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Syllabus

Doctor of Clinical Nutrition

DCN 800: Nutrition Research Theory and Implementation

Credits - 1

Description

Foundational knowledge and skills in practice-based nutrition research methods will be established. Topics include ethical research practices, research design, data quality and integrity, choosing the correct analytical tests, and data analysis. Students will generate an initial research question, identify a pre-existing data set for secondary analysis, and conduct post-hoc analysis to ensure the dataset will address the research question in preparation for their DCN 810 research project.

Materials

Required Textbook

Jacobsen KH. Introduction to Health Research Methods: A Practical Guide. Jones and Bartlett Publishers, Inc.; 2021. Available online through the UNE Library.

  •  This book is available for free to UNE students through the UNE Library using their UNE login credentials. Please note that UNE Library Services holds six copies of this resource. If all six copies are in simultaneous use, your access may be restricted until a copy becomes available. When you are finished using the resource, please log out to permit another student access to the resource.

Recommended

The DCN Orientation and Resource Portal serves as a central location for program information and resources that students should use throughout the program.

Learning Objectives and Outcomes

DCN Program Outcomes 

Upon completion of the program, graduates will be prepared to:

  1. Apply adaptive and responsive leadership skills in healthcare, higher education, and community settings (depending on focus of student).
  2. Apply evidence-informed approaches when generating, appraising, and utilizing research.
  3. Lead the provision of safe, ethical, and evidence-based healthcare, higher education, and community services.

This course fulfills DCN Program Outcome 2 as demonstrated through the course key assessment – Research Prospectus.

Course Outcomes

By the end of the course, the student will be able to:

  • Develop a novel research question, aligned with their program focus, suitable for secondary data analysis.
  • Apply scientific methods utilizing ethical research practices when conducting research.
  • Propose appropriate tests to analyze data.
  • Generate a prospectus including supporting literature, post hoc sample size calculation and research methodology.

Assignments

See Brightspace for full assignment instructions, requirements, and rubrics.

Research Prospectus 

Your Research Prospectus will represent the secondary data analysis research study you intend to complete in DCN 810. A research prospect is a preliminary plan for conducting a study. Your Prospectus will need to be approved by your instructor before you can enroll in DCN 810. Writing a Research Prospectus – or any other science writing – is an iterative process that involves several drafts and peer critiques. You will be working through that process in weeks 7 through 16 of this course. You will have read widely (and deeply) during the first six weeks of the course to prepare yourself for this process.

Both a course grade and a Research Prospectus grade of 80% (B-) or better are required to pass the course and proceed into DCN 810.

Writing Statement

As professionals in the field, you will consistently be expected to clearly and concisely articulate advanced concepts for diverse audiences at a variety of educational levels.

Graduate students are expected to integrate and apply current scientific evidence and scholarly practice guidelines when completing assignments. Theories, ideas, concepts, and other information obtained or generated through review of the scholarly literature must be synthesized and summarized across multiple sources and correctly attributed.

Graduate students are expected to produce their best quality work, including screening their work prior to submission for clarity, grammatical, spelling, formatting and mechanical issues.




While there is often a portion of each assignment’s rubric dedicated specifically to grammar, spelling, mechanics, and formatting, it is critical to understand that failure to submit work that has been adequately proofed may result in a reduction of points in other areas of the rubric. These may include, but are not limited to, metrics rating professionalism or content knowledge and synthesis; work submitted in graduate courses should provide evidence of strategic reading, writing, and academic speaking skills essential for success in the discipline.

Please note that the Graduate Programs in Applied Nutrition, which includes the Doctor of Clinical Nutrition program, holds the position that Grammarly and other AI writing and generative technology should not be ordinarily used when completing course assignments, unless explicitly permitted by course faculty and assignment instructions. These tools do not support a student’s personal and direct capacity to develop and hone skills in creativity, logic, critical thinking, analysis, evaluation, theorization, and writing, which are central to graduate-level rigor, assessment, and research. Use of these tools when not explicitly permitted may result in an academic integrity infraction.

