HLTH6095 People, Politics, Practice: Contextualising Health Care Research
The module will build on the knowledge, skills and understanding developed in Designing and Implementing Research (NURS8006) by examining the health care and research environments. You will examine factors that promote and inhibit the impact of research by a thoughtful situational analysis of social, demographic, political, policy and technological influences. You will consider how research methodology, design, its conduct and implementation can most effectively inform practice.
Aims and Objectives
Having successfully completed this module you will be able to:
- Critically appraise and integrate a wide range of literature and data related to your research, from a scientific and a pragmatic perspective
- Identify key factors which act as promoters or inhibitors of research implementation, showing your awareness of the multitude of complex and conflicting agendas
- Design and undertake a situational analysis of the health care context your research will take place in, drawing on the range of data and information available.
- Influence and set practice development and research agendas, in concert with local, national and international drivers and priorities.
The module covers: 1. The place of research, social and political aspects of health-related research and research funding, and health care research cultures. 2. Using and critically appraising research material from a range of public sources, including demographic and epidemiological data. 3. The relevance of research paradigms, philosophies and methodologies to research implementation including user-controlled research. 4. Ethical issues relating to the conduct of research and research in clinical practice, with particular reference to your own research and practice environment. 5. Situational analysis and context mapping. 6. Influencing practice development and research agendas from a practitioner-researcher perspective.
Learning and Teaching
Teaching and learning methods
You will learn collaboratively and inter-professionally throughout the module through which your use of reflective learning will be enhanced to benefit your professional growth and development. Active student participation in all learning activities of the module will be promoted so that you will assume responsibility for your own learning. A range of student-centred learning and teaching strategies will be employed that will include the use of workshops, interactive lectures by key experts in their field, tutor and student-led seminars, group work, peer review, case study analysis and independent supported learning. To support your learning throughout the module, session notes and course documentation and further reading suggestions will be available on a virtual learning environment (Blackboard).
|Preparation for scheduled sessions||40|
|Total study time||46|
Resources & Reading list
Law, M (2008). Evidence-Based Rehabilitation. A Guide to Practice.
Nazroo, J. (ed) (2006). Health and social research in multiethnic societies.
Holloway, I. & Wheeler, S. (2010). Qualitative research in nursing.
Denzin, NK and Lincoln, YS (Eds) (2005). Handbook of Qualitative Research.
Almgren, G.R. (2007). Health care politics, policy, and services: a social justice analysis.
Springer Pub (1998). The pocket guide to grant applications: a handbook for health care research.
Staley, K (2009). Exploring impact : public involvement in NHS, public health and social care research.
Geist-Martin, P., Ray, E.B. & Sharf, B.F. (2003). Communicating health : personal, cultural, and political complexities.
Muir Gray, J.A (2009). Evidence Based Healthcare.
Hann, A. (ed) (2007). Health policy and politics.
Hampson, T. (2010). Hardest to reach? : the politics of multiple needs and exclusions.
|Report (2500 words)||70%|
Repeat type: Internal & External