a*******5
发帖数: 40 | 1 各位兄弟姐妹：
我在考慮轉到有RN-BSN 的college, 看了又看，又問了問以前的professor, 她說SUNY
Downstate Medical Center 的 RN-BSN program 很好， 我們學校（ BMCC ） 有很多
同學都轉過去了。
想問問各位， 有沒有人轉去這個學校， 會不會很難啊？ 那個學校還有 醫生的
program, 看起來很難的樣子，有沒有人知道呀？
謝謝大家， 還有補充， 我在紐約。 | a*******g
发帖数: 2813 | | a*******5
发帖数: 40 | | t*****r
发帖数: 1765 | 4 我在cuny的hunter的RN－BSN，suny和cuny学费一样，
留学生是415一个学分，绿卡减半，下学期好像又要涨一点，
suny是州立系统，cuny是市立系统，
我一个同学BMCC毕业的在我们program，
他BMCC用的paper都可以拿过来接着交，
每次只要挖挖以前的paper拿来交就行了，
说明ASN和BSN很多课其实都差不多的，
就是听说suny downstate学校那边很多黑人，
你实地跑一次去看看，但是他们有自己的medical center，
我选hunter因为地铁方便，在曼哈顿，大部分都是白人和亚裔，部分黑人，
SUNY他们那个program prefer有绿卡的学生，要申请要尽量早点。
RN－BSN Nursing的课都是每学期几个paper APA format，
老师都会提前告诉你要写什么，
最多就是有个期中考，有些没有期中考，
期末一般没有考试，平时就是听老师讲课，
看看老师给的文章，做几个online的certificate考试，
最多一个paper，然后期末就是group presentation。
这种都是给边上班边工作的护士设立的，
很简单，其实比community college的ASN课简单不知道多少倍了。
你如果是在这里上的ASN，会觉得很简单的。
还有NYU也有RN－BSN，应该很好申请的
能申请私立的就不要申请公立的
这种公立大学学费是便宜 但是选课简直就是恶梦
我们学校因为这个都把program 暂时close了
有些是ASN毕业找不到工作都回来念BSN
不是老师不够就是课程不够要不就是课程的时间不好
有些课有先修课要求，syllbus应该和BMCC那种差不多的，
比如我修nursing research的课，一般要上过STAT统计的课，
syllbus就是下面那种
照着时间交paper参加考试就可以了 基本每个人都是A的 不会很难的
老外drop什么的 都是不好好看书 就考不过了
NURS 380: NURSING THEORY AND RESEARCH Fall 2010
3 hours, 3 Credits
Prereqs for Generic Pathway: NURS 200, 310
Prereqs for RN Pathway: NURS 379, STAT 113
Coreqs: NURS 381, 384, 480, 482
CATALOG DESCRIPTION:
Introduction to theory development and research in nursing.
COURSE DESCRIPTION:
An examination of the relationship of nursing theory, research, and practice to professional nursing
with emphasis on selected theoretical constructs. Nursing roles as they relate to the process and
product of scientific inquiry will be analyzed; nursing and health related research will be examined regarding the applicability of findings to current nursing practice and roles.
COURSE OBJECTIVES:
1. Articulate the uniqueness of nursing.
2. Compare and contrast general differences between qualitative and quantitative research methods.
3. Understand the relationship of a particular nursing theory/framework to appropriate selection of
qualitative and/or quantitative methods.
4. Select nursing phenomena appropriate for development or testing through research.
5. Critically analyze basic and applied research studies to determine appropriateness for applying
findings to practice.
6. Examine the research literature to identify and apply change strategies that affect the delivery of
health care.
7. Analyze research findings that support collaboration with other health care professionals in the
delivery of health care.
8. Propose a plan for using research findings to impact on a particular nursing practice issue.
9. Formulate a commitment to personal growth through the active pursuit of knowledge and life
experiences based upon an understanding of the relationship between nursing theory, nursing
research, and nursing practice.
TEACHING METHODS:
Lecture
Small Group Discussion
Research Utilization Group Project (Paper and PowerPoint presentation)
Films/Videotapes
EVALUATION METHODS:
30%: Midterm Examination
30%: Final Examination
40%: Research utilization group project
Group paper: 20%
Group presentation: 20%
REQUIRED TEXTS:
American Psychological Association. (2009). Publication Manual of the American Psychological
Association (6th ed.). Washington, DC: Corporate Author.
Polit, Denise F. & Beck, Cheryl Tatano (2010). Essentials of Nursing Research: Appraising Evidence for Nursing Practice, 7nd Ed. Walters Kluwer/Lippincott, Williams & Wilkins.
