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Scientific Methods

This is the study programme for 2019/2020. It is subject to change.

This is an introductory course in quantitative and qualitative research methods. The course focuses on the understanding of fundamental concepts, and corresponding terminology, related to different research methods.

Learning outcome

A candidate who has completed this course should have the following learning outcomes defined in terms of knowledge, skills and general competence:
The candidate can...
  • Explain fundamental concepts an terminology related to quantitative and qualitative research methods.
  • Demonstrate knowledge of various research designs.
  • Recognize similarities and differences between different research methods.

The candidate can...
  • Plan research / development projects
  • Apply basic statistics in practical research.
  • Interpret results and outputs from basic statistical tests.
  • Carry out searches in relevant databases.

General competence
The candidate can...
  • Analyze and critically discuss various factors that influence research / development projects and results.
  • Master academic language and disseminate research results.
  • Evaluate research results in relation to method choice.


  • Quantitative methods/Statistics
  • Qualitative methods
  • Literature studies

Required prerequisite knowledge



Written exam and assessment
Weight Duration Marks Aid
Written exam1/24 hoursA - FCurriculum books.1)
Valid calculator.2)
Home exam1/214 daysA - F
The exam consists of two parts:
- In quantitative methods the assessment is a written exam.
- In qualitative methods the assessment is organized as a home exam. The final paper to be submitted should be of approximately 3000 words.
1) Printed texts (books, compedia and similar)
2) Non-programmable calculator

Coursework requirements

80% attendance
80% class attendance. If more than 50% attendance is achieved the student may apply for individual evaluation. The student may, if the faculty finds the basis sufficient, be given an extended written assignment.

Course teacher(s)

Course coordinator
Jo Røislien
Study Program Director
Per Kristian Hyldmo

Method of work

Lectures, seminars, group work and individual work.

Overlapping courses

Course Reduction (SP)
Scientific Methods (FXSM100_1) 10

Open to

Candidates with a relevant bachelor’s degree within health care may apply for admission to the course

Course assessment

Student evaluation of this course will be conducted in accordance with faculty requirements.


Certain adjustments in literature/curriculum can be made. Any adjustments will be published on Canvas later in the semester.
  • B. R. Kirkwood and J. A. C. Sterne: Essential medical statistics, 2nd ed. Blackwell, 2003.
  • Greenhalgh, T. (1997). How to read a paper: Statistics for the non-statistician I: Different types of data need different statistical tests. British Medical Journal, 315, 364 til 366.
  • Greenhalgh, T. (1997). How to read a paper: Statistics for the non-statistician II: Significant relations and their pitfalls. British Medical Journal, 315, 422-425.
  • Dahlberg, K., Drew, N., og Nyström, M. (2001). Methods for lifeworld research- data gathering Reflective lifeworld research (pp. 146 til 180). Lund: Studentlitteratur.
  • Denzin, N. K., og Lincoln, Y. S. (2005). Introduction: The discipline and practice of qualitative research. In Denzin og Lincoln (Eds.), The SAGE handbook of qualitative research (3rd ed., pp. 1 til 32). Thousand Oaks, CA: Sage.
  • Graneheim, U.H., Lundman B. (2004). Qualitative content analysis in nursing research: concepts, prosedures and measures to achieve trustworthiness. Nurse Education Today, 24, 105 til 112.
  • Elo, S. og Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing.62 (1)107 til 115
  • Kidd, J., og Finlayson, M. (2009). When Needs Must: Interpreting Autoethnographical Stories. Qualitative Inquiry, 15(6), 980 til 995. Kvale, S. (2001). Det kvalitative forskningsintervju. Oslo: Gyldendal Akademisk.
  • Lindset, A., og Astrid, N. (2004). A phenomenological hermeneutical method for researching lived experience. Scandinavian Journal of Caring Science, 18(2), 143 til 153
  • Malterud, K. (2001). Qualitative research: standards, challenges, and guidelines. The Lanset, 11, 483 til 488.

Recommended reading
  • Clancy MJ. Overview of research design. Emerg Med J2002;19:546-549.
  • Creswell, J.W., Zhang, W., (2009). The application of mixed methods designs in trauma research. Journal of Traumatic Stress , 22(6), 612 til 621
  • Hollway, W., og Jefferson, T. (2005). At forske i forsvarende subjekter. In A. S. Andersen, B. Dausien og K. Larsen (Eds.), Livshistorisk fortælling og fortolkende socialvidenskab (ss. 303 til 327). Roskilde: Roskilde Universitetsforlag.
  • Johannessen, A., Tufte, P. A., og Kristoffersen, L. (2010). Introduksjon til samfunnsvitenskapelig metode. Abstakt Forlag, Oslo. (kap 6 til 17,
  • Morse, J.M., Niehaus, L., Wolfe, R.R., Wilking, S., (2006). The role of the theoretical drive in maintaining validity in mixed-­method research. Qualitative Research in Psychology, 3, 279 til 291
  • Nygaard, L.P. (2008). Writing for Scholars. A Practical Guide to Making Sense and Being Heard. Oslo: Universitetsforlaget.
  • Polit, D.F., Beck, C.T. (2012) Nursing Research: generating and assessing evidence for nursing practice. Philadelphia: Wolters Kluwer Health
  • Thagaard, T. (2009). Systematikk og innlevelse. En innføring i kvalitativ metode (3. utgave ed.). Bergen: Fagbokforlaget. (Hele boken 220 sider)

This is the study programme for 2019/2020. It is subject to change.

Sist oppdatert: 28.05.2020