92612 Research in Health
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksRequisite(s): 24 credit points of completed study in any course AND 92790 Evidence for Informing Practice
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): 92972 Health Care Research Methodology
Description
This subject is the second of two sequential subjects that provide a capstone experience within the degree. It builds on the aims of the research question developed in 92790 Evidence for Informing Practice. Students completing this subject develop an understanding and appreciation of the multiple ways through which knowledge is generated.
In this subject, students select a research topic and gain experience in developing an independent original research proposal. Students translate findings from their literature review in 92790 or equivalent prior work in developing a proposal that reflects methodological quality, rigor and feasibility, and highlights implications for practice or policy.
Subject learning objectives (SLOs)
| A. | Select and refine an original research problem or question in relation to their understanding of existing knowledge. |
|---|---|
| B. | Design and articulate key components of a research proposal for an original study, inclusive of a descriptive study title; background (literature review); study aim and/or research question/s; methods (inclusive of design, sample, intervention [if applicable], data collection, data management and analyses). |
| C. | Build a creative and valid argument to support the selection of a specific research method/design. |
| D. | Describe the ethical implications, resources and facilities required for a feasible project plan and timeline. |
| E. | Critically reflect on translating knowledge into practice, noting potential implications for health practice and/or policy and how this research may add to the related body of knowledge. |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Are reflective critical thinkers who examine and contribute to practice, policy and research to achieve clinical excellence and enhance health outcomes (1.0)
- Communicate effectively and professionally in diverse and dynamic situations (4.0)
- Embody the professional qualities appropriate to the scope of their role (5.0)
Teaching and learning strategies
In this subject, you will participate in a range of guided online and in-class teaching and learning strategies designed to develop your experiences and confidence in the use of contemporary health research methods, as you plan and refine an original research proposal on a topic of your choice. Experiential learning is a dominant feature as you work with subject resources to develop your proposal throughout the semester. All learning activities relate directly to the subject’s two assessment tasks: the development of a draft and revised versions of a research proposal.
Orientation activities
Preparation for the Session - students are expected to undertake activities prior to the first week. These activities include online readings, videos, and interaction with peers, and are important in helping students prepare for the subject's Assessment Tasks. This also provides students with an opportunity to meet and interact with peers. Students will learn through independent learning activities, group work, peer review, and participation in the Zoom meetings.
Independent learning activities
Relevant readings, videos and activities will be made available online relevant to the topic of the week. Students are expected to come to Zoom meetings prepared. This will enhance the students’ ability to progress successfully throughout the subject and complete assessment items effectively. The online material aims to enhance students’ understanding of the topic or delve deeper into a more specific area, compare experiences and ideas with others, and gain feedback. Information and links to all these learning activities can be accessed via Canvas.
Pre-session and preparatory work in Weeks 0-1
Preliminary learning materials in Weeks 0-1 of the teaching session enable you to revise your understanding of the literature for your selected topic of interest, using your previous work from Evidence-Based Practice or equivalent experiences. The learning materials (re-)explore your academic skills and confidence in conducting a literature search and review at a postgraduate level, then guide you through identifying a literature search ('practice') question, conducting a related search strategy, and completing a critical appraisal and synthesis of the selected studies on your topic. You will post a self-introduction and your draft study proposal aim/question on the subject’s discussion board on UTSOnline. The subject coordinator will reply with early feedback on your proposed topic, with student colleagues encouraged to interact during this early phase of your proposal development.
Your learning experiences across the teaching session are structured in a series of modules; see the Program below and subject details Canvas for further detail. Module activities align with the virtual workshop days. Online materials focus on each topic's key principles and theory and serve as pre-class work for learning and discussion sessions in the workshop days.
Online synchronous classes
Three on-campus workshop days across the semester enable direct interactions with staff and student colleagues, for consolidation of understanding in the module learning activities. In-class sessions use active learning and collaborative learning approaches to discuss characteristics of published study examples and application of key issues to your developing study proposal. Related small group work with informal student presentations and whole-of-class feedback on discussions enable further exploration and development of key sections of your research proposal. These small group work activities reflect authentic research team practices when developing a research proposal.
Feedback
Feedback will be frequent and takes several forms including self-assessment, peer review, automatic feedback from interactive activities e.g. quizzes, and from the subject coordinator. Formative feedback throughout the subject aims to increase student performance at summative assessments.
