measurement and evaluation for healthcare practice ...€¦ · measurement and evaluation for...

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Measurement and Evaluation for Healthcare

Practice 7KNIM700 - Term 1 2017/18 Level: 7

Credits: 15

Module leader: Dr Jocelyn Cornish

Tel: 020 7848 3661

Email: [email protected]

Academic support:

Dr Roksolana Starodub 020 7848 3071 [email protected]

Dr Anne Jones 020 7848 3213 [email protected]

Dr Emma Rowland 020 7848 3650 [email protected]

Dr Niall McCrae 020 7848 3619 [email protected]

Dr Zainab Zahran 020 7848 3630 [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 Postgraduate 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].

mailto:jocelyn

mailto:[email protected]





https://login-keats.kcl.ac.uk/



https://internal.kcl.ac.uk/student/index.aspx


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Contents

Module overview .............................................................................................................. 4

Module aims ................................................................................................................. 4

Learning outcomes ....................................................................................................... 4

Teaching arrangements ............................................................................................... 4

Submitting coursework/exam information.................................................................... 5

Assessment criteria ...................................................................................................... 5

Formative assessment .................................................................................................. 5

Summative assessment ................................................................................................ 5

Assignment guidelines ................................................................................................. 5

Coursework submission/exam instructions ............................................................... 6

Results and resubmissions for coursework ................................................................ 7

Learning resources ........................................................................................................... 8

Directed Learning before Day 1 ................................................................................... 8

Directed Activity 1 ........................................................................................................ 8

Directed Activity 2: Reading ........................................................................................ 8

Day 1 (university day) ...................................................................................................... 9

Lecture: Introduction to the Module Structure and Resources ................................ 9

Lecture: Approaches to the Measurement and Evaluation of Healthcare Practice . 9

Seminar: Introduction to the Assessment .................................................................. 9

Day 2 (online day) ............................................................................................................ 10

1. Watch the online lecture: Quantitative Designs/Experimental Designs .......... 10

2. Directed Learning ................................................................................................. 10

3. Watch the online lecture: Quantitative Data Analysis/Statistics for Randomised Controlled Trials .................................................................................... 10


Seminar: Quantitative Designs RCTS ......................................................................... 11

Workshop: Data Collection in Quantitative Work ..................................................... 11

Seminar: Statistics........................................................................................................ 12

Day 4 (online day) ............................................................................................................ 13

1. Watch the online lecture: Quantitative designs/Survey designs ........................... 13

2. Watch the online lecture: Qualitative Designs ....................................................... 13


Seminar: Quantitative Designs Surveys ..................................................................... 14

Group Tutorial .............................................................................................................. 14

Seminar: Qualitative Designs ...................................................................................... 14

Consolidation and Round Up ...................................................................................... 15

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Day 6 (online day) ............................................................................................................ 16

1. Complete the Data collection in Qualitative Work Activity ............................... 16

2. Watch the online lecture: Qualitative Data Analysis.......................................... 16

3. Directed Learning ................................................................................................. 16

4. Additional Resources: Ethical Issues in Healthcare Research .......................... 16

Module Evaluation ........................................................................................................... 17

Action from previous evaluations ............................................................................... 17

Timetable .......................................................................................................................... 18

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Module overview This module contributes to your learning by providing you with a broad knowledge of the key approaches and techniques used in healthcare and evaluation and an opportunity to build on existing understanding of research methods. Learning focuses on understanding of quantitative and qualitative research methods paradigms and how different methodological designs are chosen to answer different research questions. The module intends to promote students’ understanding of published articles and enhance skills for critiquing research articles. It also aims to promote the development of the underpinning knowledge required to undertake a research project in the future.

Module aims This module aims to:

Introduce principal research methods and their use in the healthcare setting

Provide a foundation for subsequent research modules

Enhance skills for critiquing published research

Provide an understanding of techniques applicable to future research work Provide an understanding of how knowledge for healthcare is advanced through research.

