Research has been defined as 'a systematic investigation to derive generalisable or transferable new knowledge to answer or refine relevant questions with sound methods' (HRA 2017).
Research underpins clinical practice , and AHPs are integral in leading, implementing and engaging with research across Health and Social care settings.
Supporting students to develop skills in both qualitative and quantitative research methodologies is key to building a workforce both create and apply the evidence base for clinical practice. Practice based learning taking place in a research environment can enable students to achieve their learning outcomes, strengthening and developing research skills taught at Unversity.
Research based PrBL can take place in :
The Research Cycle is a diagrammatic representation of where students can be contribute to research. You can find more information on the Council for AHP Research (CAHPR) website.
https://cahpr.csp.org.uk/
This is a diagram depicting the main processes involved in research. Students can be involved at any of these stages.
At the IDEA stage, students can:
For research DESIGN, students
In the PLANNING stage, which involves engagement with funders and funding calls as well as consideration of research ethics, students can engage with
DATA COLLECTION methods will vary depending on the type of study being carried out, but students will be able to participate in various ways. For example:
ANALYSIS and INTERPRETATION of data will vary depending on the type of study being carried out and the data collected. These are skills which may take time to develop, but students can be involved in eg data checking.
DISSEMINATION of findings 'closes the loop' on the research cycle and offers a variety of ways for students to be involved, such as:
Health Education England have produced more detailed guidance for AHP students in research, and this can be found here: