Order instructions
Purpose
This assignment provides the opportunity for the student to complete the National Institutes of Health (NIH) certification regarding human subjects. Presented information focuses on the history of the legal and ethical issues related to research and informed consent. Additionally, students will demonstrate their expertise in research evaluation through completion of a research critique table.
Course Outcomes
This assignment enables the student to meet the following course outcome:
CO#4 Develop knowledge related to research and evidence-based practice as a basis for designing and critiquing research studies (PO 1, 2, 6, 9)
Due Date Sunday 11:59 PM MT at the end of Week Three
Total Points: 85 points
Requirements
Description of the Assignment
For this assignment students are required to complete the Protecting Human Research Participants (PHRP) course as presented by the National Institutes of Health and complete a Research Critique Table (see sample at end of this assignment guidelines).
Criteria for Content
- This assignment consists of two parts:
Part One: Completion of PHRP course as presented by NIH
Part Two: Research Critique Table
- Part One: Completion of PHRP Course as presented by NIH:
- All modules of the PHRP are required in order to earn the certificate of completion.
- Completed certificate is placed in a Word document, titled: Appendix A: NIH RHRP Certificate3. 3. Part Two: Completion of Research Critique Table
- Students will select four (4) research-based studies and create and complete the Research
Critique Table following the format noted in the sample table that is included in these
assignment guidelines.
- At research-based articles must be consistent the PICOT/PICo submitted as part of Week One
Assignment in NR 505.
- The title of the table is: Research Critique Table
- The PICOT/PICo question is presented after the title of the table
- The column headings are:
Author and Title of Article
Purpose of the research
Research Design and Sample
Intervention
Results
Strengths (s) and Limitations (L)
- Combine both Part A and Part B into one document using the portrait orientation and submit by the due date.
Preparing the Assignment
Criteria for Format and Special Instructions
- Go to http://phrp.nihtraining.com/ and register for the NIH Training on the use of human subjects in research and work through the tutorial.
- When you have completed the tutorial, you will be awarded a certificate of completion. Make a copy of the certificate and submit it to the NIH Training Certificate and place it on a word document identified as Appendix A: NIH IRB Certificate. This training should take 2–2.5 hours to complete. If you have taken this training within the past year, you may submit that certificate. If you took the training more than a year ago, you need to retake the training course for NR505.
- The NIH Training Certificate will be checked for authenticity. Submitting a non-authentic certificate will result in a zero for this assignment and report regarding academic integrity submitted.
- Using your lecture materials and textbook, completed detailed critiquing of four (4) research-based studies creating a table like the sample included in these assignment guidelines.
- Identify this table as: Research Critique Table.
- Combine Parts A and B one document using portrait page orientation and submit.
- Remove to avoid inflated Originality scores: This assignment must be submitted to TurnItIn™, as required by the TurnItIn™ policy. A Similarity Index of “blue” or “green” must be obtained. A score in the blue or green range indicates a similarity of less than 24%, which is the benchmark for CCN graduate nursing students. Any other level of similarity index level requires the student to revise the assignment before the due date and time. To allow sufficient time for revision, early submission of the assignment to TurnItIn™ is highly encouraged. The final submission will be graded by faculty. If a TurnItIn™ report indicates that plagiarism has occurred, the Academic Integrity policy will be followed.
Directions and Assignment Criteria
| Category | Points | % | Description |
| Complete NIH Training for PHRP | 15 | 17 | Student completes and submits the certificate for completion of the NIH training accessed at http://phrp.nihtraining.com/
· Certificate is presented on a word document titled: NIH PHRP Certificate |
| Research Critique Table | 55 | 65 | Using the sample table, the student will create and fully complete each section of the table for four (4) research-based nursing studies that relate to their PICOT/PICo question from the Refinement of Nursing Issue Into Research Assignment.
· Author · Title · Purpose of the research · Research design and sample · Intervention · Results · Strengths and limitations
|
| Paper Specifications | 5 | 6 | Parts A and B are combined into one document using portrait page orientation
A dictionary, required textbook for this course and Chamberlain College of Nursing lesson information, may NOT be used as scholarly references for this assignment. References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them prior to assignment submission. |
| APA Format (6th edition) | 5 | 6 | APA guidelines as found in the 6th edition of the manual are to be used to identify the research study used on the Research Critique Table.
