas that are extremely limited or simply unclear.

• attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an idea.


http://www.ade.state.az.us/standards/6traits/


09-10-2012


Criteria per Level

Trait #2: Organization

6

The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. The writing is characterized by • effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to follow. • a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed

5

The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text. The writing is characterized by. • effective sequencing; the organizational structure fits the topic, and the writing is easy to follow. • an inviting beginning that draws the reader in and a satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed. .

4

Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized by • clear sequencing. • an organization that may be predictable. • a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack subtlety. • a body that is easy to follow with details that fit where placed. • transitions that may be stilted or formulaic. • organization which helps the reader, despite some weaknesses.

3

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is characterized by • attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear. • a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic is...”, “These are all the reasons that…”) • transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions, numbering, etc.) may be overused. • a structure that is skeletal or too rigid. • placement of details that may not always be effective. • organization which lapses in some places, but helps the reader in others.

2

The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate organizational skills. The writing is characterized by • some attempts at sequencing, but the order or the relationship among ideas is frequently unclear. • a missing or extremely undeveloped beginning, body, and/or ending. • a lack of transitions, or when present, ineffective or overused. • a lack of an effective organizational structure. • details that seem to be randomly placed, leaving the reader frequently confused.

1

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by • a lack of effective sequencing. • a failure to provide an identifiable beginning, body and/or ending. • a lack of transitions. • pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly. • a lack of organization which ultimately obscures or distorts the main point.



09-10-2012


Criteria per Level

Trait #3: Voice

6

The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is characterized by • an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice, while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.). • an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

5

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by • an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively or interesting. Technical writing may require greater distance.). • a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

4

A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by • a questionable or inconsistent level of closeness to or distance from the audience.

• a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in places. • liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal, or inappropriately formal and stiff.

3

The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by • a limited sense of audience; the writer’s awareness of the reader is unclear.

• an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the writing become somewhat mechanical. • a limited ability to shift to a more objective voice when necessary.

2

The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen

a suitable voice. The writing is characterized by • little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical. • a voice that is likely to be overly informal and personal. • a lack of audience awareness; there is little sense of "writing to be read." • little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.

1

The writing seems to lack a sense of involvement or commitment. The writing is characterized by • no engagement of the writer; the writing is flat and lifeless. • a lack of audience awareness; there is no sense of “writing to be read.”

• no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not involve or engage the reader.



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Criteria per Level

Trait #4: Word Choice

6

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, strong, specific words; powerful words energize the writing. • fresh, original expression; slang, if used, seems purposeful and is effective. • vocabulary that is striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke strong images; figurative language may be used.

5

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, specific words; word choices energize the writing. • fresh, vivid expression; slang, if used, seems purposeful and is effective. • vocabulary that may be striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way.

• words that evoke clear images; figurative language may be used

4

Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate to audience and purpose. The writing is characterized by • words that work but do not particularly energize the writing. • expression that is functional; however, slang, if used, does not seem purposeful and is not particularly effective. • attempts at colorful language that may occasionally seem overdone. • occasional overuse of technical language or jargon. • rare experiments with language; however, the writing may have some fine moments and generally avoids clichés.

3

Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and phrases. The writing is characterized by • words that work, but that rarely capture the reader’s interest. • expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective. • attempts at colorful language that seem overdone or forced. • words that are accurate for the most part, although misused words may occasionally appear, technical language or jargon may be overused or inappropriately used. • reliance on clichés and overused expressions.

2

Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by • words that are colorless, flat or imprecise.

• monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the message. • images that are fuzzy or absent altogether.

1

The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by • general, vague words that fail to communicate. • an extremely limited range of words. • words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.



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Criteria per Level

Trait #5: Sentence Fluency

6

The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next. • extensive variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among ideas. • varied sentence patterns that create an effective combination of power and grace. • strong control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used, sounds natural.

5

The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing into the next. • variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning.

• control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used sounds natural.

4

The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by • a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace. • some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from overall impact. • strong control over simple sentence structures, but variable control over more complex sentences; fragments, if present, are usually effective. • occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound stilted or unnatural.

3

The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread. The writing is characterized by • some passages that invite fluid oral reading; however, others do not. • some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence patterns. • good control over simple sentence structures, but little control over more complex sentences; fragments, if present, may not be effective. • sentences which, although functional, lack energy. • lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.

