CARE06019 2016 Research Based Study Skills 2

General Details

Full Title
Research Based Study Skills 2
Transcript Title
N/A %
Subject Area
CARE - Social Studies
SOCS - Social Sciences
06 - NFQ Level 6
05 - 05 Credits
Start Term
2016 - Full Academic Year 2016-17
End Term
9999 - The End of Time
Rose Banaghan-Sesta, Sinead Barrins, Linda Cameron, Niamh Gallagher, Jessica Mannion
Programme Membership
SG_WSOCI_H08 201600 Bachelor of Arts (Honours) in Social Care Practice SG_SoCaSOCI_G07 201600 Bachelor of Arts in Social Care Practice SG_HEARL_H08 201700 Bachelor of Arts (Honours) in Humanities in Early Childhood Care and Educ SG_HSOCI_H08 201700 Bachelor of Arts (Honours) in Social Care Practice SG_HEARL_H08 201800 Bachelor of Arts (Honours) in Early Childhood Care and Educ SG_HSOCI_H08 201900 Bachelor of Arts (Honours) in Social Sciences in Social Care Practice

This module aims to support learners with their transition into higher education learning community. Specifically, learners will explore and evaluate their academic learning, analytical and critical learning skills; identify the process of research; evaluate codes of ethical behaviour in research; improve their interpersonal skills for research purposes, with the overall objective to prepare learners in their application of these core competencies for research within their chosen professional context of Early Childhood Care and Education or Social Care Practice.


This module maps to the CORU Standards of Proficiency below:

Domain 2 Communication, Collaborative Practice & Team working

Domain 5 Professional Knowledge and skills

Learning Outcomes

On completion of this module the learner will/should be able to;


Explore the process and ethical dimensions of research (Domain 5.5. 5.17)


Assess the reliability and effectiveness of various sources of knowledge through a systematic literature review (Domain 5.5, 5.17)


Identify the importance of key interpersonal strategies for research practice (Domain 5.5, 5.6, 5.17)


Understand qualitative and quantitative approaches to research (Domain 5.5, 5.6, 5.17)


Identify and demonstrate the key skills of individual and small group oral presentations


Participate as an effective team member within their learning community (Domain 2.13)

Teaching and Learning Strategies

One hour lecture

1x2 hour tutorial workshop

Moodle page

Module Assessment Strategies

This modules assessment allows for assessment of CORU Standards of Proficiency as follows:

Video recorded interview and Topic Guide: (Domain 2.13, 5.5, 5.6, 5.17)

Short Report on Interview/Research Process: (Domain 5.5, 5.6, 5.17)

Systematic Review: (Domain 5.5, 5.6, 5.17)


Students must pass all of the elements of the assessment in order to pass the module.

The module learning outcomes requires learners to consider the implications of the module in relation to learner’s new knowledge and skill base, including how learners can apply this to research

Formative Assessment:

Mind and Concept Maps based on the assessment criterea.

Due on week 8.

Students will receive feedback on week 10.

Summative Assessments:

Video Recorded Interview and Topic Guide = 30%

Due week 8

LO 1, 3, 5, 6

A Short Report based on the interview = 30%

Due week 13

LO 4

A Systematic Review = 40%

Due week 13

LO 2

Repeat Assessments

Repeat project

Module Dependencies

Research Based Study Skills 1

Indicative Syllabus

Teamwork: Students will be provided with the opportunity to explore the varying theoretical frameworks: Adair's Action-Centred Leadership Model, Tuckman's Stages of Team Development and Belbins Team Roles. Students will demonstrate an awareness of rules of respect, confidentially, dignity and individual opinion within effective team functioning. Students will also develop the skills necessary to recognise the contextual nature of all communication within teams.

 Presentation skills: Students will prepare oral presentations which demonstrate effective public speaking skills based on voice quality, eye contact, posture and confidence.; prepare oral presentations which are accurately structured and use visual aids effectively; recognising the importance of critical listening and constructive feedback. Oral presentation media such as using PowerPoint; Video presentations; addressing small and large audiences, addressing academic and non-academic audiences, time-keeping and presentations will also be explored.

