Unit rationale, description and aim
This unit equips students with a strong foundation in qualitative research methods, preparing them to undertake research-based projects in health care. Designed as an advanced introduction to qualitative research methods, the course explores key qualitative research theoretical and paradigmatic frameworks, methodologies, methods and ethical considerations, and their applications in health-related research.
Students will engage with a range of qualitative research approaches, including participant observation, in-depth interviews, and focus groups, gaining an in-depth understanding of qualitative data collection, analysis, and reporting. Ethical considerations, particularly in research involving Aboriginal and Torres Strait Islander Peoples, will be emphasised, alongside discussions on reflexivity and rigour. The unit also explores the future direction of qualitative research, including practical applications.
Students will develop essential skills in research design, conducting interviews, analysing qualitative data, and disseminating qualitative research. By the end of the course, students will have the confidence and expertise to design and conduct rigorous qualitative research that addresses critical health challenges.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Critically appraise theoretical underpinnings, str...
Learning Outcome 01
Analyse and critically evaluate qualitative resear...
Learning Outcome 02
Demonstrate advanced knowledge of qualitative rese...
Learning Outcome 03
Apply knowledge of qualitative research design, in...
Learning Outcome 04
Content
- Theoretical and paradigmatic frameworks in qualitative research
- Interpretive
- Critical
- Postmodern
- Strengths-based Approaches for Aboriginal and Torres Strait Islander Peoples
- Designing qualitative research
- Qualitative research methodologies (students may focus on one of the following)
- Ethnography
- Grounded theory
- Phenomenology
- Action research
- Case study
- Qualitative descriptive research
- Historical and archival research
- Integration studies (systematic reviews)
- Trustworthiness in qualitative research
- Credibility
- Transferability
- Dependability
- Confirmability
- Sensitivity
- Reflexivity
- Ethical and legal risks
- Ethical Conduct of research with human beings
- Ethical conduct in research with Aboriginal and Torres Strait Islander Peoples and communities: Guidelines for researchers and stakeholders
- Data collection methods
- Interviews
- Focus groups
- Participant observation
- Documents
- Surveys
- Reflective journaling
- Narrative /Storytelling
- Text
- Visual, non-textual data
- Data analysis methods
- Dissemination of results
- Data management
Assessment strategy and rationale
To pass this unit, students are required to submit three graded assessment tasks, demonstrate achievement of every unit learning outcome, and obtain a minimum mark of 50%. The assessment strategy used allows for the progressive development of knowledge and skills in relation to qualitative research methods so that students can demonstrate their preparedness to undertake a scholarly research-based project using a qualitative research approach.
Assessment task 1 allows students to study and demonstrate their knowledge of qualitative research theoretical and paradigmatic frameworks; research design; qualitative research methodology and methods; ethical considerations; dissemination of research findings and data management.
Assessment task 2 involves the submission of a research proposal brief that allows students to demonstrate their knowledge of developing research questions and aims, alignment of appropriate qualitative research methodology and methods, and rationales for these. Feedback from the marker will be used to guide their development of their final assessment task.
Assessment task 3 involves the development of a research proposal using qualitative research methodology. This enables students to demonstrate an understanding of the various elements of a research proposal and their knowledge of qualitative research methodology with respect to these elements.
Overview of assessments
Assessment Task 1: Weekly Participation Tasks - O...
Assessment Task 1: Weekly Participation Tasks - Online Quizzes
Enables students to demonstrate understanding of all qualitative research concepts addressed in this unit
20%
Assessment Task 2: Qualitative Research Proposal ...
Assessment Task 2: Qualitative Research Proposal Brief (750 words)
Enables students to demonstrate an understanding of developing research questions and aims that address the focus of the study, as well as correct alignment of qualitative research methodology and methods
30%
Assessment Task 3: Expanded Qualitative Research ...
Assessment Task 3: Expanded Qualitative Research Proposal (2500 words)
Enables students to develop a research proposal on the research topic identified in Assessment task 2, guided by a research proposal template and utilising feedback from Assessment task 2. This will demonstrate their understanding of various elements of a research proposal, including application of qualitative research methodology, methods and ethical considerations.
50%
Learning and teaching strategy and rationale
This unit uses an active learning approach to support students in the exploration of knowledge essential to the discipline. Students are provided with choice and variety in how they learn. Students are encouraged to contribute to asynchronous weekly discussions. Active learning opportunities provide students with opportunities to practice and apply their learning in situations similar to their future professions. Activities encourage students to bring their own examples to demonstrate understanding and application, and to engage constructively with their peers. Students receive regular and timely feedback on their learning, which includes information on their progress.