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Research Methods - 6KNIN611 Level: 6

Credits: 15

Module leader: Dr Haya Abu Ghazaleh

Tel: 020 7848 3574

Email: Haya.Abu_Ghazaleh@kcl.ac.uk

Module deputy: TBC

____________________________________________________________________

This handbook must be read in conjunction with module information provided on KEATS, the King’s E-Learning And Teaching Service. You will be given access to KEATS on enrolment. Important information relating to assessment and related regulations can be found in the Undergraduate Programme Handbook, available on KEATS and via the Nightingale Student Hub.

This handbook can also be provided in alternative formats (such as large print) upon request to asc@kcl.ac.uk.

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Contents Module overview .............................................................................................................. 4

Module aim ................................................................................................................... 4

Learning outcomes ....................................................................................................... 4

Teaching arrangements ............................................................................................... 4

Learning resources ........................................................................................................... 5

Day 1 .................................................................................................................................. 5

Session 1: Welcome & Introduction ............................................................................ 5

Session 2: Introduction to Critical Thinking .............................................................. 5

Session 3: Literature Review & literature searching .................................................. 5

Session 4: Ethics in Healthcare Research .................................................................. 6

Session 5: The Relevance of Evidence for Nursing Policy & Practice ....................... 7

Day 2 ................................................................................................................................. 8

Session 6: Qualitative Research Design ...................................................................... 8

Session 7: Data Collection Methods/Observation ..................................................... 8

Session 8: Data Collection Methods/ Interviews ....................................................... 9

Session 9: Sampling in Qualitative Research ............................................................. 9

Day 3 ................................................................................................................................. 10

Session 10: Qualitative Data Analysis ......................................................................... 10

Session 11: Trustworthiness and Rigour in Qualitative Research ............................ 10

Session 12: Critical Appraisal of Qualitative Research .............................................. 11

Session 13: Exam Debrief – optional .......................................................................... 11

Day 4: Quantitative Research Design ............................................................................. 12

Session 14: Experimental Design ................................................................................ 12

Session 15: Survey Research Design ........................................................................... 12

Session 16: Data Collection Methods in Quantitative Research/Questionnaires .... 12

Session 17: Data Collection Methods in Quantitative Research/Structured Interviews 13

Session 18: Data Collection Methods in Quantitative Research/Structured Observations 13

Session 19: Sampling in Quantitative Research ......................................................... 13

Session 20: Reliability & Validity ................................................................................ 13

Day 5 ................................................................................................................................. 14

Session 21: Writing a Research Proposal.................................................................... 14

Day 6 ................................................................................................................................. 15

Session 23: Tutorial – optional ................................................................................... 15

Session 24: Quantitative Data Analysis ...................................................................... 15

Session 25: Critical Appraisal of Quantitative Research ........................................... 16

Day 7 ................................................................................................................................. 16

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Session 26: Tutorial – optional ................................................................................... 16

Dates for examinations .................................................................................................... 17

Results and resits for examinations ............................................................................ 17

Resubmission date ....................................................................................................... 17

Module evaluation ........................................................................................................... 18

Action from previous evaluations ............................................................................... 18

Timetable: Research Methods (6KNIN611) timetable .................................................. 19

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Module overview

This module forms part of the BSc Nursing with Registration as an Adult, Children’s or Mental Health Nurse. The module contributes to your programme of study by building on the transferable study skills you have gained throughout the programme to date. The module will prepare you to undertake your student project/dissertation.

The module can also be taken as a freestanding module.

Module aim

The module aims to introduce students to a range of methodologies used in healthcare research. To enhance students’ awareness of the process and outcomes of health care research and how these relate to health care provision. Students will be exposed to different approaches to research as well as a range of data collection methods and analysis techniques. A beginner introduction to health statistics will enable students to understand and critique statistical data reported in reports and research papers.

The course will assist students to critically evaluate issues related to research utilisation as well as the relative strengths and weaknesses of published research.

