Dear student,

Welcome to the Proposition Module – an exciting new stage in your development as a researcher, new knowledge creation and discovery.

Students embarking on this Module are assumed to have prior knowledge and understanding of the Homeopathic Philosophy and the Research Methods modules. In addition, you are expected to have developed a certain level of general self-directed research and academic skills as well as skills from clinical practice. This includes skills in the appropriate and selective use of computer based literature search tools including online databases (such as Medline and PubMed), critical appraisal skills, a knowledge of sources of information specific to your discipline and well-developed writing and word-processing abilities.

The Proposition is a 30-credit Level 6 module taken over both semesters in Year 4 on the Part Time course. Material will be delivered via lectures and you will also be entitled to one hour of tutorials (30 minutes in each semester) to support you through the process of doing your research proposition. The material taught within the Proposition Module is aimed at encouraging you to advance your research skills, your ability to critically evaluate and integrate information from a range of published sources relevant to your topic area and to suggest a new research direction. You will be asked to design a study to address an original research question that advances knowledge in the field and through this you will achieve objectives set and work independently.

The assessment is 100% on the Proposition; you are also required to do a Proposition Plan, but this does not form part of the summative assessment.

Although the Proposition is a challenging assignment involving a serious commitment of time, resources and energy, it should also be rewarding because it represents your independent academic achievement. It is an investment in your future and will provide you with a valuable asset that will increase your advantage among your professional peers.

Good luck with your research and your proposition.

Dr Nataša Perić-Concha, BSc (Hons), PhD, LCHE Module LeaderLecturer and Registered Homeopath

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MODULE CONTENT, AIMS AND LEARNING OUTCOMES

A brief description of the module is given here. More details on the module descriptor, including the syllabus, are available in your Student Handbook.

The Proposition module seeks to apply and develop skills, knowledge and understanding both from the Homeopathic Philosophy and the Research Methods module. It also aims to consolidate learning and practice from other modules as related to self directed research, critical appraisal skills and clinical practice.

The module will provide you with an opportunity to systematically and creatively explore issues related to research, clinical practice, homeopathic and medical literature, research ethics and the research process. A focused approach to research is encouraged to help you develop your original thinking and research-mindedness from various research paradigms.

On successful completion of this module, students should be able to:

1. Critically evaluate and review appropriate literature pertinent to the subject chosen and postulate new research direction(s).

2. Demonstrate understanding of the research process, self-direction and originality in the process of planning and preparing the proposed work.

3. Synthesise information and effectively communicate research findings and reflect on the relevance of the research findings.

4. Reflect on the overall research process. 5. Appraise the relevance and effects of the proposed research on the homeopathic

profession.

MODULE TUTORIALS

The introduction of any new approach to learning, such as the Research Proposition, can be an unsettling experience for students and you will inevitably be challenged by undertaking such a piece of independent study. In order to help students progress through this challenging task, the CHE allocate students with a personal tutor. Each student has a personal tutor to provide guidance on the process of preparing the Proposition plan and Proposition. Once you are allocated to a tutor, it is not possible to change this arrangement unless there are exceptional circumstances.

You will design and undertake a research project in an area of your choice. The tutors will be overseeing the work in an advisory capacity, but you will be expected to plan, execute and interpret your own work.

Role of tutor

The role of your tutor is to:

Ensure that you understand the fundamentals of the research subjects taught, and deal with any problems encountered;

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Help you to refine the topic of your Proposition and discuss with you your reading literature;

Support you in formulating your research ideas and research questions; Discuss your study design and help you decide whether the research is 'do-able’; Discuss the progress of your work with you; Offer guidance on the proposed structure and advise you about the organisation of your

Proposition; Help you reflect on your progress, identify your learning needs and develop useful

strategies for learning.

Your tutor will want you to offer a justification for your choice of research method and discuss how the chosen method is preferable to alternatives. Remember that each research strategy and method has its strengths and weaknesses.

Remember this is your project. Your tutor is there to guide, not to tell you exactly what to do. The tutor will guide you so that you can produce your best effort, and not to assist with continual revision until the Proposition work has acquired a certain grade that you may have as a target. Note that your tutor will not read drafts of your work but will discuss your ideas with you. The written formative feedback will be given on your Proposition Plan.

