research methods - 6knin611 - king's college london - … · · 2017-01-03research methods -...
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Research Methods - 6KNIN611 Level: 6
Credits: 15
Module leader: Elsa Montgomery
Tel: 020 7848 3632
Email: [email protected]
Module deputy: Yan-Shing Chang
Tel: 020 7848 3263
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 — Morning .......................................................................................................... 4
Session 1 & 2 – Welcome and Introduction ............................................................. 4
Day 1 — Afternoon ........................................................................................................ 4
Session 3 – Introduction to Critical Thinking .......................................................... 4 Session 4 – Ethics in Healthcare Research .............................................................. 5
Literature Searching – (E-learning) ......................................................................... 5
Day 2 — Morning ......................................................................................................... 6
Session 5 – Observation ........................................................................................... 6
Session 6 – Interviews .............................................................................................. 7
Day 2 — Afternoon ....................................................................................................... 7
Session 7– Qualitative Research Design .................................................................. 7
Day 3 — Afternoon ....................................................................................................... 8
Session 8 – Recap ..................................................................................................... 8
Session 9 – Literature Review .................................................................................. 8
Day 4 — Morning ......................................................................................................... 9
Session 10 – Survey Design ...................................................................................... 9
Session 11 – Questionnaires ..................................................................................... 9
Day 5 — Morning .......................................................................................................... 10
Session 12 – Reliability and Validity ........................................................................ 10
Session 13 – Qualitative Data Analysis .................................................................... 10
Day 6 — Morning ......................................................................................................... 11
Session 14 – Descriptive Statistics ........................................................................... 11
Session 15 – Experimental Research Design in Practice .......................................... 12
Day 7 — Morning .......................................................................................................... 13
E-learning Stats Exercise .......................................................................................... 13
Session 16 – Inferential Statistics............................................................................. 13
Day 7 — Afternoon ....................................................................................................... 14
Session 17 – Critical Appraisal ................................................................................. 14
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Day 8 — Morning ......................................................................................................... 15
Literature Searching – E-learning ............................................................................ 15
Session 18 – Writing a Research Proposal ............................................................... 15
Day 8 — Afternoon ....................................................................................................... 16
Session 19 – Critical Appraisal ................................................................................. 16
Day 9 ............................................................................................................................ 16
Session 20 – Tutorials .............................................................................................. 16
Dates for examinations ............................................................................................. 16
Results and resits for examinations ......................................................................... 16 Resubmission date.................................................................................................... 16
Module evaluation ........................................................................................................ 17
Action from previous evaluations ................................................................................ 17
Timetable...................................................................................................................... 18
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Module overview This module forms part of the BSc Midwifery with Registration as a Midwife. 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.
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 A variety of teaching and learning strategies will be available within the module. The teaching and learning strategies used are a mix of lectures, seminars, e-learning and self-directed study. Full details of each session are available on the university e-learning service KEATS.
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Learning resources
Day 1 — Morning
Session 1 & 2 – Welcome and Introduction • Welcome to the module, an overview and discussion about the module. • Preparation for critical appraisal session • Using research in practice
Indicative reading
Burns N. & Grove S.K. (2014) Understanding Nursing Research Building an Evidence-Based Practice. 6th ed. Elsevier Saunders, St Louis.
Ellis P. (2013) Understanding Research for Nursing Students. 2nd ed. SAGE, Learning Matters, London.
Gerrish K. & Lathlean J. (2015) (eds.) The Research Process in Nursing. 6th ed. (electronic resource) http://kcl.eblib.com/patron/FullRecord.aspx?p=1936761
Day 1 — Afternoon
Session 3 – Introduction to Critical Thinking By the end of the session you will be able to:
• Demonstrate that critical thinking requires ability to reason systematically from information, to draw valid conclusions, and to defend these conclusions
• Develop skills in working up and presenting critical, constructive arguments when reviewing and critiquing research
• Encourage students to develop a questioning approach to their work.
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.
Weston A. (2009) A Rulebook for Arguments. 4th ed. Hackett Publishing Company Inc., Indianapolis.
