Nursing 502/602 - Designs and Methods of Nursing Research

INTERCOLLEGIATE CONSORTIUM FOR A MASTER OF SCIENCE IN NURSING Course Title: Course Number: Credit Hours: Placement: Prerequisite: Course Faculty:

Designs and Methods of Nursing Research Nursing 502/602 3 Semester Hours Core Curriculum/graduate level N-500/600 Cynthia A. Logan, RN, PhD BRC, Office 104A Email: [email protected] Office Hours by appointment/Blackboard Discussion Board times TBA.

Catalog Description: Overview presenting the logic, methods, and techniques of scientific research. Emphasis will be placed on design decisions, psychometrics and computerized databases. Students will design a research proposal applicable to nursing. Course Objectives: Upon completion of the course the student will be able to: 1. 2. 3. 4. 5. 6. 7. 8. 9.

Justify the logic of theory-practice-research linkages in the advancement of nursing science. Demonstrate the ability to use the guidelines and federal regulations to protect human participants throughout the research process. Convert researchable nursing problems into scientific hypotheses or research questions. Make descriptive, experimental, or qualitative design decisions regarding the investigation of nursing problems. Develop and apply selected probability and non-probability sampling methods. Critically select measurement instruments based on psychometric indexes of reliability and validity. Apply and interpret selected descriptive, parametric, and non-parametric statistics. Implement coding and filing procedures for the storage, retrieval, analysis and presentation of data with computerized statistical programs. Write a scholarly research proposal for the investigation of a nursing problem.

Rev. 08/03/ Revised 12/03 EMW/DMG Revised 6/16/04 EMW

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Required Textbook: Polit, D.F., & Beck, C. (latest year). Nursing research: Methods and principles Philadelphia: J. B. Lippincott Co. American Psychological Association. (2001). Publication Manual of the American Psychological Association. (5th ed.). Washington, DC: American Psychological Association. Recommended Textbooks: Norwood, S.L. (2000). Research Strategies for advanced practice nurses. Upper Saddle River, NJ:Prentice-Hall. Suggested helpful materials: Frank-Stromborg, M. & Olsen, R. (1997). Instruments for Clinical Health-Care Research. Jones & Bartlett Publishers. Garrard, J. (1999). Health sciences Literature review made easy: The matrix method. Gaithersburg, MD:Aspen. Green, Samuel & Salkind, Neil. (2003). Using SPSS for Windows and MacIntosh: Analyzing and Understanding Data (3rd Ed.). New Jersey: Prentice Hall. Munro, B. H. (Latest ed.). Statistical methods for health care research (3rd ed).. Philadelphia, PA: Lippincott.

Teaching-Learning Strategies: Blackboard, Seminar, Lecture-discussion, Web-based computer Assisted tutorials, Videotaping, Group work, Reading assignments, Peer reviews, Individual and group presentation, Faculty consultation Class Attendance: Regular attendance is requested. Deadline for Withdrawal from Course: See appropriate ICMSN University catalogues for last day to drop or resign from the course with or without a grade penalty.

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Evaluation: Percentage

Points

Critique (Qualitative or Quantitative) Research Proposal Chapter l Draft Chapter lI Draft Chapter III Draft Web-based/online assignments Tutorials Unit Assignments Computer work, etc. Presentation/Peer Review

15 % 60% (05% + 15% (05% + 15% (05% + 15% 10 %

100 300 20 + 80) 20 + 80) 20 + 80) 100

15 %

100

Total

100%

600points

Policies concerning evaluation: 1.

2. 3.

No make-ups will be given when individual presentation for assigned videoconference activity is due. Unless prior approval is obtained, a grade of “0” will be earned. The final course grade will be proportionally determined by the other grades earned in the course. Late papers will earn 5 points penalty for each day a paper is late, unless prior approval is obtained from course faculty. Correct APA format is to be used for all papers.

Grading Scale of the Consortium: A B C D F

93 –100 85 - 92 77 - 84 69 - 76 0 68

This course will be conducted 100% via Blackboard via the internet .

Reading and Class Schedules are posted on Blackboard on the Course Documents button.

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Unit Objectives: Upon completion of each unit, the student will be able to: Unit I. 1. 2. 3. 4. 5. 6. 7.

