HSO4008 Introduction to research and evidence-based practice
BSc (Hons) in Health and Social Care
with Foundation Year
Module Code: HSO4008
Module Title: Introduction to research and
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|Web link to Moodle Class|
|Web link to Module Specification|
This module is delivered over 15 weeks using a synchronous approach with scheduledonline and face-to-face sessions when needed. Most sessions comprise an online lecture and a workshop activity or activities. If you are unable to attend a live session due to factors outside your control, you are expected to inform your tutor and engage in this, where possible, before the next scheduled session. This is aimed at enabling you to develop a clear understanding, considering how the theory and academic knowledge will link into health and social care practice.
In weeks 4, 8, 10 and 14tutorials will take place, which will provide you with the opportunity to discuss your progress on the module and receive feedback on assessments.
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. Academic skills development will be embedded within the modules, with the inclusion of study skills appropriate to the stage of study.
This module is delivered via one three-hour lecture and one three-hour seminar session per week over 15 weeks. To complete the module successfully you must also allocate a substantial amount of independent study time. The timetable will include tutorials (group and individual) in which you have the opportunity to discuss your progress on the module with your Module Tutor. Revision/ practice sessions are scheduled before submission of assessment.
Graduate attributes are the personal qualities and skills, which the Regent College/University of Bolton community values, and which a student is expected develop during their time at the College/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:
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.
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
In studying this module, you will be preparing for future studies featuring the key specialist areas of conducting research in the critical subject area of Health and Social Care which needs to be an essential inclusion in the development of any successful healthcare occurrence worldwide, and which is now becoming of central concern to global health strategy and national governmental policy.
Bolton Values and Employability Skills This module also serves to develop employability skills with particular emphasis on the following: (D= Developed, T= Taught, A = Assessed) PDP: D Communication Skills: T, A, D Team Working: D Organisation & Planning: D Numeracy: D Flexibility and Adaptability: T, A, D Initiative: T, D Internationalisation: D Taught (T), Developed (D) and Assessed (A).
- Introduction to Research and the Research Process / Locating Sources of Evidence
- Relationship between Research Theory and Practice / Research Methodology and the research process , Evidence Based Practice.
- Consider the application of Research Findings to Practice in the Health and Social Care-improving care
- Quantitative and Qualitative Research / Reliability and Validity/ Analysing Research
|LO1: Identify characteristics of Quantitative and Qualitative research methods||Research Report Assessment 1|
|LO2: Consider research evidence appropriate to health and social care practice,considering reliability and validity||Research Report Assessment 1|
|LO3: Demonstrate knowledge of the relationship between research theory and health and social practice||Research Report Assessment 1|
|LO4: Gather evidence from a variety of research sources, including charts, graphs, and tables, from text and online sources||Research Report Assessment 1|
|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.||Submission of Assignment 001 Research Report: 17thJanuary 2021 (Before 23:59 UK Time)||100%|
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 assignment and examination work to be marked and feedback provided not more than15 working daysfrom the deadline date. However, please note that such feedback will be provisional and unconfirmed until the Assessment Board has met and may therefore be subject to change.
