DA6094 - Research in Practice

In this module, a diverse range of teaching and learning methods is employed to cater to the various learning styles and preferences among apprentices. Lectures serve as foundational sessions, providing comprehensive insights into research-related topics and offering clear guidance on the execution of specific research processes crucial for the summative assignment. These lectures are designed to equip apprentices with the necessary knowledge and skills to navigate the complexities of their chosen area of inquiry effectively. Importantly, the cornerstone of the learning journey lies in self-directed study. Empowering apprentices to take ownership of the learning process and output, this approach encourages deep exploration and engagement with the subject matter. Leveraging the Study Skills Resources provided by Northumbria University, apprentices will have access to a wealth of tools and materials tailored to enhance their understanding and proficiency in addressing the requirements of the summative assignment. Additionally, individual tutorials offer invaluable opportunities for personalised guidance and feedback. Facilitated by the dissertation supervisor and/or work-based mentor, these sessions are tailored to address the specific project needs of apprentices. Whether discussing project topics, refining assignment structures, or receiving feedback on their progress, these tutorials serve as invaluable checkpoints in the academic journey, fostering a supportive environment for growth and development. By embracing a multifaceted approach to learning and teaching, this module empowers apprentices to cultivate both the foundational knowledge and the practical skills essential for success in research endeavours, ensuring that apprentices are well-equipped to excel in the summative assignment and beyond.

There are opportunities for apprentices to receive advice and support from their dissertation supervisor, work-based mentor and the module team. The dissertation supervisor plays a pivotal role in this process, serving as a trusted advisor and mentor. Beyond merely addressing the questions and offering clarifications, they provide invaluable insights and suggestions tailored to the specific requirements of the summative assignment. Their expertise guides apprentices towards producing a comprehensive and impactful piece of work. In the case of the supervisor’s absence while planning and preparing the summative assignment. The module leader will discuss the questions of apprentices, offer clarifications and make suggestions for specific aspects of their summative assignment including the topic, structure, sources of information presented, recommendations, links with social work practice, etc. Apprentices will have access to their dissertation supervisor and work-based mentor via email, phone and/or one-to-one meetings. Detailed dissertation supervision guidelines will be given to apprentices.  The work-based mentor, along with the dissertation supervisor, stands ready to offer assistance and advice as apprentices navigate the intricacies of planning and preparing the summative assignment. This collaborative approach ensures that apprentices have access to a robust support network, safeguarding against any disruptions in their academic progress. Communication channels are kept open and accessible to facilitate seamless interaction with the supervisor and work-based mentor. Whether through email correspondence, phone consultations, or one-to-one meetings, apprentices are afforded ample opportunities to engage with them, ensuring that their concerns are addressed promptly and effectively. To further streamline this process, detailed dissertation supervision guidelines are provided, offering clear expectations and delineating the support mechanisms available to apprentices. These guidelines serve as a roadmap for navigating the supervision process, empowering apprentices to make the most of their interactions with the dissertation supervisor and work-based mentor. In essence, while the dissertation supervisor remains a primary point of contact, the collaborative support structure ensures continuity and accessibility, enabling apprentices to progress confidently towards the successful completion of their summative assignment.

All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this module can be found at: http://readinglists.northumbria.ac.uk
(Reading List service online guide for academic staff this containing contact details for the Reading List team – http://library.northumbria.ac.uk/readinglists)

Knowledge & Understanding (K&U):  

Critically evaluate and integrate research findings into complex social work interventions, ensuring a sophisticated understanding of the strengths and limitations of various research methodologies.

Strengthen the ability to critically assess research in terms of quality and applicability, with a focus on improving research literacy for informed social work decision-making.



 

Intellectual/Professional skills & abilities (IPSA): 

Effectively communicate research findings to enhance the social work profession's knowledge base, advocate for evidence-based practice, and influence policy development, emphasising the importance of sharing knowledge within the field.

Demonstrate the fundamental research skills required for social work, including the development of research questions, data collection, analysis, and interpretation to inform effective practice.

 

 

Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA): 

Apply research to inform and transform your organisation’s policies and practices, aligning strategic decision-making with evidence-based findings.

Commit to the continuous application of research for evidence-based practice, aiming for ongoing personal practice improvement and a broader contribution to the social work profession

Formative task:

The formative assessment comprises the submission of a meticulously crafted research proposal, comprising no more than 1000 words, delineating the parameters of your dissertation project plan. This proposal is to be presented to your dissertation supervisor. Following the submission, you shall be afforded the opportunity to receive verbal feedback on your research proposal from your dissertation supervisor. This feedback is anticipated to serve as a valuable resource in refining your preparations for the forthcoming summative assessment.



The summative assignment (i.e. a systematic review or a primary study on service evaluation) is a 6,000-word written assignment where apprentices can demonstrate their ability to identify gaps, dilemmas and issues of interest in an area of social work practice that would benefit from further enquiry.



The formative task will require apprentices to identify a journal article relevant to developing knowledge for safeguarding in complex practice situations with children or adults and on a chosen issue and prepare a summary of its relevance and application in practice. Through presenting a critical analysis and review of the article, within a small group setting with peers, module staff and Educators by Experience, module learning outcomes allied to knowledge and understanding, and professional skills and abilities will be demonstrated.

The summative assignment consists of a 6,000-word assignment focused on a chosen area of complex social work and safeguarding practice. The summative task is concerned with a critical analysis of the available evidence-based on a topic and the assessment of the implications of this evidence for social work and safeguarding practice.



Marked out of 100%


How will feedback be provided?

Formative assessment feedback will be provided be peers, staff, and Educators by Experience.

Written summative assessment feedback will be provided by the module team via the eLearning portal.

DA4088, DA4089, DA4091, DA4092, DA4093, DA5108, DA5109, D5111, DA5112

DA6092, DA6093

The purpose of this module is to provide social work apprentices with the necessary skills and knowledge to critically engage with research and effectively apply it to complex interventions and policy-making in their practice. Apprentices will delve deep into a variety of research methodologies, learning to discern their strengths and limitations in the context of social work. The module's central focus is on developing practical research skills. Apprentices will become proficient in formulating research questions that are pertinent to social work, as well as in collecting, analysing, and interpreting data. Apprentices will be able to generate insights into practice and policy with this foundational knowledge. This module requires apprentices as an independent social work researcher to consolidate their learning from frontline practice and explore in depth a topic that they are interested in, critiquing and synthesising the evidence base, and discussing the relevance of this for social work research, practice, policy and theory. Formative assessment (i.e. verbal presentation of a research proposal) and feedback are offered by the supervisor and work-based mentor. By the end of this module, apprentices will improve their ability to inform their future practice with high-quality and up-to-date evidence and engage in effective lifelong learning.