AC7159 - Research Approaches and Methods in Healthcare Practice

What will I learn on this module?

On this module you will appreciate the knowledge and skills needed to undertake meaningful research. You will gain a thorough understanding research philosophies, methodological approaches and the different methods associated with a range of research traditions. You will explore the value of research evidence in informing health and social practice and be able to apply the principles of research to critically appraise research quality. The module encompasses a range of topics essential for effective research, including:

• Locating and organising literature
• philosophical assumptions that underpin different approaches to enquiry
• Key methodologies, including qualitative, quantitative, mixed-methods, systematic reviews and service improvement approaches
• Associated techniques for data collection, analysis, and interpretation.
• Safeguarding research integrity through research governance, addressing quality principles and ethical considerations.

By the end of the module, you will have the skills and confidence to prepare a well-structured research proposal/protocol on a topic that aligns with your interests and contributes meaningfully to health and social practice.

How will I learn on this module?

This module applies Universal Design for Learning (UDL) principles to remove barriers to learning and create an inclusive, flexible experience that accommodates diverse learning styles. By offering multiple ways to engage with content, varied formats for accessing and understanding material, and ample opportunities for diverse action and expression, you can develop and showcase key employability skills. Through a blend of online resources, and live seminars, the module ensures an active, authentic learning journey that supports your success in real-world contexts (La, Dyjur, & Bair, 2018). This means learning will be via a blended delivery using a combination asynchronous (40 hours of web-based resources) and synchronous (24 hours of face-to-face online seminars) learning. A ‘flipped classroom’ approach (Bergman & Sams, 2012), promotes the front loading of theoretical content as preparatory independent study provided via online supported learning (OSL) and reading, prior to the face-to-face online seminar where your understanding of concepts and application of theory will be explored. This approach to module delivery promotes active learning as it works to accommodate your learning needs and abilities by offering flexibility and direction gained from the preparatory web-based materials which are then explored and applied during the live online seminars creating new knowledge. Offering multiple ways of learning helps you to engage along with giving you the opportunity to express your learning through action and/or expression. This encourages a positive learning environment where you are likely to feel more engaged and motivated in your learning. Authentic assessment means that any assessments throughout the module will mirror real life activities that you will be faced with in your professional practice. Authentic assessment will be an on-going key feature of the module, via tasks within the web-based materials and online simulated practice learning. These will not only support your learning of the theory related to professional practice but will also support assessment literacy through developing your skills and knowledge of the assessment process. All assessments within the programme will be operated in accordance with standard operating procedures and marked and moderated in accordance with the Assessment Regulations for Taught Awards (ARTA) ensuring the academic standards required for student awards are met.

Bergman, J., & Sams, A. (2012) Flip your classroom. Reach every student in every class every day. Washington D.C., International Science of Technology in Education.
La, H., Dyjur, P., & Bair, H. (2018). Universal design for learning in higher education. Taylor Institute for Teaching and Learning. Calgary University of Calgary

How will I be supported academically on this module?

You will be supported by the module lead who will guide your academic learning and assessment throughout the module. The module lead was involved in developing the e-learning materials, assessment exercises, and will provide some of your live online seminars, and feedback, supported by other staff. This module is supported by Blackboard Ultra and adheres to the university’s minimum standards. The site includes module information, assessment information, power-point presentations and e-learning packages, reading lists and relevant web links. Blackboard Collaborate will be used for the delivery of the live online seminars.

A discussion board is available to the cohort, through which students can post comments and ask questions of their peers throughout the duration of the module. You will have a live online group tutorial will help you prepare for the summative assessment. Your Programme Lead and Personal Tutor are also available to offer guidance on academic support throughout the programme.

The University Libraries offer an extensive collection of material, both hard copy and electronic, access to international databases and training in information retrieval. A variety of study-skills-related help sheets, and online videos can be found on the library Skills Plus site. You can also access a range of student support and wellbeing services via Student Central or by accessing the student support and wellbeing pages and Ask4Help via your electronic student portal.

You will also have an allocated personal/guidance teacher who will provide advice and support in relation to academic, procedural, and (where desired and appropriate) personal matters during the programme of study you have enrolled on. You will have access to 24/7 generic IT support and specific support from the programme team with any specific IT issues related to the e-learning package.

What will I be expected to read on this module?

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)

What will I be expected to achieve?

On completion of this module:
Knowledge & Understanding:
1. You will have demonstrated knowledge, understanding and critical evaluation of a range of philosophical research approaches to enquiry, including their application to research and service improvement in health and social practice.
2. You will have applied a systematic understanding of evidence-based knowledge to critically justify the choice of a research or service improvement methodology for addressing specific health and social practice issues.

Intellectual / Professional skills & abilities:
3. You will have demonstrated competence in locating, retrieving, and managing literature from diverse sources within a specific area of health and social practice.
4. You will have selected suitable methods for data collection and analysis, ensuring their alignment with the objectives of empirical research, systematic reviews, and service improvement projects.

Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):
5. You will have identified and addressed ethical issues arising within empirical research, systematic reviews, and service improvement contexts.
6. You will have critically reflected on your role within the research process, with reference to global and multi-cultural perspectives in healthcare context.

How will I be assessed?

Formative assessments:
Formative tests and quizzes will also be embedded within e-learning materials.

Formative assessment will involve active participation in the proposal presentation forum. This forum will be attended by fellow students and members of the teaching and supervision team. You will present your proposed idea, applying the knowledge gained in class to your proposal topic. During the forum, you will receive valuable feedback from peers and experts, which you can further explore and refine for your summative assessment.
The formative presentation will include, but are not limited to:
1) Formulating a research question linked to your area of interest and outlining the data collection methods you plan to use to address it.
2) Detailing the broader research design, including the methodology and data analysis approaches most suitable for answering your research question.
3) Reporting on the results of your preliminary review of the literature to support the need for your proposed study.

These activities are designed to support the development of a robust research proposal (summative assessment) and enhance your confidence in presenting and defending your ideas.
(Module Learning Outcomes 1-7)

Summative Assessment:
The summative assessment for this module will require a 5,000-word proposal/protocol for an empirical research study or a systematic review or a service improvement project. This comprehensive proposal/protocol must include, at a minimum: Background, literature review/rationale, aims and objectives, research question or hypothesis, research approach, review search strategy or project outline, consideration of ethics, governance issues, validity / reliability / trustworthiness and reflection on your role in the process.
(Module Learning Outcomes 1-7)

Electronic submission will be utilised for submission of the 5000-word written proposal/protocol.

Summative feedback on final submission of the assessed work will be given in a structured format to inform the development of your dissertation in the next stage of your programme.

Pre-requisite(s)

Students will have evidence of previous level 6 study and achieved a degree award of 2:2 or above

Co-requisite(s)

N/A

Module abstract

The key focus of this module is on research methodology and its value within the health and social practice arena. This module has a ‘hands on’ approach to learning where students will engage in authentic learning activities that mirror the activities within the research process. Where possible students will be able to manipulate and analyse real data that is available within the public domain. This module focuses on learning and developing knowledge about the research process and how it is conducted. The module is also research led in that content is delivered by researchers who are experts in their field and have extensive use of research methodological approaches. Assessment for this module is a 5,000-word research proposal/protocol, which will inform the development of a robust dissertation project in the next stage of this MSc programme. This module enhances employability by developing critical thinking skills, evidence-based decision-making, and research application.