Learning outcomes

Display an in-depth and comprehensive understanding of quantitative, qualitative and mixed methods paradigms

Critically evaluate key features of quantitative and qualitative designs

Expertly appraise research questions and their suitability for different designs

Display an advanced understanding of the application of these methods in healthcare research and practice.

Teaching arrangements A blended learning approach is used for this module. On college attendance days, module content is mainly delivered in seminars, to complement online lecture content, and workshops involving a variety of student-focused activities in groups.

The statistics workshop uses a student-led approach to examine published papers and explore the use of various statistical concepts. The same papers will be used to aid understanding of research designs, sample selection and data collection methods in quantitative work to aid continuity.

Similarly, information on qualitative methods will be reinforced by the examination of published papers to study how they have been applied in context.

Core reading and preparatory work is identified for each topic. For college attendance days, it is expected that students will complete this before each session in order to maximize their understanding of session content and participation in group activities. This was highlighted in previous student evaluations as essential.

Other module content is delivered via the College e-Learning service (KEATS) including keynote lecture materials, some directed activities, interactive discussion boards and quizzes to enhance learning. It is essential that the module site is accessed regularly as module notices will be posted here. The e-Learning Service can be accessed via ‘MyPage’. Please check that you can access the module website before the start of the module and contact the computer helpdesk in the library if you experience problems.

Small group tutorials provide face-to-face support to students on a variety of module issues. Assignment support is also provided through individual feedback on formative work.

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Allocation of students to groups:

Students from different pathways, programmes and backgrounds attend this module. The module team believes that networking across such groups is important in developing a research culture and networking skills within individual learners to enhance future research practice. For this reason, students on different programmes or pathways are deliberately mixed within groups for seminars, workshops and other activities which students have positively evaluated in the past. Similarly, the papers used to exemplify research practice on the module do not pertain to any particular healthcare or nursing specialty. As the focus of the module is understanding how different research methods have been applied in answering research questions, the module team believes that approaches to research can be studied using research examples from any field.

Submitting coursework/exam information

Assessment criteria For this module you are assessed by 2,000 word essay.

Formative assessment Find two research papers with contrasting research designs from an area of clinical interest to use in the summative assessment. From each paper, extract the relevant details about study design and methods to complete the Formative form that can be found on the KEATS module site. This work should be completed by: 1st December 2017. The completed form should be sent to your designated lecturer via email. Their name can be found in the Group lists file on the KEATs module site. The lecturer will provide feedback on the form using track changes.

DO NOT include this form in your summative assignment.

Summative assessment A critical comparison of two research approaches, used to investigate a similar clinical topic.

Assignment guidelines Choose two research papers reporting studies that have used contrasting research designs from an area of clinical interest. One study should demonstrate a quantitative design and one should demonstrate a qualitative design.

Introduction — briefly introduce the clinical context or issue and the selected papers for comparison.

A digital link (e.g. doi number or hyperlink) to each of the research papers used must be given here or in the reference list. Each paper should be referenced by the first author’s surname and date e.g. Smith’s (2015) paper, rather than as ‘Paper 1’ or ‘Paper A’. An abstract is not required.

Main body — should include a critical comparison of the two studies in relation to:

Research question; design and underlying philosophy; hypothesis or aims explored

And two of the following:

Approaches to sampling

Data collection methods Analysis of data

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Demonstrate an understanding of the alignment between research question, design, methods used, data analysis or the process of the research in answering the question rather than the findings of the studies. A discussion on how the quality of the research can be assessed from the paradigm underpinning the methodology and a commentary on potential biases in the research process should be given throughout the work.

Where appropriate, you are expected to be able to explain the use of statistical concepts that you have been taught on the module e.g. mean, mode, median, standard deviations, confidence intervals, p-values, Chi-square, Mann-Whitney, correlations etc., within the context of the study being discussed.

Conclusion — Draw conclusions about the contribution of the research process and approach used to the enhancement of care rather than how specific findings can be used in practice.

