IMPACT

Linking Teaching
& Research
School of Public Health and Clinical Sciences
Edited by Paola Dey, Soo Downe, Anne Marie Milston,
Hazel Roddam and Anna Hart

Contributors: our grateful thanks to all staff, students and colleagues who
have contributed reflections and case studies to the book.

RESEARCH
&TEACHING
CENTRE FOR
RESEARCH-INFORMED
TEACHING
Published by the Centre for Research-informed Teaching
2009 Centre for Research-informed Teaching
Centre for Research-informed Teaching
University of Central Lancashire
Preston, Lancashire PR1 2HE

ISBN 978-0-9562343-3-9
 PROMOTING WORLD CLASS HEALTH:
Integration of Teaching, Research and Practice

Hi g
s kills hl
s re s i ght
e nt iry ea i n
d u rch g
tu e n q a l
l

in p r
tic s

TE
cri g

nd
ks ac
a
i n pi n

RA

be tice
O
el o

tw
CT

RS
Dev

een
TE
DO

S
MA

UG
E va
te a t i ng
g

lua
h in
te a r ch

ch a
c

i
a

ng n
g e
s

re m
d e d
an ati n m thod
on
t e gr i to s
In ri ng
Preface
The School of Public Health and Clinical Sciences equips graduates with the knowledge and skills to
be effective practitioners. We pride ourselves in having curricula which are evidenced-based,
contemporary and relevant. We extend this approach to a range of continuing professional
development programmes to support ongoing practitioner and practice development.
This book is primarily about how the academic teams and individuals within the School of Public
Health and Clinical Sciences embrace the ethos of research-informed teaching in their everyday
practice as academics. We aim to ensure curricula and teaching and learning approaches are
research-informed and to provide our students with the learning opportunities which will enable
them to become life-long inquirers and researchers. The book provides a useful starting point for
those outside of the School to gain an insight into how research-informed teaching is central to the
delivery of all the Schools academic programmes.
The publication of this book is both timely and welcomed. Following on from the publication of the
Darzi next stage review, healthcare organisations are required to provide the very best evidence-based
healthcare, which is patient-centred and of high quality. The Schools approach to research-informed
teaching facilitates linkage between practice, teaching and research and this book provides exemplar
case studies of how this is achieved.
I would like to pay tribute to Professor Paola Dey, Professor Soo Downe, Dr Hazel Roddam, Anne
Milston and Anna Hart for their collaboration, dedication and professionalism in producing this book.
I would also like to thank members of the academic community who have provided the case studies
which demonstrate the high standard of research-informed teaching taking place within the School
on a daily basis. Without their contribution and academic practices this book would not have been
possible. The book highlights many areas of good practice across the school. I believe the School
academic community can be proud of this book.

Alison Chambers
Head of School
Head of School:
Alison Chambers

Professoriate:
Susan Bailey
Paola Dey
Soo Downe
Fiona Dykes
Damien McElveny
Alan Gillies
John ODonoghue
Jim Richards
James Selfe
Jan Tawn

Academic Programmes:
Allied Health Practice
Exercise Referral
Food Safety
General Practice
Health Informatics
Health Science and Practice
Health and Social Care
Health Service Management
Health Studies
Long Term Conditions
Midwifery Studies
Neonatal Studies
Physiotherapy
Professional Doctorate
Public Health
Rehabilitation Studies
Sexual Health
Sports Therapy
Strength and Conditioning
Contents
Preface

Section 1: Introduction 1

Section 2: Illustrative examples of research-informed teaching in the School

Section 2.1: Developing students skills in critical enquiry ?
Section 2.2: Integrating teaching and research ?
Section 2.3: Evaluating and monitoring teaching methods ?
Section 2.4: Highlighting links between research and practice ?

Section 3: Bringing it all together

Research degrees in Midwifery ?

Section 4: Further case studies and the way forward ?

References ?
Section 1: Introduction
The School Of Public Health and Clinical Sciences
The School of Public Health and Clinical Sciences provides educational opportunities for students who
wish to be, or who are currently, involved in health and social care services. There are programmes in
professions allied to medicine, maternal and infant health, sexual health, public health, health
informatics, management and postgraduate medicine which can be studied full- and part-time. The
School works closely with key stakeholders to develop programmes which equip graduates with the
academic skills and expertise required for competent practice, life-long learning and a timely response
to organisational change. Programmes also incorporate international dimensions: there are
programmes which support overseas placements and others which incorporate web-based distance
learning modules that engage UK and overseas students in a virtual learning environment. The School
values and promotes interdisciplinary working and learning. Teachers and researchers are drawn from
a diverse range of clinical, public health and methodological disciplines.
The School actively supports research and scholarly activity among staff. Academic staff collaborate
with service users, practitioners and health and social care organisations to inform service
developments and to extend the evidence-base for clinical and public health interventions. Other
research areas include studies of management and organisational change and of theoretical and
philosophical underpinnings of practice. The knowledge generated by this research activity is actively
integrated into teaching and learning at all levels of the curriculum and published in a range of
professional and academic media.

Research-Informed Teaching
Research-informed teaching is the linking of research with teaching. The aim of research-informed
teaching is to broaden the scope of learning and teaching within universities. It is expected that this
will enhance the student learning experience, motivate teaching staff to undertake scholarly and
research activity and promote the engagement of external stakeholders and researchers in the
learning process. Meaningful interaction between learning and research will enable students to
develop an understanding of the complexity of knowledge and competences in coping with the
uncertainties generated by scientific advance. Consequently, graduates will be able to contribute to
the knowledge economy.
There are a number of related typologies for research-informed teaching. Scholarship was the term
preferred by Boyer (1990). This phrase was adopted to express the move beyond a teaching versus
research polarisation. It was intended to value the broader range of academic activities. Knowledge
transfer is a more recent term for the dissemination of research, scholarship and other forms of
knowledge generation. It has been defined as the process through which one unit (e.g., group,
department, or division) is affected by the experience of another (Argote & Ingram 2000).
Frameworks have been developed to help academic staff assess research-informed teaching initiatives
at the curriculum and institutional level. Building on the framework developed by Griffiths (2004),
Healey categorised teaching into:
research-led: where teaching is focused on imparting information to students
about research findings pertinent to the discipline
research-orientated: which emphasises knowledge construction
research-based: which focuses on inquiry-based learning
research-tutored: which emphasises learning focused on writing and
discussing papers or essays.
These categories are illustrated diagrammatically with axes which emphasise the extent they involve
students as audience for or executor of research and how much they focus on learning about
research content or learning about research processes and problems (Jenkins et al 2007). The
emphasis of, and methods used to facilitate, research-informed teaching will be discipline-specific
and vary with the academic level.

1
Research-Informed Practice
Over the last two decades, there has been an increasing national and international recognition that
decision-making within health care and health care policy should be informed by the best available
evidence. In the UK, national and professional bodies have emphasised that all staff should actively
incorporate research evidence into their practice, and that healthcare organisations should foster a
research-aware culture. The most recent visions for the NHS, High Quality Care for All (DOH 2008)
and World Class Commissioning (DOH 2007), further highlight the importance of rapid dissemination
and adoption into practice of effective treatments, service developments and public health strategies.
There is an imperative to have a trained workforce cognisant of current research at a local, national
and international level. Academic programmes are an ideal opportunity not only to foster knowledge
and understanding about research methods, but also to develop students skills in identifying and
critically appraising research and their understanding of the link between research and practice. With
career progression, practitioners roles change. Early on in their careers, students may need to
question the knowledge-base about a topic in order to make decisions about their own practice; as
they progress, they begin to utilise evidence to persuade others to modify their behaviour and,
ultimately, they become responsible for identifying and integrating scientific knowledge in order to
influence organisational strategies. As students move through academic levels, staff need to ensure
that the curriculum also supports the development of competences which will enable students to
implement research findings at different career levels, e.g. communication skills, leadership skills.

Integrating Research-Informed Teaching and Research-Informed Practice

The School of Public Health and Clinical Sciences is committed to building a research-responsive practitioner
workforce and we perceive a need to integrate the research-informed teaching and the research-informed
practice agendas. Arguably, current frameworks of research-informed teaching are not adequately
characterised to facilitate reflection or innovation in health and social care teaching because they do not
encompass the notion of student as practitioner. Therefore, we have suggested a complementary framework
which explicitly acknowledges the student as both researcher and practitioner and which highlights the
dynamic interaction between research, teaching and practice. The four elements of the proposed framework
for the integration of research, teaching and practice are outlined and illustrated below:-
1. Integrating teaching and research
This category emphasises the interaction between students, lecturers and research active staff during
the learning experience to enhance an understanding of research and develop research skills.
For example:
Use of current research evidence within teaching materials
Developing students skills in undertaking research
Critical comparison of different research designs to inform evidence-base
Use of staff research to inform students about the professional knowledge-base
or to illustrate research concepts
Discussion of evidence-base to stimulate the development of student research.
2. Developing students skills in critical enquiry
This category emphasises the development of students as researchers. The consequent development
of critical thinking and reasoning skills underpins decision-making in practice.
For example:
Developing students skills in identifying evidence
Enhancing students ability to integrate and interpret evidence to inform decisions
about practice
Enhancing students ability to identify gaps in knowledge and evidence
Promoting the capability of students to become life-long learners.

