Coronavirus (Covid-19) Information

Module SCW-4109:
Y Broses Ymchwil

Module Facts

Run by School of Health Sciences

10 Credits or 5 ECTS Credits

Semester 1

Organiser: Ms Rhian Lloyd

Overall aims and purpose

Darparu hyfforddiant ar lefel ôl-radd mewn ymchwil empirig a llenyddiaeth yn seiliedig yng nghyd-destun gwaith cymdeithasol. Bwriad y modiwl yw paratoi myfyrwyr ar gyfer eu traethawd hir gwaith cymdeithasol yn ystod yr ail flwyddyn.

Bydd y modiwl yn galluogi myfyrwyr i wneud dewisiadau gwybodus ynghylch dewis methodoleg ymchwil briodol ar gyfer eu hymchwil gwaith cymdeithasol eu hunain ym mlwyddyn dau. Bydd y pynciau ymchwil a'r syniadau yn cael eu rhannu a'u trafod gyda'r asiantaethau partner. Bydd cyfleoedd i nodi pynciau ymchwil o gyfnod cynnar. Mae'r modiwl hwn yn galluogi myfyrwyr i ddeall sut y gall y defnydd o wybodaeth am ymchwil a thystiolaeth lywio ymarfer proffesiynol a datblygiad proffesiynol parhaus yn ystod eu gyrfa mewn gwaith cymdeithasol. Bydd y modiwl yn cyflwyno myfyrwyr i gysyniadau dylunio a methodolegau ymchwil. Bydd yn ceisio nodi ac archwilio ffyrdd o gasglu a defnyddio ystod o ffynonellau data. Bydd yr archwiliad o waith ymchwil a gwerthuso yn cael ei gynnal gyda sylw penodol i faterion moeseg; gwerthoedd; ymchwil ar blant a phobl ifanc; ymchwil ar oedolion mewn risg; cyfraniadau gan unigolion a gofalwyr mewn ymchwil.

Course content

Amlinelliad o bynciau: - Pam trafferthu gydag ymchwil - archwilio swyddogaeth ymchwil ar gyfer polisi gwaith cymdeithasol a datblygu ymarfer gwaith cymdeithasol. - Dadansoddi a gwerthuso ymarfer wedi'i sylfaenu ar dystiolaeth. - Datblygu cynnig ymchwil - egwyddorion allweddol cynllunio ymchwil. - Dadansoddi a gwerthuso materion moesegol mewn ymchwil gwaith cymdeithasol e.e. ymchwil ar blant a phobl ifanc ac oedolion mewn risg. - Dadansoddi a gwerthuso dulliau ymchwil cynradd: cyfweliadau. - Dadansoddi a gwerthuso dulliau cyfranogol mewn ymchwil gwaith cymdeithasol cyfredol. - Cryfderau a gwendidau defnyddio data a gesglir yn rheolaidd i lywio ymarfer gwaith cymdeithasol.. - Dealltwriaeth a gwybodaeth o ddylunio arolwg a'i ddadansoddi. - Egwyddorion cynnal arsylwadau a dadansoddi data arsylwadol. - Dadansoddi ymagweddau cyfranogol i gasglu data - e.e. defnyddio grwpiau ffocws mewn lleoliadau gofal cymdeithasol. - Cryfderau a gwendidau defnyddio astudiaethau achos a'u cymhwyso i ymchwil gwaith cymdeithasol. - Pan fydd pethau'n mynd o chwith: pryd i ddefnyddio tystiolaeth i lywio ymarfer gwaith cymdeithasol. - Gwerthuso ymchwil mewn gwaith cymdeithasol cyfredol. - Strategaethau llenyddiaeth chwilio ar gyfer traethawd hir. - Dadansoddi sut i gynnal adolygiad systematig. - Ysgrifennu a strwythuro traethawd hir.

