Description
she asked me to read to it. Good morning Cindy,
I am reaching out because you seem to have misunderstood the requirement for the first discussion. Did you download the course Orientation?
The first discussion asks you to explain the 4 different worldviews outline by Creswell regarding research. It is not about your worldviews.
Please make sure to correct it. Feel free to reach out.
Please acknowledge receipt of this email.
Dr. Rosa Rousseau
Adjunct Professor Module 1 Discussion
Worldviews of the Researcher
Write a post explaining the 4 different worldviews outlined by Creswell and Creswell (2018) in Chapter 1 and how they can impact the researcher and the research.
Submission Instructions:
Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.
You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.)
All replies must be constructive and use literature where possible.
Please post your initial response by 11:59 PM ET Thursday, and comment on the posts of two classmates by 11:59 PM ET Sunday.
Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.
You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.
Grading Rubric
Your assignment will be graded according to the grading rubric.
Discussion Rubric
Criteria Ratings Points
Identification of Main Issues, Problems, and Concepts
Distinguished – 5 points
Identify and demonstrate a sophisticated understanding of the issues, problems, and concepts.
Excellent – 4 points
Identifies and demonstrate an accomplished understanding of most of issues, problems, and concepts.
Fair – 2 points
Identifies and demonstrate an acceptable understanding of most of issues, problems, and concepts.
Poor – 1 point
Identifies and demonstrate an unacceptable understanding of most of issues, problems, and concepts.
5 points
Use of Citations, Writing Mechanics and APA Formatting Guidelines
Distinguished – 3 points
Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. High level of APA precision and free of grammar and spelling errors.
Excellent – 2 points
Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing. Moderate level of APA precision and free of grammar and spelling errors.
Fair – 1 point
Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing. APA style and writing mechanics need more precision and attention to detail.
Poor – 0 points
Ineffectively uses the literature and other resources to inform their work. An unacceptable use of citations and extended referencing. APA style and writing mechanics need serious attention.
3 points
Response to Posts of Peers
Distinguished – 2 points
Student constructively responded to two other posts and either extended, expanded or provided a rebuttal to each.
Fair – 1 point
Student constructively responded to one other post and either extended, expanded or provided a rebuttal.
Poor – 0 points
Student provided no response to a peer’s post.
2 points
Unformatted Attachment Preview
Course Syllabus
St. Thomas is a Catholic University with rich cultural and international diversity
committed to the academic and professional success of its students, who become
ethical leaders in our global community.
1. General Course Information
Term: See online course schedule.
Course Title: Quantitative Research
Course Number: NUR 860
Credit Hours: 3
Prerequisites: None.
2. Instructor Contact
Facilitator: See Instructor Canvas Profile.
Office Location: Online (Remote)
Office Hours: By appointment (remote)
Office Phone: See Instructor Canvas Profile.
E-mail Address: See Instructor Canvas Profile.
3. Course Description
This course examines theory and practice in the design, conduct, analysis and interpretation of
experimental, quasi-experimental and survey procedures for research and evaluation of
programs. Development of basic skills required in the understanding, planning and executing of
a research study will be covered.
4. Course Outcomes
Upon successfully completing this course, learners will be able to:
1. Examine quantitative research and statistical concepts with emphasis on the writing process.
2. Analyze and evaluate healthcare literature for the production of literature reviews.
3. Examine the use of theories in building research methodologies and studies.
4. Identify the components of a great introduction and purpose statement and how they
function in research and research reporting.
5. Analyze research questions and hypothesis for correct use and applicability to the research
proposed.
6. Analyze and appraise a quantitative study that uses one of the following designs: Survey
Research, Correlational Research, Experimental Research, and Causal-Comparative Research.
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5. Instructional and Technology Information
Required Textbook(s):
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative and mixed
methods approaches (5th ed.). Sage.
ISBN: 9781506386706
eText: 9781506386683
American Psychological Association. (2020). Publication manual of the American Psychological
Association (7th ed.).
Print: 9781433832154
eText: 9781433832185
Technology Support:
For issues or problems related to University email, My Bobcat, and Canvas, don’t hesitate to
contact STU Help Desk.
STU Help Desk
• Dial (305) 628-6610 (on campus dial 6610)
• By email at [email protected]
• Use the Live Chat function via MyBobcat
• Stop by Mimi Donner Hall, Room 111 on the first floor.
6. Grading Policy/ Scale
Assignments, projects, quizzes, and/or exams with brief descriptions of expectations with
points/weights assigned to each activity.
