Siirry suoraan sisältöön

Tutkiva kehittäminen (5 cr)

Code: YZZZ0110-3017

General information


Enrollment

01.11.2021 - 09.01.2022

Timing

10.01.2022 - 01.04.2022

Number of ECTS credits allocated

5 op

Virtual portion

5 op

Mode of delivery

Online learning

Unit

Hyvinvointiyksikkö

Teaching languages

  • Finnish

Seats

15 - 40

Degree programmes

  • Sosiaali- ja terveysalan ylempi AMK (YAMK)

Teachers

  • Tapio Mäkelä
  • Emilia Lahdenperä
  • Sami Hoisko

Teacher in charge

Tapio Mäkelä

Groups

  • ZJA21SSYM
    Avoin AMK, sote, monialainen kuntoutus, YAMK-polku
  • YSY21SM
    Sosiaali- ja terveysalan ylempi AMK, monialainen kuntoutus

Objective

Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities

Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence

Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.

Content

The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development

Oppimateriaali ja suositeltava kirjallisuus

Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
OR
Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
OR
Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
OR
Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
OR
Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.


Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en

Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en

Teaching methods

Base line online exam
Individual learning tasks: Elevator speech, essays
Small group work online
Webinars
Online Discussions
Recorded online lectures, podcasts, or lectures in class

Employer connections

You can connect working life development projects to learning tasks of the course.

Exam schedules

It is recommended that the online exam be taken as soon as the online learning environment opens.
An unsuccessful online exam can be taken for the first time in the following month, and a second re-opportunity opens in the following month.

Vaihtoehtoiset suoritustavat

You can complete the course by combining study and work, by studification. Agree on studification
of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.

Student workload

-lectures/online lectures 6 h
- webinars/replacing assignments 6 h
- learning tasks 43 h -
studying the course material 40 h
- preparation for the exam 40 h
Total 135 hours.

Content scheduling

Online Implementation:
Presenting on the online discussion platform is also a sign of your participation in the course. Presentation should be made at the beginning of the course during the first two weeks.
The course is modular, where it takes 2-3 weeks to complete the materials and learning tasks of the modules.

The course has 2-3 webinars..

Further information

Peer review, reflective self-assessment, and teacher evaluation are used as assessment methods.
Assessment of learning tasks:
Discussion, introduction - evaluation on scale accepted - to be completed
Online exam - evaluation on scale 0-5, weight 20%
Expert blog posts and responses - evaluation on scale 0-5, weight 30%
Presentation of the development method and elevator speech or pecha kucha - evaluation on scale of 0-5, weight 40%
Reflection task on evaluation in development activities - evaluation on scale of 1-5, weight 10%

Evaluation scale

0-5

Arviointikriteerit, tyydyttävä (1-2)

Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.

Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.

Arviointikriteerit, hyvä (3-4)

Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.

Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.

Assessment criteria, excellent (5)

Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.

Further information

The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.