Evaluate the main research methods and designs relevant to the wider health and social care and public services research contexts

 SCHOOL OF HEALTH AND LIFE SCIENCES

 

 

MODULE HANDBOOK

 

AND ASSESSMENT DATES

 

 

CRITICAL RESEARCH APPRAISAL - NURS09002

SUMMARY OF THE MODULE.

The module aims to develop your understanding of the research process and help you acquire the knowledge and skills necessary for appraising research in within your own field of practice. It also aims to encourage you to make use of the best evidence and research available to guide your practice and/or improve client care.

The module will be delivered on campus and/or by distance learning. During the module the following areas will be covered: research as the evidence base; the research process; searching the literature for research evidence; how to appraise research papers and quantitative and qualitative research designs which will include sampling methods, data collection, data analysis, validity; reliability and ethics.

LEARNING OUTCOMES.

At the end of this module you will be able to:

L1. Evaluate the main research methods and designs relevant to the wider health and social care and public services research contexts

L2. Critically reflect on the use of online database searching strategies and the implications of the quality and quantity of research retrieved on the specific area of enquiry

L3. Critically appraise published research studies with particular reference to their methodological strengths and limitations and their influence on the evidence base

 

SUMMATIVE ASSESSMENTS:

As you will have noticed there are 3 assessments for the module, spread equally throughout the term. You will need to organize your work to ensure that you do not fall behind, leaving only a little time to take part in the online class test or write assessments.

 

The mark for the online test will be available immediately you finish this provided you hit the submit button when you finish the test. You will receive provisional feedback/feedforward and provisional marks for assignment 2 within three weeks as formative guidance to help with future work. Provisional feedback/feedforward and the mark for assessment 3 will be available within three weeks of submission. Final module marks and grades are released after the subject panel via self-service banner. The University posts a notice of when these are available on Moodle. It is your responsibility to check self-service banner for this.

 

In order to pass an assignment you must achieve 40%. However if you score between 30-39% (a fail grade) in one assessment you may be able to pass the module overall by taking advice from your tutor and passing the other two assessments. To pass the entire module you must achieve 40% across the three assessments (although, as per university regulations, any assessment that is awarded less than 30% is an automatic fail and requires to be resubmitted). So if you find that you have failed an assessment, please do not panic. Dependent on your marks for the other 2 assessments you may not have to resubmit any work. Please try to put any thoughts of resubmission to the back of your mind until after the final marks are released at the end of the trimester. Your tutor will only provide guidance for the resubmission of assessments after the subject panel and you should contact your tutor after the release of the final marks to arrange this. Resits normally take place the following trimester.

 

The following pages provide detailed guidance and marking criteria (marking rubric) for the 3 assessments. Please ensure that you read the guidance on assessments and their submission carefully (before attempting them). You should refer to the guidance while working and preparing for the assessments to assist you in completing them effectively. If you are unsure about what the guidance is telling you please contact your tutor whose details are in the front page of the handbook.

 

 

Assessment One:  Online Class Test on Quantitative Research

To enable you to meet learning outcomes 1and 3

 

This multiple choice test will assess your knowledge of Quantitative Research and the broad principles associated with this. The assignment accounts for 30% of the total module mark.

 

The dates of the online class test can be found on the front of the handbook and in your class timetable of learning. If you are unsure about this check with your tutor.

 

Duration of test: 1 hour.

 

Once you begin the test you will have one hour to complete the 20 multiple choice questions randomly allocated to you. You will have one attempt at the question paper and each of the questions therefore we encourage you to read each question carefully before giving an answer.

 

To access the test go the Assessment Guidance and Submission block in Moodle. Here you will see an icon like so: which will allow you to gain access to the test. Click on this to open the test. Once you are ready to begin start the test. Remember you only have one opportunity to answer each question so read them carefully before answering. Once you have completed all the questions you need to make sure you have clicked on the submit button to end the test. Once you have clicked submit you will receive your mark immediately. Please not that if you exceed the time allocated the answers you have completed will be saved. Evaluate the main research methods and designs relevant to the wider health and social care and public services research contexts

We strongly advise you to try the practice test that will be open for you in Moodle before the real test is due for completion. This will ensure you can access it from your place of choice.