2
3. Highlighting links between research and practice
This category emphasises the role of the student as knowledge-broker within the workplace, as
appropriate to their occupational level.
For example:
Developing students skills to facilitate the adoption of evidence-based practice in
the workplace, among professional groups and within organisations
Promoting collaboration between academia and stakeholder organisations to
develop research-aware cultures and inform service responsive curricula
Students transforming work experiences into priorities for research
Students conducting practice-informed research.
4. Evaluating and monitoring teaching methods
This category relates to the modification of teaching content consequent on reflection and/or
feedback, and the formal consideration of competences for practice within curriculum content.
For example:
Course team review of curriculum against current occupational competences
Consultations with and feedback from students, public and employers
Development and formal evaluation of teaching tools and innovations.
Figure 1 is a visual representation of the framework, which we have used in the rest of the book in order to
categorize illustrative examples of research-informed teaching in the School. The circles represent academic
levels with the inner circle being the undergraduate level and the outer circle being the doctoral level: this is
to demonstrate that more and higher-order academic skills and competences are needed as the scope of
influence of the practitioner increases with career progression. The four quadrants each represent a
distinctive element of the research-informed teaching for practice framework.
Figure 1: visual representation of the framework for research-informed teaching for practice

ls Hi g
s sk il hl
res i ght
t
d en u i r y ea i n
rch g
tu e n q a l
l
in p r
tic s

TE
cri g

nd
k s ac
a
i n pi n

RA
be tice

O
elo

tw
CT

RS
Dev

een

TE
DO

S
MA

UG
Eva
tea ting
ing

lu
te ch

a
c
ch

h
g ea r

in an
a

g
s

re m
d in e d
n
a at m thod
on
gr ito s
nte I ri ng

3
Outline of this Book
In the next section of the book, we have attempted to illustrate how taught programmes within the
school integrate research, teaching and practice. It is divided into four subsections, each of which
focuses on one element of the framework using initiatives in one taught academic programme to act
as illustrative examples. These subsections advance from foundation degrees to doctoral taught
courses to demonstrate the influence of academic and career progression on curriculum
development.
Academic programmes should aim to cover all four elements of the framework. In the third section,
we illustrate this by using research degrees as the example.
In the final section, we have asked staff to provide more examples to demonstrate the range and
diversity of innovative approaches across the School and to reflect on further development of
research-informed teaching for practice.

4
Section 2: Illustrative examples of research-informed
teaching in the School
Section 2.1: Developing students skills in critical enquiry
Example: Foundation Degree Programme
Context
In the UK, foundation degrees were first established in 2001 to increase the number of highly skilled
technical and associate practitioner staff needed to support the delivery of the UK governments
modernisation of public services (DoH 2000, NHS Modernisation Agency). Foundation degrees are
at the intermediate level in the framework for higher education qualifications (QAA 2004) and are
equivalent to the completion of the second year at undergraduate degree level. They are vocationally-
based and developed by education providers in collaboration with employers.
Foundation degrees aim to attract learners who have not previously accessed higher education. They
provide flexible learning opportunities combining work-based learning and academic study (DfES
2003). Foundation degrees are crucial to the planning of public services, because over the next 10
years the numbers of 18-20 year olds in the population will reduce, and fewer staff will be recruited
through the traditional routes (NHS NW 2008).

The UCLan Foundation Degree in Health and Social Care

The Foundation Degree (FdSc) in Health and Social Care developed by the School of Public Health and
Clinical Sciences has a number of routes to accommodate the skills and expertise needed for the
variety of roles within the workplace. For example, one route aims to produce a new group of highly
skilled technicians and associate professionals called assistant practitioners. An assistant practitioner
has a level of knowledge and skill beyond that of the traditional healthcare assistant or support
worker (Sargent quoted in Kilgannon and Mullen 2008) Our foundation degree is being used by NHS
Trusts across the North West to develop competent support staff who will be able to adopt some of
the roles traditionally undertaken by professional practitioners, who are then freed up to further
develop their scope of practice. Many of the students are support staff with several years of practical
work experience, but who have had little exposure to the concepts of research and how to utilise
research skills and findings in their work setting.

Research-informed Teaching within the Programme

The principle of Foundation Degrees is to integrate competency and underpin knowledge
in the workplace. (Kilgannon 2006)
The programme aims to develop practitioners in line with the professional and educational values
which underpin the National Education and Competence Framework (Skills for Health 2008). The
professional values relate to obligations to patients, to professional practice and to professional
development. To achieve this, our programme is designed to develop a reflective practitioner with
skills in critical enquiry. Therefore, in line with other degrees within the School, the curriculum
emphasises the integration of teaching and research. All teaching staff recognise that the course
content must enable the students to independently question and review the evidence for their
practice, and link practice skills to the knowledge-base.

5
 Course leaders perspective on the FdSc in Health and Social Care
The FdSc Health and Social Care was revalidated in June 2008 and this event provided an
opportunity for the team to evaluate how research underpins the delivery of teaching and
to formalise the inclusion of recent, relevant research to support lectures, seminars and
other teaching methods.
The design of the pathways now incorporates a range of important themes embedded in
the curriculum. One of these themes is Evidence-based Practice and this is explored in a
variety of contexts throughout the two years of the course. For example, in PZ1067
Physical and Psychological Basis for Health and Wellbeing, the basic physiological
principles are supported by relevant skill development. This means that, when teaching
cardiovascular physiology, the team will also teach blood pressure monitoring and this will
be supported by relevant research, not just involving that skill, but also the current
research-based guidelines for interventions for hypertension. This will also provide the
opportunity for the incorporation of another course theme that of Health Promotion,
again, utilising research relating to healthy lifestyles and behavioural change.
This is just one example of how the use of recent research is embedded in the Foundation
Degrees. We also use National Service Frameworks and National Institute for Clinical
Excellence (NICE) guidance to inform our teaching.
Louise Green, Principal Lecturer and Programme Lead for FdSc Health and Social Care

Programme Delivery
The programme is delivered by attendance at the University two days a week and is supported by e-
learning. Critical enquiry skills are developed through case studies, problem-based learning, directed
study, small group work, clinical skills sessions and study skills teaching. Students are challenged to
make explicit the evidence to support their decision-making within the workplace. For example, as a
practitioner the student may undertake blood pressure monitoring; during the course, they are asked
to link the knowledge-base about blood pressure monitoring with clinical guidelines about best
practice. This provides them with a basis for their clinical practice. To facilitate the linking of the
knowledge-base to practice, clinical mentors and practice educators support work-based learning.
Often, as the students link their newly acquired knowledge and skills to the workplace, they gain
greater work satisfaction and are given more recognition from their work colleagues.

A students perspective on the FdSc Health and Social Care

I was an experienced Technical Instructor in Rehabilitation and although my knowledge and
experience were continuously growing, my career pathway was limited, until one of my
managers told me about the Assistant Practitioner Degree Course. After sourcing further
information about the project, I thought this was a fantastic opportunity to further develop my
skills and knowledge. The academic study was relevant to my current practice and the degree
could be achieved while I worked and studied. I have enjoyed the challenge and have learned
so much. I feel very proud of what I have achieved and feel I can make a real difference. I now
have more autonomy and understanding of the evidence that underpins my practice, which in
turn has brought me much more job satisfaction and recognition from my colleagues. The
support I have had from my family, managers, colleagues, mentors, tutors and the other
assistant practitioners on the course has helped me to succeed.
Linda Tinning, Assistant Practitioner in Intermediate Care

6
Skills Log and Portfolio Impact on Evidence-based Practice?
Within this programme, the teaching team has developed a skills log and portfolio, which is used by
the students to record their developing skills and competences and to reflect on the impact of these
on their practice. The skills identified within each students skills log are produced in consultation with
the workplace and are relevant to their particular area of practice. Students must provide evidence in
their portfolio to demonstrate their understanding of the theory that underpins the skills they are
developing. The skills log and portfolio provides a mechanism by which students can engage in
evidence-based continuing professional development.

