Appendices

The Capstone supervisor

Education 6006 and Education 6020 are offered according to schedules for the Master of Education cohorts. One (1) faculty member will coordinate and supervise students registered in the Capstone course.

Registering in the Capstone

Students register in the Capstone course in the final academic term of their programs.

About the Capstone

The Capstone consists of a single question proposed and refined through the academic term that integrates the substantive, methodological, and reflective issues raised during the process of completing a graduate degree at the University. A student must demonstrate and assess their knowledge by developing a question or topic related to their professional life as a teacher, administrator, or counsellor. The question will allow students to include three (3) main elements:

1. Analysis of changes in the understanding of a topic or theme because of experiences in the master’s degree program.

2. Analysis of changes in the understanding and conduct of their professional practice as classroom teachers, administrators, or counsellors.

3. An action plan for the student’s own further professional growth, and/or for providing leadership in the further education and development of professional colleagues.

To maximize the personal relevance and learning of each student, the precise nature and composition of the question or topic is open to negotiation with the Capstone supervisor, within the limits of required academic and professional standards.

The Capstone response

Answers to the Capstone question should be approximately 45 pages (9,000 words) in length. Quality is more important than length, however, and papers may be shorter if particularly concisely written, or slightly longer if successful development of the argument requires it.

The student’s answer will satisfy the criteria for the Capstone response:

• Posits a central cogent theme supported by research, thoughtful analysis, logical arguments, and carefully selected supportive detail.
• Presents grounded theory arising out of research, reflection, practice, and current thinking on the chosen topic.
• Builds arguments to a consistent conclusion.
• Demonstrates an ability to think critically in the analysis, synthesis, and evaluation of relevant information.
• Demonstrates a comprehensive grasp of Master of Education course material—including an in-depth understanding of the relevant concepts, theories, and issues related to the topic addressed—by applying this understanding where relevant.
• Synthesizes recent research (as covered in course work) to support the themes that emerge in the paper. It is not expected that the student embarks on new reading, but he or she should be able to show that their has mastered the research literature in at least one area.
• Demonstrates an awareness of differing viewpoints and, where relevant, includes a rigorous assessment of these viewpoints.
• Presents reflective analysis of the student’s learning and shows growth over the course of the program.
• Demonstrates originality, insight, and creativity, and a new understanding of theory or practice related to the question or topic addressed in the examination.
• Is clear, fluent, organized, and well-written.
• Shows mastery of grammar, structure, style and conforms to the Thesis, Project, and Capstone Format Regulations on pg. 36.
• Demonstrates the ability to communicate in writing at the level expected for publication in an academic journal, especially those journals intended for a teacher audience.

The Capstone presentation

Students participate in a symposium in which they present their final papers in a five (5) to 10 minute oral presentation, followed by a five (5) to 10 minute open discussion period.

Capstone format regulations

The Capstone document must conform to the School of Graduate Studies formatting requirements (see Thesis, Project, and Capstone Format Regulations on pg. 36)

Grading

Grading of the Capstone is Pass/Fail.

Key deadlines for Capstone route

Table 13: Key deadlines for Capstone Route

Students must familiarize themselves with all content related to the thesis and associated committees found throughout this document.

Deciding on the Thesis

Completing the Thesis is dependent on the availability of appropriate supervision and approval by the Associate Dean of Graduate Studies and Research in Education. Students should be familiar with their responsibilities relative to the Thesis (see Graduate student responsibilities on pg. 8), as well as the responsibilities of the Supervisory Committee (see Supervisory Committees on pg. 13). If the Thesis option is chosen, the student must first establish a Supervisory Committee.

Establishing the Supervisory Committee

The Establishment/Change of Supervisory Committee form is submitted via the SGS Portal. The Supervisory Committee must be approved prior to commencing the Thesis (see Supervisory Committees on pg. 13).

Registering in the Thesis

After receiving notification of Supervisory Committee approval, the student must contact the relevant Graduate Program Office to register in the thesis.

Statement of Progress and Standing

A minimum of every six (6) months, the student meets with the Supervisory Committee (see Progress and standing reports on pg. 20)

Thesis Proposal

The student discusses the Thesis topic with their Thesis supervisor and, in conjunction with the Thesis supervisor, prepares a proposal outlining the components of the study (see Thesis/Project Proposal requirements on pg. 23).

The Thesis Proposal Defence is intended to provide the student and the Supervisory Committee with an opportunity to present the work completed to date and to receive input, suggestions, and questions from a wider community of scholars before finalizing the Thesis Proposal. It is a discussion for clarifying methodology, terminology, the research question, and so on (see Thesis/Project Proposal requirements on pg. 23).

