RESEARCH DESIGN AND METHODOLOGY - 2018/9
Module code: NURM141
The module enables students to understand the theoretical and practical aspects of research; how to design research informed by theoretical, methodological and practical issues; and to prepare a research proposal relevant to health and social care practice. The module provides students with the knowledge, skills and confidence in planning and writing a research proposal that can be taken forward to the dissertation module.
School of Health Sciences
ARBER AM Dr (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: X210
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
Indicative content includes:
Philosophy of science, ontology, epistemology
Research methodologies and methods
Rigour in research design
Action research and evaluation
Data collection methods
Data analysis methods
Research ethics and governance
Service user involvement
Preparing a research proposal
|Assessment type||Unit of assessment||Weighting|
The assessment strategy is designed to provide students with the opportunity to demonstrate their theoretical and practical knowledge of research by designing a research proposal. The formative stage enables students to develop confidence in identifying and communicating about their research topic. The summative assessment will enable students to design a research study in the form of a research proposal.
Thus, the summative assessment for this module consists of:
Development of a research proposal which will include evidence of the need for the research along with a literature review and search strategy; including research questions, methodology, methods, data collection and analysis and research ethics.
Students will do a short presentation of their research topic outlining the rationale for choosing the topic, identifying research question/s and a suitable methodology.
Students will be given written formative feedback on the short presentation which will prepare them for developing their research proposal. They will have allocated time with the research proposal tutor, so that they have regular contact and feedback on how the research proposal is progressing.
Please note that any evidence of unsafe practice or breach of confidentiality will result in an automatic refer for the module.
- Enable students to critically appraise a range of research designs and methodologies for health and social care practice and education in preparation for a future enquiry.
|1||Critically appraise the philosophical, ontological and epistemological basis of research in health and social care practice and education.||K|
|2||Critique key methodologies including experimental design, survey research, action research, phenomenology and ethnography||KC|
|3||Critically appraise different research collection methods including structured/ unstructured interviews, focus group interviews, survey, observation, participant observation, quasi experiment, questionnaires and user involvement||PT|
|4||Appraise the relevance of coherence in research design for health and social care practice and education with due consideration of ethical principles and user involvement.||CT|
|5||Critique different methods of rigour and validity in research design for health and social care practice and education.||T|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Lecture Hours: 64
Seminar Hours: 4
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Provide students with a thorough grounding in research design and research approaches relevant to health and social care practice. The learning and teaching strategy is designed to give students the opportunity to work in small tutorial groups so they can discuss their research ideas and have tutorial support. They will have a structured introduction to various research designs including quantitative, qualitative and mixed method research. Students will through seminars, small group tutorials, presentations and discussions develop a research proposal that can in the future be taken forward to the dissertation module.
The learning and teaching methods include:
Seminars and discusiion
Small group tutorials
Lectures and discussion
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.
Programmes this module appears in
|Public Health Practice (SCPHN) (School Nursing) MSc(YEAR LONG)||Year-long||Core||Each unit of assessment must be passed at 50% to pass the module|
|Leadership in Healthcare MSc(YEAR LONG)||Year-long||Core||Each unit of assessment must be passed at 50% to pass the module|
|Advanced Clinical Practice MSc(YEAR LONG)||Year-long||Core||Each unit of assessment must be passed at 50% to pass the module|
|Education for Health Professionals MA(YEAR LONG)||Year-long||Core||Each unit of assessment must be passed at 50% to pass the module|
|Healthcare Practice MSc(YEAR LONG)||Year-long||Core||Each unit of assessment must be passed at 50% 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.