Staff perspectives on the Skills Log and Portfolio

A portfolio of evidence is the assessment tool used within our Foundation Degrees to
demonstrate acquisition of clinical skills. The students build the portfolio throughout the course
to demonstrate development of clinical skills linked to National Occupational Standards. Their
evidence is referenced in order to link theoretical knowledge to clinical skills but more
importantly to demonstrate that clinical practice is evidence-based. This way we aim to establish
continuous professional development which has evidence-based practice at its core from the
beginning of the students career within health & social care.
Heather Robinson, Senior Lecturer
The skills log was developed in collaboration with Practice Managers and Practice
Educators. The log is designed to be flexible in order for the skills log to meet the need
of service and that relevant competence is achieved. Each of the skills identified between
the student and the practice area are mapped to the National Occupational Standards
from the Skills for Health Framework and the Knowledge and Skills Framework as
identified by the Department of Health
Lindsay Robinson, Senior Lecturer

7
A Students Perspective on the Portfolio and Skills Log
I began my role as Dietetic Assistant in 2001 knowing very little about nutrition and nutritional
support. My role was to review patients who had initially been assessed by a Dietician and offer
support and encouragement, and to reinforce the nutritional treatment plan recommended by
them. Over the years my knowledge and experience grew as my role progressed, however,
there came a point when on-the-job experience alone was not enough to give me the
underpinning knowledge I craved to progress in my career. I welcomed the challenge of the
Foundation Degree in Health & Social Care (Assistant Practitioner Pathway) and the chance to
gain further qualifications while continuing in my current role.
I followed the Acute Pathway and at first it seemed that not all of the study was relevant to my
role. The Acute Skills Log seemed aimed more at Nursing and the competencies in the skills log
were clinical skills that I would never perform in my role as Dietetic Assistant. Not to be deterred,
I began to read up on the skills to find out how they may link with a patients nutritional status.
This research gave me valuable knowledge and helped me to understand why a patient may
become nutritionally compromised, or even how their nutritional status may affect them
medically. It also gave me the confidence to question not only my own decisions but also that
of other health professionals involved in the care of my patients.
Since completing the course I have much more job satisfaction, and both professional and
personal confidence. I now carry out nutritional assessments on non-complex patients and
recommend the appropriate nutritional treatment plan taking into consideration their past and
present medical history. I base my recommendations on the underpinning knowledge I have
gained from both academic study and research and feel confident I can justify any decision or
recommendation I make. Occasionally the recommendations or decisions I have to make are
difficult but I can be sure that the knowledge I now have allows me to make the right decision
based on what is right for each individual patient.
Completing the course has been a huge benefit to my patients, colleagues and me. I can make
informed decisions and give the patient the right information to enable them to make informed
choices about their care. It has freed up my colleagues time to allow them to concentrate on
more complex patients or other interests they may have. I am taking on new roles that I
previously would never have thought I was capable of doing nor had the confidence to do. I
feel very lucky to have been given this opportunity and the support from my manager,
colleagues and academic staff has been crucial in helping me to achieve this qualification.
Hayley Nash, Assistant Practitioner Nutrition and Dietetics

8
Section 2.2 Integrating Teaching And Research
Example: Undergraduate Programme in Physiotherapy
Context
Physiotherapy is one of the Allied Health Professional groups regulated by the Health Professions
Council (HPC), whose role is to ensure safe and effective practice to protect members of the public.
The HPCs published Standards of Proficiency for professional practice specifies that physiotherapists
must be able to:
recognise the value of research to the critical evaluation of practice
be able to engage in evidence-based practice
be able to evaluate research and other evidence to inform their own
practice (HPC, 2008, 2b.1).
Throughout the physiotherapy degree programme, students are signposted to the research evidence for
clinical practice. In addition to the taught modules, the students have clinical placements within local NHS
services, during which they work alongside clinical tutors who support the development of students clinical
decision-making skills underpinned by the most relevant and current evidence. This is part of a strategic
approach to assist students to develop a professional identity, in which evidence-based practice is integral to
clinical practice it is not just a bolt-on luxury to be undertaken when time permits.

Research-informed Teaching within the Programme

One of the strengths of undergraduate courses in the School is the extent to which taught programmes are
explicitly informed by the current research evidence-base. Students are directed towards an overview of the
current evidence-base for various clinical assessments and therapeutic interventions.

Staff perspective on curricula

Our curricula (which reflect the realities of clinical practice) are informed by the research
evidence-base.
Janette Grey, Academic Lead Allied Health Professions, Maternal & Infant Studies

Teaching staff appreciate the challenges faced by students when the evidence-base is limited or absent. In
these circumstances, staff emphasise an approach that balances research findings with clinical expertise
and judgement, in consultation with the service user (Sackett, 1997)
Teaching staff work closely with the Allied Health Professions Research Unit which undertakes
research with direct relevance to the themes explored in the Undergraduate Physiotherapy
Programme. This body of work includes leading international research in the fields of biomechanics
and thermal imaging primarily focused on advancing the quality of the evidence-base for the
benefit of practitioners and service users. Researchers teach students on the programme and
regularly disseminate updates on their work to other staff and students.

Incremental Development of Critical Appraisal Skills

There is a structured and systematic approach to developing the students skills in critical appraisal of
published research literature. This is specified in the learning outcomes for modules at each level of
the undergraduate programme.

9
 Incremental development of critical appraisal skills
Level 1 - All Level 1 modules teach students to recognise that physiotherapy practice
should be underpinned by research evidence. Teaching staff direct the students to read
selected research papers, which are discussed in relation to case studies. Gaps in the
evidence-base are identified. Students are assessed on their ability to articulate the
impact of the research on therapy practice.
Level 2 - At Level 2 teaching staff use the evidence in the form of research papers
throughout the curriculum so that students develop their reading abilities as well as their
knowledge-base. These approaches make them more adept at using research to inform
their practice. For example, one module incorporates a group work session where each
student reads a different paper on a topic prior to attending a tutorial in which they pull
together the information they have read into a coherent summary.
Level 3 - When the students reach Level 3 they undertake independent study modules
and a research module. At this level, students are expected to refer to the evidence-base
throughout their coursework. Students are also directed to look at the processes involved
in producing evidence-based clinical guidelines and to understand the role of the National
Institute for Clinical Excellence.

Clinical practice placements

On clinical practice placements students are challenged to consider the evidence for
effectiveness of therapy. This approach affords a more realistic problem-based learning
experience. For example, at the end of each clinical placement, the students are expected
to present a case study with reference to the evidence-base and any relevant NHS policy.
Their awareness of factors influencing research culture in healthcare organisations is also
explored. These presentations are included in the students portfolio of competences.

Undergraduate Journal Club

Undergraduate students at all levels are encouraged to attend a weekly inter-disciplinary Journal
Club. The Journal Club aims to create an open and collegiate atmosphere within which students can
share ideas and interact with each other and course tutors.

10
 How the Journal Club works
Published research papers are chosen by a member of staff and placed on the e-learn area
one week before each Journal Club meeting. The average attendance is 10-15 students
plus 1-3 staff members. Every tutor has a different way of facilitating the Journal Club
session. The facilitator may use a checklist; ask open and prompting questions; ask
students to list the strengths and weaknesses of the research study; remind them about
case studies reviewed within modules; or suggest that students think about how they
might rewrite some parts of the article (e.g., its methodology).

Examples of questions discussed during journal club:

1. Would this paper inform or change your practice?
2. Does the title give you a clear idea of what the research paper is about? Is it clear or
misleading?
3. Can you identify whether the methodology is robust or there are any flaws?
Is it described comprehensively? Is the statistical analysis (if any) appropriate?
4. Were ethical issues considered? What factors were taken into account for participant
recruitment?
5. Do the conclusions correspond with the aims of the study?

A students perspective:
Its useful to build up experience and help you with essay writing skills, critiquing skills
and an opportunity to develop your communication skills.
(comment from a case study evaluation: Roddam, McCandless, Thewlis & McDonald, in press)

Undergraduate Research Internships

Undergraduate research internships have provided an opportunity for some undergraduate students
to actively participate in conducting research. A number have been funded over the years by charities
such as the Nuffield Trust. In 2008, the University funded a number of research internships across the
University. One of these was taken up by undergraduates from the Physiotherapy and Sports Therapy
programmes. The research project developed from a series of discussions in teaching sessions about
the evidence-base for a specific therapy intervention. Through the University Research Internship
initiative, the students were able to undertake experimental work supervised by members of the
Allied Health Professions Research Unit. The students gained experience in applying for research
ethics approval and developed technical expertise directly relevant to their studies. The interns also
developed key transferable skills including academic writing skills, time management and planning.
More senior undergraduates developed mentoring skills through buddying of less experienced
students. The study findings have generated new evidence to inform practice and are to be
disseminated. They have already been used to update the teaching content of the Physiotherapy and
Sports Therapy programmes.

11
Staff perspectives on the internships
One aim was to expose the students to as many facets of the research process as possible,
within the time of the project, as this real-world training would increase their future
employability prospects in an increasingly competitive market. A further aim was to equip
these students with skills to achieve higher level outputs when they undertake
postgraduate studies.
James Selfe, Professor
Three to four students would be the optimum number, to make them feel like part of the
research team and not just students.
Dominic Thewlis, Research Fellow

Students perspectives on the internships

I have gained an awful lot through the internship experience including things that I didnt
expect such as new friendships, networking and excellent knowledge in literature
reviewing and structuring of written work. Some of these aspects I will be able to directly
apply to the dissertation proposal at level 3, plus the practical experience of researching
including data collection and ethical proposal. Added to this the fact I have really enjoyed
the experience. It has been hard work but definitely worth it and an experience I will
recommend to others.
Tommi Capstick, Physiotherapy student
A student internship in an area of clinical research can give you an insight into health/medical
research and what it entails. These internships can also help with skills such as team working or
the confidence to work individually on a project, communication skills, workload management
etc. Additionally the opportunity to use movement analysis EMG and force platform equipment
has increased my knowledge of how these pieces of equipment can demonstrate the finer
details of human movement in various contexts and fundamentally improve my clinical skills as
a Sports Therapist. This is a great opportunity for an undergraduate Sports Therapist or
Physiotherapist who is interested in clinical research.
Jill Alexander, Sports Therapy graduate

12
Section 2.3 Evaluating and Monitoring Teaching Methods
Example: Masters in Applied Public Health
Context
In the UK, the societal and economic consequences of premature morbidity and mortality from
chronic disease have highlighted the importance of public health approaches to foster healthy
lifestyle choices and reduce inequalities in health. In the North West, we have some of the worst
public health problems in the country. Public health challenges in the 21st century also extend beyond
national boundaries and there are emerging health threats which follow from increasing
transnational mobility and environmental change. Because of the magnitude of this problem and the
diverse influences on health, we need to extend the capacity of the public service workforce to deliver
public health interventions and strategies.