Coursework submission/exam instructions Coursework and exam information are provided on the KEATS module page.

It is essential that you use your candidate number on all assignments/examinations. Your candidate number, which will begin with Y for the academic year 2017/18, will be available via Student Records on the King’s Intranet approximately one month after you enrol.

If you are unable to submit your work by the deadline please refer to the information in your programme handbook on “mitigating circumstances”. Further support is available from the Student Services Centre in the Faculty: https://internal.kcl.ac.uk/nursing/Students/Education/Assessments.aspx

Submission date for coursework:

Tuesday 9 January 2018 (by 11.59am).

Late submissions will be accepted for 24 hours following the submission date. All work submitted late will be marked as normal but will be capped at the pass mark for the module. If your assignment is submitted electronically through TurnItIn, information about how to submit late will be provided on KEATS module sites under assessment information.

Assignments are marked by members of the module team whose names can be found in the front of this handbook. A proportion of the scripts are second marked by an internal marker to ensure the marking is robust and consistent. The external examiner for this module is Dr Paul Turner. NB: Students are not to make direct contact with external examiners, in particular regarding their individual performance in assessments.

The College and its Examination Boards in the ten Faculties (Institutes/Schools, King's Learning Institute and the Association of King's College (AKC), work with over 500 external examiners to ensure the quality and standard of our taught awards. Find the latest report on the External Examiners Report page, navigate to the Faculty of Nursing and Midwifery section.

https://internal.kcl.ac.uk/nursing/Students/Education/Assessments.aspx

https://internal.kcl.ac.uk/student/external-examiner-reports/index.aspx

https://internal.kcl.ac.uk/student/external-examiner-reports/index.aspx

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Results and resubmissions for coursework Students will receive a provisional (unratified) mark for their coursework 4 weeks following submission (6 February 2018). As your work was submitted online you will be able to download marked coursework from KEATS.

Feedback will include the award of a numerical grade which remains provisional until ratified by the assessment boards. The dates for the assessment boards are available on KEATS. Ratified marks can be viewed via Student Records on the King’s Intranet, the Monday following the relevant assessment board.

The marking criteria by which your work is judged are provided in full in your programme handbook, and these are also shown in the marking rubric for this module, which will be provided on the KEATS site. Please also refer to the section in your programme handbook on plagiarism and how to avoid it. If you have a query about how to refer to a specific piece of work please ask your module leader, your group leader or a member of library staff for guidance.

The written feedback you receive on your assignment will identify strengths of the work, show areas where the work might have been developed further and also comment on general development needs, which would help you with your next piece of work.

If you do not understand your mark or the feedback you receive please contact Dr Jocelyn Cornish in the first instance.

If you are unsuccessful, we recommended that you contact the module leader or deputy module leader before submitting your second attempt. This will enable the module leader to provide you with an appropriate level of support as you prepare to re-submit your work or suggest who else might provide this support.

Resubmission date:

Tuesday 10 April 2018

Resubmitted work available for download:

Tuesday 8 May 2018

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Learning resources

Directed Learning before Day 1 (25 September 2017)

Before commencing the taught sessions, please access the module e-learning site and complete the following activities:

Directed Activity 1 This activity aids preparation for and understanding of terminology used in the sessions. Additionally, it provides an opportunity for you to check that you can access the e-learning resources.

If you are experiencing difficulties, please follow information about disabling pop-up blockers etc. to enable access and contact a member of the module team. Further support is available from the computer help desk in the library. It is essential that you seek support if you are having difficulties.

Directed Activity 2: Reading Please complete the reading below in preparation for lecture on 25 September 2017

Bowling A. (2014) Research Methods in Health: Investigating Health and Health Services. Open University Press, Milton Keynes. Chapter 1: 6-9, Chapter 6.

Gerrish K. & Lacey A, (Eds) (2010) The Research Process in Nursing (2012) Wiley-Blackwell Chapter 11.

