RSCH07011 2022 Practice, Policy and Evidence

General Details

Full Title

Practice, Policy and Evidence

Transcript Title

Practice, Policy and Evidence

Code

RSCH07011

Attendance

75 %

Subject Area

RSCH - 0031 Research

Department

SOCS - Social Sciences

Level

07 - Level 7

Credit

05 - 05 Credits

Duration

Semester

Fee

€

Start Term

2022 - Full Academic Year 2022-23

End Term

9999 - The End of Time

Author(s)

Breda McTaggart, Martha Doyle, Brenda Feeney, Maureen Haran, Cheryl McMullin, Ailise McDowell

Programme Membership

SG_HSOCI_H08 202200 Bachelor of Arts (Honours) in Social Care Practice SG_WSOCI_B07 202200 Bachelor of Arts in Social Care Practice SG_WSOCI_H07 202200 Bachelor of Arts in Social Care Practice SG_HSOCP_H08 202300 Bachelor of Arts (Honours) in Social Care Practice SG_HSOCI_H08 202300 Bachelor of Arts (Honours) in Social Care Practice SG_WSOCI_B07 202400 Bachelor of Arts in Social Care Practice SG_HSOCP_H08 202400 Bachelor of Arts (Honours) in Social Care Practice

Description

Social research, policy and practice is continually evolving to meet the changing needs of society, individuals, and communities. In this module we will examine the complex inter-dependence between, policy, practice, advocacy and research evidence. Examining this relationship across a range of different case studies, we will explore the economic, sociological, cultural and political landscape both nationally and internationally, to situate current challenges faced by individuals and communities which are of direct relevance to the health and social care and community and voluntary sector.

This module will enable students to evaluate and critique strengths and limitations of research evidence, its role in supporting advocacy campaigns, policy development and implementation, and its potential to influence improvement, or deterioration, in public policy to the population of persons which advocacy organisations and health and social care providers seek to support. In so doing, it seeks to critically explore how research evidence is produced, disseminated and used or misused in policy development, advocacy and health and social care practice.

This is an interdisciplinary module which builds upon learning acquired across the BA programmes in the areas of research, sociology, psychology, social policy and professional practice. The interdisciplinary nature of the module will enable interesting debates and perspectives on how our society is evolving and influenced at both a practice and policy level. It will provide students with the opportunity to examine the current policy frameworks in Ireland and how these can be changed and influenced by research evidence, advocacy campaigns or professionals working in the social care sector. Students will have an opportunity to pick their own topics of interest, examine the policy, advocacy and research landscape which has informed this area and justify its importance for practice and service users.

This module maps to the CORU Standards of Proficiency below:

• Domain 1: Professional Autonomy and Accountability

• Domain 2: Communication, Collaborative Practice and Team working

• Domain 3: Safety & Quality

• Domain 4: Professional Development

• Domain 5: Professional Knowledge and Skills

Learning Outcomes

On completion of this module the learner will/should be able to;

Review and evaluate the place of research and policy-making within the role of social professional (Domain 1.9, 1.17, 1.19, 2.8, 3.1, 3.3, 3.4, 3.6, 3.8,3.9, 3.10, 3.11, 4.1,5.2, 5.4, 5.5, 5.6, 5.14, 5.17)

Demonstrate a capacity to strategically identify, source, evaluate, interpret and deploy quantitative and qualitative research data. (Domain 1.17,1.19, 2.6, 3.1, 3.3,3.6, 3.8, 3.9, 3.10, 5.4, 5.5, 5.6,5.17

Develop skills to repurpose research and other data for specific audiences and situations. (Domain 1.17,1.19, 2.2, 2.4, 2.6, 2.7, 2.9, 3.1, 3.3, 3.6, 3.8, 3.9, 3.10, 4.1,4.3, 5.2, 5.4, 5.5, 5.6)

Examine the relationship between professionalisation, regulation and service users experience. (Domain 1.19, 2.3, 2.8, 3.4, 3.6, 3.11, 4.1, 5.1, 5.6, 5.7, 5.15)

Demonstrate a critical understanding of societal structures, systems and cultures and the role of advocacy in promoting the needs and interests of individuals and communities. (Domain 1.19, 2.3, 2.8, 3.4, 3.6, 3.9 3.11, 4.1, 5.1, 5.6)

Teaching and Learning Strategies

Teaching is through 2-hour interactive lectures and 1-hour structured tutorials/workshops. Students will be expected to read suggested materials prior to lectures/tutorials; to engage actively in discussion and debate, and to regularly reflect on their learning. As this is a capstone module, a student will be required to integrate learning from prior modules and experience.