Role of student

To get the most of the tutoring scheme you are expected to: Attend academic tutoring sessions scheduled during college time; Prepare for academic tutoring sessions in advance.

It is important that you have devised a plan of work; meetings in the absence of any prepared work are not an effective use of the time you have available. Tutors can only work with what you bring to them.

It is often a useful idea to spend some time working on your Proposition as soon as possible after a tutoring session so that you can follow up on the comments and discussion.

Take responsibility for your learning through reflecting on your progress.

It is vital to remember that the Proposition is yours and should represent your work. You are expected to work independently and your work must represent an individual study and research.

Keeping a record of tutorials

The tutorials are compulsory. A record of the tutorials will be kept by both tutors and students. The tutorial record form will give space for a brief note of issues discussed, any targets set, a summary of comments given on the general progress of the research and a note of any advice given. A copy will be given to the student and a copy will be kept by a tutor. You need to include the copies of your tutorial record forms with your Proposition assessment.

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READING LIST FOR THE MODULE

Essential Reading

Aveyard, H., 2009. Doing a Literature Review in Health and Social Care, A Practical Guide. 2nd ed. Maidenhead: Open University Press.This book gives a comprehensive, clear and concise guide to carrying out a literature review and how to develop a research question. It also includes explanations and reasons as to how and why it is important to do a literature review.

Denscombe, M., 2012. Research Proposals A Practical Guide. Maidenhead: Open University Press.This book is excellent in describing what needs to be included in a research proposal providing an outline for its structure. It is a clear guide covering all the essentials needed to build research proposal: choosing a research topic, reviewing the literature, formulating the research question, explaining the research methods, estimating the costs and planning the time involved and obtaining research ethics approval. The book is easy to understand and uses lots of examples, figures and charts to make things clearer. It is highly recommended to those new to writing research proposals.

Recommended Reading

Bell, J., 2005. Doing your Research Project. A Guide for First Time Researchers in Education, Health and Social Science. 4th ed. Maidenhead: Open University Press.This book provides you with the tools needed to undertake small scale research projects. It aims to take you from the stage of selecting a topic through to the generation of a well-planned, methodologically sound and well-written final project. This book is available as an electronic book via CAMLIS. You cannot download it permanently, but can access it short term remotely as many times as you need to.

Bowling, A., 2009. Research Methods in Health: Investigating Health and Health Services. 3rd ed. Maidenhead: Open University Press.This book provides a comprehensive guide to the variety of methods for studying and assessing health and health services. Several chapters introduce some of the main sociological and psychological concepts and ideas, as well as looking at demography and epidemiology before the evaluation of different research designs and methodologies.

The research methods described cover the assessment of health needs, morbidity and mortality trends and rates, costing health services, sampling for survey research, cross-sectional and longitudinal survey design, experimental methods and questionnaire design, interviewing techniques, coding and analysis of quantitative data and methods and analysis of qualitative observational studies.

Suggested Reading

Parahoo, K., 2006. Nursing Research: Principles, Process and Issues.This book is easy to read for students and novice researchers, and yet it also covers the material in sufficient depth to be of value to more experienced researchers involved in health and social care related subjects. It may help you with critiquing research. It also includes some additional chapters reflecting the evidence-based practice.

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USEFUL LINKS AND RESOURCES

A range of freely available resources has been sought in developing this list to support you in undertaking your work. This list is by no means exhaustive and should be viewed as a starting point for your research and reading.

Libraries

CAMLIS - http://www.cam.nhs.uk/Holds the largest collection of complementary health books and journals of any UK non-copyright library. Some are for reference only, others can be loaned. Based in the London Hospital for Integrated Medicine it holds print copies of the important peer reviewed journals and also provides remote access to some of these.

Wellcome Trust library - http://wellcomelibrary.org/using-the-library/joining-the-library/This Library welcomes users with research or study interests in the history and understanding of medicine and related subjects. They also offer a growing collection of material relating to contemporary medicine and biomedical science in society. Remote access available of AMED database.

Cochrane library - http://www.thecochranelibrary.com/view/0/FreeAccess.htmlThe Cochrane Library is a collection of six databases that contain different types of high-quality, independent evidence to inform healthcare decision-making, and a seventh database that provides information about groups in The Cochrane Collaboration.

