HSA 660-METHODS OF INQUIRY AND RESEARCH
COURSE SYLLABUS
INSTRUCTOR: Janet Houser, PhD, HSAM Faculty Office: 303-458-4061
Office hours: Wed. 9-4, Thurs. 9-4 in Carrol Hall 332
Regis e-mail:
Regis homepage: http://academic.regis.edu/jhouser
COURSE DESCRIPTION:
This course examines qualitative and quantitative research assumptions, design, methods, and ethical considerations as applied to health services research. Reviews statistical methods and tools, the critique of published findings, and data evaluation, analysis, and presentation. Explores advanced concepts in health care outcomes and operations research applications. The course results in a prepared proposal for the masters research project.
PREREQUISITES: Graduate standing
COURSE OBJECTIVES:
Upon completion of this course the student will be prepared to:
1. Differentiate and appropriately utilize quantitative and qualitative research terminology.
2. Construct and evaluate a researchable question.
3. Demonstrate the relationship between conceptual/theoretical frameworks, practice, and research.
4. Evaluate and compare qualitative and quantitative research designs.
5. Evaluate the reliability and validity of measurement instruments.
6. Interpret and compare the results of quantitative and qualitative analytical methods
7. Systematically analyze, critique, and compare published quantitative and qualitative research findings.
8. Make appropriate inferences from research findings.
9. Apply ethical concepts related to protection of human subjects and investigator and subjects’ right and responsibilities during the research process.
10. Develop a written research proposal.
MATERIALS OF INSTRUCTION:
Required Text(s):
Shi, L. (1997). Health Services Research Methods. Albany: Delmar Publishers.
Norman, G., Streiner, D. (1998). PDQ Statistics. (2nd ed.). St. Louis: Mosby.
Recommended Text(s):
Kane, J. (1997). Understanding health care outcomes research. Gaithersburg, MD: Aspen Publishing.
Supplemental Materials: To be provided by the instructor.
GRADING CRITERIA:
ACTIVITIES AND GRADE ALLOCATION:
Activity Percentage of Grade
Research proposal 30%
Research presentation 15%
Quantitative critique 10%
Qualitative critique 10%
Attendance and participation 20%
Final Exam 15%
TOTAL: 100%
GRADING SCALE:
LETTER
/POINTS
/PERCENTAGE
/DESCRIPTION
A
/4.00
/93 – 100
/Outstanding scholarship
A-
/3.67
/90 – 92
/B+
/3.33
/88 – 89
/Superior work
B
/3.00
/83 – 87
/B-
/2.67
/80 – 82
/C+
/2.33
/78 – 79
/Satisfactory work
C
/2.00
/73 – 77
/C-
/1.67
/70 – 72
/D+
/1.33
/68 – 69
/Unsatisfactory work of lowest passing quality
D
/1.00
/63 – 67
/D-
/0.67
/60 – 62
/F
/0.00
/Below 60
/Failure (No credit)
I/F
/ / /Incomplete. The F will become permanent if work is not completed by the end of the following semester. A written request and consultation with instructor is required.
A NOTE REGARDING WORKLOAD:
This course will meet five alternate Saturdays or Sundays from 8:30 am to 4:00 PM with a one- hour lunch break. The highly accelerated pace requires students to take a great deal of responsibility for their own learning outcomes. While in class, students are expected to actively participate in discussion and group activities. Outside of class, students should expect a minimum of 10 hours per week of study, homework assignments, and preparation of the research proposal.
Courses are taught in a highly interactive format when possible with application of the concepts presented. Timely completion of reading assignments and class participation are required for you to achieve maximum benefit.
COURSE OUTLINE
WORKSHOP
/CONTENT/TOPICS
/READINGS
/ASSIGNMENTS & ACTIVITIES
Prework
/ An overview of the research process / Shi, Chapter 1 / Identify a research problemOne
/ Course overview & expectationsResearch paradigms
Research ethics
An overview of the research process
The research question
The literature review / Shi, Chapters 2 & 4 / In Class:
Group critique of quantitative research article
Review of research problems
Generate research questions
Library research orientation
Two
/ Research design & methods / Shi, Chapters 6,7,8 & 9; pp. 61-70 /Chapter 1 of proposal due
Quantitative research critique due
In Class:Group critique of qualitative research article
Three / Internal/External validity
Sampling Methods
Measurement and Instrumentation
Reliability and validity / Shi, Chapters 10, 11 & 12; pp. 151-154 /
Chapter 2 due
Qualitative research critique due
Four / Data collectionDate analysis
Interpretation of Findings / Shi Chapters 5, 13 & 14 / Final Exam
Five / Communicating Research Findings / Shi Chapter 15 / Presentation of Research Proposals
Research proposal due
Course and faculty evaluationsWRITTEN ASSIGNMENTS:
All written assignments must conform with standards appropriate to the graduate level. Unless otherwise specified by the instructor, written assignments are prepared according to the guidelines of the APA Publications Manual and placed securely in a binder. Assignments submitted late are subject to a 5% per day penalty.
