MODULE HANDBOOK

AC6630ANALYSING KNOWLEDGE FOR PRACTICE

LEVEL 6

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INDEX

Background to the Module 2

Nature of the Module 2

Module Aims & Outcomes 3

Content of Module 3

Teaching Strategy, Assessment Strategy, Submission date 4

Dissertation Timeline 5

Module Timetable 6

Option A: Practice Based Extended Critical Review of Literature 8

Option B: Practice Based Reflective Account 10

Option C: Practice Development 13

Marking Criteria

Turnitin

Submissions (Late Authorised & Personal Extenuating Circumstances)

Programme Leads, Director of Programme & External Examiner

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16

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Presentation of written work 19

Confidentiality/Anonymity 20

Guidelines for Supervision 22

About Writing 24

Writing in the First Person (Using the “I” word) 33

Library 34

35

Checklist 36

Appendices

Proposal Form A

Progress Form B

Excerpt + Contents Form

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39, 40, 41

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Background

The Analysing Knowledge for Practice module provides a way of understanding traditional

questions relating to professional practice in a very different manner and examines:

What are the ways professionals come to know?

What makes a theory good or relevant?

What constitutes ‘good’ practice?

How can professional practice be developed?

What is the relationship between competence and knowledge in the practice arena?

The introduction section provides background information to the material that will be

covered: the aims and content of the module are provided; the choices of module

assessment and guidelines for your supervision are described; appreciation of the writing

style expected in the module assessment and; use of the first person in writing the

assignment for the module is an important element to the successful completion of the

module assignment, especially options B and C.

Nature of the Module

The purpose of this module is to enable professionals to analyse ways in which

knowledge used in practice can be developed. Theoretical perspectives and practice

issues will be explored in order to generate knowledge from and for practice. The

assessment strategy is central to the development of critically analytical professional

practitioners.

Using this framework the module will encourage students to develop knowledge and skills

and critically analyse issues arising within the context of professional practice. Within this

framework students will also participate in appraisal and evaluation of a variety of

theoretical concepts to help them understand the theory of professional practice.

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Module AimsThe aims of the module are to:

Facilitate demonstration of problem solving and decision making in practice-based enquiry.

Enable students to engage in the production of an independent, negotiated project that analyses an aspect of the student’s practice.

Module OutcomesOn completion of the module, students will be able to:

1. Critically analyse the nature, uncertainty, ambiguity, uses and limits of knowledge in community, health or social care practice.

2. Evaluate strategies to develop knowledge and understanding within community, health or social care practice.

3. Demonstrate problem solving and decision-making in practice based enquiry.

4. Produce a detailed analysis of an aspect of community, health or social care practice, which demonstrates ability to effectively communicate potential solutions to the selected issue.

Module ContentThe module will cover the following topics:

Nature of knowledge: Sources of practitioner knowledge; different ways of ‘knowing’. Identifying practice wisdom and expert practice. Developing a personal theory within an existing body of knowledge.

Evidence based practice: Principles of systematic review: Hierarchies of evidence. Models of data synthesis. Validity & reliability of evidence. Approaches to the systematic review. Conceptual review. Systematic enquiry. Ethical issues & constraints. Sources of data. Approaches to data collection & analysis.

Nursing Philosophy: Critique of Humanism as a philosophy of care. Intuition, perception and heuristics

Praxis: Practising theories - theorising practice. Generating openness and curiosity from practice. Hierarchies and bureaucracies in practice. Negotiating praxis.

Models of reflection: Interpretative versus critical reflection. Critique of Humanism as a philosophy of care. Intuition, perception and heuristics. Reflexivity.

Managing change: Change theory. Lay and professional influences. Managerial & policy issues. Power and authority. Gender and cultural issues.

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Module Teaching StrategyTo enable students to engage in the process of producing a detailed project independently

which demonstrates problem solving and decision making within a practice-based enquiry.

The module contains a mixture of introductory lectures, core lectures, a library workshop

on accessing evidence, group work, poster presentations, peer review and directed study.

This will be supported by personal tutorials in class and after the module delivery, online

via e-mail.

Students will be allocated an academic supervisor for the duration of the module to

facilitate development of a 10,000 word dissertation. Students have up to 1.5 hours for

tutorials with their allocated supervisor (via e-mail). The allocation will be finalised toward

the end of the two week teaching block.

The dissertation timeline is on the next page.

Module Assessment StrategyThe assessment entails the production of a dissertation, which should be no more than

10,000 words long (excluding references and appendices) and must be submitted to on:

Thursday 4th August 2016To assist you in managing the dissertation production we have broken the process

down into a number of key stages, illustrated in the timeline on the following page.

These stages require you to communicate with your academic supervisor who will

facilitate your journey in producing your dissertation. It is important that you follow

this process as it is designed to allow formative feedback as you progress towards

completing your dissertation.

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Dissertation Timeline Cohort 37

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Friday 13th May 2016Submit your contents list and a 500 word excerpt from your dissertation to both Primary & Support Supervisors.

Friday 12th February 2016Submit dissertation progress form (Appendix B), including your structured plan & an outline of what stage you are at to both Primary and Support Supervisors

Friday 11th December 2015 Submit your dissertation proposal form (Appendix A), to both Primary and Support Supervisors

Thursday 4th August 2016Dissertation submission

October / November 2015Teaching Block

Should you be unsuccessful in your dissertation, you will be advised of a resubmission date, if appropriate.

Students select one of the following three options for the dissertation:

OPTION A:

Practice Based Extended Critical Review of Literature: Students rationalise a focus for

a detailed critical review of published literature relating to an aspect of their practice.

Students will undertake a critical synthesis of selected evidence leading to

recommendations for practice and further investigation in relation to the chosen focus.

OPTION B:

Practice Based Reflective Account: Students produce a critical reflective analysis of a

selected aspect of their practice utilising a range of theoretical perspectives, which are

synthesised into the production of recommendations for practice.

OPTION C:

Practice Development: Students write about a proposed practice development based on

the critical analysis of a range of appropriate evidence. Students will design a framework

for developing practice, which includes a critical reflective evaluation of the change and a

proposed evaluation strategy.

Further information about each option is contained on the following pages.

Note that you should clearly indicate the option chosen on the front-sheet of your proposal, progress forms and final dissertation.

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OPTION A: Practice Based Extended Critical Review of LiteratureThe assessment involves production of a critical, systematic review of published literature

that identifies and critically appraises the strategies for theorising contemporary practice. It

will focus on the particular practice issues that govern service delivery, the development of

innovative practices or the political/social/cultural context of practice.