 

Assessment Two - Critical Appraisal of Qualitative Research.

Overview

 

To enable you to meet learning outcomes 1 and 3.

 

Submission date: CONSULT YOUR CLASS TIMETABLE

Word length: 2000 words (maximum +10%)

(This assignment accounts for 50% of the total module mark)

 

Do not include an introduction or conclusion to the assignment or any of the four parts. This is not an essay but a critical research appraisal.

Use appropriate references from the texts on the module reading list as well as other research textbooks to support your discussion for all four parts of the assignment.

 

 

 

Part a) of this assessment (25%) should be an objective discussion of the importance of both trustworthiness and rigour and how these apply to qualitative research.  Here you should start by defining each concept before going on to discuss the components of these in relation to the quality of qualitative research. It may be helpful to have one section on each of the concepts. This section should not be related to the research study you have to read.

 

There are then another three parts in the assessment e.g.

b) sampling method,

c) data collection method,

d) data analysis and presentation methods

 

Each section must discuss the strengths and limitations of the methods outlined above, and how these have been utilised in the following study. The discussion should include the potential effect the approaches taken have on the quality (trustworthiness and rigour) of the study below. We strongly advise you to start reviewing this study when you begin reviewing the unit on qualitative research. This will help you look for the correct issues to discuss. The study we are asking you to appraise is:

 

McMahon, K., Stoddart, K. and Harris, F. (2021) Rescripting— A grounded theory study of the contribution that fathers make to Family- Based Treatment when a young person has anorexia nervosa.  Journal of Clinical Nursing. 2021;00:1–14.

 

Direct link: https://onlinelibrary.wiley.com/doi/epdf/10.1111/jocn.16013

 

You will need to use your university login to access this article.

 

Please note that appraisals of other studies will not be marked.

 

Qualitative Research Appraisal: Detailed Guidance for the Whole Assessment

 

 

Do not include an introduction or conclusion to any of these three parts. This is not an essay but a critical research appraisal. You do not need to present general information on qualitative research.

 

Part a) Trustworthiness and Rigour                                                                      25 marks (approx. 500 words)

                                                                           

• Define both the concepts of trustworthiness and rigour and identify and discuss their specific components.
• Why is it important to address issues of rigour and trustworthiness in qualitative research? 

This section requires you to provide a discussion of the concepts of trustworthiness and rigour in relation to the quality of a qualitative research approach and should not relate to the paper to be appraised.

 

Parts b), c) and d) Appraisal of a Qualitative Research Article

 

McMahon, K., Stoddart, K. and Harris, F. (2021) Rescripting— A grounded theory study of the contribution that fathers make to Family- Based Treatment when a young person has anorexia nervosa.  Journal of Clinical Nursing. 2021;00:1–14.

 

Direct link: https://onlinelibrary.wiley.com/doi/epdf/10.1111/jocn.16013

 

You will need to use your university login to access this article.

 

Please note that appraisals of other studies will not be marked.

 

You will need to use your university login to access this article.

 

 You need to pay attention specifically to aspects of the article that relate to the three areas that you are asked to appraise in the guidance below.

 

Please note that appraisals of other studies will not be marked.

 

Do not write up a full research appraisal but focus your discussion on the areas identified in the assignment question (sampling method, data collection method, data analysis and presentation method). You must take a critical approach to your discussion and discuss the strengths and limitations of the research methods used in the three areas of the study to be appraised. Avoid the temptation to simply list answers to the questions we have outlined below. You should also avoid repeating back to the reader what the study did or what the authors have told us. You need to develop a critical discussion to show how the overall trustworthiness and rigour of the study could be affected by the methods used in the study.

 

Critically appraise each of the following three areas in relation to the research study cited above: Use references from the module reading list as well as other current research texts to support the appraisal.

 

Part b) Sample Selection                                                                                       25 marks (approx. 500 words)

 

Consider the following as a guide only:

• Was the method of sampling identified – if not then discuss the impact of this on the study’ findings.
• What method of sampling was chosen (e.g. purposive, convenience, snowball)?
• How was access to the sample negotiated?
• Have the researchers explained exactly how the participants for the sample were recruited and selected?
• Have they explained why the participants they selected were the most appropriate to provide the type of knowledge sought by the study?
• Are there any other issues around recruitment (e.g. why some people chose not to take part)?
• Have the characteristics of the participants in the sample been defined?
• Is the sample size adequate for the particular research methodology being used?
• Was ethical approval sought? Make sure you understand why this is done and report on this.
• Are there sufficient details of how the research was explained to participants for the reader to assess whether ethical standards were maintained? E.g. was there a participant information sheet?
• Was consent gained from the participants?