Learning outcomes

To enable the students to develop awareness of research methods and reports in order to assess their significance to practice

Discuss research as an essential component of midwifery, nursing and evidence-based practice

Encourage students to develop a questioning approach to their work

Differentiate between research methods used within qualitative and qualitative approaches

Critique research articles based on knowledge of the research process and methodology

To have an awareness of ethical and sensitive issues in midwifery and nursing research

To understand and critique statistical data reported in reports and research papers.

Teaching arrangements

The majority of the module will be delivered online using varieties of web-based materials such as videos, podcasts, online activities, online discussion, and opportunities for reflection. There will also be a range of online quizzes that will test your knowledge as you progress throughout the course. At the end of each session look back at the learning outcomes. Do you feel you have sufficient understanding and competence to be able to say you have achieved them? Open your log book and evaluate your understanding for each learning outcome. Record your reflections in the tables provided and save your log book.

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Learning resources

Day 1 (University day)

Session 1: Welcome & Introduction

Welcome to the module, an overview and discussion about the module.

Session 2: Introduction to Critical Thinking

By the end of the session you will be able to:

Demonstrate critical thinking requires insight into our own ‘world views’ and understanding of how knowledge can be generated.

Demonstrate an ability to reason systematically from information to draw valid conclusions, and to defend these conclusions.

Demonstrate that critical thinking is not criticism, cynicism.

Develop skills in working up and presenting critical, constructive arguments when critiquing research.

Indicative Reading

Browne, M.N., & Keeley, S.M. (2010). Asking the Right Questions. A Guide to Critical Thinking. (9th ed.). New Jersey: Pearson Education International.

Blackburn, S. (1999). Think. Oxford: Oxford University Press.

Grocott, P., Cowley, S., & Richardson, A. (2002). Solving methodological challenges using a theory-driven evaluation in the study of complex clinical care. Evaluation. 8(3), 306-321.

Grocott, P., & Cowley, S. (2001). The palliative management of fungating malignant wounds –-generalising from multiple case study data using a system of reasoning. International Journal of Nursing Studies 38, 533-545.

Weston, A. (2009). A Rulebook for Arguments. (4th ed.). Indianapolis: Hackett Publishing

Company Inc.

Session 3: Literature Review & literature searching (Directed study)

By the end of the session you will be able to:

Explain the function of a literature review.

Describe the stages in the literature review process.

Plan a literature review.

Know how to present a literature review.

Design an effective search strategy for a chosen question.

Understand which databases to use and how to apply the search strategy.

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Indicative reading

Bettany-Saltikov, J. (2012). How to do a Systematic Literature Review in Nursing Retrieved from: a step-by-step guide: http://kcl.eblib.com/patron/FullRecord.aspx?p=932631

Booth, A., Papaioannou, D., & Sutton, A. (2012). Systematic Approach to a Successful Literature Review. London: Sage.

Fink, A. (2010). Conducting Research Literature Reviews. 3rd ed. London: Sage.

Moule, P., & Goodman, M. (2014). Nursing research: An Introduction. Chapters 6, 7 & 9, (2nd ed.). Los Angeles: SAGE. Nursing research: An Introduction. Chapters 6, 7 & 9, (2nd ed.). Los Angeles: SAGE.

Odell, M., Victor, C., & Oliver, D. (2009). Nurses’ role in detecting deterioration in ward patients: systematic literature review. Journal of Advanced Nursing. 65(10), 1992-2006.

Session 4: Ethics in Healthcare Research

By the end of the session you will be able to:

Understand ethics as a concept.

Be able to identify key ethical principles.

Understand the influence of history on research ethics.

Understand sensitive issues and research.

Recognise ethical issues researchers need to consider in relation to experiments, questionnaires, interviews and observation.

Indicative reading

Johnstone, M.J. (2008). Bioethics: A Nursing Perspective. (5th ed.). Australia: Elsevier.

Lee, R.M. (2003). Doing Research on Sensitive Topics. London: Sage.

