ID:
SME0251-1
Duration (hours):
45
CFU:
3
Located in:
Varese - Università degli Studi dell'Insubria
Year:
2025
Overview
Date/time interval
Primo Semestre (06/10/2025 - 23/01/2026)
Syllabus
Course Objectives
Educational Objectives / Learning Outcomes
The course aims to provide students with the skills necessary to understand and contribute to the design and conduct of a research study in the field of nursing, taking as a starting point the development of a research protocol in all its sections. The course also aims to enable students to develop the skills required to read and interpret research results and apply them to clinical and healthcare practice.
Students will develop both technical-professional competencies and transversal competencies, which are essential for managing a research project collaboratively, with the support of the Supervisor, Co-Supervisor, PI (Principal Investigator), Co-PI, and the research group.
The course aims to provide students with the skills necessary to understand and contribute to the design and conduct of a research study in the field of nursing, taking as a starting point the development of a research protocol in all its sections. The course also aims to enable students to develop the skills required to read and interpret research results and apply them to clinical and healthcare practice.
Students will develop both technical-professional competencies and transversal competencies, which are essential for managing a research project collaboratively, with the support of the Supervisor, Co-Supervisor, PI (Principal Investigator), Co-PI, and the research group.
Course Prerequisites
In order to attend and actively participate in the course, students are expected to have acquired the following knowledge and skills during the second year of the Bachelor’s Degree in Nursing:
Basic concepts of research and scientific studies
Understanding what a study is, its purpose, and its basic structure.
Knowing the differences between quantitative and qualitative approaches.
Being familiar with the concept of Evidence-Based Practice (EBP).
Scientific literature and citations
Knowing what scientific articles, books, and clinical guidelines are.
Understanding the purpose of citations and references.
Being able to read scientific texts with guidance and identify the main information.
Data and data collection
Understanding what data and variables are.
Knowing the basic concepts of measurement and data collection (e.g., simple questionnaires or observations).
Roles and research team
Knowing the main roles within the healthcare context: healthcare professionals, research teams, coordinators.
Understanding the concepts of responsibility and collaboration within a working group.
Ethics and safety
Knowing the basic principles of protecting research participants.
Understanding the concept of informed consent in simple terms.
Recognizing the importance of data privacy.
Basic practical skills
Ability to participate in group activities, discussions, and collaborative work.
Ability to read simple graphs or diagrams (e.g., flow charts and timelines).
Basic concepts of research and scientific studies
Understanding what a study is, its purpose, and its basic structure.
Knowing the differences between quantitative and qualitative approaches.
Being familiar with the concept of Evidence-Based Practice (EBP).
Scientific literature and citations
Knowing what scientific articles, books, and clinical guidelines are.
Understanding the purpose of citations and references.
Being able to read scientific texts with guidance and identify the main information.
Data and data collection
Understanding what data and variables are.
Knowing the basic concepts of measurement and data collection (e.g., simple questionnaires or observations).
Roles and research team
Knowing the main roles within the healthcare context: healthcare professionals, research teams, coordinators.
Understanding the concepts of responsibility and collaboration within a working group.
Ethics and safety
Knowing the basic principles of protecting research participants.
Understanding the concept of informed consent in simple terms.
Recognizing the importance of data privacy.
Basic practical skills
Ability to participate in group activities, discussions, and collaborative work.
Ability to read simple graphs or diagrams (e.g., flow charts and timelines).
Teaching Methods
Active Learning Teaching Methods:
Critical reading exercises of scientific articles, analysis and classification of studies, group work using posters, guided discussions, and role-playing activities.
From performance to competencies: identifying the technical-professional and transversal skills required.
Interactive discussions: clinical reasoning, reflections, autobiographical narratives, and exercises on how to write the different sections of a research protocol.
TEACHING METHODS
Interactive lectures: use of referenced slides, whiteboard, and guided discussion.
Group work: analysis of articles, creation of posters on studies and competencies, group reflections, and presentation of developed work.
