The University of Southampton
Courses

HPRS3021 Placement Project

Module Overview

Aims and Objectives

Module Aims

This module offers a unique experience in the programme and has been devised to enable students to continue growing as independent learners. The aim of the module is to equip students with the knowledge and skills they require to independently carry out a research project in a Healthcare environment. This includes all aspects from developing a research question, through developing a proposal, seeking necessary approvals, acquiring data, analysing data and disseminating results. Learning outcomes are guided by the content outlined in the curriculum developed by the DOH (2010, updated Oct 2011) Modernising scientific Careers

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Work with a supervisor to propose a research, audit or service evaluation hypothesis/question and undertake a research/audit/service evaluation project from conception to completion
  • Explain the need to gain the necessary ethical, audit and/or Research and Development (R&D) Approvals
  • Apply ethical considerations and recognise ethical boundaries and frameworks as determined by legal, professional and statutory bodies
  • Demonstrate an ability to gather and evaluate evidence and information from a wide range of sources
  • Adopt systematic approaches to analysing, evaluating and reporting of the information collected
  • Demonstrate logical and systematic thinking, with an ability to draw reasoned conclusions, recognise limitations and sustainable judgements informed by critical review
  • Prioritise workload and manage time effectively
  • Engage in self-directed learning that promotes professional development as an active member of an ALS, recording and acting on actions raised during the sessions

Syllabus

The content to support the module will include: • Action Learning Sets: what they are and how they be used for independent learning • Searching for relevant literature, development of search strategies • Formulating research questions • Research proposals • Writing a critical review of the research literature • Peer review assessment • Experimental/study design and execution • Data handling and presenting results: statistical considerations • Ethical considerations • Research governance framework • Ethical considerations in relation to research • Dissemination strategies • Project and time management • Research for service development • Involvement of users in design, implementation and dissemination of research findings • Supervisory sessions

Special Features

The key feature of this module is enabling the student to draw upon the knowledge and skills they have developed throughout the programme and focus it on a real clinical problem which they carry out whilst on their practice placement. Not only does this meet an academic requirements, it also contributes to quality improvements for service. This latter aspect is not only motivating for students but also welcomed by practice. Whilst ensuring students operate in a supportive framework, this module offers students the opportunity to further develop as independent learners. Equipped with the academic tools they require, delivered both in this module and elsewhere, students carry out their project whilst on placement

Learning and Teaching

Teaching and learning methods

The main strategy for this module is the further development of student-centred learning using Action Learning Sets (ALS). Students are allocated to an ALS group of 5-6 students. The purpose of the ALS is to create an active research environment and establish a forum for the students to discuss their research with their peers. During these sessions students discuss the development of their project protocols and navigation of governance processes. ALS sessions are supplemented by keynote lectures covering specific methodological and ethical issues. In addition to timetabled sessions students receive support from a named supervisor who provides additional tutorial assistance; these may be delivered face to face or electronically. Additional electronic resources to support the module are made available on Blackboard. The majority of the project itself is carried out in a healthcare setting supported both remotely by an academic supervisor and more locally by a workplace supervisor. Two visits are made during the placement at which the project is discussed.

TypeHours
Follow-up work100
Completion of assessment task88
Preparation for scheduled sessions20
Wider reading or practice80
Lecture40
Total study time328

Resources & Reading list

Bowling, A. (2009). Research Methods in Health: Investigating Health and Health Services.. 

Greenhalgh, T. (2014). How to read a paper : the basics of evidence-based medicine. 

French, S, Reynolds, F, Swain, J (2001). Practical Research: a guide for therapists. 

Critical appraisal resources.

For resources which are required or considered useful for the module: key texts, text books, data books, software, web sites, other sources of related information. Description and/or list, with URL, library reference, etc. 

Aveyard, H. (2010). Doing a Literature Review in Health and Social Care: A Practical Guide.. 

Bell, J. (2005). Doing your Research Project. 

Assessment

Formative

Protocol, Search Strategy, Gantt Chart

Summative

MethodPercentage contribution
Project Poster 20%
Project report 80%

Referral

MethodPercentage contribution
Project Poster 20%
Project report 80%

Repeat Information

Repeat type: Internal & External

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