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Day 1 (university day) 25 September 2017

Lecture: Introduction to the Module Structure and Resources This session introduces the aims of the module and its place in MSc programmes. Information on the module structure, key dates, resources and support, will be provided.

Lecture: Approaches to the Measurement and Evaluation of Healthcare Practice

This session provides a philosophical overview of quantitative and qualitative paradigms, key concepts in quantitative and qualitative work, research questions, sample characteristics, data collection methods, type of analysis, comparison of research and audit, understanding terminology.

By the end of the activity the students should be able to:

Display comprehensive knowledge of the underpinning philosophies of quantitative and qualitative paradigms

Understand and critically discuss key concepts in research work

Critically discuss the difference between research and audit Critically appraise research terms and their meanings.

Indicative reading

Bowling A. (2009) Research Methods in Health: Investigating Health and Health Services. Open University Press, Milton Keynes. Chapter 1: 6-9, Chapter 5.

Gerrish K. & Lacey A, (Eds) (2010) The Research Process in Nursing (2012) Wiley-Blackwell Chapter 11.

Seminar: Introduction to the Assessment

Session content includes information on writing at level 7, assignment support available, an introduction to formative and summative assessments, identifying appropriate papers for use in the assignment.

By the end of the session the students should be able to:

Understand the nature of assessment on the module and available support and resources for writing assignments.

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Day 2 (online day) This work should be completed between 26 September 2017 and 22 October 2017

1. Watch the online lecture: Quantitative Designs/Experimental Designs

This online lecture covers general principles, key concepts and sampling in experimental designs.


Explore the key features of experimental design

Recognize error and bias in experimental work and possible solutions

Critically discuss sample characteristics in experimental work

Identify and develop research questions that would be suitable for an experimental design.

Learning from the lecture will be discussed in the Quantitative designs-RCTs seminar on 23 October 2017.

Indicative reading

Bowling A. (2014). Research Methods in Health: Investigating Health and Health Services. Open University Press, Milton Keynes. Chapter 8, 10.

Gerrish K. & Lacey A. (eds) (2010). The Research Process in Nursing (2012) Wiley-Blackwell. Chapter 17 (for sampling chapter 12).

2. Directed Learning

Find a quantitative research paper investigating a clinical topic. Complete column 1 on the formative form by extracting the relevant information from your chosen paper.

NB: You will be looking for a qualitative paper on a similar clinical topic later but might like to find this at the same time.

3. Watch the online lecture: Quantitative Data Analysis/Statistics for Randomised Controlled Trials


Describe different types of data and their measurement

Recognize how to report and summarize data

Understand the difference between descriptive and inferential statistics

Develop an understanding of statistical tests and their appropriate application for parametric and nonparametric data

Evaluate and discuss statistical data reported in research publications.

Indicative reading:

Walker J. & Almond P. (2010). Interpreting Statistical Findings – A Guide for Health Professionals and Students. Open University Press, McGraw-Hill Education, McGraw-Hill House, Berkshire. Chapters 1, 3-10, 11 (except Fisher's exact test), 12 (except Kruskal-Wallis one-way analysis), 13 (pp. 144-145), 14 (pp. 148-151), 15 (pp. 151-159).

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Day 3 (university day) 23 October 2017

Seminar: Quantitative Designs RCTS

Session content includes: clarifying learning from the online lecture on experimental designs and group work to examine an example paper showing an RCT design; sample allocation; data collection; identification of potential bias and how this has been limited.

You should download or print a copy of the following paper to use in the session:

Cadmus-Bertram L., Marcus B., Patterson R., Parker B. & Morey B. (2015) Randomized Trial of a Fitbit-Based Physical Activity Intervention for Women. American Journal of Preventive Medicine, 49(3), 414-418.


Critically appraise a published research study that uses an experimental design Understand the association between the research question and design.

Indicative reading:

Walker J. & Almond P. (2010). Interpreting Statistical Findings – A Guide for Health Professionals and Students. Open University Press, McGraw-Hill Education, McGraw-Hill House, Berkshire. Chapter 6.