 

The above list is for guidance only – please do not simply answer each of the questions as not every study will cover all these issues. Remember the points you raise about the sampling approach need to be related back to how they could potentially affect the trustworthiness and rigour (quality) of the study and its results using current books and research articles on qualitative research.

 

Part c) Data Collection                                                                                         25 marks (approx. 500 words)

                                                                                               

Consider the following as a guide:         

• Is it clear how data were collected (e.g. focus group, interview etc.)
• How were data captured (e.g. notes, audiotapes, observations, diary)?
• Have the researchers justified the methods chosen to collect data? Is the approach appropriate?
• Have the methods used for data collection been described in enough detail (e.g. how and where interviews were conducted)? What is the potential influence on participants? E.g. payment, power balances.
• If methods were modified during the study, have the researchers explained how and why?
• If relevant, have the researchers discussed saturation of data (not all qualitative studies need to use this method so be careful here)?
• Is it clear how ethical considerations such as confidentiality and anonymity were addressed?
• Have the researchers discussed the safe storage of data?

 

The above list is for guidance only – please do not simply answer each of the questions as not every study will cover all these issues. Remember the points you raise about the sampling approach need to be related back to how they could potentially affect the trustworthiness and rigour (quality) of the study and its results using current books and research articles on qualitative research.

 

 

Part d) Data Analysis and Presentation of Results                                              25 marks (approx. 500 words)                                                    

 

Please remember there are two parts to this section - you need to discuss both the analysis and presentation of the results.

 

Consider the following as a guide:

• What methods did the researchers use to analyse the data?
• Is it clearly described, step by step and easy to follow? (Who did this and what process did they use)
• If categories/themes were used, is it clear how they were derived from the data collected?
• Did more than one researcher perform the analysis and how did they address differences of interpretation?
• Have excerpts from the data been used to support the discussion? What is best practice in this?
• Is it possible to determine the source of data presented in quotations in the text (e.g. by numbering of extracts)?
• Are sufficient data presented to support the findings? Evaluate the main research methods and designs relevant to the wider health and social care and public services research contexts

 

The above list is for guidance only – please do not simply answer each of the questions as not every study will cover all these issues. Remember the points you raise about the sampling approach need to be related back to how they could potentially affect the trustworthiness and rigour (quality) of the study and its results using current books and research articles on qualitative research.

Assessment Three – Conducting an Online Database Search

 

To enable you to meet learning outcome 2.

 

Submission date: CONSULT YOUR CLASS TIMETABLE

Word length: 800 words (maximum + 10%)

(This assignment accounts for 20% of the total module mark)                 

 

Guidance on the Presentation of Assessment 3.

 

This assessment asks you to conduct an online database search, using two different databases (selected from the list provided later in this guidance) to explore ONE intervention/treatment used in a specific area of practice that interests you. The topic or problem for your search must be related to the effectiveness of the selected intervention/treatment etc. that has an impact on patients, families, society or staff. This can be related to a particular illness or health/social care problem. If you are working in the health or social care any topic/problem specific to your clinical area/specialty would be suitable as long as you are investigating how one intervention/treatment can help with the problem. Ideally you should develop and conduct your search as you work through the module materials on searching and finding evidence.

 

You will find the assessment 3 template to use in the Information and
Guidance on Assessments – All Students section on the module Moodle site. You must use this template to complete assessment 3. So save it to your computer for ease of completion. Please note that assessments not submitted on the full template will not be marked.

 

N.B. each section of the template matches the marking schedule for the assessment and should be given due consideration based on the marks allocated to it. When you have completed the search template, you will submit this document through Turnitin (plagiarism software). Turnitin is accessed via the module Moodle site and guidance on how to submit through Turnitin and use it to improve your writing is provided in the Assessment Submission Portals section in Moodle alongside the submission link marked by the following icon:

 

Again - please be aware that assessments that do not use the template will not be marked. Also remember that this is an academic piece of work and should be referenced and presented in keeping with level 9 writing. This means that each section of the template should be fully supported with current literature from the module reading list or good quality research books or articles on database searching and research practices. Please do not use websites to support your work as these are not robust sources of information.

