HS510-5-LV-SA:
Critical Appraisal and Research Skills
2019/20
Health and Social Care (School of)
Southend Campus & Apprenticeship Location
Long Vacation
Undergraduate: Level 5
Current
Saturday 27 June 2020
Monday 20 April 2020
20
26 March 2020
Requisites for this module
(none)
(none)
(none)
(none)
(none)
An introduction to appraising evidence and research used as the basis for clinical decision making.
No information available.
No information available.
No additional information available.
* Catalyst lectures will be delivered on key themes for the module to the group of students
* Academic level specific tutorial groups will explore teaching content
* Tutorial discussion will be followed by asynchronous discussion between the level 5 student groups at Colchester and Southend campuses.
* Moodle – the VLE will contain entry level content which will direct students to either Level 5 or Level 7 selected reading or support activities. (There will be open access so Level 7 students primary reading can access the level 5 sections of MModule outcomes are academic level specific
* The assessment strategy involves the same tasks but the level of critical ability required for successful completion will vary dependent on academic level.
Lectures by module lead, SHHS colleagues and guests, including service users.
Students will be asked to develop a research proposal in a clinical area of their choice but which must be agreed by the group. PBL online sessions will enable the students to work through the research process with set objectives every week. Each group will be moderated by a SHHS lecturer. Skills books to be referred to, use of reflections from workplace will assist classroom discussion and completed book as necessary. General reading time has been allocated within the module as well as ELearning and forum discussions on Moodle.
The module requires students to effectively manage time and learning through structured e-learning on Moodle. The structure of the activities will enable student-centred learning where students will select activities that are appropriate to their existing expertise in research and that facilitate the learning of new skills to beyond the minimum requirements for the module.
Participation in peer review and support will be essential components of the e-learning experience and a requirement for all students
All learning activities and discussion forums will be provided through the Moodle on line learning platform with additional methods (e.g. Twitter, Facebook, GoogleDocs, Online reading lists, Endnote) linked through Moodle).
* Catalyst lectures will be delivered on key themes for the module to the group of students
* Academic level specific tutorial groups will explore teaching content
* Tutorial discussion will be followed by asynchronous discussion between the level 5 student groups at Colchester and Southend campuses.
* Moodle – the VLE will contain entry level content which will direct students to either Level 5 or Level 7 selected reading or support activities. (There will be open access so Level 7 students primary reading can access the level 5 sections of MModule outcomes are academic level specific
* The assessment strategy involves the same tasks but the level of critical ability required for successful completion will vary dependent on academic level.
Lectures by module lead, SHHS colleagues and guests, including service users.
Students will be asked to develop a research proposal in a clinical area of their choice but which must be agreed by the group. PBL online sessions will enable the students to work through the research process with set objectives every week. Each group will be moderated by a SHHS lecturer. Skills books to be referred to, use of reflections from workplace will assist classroom discussion and completed book as necessary. General reading time has been allocated within the module as well as ELearning and forum discussions on Moodle.
The module requires students to effectively manage time and learning through structured e-learning on Moodle. The structure of the activities will enable student-centred learning where students will select activities that are appropriate to their existing expertise in research and that facilitate the learning of new skills to beyond the minimum requirements for the module.
Participation in peer review and support will be essential components of the e-learning experience and a requirement for all students
All learning activities and discussion forums will be provided through the Moodle on line learning platform with additional methods (e.g. Twitter, Facebook, GoogleDocs, Online reading lists, Endnote) linked through Moodle).
- Cheryl Scholes et al. (2013) 'A Qualitative Study of Young People's Perspectives of Living with Type 1 Diabetes: Do Perceptions Vary by Levels of Metabolic Control?', in Journal of Advanced Nursing. vol. 69 (6) , pp.1235-1247
- Moule, Pam; Aveyard, Helen; Goodman, Margaret L. (2017) Nursing research: an introduction, Los Angeles: SAGE.
- Parahoo, Kader; dawsonera. (2014) Nursing research: principles, process and issues, Basingstoke: Palgrave Macmillan.
- Pam Moule; Helen Aveyard; Margaret L. Goodman. (2017) Nursing research: an introduction, Los Angeles: SAGE.
- Kader Parahoo. (2014) Nursing Research: Principles, Process and Issues, Basingstoke: Palgrave Macmillan.
- (2014) The essentials of nursing and healthcare research, London: SAGE.
The above list is indicative of the essential reading for the course. The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students. Further reading can be obtained from this module's reading list.
Assessment items, weightings and deadlines
| Coursework / exam |
Description |
Deadline |
Coursework weighting |
| Coursework |
Critical Appraisal Assignment Summative |
|
100% |
| Coursework |
HS510 Essay submission (SA - Oct 19) |
|
100% |
| Coursework |
HS510 Resubmission (Oct 19 - CA) |
|
|
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Overall assessment
Reassessment
Module supervisor and teaching staff
Camille Cronin
Jennifer Weston (Administrator) hscsouap@essex.ac.uk
No
No
No
Mrs Juliet Amanda Drummond
The University of Wolverhampton
Senior Adult Lecturer
Mrs Julia Mary Terry
Swansea University
Associate Professor
Available via Moodle
Of 33 hours, 30 (90.9%) hours available to students:
3 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s).
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