Workshop: Data Collection in Quantitative Work

This workshop looks at common data collection methods used in quantitative work, the nature of tools used, type of data collected and issues with validity and reliability.


Understand the nature of data collection in quantitative work and how this fits with the research question and paradigm.

Indicative reading

Bowling A. (2014) Research Methods in Health: Investigating Health and Health Services. Open University Press, Milton Keynes (Chapters 12 and 13).

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Seminar: Statistics

This seminar builds on the learning from the online lecture in quantitative analysis. This session discusses descriptive statistics, levels of data, inferential statistics, tests and probability and considers these in relation to an analysis of data in a published study.


Demonstrate an understanding of quantitative analysis

Use statistics to critically interpret findings and discuss conclusions with peers

Critically evaluate the difference between descriptive and inferential statistics

Display a conceptual understanding of at least 2 statistical tests and identify their uses in interpreting data.

For this seminar you will need to bring to class:

1. Cadmus-Bertram L., Marcus B., Patterson R., Parker B. & Morey B. (2015). Randomized Trial of a Fitbit-Based Physical Activity Intervention for Women. American Journal of Preventive Medicine, 49(3), pp.414-418.

2. Seminar questions 3. Statistics quiz

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Day 4 (online day) This work should be completed between 24 October 2017 and 19 November 2017

1. Watch the online lecture: Quantitative designs/Survey designs

This online lecture covers general principles, key concepts and sampling in survey designs, validity and reliability.


Identify research questions suitable for a survey design

Have a critical awareness of the key features of survey designs

Understand sample characteristics in surveys

Recognise error and bias in surveys and possible solutions.

Learning from the lecture will be discussed in the Quantitative designs-surveys seminar on 20 November 2017.

2. Watch the online lecture: Qualitative Designs

Content for this session includes: general principles of qualitative work, research questions for qualitative designs, key concepts of qualitative designs (phenomenology, grounded theory, ethnography) and sample characteristics in qualitative work.


Critically appraise research questions that would be suitable for a qualitative design

Understand key concepts of qualitative work

Systematically evaluate the key features of qualitative designs

Critically discuss different qualitative designs and their aims

Critically discuss sample characteristics in qualitative work.

Learning from the lecture will be discussed in the Qualitative designs seminar on 20 November 2017.

Indicative reading

Gerrish K. & Lacey A. (eds) (2010) The Research Process in Nursing (2012) Wiley-Blackwell. Chapter 13-15 and for sampling see chapter 12.

Streubert H. & Carpenter D.R. (2011) Qualitative Research in Nursing. Wolters Kluwer/Lippincott Williams and Wilkins. Chapters 5, 7, 9.

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Day 5 (university day) 20 November 2017

Seminar: Quantitative Designs Surveys

Session content includes: clarifying learning from the online lecture on experimental designs and group work to examine an example paper showing a survey design; sample allocation; data collection; identification of potential bias and how this has been limited.

You should download or print a copy of the following paper to use in the session:

Bogossian F.E., Hepworth J., Leong G.M., Flaws D.F., Gibbons K.S., Benefer C.A. & Turner C.T. (2012) A cross-sectional analysis of patterns of obesity in a cohort of working nurses and midwives in Australia, New Zealand and the United Kingdom. International Journal of Nursing Studies 49, 727-738.


Critically appraise a published research study that uses an experimental design

Understand the association between the research question and design

Indicative reading

Bowling A. (2014) Research Methods in Health: Investigating Health and Health Services. Open University Press, Milton Keynes. Chapter 9.

Gerrish K. & Lacey A. (eds) (2010) The Research Process in Nursing (2012) Wiley-Blackwell. Chapter 18.

Group Tutorial This session considers the module assessment, example work, marking criteria and the use of rubrics and highlights where things can go wrong.


Understand the nature of the assessment and essay structure

Understand problems in essays and how to avoid them

Identify essays showing different levels of academic ability

Use the module rubric to understand how quality in the assessment, can be assessed

Relate this knowledge to their own work.

