SK151 og SK152 The nurse's responsibility in quality improvement and research. Subject 2

The comprehensive objective for the subject is to give the students knowledge and skills so that they can practice knowledge-based nursing and have the competence to take part in quality improvement and/or professional development and research in the subject.

1st semester (full-time/part-time)

The student:

• Has insight into and makes use of guidelines for the correct presentation of written assignments
• Has an understanding of various scientific concepts and other concepts of knowledge in the field of nursing
• Has insight into methods for systematic quality improvement

3rd semester and 4th semester (full-time)/5th semester and 6th semester (part-time)

The student:

• Has insight into scientific theory and research methodology for health subjects
• Can find, read and critically assess research work in the field of nursing and other health subjects
• Has an understanding of important research ethical issues
• Can plan and draw up a planning document for a project

6th semester (full-time)/8th semester (part-time)

The student:

• Has an understanding of the evolution and forms of knowledge in nursing and of the relationship between nursing theory and nursing practice
• Has insight into methods for systematic quality improvement in clinical practice in the health sciences
• Can use relevant research results in practicing nursing, in written assignments, and in independent, competence-building work on a Bachelors thesis project.
• Can practice knowledge-based nursing, based on recent research, clinical experience, professional judgment, resource assessment and the patient's preferences.

.

Previous knowledge

Subjects 1, 3, 4, 5, 6, 7, 8 must be passed before undertaking the Bachelors thesis project

1st semester (full-time/part-time)

• Trends in scientific theory in the health and social sciences
• General requirements for formulating an issue
• Academic requirements for written text

3rd semester and 4th semester (full-time)/4th semester and 6th semester (part-time)

• The research process
• Relevant research design and research methods in health subjects
• Research ethics
• Project methodology
• Evidence-based clinical practice – concepts, process and implementation

6th semester (full-time)/8th semester (part-time)

• Nursing as a science and clinical subject
• Nursing competence and nursing as a profession
• Professional development and quality improvement in clinical practice in health subjects
• Bachelors thesis project in nursing – criteria and process

• • Introductory lectures on various topics
  • Presentation of health science research at the Faculty of Health Sciences as an illustration of research topics, design and methods
  • Student activity, individually and in groups: Literature studies, academic writing, problem formulation and/or analysis, literature searches, article evaluation, fellow-student assessment
  • Teacher guidance and feedback on individual and group-based student work
  • Assessment and use of relevant research in all relevant sub-topics in the Bachelors degree plan

Observation in clinical practice may be included as part of the work on the Bachelors thesis project. Each student is responsible for organising this himself/herself, and this shall be stated in the project outline.

In the Bachelors thesis project, the student may choose a problem that is related to study abroad (possibly combined with subject 9).

• • All lectures.

• 1st semester (full-time/part-time)

  • Training in academic writing in the topic of scientific theory, including guidelines for correct presentation. Group assignment

  3rd semester and 4th semester (full-time)/5th semester and 6th semester (part-time)

  • Evidence-based clinical practice: Introductory lecture, literature searches, assessment of relevant research and presentation. Group assignment

  6th semester (full-time)/8th semester (part-time), compulsory assignments related to the Bachelors thesis project:

  • Project seminar with presentation of the problem and response from fellow students
  • Project outline for Bachelors thesis project that shall be approved by a teacher.
  • Obligatory guidance on Bachelors thesis project

4th semester (full-time)/6th semester (part-time)
SK151 Project plan for project work in health-promoting and preventive work – 5 ECTS credits. Group examination. Passed/failed.

If the project plan is deleted, the group can continue to work on the same problem.

6th semester (full-time)/8th semester (part-time)
SK152 Bachelors thesis project in nursing – 15 ECTS credits. Individual. Letter grade.

With the grade of F or with an improvement of the Bachelors thesis project, there is an opportunity to continue to work on the same problem. With an improvement of grade, no guidance will be given.

Halvorsen, K. (2002). Forskningsmetode for helse- og sosialfag. Innføring i samfunnsvitenskapelig metode. (Research methodology for the health and social sciences. Introduction to social scientific methods). Oslo, Norway: Cappelen.

Kirkevold, M. (2002). Vitenskap for praksis? (Science for clinical practice?) Oslo, Norway: Gyldendal Akademisk.

Magnus, P. and Bakketeig, L.S. (2000). Prosjektarbeid i helsefagene. (Project work in the health sciences). Oslo, Norway: Gyldendal Akademisk.

Oranta, O., Routosalo, P. and Hupli, M. (2002). "Barriers to and facilitators of research utilisation among Finnish Registered Nurses". In: Journal of Clinical Nursing. 11. pp. 205-213. (Compendium).

Parahoo, K. and Mccaughan, E.M. (2001). "Research utilitations among medical and surgical nurses: a comparison of their self reports and perceptions of barriers and facilitators". In:
Journal of Nursing Management.
9. pp. 21-30. (Compendium).

Stordalen, J. and Støren, I. (2004). Bare skriv! Praktisk veiledning i oppgaveskriving (Just write! Practical instruction in writing reports). Oslo, Norway: Cappelen Akademisk Forlag.

Thelle, D. (1998). Innføring i epidemiologi. (Introduction to Epidemiology). Chapter 3: Epidemiologiske undersøkelser. (Epidemiological examinations). Oslo, Norway: Cappelen. Ch. 3. (Compendium).

