UNDERSTANDING RESEARCH AND EVIDENCE BASED PRACTICE - 2019/0
Module code: NUR1025
The purpose of this module is to introduce the students to the principles of research and evidence based practice, through literature searching to underpin and inform practice. Through this process, the students will gain knowledge and understanding of research terminology, methodological approaches, ethical considerations, data collection and analysis methods.
This will compliment and support evidence based practice in ongoing and future modules in terms of study skills, as well as providing a foundation for those completing a dissertation as part of their programme. This is integral to the programme learning outcomes.
School of Health Sciences
TARRANT Claire (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 4
JACs code: X210
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
Indicative content includes:
- Introduction to Research & Evidence Based Practice
- Literature Searching
- Hierachy of Evidence
- Introduction to the Priniciples of Research Ethics
- Introduction to Critical Appraisal
- Introduction to Qualitative Methodology
- Introduction to Quantitiative Methodology
Research Dissemination and Relevance to Practice
|Assessment type||Unit of assessment||Weighting|
The assessment strategy is designed to provide students with the opportunity to demonstrate their ability to actively search the literature, apply a critical appraisal framework and present an individual digital poster. The assessment strategy is based around the development of academic skills and knowledge of searching databases for primary research on a topic related to the students programme. This assessment will assist the student to move towards increasing independence and confidence with regards to dissertation writing at level 6 of the undergraduate programme.
Thus, the summative assessment for this module consists of:
An individual digital poster to illustrate/outline the student’s critical appraisal of a research article relevant to their field of practice.
This poster will use an identified ‘critical appraisal framework’ to explain the research methodology, data collection method/s used, and terminology used and outline the contribution of the research to practice as claimed within the published article. It will also critically appraise the research against the differing values of evidence for practice and identify ethical issues raised within the research.
Peer assessed critique of a self selected primary piece of research which will inform the digital poster of the summative assessment.
Students will receive feedback on their appraised article within small facilitated groups. Feedback will be given by both their peers and the facilitating teaching fellow/lecturer. This appraisal will inform the final summative assessment as the students can design their poster around the theoretical content of the appraisal.
- Enable students to understand the relationship between research and evidence based practice by exploring what research is and where knowledge comes from. It will enable students to understand the role evidence plays within and construction of evidence based practice in the context of health, care and well-being.
|1||Demonstrate an ability to retrieve information including online literature searching and articulate the importance of evidence to inform practice||CPT|
|2||Identify the differing values of evidence using a recognised model and the importance of recognising ‘uncertainty' in evidence||KCT|
|3||Outline the purpose of research and share with others how research contributes to improving health and well-being||KCPT|
|4||Demonstrate a basic understanding of the different types of research and the terminology used within qualitative and quantitative approaches||KCT|
|5||Demonstrate awareness of the principles of research ethics||KCPT|
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:
Optimise the student learning experience by delivering current evidence based practice informed by research and one that employs up-to-date learning tools and technologies. Using a flipped classroom blended learning approach that allows the students to direct their own learning with facilitated sessions to support and reinforce core content.
The learning and teaching methods include:
- Blended Learning (Directed E-learning activities and Padlet) - activities placed throughout the 9 weeks duration of module
- Group Critique 3 x 2.5hrs
- Lectures 2 x 2.5hrs
- Seminars 2 x 2.5hrs
- On-line discussions – 2 x 2.5hrs
- Panopto 6 x 1hr
- Peer feedback within small group seminars 3 x 2.5hrs
- Self directed learning opportunities - activities placed throughout the 9 weeks duration of the module
- Interprofessional audio drama – 3 scenes to be followed throughout the first 3 weeks of the module
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
|Midwifery (Registered Midwife) BSc (Hons)(NURSES PRE-REG SEPT)||1||Core||Each unit of assessment must be passed at 40% to pass the module|
|Paramedic Science BSc (Hons)(NURSES PRE-REG SEPT)||1||Core||Each unit of assessment must be passed at 40% to pass the module|
|Nursing Studies (Registered Nurse Adult Nursing) BSc (Hons)(NURSES PRE-REG SEPT)||1||Core||Each unit of assessment must be passed at 40% to pass the module|
|Nursing Studies (Registered Nurse Children's Nursing) BSc (Hons)(NURSES PRE-REG SEPT)||1||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 2019/0 academic year.