EDF5564 · Research applications for practitioners

Overview

The aim of this unit is to promote your development as independent researchers in your everyday practice. The focus will be on the connections between practice and research, using the frameworks of evidence-based practice and practice-based research. You will develop 'research literacy' as an essential tool for practice and for the utilisation of research evidence in practice. You will be provided with opportunities to extend your understanding of different research methodologies, obtain skills and knowledge related to the research process, appreciate the importance of conducting research that is well-grounded in practice, and manage ethical and other issues related to research. You will learn to formulate answerable practice-related questions, search for, and evaluate and apply evidence, and reflect on your own performance. These skills and knowledge will facilitate and complement your learning for placement and future professional practice.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

Learning outcomes

1. critique the iterative relationship between research and practice
2. apply and critique various research approaches
3. understand how different research processes can be used to inform practice in workplace settings and with a range of diverse clients
4. locate, critique, synthesize and apply relevant evidence to practice
5. evaluate emerging digital health technologies in context of research and practice.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: A. On campus enrolment • 24 hours of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study B. Online enrolment • 24 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

Student experience, not official rules. Nothing here changes what the Handbook says.