Research Methods - 6KNIN611...3 Module overview This module forms part of the BSc Nursing with...
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1 Research Methods - 6KNIN611 Level: 6 Credits: 15 Module leader: Zainab Zahran Tel: 020 7848 3630 Email: [email protected] ____________________________________________________________________ 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 Student Services Centre. This handbook can also be provided in alternative formats (such as large print) upon request to [email protected].
Transcript of Research Methods - 6KNIN611...3 Module overview This module forms part of the BSc Nursing with...
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Research Methods - 6KNIN611 Level: 6
Credits: 15
Module leader: Zainab Zahran
Tel: 020 7848 3630
Email: [email protected]
____________________________________________________________________
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 Student Services Centre.
This handbook can also be provided in alternative formats (such as large print) upon request to [email protected].
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Contents Module overview .............................................................................................................. 3
Module aim ................................................................................................................... 3
Learning outcomes ....................................................................................................... 3
Teaching arrangements ............................................................................................... 3
Learning resources ........................................................................................................... 4
Day 1 .................................................................................................................................. 4
Session 1 – Welcome and Introduction ...................................................................... 4
Session 2 – Introduction to Critical Thinking ............................................................ 4
Session 3 – Literature Review ..................................................................................... 4
Literature Searching .................................................................................................... 5
Session 4 – Ethics in Healthcare Research ................................................................ 5
Session 5 – The Relevance of Evidence for Nursing Policy and Practice ................. 6
Day 2 ................................................................................................................................. 7
Session 6 – Qualitative Research Design ................................................................... 7
Session 7 – Data Collection Methods/Observation ................................................... 7
Session 8 – Data Collection Methods/ Interviews ..................................................... 8
Session 9 – Sampling in Qualitative Research ........................................................... 8
Day 3 ................................................................................................................................. 9
Session 10 – Qualitative Data Analysis ....................................................................... 9
Session 11 – Trustworthiness and Rigour in Qualitative Research .......................... 9
Session 12 – Critical Appraisal of Qualitative Research ............................................ 9
Session 13 – Exam Debrief .......................................................................................... 9
Day 4 — Quantitative Research Design .......................................................................... 10
Session 14 – Experimental Design .............................................................................. 10
Session 15 – Survey Research Design ......................................................................... 10
Session 16 – Data Collection Methods in Quantitative Research/ Questionnaires ............................................................................................................. 10
Session 17 – Data Collection Methods in Quantitative Research/ Structured Interviews .................................................................................................. 11
Session 18 – Data Collection Methods in Quantitative Research/ Structured Observations .............................................................................................. 11
Session 19 – Sampling in Quantitative Research ....................................................... 11
Session 20 – Reliability and Validity .......................................................................... 11
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Day 5 ................................................................................................................................. 12
Session 21 – Writing a Research Proposal ................................................................. 12
Session 22 – Tutorial ................................................................................................... 12
Session 23 – Quantitative Data Analysis .................................................................... 12
Day 6 ................................................................................................................................. 13
Session 24 – Quantitative Data Analysis .................................................................... 13
Session 25 – Critical Appraisal of Quantitative Research ......................................... 13
Day 7 ................................................................................................................................. 14
Session 26 – Tutorials .................................................................................................. 14
Dates for examinations .................................................................................................... 15
Results and resits for examinations ............................................................................ 15
Resubmission date ....................................................................................................... 15
Module evaluation ........................................................................................................... 16
Action from previous evaluations ............................................................................... 16
Timetable: Research methods (6KNIN611) timetable................................................... 17
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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 on-line 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 and Introduction 1. 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. Pearson Education International, New Jersey.
Blackburn S. (1999) Think. Oxford University Press, Oxford.
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. Hackett Publishing Company Inc.,
Indianapolis.
Session 3 – Literature Review (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
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Literature Searching (Directed study)
By the end of the session you will be able to:
Design an effective search strategy for a chosen question
Understand which databases to use and how to apply the search strategy Indicative reading
Bettany-Saltikov J. (2012) How to do a Systematic Literature Review in Nursing [electronic resource]: 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. Sage, London.
Fink A. (2010) Conducting Research Literature Reviews. 3rd ed. Sage, London.
Moule P. & Goodman M. (2014) Nursing research: An Introduction. Chapters 6, 7 & 9, 2nd ed. SAGE, Los Angeles.
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. Elsevier, Australia.
Lee R.M. (2003) Doing Research on Sensitive Topics. Sage, London.
