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Unit aim
Introduces students to different types of methodologies used to inform evidence-based practice and the processes involved in conducting ethical research. Through both theoretical and practical components, students will learn the basic methods for: planning an investigation; collecting, analysing and interpreting data; and reporting and disseminating data findings.
Unit content
Understanding how evidence is created is a cornerstone learning foundation for all students of health sciences. This unit introduces students to understanding the nature of evidence in the health sciences:
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Ways of knowing and knowledge creation
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Identifying problems, purposes, aims, questions, hypotheses
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Ethical and cultural considerations in producing knowledge
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Methodological designs
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Data collection methods
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Data analysis including descriptive and inferential statistics, and thematic analysis
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Interpreting and reporting findings
Learning outcomes
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
GA1: Intellectual rigour,
GA2: Creativity,
GA3: Ethical practice,
GA4: Knowledge of a discipline,
GA5: Lifelong learning,
GA6: Communication and social skills,
GA7: Cultural competence| On completion of this unit, students should be able to: | GA1 | GA2 | GA3 | GA4 | GA5 | GA6 | GA7 |
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| 1 | describe different philosophical approaches to knowledge creation | | | Ethical practice | | | | |
| 2 | describe the strengths and limitations of various study designs | | | | | Lifelong learning | | |
| 3 | identify a question and plan an appropriate methodology that addresses it | | | | | Lifelong learning | | |
| 4 | evaluate ethical implications of a proposed inquiry | | | Ethical practice | | | | |
| 5 | demonstrate an ability to conduct basic data analysis | Intellectual rigour | | | | | | |
| 6 | demonstrate an ability to interpret and report findings. | Intellectual rigour | | | | Lifelong learning | | |
On completion of this unit, students should be able to:
- describe different philosophical approaches to knowledge creation
- describe the strengths and limitations of various study designs
- identify a question and plan an appropriate methodology that addresses it
- evaluate ethical implications of a proposed inquiry
- demonstrate an ability to conduct basic data analysis
- demonstrate an ability to interpret and report findings.
- GA1:
Intellectual rigour
- GA5:
Lifelong learning
Prescribed texts
Session 1
- This text is available to read online at the library so purchase is not required unless you prefer to read from a book: Portney, LG, & Watkins, MP , 2015, Foundations of Clinical Research: Applications to Practice, 3rd edn, F. A. Davis, Philadelphia.
Session 2
- This text is available to read online at the library so purchase is not required unless you prefer to read from a book: Portney, LG, & Watkins, MP , 2015, Foundations of Clinical Research: Applications to Practice, 3rd edn, F. A. Davis, Philadelphia.
Session 3
- This text is available to read online at the library so purchase is not required unless you prefer to read from a book: Portney, LG, & Watkins, MP , 2015, Foundations of Clinical Research: Applications to Practice, 3rd edn, F. A. Davis, Philadelphia.
Prescribed texts may change in future study periods.