FILMS:
1. Film: Nursing Research from Discovery Through Practice to Better Health (NINR H5427: 11 min.)
2. Film: Research Utilization: A Process for Organizational change (5023:25 min.)
3. Film: Nursing Research Utilization: A Comprehensive Approach (5539:30 min.)
VIDEOS:
The Nurse Theorists: Portraits of Excellence with:
1. M. Leininger (5904)
2. D. Orem (5046: 30 min)
3. M. Newman (5405)
3. R. Parse (5045: 35 min)
4. M. Rogers (5047: 30 min)
5. C. Roy (5150: 45 min)
6. J. Watson (5136)
INTERNET RESOURCES:
Cochrane Collaboration http://www.cochrane.org/
National Guideline Clearinghouse http://www.guideline.gov/
National Institute of Nursing Research (NINR) http://www.ninr.nih.gov/
American Nursing Association (ANA) http://www.nursingworld.org/
Sigma Theta Tau (STT) http://www.nursingsociety.org/default.aspx
Eastern Nursing Research Society (ENRS) http://www.enrs-go.org/
Midwest Nursing Research Society (MNRS) www.mnrs.org
AHRQ http://www.ahrq.gov/
National Database of Nursing Quality Indicators (NDNQI) http://www.nursingquality.org/
7 steps of the research process http://copia.library.cornell.edu/olinuris/ref/research/skill1.htm
Distinguishing scholarly journals from other periodicals http://copia.library.cornell.edu/olinuris/ref/research/skill20.html
Critically analyzing information sources http://copia.library.cornell.edu/olinuris/ref/research/skill26.htm
How to prepare an Annotated Bibliography http://copia.library.cornell.edu/olinuris/ref/research/skill28.htm
APA Guidelines (“Owl” at Purdue) http://owl.english.purdue.edu/owl/resource/560/01/
Pub Med (National Library of Medicine) http://www.ncbi.nlm.nih.gov/pubmed/
Technology Informatics Guiding Education Reform https://www.tigersummit.com/
Toolkit: Implementation of Clinical Practice Guidelines (Canada)
http://www.rnao.org/html/BPG/BPG_PDFs/BPG_Toolkit.pdf
NURS. 380: Nursing Theory and Research
TOPICAL OUTLINE AND READING ASSIGNMENTS*
Date Topic Assignments
August 26, 2010 Course overview
Introduction to research utilization (RU) and evidence-based practice (EBP)
Introduction to contemporary nursing knowledge (models & theories)
Polit & Beck
Chap 1-3
Sept 2, 2010 Using research in practice
Understanding research reports
Polit & Beck
Chapters 2 - 4
Sept 9, 2010 (school closed) No Class
Sept 16, 2010 Understanding findings and conclusions, differences between description and inference Polit & Beck
Chapters 3&4
Sept 23/ Sept 30 Library orientation
Databases, search strategies, Cochrane Collaboration Polit & Beck
Chapter 7
Oct 7, 2010 Data Collection
Qualitative and Quantitative Research Designs Polit & Beck
Chapters 9 &10
Oct 14, 2010 Ethics, informed consent, sampling
Polit & Beck
Chap 5 & 12
Oct 21, 2010
Background and the research problem
Overall research process
Role of research in nursing
EBP & RU
Polit & Beck
Chap 11, 15 & 16
Oct 28, 2010 Midterm Exam, first part of class
(Blueprint will be provided) | a*******5
发帖数: 40 | 5 各位兄弟姐妹：
我在考慮轉到有RN-BSN 的college, 看了又看，又問了問以前的professor, 她說SUNY
Downstate Medical Center 的 RN-BSN program 很好， 我們學校（ BMCC ） 有很多
同學都轉過去了。
想問問各位， 有沒有人轉去這個學校， 會不會很難啊？ 那個學校還有 醫生的
program, 看起來很難的樣子，有沒有人知道呀？
謝謝大家， 還有補充， 我在紐約。 | a*******g
发帖数: 2813 | | a*******5
发帖数: 40 | | t*****r
