HLTHSCI 800 : Research in Action
Medical and Health Sciences
2025 Doctoral Year (1259) (30 POINTS)
Course Prescription
Course Overview
Capabilities Developed in this Course
| Capability 3: | Knowledge and Practice |
| Capability 4: | Critical Thinking |
| Capability 5: | Solution Seeking |
| Capability 6: | Communication |
| Capability 8: | Ethics and Professionalism |
Learning Outcomes
- Identify and critically evaluate an individual statement of research philosophy, including ontological, epistemological, and axiological positioning. (Capability 3, 4, 5, 6 and 8)
- Critically reflect on 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 Māori. (Capability 3, 4, 6 and 8)
- Identify and critically evaluate key background theories related to their proposed topic, including consideration of how these theories have been employed, interconnections between theories, and analysis of the benefits and limitations of utilising these theories in relation to the research question. (Capability 3, 4, 5 and 6)
- Develop a clear research question that is congruent with the philosophical positioning and background theory work developed in this course. (Capability 3, 4, 5 and 6)
Assessments
| Assessment Type | Percentage | Classification |
|---|---|---|
| Written assignment 1: Research philosophy | 30% | Individual Coursework |
| Written assignment 2: Background theory and research question | 50% | Individual Coursework |
| Oral presentation: Philosophical positioning, background theory, and research question development | 20% | Individual Coursework |
| 3 types | 100% |
| Assessment Type | Learning Outcome Addressed | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |||||||
| Written assignment 1: Research philosophy | ||||||||||
| Written assignment 2: Background theory and research question | ||||||||||
| Oral presentation: Philosophical positioning, background theory, and research question development | ||||||||||
Workload Expectations
This course is a standard 30-point course and students are expected to spend at least 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.
Note: Students should come to this paper with a statement of research intent (area of research interest that they would like to explore).
Delivery Mode
Campus Experience
Attendance is expected at scheduled study days.
Lectures will be available as recordings. Other learning activities including ad-hoc tutorials or group discussions will not be available as recordings.
The course will not include live online events including group discussions/tutorials unless unforseen circumstances require this.
Attendance on campus is required for the oral presentation.
The activities for the course are scheduled as 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.
- 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.
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.
The requirement for engagement with translational and/or grand theoretical content has been removed; this will be optional and dependent on the research topic. There will be additional focus on how course content can be applied to develop the research question throughout the course.
Academic Integrity
The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework, tests and examinations 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. A student's assessed work may be reviewed against electronic source material using computerised detection mechanisms. Upon reasonable request, students may be required to provide an electronic version of their work for computerised review.
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 your assessment is fair, and not compromised. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator, and if disruption occurs you should refer to the University Website for information about how to proceed.
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 you may be asked to submit your 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. The final decision on the completion mode for a test or examination, and remote invigilation arrangements where applicable, will be advised to students at least 10 days prior to the scheduled date of the assessment, or in the case of an examination when the examination timetable is published.