NURSING 7002HO - Interpretive and Critical Research in Health

Course Details

Course Code	NURSING 7002HO
Course	Interpretive and Critical Research in Health
Coordinating Unit	Adelaide Nursing School
Term	Semester 2
Level	Postgraduate Coursework
Location/s	Teaching Hospitals
Units	3
Contact	Flexible delivery mode (optional on-campus tutorials in Semester 1 only)
Restrictions	Available to MNSc, MGrief&PCCouns, GradCertPH, GradDipPH, MPH & GradDipOH&SMgt students only
Assessment	Essay and research proposal

Course Staff

Course Coordinator: Dr Lynette Cusack

Course Coordinator: Lynette Cusack
Phone: +61 8 8313
Email: lynette.cusack@adelaide.edu.au

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

1	Critique the different qualitative research methodologies and methods.
2	Compose a research question and propose a research methodology.
3	Compose a research method that enables the research question to be addressed and is congruent with the methodology.
4	Identify ethical issues related to the research questions

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised.	1-4
The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner.	1-4
An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems.	2-3
Skills of a high order in interpersonal understanding, teamwork and communication.	3
A proficiency in the appropriate use of contemporary technologies.	1-3
A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life.	1
A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community.	1-4
An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities.	1-4

Required Resources

Texts
The prescribed texts are integral to the course.

Schneider, Z, Whitehead, D, Elliott, D, LoBiondo-Wood, G, & Haber, J 2013, Nursing & midwifery research: methods and appraisal for evidence-based practice, 4th edn, Mosby, Sydney.

Reader
The readings for this course area available electronically MyUni.

Online Learning

MyUni
All students enrolled in a postgraduate coursework nursing program have access to the School of Nursing – Postgraduate Coursework Student Centre on MyUni. If you would like the opportunity to network with other students, you can use the Communication features in the site. This site will also feature information about the latest news and events at the School of Nursing.

Unified
http://unified.adelaide.edu.au/
UNIFIED is your one-stop shop for email, calendar, MyUni and Access Adelaide. It even allows you to search the Library.
UNIFIED is available to all active students; with a single login you can access your student systems and personal information through a central website. Login with your Student ID ("a1234567") and Password.

For more information, including easy to follow instructions visit https://unified.adelaide.edu.au/web/mycampus/home.

Library Resources
Help for Nursing Students
The 成人大片 Library has a website to help nursing students use the library and its resource (www.library.adelaide.edu.au/guide/med/nursing).

Remote student library service
The 成人大片 Library provides a document delivery and loans service to non-metropolitan students who do not visit a 成人大片 campus to attend classes (www.adelaide.edu.au/library/docdel/external.html).

Learning & Teaching Modes

Each week students will have theoretical and practical work to complete. Readings will be accompanied by explanatory text and exercises to test and rehearse the information contained in the course materials. They are designed to help you through difficult concepts or to draw your attention to the most important points.

The practical components require you to begin to prepare and plan a proposal for an interpretive or critical research study. Some tasks may take some time and more than one week is allocated to complete them (e.g. literature searching).

Weekly Tutorial (Optional)
One hour tutorials are arranged for students to come together where possible and discuss the readings and the exercises. Off-campus students are encouraged to telephone or email the course coordinator if they wish to discuss the work

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

It is expected that you will need to invest about 12 hours per week of study to successfully complete this course. It is recommended that you plan your time commitment to the course at the beginning of the semester.

Learning Activities Summary

This course focuses on research methodologies in the interpretive and critical paradigms and the research methods used to collect and manage qualitative data. Topics that will be covered include the following:

•   literature searching and reviewing
•   interpretive research
•   critical research
•   phenomenology
•   ethnography
•   grounded theory
•   action research
•   ethics of research
•   data collection methods
•   managing qualitative data

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Assessment Type	Weighting	Learning outcome(s) being addressed
Quiz	Formative	0%	1
Essay	Formative	30%	1,2
Research Proposal	Summative	70%	1,2,3,4

Assessment Detail

Assignment 1: Quiz
This is a quiz related to basic concepts of qualitative research

Assignment 2: Essay
Identify an area of interest for your research, conduct a literature review and develop a qualitative research question. Position the research within either the interpretive or critical paradigm

Assessment 3: Research Proposal
Develop a detailed research proposal based on the research question identified in assignment one.