The purpose of the review is to give each student an opportunity to undertake a detailed

exploration of an aspect of practice chosen by the student. Students are expected to

systematically examine the topic using a structured approach. The review will examine a

range of material, including personal experience, empirical evidence, professional and

popular literature, policy documents, electronic information or any other type of

information deemed appropriate by the student. Whilst all evidence is legitimate, the

usefulness of evidence should form part of the act of analysis. Students use the evidence

to illustrate and support development of their perspective on the selected topic.

The review should cover the following:

Context for the topicRationale for choice of the topic based on personal experiences, local or

national policy changes. Information about the student’s area of practice.

The approach taken to the review The rationale for the choice of approach in relation to both the conduct of a

review and the chosen topic. The strategy of literature searching and retrieval,

Inclusion/exclusion criteria.

Reflexivity A reflective consideration of reflexivity as a way of acknowledging the influence

analysing literature in relation to experiences has had in both gaining insights

into a topic as well as developing the structure of the review. The student may

want to utilise their own, colleagues’ or clients’ interpretations of a topic as a

way of developing greater insight and understanding of the topic.

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Managing the situation and the selfAny personal insights need to be situated in the reality of practice. Students

need to consider how they, and all others involved in practice, manage the act

of providing the service. The influence of these insights on the student’s

personal perspective should be made explicit in the dissertation.

Implications for practice and the futureThe review should contain insights that inform the student’s practice. Students

may want to identify areas of current practice that require further research,

exploration and development. In addition, students may also identify their own

educational needs or those of their colleagues. The review reflects a student’s

personal perspective within the context of practice at a given period in their

career. It may be useful to articulate how a personal perspective might be

implemented, evaluated and developed in the future.

There are several types of literature which may be relevant to the extended critical review;

actual research studies, systematic reviews, policy based literature and critical ‘expert’

commentaries. The student should demonstrate an ability to critically identify the type of

literature involved, in addition to critical evaluation. This would include, for instance, an

ability to comment critically on approaches taken within research studies.

These guidelines are only indicative and students may decide to cover additional or

different aspects of the topic. The structure of the review will be determined by the

approach to the topic adopted by each individual student, with a relevant ‘thematic’

approach justified by the student. It is more important that students produce a review that

provides a detailed critical analysis of an element of practice rather than strictly adhere to

a rigid list of contents.

In summary, a well structured review will clearly demonstrate the student journey through:

problem formulation; literature location, identification and selection; literature appraisal

and interpretation; implications for practice and further work; critical acknowledgement of

limitations of the review.

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OPTION B – Practice Based Reflective Account

The assessment involves production of a reflective account that identifies and critically

appraises the strategies for understanding contemporary practice from a theoretical point

of view. The dissertation will focus on the particular practice issues that govern service

delivery, the development of an innovative practice or the political/social/cultural context of

health care.

The purpose of the reflective account is to give each student an opportunity to undertake

a detailed exploration of a chosen aspect of practice. Students are expected to critically

examine the topic from a range of perspectives such as; personal experience, empirical

evidence, professional and popular literature, policy documents, electronic information

and any other type of information deemed appropriate by the student. Whilst all evidence

is legitimate, the usefulness of evidence should form part of the act of analysis. Students

use the evidence to illustrate and support the development of their personal perspective

on a selected topic.

The reflective account gives students an opportunity to develop a unique insight into a

topic through engaging in a personal account of some aspect of practice. The end result

of the reflective account should be a personal perspective on a selected topic.

The process of producing this reflective account can often alter students’ insights into a

topic. The reflective account allows students to acknowledge these changes by

articulating how thinking on the topic has influenced development of the reflective

account. This is reflexivity. For example, one insight can result in a decision to examine a

different aspect of the topic that the student had not previously considered worthy of

examination. This process needs to be openly discussed in the reflective account.

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The reflective account might cover the following:

Context for the topic

Rationale for choice of topic based on personal experiences, local or national

policy changes or information about the student’s area of practice.

Personal theory

Development of personal insights into practice based on discussion of a wide range of

materials selected from a variety of sources deemed relevant by the student for

inclusion in the reflective account.

Reflexivity

Within the reflective account students may wish to discuss the use of reflexivity as a

way of acknowledging the influence analysing experiences has had in both gaining

insights into a topic, as well as developing the structure of the reflective account. The

student may want to utilise their colleagues’ or clients’ interpretations of a topic as a

way of developing greater insight and understanding of the topic.

Moral, legal and ethical considerations, personal and professional politics

A range of different moral, legal and political influences can be included. It is important

that their relevance is articulated, particularly their influence on developing insight into

the topic and the nature of the personal insights produced.

Managing the situation and the self

Any personal insights need to be situated in the reality of practice. Students need to

consider how they, and all others involved in practice, manage the act of providing a

service. The influence of these insights on the student’s personal perspective should

be made explicit in the dissertation.

Implications for practice and the future

The reflective account should contain insights that inform the student’s practice.

Students may want to identify areas of current practice that require development. In

addition, students may also identify their own educational needs or those of their

colleagues. The reflective account reflects a student’s personal perspective within the

context of practice at a given period in their career. It may be useful to articulate how a

personal perspective might be implemented, evaluated and developed in the future.

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This list is only indicative and students may decide to cover additional or different aspects

of the topic. The structure of the reflective account will be determined by the approach to

the topic adopted by each individual student. It is more important that students produce a

reflective account that provides a detailed critical analysis of an element of practice rather

than strictly adhere to a rigid list of contents.

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OPTION C: Practice Development

This assessment provides students with the opportunity to engage in the planning stages of a practice development. Students will demonstrate their abilities to:

Critically reflect in and on practice and the process of practice development.

Manage the identification and planning of change within their practice setting.

Appraise and integrate appropriate forms of knowledge to support the process of

practice development.

In the first stage of the process, students will critically reflect and theorise about their

practice in a variety of ways, for example through a critical incident technique or analysis

of current practice. Whatever approach, it is important that there is a clear rationale for the

choice of innovation in clinical practice.

The next stage of the process involves students in a practice based critical review of the

literature, surrounding the topic and leading to the rationale and focus of the practice

development. The dissertation will then move on to provide an action plan to guide the

process informed by change theory and the change process.

The last stage of the process requires students to critically evaluate their learning to date

during the process of innovation, for example, knowledge of self, the relationship between

knowledge and practice and efficacy of the innovation. Formal evaluation of the innovation

is not possible due to the constraints of research governance, particularly related to the

process of ethical approval, and is not necessary because students are only asked to

plan for a change in practice. However, students should identify an anticipated strategy

for the evaluation of their chosen practice development. Within the dissertation, students

should discuss issues for future development such as the implications for future practice

and the recommendations for the team, profession, and organization; opportunities for

dissemination, possible directions for research and audit, and the student’s own

personal/professional development.