Assessment Criteria

good

  1. Yn ateb y mwyafrif o agweddau’r dasg / cwestiwn / aseiniad yn cael ei ateb, dim deunydd amherthnasol
  2. Dangos gwybodaeth a dealltwriaeth gref o’r rhan fwyaf o’r maes gydag ond ychydig o fylchau
  3. Annibyniaeth meddwl y myfyriwr ei hun i’w weld
  4. Cynnwys elfennau o wreiddioldeb wrth ddehongli a dadansoddi, ac yn dangos gallu i adnabod, datblygu a chyflwyno cysylltiadau newydd rhwng pynciau
  5. Integreiddiad o ddeunydd amrywiol a pherthnasol, gyda thystiolaeth o ddarllen ac astudio y tu hwnt i’r wybodaeth a gafwyd o’r darlithoedd
  6. Yn cynnwys dadleuon / honiadau sydd wedi’u cynnal a’u cyflwyno yn rhesymegol gyda’r cysylltiad rhwng rhannau dilynol sy’n hawdd i’w dilyn
  7. Gwerthusiad beirniadol a rhesymegol o’r deunydd
  8. Gwybodaeth a dealltwriaeth o brif ddadleuon a chysyniadau allweddol o fewn gwaith cymdeithasol, yn cynnwys y cyd-destun polisi, deddfwriaethol ac economaidd o weithio yng Nghymru
  9. Integreiddiad cymwys o sylfaen werthoedd gwaith cymdeithasol, gwerthoedd gwrth-wahaniaethol a gwrth-ormesol sy'n treiddio drwy’r gwaith
  10. Lefel dda o gymhwyso syniadau i sefyllfaoedd ymarfer (pan fo’r gofyn)
  11. Yn gwneud rhai cysylltiadau perthnasol â modiwlau eraill o fewn y rhaglen
  12. Wedi ei gynllunio a’i strwythuro’n dda ac yn canolbwyntio ar y dasg
  13. Dim llawer o wallau ffeithiol
  14. Cyflwynwyd i safon broffesiynol dda gyda’r rhan fwyaf wedi’i gyfleu’n gywir
  15. Cefnogi syniadau drwy gyfiawnhad damcaniaethol, ymchwil a chyfeirnodi sydd gan fwyaf yn gywir

Student will have clearly defined a research problem and demonstrated good awareness of the theoretical context as well as systematic acquaintance with the appropriate literature. Will have explained and justified the choices made in designing their study. The presentation, including citation and referencing, will be clear and consistent.

threshold

C- C+ 1. Yn ateb yn canolbwyntio i raddau helaeth ar y dasg / cwestiwn, ond hefyd yn cynnwys rhywfaint o ddeunydd amherthnasol 2. Dangos gwybodaeth a dealltwriaeth o’r rhan fwyaf o’r maes / prif egwyddorion, ond rhai bylchau
3. Rhywfaint o annibyniaeth meddwl y myfyriwr ei hun i’w weld 4. Disgrifiadol / cyfyng o ran gwreiddioldeb wrth ddehongli a dadansoddi, ac yn dangos gallu cyfyng i adnabod, datblygu a chyflwyno cysylltiadau newydd rhwng pynciau 5. Yr ateb wedi’i seilio yn helaeth ar y deunydd a gafwyd o’r darlithoedd gyda thystiolaeth gyfyngedig o astudio cefndirol
6. Tueddol o gyflwyno dadleuon / honiadau heb dystiolaeth gefnogol neu resymeg 7. Rhywfaint i dystiolaeth o’r gallu i adlewyrchu’n feirniadol 8. Rhywfaint o wybodaeth a dealltwriaeth o brif ddadleuon a chysyniadau allweddol o fewn gwaith cymdeithasol, yn cynnwys y cyd-destun polisi, deddfwriaethol ac economaidd o weithio yng Nghymru 9. Lefel dderbyniol / anghyson o integreiddiad o sylfaen werthoedd gwaith cymdeithasol, gwerthoedd gwrth-wahaniaethol a gwrth-ormesol sy'n treiddio drwy’r gwaith 10. Tueddiad i ddod at ymarfer mewn modd disgrifiadol yn hytrach na chymhwyso syniadau yn feirniadol (pan fo’r gofyn) 11. Cysylltiad cyfyngedig gyda modiwlau eraill o fewn y rhaglen 12. Strwythur ymhlyg: yn aml yn dibynnu ar y darllenydd i ffurfio cysylltiadau rhwng gwahanol rannau 13. Rhywfaint o wallau ffeithiol 14. Cyflwynwyd i safon broffesiynol dderbyniol ond yn cynnwys rhai camgymeriadau cyfathrebu 15. Cefnogi syniadau drwy gyfiawnhad damcaniaethol, ymchwil a chyfeirnodi priodol i lefel dderbyniol

