SHE Level 4
SCQF Credit Points 40.00
ECTS Credit Points 20.00
Module Code MHB925801
Module Leader Sebastien Chastin
School School of Health and Life Sciences
Subject SHLS - School Office
  • A (September start)-B (January start)
  • A (September start)
  • B (January start)

Pre-Requisite Knowledge

Normally successful completion of all Level 3 modules. Normally successful completion of Methodology and Research for Effective Practice Module or equivalent research methods module.

Summary of Content

The Honours P-2 r oject is-5 a -5 k-1 e y eleme-1 n t-5 of the BSc (Hons) /-18 -2 B A (Hons) p-2 r og-3 r amm-3 es in the School of Health and Life Sciences .-1 Its purpose-5 is-5 -1 t o-6 enable unde-2 r g-3 r adu-1 at e-11 -1 s tude-1 n ts-4 -1 t o-2 d-1 ev elop the ability -1 t o -1 c ollec-1 t , -1 e-2 v alu-1 at e-1 and dissemin-1 at e knowled-1 g e -2 r el-1 e-2 v a-1 n t-18 -1 t o-2 their a-2 r ea of p-2 r o-4 f essional-16 p-3 r actic-18 e . It-1 will p-2 r ovide -1 s tude-1 n ts-4 with an opportunity-12 -1 t o en-3 g a-1 g e in a-2 -3 f ocused piece of -2 r esea-2 r ch-5 and enhance-6 their knowled-1 g e and skills in the -3 f ollowin-14 g : ide-1 nti f ying-2 -3 g a-1 p s in the -1 e videnc-4 e ; -1 g ene-3 r-1 a ting -2 r esea-2 r ch-15 que-1 s tions and aims/-3 h ypothese-3 s (if appropriate) ;-15 selecting, -2 r-1 e vi-1 e wing and synthesizing -2 r el-1 e-2 v a-1 n t-3 li-1 t e-3 r-1 a tu-2 r-9 e ;-2 applying app-2 r opri-1 at e research m-1 e thod-7 s ; judging -1 e videnc-2 e ; interpreting-2 and discussing finding-7 s ;-4 as -1 w ell as thinking and writing-7 criti-1 c all-5 y , -1 c ohe-2 r e-1 n tly-4 and a-1 c ademi-1 c all-4 y . The project will take the form of one of the following options: -360? a prima r y d-1 a-2 t a-3 -1 c ollection-10 p-2 r oject (i-2 n-1 v olving-7 quali-2 t-1 ativ-3 e ,-2 qua-1 ntitative-2 or mi-4 x ed methods d-1 a-2 t-5 a ); -360? a se-1 c onda r y d-1 a-2 t a anal-2 y sis p-2 r oject, i.e. a p-2 r oject -3 f or which d-1 a-2 t a (quali-2 t-1 ativ e, qua-1 nti-2 t-1 ativ e or mi-4 x ed) h-2 a-1 v e al-2 r eady been -1 c ollec-1 t ed, but -3 f or which a no-1 v el anal-2 y sis is-5 -1 t o-6 be under-2 t a-5 k e-7 n ; -360? a -2 critical r-1 e vi-1 e w of the li-1 t e-3 r-1 a tu-2 r e-9 (in-2 which the -1 s tude-1 n t -1 c oll-1 at es-14 and -2 r-1 e vi-1 ew s current -1 e videnc-10 e ). The Honours Project will be introduced through an initial workshop, where the roles and responsibilities of supervisors, students and other support staff (i.e. "ground rules") will be explained, together with the processes involved, timelines, as well as the assessment. Students will be supervised using a model of cohort, group and individual meetings and further supported via the module's electronic site.


The syllabus for this module is flexible and will be tailored to each project and professional programme. However, students will be given online access to a range of relevant and current generic resources, e.g. Research Governance Framework for Health and Social Care, clinical guidelines, research methods, guides on writing literature reviews and scientific writing, etc.. The Honours Project will be introduced through an initial lecture, where the roles and responsibilities of supervisors, students and other support staff (i.e. "ground rules") will be explained, together with the processes involved, timelines, as well as the assessment. All students will be educated in the Research Governance Framework for Health and Social Care. Supervisors will ensure appropriate direction and, guidance and will, where necessary, highlight areas of study that would be beneficial to individual student's projects.