One deduction for each type of APA style error |
| Writing Mechanics | 5 | 6 | Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal written work as found in the 6th edition of the APA manual. |
| Total | 85 | 100 % |
Research Critique Table (sample)
PICOT/PICo Question:
| Author & Title | Purpose of the research | Research Design and Sample | Intervention | Results | Strengths (S)
Limitations (L) |
| Cavanaugh, D.A. & Huse, A.L. (2004)
Surviving the nursing Shortage: Developing a Nursing orientation program to prepare and retain intensive care unit nurses |
To create an orientation program that would produce competent nurses to work in the NICU who had no previous NICU experience. The orientation program would also be streamlined to ensure all new hired nurses were provided the same information and patient types | Qualitative Study
N=27 nurse orientees over a two-year period |
Formal preceptor program developed for identified preceptors
Orientation program developed to foster critical thinking, interpersonal relationships, and technical skills in new orientees Caffarella’s program model used to create a program due to fluidness of the teaching model |
Final orientation evaluation revealed 100% of orientees felt the program prepared them to competently work independently
The clinical educator identified key components of a successful program: well-prepared preceptors and biweekly conferences with the preceptor, orientee, and clinical educator Retention rate after two years was 93% |
S-program design/concepts transferrable to other nursing departments
L-small sample size |
| Hardy, R. & Smith, R. (2001)
Enhancing staff development with a structured preceptor program |
To redesign an orientation program on an ICU unit due to high staff turn-over, low staff satisfaction rates, and a 14-bed expansion.
Orientation model based off Connelly and Hoffart and including the Myers-Biggs cognitive personality style assessment |
Qualitative Study
Examination of previous orientation program with new design based on structure, identifying qualified preceptors, developing a preceptor course, and orientation packets for the new nurse Current program lacked structure |
Identification of staff nurses who would make effective preceptors, development of a preceptor educational course, management commitment, development of an orientation manual | Greater satisfaction with preceptor role N=5 total staff who had gone through the preceptor class
New staff members feel orientation process is designed to meet learning needs Increased overall staff satisfaction Many employment applications due to referrals from current staff |
S-study can be transferred to other types of nursing departments
L- no exact measurements regarding number of participants, possible bias of researcher |
| Loft, T. (2006)
Moving forward: Creating a new nursing services orientation rogram |
To redesign a hospital orientation which would create a more meaningful experience for new employees. | Descriptive Study: Predictive
N=74 surveys returned/reviewed from May to December 2004 May to June results were from the current orientation process New orientation process began July 12 |
Redesign orientation based on Scope and Standards of Practice for Nursing Professional Development
Orientation checklist replaced self-study tests Modular orientation classes set up to allow employees who did not need to specific classes the opportunity to spend time on assigned units |
May and June results reflected what administrators already knew to be issues with current system
July through December results showed an overall improvement in satisfaction rates of the new orientation program |
S- sample size of 74; able to critique results from the two programs; survey comprehensive using Likert-scale as well as open-ended questions
L-Unknown number of total orientation participants versus number of surveys returned; a 3 month follow-up survey resulted in poor response, so no significant data was able to be reported |
| Meyer, R.M. & Meyer, M.C. (2000)
Utilization-focused evaluation: Evaluating the effectiveness of a hospital orientation program |
To evaluate the effectiveness of current orientation practices and which aspects of the program were viewed as positive and which were viewed as negative | Descriptive study: Survey
N=59; total number of surveys distributed = 90 |
Improve areas of orientation program based on survey results | The need to provide quality time and opportunity to practice new clinical skills
Having a designated preceptor was important Offering preceptor classes to potential preceptors was vital to successful orientation programs |
S- The survey was pilot tested before distribution.
Surveys were distributed to all shifts in multiple departments L-Small sample size (rate of return was 60%) |
| Modic, M.B. & Harris, R. (2007)
Masterful precepting: Using the BECOME method to enhance clinical teaching |
To provide staff unit educators a tool for educating and mentoring preceptors | Descriptive Study: Survey
To examine commonly experienced orientee behavior N= 342 from 13 states in the U.S. and Ontario, Canada |
The classification and recognition of common orientee behaviors allows preceptor programs to include effective teaching strategies for preparing the preceptor when these behaviors are encountered | The most frequently encountered orientee behavior was slowness and disorganization
Most strategies used by preceptors to deal with different orientee behavior fell into one of 6 categories: Behavioral, Emotive, Cognitive, Organizational, Modeling, and Elicit help |
S-large sample size
L-fixed questions regarding preceptor education, results were unclear as to whether strategies provided by the preceptor in dealing with a difficult orientee was successful or not |
| Morris, L.L., Pfeifer, P., Catalano, R., Fortney, R., Nelson, G., Rabito, R., & Harap, R. (2009)
Outcome evaluation of a new model of critical care orientation |
To determine if a new orientation program had an effect on satisfaction, retention, turnover, staff vacancy, staff preparedness, and cost effectiveness | Quasi-Experimental
N=173 A total of 197 nurses had participated in the new program, with only 173 giving consent to answer questions Questionnaires were handed out to educators, managers, preceptors, and orientees. Questionnaires were given at set intervals throughout the program and after the program for direct feedback. |
Key components recognized by participants allowed the program develops to improve the current orientation program | Two successful teaching strategies identified: pocket guides and time spent in the simulation lab.
