AC7160 - Enhancing practice through research and improvement - dissertation

What will I learn on this module?

This module aims to integrate research and service improvement efforts through collaboration, focusing on three main forms of inquiry: empirical research, systematic review and service improvement projects.

Empirical research emphasises the student as a researcher, providing opportunities to collect and analyse primary qualitative and/or quantitative data to answer relevant research questions. You will explore various methodologies to understand and potentially transform individual or systemic practice. Key areas of empirical research project include worldviews, philosophical paradigms, research question formulation, research approaches and design, literature review, ethical considerations, sample selection, data collection, rigour, trustworthiness and data analysis.

Systematic reviews are a valuable form of theoretical research, offering a clear and critical synthesis of existing knowledge on a specific topic. In this module, you will engage with a rigorous and methodical approach to identifying, selecting, appraising, and synthesising research to address well-defined review question(s). This process includes conducting a thorough literature search, applying precise eligibility criteria, critically evaluating the quality of selected studies, and synthesising findings to draw meaningful and evidence-based conclusions.

A service improvement project will allow you to integrate reflection, theory, action, and practice. Using an appropriate framework for change you will implement a service change which is compatible with the needs of the service user and organisation. You will negotiate and collaborate with relevant stakeholders in the planning and implementation of your project. Key areas for service improvement project include leadership skills, project coordination, decision making, auditing skills, reflective practice, literature evaluation, relevant data collection and project planning and implementation of change management methodologies.

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 (30 hours of web-based resources) and synchronous (7 hours of face-to-face online seminars) learning along with 12 hours of supervision which can be online or in-person. 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 enhancing professional practice through research and quality improvement approaches 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 defined the study proposal/protocol by outlining the research question, appropriate methodology, and methods.
2. You will have utilised relevant philosophical and theoretical underpinnings to conduct an empirical research project, systematic review, or service improvement project, demonstrating critical awareness of the methodology, findings, and their impact on the field.

Intellectual / Professional skills & abilities:
3. You will have developed and implemented a small-scale project using appropriate methodologies to address the research question or improvement aim.
4. You will have manage data collection/extraction, analysis, and interpretation with critical consideration of reliability, validity, rigour, trustworthiness, and reflexivity.
5. You will have reported the study outcomes in a well-structured written format suitable for an academic audience.

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

6. You will have critically examined the global, cultural and ethical issues related to your project.

How will I be assessed?

Students will have three assessment options to choose from: an empirical research, systematic review, or service improvement project.

1. Empirical research project
Formative assessments: empirical research project formative assessment will focus on your ethics application and/or other aspects of the developing project decided by you and your supervisor. You will be encouraged to share parts of your written work with your supervisor prior to final submission for ethical clearance. Additional formative feedback will come from the sharing of project work during seminar discussions. (MLO 1, 2, 6)

Summative assessments: The assessment will consist of a dissertation (12,000 words) in which you present the project in an appropriate academic style supported from the current literature base and accurately referenced. Different types of empirical project may require a different structure/organisation, for example, qualitative empirical projects are likely to have a longer and wordier findings section, as several direct quotes from respondents will need to be included. Efficient use of appendices, especially in the chronology section, will help keep your word count down. Guidance on the structure of the dissertation will be provided in the module handbook and discussed during the research seminars and individual supervision. (MLO 2, 3, 4, 5, 6)

2. Systematic review project
Formative assessments: A systematic review protocol will be submitted for formative assessment. Feedback from your supervisor will support you in refining your approach and developing your ideas further before commencing the summative assessment. Additional formative input may also arise from discussions during seminars and supervision. (MLO 1, 2, 6)

Summative assessments: The assessment will consist of a dissertation (12,000 words) detailing the systematic review process in an area of research related to your practice. The dissertation should be presented in an appropriate academic style, supported by current literature, and accurately referenced. Guidance on the structure will be provided in the module handbook and discussed in research seminars and individual supervision. Summative written feedback will be provided following the marking of your dissertation. (MLO 2, 3, 4, 5, 6)

3. Service improvement project
Formative assessments: A proposal, to be discussed with stakeholders and academic supervisor, must be completed, and approved prior to undertaking the project. At this formative stage issues of obtaining permission will be identified and action taken as appropriate.
Continuous formative feedback on your progress will be offered as part of the supervision process.
(MLO 1, 2, 6)

Summative assessments: You will produce a dissertation (12,000 words) in which you will start by articulating a critical analysis of the workplace and the evidence based published literature to support your practice development project. You will reflect on a proposed practice issue or service development and evaluation strategy covering: An outline of the practice issue/need to be addressed. The project will examine the influences on the identified issue or need, incorporating evidence, policy, and theory, (for example how far experience is inequitable, or to what extent prioritising reflects clinical, social or economic need). A proposed service development to address the identified issue/problem or need and the evaluation of the proposed service development. Additionally, the project will provide a rationale and critique of the proposed evaluation framework and methodology. (MLO 2, 3, 4, 5, 6)
Electronic submission will be utilised for submission of the 12000-word dissertation.

Summative feedback on final submission of the assessed work will be given in a structured format to inform future practice

Pre-requisite(s)

- Must have completed 120 credits at level 7.
- If direct entry to programme (MSc direct entry) must have previously completed L7 research module.

Co-requisite(s)

N/A

Module abstract

This module focusses on three forms of inquiry i.e., empirical research, systematic reviews, and service improvement. You will have the option to choose from the listed forms of inquiry for your dissertation. Students who choose to engage in empirical research will collect and analyse qualitative and/or quantitative data to address a specific practice problem. Those who choose Systematic review as a form of inquiry will systematically select, critically appraise and synthesise existing research, contributing to evidence-based practice. Finaly, students who opt for service improvement will engage with the relevant stakeholders to plan, carry out, and assess projects by applying change frameworks. The final product of the module is a dissertation of 12,000 words that is evaluated according to academic style, appropriate reference, and critical analysis. This module embraces adult education principles, and encourages critical discourse and collaborative interaction, guaranteeing that students will be equipped with the skills to contribute meaningfully to practice and research.