Miller, G.M., & Wertheimer, A. (2010). The Ethics of Consent: Theory and Practice. Oxford: Oxford University Press. Retrieved 21 August 2019 from http://library.kcl.ac.uk:80/F/?func=direct&doc_number=001450473&local_base=KINGS

Moule, P., & Goodman, M. (2014). Nursing research: An Introduction. (2nd ed.). Chapters 4&5, Los Angeles: SAGE. Nursing research: An Introduction. Chapters 4 & 5, (2nd ed.). Los Angeles: SAGE.

Rowe, J. (2010). Information disclosure to family caregivers: applying Thiroux’s framework. Nursing Ethics, 17(4), 435-444.

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Session 5: The Relevance of Evidence for Nursing Policy & Practice

By the end of the session you will be able to:

Debate the role and relevance of evidence in nursing policy and practice.

Be familiar with a case study of evidence impacting policy and practice in nursing.

Appreciate the power of evidence as rhetoric in policy and practice.

Indicative reading Rafferty, A.M., & Traynor, M. (2002). Exemplary Research for Nursing and Midwifery. London:

Routledge Retrieved 21 August 2019 from http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=76888

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Day 2 (Directed study-all day)

Session 6: Qualitative Research Design

By the end of the session you will be able to:

Understand the key features of common qualitative research.

Understand common qualitative research methods.

Critically appraise a qualitative research report.

Indicative reading

Gerrish, K., & Lathlean, J. (2015). (eds.) The Research Process in Nursing. (6th ed.). (Please read chapters 14, 15 & 16). Retrieved 21 August 2019 from http://kcl.eblib.com/patron/FullRecord.aspx?p=1936761

Session 7: Data Collection Methods/Observation

By the end of the session you will be able to:

Understand the varying observation techniques used in qualitative and quantitative research.

Understand the value of studying a particular topic/clinical issue/problem in the context in which it is experienced.

Appreciate the potential biases in the data and knowledge generated through observation techniques, including methods of explaining and minimising bias.

Appreciate the ethics of observation techniques and studies, and the responsibilities of the researcher to avoid harm to the study participants.

Indicative reading

Carthey, J. (2003). The role of structured observational research in health care. Quality and Safety in Healthcare. Dec 12: Suppl 2: ii13-ii16.

Carnevale, F.A., MacDonald, M.E., Bluebond-Langner, M., & McKeever, P. (2008). Using participant observation in paediatric health care settings: ethical challenges and solutions. Journal of Child Health Care. 12(1), 18-32.

Day, T.L., Farnell, S., Haynes, S., Wainwright, S., & Wilson-Barnett, J. (2002). Tracheal suctioning: an exploration of nurses’ knowledge and competence in acute and high dependency ward areas. Journal of Advanced Nursing. 39(1), 35-45.

Gerrish, K., & Lathlean, J. (2015). (eds.) The Research Process in Nursing. (6th ed.). (Section 4, chapter 31 observation) Retrieved 21 August 2019 from http://kcl.eblib.com/patron/FullRecord.aspx?p=1936761

Gould, D.J., Drey, N.S., & Creedon, S. (2011). Routine hand hygiene audit by direct observation: has nemesis arrived? Journal of Hospital Infection. 77, 290-293.

Lobo, M.L. (1992). Observation: a valuable data collection strategy for research with children. Journal of Pediatric Nursing. 7(5), 320-328.

Moule, P., & Goodman, M. (2014). Nursing research: An Introduction. (2nd ed.). Chapter 21 methods of data collection. Los Angeles: SAGE. Nursing research: An Introduction. (2nd ed.). Chapter 21 methods of data collection. Los Angeles: SAGE.

Mulhall, A. (2008). in the field: notes on observation in qualitative research. Journal of Advanced Nursing, 41(3), 306-313.

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Session 8: Data Collection Methods/ Interviews

By the end of the session you will be able to:

Gain an understanding of the use of interviews in quantitative and qualitative research.

Explore advantages and disadvantages of interviews.

Differentiate between structured and un-structured interviews.

Address issues of validity and reliability.

Consider strategies to ensure validity and reliability are maintained. Indicative reading

Adams, E. (2010). The joys and challenges of semi-structured interviewing. Community Practitioner 83(7), 18-21.