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An Important Note about Data Collection:

Data collection is usually reserved for research projects.

Your dissertation is not research and so Primary data collection must not take place as

part of your dissertation (for any of the three dissertation options).

To clarify:

In its simplest form “data” may be described as Primary or Secondary.

"Primary" and "secondary" are terms used to define data relative to the purpose by

which the data were collected originally.

Primary data - data collected for the need at hand. Primary data is information which is created for the first time and there is no previous

source available. It is collected directly through methods such as surveys, interviews,

focus groups or observation. Primary data collection may be subject to research

governance and ethical approval.

Secondary data - data collected for another reason but is being reused to

address the need at hand. Secondary data is published data and data collected in the past or by other people and is

readily available data like data from website statistics and audit, which was collected by

others but can be reused.

E.g. If you are doing Option C and intend to support your rationale by using data to

support your Practice Development plan, you could use organisational data such as

accident statistics, infection control audit data mortality rates etc. (remembering to

anonymise the source), but you could not approach the patients or staff to create new

data.

PLEASE CLARIFY ANY QUERIES WITH YOUR SUPERVISOR.

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Marking criteria Level 6 CPD framework STUDENT ID NUMBER: STUDENT NAME TOTAL Presentation & Structure 10% Understanding

and use of knowledge

30% Critical analysis 50% Reflection & recommendations

10%

Mark awarded Mark awarded Mark awarded Mark awarded90-100 MASTERY / OUTSTANDING

Meets assessment criteria within the word limit, with excellent presentation. Correctly referenced. Satisfactorily maintains confidentiality of persons and location.

Demonstrates superior understanding of the subject. Breadth and depth of reading is evident.

Analysis and synthesis substantially demonstrated in reasoned, insightful opinions. Originality is evident in the inter-relationship between theory and practice. Debates different forms of evidence to critically analyse the issues.

Evidence of reflection, independent thinking, problem solving and decision making. Produces clear recommendations and/or new perspectives for the discipline.

80-89 OUTSTANDING

Meets assessment criteria within the word limit, with excellent presentation. Correctly referenced. Satisfactorily maintains confidentiality of persons and location.

Demonstrates outstanding understanding of the subject. Breadth and depth of reading is evident

Analysis is substantially demonstrated in reasoned opinions Some originality is evident in the inter-relationship between theory and practice. Debates different forms of evidence to analyse the issues.

Evidence of reflection, problem solving and decision making. Produces clear recommendations and/or new perspectives for the discipline.

70-79 EXCELLENT / ABOVE AVERAGE

Meets assessment criteria within word limit, good presentation. Correctly referenced. Satisfactorily maintains confidentiality of persons and location.

Demonstrates excellent understanding of the subject. Breadth and depth of reading is evident

Analysis is well demonstrated in reasoned opinions. Some originality is evident in the inter-relationship between theory and practice. Appraises different forms of evidence to analyse the issues.

Evidence of reflection and problem solving. Produces clear recommendations and/or new perspectives for the discipline.

60-69 ABOVE AVERAGE

Meets assessment criteria within word limit, good presentation. Most references correct. Satisfactorily maintains confidentiality of persons and location.

Demonstrates good understanding of the subject. Breadth and depth of reading is evident

Some analysis is demonstrated in reasoned opinions Demonstration of the inter-relationship between theory and practice. Reviews different forms of evidence to analyse the issues.

Evidence of reflection and problem solving. Produces clear recommendations and/or new perspectives for the discipline.

50-59 AVERAGE Mainly meets assessment criteria within word limit, satisfactory presentation. Many references correct, with some minor inaccuracies. Satisfactorily maintains confidentiality of persons and location.

Demonstrates satisfactory understanding of the subject. Satisfactory evidence of appropriate reading.

Satisfactory analysis is demonstrated. Demonstrates some insights into the subject area. Demonstration of the inter-relationship between theory and practice. May use different forms of evidence to analyse the issues.

Evidence of some reflection and problem solving. Produces appropriate recommendations and/or new perspectives for the discipline.

40-49 SATISFACTORY

Meets some assessment criteria within word limit, satisfactory presentation. Many references correct, with some minor and major inaccuracies. Satisfactorily maintains confidentiality of persons and location.

Demonstrates satisfactory but limited understanding of the subject. Evidence of reading from a limited range of appropriate literature.

Limited analysis is demonstrated Demonstrates some insights into the subject area. Limited attempt to demonstrate the relationship between theory and practice. May use limited forms of evidence to describe the issues.

Limited evidence of reflection and problem solving. Produces limited but appropriate recommendations and/or new perspectives for the discipline.

30-39 FAIL Majority of assessment criteria not met or partially met. May not have adhered to word limit guidance. Poor presentation and/or structure. Many references incorrect or absent. Fails to maintain confidentiality of persons and location.

Demonstrates limited understanding of the subject. Little evidence of reading from appropriate sources.

No or limited analysis is demonstrated. Demonstrates minimal insights into the subject area. Limited or no attempt to demonstrate the relationship between theory and practice. May use limited forms of evidence to describe the issues.

No or limited evidence of reflection and problem solving. Produces limited recommendations and/or new perspectives for the discipline.

20-29 UNSATISFACTORY

Assessment criteria not met. May not have adhered to word limit guidance. Poor presentation and/or structure Many references incorrect or absent. Fails to maintain confidentiality of persons and location.

Demonstrates limited or inaccurate understanding of the subject. Unsatisfactory use of evidence from a limited range of sources.

No analysis is demonstrated. Demonstrates no insights into the subject area. Limited or no attempt to demonstrate the relationship between theory and practice. May use limited or unsatisfactory forms of evidence to describe the issues.

No or very limited reflection and problem solving. No recommendations and/or new perspectives for the discipline

10-19 UN SATISFACTORY

Assessment criteria not met. May not have adhered to word limit guidance. Poor presentation and/or structure Many references incorrect or absent. Fails to maintain confidentiality of persons and location.

Demonstrates lack of understanding.

Very descriptive, demonstrates no insights into the subject area. No attempt to demonstrate the relationship between theory and practice. Poor use of evidence to describe the issues.

No or very limited evidence of reflection. No or inappropriate recommendations for the discipline.