 

Detailed guidance for assessment three follows.

 

Here you should tell us about the health/social care problem you want to investigate and who the problem affects (this is the population). You should also identify the intervention/treatment you wish to explore and why this of interest to you. Include a referenced discussion of the size of the problem, how this affects those with the problem and how this problem may be helped (the intervention). You should also give us a referenced rationale on why it is important for people working in health and social care to understand this problem and how we may be able to help (this would be an outline of the intervention). You also need to tell us why you personally would like to know more about this problem.

 

Use the PICO criteria to show how you have refined your area of enquiry to formulate your final search question. You should identify both your final search question as well as the key words to be used in the search. This should be in as few words as you can up to a maximum of 40 words. Look at the example on Moodle for an example.

 

You should now have enough information to carry out your online database search using two different professional databases selected from the following:

 

CINAHL	Education Source
HEALTH SOURCE: NURSING ACADEMIC EDITION	MEDLINE
Proquest Nursing Journals	psycARTICLES
SOCIAL SCIENCES CITATION INDEX: SocINDEX	SPORTDiscus
Psychology and Behavioral Sciences Collection

 

Do not use any other databases, Google or Google Scholar. Searches that use the alternative databases will not be marked.

 

Please note that there is a difference between a search engine such as Ebsco Host and an individual database such as Medline. Please consult your tutor if you are unsure of which database to use.

 

You need to think carefully about the databases you are going to use in relation to your problem/area of enquiry as different databases focus on different areas of practice. You need to use evidence from a research book on searching and reviewing the literature to demonstrate the reasons why you believe each database is the most suitable to answer your question.

 

There are two online search sections on the template to complete - one for each database searched. Each search report should be of equivalent depth. Begin by identifying the database to be searched and give a referenced rationale for your choice that relates to your search area. For each database search you need to identify and discuss each step of the search process which must include: what key word(s) did you start with and how many articles were retrieved; how you modified keywords identified at the beginning of the search to refine it: thus reducing the number of primary research articles most relevant to your final question; show how and why other strategies/limiters have been utilised to refine search to ensure you only have relevant articles for your search (this should be well referenced with current literature); throughout the process you need to detail the number of ‘hits’ (articles retrieved) from each search. At the end of this section identify the final number of primary research articles (hits) in each search that are relevant to your topic. We expect you to narrow your search to between no less than 5 and no more than 20 articles. Ensure you search for primary research articles only, not literature reviews, case studies etc. Remember your choices and rationale should be supported by references to the research literature. Evaluate the main research methods and designs relevant to the wider health and social care and public services research contexts

  

You should now move on to the evaluation section of the template and discuss the evidence base found in both searches. Begin by focusing on what you found overall in terms of the methods used in the studies: e.g. did you find a large or small number of primary research articles relevant to your topic/problem (provide numbers for each search). You do not need to identify any other types of articles you found as these are not primary research and are therefore not relevant to this assessment.

 

 

You then must cover the following areas:

• Report the numbers of systematic reviews/quantitative/qualitative/mixed methods studies retrieved from each database.
• Compare the above results from the two databases and provide possible reasons for the differences or similarities.
• In relation to your search question discuss why you think the particular research methods identified may have been used.
• Use current literature to support your discussion.

 

Do not reference the articles found or discuss the content/findings of the individual articles in the search.

 

In this final section you will make some final comments about your search in relation to the quality of the research you retrieved:

 

• Should your own practice own and/or health and social care practices be changed/modified on the basis of the quantity and quality of current evidence?
• Is there a need for further research on this topic/problem?
• Provide recommendations for what further research should be carried out in this area.
• Use the literature to support your discussion.

 

Do not discuss the content/findings of the individual articles in the search. This section is all about the quality and quantity of the research you found.

 

The final section of the template is dedicated to your reference list. This should include all the texts you have used to support your ideas and the choices made during the search process and the following evaluation and recommendations. Accurate referencing is important as it gives evidence of your understanding of the literature and also of wider reading on the subject. You can access the referencing guidance for UWS directly from Moodle using the library tab at the top of your Moodle front page.

