ARKANSAS STATE UNIVERSITY

COLLEGE OF NURSING AND HEALTH PROFESSIONS

GRADUATE PROGRAM IN PHYSICAL THERAPY

 

Course Syllabus

 

I.       COURSE TITLE:     PT 6141  Research I           

         CREDIT HOURS:     I Graduate Credit (Offered Fall I)

         CLOCK HOURS:     variable

         INSTRUCTOR:       Shawn Drake, PhD

         OFFICE:                CNHP 107

         OFFICE HOURS:     MW 8:00-9:00 AM

                                    TTH 12:00-1:00 PM

         EMAIL:  sdrake@astate.edu

 

 

II.      COURSE DESCRIPTION:

This course is designed to be a mentor-protégé experience.  The course represents the initial semester of this process.  The student will be given an opportunity to become closely familiar with research designs and tools, acquire the required knowledge, develop his/her own research interests, learn the needed skills for quality research and become involved in research under the direction of a faculty member.  Three similar semesters will follow in a similar format.  At the completion of these courses the student will have produced (alone or in conjunction with the mentor) a product of scholarly quality, suitable for presentation and/or publication. Prerequisite: Admission to the Graduate Physical Therapy Program. (F)

 

                  Focal Experiences:

                           Development of Mentor / Protege Relationships

                           Immersion into area of research

 

III.     COURSE RATIONALE

         Physical therapists practice in a variety of settings.  Such a dynamic and diverse discipline must be supported by a scholarly pursuit of new knowledge and perspective.  For this reason it is important that the curriculum of the Graduate Program in Physical Therapy at Arkansas State University provide the student exposure to problems and situations that serve as motivating, enlightening, and challenging avenues for scholarly endeavors.  It is also important that students and faculty enter into scholarly relationships that provide growth, both professionally and intellectually, for individuals, the program, and the profession.  This is the rationale that supports this course.  This course is placed in a learning pillar that is one of the major foci of this curriculum.

 

IV.     BEHAVIORAL OBJECTIVES:

 

         A.      SPECIFIC COURSE OBJECTIVES :

 

         Upon completion of this course the student will be able to:

 

1.       Value a mentor-protegee relationship in terms of its general importance to professional development and its specific impact on research in physical therapy. (Affective Domain – Valuing Level)

 

2.       Identify his/her own research interests, balancing available resources in the program and professional significance of proposed research. (Cognitive Domain – Comprehension Level)

 

3.       Identify and articulate a problem that can be addressed using an acceptable research method.  (Cognitive Domain – Comprehension Level)

3.1     Express the researchable problem using in terms of a coherent theoretical framework. (Cog – Comprehension)

 

4.       Demonstrate, in writing, the ability to perform a comprehensive literature review related to the articulated problem for research. (Cog-Application)

4.1     Analyze sources of data to determine the differences and values of primary versus secondary sources. (Cog – Analysis)

4.2     Demonstrate the ability to employ appropriate review techniques. (Cog-Application)

4.3     Competently employ all available search tools and processes, including those that are printed and electronic. (Cog – Application)

 

5.       Assemble the first two chapters (Problem and Literature Review) of a scholarly paper in preparation for developing a research proposal. (Cog-Synthesis)

 

Learning Opportunities:

         The student will engage in a relationship with the professor and other student peers to begin the development of a research project.  A major focus of this course will be to develop a writing style and skill that is suitable for reporting of scientific and/or clinical research.  Other important issues addressed will include the skills of logical argument, information sources and review, and search processes.

 

Measurement of Objectives:

         The primary measurement of these objectives will be done via the written document produced by the student.  The instructor will monitor progress toward achievement of objectives through interaction with the student and assessment of drafts submitted.  Feedback will be given to assist the student in the attainment of objectives.