Student will have defined a research problem and demonstrated awareness of the theoretical context as well as knowledge of appropriate literature. Will have explained the choices made in designing their study. The presentation, including citation and referencing, will be clear and free from significant errors.

excellent

  1. Pob agwedd o’r dasg / cwestiwn yn cael ei ateb, heb ddeunydd amherthnasol
  2. Tystiolaeth gref o wybodaeth fanwl a dealltwriaeth drwyadl o'r maes
  3. Annibyniaeth meddwl y myfyriwr ei hun yn gwbl amlwg drwyddo draw
  4. Cynnwys elfennau arwyddocaol o wreiddioldeb wrth ddehongli a dadansoddi, ac yn dangos gallu clir i adnabod, datblygu a chyflwyno cysylltiadau newydd rhwng pynciau
  5. Integreiddiad trylwyr a mewnwelediad llawn deallusrwydd o ddeunydd sydd o amrywiaeth eang a pherthnasol, gan fynd y tu hwnt i’r wybodaeth a gafwyd o’r darlithoedd
  6. Yn cynnwys dadleuon sydd wedi’u cynnal a’u cyflwyno yn rhesymegol gyda phob cam yn dilyn ac yn cael ei gysylltu ‘n glir i’r dasg / cwestiwn a osodwyd
  7. Gwerthusiad beirniadol a rhesymegol o’r deunydd
  8. Gwybodaeth a dealltwriaeth drylwyr o brif ddadleuon a chysyniadau allweddol o fewn gwaith cymdeithasol, yn cynnwys y cyd-destun polisi, deddfwriaethol ac economaidd o weithio yng Nghymru
  9. Integreiddiad clir a chyson o sylfaen werthoedd gwaith cymdeithasol, gwerthoedd gwrth-wahaniaethol a gwrth-ormesol sy'n treiddio drwy’r gwaith
  10. Gallu cyson i gymhwyso syniadau i sefyllfaoedd ymarfer (pan fo’r gofyn)
  11. Yn gwneud cysylltiadau perthnasol â modiwlau eraill o fewn y rhaglen
  12. Wedi ei gynllunio a’i strwythuro’n effeithiol heb wyro oddiar y dasg
  13. Dim gwallau ffeithiol
  14. Cyflwynwyd i safon broffesiynol uchel iawn ac wedi’i gyfleu’n gywir iawn
  15. Cefnogi syniadau drwy gyfiawnhad damcaniaethol, ymchwil a chyfeirnodi priodol

Student will have precisely defined a research problem and demonstrated comprehensive critical awareness of the theoretical context as well as thoroughgoing acquaintance with the appropriate literature. Will have explained and justified the choices made in designing their study. The presentation, including citation and referencing, will be clear and fully accurate.

Learning outcomes

  1. Dangos dealltwriaeth o faterion allweddol a all godi wrth gynnal ymchwil, gan gynnwys materion methodolegol, ymarferol a'r broses/ materion moesegol.

    Demonstrate understanding of key issues that can arise whilst conducting research, including methodological, practical and the ethical process/ issues.

