Rhedir gan School of Medical and Health Sciences

60.000 Credyd neu 30.000 Credyd ECTS

Semester 1 a 2

Trefnydd: Dr Elizabeth Mason

This module provides students with the opportunity to complete a research project related to their field of practice using an identified research question. The module will enable students to develop the ability and knowledge to become accountable and reflective practitioners who are able to critically appraise and apply appropriate research/evidence to clinical decision-making. Students will gain a critical understanding of quantitative and qualitative research methodologies, methods, and the research process used for scientific inquiry and develop the skills to produce a research dissertation using the systematic review or scoping review methodology. The module will guide students in being able to design a research question, search for evidence and critically evaluate the extant knowledge using the knowledge of research methodologies and methods gained during the taught sessions.

Content will include: The scientific method an overview of quantitative and qualitative approaches. Secondary data analysis techniques. Systematic review techniques Writing research proposals Quantitative and qualitative research approaches and their methods. Reflexivity and the role of the researcher in qualitative research Sources of knowledge and the hierarchy of evidence Art and science of nursing / Benner’s ways of knowing Identifying research questions PICO/PEO/SPIDER Literature data bases and systematic search strategies Developing critical appraisal skills – using critical appraisal tools Research vs. audit and service evaluation Research process Methodology design – epistemology, ontology and philosophical principles of quantitative and qualitative methodologies to gain new knowledge Data collection methods for qualitative and quantitative research Sample selection and participants Rigour, validity and reliability Data analysis for quantitative and qualitative methods, Research ethics and governance Implementation research
Barriers and enablers to implementing evidence based practice in the NHS Decision making, accountability Clinical judgements, intuition and technical rationality.

ardderchog

A- to A* Grade 70% plus : To achieve an ‘excellent pass’ students will be required to demonstrate comprehensive knowledge and critical evaluation of the underlying principles of reflective practice, research methodologies and methods used to develop evidence to support practice.

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B- to B+ Grade: 60 to 69%: to achieve an 'good pass' students will be required to demonstrate detailed knowledge and critical evaluation of the underlying principles of reflective practice, research methodologies and methods used to develop evidence to support practice.

trothwy

C- to C+ Grade 50 - 59%: students will be required to demonstrate some knowledge and critical evaluation of the underlying principles of reflective practice, research methodologies and methods used to develop evidence to support practice.

1. Use scholarly enquiry and critical evaluation to plan, develop and conduct a robust research project that justifies the research methodology, design and techniques utilised.

2. Critically appraise the hierarchy of knowledge used to support the art and science of nursing by being able to critically evaluate research methodologies, research methods and how these support developing new knowledge to support evidence based person-centred care in the student's field of practice.

3. Develop the critical thinking and practical skills to be able to conduct a systematic search of the literature and critically evaluate of evidence and its application to practice.

4. Critically evaluate the inter-personal, clinical reasoning and decision making skills necessary for implementing evidence-based, person-centred care within the multi-disciplinary team.

5. Critique, synthesise and apply relevant research evidence to the implementation of patient care through a clearly defined research question.

6. Critique, synthesise and apply relevant research evidence to the implementation of patient care through a clearly identified research question.

Math	Enw	Disgrifiad	Pwysau
	Research dissertation project		80.00
	Dissertation topic presentation		20.00

		Oriau
Lecture	Lead Lectures = 20 x 2 hour taught sessions = 40 hours Semester 1 and 2	40
	Directed study to complete formative workbook = 40 hours semester 1 and 2	40
Practical classes and workshops	Assessment workshops and supervision sessions 25 hours	20
Private study	Self study for reading and summative assessment completion	500

• Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
• Defnyddio cyfrifiaduron - Medrusrwydd wrth ddefnyddio ystod o feddalwedd cyfrifiadurol
• Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
• Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
• Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
• Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
• Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
• Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
• Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach
• Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.

1. Students are supported in developing and asking answerable questions from practice and use reflective practice to facilitate learning.
2. Students are supported in developing the skills to find and retrieve the best available evidence to support practice.
3. Students are supported in developing the skills for appraising evidence for validity and applicability to practice.
4. Applying the results of appraisal to clinical practice.
5. Evaluate the effect of applying the evidence to practice.