Module Assessment Strategies

The module is assessed through student-centred tasks that seek to authentically assess the relevant range of skills and knowledge, in an integrative manner. There are 2 assessment tasks - each of which is linked to one part of the module. Specific links are made with work produced for other modules where appropriate, specifically the research dissertation/product and professional placement modules. The assessment tasks require students to take an active, rather than passive, role in knowledge production and necessitate attention to issues of audience, genre, and diversity.

This modules assessment allows for assessment of CORU Standards of Proficiency as follows:

A case study (topic) on a sociological/political issue in contemporary Irish society.

(Domains 1.9, 1.17; 1.19; 2.2, 2.3, 2.4, 2.6, 2.7, 2.8, 2.9; 3.1, 3.3, 3.4, 3.6, 3.8, 3.9, 3.10, 3.11; 4.1, 4.3; 5.1, 5.2, 5.4, 5.5, 5.6, 5.14, 5.15, 5.17)

Development of a solution focused information/advocacy product (Domain 1.9, 2.6, 2.7, 2.10; 3.6, 3.8; 5.5, 5.6, 5.14, 5.15, 5.17)

Repeat Assessments

Students who are required to repeat assessments will be provided with relevant individual coursework projects, to be completed during June- August.

Indicative Syllabus

The lectures will introduce students to the concepts of evidence ‘informed policy and advocacy’, ‘evidence informed practice’, 'Knowledge based practice’ and ‘knowledge transfer’. A variety of sociological and political contemporary issues will be explored with reference to the intersection of evidence, practice, advocacy, and policy implementation. Students will be able to critique and evaluate policy and research and apply this to advocacy and practice.

The lectures will provide an overview of the principles of quantitative and qualitative research paradigms and the importance of identifying quality research and skills to evaluate and critique its purpose, utility, and relevance to the field of practice policy implementation and advocacy. Lectures will identify and discuss the relevance and impact of current policy guidelines and legislative frameworks on the lives of individuals and the professionals working directly in these communities. The professionalisation and regulation of the social care profession and its impact on both service users and professionals will be considered with the view to critically considering best approaches to implementing new governmental policies and guidelines.

Case studies will be used to highlight the connection between policy, practice, advocacy and evidence. Potential case study topics will include- Global Pandemic-health care, mental health, gender equality, climate change and sustainable living, wealth divide and poverty, addictions, older adulthood, homelessness, disability, ethnicity, and culture. (These will change from year to year).

LO1 Review and evaluate the place of research and policymaking within the role of social professional (Domain 1.9, 1.17, 1.19, 2.8, 3.1, 3.3, 3.4, 3.6, 3.8,3.9, 3.10, 3.11, 4.1,5.2, 5.4, 5.5, 5.6, 5.14, 5.17)

Students will have the opportunity to explore and identify national and international research using databases, statistics, and multiple sources, as well as identifying national government policy that underpins the professional role. Students can engage in exercises in web and database searches to identify the knowledge they need. In class discussion exercises students can discuss the importance or impact of research in shaping policy and practice.

LO2 Demonstrate a capacity to strategically identify, source, evaluate, interpret, and deploy quantitative and qualitative research data. (Domain 1.17,1.19, 2.6, 3.1, 3.3,3.6, 3.8, 3.9, 3.10, 5.4, 5.5, 5.6,5.17.

Students will be able to access and evaluate the quality of sources they find on topics through class exercises and discussions and being able to apply research methods and filter the quality of materials and sources available.

LO3 Develop skills to repurpose research and other data for specific audiences and situations. (Domain 1.17,1.19, 2.2, 2.4, 2.6, 2.7, 2.9, 3.1, 3.3, 3.6, 3.8, 3.9, 3.10, 4.1,4.3, 5.2, 5.4, 5.5, 5.6)

Having identified research and sources students will learn how to present their findings and make arguments to support their ideas based on the research. This will be enabled by class debates, role-play and/or simulation activities.

LO4 Examine the relationship between professionalisation, regulation and service users experience. (Domain 1.19, 2.3, 2.8, 3.4, 3.6, 3.11, 4.1, 5.1, 5.6, 5.7, 5.15)

Students will be encouraged to use case studies and reflect on their work and/or placement experience to discuss policy that underpins practice and how that is experienced as a practitioner and from a service user perspective. This will be facilitated through, debate, reflection on practice and from guest speaker input for example service users and/or practitioner experience.