Course Learning Outcome Assessment Strategies
Learning
Outcomes
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Discussions
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Module 1 Discussion
Module 2 Discussion
Module 5 Discussion
Module 7 Discussion
2
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Module 1 Discussion
Module 3 Discussion
Module 4 Discussion
Module 7 Discussion
3
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Module 2 Discussion
Module 7 Discussion
4
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Module 3 Discussion
Module 4 Discussion
Module 7 Discussion
5
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Module 5 Discussion
Module 7 Discussion
6
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Module 6 Discussion
Module 7 Discussion
Written Assignments
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Module 1 Assignment
Module 2 Assignment
Module 5 Assignment
Module 7 Assignment A
Module 7 Assignment B
Module 1 Assignment
Module 2 Assignment
Module 4 Assignment
Module 7 Assignment A
Module 7 Assignment B
Module 2 Assignment
Module 7 Assignment A
Module 7 Assignment B
Module 2 Assignment
Module 4 Assignment
Module 7 Assignment A
Module 7 Assignment B
Module 5 Assignment
Module 7 Assignment A
Module 7 Assignment B
Module 6 Assignment
Module 7 Assignment A
Module 7 Assignment B
Grading Scale
Letter
A
AB+
B
BC+
C
CD+
D
Percentage
93-100
90-92
87-89
83-86
80-82
77-79
73-76
70-72
67-69
60-66
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Letter
F
Percentage
0-59
Grading Scheme & Weights
Assignments
Assignments (8) &
Acknowledgment Quiz
Discussions (7)
Total:
Percentage/Points
60%
40%
100%
7. Course Policies and Procedures
a. Expectations:
This is an accelerated course lasting 7 weeks, and as such will require a higher work load
each week than if this was a 16-week course. In order to fulfill the 135 contact hour
expectations, this will mean that you will be expected to spend about 20 hours a week
engaged with the course. Engagement means reading, watching videos, participating in
discussions, working on homework/projects/activities/assignments, researching and
analyzing materials, and other items assigned by the instructor.
b. Late Work/Make-Up Assignments:
At the discretion of the instructor.
c. Attendance Policy
Please refer to the Student Policies and Standards and Nursing Student Handbook.
d. Academic Honesty
Academic dishonesty is the representation of another’s work as one’s own, either directly or
through complicity in falsification; cheating; plagiarism; facilitation of academic dishonesty;
or infringement on the academic rights of others.
Please see the St. Thomas University Catalog for more information about academic
honesty, including consequences of academic dishonesty (See Nursing Student Handbook).
All the Assignments are required to go through the Turnitin screening process.
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To post your initial post, you must receive a Turnitin and Chat GPT Report that is less
than or equal to 20% & CHAT GPT.
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Your instructor will monitor your Similarity Report and you will automatically receive a 0
in the discussion if you post with a Turnitin and Chat GPT Report that is greater than
20%.
Students are expected to adhere to the academic honesty policy as stated in the college
catalog. Students violating the policy in any way will automatically receive an “F” in the
course and be referred to the Dean of Students for further disciplinary action.
When submitting an assignment via Turn it in, a similarity report is generated. Similarity
Reports provide a summary of matching or highly similar text found in a submitted paper.
The student’s Similarity Report is available for viewing; a similarity score percentage of more
than 20% will not be accepted. Student will obtain a zero for the assignment. Student has
the opportunity to resubmit assignments before the due date to check their similarity score.
e. Artificial Intelligence
Assignments assessed through Turnitin now also screen for the use of Artificial Intelligence
(AI). To avoid being failed for excessive use of AI, follow these procedures for the disclosure
of the use of AI.
Last Revised (02/06/2024) | 5
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Cite anytime you paraphrase or quote something from an Artificial Intelligence program,
the same as you would a source.
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If you use Artificial Intelligence (AI) include a disclosure statement after the conclusion of
your paper stating the type of AI and how it was used. For example, AI was used to
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Summarize articles to determine their appropriateness. Once you select an
article, you should read it through and take your own notes. Only use AI to help
make the selection.
▪
Generate ideas to help you make your argument stronger. You must give credit
to the AI for the ideas you use in your paper by citing it.
▪
Summarize your notes. You can enter the notes you make on the chapters or an
article you read and have AI summarize it for you. If you do not paraphrase the
summary, you must put it in direct quotes and you must cite the AI for coming
up with the summary.
▪
Perform spelling and grammar checks. You only need to disclose this if you ask
an AI program to check your spelling and grammar, this does not refer to
automatic spelling and grammar checkers.
f. Netiquette Statement
Netiquette is a set of rules for behaving properly online. Much of our communication in this
course will take place in the forums and through email. Here are some guidelines for online
communication in this course:
I.
II.
III.
IV.
V.
VI.
VII.
Be sensitive to different cultural and linguistic backgrounds and political and
religious beliefs.
Use good taste when composing your responses. Swearing and profanity should be
avoided. Also, consider that slang terms can be misunderstood or misinterpreted.
Don’t use all capital letters when composing your responses. This s considered
“shouting” on the internet and impolite or aggressive. It can also be stressful on the
eye when trying to read your message.