Goblygiadau o ran adnoddau ar gyfer myfyrwyr

Access to IT / Blackboard for discussion board, MCQ and module resources. Access to on-line library catalogues. Purchase of text books, pens and paper. Photocopying and printing Subscription to internet provider to access BU on-line catalogues and Blackboard from home residence.

Rhestrau Darllen Bangor (Talis)

http://readinglists.bangor.ac.uk/modules/nhs-4510.html

Rhestr ddarllen

Aveyard, H. (2019). Doing a Literature Review in Health and Social Care: A Practice Guide 4th Edn: London. Open University.

Aveyard, H. & Sharp, P. (2017). A Beginner’s Guide to Evidence-Based Practice in Health and Social Care, 3rd Edition. London: Open University Press.

Aveyard, H. & Sharp, P. & Wooliams, M. (2015). A Beginner's Guide To Critical Thinking And Writing In Health And Social Care. London: Open University Press.

Beauchamp, T.L. & Childress, J.F. (2010). Principles of Biomedical Ethics 6th Edn. Oxford: Oxford University Press.

Bowling, A. (2002). Research Methods in Health and Social Care: Investigating Health and Health Services. Open University Press: Buckingham.

Bowling, A. (2009). Research Methods in Health. 3nd Edition. Buckingham: Open University Press.

Gerrish, K. & Lathlean, J. (2015). The Research Process in Nursing, 7th Edition. London. Wiley-Blackwell.

Denzin, N. K., & Lincoln, Y.S. (2005). The Sage Handbook of Qualitative Research 3rd edn. London: Sage.

Ellis, P. (2010). Evidence-based Practice in Nursing. Exeter: Learning matters. Gough, D. Oliver, S. Thomas, J. (2012). An Introduction to Systematic Reviews. London. Thousand Oaks.

Hammersley, M. & Attkinson, P. (2007). Ethnography: Principles and Practice. Oxford. Routledge.

Hammersley, M. (2008). Questioning Qualitative Inquiry: Critical Essays. London: Sage.

Parahoo, K. (2014). Nursing Research, Principles, Processes and Issues. Basingstoke: Palgrave Macmillan.

Rolfe, G. Jasper M., & Freshwater, D. (2011). Critical Reflection in Practice: Generating Knowledge for Care 2nd Edn. Basingstoke: Palgrave Macmillan.

Silverman, D. (2017). Doing Qualitative Research. London: Sage.

Silverman, D. (2016). Qualitative Research. London: Sage.

Tashakkori, A. & Teddlie, C. (2010) Handbook of Mixed Methods in Social and Behaviour Research. Sage Publications, London.

Teddlie, C. & Tashakkori, A. (2009) Foundations of Mixed Methods Research, Sage Publications, London.

Recommended Reading

Mallion, J. & Brooke, J. (2016). Community- and hospital-based nurses' implementation of evidence-based practice: are there any differences? British Journal of Community Nursing, 21 (3), 148-153. http://web.b.ebscohost.com.ezproxy.bangor.ac.uk/ehost/pdfviewer/pdfviewer?sid=412311bd-0e1d-4f10-a220-80091e5d60a2%40sessionmgr104&vid=2&hid=115

Rycroft-Malone, J. & Bucknall, T. (Eds). (2010). Models and Frameworks for Implementing Evidence-Based Practice. Chichester, Wiley-Blackwell.

Denzin, N.K. (2009). The elephant in the living room: or extending the conversation about the politics of evidence. Qualitative Research. 9(2),139-160. http://journals.sagepub.com/doi/pdf/10.1177/1468794108098034

Web Sites:

Critical Appraisal Skills Programme (CASP) http://www.casp-uk.net/

Clinical Research Centre http://www.wales.nhs.uk/sites3/home.cfm?orgid=580

e-Library for Health http://www.wales.nhs.uk/sitesplus/878/home

National Institute for Health and Clinical Excellence http://www.nice.org.uk/