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Session: 2022/23
Last modified: 01/12/2022 16:21:05
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Title of Module: Investigative Enquiry |
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Code: NURS09176 |
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: | Jan
Meechie |
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| Summary of Module |
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This module aims to help students further develop their knowledge of research and its application in developing evidence informed practice. During the module the student will explore and analyse an aspect of practice that has relevance to their role and will critically review and evaluate the literature available on the topic selected. They will provide evidence and recommendations for future practice and developments.
The module encourages the student to develop the skills of independent self-directed learning, under the guidance of an academic supervisor. It will help them to acquire the skills necessary to locate literature related to their topic as well as being able to interpret and evaluate the findings. Students will demonstrate how they can use their findings to inform and enhance their professional practice. This module also prepares students to be work ready, successful practitioners who enhance their practice through innovative and transformational approaches.
This module is suitable for students from any background as it allows the application of theory to practice regardless of geography or practice setting. This enhances the global citizenship of students by providing a critical understanding of their selected issue.
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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.
Critically analyse and evaluate the relevant evidence base on an aspect of management or practice which requires development or improvement
L2.
Demonstrate an analytical approach to practice development and the ability to produce evidence-based recommendations that may be used to enhance care delivery
L3.
Critically analyse the benefits and challenges of translating these recommendations into 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.
Developing a broader and more integrated knowledge of their chosen topic and its relevance to practice and care delivery. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Critically appraising practice, reflecting on the challenges and realities of care provision and improvement. |
| Generic Cognitive skills |
SCQF Level 9.
Analysing and synthesising evidence-based material that can be used to inform practice and make recommendations for implementing change. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Using a range of IT applications and skills to support and enhance study activities.
Retrieving, interpreting and manipulating primary and secondary information from a variety of sources including electronic data.
Interpreting statistical information in research studies to inform the evaluation of research findings. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Working with guidance from their supervisor to progress their study.
Organising and managing time, taking account of own and others’ responsibilities.
Working within ethical and professional boundaries in making recommendations for changes to practice. |
| 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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| During this online module the student will investigate an area of interest within their particular field of practice. The student has access to the electronic library and a wide range of online databases and resources. The student works independently using the VLE, but has the support of their academic supervisor. Academic support can be provided by email, telephone, big blue button, Instant Messaging, or face-to-face. |
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) |
| Asynchronous Class Activity | 66 |
| Tutorial/Synchronous Support Activity | 8 |
| Independent Study | 120 |
| Personal Development Plan | 6 |
| 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:
There is no core text for this module. All are considered recommended reading.
Aveyard, H. (2018) Doing a Literature Review in Health and Social Care. A practical Guide (4th Edition). Berkshire: McGraw-Hill, Open University Press.
Aveyard, H., Sharp, P. and Wooliams, M. (2051) A Beginnner's Guide to Critical Thinking and Writing in Health and Social Care.(2nd Edition) Berkshire: McGraw-Hill.
Newell R., Burnard P.(2010) Research for Evidence Based Practice in Healthcare (Second Edition). Oxford: Wiley - Blackwell.
Oliver, P. (2012) Succeeding with Your Literature Review. A Handbook for Students. Berkshire: McGraw-Hill, Open University 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.
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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 L9-11 |
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| Moderator | Maureen Bell |
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| External Examiner | C Best |
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| Accreditation Details | UWS |
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| Version Number | 2.10 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Formative Assessment
Students will provide their supervisor with ongoing reports of the progress they are making within their area of enquiry. This will be no less than every two weeks. There will be the formal submission of a draft proposal of their final assessment topic.
Written Assignment (maximum 3,500 words) involving an in-depth literature review on an issue related to their practice. This is worth 100% of the module mark. |
(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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The School of Health and Life Sciences believes that education and practitioner diversity are central to achieving quality of care.
Within the module, quality of care, inclusiveness and employability are achieved by:
• Provision of a welcoming and supportive culture that promotes accessibility and equal opportunities to students and prospective students
• Promotion of confidence and knowledge of their rights as a student and employee
• Promotion of respect and knowledge of client diversity, their needs, rights and associated practitioner responsibilities
The above aims, supported by staff belief in fairness and equal opportunities, guide content, teaching and learning, assessment and evaluation.
Disability disclosure is encouraged throughout recruitment, selection and throughout the duration of this module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced.
To enable the module to be responsive to the demand for equality and diversity, procedures and processes have been subject to Equality Impact Screening and where appropriate Equality Impact Assessment. Evaluation by all key stakeholders through the life of the module is also central to meeting commitments.
Online students must be able to access and use appropriate IT equipment, and to gain access to the University Virtual Learning Environment, student email and the internet resources available to all enrolled students.
Further detail is available in the specific section of the Programme Specification.
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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