The Thesis supervisor chairs the Thesis Proposal Defence.

Scheduling the Thesis Proposal Defence

The Thesis Proposal Defence is scheduled during the preparation of the Thesis Proposal in consultation with the Supervisory Committee.

At least two (2) weeks before the scheduled Thesis Proposal Defence, the Thesis supervisor notifies the relevant Graduate Program Office of the time, date, and location of the Thesis Proposal Defence. Normally, all Supervisory Committee members will be present.

The relevant Graduate Program Office reserves the room and distributes notices to faculty graduate students, and appropriate guests suggested by the Thesis supervisor.

Conducting the Thesis Proposal Defence

The Thesis supervisor introduces the student and the Supervisory Committee members and provides the audience with brief background information about the student and the student’s work.

The student spends approximately 20 to 30 minutes presenting the proposal which includes:

• Title
• Introduction
• Background or rationale
• Brief summary of the literature review
• Research question
• Methodology
• Analysis

The Thesis supervisor then facilitates a discussion, with the goal of receiving input from the audience.

Approving the Thesis Proposal

Following the Thesis Proposal Defence, the student makes any appropriate changes and additions to the Thesis Proposal and submits the Thesis/Project Proposal form, attaching the proposal. The student may not proceed with the study until the Thesis Proposal has been approved.

Approval by the University of Alberta Research Ethics Board

Following approval of the Thesis Proposal, any study involving human participants must receive approval from the University of Alberta Research Ethics Board (REB).

Conducting the study

After receiving approval from the REB, if required, the student conducts the study as described in the approved Thesis Proposal. The student submits drafts of the work to the Thesis supervisor on a periodic basis. As appropriate, the Thesis supervisor forwards thesis drafts to the Supervisory Committee members, who provide input back to the Thesis supervisor.

When the student and Supervisory Committee are confident that the Thesis is in the final draft stage, they should proceed with establishing the Thesis Examination Committee for the Thesis oral defence.

Thesis Format Regulations

The Thesis must conform to the School of Graduate Studies formatting requirements (see Thesis, Project, and Capstone Format Regulations on pg. 36)

Establishing the Thesis Examination Committee for the Thesis oral defence

The Final Thesis/Project Examination Request form is submitted via the SGS Portal. This form lists all proposed Thesis Examination Committee members, including the Chair and External Examiner, as well as the proposed date, time, and location of the Thesis oral defence. The External Examiner’s curriculum vitae and Conflict of Interest form must be submitted to the Education Graduate Program Office (see Thesis Examination Committee on pg. 18).

Holding the Thesis oral defence

For details on scheduling and holding the Thesis oral defence see Thesis Defence on pg. 37 and Table 10: Recommended dates to submit request for Thesis oral defence by program on pg. 41.

During the Thesis oral defence, the Chair has four main responsibilities:

1. Introduce the student, the Thesis Examination Committee, and any special guests.

2. Explain the procedure of the Thesis oral defence.

3. Chair the proceedings in an organized and timely manner, allowing all committee members, including the Thesis supervisor, to participate fully in the Thesis oral defence.

4. Complete the Thesis Examination Report form.

Following the Thesis oral defence, the student completes any required revisions to the Thesis,

Submission of final documents

Once the required revisions to the Thesis are completed, the Thesis supervisor submits the Recommendation of the Award of the Degree form via the SGS Portal. The student will be contacted to submit the final PDF copy of the Thesis in the e-thesis system. The Thesis undergoes further review by the Associate Dean of Graduate Studies and Research in Education and the Dean of Graduate Studies.

Applying to graduate

Students should ensure all degree requirements are met as per the Graduate Studies Calendar and Course Catalogue. Students must apply to graduate by submitting the online Application for Graduation form via the Bridge (www.ulethbridge.ca/bridge/uofl_grad_app.apply). See Graduate on pg.46.

Key deadlines for Thesis Route

When planning for deadlines, students should budget sufficient time for submission of Thesis in e-thesis system and final approvals (see Table 10: Recommended dates to submit request for Thesis oral defence by program on pg. 41).

Students must familiarize themselves with all content related to the project and associated committees found throughout this document.

Deciding on the Project

Completing the Project is dependent on the availability of appropriate supervision and approval by the Associate Dean of Graduate Studies and Research in Education. Students should be familiar with their responsibilities relative to the Project (see Graduate student responsibilities on pg. 8), as well as the responsibilities of the Supervisory Committee (see Supervisory Committees on pg. 13). If the Project option is chosen, students must first establish a Supervisory Committee.

