PLEASE FOLLOW GUIDELINES DOWNLOADED . POWERPOINT TO BE USED FOR SLIDES
Faculty of Health Sciences and Wellbeing MSc in Public Health MODULE CODE: HSSM66 MODULE TITLE: Health Research Methods and Critical Appraisal MODULE LEADER: Dr. Louise Harvey-Golding MODULE DELIVERER: Sarah Connolly ASSESSMENT TITLE: Presentation SUBMISSION DATE/TIME: 12th July 2022 (23:59hrs) RETURN DATE (Assessments are returned within four teaching weeks of submission. This excludes vacations) CONTRIBUTION OF THIS ASSESSMENT OT THE OVERALL MODULE MARK (%): 20% ASSESSMENT DETAILS Assignment Deliver a 10 minute presentation to your class of the research proposal you are developing for assessment 2. Your presentation should include the use of PowerPoint slides, which need to be submitted to Turnitin on Canvas. You will need to narrate your powerpoints and audio record this, before submitting the file as a Powerpoint file (not Pdf) in Turnitin. Powerpoint allows you to narrate your slides, and audio record this. There is no need for any fancy equipment, no need for you to purchase anything. This video shows how to do narration of a PowerPoint which will be saved when you save the file. How to create voice-over narration for your PowerPoint Presentation (Links to an external site.) A few points to keep in mind: · Your presentation should follow the same structure as the research proposal and the emphasis should be on describing, explaining and justifying your research decisions. · The following structure is advised in the guidance: · Introduction · Brief literature review (leading to the gap in knowledge). · Research Question · Aim & objectives · Methods · Research outcomes · Cost · Timeline · Please review the guidance (checklist and marking criteria on more specific elements that need to be covered). · Please make sure to balance your time carefully. You only have 10 minutes so much more than 10 slides seems not advisable. · Make sure you do not spend all your time explaining the public health issue or the nursing problem, but make sure that the emphasis is on explaining the study, how will you conduct the study? · You are presenting your proposal, with the aim of receiving feedback that will help you to prepare further for your research proposal. · Make sure not to put too much text on your slides, be concise · Make sure to think about your presentation style, try to sound natural and do not read too much. Reading from the slides is not advisable. · If you do not have powerpoint, please note that University of Sunderland students can download for free Microsoft Office: https://ts.sunderland.ac.uk/help-and-advice/software-downloads/ · Any problems with IT, please make sure to contact the IT department, and put in an IT request via the student portal. · Make sure to look at the technical elements on time, do not leave this to the last day! LEARNING OUTCOMES ASSESSED: This assessment assesses the following module learning outcomes: L1, L2, L3, L1, L2, L3 Please review the learning outcomes in the Module handbook Note that to pass the assessment, all learning outcomes must be met. SUBMISSION INFORMATION Submission method Submission details On the Canvas site for this module via a submission link Assignment 1 -Presentation WORD/LENGTH LIMITS Limit or guidance Specify limit or guidance Other 10 minutes Students who use more time give themselves an unfair advantage over other students. Penalties will be applied. Students who are significantly under the time of 10 minutes are unlikely to have discussed this issues in sufficient depth ASSESSMENT CRITERIA Criteria Where to find them Assessment Criteria Canvas HSSM66 University of Sunderland Level 7 Generic Assessment Criteria See pages 1-3 in this link REFERENCING REQUIREMENTS Required referencing and citation format Guidance on format Harvard See this guidance FURTHER INFORMATION Extension requests Requests for extensions should be directed to the module leader in the first instance. If your module leader is unavailable, you can contact your programme leader in their absence to request an extension. For further information on the regulations governing extensions of assessment deadlines, see here. Note that if you submit your work late without an agreed extension, this will be recorded as a non-submission. Extenuating circumstances In situations where a short extension may not suffice, the University of Sunderland has a procedure to deal with events which affect your work, but which are not predictable and are beyond your control, for example, illness, enabling you to defer a piece of work (and submit it at a later assessment point). Important note: You should note that the policy (like that of many universities) takes the view that by sitting an examination or handing in an assessment, students have deemed themselves fit, and no subsequent claim for extenuating circumstances will be considered. The Faculty will publish deadline for the submission of such claims prior to the assessment and it is important that you are aware that such claims must be made by the deadline, as after it has passed, a claim will not be considered unless there are exceptional circumstances. For further information on the regulations governing consideration of extenuating circumstances, guidance on extenuating circumstances and details of how to apply, see here Academic misconduct All work submitted is expected to be your own work. Common forms of academic misconduct include plagiarism and collusion, but are