HLN405 Qualitative Research
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | HLN405 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $1,192 |
| Domestic tuition unit fee | $3,468 |
| International unit fee | $5,040 |
Unit Outline: Semester 2 2026, Kelvin Grove, Internal
| Unit code: | HLN405 |
|---|---|
| Credit points: | 12 |
| Coordinator: | Sandra Johnston | sandra.johnston@qut.edu.au |
Overview
The unit offers the opportunity to study, explore and understand a range of qualitative research methodologies and methods. In so doing, the unit exposes students to a knowledge base that may inform post graduate qualitative research. It encourages students to question and contest knowledge and to constructively defend points of view. Key principals, concepts and skills will be developed to inform qualitative research across a range of disciplines and contexts. The dominance of the positivist or natural science approach in health research has come into question because of its singular emphasis on producing 'objective' truths. In response, it is argued that culture, power and ideology must be understood as integral components of any research. Qualitative inquiry, in all its forms, is underpinned by the assumption that the social world can only be interpreted.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge of qualitative methodologies and methods
- Critically analyse and argue the relationship between qualitative methodologies and method
- Apply qualitative methods in the development of a research project proposal
- Demonstrate critical, creative and analytical thinking in relation to qualitative research approaches
- Demonstrate scholarly writing and orally communicate the application of specific theoretical approaches to defend a qualitative research proposal.
Content
The unit consists of an exploration of the theoretical foundations of qualitative research and the common methods of data collection and data analysis. Specific areas include an exploration of philosophical, sociological and critical research approaches and a review of key strategies and issues related to sampling, data collection, data analysis and the writing of a qualitative research proposal. The emphasis is on learning key principals and concepts necessary for excellence when undertaking qualitative research.
Learning Approaches
This unit is offered in online mode. A blended approach is used, providing a range of learning opportunities designed to build a broad understanding of qualitative research. Teaching is delivered through an integrated teaching block that combines lecture and tutorial elements, pairing focused segments of content with activities through which you apply key concepts and draw on a range of resources. Throughout your engagement with learning activities, you are encouraged to think critically about a range of theoretical and practice issues that underpin qualitative research.
Feedback on Learning and Assessment
Formative assessment will be provided in teaching sessions where you will have the opportunity to seek guidance and gain feedback on the unit content and assessment items, relative to your progress in attaining the required level of skill and knowledge in qualitative research. You will receive written feedback on your first assessment, which will prepare you for your final pieces of assessment work. In your final assessment you will receive feedback from your teaching team.
Assessment
Overview
There are two assessments, each comprising two linked parts, to be completed throughout the semester.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Theoretical Essay
This assessment has two parts.
Part A — Qualitative Methods Video (satisfactory/non-satisfactory; due Week 4): Prepare and submit a short video of up to four minutes in which you explain, as you would to a colleague, why your selected methodological approach (comparing to others you have learnt in this unit) is the most appropriate choice for the research question. The video is a milestone check on your progress, and submitting it is a requirement of this assessment.
Part B — Theoretical Essay (40%; due Week 7): Explore and critically analyse a methodological approach to qualitative research of your choice: philosophical, sociological or critical.
This is an assignment for the purposes of an extension.
Threshold Assessment:
The video is a milestone check on your progress, and submitting it is a requirement of this assessment.
Assessment: Research proposal
You are a researcher in a qualitative research institute and asked to develop and pitch a qualitative research proposal to justify funding for your project.
This assessment has two linked parts based on a qualitative research proposal in an area of your choice.
• Part A Written Research Proposal (40%): Prepare a written qualitative research proposal that articulates your research question, theoretical framework, methodology, methods, ethical considerations, and intended analytic approach.
• Part B Oral Presentation (20%): Deliver a 10-minute oral presentation based on your research proposal, summarising its key elements and reflecting on the methodological choices you have made. There will also be a short question and answer session after the presentation to defend your proposal.
Part A is an assignment for the purposes of an extension.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Recommended text(s)
Liamputtong, P. (2019). Qualitative research methods. 5e Oxford University Press: Melbourne.
Other
Selected readings are available for you on the Canvas unit page.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.NS95 Master of Nursing
- Apply advanced knowledge and skills to manage and improve nursing practices across diverse and complex contexts to improve health outcomes and service provision.
Relates to: Theoretical Essay - Critically analyse evidence to inform decision-making in advanced nursing and interprofessional care contexts.
Relates to: Theoretical Essay, Research proposal - Communicate complex evidence-based findings through professional dissemination using a range of digital technologies.
Relates to: Research proposal
PU60 Graduate Diploma in Public Health
- Apply knowledge of public health principles to current public health issues in diverse local and international contexts
Relates to: Theoretical Essay - Critically analyse and synthesise the specialised knowledge, theories and frameworks of public health practice
Relates to: Research proposal - Promote efficient and equitable gains in population health through culturally-safe, evidence-based practice.
Relates to: Research proposal
PU86 Master of Public Health
- Apply advanced knowledge of public health principles to complex, current public health issues in diverse local and international contexts
Relates to: Theoretical Essay - Critically analyse, synthesise and apply the specialised knowledge, theories and frameworks of public health practice
Relates to: Research proposal - Engage professionally to advance efficient and equitable gains in population health through leadership and culturally-safe, evidence-based practice.
