SHE Level 2
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M2B921631
Module Leader Sebastien Chastin
School School of Health and Life Sciences
Subject Scottish Ambulance Service
  • B (January start)
  • A (September start)

Pre-Requisite Knowledge

Normally successful completion of all level 1 modules or equivalent.

Summary of Content

This module provides an opportunity for students to gain understanding of the research process and the place of research in the professional lives of health and social care practitioners. Expertise will be developed in understanding the variety of approaches to research that exist in health and social care. Students will be provided with online lecture material that explains the different research approaches that are used in health and social care research studies and the reasons for this. Small group tutorials and online group activities will provide opportunities for students to discuss research and its links to evidence based practice. Skills will be developed in relation to understanding the principles surrounding what constitutes well planned and conducted research in health and social care and what carrying out a well planned research study in health and social care would entail. By the end of the module students should be equipped to consider a research proposal and critique it appropriately.


Research process and terminology Quantitative and qualitative paradigms Features involved in designing a research project: - devising a research question - providing a rationale - planning a literature review - devising an appropriate methodology - understanding ethical considerations and role of ethics committees - defining and selecting the participant group from the target group - proposing suitable data collection strategies (reliability & validity of measuring tools) - proposing suitable procedures for the analysis of quantitative data - proposing suitable established procedures for the analysis of qualitative data - explaining the implications of possible findings for practice Critiquing a research proposal Linking research findings to Evidence Based Practice

Learning Outcomes

On completion of the module the student should be able to:1. Demonstrate an understanding of the research process in health and social care.2. Critically evaluate the strengths and weaknesses of different methodological approaches used in research.3. Understand and utilise appropriate computer skills required to carry out a focused database search of research literature 4. Work effectively in online groups5. Demonstrate an understanding of the link between research findings and evidence based practice.

Teaching / Learning Strategy

The teaching and learning strategy is based on a blended learning model. The main activities conducted by students undertaking this module are directed and independent study geared towards gaining knowledge and skills that relate to the identified learning outcomes. An online module handbook will clearly articulate stage by stage learning activities and will be designed to assist students with undertaking and negotiating the module. The teaching and learning strategies employed include: podcasts and narrated presentations to engage students in the key concepts, which will then be developed through directed reading, guided activities, literature searching and student initiated reading. In relation to health and social care application, students are encouraged to reflect upon the extent to which health and social care provision is evidence-based. In addition, students are asked to appraise the value of practice related research studies. Online discussion groups are intended to facilitate students with developing these skills. Formative assessment opportunities and guided tasks will allow students to identify learning strategies to meet their personal learning needs. For the purpose of maintaining autonomy, flexibility and reducing remoteness in relation to learning, each student will be allocated to a tutorial group. The purpose of discussion groups is to develop learning, understanding and increase collaborative working. Tutorial groups will meet on a virtual blackboard on a fortnightly basis to discuss activities that have been assigned to them. Course lecturers will respond to group questions placed during these sessions. Since the majority of time is allocated to independent and directed study, it is important that students have previously acquired study skills and organisational abilities in order to successfully complete this module. Having access to a computer and the internet is a prerequisite to completing course work.

Indicative Reading

-5 Gerrish, K. , & Lacey, A., (eds.) 2010, The Research Process in Nursing, 6 th edn., Wiley Blackwell Publishing, Oxford. Moule, P., Goodman, M., 2014, Nursing Research, An Introduction, 2 nd edn., Sage, London. Parahoo, K., 2014, Nursing Research Principles, Process and Issues 3 rd edn., Palgrave MacMillan, Hampshire. Polit, D. F., Beck, C.T. 2011 Essentials of Nursing Research: Generating and assessing research for nursing practice, 9 th edn. Lippincott, Philadelphia. Additional Reading Altman, D., Machin, D., Bryant, T, Gardner, S. (2005). Statistics with confidence. London: BMJ Books Davies, M. B. (2007). Doing a Successful Research Project: Using Qualitative or Quantitative Methods. Palgrave Macmillan: Basingstoke. Greenhalgh, T. ( 2006). How to read a paper: the basics of evidence based medicine (3rd ed.). Blackwell Publishing/BMJ Books: London. Richards, L. (2005). Handling Qualitative Data: a Practical Guide. Sage Publications: London. -5 Marston, L., 2010 Introductory Statistics for Health and Nursing Using SPSS, Sage, London

Transferrable Skills

This module should equip undergraduates with further skills in relation to: (1) Understanding the research process and its link to evidence based practice. (2) Retrieving research evidence around a topic and identifying a gap in the literature. (3) Experiencing working in interprofessional groups (4) Experiencing contributing to and learning from on line discussion (5) Experience the process of online peer assessment

Module Structure

Activity Total Hours
Seminars (FT) 24.00
Independent Learning (FT) 138.00
Lectures (FT) 6.00
Assessment (FDL) 20.00
Tutorials (FT) 12.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 0.00 50.00 35% Online testing of students' understanding and knowledge of the research process.
Coursework 0.00 50.00 35% Quality of contribution to online group activities relating to critique of the research process.