The purpose of this year long dissertation module is to provide you with information and support to facilitate you in undertaking a significant and substantial learning activity that will enhance your practice. The module is delivered once per year with each cohort comprising 10 taught days offered in two blocks over 15 weeks followed by 38 weeks of self-directed study with allocated supervision.
Aims and Objectives
Having successfully completed this module you will be able to:
- Make recommendations relevant to enhancing practice in light of your synthesis of appraised evidence
- Demonstrate the ability to search for, access and generate evidence using a range of resources to meet personal and professional learning needs related to practice
- Critically appraise a variety of knowledge and evidence to inform practice
- Critically reflect on the breadth and quality of evidence that informs practice
- Critically evaluate the climate and culture of the care environment.
The structure of delivery and content of this module has been informed by student feedback and consultation with key stakeholders.
Delivery of content will be student focussed with students as active participants in their learning. Students will engage and apply core knowledge learnt to their own practice and practice setting, making the module appropriate for all, including international students and those in non-clinical roles
Indicative content –
- Introduction to research, service evaluation and audit
- Introduction into qualitative and quantitative research approaches
- Introduction to statistics
- Research methods
- Research paradigms
- Searching the literature using data bases
- Critical reflection
- Critiquing research
- Ethics and ethical considerations
- Service redesign
- Dissemination of findings
- Theory of change management
- Leadership & decision making/risk assessment
- Organisational culture and environment
- User and public involvement in service design, evaluation and research
- Overview of Structure and content of different types of project
- Service evaluation/Audit – what is an audit, issues to consider before doing an audit of practice, Influencing and managing change in clinical settings, developing an audit tool
- Abstract and posters – identifying an appropriate conference, conference guidelines, what makes a good poster
- Research proposal – guidelines from appropriate funding bodies, budgets and ethical considerations
- Looking at previous students work
- Student Presentations
Learning and Teaching
Teaching and learning methods
Inquiry based learning will be the foundation supporting your learning whereby through critical reflection of your practice you will identify the personal, cultural, professional, political and social drivers underpinning your practice. An understanding of research concepts, methods, appropriate statistics and critical appraisal of different sources of knowledge is a key component of this module. You will learn from and engage with health-service researchers, service users, previous students, peers and managers from practice through learning resources, lectures, group discussions and workshops.
|Practical classes and workshops||5|
|Preparation for scheduled sessions||7.5|
|Completion of assessment task||289.5|
|Total study time||372|
Resources & Reading list
Students will be encouraged to look at a variety of recommended resources (e.g. books, journal articles and websites)..
Understanding paradigms used for nursing research. , 53(4), pp. 459-469.
Self-directed learning: implications and limitations for undergraduate nursing education. , 25, pp. 363-8.
Self-directed learning in nurse education: a review of the literature. , 43(1), pp. 62-70.
How to use action learning sets to support nurses. , 109(18/19), pp. 12 -14.
Dancey C P, Reidy JG and Rowe R (2012). Statistics for the Health Sciences. A Non-Mathematical Introduction. London: SAGE Publications Ltd.
AveyardA (2010). Doing a literature review in health and social care: a practical guide.. Maidenhead: Open University Press.
Polit-DF and Beck CT (2012). Nursing Research: Principles and Methods. London: Lippincott Williams and Wilkins..
Lobiondo-Wood G and Haber J (2010). Nursing Research: Methods and Critical Appraisal for Evidence-Based Practice. St Louis: Mosby.
White S, Fook,Jand Gardner F (2006). Critical Reflection in Health and Social Care.. Berkshire: Open University Press..
Akister J, Williams I and Maynard A (2009). Using group supervision for undergraduate dissertations: a preliminary enquiry into the student experience. Pp. 20 77-94. Practice and evidence of scholarship of teaching and learning in higher education 4.
Schmidt N and Brown J (2012). Evidence-Based Practice For Nurses Appraisal and Application of Research. London: Jones and Barlett Learning International..
Revans R (1982). The Origins and Growth of Action Learning. Bromley: Chartwell-Bratt.
RolfeG, Jasper M and Freshwater D (2011). Critical Reflection in Practice: Generating Knowledge for Care. Basingstoke: Palgrave Macmillan.
Fry, H, Ketteridge, S. and Marshall, S. (2009). A Handbook for teaching and learning in higher education. Taylor and Francis Routledge.
TaylorC and White S (2000). Practising Reflexivity in Health and Welfare. Berkshire: Open University Press.
Formative Assessments x 3 (formative work does not contribute to the Summative assessment mark)
1. Written reflection of practice: individual feedback within 4 weeks
2. Written critique of one piece of evidence: individual feedback within 4 weeks
3. Individual presentation of project outline: individual and peer feedback on day of presentation
Summative Assessment x 1
Dissertation (8000) contributing 100% of marks: double marked and individual written feedback within 4 weeks
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.Written reflection of Practice
This is how we’ll formally assess what you have learned in this module.
|Diligence and Initiative||100%|
This is how we’ll assess you if you don’t meet the criteria to pass this module.
|Diligence and Initiative||100%|
Repeat type: Internal & External