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Session 4 – Ethics in Healthcare Research By the end of the session you will be able to:
• Understand sensitive issues and research • Understand ethics as a concept • Understand the influence of history on research ethics • Identify key ethical principles • Recognise ethical issues researchers need to consider in relation to experiments,
questionnaires and interview.
Indicative reading
Beauchamp T.L. & Childress J.F. (2013) Principles of Biomedical Ethics, (7th edition), Oxford University Press, New York
Lee R.M. (2003) Doing Research on Sensitive Topics. Sage, London.
Literature Searching – (E-learning) By the end of the session you will be able to:
• How to 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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Day 2 — Morning
Session 5 – Observation
By the end of the session you will be able to:
• To understand the varying observation techniques used in qualitative and quantitative research
• To understand the value of studying a particular topic/clinical issue/problem in the context in which it is experienced
• To appreciate the potential biases in the data and knowledge generated through observation techniques, including methods of explaining and minimising bias
• To 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
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.
Porter L., Redferm S.J., Wilson-Barnett J. & LeMay A.C. (1986) The development of an observation schedule for measuring nurse patient touch, using an ergonomic approach. International Journal of Nursing Studies 23(1), 11-22.
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Session 6 – Interviews
By the end of the session you will be able to:
• To gain an understanding of the use of interviews in quantitative and qualitative research • To explore advantages and disadvantages of interviews • To differentiate between structured and un-structured interviews • To address issues of validity and reliability • To 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.
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.
Day 2 — Afternoon
Session 7– Qualitative Research Design By the end of the session you will be able to:
• An understanding the main features of qualitative research • An understanding of qualitative methods of data collection.
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 (chapters 14, 15 & 16)
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Day 3 — Afternoon
Session 8 – Recap Re-cap and exam briefing.
Session 9 – Literature Review
• 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 • Be able to plan a literature review • Know how to present a literature review.
Indicative reading
Aveyard H. (2010, 2014) Doing A Literature Review In Health And Social Care [electronic resource]: A Practical Guide. 3rd ed. McGraw Hill: Open University Press. http://kcl.eblib.com/patron/FullRecord.aspx?p=1630540
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.
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Day 4 — Morning
Session 10 – Survey 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
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.
McKenna H., Hasson F. & Keeney S. (2010) Surveys. In Gerrish K., Lacey A. pp 216-225. (eds.) The Research Process in Nursing. 6th ed. Blackwell, Oxford.
Wagstaff P. (2006) Surveys. In Cluett E.R. & Bluff B. (eds) pp 93-116 Principles and Practice of Research in Midwifery. 2nd ed. Churchill Livingstone, Edinburgh.
Session 11 – 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
Jones M. & Rattray J. (2010) Questionnaire Design pp 369-380. In Gerrish K., Lacey A. (eds.) The Research Process in Nursing. 6th ed. Blackwell, Oxford.
Rattray J. & Jones M.C. (2007) Essential elements of questionnaire design and development. Journal of Clinical Nursing 16, 234–243.
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Day 5 — Morning
Session 12 – 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 • Understand how rigour and trustworthiness can be established in qualitative research.
Indicative reading
Finlay L. & Gough B. (2003) Reflexivity: A Practical Guide for Researchers in Health and Social Sciences. Blackwell Publishing, Oxford.
Freshwater D., Cahill J., Walsh E. & Muncey T. (2010) Qualitative research as evidence: criteria for rigour and relevance. Journal of Research in Nursing 15, 497-508.
Moule P. & Goodman M. (2014) Nursing Research: An Introduction. 2nd ed. SAGE, Los Angeles. Chapter 12 rigour and trustworthiness in research.
Session 13 – Qualitative Data Analysis (In small groups)
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
Lathlean J.A. (2006). Qualitative Analysis. In K. Gerrish & A. Lacey (eds.). The Research Process in Nursing (pp.417-433). Blackwell Publishing, Oxford.