2

The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread. The writing is characterized by • significant portions of the text that are difficult to follow or read aloud. • sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object). • a significant number of awkward, choppy, or rambling constructions.

1

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The writing is characterized by • text that does not invite—and may not even permit—smooth oral reading. • confusing word order that is often jarring and irregular. • sentence structure that frequently obscures meaning. • sentences that are disjointed, confusing, or rambling. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


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Criteria per Level

Trait #6: Conventions

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by • strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little or no need for editing.

5

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by • strong control of conventions. • effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little need for editing.

4

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by • control over conventions used, although a wide range is not demonstrated. • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words. • basically sound paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader. • moderate need for editing.

3

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by • some control over basic conventions; the text may be too simple to reveal mastery. • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors. • spelling errors that distract the reader; misspelling of common words occurs. • paragraphs that sometimes run together or begin at ineffective places. • capitalization errors. • errors in grammar and usage that do not block meaning but do distract the reader. • significant need for editing.

2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by • little control over basic conventions. • many end-of-sentence punctuation errors; internal punctuation contains frequent errors. • spelling errors that frequently distract the reader; misspelling of common words often occurs. • paragraphs that often run together or begin in ineffective places. • capitalization that is inconsistent or often incorrect. • errors in grammar and usage that interfere with readability and meaning. • substantial need for editing.

1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by • very limited skill in using conventions. • basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • frequent spelling errors that significantly impair readability. • paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text. • capitalization that appears to be random. • a need for extensive editing.

Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/sta ndards/6traits/


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APÉNDICE C/APPENDIX C

INFORMACIÓN ACERCA DEL LABORATORIO DE

IDIOMAS Y EL E-LAB

LANGUAGE LAB AND E-LAB INFORMATION

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Información acerca del laboratorio de idiomas y el E-Lab

El laboratorio de idiomas y el E-Lab están diseñados para ayudar a los estudiantes a

desarrollar sus habilidades lingüísticas en inglés y en español y a lograr los objetivos de

aprendizaje a lo largo de su carrera. Ambos cuentan con una amplia variedad de

ejercicios visuales y auditivos en línea, recursos de investigación y actividades de

escritura guiada, que les permiten a los estudiantes mejorar sus habilidades de

comprensión auditiva y de lectura, pronunciación, desarrollo de vocabulario, gramática y

escritura.

El laboratorio de idiomas también ofrece un paquete de 140 páginas web de English for

Speakers of Other Languages (ESOL, por sus siglas en inglés: Inglés para hablantes de

otros idiomas) seleccionadas cuidadosamente, así como otras páginas web en español con

el fin de satisfacer las necesidades de los estudiantes. En adición, el laboratorio de

idiomas y el E-Lab cuentan con otros programas informáticos para el aprendizaje del

idioma y del contenido académico, tales como Tell Me More, Rosetta Stone (versión en

inglés y en español), Ellis Business, Ellis Master Pronunciation, Math Media Algebra,

Math Media Basic Series, NetTutor y Wimba Voice.

Tell Me More es un sistema eficaz para el aprendizaje de inglés y español, que les

permite a los estudiantes reforzar sus destrezas y además cumplir con las horas de

laboratorio requeridas en sus clases. Para poder usar este programa, los estudiantes

necesitan tener Internet, el navegador Internet Explorer y acceso a la plataforma

Blackboard.

El sistema inicialmente evaluará el nivel de conocimiento de los estudiantes y creará un

programa de aprendizaje adaptado a las especificidades de lenguaje de cada uno, lo que

permitirá medir el progreso individual. Los estudiantes podrán mejorar su pronunciación,

gramática y destrezas auditivas desde el nivel de principiante hasta el nivel avanzado con

dos perfiles diferentes: lenguaje de comunicación y lenguaje de negocios.

