module specification

SH4051 - An introduction to Knowledge and Inquiry in Health & Social Care (2022/23)

Module specification Module approved to run in 2022/23
Module title An introduction to Knowledge and Inquiry in Health & Social Care
Module level Certificate (04)
Credit rating for module 15
School School of Social Sciences and Professions
Total study hours 150
36 hours Scheduled learning & teaching activities
14 hours Assessment Preparation / Delivery
100 hours Guided independent study
Assessment components
Type Weighting Qualifying mark Description
Coursework 100%   Annotated Bibliography
Running in 2022/23

(Please note that module timeslots are subject to change)
Period Campus Day Time Module Leader
Summer studies North Tuesday Afternoon
Spring semester North Thursday Afternoon

Module summary

This module begins by asking the students ‘what do we mean by knowledge’ in the context of health and social care and goes on to explore answers to this question. A key purpose of the module is to help students locate the concepts of evidence and research within a broader understanding of the importance of evidence-based practice but also to introduce students to the contested and contentious nature of what we mean by knowledge.

The module therefore aims to introduce students to:

 the types knowledge used in health and social care
 the nature and types of evidence in health and social care
 the role of evidence and research in health and social care practice
 various research methods and approaches used in health and social care research
 the processes involved in conducting health and social care research and the structure and format of published research


 The role of knowledge and evidence in health and social care

 Types of knowledge
   - evidence
   - statistics
   - experience
 How do we come to ‘know’?
 What is evidence?
   - the ‘political’ aspect of evidence
   - Evidence Based-Practice

 explicit v tacit knowledge
 lay v professional [‘scientific’] knowledge
  -  meaning v causality

 Types of evidence - hierarchies
 Narrative as evidence
 What types of evidence is research?
 Types of research and how to find them
 Primary and Secondary research and evidence
 Research design and approaches
 Research Methods - Qualitative & Quantitative Research
 Unpacking a research study

Learning Outcomes LO 1 - 5

Balance of independent study and scheduled teaching activity

The use of case studies, scenarios and narratives will be at the heart of the delivery of this module. This will allow students to examine the same scenarios in other concurrent modules and revisit these in the subsequent years of the course. A range of teaching methods will be used throughout this module: lectures, presentations, seminars, workshops and discussions, both face to face and online.
These session will provide background coverage on topics under discussion and interactive learning. Students will be required to read set texts and articles and to discuss these in classes and seminars. Additional resources will be available online via WebLearn. Module staff will be available to provide face-to-face, telephone, and email support to students during and outside timetabled sessions.

Learning outcomes

On successful completion of this module students will be able to:

1. Understand the distinction between types of knowledge and types of evidence
2. demonstrate awareness of the varying roles knowledge and evidence play in influencing health and social care
3. identifies the principles and concepts of the major research approaches used in health and social care
4. identify the key structures of research articles using common approaches to generating knowledge and/or evidence
5. present information from a defined range of sources of evidence effectively and appropriately.

Assessment strategy

The assessment is designed to test the student's ability to identify a range of appropriate sources and describe the central features of the source. Students will be required to describe the main findings of three sources of knowledge and/or evidence concerning the same topic, highlight the distinctions between these and identify key implications.  [2000 words]