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Day 6 — Morning
Session 14 – Descriptive Statistics
By the end of the session you will be able to:
• Understand different types of data, and their measurement • To understand how to report and summarise data • To be able to apply correctly a range of common statistical tests • To understand and critique statistical data reported in articles, reports and research papers • To be able to appraise research for its clinical significance.
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. McGraw-Hill, Maidenhead.
Watson R. et al (2006) Successful Statistics for Nursing & Healthcare. Palgrave MacMillan, Basingstoke.
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Session 15 – Experimental Research Design in Practice
By the end of the session you will be able to:
• An understanding of different experimental and non-experimental research designs • To describe the basic features of commonly used experimental designs • A knowledge of strengths, limitations , sources of bias in experiments • To consider ways in which these can be overcome.
Indicative reading
Nelson A., Dumville J. & Togerson D. “Experimental Research” in Gerrish K & Lacey A. (Eds) (2010) The Research Process in Nursing. 6th ed. Wiley-Blackwell, Oxford. Chapter 17.
Cluett E.R. (2006) Experimental research in Cluett E.R. & Bluff B. (eds) pp 57-92 Principles and Practice of Research in Midwifery. 2nd ed. Churchill Livingstone, Edinburgh
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Day 7 — Morning
E-learning Stats Exercise
By the end of the session you will be able to:
• Working through the exercise using Statistics Primer online resource • Utilise descriptive and inferential tests.
Session 16 – Inferential Statistics
By the end of the session you will be able to:
• To recognise and apply different tests for parametric and non-parametric data • To consider how statistics can assist in measuring differences in numerical data • Using statistics to explore relationships in numerical data.
Indicative reading
Salkind N.J. (2008) Statistics for People Who (Think They) Hate Statistics. Sage.
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. McGraw-Hill, Maidenhead.
Watson R. et al (2006) Successful Statistics for Nursing & Healthcare. Palgrave MacMillan, Basingstoke.
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Day 7 — Afternoon
Session 17 – Critical Appraisal 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
Aveyard H. (2010, 2014) Doing a literature review in health and social care: a practical guide. Chapter 5 'how do I critically appraise the literature’. Open University Press.
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).
Knowles J. & Gray M. (2011) The experience of critiquing published research: Learning from the student and researcher perspective. Nurse Education in Practice 11(6), 390-394. doi:10.1016/j.nepr.2011.03.019
Polit D. F. & Beck C. T. (2014). Essentials of Nursing Research: Appraising Evidence for Nursing Practice. 8th ed. Wolters Kluwer Health/Lippincott Williams & Wilkins, Philadelphia.
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Day 8 — Morning
Literature Searching – E-learning
By the end of the session you will be able to:
• How to design and effective search strategy for a chosen question • Understand which databases to use and how to apply the search strategy.
Session 18 – Writing a Research Proposal 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 Gerrish K. & Lacey A. (2010) The Research Process in Nursing. 5th ed. Blackwell, Oxford.
Glasper A. & Rees C. (2013) How to Write your Nursing Dissertation [electronic resource].
Moule P. & Hek G. (2011) Making Sense of Research: An Introduction for Health and Social Care Practitioners. 4th ed. Sage, London.
Moule P. & Goodman M. (2014) Nursing Research: An Introduction. 2nd ed. SAGE, Los Angeles.
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Day 8 — Afternoon
Session 19 – Critical Appraisal 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
Aveyard H. (2010, 2014) Doing a Literature Review in Health and Social Care: A Practical Guide. Chapter 5 'how do I critically appraise the literature’. Open University Press.
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, Wiley, UK. (Electronic resource)
Knowles J. & Gray M. (2011) The experience of critiquing published research: Learning from the student and researcher perspective. Nurse Education in Practice 11(6), 390-394. doi:10.1016/j.nepr.2011.03.019
Polit D.F. & Beck C.T. (2014). Essentials of Nursing Research: Appraising Evidence for Nursing Practice. 8th ed. Wolters Kluwer Health/Lippincott Williams & Wilkins, Philadelphia.
Day 9
Session 20 – Tutorials
Dates for examinations Thursday 25 May 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.
