General Information
This subject builds on the subject Evidence-Based Practice for Health Professionals to develop student competencies relating to research design and planning. Students will identify research methods most appropriate to their research questions and practice context, consider and submit ethics applications for review and develop research submissions for external peer review and funding consideration. Students are required to successfully complete this subject before progressing to research internships in the Master of Nutrition and Dietetic Practice.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: NUTR71-114 Subject title: Health Research Design and Planning Subject level: Postgraduate Semester/Year: May 2024 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Intensive Workload items: - Self-Directed Study Session: x8 (Total hours: 16) - Self-directed study will be timetabled to support students to work at their own pace to complete required assessment.
- Seminar: x10 (Total hours: 70) - Seminar
- Self-Directed Study Session: x4 (Total hours: 34) - Recommended study hours
Attendance and learning activities: Student must attend ALL sessions. Most sessions build on the work from the previous one. It is difficult to recover if a session is missed. Attendance in classes will be monitored. If a student has a legitimate reason for non-attendance they must notify the subject convenor as early as possible and provide documentation (i.e. absence form, medical certificate, statutory declaration). This subject includes Compulsory Learning Activities. Students must attend and participate in all Compulsory Learning Activities and attend 80% of classes (including remote classes) to pass the subject. -
Resources
Prescribed resources: Books
- Greenhalgh, T., Bidewell, J., Crisp, E., Lambros, A., Warland, J., & Dermody, G. (2024). Understanding research methods for evidence-based practice in health. 3rd ed., John Wiley & Sons
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Health Sciences and Medicine |
|---|---|
| Subject code: | NUTR71-114 |
| Subject title: | Health Research Design and Planning |
| Subject level: | Postgraduate |
| Semester/Year: | May 2024 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Intensive |
| Workload items: |
|
| Attendance and learning activities: | Student must attend ALL sessions. Most sessions build on the work from the previous one. It is difficult to recover if a session is missed. Attendance in classes will be monitored. If a student has a legitimate reason for non-attendance they must notify the subject convenor as early as possible and provide documentation (i.e. absence form, medical certificate, statutory declaration). This subject includes Compulsory Learning Activities. Students must attend and participate in all Compulsory Learning Activities and attend 80% of classes (including remote classes) to pass the subject. |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Pre-requisites:Co-requisites:There are no co-requisites |
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| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Formulate a clear research question from a practice problem
- Identify and select appropriate methods to investigate and resolve practice problems
- Critically review the literature
- Utilise ethical procedures in the research process
- Demonstrate skills in disseminating outcomes of research
- Plan appropriate statistical analysis methods to test research hypotheses
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Technical Document§ Draft ethics application, maximum word limit will vary by study design and will be determined by the field limits in the online NHMRC HREA Ethics template. 20.00% In Consultation 2,4 Project Plan Research Protocol, 2000 words, for an allocated topic and study design. 60.00% In Consultation 1,2,3,4,6 Oral Pitch Oral pitch of research project. 10 mins + 5 mins question time 20.00% In Consultation 1,3,4,5 - § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Technical Document§ | Draft ethics application, maximum word limit will vary by study design and will be determined by the field limits in the online NHMRC HREA Ethics template. | 20.00% | In Consultation | 2,4 |
| Project Plan | Research Protocol, 2000 words, for an allocated topic and study design. | 60.00% | In Consultation | 1,2,3,4,6 |
| Oral Pitch | Oral pitch of research project. 10 mins + 5 mins question time | 20.00% | In Consultation | 1,3,4,5 |
- § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
This subject is delivered in intensive mode, and students are required to attend full day sessions Monday to Friday over two weeks.
Subject curriculum
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Introduction to research
- Subject and assessment overview - Designing research hypotheses and questions - Study design principles - Writing a research protocol.
SLOs included
- Formulate a clear research question from a practice problem
- Identify and select appropriate methods to investigate and resolve practice problems
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Writing a research protocol
- Identifying and applying a study protocol reporting checklist - Writing styles: descriptive and critical writing - Manuscript authorship and title page - Establishing eligibility criteria, sampling strategy, recruitment methods.
SLOs included
- Identify and select appropriate methods to investigate and resolve practice problems
- Utilise ethical procedures in the research process
- Demonstrate skills in disseminating outcomes of research
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Searching the literature to inform your protocol
- Producing a compelling background of key literature - Developing a search strategy - Critically reviewing a study protocol - Searching in PubMed - Using Endnote.
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Selecting outcomes and outcome measures
Content will address different research project designs and methodologies. Quantitative: - Defining outcomes types: descriptive, dietary and outcome variables - Validity and reliability of data collection tools - Planning data sources and timepoints of data collection Qualitative: - Sources of qualitative data -Coding and theme generation.
SLOs included
- Identify and select appropriate methods to investigate and resolve practice problems
- Plan appropriate statistical analysis methods to test research hypotheses
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Statistics and thematic analysis
Delivered curriculum will cross research project designs and methodologies. Quantitative: - Descriptive and exploratory statistics - Introduction to SPSS software - Overview of common statistical tests - Interpretation of statistical results in journal articles Qualitative - Thematic analysis: - Key concepts and methodological frameworks - Planning thematic analysis with rigor - Interpretation of thematic analysis in journal articles.
SLOs included
- Critically review the literature
- Plan appropriate statistical analysis methods to test research hypotheses
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Ethics in Health Research
- History and landmark codes of ethics in human research - Practising research ethically - Ethical study design - Regulatory approvals in health care settings and the National Statement - Navigating ethics forms and working through decision tree for establishing required ethics and governance approvals required.
SLOs included
- Utilise ethical procedures in the research process
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Designing a Research Pitch
- Types of research presentations - Planning and development of your research presentation.
SLOs included
- Demonstrate skills in disseminating outcomes of research
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Project Management
Developing a GANTT chart & prioritization - Introduction to GANTT charts - Project timeline - Data management and handling - Resource management: equipment, budget, resources.
SLOs included
- Identify and select appropriate methods to investigate and resolve practice problems