Miller G.M. & Wertheimer A. (2010) The Ethics of Consent [electronic resource]: theory and practice. New York; Oxford University Press, Oxford.
http://library.kcl.ac.uk:80/F/?func=direct&doc_number=001450473&local_base=KINGS
Moule P. & Goodman M. (2014) Nursing research: An Introduction. Chapters 4&5, 2nd ed. SAGE, Los Angeles.
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 and Practice Aims of the session:
To provoke debate on the role and relevance of evidence in nursing policy and practice
To present a case study of evidence impacting policy and practice in nursing To demonstrate the power of evidence as rhetoric in policy and practice
Indicative reading
Rafferty A.M. & Traynor M. (2002) Exemplary Research For Nursing And Midwifery. Routledge, London. Electronic resource 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. (electronic resource) http://kcl.eblib.com/patron/FullRecord.aspx?p=1936761 (Please read chapters 14, 15 & 16)
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. (electronic resource) http://kcl.eblib.com/patron/FullRecord.aspx?p=1936761 (Section 4, chapter 31 observation)
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. Chapter 21 methods of data collection. 2nd ed. SAGE, Los Angeles.
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. (electronic resource) http://kcl.eblib.com/patron/FullRecord.aspx?p=1936761 (Section 4, chapter 29 Interviewing).
Legard R., Keegan J. & Ward K. (2003) In-depth interviews. In: Ritchie J, Lewis J. (Eds) Qualitative Research Practice: A Guide for Social Science Students and Researchers. Sage, London. Chapter 6; pp.138-169.
Moule P. & Goodman M. (2014) Nursing research: An Introduction. Chapter 21 methods of data collection, 2nd ed. SAGE, Los Angeles.
Whiting L. (2008) Semi-structured interviews: guidance for novice researchers. Nursing Standard; 22(23), 35-40.
Session 9 – Sampling in Qualitative Research To gain an understanding of sampling strategies in qualitative research. Indicative reading
Gerrish K. & Lathlean J. (2015) (eds.) The Research Process in Nursing. 6th ed. (electronic resource) http://kcl.eblib.com/patron/FullRecord.aspx?p=1936761 (Section 3, chapter 13 sampling)
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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
Gerrish K. & Lathlean J. (2015) (eds.) The Research Process in Nursing. 6th ed. (electronic resource) http://kcl.eblib.com/patron/FullRecord.aspx?p=1936761 (Section 5, chapter 34 qualitative analysis)
Session 11 – Trustworthiness and Rigour in Qualitative Research (Directed study)
Understand how rigour and trustworthiness can be established in qualitative research.
Indicative reading
Moule P. & Goodman M. (2014) Nursing Research: An Introduction. 2nd ed. SAGE, Los Angeles. Chapter 12 rigour and trustworthiness in research.
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 the research papers
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): http://www.casp-uk.net/ [accessed 1 Aug 2016].
Greenhalgh T. (2014) How to Read a Paper: The Basics of Evidence-Based Medicine. 4th ed Chichester, West Sussex, UK: Wiley electronic resource: http://kcl.eblib.com/patron/FullRecord.aspx?p=1642418
Session 13 – Exam Debrief (University day)
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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
Consider ways in which these can be overcome. Indicative reading
Gerrish K. & Lathlean J. (2015) (eds.) The Research Process in Nursing. 6th ed. (electronic resource) http://kcl.eblib.com/patron/FullRecord.aspx?p=1936761 (Section 3, chapter 18 experimental research)
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. Wiley, New York.
Gerrish K. & Lathlean J. (2015) (eds.) The Research Process in Nursing. 6th ed. (electronic resource) http://kcl.eblib.com/patron/FullRecord.aspx?p=1936761 (Section 3, chapter 19 surveys)
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:
To understand the value and limitations of questionnaires in clinical research
To gain a critical understanding of instrument format and design.
Indicative reading
Gerrish K. & Lathlean J. (2015) (eds.) The Research Process in Nursing. 6th ed. (electronic resource) http://kcl.eblib.com/patron/FullRecord.aspx?p=1936761 (Section 3, chapter 19 surveys).
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. Continuum, London.
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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 To gain an understanding of sampling strategies in quantitative research.
Session 20 – Reliability and 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
Moule P. & Goodman M. (2014) Nursing Research: An Introduction. 2nd ed. SAGE, Los Angeles.
Chapter 12 rigour and trustworthiness in research.