Submission

No information currently available.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Plagiarism
Students are reminded that plagiarism and other forms of academic dishonesty constitute a serious offence and can result in disciplinary procedures. Students are advised to read the policy Academic Honesty and Assessment Obligations for Coursework Students Policy & Coursework Students: Academic Dishonesty Procedures policy, available at www.adelaide.edu.au/policies/230/.

The following definitions should be noted.

Referencing: providing a full bibliographic reference to the source of the citation (in a style as determined by the School).
Quotation: placing an excerpt from an original source into a paper using either quotation marks or indentation, with the source cited, using an approved referencing system in order to give credit to the original author.
Paraphrasing: repeating a section of text using different words which retain the original meaning.Please note: changing just a few words does not constitute paraphrasing.

Final results for this course will be made available through .

Marking Guide

Essay

Structure and writing guide 25%

Structure (15%)

•   Introduces/outlines/situates the research topic and the researcher.
•   Clearly describes the area of interest.
•   The format is structured in a logical sequence so that the content flows (headings may be used to develop the structure of the proposal).

Writing Style (10%)

• The proposal is written with clear sentence structure, clarity of argument and precision of expression and the spelling and grammar are correct.

Content and Critical Analysis 60%

Content (30%)

•   The question has been answered or the topic/issue has been discussed.
•   The research topic and literature review has clear links to contemporary nursing practice.
•   The student’s paper demonstrates a depth of understanding of the topic and significant issues.

Critical Analysis (30%)

The proposal demonstrates a high degree of critical thought and insight by:
•   providing a justification/rationale for the argument/discussion
•   demonstrating they have reflected on the complex issues surrounding the topic/question
•   discussing the topic from differing perspectives, thereby providing a balanced argument/discussion.

Referencing 15%

•   The referencing style used throughout the summary paper is congruent with the School Academic Manual.
•   The reference list is accurate (i.e. no missing page numbers, volumes, correct title etc), complete (i.e. no references in the body of the paper are missing from the reference list) and consistent with the School Academic Manual.
•   The references cited are contemporary (i.e. less than 10 years old unless seminal papers).
•   Primary references are used predominantly (i.e. the original reference has been cited rather than a secondary source).
•   There is evidence in the summary paper that the student has searched widely for information related to the topic/issue.
•   The student has acknowledged all sources of information.
•   Direct quotations are only used to make crucial points or to support the discussion/argument.

Research Proposal

Structure and writing style 20%

Structure (15%)

• Each section of the proposal is structured in a logical sequence so that the content flows (headings are used to develop the structure of the proposal).
• The proposal is written with clear sentence structure and the spelling and grammar are correct.

Content 65%

•   The introduction and background sets the scene for the research and outlines the context and area of interest (Use your work from Assignment One).
•   A preliminary review and critique of the literature has been undertaken and used to demonstrate a need for the research. (Use your work from Assignment One).
•   A succinct research question has been identified (Use your work from Assignment One).
•   A clear and concise justification for the study (the purpose and significance) has been outlined.
•   The methodology framework that will underpin this qualitative research has been outlined and justified.
A step-by-step plan of the research methods is briefly outlined including:
•   participation numbers, selection and recruitment
•   data collection techniques
•   data analysis techniques and interpretation methods
•   Ethical considerations to ensure participant safety and confidentiality have been outlined.

Referencing 15%

•   The referencing style used throughout the summary paper is congruent with the School Academic Manual.
•   The reference list is accurate (i.e. no missing page numbers, volumes, correct title etc), complete (i.e. no references in the body of the paper are missing from the reference list) and consistent with the School Academic Manual.
•   The references cited are contemporary (i.e. less than 10 years old unless seminal papers).
•   Primary references are used predominantly (i.e. the original reference has been cited rather than a secondary source).
•   There is evidence in the summary paper that the student has searched widely for information related to the topic/issue.
•   The student has acknowledged all sources of information.
•   Direct quotations are only used to make crucial points or to support the discussion/argument.

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

This section contains links to relevant assessment-related policies and guidelines - all university policies.

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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