RESEARCH FOR PROFESSIONAL PRACTICE - 2018/9
Module code: NUR3225
Students will have a choice of dissertation options (as set out above) which will involve a review the current evidence base related to an area of professional interest and the development of a proposal to conduct a research study or improvement project to address an identified need.
School of Health Sciences
STENNER Karen (Health Sci.)
Number of Credits: 30
ECTS Credits: 15
Framework: FHEQ Level 6
JACs code: B700
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
Indicative content includes:
Study Skills: critical appraisal and reflection at BSc (Hons) level; project planning; undertaking a literature review; writing a research proposal or improvement project
The role of clinical guidelines
Tools for appraising evidence
Research ethics, the role of Ethics Committees and research governance
Research design, methods, and analysis, including basic statistical terminology
Evaluation and improvement methods
The benefits and importance of patient and public involvement
- How research findings and evidence are disseminated
|Assessment type||Unit of assessment||Weighting|
The assessment strategy is designed to provide students with the opportunity to demonstrate the above learning outcomes.
Thus, the summative assessment for this module consists of:
Completion of a dissertation as outlined above. Students will not be expected to undertake the proposed research or improvement project.
Students will submit elements of their dissertation to their supervisor. An online test will be available and workshops provide opportunity for formative assessment by peers and teaching staff.
Supervision of the project will be through a named Supervisor with 8 hours of supervision per student. Supervision will be organised using a combination of small supervision group work and one to one tutorials, and will include opportunities for formative feedback. Students will be given further guidance on the expectations of the dissertation during the module.
Please note that any evidence of unsafe practice or breach of confidentiality will result in an automatic refer for the module.
- To enable students to critically appraise research. Students will further develop the skills to appraise evidence for health, care and well-being, therefore enabling them to become competent at employing research and evidence based practice.
|1||Appraise where different types of research sit within the hierarchy of evidence and the application of evidence to practice guidelines and policy. (K)||K|
|2||Critically appraise qualitative research design, methods, and analysis.||KC|
|3||Critically appraise quantitative research design, methods, and analysis including basic statistics.||KCT|
|4||Demonstrate a critical awareness of the key ethical issues in research and the role of ethics committees, as well as the principles of ‘good clinical practice' within clinical research.||KCP|
|5||Demonstrate understanding of research policy and funding, and the ‘research architecture' of the NHS.||KP|
|6||Explain the benefits and importance of patient and public involvement in research.||PT|
|7||Utilise an appropriate search strategy to retrieve, review and critically appraise information and published literature within your field of practice and develop a research proposal.||KCT|
|8||Demonstrate the ability to work independently and take responsibility for seeking guidance in relation to completion of a literature review and research proposal.||P|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Methods of Teaching / Learning
The learning and teaching strategy is designed to: offer a blend of learning methods designed to support the learning needs of students who may have had a break from academic study.
The learning and teaching methods include:
Seminars with group discussion
Individual student supervision
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Reading list for RESEARCH FOR PROFESSIONAL PRACTICE : http://aspire.surrey.ac.uk/modules/nur3225
Programmes this module appears in
|Primary and Community Care (Community Childrens Nursing) (SPQ) BSc (Hons)(YEAR LONG)||Year-long||Core||Each unit of assessment must be passed at 40% to pass the module|
|Public Health Practice BSc (Hons)(YEAR LONG)||Year-long||Core||Each unit of assessment must be passed at 40% to pass the module|
|Delivering Quality Healthcare BSc (Hons)(YEAR LONG)||Year-long||Core||Each unit of assessment must be passed at 40% to pass the module|
|Healthcare Practice BSc (Hons)(YEAR LONG)||Year-long||Core||Each unit of assessment must be passed at 50% to pass the module|
|Primary and Community Care (District Nursing) (SPQ) BSc (Hons)(YEAR LONG)||Year-long||Core||Each unit of assessment must be passed at 40% to pass the module|
|Primary and Community Care (General Practice Nursing) (SPQ) BSc (Hons)(YEAR LONG)||Year-long||Core||Each unit of assessment must be passed at 40% to pass the module|
|Public Health Practice (SCPHN) (School Nursing) BSc (Hons)(YEAR LONG)||Year-long||Core||A weighted aggregate mark of 40% is required to pass the module|
|Public Health Practice (SCPHN) (Health Visiting) BSc (Hons)(YEAR LONG)||Year-long||Core||Each unit of assessment must be passed at 40% to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2018/9 academic year.