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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:
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 [electronic resource] http://kcl.eblib.com/patron/FullRecord.aspx?p=1013403
Moule P. & Goodman M. (2014) Nursing Research: An Introduction. 2nd ed. SAGE, Los Angeles. (Chapter 10: writing a research proposal)
Session 22 – Tutorial (University day)
Session 23 – Quantitative Data Analysis (Directed study)
Working through the Statistics Primer online resource, preparation for quantitative data analysis session (see day 6).
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Day 6
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. 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. Palgrave MacMillan, Basingstoke.
Session 25 – Critical Appraisal of Quantitative Research (University day)
By the end of the session you will be able to:
To use a structured tool to critically analyse the research methods used in the research papers
To analyse and discuss the research methods used in the research paper in small groups
To 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 Skills Programme (CASP): http://www.casp-uk.net/ [accessed 1 Aug 2016].
Greenhalgh T. (2014) How to Read a Paper: The Basics of Evidence-Based Medicine. 4th ed Chichester, West Sussex, UK: Wiley electronic resource). http://kcl.eblib.com/patron/FullRecord.aspx?p=1642418
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Day 7
Session 26 – Tutorials (Optional)
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Dates for examinations Monday 4 December 2017
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 from this academic year 2017/18 to make examination scripts available to any student who makes a request, free of charge. Any requests for examination scripts should still be managed in accordance with the Data Protection Act 1998. 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.
Resubmission date TBC
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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 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
Research Methods/6KNIN611 Term 1
Teaching mode
Date Type of session Title Time Group Lecturer
Directed study &
university based study
23 Oct 2017
Monday
( Day 1)
Directed study Pre-reading 09:00-10:00
All groups
Lecture 1 Introduction to the module/Exam 10:00-11:00 Z. Zahran
Lecture 2 Introduction to critical thinking 11:00-12:00 P. Grocott
Directed study Literature review/literature search 14:00-15:00
Lecture 3 Ethical issues in healthcare research 15:00-16:00 S. McAllister
Lecture 4 The relevance of evidence for nursing policy and practice
16:00-17:00 A M Rafferty
Directed study
24 Oct 2017
Tuesday (Day 2)
Directed study
Overview of Qualitative research 09:00-12:00
All groups
Data collection in qualitative research 13:00-14:00
Sampling in qualitative research 14:00-15:00
Revision time 15:00-16:00
Check your understanding 16:00-17:00
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Directed study &
university based study
30 Oct 2017
Monday
(Day 3)
Lecture 8 Qualitative data analysis 09:00-10:00
Directed study Lecture 9 Trustworthiness and rigour in qualitative
research 10:00-11:00 All groups
Directed study Reading qualitative paper 11:00-12:00 See your assigned group
In small groups
Directed study 13:00-14:00
Critical appraisal of qualitative paper group discussion
14:00-16:00 AD&PQ ( group 1-6a)
Jo de Souza/
S. Sarre
Adult ( group 7-12a)
J. Cornish/
V. Tsianakas
Adult ( group 13-18a)
J. Bliss /
Olga, L. Gillies
Child (1-3c) Lynne/
Sharron Frood
MH (1-3m) Gemma Trainor/Vasiliki
Q&A 16:00-17:00 Z. Zahran
Directed study
31 Oct 2017
Tuesday
(Day 4)
Directed study
Quantitative research design 09:00-12:00
Data collection and sampling in quantitative research
15:00-16:00
Validity and reliability 16:00-17:00
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Directed study &
university based study
6 Nov 2017
Monday
(Day 5)
Writing research proposal 09:00-11:00 Z. Zahran
Q&A 11:00-12:00
Directed study Quantitative data analysis ( stats primer)
Activities for quantitative data analysis
15:00-17:00
Directed study &
university based study
13 Nov 2017
Monday
( Day 6)
Quantitative data analysis 11:00-13:00 All groups Ehsan Khan
In small groups
Directed study Quantitative paper reading ( RCT) 14:00-15:00
Small groups
See your assigned group
Critical appraisal group discussion 15:00-17:00
AD&PQ ( group 1-6a)
Jo de Souza/
J. Moore
Adult ( group 7-12a)
Jocelyn/
C. Patch
Adult ( group 13-18a)
T. Day/
L. Gillies
Child (1-3c) Lynne/
Sharron Frood
MH (1-3m) Gemma Trainor
University based study
28 Nov 2017
Tuesday
( Day 7)
Q&A
16:00-17:00 All groups Z. Zahran
4 Dec 2017
Monday
Exam
09:00-15:00
Ehsan/
Mary/
Zainab
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