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 Tuesday 22 August 2017
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Module evaluation
At the end of the module you are requested to complete the short online evaluation which will be available on your module KEATS site. Student evaluations are very important to us and are required by Health Education England and the regional London Local Education and Training Boards.
Action from previous evaluations 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.
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 a short quiz and there is an exam revision session in which examples of exam questions are discussed with students. There are two tutorials sessions at the end of the module.
The teaching sessions were not aimed at people who had never done statistics.
ACTION: Statistics session will include more interactive activities, video clips and e-learning resource have been included to support student learning.
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.
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 and 2. These activities will be discussed in a re-cap session.
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Timetable Research methods (6KNIN611) timetable (PRE-REG)
Level 6/15 credits
Teaching mode
Date Type of session Title Time Group Lecturer
DAY 1
University based study
2 Feb 2017
Session 1 Introduction to the module 10:00-11:00
All groups
Elsa Montgomery
Session 2 Using research in practice 11:30-13:00 Jenny Carter
Session 3 Introduction to critical thinking 14:00-15:00 Kirstie Coxon
Session 4 Ethical issues in healthcare research 15:00-16:00 Elsa Montgomery
Literature search. E-learning 16:00-17:00
DAY 2
University based study
7 Feb 2017
Self-directed study 09:00-10:00 Session 5 Observation 11:00-13:00 All groups Sam Bassett
Session 6 Interviews 14:00-15:00 All groups Kirstie Coxon
Session 7 Qualitative research design 15:00-16:00 Elsa Montgomery
DAY 3
University based study
6 March 2017
Session 8 Re-cap and exam briefing 14:00-15:00
All groups Elsa Montgomery
Session 9 Literature review 15:00-16:00 Kirstie Coxon
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DAY 4 University based study
9 March 2017
Self-directed learning 09:00-10:00 All groups
Session 10 Survey design 10:00-11:00 TBC Session 11 Questionnaires 11:30-13:00 Kim Watts DAY 5
University based study
13 March 2017
Session 12 Reliability and validity 09:30-10:30 All groups Sam Bassett
e-learning: statistics on line study
Session 13 Qualitative data analysis
11:00-13:00 Group 1 Elsa Montgomery
11:00-13:00 Group 2 Rebecca Daley
11:00-13:00 Group 3 James Harris
11:00-13:00 Group 4 TBC
11:00-13:00 Group 5 TBC
11:00-13:00 Group 6 (post-qual)
Yan-Shing Chang
e-learning literature search E-learning
DAY 6
University based study
16 March 2017
e-learning statistics on line study: Descriptive statistics E-learning
Session 14 Descriptive statistics 10:00-11:00 All groups Kim Watts Session 15 Experimental design 11:30-13:00
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DAY 7
University based study
3 April 2017
e-learning statistics on line study: Inferential statistics 10:00-11:30 All groups
Session 16 Inferential statistics 11:30-13:00 All groups Kim Watts
Session 17 Critical appraisal
14:00-16:00 Group 1 Elsa Montgomery
14:00-16:00 Group 2 Rebecca Daley
14:00-16:00 Group 3 James Harris
14:00-16:00 Group 4 TBC
14:00-16:00 Group 5 TBC
14:00-16:00 Group 6 (post-qual)
Yan-Shing Chang
Literature search E learning E-learning DAY 8
University based study
2 May 2017
Tutorial/optional drop in session 10:00-11:00 optional Elsa Montgomery Session 18 Writing a research proposal 11:30-13:00
Session 19 Critical Appraisal
14:00-16:00 Group 1 14:00-16:00 Group 2 Rebecca Daley 14:00-16:00 Group 3 James Harris 14:00-16:00 Group 4 TBC
14:00-16:00 Group 5 TBC
14:00-16:00 Group 6 (post qual)
Yan-Shing Chang
DAY 9 University
based study 8 May 2017
Session 20 Revision/tutorials 10:00-11:00 optional Elsa Montgomery
EXAM 25 May 2017 Exam 09:00-13:00
Rooms are confirmed on the module KEATS page.
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