not limited to these. The penalties for academic misconduct can be very serious. If you are unsure what academic misconduct is, you should contact the module leader or your personal tutor to discuss it. Please familiarise yourself with the University’s Guide to Academic Integrity and Misconduct and the University’s Academic Misconduct Regulations, available here. A THESIS PRESENTATION ON THE PERCEPTION OF YOUNG ADULTS WITH ASTHMA TOWARDS THE SELF-MANAGEMENT OF ASTHMA IN IRHIRHI COMMUNITY, NIGERIA. BACKGROUND • For decades, asthma has been a challenge to global public health. • About 339 million people globally, are living with asthma with a mortality rate of 1,000 per day (Global Asthma Report, 2018). • In Nigeria, an estimate of 250,000 asthma related death were noted in 2017 ( World Health Organization, WHO 2017). • Chima et al., (2017) posits the necessity of standardising and improving asthma care in Nigeria. LITERATURE REVIEW A qualitative study by Bidad et al., (2018) was done in London, UK to understand the perspectives of adults living with asthma towards the self- management of asthma. 42 patients were recruited using purposive sampling and in-depth interviews were done. The study revealed that most participants had their personalised self-care strategizes which they developed and would prefer active participation of their healthcare professionals in their management. They concluded that the opinion of asthma patients should be considered before deciding asthma management. METHODOLOGY • Research Question: What is the perception of young adults with asthma towards the self-management of asthma in Irhirhi community, Nigeria? • Aim: To explore the perception of young adults with asthma towards the self- management of asthma in Irhirhi community, Nigeria. • Objectives METHODOLOGY • Epistemological Approach: Interpretivism was employed (Bryman, 2016). • Research Method: Qualitative research method was used (Creswell, 2014) • Research Design: Phenomenological design (Jacobsen, 2017) • Study Setting: Ogines Medical Centre, Irhirhi. Nigeria. • Sampling/ Sample size • Sample Recruitment METHODOLOGY Data Collection: Semi-structured interview was adopted (Bryman, 2016). Ethical Considerations Data Analysis: Thematic analysis was employed (Braun and Clarke, 2006), using the 6-phases approach as stated by Braun and Clarke, 2006. RESULTS • From the thematic analysis, three themes emerged and they were: 1. Asthma triggers identification 2. Emotional Management-had 3 subthemes 3. Asthma Management – had 3 subthemes DISCUSSION OF RESULTS • Asthma trigger awareness • Living with asthma • Perception of asthma management • The healthcare system and its practitioners REFLECTION AND CONCLUSION EXAMINING THE RESEARCH PROCESS LIMITATIONS OF THE STUDY PUBLIC HEALTH RELEVANCE CONCLUSION REFERENCES • Bidad, N., Barnes, N., Griffiths, C. & Horne, R. (2018) Understanding patients' perceptions of asthma control: a qualitative study. European Respiratory Journal, 51(6), p.1701346. • Braun, V. & Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), pp.77 – 101. • Bryman, A. (2016) Social research methods. 5th Ed. Oxford: Oxford university press. • Chima, E.I., Iroezindu, M.O., Uchenna, N.R., Mbata, G.O. & Okwuonu, C.G. (2017) A survey of asthma management practices and implementation of global Initiative for Asthma guidelines among doctors in a resource-limited setting in Nigeria. Nigerian Journal of Clinical Practice, 20(8), pp.984-991. REFERENCES • Creswell, J.W (2014). Research design: qualitative, quantitative, and mixed method approaches. 4th Ed. Thousand Oaks, CA: Sage. • Global Asthma Report (2018) the global asthma network. Available from http://www.globalasthmareport.org/resources/Global -Asthma Report 2014.pdf. Accessed on 05/05/20. • Jacobsen, K.H. (2017). Introduction to health research methods: a practical guide.2nd Ed. Burlington, MA: Jones & Bartlett learning. • World Health Organisation (2020). Asthma. [online]. Available at:
[Accessed 19 April 2020]. http://www.globalasthmareport.org/resources/Global-Asthma%20Report%202014.pdf THANK YOU FOR LISTENING ANY QUESTION? KNOWLEDGE, ATTITUDE, AND HEALTH- SEEKING BEHAVIOURS OF POSTGRADUATE STUDENTS OF THE FACULTY OF HEALTH SCIENCES AND WELLBEING OF THE UNIVERSITY OF SUNDERLAND UK, TOWARDS BLINDNESS PREVENTION FROM GLAUCOMA. A THESIS PRESENTATION ON BY BACKGROUND ! Public health is faced with the burden of vision loss from glaucoma. Glaucoma is an irreversible cause of blindness with the ageing population at greater risk (WHO, 2010). ! Globally, over 70.6 million people suffer from glaucoma with about 11.2 million people estimated blind by 2020 (WHO, 2004; Quigley & Broman, 2006). ! In the United Kingdom (UK), glaucoma contributes to about 9-12% of visual impairment registration with over 1miilion hospital visit to the NHS (Evans et al., 2004). ! A population-based study in the UK by Baker (2009) reported late presentation of the disease as the major cause of increasing blindness from glaucoma. The study also found that half of the people diagnosed with glaucoma in the UK are not seeking treatment which rises concerns on their health-seeking behaviours. LITERATURE REVIEW ! Ichhpujani et al. (2014) conducted an assessment in a survey of 119 health personnel in India and found knowledge level of glaucoma to be fair. Their attitude and self-practices towards glaucoma was poor. A similar study by Adegbehingbe & Bisiriyu (2008) in a random sampling of 203 health workers