0-9 UNACCEPTABLE

Assessment criteria not met. May not have adhered to word limit guidance. Poor presentation and/or structure. Many references incorrect or absent. Breaches professional confidentiality code.

Demonstrates no understanding.

Assessment criteria not addressed. No evidence of reflection included, no recommendations made.

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Turnitin Originality Report

The Analysing Knowledge for Practice (AC6630) module uses the academic software Turnitin to help students avoid any unnecessary problems.

Turnitin is a software facility that will read your work and compare it to previously submitted assignments, as well as internet articles and websites, and also other published media such as journal articles. Following the comparison you will receive something called an originality report; this will highlight any problem areas and also give you a percentage score indicating the amount of similarity between your work and the work it has been compared to.

You should use Turnitin for a draft copy, after which you will have the opportunity to rectify any problem areas that have been identified. You should also use if for your finished piece of work as a final check, although no changes can be made at this point. The full originality report from this second comparison must be included with both your dissertation hard copies when you hand them in.

The Turnitin facility is in the “assignments section” of the E learning portal which will allow you to submit a draft copy of your assignment and a copy of your finished work before submission to the College.

If you experience difficulty with the originality report there are helpful guides available in the e-learning portal, these can be accessed by clicking on the student help button. Once you have submitted your draft copy, and received your originality report, you will be familiar with the system, however if you have difficulty generating your final report please contact your dissertation supervisor who will endeavour to assist you.

Important things to remember about generating your originality reportBe aware that the report for your first draft will be generated quickly. However, the second report, for your finished assignment may take between 24 and 72 hours to be generated. You must ensure therefore that you submitted your final work to Turnitin well before the published submission date.

On the Blackboard (E Learning site) you will find in the assignments/assessment section a Manual on how to use the Turnitin facility. You will then see 2 sections for Turnitin - one is for drafts of your work and the other is for the final version of your work. It is the Turnitin report of the final version that you MUST submit with your assignment

You should be aware of the consequences of any academic misconduct; this includes Plagiarism, Collusion, Falsifying data, dishonest practice, (see the CPD Programme Handbook and also Assessment Regulations for Northumbria Awards (ARNA)).

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Personal Extenuating Circumstances (PECs) :

These are serious factors outside of your control that have adversely affected your ability

to perform on your programme of study and it is your responsibility to bring such factors

to the attention of the Progression and Awards Board (PAB) if you wish them to be taken

into consideration when determining your end of year result.

An extension under PEC’s can only be agreed by the PAB. In all cases the appropriate

forms must be accompanied by independent corroborative evidence that supports your

claim (e.g. doctor’s note, death certificate, hospital report). The PEC form is available

online from the Northumbria University website (see below), and contains full guidance

notes, which you are advised to read thoroughly.

The PEC’s form, evidence and tutor statement are considered by a specially convened

committee, which assesses whether the claim is valid or invalid. Where claims are

assessed as valid this decision (but not details of the claim) will be forwarded to the

Progression and Awards Board.

All information is treated as confidential and is made available only to the personal (or

named) tutor, administrative staff dealing with the claim and members of the PEC

Committee. You may if you wish submit a confidential statement direct to the Chair of the

PEC Committee. The form, evidence and tutor statement are considered by a specially

convened committee, which assesses whether the claim is valid or invalid. Where claims

are assessed as valid this decision (but not details of the claim) will be forwarded to the

Progression and Awards Board.

The PEC process is distinct from the process for approval of late submission of work.

Where you have been given an extension and completed the work you should not then

submit a PEC claim unless you feel that the circumstances affected the quality of the work

produced.

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Presentation of Written Work

The standard of written work is important to the achievement of module outcomes. The

nature of the module requires an academic approach to presentation of material. Students

are expected to submit TWO copies of the dissertation, which display the following

characteristics:

Cover sheet with: Name, student number, date, module name, title of the work, names

of supervisors, option choice and the declared word count (excluding reference list

and any appendices).

Contents page.

The work should be double spaced, both margins indented to 26 mm (one inch).

The pages should be numbered, with numbers aligned to the right.

Correct use of abbreviations, appendices and index/content pages.

Referencing must conform to the Harvard system and must be consistent throughout

the paper, including the reference list.

Correct identification of page numbers should be given for any direct book quotations.

The work should be bound so that it cannot fall apart for example stapling in a plastic

cover or thermally bound.

Attention must be given to structure, organisation and English grammar and

expression.

The module assessment has a maximum word length of 10,000 words. You should not

exceed this limit. Students who exceed the word limit will be penalised. Students will also

be penalised for incorrect referencing.

Use you checklist at the back of this handbook to ensure you have complied with all the

requirements.

Word limits are important in maintaining parity and you should not exceed the word limit that is clearly stated for each module. Students who exceed the word limit will be penalised accordingly.

The Word Limitation for your dissertation is 10,000 words, and must not be exceeded. Please supply a word count on the front of your assignment.

Words over PenaltyUp to 10% greater than specified 5 marks10% or more 10 marks

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Use of your completed and marked dissertation by future students

Many current students wish to see good examples of recent dissertations done by

students on this degree course. There are some examples of student dissertations in the

MAHSA library.

When dissertations are written and marked by Northumbria University the copyright of the

dissertation belongs to Northumbria University. This means that Northumbria University is

allowed to let other students see the dissertations, for example, in libraries. However the

university does not normally do this without the student’s permission. It is difficult to

obtain individual permission for this for each member of each cohort so:

IF YOU DO NOT WISH YOUR COMPLETED, MARKED DISSERTATION TO BE MADE

AVAILABLE IN LIBRARIES, INCLUDING THE MAHSA LIBRARY, THIS SHOULD BE

CLEARLY STATED ON THE FRONT PAGE OF YOUR DISSERTATION.

An example of how this might be written is:

I do not want this dissertation to be made available for the benefit of future students.

Assurance of confidentiality/anonymity in assessed work

In the submission of the module assessment, all efforts must be made to protect the

identity of individuals, workplaces and employing authorities, including within appendices,

evidence within workplace portfolios.

The identification of one or more individuals in either a written assessment or other form of

assessed presentation to examiners or others without prior written informed consent could

constitute a breach of the Data Protection Act 1998 and/or PSRB regulations and may

lead to referral in that assessment. The identification of workplaces or employing

authorities could also constitute a breach of required confidentiality/anonymity if it leads to

the identification of, or harm to, those organisations.

Any exceptions to this expected standard for formative and summative assessment must

be clearly stated in the guidelines for that specific assessment.

