Independent Guided Study

Transcription

1 MODULE DESCRIPTOR TITLE Research in Radiography SI MODULE CODE L CREDITS 40 LEVEL 6 JACS CODE B821 SUBJECT GROUP Diagnostic Imaging DEPARTMET Allied Health Professions MODULE LEADER Chris Wright MODULE STUD HOURS (based on 10 hours per credit)* Scheduled Learning and Teaching Activities Placement (if applicable) Independent Guided Study MODULE AIM Total umber of Study Hours The aim of this module is to enable you to build on previous learning and to apply knowledge and skills in utilising, generating and evaluating evidence in your chosen study. MODULE LEARIG OUTCOMES 1. Identify and justify an appropriate area of study by critically appraising a range of literature. 2. Evaluate research designs and/or models for evaluating practice recognising ethical issues in your area of study. 3. Conduct an appropriate analysis and draw reasoned conclusions to make recommendations for practice. 4. Communicate and disseminate your findings within accepted professional and academic conventions. IDICATIVE COTET This module will build on previous research skills gained at levels 4 and 5 and provide you with the foundations for generating and evaluating evidence in order to gain a deeper understanding of evidence based practice. ou will cover the following topics evidence-based practice application of the research process ethical approval of research searching, reviewing and using literature correct use of referencing and citation methods research design and methodology analysis and interpretation of data

2 writing research reports implementation and dissemination of research LEARIG, TEACHIG AD ASSESSMET - STRATEG AD METHODS The approach to learning, teaching and assessment throughout this module is designed to promote active and independent learning. In this module, a high degree of autonomy will be expected. Individual supervision and group learning are features of the support available. Learning will be facilitated via 'Blackboard' or one of a range of dedicated software packages. Independent, student-directed learning consists of assessment activity and work undertaken to consolidate your learning. Support will be organised with your research supervisor. The Blackboard virtual learning environment (VLE) is an integral part of the learning, teaching and assessment. It will be available to support and enhance face to face and independent learning and your work experience. ASSESSMET STRATEG 1 ou will be expected to manage your individual project and submit it as a written assignment. ou must choose one of the following: a) a literature review b) a primary investigation (this option can only be undertaken if a proposal has been submitted and approved via appropriate ethical governance processes) c) a service evaluation ou will be guided to the most appropriate topic and assessment mode by your research supervisor. 2 ou will be expected to disseminate the findings of your research project in a conference presentation. ASSESSMET TASK IFORMATIO o.* Short Description of SI Code EX/CW/PR Weighting % Word Count or Exam Duration** 1 Written assignment CW 70% Presentation CW 30% /A In-module retrieval available LEARIG RESOURCES FOR THIS MODULE (ICLUDIG READIG LISTS)

3 RAMLAUL, A (2010) Medical imaging and radiotherapy research: skills and strategies, Edinburgh : Churchill Livingstone TRAC Ross (2012) A survival guide for health research methods. Milton Keynes : Open University Press AVEARD, Helen, Doing a literature review in health and social care: a practical guide. GREEHALGH, Trisha, How to read a paper: the basics of evidence-based medicine. BOWLIG, Ann, Research methods in health: investigating health and health services. CROMBIE, I K., The Pocket guide to critical appraisal: a handbook for health care professionals. CROOKES, Patrick and DAVIES, Sue, Research into practice: essential skills for reading and applying research in nursing and health care. DAWES, Martin, Evidence-based practice: a primer for health care professionals. LOG, Tony and JOHSO, Martin, Research ethics in the real world: issues and solutions for health and social care. MOULE, Pam and HEK, Gill, Making sense of research: an introduction for health and social care practitioners. PLICHTA, Stacey Beth and GARZO, Laurel S., Statistics for nursing and allied health. TRIDER, Liz and REOLDS, Shirley, Evidence-based practice: a critical appraisal, Oxford: Blackwell Science.

4 SECTIO 2 MODULE IFORMATIO FOR STAFF OL MODULE DELIVER AD ASSESSMET MAAGEMET IFORMATIO MODULE STATUS - IDICATE IF A CHAGES BEIG MADE EW MODULE EXISTIG MODULE - O CHAGE Title Change Level Change Credit Change Assessment Pattern Change Change to Delivery Pattern Date the changes (or new module) will be implemented 09/2014 MODULE DELIVER PATTER - Give details of the start and end dates for each module. If the course has more than one intake, for example, September and January, please give details of the module start and end dates for each intake. Module Begins Module Ends Course Intake 1 22/09/ /06/2015 Course Intake 2 DD/MM/ DD/MM/ Course Intake 3 DD/MM/ DD/MM/ Is timetabled contact time required for this module? Are any staff teaching on this module non-shu employees? If yes, please give details of the employer institution(s) below What proportion of the module is taught by these non-shu staff, expressed as a percentage? MODULE ASSESSMET IFORMATIO Indicate how the module will be marked *Overall PERCETAGE Mark of 40% *Overall PASS / FAIL Grade *Choose one only module cannot include both percentage mark and pass/fail graded tasks SUB-TASKS Will any sub-tasks (activities) be used as part of the assessment strategy for this module? If sub-tasks / activities are to be used this must be approved within the Faculty prior to approval. Subtask / activity marks will be recorded locally and extenuating circumstances, extensions, referrals and deferrals will not apply to sub-tasks / activities. FIAL TASK According to the Assessment Information shown in the Module Descriptor, which task will be the LAST TASK to be taken or handed-in? (Give task number as shown in the Assessment Information Grid in Section 1 of the Descriptor) O-STADARD ASSESSMET PATTERS MARK 'X' I BOX IF MODULE ASSESSMET PATTER IS O STADARD, eg MODEL B, ALL TASKS MUST BE PASSED AT 40%. o. 2 x B: on-standard assessment patterns are subject to faculty agreement and approval by Registry Services - see guidance. notes. CHECKED Date Reason May 2014 Checked Against SI

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