Applied Research
Code: 44462 ECTS Credits: 15| Degree | Type | Year |
|---|---|---|
| 4317584 Nursing Innovation Applied to Vulnerability and Health | OB | 1 |
Contact
- Name:
- Nina Granel Gimenez
- Email:
- nina.granel@uab.cat
Teachers
- Nina Granel Gimenez
- Juan Manuel Leyva Moral
- Albert Navarro Gine
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
Although not a prerequisite, it is important that students have basic training in research methodology.
Objectives and Contextualisation
In this module, students will acquire the necessary skills to adequately handle scientific knowledge applied to the field of health sciences, as well as the analysis and resolution of problems identified in professional practice.
Competences
- Analyse and synthesise complex information
- Analyse professional practice in situations of vulnerability on the basis of innovation and research.
- Apply data from research into innovation in nursing care in situations of vulnerability.
- Apply scientific methodology to integrate innovation and vulnerable groups.
- Develop scientific knowledge, critical reasoning and creativity
- Knowledge and understanding that provide a basis or opportunity for originality in developing and / or applying ideas, often in a research context.
- That students have the learning skills that enable them to continue studying in a way that will be largely self-directed or autonomous.
- Use tools to foster and improve knowledge transfer in nursing services that work with groups in situations of vulnerability
Learning Outcomes
- Analyse and synthesise complex information
- Apply research ethics in the research proposal/s.
- Communicate research results in a clear, synthetic and methodologically based manner.
- Demonstrate knowledge of the distinct stages of scientific method.
- Demonstrate knowledge of the tools for critical reading of scientific articles.
- Demonstrate the ability to acquire scientific knowledge autonomously.
- Design a qualitative research proposal coherent with the contents of the master's degree.
- Design a quantitative research proposal coherent with the contents of the master's degree.
- Design an innovative research proposal relevant to the subject of the master's degree.
- Develop scientific knowledge, critical reasoning and creativity
- Incorporate innovative methodologies into the planning of care for vulnerable populations to improve the transfer of knowledge.
- Recognise the main paradigms of scientific thought.
- Use scientific databases in health.
- Use scientific innovation to solve health problems in vulnerable populations in a creative way.
Content
Search for information in scientific databases
Critical reading of the scientific article
Research ethics
Research methodology
Paradigms of Scientific Thought
Qualitative and quantitative methods
The research protocol
Main study designs
Analysis of data
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Lecture | 59 | 2.36 | 1, 2, 6, 4, 5, 10, 7, 8, 12 |
| Personal study | 281 | 11.24 | 10, 7, 8, 11, 12 |
| Seminar | 35 | 1.4 | 3, 5, 10, 11, 13, 14 |
Traditional lectures onsite or onlie where the theoretical contents will be taught and discussion will be encouraged.
Case discussion seminars, resolution of exercises, critical debate, work with expert patient or other active methodologies.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Essays | 35% | 0 | 0 | 1, 2, 6, 10, 7, 8, 9, 13 |
| Oral presentations | 20% | 0 | 0 | 1, 2, 3, 6, 5, 10, 7, 8, 9, 11, 13, 14 |
| Test | 45% | 0 | 0 | 1, 3, 4, 5, 7, 8, 11, 12 |
Students will have to hand in some written essays using Moodle. Examples of written essays are critical reading or participating in online methodological debates.
At the end of the module, a test-type exam will be performed.
In small groups, students will have to design a research proposal (qualitative and quantitative) that will be presented orally in class. Methodological questions will be asked in this regard. Once the possible modifications made by the teachers and students have been incorporated, they will write a brief report of their projects.
It is mandatory to present and approve all the activities in order to be able to promise the qualifications.
OBTAINING THE FINAL QUALIFICATION:
The requirement for obtaining the final mark is to have presented to all the evaluative parts and to have obtained in each of them a mark superior or equal to 5.
It will be considered non-evaluable when the student has missed 3 or more seminar sessions or laboratory practices, without justified cause.
The final grade of thecourse will be the sum of the different parts that make it up. According to the agreement 4.4 of the Governing Council 11/17/2010 of the evaluation regulations, the grades will be:
From 0 to 4.9 = Fail
From 5.0 to 6.9 = Approved
From 7.0 to 8.9 = Notable
From 9.0 to 10 = Excellent
From 9.0 to 10 = Honorary registration
The student has the right to review the assessment tests. For this purpose, the date will be specified in Moodle.
Students who have not passed the course through the continuous assessment may take a resit test at the end of the course.
The special and particular situations will be valued by the coordinator of the subject and the tutor of the group.
All assessment tools will be available in Moodle at the beginning of the course.
Absences:
The following situations are considered justified absences from laboratory and seminar practices:
Official exam
Acute disease
Specialized medical visit
Elite Athletes Competition (Non-Training)
Death of a relative or close person
Outside of these situations, each absence will mean a reduction of one point for each absence in the final grade, up to a maximum of 3 absences.
Any sign of academic dishonesty, such as plagiarism or manipulation of assessment documents, etc., or any discriminatory, violent or disrespectful attitude towards classmates and / or teachers, will result in the immediate suspension of the subject.
Bibliography
- Josep M. Argimon Pallás, Josep Jiménez Villa. Métodos de investigación clínica y epidemiológica. 5ª ed. Barcelona: Elsevier, España,SA, 2019.
- Susan K. Grove, Jennifer R. Gray, Nancy Burns. Investigación en enfermería. Desarrollo de la práctica enfermera basada en la evidencia. Madrid. Elsevier. 6a ed. 2016
- Denise F. Polit, Cheryl Tatano Beck. Essentials of nursing research: Appraising Evidence for Nursing Practice. Philadelphia : Wolters Kluwer/Lippincott/Williams & Wilkins Health. 8th ed. 2014
- Nancy Burns, Susan K. Grove. Investigación en enfermería. Madrid. Elsevier 5a ed. 2012.
- Miguel Martín, Olivia Horna, Fúlvio B. Nedel, Albert Navarro. Fundamentos de estadística en ciencias de la salud. Bellaterra: Servei de publicacions UAB, 2010.
- Erik Cobo, Pilar Muñoz, José Antonio González. Bioestadística para no estadísticos: principios para interpretar un estudio científico P, González JA. Barcelona: Elsevier Masson, 2007.
Recursos d'Internet
- https://doaj.org/
- http://www.ncbi.nlm.nih.gov/pubmed
- http://www.scopus.com/home.url
- http://www.easp.es/exploraevidencia/
- http://www.fisterra.com/
Software
Mendeley
R Comander
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (SEMm) Seminars (master) | 101 | Catalan/Spanish | annual | morning-mixed |
| (TEm) Theory (master) | 101 | Catalan/Spanish | annual | morning-mixed |