发帖数: 1765 | 8 我在cuny的hunter的RN－BSN，suny和cuny学费一样，
留学生是415一个学分，绿卡减半，下学期好像又要涨一点，
suny是州立系统，cuny是市立系统，
我一个同学BMCC毕业的在我们program，
他BMCC用的paper都可以拿过来接着交，
每次只要挖挖以前的paper拿来交就行了，
说明ASN和BSN很多课其实都差不多的，
就是听说suny downstate学校那边很多黑人，
你实地跑一次去看看，但是他们有自己的medical center，
我选hunter因为地铁方便，在曼哈顿，大部分都是白人和亚裔，部分黑人，
SUNY他们那个program prefer有绿卡的学生，要申请要尽量早点。
RN－BSN Nursing的课都是每学期几个paper APA format，
老师都会提前告诉你要写什么，
最多就是有个期中考，有些没有期中考，
期末一般没有考试，平时就是听老师讲课，
看看老师给的文章，做几个online的certificate考试，
最多一个paper，然后期末就是group presentation。
这种都是给边上班边工作的护士设立的，
很简单，其实比community college的ASN课简单不知道多少倍了。
你如果是在这里上的ASN，会觉得很简单的。
还有NYU也有RN－BSN，应该很好申请的
能申请私立的就不要申请公立的
这种公立大学学费是便宜 但是选课简直就是恶梦
我们学校因为这个都把program 暂时close了
有些是ASN毕业找不到工作都回来念BSN
不是老师不够就是课程不够要不就是课程的时间不好
有些课有先修课要求，syllbus应该和BMCC那种差不多的，
比如我修nursing research的课，一般要上过STAT统计的课，
syllbus就是下面那种
照着时间交paper参加考试就可以了 基本每个人都是A的 不会很难的
老外drop什么的 都是不好好看书 就考不过了
NURS 380: NURSING THEORY AND RESEARCH Fall 2010
3 hours, 3 Credits
Prereqs for Generic Pathway: NURS 200, 310
Prereqs for RN Pathway: NURS 379, STAT 113
Coreqs: NURS 381, 384, 480, 482
CATALOG DESCRIPTION:
Introduction to theory development and research in nursing.
COURSE DESCRIPTION:
An examination of the relationship of nursing theory, research, and practice to professional nursing
with emphasis on selected theoretical constructs. Nursing roles as they relate to the process and
product of scientific inquiry will be analyzed; nursing and health related research will be examined regarding the applicability of findings to current nursing practice and roles.
COURSE OBJECTIVES:
1. Articulate the uniqueness of nursing.
2. Compare and contrast general differences between qualitative and quantitative research methods.
3. Understand the relationship of a particular nursing theory/framework to appropriate selection of
qualitative and/or quantitative methods.
4. Select nursing phenomena appropriate for development or testing through research.
5. Critically analyze basic and applied research studies to determine appropriateness for applying
findings to practice.
6. Examine the research literature to identify and apply change strategies that affect the delivery of
health care.
7. Analyze research findings that support collaboration with other health care professionals in the
delivery of health care.
8. Propose a plan for using research findings to impact on a particular nursing practice issue.
9. Formulate a commitment to personal growth through the active pursuit of knowledge and life
experiences based upon an understanding of the relationship between nursing theory, nursing
research, and nursing practice.
TEACHING METHODS:
Lecture
Small Group Discussion
Research Utilization Group Project (Paper and PowerPoint presentation)
Films/Videotapes
EVALUATION METHODS:
30%: Midterm Examination
30%: Final Examination
40%: Research utilization group project
Group paper: 20%
Group presentation: 20%
REQUIRED TEXTS:
American Psychological Association. (2009). Publication Manual of the American Psychological
Association (6th ed.). Washington, DC: Corporate Author.
Polit, Denise F. & Beck, Cheryl Tatano (2010). Essentials of Nursing Research: Appraising Evidence for Nursing Practice, 7nd Ed. Walters Kluwer/Lippincott, Williams & Wilkins.
FILMS:
1. Film: Nursing Research from Discovery Through Practice to Better Health (NINR H5427: 11 min.)
2. Film: Research Utilization: A Process for Organizational change (5023:25 min.)
3. Film: Nursing Research Utilization: A Comprehensive Approach (5539:30 min.)
VIDEOS:
The Nurse Theorists: Portraits of Excellence with:
1. M. Leininger (5904)
2. D. Orem (5046: 30 min)
3. M. Newman (5405)
3. R. Parse (5045: 35 min)
4. M. Rogers (5047: 30 min)
5. C. Roy (5150: 45 min)
6. J. Watson (5136)
INTERNET RESOURCES:
Cochrane Collaboration http://www.cochrane.org/
National Guideline Clearinghouse http://www.guideline.gov/
National Institute of Nursing Research (NINR) http://www.ninr.nih.gov/
American Nursing Association (ANA) http://www.nursingworld.org/
Sigma Theta Tau (STT) http://www.nursingsociety.org/default.aspx
Eastern Nursing Research Society (ENRS) http://www.enrs-go.org/
Midwest Nursing Research Society (MNRS) www.mnrs.org
AHRQ http://www.ahrq.gov/
National Database of Nursing Quality Indicators (NDNQI) http://www.nursingquality.org/
7 steps of the research process http://copia.library.cornell.edu/olinuris/ref/research/skill1.htm
Distinguishing scholarly journals from other periodicals http://copia.library.cornell.edu/olinuris/ref/research/skill20.html
Critically analyzing information sources http://copia.library.cornell.edu/olinuris/ref/research/skill26.htm
How to prepare an Annotated Bibliography http://copia.library.cornell.edu/olinuris/ref/research/skill28.htm
APA Guidelines (“Owl” at Purdue) http://owl.english.purdue.edu/owl/resource/560/01/
Pub Med (National Library of Medicine) http://www.ncbi.nlm.nih.gov/pubmed/
Technology Informatics Guiding Education Reform https://www.tigersummit.com/
Toolkit: Implementation of Clinical Practice Guidelines (Canada)
http://www.rnao.org/html/BPG/BPG_PDFs/BPG_Toolkit.pdf
NURS. 380: Nursing Theory and Research
TOPICAL OUTLINE AND READING ASSIGNMENTS*
Date Topic Assignments
August 26, 2010 Course overview
Introduction to research utilization (RU) and evidence-based practice (EBP)
Introduction to contemporary nursing knowledge (models & theories)
Polit & Beck
Chap 1-3
Sept 2, 2010 Using research in practice
Understanding research reports
Polit & Beck
Chapters 2 - 4
Sept 9, 2010 (school closed) No Class
Sept 16, 2010 Understanding findings and conclusions, differences between description and inference Polit & Beck
Chapters 3&4
Sept 23/ Sept 30 Library orientation
Databases, search strategies, Cochrane Collaboration Polit & Beck
Chapter 7
Oct 7, 2010 Data Collection
Qualitative and Quantitative Research Designs Polit & Beck
Chapters 9 &10
Oct 14, 2010 Ethics, informed consent, sampling
Polit & Beck
Chap 5 & 12
Oct 21, 2010
Background and the research problem
Overall research process
Role of research in nursing
EBP & RU
Polit & Beck
Chap 11, 15 & 16
Oct 28, 2010 Midterm Exam, first part of class
(Blueprint will be provided)
--------------------------------------------------------
Quantitative research:
Orem’s Self-Care Model
Roy’s Adaptation Model
On E-Reserve:
Gaffney, K. F., & Moore, J. B. (1996). Testing Orem’s theory of self-care deficit: Dependent care agent performance for children. Nursing Science Quarterly, 9, 160-164.
Robinson, J. H. (1995). Grief responses, coping processes, and social support of widows: Research with Roy’s model. Nursing Science Quarterly, 8, 158-164.
Bb handouts on Self-Care & Adaptation Models
Nov 4, 2010 Qualitative research:
Leininger’s Theory of Culture Care
Diversity and Universality
Parse’s Theory of Human Becoming On E-Reserve:
McFarland, M. R. (1997). Use of culture care theory with Anglo- and African-American elders in a long-term care setting. Nursing Science Quarterly, 10, 186-192.
Baumann, S. L. (2000). The lived experience of feeling loved: A study of mothers in a parolee program. Nursing Science Quarterly, 13, 332-338.
Bb handouts on both theories
Nov 11,2010 Quantitative & qualitative research:
Rogers’ Science of Unitary Human
Beings
Barrett’s Power as Knowing
Participation in Change
On E-Reserve:
Todaro-Franceschi, V. (2006). Synchronicity related to dead loved ones as a natural healing modality. Spirituality and Health International, 7, 151-161.
Lewandowski, W. A. (2004). Patterning of pain and power with guided imagery. Nursing Science Quarterly, 17, 233-241.
Bb handouts
Nov 18, 2010 All Research Utilization group papers due
Student presentations
Qualitative Research:
Newman’s Theory of Health as
Expanding Consciousness
Watson’s Transpersonal Human Caring
Theory
On E-Reserve:
Neill, J. (2005). Health as expanding consciousness: Seven women living with multiple sclerosis or rheumatoid arthritis. Nursing Science Quarterly, 18, 334-343.
Richards, T. A., et al. (2006). A qualitative examination of a spiritually-based intervention and self-management in the workplace. Nursing Science Quarterly, 19, 231-239.