Developing a Research-Informed Teaching Course content

The School of Public Health and Clinical Sciences offers a Masters in Applied Public Health which is
designed to help practitioners develop the skills necessary to meet the demands of the rapidly
evolving multidisciplinary public health agenda. Some of the underpinning concepts and
methodologies of population health research may be particularly challenging to these students. The
public health course team recognised the need to reflect on current course delivery and identify more
effective ways of inculcating these approaches among students. To facilitate this process the course
team used the Public Health Skills and Career framework (Public Health Resources Unit 2008). This is
a recently published document from the Department of Health. The framework outlines four core
areas of public health work and nine levels of competence and expertise. The nine levels span from
staff who undertake public health activities under direction (level 1) to staff who lead strategic public
health developments across organisations or areas of work (level 9). Students on the Masters in
Applied Public Health would be at level 5 to 7.

Employer perspective
The additional learning and skills gained by staff who have undertaken or are undertaking
public health courses have real value both for clinical service delivery and at a wider
organisational level. The additional knowledge gained from a well educated workforce
contributes to workforce development, skills development and partnership working, as
well as networking. This is vitally important in embedding public health programmes
across different sectors and organisations, and patient and public involvement in health
care. It has particular value in promoting a community development approach to service
delivery. Tangible skills include:
- Critical analysis of research and evidence-based practice.
- Core public health skills such as Health Needs Assessment, Health Equity Audits, Health
Impact Assessments and public health intelligence reports.
- An understanding of public health policy and the impact of policy on services, as well
as implementation of policy at community level.
- The synthesis of evidence and policy to inform practice and strategic development.
- Translation of policy into practice through meeting targets & health care priorities.
Anon. A Senior Manager in a Primary Care Trust

13
Reflecting on competences
Two of the four identified core areas identified by the Public Health Skills and Career Framework are
research-linked: surveillance and assessment of the populations health and wellbeing, and
assessing the evidence of effectiveness of interventions, programmes and services to improve
population health and wellbeing. Arguably, however, competences in these areas also underpin
competences in the other two core areas: policy and strategy development and implementation and
leadership and collaborative working.
The reflection process was further facilitated by the involvement of one of the course team in a
European Union funded project to produce guidelines on how to design a Masters Programme in
Public Health with integrated transnational mobility (MOCCA) (Grewe et al 2008). The project was
led by the German Academic Exchange (DAAD) and University of Applied Sciences, Fulda, Germany.
It involved 5 universities across Europe; students on our Masters in Applied Public Health were also
involved in the project. As part of this project, the MOCCA group reviewed the academic and
professional profile of a graduate in the field of public health and translated this into learning
outcomes for a Masters programme of study. The MOCCA group drew heavily on the Public Health
Skills and Career Framework when defining the academic and professional profile, as it incorporates
the viewpoints of employers and professional bodies and provides a framework of competences at
different levels of public health practice. Academic and professional profiles were translated into
learning outcomes by considering three levels: knowledge and understanding, applying knowledge
and understanding, making judgements (EHEA 2008). These levels are inter-related: if we first
consider what a graduate is expected to be competent in doing (making judgements) - we can
elucidate what skills they need to become competent (applying knowledge and judgement) and
then what they need to know in order to be able to apply these skills (knowledge and
understanding) (Grewe et al 2008).
The public health course team used this method to review the robustness of our learning outcomes
and module content to deliver the competences outlined in the Public Health Skills and Careers
Framework. This highlighted the need to develop themes across modules in the programme in order
to facilitate students understanding of the integration of theory, evidence, application in practice and
decision-making. An example of this is shown below. This led to module leaders working together
more closely to develop course content.

Figure 2. Example from Masters in Applied Public Health Standard Setting

Knowledge Skills Competence

Communication theories
Models of behaviour change
Determinants of health
Concept of risk and risk management
Knowledge of descriptive
epidemiology
Knowledge about research methods
Knowledge about
measurement of outcome
Information sources
Communication skills
Governance and probity
Evaluation of strategies to implement
behaviour change
Ability to analyse and interpret
health information
Skills in evidence synthesis
Influence the development
of policies, procedures,
guidelines and protocols
on the basis of critically
appraised evidence (PHRU
2008)

INTEGRATION

14
Developing critical thinking abilities
In order to transform theory and knowledge into appropriate decision-making, public health practitioners need
to develop advanced critical thinking abilities. Within the learning objectives of this programme, there is an
explicit acknowledgement that students need to be able to demonstrate academic competences in a range of
areas at postgraduate level. Whilst a certain level of academic ability is expected from students undertaking
postgraduate study, the course team identified that a number of students would benefit from help and support
with study skills. The Applied Public Health programme attracts a diverse range of students with a wide range
of abilities. Students differ in their professional backgrounds, level of experience in the public health arena and
the length of time since they last undertook academic study. Some students have been educated in systems
which value facts and figures rather than the fostering of critical thinking in learners. In order to address these
issues, the course team, in liaison with the Universitys Learning and Development Unit, have developed a
programme of seminars for students who wish to advance their study skills and critical thinking ability.

Case study: Development of Study Skills Seminar Programme

The value and uniqueness of the Applied Public Health Study Skills seminar programme is that
it is specific not only to the students identified needs, but also to their programme of study. The
content has been developed to cover a wide range of study skills and includes the following:
- The philosophy of higher education in the UK (self-directed learning/study, what is expected
of Masters students, time commitment to study)
- Searching for data/literature, using databases, critiquing information sources
- Reading effectively and taking notes from reading
- Critical writing, development of argument, critical application of theory/policy to practice
- Planning, structuring and presenting coursework, referencing and plagiarism
These generic study skills components are addressed using material/literature/data drawn from
course modules, and exercises and group work relates specifically to the module assignments
which are set for the students.
The programme is being developed as a pilot study, and will be formally evaluated (both from
a student and lecturer perspective). If successful, we hope to incorporate the programme into
the Applied Public Health course structure, and aim to explore the potential in rolling out the
package to other Schools in the University.
Linda Ratinckx, Senior Lecturer

Development of Modular Content to Foster Research Skills

Epidemiology and quantitative research methods are key aspects of public health work. However, some of
our students have not had professional or further or higher education experiences which emphasise numerical
or statistical skills. With reference to the Public Health Skills and Career Framework, we have refocused the
structure of the curriculum to facilitate an incremental increase in knowledge and skills in these areas to a
competence level appropriate to the occupational grade of the students. Dealing with Data is a new module
designed to increase students understanding about the nature of quantitative data, data manipulation and
how to interpret numerical data. An epidemiology module focuses on providing students with a framework
for assessing the epidemiological evidence for risk factors for population health and identifying and
integrating population-based information on health and wellbeing to drive policy changes. The research
methods module aims to enable students to develop their knowledge of research aims and processes so that
they can critically evaluate public health research. Students with more advanced numerical skills on admission
to the Masters programme can take a module in statistical methods in place of Dealing with Data.

15
Case study: Dealing with Data evaluation of supporting materials
The Faculty of Health Teaching Learning and Assessment fund supported this evaluation of a
newly published book (Freeman et al 2008). The aims of the book are consistent with some
aims of Dealing with Data. The book contains practical advice on how to display quantitative
results using summary statistics, tables and graphs, giving details that are usually glossed over
in text books. Eight copies of the book were purchased and these will in due course be donated
to the University library. The books were loaned to a purposive sample of lecturers and
researchers: four who routinely handle quantitative data, and four who have limited experience
of quantitative data. Participants completed a questionnaire evaluating each chapter of the
book in terms of what they found interesting/useful/difficult/irrelevant.
A preliminary analysis of the feedback identified several themes. Some sections of each chapter
emerge as key learning material while other parts of the book are difficult to follow without
more specialist knowledge. The summaries at the end of the chapters are a useful resource, and
how to instructions are particularly popular. An attractive and engaging format is important to
keep the readers interest in the material, and errors or contradictions are a serious hindrance
to understanding. These results will be used to inform an in-class exercise where students
enrolled on the module will do a smaller scale evaluation of sections of the book. This will be
used as a vehicle for delivering material about displaying data. In this way, experts, potential
students and actual students will have been used to tailor the content and method of delivery
of part of this module.
Anna Hart, Principal Lecturer

A student perspective on modular content

I am currently studying on the MSc Applied Public Health programme and have just completed
my second year of the programme and all of the modules, with just the dissertation remaining
to complete the award. In the second year of the course, I completed two different modules,
namely Research Methods and Epidemiology, which have provided me with enhanced
knowledge and skills regarding both understanding and reading research papers.
Although both courses were different, they tackled very similar concepts and issues and have
been extremely helpful when I have been reading research papers and understanding and
utilising the research findings. The courses have helped me to understand data and have
reduced the fear of attempting to interpret the data. Previously, I relied on summaries and
pictorial formats and tended to ignore concise statistical breakdowns and references. The
modules have enabled me to read research papers more efficiently and have assisted me when
making criticisms and generalisations about the research findings. Specifically, Epidemiology
provided me with an overview of the theory and methods behind research, which has been
beneficial when trying to relate research back to a public health perspective.
Steve Flynn, MSc student

16
Bringing research into the curriculum
Course team discussions also highlighted the importance of using our own research to illustrate
concepts and their application in practice. The impact of this will be evaluated through consultation
with students and module evaluation questionnaires.

