Evidence and Research for Professional Practice

Module summary

Module code: NURS1547
Level: 5
Credits: 30
School: Education, Health and Human Sci
Department: Health Sciences
Module Coordinator(s): Angeliki Bolou / Judith Sevenoaks

Specification

Aims

• Explore the principles underpinning the nature of knowledge and evidence based practice.
• Explore and critique research methodology within healthcare.

Learning outcomes

On completing this course successfully you will be able to:

1. Identify and analyse a range of sources of knowledge and research methodologies and their use in healthcare.
2. Discuss and debate the concept of ‘evidence based practice.’
3. Demonstrate the skills of inquiry and assessment of the nature of knowledge and Evidence based Practice and its application to professional practice.
4. Distinguish between the key elements within qualitative and quantitative approaches to research methods.

Indicative content

Attitudes:
Explore attitudes towards a range of sources of knowledge and a variety of research methodologies.
Encourage a multi disciplinary approach to learning while reviewing available evidence.

Knowledge:
The concept/ nature of knowledge and its relationship to evidence based practice.
Forms of evidence (research, tacit, national policy / guidance, professional consensus).
Searching for evidence.
Hierarchy of evidence.
Implementing evidence in practice.
Exploration of a range of processes which can hinder and facilitate the use of evidence in professional practice.
Research paradigms and philosophy.
The nature and concept of ‘research-mindedness’ Introduction to the research process.
Patient / Client /Service user involvement in evidence based practice and research
Comparisons between elements of qualitative and quantitative research methods in relation to:-
o Population, samples and sampling.
o data collection methods.
o data analysis methods.
o validity, reliability, trustworthiness etc.
Overview of quantitative methodologies.
o Experimental & Quasi experimental designs, Survey & descriptive designs.
o Cohort studies, Prospective/retrospective designs.
Overview of qualitative methodologies.
o Grounded theory, Phenomenology.
o Case study, Action research, exploratory descriptive designs.

Skills:
Use of IT equipment.
Demonstrate proficiency in the use of computer databases.
Demonstrate ability to appraise literature.
Ability to apply evidence to practice.
Presentation skills.
Analysing research based evidence.
Comparing differences and similarities between a variety of approaches to research.

Teaching and learning activity

Keynote lectures and IT/skills based sessions will be delivered to students across the midwifery and nursing undergraduate programmes. Seminars will enable students to apply knowledge form the key note lectures to their respective areas of practice.
The course will utilize a range of educational activities. These will include lectures, seminar groups and investigative exercises within a blended learning approach. There will be a mix of shared and discipline-specific focused / led sessions for the students’ to participate in. This process will expose the students to the subject matter and allow them to explore and experience, the nature of the subject matter in a variety of theoretical and professional perspectives. The students will be expected to discuss debate and appraise evidence, and research related to their professional practice and discuss /present their work to their peers.
The VLE (Moodle) will be used as a platform for on-line activities, guided and independent reading to facilitate the development of evidence based knowledge.
Learning in Practice will involve the student in applying their knowledge and skills to care within their placement settings.

Assessment

Methods of SUMMATIVE Assessment: Essay.
Outcome(s) assessed by summative assessment (Please use the numbers above to refer to these): 1,2,3,4.
Grading Mode: numeric.
Weighting: 100%.
Pass Mark: 40%.
Word Length: 3000 words.
Outline Details: A comparative analysis of research methodologies and / or methods..
Nature of FORMATIVE assessment supporting student learning: Annotated bibliography.