Dearnley, C. (2005). A reflection on the use of semi-structured interviews. Nurse Researcher 13(1), 19-28.

Gerrish, K., & Lathlean, J. (2015). (eds.) The Research Process in Nursing. (6th ed.) (Section 4, chapter 29 Interviewing). Retrieved 21 August 2019 from http://kcl.eblib.com/patron/FullRecord.aspx?p=1936761

Legard, R., Keegan, J., & Ward, K. (2003). In-depth interviews. In J.Ritchie, J.Lewis, (Eds), (pp.138-169). Qualitative Research Practice: A Guide for Social Science Students and Researchers. Chapter 6; London: Sage.

Moule, P., & Goodman, M. (2014). Nursing research: An Introduction. (2nd ed.). Chapter 21 methods of data collection, Los Angeles: SAGE. Nursing research: An Introduction. (2nd ed.). Chapter 21 methods of data collection, London: Sage.

Whiting, L. (2008). Semi-structured interviews: guidance for novice researchers. Nursing Standard; 22(23), 35-40.

Session 9: Sampling in Qualitative Research

By the end of the session you will be able to:

Appreciate the importance of sampling in clinical trials.

To gain an understanding of sampling strategies in qualitative research; such as convenience sampling, theoretical sampling and purposive sampling.

Indicative reading

Elfil, M., & Negida, A. (2017). Sampling methods in Clinical Research; an Educational Review. Emergency, 5(1): e52 –e54.

Gerrish, K., & Lathlean, J. (2015). (eds.) The Research Process in Nursing. (6th ed.) (Section 3, chapter 13 sampling) . Retrieved 22 August 2019 from) http://kcl.eblib.com/patron/FullRecord.aspx?p=1936761

Suresh, K.., Thomas, S.V., & Suresh, G. (2011). Design, data analysis and sampling techniques for clinical research. Annals of Indian Academy of Neurology, 14(4): 287-290.

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Day 3

Session 10: Qualitative Data Analysis (Directed study)

By the end of the session you will be able to:

Appreciate the task of analysing qualitative data.

Apply information on data analysis by working through the early stages of thematic analysis.

Indicative reading

Boyatzis, R. E. (1998). Transforming Qualitative Information: Thematic Analysis and Code Development. London: Sage.

Dey, I. (1993). Qualitative Data Analysis, A User Friendly Guide for Social Scientists. London: Routledge

Gerrish, K., & Lathlean, J. (2015). (eds.) The Research Process in Nursing. (6th ed.) (Section 5, chapter 34 qualitative analysis). Retrieved 22 August 2019 from http://kcl.eblib.com/patron/FullRecord.aspx?p=1936761

Lathlean, J.A., (2006). Qualitative analysis. In K. Gerrish & A. Lacey (Eds.), The Research Process in Nursing g (pp.417-433). Oxford: Blackwell Publishing.

Session 11: Trustworthiness and Rigour in Qualitative Research (Directed study)

By the end of the session you will be able to:

Appreciate the importance of establishing rigour in research.

Recognise the different components of rigour.

Understand how rigour and trustworthiness can be established in qualitative research.

Indicative reading

Anney, V.N. (2014). Ensuring the quality of the findings of qualitative research: Looking at trustworthiness criteria. Journal of Emerging Trends in Educational Research and Policy Studies, 5(2): 272-281.

Cope, D. (2014). Methods and meanings: Credibility and trustworthiness of qualitative research. Oncology Nursing Forum, 41(1): 89-91.

Moule, P., & Goodman, M. (2014). Nursing research: An introduction (2nd ed.). Chapter 12 rigour and trustworthiness in research. Los Angeles: SAGE.

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Session 12: Critical Appraisal of Qualitative Research (University day)

By the end of the session you will be able to:

Use a structured tool to critically analyse the research methods used in a qualitative research paper.

Analyse and discuss the research methods used in the research paper in small groups.

Work in small groups and to share the responsibility for presenting feedback to the whole class.

Indicative reading

Caldwell, K., Henshaw L., & Taylor G. (2011). Developing a framework for critiquing health research: an early evaluation. Nurse Education Today 31(8), e1-e7.