 

Below is an example of an assessment within the template that you are required to use.

EXAMPLE FOR REFERENCE ONLY – PLEASE DO NOT USE

 

Critical Research Appraisal: Assessment 3: Literature Search Template

Section 1:  Topic/problem area of enquiry (Approx. 120 words)                                         (10 marks)

Here you should tell us about the health/social care problem you want to investigate. You should include the size of the problem, the population and how this affects those with the problem. You should also tell us why it is important for people working in health and social care to understand about this problem and how we may be able to help (this would be the intervention). Also tell us why you personally would like to know more about this problem. This needs to be fully referenced.

Section 2: Search Strategy

PICO Strategy (Approx. no more than 40 words)                                                                      (15 marks)

Problem and Population - you need to tell us what both of these are. E.g. older adults with diabetic leg ulcers.

Intervention – what are you going to add to the problem to see if it can be changed? Each PICO should only have one intervention. So for adults with diabetic leg ulcers you may wish to investigate a new dressing.

Comparison (if relevant) – you only need this if you are going to compare two different interventions – such as drugs, dressings etc. Each PICO should only have one comparison. (we suggest you ignore having a comparison for the purposes of your search)

Outcome - what do you want to see your intervention do in relation to your problem? Each PICO should only have one outcome. So for adults with leg ulcers it may be improved healing time.

Your final search question – based on the PICO this should be a question that adds in nothing new to the terms and phrases used already. E.g. does dressing diabetic leg ulcers with ??? improve the healing time in older adults?

Whole key words to be used in searches. At this stage do not include truncation etc. This may take quite a few of your 60 words so your PICO should be brief and succinct. E.G. Older adults, diabetes, diabetic leg ulcers, leg ulcers, dressing, healing

Section 2 cont… Search 1 (Approx. 210 words)                                                                        (25 marks)

The two searches should be the same quality as they have the same marked attached to them. First of all you need to tell us what database you used and why it is relevant to your question using research books. You can also tell us about Boolean operators and/or truncation to show how you used these to expand or reduce your search. This must be referenced too. Then you need to: Give each step of the search process and the numbers of articles at each step; e.g.          Diabetes – number of hits                                                                         Diabetes ‘and’ leg ulcers – number of hits          And so on till you get to between 5 and 20 hits that contain relevant information. Provide a referenced rationale of why you limited the search in the way you did. E.g. why did you use a date limiter, full text only, English language only Finish this section by telling us how many relevant hits you ended up with.

Section 2 cont… Search 2 (Approx. 210 words)                                                                        (25 marks)

The two searches should be the same quality as they have the same marked attached to them. First of all you need to tell us what database you used and why it is relevant to your question using research books. You can also tell us about Boolean operators and/or truncation to show how you used these to expand or reduce your search. This must be referenced too. Then you need to:   Give each step of the search process and the numbers of articles at each step; e.g.          Diabetes – number of hits                                                                         Diabetes and leg ulcers – number of hits          And so on till you get between 5 and 20 hits that contain relevant information. Provide a referenced rationale of why you limited the search in the way you did. E.g. why did you use a date limiter? Finish this section by telling us how many relevant hits you ended up with.

Section 3: Evaluation of the Research Methods Used (Approx. 120 words)                      (15 marks)

Here you should tell us: How many primary research articles you found overall in each database (nothing else found in the search should be discussed).   You then need to tell us what you found in each search: How many systematic reviews How many quantitative studies How many qualitative studies How many mixed methods studies   From the findings above make some referenced deductions as to why you found similar or different types of research in the databases.   Do not mention the findings of the studies.

Section 4: Conclusions and Recommendations (Approx. 100 words)                                 (10 marks)

Summarise the findings of your search and tell us if there is enough good quality evidence to recommend the intervention for your problem.  Should health and social care practice change on the basis of what you found? What should future research focus on in this area?   The focus here is to talk about the quantity and quality of the research you found and not the findings of the studies.

Section 5: Reference List

You need an up to date list of research books/articles that have been used to support the discussion element of the assessment.

** This is an example - do not use.  You will find the template for use in the guidance and Information for Assessments section on Moodle.