NetTutor es un servicio de tutoría en línea, que cuenta con tutoría en vivo para materias

cuánticas y de computación (tiene horarios fijos). En los cursos en los que no se ofrece

tutoría en vivo, los estudiantes pueden publicar sus dudas, que les serán contestadas en un

lapso de 72 horas. El sistema también cuenta con un banco de preguntas y respuestas

frecuentes disponible las 24 horas del día, los 7 días de la semana. NetTutor se puede

acceder remotamente siempre que exista conexión a Internet. Este servicio ofrece tutorías

en las siguientes materias:

Inglés (disponible para todos los cursos)

Español (disponible para todos los cursos)

Estadística (el estudiante debe estar matriculado en el curso)

Matemáticas (el estudiante debe estar matriculado en el curso)

Contabilidad (el estudiante debe estar matriculado en el curso)

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Sistemas de información computarizada (el estudiante debe estar matriculado en

el curso).

Wimba Voice es una herramienta electrónica que promueve el uso de la voz en línea

durante el desarrollo del material académico y permite a su vez la interacción entre los

estudiantes y el facilitador. Los estudiantes usarán Wimba Voice para participar en los

foros de discusión oral en línea, preparar presentaciones orales, enviar mensajes de voz y

cumplir con otras asignaciones. El programa cuenta con 5 funciones:

Voice Authoring: permite grabar y escuchar contenido oral en páginas web.

Voice Discussion Board: permite publicar y escuchar mensajes orales en un foro

de discusión en línea.

Voice Presentation: permite presentar contenido de páginas web con mensajes de

voz.

Voice E-mail: permite enviar correos electrónicos con mensajes de voz.

Voice Podcaster: permite crear y distribuir mensajes orales a los participantes.

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Language Lab and E-Lab Information

The Language Lab and E-Lab are designed to help students strengthen their linguistic

skills in English and Spanish and to fulfill the content objectives of the course. Both labs

count with a wide variety of visual and auditory on-line exercises, Internet-based

research, and guided writing activities, that allow students to improve their skills in

listening and reading comprehension, pronunciation, vocabulary building, grammar, and

writing.

The Language Lab also includes a package of 140 carefully selected English for Speakers

of Other Languages (ESOL) Web sites, as well as other Spanish Web pages to meet the

students’ needs. Additionally, the Language Lab and E-Lab have other software to boost

language and academic content learning such as Tell Me More, Rosetta Stone (English

and Spanish versions), Ellis Business, Ellis Master Pronunciation, Math Media Algebra,

Math Media Basic Series, NetTutor, and Wimba Voice.

Tell Me More is an effective system for English and Spanish learning that allows

students to strengthen their skills and fulfill the language lab hours required in each class.

Students must have Internet connection, Internet Explorer browser, and access to

Blackboard to be able to use this program.

The system will initially assess students’ knowledge and create a learning path

specifically tailored to each student’s needs, thus allowing facilitators to measure every

student’s progress. Students will be able to improve pronunciation, grammar and

listening skills from beginner to advanced levels with two different profiles: everyday

language and business oriented language.

NetTutor is an online tutoring service, which provides live tutoring for numerical and

computer classes (scheduled hours apply). For those classes which do not have live

tutoring, students can post questions and they will be answered within 72 hours. The

system also has a “Frequently Asked Questions” section available 24/7. NetTutor can be

accessed remotely with an Internet connection. This service offers tutoring for the

following subjects:

English (available for all courses)

Spanish (available for all courses)

Statistics (student must be enrolled in the course)

Mathematics (student must be enrolled in the course)

Accounting (student must be enrolled in the course)

Computer Information Systems (student must be enrolled in the course)

Wimba Voice is an electronic tool that promotes the use of voice online during the

development of the academic content, and allows students/facilitator interaction. Students

will use Wimba Voice to create voice posts for discussion boards, prepare voice

presentations, send voice e-mails, and for other assignments. The Wimba Voice program

has 5 functions:

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Voice Authoring: allows recording and listening to voice content on a webpage.

Voice Discussion Board: allows posting and listening to voice messages within

discussion boards.

Voice Presentation: allows presenting web content alongside voice messages.

Voice E-mail: allows sending voice messages via e-mail.

Voice Podcaster: allows creating and distributing voice messages to participants.

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Appendix D

UNIVERSIDAD DEL TURABO

SCHOOL OF HEALTH SCIENCES

NURSING GRADUATE PROGRAM

Critiquing Evaluation Criteria for Quantitative Research Article

NURS 502 Nursing Science and the Research Process

Listed below are criteria that you will use to critique research articles pertinent to your research

area of interest. Discuss how the investigator satisfied each criterion. Cite relevant passages in the

articles, with reference to page number if appropriate. Don’t merely respond “yes” or “no” to the

presence or absence of each criterion – you must provide examples and rationale for your response.