Critical Appraisal Sills Programme (CASP): Retrieved 12 Aug 2019 from https://casp-uk.net/casp-tools-checklists/

Greenhalgh, T. (2014). How to Read a Paper: The Basics of Evidence-Based Medicine. (4th ed.). Chichester, West Sussex, UK: Wiley Retrieved 22 August 2019 from http://kcl.eblib.com/patron/FullRecord.aspx?p=1642418

Session 13: Exam Debrief – optional (University day)

Aims of the session:

Understand the examination (summative assessment) format.

Familiarise with techniques to tackle multiple choice questions (MCQs).

Attempt MCQs on module content covered up to session 12.

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Day 4: Quantitative Research Design (Directed study-all day)

Session 14: Experimental Design By the end of the session you will be able to:

Understand different experimental and non-experimental research designs.

Describe the basic features of commonly used experimental designs.

Identify strengths, limitations, sources of bias in experiments and consider ways to overcome them.

Indicative reading

Gerrish, K., & Lathlean, J. (2015). (eds.) The Research Process in Nursing. (6th ed.) Section 3, chapter 18 experimental research). Retrieved 22 August 2019 from http://kcl.eblib.com/patron/FullRecord.aspx?p=1936761

Thompson, C.B., & Panacek, EA. (2006). Research Study Designs: Experimental and Quasi-Experimental. Air Medical Journal, 25(6), 242-246. doi:10.1016/j.amj.2006.09/001.

Session 15: Survey Research Design

By the end of the session you will be able to:

Understand the purposes of different survey designs.

Understand the principles of rigorous survey designs. Indicative reading

Ball et al. (2013). ‘Care left undone’ during nursing shifts: associations with workload and perceived quality of care. BMJ Quality & Safety.

Barriball, K.L., & While, A.E. (1999). Non-response in survey research: a methodical discussion and development of an explanatory model. Journal of Advanced Nursing. 29, 894-904.

Dillman, D., Smyth, J., & Christian, L.M. (2009). Internet, Mail, and Mixed-mode Surveys. The Tailored Design Method. (3rd ed.). New York: Wiley

Gerrish, K., & Lathlean, J. (2015). (eds.) The Research Process in Nursing. (6th ed.). (Section 3, chapter 19 surveys). Retrieved from http://kcl.eblib.com/patron/FullRecord.aspx?p=1936761

McColl E. et al. (2001). Design and use of questionnaires: a review of best practice applicable to surveys of health service staff and patients. Health Technology Assessment. 5(31).

Session 16: Data Collection Methods in Quantitative Research/Questionnaires

By the end of the session you will be able to:

Understand the value and limitations of questionnaires in clinical research.

Gain a critical understanding of instrument format and design. Indicative reading

Gerrish, K., & Lathlean, J. (2015). (eds.) The Research Process in Nursing. (6th ed.). (Section 3, chapter 19 surveys). Retrieved22 August 2019 from http://kcl.eblib.com/patron/FullRecord.aspx?p=1936761

Rattray, J., & Jones, M.C. (2007). Essential elements of questionnaire design and development. Journal of Clinical Nursing 16, 234–243.

Oppenheim, A.N. (2000). Questionnaire Design, Interviewing and Attitude Measurement. New Edition. London: Continuum.

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Session 17: Data Collection Methods in Quantitative Research/Structured Interviews Please see session 8.

Session 18: Data Collection Methods in Quantitative Research/Structured Observations Please see session 7.

Session 19: Sampling in Quantitative Research

By the end of the session you will be able to:

Gain an understanding of sampling strategies in quantitative research; including convenience, stratified and random sampling.

Session 20: Reliability & Validity

By the end of the session you will be able to:

Understand the terms reliability and validity in quantitative research.

Describe how reliability and validity can be assessed in quantitative research.

Indicative reading

Heale, R., & Twycross, A. (2015). Validity and reliability in quantitative studies. Evidence-based nursing, 18(3), 66-67.