Be respectful of others’ views and opinions. Avoid “flaming” (publicly attacking or
insulting) others.
Be careful when using acronyms. If you use an acronym, it is best to spell out its
meaning first, then put it in parentheses afterward, such as Frequently Asked
Questions (FAQs). After that, you can use the acronym freely throughout your
message.
Use good grammar and spelling and avoid using text messaging shortcuts.
In emails, always identify yourself and what class and section you are in. Putting your
course and section in the subject line is good practice. This helps your instructor
identify course-related emails.
g. Learning Management System (Canvas)
Students are provided with guides and online ticketing services when a Learning
Management System (LMS) issue arises. To access the 24/7 help desk and resources, access
the Help option by clicking on the question mark icon in the global navigation bad on the left
side of your course page.
h. Computer/Technology Requirements
Online students must possess basic computer skills, including using Internet browsers to
navigate the internet successfully. Students are expected to exhibit basic skills in Microsoft
Word, Microsoft Excel, and Microsoft PowerPoint. Required computer skills include:
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i.
Using the eLearning environment
Emailing your instructor and attaching files to emails using the Inbox.
Verifying your browser is the most current version and browser privacy settings are
correct. See the next section below.
Create files using MS Word, MS Excel, and MS PowerPoint and attach these files to
your assignment submissions.
Managing your files. Create a folder for each course you are taking under My
Documents on your computer. Create a folder for each week. Save your files often
and with Lastname_WeekX-assignmentX.docx. It’s recommended that you save
several versions to revert to by adding -v1, -v2, etc. to the end of your filename, for
example, Lastname_Week1-assignment1-v1.docx and Lastname_Week1assignment1-final.docx.
Uploading MS Word, MS PowerPoint, MS Excel, and PDFs in completing assignments.
You may also be asked to use a webcam, upload videos or audio files, use social
media to communicate with your peers or collaborate electronically.
Researching information in the Library or using the Library databases. Make sure to
include citations to avoid plagiarism.
Copying and pasting (Control C for copying and Control V for pasting on a PC,
Command C for copying and Command V for pasting on a Mac) into an MS Word
document or PowerPoint file.
Downloading and installing software and applications.
Respondus Lockdown Browser and Monitor
St. Thomas University uses Respondus Lockdown Browser and Respondus Monitor as anticheating software. Students are required to download Respondus Lockdown Browser when
prompted and use it for all tests, quizzes and exams in the course.
Watch the required Student Introduction Video and go to the Online Learning Tools page in
your course to get a basic understanding of how the software works. Take the practice quiz
on the device you will be using well in advance of your first exam/quiz, as you will not have
time to troubleshoot the system while taking the exam. Students will not be allowed another
attempt at taking the exam for any reason.
Use the following link to download and install LockDown Browser. (You won’t be able to
access the exam with a standard web browser.) Also, your STU student ID will be required to
verify identity.
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Be aware that your instructor will be able to review footage of you taking your exam and you
might receive flag notices if there are any suspicious behaviors that may indicate cheating.
Dress appropriately and find a quiet environment. Make sure the camera image is clear.
Neglecting to make sure you can be properly identified will result in failure. Please review
STU policy on Academic Honesty.
Respondus LockDown Browser and Respondus Monitor will be enabled in all quizzes and
exams. Be sure to use the Practice Quiz to familiarize yourself with the Respondus LockDown
Browser and Monitor process. FAILURE TO FOLLOW THESE GUIDELINES MAY RESULT IN A
“GRADE OF 0”
Below is critical information that you will need to know when taking an exam through
Respondus LockDown Browser and Monitor. When taking an online exam that requires
LockDown Browser and a webcam, remember the following guidelines:
1.
Ensure you’re in a location where you won’t be interrupted
2.
Turn off all other devices (e.g. tablets, phones, second computers)
3.
Clear your desk of all external materials not permitted — books, papers, other devices
4.
Remain at your computer for the duration of the test and cannot leave the area for any
reason
5.
If the computer or networking environment is different than what was tested
previously, repeat the Webcam and System checks prior to starting the test
To produce a good webcam video, do the following:
1.
2.
Avoid wearing baseball caps or hats with brims
Ensure your computer or tablet is on a firm surface (a desk or table) — not on your
lap, a bed, or another surface that might move
3.
If using a built-in webcam, avoid tilting the screen after the webcam setup is complete
4.
Take the exam in a well-lit room and avoid backlighting, such as sitting with your back
to your window
5.
You may not talk with others, have headphones/earbuds or consult your
phone during the test.
When you are completing the webcam check, do not proceed if your camera is fuzzy or your
picture is not clear. Address your camera issue before taking the exam. During the
environment check, you must scan and give a clear video of your work area. No outside
resources may be in your work area, including, but not limited to cell phones, books, notes,
tablets, iPods, headphones, music, television, or people are allowed while taking your exam.