Overview of Research: Theory-Practice-Research Linkages Relate the significance of research in practice and to theory building in nursing. Discuss the use of conceptual models in Nursing practice and research. Employ a conceptual model in developing a theoretical framework for a research proposal. Perceive the background of research for knowledge building, understanding, and predicting. Describe the different types of Research, or why we do what we do Utilize the research critique as a way to ground nursing knowledge Value the research proposal as a process of thinking through a solution

Unit II. 1. 2. 3. 4.

Identify sources of researchable problems in Nursing. Formulate a problem statement from an area of interest in Nursing. Implement the activities involved in conducting a computerized database search for reviewing the literature on a problem. Convert problem statements into research questions, and/or hypotheses

Unit III. 1. 2. 3. 4. 5.

2. 3. 4.

2.

Research Design Decisions

Classify study designs into descriptive, exploratory, experimental and intervention research. Compare purposes, advantages, and limitations of the several types of research designs. Justify selection of a research design for investigating a selected Nursing problem. Formulate design remedies to counter potential threats to the intemal and external validity of experimental designs.

Unit V. 1.

Reviewing Background Materials

Use data base search techniques Locate reports of research in the field of interest Critique research reports (use of a critique format) Decide what to include in review of literature Format of review of literature

Unit IV 1.

Problem, Question, Hypothesis

Sampling Methodology

Classify sampling methods according to probability and nonprobability and distinguish among the various types. Develop a sampling method that contributes to the external validity of a proposed study. 4

Unit Vl. 1. 2. 3.

Data Collection

Discuss concepts of reliability and validity of measures and distinguishing among various types. Demonstrate the ability to locate an existing instrument to measure a selected variable by using appropriate compendia. Develop a protocol for administrating a measuring instrument in a research study.

Unit Vll.

Statistical Decisions I

1. Differentiate between purposes and applications of selected descriptive and inferential statistics. 2. Interpret descriptive statistics from graphic presentations in research articles 3. Compare and contrast use and interpretation of t-tests and analyses of variance (ANOVA). 4. Determine whether parametric or non-parametric statistics are appropriate for selected studies 5. Explain most frequently used computer terminology. 6. Develop a coding convention for computerized storage and analysis of data 7. Describe the steps usually involved when analyzing research data with computers 8. Follow a procedure for using a statistical program to analyze descriptive research data. Unit VIII. 1. 2. 3.

Write a scholarly research proposal employing APA format. Write a consent form that addresses the components of the application for Human Subjects Review from your university. Develop graphs and tables that correctly and clearly present research data you hope to find

Unit IX. 1. 2. 3.

Written Research Proposal

Dissemination of Innovations

Develop a research presentation Transmit research ideas to a group of scholars involved in research Interpret research in the light of research practice and educational implications.

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Activity/Assignments *** E-mail or drop box your work as an attachment. Label the Subject Line with YOUR NAME N502/602 and TITLE Assignment 1: Problem, Question, Hypothesis Describe research topics, statement of the problem, identify research variables Submit via e-mail attachment or drop box to course instructor. One page limit. E-mail your work as an attachment. Label Subject Line: NAME N502/602 Exercise 1. Assignment 2. Review of the Literature: Annotated Bibliography A. Using Online computer resources and other sources, locate and submit 10 articles related to your study topic.(APA format, Annotations only) a. 5 –7 research articles b. 3 background (reviews) B. Identify and describe a theoretical/conceptual framework that “fits” your study.

Assignment 3 Module: Tutorial: Human Participant Protections Education for Research Teams Web/Online Assignment # 3 http://ohsr.od.nih.gov/cbt/nonNIHpeople.html Complete the tutorial on Human Participants Protections Education for Research Teams and email or send via drop box the resulting certificate. Be sure your name is on your submission. Upon completion of this assignment the learner will be able to: 1. 2. 3. 4. 5. 6. 7. 8.

Identify key historical events and current issues in research that impact guidelines and legislation on human participant protection in research. Identify the ethical principles that guide the conduct of research with human participants. Demonstrate the ability to use the guidelines and federal regulations to protect human participants throughout the research process. Describe guidelines for the protection of special populations in research. Define informed consent and the components necessary for a valid consent. Describe the role and responsibilities of the IRB in the protection of human participants. Recognize the roles, responsibilities, and interactions of federal agencies, institutions, and researchers in conducting research with human participants. Complete an application for submission to the appropriate ICMSN’s Institutional Review Board (IRB) for a selected research study.