Relates to: Research proposal
Unit Outline: Semester 2 2026, Online
| Unit code: | HLN405 |
|---|---|
| Credit points: | 12 |
Overview
The unit offers the opportunity to study, explore and understand a range of qualitative research methodologies and methods. In so doing, the unit exposes students to a knowledge base that may inform post graduate qualitative research. It encourages students to question and contest knowledge and to constructively defend points of view. Key principals, concepts and skills will be developed to inform qualitative research across a range of disciplines and contexts. The dominance of the positivist or natural science approach in health research has come into question because of its singular emphasis on producing 'objective' truths. In response, it is argued that culture, power and ideology must be understood as integral components of any research. Qualitative inquiry, in all its forms, is underpinned by the assumption that the social world can only be interpreted.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge of qualitative methodologies and methods
- Critically analyse and argue the relationship between qualitative methodologies and method
- Apply qualitative methods in the development of a research project proposal
- Demonstrate critical, creative and analytical thinking in relation to qualitative research approaches
- Demonstrate scholarly writing and orally communicate the application of specific theoretical approaches to defend a qualitative research proposal.
Content
The unit consists of an exploration of the theoretical foundations of qualitative research and the common methods of data collection and data analysis. Specific areas include an exploration of philosophical, sociological and critical research approaches and a review of key strategies and issues related to sampling, data collection, data analysis and the writing of a qualitative research proposal. The emphasis is on learning key principals and concepts necessary for excellence when undertaking qualitative research.
Learning Approaches
This unit is offered in online mode. A blended approach is used, providing a range of learning opportunities designed to build a broad understanding of qualitative research. Teaching is delivered through an integrated teaching block that combines lecture and tutorial elements, pairing focused segments of content with activities through which you apply key concepts and draw on a range of resources. Throughout your engagement with learning activities, you are encouraged to think critically about a range of theoretical and practice issues that underpin qualitative research.
Feedback on Learning and Assessment
Formative assessment will be provided in teaching sessions where you will have the opportunity to seek guidance and gain feedback on the unit content and assessment items, relative to your progress in attaining the required level of skill and knowledge in qualitative research. You will receive written feedback on your first assessment, which will prepare you for your final pieces of assessment work. In your final assessment you will receive feedback from your teaching team.
Assessment
Overview
There are two assessments, each comprising two linked parts, to be completed throughout the semester.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Theoretical Essay
This assessment has two parts.
Part A — Qualitative Methods Video (satisfactory/non-satisfactory; due Week 4): Prepare and submit a short video of up to four minutes in which you explain, as you would to a colleague, why your selected methodological approach (comparing to others you have learnt in this unit) is the most appropriate choice for the research question. The video is a milestone check on your progress, and submitting it is a requirement of this assessment.
Part B — Theoretical Essay (40%; due Week 7): Explore and critically analyse a methodological approach to qualitative research of your choice: philosophical, sociological or critical.
This is an assignment for the purposes of an extension.
Threshold Assessment:
The video is a milestone check on your progress, and submitting it is a requirement of this assessment.
Assessment: Research proposal
You are a researcher in a qualitative research institute and asked to develop and pitch a qualitative research proposal to justify funding for your project.
This assessment has two linked parts based on a qualitative research proposal in an area of your choice.
• Part A Written Research Proposal (40%): Prepare a written qualitative research proposal that articulates your research question, theoretical framework, methodology, methods, ethical considerations, and intended analytic approach.
• Part B Oral Presentation (20%): Deliver a 10-minute oral presentation based on your research proposal, summarising its key elements and reflecting on the methodological choices you have made. There will also be a short question and answer session after the presentation to defend your proposal.
Part A is an assignment for the purposes of an extension.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Recommended text(s)
Liamputtong, P. (2019). Qualitative research methods. 5e Oxford University Press: Melbourne.
Other
Selected readings are available for you on the Canvas unit page.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.NS95 Master of Nursing
- Apply advanced knowledge and skills to manage and improve nursing practices across diverse and complex contexts to improve health outcomes and service provision.
Relates to: Theoretical Essay - Critically analyse evidence to inform decision-making in advanced nursing and interprofessional care contexts.
Relates to: Theoretical Essay, Research proposal - Communicate complex evidence-based findings through professional dissemination using a range of digital technologies.
Relates to: Research proposal
PU60 Graduate Diploma in Public Health
- Apply knowledge of public health principles to current public health issues in diverse local and international contexts
Relates to: Theoretical Essay - Critically analyse and synthesise the specialised knowledge, theories and frameworks of public health practice
Relates to: Research proposal - Promote efficient and equitable gains in population health through culturally-safe, evidence-based practice.
Relates to: Research proposal
PU86 Master of Public Health
- Apply advanced knowledge of public health principles to complex, current public health issues in diverse local and international contexts
Relates to: Theoretical Essay - Critically analyse, synthesise and apply the specialised knowledge, theories and frameworks of public health practice
Relates to: Research proposal - Engage professionally to advance efficient and equitable gains in population health through leadership and culturally-safe, evidence-based practice.
Relates to: Research proposal