Seminar: Qualitative Designs

This session provides an opportunity to analyse the use of qualitative designs in relation to the research questions posed in published papers. Sample selection, identification of potential bias and how this has been managed and the trustworthiness are also appraised.


Critically appraise published research papers using qualitative designs.

Indicative reading

Gerrish K. & Lacey A. (eds) (2010) The Research Process in Nursing (2012) Wiley-Blackwell. Chapter 13-15 and for sampling see chapter 12.

Streubert H. & Carpenter D.R. (2011) Qualitative Research in Nursing. Wolters Kluwer/Lippincott Williams and Wilkins. Chapters 5, 7, 9.

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Consolidation and Round Up This is a chance to meet together as a whole cohort to answer questions relating to module and assessment issues and to identify final sessions on the module.

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Day 6 (online day) This work should be completed between 21 November 2017 and 1 December 2017

1. Complete the Data collection in Qualitative Work Activity This session will provide experiential learning in qualitative data collection.

Indicative reading

Gerrish K. & Lacey A. (eds) (2010) The Research Process in Nursing (2012) Wiley-Blackwell. Chapter 13-15 and for sampling see chapter 28 and 31.

2. Watch the online lecture: Qualitative Data Analysis

Content for this session includes: thematic content analysis, documentary analysis, framework analysis and constant comparative techniques. The session will also consider the appraisal of rigour and quality in qualitative work and the concepts of trustworthiness, dependability and transferability.


Critically analyse the different processes of qualitative data analysis

Display a comprehensive understanding and critical appraisal of reflexivity within research

Consider the notion of rigour in qualitative work.

Indicative reading

Gerrish K. & Lacey A. (eds) (2010) The Research Process in Nursing (2012) Wiley-Blackwell. Chapter 34.

Streubert H. & Carpenter D.R. (2011) Qualitative Research in Nursing. Wolters Kluwer/Lippincott Williams and Wilkins. Chapters 33.

3. Directed Learning

Find a qualitative research paper investigating the same clinical topic as your chosen quantitative paper. Complete column 2 on the formative form by extracting the relevant information from your chosen paper. Send the completed work to your designated lecturer for feedback.

4. Additional Resources: Ethical Issues in Healthcare Research Visit the webpages via the given link to find materials relating to ethical practice in research.

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Module Evaluation As part of the university’s Student Voice Strategy, King’s uses an electronic module evaluation system known as EvaSys. This provides an opportunity for you to feedback on different aspects of the module through a series of pre-set questions and qualitative comments. At the end of the module you will receive an automated invitation via your KCL email account to complete your evaluation online.

Please take the time to complete as your feedback is important. It informs ongoing developments to individual modules to ensure that the learning needs and expectations of the Faculty’s student community are met to a high standard.

To strengthen the feedback cycle, a report summarizing the quantitative results for the module as a whole and the module lead’s reflections on your feedback will be sent to you after the online evaluation survey has closed.

Action from previous evaluations 1. More face-to-face sessions.

ACTION: A ‘flipped classroom’ approach has been adopted for learning and teaching on this module to increase the amount of seminar sessions and group learning

2. Use specific examples of research conducted in the students’ specialist fields of practice. ACTION: The module team philosophy to encourage mixed groups and understanding research exemplars from any field of practice has been added to the handbook within the section on teaching arrangements. Examples from different fields of practice will be used across the classes.

3. Would like a checklist of documents needed for each taught day. ACTION: Checklists for each taught day are available on KEATS to download if required.

4. Lack of time in the lectures to have questions answered. ACTION: Lectures will be delivered in an online format allowing more time for the discussion of learning in the associated seminars in university days.

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Timetable NB: This timetable may be subject to alteration at short notice. Please check the announcements on the KEATs module site for updates.