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

Student Syllabus Contract10
Week 1 Discussion: Introductions30
Week 1 Assignment: Evaluation of a Secondary Data Research Publication.50
Week 3 Quiz: Research Methods100
Week 4 Assignment: Literature Gap and Dataset Template100
Week 4: Meet With Your Instructor50
Week 5 Assignment: CITI Training50
Week 6 Discussion: Science Writing30
Week 8 Assignment: Research Prospectus Part 1100
Week 9 Assignment: Critique of Part 1 of Research Prospectus100
Week 11 Assignment: Research Prospectus Parts 1 and 2100
Week 12 Assignment: Critique of Part 2 of Research Prospectus100
Week 13 Assignment: Revision of Part 2 of Research Prospectus50
Week 15 Assignment: Research Prospectus Final Draft80
Week 16: Course Reflection and E-Portfolio Piece20
Week 16 Discussion: Research Prospectus Writing Reflection30
Total1000

The Doctor of Clinical Nutrition Program follows the UNE grading system for all courses, as outlined below. Matriculated graduate students must maintain a cumulative GPA of 3.0 (B) or better. Failure to do so will result in academic probation and possible termination from the program. Any student receiving a grade below B- on any individual course has failed that course and must re-enroll and repeat the course to achieve a grade of B- or better. Any student who receives a grade of F in two or more courses is dismissed from the program. Please note: A minimum of a 3.0 GPA is required for degree conferral.

Schedule

Course Dates

Week 1: Jan 15 – Jan 21
Week 2: Jan 22 – Jan 28
Week 3: Jan 29 – Feb 4
Week 4: Feb 5 – Feb 11
Week 5: Feb 12 – Feb 18
Week 6: Feb 19 – Feb 25
Week 7: Feb 26 – Mar 4
Week 8: Mar 5 – Mar 11
Week 9: Mar 12 – Mar 18
Week 10: Mar 19 – Mar 25
Week 11: Mar 26 – Apr 1
Week 12: Apr 2 – Apr 8
Week 13: Apr 9 – Apr 15
Week 14: Apr 16 – Apr 22
Week 15: Apr 23 – Apr 29
Week 16: Apr 30 – May 4

Please note:  Weeks 1 and 16 will only open after the course surveys have been completed.

Week 1: Course Introduction

Learning Outcomes

Students will be able to:

  • Distinguish secondary research methods from other types of research.
  • Discuss the difference between basic and applied research.
  • Recognize the characteristics of high-quality research.

Lectures and Multimedia

  • DCN 800 Course Overview
  • Scribbr. How to create a strong research design: 2-minute summary. YouTube. March 2021.
  • Scribbr. Research design: Choosing a type of research design. YouTube. April 2021.

Required Readings

  • Jacobsen KH. Introduction to Health Research Methods: A Practical Guide. Jones and Bartlett Publishers, Inc.; 2021.
    • Chapters 1 and 7
  • Longe B. Basic vs applied research: 15 key differences. Formplus. May 7, 2020.

Assignments

  • Student Syllabus Contract – Must be completed prior to accessing the materials in Week 1
  • Week 1 Assignment: Evaluation of a Secondary Data Research Publication

Discussions

  • Week 1 Discussion: Introduction

Week 2: Identifying Research Gaps

Learning Outcomes

Students will be able to:

  • Demonstrate how a research question can relate to an identified gap in the literature.
  • Compare the methods, benefits, and drawbacks of primary and secondary research.

Lectures and Multimedia

  • Grad Coach. Research gap 101: what is a research gap & how to find one (with examples). YouTube. Published online November 30, 2022.
  • Scribbr. How to develop a STRONG research question. YouTube. Published online January 2, 2020. 