The created Critical Care Institute program, which helped prepare new hire nurses for patient care was rated high among the different groups. One year after the program was instituted: -Retention rates increased by 2% -Turnover rates decreased by 1.5% -ICU vacancy rates decreased by 10% Cost for the new program increased by $24,810 Length of orientation remained the same |
S-Large sample size
L-No clear conclusions drawn regarding why certain values are so far below the national level (ICU vacancy rates and turnover rates) |
| Prouix, D. & Bourcier, B. (2008)
Graduate nurses in the intensive care unit: An orientation model |
To find a more efficient way to develop skills during a new graduate nurse’s orientation and improve the orientation program | Qualitative Study
Examination of previous orientation program with new design based on themes found in recent literature regarding challenges and stresses of a new graduate nurse |
Unit preceptor team
Program redesign based on the stages of skill acquisition of a new graduate nurse |
Year 1: original goals of the program were met
Informal interviews at the conclusion of orientation yielded positive feedback Preceptors found the redesign rewarding New design saved the unit money |
S-study can be transferred to other departments based on themes tested
L-No exact number of orientees mentioned; unsure of level of ICU patients; subjects were new graduate nurses only |
| Thomason, T. (2006)
ICU nursing orientation and postorientation practices: A national survey |
To determine the national practices regarding current instruction methods, preceptor training, and post-orientation programs for ICUs. | Descriptive study: Survey
A geographic map of the U.S. was divided into 7 regions. Inclusion criteria for hospitals included JC accredited and have one or more ICUs, not including pediatric ICU or progressive care units N=24 hospitals participated; results obtained from either a telephone survey or electronic survey Survey tool included 35 questions |
Information gathered regarding national practices for ICU orientation programs including instruction methods and post-orientation support | Orientation times based on previous experience and RN level
87% of hospitals used didactic, classroom education with average 73 hours spent All hospitals surveyed reported the same three key elements to measure success of an orientation program |
S-a beginning attempt to gather information regarding national orientation programs
L-small sample size Electronic surveys sent to CNSs who had affiliation with organizations |
| Ward, C. (2009)
Enhancing orientation and retention: One unit’s success story |
To design an orientation program that supplies quality preceptors to new nurse hires which will arm them with skills to be successful in their positions and retain them within the organization | Qualitative Study
N=22 orientees over a 2 year period (2004 to 2006) Evaluation questionnaires were completed at the end of the orientation class |
A department specific class was developed to help new department hires become familiar with the unit’s patient population and frequently performed procedures | Participants felt overall the class was a valuable addition to their orientation
Retention rates on the unit increased from 44% in 2004 to 88% in 2006 |
S- Study examined orientees over a 2 year period
L-small sample size |
Grading Rubric
|
Assignment Criteria |
Exceptional
100% Outstanding or highest level of performance |
Exceeds
88% Very good or high level of performance |
Meets
80% Competent or satisfactory level of performance |
Needs Improvement
38% Poor or failing level of performance |
Developing
0% Unsatisfactory level of performance |
| Content
Possible Points = 85 Points |
|||||
| Completion of PHRP requirements | 15 Points | Not Applicable | Not Applicable | Not Applicable | 0 Points |
| Completed PHRP certification submitted to faculty by due date
Certificate is presented on a word document titled: NIH PHRP Certificate |
Completed PHRP certification was NOT submitted by due date
|
||||
|
Research Critique Table |
55 Points | 49 Points | 44 Points | 21 Points | 0 Points |
| Presentation of information was exceptional and included all of the following elements:
Table created using example Each section of the table is complete Four nursing research based studies related to PICOT/PICO question are present
|
Presentation of information was good, but was superficial in places and included all of the following elements:
Table created using example Each section of the table is complete Four nursing research based studies related to PICOT/PICO question are present
|
Presentation of information was minimally demonstrated in the all of the following elements:
Table created using example Each section of the table is complete Four nursing research based studies related to PICOT/PICO question are present
|
Presentation of information from following elements fails to meet expectations:
Table created using example Each section of the table is complete Four nursing research based studies related to PICOT/PICO question are present
|
Presentation of information is unsatisfactory in the following elements:
Table created using example Each section of the table is complete Four nursing research based studies related to PICOT/PICO question are present
|
|
| Assignment Specifications | 5 Points | 4 Points | 3 Points | 2 Points | 0 Points |
| This section included all of the following:
Parts A and B are combined into one document Research Critique Table included the following headings: author and title; purpose of the research; research design and sample; intervention; results; strengths and limitations A dictionary, required textbook for this course and Chamberlain College of Nursing lesson information, may NOT be used as scholarly references for this assignment. References are current – within 5 year time frame unless a valid rationale is provided and the instructor has approved them prior to assignment submission. |
This section included three of the following:
Parts A and B are combined into one document Research Critique Table included the following headings: author and title; purpose of the research; research design and sample; intervention; results; strengths and limitations A dictionary, required textbook for this course and Chamberlain College of Nursing lesson information, may NOT be used as scholarly references for this assignment. References are current – within 5 year time frame unless a valid rationale is provided and the instructor has approved them prior to assignment submission |
This section included two of the following:
Parts A and B are combined into one document Research Critique Table included the following headings: author and title; purpose of the research; research design and sample; intervention; results; strengths and limitations A dictionary, required textbook for this course and Chamberlain College of Nursing lesson information, may NOT be used as scholarly references for this assignment. References are current – within 5 year time frame unless a valid rationale is provided and the instructor has approved them prior to assignment submission |
This section included only one of the following:
Parts A and B are combined into one document Research Critique Table included the following headings: author and title; purpose of the research; research design and sample; intervention; results; strengths and limitations A dictionary, required textbook for this course and Chamberlain College of Nursing lesson information, may NOT be used as scholarly references for this assignment. References are current – within 5 year time frame unless a valid rationale is provided and the instructor has approved them prior to assignment submission |
This section included none of the following:
Parts A and B are combined into one document Research Critique Table included the following headings: author and title; purpose of the research; research design and sample; intervention; results; strengths and limitations A dictionary, required textbook for this course and Chamberlain College of Nursing lesson information, may NOT be used as scholarly references for this assignment. References are current – within 5 year time frame unless a valid rationale is provided and the instructor has approved them prior to assignment submission |
|
| APA Format 6th edition | 5 Points | 4 Points | 3 Points | 2 Points | 0 Points |
| APA guidelines, as per the 6th edition of the manual, are demonstrated for the
· Body of table (including citations and headings), and
One deduction for each type of APA format error 0 to 1 APA error was present |
APA guidelines, as per the 6th edition of the manual, are demonstrated for the
· Body of table (including citations and headings), and
One deduction for each type of APA format error 2 – 3 APA errors were present |
APA guidelines, as per the 6th edition of the manual, are demonstrated for the
· Body of table (including citations and headings), and
One deduction for each type of APA format error 4 – 5 APA were are present |
APA guidelines, as per the 6th edition of the manual, are demonstrated for the
· Body of table (including citations and headings), and
One deduction for each type of APA format error 6 – 7 APA were are present |
APA guidelines, as per the 6th edition of the manual, are demonstrated for the
· Body of table (including citations and headings), and
One deduction for each type of APA format error 8 or greater APA errors were present |
|
| Writing Mechanics | 5 Points | 4 Points | 3 Points | 2 Points | 0 Points |
| 1–2 errors or exceptions to the rules of grammar, spelling, word usage, punctuation and other aspects of formal written work as found in the 6th edition of the APA manual | 3 – 4 errors or exceptions to the rules of grammar, spelling, word usage, punctuation and other aspects of formal written work as found in the 6th edition of the APA manual
|
5 – 6 errors or exceptions to the rules of grammar, spelling, word usage, punctuation and other aspects of formal written work as found in the 6th edition of the APA manual
|
7 – 8 errors or exceptions to the rules of grammar, spelling, word usage, punctuation and other aspects of formal written work as found in the 6th edition of the APA manual
|
9 or greater errors or exceptions to the rules of grammar, spelling, word usage, punctuation and other aspects of formal written work as found in the 6th edition of the APA manual
|
|
| Total Points | _____of 85 points |
