The University of Adelaide
Course Outlines

NURSING 4420A - Honours Nursing Research Project T/Y Part 1

North Terrace Campus - Semester 1 - 2024

This course is designed to allow students to work with a supervisor to identify a suitable research question, conduct a literature review and prepare a research proposal for submission to the appropriate ethics committee. Students will then continue to work with a supervisor to conduct the research study proposed present their findings in a School of Nursing seminar and in a paper suitable for publication.

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  • General Course Information
    Course Details
    Course Code NURSING 4420A
    Course Honours Nursing Research Project T/Y Part 1
    Coordinating Unit Adelaide Nursing School
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Contact Up to 24 hours per week
    Available for Study Abroad and Exchange N
    Restrictions Available to Bachelor of Health and Medical Sciences (Honours) students only
    Assessment Question, literature review, research proposal, summary of results, presentation and publication
    Course Staff

    Course Coordinator: Dr Mitra Javanmard

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    The Learning Outcomes for this course are:
    1. Explore options for a possible research topic
    2. Examine the literature relevant to the chosen research topic
    3. Compose a research question
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    		 2,3

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    		 1,2,3,

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    		 1,2,3,

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    		 1,2,3,

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    		 1,2,3,

    Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.

    		 1,2,3,

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    		 1,2,3,

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    		 1,2,3,
  • Learning Resources
    Required Resources
    There are no required resources for this course. 
    Recommended Resources
    Recommended Texts

    • Burns, N, Gray, J, Burns, N, 2015, Understanding Nursing Research Building an Evidence-Based Practice, 6th edn, Elsevier Saunders, St Louis.
    • Grove, SK & Gray, J 2019, Understanding nursing research: building an evidence-based practice, Seventh edition., Elsevier, St. Louis, Missouri.
    • Polgar, S & Thomas, S 2013, 6th Edition. Introduction to research in the health sciences, Churchill Livingstone, Elsevier Edinburgh.
    • Rees, C 2016, Rapid research methods for nurses, midwives, and health professionals, 1st ed., Wiley Blackwell, Chichester, West Sussex. Also available as an E-Book. Test is a useful dictionary of research terms.
    • Schneider, Z, Whitehead, D, LoBionodo, G. Haber, J. 2016, Nursing & Midwifery Research, 5th edn, Mosby, Elsevier, Sydney.
    • Sonyel Oflazoglu 2017, Qualitative versus quantitative research, S Oflazoglu Dora (ed.), IntechOpen, Place of publication not identified.
    • Streubert Speziale, H & Carpenter, D 2010, Qualitative research in nursing advancing the humanistic imperative, 5th edn, Lippincott Williams & Wilkins, Philadelphia.
    • Flick, U 2022, The Sage handbook of qualitative research design, 1st ed., SAGE Publications, Thousand Oaks, California.
    • Holloway, I 2017, Qualitative research in nursing and healthcare, Fourth edition., Wiley Blackwell, Chichester, England.
    • Hodge, SR 2020, ‘Quantitative research’, in Routledge Handbook of Adapted Physical Education, 1st edn, Routledge, pp. 147–162.
    • Bruce, N, Pope, D & Stanistreet, D 2018, Quantitative methods for health research: a practical interactive guide to epidemiology and statistics, Second edition., Wiley, Hoboken, New Jersey.
    • Pallant, J 2020, SPSS survival manual: a step by step guide to data analysis using IBM SPSS, seventh edition., Routledge, Place of publication not identified. This book is essential if you are planning to use SPSS for your statistical analysis. There is also a Support Website available if you purchase the text.


    Note:
    Students are not required to buy recommended texts. However, they provide valuable supplementary reading on various aspects of the material coveredwithin this course and students are encouraged to have a look at them.
    Online Learning
    Not Applicable
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.

    Workload

    No information currently available.

    Learning Activities Summary

    No information currently available.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary

    No information currently available.

    Assessment Detail

    No information currently available.

    Submission

    No information currently available.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    NOG (No Grade Associated)
    Grade Description
    CN Continuing

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines

    This section contains links to relevant assessment-related policies and guidelines - all university policies.

  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.
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