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Penalties for breach of confidentiality The overarching programme handbook provides specific guidance on penalties and

responsibilities of students and states:

Instances where the identification by name of an individual or individuals has taken place,

other than:

with informed consent by the citation of published work by information in the public domain

will normally result in the maximum of the pass mark for the module. However, in

instances considered to be of a serious nature, this may result in a mark of zero.

Instances where identification of workplaces or employing authorities has taken place,

other than:

where this has been agreed between the student’s employer and a the Programme Manager

through the citation of published work through information in the public domain

may result in the work receiving a maximum of the pass mark for the module.

The final decision as to the degree of severity and the penalty awarded rests with the Examination Board.

PLEASE NOTE:For the reference of programmes regulated by professional, statutory or regulatory bodies:

In addition, in both pre and post qualifying programmes where the professional body has

stipulated that it would be unacceptable, a breach of confidentiality or anonymity in

assessments may constitute professional misconduct. In such cases the University may

be obliged to report breaches to the relevant professional, statutory or regulatory bodies.

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Guidelines for Student SupervisionStudent supervision forms an essential feature of the module irrespective of choice of

assessment. The purpose of these guidelines is to ensure parity in students’ experiences

of supervision whilst undertaking the production of the dissertation.

Responsibilities The student will be responsible for communicating with their supervisor. Ensuring that

you gain the supervision needed to complete your dissertation is your responsibility.

To facilitate this process you must complete a dissertation proposal form (appendix A)

and a dissertation progress form (appendix B) and submit electronically via e-mail to

your supervisor by the dates specified:

Communication with the dissertation supervisor in addition to these key stages is the

responsibility of the student.

The supervisor will be responsible for responding to student communication within a

reasonable timescale.

A maximum of 1.5 hours can be spent on dissertation supervision for the duration of

the module.

Nature of supervision

Supervision entails advising students on the structure and content of the dissertation. This

includes the literature review, report writing, and, where relevant, production of

professional knowledge.

The purpose of student supervision is to assist students to:

Manage the assignment

Student and supervisor will normally negotiate an appropriate topic for the student’s

assignment. The supervisor’s role should be to guide and advise students. The

supervisor will mark the student’s assignment.

Proof-read assignments

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Supervisors will normally judge the coherence of students’ plans for the structure and

content of the assignment. Supervisors will not proof-read draft copies. Students should

negotiate the time-scale for producing work and receiving feedback with the supervisor.

The nature of feedback, either in written or verbal form, will be at the individual

supervisor’s discretion, appropriate to students’ needs.

Further support is also available via the Student Support & Advice portal

https://intranet.northumbria.ac.uk/facultiesandservices/as/ssi/#

About WritingIntroduction

Writing is a skill that is usually taken for granted on academic courses. Students are

taught the course content and then expected to transform this into elegant written form

using supposedly natural writing skills. Students pick up and share the same attitudes,

being happy to avoid thinking consciously about their approach to writing. However,

experience with written work shows that writing is nearly always students' biggest

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problem. In most cases, work could have been better presented, fails to make maximum

use of the student's material, and so loses marks.

Your object, in writing, is to communicate with an intended audience. Improvement in

writing skills will lead to more effective communication. It will also help you to think more

clearly since good writing cannot be separated from clear thinking. In working to improve

your writing you will also be working to organise and clarify your ideas.

This section will first consider the emotional problems caused by anxiety about writing

ability. It will then discuss ways in which you can improve your writing skills. Most of this

discussion will be concerned with the use of a structured approach to writing. The next

part considers the use of word-processors to facilitate a structured approach before

examining the use of chapters in the dissertation structure before finally discussing use of

the first person in the dissertation.

Emotional aspects of writingWriting problems are associated with the twin diseases of writer's block and writer's

splurge. Writer's block, as Becker (1986), points out, is an almost universal disease about

which there is a conspiracy of silence. Writers want to appear fluent and so are often

reluctant to confess to difficulties. Since writing is a solitary activity it is possible for

everyone to suffer in secret and imagine that they are unique.

Writer's splurge usually follows writer's block. In this condition the writer works at frenetic

speed expressing whatever comes into his head without thought to purpose, logical order

of ideas, repetition or balance. The idea of reading through what he has written is

unbearable and editing, if undertaken at all, is a perfunctory ritual. Above all, no-one is

allowed to see the work until it is too late to alter it in case the writer should be sent back

to square one.

The two diseases can be explained in Freudian terms. Writing is an activity in which one's

thought processes are exposed to public scrutiny. Any writer who is not exceptionally

gifted or totally conceited feels vulnerable to imagined ridicule and demolition of his

efforts. The resulting anxiety can be handled by not thinking about its source with block

and splurge as the likely results. Alternatively, the anxiety can be faced. Fortunately,

although most of us are not capable of becoming gifted writers, it is relatively easy to

improve your writing skills without an expensive course of psychoanalysis.

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Improving your writing skills1. You should be aware of any anxiety about writing and realise how common and

natural it is. Good time planning and a structured approach to writing (see below)

will reduce the anxiety and make writing an enjoyable activity.

2. You should try to submit rough drafts of your work to a sympathetic reader whilst

you still have time to modify it. The reason for this is not that the reviewer can write

better than you. He almost certainly can't. But, as a relatively uninformed reader,

he can give you a consumer's report on what he can't understand, what is boring

and what seems to have been omitted. You will be too close to your work to be

able to see it through the reader's eyes.

3. Poor writing is the most common reason for academic under-performance. Poor

time planning is the most common reason for poor writing. Most students’ under-

estimate how long it will take them to write up their work. This is partly wishful

thinking as it is easier in the short-term to put off doing something which is difficult

and worrying. When deadlines loom, fatigue and anxiety loom and writing quality

deteriorates. You are unable to benefit from advice which your supervisor can give

you as you don't have time to act on it.

Very often this means that credit for a lot of hard work is lost because you can only

be credited for the finished written product not for work which is in your head or

your rough notes or which is not expressed clearly. The antidote is to over-

estimate the amount of time you will need and to under-estimate the amount of

time you have available.

4. You should adopt a structured approach in which you write according to a formal

plan and include this plan explicitly in the finished work. A structured approach is

indispensable in writing a long piece of work such as a dissertation.

Writing (and reading) a long essay is qualitatively different to writing a short essay. When

writing a short essay you can carry the structure in your mind or even allow it to develop

as you write. With a longer piece of work it becomes impossible to retain purpose,

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structure, balance and style informally. Similarly, it is much easier for the reader to follow

your argument if you inform him about the structure of your essay at its beginning and

then signpost the structure throughout the essay.

