SHE Level 5
SCQF Credit Points 60.00
ECTS Credit Points 30.00
Module Code MMB726664
Module Leader Lorna Paul
School School of Health and Life Sciences
Subject SHLS - School Office
  • A (September start)-B (January start)
  • B (January start)-C (May start)
  • C (May start)
  • A (September start)
  • B (January start)
  • S-B (January start)-A (September start)

Pre-Requisite Knowledge

Normally successful completion of at least 120 masters level credits inclusive of research methods-focused content

Summary of Content

The Dissertation module is a key element of the postgraduate suite of post-registration programmes. Its purpose is to enable Masters level students to develop the ability to collect, evaluate and disseminate knowledge relevant to their area of professional practice. It will provide students with an opportunity to engage in a focused piece of research and enhance their knowledge and skills in the following: identifying gaps in the evidence; generating research questions and hypotheses; selecting, reviewing and summarizing relevant literature; applying appropriate methods, including data collection and analysis; judging evidence; interpreting and discussing findings; as well as thinking and writing critically, coherently and academically.


No-14 formal-13 syllabus-14 is-13 outlined-13 for-14 this-13 module,-14 as-13 supporting-13 material-14 will-13 be-13 tailored-14 to-13 each-14 -3 project.-14 However,-13 students-14 will-13 be-13 given-14 on-line-13 access to-16 a-15 range-15 of-15 relevant-15 and-15 current-16 generic-15 resources-26 (e.g.-15 Research-15 Governance-16 Framework-15 for-15 Health-15 and-15 Social-15 -4 Care,-15 clinical-16 guidelines,-15 research methods,-9 guides-9 on-8 writing-9 literature-9 reviews-8 and-9 academic-8 writing,-9 etc.). Supervisors-13 will-12 ensure-12 appropriate-12 direction,-12 guidance-12 and-13 will,-14 where-13 necessary,-12 highlight-12 areas-12 of-12 study-12 that-12 would-13 be-12 beneficial-12 to-12 individual students'-9 projects. A subsequent more specialist taught element will build upon students' understanding of generic research methodologies, developed in previous research methods module(s). It will enable students to develop those methods that are most appropriate for their specific research question. This taught element will be tailored to the content and type of project and may involve literature searching workshops with a librarian, laboratory-based workshops or computer tutorials by the supervisor/ support staff.

Learning Outcomes

On successful completion of the module the student should be able to1. Retrieve and critically review relevant sources of evidence;2. Identify gaps in the literature and formulate an appropriate research question/ hypothesis; 3. Demonstrate a critical understanding of specific data collection and analysis methods;4. Devise, plan, implement and deliver a project, professionally, safely and ethically, in a logical and organised format and on time;5. Critically appraise and synthesise the body of evidence generated through the project and interpret the findings to answer the project aim;6. Critically evaluate the findings of the project within the context of current evidence, policy and practice and make recommendations for research, development and enhancing future practice;7. Disseminate the findings of the project in an appropriate format.

Teaching / Learning Strategy

This module will provide a mix of an initial taught element with independent study, supported by group tutorials and one to one -3 supervision. In the initial taught element, students will be offered lectures, tutorials or workshops in specialist methodologies-1 . P-2 r-1 oject s will -1 b e -1 di-2 s-1 tinct , i.e.-13 each -2 s tude-2 n t will -13 i-3 n-1 v e-2 s-1 t-3 i-2 ga te their -1 ow n-12 -2 r esea-2 r ch -1 que-2 s-1 tion / -3 h ypothesis-12 and wri-2 t e -12 u p their -1 ow n-12 -1 paper independently, albeit supported by group work. Thus, projects will be undertaken in small groups to foster shared learning and create opportunities for peer support throughout the process. The allocated supervisor provides each project student with advice, including feedback on drafts, as agreed in the module "ground rules". Students will be required to plan, negotiate and commit to a "group contract" that encourages active participation-9 and-8 provides-9 support-8 to-9 -3 peers. Upon completion of the Dissertation, students are required to present and defend their findings in a conference presentation format.