Criteria

YES

NO

Comments

I- Title of the Article and Authors

Is the title clear, including area of study and group studied?

Are the author’s credentials included?

II- Introduction

Is the purpose of the study presented?

Is the significance (importance) of the problem discussed?

Does the investigator provide a sense of what he or she is doing

and why?

III- Problems Statement

Is the problem statement clear?

Does the investigator identify key research questions and

variables to be examined?

Does the study have the potential to help solve a problem that is

currently faced in clinical practice?

IV- Literature Review Does the literature review follow a logical sequence leading to a

critical review of supporting and conflicting prior work?

Is the relationship of the study to previous research clear?

Does the study have the potential gaps in the literature and

support the necessity of the present study?

V- Theoretical Framework and Hypotheses Is a rationale stated for the theoretical/conceptual framework?

Does the investigator clearly state the theoretical basis for

hypotheses formulation?

Is the hypotheses stated precisely and in a form that permits it to

be rested?

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VI- Methodology Are the relevant variables and concepts clearly and operationally

defined?

Is the design appropriate for the research questions or

hypotheses?

Criteria

YES

NO

Comments

Are methods of data collection sufficiently described?

What are the identified and potential threats to internal and external validity that were present in the study?

If there was more than one data collector, was interrater reliability

adequate?

VII- Sample Are the subjects and sampling methods described?

Is the sample of sufficient size for the study, given the number of

variables and design?

Is the adequate assurance that the rights of human subjects were

protected?

VIII- Instruments Are appropriate instruments for data collection used?

Are reliability and validity of the measurement instruments

adequate?

IX- Data Analysis Are the statistical tests used identified and the values reported?

Are appropriate statistics used, according to level of measurement, sample size, sampling method, and hypotheses/research questions?

X- Results Are the results for each hypothesis clearly and objectively

presented?

Do the figures and tables illuminate the presentation of results?

Are results described in light of the theoretical framework and

supporting literature?

XI- Conclusion/Discussion Are conclusions based on the results and related to the

hypotheses?

Are study limitations identified?

Are implications of findings discussed (i.e., for practice,

education, and research)?

Are recommendations for further research stated?

XII- Research Utilization Implications Is the study of sufficient quality to meet the criterion of scientific

merit?

Does the study meet the criterion of replicability?

Is the study of relevance to practice?

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100

Do the benefits of the study outweigh the risks?

XIII- Format

Utilizes APA format

Includes the list of references utilizing APA

Total Score Obtained: Percentage Obtained:

Student Signature: Student ID:

Evaluator’s Signature: Date:

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101

Appendix E


SCHOOL OF HEALTH SCIENCES

NURSING GRADUATE PROGRAM

Critiquing Evaluation Criteria for Qualitative Research Article


Listed below are criteria that you will use to critique research articles pertinent to your research area of

interest. Discuss how the investigator satisfied each criterion. Cite relevant passages in the articles, with

reference to page number if appropriate. Don’t merely respond “yes” or “no” to the presence or absence of

each criterion – you must provide examples and rationale for your response.

Criteria

YES

NO

Comments

I- Title of the Article and Authors

Is the title clear, including area of study and group studied?

Are the author’s credentials included?

II- Statement of the Phenomenon of Interest

Is the phenomenon of interest clearly identified?

Has the researcher identified why the phenomenon requires a

qualitative format for study?

Are the philosophical underpinnings of the research described?

III- Purpose

Is the purpose of conducting the research made explicit?

Does the researcher describe the projected significance of the

work to nursing?

IV- Method Is the method used to collect data compatible with the purpose of

the research?

Is the method adequate to address the phenomenon of interest?

If a particular approach is used to guide the inquiry, does the

researcher complete the study according to the processes described?

V- Sampling Does the researcher describe the selection of participants?

Are the informants who were chosen appropriate to inform the

research?

VI- Data Collection Is data collection focused on human experience?

Does the researcher describe data collection strategies (i.e.,

interview, observation, focus groups, field notes)?

Is protection of human subjects addressed?

Is saturation of the data described?