Due: Certificate of course completion E-mail copy of certificate of course completion. Label Subject Line: YOUR NAME N502/602 Human Subjects Education Certificate

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Assignment 4. Measurement/Instrumentation. A. Locate, retrieve, and analyze instruments to be used in your research for psychometric analysis B. Write Description of instrument, psychometrics and your critique of the instrument. One page limit. You may go to this site for additional resources: http://www.measurementexperts.org/index.htm

Optional Assigment: Sampling Methodology Tutorial This may be substituted for the measurement/Instrumentation assignment. http://trochim.human.cornell.edu/tutorial/mugo/tutorial.htm http://calculators.stat.ucla.edu/powercalc Optional Assignment: Statistical Practice, This assignment may be substituted for the measurement-instrumentation assignment for clinical studies that use a clinical data recording form. Format is on the assignment button in BlackBoard.

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Appendix A Evaluation Criteria for Critical Analysis of a Research Report Critical analysis must be reflected by student in the written report. Select a study that you may use in your research proposal, critique it and complete using the following as your outline. Element I. Critical analysis: Each section should be analyzed as to strengths or weaknesses.

A

Problem Statement Correctly identifies Purpose/problem Addresses the significance of study to nursing Addresses the adequacy, clarity of problem statement

B.

Literature Review and Theoretical Framework Placement within theoretical context Comprehensive with appropriate mix of types of sources Relevant variables identified and defined conceptually Literature current and relates to topic Research background lends substance to the study

C.

Hypotheses or Research Question(s) Presence or absence accurately addressed Accurately and logically written Identifies/classifies accurately variables under study Relevant variables identified and operationally defined

D.

Sample Selection method identified Appropriateness of method addressed Representatives addressed (i.e., potential generalizability) Sample size addressed

E.

Design Accurately identified Appropriateness to purpose addressed Logic for design clear Internal validity Threats identified Adequacy of control of threats External validity Threats identified

75 Points

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Adequacy of control of threats

Evaluation Criteria for Critical Analysis of a Research Report (Continued) F

Methods Data Collection Described Appropriateness addressed Consistency Addressed Ethical Issues Adequacy of protection of rights of subjects Adequacy of informed consent procedures Instruments: Addresses Appropriateness and rationale/logic for use Instrument Reliability Instrument Validity Analysis Statistics appropriate for level of data Statistics appropriate for type of questions/hypotheses Adequately described Appropriateness of tables/figures addressed Results of analysis clear

G.

Conclusions/Implications and Recommendations Discusses results in the context of purposes, questions/hypotheses theoretical framework Accuracy of conclusions addressed; Application to clinical practice included in report Generalizations and recommendations are logical Degree to which strengths outweigh weaknesses

II.

Overall Clarity, Accuracy, and Logic of Critique

Critical analysis is reflected by the student’s analysis of the materials Spelling, grammar, flow of ideas, referencing Follows APA style guide Grammar, punctuation, spelling proofing Neatness, Typed or word-processed and double spaced Logic, coherence and cogency Adheres to one –2 page requirement TOTAL POINTS Comments:

25

100

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Evaluation Criteria for Chapter I of a Research Proposal Element

Possible Points

I.

Introduction: Is succinct, informative, logical,

10

II.

Purpose and significance of the research: Is clear and logical

10

III.

Theoretical/Conceptual Framework A framework is devised to guide the research From a nursing perspective. Either a theoretical Nursing framework is used or a nursing-focused Inductive model is devised.

10

IV.

Related literature presented A. Succinct, a short summary of the background. B. Closely related to conceptual framework C. Contains research articles where available or theoretical literature if research unavailable

20

V.

Research problem stated A short paragraph relating the current state of the science And the problem the research is expected to treat.

10

VI.

Research Questions/Hypothesis(es) A. Research question defined B. Hypotheses, if formulated, are testable

15

VII.

Variables A. Defined Conceptually and B. Operationally Each variable has a dictionary-like entry that gives the theoretical or conceptual meaning of the variable and a method in operational terms as to how the variable will be measured.

10

VIII

Other elements A. Limitations defined B. Assumptions defined

05

10

Correct grammar, usage, & spelling Total points

10

Evaluation Criteria for Chapter II of a Research Proposal Element

Possible Points

I.

Organization of review logical Organization will be guided by the relevance of concepts or variables to be studied or tested in the research. (i e: the major variables early in the report and the lesser variables later).

25

II.

Related literature reviewed A. Incorporates research related to conceptual framework B. Comprehensive C. Contains research articles where available or theoretical literature if research unavailable

15

III.

Methodological literature present 25 A. Instruments and authors B. Reliability and validity stated (May use tables) C. Research publications showing use of instruments

IV.