 

 

MARKING RUBRIC FOR ASSESSMENT 3 – CONDUCTING AN ONLINE DATABASE SEARCH.

 

	A1 95% Exceptional	A2 85% Outstanding	A3 75% Excellent	B1 65% Very good	B2 55% Good	C 45% Satisfactory	D 35% Unsatisfactory	E 15% Very unsatisfactory
Topic 10%	Exemplary choice of topic with a distinctly referenced rationale and explanation of the problem. An exceptional explanation of the benefits the enquiry will have.	Outstanding choice of topic with a visibly referenced rationale and explanation of the problem. An outstanding explanation of the benefits the enquiry will have.	Excellent choice of topic with a clearly referenced rationale and explanation of the problem. An excellent explanation of the benefits the enquiry will have.	Very good choice of topic with a plainly referenced rationale and explanation of the problem. A very good explanation of the benefits the enquiry will have.	Good choice of topic with a clearly referenced rationale and explanation of the problem. Good explanation of the benefits the enquiry will have.	Satisfactory choice of topic. Referenced rationale and explanation of the problem, needs further development. Satisfactory explanation of the benefits the enquiry will have.	Poor choice of topic which lacks referenced rationale and explanation of the problem.   Unsatisfactory explanation of the benefits the enquiry will have.	Very limited choice of topic which is lacking in referenced rationale and explanation. The explanation of the benefits the enquiry will have is very limited.
Identify the chosen topic/problem and provide a referenced rationale for its choice. Discuss why this topic is important to health and social care and yourself.
Search strategy 15% PICO	The PICO outline is very clear and shows completely what problem is to be investigated.  The question is extremely robust and the key words are relevant to the search.	The PICO outline is very clear and shows extremely well what problem is to be investigated.  The question is very robust and the key words are relevant to the search.	The PICO outline is very clear and shows very well what problem is to be investigated.  The question is robust and the key words are relevant to the search.	The PICO outline is clear and shows very well what problem is to be investigated.  The question is very strong and the key words are relevant to the search.	The PICO outline is clear indicates what problem is to be investigated. The question is strong however the key words could have been refined further.	Demonstrates the use of the PICO framework to formulate the search question. However this requires further refinement and the question lacks clarity.	Demonstrates limited use of the PICO framework. The final question requires considerable refinement. A limited number of key words were identified.	Very limited use of the PICO framework with a very inadequate number of key words being identified.  The final question requires considerable refinement.
The student uses the PICO criteria to show how they have refined their area of enquiry to formulate their final search question. They have identified their final search question as well as the key words to be used in the search.
Search 1 25%	Demonstrates an exceptional ability to discuss the strategies used to carry out database searching.	Demonstrates an outstanding ability to discuss the strategies used to carry out database searching.	Demonstrates an excellent ability to discuss the strategies used to carry out database searching.	Demonstrates a very good ability to discuss the strategies used to carry out database searching.	Demonstrates a good ability to discuss the strategies used to carry out database searching	Demonstrates a satisfactory ability to discuss the strategies used to carry out database searching.	Demonstrates limited ability to discuss the strategies used in database searching.	Demonstrates little or no ability to discuss the strategies used in database searching.
Provides a comprehensive account of the search strategy and provides a rationale for selection of databases and how key words were refined to retrieve articles relevant to the identified topic; final number of relevant articles in each search identified.
Search 2 25%	Demonstrates an exceptional ability to discuss the strategies used to carry out database searching.	Demonstrates an outstanding ability to discuss the strategies used to carry out database searching.	Demonstrates an excellent ability to discuss the strategies used to carry out database searching.	Demonstrates a very good ability to discuss the strategies used to carry out database searching.	Demonstrates a good ability to discuss the strategies used to carry out database searching	Demonstrates a satisfactory ability to discuss the strategies used to carry out database searching.	Demonstrates limited ability to discuss the strategies used in database searching.	Demonstrates little or no ability to discuss the strategies used in database searching.
Provides a comprehensive account of the search strategy; rationale for selection of databases; use of the PICO model to identify and refine key words; how key words were refined and used to retrieve articles relevant to the identified topic; number and type of articles retrieved.
Evaluation of the evidence base 15%	Demonstrates an level of exceptional knowledge and understanding of the types of evidence retrieved in the search.	Demonstrates an outstanding level of knowledge and understanding of the types of evidence retrieved in the search.	Demonstrates an excellent level of knowledge and understanding of the types of evidence retrieved in the search.	Demonstrates a very good level of knowledge and understanding of the types of evidence retrieved in the search	Demonstrates a good level of knowledge and understanding of the types of evidence retrieved in the search.	Demonstrates a satisfactory level of knowledge and understanding of the types of evidence retrieved in the search.	Demonstrates limited ability in discussing or analysing of the types of evidence retrieved in the search	Demonstrates little or no ability in discussing and analysing the types of evidence retrieved in the search.
Outlines the number and types of primary research of relevant studies. Compares the results of the two database searches.
Conclusion & Recommendations 10%	Shows an exceptional level of knowledge and understanding of the implications of the information retrieved on clinical practice and future research.	Shows an outstanding level of knowledge and understanding of the implications of the information retrieved on clinical practice and future research.	Shows an excellent level of knowledge and understanding of the implications of the information retrieved on clinical practice and future research.	Shows a very good level of knowledge and understanding of the implications of the information retrieved on clinical practice and future research.	Shows a good level of knowledge and understanding of the implications of the information retrieved on clinical practice and future research.	Shows a satisfactory level of knowledge and understanding of the implications of the information retrieved on clinical practice and future research.	Shows incomplete knowledge and understanding of the implications of the information retrieved on clinical practice and future research.	Shows poor knowledge and understanding of the implications of the information retrieved on clinical practice and future research.
Summarise the outcome of the search to show if it supports or challenges current practice. Provides recommendations for what further research should include.