LO5 Demonstrate a critical understanding of societal structures, systems and cultures and the role of advocacy in promoting the needs and interests of individuals and communities. (Domain 1.19, 2.3, 2.8, 3.4, 3.6, 3.9 3.11, 4.1, 5.1, 5.6)

The advocacy role in practice is very important and students need to be encouraged to explore issues such as social justice and promote equality and rights-based practice. This will be developed through case studies, watching video vignettes, and exploring contemporary societal issues through debate.

Coursework & Assessment Breakdown

Coursework & Continuous Assessment

100 %

Coursework Assessment

	Title	Type	Form	Percent	Week	Learning Outcomes Assessed
1	A case study (topic) on a sociological/political issue in contemporary Irish society.	Coursework Assessment	Written Report/Essay	40 %	Week 7	1,2,3
2	Development of information/advocacy product	Project	Project	60 %	Week 12	4,5

Full Time Mode Workload

Type	Location	Description	Hours	Frequency	Avg Workload
Lecture	Lecture Theatre	Weekly lecture	2	Weekly	2.00
Workshop / Seminar	Flat Classroom	Weekly student-led project workshops	1	Weekly	1.00
Independent Learning	Offsite Facility	Independent Learning	2	Weekly	2.00

Total Full Time Average Weekly Learner Contact Time 3.00 Hours

Module Resources

Non ISBN Literary Resources

Module Resources (Relevant reading materials specific to lecture and case studies will also be made available on Moodle)

Non ISBN Literary Resources

Abelson, D. (2009) Do think tanks matter? Assessing the impact of public policy institutions. Ontario: McGill-Queens University Press.

Aveyard, H. :-:-amp:::: P. Sharp (2009) A beginners guide to evidence based practice in health and social care. Milton Keynes: Open University Press.

Becker, S. :-:-amp:::: A. Bryman (2004) Understanding research for social policy and practice: Themes, methods and approaches. Bristol: Policy Press.

Bishop, G. :-:-amp:::: T. Mockabee (2011) Taking the pulse of public opinion: Leading and misleading indicators of the state on the nation. Springer.

Boaz, A. :-:-amp:::: R. Pawson (2005) 'The perilous road from evidence to policy: Five journeys compared'. Journal of Social Policy 34 (2) pp. 175-194.

Boaz, A., L. Grayson, R. Levitt :-:-amp:::: W. Solesbury (2008) 'Does evidence-based policy work? Learning from the UK experience'. Evidence and Policy 4 (2), pp. 233-53.

Boaz, A., S. Fitzpatrick :-:-amp:::: B. Shaw (2009) 'Assessing the impact of research on policy: a literature review'. Science and Public Policy 36(4), pp. 255-270.

Boddy J., A. Boaz, C. Lupton :-:-amp:::: J. Pahl (2006) 'What counts as research? The implications for research governance in social care'. International Journal of Social Research Methodology 9 (4), pp. 1364-5579.

Cairney, P. (2016) The politics of evidence-based policy making. London: Palgrave

Farrelly, T. (2013) 'Evidence-based practice in social care'. In K. Lalor :-:-amp:::: P. Share (eds) Applied social care: An introduction for students in Ireland. Dublin: Gill and Macmillan.

Flynn, C and McDermott, F (2017) Doing Research in Social Work and Social Care : The Journey from Student to Practitioner Researcher, London:Sage.

Freeman, R., S. Griggs :-:-amp:::: A. Boaz (2011) 'The practice of policy making'. Evidence :-:-amp:::: Policy, 7 (2), pp. 127-136.

Glasby, J. (2011) Evidence, policy and practice: Critical perspectives in health and social care. Bristol: Policy Press.

Haynes L., O. Service, B. Goldacre :-:-amp:::: D. Torgerson (2012) Test, learn, adapt: Developing public policy with randomised controlled trials. London: Cabinet Office Behavioural Insights Team. [www.gov.uk/government/uploads/system/uploads/attachment_data/file/62529/TLA-1906126.pdf]

Hearn, G., J. Tacchi :-:-amp:::: M. Foth (2009) Action research and the new media. Hampton Press.

Hudson, J. :-:-amp:::: S. Love (2009) Understanding the policy process: Analysing welfare policy and practice. Bristol: Policy Press.

Lindsay, B. (2007) Understanding research and evidence-based practice. Exeter: Reflect Press.

Locock, L. and A. Boaz (2004) :-:-#8216::::Research, policy and practice-worlds apart?:-:-#8217:::: Journal of Society and Social Policy 3 (4) pp. 375-84.

Lunn, P. :-:-amp:::: F. Ruane (eds) (2013) Using evidence to inform policy. Dublin: Economic and Social Research Institute.

