NURSING 7002 - Interpretive and Critical Research in Health
North Terrace Campus - Semester 1 - 2017
General Course Information
Course Code NURSING 7002 Course Interpretive and Critical Research in Health Coordinating Unit Adelaide Nursing School Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Flexible delivery mode (optional on-campus tutorials in Semester 1 only) Available for Study Abroad and Exchange N Restrictions Available to MNSc only Course Description This course will outline the interpretive and critical paradigms and focus on research design from this perspective. Topics will include the critique of positivism and an introduction to interpretive methodologies, such as grounded theory, ethnography and phenomenology and critical methodologies, such as feminist research and action research. Practical research activities such as literature searching, conducting interviews and coding qualitative data will also be provided.
Course Coordinator: Dr Lynette CusackCourse Coordinator: Lynette Cusack
Phone: +61 8 8313
The full timetable of all activities for this course can be accessed from Course Planner.
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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1, 2 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
2 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1, 2, 3, 4 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
3, 4 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
1, 2, 3, 4
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.
The readings for this course area available electronically 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 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.
Help for Nursing Students
The University of Adelaide 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 University of Adelaide Library provides a document delivery and loans service to non-metropolitan students who do not visit a University of Adelaide campus to attend classes (www.adelaide.edu.au/library/docdel/external.html).
Learning & Teaching Activities
Learning & Teaching ModesEach 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
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 SummaryThis 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
• 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 Task Assessment Type Weighting Learning Outcome(s) being addressed Quiz Formative 0% 1 Essay Formative 30% 1-2 Research Proposal Summative 70% 1-4
Assessment DetailAssignment 1
This is a quiz related to basic concepts of qualitative research
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
Develop a detailed research proposal based on the research question identified in assignment one.
No information currently available.
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.
Structure and Writing Style 30% 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 (15%)
• 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 10% • The referencing style used throughout the summary paper is congruent with the School’s Student Handbook and Style Guide.
• 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’s Student Handbook and Style Guide.
• 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.
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 70% • 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 10% • the referencing style used throughout the paper is congruent with the Discipline’s Student Handbook and Style Guide
• 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 Discipline’s Student Handbook and Style Guide
• 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 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.
Final results for this course will be made available through Access Adelaide.
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.