Measurement and Evaluation for Healthcare Practice 7KNIM700 Teaching

mode Date Type of

Session Title Time Lecturer Room

University based study

25 September

2017

Introduction Introduction to module structure and resources

10:00-10:30 Dr. Jocelyn Cornish

Prideaux STH Lecture

Approaches to the Measurement and Evaluation of Healthcare Practice

10:30-12:30

Seminar

Introduction to the assessment Writing at Level 7 Terminology quiz Support available Formative form Homework- find 2 papers

14.00-16.00

Group 1 JC Group 2 RS Group 3 ZZ Group 4 AJ

FWB 1.20 FWB 2.43 FWB 1.68 FWB 1.14

Online study

26 Sept 2017-22 Oct 2017

Online Activity

Quantitative Designs-Experimental designs Allow 6 hours

Dr Roksolana Starodub

Online - KEATS

Directed learning

Find a quantitative paper for use in the assessment. Complete column 1 on the Formative form

Allow 3 hours

Not needed

Preparation for STATS I- Statistical techniques for RCTs Central tendency Distribution T-test Mann-Whitney p-values confidence intervals

Allow 6 hours

Dr Roksolana Starodub

Online - KEATS

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23 October 2017

Seminar Quantitative designs- RCTs Answer questions from the online lecture and go through critique work

10:00-12:00

Group 1 RS Group 2 JC Group 3 AJ Group 4 GL

FWB 2.43 FWB 1.68 FWB 1.20 FWB 2.42

Workshop

Data collection in quantitative work Structured data collection Questionnaires, interviews, observations Validity and Reliability

13:30-14:30


WBW 2/19 FWB 2.45 WBW 2/21 WBW 2/1

Seminar Statistics Appraising statistical techniques for RCTs

15:00-17:00


FWB 2.48 FWB 2.43 FWB 2.46 FWB 1.20

Online Study

24 Oct 2017-19

Nov 2017

Online activity

Quantitative Designs-Survey designs Seminar- critique the survey paper using the seminar questions Online discussion

Allow 6 hours

Dr Jocelyn Cornish Online-

KEATs Qualitative Designs and data collection in qualitative designs Allow 3 hours

Dr Niall McCrae


20 November

2017 Seminar

Quantitative designs-surveys

09:00-10:30

Group 1 JC Group 2 RS Group 3 AJ Group4 VC

FWB 1.14 FWB 2.45 WBW 2/19 JCMB B16

Group Tutorial- Use of rubrics, where assignments go wrong

11:00-12:00

Group 1 JC Group 2 RS Group 3 AJ Group4 ZZ

FWB 1,14 JCMB B16 FWB 1.68 FWB 2.45

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20 November

2017

Seminar Qualitative Designs Answer questions from the online lecture and go through critique work

13:00-15:00

Group 1 NMc Group 2 JC Group 3 ER Group4 AJ

JCMB B16 FWB 1.14 WBW 2/1 WBW 2/19

Lecture Consolidation and Round Up 15:30-16:30 Dr Jocelyn Cornish

FWB G73

Online Study

21 Nov 2017-1 Dec

2017

Online activity

Data collection in qualitative work Complete the online activities for this topic

Allow 3 hour

Dr Emma Rowland

Online-KEATS

Data Analysis in qualitative work

Directed learning

Find a quantitative paper for use in the assessment. Complete column 2 on the Formative form

Please complete Module Evaluation online Allow 15 minutes

Formative forms coming in on 1 December 2017 (JC, RS, ER, NMc, AJ, ZZ)

Marking 9 January 9-6 February (JC, RS, ER, NMc, AJ, ZZ)

Location key:

FWB – Franklin-Wilkins Building, Waterloo Campus

JCMB – James Clerk Maxwell Building, Waterloo Campus

GSTT – Guys’ and St Thomas’ NHS Trust (Prideaux Lecture Theatre and Nevin Lecture Theatre are at the St Thomas’ Hospital campus)

WBW – Waterloo Bridge Wing, Waterloo Campus

Coin Street Neighbourhood Centre — 108 Stamford Street, South Bank London SE1 9NH

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