Module Specifications..
Current Academic Year 2023 - 2024
Please note that this information is subject to change.
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Description To enable students to develop transferable problem-solving and team-work research skills relevant to psycho-oncology (quantitative, qualitative and mixed methods research) through a Problem Based Learning (PBL) approach | |||||||||||||||||||||||||||||||||||||
Learning Outcomes 1. Debate ethical concerns in psycho-oncology research. 2. Appraise how to apply an evidence-based approach to practice. 3. Identify researchable questions from psycho-oncology practice 4. Critique the principal research designs used in psycho-oncology research. 5. Explain data collection and analyses processes used in qualitative, quantitative and mixed methods psycho-oncology research. | |||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
Develop and apply a set of research skills through facilitated Problem-Based Learning activities.Students will be provided with the opportunity to develop and apply a set of research skills through facilitated Problem-Based Learning activities. This will involve the presentation of problem scenarios/triggers which reflect the module learning outcomes (1-5). This will cover the following themes: 1.Practising in an evidence-based way 2.Understanding qualitative, quantitative and mixed-methods research designs and methodologies, including, for example, grounded theory, phenomenology, action-research, case-study, documentary analysis, surveys, cohort studies and intervention studies. 3.Identifying researchable questions from practice 4.Undertaking ethical research 5.Working with research data Students will be assigned to groups of approximately 6-8 students and will work with a facilitator from the team of lecturers involved in the module. At the start of the module, students will receive an introduction to problem-based learning: and each PBL activity/theme will begin with an outline of the PBL cycle (Presentation of scenario/trigger; problem list generation by the group, identification of learning needs; group organisation; fixed resource session to the student group to support each theme; self-directed learning; synthesis of information by group; consolidation of information; group presentation; evaluation and feedback from students on the theme). Key readings for each theme will be provided. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 192, http://www.ncri.ie/ncri/index.shtml, 0, 193, http://www.who.int/en/, 0, 194, http://www.cancer.gov/, 0, | |||||||||||||||||||||||||||||||||||||
Programme or List of Programmes
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Date of Last Revision | 08-JUN-10 | ||||||||||||||||||||||||||||||||||||
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