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HSO4008-21-B Introduction to Research and Evidence-Based Practice

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MODULE GUIDE

2021/2022

Semester 1

Level HE4

1. Key Information

Module TutorDr Hassan Osman
Emailhassan.osman@bolton.ac.uk
Availability and Contact Method(s)Mon-Fri 9am – 5pm
Weblink to Moodle Classhttps://moodle.bolton.ac.uk/course/view.php?id=18702
Weblink to Module Specificationhttps://modules.bolton.ac.uk/HSO4008

2. Learning and Teaching

This module is delivered over 15weeksusing a campus-based blended learning approach with scheduled face-to-face and online sessions.

Most sessions comprise alecture with workshop activities. If you are unable to attend a session due to factors outside your control, you are expected to inform your tutor and engage in the activities set before the next scheduled session.

In weeks09/10/21tutorials will take place which will provide you with the opportunity to discuss your progress on the module and receive feedback on assessments.  This may be face-to-face or online as arranged.

To complete the module successfully you must allocate a substantial amount of independent study time, which will include undertaking set activities and carrying out assessment activities.

3. Graduate Attributes

Graduate attributes are the personal qualities and skills, which the University of Bolton community values, and which a student is expected develop during their time at the University. Graduate attributes act as a point of reference for a student’s personal development and support the articulation of employability and transferable skills.

In total, there are 10 graduate attributes. This module seeks to support the development of: Resilience and Confidence

4. Module Communications

The Module Tutor’s contact details are provided at the top of this page.  You must check your University of Bolton email address and the Moodle area dedicated to this module regularly as many module communications are channelled through these media. Your Module Tutor will normally aim to respond to your email messages within 2 full working days of receipt.  However responses will be longer in holiday periods.

5. Module Description

This module aims to examine the links between research, theory and practice in Health and Social Care. The module aims to give you understanding of research based knowledge and different research types and approaches. You will develop an understanding of the range of data collection methods and review research findings, will be relate where appropriate to health and social care practice. Consideration will be given to the importance of research, in the development of health and social care practice, through critical examination of research papers via a literature search and review. The GAME attributes covered in this module are resilient and confident.

6. Learning Outcomes and Assessments

Learning Outcomes              Assessment  
LO1:  Identify characteristics of Quantitative and Qualitative research methodsResearch report  
LO2:  Consider research evidence appropriate to health and social care practice, considering reliability and validityResearch report
LO3:  Demonstrate knowledge of the relationship between research theory and health and social practice      Research report
LO4: Gather evidence from a variety of research sources, including charts, graphs and tables, from text and online sources           Research report

7. Assessment Deadlines

  Assessment item    Due Date  Weight
     1  3000 word report that examines an area of evidence based practice directly relevant to an area / aspect of health and social care practice.    Tuesday 14th December 2021 by 23.59 via turnitin             100%

8. Assessment Feedback

Feedback on items of assessment can be formal (such as on a signed feedback form) or informal (such as advice from a tutor in a tutorial). Feedback is therefore not just your grade or the comments written on your feedback form, it is advice you get from your tutor and sometimes your peers about how your work is progressing, how well you have done, what further actions you might take.

We recognise the value of prompt feedback on work submitted. Other than in exceptional circumstances (such as might be caused by staff illness), you can expect your work to be marked and feedback provided not more than15 working daysfrom the deadline date. However, please note that that such feedback will be provisional and unconfirmed until the Assessment Board has met and may therefore be subject to change.

Please take time to read or listen to your assessment feedback. This can be very useful in determining your strengths and key areas for development, and can therefore help you improve on future grades.