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102

Criteria

YES

NO

Comments

Are the procedures for collecting data made explicit?

VII- Data Analysis Does the researcher describe the strategies used to analyze the data?

Does the reader understand the procedures used to analyze the data?

Does the researcher address the credibility, auditability, and

fittingness of the data?

VIII- Credibility Do the participants recognize the experience as their own?

IX- Auditability Can the reader follow the thinking of the researcher?

Does the researcher document the research process?

X- Fittingness Are the findings applicable outside the study situation?

Are the results meaningful to individuals not involved in the

research?

Is the strategy used for analysis compatible with the purpose of

the study?

XI- Findings Are the findings presented within a context?

Is the reader able to apprehend the essence of the experience from

the report of the findings?

Are the researcher’s conceptualizations true to the data?

Does the researcher place the report in the context of what

already is known about the phenomenon?

XII- Conclusions, implications, and recommendations

Do the conclusions, implications, and recommendations give the

reader a context in which to use the findings?

Do the conclusions reflect the findings of the study?

Are recommendations for future study offered?

Is the significance of the study to nursing made explicit?

XIII- Format

Utilizes APA format

Includes the list of references utilizing APA

Total Score Obtained: Percentage Obtained:

Student Signature: Student ID:

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103

Evaluator’s Signature: Date:

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104

Anejo F/Appendix F


ESCUELA DE CIENCIAS DE LA SALUD

PROGRAMA GRADUADO DE CIENCIAS EN ENFERMERÍA

Criterios de Evaluación para Propuesta de Investigación


Nombre:

Estudiante:

Fecha: Valor 40% Porciento obtenido

Sí Cumple con todos los requisitos

No Cumple con los requisitos

Elementos para evaluar: Sí No

Comentarios

I. Título e Introducción - Presenta breve resumen de la investigación.

- Indica de manera concisa el propósito del proyecto.

- Indica de manera concisa los métodos que utilizará.

II. Planteamiento del Problema y su Importancia para

la Práctica Avanzada en Enfermería - Presenta el problema de manera concreta en forma de

pregunta.

- Presenta el objetivo/objetivos el estudio.

- Relaciona el problema con el objetivo del estudio.

- Precisa con claridad de qué manera contribuirá la

investigación al conocimiento del tema (utiliza

referencias).

- Discute cómo el estudio propuesto se relaciona con la

profesión y su importancia en la práctica avanzada

(utiliza referencias).

III. Antecedentes del Problema (Revisión de

Literatura) -Presenta una revisión de literatura que incluya por lo

menos 5 referencias de "peer-reviewed journals" sobre

estudios previos, en adición a las demás referencias.

- Discute los estudios citados.

- Orienta al lector en relación a lo que se sabe del

problema.

- Indica cómo aportará la investigación propuesta al

conocimiento del problema.

- Indica una teoría o modelo conceptual para explicar la rel

estudio al desarrollo de la ciencia.

- Describe la teoría y presenta literatura para evidenciar el

contenido.

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Elementos para evaluar: Sí No Comentarios

IV. Metodología - Presenta objetivos concretos y viables.

- Describe el diseño propuesto.

- Identifica la hipótesis del estudio, si hay predicciones.

- Identifica la o las variables del estudio.

- Presenta la definición operacional de cada variable a

estudiarse, validez y confiabilidad de los instrumentos de

medición para cada variable.

- Describe la población y selección de la muestra.

- Discute el procedimiento para proteger los derechos

humanos siguiendo los criterios establecidos por el IRB. - Discute el procedimiento para realizar el estudio

propuesto.

V. Análisis de Datos - Describe el análisis de datos de acuerdo a las medidas

propuestas y el diseño de investigación.

VI. Formato - Utiliza las guías de APA para redactar propuesta. - Incluye una copia de la propuesta.

- Incluye una copia de cada instrumento.

- Incluye copia de consentimiento informado y

asentimiento, si los participantes son menores de edad.

- Incluye el Formulario de Presentación del Protocolo de

Investigación del IRB, resume y certificados de Derechos

Humanos y HIPPA.

- Incluye la lista de referencias utilizando APA.

Puntuación Total Posible:

Puntuación Total Obtenido:

Firma del Estudiante:

# de Estudiante:

Firma del Profesor:

Fecha:

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