HLTHSCI 800 : Research in Action
Medical and Health Sciences
2022 Semester One (1223) (30 POINTS)
Course Prescription
Course Overview
- Equipping students with an understanding of key ontological and epistemological frameworks.
- Providing students with overviews of key theories relevant to health care and practice, including key readings, background and history to theories.
- Demonstrating real-world examples of theories and philosophical frameworks in current and historical research and health care practice.
- Facilitating opportunities to discuss, critique, and explore differing applications of philosophical frameworks and theories in research and health care practice.
Capabilities Developed in this Course
| Capability 1: | Disciplinary Knowledge and Practice |
| Capability 2: | Critical Thinking |
| Capability 4: | Communication and Engagement |
| Capability 5: | Independence and Integrity |
| Capability 6: | Social and Environmental Responsibilities |
Learning Outcomes
- Identify, justify and critique a proposed research philosophy, contextualising this within an ontological (e.g., objectivism/realism/positivism/post-positivism, pragmatism, objectivism/constructionism/interpretivism, Kaupapa Maori) and epistemological framework (Capability 1, 2, 4, 5 and 6)
- Critically reflect on and discuss the potential implications of the proposed research philosophy on subsequent methodology, methods, research outcomes, interpretations, and recommendations/implications for practice. This will include evidence of a sustained commitment to Te Tiriti o Waitangi and improving health outcomes for Maori. (Capability 1, 2, 4, 5 and 6)
- Identify and critique key background theories related to their proposed topic, including consideration of interconnections between theories, analysis of the benefits and limitations of utilising these background theories, and situating these background theories within broader translational and/or grand theories. (Capability 1, 2, 4, 5 and 6)
Assessments
| Assessment Type | Percentage | Classification |
|---|---|---|
| Written assignment: Research philosophy | 30% | Individual Coursework |
| Written assignment: Background theory | 50% | Individual Coursework |
| Oral presentation: Research philosophy and background theory | 20% | Individual Coursework |
| 3 types | 100% |
| Assessment Type | Learning Outcome Addressed | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | ||||||||
| Written assignment: Research philosophy | ||||||||||
| Written assignment: Background theory | ||||||||||
| Oral presentation: Research philosophy and background theory | ||||||||||
Workload Expectations
This course is a standard 30 point course and students are expected to spend 10 hours per week involved in each 15 point course that they are enrolled in.
There are four study days, each comprising a mix of lectures, group discussions, and visiting expert speakers. Academic staff in the School of Nursing and invited experts outside the school who actively conduct research will introduce key theories or philosophical frameworks and illustrate how these are applied and evidenced in real-world research. Students will be encouraged to engage in critical discussion and reflection on how topics presented can inform the proposed research. Students will be expected to undertake readings and on-line learning prior to study days.
Delivery Mode
Campus Experience
Attendance is expected at scheduled activities including study days to undertake components of the course.
Lectures will be available as recordings.
The activities for the course are scheduled as a block delivery.
Learning Resources
Course materials are made available in a learning and collaboration tool called Canvas which also includes reading lists and lecture recordings (where available).
Please remember that the recording of any class on a personal device requires the permission of the instructor.
- Reid, P., Paine, S-J., Curtis, E., Jones, R., Anderson, A., Willing, E., Harwood, M. (2017). Achieving health equity in Aotearoa: Strengthening responsiveness to Māori in health research. The New Zealand Medical Journal, 130(1465), 96-103.
- Smith, Linda Tuhiwai. (1999). Towards Developing Indigenous Methodologies. Kaupapa Māori Research (Chapter 11). In: Smith, Linda Tuhiwai. Decolonizing Methodologies: Research and Indigenous Peoples. London, UK: Zed Books.
- Adams, P. J., Buetow, S. 2014. The place of theory in assembling the central argument for a thesis or dissertation. Theory & Psychology, 24(1), 93-110, available online: https://journals.sagepub.com/doi/full/10.1177/0959354313517523.
- In addition, it is expected students will develop their own set of readings relevant to their proposed topic that extend from the readings and lectures provided.
Student Feedback
At the end of every semester students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions.
Your feedback helps teachers to improve the course and its delivery for future students.
Class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.
Academic Integrity
The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed against online source material using computerised detection mechanisms.
Class Representatives
Class representatives are students tasked with representing student issues to departments, faculties, and the wider university. If you have a complaint about this course, please contact your class rep who will know how to raise it in the right channels. See your departmental noticeboard for contact details for your class reps.
Inclusive Learning
All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.
Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website http://disability.auckland.ac.nz
Special Circumstances
If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.
If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page https://www.auckland.ac.nz/en/students/academic-information/exams-and-final-results/during-exams/aegrotat-and-compassionate-consideration.html.
This should be done as soon as possible and no later than seven days after the affected test or exam date.
Learning Continuity
In the event of an unexpected disruption, we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and course assessment continues to meet the principles of the University’s assessment policy. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator/director, and if disruption occurs you should refer to the university website for information about how to proceed.
The delivery mode may change depending on COVID restrictions. Any changes will be communicated through Canvas.
Student Charter and Responsibilities
The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter https://www.auckland.ac.nz/en/students/forms-policies-and-guidelines/student-policies-and-guidelines/student-charter.html.
Disclaimer
Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.
In this course students may be asked to submit coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. In exceptional circumstances changes to elements of this course may be necessary at short notice. Students enrolled in this course will be informed of any such changes and the reasons for them, as soon as possible, through Canvas.