Active and reflective learning: students compare and discuss results, move and integrate posters to map competencies and classify studies.
Critical appraisal: guided reading of scientific articles, understanding of methods, and critical evaluation of results.
Independent learning: consultation of texts available in the classroom and comparison of sources and provided materials.
Critical reading exercises of scientific articles, analysis and classification of studies, group work using posters, guided discussions, and role-playing activities.
From performance to competencies: identifying the technical-professional and transversal skills required.
Interactive discussions: clinical reasoning, reflections, autobiographical narratives, and exercises on how to write the different sections of a research protocol.
TEACHING METHODS
Interactive lectures: use of referenced slides, whiteboard, and guided discussion.
Group work: analysis of articles, creation of posters on studies and competencies, group reflections, and presentation of developed work.
Active and reflective learning: students compare and discuss results, move and integrate posters to map competencies and classify studies.
Critical appraisal: guided reading of scientific articles, understanding of methods, and critical evaluation of results.
Independent learning: consultation of texts available in the classroom and comparison of sources and provided materials.
Assessment Methods
Type: written examination with open-ended questions, divided into the 9 sections of the research protocol (first question with further insights related to APA 3, last question with further insights related to Clinical Nursing 3).
Timing: duration of 1 hour, scheduled during the official exam session.
Grading: evaluation takes place during the exam based on the answers provided. Feedback is given and an oral discussion may follow to determine the final grade.
Timing: duration of 1 hour, scheduled during the official exam session.
Grading: evaluation takes place during the exam based on the answers provided. Feedback is given and an oral discussion may follow to determine the final grade.
Contents
Section 1: Study Background
Teaching contents:
Description of the scientific and clinical context of the study.
Existing knowledge and gaps in the literature.
Reasons that make the research relevant.
Practical activities:
Critical analysis of scientific articles.
Identification of gaps in the literature.
Synthesis of the background for a hypothetical protocol.
Section 2: Study Rationale
Teaching contents:
Logical link between research questions, objectives, and expected results.
Consistency between scientific motivation and methodology.
Practical activities:
Formulation of a rationale based on a real or simulated clinical problem.
Linking objectives to the methodological approach.
Section 3: Theoretical Framework
Teaching contents:
Theories, models, and key concepts on which the study is based.
Conceptual references for designing the study and interpreting results.
Practical activities:
Analysis of theoretical models applicable to clinical cases.
Development of a theoretical framework for a hypothetical study.
Section 4: Study Aim and Objectives
Teaching contents:
General aim of the study.
Primary and secondary objectives.
Practical activities:
Writing aims and objectives consistent with the background and rationale.
Discussion of existing study cases.
Section 5: Materials and Methods
Teaching contents:
Research approach and study design.
Methods and tools for data collection (validity and reliability).
Study flow chart and timeline.
Study setting (hospital, laboratory, community).
Practical activities:
Creation of flow charts and timelines.
Discussion of the selection of methods and tools.
Simulation of the study setting and operational phases.
Section 6: Population and Sampling
Teaching contents:
Study population and representativeness.
Sampling: inclusion and exclusion criteria.
Sample size and justification.
Recruitment and follow-up procedures.
Practical activities:
Exercises on sample size calculation.
Simulation of recruitment and follow-up procedures.
Section 7: Data Management and Analysis
Teaching contents:
Primary and secondary outcomes.
Variables of interest.
Bias and control strategies.
Data management, storage, and preservation.
Data analysis and statistical plan.
Definition of the study conclusion.
Practical activities:
Exercises on data management and bias control.
Application of statistical analysis techniques on simulated datasets.
Development of secure data storage plans.
Section 8: Ethical Considerations and Regulatory Aspects
Teaching contents:
Protection of participants, safety, and privacy.
Informed consent and data management.
Safety procedures, administrative aspects, and funding.
Practical activities:
Simulation of ethical documentation completion.
Development of safety plans and management of sensitive data.