  2. Asesu pwysigrwydd dilysrwydd, dibynadwyedd a gwrthrychedd yn y broses ymchwil.

    Assess the importance of validity, reliability and objectivity in the research process

  3. Ennill lefel uchel o gymhwysedd mewn sgiliau cyflwyno drwy gyflwyno protocol ymchwil i grŵp o gynrychiolwyr o asiantaethau partner a chyd-fyfyrwyr.

    Gain a high level of competence in presentation skills through presenting a research protocol to a group of representatives from partner agencies and fellow students.

  4. Dadansoddi a gwerthuso ymchwil, gan roi ystyriaeth briodol i faterion epistemoleg a phatrymau o ymchwil.

    Analyse and evaluate research, giving due consideration to issues of epistemology and paradigms of research.

  5. Archwilio cysyniadau a gwerthuso materion o rym pan yn cyfrannu i’r broses ymchwil.

    Explore, conceptualise and evaluate issues of power and involvement in the research process.

  6. Dangos dealltwriaeth a gwerthuso egwyddorion sylfaenol cynllunio ymchwil, gan gynnwys sut i lunio cwestiynau gellir ymchwilio iddynt, dewis dulliau priodol a gwerthfawrogi dulliau eraill o ymchwil.

    Demonstrate an understanding of and evaluate the basic principles of research design, including how to formulate researchable questions, select appropriate methods and appreciate alternative approaches to research.

  7. Arddangos gallu i ymchwilio trwy edrych ar gysylltiadau rhwng theori ac ymchwil mewn cyd-destun.

    Demonstrate competence to contextualise research by looking at links between theory and research.

Assessment Methods

Type Name Description Weight
1,500 o eiriau 40
Ymchwil 2,500 o eiriau 60

Teaching and Learning Strategy

Hours
Private study

Tua 76 awr o astudio preifat - yn cynnwys darllen ar gyfer seminarau/gweithdai, cynllunio ar gyfer asesiadau.

76
Lecture

Dysgu drwy gyfuniad o ddarlithoedd, gweithdau, seminarau a siaradwyr gwadd.

24

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Numeracy - Proficiency in using numbers at appropriate levels of accuracy
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Mentoring - Able to support, help, guide, inspire and/or coach others
  • Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
  • Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
  • Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