Moule, P., & Goodman, M. (2014). Nursing Research: An Introduction. (2nd ed.). Los Angeles: SAGE Nursing Research: An Introduction. (2nd ed.). Chapter 12 rigour and trustworthiness in research. Los Angeles: SAGE

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Day 5

Session 21: Writing a Research Proposal (University day)

By the end of the session you will be able to:

Understand the steps involved in preparing a research proposal.

Understand each stage of the proposal.

Discuss how to prepare and structure a research proposal.

Indicative reading

Glasper, A., & Rees, C. (2013). How to write your nursing dissertation Retrieved 22 August 2019 from http://kcl.eblib.com/patron/FullRecord.aspx?p=1013403.

Moule, P., & Goodman, M. (2014). Nursing Research: An Introduction. (2nd ed.).(Chapter 10: writing a research proposal. Los Angeles: SAGE Nursing Research: An Introduction. 2nd ed. Chapter 10: writing a research proposal). Los Angeles: SAGE

Session 22: Quantitative Data Analysis

(Directed study)

Working through the Statistics Primer online resource, preparation for quantitative data analysis session (see day 6). By the end of the session you will be able to:

Differentiate between descriptive and inferential statistics in preparation for session 24 on day 6.

Explore the interactive statistics resource to familiarise with different statistical analytical tools; including parametric and non-parametric t-tests, and chi-square tests.

Use statistics to understand the relationships in numerical data (p-value, data sets [mean, median, mode], data dispersion [S.D. S.E.M., C.I.]).

Indicative reading

Bettany‐Saltikov, J., & Whittaker, V.J. (2014). Selecting the most appropriate inferential statistical test for your quantitative research study. Journal of Clinical Nursing, 23(11-12), 1520-1531.

Salkind, N.J., (2008). Statistics for People who (think they) Hate Statistics. Sage (not applied to health).

Watson, R. et al (2006). Successful Statistics for Nursing & Healthcare. Basingstoke: Palgrave MacMillan.

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Day 6

Session 23: Tutorial – optional (University day)

Aims of the session:

Review module topics covered so far and identify any areas of uncertainty.

Re-familiarise with learning resources to assist the learning process.

Review exam details; including content, delivery and venue.

Session 24: Quantitative Data Analysis (University day)

By the end of the session you will be able to:

Understand different types of data, and their measurement.

Understand how to report and summarise data.

Recognise and apply different tests for parametric and non-parametric data.

Consider how statistics can assist in measuring differences in numerical data.

Use statistics to explore relationships in numerical data.

Understand and critique statistical data reported in research papers.

Indicative reading

Salkind, N.J. (2008). Statistics for People Who (Think They) Hate Statistics. Sage (not applied to health).

Twycross, A., & Shields, L. (2004). Statistics made simple Part 1 Mean, medians and modes Paediatric Nursing (Nursing Children and Young People) 16(4), 32-32. Retrieved 22 August 2019 from http://dx.doi.org/10.7748/paed2004.05.16.4.32.c916.

Twycross, A., & Shields, L. (2004). Statistics made simple Part 2 Standard deviation, variance and range Paediatric Nursing 16(5)24-24 http://dx.doi.org/10.7748/paed2004.06.16.5.24.c922

Twycross, A., (2004). Statistics made simple Part 3 Statistical tests terminology. Paediatric Nursing 16(6), 36-36 http://dx.doi.org/10.7748/paed2004.07.16.6.36.c933.

Twycross, A., & Shields L. (2004). Statistics made simple Part 4 Choosing the right statistical test Paediatric Nursing, 16(8), 24-24 http://dx.doi.org/10.7748/paed2004.10.16.8.24.c944.

Walker, J., & Almond, P. (2010). Interpreting Statistical Findings. Maidenhead: McGraw-Hill.

Watson, R. et al (2006). Successful Statistics for Nursing & Healthcare. Basingstoke: Palgrave MacMillan.

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Session 25: Critical Appraisal of Quantitative Research (University day)

By the end of the session you will be able to:

Use a structured tool to critically analyse the research methods used in a quantitative research paper.

Analyse and discuss the research methods used in the research paper in small groups.