Staff reflection on using own research in teaching sessions

I have used my general research experience and findings from particular studies to inform
my teaching in public health. I have recently completed a study of professionals attitudes
to the implementation of a public health strategy. This has helped me illustrate the use
of a key current public health intervention in a local setting. Using research in this way
shows students that lecturers are research active, and helps them learn about the ways
in which research can be used to inform public health policy and practice. I have also used
this research to illustrate approaches to research design and analysis with respect to
qualitative research methods in particular.
My research on homelessness and health, and on various aspects of services for illicit drug
users, has been valuable when illustrating the use of mixed methods designs and advising
students on how to access hard to reach populations in health research. Discussion of the
research process in these instances has helped to illustrate both the difficulties of carrying
out empirical research, and possible ways of overcoming them when students go on to
carry out their own studies.
Paul Reid, Senior Lecturer

17
Section 2.4 Highlighting Links Between Research and Practice
Example: Professional Doctorate
Context
In many areas of health and social care practice, senior practitioners and managers have a remit to
support the development of research capacity within their organisation and undertake their own
programme of research. Traditionally, many staff working in these roles were expected to undertake
a research doctorate, a substantive piece of original research which extends the forefront of a specific
area of study. However, it has been recognised that this approach to doctoral study does not always
equip graduates with the range of transferable skills required to become leaders of research within
practice, rather than academic, contexts. The Professional Doctorate is designed to meet this need;
the programme emphasises the development and integration of research, management and
leadership skills.
Academic staff in the School of Public Health and Clinical Sciences have recently developed an
interdisciplinary Professional Doctorate programme in Research for Professional Practice. The first
student cohort enrolled on this programme in 2008. Students come from a wide range of
backgrounds across healthcare, social care and environmental health. The inter-professional ethos of
the programme will broaden the students learning experience and promote the increased emphasis
on inter-professional, cross-agency working within health and social care.
The programme integrates taught and research components to emphasise the inherent links between
research and advanced practice. Alongside the ability to conceptualise, design and implement research,
students on the Professional Doctorate programme will be supported to acquire skills in developing research
capacity within teams and organisations, developing organisational research strategies, communicating
research to diverse audiences, engaging with the wider research community and integrating research into
changing and evolving practice contexts. Throughout the programme, there is an emphasis on the
relationship of learning and development to practice contexts. Many of the course assignments are designed
to facilitate this process of knowledge transfer.

What is the Professional Doctorate?

The programme will equip students to play a significant role in the development and
support of a research culture within their practice context, to lead and inform evaluative
practice and to work effectively and strategically within organisational agendas. Many of
the skills developed will complement the skills required of senior practitioners and
successful completion of the programme will enable individuals to:
- Analyse, synthesise and present knowledge about complex subjects and concepts to
influence key decisions within your practice context
- Create, synthesise and interpret new knowledge through original research and
advanced scholarship capable of extending the forefront of their discipline.
- Play a leading role in establishing, implementing and improving strategies for research
and development within a practice context
- Lead interdisciplinary teams in the development of knowledge, ideas and work practice
- Critically appraise and apply techniques for research and advanced academic enquiry
- Communicate their ideas and conclusions clearly and effectively to specialist and non-
specialist audiences in practice and research contexts.

The Structure of the Professional Doctorate Programme

The Professional Doctorate programme has been developed by research-active staff, many of whom lead
their own programmes of research. The taught modules are also delivered by staff who are experienced in
supervising research students and who are able to integrate this perspective into their teaching.

18
The taught component of the programme comprises six modules which will develop skills in: critical
thinking and evaluation; accurate, balanced and effective presentation of knowledge and ideas;
effective and strategic engagement with the research culture; research design, methods and data
analysis; ethical issues, research governance and strategic management. The research component will
require students to complete a substantive piece of original research of relevance to an aspect of their
professional practice. A range of teaching and learning methods will be used including lectures,
seminar, workshops, IT skills laboratories, directed reading, group activities and research supervision.
Further details of the modules can be found at
https://www.uclan.ac.uk/health/schools/sphcs/prof_practice.php

Research Capacity Building

The programme is structured to incrementally build students research awareness, research skills, and
their appreciation of applying research findings within practice contexts. Year 1 focuses on
developing the students thinking skills. This includes critical reasoning and critical analysis. Year 2
incorporates specific research skills alongside developing the students own research proposal. In this
way the students are supported to develop a strategic approach to engaging with and developing a
research culture at an organizational, regional, national and international level. One module,
Research Culture, Ethos and Process, is expressly designed to develop students understanding of the
research environment relevant to health and social care research, in line with the UK Research
Councils joint statement on training requirements for doctoral students (RCUK 2001). This module
is undertaken in the first year of the students programme of study and forms the basis upon which
these themes are developed throughout the whole programme.

Research culture, ethos and process

Research Culture: the broad context at regional, national and international level in
which research is evaluated, funded and conducted; developing a strategic approach to
engaging with the research community; overview of approaches to research design and
their appropriate application in health and social care.
Research Ethos: engagement with and development of a research culture within
practice settings; developing and maintaining networks and working relationships with
peers within academia and the wider research community.
Research Processes: research funding, research governance, confidentiality, data
protection, research ethics, copyright, malpractice, data ownership.

Development of Research Skills

Alongside studying their Year 1 modules, the students will begin to formulate their research question
for the dissertation. As they progress through Year 2, they will begin to meet with potential
supervisors to develop their research proposal. The focus of their research will be relevant to the
students specific practice context.
Figure 3: Incremental Integration of Teaching and Research

Research component

Taught component

19
Students Expectations of the Professional Doctorate Programme
Students enrolled on this programme anticipate that the Professional Doctorate programme will
afford them significant benefits in terms of personal and career developments. The course team also
anticipate that each of the students on the programme will contribute towards generating a dynamic
and stimulating learning environment, in which they will be able to share their experiences of leading
research initiatives across a wide range of sectors.

Students expectations of the programme

I believe that studying on Prof Doc will open a new door for me to a much higher position
of a Technical Director (ultimate aim). Im looking to gain many valuable skills through this
programme, such as Critical Thinking and Critical Analysis.
I would like to be able to obtain, analyse and effectively communicate new knowledge
within my organisation. Strategic Management is another valuable skill which Im going
to gain during my studies and I can widely use it in my current role and this also will allow
me to move up to the more Senior Management position more quickly. I am very
enthusiastic and passionate about learning.
Irina Dean, Quality Manager
Achieving a Doctorate has been an ambition of mine for sometime. After now
completing an MSc in my clinical area, I found myself wanting to maintain clinical links
but also to further my learning in teaching strategies. I believe the Professional Doctorate
will help to develop self-discipline, organisational skills, and the ability to progress
personally and professionally.
With increasing emphasis on evidence-based practice, I feel this particular programme
will give me the foundation I need to continue to grow in both my academic and therapy
roles. The part-time Professional Doctorate with both the instructional and research
elements offers the key learning environment enabling me to direct my own pathway in
relation to my personal development plan.
After completing my Professional Doctorate, I aspire to work in a competitive and
challenging academic and research environment. I feel this programme will help me to
develop the necessary skills to help inspire and lead the department in which I work to
push forward and evolve.
Erin Morehead, Senior Physiotherapist & Lecturer in Sports Therapy
My expectation from this course is to improve my knowledge of and ability to undertake
more research. Undertaking the dissertation for my MSc made me realize that I need to
be better equipped to carry out further research. That is to be able to plan, develop,
discuss and analyze results more productively.
I anticipate that all of the foregoing will be helped by physically attending the university
and being able share the experience with others on the course. Most of my studies to
achieve my MSc were undertaken by distance learning with limited opportunity to
discuss and bounce ideas off my peers.
Finally I hope that the knowledge and experienced gained will enable me to improve the
value, depth and breadth of the services I offer my clients in my practice.
Richard Bradford-Knox, Management Consultant

20
Section 3: Bringing it all together
Example: Research Degrees in Midwifery
Context
The government has a particular interest in developing the critical engagement of health
practitioners, and, specifically, in creating opportunities for those who want to be research active, but
who also want to remain in clinical practice. This is exemplified by the recent government initiative
for expanding the funding for clinical research careers in nurses, midwives, and professionals allied to
medicine (DOH 2008). The rationale for the initiative is that practitioners with the critical capacity
generated by research skills are more likely to be effective leaders, educators, and decision-makers.
The launch of this plan suggests that there is now a strong political will to encourage creative,
critically astute and innovative practitioners in the health sector in the UK, across all health
professional and support groups.
In order to develop practitioners who are able to work across and between professional,
organisational and managerial boundaries, it is important that research- informed teaching is more
than just a philosophy. As we noted in the introduction to this book, the link also needs to be made
between research, teaching and practice, and crucially back from practice to teaching and research.
The aim of this section is to demonstrate how these aspects can be genuinely and effectively
integrated at the level of research degrees, illustrated by all four elements of framework. When this
is effective, students and staff are enabled to work across and between the three aspects of research,
teaching and practice, to create something where the parts are significantly greater than the whole.
The case studies in this section illustrate how students can be inspired to see the point of progressing from
initial professional qualification to undertaking postgraduate research degrees. This is supported through
close and continuing integration between teaching, research and practice throughout the learning career,
as illustrated in the rest of this book. The examples are from midwifery and neonatal studies, and, specifically,
from the Women, Infants and Sexual Health (WISH) research unit, but they represent the approach taken
across the School. The section is structured around extended case studies that each underpin a range of
aspects of our research-informed teaching for practice framework, to illustrate that the process of the clinical
research learning career at UCLan is cyclical and interconnected. Unlike a ladder of linear learning that starts
with practice and ends with research, this approach is more like a web, where practice, research and
education feed into and out of each other.

