Page Navigation

Module Descriptors

This page displays the selected Module Descriptor.

Printer friendly version Printer friendly version

Session: 2022/23

Last modified: 12/09/2022 14:16:57

Title of Module: The Honours Dissertation

Code: NURS10024 SCQF Level: 10
(Scottish Credit and Qualifications Framework)
Credit Points: 40 ECTS: 20
(European Credit Transfer Scheme)
School:School of Health and Life Sciences
Module Co-ordinator:Natalie  Dickinson

Summary of Module

In the Honours Dissertation module, students undertake an independent piece of literature research on a topic that interests them and is relevant to their Professional Health Studies/ Integrated Health and Social Care/ Nursing Studies degree. This literature research project provides students with the opportunity to develop and enhance a range of skills such as independent research, critical evaluation and review and the ability to write an extended piece of work. Once completed, the research review adds to the body of knowledge the world has about the topic. The project is carried out with guidance and support from an academic supervisor.

This module is suitable for nursing, health and social care students from anywhere in the world as it allows the application of theory to practice regardless of geography or care setting. This enhances the global citizenship of students by providing a critical understanding of health and social care across the world.  As this module is theoretical in content students and thus a workplace supervisor is not required.

UWS Graduate Attributes clearly align with the three corporate drivers of Student Success, Research and Enterprise, and Global Engagement from the refreshed strategy, which are translated in the graduate attributes model as Universal, Work-ready and Successful (UWS). These overarching statements are then aligned with the three dimensions of Academic, Personal and Professional.

This module supports the following UWS Graduate Attributes:

Universal – Critical Thinker, Ethically-minded and Research-Minded

Work ready – Knowledgeable, Motivated and Potential leader

Successful – Autonomous, Resilient and Driven

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
check markcheck mark

Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

Online with mandatory face-to-face learning on Campus

Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
check mark




check markcheck mark


Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2check markTerm 3


[Top of Page]

Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Identify an area of research relevant to Professional Health Studies/ Integrated Health and Social care and draw up a systematic plan for investigating this area

L2. Critically evaluate and apply appropriate national and international theoretical frameworks and perspectives

L3. Demonstrate capacity for independent initiative and problem solving

L4. Organise and present research findings through a structure of sustained and critical argument in the form of a well-structured final dissertation

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 10.

Developing specialist knowledge and understanding of an area of research.

Practice: Applied Knowledge and Understanding SCQF Level 10.

Applying research skills to execute the aims and objectives of the research.

Generic Cognitive skills SCQF Level 10.

Researching, analysing, evaluating and problem-solving in relation to the chosen research project.

Communication, ICT and Numeracy Skills SCQF Level 10.

Writing skills and ICT and numeracy skills dependant on the topic being researched.

Autonomy, Accountability and Working with others SCQF Level 10.

Working independently on an extended project.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

[Top of Page]

Learning and Teaching
This module is delivered as a blended learning module as well as by full online learning utilising a Virtual Learning Environment (VLE).
Blended learning students will participate in a range of workshop activities supported by the quality assured resources received by online students. Blended learning students have access to direct individual and tutorial support from their academic supervisor and will be directed to wider reading, including access to electronic library and books.
Students who are learning fully online and are supported by the VLE and will receive: Core quality assured module resources; individual and group tutorial support from their Academic Supervisor and directed learning via the VLE system. This will be aided by synchronous online classroom sessions, asynchronous discussion boards; directed wider reading including access to electronic library and e-books.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:
Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery6
Independent Study352
Tutorial/Synchronous Support Activity30
Personal Development Plan12
400 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Bell, J. (2010) Doing your Research Project: A guide to first-time researchers in Education, Health and Social Science (5th edition). Maidenhead: Open University Press.

Coughlan, M. (2013) Doing a Literature Review in Nursing, Health and Social Care. London: Sage.

Greetham, B. (2014) How to write your undergraduate dissertation. Basingstoke: Palgrave MacMillan.

Efron, S.E. & Ravid, R. (2018) Writing the literature Review: A practical Guide. London: The Guilford Press.

In addition to these texts students will be directed to a wide range of international, national and local information to support the module content and learning outcomes.

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:

Attendance at synchronous sessions
(lectures, workshops, academic supervision - completion of asynchronous activities, and submission of assessments to meet the learning outcomes of the module.

[Top of Page]

Supplemental Information

Programme BoardBiological Sciences and Health
Assessment Results (Pass/Fail) No
Subject PanelHealth L7-11
ModeratorDavid Hunter
External ExaminerK Myrissa
Accreditation Details
Version Number


[Top of Page]

Assessment: (also refer to Assessment Outcomes Grids below)
Formative Assessment
This module is formatively assessed by individual discussion with module supervisor. This may be achieved in face to face discussion in the class or by discussion remotely managed via the module VLE.

This module comprises 100% dissertation which meets the learning outcomes. The module assessment is based solely on the submission of a dissertation which will be between 8,000 and 9,000 words in length. The student can select to complete a systematic literature review or a service improvement plan in response to the literature.
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Dissertation/ Project report/ Thesischeck markcheck markcheck markcheck mark1000
Combined Total For All Components100% 0 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

[Top of Page]

  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
In line with current legislation (Equality Act, 2010) and the UWS Equality, Diversity, and Human Rights Code, our modules are accessible and inclusive, with reasonable adjustment for different needs where appropriate. Module materials comply with University guidance on inclusive learning and teaching, and specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. Where modules require practical and/or laboratory based learning or assessment required to meet accrediting body requirements the University will make reasonable adjustment such as adjustable height benches or assistance of a ‘buddy’ or helper.
Please refer to the UWS Equality and Diversity Policy at the following link: UWS Equality and Diversity Policy

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.