 Explore the process and ethical dimensions of research. Students will explore key aspects of research practice including approaches to research knowledge. Issues such as accessing data, note-making, identifying what is relevant, coping with difficult texts, and gaining writing fluency will be addresses. The importance of ethics and ethical practice will be discussed. Students will be provided with the opportunity to explore ethical dilemmas in carrying out research with specific groups such as children, disabled people, and vulnerable participants.

 Assess the reliability and effectiveness of various sources of knowledge. Students will locate and review current sources of information and evidence-based practice on topics relevant to ECCE/ SCP professionals, inclusive of scholarly journals and academic texts. In addition to accessing and reviewing sources of information, students will critique and analyse information for reliability and validity to support the provision of evidence-based practice/ best practice to service users in the SCP and ECCE fields.

 How to write a systematic review. Students will be introduced to how to write a systematic review.

 Introduced to quantitative research. This will include the historical context, quantitative defined and justified. Along with this, students will be introduced to questionnaire design.

 Introduced to qualitative research. This will include the historical context, qualitative defined and justified. Along with this, students will be introduced to interviews and focus groups.

assess the impact of cultural factors and perceptions in communication and their potential for misunderstanding.behaviours for research practice. Students will explore key communicative behaviours that impact the effectiveness of research practice. Whilst engaged in interpersonal communication during research several communicative practices could affect the ethical outcome of the research. Therefore students will evaluate which modes of listening are appropriate for particular contexts; discuss the relevance of social intelligence; and Establish the importance of key interpersonal



Coursework & Assessment Breakdown

End of Semester / Year Formal Exam
100 %

Coursework Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Video recorded interview and topic guide Continuous Assessment Assessment 30 % Week 8 1,3,5,6
2 Written report Continuous Assessment Assessment 30 % Week 13 4
3 Systematic review Continuous Assessment Essay 40 % Week 13 2

Full Time Mode Workload

Type Location Description Hours Frequency Avg Workload
Lecture Lecture Theatre Lecture 1 Weekly 1.00
Tutorial Flat Classroom Tutorial workshop 2 Weekly 2.00
Total Full Time Average Weekly Learner Contact Time 3.00 Hours

Module Resources

Non ISBN Literary Resources

Essential Reading:

Cottrell, S. (2014) Dissertations and Project Reports: A step by step guide, Hampshire: Palgrave MacMillan.


Recommended Reading:

Banks, S. (2012) Ethics and Values in Social Work (4th ed.), London: Palgrave.

Bell, J. (2005) Doing your research project: A guide for first-time researchers in education, health and social science. Berkshire: Open University Press.

Bryman, A. (2008) Social Research Methods. Oxford: Oxford University Press.

Burton, G. Dimbleby, R. (2006) Between ourselves: an Introduction to Interpersonal Communication. London: Hodder & Arnold

Edwards, A. & R. Talbot. (1999) The hard-pressed researcher: A research handbook for the caring professions. Essex: Pearson Education.

Gain, C. (2011) Equality and Diversity in Social Work Practice, Exeter: Learning

Hargie, O. (2011) Skilled Interpersonal Communication: Research Policy & Practice, 5th edn. London:Routledge.

Krueger, M.A & Casey, M.A. (2000) Focus groups: A practical guide for applied research. California: Sage.

May, T. (2001) Social research: Issues, methods and process. Berkshire: Open University Press.

Parrott, L. (2006) Values and Ethics in Social Work Practice, Exeter: Learning Maters.

Sarantakos, S. (2005) Social Research. Hampshire: Palgrave and MacMillan.

Wit, A. (2006) Interacting in Groups in Hargie, O. (ed.) The Handbook of Communication Skills, 3rd edn. London:Routledge.

URL Resources

Childrens research centre ethical guidelines

Inclusive research in Irish schools

Irish Association of Social Care Workers Ethical Guidelines Guidelines.html

National Advisory Committee on Drugs Research Ethics

Sociological Association of Ireland (2016)


Other Resources

Podcasts: Socio-political/cultural discussion

  • The Guardian: The Long Read
  • Start the Week
  • The Report
  • All in the Mind
  • Analysis
  • Seriously
  • Frontiers
  • Moral Maze
  • Thinking Allowed