Willman, A. and Stolz, P. (2006). Evidensbaserat omvårdnad. (Evidence-based care). Lund: Studentlitteratur.

Aadland, E. (2004). "Og eg ser deg…" Vitenskapsteori og metode i helse og sosialfag. ("And I see you..." Scientific theory and method in the health and social sciences). Oslo, Norway: Tano Aschehoug. All chapters except no. 7.

In the topic of quality improvement, the syllabus will be presented later.

Syllabus selected by student, 500 pages.

Recommended literature

Andersen, J.R., Søgnen, E., Natvig, G.K. (2005). "Diet quality in 116 Norwegian men and women with coronary heart disease". In: Eur J Cardiovasc Nurs. [Epub ahead of print].

Andenæs, R., Kalfoss, M.H. and Wahl, A.K. (2006). "Coping and psychological distress in hospitalized patients with chronic obstructive pulmonary disease". Heart Lung. 35(1). pp. 46-57.

Bjørndal, A., Flottorp, S. and Klovning, A. (2000). Medisinsk kunnskapshåndtering. (Medical knowledge management). Oslo, Norway: Gyldendal Akademisk.

Espeland, V. and Indrehus, O. (2003). "Evaluation of students' satisfaction with nursing education in Norway". In: Journal of Advanced Nursing 42 (3). pp. 226-236.

DiCenso, A., Guyatt, G. and Ciliska, D. (2005). Evidence-Based Nursing, A Guide to Clinical Practice. Lonson: Elsevier Mosby.

Dyste, O., Hertzberg, F. and Hoel, T.L. (2000). Å skrive for å lære. Skriving i høyere utdanning. (Writing in order to learn. Writing in higher education). Oslo, Norway: Abstrakt forlag.

Ekeli, B.V. (2002). Evidensbasert praksis. Snublestein i arbeidet for bedre kvalitet i helsetjenesten? (Evidence-based clinical practice. Stumbling block in the efforts to improve the quality of the health service). Eureka. No. 2. Tromsø, Norway: TromsøUniversityCollege.

Greenhalgh, T. (2001). How to Read a Paper: The Basics of Evidence-Based Medicine. London: BMJ.

Hoel, T.L. (1992). Tanke blir tekst. Skrivehjelp for studenter. (Thoughts become words. Writing tips for students). Oslo, Norway: Det norske samlaget.

Jacobsen, D.I. (2003). Forståelse, beskrivelse og forklaring. Innføring i samfunnsvitenskapelig metode for helse- og sosialfagene. (Comprehension, description and explanation. Introduction to social scientific methodology for the health and social sciences). Kristiansand, Norway: Høyskoleforlaget

Jamtvedt, G., Glenton, C. and Hilde, G. (2000). "Kunnskapsbasert fysioterapi. Kritisk vurdering av studier med kvalitativ metodikk". (Knowledge-based physiotherapy. Critical assessment of programmes of study with qualitative methodology). Fysioterapeuten. pp. 16-20.

Lund, T. (2002). "Metodologiske prinsipper og referanserammer". (Methodological principles and frames of reference). In: Lund, T. (ed.) Innføring i forskingsmetodologi. (Introduction to Research Methodology). Ch. 3, pp. 79-123 Oslo, Norway: UnipubAS.

Martinsen, K. and Boge, J. (2004). "Kunnskapshierarkiet i evidensbasert sykepleie". (The hierarchy of knowledge in evidence-based nursing). In: Tidsskriftet Sykepleien. (Journal of Nursing). No. 13. pp. 58-61.

Martinsen, K. and Boge, J. (2004). "Uro kring evidens". (Uneasiness about evidence). In: Tidsskriftet Sykepleien. (Journal of Nursing). No. 19. pp. 64-65.

Martinsen, K. (2005). Samtalen, skjønnet og evidensen. (The conversation, the assessment and the evidence). Oslo, Norway: Akribe.

Nortvedt, M.W., Hanssen, T.A. and Wahl, A. (2004). Metodisk mangfold (Methodological variety). In: Tidsskriftet Sykepleien. (Journal of Nursing). No. 15. p. 62.

Nortvedt, M.W., Hansen, T.A. (2001). "Evidens basert sykepleie - fordeler og begrensninger". (Evidence-based nursing - advantages and limitations). In: Tidsskriftet Sykepleien. (Journal of Nursing). No. 1. pp. 42-45.

Nordtvedt, P. and Grimen, H. (2004). Sensibilitet og refleksjon. Filosofi og vitenskapsteori for helsefag. (Sensibility and reflection. Philosophy and scientific theory for the health sciences). Oslo, Norway: Gyldendal Akademisk.

Nortvedt, M.W. and Hansen, T.A. (2001). "Evidensbasert sykepleie - del 1, 2 og 3". (Evidence-based nursing - parts 1, 2 and 3). In: Tidsskriftet Sykepleien. (Journal of Nursing). (Compendium).

Rognsaa, A. (2003). Prosjektoppgaven: krav til utforming. (The Bachelors thesis project: requirements for formulation). Oslo, Norway: Universitetsforlaget.

Sægrov, S. and Halding, A.G. (2004). "What is it like living with the diagnosis of cancer?" In: European Journal of Cancer Care. No. 13. pp. 145-153.