The Project makes a significant contribution to the field of education or counselling. It typically involves the creation of a product that can be readily utilized in a practice setting. The format of the product varies and is an application or extension of the student’s theoretical expertise into their professional practice. Examples include, but are not limited to, creation of a manual, a website, a series of podcasts, etc.

The Project Paper is a defence of the Project (i.e., the product the student created). The Project Paper:

• Provides a rationale for the focus of the Project and its significance
• Explains the process of development and potential implementation
• Thoroughly situates it within the relevant research and theoretical literature that informs it

Establishing the Supervisory Committee

The Establishment/Change of Supervisory Committee form is submitted via the SGS Portal. The Supervisory Committee must be approved prior to commencing the Project Thesis (see Supervisory Committees on pg. 13).

Registering in the Project

After receiving notification of Supervisory Committee approval, the student must contact the relevant Graduate Program Office to register in the project.

Statement of Progress and Standing

A minimum of every six (6) months, the student meets with the Supervisory Committee (see Progress and standing reports on pg. 21).

Approving the Project Proposal

The student discusses the Project topic with the Project Supervisor and, in conjunction with the Project Supervisor, prepares a Project Proposal outlining the components of the study (see Thesis/Project Proposal requirements on pg. 23).

Once the student makes any appropriate changes and additions to the Project Proposal and the Supervisory Committee has formally approved the Project Proposal, the Thesis/Project Proposal form is submitted via the SGS Portal, with a copy of the proposal attached. The student may not commence the study until the Project Proposal has been approved.

Approval by Human Participants Research Committee

Following the approval of the Project Proposal, any study involving human participants must receive approval from the University of Alberta Research Ethics Board (REB).

Conducting the Project

After receiving approval from the REB, if required, the student submits drafts of the project work as described in the approved Project Proposal. The process and final product must conform to the approved Project Proposal. The student submits drafts of the work to the Project supervisor on a periodic basis. As appropriate, the Project supervisor forwards drafts to the Supervisory Committee members, who provide input back to the Project supervisor.

Project Format Regulations

The Project must conform to the School of Graduate Studies formatting requirements (see Thesis, Project, and Capstone Format Regulations on pg. 36).

Submission of Final Documents

Once the required revisions to the Project are made to the satisfaction of the Supervisory Committee, the Project supervisor submits the Recommendation of the Award of the Degree form. The student will be contacted to submit the final PDF copy of the Project in the e-project system. The Project undergoes further review by the Associate Dean of Graduate Studies and Research in Education and the Dean of Graduate Studies. When planning for deadlines, students should budget sufficient time for submission of Project in e-project system and final approvals.

Applying to Graduate

Students should ensure all degree requirements are met as per the Graduate Studies Calendar and Course Catalogue. Students must apply to graduate by submitting the online Application for Graduation form via the Bridge (www.ulethbridge.ca/bridge/uofl_grad_app.apply). See Graduation on pg. 46.

Key Deadlines for Project Route

Table 14: Key Deadlines for Project Route

The Professional Portfolio supervisor

CAAP 6697 is offered according to schedules for the Master of Counselling cohorts. One (1) faculty member will coordinate and supervise students registered in the Professional Portfolio course.

About the Professional Portfolio

The Professional Portfolio route engages students in a variety of independent and highly interactive opportunities to clearly articulate their strengths and “growing edges” related to self‐growth and counsellor skills/abilities. Reflective tasks will be integrated into each student’s Professional Portfolio; the Portfolio is an expression of who the student is as a counselling psychology professional and should reflect their voice. The student will have opportunities to integrate artifacts and examples that demonstrate their competencies, personal identity as a counsellor, and ongoing professional development plan. Professional Portfolios can be used as an employment tool, marketing a private practice, and/or record of the student’s ongoing professional development.

Registering in the Professional Portfolio

Students register in the Professional Portfolio in the final academic term of their program.

Grading

Grading of the Professional Portfolio is Pass/Fail.

Key deadlines for Professional Portfolio route

Table 15: Key deadlines for Professional Portfolio route

Students must provide completed forms for the following to the Master of Health Service Management program by the specified deadlines:

• Consent to enter information into information systems (e.g., HSPNet) used to share student information for job shadowing and other experiential placements with health agencies and organizations;
• Informed Consent/ Indemnity Agreement from University of Lethbridge Risk and Safety; and
• Driver’s Agreement form from University of Lethbridge Risk and Safety.

About experiential learning requirements

Students registered in the Master of Health Service Management program must complete an experiential learning activity each academic term. The activity will be a graded component of one (1) course in each academic term, with the course specified by the relevant Graduate Program Office. Job shadowing is normally the experiential learning activity, but the relevant Graduate Program Committee may substitute other experiential learning for all students in an academic term.

