BNurs Adult Nursing

As per the government announcement, all UK nursing students on courses from September 2020 will receive a payment of at least £5,000 a year which they will not need to pay back. The funding will be given to all new and continuing degree-level nursing, midwifery and many allied health students from September 2020. More information can be found on the NHS website.

Please note, eligibility criteria for the new funding will be the same as the wider NHS Learning Support Fund payable to students ordinarily resident in the UK and studying at a university in England. Find out about the financial support available to students starting at Manchester.

Find out about the financial support available to students starting at Manchester.

The Catherine Chisholm scholarship is also applicable to students from selected countries for this course. Find out more details on the scholarship page .

This module will move students from the consumption of research, to the production of research. This module forms the basis for teaching students, in an applied way, the theory and practice of qualitative research. 
Key themes 
• The value and importance of qualitative research as a way to develop nursing knowledge and practice 
• The variety of contemporary qualitative research methods (including online and virtual methods) 
• The role of theoretical perspectives in qualitative research 
• Ethical issues in qualitative research 
• Data collection techniques 
• Data analysis techniques 
• Reflexivity in qualitative research 
• Challenges in writing up qualitative research methods 
 

This unit aims to: 
• Enable the student to develop and practice the major aspects of producing qualitative research 
• Support students to collaboratively develop their qualitative research skills 
• To undertake a small piece of low risk qualitative research 
• Develop and apply critical thinking skills to the undertaking of qualitative research 
 

A range of learning and teaching methods will be used, each week students will be 
expected to have watched preparatory lectures and read a variety of texts. Seminars will 
include small group work, discussion based learning, quizzes, tasks and small group 
activities. 
 

A1 Demonstrate critical understanding of qualitative approaches and methods 
A2 Demonstrate awareness of the ethical issues involved in qualitative research and apply appropriate standards to low risk projects 
A3 Critically evaluate relevant theoretical approaches in qualitative research 
 

B1 Identify and explain the underpinning evidence for how to choose appropriate qualitative research methods 
B2 Demonstrate critical reflection on rigour in qualitative research 
B3 Demonstrate knowledge and understanding of the importance of rigorous analytical techniques 
 

C1 Demonstrate ability to effectively undertake and apply appropriate standards to a small low risk qualitative research project 
C2 Demonstrate ability to critically reflect on qualitative research processes 
 

D1 Demonstrate understanding of the limitations of qualitative research 
D2 To reflect on their own knowledge and skills in relation to qualitative research methods D3 Participate in collaborative learning and peer support 
 

Ayres, L. (2007). Qualitative research proposals--part III: sampling and data collection. Journal of Wound Ostomy Continence Nursing, 34(3), 242-244. [DOI: 10.1097/01.WON. 0000270816.99318.3b] 
Burman, E. E., & Parker, I. E. (1993). Introduction - discourse analysis: the turn to the text. In E. E. Burman & I. E. Parker (Eds.), Discourse analytic research: Repertoires and 
readings of texts in action. Taylor & Frances/Routledge. 
Charmaz, K. (2006). Constructing grounded theory. London: Sage 
Devault, M. (1990). Talking and listening from women's standpoint: Feminist strategies for interviewing and analysis. Social Problems, 37(1), 96-116. 
Jackson, A. Y., & Mazzei, L. A. (2012). Thinking with theory in qualitative research: viewing data across multiple perspectives. London: Routledge. 
Kvale, S. (1994). Ten standard objections to qualitative research interviews. Journal of Phenomenological Psychology, 25(2), 147-173. 
Marshall, M. N. (1996). Sampling for qualitative research. Family Practice, 13(6), 522-525 Mitchell, W., & Irvine, A. (2008). I'm Okay, You're Okay?: Reflections on the Well-Being and Ethical Requirements of Researchers and Research Participants in Conducting 
Qualitative Fieldwork Interviews. International Journal of Qualitative Methods, 7(4), 31-44. Roper, J. M., & Shapira, J. (2000). Ethnography in nursing research. London: Sage. 
Seale, C., & Silverman, D. (1997). Ensuring rigour in qualitative research. Eur J Public Health, 7(4), 379-384. [DOI: 10.1093/eurpub/7.4.379] 
Walshe, C., Ewing, G., & Griffiths, J. (2011). Using observation as a data collection 
method to help understand patient and professional roles and actions in palliative care settings.