9. Module Calendar

  Session No.  Date (Tuesday)  Tuesday PM   1pm – 4pm
121/09/21Introduction to the module/ resources/ assessments   What is Research and why is it important?
228/09/21Different approaches to research:   Explaining ‘Quantitative’ and ‘Qualitative’  
305/10/21Different sources of data.   Academic Journals and Articles: What are they and how to use them?   How to review literature
412/10/21E2-26 Computer Suite13:30 – 15:30 Literature search session (Zoom) with Dawn Grundy (subject librarian)   Using Search Engines to find research articles Access LEAP modules & complete three levels of academic sources     
519/10/21[online/ zoom] Data collection methods   Critical reading   Reliability and Validity  
626/10/21Small group tutorials-   You will be required to share your article/s with me at this session.
702/11/21Sampling   Presenting and analysing data  
809/11/21[online/ zoom] One to one tutorial (By appointment – to be arranged via zoom)  
916/11/21  Using Evidence to construct an Argument for Change  
1023/11/21[online/ zoom] Final essay guidance/ checklist and Q and A’s Tutorials      
1130/11/21Tutorials  
1207/12/21Final essay guidance/ checklist and Q and A’s Group Tutorials  
1314/12/21Report submission Tuesday 14th December 2021 [Turnitin]
 21/12/21Christmas Break
 28/12/21Christmas Break
1404/01/22Module feedback/ transition activities  
1511/01/22Module feedback/ transition activities  

10. Formative Assessment

Formative assessment is employed to support your learning on the module, allowing you to reflect on feedback on your progress from your tutors and peers. It takes a variety of forms and does not contribute to the final module mark. It can be used to identify any areas which would benefit from extra attention on your part, or extra support from your tutor. It does not contribute to the overall formal assessment for the module.

There are opportunities within this module for guidance on meeting the learning outcomes and learning from the taught components, which will be linked into the assessment strategy. There will be facilitated discussions around the key areas, with individual tutorial sessions to support this.

You will have an individual tutorial enabling you to gain advice, support and feedback on your academic abilities and assist the module tutor to plan future sessions and support.

Informal formative assessment is provided in this module through:

  • Induction – Introductory diagnostic hand-written assessment
  • Group activities and discussion
  • Events/Guest speakers
  • Tutorial (Group & Individual) feedback on assessment drafts
  • Group tutorial revision sessions in preparation for assessment deadline
  • IT and research skills workshops

11. Indicative Reading

Essential Resources

Adams, R. (2007) Foundations of health and social care. Basingstoke: Palgrave Macmillan. Available at: https://ebookcentral.proquest.com/lib/bolton/detail.action?docID=4763675&query=Fo undations+of+health+and+social+care.

Parahoo, K. (2014) Nursing research: principles, process and issues. Third edition. Basingstoke: Palgrave Macmillan. Available at: https://ebookcentral.proquest.com/lib/bolton/detail.action?docID=4763662.

Neale, J. (2009) Research methods for health and social care. Basingstoke: Palgrave Macmillan. Available at: https://ebookcentral.proquest.com/lib/bolton/detail.action?docID=4763752.

Recommended Resources

Bowling, A (2014) Research methods in health: investigating health and health services, Open University Press, Available at: https://ebookcentral.proquest.com/lib/bolton/detail.action?docID=1910222

Bryman, A (2015) Social Research Methods. 5th edn. Oxford University Press, Incorporated. Available at: https://ebookcentral.proquest.com/lib/bolton/detail.action?docID=4776951&pq-origsit e=summon.

Cowan, D (2009) Research Issues in Health & Social Care. 1st edn. M&K Update Ltd. Available at: https://ebookcentral.proquest.com/lib/bolton/detail.action?docID=861986.

Further Resources

Barker, J. H., Linsley, P. and Kane, R. (2019) Evidence-based practice for nurses and healthcare professionals. Fourth edition. Los Angeles: SAGE. Bowling, A. (2014) Research methods in health: investigating health and health services. Fourth edition. Maidenhead, England: Open University Press. Available at: https://ebookcentral.proquest.com/lib/bolton/detail.action?docID=1910222.

Brotherton, G. and Parker, S. (eds) (2013) Your foundation in health and social care. 2nd ed. Los Angeles: SAGE. Available at: https://ebookcentral.proquest.com/lib/bolton/detail.action?docID=1191106.

Creswell, J. W. and Creswell, J. D. (2018) Research design: qualitative, quantitative & mixed methods approaches. 5th edition. Los Angeles: Sage.

Crotty, M. (1998) The foundations of social research: meaning and perspective in the research process. London: SAGE.

Dawes, M. (2005) Evidence-based practice: a primer for health care professionals. 2nd ed. Edinburgh: Elsevier Churchill Livingstone.

