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Session: 2022/23
Last modified: 20/01/2023 09:52:56
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Title of Module: PS: Evidence-Led Enquiry |
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Code: PARA09002 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 40 |
ECTS: 20
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Audrey
Cund |
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| Summary of Module |
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This module asks the student to identify, explore and outline an aspect of contemporary practice that requires further investigation. This may be developed from an area of personal interest or a problem defined in clinical practice. The student will then undertake independent study in which they investigate and critique the literature on the chosen subject leading to proposed changes in this field of practice.
Students have the opportunity to be innovative with the chosen area and subsequent change to practice. The theorectical underpinning for this module will enable the students to develop their skills of critical appraisal and explore the main theoretical, research and improvement methodologies used in health and care. Students will be guided on how to write up their independent study and will work either in small groups or individually with an academic supervisor.
- This module enables students to develop and advance the skills for independent enquiry, critique, appraisal and the ability to synthesise complex information.
- The student will advance their skills of reflection and critically review how evidence links to practice. These skills allow the student to answer the "how, what and why" questions that paramedics ask throughout their careers. These skills also encourage the student to examine practice and develop skills in appreciative enquiry and quality enhancement
- The syllabus includes but is not limited to: How to find, search and appraise different types of evidence, how to design a project, how to critically appraise evidence, research and improvement methods, handling data and complex Information, academic writing and supervision.
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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.
Identify, conceptualise and define a contemporary health topic that requires further investigation.
L2.
Evaluate and synthesise the research literature, theories and principles on a chosen topic from the student's discipline
L3.
Critically appraise the research or quality improvement methods proposed to investigate this healthcare topic.
L4.
Critically reflect on the additional factors that can influence the success of a project.
L5.
Design a project proposal from the synthesis of acquired knowledge from the student's chosen health topic and show its benefits to care delivery and the profession. |
| 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.
Critically understanding of research and quality improvement methodologies to conceptualise a contemporary topic in in paramedic Science.
Critically understanding of the main theoretical approaches used in research and quality improvement and research paradigms. Critically understanding of the moral, ethical and professional considerations associated with research and improvement methods.
Being critically aware of factors that can impact on the success of a research or improvement project; e.g. leadership, buy-in, organisational culture and dynamics.
Developing an in-depth knowledge and understanding of the local, national and global political agenda within Paramedic Science which impacts on contemporary healthcare.
Developing an in-depth understanding of the research process and or improvement process.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Utilising literature search strategies and appraisal skills to critically evaluate the evidence base of the chosen topic, including the implications of the findings for practice. Synthesising complex information and communicate this in academic terms.
Designing a independent study which addresses a recognised need for change or improvement.
Applying knowledge from a variety of sources to explore the challenges and complexities linked to the chosen research or improvement project.
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| Generic Cognitive skills |
SCQF Level 9.
Analysing and synthesising complex concepts
Making decisions and problem solving
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Demonstrating safe and effective professional communication within an inter-professional/multidisciplinary team. Using ICT and digital information technologies to source, extract, describe and analyse health data in multiple contexts. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Demonstrating a critical awareness of personal attitudes, values and beliefs whilst respecting those of others.
Practicing responsibly within the professional, legal and ethical frameworks which underpin paramedic practice in relation to working with diverse populations and/or groups.
Working independently to meet learning outcomes
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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 methods will be used to facilitate achievement of the learning outcomes. Students are encouraged to work independently under the guidance of an academic supervisor to explore key concepts and examine the literature in relation to an aspect of paramedic science or health of their choosing. Learning is enhanced through the use one to one tutorial sessions, peer evaluation and formative exercises to provide feedback and feed-forward. Structured e-learning activities will enable students to develop their critical understanding. |
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 | 24 |
| Tutorial/Synchronous Support Activity | 24 |
| Laboratory/Practical Demonstration/Workshop | 12 |
| Asynchronous Class Activity | 60 |
| Independent Study | 280 |
| 400
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:
Aveyard, H. (2018) Doing a literature review in health and social care, 4th edition, Open University Press.
BMJ(2019)Resources on How to read a paper online https://www.bmj.com/about-bmj/resources-readers/publications/how-read-paper
Griffiths, P.; Mooney, GP. (2011) The paramedic's guide to research: An Introduction. Milton Keynes, Open University Press.
LoBiondo-Wood, G., Haber, J., and Titler, M. G (2019) Evidence-Based Practice for Nursing and Healthcare Quality Improvement, Elsevier
Linsley, P., Kane, R. and Barker, J. H. (2019) Evidence Based Practice for Nurses and Healthcare Professionals, Sage
Willis, S and Dalrymple, R. (2019)Fundamentals of Paramedic Practice: A Systems Approach, 2nd Edition, Wiley-Blackwell
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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
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Attendance at synchronous sessions (lectures, workshops and tutorials), completion of asynchronous activities, and submission of assessments to meet the learning outcomes of the module. |
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Supplemental Information
| Programme Board | Biological Sciences and Health |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Health L7-11 |
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| Moderator | Betty Scholes |
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| External Examiner | M Willis |
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| Accreditation Details | HCPC |
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| Version Number | 1.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Students are required to submit a 4,000 word independent study based on a contemporary topic specific to their discipline. The student is encouraged to explore contemporary areas that align with national health and care priorities |
(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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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.
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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