Masters Dissertation Module (Health and Social Care subjects) C. Dissertation 100% Long: 2 semesters. Short: 1 semester

Transcription

1 MODULE DESCRIPTOR MODULE TITLE Module Code Masters Dissertation Module (Health and Social Care subjects) C Level 7 Credit Points 45 Indicative Assessment Components & Percentage Weightings Pre-Requisite Modules (if applicable) Delivered according to Standard Academic Calendar O Dissertation 100% Appropriate research module and 120 credits at level 7 Long: 2 semesters YES Short: 1 semester O Other delivery pattern: Please specify /A MODULE AIMS 1. To undertake and complete an extended original piece of independent learning and work of the student' choice; 2. To demonstrate a critical understanding and use of appropriate research ontological, epistemological an research methodology and methods; 3. To complete a piece of work that contributes to professional practice in the appropriate discipline; 4. To justify and embed the work in the critical analysis of the relevant literature and theory upholding the rights, dignity, values and autonomy of every service user and carer. The reason for having this module at Level 7 (M Level) is:- To offer students the opportunity for the integration of a wide range of aspects of theory in relation to practice within the chosen area of study. It also provides the opportunity to apply an understanding to research methods to the development of practice. By this stage in the programme students will have developed as independent and autonomous learners as requited for this module. The project will focus on real organisational or practice questions and should have the capacity to influence the development of social work practice.

2 MODULE LEARIG OUTCOMES By engaging successfully with this module a student will be able to:- 1. Plan and conduct an extended investigation of a topic of contemporary relevance to your area of practice;(hcpc SOPs 3.3;14.5) 2. Justify the choices made within the project, for example: design, data collection and analysis, management of ethical issues;(hcpc SOPs 14.5) 3. Show independent and original thought and insight; (HCPC SOPs 14.6) 4. Demonstrate a critical evaluative approach to issues arising in contemporary theory and practice, ethical issues, consent and confidentiality; (HCPC SOPs 2.7;2.8;7.1;14.6) 5. Work with relative autonomy and be able to reflect on and review practice; (HCPC SOPs 11.1) 6. Present an appropriate report of the investigation which would inform practice and lifelong learning. (HCPC SOPs 3.3) IDICATIVE COTETS/ KEY TOPICS TO BE COVERED BY THE MODULE: This module is essentially an individual, self-directed piece of work, the contents of which will be specific to the students professional areas and interests. The students will be expected to demonstrate a knowledge base relevant to the topic of interest as well as knowledge and understanding of appropriate methodologies. Students will be advised appropriately about the necessity of obtaining ethical and scientific approval for their projects. Examples of the content that the project will need to include: Abstract Literature review Justification for project Aim of project Methodology, with justification Results Discussion of results with reflection on previous relevant findings Conclusion References Appendices

3 LEARIG, TEACHIG AD ASSESSMET ACTIVITIES Students will be supported in their learning, to achieve the above outcomes, in the following ways:- Your tutors will provide you with academic and professional support and guidance regarding the selection of the research topic, the methodology, data analysis and preparation for the publication. Research support groups may be established to facilitate peer support and feedback mechanisms. A programme of optional dissertation workshops is available across both semesters for students undertaking Masters Dissertations within Health and Social Care. A wide range of electronically based resources are available through the Learning Centre to support independent study. A Blackboard site is available to support students progression through the various stages of completing a dissertation. You will be assessed through OE task:- Formative Assessment: Supervisors will provide formative feedback throughout the dissertation module. Summative Assessment Dissertation Students are required to submit a written piece of work of 15,000 words. Where appropriate, the assessment may be submitted in different media, for example video presentations. To achieve a pass you must demonstrate: Learning Outcome: The ability to plan and execute a logical and well thought out project (LO 1, 5) HCPC SOPs 3.3; 11.1; 14.5) A high level of skill in the design, execution and analysis of the chosen project area (LO 1, 2, 3, 5) (HCPC SOPs 3.3;14.5;14.6) Critical evaluation of literature and the research process (LO 2, 4) (HCPC SOPs 2.7;2.8;7.1;14.5;14.6) An appropriately broad knowledge of the theory, research evidence and practice in the area under investigation (LO 2, 3, 4) (HCPC SOPs 2.7;2.8;7.1;14.5;14.6) 7. Consideration of the key issues relevant to the subject with an adequate range of sources underpinning the review analysis and discussion (LO 2, 3, 4, 6) (HCPC SOPs 2.7;2.8;3.3;7.1;14.5;14.6)