By developing an explicit structure and communicating this structure in the finished

product you will make writing as easy as possible for yourself. The structure allows you to

break the total task down into manageable modules, knowing in advance what you intend

to achieve in each section, how each section contributes to your overall aim, and how

many words you can afford to use.

In a long piece of work it is easy to get bogged down in one aspect of the problem and

then be forced to neglect others. Techniques of structured writing are also invaluable for

shorter essays even though you may have been able to get away with ad hoc impulse

writing. Explicit structure informs both reader and writer of what you intend to achieve both

in the essay as a whole and in each section. Perhaps the most important benefit is that

you cannot express clearly what you wish to achieve without first thinking through what

you wish to achieve. Explicit structure enforces clarity of thought. You are strongly advised to adopt a structured approach to writing the dissertation.

A structured approach to writingA structured approach to writing should consist of the following four stages:

a. Clarification of the aims of the essay.

b. Development of a plan of how you are going to achieve your aims in the essay.

c. Incorporating the plan in sections of the essay

d. Editing.a. Clarification of the Aims of the Essay

Clarification of aims should be considered in terms of WHAT is to be communicated to

WHOM. With set essays, the aims are initially defined by the question but will need

elaboration and interpretation. Whilst this may seem like a truism, it is unfortunately the

case that many essays do not address the question set because the writer simply

regurgitates whatever he can remember most easily without regard to its relevance to the

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problem in hand.

With dissertations it is necessary to clarify the main purpose of the essay and then relate

the whole discussion to this. For example, many dissertations contain excellent analyses

of a practice related problem and literature review but unfortunately there is no apparent

connection between the two. Loss of direction is inevitable if you do not write with an

explicit aim and ensure that this aim guides each part of the work.

The WHOM question requires you to envisage the impact of your writing on the intended

audience. The audience will share some but not all of your background knowledge and

will probably get bored and confused rather easily. Empathising with the reader is a key

writing skill. You need to form a judgement about how much the reader knows and how

much you can take for granted. This is a difficult question on which you will receive

differing advice from academic staff.

Good advice is to assume that the reader is moderately intelligent but knows nothing

about your subject! You will therefore need to define concepts under discussion and

illustrate them with relevant examples. It is important to USE the theory to analyse the

problem the essay is concerned with, illustrating with concrete examples, since this will

not be obvious to the reader. Many essays do just the opposite, providing a general

statement of a theory which readers are already familiar with but not discussing how the

theory is to be used to help understand practice. In general, aim to inform your reader but

not to bore your reader.

b. Development of a Plan in Relation to the Aims

The nature of the plan will depend upon the problem and how you decide to tackle it.

There is no one right way of planning an essay.However, some important general points about formal aspects of the structure can be

made. Firstly, your writing should have a beginning, middle and an end. This may seem

like another truism, but many student essays only have middle. You need an introduction

in which you elaborate the aim of the piece and state how this aim is to be achieved in the

essay and a conclusion in which you summarise your argument.

Inexperienced writers are often afraid to produce introductions and conclusions in case

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they are accused of repetition. However, they underestimate the difficulties inherent in

communication. A succinct introduction provides an overview of the entire argument.

This makes it easier to understand the significance of each part of the essay in relation to

the whole. A conclusion highlights the most important parts of your argument. Many

writers neglect the conclusion because they have run out of steam or use the conclusion

to introduce new ideas which they have only just thought of. Lack of a final conclusion is

as frustrating as a piece of music without its last note. Such essays seem badly thought

out and are often marked down.

In longer pieces of work, such as a dissertation, each section should have a beginning,

middle and end. Secondly, you should try to incorporate a logical structure in your plan so

that each section draws on the argument of the previous one. With a longer, more

complex, piece of work you will need to organise the sections hierarchically with sections,

sub-sections, sub-subsections, etc. Finally, you need to get a balance between the

lengths of the sections of the essay with their length related to their importance in

achieving your aims.

c. Incorporating the Plan in the Structure of the Essay

The plan should be explicitly visible and highlighted in the essay. This can be done

through a brief, clear statement of the aim of the essay and a summary of the plan in the

introduction, a statement of its aims at the beginning of each section, a brief summary and

conclusion to each section, a recap of the plan in the concluding section of the essay and

the use of headings and sub-headings for sections of the essay. How many of these

devices you use will depend upon the length and complexity of the essay. Long pieces of

work such as your dissertation will benefit from the use of all of them.

d. Editing

As Becker (1986) points out, the key to successful writing is being prepared to redraft your

work until it reads as well as possible. You should not expect to be able to develop your

ideas in the first draft and to express them clearly at the same time. You should read and

edit each section of a long essay before going on to the next one as you will rapidly forget

what you were trying to achieve. Editing should not stop until you can read the entire

section without altering anything. When the essay is finished you should edit it as a whole

with particular reference to inconsistencies in terminology and unnecessary repetitions.

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The main aim of editing is to improve the clarity and economy of your writing. To test for

clarity ask yourself whether a member of your intended audience could easily understand

what you have written. To test for economy, ask whether you could convey the same

meaning in fewer words.

Writing style is developed through habit and example. Unfortunately, the style of much

social science writing is not worthy of emulation. Becker suggests several principles that

can be used to improve style:

i. Substitute active for passive verbs wherever possiblePassive constructions are more convoluted than active ones and vaguer in that they allow

the agent to remain unspecified, e.g.

'Nurses are not expected to take medical decisions'

allows the writer to avoid discussing who is doing the expecting.

ii. Avoid unnecessary wordsWe all develop verbal mannerisms that reassure us but add nothing to the meaning of

what is being written. They usually have the function of distancing the writer and so

reducing his sense of insecurity but in an empty ritualistic way. For example, a formula

like:

'In my view ...'

is redundant because any statement not attributed to another person must be the writer's

own view. Similarly, polite disclaimers of the form:

'The evidence suggests that there may be a relationship between ...'

add nothing unless the reasons for doubt are spelt out, e.g. how else the evidence might

be interpreted.

iii. Avoid repetitionIn an effort to make him/herself clear the author may rephrase what he has already said.

Repetition bores rather than clarifies and it would be better to work at making the original

statement as clear as possible.

iv. Make the structure support the contentYour main points, whether in the essay, a section, a paragraph or a sentence, should

stand out from subsidiary or supporting points. One way to do this is to put the main points

28

at the beginning of a module. Don't force the reader to wade through less important

material to get to the point. Don't save the best point until last for a dramatic denouement.