The Research Degrees Framework

A formal approach to research degrees has been adopted across the Faculty of Health and Social
Care, including clear milestones of registration, progression, transfer and submission, plus the
development of key skills through research training and associated studies. This is in line with
Research Council recommendations (RCUK 2001), and it is applied rigorously across the School.
The integration of teaching and research is achieved through the engagement of research-active staff
in teaching at all education levels, so that, from the beginning of their professional education,
students can see the links between clinical and academic learning and research. Research-active staff
run postgraduate associated studies modules in their area of research expertise, ensuring a close and
reciprocal link between their ongoing research and their teaching. This enables taught Masters
students and research degrees students to study together. This develops skills in critical enquiry at the
basic Masters level, which are then built on for the research degrees students.

Students Experiences of Postgraduate Study

In the area of Midwifery Studies, taught Masters level students have direct contact with the research
students in an academic context. This builds aspirations in students to progress to the next academic
level, and onto a research career, which is often combined with a clinical post. This link between
clinical practice and research is supported by the North West Clinical Midwives Research Network that
is coordinated from the WISH research unit within the School of Public Health and Clinical Sciences.
The network encourages clinical staff to undertake research across the region. This initiative has

21
resulted in a number of research studies and publications. The network provides an informal locus of
teaching about research methods, and it contributes to the raising of individuals confidence and
capacity to undertake research, and research degrees.
Cathies story illustrates the increasing engagement of a clinical midwife with research activities in her
local NHS Trust and at UCLan. It demonstrates how the fostering of links between clinical practice
and research can be the foundation of a research career. This case study illustrates how a research
career can be supported and fostered by continuing contact with an academic research team who
are familiar with postgraduate degree supervision, and are committed to engagement with clinical
practice. The benefits are reciprocal: the publications and research funding bids generated are shared
by both the student and the academic staff. The findings of these studies are fed back into the
undergraduate and postgraduate curriculum. Three aspects of the research-informed teaching for
practice framework are apparent in Cathies story: integrating teaching and research, developing
students skills in critical enquiry and highlighting links between practice and research

Case study 1: Clinical practice to clinical research strategist,

to plans for a PhD
My desire to maintain and develop research links with the Department of Midwifery
Studies at the University of Central Lancashire started when I was invited to be a midwife
representative on the departments clinical research group. Sharing a particular interest in
normal birth and breastfeeding has since led to a number of exciting research
opportunities. In November 2005, I was awarded a Royal College of Midwives Ruth
Davies Research Bursary to undertake a small qualitative study exploring womens views
of pictorial representations of infant feeding Subsequently, a mentorship award from
the Health Research Design Service North West has led to the development of a PhD
proposal on visual representations of breastfeeding.
Being involved with the North West Clinical Midwives Research Network has been a
continual source of learning, encouragement, motivation and support. As a group, we
have undertaken collaborative, cross-Trust midwifery/maternity care research, completed
two systematic reviews and two surveys, and raised the profile of midwifery research in
all collaborating Trusts. In terms of my own personal development / achievements as a
member of the group, I have had work published in peer-reviewed national and
international journals, presented at national and international conferences, and had the
opportunity to collaborate with research experts from both the United Kingdom and
abroad. Most recently, I have been invited to co-lead the Cumbria & Lancashire
Reproductive Health & Childbirth Specialty Group, and I anticipate that the NW Clinical
Midwives Research Network will provide an ideal forum for promoting increased
participation in research right across the region.
Cathie Melvin, Research Midwife

Our biannual postgraduate research student seminar series and our two regular international
biannual research conference series provide opportunities for research students to form links with our
extensive national and international clinical research networks. These events are open to clinical and
academic staff, as well as service users, and they form a dynamic environment for the informal linking
of research, education, and practice. They are an additional forum for developing skills in critical
enquiry, and in highlighting links between clinical practice and research. This is particularly useful for
students who are studying off-campus. Students that are studying at a distance can be disadvantaged
by not being able to engage with the body of peers on campus. This can be particularly acute for
part-time students who are living at a distance, and/or who are also clinically or educationally
engaged for a good part of their time.

22
Rhonas case study demonstrates how regular attendance at postgraduate seminar events can act as
a proxy for the stimulation generated by regular face-to-face contact with the student body. Rhonas
story also illustrates how new thinking and methodological insights can be stimulated by attendance
at and engagement with these events. Each students presentation is formally evaluated by those
attending, which provides an opportunity for students to evaluate their own performance, in terms
of presentation and timekeeping skills and in academic skills development related to the content of
their work. This evaluation process also permits refinement of the postgraduate seminar as a teaching
method at postgraduate level, building on the fourth element of our framework: evaluating and
monitoring teaching methods.

Case Study 2: Experience of the Postgraduate Seminar effect

I attended my first postgraduate seminar in the Department of Midwifery Studies when
considering undertaking a PhD. I was impressed by the dynamic team of lecturers and
students who welcomed me and valued my contribution to the discussion. In particular,
I was impressed by the midwives and neonatal nurses who were immersed in practice
settings yet took the time to attend these seminars. This helped me confirm my decision
to undertake a PhD at UCLan. Since registering, I have endeavoured to attend each of the
biannual seminars and have presented my work annually. Initially, I presented my
thoughts and ideas but as my study developed I was able to present new work. This can
be challenged by others in a supportive environment but enables me reflect on what I
have achieved each year. At these seminars, I have been exposed to many exciting studies
in their development by Masters and PhD students. As I live and work in Ireland this is a
particularly useful forum as it enables me to immerse myself in the research activity of the
department for a day.
Rhona OConnell, PhD student

Many clinicians who have a particular research question they want to address find the idea of undertaking
a PhD straight after their undergraduate studies to be daunting. A taught Masters degree is the best option
for some of these clinicians. However, for others, the research idea they have excites them more than
learning about a range of research techniques. The Masters by research programme can offer the time and
space for clinicians to move their idea from a simple clinical investigation towards theory generation for
wider practice change. It is a first real research step, which allows for early success in, and publication of,
their research. It promotes confidence in contemplating the next steps in a committed research career, in
parallel with clinical or academic practice.
As Annies story illustrates, this opportunity can develop skills in critical enquiry, and, for clinical
practitioners, permits a dynamic integration of teaching and research, and of research and clinical
practice. It also opens the door to the next step, PhD level study.

23
 Case Study 3: Masters by research: the first step towards
a clinical-academic career
I became interested in research when I commenced a joint appointment role between
UCLan and Burnley. My time within UCLan was divided between teaching and
participating in the research group exploring breastfeeding and midwifery skills. The skills
gained within academia fed back into my clinical work and enabled me to participate fully
in benchmarking and also in devising clinical guidelines in practice. Working in clinical
practice often highlights issues that make practitioners question how or why we do
things. I often wondered why misunderstandings in communication between parents and
nurses occurred. This interest led me to explore the literature available in a critical way.
Conflicting findings prompted me to design an innovative pilot study to explore
communication between parent-nurse dyads. I received support in writing the research
proposal from the research team within UCLan. The process of undertaking my master
gave me the opportunity to develop a range of skills from literature searching through to
writing papers for submission to journals. By undertaking a research Masters programme
I was able to access training specific to my needs alongside regular meetings with my
supervisory team. This degree pathway enabled me to experience the trials and
tribulations of research in an extremely supportive environment.
Annie Dixon, Senior Lecturer

Academic staff who undertake a PhD find that their beliefs and presuppositions are both shaped by
and shape their study over time. This is true for those who cross disciplinary boundaries, but it can
also apply to those who can use the space offered by concentrated study time to reanalyse and re-
evaluate their previous beliefs and suppositions from within their primary clinical discipline. They bring
this reflexivity and their new skills of critical enquiry into their subsequent teaching and supervision.
This is yet another aspect of the integration of reciprocal links between teaching, research and
practice that is supported by the School. Building more PhD capacity in academic and research staff
permits this integration at all levels of the curriculum, and, in turn, promotes confidence in PhD-
qualified staff in identifying research-capable undergraduate students, and in advising and supporting
them in their future research active careers.

