OCCT2028 Research in Occupational Therapy (2)
The module acts as the intermediate stage in you becoming independent practitioner who is able to critique evidence and your own practice, and potentially add new evidence where appropriate through scholarly activity at BSc (Hons) level 5. The ‘research ethos’ established in level 4 will be developed in order for you to be introduced to cutting edge (multi) disciplinary research and scholarship which underpins good practice. We believe that HCPs should be able to confidently articulate how research informs practice therefore the module will adopt a research-led learning approach which teaches you research skills and methods, and involves you in ‘real’ research projects and/or activities. You will further explore the evidence-base related to Occupational Science and Occupational Therapy Practice and extend your academic skills in the area of critical appraisal and writing academically There will be opportunity to take part in and access ‘joint’ research skills activities and resources with students from other healthcare professional programmes. This will ensure that you actively link generalizable skills and resources specifically to occupational therapy practice. The concepts of self-directed learning that were introduced at level 4 will continue to develop through the use of a mixture of individual and groups activities and personal/peer reflection. The intention is for you to confidently implement and manage self-directed learning and a personal reflective opportunity presented within module and make appropriate links to profession specific modules at level 5, e.g. community project/activities. Integration of Service Users (SU) The experience of working closely with Service Users (SU) of all ages, cultural backgrounds and across clinical specialities is an essential ingredient to the learning and assessment of competency in all HCP programmes. In this module the topics chosen will link to work carried out in other level 5 modules where community work with specific service user groups will be investigated. Also when linking self-development activities to your preparation for practice placement you will need to improve your knowledge and investigate the evidence base related to the assessment and treatment of specific groups of service users. It is envisaged that when exploring such evidence bases that the lived experiences of SU derived from research, evaluation of practice and SU narratives will be relevant for you to be aware of and investigate. This will ensure that the profile and needs of the SU is handled in a proactive and positive manner in all your scholarly activities. Multi-Professional Learning The partnership between the academic and practice arena is an essential ingredient in the development, delivery and evaluation of professionally accredited HCP programmes. During other level 5 modules you will have opportunities to work alongside mixed groups of healthcare professional graduates and this will be replicated in any of the practice placement experiences that you undertake. Therefore despite this being a predominantly professional specific module, it is envisaged that there will be shared learning of some skills, shared teaching resources and that other multi-professional and/or team working experiences will have impact on how and what you explore as part of this module and in particular may be a feature of aspects of your personal development planning activities in preparation for practice placement.
Aims and Objectives
Having successfully completed this module you will be able to:
- Examine and review the importance of evidence-based practice to support professional practice and high quality patient care; which reflects high standards of integrity, empathy and compassion
- Reflect on your experiences of practice (a chosen/specific area) in order to demonstrate safe practice, present a positive professional image and contribute in a reliable and committed way which adheres to the principles of ethical practice
- Select and critique evidence (of an area of practice) in order to show personal knowledge and understanding of role of evidence-informed practice
- Work collaboratively with peers to show understanding of how to manage everyday challenges from practice, to explain choices and share and disseminate outcomes
- Receive and/or give feedback to peers in a respectful, non-judgmental and empowering manner
- Show insight into the use of self as a professional, recognising and discussing own beliefs and values in a confident manner using appropriate methods of reflection on areas of skill development and action planning
• illustrate why a relevant evidence based is important in Occupational Therapy practice, including the ethics/moral issues of adhering to safe effective treatment • personal and professional responsibilities in practice, including underpinning practice with appropriate/up-to-date evidence, presenting positive values and an appropriate professional image in preparation for placement • search, select and analyse evidence linked to specific topics/areas of practice covered in other level 5 professional specific modules with opportunities to use centralised resources • utilise a range of critical/academic writing skills (narratives/storytelling, citizenship journalism, personal reflexivity and evaluation, academic reports/presentation) • completion of specific tasks/activities in groups/Action Learning Sets in order to develop collaborative team working skills, including choice of topics/subject area, self-directed learning and critical thinking • implement peer feedback/review including designing/using appropriate feedback techniques and varied methods of recording feedback
Links to profession specific modules, community projects, placement experience at level 4/5 to further establish the relevance of scholarly activities in promoting a confident approach to exploring evidence base practice. Self-directed learning, reflexivity and peer review will ensure that all students (mixed ability) will be able to build on previous experience and take part at this level, whatever your background and experience.
Learning and Teaching
Teaching and learning methods
The methods will include: • emphasis on developing a focussed approach to ‘tuning in’ to the module philosophy and the ‘relevance factor’ of scholarly activities • lectures/seminars to introduce generalizable concepts and processes • self-directed learning and preparation in order to make choices and present outcomes to peers • opportunity to work individually, in pairs/teams and action learning sets to complete given tasks and take part in reflexivity and peer review processes • personal and/or group activities specifically supported by experts, e.g. tutors/facilitators/practice educators • learning activities within module will be course completion/compulsory – with an element of choice: i.e. given choice of 3 different components and need to choose 2 (could be summary of topic related to placement and explanation of choices of approach, narratives, outcomes of community project/s and/or placement experiences, summary of insight into personal strengths and skill development)
|Practical classes and workshops||5|
|Preparation for scheduled sessions||20|
|Wider reading or practice||82.5|
|Completion of assessment task||30|
|Total study time||197.5|
Resources & Reading list
You will be able to access coursework/content and assessment guidelines/requirements and other shared resources related to research skills through the module Blackboard site. It is essential that you make maximum use of library services to explore chosen .
Hicks, C (2005). Research methods for clinical therapists.
Spencer S (2011). Visual Research methods in the social sciences: awakening visions.
Rose G (2007). Visual methodologies: an introduction to the interpretation of visual materials.
Mortenbock P & Mooshammer H (2011). Space (re)solutions: intervention and research in visual culture.
Jagodzinski J (2013). Arts-based research: a critique and proposal.
McDowell I & Newell C. (1996). Measuring health. A guide to rating scales and questionnaires.
Knowles JG & Ardra LC (2008). Handbook of the arts in qualitative research: perspectives, methodologies, examples and issues.
Lofland J (2006). Analysing Social Settings: a guide to qualitative observation and analysis.
Denzin NK & Giardina MD (2013). Global Dimensions of Qualitative Inquiry.
Journal: Visual Studies.
Knoblauch H et al (eds) (2012). Video Analysis: methodology and methods: qualitative audiovisual data analysis in sociology.
Somekh B (2006). Action Research: a methodology for change and development.
Qualitative and Quantitative Research Report
|Project Protocol (2000 words)||100%|
|Learning Activity and Summative Submission||100%|
Repeat type: Internal
Costs associated with this module
Students are responsible for meeting the cost of essential textbooks, and of producing such essays, assignments, laboratory reports and dissertations as are required to fulfil the academic requirements for each programme of study.
In addition to this, students registered for this module typically also have to pay for:
Please also ensure you read the section on additional costs in the University’s Fees, Charges and Expenses Regulations in the University Calendar available at www.calendar.soton.ac.uk.