Postgraduate Specialization Degree in Child Health and Paediatric Nursing

Objectives
-To recognise the plural nature of the “object” of research in nursing and the need for several paradigmatic and methodological alternatives. 
-To distinguish between the onto-epistemological and procedural characteristics of the most common qualitative and quantitative methodologies in the area of specialisation.
-To understand the composition of a problem statement and a research project.
-To identify the requisites of qualitative data analysis.
-To understand the importance and the principles of systematic literature reviews.
-To identify the types and elements of research reports.
Competencies
-Perform online literature searches.
-Manage the bibliographic references according to an established model.
-To formulate the problem statement of a research study or project.
-To elaborate a database and perform statistical analysis using SPSS.
-To perform the qualitative content analysis using QSR NVIVO.
-To perform the critical analysis of research articles.

1.Paradigms of scientific research in nursing
-The plural nature of the “object” of research in nursing
-Types of knowledge
-Paradigms
2.Method and Methodologies
-The problem
-From the problem to the research project
Research questions and hypotheses
Types of study
Population and sample; sampling.
QT: Variable; operacionalisation; measurement; instruments.
QL: Units of meaning; codes; categories; topics
Formal and ethical principles
3.Most used qualitative methodological approaches in the area
4.Data analysis
-Quantitative analysis (Introduction to SPSS)
-Qualitative analysis (Introduction to NVIVO).
5.Research concepts and validity criteria
6.Systematic Literature Review and Evidence-Based Practice
-Online literature search
-Reference managers
7.Elaboration of research reports and dissemination
-Elements of a report
-Critical analysis of articles

This curricular unit aims at opening the students’ horizons to the onto-epistemological issues of nursing research. The emphasis on the qualitative approaches falls within the perspective of considering different methodological alternatives, without disregarding the quantitative methods.
The first chapter of the contents is oriented towards the first objective; the second, third and fifth chapters are oriented towards the procedural aspects of research foreseen in the second and third objectives; the development of the fourth chapter covers the fourth objective; the development of the sixth chapter meets the fifth objective; the seventh chapter is organised in a way to accomplish the sixth objective.
The first two competencies will be acquired through the development of the sixth chapter of contents; the fourth chapter is oriented towards the acquisition of the fourth and fifth competencies; the third and sixth competencies will be acquired throughout the CU.

Several teaching methodologies will be used according to the objectives, competencies and contents, including explanation followed by discussion; reading and analysis of specific texts; online search focused on specific contents; presentation and discussion of topics and starting questions for a potential research project; presentation and discussion of a draft of a research question/research project (including literature review); computer work (using SPSS for the data quantitative analysis and NVIVO for the qualitative data analysis) and critical analysis of empirical research articles.

ASSESSMENT
Through an intermediate exam:
Two moments. The final grade is the result of the sum of the marks obtained in each moment as follows:
1– Formulation of a research problem.
2– Systematic critical analysis of a research article.

Through a final exam:
Written exam or written exam and oral exam.

The objectives, contents and methodologies were established according to the theoretical and practical basis of research expected for postgraduate students with clinical experience.
The methodologies intend for students to remember and explore knowledge and practices already taught in previous curricular units. More than acquiring concepts, it is important to develop skills to analyse the common sense in the contexts of clinical practice and empirical literature, as well as skills to elaborate scientific documents, particularly research questions and research projects, thus beginning their work as researchers.

APÓSTOLO, João L. A.; GAMEIRO, Manuel G. H. (2005). Referências onto-epistemológicas e metodológicas da investigação em enfermagem: uma análise crítica. Referência, série II(1), 29-38.
FORTIN, Marie-Fabienne (2009). Fundamentos e etapas do processo de investigação. Loures: Lusodidacta.
FORTIN, Marie-Fabienne (1999). O processo de investigação: da concepção à realização. Loures: Lusociência.
FLICK, Uwe (2005). Métodos qualitativos na investigação científica. Lisboa: Monitor.
LYOTARD, Jean-François (1986). A Fenomenologia. Lisboa: Edições 70.
PESTANA, M. H.; GAGEIRO, J. N. (2006). Análise de dados em ciências sociais. 4ª Ed. Lisboa: Sílabo.
POLIT, Denise F.; BECK, Cheryl Tatano; HUNGLER, Bernadette P. (2004). Fundamentos de pesquisa em enfermagem. 5ª ed. Porto Alegre: Artmed.
STREUBERT, Helen J.; CARPENTER, Dona R. (2002). Investigação qualitativa em enfermagem: avançando o imperativo humanista. 2ª ed. Loures: Lusociência.