In this course students are introduced to the nature of nursing knowledge and evidence-informed practice. Students will examine the role of research in a practice profession, the philosophical and historical foundations of knowledge creation, and are introduced to the relationships among research, theory, education and practice. In addition, students are introduced to their role as research consumers. As consumers of research students are able to identify and demonstrate their understanding of the development of an evidence-informed practice.
In this course, the nature of nursing knowledge, the development of an evidenced –informed practice, and the role of research in nursing are the foci of discussion. Concepts and essential content that will be addressed relative to these topics are listed below. In addition, the core curriculum concepts are integrated in this course.
Nature of knowledge
- Theoretical perspectives
- Theoretical and conceptual frameworks
Evidenced-informed knowledge and practice
- Electronic database
- Computer database
- Scholarly literature
- Strategies for reviewing the literature
- Conducting systematic reviews
- Integrative review
- Critiquing criteria
- Research consumer
Role of research in nursing
- Research utilization
- Quantitative research
- Qualitative research
- Mixed methods research
- Philosophical beliefs
- Deductive and inductive reasoning
- Grand theory
- Midrange theory
- Microrange theory
Methods of Instruction
It is the intent of faculty to facilitate student learning, and promote critical inquiry, reflection and analytical reasoning through a variety of learning processes such as lecture, seminar, group discussion and presentation.
Means of Assessment
The course evaluation is consistent with Douglas College Evaluation Policy. A course evaluation schedule and other course evaluation information are provided on the Instructor’s Course Outline which is available to students at the beginning of each semester. This is a graded course.
At the end of this course, the successful student will be able to:
- Demonstrate an understanding of evidence-informed practice with an emphasis on identifying a clinical problem, formulating relevant and specific clinical questions, searching for scientific evidence and evaluating evidence at a beginning level.
- Demonstrate an understanding of fundamental ways of knowing in nursing.
- Demonstrate application of critical thinking skills and critical reading skills.
- Demonstrate an understanding of the contribution of nursing research to health promotion in nursing practice.
- Demonstrate an understanding of the role of research consumer, the role of nurse in health care research, and the research process, at a beginning level.
- Demonstrate an understanding of the foundational concepts and theories that underpin nursing research.
- Demonstrate an understanding of philosophies (worldviews/paradigms) of research and science.
- Demonstrate an understanding of the theory-practice-research link in the creation of new knowledge for nursing practice.
NURS 2111 AND NURS 2112 AND NURS 2113 AND NURS 2114 AND NURS 2116
Students in the BSN program are required to maintain a passing grade of 65% (C+) in all courses in order to progress in the program.
NURS 2211 AND NURS 2212 AND NURS 2213 AND NURS 2215
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester/year of the course, consider the previous version as the applicable version.
Below shows how this course and its credits transfer within the BC transfer system.
A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.
For more information on transfer visit the BC Transfer Guide and BCCAT websites.
If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.