Abbott, P. & Sapsford, R (1998) Research Methods for Nurses and the Caring Professions, 2nd edition. Buckingham, Open University Press. ISBN 0335196977
Bell, J. (1999) Doing your Research Project: a guide for first time researchers in education and social science, 3rd edition Buckingham, Open University Press .ISBN 0335203892
Gomm, R. & Davies, C. (2000) Using Evidence in Health and Social Care. London, Sage. ISBN 0761064959
Hek,G. & Moule, P. (2006) Making Sense of Research: An Introduction for Health and Social Care Practitioners, 3rd edition. London, Sage. ISBN 141292362X

Audio visual aids and equipment: laptop PC and data projector, OHP and flipchart, television monitor and DVD or video player.
Appropriate rooms for small group work
Peer group within action learning set
Module and personal tutor.
PC with internet access, access to Blackboard VLE

Teacher/Student Contact Hours 30 hours
Because of its emphasis on developing an understanding of the methodological and ethical considerations of both researching and critically reading research this module will have a combination of interactive core lectures and specialist seminars (50%).Students will continue to develop their ability to systematically select, critically evaluate and assess the adequacy and applicability of research to practice through exploring in specialist groups a range of selected published work in order to critically appraise the research methodologies used and the utility of the research in providing evidence for practice. As part of small group work, students will be encouraged to explore potential areas for further research development and how this might be achieved.
Students will be allocated to learning sets of between 4 and 6 members who wish to address similar topics to support the development of research skills and awareness to support learning on the application to the practice context and evaluation, Group and individual tutorial support will also be provided (10%)

Independent Learning: 120 hours
Independent learning time will be utilised to firstly undertake directed reading, then subsequently independent study to prepare material for use in the action learning set (50%). In addition to the exploration of related literature, independent learning time will be spent in preparation for the module assessment (40%). Practitioners can independently access resources and support for their learning using Blackboard Virtual Learning Environment (VLE) (10%).

The aim of this module is to enhance and develop graduate social workers ability to systematically find, critique and challenge the value and applicability of research used as an evidence base for specialist social work practice, also identifying where there are gaps and deficits in research knowledge /evidence in the context of their chosen specialist social work practice area. Student's will explore the assumptions of differing research paradigms and appraise the degree to which underpinning value bases support or conflict with social work ethics and values. The ideas underpinning the development of an evidence base for practice will be discussed including
The place of research within social work practice
Ethical considerations within social research and social work in particular
Research methodologies and design (strengths and weaknesses of specific methods of research relevant to social care and social care practice)
Strategies to support the critiquing of literature on specialist social care and practice related topics
Analysis of data, evidence and literature
Conducting a critical review of evidence relating to specific topic
Developing skills in critically applying findings from research and theory to support evidence based practice
Developing a critical awareness of the different approaches to a specific issue and the insight to weigh up the differing perspectives
Strategies to support effective communication.

Seminar Paper. 2000 words. 70% Learning Outcomes 1, 2
Plus Seminar presentation summarising findings and the implications for social work practice. 30%
Learning Outcome 3

Assessment Details:
Seminar Paper:
Students will select an issue of relevance to them in the area of their specialist social work practice. The seminar paper will systematically review the adequacy of a range of available research related to the issue, identifying the impact of differing paradigmatic approaches on providing evidence related to the issue raised.

Seminar presentation:
The practitioner will then present a seminar to a small group of their fellow students and members of the service user and carer group who have supported the module and teaching staff. The presentation will draw on their seminar paper, demonstrating their ability to summarise and articulate their systematic review, critiquing the adequacy of research for the evidence base. Students will present their recommendations as to the degree to which reviewed research could be utilised as evidence for informing and developing effective child or person centred outcomes, including any areas where further research knowledge should be developed

Formative Assessment:
Feedback on seminar plan and a portion of writing
Feedback on critiquing skills during small group work

Qualified social worker, registered with the GSCC.
Must be currently working in the relevant context for specialist practice route.
Will have an identified assessor to support work based development and provide observation of practice.