Denzin, N. K. and Lincoln, Y. S. (eds) (2018) The SAGE handbook of qualitative research. Fifth edition. Los Angeles: SAGE. Department of Health – GOV.UK (no date). Available at: https://www.gov.uk/government/organisations/department-of-health. Discover@Bolton | University of Bolton (no date). Available at: 1/2 09/13/21 Using Research Evidence. HSO4003.

Ellis, P. (2019) Evidence-based practice in nursing. Fourth edition. London: Sage/Learning Matters. Evidence Search in Health and Social Care (no date). Available at: https://www.evidence.nhs.uk/.

Gomm, R. et al. (2000) Using evidence in health and social care. London: SAGE.

Henn, M. et al. (2009) A critical introduction to social research. 2nd ed. London: SAGE. LEAP Online Home | University of Bolton (no date). Available at: http://www.bolton.ac.uk/leaponline/Home.aspx.

Newell, R., Burnard, P. and Newell, R. (2011) Research for evidence-based practice in healthcare. 2nd ed. Chichester: Wiley-Blackwell. Available at: https://ebookcentral.proquest.com/lib/bolton/detail.action?docID=822493&query=Re search+for+evidence-based+practice+in+healthcare.

Paul,  A (2007) Ethnography : Principles in Practice. 3rd edn. Routledge. Available at: https://ebookcentral.proquest.com/lib/bolton/detail.action?docID=308687. Subject Guides:

Websites 

NHS Choices – Your health, your choices (no date). Available at: http://www.nhs.uk/Pages/HomePage.aspx.

GOV.uk, https://www.gov.uk/government/organisations/department-of-health-and-social-care

Institute for Health Care Excellence, https://www.evidence.nhs.uk/

Library support

Health and Social Care: Starting point (no date). Available at: http://libguides.bolton.ac.uk/healthsocialcare.

Researching for assignments

Discover, https://libguides.bolton.ac.uk/home

12. Guidelines for the Preparation and Submission of Written Assessments

  1. Written assessments should be word-processed in Arial or Calibri Light font size 12. There should be double-spacingand each page should be numbered.
  • There should be a title page identifying the programme name, module title, assessment title, your student number, your marking tutor and the date of submission.
  • You should include a word-count at the end of the assessment (excluding references, figures, tables and appendices).

Where a word limit is specified, the following penalty systems applies:

  • Up to 10% over the specified word length = no penalty
  • 10 – 20% over the specified indicative word length = 5 marks subtracted (but if the assessment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assessment).
  • More than 20% over the indicative word length = if the assessment would normally gain a pass mark or more, then the final mark will capped at the pass mark for the assessment.
  • Unless otherwise notified by your Module Tutor, electronic copies of assignments should be saved as word documents and uploaded into Turnitin via the Moodle class area. If you experience problems in uploading your work, then you must send an electronic copy of your assessment to your Module Tutor via email BEFORE the due date/time.
  • Please note that when you submit your work to Moodle, it will automatically be checked for matches against other electronic information. The individual percentage text matches may be used as evidence in an academic misconduct investigation (see Section 13).
  • Late work will be subject to the penalties:
    • Up to 7 calendar days late = 10 marks subtracted but if the assignment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assignment.
    • More than 7 calendar days late = This will be counted as non-submission and no marks will be recorded.

Late submission of assessments on refer and those which are graded Pass/Fail only, is not permitted. Students may request an extension to the original published deadline date as described below.

  • In the case of exceptional and unforeseen circumstances, an extension of up to 14 days after the assessment deadline may be granted. This must be agreed by your Programme Leader, following a discussion the Module Tutor.  You should complete an Extension Request Form available from your Tutor and attach documentary evidence of your circumstances, prior to the published submission deadline.

Extensions over 14 calendar days should be requested using the Mitigating Circumstances procedure, with the exception of extensions for individual projects and artefacts which, at the discretion of the Programme Leader, may be longer than 14 days.

Requests for extensions which take a submission date past the end of the module (normally week 15) must be made using the Mitigating Circumstances procedures.

Some students with registered disabilities will be eligible for revised submission deadlines. Revised submission deadlines do not require the completion extension request paperwork.

Please note that the failure of data storage systems is not considered to be a valid reason for an extension. It is therefore important that you keep multiple copies of your work on different storage devices before submitting it.