Required Readings

  • Jacobsen KH. Introduction to Health Research Methods: A Practical Guide. Jones and Bartlett Publishers, Inc.; 2021.
    • Chapters 2 and 25
  • Heitman K, Hubbard J, Easter L, Kilkus J. Looking to the future: agendas, directions, and resources for nutrition research. Nutr Clin Pract. 2024;39(4):772-782.
  • Miles DA. A taxonomy of research gaps: Identifying and defining the seven research gaps. 2017.
  • Riva JJ, Malik KM, Burnie SJ, Endicott AR, Busse JW. What is your research question? An introduction to the PICOT format for clinicians. J Can Chiropr Assoc. 2012;56(3):167-171.
  • Wickham RJ. Secondary Analysis Research. J Adv Pract Oncol. 2019;10(4):395-400. doi:10.6004/jadpro.2019.10.4.7
  • Johnston MP. Secondary data analysis: a method of which the time has come. Qualitative and Quantitative Methods in Libraries. 2014; 3:616-626.
  • Baldwin JR, Pingault JB, Schoeler T, Sallis HM, Munafò MR.  Protecting against researcher bias in secondary data analysis: challenges and potential solutions. Eur J Epidemiol. 2022;37(1):1-10. 
  • UNE Library Research Help:
    • Gaps in the Literature
    • PICO Clinical Questions

Assignments

  • Start Working on Quiz: Weeks 1-3 (Due Week 3)

Week 3: Research Methods and Data Analysis

Learning Outcomes

Students will be able to:

  • Find sources of secondary data for the completion of a secondary data analysis study.
  • Identify appropriate statistical tests to achieve the goals of research studies.
  • Use power analysis to interpret the validity of a research study. 

Lectures and Multimedia

  • Lecture: Secondary Data Analysis Research
  • Lecture: Power and Statistical Analysis

Required Readings

  • Jacobsen KH. Introduction to Health Research Methods: A Practical Guide. Jones and Bartlett Publishers, Inc.; 2021.
    • Chapters 7, 20, 28-33
  • Kang H. Sample size determination and power analysis using the G*Power software.  J Educ Eval Health Prof. 2021;18:17.
  • Nayak BK, Hazra A. How to choose the right statistical test?  Indian J. Ophthalmol. 59(2):p 85-86, Mar–Apr 2011. 

Assignments

  • Week 3 Quiz

Week 4: Identifying Secondary Data to Answer Research Question

Learning Outcomes

Students will be able to:

  • Justify gaps in the literature by summarizing current knowledge.
  • Demonstrate how a specific dataset can be used to conduct a secondary data analysis study designed to fill a gap in literature.

Assignments

  • Week 4 Assignment: Gap in Literature and Secondary Data Source
  • Week 4: Meet With Your Instructor

Week 5: Research Ethics

Learning Outcomes

Students will be able to:

  • Demonstrate understanding and competence to protect the health and safety of human subjects.

Lectures and Multimedia

  • TEDx Talks. Trust in research: the ethics of knowledge production  | Garry Gray | TEDxVictoria. YouTube. Published online December 22, 2014. 

Assignments

  • Week 5 Assignment: CITI Training

Week 6: Science Writing

Learning Outcomes

Students will be able to:

  • Describe what makes science writing different from other types of writing.
  • Develop a writing and editing approach that demonstrates high-quality, graduate-level science writing.

Lectures and Multimedia

  • Texas A&M University. Science writing: practice makes it (almost) perfect. YouTube. Published online October 26, 2010.

Required Readings

  • Jacobsen KH. Introduction to Health Research Methods: A Practical Guide. Jones and Bartlett Publishers, Inc.; 2021.
    • Chapter 38
  • Grogan KE. Writing Science: What Makes Scientific Writing Hard and How to Make It Easier. Bull Ecol Soc Am. 2021;102(1):1-8.
  • Hotaling S. Simple rules for concise scientific writing. Limnol Oceanogr Lett. 2020;5: 379-383.
  • Lipomi D. Style Guides and the Garlic, Shallots, and Butter of Scientific Writing. Chem Mater. 2021;33(11);3865-3867.

Discussions

  • Week 6 Discussion: Science Writing

Week 7: Writing Part 1 of Prospectus

Learning Outcomes

Students will be able to:

  • Produce a first draft of Part 1 of a Research Prospectus, adhering to the specified guidelines.

Lectures and Multimedia

  • Lecture: Writing a Research Prospectus

Required Readings

  • Jacobsen KH. Introduction to Health Research Methods: A Practical Guide. Jones and Bartlett Publishers, Inc.; 2021.
    • Chapters 27, 36

Assignments

  • Start Writing Your Research Prospectus Part 1 (Due in Week 8)

Week 8: Submitting Part 1 of Prospectus

Learning Outcomes

By the end of this week,  the student will be able to:

  • Complete the first draft of Part 1 of a Research Prospectus demonstrating graduate-level science writing. 