OVER-LENGTH ASSESSMENTS.

Please note that where an assessment is over the permitted 10% of the word count, there will be a penalty of 10 marks deducted from the final mark. This is to ensure that students who go over the extra 10% of permitted words do not have an advantage over those who have adhered to the UWS regulations on assessments. You must present your word count on the front sheet of your assessment.

 

 

PLAGIARISM.

A plagiarism detection device (Turnitin) will be used with all assessments. Before submitting the assessment, you should ensure that you have read and understood the guidelines on essay writing, referencing, and plagiarism issued by the University of the West of Scotland. By submitting your assessment, it will be assumed that you have read and understood these guidelines. We strongly recommend that you submit at least one draft into Turnitin before the final submission date to check your similarity score.

 

GRADING CRITERIA.

Marks for each module will be expressed in the format approved by the Senate for general use within the University, i.e.

 

	Numerical range (%)	Definition	Descriptor
A1	90-100	Exceptional	Student work is exemplary and exceeds the threshold standard by a significant margin.  It displays exceptional knowledge and understanding; insight, originality and exceptional ability in analysis, evaluation, problem solving or other process skills; very high ability in professional practice skills (where relevant) including evidence of high degree of almost complete autonomy and independent judgment relative to threshold expectations.
A2	80-89	Outstanding	Student work significantly exceeds the threshold standard.  It displays a consistently thorough, deep and extensive knowledge and understanding; originality and/or very high ability in analysis, evaluation, problem solving or other process skills; very high ability in professional practice skills (where relevant) including evidence of high degree of autonomy and independent judgment relative to threshold expectations.
A3	70-79	Excellent	Student work very much exceeds the threshold standard.  It displays a consistently thorough, deep and/or extensive knowledge and understanding; originality and/or very high ability in analysis, evaluation, problem solving or other process skills; very high ability in professional practice skills (where relevant) including evidence of high degree of autonomy and independent judgment relative to threshold expectations.
B1	60-69	Very good Commendable	Student work is well above the threshold standard.  It displays a consistently very good level of knowledge and understanding; high ability in analysis, evaluation, problem solving or other process skills; high ability in professional practice skills (where relevant) including exercise of significant independent judgment relative to threshold expectations.
B2	50-59	Good Highly competent	Student work is clearly above the threshold standard.  It displays generally good knowledge and understanding; good ability in analysis, evaluation, problem solving or other process skills; evidences highly competent performance of professional practice skills (where relevant).
C	40-49	Satisfactory Competent	Student work is at the threshold standard.  It displays generally satisfactory knowledge and understanding in most key respects; competence in analysis and most other process skills; evidences competent performance of professional practice skills (where relevant).
D	30-39	Unsatisfactory	Student work is marginally below the threshold standard.  It displays some knowledge and understanding but this is incomplete or partial; limited ability in analysis and other process skills; evidences lack of or partial competence in professional practice skills (where relevant).
E	1-29	Very unsatisfactory	Student work is well below the threshold standard.  It displays very limited knowledge and understanding; evidences very limited or no analytical or other process skills; very limited competence over the range of professional practice skills.
N	0 (at first diet) 0-100 at second or subsequent diet	No work to assess	There is no work to assess at first diet or no further attainment at the resit diet or either incomplete or no engagement with re-assessment diet. Evaluate the main research methods and designs relevant to the wider health and social care and public services research contexts