Brief critique of each study: 20 A. Weaknesses and strengths B. What each adds to the knowledge base for this study C. May summarize research studies with similar Weaknessess or findings

V.

Critical analysis of literature A. Succinct, informative, A. Correct grammar, usage, & spelling,

VI. Use of A.PA. format through out Total points

10

05 100

Remarks:

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Evaluation Criteria for Chapter III of a Research Proposal Element

Possible Points

I.

Introductory comments Succinct, informative, logical,

05

II.

Research question(s) A. Restated B. Hypotheses (if any) restated

10

III.

Research design defined A brief statement of the design of the research For example the type of research, number of Groups, type of analytical methods: For example: “a two group quasi-experimental comparison of A & B”

05

IV.

Population and Sample A. Target population and sample defined a. Accessible population to be sampled B. Means of obtaining sample

20

V.

Setting described Thoroughly describe the setting in which data will Be collected.

15

VI.

Instrument(s) B. described C. psychometics discussed D. validity and reliability

20

VII.

Data Analysis A. Techniques specified B. Results proposed.

15

VIII.

References A. Appropriate B. Included for all three chapters

05

IX.

Scholarly Elements A. Correct grammar, usage, & spelling

05

12

Use of APA. format through out B. Total points

100

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Evaluation Criteria for Student Presentations Element

Possible Points

I.

Used a computer-based program to deliver content

15

II.

Presentation A. Topic is clearly stated B. Problem is correctly describe and defined C. Content presented is realistic D. Content presented is clear and logical E. All parts of reseach proposal are present

25

III.

Implications of topic for nursing research Practice and/or Educations

15

IV.

Significance of research to nursing

10

V.

Recommendations are well-developed

10

VI.

Presentation Abilities Flow of presentation is logical

25

Total Points

100

Earned Points

_____of 100%

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Evaluation Criteria for Optional Conference: Rate the Research Conference by indicating on a scale from 1-5 (1=poor 5=excellent) the extent to which the conference adheres to research format. Podium Presentation Elements I.

Used a computer-based program to deliver content

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II.

Presentations A. Abstract Outline concise and adheres to research format Problem is correctly describe and defined Framework identified B. Content presented is accurate C. Content presented is clear and logical

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III.

Implications for nursing research clearly presented

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IV.

Conclusions presented were well thought out

12345

V.

Recommendations were well-developed

12345

VI.

Handouts, or Visuals clear informative, accurate

12345

Poster Presentation Elements I.

II.

Physical Layout The display attracts viewer’s attention Script is easy to read Creative use of visual aides to enhance presentation Color is used to enhance visual display Content presented is clear and easy to understand Research Format Purpose of the project is clearly stated Population and setting are clearly described Project methods are clearly and concisely described Display is free of unnecessary detail Presenter’s responses to viewers’ questions demonstrated knowledge of subject matter and project

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Comments: Provide a one-page narrative summary of your evaluation of the conference. Provide supporting statements as to the strengths and weaknesses of the conference, i.e., organization, poster and podium presentations. Indicate how the conference enhances your knowledge of nursing research.

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References Asselin, M. (2001). Knowledge utilization among experienced staff nurses. Journal for Nurses in Staff Development. 17(3), 115-122. Bassler,P. (1999). The impact of education on nurses’ beliefs regarding family presence in a resuscitation room. Journal for Nurses in Staff Development. 15(3), 126-131. Beyea, S. and Nicoll, L. (1997). Research utilization models help disseminate research findings and ultimately improve patient outcomes. AORN Journal, 65(3), 640-642. Brunt, B. (2000). Continuing education evaluation of behavior change. Journal for Nurses in Staff Development. 16(2), 49-54. Bums, C. J. (2000). Power and effect size: Research considerations for the clinical nurse specialist. Clinical Nurse Specialist, 14(2), 61-65. Caramanica, L.; Maljanian, R.;McDonald, D.; Taylor, S.; Kely, A.; MacRae, J.; and Beland, D. (2002). Evidence-based Nursing Practice, Part 1: A Hospital and University Collaborative. Journal of Nursing Administration. 32(1). 27-30. Crosby, F., Ventura, M R., Finnick, M., Lohr, G., & Feldman, M. J. (1991). Enhancing subject recruitment for nursing research. Clinical Nurse Specialist, 5(1), 25-30. Department of Health Education and Welfare. (1979). The Belmont Report: Ethical principles and guidelines for the protection of human subjects in research. Washington D.C.: U.S. Government Printing Office, FR Doc. 79-12065. Department of Health and Human Services (1983). OPRR Reports: protection of human subjects. (as reprinted 1991), Washington, D. C.: U.S. Government Printing Office. DeKeyser, F. G. & Pugh, L. C. (1990). Assessment of the reliability and validity of biochemical measures. Nursing Research, 39, 314-317. Doluck, H. L., & Holzemer, W. L. (1991) Substruction: Improving the linkage from theory to method. Nursing Science Quarterly, 4(2),83-87. Dufault, M.; Bielecki, C.; Collins, E.; and Willey, C. (1995). Changing nurses pain assessment practice: a collaborative research utilization approach. Journal of Advanced Nursing. 21(4). 634-645. Fawcett, J., & Downs, F. S. (1986). The relationship of theory and research. Nonwalk, CT: Appleton-Century-Crofts. Fields, P. A., & Morse, J. M. (1985). Nursing research: The application of qualitative approaches. Rockville, MD: Aspen Publications.