Each job shadow normally consists of five (5) to eight (8) hours of observation/interview/discussion with one or more managers who are engaged in work related to the topics covered in the course with which the job shadow is associated that term. Students may be asked to do up to four (4) hours of advance preparation (such as reading or researching topics) in addition to the five (5) to eight (8) hours spent job shadowing. Any managers who are shadowed must be working in a health care setting (broadly defined), such as hospitals, public health units, clinics, laboratories, private health practice offices, or administrative units that manage health care related entities. Students must not provide any patient care during the job shadow.

Arranging the experiential learning requirements

Typically, there will be one student per job shadow. However, the relevant Graduate Program Office may arrange for more than one student where circumstances warrant, such as for specialized topics, or to avoid administrative burdens on agencies providing the job shadowing. Other experiential activities may involve individuals, teams, or the class as whole for a particular activity.

The relevant Graduate Program Office will make strong efforts to arrange experiential activities, but cannot guarantee that sufficient opportunities can be identified for each individual or team, or that the days and times of the activity will suit students’ work schedules or other commitments. Students are thus encouraged to arrange their own activities when activities are being done at the individual or team level, particularly if they lack flexibility in their work schedule or other commitments. The relevant Graduate Program Office will provide information early in the preceding academic term if the experiential activity will not be a job shadow.

Students may be required to travel within the province of Alberta to complete the experiential activity. Where travel conditions are unsafe, students are ill, or otherwise have circumstances precluding them from attending the experiential activity that are beyond their control, students are asked to notify the relevant Graduate Program Office and experiential activity host as soon as possible that they are unable to conduct the activity. The Graduate Program Office will then notify the relevant course instructor. Students should then make alternative arrangements with the experiential host. If the host is unable to arrange an alternate time, students are expected to arrange their own activity, and follow the procedures for a self-arranged experiential activity noted below.

Students who intend to complete a job shadow or other experiential learning activity arranged by the relevant Graduate Program Office must complete all required placement forms by the deadlines stated by the relevant Graduate Program Office, or they will be responsible for arranging their own experiential activity, normally of the same type as stated by the relevant Graduate Program Office for the academic term. The required placement forms are normally required by the midpoint of the preceding academic term (e.g., October 15 for the Spring term; February 15 for the Summer term; and June 15 for the Fall term). For the first academic term of the program, students are requested to provide their placement forms by the deadline provided by the relevant Graduate Program Office.

When students are arranging their own job shadows, they should obtain the Self-Arranged Experiential Learning Request form from the relevant Graduate Program Office and obtain instructor approval. Self-arranged experiential learning must meet the same criteria as those arranged by the relevant Graduate Program Office with respect to hours, location, etc. The deadline for completed Self-Arranged Experiential Learning Request forms to be submitted to the relevant course instructor and relevant Graduate Program Office is the same as when the relevant Graduate Program Office organizes experiential learning. Self-arranged experiential learning may take place in the same organization that employs the student, but not the same unit/area in which the student works.

Experiential learning requirement guidelines

Students are urged to dress professionally (e.g., business casual at a minimum) for the organization/agency in which the job shadow takes place and to follow the usual norms of professional conduct. In the event of an adverse incident, such as an injury, students should follow the procedures specified by University of Lethbridge Risk and Safety. The Risk and Safety website is at www.ulethbridge.ca/risk-and-safety-services. Students should contact Risk and Safety if they have questions about what they need to do.

Completing experiential learning requirements

Upon completion of a job shadow, students will write a reflection paper which will be assessed by the course instructor for which the job shadow is a graded component. Guidelines and deadlines for the reflection paper will be provided by the course instructor. The reflection paper normally comprises 15% of the course grade. Other experiential activities may have different assessments and weights; details will be provided by the instructor of the course which includes the experiential activity.

Students are expected to attend all face-to-face class sessions. These sessions are regarded as an integral part of the program, and part of the commitment made by students in joining the program to contribute to individual and collective student learning. The only exceptions to this expectation are for illness, either the student’s or that of a dependent, or unsafe travel conditions. The relevant Graduate Program Office will provide information on the dates for the face-to-face sessions several months in advance so that students can schedule work commitments to avoid conflicts.

Missed assessments that are the result of non-attendance at the face-to-face sessions will be managed by course instructors according to the course outline. While course instructors may be able to record sessions, this will be at their discretion and the availability of technology. There are no assurances regarding the quality of any recordings. Instructors will determine their own policies regarding how students obtain any notes from missed face-to-face sessions.

About the written project

Students complete Health Services Management 6100 - Integrated Experience Point Project (Health Services Management 6100) which requires students to develop a written project as the culminating activity for the Master of Health Services Management program.