 

V.      COURSE SCHEDULE:

         Weeks 1 - 2                      Develop Research Relationship

                                             Become Familiar with Mentor's Research Area

 

         Weeks 3 - 4                      Identify Specific Area to Pursue

                                             Develop Written Proposal

                                             Proposal Due End of Week 4

 

         Weeks 5 - 10                    Literature Review

                                             Draft Written Document Related to Review

                                             Submit Draft by End of Week 10

 

         Weeks 11-15                    Rewrite Draft of Literature Review

                                             Submit Final Draft by End of Week 15

 

 

VII.    COURSE REQUIREMENTS

         Students are expected to:

                  Develop a professional relationship with one of the faculty who will serve as a mentor to that student for purposes of professional socialization and development of research skills and experience.

                  Perform a comprehensive literature review in the area of focus chosen by the student with the advise and consent of the mentor

                  Write a review of the literature that will serve as the foundation of data collection to follow in subsequent research related courses.

 

         EVALUATIVE CRITERIA

                  The students grade for this course will be based primarily on the completion of an acceptable draft of chapters one and two of the research paper (Problem Statement and Literature Review).

 

                  - An "A" for the course would be defined as completing the required sections of the paper, writing in a style that is appropriate for a scholarly paper, putting forward a strong argument that the proposed research will potentially add to the cumulative knowledge base of the profession (Problem Statement), and clearly demonstrating the connection between, and potential value of, what is to be studied and that which is already known (Literature Review).

 

                  - A "B" for the course would be defined as completing the required sections of the paper, writing in a style that is appropriate for a scholarly paper, putting forward an acceptable argument that the proposed research will potentially add to the cumulative knowledge base of the profession (Problem Statement), and demonstrating the connection between what is to be studied and that which is already known (Literature Review).

 

                  - A "C" for the course would be defined as completing the required sections of the paper, writing in a style that can, with further editing, become appropriate for a scholarly paper, implying an acceptable argument that the proposed research will potentially add to the cumulative knowledge base of the profession (Problem Statement), and suggesting the connection between what is to be studied and that which is already known (Literature Review).

 

                  - An "F" for the course would be defined as;

1.  Failing to complete the required sections of the paper by the dates that appear in the syllabus, or

2.  Failing to write in a style that can, with further editing, become appropriate for a scholarly paper, or

3.  Failing to at least imply an acceptable argument that the proposed research will potentially add to the cumulative knowledge base of the profession (Problem Statement), or

4.  Failing to at least suggest the connection between what is to be studied and that which is already known (Literature Review).

         - An "I" can be given for the course if the mentor believes the work shows promise, the student is committed to the research, and more time will likely result in an acceptable product.  If an "I" grade is given, the student must complete the work in the semester that immediately follows.

 

VIII.   SPECIAL FEATURES

         This course will provide an opportunity for the student to work individually with the faculty.  Several opportunities for professional socialization will present.

This course will include many opportunities for the student to increase his / her skills in utilization of library resources.  Print and on-line resources will be utilized, increasing the student's comfort, knowledge, and sophistication in the use of various forms of information gathering.

 

IX.     REQUIRED READING

1.       Domholdt, E (2000). Physical Therapy Research: Principles and Applications. 2nd Edition. Philadelphia, PA: WB Saunders.  ISBN # 0-7216-6963-8

 

2.       Portney , LG & Watkins, MP. (2000). Foundations of Clinical Research: Applications to Practice. 2nd Edition. Upper Saddle River, NJ: Prentice Hall.  ISBN # 0-8385-2695-0

 

 

The Dean B. Ellis Library, through current holdings and access to inter-library loan, will serve as a repository of text and other documents.  The student may find texts in research design, methodology, etc. to be useful.

 

X.      COURSE OULINE:

 

1.       Development of professional learning relationship

2.       Identification of research interest

3.       The Research Proposal

         a.       Problem Statement

         b.       Theoretical Framework

         c.       Logical Argument     

4.       Literature Review

         a.       Data Sources

                  1.       primary

                  2.       secondary

         b.       Review Techniques

         c.       Search Tools and Processes

5.       Scholarly writing