NMHS43270 ResMethodsAppliedtoHealthcare

Academic Year 2022/2023

This module is designed to build upon the student’s existing knowledge and skills in relation to the critique and utilisation of research. The module is aimed at advancing the student’s research appreciation and capacity to engage in evidence-based practice. There is a particular emphasis on the process of planning research through the formulation of research questions and the selection of appropriate study designs to address health-related issues. Additionally, it encourages a critical perspective in both the interpretation of evidence for practice by providing students with the skills and tools to appraise research evidence. Ethical considerations and the importance of patient/public involvement in research are discussed with the purpose of providing students with the tools to plan and conduct robust, high-quality research.

The module is delivered online with live teaching sessions taking place throughout the trimester. As this module is delivered online, applicants will require regular access to a computer, preferably with a broadband connection and have basic IT skills (e.g. an ability to browse the internet, use email and word processing applications).

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Curricular information is subject to change

Learning Outcomes:

On completion of the module, the student should be able to:
1. Discuss the relevance and importance of evidence-based practice for effective healthcare delivery
2. Distinguish the philosophical underpinnings and theoretical frameworks/perspectives of healthcare enquiry and analyse how these frameworks influence the subsequent conduct of research and enquiry
3. Formulate appropriate research/review questions relating to a defined healthcare problem using appropriate frameworks
4. Differentiate between various research designs and justify the choice of a research design that addresses identified research question(s)
5. Critically review, analyse and synthesise relevant literature using appropriate appraisal tools
6. Identify the considerations, implications/potential for translation of evidence to practice and apply these to a defined healthcare problem

Indicative Module Content:

Student Effort Hours: 
Student Effort Type Hours
Lectures

20
Specified Learning Activities

75
Autonomous Student Learning

90
Online Learning

15
Total

200
Approaches to Teaching and Learning:
Online learning format supported by live classrooms and online group activities to support learning 
Requirements, Exclusions and Recommendations
Learning Requirements:

Completion of level 8 (UCD 3) research module or equivalent


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Assignment: End of term written assessment: research design protocol poster and critical reflection Coursework (End of Trimester) n/a Graded No

90
Continuous Assessment: Formative assessment peer-to-peer learning: will enable students to provide and receive feedback on developing research proposals to support final assessment Week 8 n/a Graded No

10

Carry forward of passed components
No
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Not yet recorded.

Name Role
Assoc Professor Aoife De Brún Lecturer / Co-Lecturer
Dr Lisa Rogers Lecturer / Co-Lecturer