Health Services Management 6100 is offered according to the schedule provided by the relevant Graduate Program Office Normally, Health Services Management 6100 will be offered after the other coursework has been completed (i.e., after the fifth academic term). However, students are encouraged to begin work on the written project in the Fall term of their second year, although they may choose to begin work in the Summer term following their first year in the program. An orientation to the requirements of the written project will be held in the preceding academic term of the second year, along with a discussion of timelines and processes so that students can begin work on it in advance of the course.

The written project combines conceptual and practical knowledge as well as skills and student reflection from throughout their program. Students must demonstrate their learning by identifying and addressing a question or topic related to their current or future professional life as in health services management.

Elements of the written project

The written project includes four (4) elements (more detail on the written project and presentation will be provided in the orientation to Health Services Management 6100 and in the course outline):

1. An explanation of the situation the student wishes to address related to management of health services. This can be a problem, an opportunity for improvement, or the application of techniques not currently used or not widely adopted in health care management. The problem or opportunity can be based on personal experience, what has been observed during job shadows, or practitioner or scholarly literature. The explanation should describe the importance of the situation and outline how the student will address it in their written project.

2. A literature review that provides background on the problem or opportunity, including key concepts, practices, and observations from course material, personal reflections, practitioner literature, and/or scholarly literature.

3. Student analysis of the situation, with the goal of improving the identified situation through application and implementation of concepts, practices, and/or principles that could result in better healthcare management through greater effectiveness, efficiency, or other improvements. The proposed concepts, practices, or principles should be clearly identified and assessed. The analysis will typically comprise the largest section of the written project and display clear evidence of critical thinking. Students will provide specific metrics to be used to better determine the success of their proposal and that are aligned with the types of improvements the student has claimed would occur

4. An implementation plan for their proposal, including needed resources, timeframes, and how barriers to implementation will be addressed.

The student should draw on material (either directly discussed or related to the disciplines in the modules) from at least four of the five modules of the program either in their literature review, in their analysis, or in their implementation plan.

Data collection

Students may use personal reflections, anecdotal data of others’ reflections or experiences, or archival data such as that reported in publications in their written project. Formal data collection such as through surveys or formal interviews of larger numbers of individuals is not expected; students who wish to do more formal data collection are strongly encouraged to discuss this with the Health Services Management 6100 course instructor as early as possible. Human ethics clearance is required for such data collection.

Format of the written project

The written project is approximately 40 pages (9,000 words) in length including references and any appendices. However, quality is more important than length and written projects may be shorter if particularly concisely written or slightly longer if successful development of the analysis requires it. The current edition of the Publication Manual of the American Psychological Association (APA) should be used for written project style, citations, and references; the previous edition is acceptable if the current edition has been in publication less than one (1) year.

Assessment of written project

The written project will be assessed according to the following criteria:

• A clear explanation of the situation to be addressed, supported by an explanation of why addressing the situation is important to health care management, based on personal observation and/or research.
• A thoughtful synthesis of course material, existing practitioner and/or scholarly works to provide a clear background, with appropriate application of relevant concepts, principles, and methods.
• A focused discussion of one or more plausible alternatives to address the situation, with assessment of the alternatives and a recommendation for one (1) approach if more than one (1) alternative is discussed. The alternatives and their assessment should flow logically from the analysis.
• Appropriate choice of metrics that could plausibly be used to assess the success of the student’s chosen alternative.
• The discussion of how to implement the chosen alternative, with clear consideration of implementation barriers and risks and plausible approaches to address these.
• Appropriate incorporation of concepts and knowledge from at least four (4) of the five (5) program modules, or the underlying disciplines.
• Clear conclusions and recommendations that flow logically from the analysis and address the situation initially identified.
• Demonstration of some combination of originality, insight, and creativity in identification of the problem, the analysis, or implementation plan.
• Quality of written project, organization, and logical flow of ideas, with appropriate use of headings, subheadings, tables, and figures.
• Mastery of grammar, paragraph, and sentence structure in keeping with the requirements of professional management.
• Formatting style and citations conform to an appropriate edition of the Publication Manual of the American Psychological Association requirements for written project style, citation style, and referencing.

The written project presentation

Students enrolled in Health Services Management 6100 normally present their final written projects. This may be done in an asynchronous manner or in a face-to-face session, as specified in the Health Services Management 6100 course outline. Presentations will typically be a 15-to-20-minute oral presentation, with subsequent opportunities to discuss the presentation. The instructor will gauge the effectiveness of the presentations on five (5) main criteria:

1. Clarity and interest: Presentations must be involving and informative, avoiding an over-reliance on lecture.

2. Thoroughness: Colleagues should come away with a sufficiently thorough grasp of the material to be able to discuss it intelligently.