Content (topics)
A range of research methods and related elements for both qualitative and quantitative paradigms are explored as students develop an original research proposal:
- Exploring a range of methodological approaches currently used in health research
- Developing research methods and a related design to answer specific research questions
- Understanding the need for congruence in selection of research methodologies, designs, types of data and forms of analyses
- Developing components of a research proposal: study aim and/or research question/s; methods - design, sample, intervention [if applicable], data collection, data management and analyses.
- Incorporating rigour into proposed study methods
- Understanding ethical and resource implications
- Considering project implementation issues
- Translating knowledge into practice, by identifying potential implications for health practice and/or policy and how this research may add to the related body of knowledge.
Assessment
Assessment task 1: Study context
| Intent: | Each assessment item is designed and sequenced to support the iterative development of the research proposal methodology over the teaching session. This early low-stakes assessment task enables you to state the clinical significance of your proposed original research and to provide a justification for the study. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A This assessment task contributes to the development of graduate attribute(s): 1.0 and 4.0 |
| Type: | Report |
| Weight: | 15% |
| Length: | 400 words +/- 10% (excluding a reference list) |
| Criteria: | Clarity of the introduction / context of proposed study: 15% |
Assessment task 2: Background literature and rationale for proposal
| Intent: | This assessment task enables you to demonstrate your knowledge and understanding of your selected research methodology and methods (from design to consent), and the social, cultural and ethical considerations reflective of an accountable researcher. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A This assessment task contributes to the development of graduate attribute(s): 1.0 and 4.0 |
| Type: | Report |
| Weight: | 35% |
| Length: |
Total word count 1000 words +/-10% (excluding the reference list) |
| Criteria: |
|
Assessment task 3: Draft methods
| Intent: | This assessment builds on assessments 1 and 2 and provides you with the opportunity to apply your evolving knowledge and skills in research methods and understanding of the ethical, social and cultural considerations that an accountable researcher should demonstrate. Critical analysis and assessment of the most appropriate way to undertake your data collection, management and analysis will be required as well as an application of your ethical knowledge and skills to complete the ethics form template. There must be congruence between assessment 1, assessment 2 and assessment 3 |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, D and E This assessment task contributes to the development of graduate attribute(s): 4.0 and 5.0 |
| Type: | Project |
| Weight: | 50% |
| Length: |
|
| Criteria: | Data collection, management and analysis:20 Concisely describe the risks and burdens associated with your proposed research and justify the benefits of your research to the study population, potential implications for healthcare outcomes, practice and/or policy and contribution to knowledge:30 |
Required texts
There is no required text for this Subject.
Recommended texts
We recommend that you access a range of texts and other resources to guide you in learning about specific research methods related to your selected study design and method. Some examples below may support your learning, relative to your methodology:
Some examples below are available from the library:
- Boswell, C & Cannon, S. (2020). Introduction to nursing research. Incorporating Evidence-based practice ( 5th Edition) Jones & Bartlett Learning.
- Bowers, D. (Ed.). (2014). Medical statistics from scratch: An introduction for health professionals. John Wiley & Sons, Incorporated.
- Liamputtong, P., Anderson, K., & Bondas, T. (2016). Research Methods in Health (Third edition). Oxford University Press.
- Liamputtong, P. (2019). Handbook of research methods in health social sciences. Springer.
- Liamputtong, Pranee.(2010) Performing Qualitative Cross-Cultural Research, Cambridge University Press NHMRC (2019).
- A guide supporting the Australian Code for the Responsible Conduct of Research. NHMRC (2018). National Statement on Ethical Conduct in Human Research (2007) - Updated 2018 NHMRC (2018).
- Ethical conduct in research with Aboriginal and Torres Strait Islander Peoples and communities
- Shakespeare, M., Fisher, M., Mackean, T., & Wilson, R. (2020). Theories of Indigenous and non-Indigenous wellbeing in Australian health policies. Health Promotion International, 36(3), pp 669-679
- Thomas, D. R., & Hodges, I. (2010). Designing and managing your research project: core skills for social and health research. Sage
- Taylor, & Francis, K. (2013). Qualitative research in the health sciences: methodologies, methods, and processes (1st edition). Routledge.
- Whitehead, D., Ferguson, C., LoBiondo-Wood, G., & Haber, J. (2016). Nursing & midwifery research: Methods and appraisal for evidence-based practice, (Sixth Edition). Mosby
References
Additional resources and references are provided in the online Subject Canvas site.
Other resources
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For other resources/ information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health) and Canvas at: https://canvas.uts.edu.au/.
UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, health literature databases, workshops and bookable study rooms. There is also a team of librarians to help you with your questions available via online chat, phone and in person. W: lib.uts.edu.au, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666.
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