4 Your project s relevance to contemporary Health and Social Care practice (LO 1, 3, 4, 6) (HCPC SOPs 2.7;2.8;3.3;7.1;14.5;14.6) FEEDBACK This is how and when you will be given feedback on your performance:- Formative Feedback Feedback will be given by tutors and peers through the research support groups. The relevant ethics and clinical governance panels may also provide feedback. Summative Feedback Feedback from the warren assessment will be following the assessment and award board. The feedback would be electronically available to students in line with SHU Assessment, Moderation Guidance and Feedback policies. LEARIG RESOURCES FOR THIS MODULE (ICLUDIG READIG LISTS) Recommended Reading: Bryman, A (2004) Social Research Methods (2nd edition). Oxford University Press. Corby, B. (2006) Applying Research in Social Work Practice. Buckingham: Open University Press. Creswell J.W. (2009), Research Design - Qualitative, Quantitative and Mixed methods Approaches, 3rd Edition, London: Sage Denzin,. K. and Lincoln, Y. (eds.) (2011), The SAGE Handbook of Qualitative Research (4th Edition). London: SAGE Gilbert, (2008) Researching Social Life. London: Sage Grix, J. (2004) The Foundations of Research, Basingstoke: Palgrave Macmillan. Hardy, M. and Bryman, A. (2004), Handbook of Data Analysis, SAGE Kvale, S. and Brinkmann, S. (2009) InterViews: Learning the Craft of Qualitative Research Interviewing (Second Edition). London: Sage. Plano Clark, V. L. & Creswell, M. (2008) The Mixed Method Reader. London: Sage Potter, S. (eds.) (2002) Doing Postgraduate Research. London: SAGE Sage University Papers Series in Quantitative Applications in the Social Sciences, Lewis- Beck M.S. (Series editor), London Silverman, D. (2010) Doing Qualitative Research (Third Edition). London: Sage Publications Travers M (2001), Qualitative Research through Case Studies, Sage Publications

5 Additional Sources: Balnaves, M. Caputi, P (2001) Introduction to quantitative research methods, an investigative approach. London: Sage Brewerton, PM, Millward, LJ (2001) Organisational research methods, a guide for students and researchers. London: Sage Byrne, D (2002) Interpreting quantitative data. London: Sage Coghlan, D. Brannick, T (2000) Doing action research in your own organisation. London: Sage Creswell, JW (1998) Qualitative Inquiry and research design: choosing among five traditions. London: Sage Denzin,, Lincoln, Y. eds. (1998) Strategies of qualitative inquiry. London: Sage Hart, E. Bond, M (1995) Action research for health and social care. London: Sage Patton, MQ (2002) Qualitative research and evaluation methods. 3 rd edn. London: Sage Reason, P. Hawkins, P eds (1988) Human Inquiry in Action. London: Sage Reason, P (1994) Participation in human inquiry. London: Sage Reason, P. Bradbury, H. eds. (2001) Handbook of action research: participative inquiry in practice. London: Sage Robson, C (2002) Real world research, a resource for social scientists and practitionerresearchers. 2 nd edn. Oxford: Blackwell Science. Silverman, D (2001) Interpreting qualitative data. 2 nd edn. London: Sage

6 SECTIO 2 MODULE IFORMATIO FOR STAFF OLY MODULE DELIVERY AD ASSESSMET MAAGEMET IFORMATIO MODULE STATUS - IDICATE IF AY CHAGES BEIG MADE EW MODULE EXISTIG MODULE - O CHAGE C Y Title Change Level Change Credit Change Assessment Pattern Change Change to Delivery Pattern ( over two semesters) Date the changes (or new module) will be implemented A MODULE DELIVERY PATTER - Give details of the start and end dates for each module. If the course has more than one intake, for example, September and January, please give details of the module start and end dates for each intake. Module Begins Module Ends Course Intake 1 January 2015 March 2016 Course Intake 2 January 2014 March 2015 Course Intake 3 January 2013 March 2014 Is timetabled contact time required for this module? Y Are any staff teaching on this module non-shu employees? If yes, please give details of the employer institution(s) below What proportion of the module is taught by these non-shu staff, expressed as a percentage? /A MODULE ASSESSMET IFORMATIO Indicate how the module will be marked *Overall PERCETAGE Mark of 40% Y *Overall PASS / FAIL Grade *Choose one only module cannot include both percentage mark and pass/fail graded tasks SUB-TASKS Will any sub-tasks (activities) be used as part of the assessment strategy o for this module? If sub-tasks / activities are to be used this must be approved within the Faculty prior to approval. Subtask / activity marks will be recorded locally and extenuating circumstances, extensions, referrals and deferrals will not apply to sub-tasks / activities. FIAL TASK According to the Assessment Information shown in the Module Descriptor, which task will be the LAST TASK to be taken or handed-in? (Give task number as shown in the Assessment Information Grid in Section 1 of the Descriptor) O-STADARD ASSESSMET PATTERS MARK 'X' I BOX IF MODULE ASSESSMET PATTER IS O STADARD, eg MODEL B, ALL TASKS MUST BE PASSED AT 40%. Task o. 1 x B: on-standard assessment patterns are subject to faculty agreement and approval by Registry Services - see guidance. notes.

7 CHECKED Date ov 2013 Reason Checked Against SI