3. Depth of Analysis: The student must demonstrate a clear understanding of the relevant concepts and some combination of originality, insight, creativity, as well as an awareness of differing points of view. The presentation must go beyond repeating what others have said and contribute something new to understanding of the topic.

4. Argumentation: The student must defend their analysis and recommendations using logical arguments and carefully selected supportive detail.

5. Discussion: The degree to which the student has achieved the above goals should be reflected in the liveliness of the subsequent discussion.

Transitioning from the Graduate Certificate in Health Services Management to the Master of Health Services Management program

Students who are currently enrolled in the Graduate Certificate in Health Services Management may apply to the relevant Graduate Program Committee to transition to the Master of Health Services Management program at any point in the Graduate Certificate in Health Services Management program.

Applications include a letter documenting the rationale for the application to transition. The relevant Graduate Program Committee will consider this along with their transcript of courses taken during the Graduate Certificate in Health Services Management program. If the relevant Graduate Program Committee approves the transition, students must complete all remaining courses required for the Master of Health Services Management program, normally starting in the next academic term.

Students who have already completed the Graduate Certificate in Health Services Management follow the application procedures specified in the Graduate Studies Calendar and Course Catalogue.

Transitioning from the Master of Health Services Management to the Graduate Certificate in Health Services Management program

Students who are currently enrolled in the Master of Health Services Management program may apply to the relevant Graduate Program Committee to transition to the Graduate Certificate in Health Services Management program at any point during the Master of Health Services Management program.

Applications include a letter documenting the rationale for the application to transition. The relevant Graduate Program Committee will consider this along with their transcript of courses taken during the Master of Health Services Management program. If the relevant Graduate Program Committee approves the transition, students will complete only the remaining courses required for the Graduate Certificate in Health Services Management program, normally starting the academic term following the approval.

Standards of Professional Conduct

Master of Nursing students are pursuing a graduate degree within the profession of nursing. Therefore, in addition to the standards regulating Academic and Non-Academic Conduct for the University of Lethbridge, students must also adhere to the Canadian Nurses Association Code of Ethics while undertaking coursework, the project, or thesis. Students are directed to read Standards of Professional Conduct for Students in the Master of Nursing Program in the Graduate Studies Calendar and Course Catalogue for comprehensive coverage of the expectations related to professional conduct.

Project Route

The Project route is for students who want to make a significant contribution to a nursing practice setting via activity other than a Thesis. A Project involves the application of a variety of nursing evidence into a deliverable that can be readily utilized by nurses or clients in a practice setting. The Project will not entail collection of data from individuals and will not require approval by the University of Alberta Research Ethics Board (REB). It will require A Project Ethics Community Consensus Initiative (ARECCI) review. There are many possible formats for a scholarly Project. Students are encouraged to discuss this route with the Chair of the Master of Nursing Program Advisory Committee.

Thesis Route

The Thesis route is for students who wish to do research and is the preferred route for students who may plan to engage in doctoral studies in the future. A Thesis is theory-oriented and begins with posing a question that will in some way contribute to the building or validating theory. A thesis requires in-depth review of the literature, application of clearly described methodology for answering the research question, approval by the University of Alberta Research Ethics Board (REB), data collection, thorough description of the results of the work, a synthesis of the research findings with current literature, and implication of the research for both theory and practice. Students are encouraged to discuss Thesis requirements with the Chair of the Master of Nursing Program Committee.

Overview of the Project

A Project is tangible application of a variety of nursing evidence into a deliverable that can be readily utilized by nurses or clients in a practice setting. The final Project product will include a written final project paper, as well as the project-specific deliverable that could be shared with practice.

One (1) faculty member will coordinate and supervise all students registered in Nursing 6002 - Final Project. Nursing 5150 - Project Development Seminar precedes this course and the Project Proposal for the final Project will be completed in this course.

Project Format Guidelines

Students will follow the Thesis, Project, and Capstone Format Regulations on pg. 36 for the Master of Nursing Project Proposal and for the final Project Paper.

Choosing a Project Topic

Students choose a Project topic of interest to them in consultation with the Nursing 5150 - Project Development Seminar course instructor.

It is important to clarify that the Project is not a research project or thesis. That is, the Project does not entail the collection of new (or pre-existing) data from individuals or groups. To ensure the project meets ethical standards, completion of the ARECCI assessment instrument is required. The course instructor will assist students in accessing this assessment instrument.

Project Proposal

The Project Proposal will be developed during the Nursing 5150 - Project Development Seminar. At the first class meeting, students will present Project ideas and receive feedback from the course instructor and colleagues.