McNiff, J. :-:-amp:::: A. Whitehead (2011) All you need to know about action research. London: Sage.

Moule, P. (2011) Making sense of research: An introduction for health and social care practitioners. London: Sage.

Nutley, S., S. Morton, T. Jung :-:-amp:::: A. Boaz (2010) 'Evidence and policy in six European countries: diverse approaches and common challenges'. Evidence :-:-amp:::: Policy 6.

Parkhurst,J (2016) The Politics of Evidence: From evidence-based policy to goog governance of evidence. London:Routledge

Share, P., M. Corcoran :-:-amp:::: B. Conway (2012) 'Irish sociology'. In Sociology of Ireland. Dublin: Gill and Macmillan.

Spicker, P. (2006) Policy analysis for practice: Applying social policy. Oxford. Polity.

Stoker, G. :-:-amp:::: M. Evans (2016) Evidence-based policy making in the social sciences: Methods that matter. Bristol: Policy Press.

Thompson, N (2017) Promoting Equality Working with Diversity and Difference, U.K, Bloomsburry.

Thompson, N., (2020). Anti-discriminatory practice: Equality, diversity and social justice. Bloomsbury Publishing.

Wadsworth, Y. (1998). Everyday evaluation on the run. Sydney: Allen :-:-amp:::: Unwin.

Wadsworth, Y. (2010). Building in research and evaluation: Human inquiry for living systems. Walnut Creek [CA]: Left Coast Press.

Welner, K., P. Hinchey, A. Molner :-:-amp:::: D. Weitzman (eds) (2010) Think tank research quality: Lessons for policy makers, the media and the public. Charlotte [NC]: Information Age Publishing.

Wodorski, J. :-:-amp:::: L. Hopson (2011) Research methods for evidence-based practice. London: Sage.

Zetter, L. (2011) Lobbying: The art of political persuasion. London: Harriman Home Publishing.

URL Resources

Campbell collaboration [www.campbellcollaboration.org]

Center on the Developing Child [developingchild.harvard.edu]

Chapin Hall [www.chapinhall.org/research]

Coalition for Evidence-Based Policy [evidencebasedprograms.org]

Cochrane collaboration [www.cochrane.org]

EPPI Centre [eppi.ioe.ac.uk/cms/]

Health Well [www.thehealthwell.info]

Mathematica Policy Research [www.mathematica-mpr.com/our-focus-areas/early-childhood]

National Institute for Clinical Excellence [www.nice.org.uk]

Practice and Research Together (PART) [www.partcanada.org]

Research Connections [www.researchconnections.org]

Research in Practice (Dartington Hall) [www.rip.org.uk]

Social Care Institute for Excellence [www.scie.org.uk]

The economic and Social Research Institute

https://www.esri.ie/

Central statistics office

https://www.cso.ie/en/index.html

Journal Resources

Flynn, S., 2021. Learning from the literature on social work and social care with children: The utility of a Jansson framework of policy-practice. Child Care in Practice, 27(3), pp.281-294.

Flynn, S., 2021. Social constructionism and social care: Theoretically informed review of the literature on evidence informed practice within the professionalisation of social care professionals who work with children in Ireland. Child Care in Practice, 27(1), pp.87-104.

URL Resources

Campbell collaboration [www.campbellcollaboration.org]

Center on the Developing Child [developingchild.harvard.edu]

Chapin Hall [www.chapinhall.org/research]

Coalition for Evidence-Based Policy [evidencebasedprograms.org]

Cochrane collaboration [www.cochrane.org]

EPPI Centre [eppi.ioe.ac.uk/cms/]

Economic and Social Care Institute Ireland https://www.esri.ie/

Health Well [www.thehealthwell.info]

Mathematica Policy Research [www.mathematica-mpr.com/our-focus-areas/early-childhood]

National Institute for Clinical Excellence [www.nice.org.uk]

Practice and Research Together (PART) [www.partcanada.org]

Research Connections [www.researchconnections.org]

Research in Practice (Dartington Hall) [www.rip.org.uk]

Social Care Institute for Excellence [www.scie.org.uk]

Other Resources

Irish Human Rights and Equality Commission https://www.ihrec.ie/

Government of Ireland Policies https://www.gov.ie/en/policies/

Irish Staute Book https://www.irishstatutebook.ie/eli/statutory.html

Central Statistics Office Ireland https://www.cso.ie/en/index.html

Standards of Proficiency in Social Care Work CORU https://coru.ie/files-education/scwrb-standards-of-proficiency-for-social-care-workers.pdf

Health Information and Quality Authority Ireland HIQA https://www.hiqa.ie/

Additional Information

None