Please take time you 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 2021/2022
|Session No.||Week Commencing||Topics Covered|
|1||27/9/21||Introduction to the module/ resources/ assessments What is Research and why is it important? Independent study time|
|2||4/10/21||Different approaches to research: Explaining ‘Quantitative’ and ‘Qualitative’|
|3||11/10/21||Different sources of data. Academic Journals and Articles: What are they and how to use them? How to review literature|
|4||18/10/21||Literature search session with Dawn Grundy (subject librarian) How to access L4 Learning Resources Video – YouTube Using Search Engines to find research articles|
|5||25/10/21||Data collection methods Critical reading Reliability and Validity|
|6||1/11/21||Small group tutorials- You will be required to show me your articles at this appointment Assignment 1 Guidance – Tutorial|
|7||8/11/21||Sampling Presenting and analysing data|
|8||15/11/21||Tutorials/ work on Task 1 (one to one support, appointment will be allocated)|
|9||22/11/21||Using Evidence to construct an argument for Change|
|10||29/11/21||Tutorial/Drop-in Session (Assessment 001 Report) Essay Guidance Drop in tutorials|
|11||6/12/21||Tutorial/Drop-in Session (Assessment 001 Report)|
|12||13/12/21||Tutorial/Drop-in Session (Assessment 001 Report) Appointment needed|
|Christmas Break 20/12/2021-09/01/2022|
|13||10/1/22||Tutorial/Drop-in Session (Assessment 001 Report) Appointment needed Module Evaluation|
|14||17/1/22||Submission of Assignment 001Research Report: 17thJanuary2021 (Before 23:59 UK Time) Module Evaluation|
|15||24/1/22||Transition to S2 Seminar Module Evaluation|
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
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.
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.
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:
NHS Choices – Your health, your choices (no date). Available at: http://www.nhs.uk/Pages/HomePage.aspx.
Institute for Health Care Excellence, https://www.evidence.nhs.uk/
Health and Social Care: Starting point (no date). Available at: http://libguides.bolton.ac.uk/healthsocialcare.
Researching for assignments
- 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 be capped at the pass mark for the assessment.
- All written work should be referenced using the standard University of Bolton referencing style– see: https://www.bolton.ac.uk/library/Study-Skills/Referencing/Home.aspx
- 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.
Where assessments are graded Pass/Fail only, they will not be accepted beyond the deadline date for submission and will be recorded as a Fail. 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 ASO, 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 ASO, 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. See:
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.
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. 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:
|Assessment Type (and weighting)||Research Report (3000 words) (100%)|
|Assessment Name||Evidence-based Practice in Health and Social Care|
|Assessment Submission Date||Submission of Assignment 001Report: 17thJanuary 2021 (Before 23:59 UK Time)|
|Learning Outcomes Assessed|
|LO1: Identify characteristics of Quantitative and Qualitative research methods LO2: Consider research evidence appropriate to health and social care practice, considering reliability and validity LO3: Demonstrate knowledge of the relationship between research theory and health and social practice LO4: Gather evidence from a variety of research sources (e.g., charts, graphs and tables, from text and online sources)|
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 research methods/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 to practice.
• Make reference to a wide variety of text and online sources
Specific Assessment Criteria
(Please note that the General Assessment Criteria will also apply. Please see section 15)
First class (70%+): This piece of work shows evidence of wider research with reference to several differing academic viewpoints. The essay has recognised relevantly and discussed in detail, all the required factors. Several reasoned and logical arguments have been developed well and supported by a wide range of appropriately researched literature. Presentation is of a high standard, and in the appropriate essay style. The high number of appropriate sources has been referenced accurately and to a high standard.
Second class (50-69%): A clear and informative piece of work with evidence of wider research and discussion. The research report has correctly recognised and discussed, all the required factors. Some reasoned arguments have been developed and supported by a good number of sources. Presentation is of a good standard, in the appropriate essay style. A good number of appropriate sources have been referenced well, with most complying with the Harvard style.
Third class (40-49%): A reasonable attempt has been made at researching the research report, but greater in-depth discussion and academic debate is required. The research report has recognised some factors, however mostly the discussion is superficial and lacking in any depth. Presentation of the essay is limited, and only the minimum of 5 sources has been provided, with at least one academic text and two academic journals included.
Fail: Students who do not meet the requirements of a third class grade will not successfully complete the assessment activity.
Minimum Secondary Research Source Requirements:
Secondary Research– It is expected that the Reference List will contain between 5 and 10 sources. As a MINIMUM the Reference List should include 1 refereed academic journal and 3 academic books.
|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.|
|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.|
(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.|
|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.|
|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 deficient||For 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.|