During the second class meeting in Nursing 5150, a Project Proposal colloquium will be held. The purpose of the colloquium is to provide students with an opportunity to mount a short oral presentation on the proposed Project and to receive input, suggestions, and questions from the course instructor, colleagues, and practice-setting stakeholders. The presentations will be open to interested faculty members, graduate students, and community members. Specific requirements for the colloquium presentation are found in the Nursing 5150 course outline. The presentation will be designated as Pass/Fail according to a rubric found in the Nursing 5150 course outline.

In addition, students will be required to submit a written version of the Project Proposal as one of the major assignments for Nursing 5150. The project proposal assignment will be designated as Pass/ Fail according to a rubric found in the Nursing 5150 course outline. The proposal must adhere to the Thesis, Project, and Capstone Format Regulations. See below for information about what the written form of the Project Proposal will include.

Table 16: Master of Nursing Project Proposal structure

It is the student’s responsibility to submit an electronic version of the marked Final Project Proposal from Nursing 5150 (with course instructor comments) to the Nursing 6002 course instructor.

Completing the Project: Nursing 6002 - Final Project

Once a passing grade has been received in Nursing 5150, the student registers for Nursing 6002 in the subsequent academic term and begins completing the Project under the supervision of the Nursing 6002 course instructor. As per the Nursing 6002 course outline, the student follows the expected process and timelines for completing the Project, and will receive ongoing feedback from the course instructor, colleagues, and practice setting stakeholders.

If a student is unable to complete the Project in the time allotted for the Nursing 6002 course in which they are is registered, a grade of ‘F’ (Failure) will be assigned, and the student will be required to take the course again when it is next offered. If the student is unable to complete the Project due to extenuating circumstances that can be documented, an ‘I’ (Incomplete) designation may be assigned at the discretion of the Nursing 6002 course instructor.

Submitting the Final Project Paper

a) Final Project Paper Format

The final Project Paper constitutes the major assignment for Nursing 6002 and is to consist of four sections and appropriate appendices as outlined below. The paper consists of the original Project Proposal (incorporating any revisions suggested by the Nursing 5150 course instructor), a fourth section and the appendix (see table below).

Table 17: Master of Nursing Final Project Paper format

The paper should be no more than 45 pages or 9000 words excluding the appendix. The actual length of the final paper is less important than the quality.

b) Project Presentation

Nursing 6002 students will participate in Project presentations. This consists of a 10-to-15-minute presentation followed by a 10-minute open discussion period. The presentation will be designated as Pass/Fail according to a rubric found in the Nursing 6002 course outline.

c) Final Project Paper Grading

The final Project Paper will be evaluated according to the marking guide and rubric within the Nursing 6002 course outline and will receive a final designation of ‘P’ (Pass) or a grade of ‘F’ (Fail) for the course.

d) Recommendation for Graduation

Upon assigning a passing designation for the Project Presentation and Project Paper, the Nursing 6002 instructor completes the Project Completion Signature form (signed by the course instructor and student) and submits it to the Chair of the Master of Nursing Program Committee. Upon review of all program requirements, the Chair of the Master of Nursing Program Committee will recommend students for graduation to the Dean of Graduate Studies by completing and forwarding the Recommendation of Award of the Degree form to the School of Graduate Studies for decanal approval.

Master of Nursing students are responsible for ensuring they have met all degree requirements and submitted the final Project Paper as a PDF document via the e-thesis system available at www.ulethbridge.ca/graduate-studies/e-thesis-submission. Format regulations for the final Project Paper are described in Thesis, Project, and Capstone Format Regulations on pg. 36.

Selecting and Appointing the Supervisor

If the student chooses the Thesis route, they must commence the process of finding a faculty member from the Faculty of Health Sciences in the Nursing program as the supervisor. To begin this process, the student should review the faculty profile section of the Faculty of Health Sciences website to identify faculty members who have similar areas of interest.

Once the supervisor has been approved, it is the supervisor’s and student’s responsibility to ensure they meet (in person or via teleconference or videoconference) regularly to plan for the student’s program of study and completion of the Thesis. Regular meetings between the student and supervisor—at least once an academic term (and more, if needed)—will help to assure successful completion of the program. The student and the supervisor are also expected to be aware of the suggested timelines and milestones for Thesis completion.

It is the shared responsibility of the student and the supervisor to review the student’s planned research methodology and to determine the best available option for the required research design course. The student will also have opportunities to develop their proposed research during the Nursing 5160 - Thesis Proposal Seminar.

Thesis Proposal

Students will confer with their supervisors to identify a potential Thesis topic before starting the Nursing 5160 - Thesis Proposal Seminar course.

