Social Research Methods

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Child Sexual Abuse and Adolescent and Adult Adjustment: A Review of British and World Evidence, with Implications for Social Work, and Mental Health and School Counselling Nathan S, Foster M, Ferry M. Peer and sexual relationships in the experience of drug-dependent adolescents in a therapeutic community. Drug Alcohol Rev. 2011;30(4):419–27. As an observer it is very useful indeed to see how others act in different situations. You not only see shortcomings; you also get ideas about solutions and approaches you may not have come to yourself.” Also available as an e-book enhanced with self-assessment activities and multi-media content to offer a fully immersive experience and extra learning support. Dew K. A health researcher’s guide to qualitative methodologies. Aust N Z J Public Health. 2007;31(5:433–7.

Alan Bryman was Professor of Organizational and Social Research at the University of Leicester from 2005 to 2017. Prior to this he was Professor of Social Research at Loughborough University for 31 years. His main research interests were in leadership, especially in The academic reflection as an examination forced the students to reflect upon their clinical reasoning during the scenarios. The students describe how they have been aware of areas of strength, weakness and progression in their own clinical reasoning. Further, the students expressed that they have appreciated being in the observer role from a learning perspective. They have been able to reflect upon their classmates’ reasoning and actions and reflect upon their own possible actions. Lestander, O., Lehto, N., & Engstrom, A. (2016). Nursing Students’ Perceptions of Learning after High Fidelity Simulation: Effects of a Three-Step Post-Simulation Reflection Model. Nurse Education Today, 49, 219-224. In new 'Learn from experience' boxes, recent social science graduates from across the UK and Europe share their experiences of conducting a student research project. These candid accounts will inspire readers and help them to avoid common pitfalls and emulate successful approaches.Liamputtong P. Qualitative research methods. 4th ed. South Melbourne: Oxford University Press; 2013. Extensive digital resources help students grasp key concepts and develop practical research skills. They include multiple choice questions, templates and examples, a 'research process in practice' simulation, videos from the 'Learn from experience' graduates, and screencast tutorials for the main data analysis software programmes (SPSS, Nvivo, R, and Stata). Academic Written Reflection, Clinical Competence, Examination, Learning Experiences, Nursing Education, Simulation-Based Training Daniels K, Hanefeld J, Marchal B. Social sciences: vital to improving our understanding of health equity, policy and systems. Int J Equity Health. 2017;16:57. https://doi.org/10.1186/s12939-017-0546-6. Erikson F. A history of qualitative inquiry in social and educational research. In: Denzin NK, Lincoln YS, editors. The Sage handbook of qualitative research. 5th ed. Thousand Oaks: Sage; 2018. p. 36–65.

The questionnaire was developed by the teaching team in the course and inspired by the Pelger & Santessons (2017) report at Lund University. Mays N, Pope C. Quality in qualitative health research. In: Pope C, Mays N, editors. Qualitative research in health care. London: BMJ Books; 2000. p. 89–102. In one of the simulated-based scenarios you have acted as an observer. Please describe your experience and the possible use for your learnings.Clear theoretical explanations in the main text are enhanced by 'Key concept' boxes, which summarize important terms and processes, and 'Thinking deeply' boxes, which encourage students to go further in considering an issue or debate.

Dr Tom Clark is a Lecturer in Research Methods at the University of Sheffield, UK. He is interested in all aspects of methods and methodology, particularly with respect to learning and teaching. His other interests Creswell JW, Plano Clark VL. Designing and conducting mixed methods research. 3rd ed. Thousand Oaks: Sage; 2018. Students were informed both verbally and in writing about the study. If agreeing to use the academic reflection for analysing data, the student signed a written informed consent. After the exam, the academic reflections were deidentified and coded. The study was related to normal course improvement, and thus did not need any ethical approval. Data is stored and handled in accordance with the EU General Data Protection Regulation (GDPR). Dr Liam Foster is a Senior Lecturer in Social Policy and Social Work at the University of Sheffield, UK, who specializes in pensions and theories of ageing. Liam also has a longstanding interest in methods and has published widely in this area, including Beginning Statistics for Social Scientists (with Sir Ian Diamond and Dr Julie Irvine A. Duration, dominance and depth in telephone and face-to-face interviews: a comparative exploration. Int J Qual Methods. 2011;10(3):202–20.Ryan, M. (2011). Improving Reflective Writing in Higher Education: A Social Semiotic Perspective. Teaching in Higher Education, 16, 99-111. Rubin H, Rubin I. Qualitative interviewing: the art of hearing data. 2nd ed. Thousand Oaks: Sage Publications; 2012. https://www.riksdagen.se/sv/dokument-lagar/dokument/svensk-forfattningssamling/patientsakerhetslag-2010659_sfs-2010-659 O’Reilly M, Parker N. ‘Unsatisfactory saturation’: a critical exploration of the notion of saturated sample sizes in qualitative research. Qual Res. 2012;13(2):190–7. Moon, J. (2006). Learning Journals: A Handbook for Reflective Practice and Professional Development. London: Routledge.