Databases

You are encouraged to access information from the following databases:

AMED - Allied and Complementary Medicine database (limited Access via CAMLIS)This resource provides an alternative medicine database designed for physicians, therapists, medical researchers and clinicians looking to learn more about alternative treatments. Contained in this database are basic bibliographic records for relevant articles from hundreds of journals, abstracts are also included for many records, dated back over 17 years.

PubMed - www.ncbi.nlm.nih.gov/ pubmed A database for biomedical literature from MEDLINE, life science journals, and online books. Citations may include links to free full-text content from PubMed Central and publisher web sites.

CAM-QUEST - http://www.cam-quest.orgA database designed as a search tool for people interested in reliable information on complementary and alternative medicine (CAM).

CORE-Hom - http://www.carstens-stiftung.de/core-hom/login.phpThe CORE-Hom database for searching for reliable sources of information in the field of homeopathy clinical research. Currently it is still under construction but in use. Registration and use of CORE-Hom are free of charge.

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Journals (some are available via CAMLIS)

HomeopathyHomeopathy publishes peer-reviewed articles on research in Homeopathy.

Complementary Therapies in MedicineAn international, peer-reviewed journal publishing objective and critical information on complementary therapies.

European Journal of Integrative MedicineEuJIM publishes research from a wide range of complementary and integrative health care disciplines, with a particular focus on whole systems approaches, public health, self management and traditional medical systems.

British Medical Journal BMJ is an international peer reviewed medical journal. Its aim is to lead debates on health and to engage, inform, and stimulate doctors, researchers, and other health professionals in ways that will improve outcomes for patients.

The Lancet A weekly peer-reviewed general medical journal.

MODULE TIMETABLE INFORMATION

Lectures

The lectures are scheduled in Semester 1, on 16th November 2014.

Tutorials

Your designated tutor will expect to see you twice a year:

Semester 1: 13, 14 December 2014. Semester 2: 14, 15 March 2015.

There are designated times when you meet with your tutor. You will be notified of these times by the Office closer to the day.

Assessments

Proposition Plan (formative assessment) will be handed out on 16th November 2014. Its submission date is on 17th January 2015. The feedback will be returned on 14th February 2015.

Proposition (summative assessment) will be handed out on 16th November 2014 and its submission date is on 18th April 2015. The markers’ comments and your grades will be returned on 16st May 2015.

Assessments submission time: no later than 11:15am.

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MODULE ASSESSMENT INFORMATION

The assessment for the Proposition module is on coursework alone. While the Proposition plan is formative piece of work intended to provide you with an opportunity to receive written feedback mid-way through the module, the Proposition will contribute to your final module grade.

You will be given a written directive about your Proposition plan and the Proposition design and structure. The Module leader will spend additional time discussing this verbally when it is handed out.

Formative Assessment

Proposition plan is a written piece of formative work used to provide written feedback on your learning. It provides you with advice on how to maintain and improve your progress. It does not form part of your summative grade.

Coursework

A written Proposition of 4000 words forms the summative part of the assignment. It contributes to your final module grade as well as your final degree grade.

Learning outcomes assessed 1, 2, 3, 4, 5 (100%).

Assessment Criteria

Assessment criteria should be reviewed in conjunction with the marking grid for this module attached at the back of this Handbook.

Your written work will be graded primarily on the content such as demonstration of your knowledge, understanding of the topic and the project relevance, evidence of reading and research from relevant sources, evidence of critical and independent thinking, citations and examples which contribute to the project (applies to Level 6). You will also be assessed on the Assignment’s presentation and style, organisation and structure (correct grammar, spelling and punctuation, organization into clear sentences and logical paragraphs and logical development of ideas) and adhering to the requirements of the assignment.

Assessment Learning Outcomes

After you complete the module material, take part in tutorials and obtain a pass grade in your coursework, you will achieve the following learning linked to the module outcomes:

Development of knowledge and understanding related to:

Knowledge base: having a comprehensive knowledge in specialised areas and across areas and can work with researched-based knowledge in your discipline.

Ethical issues: is aware of personal responsibility and professional codes of conduct and can incorporate a critical ethical dimension into a piece of work.

