HS947-7-SP-CO:
Theory and Method in Health Research
2023/24
Health and Social Care (School of)
Colchester Campus
Spring
Postgraduate: Level 7
Future
Monday 15 January 2024
Friday 22 March 2024
15
19 December 2023
Requisites for this module
(none)
(none)
(none)
(none)
(none)
MPHDC84KJS Applied Psychology,
PHD C84KJS Applied Psychology,
MPHDB93KJS Occupational Therapy,
PHD B93KJS Occupational Therapy,
MPHDL40KJS Social Policy,
PHD L40KJS Social Policy,
MPHDB62KJS Speech and Language Therapy,
PHD B62KJS Speech and Language Therapy,
MPHDL50KJS Social Work,
PHD L50KJS Social Work
Applied health and social care research is underpinned by a variety of theoretical assumptions. This module provides opportunities to critically examine some key philosophical ideas that inform research, using a blended learning approach to extend knowledge and current understanding of the research process
How knowledge is viewed determines ways of thinking about the research process. It is important to understand the interrelationships between key elements of the research process to allow the logical combination of ontology and epistemology as part of a robust research process. This module provides opportunities to examine key theoretical/philosophical ideas and explore how they can be applied to inform present and future research projects and better understand the foundations of scholarly work.
On successful completion of this module, the [learner] will be able to:
Select and justify a research perspective and methodology for a given research topic and be able to select scholarly sources to inform and support argumentation
Identify and discuss some key philosophical/theoretical assumptions that inform
different approaches and methods in health research
Critically consider how different approaches produce different types of knowledge and evidence and the implications of this
Compare and contrast some key philosophical/theoretical ideas and consider
strengths and weaknesses of different approaches
This module will explore methods (research techniques/procedures); methodology (research strategy that links method to desired outcome); theoretical perspectives (philosophical position that informs methodology and provides context) and epistemology and ontology (what constitutes valid knowledge/how it is obtained and what constitutes reality/how existence is understood). A blended learning approach uses multiple methods to deliver learning by combining face-to-face interactions with online activities – to provide opportunities to develop and consolidate existing knowledge and understanding about the philosophical foundations of the research process.
Applied health and social care research Is informed by different theoretical approaches; each comes with implicit/explicit assumptions about how research will generate new knowledge. Research requires both theory and methods – it is therefore important to understand how they are related and informed by (philosophical) assumptions about the world, how it operates and how we can claim to know this. A blended learning approach - with peer support - provides opportunities to become a more reflexive researcher and develop existing knowledge and critical awareness of key philosophical ideas that underpin the research process.
This module is taught using a blended learning approach. Five taught seminars are supplemented by e-learning and Moodle resources.
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Aveyard, H.
et al. (2023)
A beginner’s guide to evidence-based practice in health and social care. Fourth edition. Maidenhead: Open University Press. Available at:
https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/2397005.
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Nigel Warburton (2012)
Philosophy. Abingdon, Oxon: Routledge. Available at:
https://doi.org/10.4324/9781315817224.
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Dyson, S. and Brown, B. (2006)
Social theory and applied health research. Maidenhead: Open University Press. Available at:
https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=233915.
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Vere, J. and Gibson, B. (2020) ‘Variation amongst hierarchies of evidence’,
Journal of Evaluation in Clinical Practice, 27(3), pp. 624–630. Available at:
https://doi.org/10.1111/jep.13404.
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Dincer, B. and Inangil, D. (2021) ‘The effect of Emotional Freedom Techniques on nurses’ stress, anxiety, and burnout levels during the COVID-19 pandemic: A randomized controlled trial’,
EXPLORE, 17(2), pp. 109–114. Available at:
https://doi.org/10.1016/j.explore.2020.11.012.
The above list is indicative of the essential reading for the course.
The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students.
Further reading can be obtained from this module's
reading list.
Assessment items, weightings and deadlines
| Coursework / exam |
Description |
Deadline |
Coursework weighting |
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Overall assessment
Reassessment
Module supervisor and teaching staff
Ms Jennie Todd, email: jtodd@essex.ac.uk.
Jennie Todd
jtodd@essex.ac.uk.
Contact details: David Bidwell
Student Administrator E: cpd@essex.ac.uk
No
No
No
No external examiner information available for this module.
Available via Moodle
No lecture recording information available for this module.
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