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NMHS43750

Academic Year 2026/2027

Adv ResMethods HC Professional (NMHS43750)

Subject:
Nursing,Midwifery & Health Sys
College:
Health & Agricultural Sciences
School:
Nursing,Midwifery & Health Sys
Level:
4 (Masters)
Credits:
10
Module Coordinator:
Assoc Professor Aoife De Brún
Trimester:
Spring
Mode of Delivery:
Online
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

The module aims to provide students with the knowledge and skills to promote a climate of enquiry and critical thinking which emphasises the importance of best evidence in the students’ area of practice to cultivate proficiency in relation to research appraisal and synthesis. In this module students are given the opportunity to consolidate their previous knowledge and appreciation of research and enquiry and apply their knowledge to addressing a targeted research question.
The module will include advanced information on research appraisal and synthesis, the role of theory and knowledge (epistemology) in research and enquiry, research design and methodological approaches, processes involved in research protocol development, data collection and interpretation, and ethical principles in healthcare research.

About this Module

Learning Outcomes:

On completion of this module the student will have the skills and knowledge to:

1. Distinguish the philosophical underpinnings and theoretical frameworks/perspectives of healthcare enquiry and analyse how these influence the subsequent conduct of research and enquiry

2. Critically review, analyse and synthesise pertinent literature, including interpretation of findings

3. Formulate appropriate research/review questions or hypotheses relating to a defined healthcare problem

4. Explore a variety of enquiry methodologies, data analytical processes and procedures so as to address identified research question(s)

5. Justify the choice of a research design that address the identified research question(s)

6. Become familiar with the relevant institutional ethics committee guidelines and outline the ethical principles that will underlie the proposed research study

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Competent

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Proficient

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Advanced Beginner

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Competent

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Competent

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Advanced Beginner

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Novice

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Advanced Beginner

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Competent

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Not addressed

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Advanced Beginner

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


 

Student Effort Hours:
Student Effort Type Hours
Small Group

15
Specified Learning Activities

75
Autonomous Student Learning

90
Online Learning

20
Total

200

Approaches to Teaching and Learning:
Online learning format supported by live classrooms and online group activities to support learning.
You must not use GenAI in the assignments as part of this module.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Assignment(Including Essay): Students will develop a research protocol on a topic of relevance to their own practice, with a discussion/reflection piece Week 12 Alternative non-linear conversion grade scale 50% Yes
55
 Yes
Assignment(Including Essay): Students will be given a choice of 2 research papers and will be asked to critically appraise one of the papers using an appropriate appraisal tool Week 14 Alternative non-linear conversion grade scale 50% Yes
40
 Yes
Participation in Learning Activities: Continuous Assessment: Students will peer review and provide constructive feedback on four (4) other anonymous student’s draft research protocols using guided templates Week 7, Week 8, Week 9 Alternative non-linear conversion grade scale 50% No
5
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


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
• Group/class feedback, post-assessment
• Peer review activities

How will my Feedback be Delivered?

This module aims to integrate feedback strategies and opportunities for feedback through. Three main mechanisms will be used: 1) Regular tutorials/workshops, which will involve group discussions. 2) Peer review activities as part of assignment. During the trimester, students will submit a draft of a portion of their assignment. After-which, peer feedback strategies will be used for students to support each other's project development, and also develop their critical analysis skills. Students will then have opportunities to revise their assignment based on feedback, prior to submission for grading. 3) Post-assessment, class feedback will be provided within approximately 20 working days of submission. Individualised feedback will be provided for assessments when final grades are released.

Name Role
Dr Sonam Banka-Cullen Lecturer / Co-Lecturer
Dr Andrew Darley Lecturer / Co-Lecturer
Assoc Professor Aoife De Brún Lecturer / Co-Lecturer
Dr Brynne Gilmore Lecturer / Co-Lecturer
Dr Sahar Hammoud Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Lecture Offering 1 Week(s) - 23, 25, 29 Mon 14:00 - 16:50
Spring Lecture Offering 1 Week(s) - 20 Mon 15:00 - 16:50
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