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Development of cognitive / intellectual skills leading to:

Analysis: can analyse data and concepts, using a range of techniques appropriate to the subject.Synthesis: can synthesise information with critical awareness, utilising prior knowledge and can design new solutions.Evaluation: can critically evaluate evidence from the literature to support conclusions/ recommendations, reviewing its reliability, validity and significance in the context of the chosen project. Be able to develop arguments whilst being aware of the limits of knowledge in the chosen topic.Application: can develop and apply appropriate knowledge and skills into homeopathic practice. Be able to plan and implement a research project demonstrating originality in problem solving.

Transferable (graduate) skills related to:

Team work: can communicate effectively within a learning groupLearning resources: can manage own learning using various resources, including information technology, in order to develop the research project. Autonomy: is independent and a self-reflective learner taking responsibility for own work.Communications: develop good communication and interpersonal skills.

Practical skills related to:

Application of skills: apply the methods and techniques learned in order to review, consolidate, extend and apply your previous knowledge and understanding in the process of development of the chosen project. Be able to engage with knowledge critically, and evaluate it.Autonomy in skill use: able to act autonomously, within set guidelines.

WRITING THE PROPOSITION

Writing a research proposition gives you the opportunity to turn a research idea into a successful research project. You can achieve this by doing the following activities:

1. Undertake an in-depth review of a chosen topic covering the entire research process; 2. Use library and resource material systematically and effectively;3. Critically appraise the information obtained from your research and synthesise your

findings; 4. Organise and present your material in a clear and logical way following the guidelines;5. Identify the relevance of a research proposition to the profession as a whole.

In writing your proposition you are expected to demonstrate a thorough evaluation and critical appraisal of any background research or information related to your chosen project area.

Writing a proposition is an iterative process – it should go through a series of re-writes where you frequently revisit the literature and revise the research question.

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Writing style

A key element of science writing is using an appropriate academic language - do not use first person, but instead use a neutral, balanced and impersonal style. You should write in a formal style and avoid the use of colloquialisms, discriminatory language or slang words and phrases. Make sure that your writing is presented in a logical way and has a clear connection between paragraphs. Be clear and precise in your expression, paying particular attention to sentence structure. Make sure that you proof read the final document prior to submission for grammar, punctuation, spelling errors and acknowledgment of sources.

The proposition must adhere to accepted rules of academic writing. Producing a piece of written work for a science-based subject usually requires a particular style and use of language. The aim is to be factual and report observations and conclusions based on a logical evaluation of research. It is important that you develop your own arguments and conclusions. Make sure you support each of your arguments or areas with evidence.

PRESENTATION GUIDELINES

A research proposition is a document that contains all the information needed to justify, implement and perform a designated research project. There are five points to consider when generating a framework for organising your research project:

1. Preparation – planning, thinking and organizing2. Collecting the information3. Organising the material4. Structuring the Proposition plan and Proposition5. Presenting the Proposition

1. Preparation

A good proposition is based on careful thought about how the project will be conducted and involves advanced planning. Please adhere to the specific guidelines provided in this Handbook. Read the directive of the work thoroughly. Give yourself sufficient time for research, reading and writing.

2. Collecting the information

Identify the areas and key search terms that you will work on. Undertake a creative and systematic approach to your literature searching.

It is essential that you use and obtain some key primary source references from library and online services. Remember that information should be drawn mainly from academic peer-reviewed journals and/or academic books as far as possible.

Make clear and concise notes of the material you collect and develop a systematic and effective system of organizing this information for easy access when you start writing (e.g. use index cards).

Dedicate time to reflect on your thoughts, prior knowledge and what you have read. Consider that you are never just studying a topic in isolation but trying to see it in a

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broader context of all the areas you are studying and the context of the ideas you are encountering across all your modules.

3. Organising the material

Your proposition should have a framework for organising all the relevant material. Allow the material to be organised in an efficient manner, in a format and sequence which is set by a directive supplied.

4. Structuring the Proposition plan and Proposition

In the process of writing of your research project you should clearly explain what you plan to accomplish, why you want to do it, and how you are going to do it. Present this material in an organised way and a sequence following the suggested format below.