The reader will probably lose interest and miss your main point entirely.

v. Support abstract concepts with concrete details and examplesThe social sciences are notorious for long abstract words. You need to use them if you

want to generalise theoretically. But unless they are applied to the topic and illustrated

with concrete examples they will be a meaningless substitute for thought.

vi. Check and revise the structure of sentences and paragraphsWhen you write a first draft you are trying to do two things at the same time, to formulate

your ideas and to express them clearly. The human brain is not good at carrying out two

complex tasks at the same time. As a result your first draft is likely to be below your best

in terms of style. Common problems are:-

Sentences which are over-long and convoluted.

Incomplete sentences.

Spelling atrocities and malapropisms (e.g. 'appendages' instead of appendices

repeated throughout an assignment).

Poor punctuation.

Use of word processorsUse of a word-processor will not produce structured writing and it is possible to write at a

high standard without a word-processor. However, use of a word-processor will make the

mechanics of structured writing much easier to handle and will amply repay the

investment of time and money. With a word-processor it is easy to reorganise the order of

blocks of work, and to make stylistic changes. Above all it is easy to make changes after

viewing a printout of the finished product.

You can use a word-processor to work in a structured way. Begin by thinking about the

aims of the essay. Then divide the discussion into a small number of major areas and type

titles for these into your word-processor. Remember that you always need to start with

'Introduction' and finish with 'Conclusion'. It is important to note that the word processor

helps you to structure the dissertation, but that you need to identify that structure. The

next section considers how the use of chapters can help introduce this structure.

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Use of chapters

For chapters of a dissertation, you shouldn't need more than 3 or 4 headings between the

introduction and the conclusion. Then estimate the relative importance and complexity of

each area and allocate an approximate word estimate for each area to be discussed. You

can now work within each section, generating sub-headings within sections before writing

them if necessary (e.g. for dissertations). It is not necessary to start with the first section. I

usually start with the section I feel most confident about, in order to break the ice, and

write the introduction and conclusion last.

If a section of the essay turns out to be longer or shorter than estimated, you can choose

whether to edit the length or modify the plan. The plan is only an initial guideline.

However, in general, you should try to avoid straying from the plan too far as it reflects

your considered view of the essay as a whole.

Words can be easily taken for granted as the communication tools used every day. We

use language every day. We were all taught to write when we were little, and learned

more and more through our school and nurse training days. Yet writing is a complex

process. There are many ways to write because each writer can tailor their writing style

appropriately to the work in hand. And each piece of writing belongs to the writer, while it

is being crafted.

The dissertation will require many students to be both writer and subject of the

dissertation. You will be reflecting on episodes (these might be seemingly minute) within

practice in order to:

Gainfully explore issues/incidents that have perplexed, exhilarated, puzzled, surprised,

and/or worried you.

Draw out knowledge and skills embedded within your actions, which perhaps you

didn’t know you had.

Share that knowledge-in-action with other practitioners within the group; and benefit

from theirs.

Perceive ways of building on the understandings gained.

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You will do this through reflection:

1. In action.

2. Through explorative writing.

3. Through discussions of that writing.

4. On action affected by 1, 2, and 3.

5. On perception of theory as affected by 1-4.

6. On appropriate theoretical/professional texts you’ve read, as affected by 1-5.

7. On alternative texts (fiction, poetry, spiritual, radio, philosophy, TV, advertising, etc.) in

the light of 1-6.

8. On the new links formed between previously isolated themes/theories.

9. In action, as affected by 1-8.

This kind of enquiry will probably not provide ‘right answers’, but it may throw up

invaluable questions, startling links, fresh light on relationships, new angles on hitherto

unquestioningly held views. The effect on future action, however, may not be

straightforward. Expect to be surprised, or even unsettled for a time! Many practitioners

respond to this writing and reflection process by exclaiming “I didn’t know I knew that!”

Reflecting in this fashion opens you to confusion and ‘not-knowing’, leading to

vulnerability. This can either result in defensive attitudes as a coping strategy, or an open

evaluation that will lead to change and development. Issues arise sometimes through the

writing, which would normally be felt to be too threatening to expose to the possible

ridicule or censure of others. Yet instead of losing face, other members of the group

describe similar experiences, a compassionate understanding and offer of support in

creating a strategy for future action(s) based on these various experiences.

The product of your reflections in some students’ dissertations will require students to

challenge one of the assumptions made about academic writing, the use of the first

person. The next section will help guide such students in how to write in the first person.

Writing in the First Person: Using the ‘I’ WordWriting in the first person means referring to yourself as ‘I’; or when reporting on

something involving colleagues, as ‘we’ or ‘our’. There are times (such as now) when this

31

approach is appropriate when writing essays.

A dichotomy exists between the philosophy underpinning holistic patient care and the

perceived formal conventions of academic writing. Practitioners are encouraged to

develop therapeutic relationships with patients. This involves them in a warm, democratic

and caring relationship, in which he or she becomes subjectively involved in the care of

the patient. To satisfy course requirements, you have to write a reflective essay that may

involve analysis of a critical incident analysis. It is anachronistic to expect an ‘academic’

style in the write-up.

Hamill (1999) identified areas where it is appropriate to write in the first person:

Case studies.

Reflective journals.

Critical incident analyses.

Reporting qualitative research findings.

Preparing PREP submissions.

Submitting APL or APEL evidence.

Writing a personal opinion.

Consequently, the module team believes it is both inevitable and appropriate for many students to write in the first person in the dissertation. The following

references provide further reading on the use of the first person in academic work.

Hamill, C. (1999) ‘Academic essay writing in the first person: a guide for undergraduates’,

Nursing standard, 13(44), pp. 38-44.

Webb, C. (1992) ‘The use of the first person in academic writing: objectivity, language and

gate keeping’, Journal of advanced nursing, 17, pp.747-752.

Check List for Submission of Teaching Block 4 Dissertation:AC6630 - ANALYSING KNOWLEDGE FOR PRACTICE

This check list is for you to use when you feel you have completed your dissertation.

Use the marking criteria sheet (from the module handbook) during preparation of your dissertation. On completion, go through the following check list before submitting your dissertation, ensuring that you have dealt with all items to the best of your ability.

If you can answer positively and confidently to all items, then you can hand in your dissertation to the Assignment Receiving Centre.