Discussion of ethical and financial scenarios.
Section 9: Conflict of Interest and Responsibilities
Teaching contents:
Declaration and management of conflicts of interest.
Roles and responsibilities of the Sponsor Center, Coordinating Center, PI, Co-PI, and other investigators.
Data ownership and publication policies.
Practical activities:
Simulation of conflict of interest declarations.
Assignment of roles and responsibilities within a research team.
Design of a transparent publication plan compliant with ethical standards.
Teaching contents:
Description of the scientific and clinical context of the study.
Existing knowledge and gaps in the literature.
Reasons that make the research relevant.
Practical activities:
Critical analysis of scientific articles.
Identification of gaps in the literature.
Synthesis of the background for a hypothetical protocol.
Section 2: Study Rationale
Teaching contents:
Logical link between research questions, objectives, and expected results.
Consistency between scientific motivation and methodology.
Practical activities:
Formulation of a rationale based on a real or simulated clinical problem.
Linking objectives to the methodological approach.
Section 3: Theoretical Framework
Teaching contents:
Theories, models, and key concepts on which the study is based.
Conceptual references for designing the study and interpreting results.
Practical activities:
Analysis of theoretical models applicable to clinical cases.
Development of a theoretical framework for a hypothetical study.
Section 4: Study Aim and Objectives
Teaching contents:
General aim of the study.
Primary and secondary objectives.
Practical activities:
Writing aims and objectives consistent with the background and rationale.
Discussion of existing study cases.
Section 5: Materials and Methods
Teaching contents:
Research approach and study design.
Methods and tools for data collection (validity and reliability).
Study flow chart and timeline.
Study setting (hospital, laboratory, community).
Practical activities:
Creation of flow charts and timelines.
Discussion of the selection of methods and tools.
Simulation of the study setting and operational phases.
Section 6: Population and Sampling
Teaching contents:
Study population and representativeness.
Sampling: inclusion and exclusion criteria.
Sample size and justification.
Recruitment and follow-up procedures.
Practical activities:
Exercises on sample size calculation.
Simulation of recruitment and follow-up procedures.
Section 7: Data Management and Analysis
Teaching contents:
Primary and secondary outcomes.
Variables of interest.
Bias and control strategies.
Data management, storage, and preservation.
Data analysis and statistical plan.
Definition of the study conclusion.
Practical activities:
Exercises on data management and bias control.
Application of statistical analysis techniques on simulated datasets.
Development of secure data storage plans.
Section 8: Ethical Considerations and Regulatory Aspects
Teaching contents:
Protection of participants, safety, and privacy.
Informed consent and data management.
Safety procedures, administrative aspects, and funding.
Practical activities:
Simulation of ethical documentation completion.
Development of safety plans and management of sensitive data.
Discussion of ethical and financial scenarios.
Section 9: Conflict of Interest and Responsibilities
Teaching contents:
Declaration and management of conflicts of interest.
Roles and responsibilities of the Sponsor Center, Coordinating Center, PI, Co-PI, and other investigators.
Data ownership and publication policies.
Practical activities:
Simulation of conflict of interest declarations.
Assignment of roles and responsibilities within a research team.
Design of a transparent publication plan compliant with ethical standards.
Course Language
English
More information
No mandatory textbook is required; only recommended manuals are suggested.
The main sources and bibliographic references are available in the slides provided during the lessons. The instructor brings books to class and provides or recommends scientific articles that students can consult through independent study for further reading, critical appraisal exercises, and group work.
Among the recommended manuals are: Polit, D. F., & Beck, C. T. (2018). Fondamenti di ricerca infermieristica (2ª ed., A. Palese, Ed.). McGraw-Hill Education.
LoBiondo-Wood, G., & Haber, J. (2021). La ricerca infermieristica: Metodi e valutazione critica per la pratica basata sulle evidenze (10ª ed.). Elsevier.
Creswell, J. W., & Creswell, J. D. (2018). Progettazione della ricerca: Metodi qualitativi, quantitativi e misti. Pubblicazioni SAGE.