Bb handouts
Nov 25, 2010 No Class
Thanksgiving
Dec 2, 2010 Student presentations
Dec 9, 2010 Student presentations
Finals Week Dec 15- Final Exam Thurs Dec 16
*Subject to change at discretion of instructor
POTENTIAL TOPICS FOR RESEARCH UTILIZATION PROJECT PAPERS
• No more than 5 members per group
• Each group must consult with their professor regarding their chosen topic
This list is open-ended. You may choose other topics not on this list. BE CREATIVE!
Advocacy
Death and dying, hospice care, palliative care
Hospital without walls
Nursing centers
Home care issues
CQI, QA, risk management issues
Therapeutic Touch and other health patterning modalities (imagery, relaxation, music
therapy, light therapy, aromatherapy)
Pain control management in specific populations
Skin integrity
Fall injury prevention
Social support
Family caregiver
Coping with chronic illness
Prevention/treatment of heart disease, cancer, etc. through nutritional approaches (diet,
vitamins, minerals, herbs)
Caring
Leadership issues
Restructuring the work environment
Grieving
Power enhancement
Violence toward women/populations at risk/nurses
Elder/child spouse abuse
Post traumatic stress response/management
Wellness
Mentoring
Burnout
Role restructuring
Advance directives
Alternatives to restraints
Grading Criteria for Research Utilization Group Paper (20 pts): (due Thursday, Nov 18):
1. Submit papers APA format, double-spaced, 1-inch margins, Times New Roman 12pt font, and no more than 6 pages not including title and reference pages (2 pts)
2. Explain why the topic is important to you and the nursing profession, why your group targeted this specific area. (4 pts)
3. Summarize what the nursing literature shows about the topic. Select a minimum of 8 nursing science-based research articles to describe; evaluate the merit of each. (6 pts)
4. Describe an intervention protocol. Identify the setting and target population (1 pt). Identify the specific intervention and procedure (3 pts). Evaluate the resources needed, potential and actual barriers to implementation, and feasibility (2 pts). (Overall section worth 6 pts)
5. Give overall evaluation and summary. Clarify expected outcomes related to original project purpose and summarize overall process. (2 pts)
Criteria for RU PowerPoint Group Presentation [time limit 10-15 min] (20 pts):
Criteria for Group’s Overall Presentation (15 pts):
Each presentation will be rated on the points according to the scale of
5 = excellent / 4 = good / 3 = fair / 2 = poor / 1 = unacceptable.
1. Organized following RU guidelines (5 pts)
2. Clear in overall depiction of content (5 pts)
3. Shows creativity (5 pts)
Criteria for Each Presenter in Group Presentation (5 pts):
1. Clearly identifies the topic to be presented (1 pt)
2. Speaks clearly & directly to the class, using own words and not reading (1 pt)
3. Uses PowerPoint slide to present information (1 pt)
4. Provides information that is both relevant to topic and accurate (1 pt)
5. Adheres to time limit (1 pt)
Grading Criteria for Final Exam (30 pts)
A research article will be posted on Bb. Please read the study thoroughly and provide a critique. The following questions are to be used to develop your paper. Submit papers, APA format, double-spaced, 1-inch margins, Times New Roman 12pt font, and no more than 5 pages inclusive of title and reference pages, (formatting is worth 2 pts). This paper is due Thursday, Dec 16, 2010. You may hand it in early.
1. What is the research question? (1 pt)
2. What is (are) the hypotheses of the study? (1 pt)
3. How do the authors frame the study and does the framework fit the study? (3pts)
What were the variables? (1pts)
4. In developing the review of the literature what are the gaps? (3pts) Is there a need for this study? (4pts)
5. How was the study carried out? Consider sample, recruitment, methods, collection/analysis of data. (2pts)
6. What are the findings? Did the authors discuss the findings in a cohesive way? (2pts)
7. What are the implications for practice? (1pt) Can they be generalized? (2pts)
8. What are limitations to the study? (1pt) Do the authors discuss them to your satisfaction?(3pts)
9. If this study was to be redone, what changes might you make? (3pts)
10. Overall summary (1pt)
***Note Well: Submit all assignments on time.
Late assignments will have one-point deducted per day, including weekends, holidays.
Hunter College, Hunter-Bellevue School of Nursing Progression Policy:
Students must receive minimum grades of C in all required nursing courses. Students who receive a grade of D or lower, or who fail any segment of a clinical nursing course or lab, will be allowed to repeat the course or segment only once. Students who fail a second required nursing course or clinical/lab segment will be dismissed from the nursing program. | a*******5
发帖数: 40 | 9 我才看到，谢谢你了！ 真的很好 不好意思这么晚谢你。 |
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