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Garrard, J. (1 999). Health Sciences Literature Review made easy: The matrix method. Gaithersburg, ND: Aspen Goodwin, L. (1997). Changing conceptions of measurement validity. Journal of Nursing Education.36,March, 102-107. Isaac, S., & Michael, W. B. (1971). Handbook in research and evaluation. San Diego, CA: Edits Publishers. Huck, S. W. ,& Sandler, H. M. (1 979). Rival hypotheses. New York: Harper & Row, Publishers. Huck, S. W., Commier, W. H., & Bounds, W. G. (1974). Reading statistics and research. New York: Harper & Row, Publishers Howard, E.; Beauchesne, M.; Shea, C.& Meservey, P. (1996). Research Practicum:P Linking Education to Practice. Nurse Educator. 21(6), 33-37. Kane, R. L (1999). Health outcomes research. Minneapolis, MN: University of Minnesota press. Lake, M.; Keeling, P.; Weber, G. & Olade, R. (1999). Collaborative care: A professional practice Model. Journal of Nursing Administration. 29(9), 51-56. Landrieu, (1990). Louisiana House Bill NO. 1055 regular session, 1990. Act no. 59 An act to amend and reenact R.S. 44:3(A)(introductory paragraph) ETC relative to confidentiality of public health epidemiological information... Baton Rouge, LA: Louisiana House of Representatives. McCann, Sue Ann. Sramac, Roberta Solomon. Rudy, Sherrill Jantzi. The Poster Exhibit: Guidelines for Planning, Development, and Presentation. Dermatology Nursing. 11(5):373-379, October 1999 Melody, E. (2002). Home Health access dilemma: Clinical intergration and outcomes management. Journal of Nursing Administration. 32(1), 9-11. Menix, K. (2000). Educating to manage the accelerated change environment effectively: Part 1. Journal for Nurses in Staff Development. 16(6), 282-288. Meslin, E. M. (1990). Protecting human subjects from harm through improved risk judgments. IRB: A Review of Human Subjects Research: The Hastings Center, 12(1), 710. Moneyham, L.; Ura, D.; Ellwood, S. and Bruno, B. (1996). The Poster Presentation as an Educational Tool The Poster Presentation as an Educational Tool. Nurse Educator. 21(4), 45-47

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Morse, J. M. (1991). Approaches to qualitative-quantitative methodological triangulation. Nursing Research, 40,120-123. Munro, B.H. (1997). Statistical methods for health care research, (3rd ed.). Philadelphia, PA: Lippincott. Omery, A. and Williams. (1999). An appraisal of research utilization across the United States. Journal of Nursing Administration. 29(12), 50-56. Phillips, L. R. F. (1 986). A Clinician's guide to the critique and utilization of nursing research. Norwalk, CT: Appleton-Century-Crofts. Pollack, S. E., & Duffy, M. E. (1990). The health-related hardiness scale: Development and psychometric analysis. Nursing Research, 39,218-222. Polit, D. F., & Shemman, R. E. (1990). Statistical power nursing research. Nursing Research, 39,365-369. Redman, B. K., & Neill, K. M. (1990). Population or sample: Design decision. Nursing Research, 39,309-310. Silva, M. C., & Sorrell, J.M. (1988). Enhancing comprehension of information for informed consent: A review of empirical research. IRB: A review of Human Subjects Research The Hastings Center. 10(1),1-5. Sparls. S/ (1999). Electronic publishing and nursing research, Nursing Research, 48(1), 50-54. Stetler, C.; Brunell, M.; Giuliano, K.; Morsi, D.; Prince, L. and Newell-Stokes, V. (1998). Evidence-based practice and the role of nursing leadership. Journal of Nursing Administration. 28(7/8), 45-53. Strickland, O. (1993). Measuring well to study well. (Editorial) Journal of Nursing Measurement. (Spring) 3-4. Yarandi, H. N. (1991). Planning sample sizes: Comparison of factor level means. Nursing Research, :40,57-58. Yow-Wu, B. W., & Slakder, M. J. (1990). Increasing the precision of data analysis: Planned comparisons versus omnibus tests. Nursing Research, 39, 251-253.