Proposition Plan structure

The Proposition Plan should be 1000 words long and it is designed as a preliminary summary of the proposed research in the chosen subject area. The Plan should include the following information:

1. Title of the proposed study2. Abstract3. Aims and objectives of the study4. Background research, literature search and critical review5. Reasons for wishing to undertake the work6. Outline of the work to be undertaken including development of an appropriate research method, potential resources and timetable.7. References

Proposition structure

Your proposition for a planned piece of research should include the sections shown in Table 1.

5. Presenting the Proposition

Some general guidelines should be followed in the presentation of your proposition. It must be typed, using 1.5 spacing on one side of white A4 size paper, and pages should be numbered. Please use font Arial with font size 12. Do not use underlining, bold, capitals or italics for emphasis in your writing. You may use bold, underlined font versions for section headings and/or subheadings.

Each page should have a ‘Header’ with your student number and ‘Footer’ with page numbers. Do not number the Cover page or the Table of Contents page if you decide to include it. Page numbers should continue throughout the text, including the List of References and Appendices (if used). A full Reference list should be given at the end, and presented in the Harvard (Bournemouth University) style.

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Table 1. The structure of Proposition.

Section Section informationCover page Contains the title of the work, the module it is submitted for,

the institutional affiliation, your student number and the date.

Title Should be accurate, succinct and clearly representing the work.

Abstract Should be a self contained, concise description of the proposed research, including: the aims and objectives of the study; rationale and significance of the research; method used; study population; sample sizes and data collection techniques used; expected results and their possible contribution to solving the problem being researched.

Aims and objectives Indicate the direction in which the research will go and what the research will look at, i.e. summarise what is expected to be achieved by the study. State if you have developed a research question or hypothesis to be tested. Indicate how aims are to be accomplished.

Background and Literature Review

Identification of a research problem, purpose of the study (What made the research necessary? What created an interest into the research?), review and examination of the relevant literature (substantive findings, implications, contributions, justification of approach) and a clear formulation of the research question(s). Critically evaluate previous research and analyse methods to propose new research directions. Statements of rationale and significance should be included (What is the value of the research? What contribution will the research make?).

Method Informs how you plan to develop an appropriate research method (How will the necessary information be obtained?) and its justification (Why have you chosen this method? How does it fit your proposition idea? Does the chosen method allow you to answer the question you are asking or test your hypothesis?).Explain the data you will collect; how you will collect it; who or what will be included (sample, sample size, sampling method/recruitment, inclusion and exclusion criteria, intervention if any and control, outcome measures etc.); how you will analyse the data. Appropriate ethical considerations. Possible difficulties and limitations.

Planning and Resources Identification of resources required: who will do what, when and how long will it take to achieve the project’s aims and objectives (timetabling).

References Should be cited in the text and given in full at the end of your work following the Harvard (Bournemouth University) referencing style.

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Please give the full word count at the end of the document, before the reference list. Do not put a word count at the end of every section.

Tables and Figures

If you decide to include figures and tables remember that every figure/table should be included at the relevant point in the text, i.e. do not present them on separate sheets at the end of your script. Tables and figures should be numbered in the same order that they are first mentioned in the main text, they must have a title and the source cited if they originate from another source. The table title is placed above the Table, and the figure title is located below the Figure.

Appendix

Appendices are used when the incorporation of material in the body of the assignment would make it poorly structured or too long and detailed.

The appendix may be used for supporting material that would otherwise clutter and break-up the text and be distracting to the reader. Avoid using appendices unless they are essential.

Each appendix (if used) must have a number or letter prefix that are kept in sequential order (i.e. Appendix 1, Appendix 2, or Appendix A, Appendix B, etc.). Equally, each appendix must be cited (referred to) in the body of the text, for example, ‘details of the questionnaire are given in Appendix 1, etc.

SUBMISSION GUIDELINES

You need to submit two printed, spiral bound copies of your work and also submit one electronic version to the College office. The electronic submission will be held at the College office and used to check the accuracy of word counts.

Each copy should be spiral bound with the Tutorial Record forms and the 1000 word Proposition Plan bound at the back – please bind in the original plan with annotated comments so that the markers can see how the feedback has been used. You also must submit a signed Plagiarism form with your Proposition and each copy must be accompanied by a properly completed Assessment cover sheet.

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