Assignments

  • Week 8 Assignment: Research Prospectus Part 1

Week 9: Peer Editing Part 1 of Prospectus

Learning Outcomes

Students will be able to:

  • Apply critical thinking and careful evaluation in the process of editing and critiquing peers’ research documents.
  • Demonstrate professional respect and communication skills.

Lectures and Multimedia

  • Nutshell Brainery. How to edit an academic paper. YouTube. Published online February 9, 2021.
  • The Nature of Writing. Why editing matters: An example of bad scientific writing. YouTube. Published online June 5, 2017.

Required Readings

  • Jacobsen KH. Introduction to Health Research Methods: A Practical Guide. Jones and Bartlett Publishers, Inc.; 2021.

    • Chapter 37

Assignments

  • Week 9 Assignment: Critique of Part 1 of Research Prospectus

Week 10: Writing Part 2 of Prospectus

Learning Outcomes

Students will be able to:

  • Reflect upon feedback received through peer critique of their writing.
  • Apply recommended revisions to their writing as appropriate.

Assignments

  • Revise Part 1 and start writing your Research Prospectus Part 2 (Due in Week 11)

Week 11: Submitting Part 2 of Prospectus

Learning Outcomes

Students will be able to:

  • Independently complete a complex writing project.
  • Submit a complete research prospectus by an established deadline. 

Assignments

  • Week 11 Assignment: Prospectus Parts 1 and 2

Week 12: Peer editing Part 2 of Prospectus

Learning Outcomes

Students will be able to:

  • Apply critical thinking and careful evaluation in the process of editing and critiquing peers’ research documents.
  • Demonstrate professional respect and communication skills.

Assignments

  • Week 12 Assignment: Critique of Part 2 of Research Prospectus

Week 13: Editing and Revising Full Prospectus

Learning Outcomes

Students will be able to:

  • Reflect upon feedback received through peer critique of their writing.
  • Revise writing to improve clarity and create a compelling narrative.

Required Readings

  • Jacobsen KH. Introduction to Health Research Methods: A Practical Guide. Jones and Bartlett Publishers, Inc.; 2021.
    • Chapter 42

Assignments

  • Week 13 Assignment: Revised Full Research Prospectus

Week 14: Editing and Revising Full Prospectus

No content. This week you should continue to carefully edit your research prospectus as you wait for your instructor to provide feedback.

Week 15: Editing and Revising Full Prospectus

Learning Outcomes

Students will be able to:

  • Recognize the need for significant editing and multiple drafts when writing research documents.
  • Submit a high-quality, professional research prospectus that clearly and thoroughly follows the guidelines provided.

Assignments

  • Week 15 Assignment: Prospectus Final Draft
  • DCN 800 Post-Course Survey (ungraded)

Week 16: Course Reflection

Learning Outcomes

Students will be able to:

  • Reflect upon their professional growth and development in research and scientific writing.

Assignments

  • Week 16: Course Reflection and E-Portfolio Piece

Discussions

  • Week 16 Discussion: Research Prospectus Writing Reflection

Student Resources

Online Student Support

Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, resources to support academic success, technology concerns, or personal emergencies.

Questions? Visit the Student Support Applied Nutrition page

UNE Libraries

The University of New England Library Services are central to the intellectual life of the University community and an essential resource for doctorate students across didactic, residency, and research coursework and experiences.

UNE Library Services may be accessed through OKTA or by visiting https://library.une.edu/. 

  • Library Access for all students: Your library login ID and password are the same as the ones you use to log into Brightspace.
  • Nutrition Resources
  • Library Questions: Ask a librarian or phone library staff at (207) 602-2361 or (207) 221-4330.

Accommodations

Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.

Online Peer Support

Togetherall is a 24/7 communication and emotional support platform monitored by trained clinicians. It’s a safe place online to get things off your chest, have conversations, express yourself creatively, and learn how to manage your mental health. If sharing isn’t your thing, Togetherall has other tools and courses to help you look after yourself with plenty of resources to explore. Whether you’re struggling to cope, feeling low, or just need a place to talk, Togetherall can help you explore your feelings in a safe supportive environment. You can join Togetherall using your UNE email address.

