1. Controlling the Research Topic Nursing 63-377 September 9, 2015 September 14, 2015 Presented by Graham Staffen, Leddy LIbrary

2. Why does topic control matter in research assignments? uses time efficiently structures your search makes you think

3. Ask yourself questions! research is driven by questions key skill for students to develop keep course objectives in mind

4. First Steps 1.Ask questions about the assignment requirements? read a written assignment carefully. insure you understand. 2.Reduce the assigned topic to a question. most assignments can be reduced to a single question. probe the topic in a way that interests you

5. Question must answerable in the circumstances. length of paper submitted amount of available time quantity of supporting research

6. Manipulating the question depending on what is assigned, the basis for the question can be made broader or narrower example What is the relationship between early onset dementia and exercise?

7. Broader early onset dementia and exercise neurodegenerative brain disease and exercise central nervous system and exercise dementia and physical fitness dementia and physical/mental fitness dementia and general health

8. PICO P – patient, problem or population I – intervention or indicator (management strategy, diagnostic test, exposure, therapy, etc.) C – control or comparator (alternative strategy, test or therapy) O – outcome (consequences of intervention)

9. Narrower early onset dementia and exercise P - young adult women or middle aged women afflicted by dementia or middle-aged women afflicted with alzheimer’s I -cardiovascular physical fitness C - strength training or none O - memory recall ability

10. When is a question too broad? when the answer has no single focus o raises more questions than can be answered o lacks specifics o has too many competing ideas when there is too much research literature o database search turns up hundreds of references o internet search turns up thousands of websites When is a question too narrow? theoretically - never practically - when research is hard to find

11. My questions 1.What is the relationship between early onset dementia and exercise? 2.Does exercise reduce the prevalence of dementia in middle-aged women? 3.Does moderate cardiovascular exercise retard memory degradation in middle-aged women with alzheimer’s?

12. Thesis statement short summary of the argument or analysis that is to follow. Why is it necessary? states your position pin points your argument better organization direct the search for supporting research

13. My thesis “Moderate cardiovascular exercise significantly retards memory degradation in middle-aged women with alzheimer’s.”

14. Translating my thesis into searchable terms 1.alzheimer’s 2.cardiovascular exercise or aerobic exercise or running or jogging or swimming or cycling or walking 3.moderate or low intensity or nonstrenuous 4.women or female or gender or sex 5.early onset or middle-aged or young adult 6. memory or recall or recollection or remembering

15. Reduces to: 1.alzheimer* 2.((cardiovascular or cardio or aerobic* or physical) and (fitness or exercis*)) or running or jogging or swimming or cycling or walking 3.moderate or “low intensity” or nonstrenuous 4.(“early onset” or “middle-aged” or “young adult”) and (women or gender or sex) 5.memor* or recall or recollection or remember*

21. My revised thesis Moderate Cardiovascular exercise improves significantly retards memory degradation function in middle-aged women patients with alzheimer’s. Or more legibly, “Cardiovascular exercise improves memory function in patients with alzheimer’s.”

25. My further revised thesis “Cardiovascular exercise improves memory function in patients with alzheimer’s dementia.”

37. Steps starting with some intellectual effort (thinking), taking a topic and posing ourselves questions, working that question into manageable form, establishing a working thesis to direct our investigation, breaking thesis into conceptual components to give our search structure and organization, identifying searchable terms, interrogating an appropriate database, or set of databases, if necessary, revise thesis.

38. Group Assignment (one submission from each group) Total marks 25 - 5% of course grade 1.Submit a one sentence statement of your group’s chosen topic. (1 mark) 2.Devise a broader and a narrower question based upon the topic and provide a one sentence statement of each. (4 marks) 3.From your topic, develop a focused research question and an associated thesis. Provide a one or two sentence statement of each. (10 marks) 4.In a database of your choosing, search for and submit references for two scholarly sources that establish the thesis developed can be supported by available research. (6 marks) 5.Provide a copy of the search history. (4 marks) 6.Submit to: gstaffe@uwindsor.cagstaffe@uwindsor.ca Sept 9 class -> due: Sept 16, 2015 – 4:00 p.m. Sept 14 class -> due: Sept 21, 2015 – 4:00 p.m.