13. Procedures for Other Assessments

N/A

14. Academic Misconduct

Academic misconduct may be defined as any attempt by a student to gain an unfair advantage in any assessment. This includes plagiarism, collusion, commissioning (contract cheating)amongst other offences. In order to avoid these types of academic misconduct, you should ensure that all your work is your own and that sources are attributed using the correct referencing techniques. You can also check originality through Turnitin.

Please note that penalties apply if academic misconduct is proven. See the following link for further details:

15. Assessments

Assessment Number    1
Assessment Type (and weighting)Research report (3000 words) 100%
Assessment NameEvidence-based Practice in Health and Social Care
Assessment Submission Date14/12/2021

Learning Outcomes Assessed:

Learning Outcomes              Assessment  
LO1:  Identify characteristics of Quantitative and Qualitative research methods          Research report  
LO2:  Consider research evidence appropriate to health and social care practice, considering reliability and validity           Research report
LO3:  Demonstrate knowledge of the relationship between research theory and health and social practice      Research report
LO4: Gather evidence from a variety of research sources, including charts, graphs and tables, from text and online sources           Research report

Assignment Brief:

Your report will be expected to address the following:

Investigate one area of health and social care by examining two academic journal articles.

  • Introduce/ justify your chosen topic by considering current research/ statistics in that subject area/ reference what others say about it – NHS/ NICE/ other authors etc.
  • Introduce what research is/ the importance of research in health/ social care/ evidence based practice etc.
  • Explain qualitative/ quantitative research- what are the characteristics of each?
  • Introduce your two articles- title/ author/ summary of each
  •  Using the two journal articles compare and contrast the researchmethods/approaches used by the authors.
  • Discuss the validity and reliability of each article- is one more valid/ reliable than the other/ why?  How could the research be improved next time?
  • How do the findings/ conclusion/ recommendations highlight a need for change/improvements topractice.
  • Make reference to a wide variety of text and online sources throughout.

Secondary Research– It is expected that the Reference List will contain between 15 and 20 sources. As a MINIMUM the Reference List should include 4 refereed academic journals and 5 academic books.

Specific Assessment Criteria:

(Please note that the General Assessment Criteria will also apply. Please see section 15)

Distinction (70% and above)

A cohesive, comprehensive and critical synthesis of the leadership literature relating to styles and skills will be provided. Relationships between cognitive style and leadership outcomes will be expertly elicited. An excellent evaluation of your own cognitive style and leadership strengths and weaknesses will be set out. Reflections will be succinct and insightful. Areas and strategies for personal development will be expertly summarised and comprehensively justified.

Extensive research demonstrating use of a wide range of current secondary research sources will be evident. Referencing and English will be excellent. 

Merit (60-69%)

A clear and critical synthesis of the leadership literature relating to styles and skills will be provided. Relationships between cognitive style and leadership outcomes will be well elicited. A good evaluation of your own cognitive style and leadership strengths and weaknesses will be set out. Reflections will be succinct and evidenced. Areas and strategies for personal development will be well summarised and justified.

Wider research demonstrating use of a good range of current secondary research sources will be evident. Referencing and English will be good. 

Pass (50%-59%)

A critical synthesis of the leadership literature relating to styles and skills will be provided. Relationships between cognitive style and leadership outcomes will be clearly drawn out. An evaluation of your own cognitive style and leadership strengths and weaknesses will be set out. Areas and strategies for personal development will be clearly summarised and justified.

Research demonstrating use of a range of current secondary research sources will be evident. Referencing and English will be satisfactory. 

Fail (Below 40%): Students who do not meet the requirements of the Pass criteria will not successfully complete the assessment activity.

Minimum Secondary Research Source Requirements: Level HE4 – It is expected that the Reference List will contain between five and ten sources. As a MINIMUM the Reference List should include one refereed academic journal and three academic books

