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Session: 2022/23
Last modified: 12/08/2022 10:48:00
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Title of Module: Research in Dental Practice |
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Code: VHNM09001 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Kate
Wilson |
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| Summary of Module |
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The dental regulatory professional body, the General Dental Council (GDC) is responsible for maintaining standards for dental professionals. As a GDC registrant, individuals must be fit to practice and will be accountable for their actions. The Council aims to protect patients and promote confidence within the dental team; it also has a strong focus on promoting evidence-based practice and raising professional standards for the purpose of safe patient care.
This module aims to develop students understanding of the research process and help them acquire the knowledge and skills necessary for appraising research in their own field. Through investigative research and application of analytical skills, learners will source and critically evaluate published evidence. It aims to encourage students to make use of the best evidence and research available to guide their practice and improve care.
The learning and teaching strategies on this module contribute to the development of UWS graduate attributes as outlined in “I am UWS” see link:
https://www.uws.ac.uk/current-students/your-graduate-attributes/
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
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.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
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.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Utilise literature search strategies and application of contemporary evidence to practice.
L2.
Critically appraise evidence relevant to safe practice and health improvement.
L3.
Apply knowledge of research methods and designs which underpin are area of practice improvement in dental practice. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
Demonstrate a critical understanding of the research process.
Understand the processes involved in undertaking a literature search.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Use critical appraisal skills to evaluate research and its potential contribution to practice. |
| Generic Cognitive skills |
SCQF Level 9.
Employ critical analysis skills to appraise studies and the issues involved in applying the findings to clinical practice. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Interpret and evaluate numerical and graphical data when appraising research literature.
Make effective use of information technology and other sources to retrieve information. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Plan, carryout and review an audit activity.
Identify and address research learning needs for future professional practice.
Recognise ethical and professional issues arising from the conduct of research.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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A variety of learning and teaching strategies will be utilised including lectures, workshops, tutorials, enquiry based learning and group activities. Support and guidance will be available from the module team. Additional support for teaching and learning can be individualised for those students with enabling support needs. The learning and teaching strategies on this module contribute to the development of UWS graduate attributes as outlined in “I am UWS” see link:
https://www.uws.ac.uk/current-students/your-graduate-attributes/
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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 Delivery | 16 |
| Tutorial/Synchronous Support Activity | 17 |
| Asynchronous Class Activity | 1 |
| Independent Study | 164 |
| Personal Development Plan | 2 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Cottrell, S. (2019) The Study Skills Handbook. 5th ed. London@ MacMillan International
Dawson, D. (2019) Introduction to Research Methods 5th Edition: A Practical Guide for Anyone Undertaking a Research Project. London: Robinson
Greenhalgh, T. (2010) How to read a paper. 4th ed. West Sussex: Wiley-Blackwell
Griffins, F. (2009) Research Methods for Healthcare Practice. London: Sage Publications
Hewitt-Taylor, J. (2011) Using Research in Practice. London: Palgrave MacMillan
Parahoo,K (2014) Nursing Research: Principles, Process and Issues. 3rd ed. London: Palgrave MacMillan
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(**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)
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| Engagement Requirements |
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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 |
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Supplemental Information
| Programme Board | Midwifery & Specialist Nursing |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Midwifery & Specialist Nursing DAB |
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| Moderator | Jennifer Lowe |
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| External Examiner | V Hewson |
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| Accreditation Details | |
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| Version Number | 1.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| 3000 word assignment |
(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.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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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.
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| Equality and Diversity |
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Please see NCL's equality and diversity policy:
http://www.nclanarkshire.ac.uk/us/media-centre/downloads/equality-diversity-downloads
UWS Equality and Diversity Policy
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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