Sironi, C. (2010). Introduzione alla ricerca infermieristica: I fondamenti teorici e gli elementi di base per comprenderla nella realtà italiana. Casa Editrice Ambrosiana.
Vellone, E., & Piredda, M. (2014). La ricerca bibliografica (2ª ed.). McGraw-Hill Education.
Pisacane, A., & Panico, S. (2005). Evidence-based nursing: Manuale per infermieri e altri operatori della sanità. Carocci.
Fain, J. A. (2017). La ricerca infermieristica: Leggere, comprendere e applicare le evidenze (ed. italiana). McGraw-Hill Education. The course examination is integrated and takes place according to the procedures established by the Degree Program, shared among the instructors of each module belonging to the course and specified in the relevant syllabus pages.
Each instructor is responsible for the definition, administration, and evaluation of the assessment related to their own module. The examination format and evaluation criteria are communicated to students during the teaching activities.
The results of the written assessments are communicated only during the official exam session. The final grade is determined during the exam session through a brief integrative oral examination, aimed at verifying the student’s overall preparation, clarifying any aspects that were not fully developed, or further exploring topics that were already adequately addressed.
Students are required to respect the registration deadlines for examinations according to the official schedule. If they are unable to attend, they must promptly cancel their registration. In urgent situations in which this was not possible, it is considered good practice—and is appreciated by the instructors—to promptly inform all the instructors involved by email. Repeated failure to comply with these procedures may be taken into account by instructors in the management of the examination, in order to promote fairness and respect for shared rules.
The main sources and bibliographic references are available in the slides provided during the lessons. The instructor brings books to class and provides or recommends scientific articles that students can consult through independent study for further reading, critical appraisal exercises, and group work.
Among the recommended manuals are: Polit, D. F., & Beck, C. T. (2018). Fondamenti di ricerca infermieristica (2ª ed., A. Palese, Ed.). McGraw-Hill Education.
LoBiondo-Wood, G., & Haber, J. (2021). La ricerca infermieristica: Metodi e valutazione critica per la pratica basata sulle evidenze (10ª ed.). Elsevier.
Creswell, J. W., & Creswell, J. D. (2018). Progettazione della ricerca: Metodi qualitativi, quantitativi e misti. Pubblicazioni SAGE.
Sironi, C. (2010). Introduzione alla ricerca infermieristica: I fondamenti teorici e gli elementi di base per comprenderla nella realtà italiana. Casa Editrice Ambrosiana.
Vellone, E., & Piredda, M. (2014). La ricerca bibliografica (2ª ed.). McGraw-Hill Education.
Pisacane, A., & Panico, S. (2005). Evidence-based nursing: Manuale per infermieri e altri operatori della sanità. Carocci.
Fain, J. A. (2017). La ricerca infermieristica: Leggere, comprendere e applicare le evidenze (ed. italiana). McGraw-Hill Education. The course examination is integrated and takes place according to the procedures established by the Degree Program, shared among the instructors of each module belonging to the course and specified in the relevant syllabus pages.
Each instructor is responsible for the definition, administration, and evaluation of the assessment related to their own module. The examination format and evaluation criteria are communicated to students during the teaching activities.
The results of the written assessments are communicated only during the official exam session. The final grade is determined during the exam session through a brief integrative oral examination, aimed at verifying the student’s overall preparation, clarifying any aspects that were not fully developed, or further exploring topics that were already adequately addressed.
Students are required to respect the registration deadlines for examinations according to the official schedule. If they are unable to attend, they must promptly cancel their registration. In urgent situations in which this was not possible, it is considered good practice—and is appreciated by the instructors—to promptly inform all the instructors involved by email. Repeated failure to comply with these procedures may be taken into account by instructors in the management of the examination, in order to promote fairness and respect for shared rules.
Degrees
Degrees
NURSING
Bachelor’s Degree
3 years
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People
People
Dottorandi
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