32

No Item Tick √

1. Front page cover sheet:Northumbria University and MAHSA University identifiedProgramme title identified ‘Bachelor of Science (Honours) Nursing Practice Development’ or, ‘Bachelor of Science (Honours) Health Practice Development’Module name: AC6630 Analysing Knowledge for PracticeTitle of dissertation (optional)Option chosen (A, B or C)Student university numberStudent IC number/passport numberName of Primary supervisor Name of Support supervisorDate of submissionActual word count:including text and direct quotations, excluding front page, contents page, acknowledgments, reference list, appendices, Turnitin report)

2. Acknowledgements (optional)3. Contents page4. Double spacing used, left and right margins of 26 mm (one inch)5. Page numbers inserted6. Correct use of abbreviations (use the term in full the first time of use, and insert

the abbreviation in brackets afterwards, and then use the abbreviation only)7. In-text citations are all included in the reference list at the end8. Page numbers cited and quotation marks used for all direct quotations9. All references in the end reference list are cited in the text10. Reference list in alphabetical order (not using bullet points or numbering)11. Reference list consistent in all aspects as per ‘Cite them right’12. Appendices (if any) are referred to in the text and presented in order they

appear in your text13. The full Final Turnitin report included, with text and similarity index14. Securely bound15. Word limit adhered to (no more than 10,000 words)

For Option A only (‘Practice Based Extended Critical Review of Literature’), in addition to the above points 1-15, check the following points 16-22:

16. A statement of the issue, its importance, supporting statistics (if available), the background. Discussion of how the student’s review fits with previous reviews (if any)

17. The approach taken by the student to the review, including the type of review being done(broad or specific review), the question or statement, keywords, the databases utilized, number of hits, inclusion, exclusion criteria.An indication and rationale of the protocols (framework) selected to structure the review

18. Common themes and conflicts identified from the literature and discussed in relation to the general literature on the topic

19. Tabulated summary of the data from each article 20. Critical discussion of the findings21. Discussion of the implications of the findings for practice, including whether or

not the evidence is strong enough to support change and development of

33

practice. 22. Conclusion

For Option B only (‘Practice Based Reflective Account’), in addition to the above points 1-15, check the following points 23-29:

23. Identification of a practice issue through reflection (e.g. critical incident) that raises questions of ethical, professional, habitual, unsupported or un-evidenced practice.

24. Choice of reflective model discussed giving the rationale and why other models are not suitable.Analysis of knowledge development and application

25. Literature review included and the review protocol (framework or model) identified

26. Critical discussion of practice issue with each step of the model being utilized and developed. Analysis and critical appraisal of appropriate theory.

27. Development of reflexivity discussed 28. Implications and recommendations for practice discussed and related to praxis29. Conclusion

For Option C only (‘Practice Development’), in addition to the above points 1-15, check the following points 30-37:

30. Reflection from practice briefly described31. Critical review of the literature allowing for the identification of the issue

emerging from practice and developed into a question or statement32. Diagnosis of the need for change, with reference to practice and the literature

review within Practice Development framework33. Clear identification of the proposed change in practice, policy etc. with

reference to the evidence identified in the literature 34. Identification of change theory and model of leadership with rationale for choice

including critical review of alternative change theories35. Detailed discussion of action plan for the proposed change 36. Discussion of formal strategy for evaluation of the measuring of the

effectiveness of change37. Conclusion

34

Draft 5 DAH/SF/SS April 2013 Appendix A

AC6630 Analysing Knowledge for Practice - dissertation module

DISSERTATION PROPOSAL FORM

It is the student’s responsibility to make sure that the dissertation supervisor receives this completed form by: Friday 11h December 2015Student’s name:

Cohort number:

Contact details:EMAIL ADDRESSPrimary Supervisor:

Support Supervisor:

Brief professional history including details of current practice:

Tick which one of the following options you have chosen to pursue for your dissertation:

OPTION A: Practice Based Extended Critical Review of Literature

OPTION B: Practice Based Reflective Account

OPTION C: Practice Development

In no more than 250 words provide a brief outline of your proposed focus for your chosen dissertation option, including the aim of the dissertation and your proposed timeline:

Supervisor Feedback:

35

Appendix B

AC6630 Analysing Knowledge for Practice - dissertation module

DISSERTATION PROGRESS FORM

It is the student’s responsibility to make sure that the dissertation supervisor receives this completed form by: Friday 12th February 2016Student’s name:

Cohort number:

Contact details:

Clinical Area:

Primary Supervisor:

Support Supervisor:

OPTION A: Practice Based Extended Critical Review of LiteratureThe review should cover the following: Context for the topic The approach taken to the review Reflexivity Managing the situation and the self Implications for practice and the future

Write brief notes on your progress to date under each of the above headings including the aim of the dissertation and your proposed timeline:

Supervisor Feedback

36

Appendix BAC6630 Analysing Knowledge for Practice - dissertation module

DISSERTATION PROGRESS FORM

It is the student’s responsibility to make sure that the dissertation supervisor receives this completed form by: Friday 12th February 2016Student’s name:

Cohort number:

Contact details:

Clinical area:

Primary Supervisor:

Support Supervisor:

OPTION B: Practice Based REFLECTIVE ACCOUNT

The reflective account might cover the following: Context for the topic Personal theory Reflexivity and heuristics Moral, legal and ethical considerations, personal and professional politics Managing the situation and the self Implications for practice and the future

Write brief notes on your progress to date under each of the above headings and include your structured plan and indicate at what stage of your plan you are at:

Supervisor Feedback

Appendix B

37

AC6630 Analysing Knowledge for Practice - dissertation module

DISSERTATION PROGRESS FORM

It is the student’s responsibility to make sure that the dissertation supervisor receives this completed form by: Friday 12th February 2016Student’s name:

Cohort number: Contact details:

Clinical area:

Primary Supervisor:

Support Supervisor:

OPTION C: PRACTICE DEVELOPMENT Critically reflect in and on practice and the process of Practice Development Manage the identification and planning of change within their practice setting Appraise and integrate appropriate forms of knowledge to support the process of

practice development.

Write brief notes on your progress to date under each of the above headings and include your structured plan and indicate at what stage of your plan you are at:

Supervisor Feedback

Appendix C

AC6630 Analysing Knowledge for Practice - dissertation module

38

Contents list + 500 Word excerpt

It is the student’s responsibility to make sure that the dissertation supervisor receives this completed form by: Friday 13th May 2016Student’s name:

Cohort number:

Contact details:EMAIL ADDRESSPrimary Supervisor:

Support Supervisor:

Tick which one of the following options you have chosen to pursue for your dissertation:

OPTION A: Practice Based Extended Critical Review of Literature

OPTION B: Practice Based Reflective Account

OPTION C: Practice Development

N.B You must agree with your supervisor what your excerpt will be

Contents list to go here (box expands as you type):

500 Words here (box expands as you type):

Supervisor Feedback:

39