Learning Outcomes

On successful completion of this module the student should be able to:Plan, present and justify a piece of research demonstrating ability to:1. Critically appraise the evidence base and highlight gaps in literature.2. Understand background rationale for study through identifying how the research question and aims may inform policy and professional practice.3. Devise, plan, implement and deliver a project, professionally, and ethically, in a logical and organised format and on time.4. Write a scientific report in the style of a scientific publication relevant to their profession. 5. Critically analyse and evaluate project findings.6. Evaluate and synthesise the body of evidence generated through the project and interpret the findings to answer the project aim and/or research question.7. Devise appropriate and original recommendations for further research and consider implications for policy and/or practice.8. Understand and follow a research protocol.

Teaching / Learning Strategy

-107 This module will be delivered through a blended approach in learning and teaching to engage students in self-study and efficient learning. It will combine independent study supported by e-learning material with cohort, group and one-to-one supervision. All students will be allocated a supervisor. E-learning material will be available throughout the module to support students' independent learning and allow them to explore subjects in more depth. -107 Students will be required to plan, negotiate and commit to a "group contract" that encourages active participation and provides support to peers. The supervision will consist of cohort supervision lectures, and group supervision sessions where students present extracts of their draft work for discussion, information and guidance. Students will also receive individual supervision. B Students will be required to maintain a record of supervision for every supervisor facilitated group supervision and their individual supervision. B etween formal group supervision sessions, students will be encouraged to meet informally for peer support

Indicative Reading

Core Texts: Polgar, S. D. & Thomas, S. A. 2014, Introduction to research in the health sciences , 6th ed, Edinburgh , Churchill Livingstone. Recommended Reading: Aveyard, H., Sharp, P. & Wooliams, M. 2015. A beginners guide to critical thinking and writing , 2 nd ed, Maidenhead, Open University press, McGraw Hill,. Additional Reading: a variety has been listed but student focus will depend on the project type. Aveyard, H., (2014). Doing a literature review in health and social care: a practical guide, 3 rd ed. Maidenhead, Open University Press. Beverley C., Booth A., Falzon L., Lynch C., Rees, A., 2007. Managing References . The NIHR RDS for the East Midlands / Yorkshire & the Humber Bowers, D. 2008, Medical statistics from scratch , 2 nd ed London, Wiley Creswell, J. 2009, Research design qualitative, quantitative and mixed methods approaches , 3 rd ed, London, Sage. Humber. Edwards. A. (1999). The hard-pressed researcher 2 nd ed. New York, Prentice Hall.. Germano, W. (2013). From dissertation to book . Chicago , The University of Chicago Press. Greenhalgh, T. ( 2006). How to read a paper: the basics of evidence based medicine 3 rd ed, London, Blackwell Publishing/BMJ Books. Hart, C., (2018). Doing a literature review . 2 nd ed. London, Sage. Hewit M., (2007). How to Search and Critically Evaluate Research Literature . The NIHR RDS for the East Midlands / Yorkshire & the Humber Ogden, T., Goldberg, I. A. (2002). Research proposals: a guide to success. 3 rd ed., San Diego, Academic Press. Pawson, R., Boaz, A.; Lesley Grayson, L.; Andrew Long, A.; Barnes, C., (2003). Knowledge Review 3: Types and quality of knowledge in social care . London, SCIE. Purtilo, R. 2011, Ethical dimensions in the health professions , 4 th ed. St Louis, Saunders. Robson C. 2011, Real world research , 3 rd ed, , Oxford, Wiley Blackwell. Rudestam, K. & Newton, R. 2015. Surviving your dissertation: a comprehensive guide to content and process , 4 th ed., London, Sage Publications Ltd. Swetnam, D. (1997). Writing your dissertation: how to plan, prepare and present your work successfully . 2 nd ed., Plymouth, How to Books. Thomas, S. (2000). How to Write Health Sciences Papers, Dissertations and Theses . Edinburgh Churchill Livingston.

Transferrable Skills

In undertaking this module, the student should develop and consolidate skills in the following areas: communication formats; accessing information sources; research and data manipulation; using information technology; problem solving; independent and self-regulated study; forward planning and management of time, people and resources; report writing; critical thinking, appraisal and writing; group work; reflection on development needs; information dissemination.

Module Structure

Activity Total Hours
Tutorials (FT) 5.00
Independent Learning (FT) 350.00
Lectures (FT) 5.00
Assessment (FT) 40.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% Journal article 4000-6000 words + appendices