Work in small groups and to share the responsibility for presenting feedback to the whole class.

Indicative reading

Caldwell, K., Henshaw, L., & Taylor, G. (2011). Developing a framework for critiquing health research: An early evaluation. Nurse Education Today 31(8), e1-e7.

Critical Appraisal Sills Programme (CASP): Retrieved 12 Aug 2019 from https://casp-uk.net/casp-tools-checklists/

Greenhalgh, T. (2014). How to Read a Paper: The Basics of Evidence-Based Medicine. (4th ed.). Chichester, West Sussex, UK: Wiley Retrieved 22 August 2019 from http://kcl.eblib.com/patron/FullRecord.aspx?p=1642418

Day 7

Session 26: Tutorial – optional (University day)

Students are encouraged to submit their queries 2 weeks before the tutorial session to allow sufficient time for lecturers/experts to address queries. Aims of the session:

Review all topics that will be assessed in the final exam.

Be aware of exam details; including delivery, date, time and venue.

Review tips and strategies to help prepare you to tackle MCQs.

Raise any final concerns or queries.

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Dates for examinations Friday 13 December 2019 Information on your candidate number will be available on the KEATS site.

Results and resits for examinations Unratified results from exams will be available on your KEATS module site 4 weeks from the date of the examination. Faculties are required to make examination scripts available to any student who makes a request, free of charge. Any requests for examination scripts should be managed in accordance with the General Data Protection Regulation. Students may request access to their exam paper at any time (after the Assessment Sub Board meeting) during their programme of study. This policy applies to all summative, unseen, written examinations. MCQs and OSCEs are exempt from this process.

Re-sit dates will available on your KEATS module site. If you are unsuccessful, it is recommended that you contact the module leader before submitting your second attempt or re-sitting your examination. The university and its Examination Boards in the ten Faculties (Institutes/Schools, King's Learning Institute and the Association of King's College (AKC), work with over 500 external examiners to ensure the quality and standard of our taught awards. Find the latest report on the External Examiners Report page, navigate to the Faculty’s section.

For further information King’s College London’s Academic Regulations for the current academic year can be found here: https://www.kcl.ac.uk/campuslife/acservices/academic-regulations/index Up-to-date information will be available on the KEATS Assessments Hub area as well.

Resubmission date

Tuesday 7 April 2020

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Module evaluation As part of the university’s Student Voice Strategy, King’s uses an electronic module evaluation system known as EvaSys. This provides an opportunity for you to feedback on different aspects of the module through a series of pre-set questions and qualitative comments. At the end of the module you will receive an automated invitation via your KCL email account to complete your evaluation online.

Please take the time to complete as your feedback is important. It informs ongoing developments to individual modules to ensure that the learning needs and expectations of the Faculty’s student community are met to a high standard.

To strengthen the feedback cycle, a report summarizing the quantitative results for the module as a whole and the module lead’s reflections on your feedback will be sent to you after the online evaluation survey has closed.

Action from previous evaluations 1) The subject is very hard going and intense.

ACTION: The sessions will be made simpler, using examples from practice so that students can understand difficult research concepts. The module sessions will be available online prior to the sessions and some days of the module will be guided (directed) independent study.

2) It would have been very useful to have the mock available earlier than the end of the course.

ACTION: the purpose of the mock exam at the end of the module is to enable the students to revise for the exam and test their knowledge on all topics discussed in the module. However, the students are provided with online quizzes to check their understanding. There is an exam revision session in which examples of exam questions are discussed with students. There are three tutorials sessions.

3) The teaching sessions were not aimed at people who had never done statistics.

ACTION: Statistics session will include more interactive activities and e-learning resource have been included to support student learning.

4) This course would have been more suitable earlier on in the course, we could have used the research method skills we have learnt to develop a better understanding of the research we have been studying in modules such as Evidence Based Practice.

ACTION: Teaching research methods is currently under review by the faculty.

5) Did not like only to have one week of lectures before leaving for 6 weeks of placement, then coming back and only having a month before the exam.