ASSIGNMENTS
ASSIGNMENT I: Quantitative Research Critique
This formal paper is a critical analysis of a published quantitative research article of the student’s choosing. The critique addresses the title of the research article, abstract, problem and purpose for the study, review of literature, methodologies, data analysis techniques, study conclusions, utilization of research results, and the form and style of the article.
ASSIGNMENT II: Qualitative Research Critique
This formal paper is a critical analysis of a published qualitative research article of the student’s choosing. The critique addresses the title of the research article, abstract, phenomenon of interest, purpose for the study, review of literature, sampling, data collection, data processing/plans for analysis, study conclusions, utilization of research results, and the form and style of the article.
ASSIGNMENT III: Research Proposal
This is a formal, individually written research proposal on a topic of the student’s choosing. The standardized format for the research proposal and criteria for evaluation will be distributed and reviewed the first day of class. The assignment requires sound reasoning ability with the final written manuscript reflecting the use of universal intellectual standards (clarity, accuracy, precision, consistency, sound evidence, fairness, relevance, depth, breadth, and logic). Proper grammar, spelling, punctuation, and sentence structure are also expected. The proposal will be presented to the class during the final session. The score for the proposal covers both the written paper & oral presentation.
ASSIGNMENT IV: Final exam will be closed book. However, one 8 1/2 x 11 sheet of notes may be used as reference during the exam.
HSA 660: Methods of Inquiry and Research includes the following domains and competencies:
Domain V: Professional Identity and Professional Ethics
Competency Va: Advance professional practice
5.a.1 Observe all applicable professional practice standards and practice guidelines
5.a.4 Participate in teaching, research, and/or professional publication.
Competency Vb: Demonstrate professional ethics in all professional situations
5.b.1 Observe applicable professional codes of conduct, professional codes of ethics, and related professional guidelines.
5.b.2 Apply ethical principles and guidelines in decision-making and related professional situations.
5.b.3 Observe and protect patient rights.
Domain VI: Inquiry and Research
Competency VIa: Prepare a research proposal
6.a.1 Frame and develop a research question
6.a.2 Perform a literature review relevant to the topic area
6.a.3 Critique and evaluate literature relevant to the topic area
6.a.4 Evaluate and select an appropriate mode and method of inquiry.
6.a.5 Design a research study.
ASSIGNMENTS TO BE COMPLETED PRIOR TO WORKSHOP ONE:
1. Read Shi, Chapter 1, 2 & 4.
2. Bring a written description of a research problem of interest to workshop one, to be discussed in class.
WORKSHOP ONE
CONCEPTS AND PRINCIPLES OF RESEARCH
OBJECTIVES:
Upon completion of the workshop, the student will be able to:
1. Discuss the significance of health care research to the agency, health care community, and society.
2. Identify key concepts and principles associated with health care research.
3. Identify the importance of critical thinking and critical reading of research articles.
4. Compare and contrast concepts relevant to quantitative and qualitative research.
5. Differentiate the research process from other problem solving methods.
6. Identify and frame a researchable problem for development into a research proposal.
7. Discuss the appropriate use of a research question versus hypotheses in a research study.
8. Formulate research objectives, questions and/or hypotheses.
9. Discuss the use of the review of the literature for quantitative designs and qualitative approaches.
10. Identify the characteristics of relevant literature review and methods to conduct a computerized literature search.
11. Discuss ethical considerations in the research process.
ACTIVITIES:
1. Introduction and orientation to course
2. Lecture/discussion: Concepts and principles of research
3. Large group activity: Group critique of quantitative research article.
4. Review of research problems and translation into research questions.
5. Evaluate ethical issues associated with abstracted research projects.
6. Orientation to library research activities.
ASSIGNMENTS TO BE COMPLETED PRIOR TO WORKSHOP TWO:
1. Prepare quantitative research critique.
2. Complete chapter 1 of the research proposal.
3. Read Shi, Chapters 10, 11 & 12; pp. 151-154
WORKSHOP TWO
Validity, Sampling and Measurement
OBJECTIVES:
Upon completion of the workshop the student will be prepared to:
1. Relate the importance of using a conceptual or theoretical framework in research.
2. Evaluate threats to internal validity and effect of Type I and Type II errors.
3. Relate the importance of and the factors affecting external validity of a research design.
4. Discuss probability and non-probability sampling theory as it relates to health care research
5. Identify methods for sample selection.
6. Distinguish between quantitative and qualitative sampling
7. Critique appropriateness of sample for selected studies.
8. Describe considerations in selecting measurements and instrumentation for a research study.
9. Identify methods for assessing the reliability & validity of instruments.
ACTIVITIES:
1. Lecture/discussion: Frameworks, designs, and sampling
2. Group critique of a qualitative research article
3. Evaluate an instrument for reliability & validity
ASSIGNMENTS TO BE COMPLETED PRIOR TO WORKSHOP THREE:
1. Read Shi, chapters 6,7,8,9; pp 61-70
2. Complete chapter 2 of proposal
3. Complete qualitative research article critique
WORKSHOP THREE
Research Design & Methods
OBJECTIVES:
Upon completion of the workshop the student will be prepared to:
1. Construct a data collection plan for a given research problem.
2. Analyze data collection techniques
3. Analyze the advantages and disadvantages of each of the data collection methods discussed in class.
4. Critically evaluate the data collection methods used in published research studies.
5. Discuss how measurement error can affect the outcomes of a research study.
6. Compare and contrast experimental, quasi-experimental, and non-experimental research designs.
ACTIVITIES:
1. Lecture/discussion: Data collection and ethical considerations
2. Group work: application of research designs to research questions
ASSIGNMENTS TO BE COMPLETED PRIOR TO WORKSHOP FOUR:
1. Read Shi chapters 5, 13 and 14
2. Prepare summary sheet to be used in conjunction with final examination
WORKSHOP FOUR
DATA ANALYSIS TECHNIQUES & DISCUSSION OF FINDINGS
OBJECTIVES:
Upon completion of the workshop the student will be able to:
1. Discuss concepts and process of quantitative and qualitative data analyses
2. Identify the levels of measurement in a research study.
3. Critically analyze the statistics used in published research studies.
4. Distinguish between parametric and non-parametric statistical analyses techniques.
5. Distinguish between type 1 and type II error and its effect on a study’s outcome.
6. Explain the concept of probability as it applies to the analysis of sample data.
7. Discuss the differences and purposes of the Results section of a study and the Discussion of the results.
8. Discuss how tables and figures are used in a research report.
9. Discuss the importance of including generalizations and limitations of a study in the report of a research project.
ACTIVITIES:
1. Lecture/discussion: Data and ethical considerations
2. Continue work on individual research proposal
3. Computer lab time for quantitative analysis (if schedule permits)
ASSIGNMENTS TO BE COMPLETED PRIOR TO WORKSHOP FIVE:
1. Read Shi, chapter 15.
2. Complete research proposal
3. Prepare research proposal presentation
WORKSHOP FIVE
Communicating Findings
OBJECTIVES:
Upon completion of the workshop the student will be able to:
1. Discuss strategies of disseminating research findings.
2. Communicate a research proposal in presentation form.
ACTIVITIES:
1. Lecture/discussion: Application of research findings to practice.
2. Submit completed research proposal.
3. Poster or podium presentation of mini-research study results
4. Course debriefing and evaluation of course and faculty.
BIBLIOGRAPHY
Books & Journals
Beauchamp, T. & Childress, J. (1994). Principles of biomedical ethics. New York: Oxford University Press.
Beyea, S. & Nicoll, L. (1998). Finding research funding sources. AORN Journal. 68(3),
462-265.
Blum, L. (1993). The complete guide to getting a grant. New York: Poseidon Press.
Burns, N. & Grove, S. (1997). The practice of nursing research: Conduct, critique, and utilization. (3rd ed.). Philadelphia: W.B. Saunders Company.
Cochrane Collaboration Movement. National Health and Medical Research Committee. (1998). The virtuous cycle – working together for health and medical research. Health and Medical Research Strategic Review. Commonwealth of Australia.
Glasser, B. & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine Publishing.
Gutierrez, K. (1999). Chapter 3: Pharmacoeconomics. In Pharmacotherapeutics: Clinical decision-making in nursing. Philadelphia: W.B. Saunders. (In reference section of Dayton Memorial Library).
Keppel, G., & Zedek. S. (1989). Data analysis for research designs: Analysis of variance and multiple regression/correlation approaches. New York: W.H. Freeman and Company. (On reserve in Dayton Memorial Library under Gutierrez, HSA 660).
Lincoln, Y. & Guba, E. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
Munro, B. (1997). Statistical methods for health care research. (3rd ed.). Philadelphia:
Lippincott.
Rea, L & Parker R. (1997). Designing and conducting survey research: A comprehensive