Diploma Dissertation Option
Run by School of Health Sciences
40 Credits or 20 ECTS Credits
Semester 1 & 2
Organiser: Dr Sian Davies
Overall aims and purpose
The rationale for the module is to create an opportunity for students to:
Draw on previous learning and expand a previous summative assignments without attending taught sessions, and/or Gain credits that cannot be gained from completing available modules.
The opportunity to build upon previous learning is perceived desirable because often some excellent work is produced and some innovative ideas proposed in module assessments that cannot be expanded upon within the ascribed word limitation or assessment criterion. Given the importance to health care development of some of the proposals it would seem reasonable for students to further develop their previous work and receive accreditation accordingly. It is recommended that the previous dissertation recommendations be adopted to create the opportunity to access up to two HE2 dissertation option modules to a maximum of 60 credits.
Rather than attend taught sessions the work is to be completed mainly by self-directed learning. Only one study day is proposed with the purpose of exploring the module requirements and to establish the learning and supervision deemed necessary to successfully complete. Following which, academic supervision is intended to guide the learning opportunity for the dissertation proposed. As a result many more health care workers will have the opportunity to acquire academic credits without release from the clinical area.
- Retrieve information/data,
- Select, and
- Interpret relevant articles/readings/data, and
- Make recommendations or conclusions about the literature review.
- Managing the writing task,
- Revision of the seven point procedure for writing essays,
- Structuring the writing,
- Framework for an argumentative essay, or
- Framework for a comparing and contrasting essay,
- Reviewing own work, and
- Review supervisors¿ feedback.
Basic understanding of the facts and principles specific to the topics covered in this module. Basic understanding of issues relating to chronic disease. Students will be required to achieve a minimum of D- grade in the assignment to in order to pass the theory component of the module.
C- to C+
Good understanding of the facts and principles specific to the topics covered in this module. . Good understanding of issues relating to chronic disease. This equates to a minimum mark of Grade C- in the Grading Criteria.
Very Good understanding of the facts and principles specific to the topics covered in this module. Good understanding of issues relating to chronic disease. This equates to a minimum mark of Grade B-in the Grading Criteria.
An excellent understanding of the facts and principles specific to the topics covered in this module and evidence of additional evidence gained by the student. Very good understanding of issues relating to chronic disease. This equates to a minimum mark of Grade A- in the Grading Criteria
Demonstrate knowledge of access to databases, selection and retrieval of relevant reading,
Demonstrate the ability to present, compare and interpret readings to develop arguments relevant to the stated purpose
Evaluate the arguments to present a summary of strengths and limitations of the evidence or recommendation,
Develop the assignment as integration of literature and/or theory to practice throughout.
Teaching and Learning Strategy
Tutorials 23 hours
Classroom 1x7 hour lecture 7hours
(b) Private Study – reading time, preparing and taking assessments 370 hours
Private study and e learning 370 hours
- Literacy - Proficiency in reading and writing through a variety of media
- 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
Subject specific skills
Personal and people development Transferable skills (IT literacy and literature retrieval) Interpersonal skills (self and time management) Study skills
Resource implications for students
Students will need funding.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/nhs-2018.html
Davies (2011) Study skills for International post graduates, (Palgrave study skills) Palgrave Mc Millan
Cottrell (2013) The study skills handbook, (Palgrave study skills) Palgrave Mc Millan.
Peck & Coyle (2013) The student guide to writing, spelling, punctuation and grammar (Palgrave study skills) Palgrave Mc Millan.
Coughlan M, Cronin P, Ryan F (2007) A step by step guide to critiquing research, Part 2 Qualitative research (2007) British Journal if Nursing. Vol 12 No 12,
Coughlan M, Cronin P, Ryan F (2007) Step-by-step guide to critiquing research. Part 1: quantitative research. British Journal of Nursing, Vol 16, No 16 (11): 658–63