If the student is uncertain if the proposed thesis research requires ethics approval, they should consult with their supervisor and/or the University of Alberta Research Ethics Board (REB) review coordinator at the University.

Master’s Thesis Proposal Defence guidelines

Typically, students defend/present their Master’s Thesis proposals after completion of Management 5300 - Major Seminar III, but relatively early in the Master’s Thesis module (Management 6100 - Master’s Thesis). The student’s Master’s Thesis Proposal Defence must be successful to continue with Management 6100.

The Supervisory Committee determines the success of the Master’s Thesis Proposal Defence. The Chair of the Supervisory Committee must notify the student, in writing, of the outcome of the Master’s Thesis Proposal Defence. This should include comments, feedback and required corrections for improvement. If unsuccessful, the letter must state what changes need to be made, and the student will be required to defend their Master’s Thesis proposal again before continuing with the Master’s Thesis work. A copy of the letter must be submitted to the Dhillon School of Business Graduate Programs Office to maintain registration in the Master’s Thesis module.

If the student’s second proposal defence is unsuccessful, they may be required to withdraw from the Master of Science (Management) program.

Master’s Thesis Proposal Defence responsibilities

The following steps outline the responsibilities related to the student’s Master’s Thesis proposal presentation and defence:

1. A suggested format for the Master’s Thesis proposal is outlined below.
2. The student’s supervisor/co-supervisor is required to contact the Dhillon School of Business Graduate Programs Office when the Committee and student feel the Master’s Thesis proposal is ready for presentation and defence. The Management Graduate Programs Office will assist with booking an appropriate time and room for the presentation. All members of the Supervisory Committee must attend the Master’s Thesis proposal presentation and defence. Attendance via video or telephone conference is acceptable.
3. Students are required to submit the Master’s Thesis proposal document to the Dhillon School of Business Graduate Programs Office one (1) week prior to the scheduled presentation. This document will be made available to interested faculty and staff prior to the presentation.
4. The Director or Designate of Dhillon School of Business Graduate Programs Committee will chair the Master’s Thesis Proposal Defence.
5. The Master’s Thesis Proposal Defence is open. All graduate students and interested faculty are encouraged to attend.
6. Students are allowed one hour to present the Master’s Thesis proposal: 30-minute public presentation followed by a 30-minute question-answer period.
7. Anyone present at the Master’s Thesis Proposal Defence may ask questions.
8. The Supervisory Committee determines the success of the Master’s Thesis proposal based on the document itself and the student’s ability to present their Master’s Thesis proposal and answer questions from the public. The Supervisory Committee should determine if the student’s proposed research is likely to meet or exceed the academic standards for a Master of Science (Management) Master’s Thesis. This includes ensuring that the proposed research:

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   a. Addresses related public literature.

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   b. Acknowledges contributing scholars.

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   c. Uses methods that ensure the conclusions are valid and supported.

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   d. Contributes knowledge to management scholarship.

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   e. Has originality and substance

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   f. Is written in a clear and intelligible manner.

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   g. Shows significant knowledge and grasp of the field.

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   h. Is free from major errors

9. Students must be notified in writing by the Supervisory Committee the results of the Master's Thesis Proposal Defence, which includes comments, feedback and any corrections for improvement. A copy of this letter must be submitted to the Dhillon School of Business Graduate Programs Office for the student to maintain registration in Management 6100.
10. If unsuccessful, the letter must state required changes. The student will be placed on probation, and is be required to present and defend their Master's Thesis proposal again before continuing with the Master's Thesis work. If the second Master's Thesis Proposal Defence is unsuccessful the student maybe required to withdraw from the program.

Suggested Master’s Thesis proposal format

Title: Specific description of Master’s Thesis

Abstract: 100-word summary

Introduction: Brief introduction to topic area

Problem Statement: Goals and objectives of research (what will the study accomplish) and description of the relevance of the research (general introduction and overview)

Literature Review: Describes the major studies as they relate to your research question or problem and, in more detail, show how the study fits in the literature and the gap it fills. In other words, the literature is used to support the Master’s Thesis proposal.

Research Question and/or Hypotheses: Focuses on an issue, a problem, a gap in the knowledge in the field.

Methods: Describes how the question will be investigated including: the methods that will be used and how they will be used, and what the data sources are.

Timeline: Outlines the steps that will be taken and provides a timeline for finishing each step.

Budget: Describes the resources required for the research and how much they will cost. Also indicates where the funds will come from; especially if budget is in excess of the $750 research fund provided by the program.

References: List the sources that were used to develop the Master’s Thesis proposal.