As much as possible your testing environment should be quiet and distraction-free. You may
only use one monitor and you must look face forward for the entire exam. Failure to
perform the room scan properly may result in a violation of exam procedures and failure of
the exam.
Environmental Scan
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Students should pick up and slowly tilt/pan their webcam, or laptop camera, so a video
can be made of the area around their computer.
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If using a desktop or laptop computer with a built-in camera (like on many Macs),
students must use a mirror to show the edges of their computer monitor.
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Students must ensure that they have recorded all 360 degrees of their environment and
desk area. This includes the areas beside, behind, under, and above the computer.
•
When using a mirror scan the environment, scan very slowly so that the recording can
capture an image and record the environment clearly.
Remember that LockDown Browser will prevent you from accessing other websites or
applications; you will be unable to exit the test until all questions are completed and
submitted.
j.
Classroom Decorum
STU has a standard that students are always supposed to conduct themselves professionally.
For further details regarding classroom decorum, please refer to Section 8.2.2 in the Student
Policies and Standards and the Student Handbook.
k. Title IX Compliance
Title IX – protects people from discrimination based on sex, sexual assault, dating violence,
domestic violence, or stalking. Please refer to Section 8.2.8 in the Student Handbook for the
entire policy
l.
Non-Discrimination Statement
St. Thomas University is committed to providing an environment where all persons are
safe from discrimination and adheres to all federal and state laws banning
discrimination. (For details, please refer to the Student Handbook.)
m. Disability Services
St. Thomas University complies with Section 504 of the Rehabilitation Act of 1973 and the
Americans with Disabilities Act (ADA) of 1990. (For further details, please refer to the Student
Handbook.)
Last Revised (02/06/2024) | 9
8.
Student Support Services
a. Student Success Center
The Student Success Center is located at the west end of Dooner Hall and it is designed to
eliminate gaps from admission to placement to academic advising, and provide students
with a single point of contact.
Contact Information:
Local: (305) 474-6900
Toll-Free: (US)(800) 367-9010
[email protected]
b. Counseling
The Virtual Care Group allows full access to their telehealth platform, so you can get the care
you need anytime, from anywhere. This service includes unlimited 50-minute mental health
visits, life coaching, and on-demand crisis counseling. For any questions or concerns about
the platform, please email their Care Team at [email protected].
c. Career Services
Career Services is dedicated to assisting students and alumni in attaining their career goals.
The office combines one-on-one career advising with the latest career-related technology,
including an Internet-based system for job openings and résumé writing/referrals. The
center is located in Dooner Hall #107
d. Brainfuse
Brainfuse is a 24-hour, online tutoring service St. Thomas University offers for free to its
students. How to access Brainfuse:
I.
II.
III.
IV.
V.
Log in to MyBobcat.
Click on the Canvas link.
Click on any of your courses.
Click the Brainfuse link on the bottom left-hand side menu.
Please select an option from the services menu.
e. The Writing Center
The Writing Center, located in Dooner 114, allows students to engage with excellent
academic writers actively willing to support students in their writing assignments. To find out
more and access additional resources, please go to:
https://www.stu.edu/library/services/learning-center/.
f. Grammarly
As an STU Bobcat, you have access to a Grammarly Education License. To learn how to create
an account, go to: https://www.stu.edu/library/how-to/access-grammarly/.
9. Course Outline/ Schedule
Module
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
Module 7
Schedule
Topic: How the Literature Affects Research Design
Acknowledgment Quiz
Introduce Yourself & Get to Know Each Other!
Discussion: Worldviews of the Researcher
Assignment: Mapping the Literature
Forms & Documentation: Chain of Command Policy
Topic: The Use of Theory & Writing Strategies
Discussion: Ethical Dilemmas
Assignment: The Use of Theory & Writing Considerations
Topic: The Introduction
Discussion: Writing Narrative Hooks
Assignment: Evaluating Studies
Topic: The Purpose Statement
Discussion: Writing a Purpose Statement
Assignment: Purpose Statement Functions
Topic: Research Questions & Hypothesis
Discussion: Writing Research Questions
Assignment: Research Questions & Hypothesis
Topic: Quantitative Methodologies
Discussion: Procedural Planning
Assignment: Final Paper Draft: Outline, Abstract & Working Reference
List
Topic: Final Wrap-Up & Paper
Discussion: Reflection
Assignment A: Final Paper Submission
Assignment B: Doctor of Nursing Practice (DNP) Scholarly Project Topic
Approval Form
*Course schedule is tentative. The instructor reserves the right to change the course outline
throughout the term to best fit the content of the lecture material. Announcements will be
made in class regarding outline adjustments as needed.
Last Revised (02/06/2024) | 11
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