Information Technology Services (ITS)

Students should notify their Student Support Specialist and instructor in the event of a problem relating to a course. This notification should occur promptly and proactively to support timely resolution.

ITS Contact: Toll-Free Help Desk 24 hours/7 days per week at 1-877-518-4673.

Career Ready Program

The College of Professional Studies supports its online students and alumni in their career journey!

The Career Ready Program provides tools and resources to help students explore and hone in on their career goals, search for jobs, create and improve professional documents, build professional network, learn interview skills, grow as a professional, and more. Come back often, at any time, as you move through your journey from career readiness as a student to career growth, satisfaction, and success as alumni.

Policies

AMA Writing Style Statement

In keeping with the requirements of the Journal of the Academy of Nutrition and Dietetics and the Journal of Nutrition Education and Behavior, the American Medical Association (AMA) Manual of Style, 11th edition is the required writing format for this course and is available at both UNE libraries under the title "AMA Manual." Additional support for academic writing and AMA format is provided throughout the coursework as well as at the UNE Portal for Online Students.

Online resources: AMA Style Guide

Turnitin Originality Check and Plagiarism Detection Tool

The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.

You can learn more about Turnitin here: Understanding the Similarity Score for Students.

Submission of Coursework for Publication or Presentation

Students interested in submitting a manuscript or other work completed in the course for publication or presentation external to UNE must obtain written approval from the course instructor and DCN Program Director prior to submission. The student should contact the course instructor or DCN Program Director to obtain a copy of the DCN Permission to Publish/Present Form which must be completed by the student per the form's instructions. Failure to follow these steps and complete the form prior to submission for publication/presentation or abide by the requirements therein will result in a professionalism violation. If granted permission to publish or present, the student is expected to indicate that the manuscript or other work was prepared as part of course and degree requirements while a student in the Doctor of Clinical Nutrition at the University of New England. University affiliation for publications, abstracts, posters, or other presentations should be listed as "Graduate Programs in Applied Nutrition, College of Professional Studies, University of New England." Please contact the DCN Program Director for UNE templates and logos that must be used for posters and presentations.

Technology Requirements

Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements

Students are responsible for ensuring continuous access to computer and technology requirements throughout their program of study. Course faculty will not routinely accept computer or other technology issues as an excuse for assignments that are not submitted per instructions, that are submitted late, or are missing a submission.

Course Participation Policy

Courses within the DCN Program are demanding and exacting. Students are expected to be present in course discussions and group activities, prepared for class, and actively engaged as evidenced by critical thinking and meaningful participation. Students are expected to schedule their personal and/or professional obligations and their course registrations so as to maintain continuous and complete participation throughout courses. Any absence from course activities will impede learning. However, circumstances may arise that cause students to be absent from active course participation on either a preplanned or an emergency basis.

Active course participation is defined as engaged participation in group activities, fulfilling discussion requirements within the published timeline, and submitting assignments within the published timeline. Absence is defined as lacking engaged participation in group activities and not fulfilling discussion requirements within the published timeline, and/or not submitting assignments within the published timeline.

Both preplanned and emergency absences are to be kept to a minimum and should not exceed, cumulatively, 10% of the assignments in a course. Exceeding this limit may result in grade reduction for the course or failing the course. Students are to make arrangements in advance of the absences with the instructor for submission of assignments and discussion participation, in accordance with specifications communicated in the course syllabus. An emergency absence is one that students do not know about in advance and often involves situations such as health issues. In this case, students are to notify the instructor as soon as possible and make arrangements for submission of assignments and discussion participation in accordance with specifications communicated in the course syllabus.

Late Policy

Assignments: Assignments submitted after the due date and time will receive a deduction of 10% of the total possible grade for each day it is late. After three days, the assignment will not be accepted. No assignments will be accepted after the course ends.

Discussion posts: If the initial post is submitted late, acceptance of the discussion board is at the discretion of the faculty. Any posts submitted after the end of the Discussion Board week will not be graded.

Students are encouraged to make every effort ahead of time to contact their instructor and their student support specialist if they are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.