Case Study 4: Moving from PhD to academic post: bringing

the experience home
I gained a studentship at UCLan to undertake a full-time PhD study on the culture of a
free-standing birth centre in the UK. With the support of my supervisor, I published six
papers in high impact journals across the disciplines of midwifery, nursing and sociology,
four book chapters and one book from my PhD studies. This has enabled me to support
other PhD students and Masters students in publishing papers from their research
projects. This is so important if new knowledge is to be generated for clinicians and
service users. But the most lasting legacy from my experience of undertaking research is
the development of critical awareness so that taken-for-granted assumptions are
challenged and simplistic categories are problematised. This helps me cultivate critical
awareness in research students so that their reflection is more in-depth. The increasing
complexity of health care benefits indirectly as a result because academics and clinicians
are more thoughtful and tolerant of difference.
Denis Walsh, Reader

24
Effective clinical practice depends on the authentic integration of service user views. The development
of links between clinical practice and research in clinical professional groups can be greatly enhanced
by the insights of a range of external views, including, crucially, that of service users. This is valuable
both in terms of the new knowledge generated, and in terms of the insights that are generated
among postgraduate research students when they have the opportunity to debate issues with
academic service users.
Magdas case study illustrates the value of integrating research degree students from a wide range of clinical
and service user backgrounds, and the benefits to knowledge and on-going practice that can accrue.
However, as Magda notes, there is still work to be done in ensuring that the knowledge and insights
generated are fully acknowledged and integrated back in to clinical practice, research and education.

Case Study 5: Supporting service user analysis of clinical issues

I came to my doctoral research after more than a decade working as a trained volunteer
breastfeeding supporter. I chose to research routine weighing of babies and how
breastfeeding women understood this and responded to it. This is an area which has
attracted both comment from biomedical research and concern about poor interpretation
of growth monitoring. The World Health Organisation (WHO) spent over fifteen years in
planning and data collection for new growth charts for young children. However,
womens voices were not central to this debate, and my research sought to make these
voices heard.
Since the completion of my PhD, I have been asked to contribute evidence to the National
Institute for Health and Clinical Excellence (NICE) on routine weighing in the UK, and I
have also been a member of the Royal College of Paediatrics and Child Health group
working to implement the WHO growth charts here in the UK. It has been enormously
satisfying to bring parents voices to places which are influential on practice.
I came into this field without a clinical background as a health professional. I believe this
gives my research much strength and complements the work done by clinicians. It does
mean, however, that I work in this field only on an occasional, consultancy basis as there
is no obvious role within health service or academic structures. Just as service users views
are at risk of being an add on to evaluations of care, being a health service researcher
who came from a service user background leaves me in a position on the fringes.
Magda Sachs, Independent Researcher

Conclusions
These case studies have illustrated all aspects of our framework. We have also noted the reciprocal links from
practice back into academic research and teaching. Through the process of teaching and learning at the
postgraduate level, we hope to enable the continuing development of critically aware practitioners, service
users, researchers and academics who can be both active users of, and creators of, clinical evidence for the
future, in pursuit of optimum health care. To do this, we need to form links and networks between
educational and clinical partners and their managers, and with service users and other stakeholders,
nationally and internationally. We aim to create a secure path between the research-focused world of higher
education, and the pressured, fast moving world of clinical practice, so that a self-perpetuating circle can be
created between research, practice, and education. This, in turn, provides the initial conditions for future, as
yet unpredicted, research, practice and education.

25
26
Section 4: Further case studies and the way forward
Higher education is a dynamic process which thrives on discussion and debate. This chapter presents
further case studies and illustrates the sorts of reactions that were inspired by the previous sections.
Further case studies from the School are outlined below. Further information on some of these case
studies may be found in an accompanying online supplement to this book.

Diffusion the UCLan undergraduate journal

I have been involved with Diffusion: the UCLan journal of undergraduate research.
It has been an inspiring process for the following reasons.
- It is an ideal vehicle for students themselves to showcase their own high quality
academic work for the benefit of others (peers, family, friends, future employers).
- It has value as a teaching tool giving direction to other students as
exemplars of high quality work
- It gives students a glimpse of the discipline needed to publish work.
- The discussion and debate necessary for the process can strengthen
student-staff partnerships.
I can see how the inter-disciplinary journal club (previously mentioned, and now used by
physiotherapy, sports therapy and midwifery students) could review papers from
Diffusion, thus adding another dimension to its utility. A home grown journal will help
to inspire and nurture young writers, academics and researchers here at UCLan.
Paula McCandless, Senior Lecturer, Advisory Editorial Board Member of Diffusion

Student-centred Learning Approaches in Midwifery

I engaged first year undergraduate midwifery students in a module about the history of
midwifery, which could have been dry and uninteresting. I used a student-centred learning
approach whereby the students were asked to do their own library-based research about
history, with my tutorial support, and then to email their findings in a presentation format. In
this way, they developed skills on researching information about a given topic, they
demonstrated an enthusiasm for the topic itself, and at the same time they improved their IT
skills, with some students excelling over and above what was asked.
Pat Donovan, Principal Lecturer, Lead Midwife for Education
Further details on this case study are given in the online supplement to this document.

27
Fostering enthusiasm for research and its relevance to practice using
real-world examples taught by real-world researchers
The aim of the module Research in Midwifery is to develop a level of research awareness
essential for the provision of evidence-based midwifery practice. This has been achieved
most successfully when the module has been taught by research active staff. For example,
during 2007/8 an average mark of 61% and particularly positive course evaluations were
achieved that acknowledge the importance of researchers sharing the details of their
own research in a style of teaching that made a challenging module easier. Almost all
of the students commenced the course with the preconception of research as difficult
and irrelevant to everyday midwifery practice, a myth that I sought to dispel using real-
world examples in the first session, which set the tone for the rest of the module. Specific
strategies used to engage students included drawing on the same key projects (in which
I was involved) to illustrate literature searching, refining your research question, research
design, quantitative/qualitative analysis and presentation styles. I also engaged the
students in the identification and selection of the two research papers that they were to
critique for formal assessment purposes. By the end of the module all but one of the
students echoed my own enthusiasm for research, many had challenged their clinical
mentors about everyday midwifery practices not based on up-to-date research evidence
and two were motivated enough to apply for the undergraduate research intern scheme.
Carol Kingdon, Research Fellow

Health Service Management in the Health Studies Curricula

It is vital that research-based teaching be based upon practice and current health policy
and be relevant to their needs, but at the same time the experience of the students can
be a major factor in their learning, both by their ability in being able to share their
experiences from practice and in debates regarding managerial problems in the real
world. This variety and mix of students on the managerial course is a positive factor in
accomplishment, and in identifying managerial issues requiring research, particularly,
when such individuals are undertaking their management dissertation projects.
Malcolm Lewis, Senior Lecturer
More details are in the online supplement

The Role of Assessment in Teaching of Research Methods

My research interests include the design and reporting of clinical trials. The module Design and
Interpretation of Clinical Trials integrates these interests into the curriculum whilst developing
students skills in critical enquiry and highlighting the links between practice and research.
Key to this is the approach to assessment. Students choose a few key research papers
reporting on clinical trials to investigate the efficacy of interventions in their own
discipline. They then critically evaluate, compare and contrast the methods used in these
papers in relation to a specified methodological issue. This enables them to understand
better the application to their own discipline of recent methodological research and
guidance and helps them better evaluate the quality of key research on which they will
base clinical practice. They also draft sections for a trial protocol. This develops their skills
in expanding research ideas into a formal proposal document, preparing them for the
development of their own project proposal.
Chris Sutton, Senior Lecturer

28
Research-informed Teaching in Health Informatics
The Health Informatics team describe below how they engage in all of the four elements
of research-informed teaching described in this book, and ensure that teaching and
research are inextricably intertwined:
Health Informatics (HI) is about using information and knowledge in order to support the
improvement of Health and Social care. All HI programmes are designed around an
androgogic approach; they focus on developing an understanding of, and the
competencies needed for, innovation and improvement in informatics to support the
delivery of high quality health and social care, within available resources.
The teaching team are at the centre of the research community in HI and the original
competencies required by professional staff were developed as a result of research by the team.
Teachers and learners work as a team and all are able to benefit from peer feedback and review.
The value of this is endorsed by external feedback which has been received by the team: I
commend the quality of the leaders on this award Their expertise and external work with the
Department of Health and other healthcare organisations gives them an understanding of the
NHS requirements which gives realism to the MSc in Health Informatics and must raise the
quality of the students experience and the learning materials. Anon.
Bev Ellis, John Howard, Jean Roberts, Health Informatics Team
More details are given in the online supplement. www.uclan.ac.uk/impact