General Assessment Guidelines for Written Assessments Level HE4

 %RelevanceKnowledgeArgument/AnalysisStructurePresentationWritten EnglishResearch/Referencing
Class I
(Exceptional Quality)
85-100%      Directly relevant to title.  Expertly addresses the assumptions of the title and/or the requirements of the brief.Demonstrates an exceptional knowledge/ understanding of theory and practice for this level through the identification and analysis of the most important issues.Makes exceptional use of appropriate arguments and/or theoretical models. Presents an analysis of the material resulting in clear, logical and original conclusions.Coherently articulated and logically structured.   An appropriate format is used. The presentational style & layout is correct for the type of assignment. Effective inclusion of figures, tables, plates (FTP).An exceptionally well written answer with standard spelling and grammar. Style is clear, resourceful and academic.Sources accurately cited in the text. A wide range of contemporary and relevant references cited in the reference list in the correct style.
Class I
(Excellent Quality)
70-84%      Directly relevant to title.  Addresses the assumptions of the title and/or the requirements of the brief.Demonstrates an excellent knowledge/understanding of theory and practice for this level through the identification and summary of the most important issues.Makes creative use of appropriate arguments and/or theoretical models. Presents an excellent discussion of the material resulting in clear, logical conclusions.Coherently articulated and logically structured. An appropriate format is used. The presentational style & layout is correct for the type of assignment. Effective inclusion of figures, tables, plates (FTP).An excellently written
answer with standard spelling and grammar. Style is clear, resourceful and academic.  
Sources accurately cited in the text. A range of contemporary and relevant references cited in the reference list in the correct style.
Class II/i
(Very Good Quality)
60-69%Directly relevant to title. Addresses most of the assumptions of the title and/or the requirements of the brief.Demonstrates a very good knowledge/understanding of theory and practice for this level through the identification and summary of key issues.Uses sound arguments or theoretical models. Presents a clear and valid discussion of the material. Clear, logical conclusions.Logically constructed in the main. An appropriate format is used. The presentational style & layout is correct for the type of assignment. Effective inclusion of FTP.A very well written answer with standard spelling and grammar. Style is clear and academic.  Sources are accurately cited in the text and an appropriate reference list in the correct style is provided.
Class II/ii
(Good Quality)
  50-59%Generally addresses the title/brief, but sometimes considers irrelevant issues.Demonstrates a good knowledge/understanding of theory and practice for this level through the identification and summary of some key issues.Presents largely coherent arguments. Some issues and theoretical models expressed in simplistic terms. Conclusions are fairly clear and logical.For the most part coherently articulated and logically structured. An acceptable format is used.The presentational style & layout is correct for the type of assignment. Inclusion of FTP but lacks selectivity.Competently written with minor lapses in spelling and grammar. Style is readable and academic in the main.  Most sources accurately cited in the text and an appropriate reference list is provided which is largely in the correct style.
Class III
(Satisfactory Quality)
40-49%Some degree of irrelevance to the title/brief.  Superficial consideration of the issues.Demonstrates an adequate knowledge/understanding of theory and practice for this level. An attempt is made to identify key issues.Presents basic arguments, but focus and consistency lacking in places. Some issues may lack clarity, and/or theoretical models expressed in simplistic terms. Conclusions are not always clear or logical.Adequate attempt at articulation and logical structure. An acceptable format is used.The presentational style & layout is largely correct for the type of assignment. Inappropriate use of FTP or not used where clearly needed to aid understanding.Generally competently written although intermittent lapses in grammar and spelling pose obstacles for the reader. Style limits communication and is non-academic in a number of places.Some relevant sources cited.   Some weaknesses in referencing technique.
Borderline Fail

  35-39%  Significant degree of irrelevance to the title/brief. Onlythe most obvious issues are addressed at a superficial level and in unchallenging terms. Demonstrates weaknesses in knowledge of theory and practice for this level, with poor understanding of key issues.Limited arguments, which lack clarity in places. Conclusions are neither clear nor logical.Poorly structured.   Lack of articulation. Format deficient.For the type of assignment the presentational style &/or layout is lacking. FTP ignored in text or not used where clearly needed.Deficiencies in spelling and grammar makes reading difficult. Simplistic or repetitious style impairs clarity. Style is non-academic.Limited sources and weak referencing. 
Fail  <34%  Relevance to the title/brief is intermittent or missing. The topic is reduced to its vaguest and least challenging terms. Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of understanding.Severely limited arguments. Lacks clarity. Conclusions are sparse.Unstructured. Lack of articulation. Format deficientFor the type of assignment the presentational style &/or layout is lacking. FTP as above.Poorly written with numerous deficiencies in grammar, spelling and expression. Style is non-academic.An absence of academic sources and poor referencing technique.

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