ACTION: To minimise the disruption to the module due to placement, student are asked to undertake activities in practice to link what they learnt in day 1 & 2. These activities will be discussed in a re-cap session. More tutorials sessions are provided. All course materials are available online.

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Timetable: Research Methods (6KNIN611) timetable The most up-to-date timetable can be found online here: https://timetables.kcl.ac.uk/ Please login using your k-number and password.

Research Methods 6KNIN611 Term 1

Teaching mode

Date Type of session

Session number*

Title Time Group Lecturer

Directed study &

university based study

24 Sept 2019

Tuesday

(Day 1)

Lecture 1 1 Introduction to the module/Exam 10:00-11:00

All groups

E. Khan

Lecture 2 2 Introduction to critical thinking 11:00-12:00 P. Grocott

Directed study 1

3 Literature review/literature search 14:00-15:00

Lecture 3 4 Ethical issues in healthcare research 15:00-16:00 J. Jackson

Lecture 4 5 The relevance of evidence for nursing policy and practice

16:00-17:00 A.M. Rafferty

Directed study

27 Sept 2019

Thursday

(Day 2)

Directed study 2

6 Overview of Qualitative research 09:00-12:00

All groups

7, 8 Data collection in qualitative research 13:00-14:00

9 Sampling in qualitative research 14:00-15:00

6, 7, 8, 9 Revision time 15:00-16:00

Check your understanding 16:00-17:00

*See module handbook pages 4-15 for session description.

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Directed study &

university based study

28 Oct 2019

Monday

(Day 3)

Directed study 3

10 Qualitative data analysis 10:00-11:00

All groups

Directed study 4

11 Trustworthiness and rigour in qualitative research

11:00-12:00

Directed study 5

12 Reading qualitative paper 12:00-13:00

Seminar 12 Critical appraisal of qualitative paper - group discussion

14:00-16:00

AD&PQ

(Group 1-6a)

K. King

C. Patch

Adult

(Group 7-12a)

J. Moore

J. Cornish

Adult

(Group 13-18a)

H. Abu Ghazaleh

E. Khan

Child (Group 1-3c)

L. Wainwright

TBC

MH

(Group 1-3m)

V. Tzouvara

R. Ohlsen

Tutorial 13 Q&A (optional) 16:00-17:00 All groups H. Abu Ghazaleh

Directed study

29 Oct 2019

Tuesday

(Day 4)

Directed study 6

14, 15 Quantitative research design 09:00-12:00

All groups

16, 17, 18, 19

Data collection and sampling in quantitative research

15:00-16:00

20 Validity and reliability 16:00-17:00

21

Directed study &

university based study

4 Nov 2019

Monday

(Day 5)

Lecture 5 21 Writing a research proposal 09:00-11:00

All groups

H. Abu Ghazaleh

Directed study 7 22

Quantitative data analysis (stats primer) Activities for quantitative data analysis

15:00-17:00

Directed study &

university based study

11 Nov 2019

Monday

(Day 6)

Tutorial 23 Q&A (optional) 09:00-10:00

All groups

H. Abu Ghazaleh

Lecture 6 24 Quantitative data analysis 11:00-13:00 E. Khan

Directed study 8

25 Quantitative paper reading (RCT) 14:00-15:00

Seminar 25 Critical appraisal of quantitative paper group discussion

15:00-17:00

AD&PQ (Group 1-6a)

K. King

C. Patch

S. Woodward

Adult (Group 7-12a)

R. Starodub

J. Cornish

Adult (Group 13-18a)

H. Abu Ghazaleh

TBC

Child (Group 1-3c)

L. Wainwright

TBC

MH (1-3m) TBC

22

University based study

4 Dec 2019

Wednesday

(Day 7)

Tutorial 26 Q&A (optional) 09:00-11:00 All groups H. Abu Ghazaleh

University based study

13 Dec 2019

Friday

Exam TBC All groups

H. Abu Ghazaleh

E. Ehsan

K. King

Please note where indicated in the timetable: tutorials, seminars and lectures will be held at university; whilst directed study sessions can be completed outside the university or in the library.