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Course Criteria
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3.00 Credits
Medoff-Cooper; Deatrick; Lipman; O'Sullivan. This seminar will explore issues related to the theoretical perspectives of growth and development during childhood. Areas of emphasis will include: methodological issues related to research of childhood growth and development, the analysis of developmental data, and measurement issues common to research of development. Included in the discussion will be an analysis of theories in relationship to research of childhood development. The seminar will conclude with an agenda for future directions of research of growth and development.
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3.00 Credits
Deatrick. For doctoral students in nursing. This seminar will explore issues related to research of families. Included in the ongoing discussion will be an analysis of nursing and other theories in relationship to research of families. Methodological issues related to research of families will be discussed, as will the analysis of family data and measurement issues common to research of families. The seminar will conclude with an agenda for future directions to research of families.
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3.00 Credits
Fairman. For doctoral students in nursing. This course will involve a guided review of the pertinent literature relating to the history of technology in 20th century America. The focus will include a critical examination and review of the social origins and implications of technological development and diffusion in healthcare. Various theoretical frameworks in the history of technology will be closely examined in attempt to assist the student in the development of their own framework.
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3.00 Credits
Tkacs. For doctoral students in nursing. This course reviews basic neurobiology concepts and builds on that foundation to explore recent advances in neurobiology research as they relate to a variety of clinical disorders. Emphasis will be placed on the students synthesis of underlying concepts and applications of this knowledge pertinent to their own programs of research. Textbook readings will be accompanied by primary research articles for class discussion of the methodological approaches used in the field of neuroscience.
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3.00 Credits
Lake; Aiken. Prerequisite(s): Prior coursework at undergraduate or masters level in statistics and quantitative methods. This the first of a two-course sequence designed for doctoral students interested in conducting health outcomes research. The first course (821) focuses on conceptual, methodological, statistical, feasibility and data issues central to the conduct of health outcomes research; the second course (822) focuses on applying health outcomes research through the development and implementation of a research project. In the first course Penn faculty researchers will use their ongoing studies to illustrate how study design, sampling, measurement, and advanced statistical techniques can be employed to address the various challenges inherent in health outcomes research. In the second course, students will design and implement a health outcomes research project.
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3.00 Credits
Aiken. Prerequisite(s): Prior coursework at undergraduate or masters level in statistics and quantitative methods, Nursing 821/Sociology 821 is preferred. This the second of a two-course sequence designed for doctoral students interested in conducting health outcomes research. The first course (821) focuses on conceptual, methodological, statistical, feasibility and data issues central to the conduct of health outcomes research; the second course (822) focuses on applying health outcomes research through the development and implementation of a research project. In the first course Penn faculty researchers will use their ongoing studies to illustrate how sampling, study design, measurement , and advanced statistical techniques can be employed to address the various challenges inherent in health outcomes research. In the second course, students will design and implement a health outcomes research project.
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3.00 Credits
Jemmott; Teitelman. Doctoral Students Only. Advanced analysis, design and evaluation of interventions to promote health and reduce health disparities with a focus on underserved vulnerable minority or ethnic populations, through culturally competent research, education and clinical practice. Areas to be evaluated include: -- Health disparities as it relates to health promotion and disease prevention behavioral intervention research in vulnerable communities -- Concepts of marginalization, race, ethnicity, class, gender and culture as it relates to health disparities -- Social-psychological theoretical and research approaches related to developing culturally congruent health promotion interventions to reduce health disparities for vulnerable populations -- The use of elicitation, focus groups and ethnographic techniques to tailor health behavior theory to meet the needs of the population -- Culturally competent research methodologies, involving education and/or clinical practice, e.g. culturally competent measures, recruitment, retention, and informed consent in hard to reach populations -- Community participatory research as a strategy for working with the community to build research partnership and build capacity for sustained health promotion initiatives -- Health promotion intervention strategies for reducing health disparities in vulnerable communities -- Strategies to evaluate the effectiveness of interventions using randomized controlled trials (RCTs) in community and clinical settings -- Strategies for tailoring successful evidenced-based health promotion interventions to a variety of different populations for use in clinical trials and community settings -- Examine approaches for the translating and disseminating evidenced-based intervention research
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3.00 Credits
Strumpf. For Doctoral Students Only.
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3.00 Credits
Kagan. For Doctoral Students Only. The course extends beginning qualitative research methods skills to a more advanced level. Students planning a dissertation or career focus in qualitative or mixed methods may use the course to refine interest and skill. The focus of the course centers on interactionist perspectives and collective analysis though methods tangential to these perspectives. Standpoint and participatory methods and analysis may be considered given sufficient student interest. Students are actively involved in selection and critique of seminal and critical readings. Students must have at their disposal a suitable dataset with commensurate permissions or have plans to collect qualitative data amenable to analysis during the course term. This data base can be from previous research proposals and fieldwork can be used as the building blocks for the course assignment(s). The course will focus on data collection, analyses, interpretation, and presentation of results. Skill building will center on collection and management of data; analytic technique including comparative, narrative, and text analysis; development and management of coding schemas; abstraction and development of situation specific theory; and dissemination and diffusion of findings, theories, and relevance to similar phenomena and use in practice.
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3.00 Credits
Riegel. For PhD Students Only. This course introduces the history, definitions, predictors, measurement, and outcomes of self-care in chronic illness. Historical, classic and current literature from various disciplines will be studied to give students a broadened perspective of the self-care construct and the issues that patients face when dealing with chronic illness.
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