 

To pass this module the student is required to attain an overall grade of C or better. Provisional written feedback/forward will be provided for assessments one and two during the trimester to allow the marker’s comments to inform the second and third assessments. Written comments and an overall module mark for the module will be available after the subject panel at the end of the trimester.

IN CASES WHERE A STUDENT HAS NOT SUBMITTED ANY WORK FOR ANY OF THE THREE ASSESSMENTS THEY WILL BE RECORDED AS A GRADE N (NO WORK SUBMITTED) AND GIVEN THE DECISION RA (RE-ATTEND) AT THE SUBJECT PANEL. THIS MEANS THERE IS NO AUTOMATIC RIGHT TO A RESUBMISSION IF NO WORK HAS BEEN SUBMITTED AT THE FIRST ATTEMPT. A STUDENT CAN ONLY RECEIVE THE RA DECISION ONCE FOR EACH MODULE.

 

MODULE ATTENDANCE/ENGAGEMENT.

Satisfactory engagement with all module activities must be achieved as per the university regulations before an assessment will be accepted for marking. All classes and Moodle sites will be monitored using an electronic attendance system to ensure full student engagement. If no attempt is made by a student to contact the tutor about lack of module engagement the School non-engagement strategy will be implemented. I.e. where a student is deemed not to be engaging with the module sufficiently an email will be sent reminding them of their responsibilities. If a student continues not to engage with the module a second and then third email will be sent. If there remains a lack of engagement a student may be withdrawn from the module and/or the programme of study at week 9 of the module.

If for any reason you are unable to submit any pieces of work by the end of the trimester there are extenuating circumstances (ECS) procedures which can be found at:

 

https://www.uws.ac.uk/current-students/supporting-your-studies/exams-assessment-appeals/academic-appeals-extenuating-circumstances/

 

Please note that this process is completed fully online via self-service banner and that module tutors and the module coordinator do not play any part in the ECS process. However, you should inform your tutor if you are unable to submit any of the assessments.

 

 

INDICATIVE READING – ALL BOOKS ARE AVAILABLE AS E-BOOKS VIA THE UNIVERSITY LIBRARY ONE SEARCH SYSTEM.

There is no core text for this module all are considered essential reading:

Aveyard, H., Sharp, P. and Wooliams, M. (2015) A Beginners Guide to Critical Thinking and Writing in Health and Social Care. Maidenhead, McGraw Hill.

Aveyard, H. (2019) Doing a Literature Review in Health and Social Care. A Practical Guide (4^th Ed). Maidenhead, McGraw Hill.

 

Gerrish, K. and Lathlean, J. (2015) The Research Process in Nursing. Chichester: John Wiley.

 

Glasper, A. and Rees, C. (2017) Nursing and Healthcare Research at a Glance. Chichester: John Wiley.

 

Greenhalgh, T. (2019) How to Read a Paper: The Basis for Evidence Based Medicine and Heathcare (6^th Ed). Chichester: John Wiley.

Scottish Intercollegiate Guidelines Network (2015) SIGN 50: A Guideline Developer’s Handbook. Edinburgh, SIGN.

Walker, J. and Almond, P. (2010) Interpreting Statistical Findings: A Guide for Health Professionals and Students. Maidenhead: Open University Press.

 

These are the texts we expect you to use when you are developing your assessments. In addition to these you can use a range of other research articles and texts. Please do not use websites to support your assessment information.