Research Skills for Advanced Clinical Practitioners
| Module title | Research Skills for Advanced Clinical Practitioners |
|---|---|
| Module code | HPDM166DA |
| Academic year | 2024/5 |
| Credits | 15 |
| Module staff | Mr Sii Luxford-Wragg (Convenor) Dr Alexandra Picts (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | *See note below |
| Number students taking module (anticipated) | 30 |
|---|
Module description
*Please note that Degree Apprenticeship programmes have variable start dates and modules are taught across the full year.
This module will provide you with the opportunity to create your own clinical research proposal to take back into your workplace to implement should you wish to (subject to appropriate ethical approval). It will allow you to build on the knowledge and experience gained in previous modules, focusing on an area of clinical research of particular interest to your clinical specialism. You may choose to focus on an area of clinical need or specific patient group you feel is underrepresented in practice. The module will build on the research basics discussed in HPDM165ADA & 165BDA and allow you to demonstrate originality in the application of your research knowledge to your area of clinical practice. You will also present your intentions to communicate elements of your research proposal to different stakeholders via an academic poster.
Module aims - intentions of the module
The aim of this module is for you to develop and write a research proposal that you can use in practice. It will give you the skills to become research confident practitioners who have the appropriate skills to develop clinical research proposals and the knowledge to implement them into your area of clinical practice.
This module will explore the research pillar of advanced clinical practice and ensure that you and your workplace experience the benefits of clinical research within your chosen specialist area.
Learning opportunities include: problem-based learning, group discussion, interprofessional working, reflective practice, research focused teaching and learning.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Develop a clinical research proposal in relation to your scope of practice
- 2. Explore the need for ethics in research and submit a formative ethics application in relation to your research proposal
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Critically evaluate research methodology and how it may be utilised when developing a research proposal
- 4. Interpret, critique and draw conclusions from published data (including analysis of methods and statistical techniques used) applicable to your research.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Critically evaluate ways in which patients and the wider public can be involved in healthcare and/or health services research
- 6. Critically reflect upon your own practice and the barriers within your workplace to your personal development within research
- 7. Communicate your research proposal accurately and effectively through appropriate media
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
- Develop a research question
- Plan and submit an ethics proposal
- Write a research proposal and perform a literature review
- Patient and Public involvement and how this shapes clinical research
- Developing further understanding of research methodology
- Communication of research through an academic poster of publishable quality
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 40 | 35 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Teaching and Learning Activities | 20 | A combination of lectures, seminars and small group working |
| Scheduled Teaching and Learning Activities | 20 | E-learning, Action learning, participation in discussion forums and collaborative activities |
| Guided Independent Study | 35 | Guided reading. Preparation for assessment, Preparing for submission |
| This module is delivered as part of an integrated degree apprenticeship programme. The total required study hours for the programme have been designed in accordance with the ESFA regulations.? |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Ethics Proposal Submission | 500-750 words | 1-7 | Written |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Research Proposal | 50 | 2000 words | 1-7 | Written |
| Poster | 50 | A1 poster of publishable quality | 1-7 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Research Proposal | Research Proposal (50%) | 1-7 | Typically, within 6 weeks of mark release |
| Poster | Poster (50%) | 1-7 | Typically, within 6 weeks of mark release |
Re-assessment notes
Please refer to the TQA section on Referral/Deferral:
http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
All items of assessment must be passed in order to pass the module. In the event of you failing either of the assessments, the module will be capped at 49 until the assessment is passed.
Re-submission of a revised written assignment should include response to the written feedback provided on first assessment.
If you pass re-assessments taken as a result of deferral, your re-assessment will be treated as it would be if it were your first attempt at the assessment and the overall module mark will not be capped.
If you pass re-assessments taken as a result of referral (i.e. following initial failure in the assessment), the overall module mark will be capped at 50%.?
If you fail re-assessments taken as a result of referral (i.e. following initial failure in the assessment), you will be failed in the module.?
Indicative learning resources - Basic reading
- Multi Professional Framework for Advanced Clinical Practice https://www.hee.nhs.uk/sites/default/files/documents/Multi-professional%20framework%20for%20advanced%20clinical%20practice%20in%20England.pdf
- Professional standards of practice and behaviour for nurses, midwives and nursing associates. https://www.nmc.org.uk/standards/code/
- Standards of conduct, performance and ethics: https://www.hcpc-uk.org/standards/standards-of-conduct-performance-and-ethics/
- Standards for pharmacy professionals: https://www.pharmacyregulation.org/standards/standards-for-pharmacy-professionals
- Good medical practice: https://www.gmc-uk.org/ethical-guidance/ethical-guidance-for-doctors/good-medical-practice
- Learning journals: a handbook for reflective practice and professional development. Moon, Jennifer A.(2006) Routledge 2nd ed. (ebook) https://encore.exeter.ac.uk/iii/encore/record/C__Rb1796609
- The reflective practitioner: how professionals think in action. Schon, Donald A. (1991) https://encore.exeter.ac.uk/iii/encore/record/C__Rb3947412
- Tavakol M, Sandars J (2014). Quantitative and qualitative methods in medical education research: AMEE Guide No 90: Part II. Medical Teacher.
- Johnson M (2003). Research ethics and education: a consequentialist view. Nurse Education Today 23, 165–167. http://www.nurseeducationtoday.com/article/S0260-6917(03)00017-0/pdf
- Tai J, Ajjawi R (2016). Undertaking and reporting qualitative research. The Clinical Teacher 13: 175–182
- Schifferdecker KE1, Reed VA (2009). Using mixed methods research in medical education: basic guidelines for researchers. Medical Education 43: 637-44.
- Lingard L (2015) Joining a conversation: the problem/gap/hook heuristic. https://doi.org/10.1007%2Fs40037-015-0211-y
- Mattick K, Johnston J, de la Croix A (2018) How to… write a good research question. https://doi.org/10.1111/tct.12776
Indicative learning resources - Web based and electronic resources
Indicative learning resources - Other resources
- Reflective Practice for Health Professionals: Home https://libguides.exeter.ac.uk/c.php?g=656429&p=4615209
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 09/06/2023 |
| Last revision date | 16/04/2024 |