Indicative Reading

AVEYARD, H., 2010. Doing a literature review in health and social -3 care: a practical guide (2nd ed). Open University Press: Maidenhead. BEVERLEY-14 C.,-14 BOOTH-14 A.,-16 FALZON-13 L.,-14 LYNCH-14 C.,-14 REES,-14 A.,-14 2007. Managing-14 References.-14 The-14 NIHR-14 RDS-14 for-14 the-14 East-14 Midlands-17 /-20 -3 Yorkshire-14 &-14 the-14 Humber. EDWARDS.-7 A.,-6 1999,-5 The-6 hard-pressed-7 researcher-12 (2nd-6 ed.).-8 Prentice-6 Hall:-8 New-6 -3 York. GERMANO, W., 2005, From dissertation to book. The University of Chicago Press: Chicago. GREENHALGH, T., 2006., How to read a paper: the basics of evidence based medicine (3rd ed.). London: Blackwell Publishing/BMJ Books. HART, C.,1998., Doing a literature review. Sage London. HEWIT.-23 M.,-23 2007,-21 How-23 to-23 Search-23 and-23 Critically-23 Evaluate-23 Research-23 Literature.-23 The-23 NIHR-23 RDS-23 for-22 the-23 East-23 Midlands-26 /-26 -3 Yorkshire-24 &-23 the-23 Humber OGDEN,-13 T.,-13 GOLDBERG,-12 I.-13 A.-12 , 2002,.-11 Research-13 proposals:-13 a-13 guide-12 to-13 success-17 (3rd-13 ed.).-12 Academic-13 Press:-13 San-13 Diego. PAWSON, R., BOAS, A.; GRAYSON, L.; LONG, A.; BARNES, C., (2003). Knowledge Review 3: Types and quality of knowledge in social care. SCIE: London SWETNAM,-15 D.-15 (1997).-12 Writing-15 your-14 dissertation:-16 how-14 to-15 plan,-14 prepare-15 and-14 present-15 your-15 work-14 successfully-21 (2nd-15 ed.).-15 How-15 to-14 Books:-15 Plymouth Thomas,-14 S.-14 (2000).-13 How-14 to-14 Write-14 Health-13 Sciences-14 Papers,-14 Dissertations-14 and-14 Theses.-14 Churchill-14 Livingston:-15 Edinburgh.

Transferrable Skills

In-10 undertaking-9 this-10 module,-9 students-10 will-9 have-10 the-9 opportunity-10 to-9 develop-10 and-9 consolidate-10 transferable-9 skills-10 in-9 the-10 selection-9 and-10 critical-9 review-10 of relevant literature, research design, data collection and analysis (as appropriate for the type of project undertaken). Students will have the opportunity-6 to-6 develop-6 numeracy-5 skills-6 consistent-6 with-6 writing-5 a-6 scientific-6 publication-6 in-5 both-6 appraising-6 and-6 presenting-5 -6 data. Students-6 will-6 also-5 be given-9 an-9 opportunity-9 to-9 develop-9 skills-9 in-8 interpreting-9 and-9 critically-9 evaluating-9 evidence,-9 as-8 well-9 as-9 academic-9 writing. Students-30 will-29 be-30 given-30 an-29 opportunity-30 to-29 develop-30 and-29 consolidate-30 skills-29 in-30 the-29 following-30 additional-29 -4 areas:-30 constructive communication; planning, analysis, evaluation and judgement; critical enquiry; task prioritisation and project management; collaboration;-20 reflection-19 on-19 practice;-19 academic debate-13 and-12 academic-13 writing;-13 and-13 engendering-12 a-13 culture-12 of-13 research-12 applied-13 to-12 -3 health/-13 social-12 care-13 practice.

Module Structure

Activity Total Hours
Assessment (FT) 60.00
Tutorials (FT) 9.00
Independent Learning (FT) 526.00
Lectures (FT) 5.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 02 n/a 30.00 45% A 15 minute conference style presentation and verbal defence of study
Course Work 01 n/a 70.00 45% A 6000 word paper (with appendix) to a target journal.