Resources

Reading list

Deunydd darllen allweddol yn cael ei drafod yn y sesiynau dysgu

Aveyard, H. (2008) Doing a literature review in health and social care. London, Open University Press. Becker, S. Bryman, A. and Ferguson, H. (2012). Understanding research for social policy and social work. Bristol, Policy Press. Beresford, P. (2003) User involvement in health research: Exploring the challenges, Nursing Times Research, 8(1):36-46. Bradley, E.H.; Curry, L.A. and Devers, K.J. (2007) Qualitative data analysis for health services research: developing taxonomy, themes, and theory. Health Services Research, 42, 1758-1772. Carey, M (2009) The Social Work Dissertation, Using Small-Scale Qualitative Methodology. London, Open University Press. De Vaus, D.A. (2001). Surveys in Social Research. London, Sage. David, S. and Sutton, C (2011) Social Research – An Introduction. 2nd Edition. London, Sage. Dickinson, H. (2008) Evaluating outcomes in health and social care. Bristol, Policy Press. Dillman, D.A. (2007) Mail and internet surveys: the tailored design method (2nd ed.). New Jersey, John Wiley and Sons. Flanagan, S. and Hancock, B. (2010) Reaching the hard to reach - lessons learned from the VCS (voluntary and community Sector). A qualitative study. BMC Health Services Research 2010, 10:92 doi:10.1186/1472-6963-10-92. Franzosi, R. (Ed.) (2008) Content analysis. London, Sage. Gilbert, N. (2008) Researching Social Life (3rd ed.) London, Sage. Kiteley, R. and Stogdon, C. (2014) Literature Reviews in Social Work. London, Sage. Kvale, S. (2008) Doing Interviews. London, Sage Publications. Hart, C. (2006) Doing a Literature Search. London, Sage. Humphries, B. (2008) Social Work Research for Social Justice. Basingstoke, Macmillan. Holloway, I. and Freshwater, D. (2007) Vulnerable storytelling: narrative research in nursing. Journal of Research in Nursing, 12, 703-711. Krueger, R.A. and Casey, M.A. (2007) Focus Groups: A practical guide for applied research. Fourth Edition. London, Sage. McLaughlin, H. (2012) Understanding Social Work Research. Second Edition. London, Sage. Nutley, S.M., Walter, I. and Davies, HTO (2007) Using Evidence – How Research Can Inform Public Services. Bristol, Policy Press. Oppenheim, A.N. (2000). Questionnaire design, interviewing and attitude measurement. Continuum International Publishing Group. Patton, M.Q. (2002) Qualitative evaluation and research methods. (3rd Edition). Newbury Park, CA, Sage. Patton. M.Q. (2008) Utilization-focused evaluation. The new century text (4th ed.). London, Sage. Rapport, F.L., Jerzembek, G.S., Doel, M.A., Jones, A., Cella, M. and Lloyd, K.R. (2010) Narrating uncertainties about treatment of mental health conditions. Social Psychiatry and Psychiatric Epidemiology, 45, 371–379. Richards, L. (2005) Handling Qualitative Data: A Practical Guide. London, Sage. Rolfe, G. (2006) Validity, trustworthiness and rigour: Quality of the idea of qualitative research. Journal of Advanced Nursing, 53, 304-310. Rycroft-Malone, J. and Bucknall, T. (Eds.) (2010) Models and Frameworks for Implementing Evidence-Based Practice: Linking Evidence to Action. Wiley. Scott, I. and Mazhindu, D. (2005) Statistics for health care professionals. London, Sage. Shaw, I., Briar Lawson, Orme, J. and Ruckdeschel Eds. (2010) The Sage Handbook of Social Work Research. London, Sage. Sterier, R. (2007) Anti-Oppressive Research in Social work: A Preliminary Definition, British Journal of Social Work 37 857-871. Stewart, D.W., Shamdasani, P.N. and Rook, D.W. (2006) Focus Groups: Theory and Practice. Second Edition. Applied Social Research Methods Series, London, Sage. Watts, J. H. (2008) Emotion, empathy and exit: reflections on doing ethnographic qualitative research on sensitive topics. Medical Sociology Online, 3, 3–14. Wengraff, T. (2009) BNIM. Biographic-Narrative Interpretive Method. Short guide bound with the detailed manual. Version 9.09c, pp. 693. Wiles, R. (2013) What are Qualitative Research Ethics, London, Bloomsbury Academic. Yin, K.R. (2009) Case study research: design and methods (4th ed.) Thousand Oaks, California, Sage.

Journals • British Journal of Social Work • International Journal of Social Research • Journal of Evidence Based Social Work • Journal of Mixed Methods Research • Journal of Social Research and Policy • Qualitative Research • Qualitative Social Work: Research and Practice • Research on Social Work Practice • Social Research: An International Quarterly

Websites/resources www.ccinform.co.uk www.plantyngnghymru.org.uk www.scie-socialcareonline.org.uk (Social Care Online –Previously ELSC) www.rip.org.uk/evidencebank (Research in Practice -Evidence Bank (research reviews –every child matters) www.ripfa.org.uk (Research in Practice for Adults) www.intute.ac.uk www.practicebasedevidence.com (mental health) www.evidencenetwork.org (ESRC's UK Centre for Evidence Based Policy and www.infed.org www.basw.co.uk www.oup.co. uk/social (abstracts form British Journal of Social Work) www.ccw.org.uk (Care Council Cymru) www.jrf.org.uk (Joseph Rowntree Foundation) www.ssrg.org.uk (Social Services Research Group) www.the-sra.org.uk (The Social Research Association) www.invo.org.uk (Involve)