Voices in Care: Doing Experience Driven Research

NURS23162 Voices in Care: Doing Experience Driven Research 10 Semester 2 Undergraduate Level 5 Maurice Nagington Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Middle part of Bachelors ' European Credit Transfer & Accumulation System Rating : 5.0 This module will move students from the consumption of research, to the production of research. This module forms the basis for teaching students, in an applied way, the theory and practice of qualitative research.  Key themes  • The value and importance of qualitative research as a way to develop nursing knowledge and practice  • The variety of contemporary qualitative research methods (including online and virtual methods)  • The role of theoretical perspectives in qualitative research  • Ethical issues in qualitative research  • Data collection techniques  • Data analysis techniques  • Reflexivity in qualitative research  • Challenges in writing up qualitative research methods    This module will move students from the consumption of research, to the production of research. This module forms the basis for teaching students, in an applied way, the theory and practice of qualitative research.  Key themes  • The value and importance of qualitative research as a way to develop nursing knowledge and practice  • The variety of contemporary qualitative research methods (including online and virtual methods)  • The role of theoretical perspectives in qualitative research  • Ethical issues in qualitative research  • Data collection techniques  • Data analysis techniques  • Reflexivity in qualitative research  • Challenges in writing up qualitative research methods    This unit aims to:  • Enable the student to develop and practice the major aspects of producing qualitative research  • Support students to collaboratively develop their qualitative research skills  • To undertake a small piece of low risk qualitative research  • Develop and apply critical thinking skills to the undertaking of qualitative research    A1 Demonstrate critical understanding of qualitative approaches and methods  A2 Demonstrate awareness of the ethical issues involved in qualitative research and apply appropriate standards to low risk projects  A3 Critically evaluate relevant theoretical approaches in qualitative research    B1 Identify and explain the underpinning evidence for how to choose appropriate qualitative research methods  B2 Demonstrate critical reflection on rigour in qualitative research  B3 Demonstrate knowledge and understanding of the importance of rigorous analytical techniques    C1 Demonstrate ability to effectively undertake and apply appropriate standards to a small low risk qualitative research project  C2 Demonstrate ability to critically reflect on qualitative research processes    D1 Demonstrate understanding of the limitations of qualitative research  D2 To reflect on their own knowledge and skills in relation to qualitative research methods D3 Participate in collaborative learning and peer support    A range of learning and teaching methods will be used, each week students will be  expected to have watched preparatory lectures and read a variety of texts. Seminars will  include small group work, discussion based learning, quizzes, tasks and small group  activities.    3 Report 100% BNurs (Non HEE) BNurs (Hons) Adult Second Year Optional BNurs (Non HEE) BNurs (Hons) Children's Second Year Optional BNurs (Non HEE) BNurs (Hons) Mental Health Second Year Optional N Ayres, L. (2007). Qualitative research proposals--part III: sampling and data collection. Journal of Wound Ostomy Continence Nursing, 34(3), 242-244. [DOI: 10.1097/01.WON. 0000270816.99318.3b]  Burman, E. E., & Parker, I. E. (1993). Introduction - discourse analysis: the turn to the text. In E. E. Burman & I. E. Parker (Eds.), Discourse analytic research: Repertoires and  readings of texts in action. Taylor & Frances/Routledge.  Charmaz, K. (2006). Constructing grounded theory. London: Sage  Devault, M. (1990). Talking and listening from women's standpoint: Feminist strategies for interviewing and analysis. Social Problems, 37(1), 96-116.  Jackson, A. Y., & Mazzei, L. A. (2012). Thinking with theory in qualitative research: viewing data across multiple perspectives. London: Routledge.  Kvale, S. (1994). Ten standard objections to qualitative research interviews. Journal of Phenomenological Psychology, 25(2), 147-173.  Marshall, M. N. (1996). Sampling for qualitative research. Family Practice, 13(6), 522-525 Mitchell, W., & Irvine, A. (2008). I'm Okay, You're Okay?: Reflections on the Well-Being and Ethical Requirements of Researchers and Research Participants in Conducting  Qualitative Fieldwork Interviews. International Journal of Qualitative Methods, 7(4), 31-44. Roper, J. M., & Shapira, J. (2000). Ethnography in nursing research. London: Sage.  Seale, C., & Silverman, D. (1997). Ensuring rigour in qualitative research. Eur J Public Health, 7(4), 379-384. [DOI: 10.1093/eurpub/7.4.379]  Walshe, C., Ewing, G., & Griffiths, J. (2011). Using observation as a data collection  method to help understand patient and professional roles and actions in palliative care settings.   Assessment written exam 16 Fieldwork 10 Lectures 4 Practical classes & workshops 18 Seminars 14 Work based learning 38 0 38