Reflections on Research-informed Teaching for General Practitioners

Jim Martin believes that research-informed teaching is facilitated by a process which starts at
the commencement of a programme. He reflects on experiences teaching General Practitioners
on MSc/PG Dip/PG Cert in General Practice. Created in 1997, this programme continues to
successfully provide personal and professional development for General Practitioners within the
North West Region and involves close collaboration with the North West Deanery and the North
West Faculty of the Royal College of General Practitioners.
The programme is process-driven with less dependency upon didactic teaching
approaches and more of an emphasis on the process of reflection as the approach used
for teaching and the promotion of learning. This approach has encouraged students to
change the way of thinking for themselves and, through reflection, develop knowledge,
research and solutions to issues within their personal and professional practise (Baron et
al 2006). Information from the students is used for a participant-centred curriculum
(Baron et al 2001) thus creating a meaningful learning experience.
From a teaching perspective, there is the challenge of being a facilitator as well as a
teacher. The facilitator role is dependent upon patience and guidance as the students
undergo the process of reflective learning and the uncertainty as to where the process
will take them. The teaching role incorporates the explanation of the learning processes
involved and a clear articulation of the learning outcomes mutually agreed between
students and the course team at the beginning of the programme.
Student feedback from the programme remains very positive as is the feedback from the
external examiner reports.
The destination for former students continues to be that they feel more confident to
remain in general practice and for some have taken on additional roles either in
management or education (Baron et al 2006).
Jim Martin, Principal Lecturer

29
Reflection Days in Physiotherapy
Reflection days are an important aspect of the undergraduate course in Physiotherapy.
Students undertake a series of reflection days at the end of blocks of physiotherapy
clinical placement experience. These reflection days aim to enable students to share
experiences of clinical practice.
One key activity occurring as part of these reflection days involves students presenting a
case study from their clinical practice experience. The learning outcomes related to this
presentation involve students in:
- Discussing the impact of key issues in current health & social care policy on
physiotherapy practice.
- Justifying contemporary physiotherapy practice with reference to best evidence.
As well as presenting their case studies formally to peers, students prepare a twelve- slide
presentation, 500 word handout and a reference list to support their presentation. The
materials prepared are compiled into a manual which is reproduced and distributed to
students as a Compilation of Contemporary Evidence-Based Practice.
Janette Grey, Academic Lead Allied Health Professions, Maternal & Infant Studies

Perspectives of Year 3 Student Physiotherapists

Doing this piece of work has enabled all of us to apply evidence-based practice in a very
structured way.
This is a really key skill that you need today in practice and it is something I can talk about
in job interviews I think this puts me ahead of other students in this area especially
when the job market is so tight at the moment.
The compilation is a really good resource and has been helpful to see how evidence-
based practice is applied in lots of different areas.

30
The chapters and case studies have generated a number of reactions and debates, as exemplified below.

Relevance to careers and employability

At Applicant Day, within Physiotherapy, participants are introduced to Diffusion as an
innovative and unique opportunity to publish as an undergraduate. Applicants are now
considering their employability and skill acquisition from an early stage. The possibility of
internship has also been discussed within an Applicant day forum.
Paula McCandless, Senior Lecturer
I went to the interns poster presentations and it was impressive and great to see the
contribution of the students but also the enthusiasm engendered by the research
mentorship.
Maggie Morgan, Associate Head of School
A student comments about his experience as an intern:
I developed a lot of practical skills from the project, and felt fully involved in every part of
it. In this respect the internship exceeded my expectations- I felt I might be a small part
of a much bigger team, and, therefore, be given the least interesting jobs! However, I
always felt that it was my project, and that I was being supported and guided by the
other staff to achieve my objectives.
I applied for the internship with a limited view of what would be involved, but I took a
risk based on the fact that it would boost my C.V. In the end I feel I have gained far more
than a C.V. entry- it has strengthened my relationship with the staff in the department,
opened up a new potential area of future employment, inspired thought for a future
dissertation or even a master, and also let me see just what can be achieved if I approach
my studies with a day job mentality. This alone will make an enormous difference to my
3rd year of study, and I would wholeheartedly recommend the programme to future
students.
Robert Butterworth, Physiotherapy Student

Implications for academic practice

I have experience of students researching the meaning and context of statistical concepts.
In encouraging students to be researchers of information they need to understand about
the academic validity of sources of information (e.g. dangers of the internet), and the
importance of correct attribution of sources.
Anon - academic
I can see how this is related to inter-professional learning across the Faculty.
Louise Green, Principal Lecturer
Im excited by teaching-informed research; growing research organically out of whats
happening in teaching and learning.
Alan Gillies, Professor
Im sure Ive been careless with use of technical terms in the past. This all shows how
important it is to make sure that I keep fully up-to-date.
Anon academic

31
 Ongoing debates
Are we talking about researchinformed teaching or research-informed teaching and
learning? Is the focus on the teacher, the learner or both.
Chris Sutton, Senior Lecturer
Is there an optimal place to be in the framework diagram and does it depend on the
particular material?
Anon - academic

The Way Forward

This book marks the end of the beginning, because the discussion will go on. We shall continue to
learn with and from students as they learn with and from us.

32
References
Argote, L. & Ingram, P. (2000), Knowledge transfer: a basis for competitive advantage in firms.
Organizational Behaviour and Human Decision Processes, 82(1), pp. 150-169.
Baron R, McKinlay D, Martin J, Ward B. (2006), Masters degree-accredited professional education
and development courses for general practitioners in the North Western Deanery 1997-2002:
impact on effectiveness, retention and recruitment to additional roles. Education for Primary Care,
17, pp.147-54.
Baron, R., McKinley, D., Martin, J., Ward, B., Whiteman I. (2001), Higher professional education for
GPs in the North West of England: feedback from the first three years. Education for Primary Care,
12, pp.421-9.
Boyer, E. L. (1990), Scholarship Reconsidered: Priorities of the Professoriate, Princeton, New Jersey:
Princeton University Press
Department of Health (2008), Best Research for Best Health: a new national health research
strategy. http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/
PublicationsPolicyAndGuidance/DH_4127127 [accessed 9th October 2008]
(2008b), High Quality Care for All: NHS next stage review,
http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_085825
[accessed 9th October 2008]
(2007), World Class Commissioning
http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_080958
[accessed 28th November 2008]
(2000), The NHS Plan: a plan for investment, a plan for reform. London: Department of Health.
Department for Education and Skills (2003), Foundation Degrees: meeting the need of higher level
skills. London: DfES Publication Centre
European Higher Education Area (2005), A Framework for Qualifications of the European Higher
Education Area. http://www.bologna-bergen2005.no/Docs/00-Main_doc/050218_QF_EHEA.pdf
[accessed 20th November 2008]
Freeman, J.V., Walters, S.J. and Campbell, M.J. (2008), How to Display Data. Oxford: Blackwells
Grewe, H.A., Dey, M.P., Heckenhahn, M., Erkkila, M., Mannikko, A., Blattner, B. et al. (2008), Yes!
Go!: a practical example of designing a Masters Programme in Public Health with integrated
transnational mobility. Bonn: DAAD
Griffiths, R. (2004), Knowledge production and the research-teaching nexus: the case of the built
environment disciplines. Studies in Higher Education, 29(6), pp. 709-726.
Health Professions Council (2008), Standards of Proficiency - Physiotherapists. London: HPC
Jenkins, A., Healey, M. and Zetter, R. (2007), Linking Teaching and Research in Disciplines and
Departments. York: the Higher Education Academy, pp. 28-32.
Kilgannon, H. (2006), Foundation Degrees: developing the workforce of the future in the Health
and Social Care sector http://www.fdf.ac.uk/files/HealthandSocialCare_casestudy.pdf [accessed 12th
December 2008]
Kilgannon, H and Mullen, C. (2008), What are Assistant Practitioners? British Journal of
Healthcare Assistants, 2(10), pp. 513-5
NHS Modernisation Agency (2003), Changing Workforce Programme: developing support worker
roles in rehabilitation in intermediate care services. London: NHS Modernisation Agency.

33
NHS Northwest (2008), Enabling world class healthcare services in the North West: the workforce,
education commissioning and education and learning strategy.
http://www.northwest.nhs.uk/UserFiles/File/Misc%20publications/3892_NW_Main%20DocAll.pdf
[accessed 20th March 2009]
Public Health Resource Unit, Skills for Health (2008) Public Health Careers and Skills Framework:
multidisciplinary/multi-agency/multi-professional.
http://www.phru.nhs.uk/Doc_Links/PHSkills&CareerFramework_Launchdoc_April08.pdf [accessed
19th November 2008]
(2008b) Career Framework Descriptors.
http://www.skillsforhealth.org.uk/js/uploaded/CF%20Descriptors%20jan%202008.3.pdf [accessed
12th December 2008]
Quality Assurance Agency for Higher Education (2004), Foundation Degree: Qualifications
Benchmark. http://www.qaa.ac.uk/reviews/foundationDegree/benchmark/FDQB.pdf [accessed 12th
December 2008]
Research Councils UK (2001), Joint Statement of the UK Research Councils Skills Training
Requirements of Research Students.
http://www.rcuk.ac.uk/cmsweb/downloads/rcuk/researchcareers/jsstrainingrequirements.pdf
[accessed 19th November 2008]
Roddam, H., McCandless, P., Thewlis, D. and McDonald, K. (2009), Judging the evidence with
confidence: the student experience of an undergraduate journal club, The UCLAN Journal of
Pedagogic Research, 1, (in press)
Sackett, D.L., Richardson, W.S., Rosenberg, W. and Haynes, R.B. (1997), Evidence-based medicine:
how to practice and teach EBM, London: Churchill Livingstone.

34
35
36