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Intercollegiate Consortium for a Master of Science in Nursing Course Evaluation Nursing 502/602:Design and Methodology of Nursing Research INSTRUCTIONS: Please read each of the following statements carefully then on the scantron sheet, mark the number that most accurately reflects the extent to which you agree or disagree with the statement. The first statements are focused on the course learning environment. The second sets of statements relate to achievement of course objectives. Use the following scale to rate your answers. 1 = strongly Disagree 4 = moderately agree

2 = moderately Disagree 5 = strongly agree

3 = neither/nor

COURSE LEARNING ENVIRONMENT 1.

The required textbook for the course met my needs

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2.

The audiovisuals used in the course facilitated learning

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3.

Assigned readings were beneficial

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4.

Handouts used in the course were beneficial

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5.

Course content was appropriate for a graduate-level course

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6.

The content in this course builds on content from other courses

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7.

The content of course adequately addressed the stated objectives

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8.

Teaching methods for the course were effective

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9.

Assignments facilitated the learning of course content

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10.

My evaluation was carried out in a fair manner

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COURSE OBJECTIVES 11.

I can Justify the logic of theory-practice-research linkages linkages in the advancement of nursing science.

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12.

I can convert researchable nursing problems into scientific hypotheses or research questions.

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13.

Make descriptive, experimental, or qualitative design decisions regarding the investigation of nursing problems.

12345

14.

I can develop and apply selected probability and non-probability sampling methods

12345

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15.

I can critically select measurement instruments based on psychometric indexes of reliability and validity.

12345

16.

I can apply and interpret selected descriptive, parametric, and non-parametric statistics.

12345

17.

I can implement coding and filing procedures for the storage, retrieval, analysis and presentation of data with computerized statistical programs

12345

18.

I can write a scholarly research proposal for the investigation of a nursing problem.

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EVALUATION OF SPECIFIC ASPECTS OF THE COURSE 20.

The critique of a research report was beneficial to my achievement of course objectives.

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21.

The research Proposal was beneficial to my achievement of the course objectives.

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22.

Submission of web-based assignments was beneficial to my achievement of course objectives.

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23.

The Peer Review Panel was beneficial to my achievement```````` of the course objectives.

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24.

I would recommend this course to a colleague.

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EVALUATION OF TECHNOLOGY DELIVERY 25.

The distance education format of instruction was effective.

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24.

E-mail communication with instructor was effective.

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25.

The World Wide Web site was helpful for this course.

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26.

The use of technologv was a positive challenge.

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Comments

20

STUDENT DEMOGRAPHICS: NAME: ADDRESS: TELEPHONE NUMBER(S): EMAIL WEBPAGE (if any) CLINICAL WORK EXPERIENCE (as RN, student nurse, CNA, other health care setting employment)

STATISTICS COURSE TAKEN (Which, When):

COMPUTER ACCESS Please Circle I use computers here on campus but do not have one at home. I have a computer at home, but it does not have current software such as Microsoft Office or WordPerfect I have a computer at home with current software I have a computer at home with current software and internet access COMPUTER SKILLS RATING: - Please Indicate ___ ___ ___ ___ ___ ___

I am computer illiterate; I never or try never to use the computer for school work. I am a novice at using a computer, but do write my papers on a computer. I am proficient at using a computer to write papers and access my e-mail. I am proficient at using a computer for many types of assignments and projects such as internet searching, use of library data bases etc. I am proficient with advanced computer programs such as databases, spreadsheets, statistical packages, presentation programs, etc. I do web page design, computer programming, or design specialize databases

Other comments re: my computer use: Learning expectations in this course:

Expected grade in this course: Amount of time expected to spend weekly on course outside of class:

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