Research Ethics Application Form involving Animals and Habitats (A&H Stage 1)
Stage 1: Research Ethics Application Form involving Animals and Habitats (A&H Stage 1)
This form is for research which involves animals (dead or alive) and significant habitats. It also includes all the standard Stage 1 questions as the research may also involve humans or raise other ethical issues.
Applicants carrying out research with children or vulnerable adults may also need to carry out an online Safeguarding course and submit the pass certificate with their ethics application. Please refer to the Question Specific Advice for the Stage 1 Research Ethics Application Form involving Animals and Habitats at:
www.anglia.ac.uk/researchethics
Section 1: Details of the Researcher and their Research
| Researcher details | |
| Surnames, First Names | Darch, Baillie, & Gillison, (2019) |
| School/Faculty | |
| Email address | |
| Name of Institution where you study or work (if not Anglia Ruskin) | |
| Are you:
Please tick relevant box | Undergraduate (UG) Student Postgraduate Taught (PGT) Student Postgraduate Research (PGR) Student Member of ARU Staff Member of ARU staff carrying out Masters/Doctorate research |
| Students (including staff proposing research on a course/programme) | |
| Your SID | 30542 |
| Your course/programme title | Foundation |
| Name of your First Supervisor (for PGR) or Supervisor (for UG and PGT) | N/A |
| Research details | |
| Title of your research project N.B. For UG/PGT students, this is not the title of your research module | Preparing student nurses to be healthy role models: A qualitative study by Darch, Baillie, & Gillison, (2019) |
| Name and institutional affiliation of any research collaborators | |
| Date of application | October, 2019 |
| Start date of proposed research | |
| Brief Project Summary Please summarise your research in non-specialist language.
Please describe where relevant.
Methodology | The objective of the study is to analyse the perception of the student and registered nurses and the nursing educators on their roles as healthy role models. The study also seeks to investigate the effectiveness of the nursing curriculum in influencing the student nurses to become healthy role models in society. The study also employed a qualitative exploratory design and used a study sample of 39 nurses: the registered, students, and educators. Thematically, the study focused on the nurses’ understanding of their roles in society as healthy role models and their support to individuals and colleges to live healthily. The participants, however, had different views on the roles and responsibilities of the nurses as healthy role models to both the society and colleagues. The opinions of the nurses also illuminated the shortcomings of the nursing curriculum in influencing student nurses to adopt and take up responsibilities and a role as healthy role models to society. The study uses an exploratory qualitative design to investigate the perception of nursing educators, students, and registered nurses on their responsibility as healthy role models. The number of participants was 39, which included the nursing educators, the student, and registered nurses. The study was conducted in the Southern part of England. The responses of the participants on the subject matter were analysed to derive the conclusion that nursing education does not promote healthy living for both the nursing fraternity and the society in general. As such, there is a need to redesign the nursing education curriculum to emphasize on healthy lifestyle and to influence the nursing students to be health-conscious and role models to the society and also to support each other to have healthy lifestyles. |
| Please explain the potential value of your research to society and/or the economy and its potential to improve knowledge and understanding. | The potential value of the research to the society, economy, and impact in improving knowledge and understanding
The study is of great value to society because healthy living has negative implications for both the nursing fraternity and the general public. For instance, failure to observe a healthy lifestyle by the nurses will result in diseases that will negatively affect their ability to deliver services to the patients. Some of the aspects of a lack of healthy lifestyle consciousness that will affect the nursing fraternity are productivity and efficiency, which are central to patient satisfaction and nursing practices. Economically, due to changes in lifestyle, society is currently experiencing numerous diseases that are attributed to unhealthy living. Therefore, if the nursing fraternity emphasizes on being healthy role models, there will be a reduction in the diseases that arise from unhealthy living. The impact of the health conditions and disorders that result in an unhealthy lifestyle to the economy are increasing in the government expenditure to curb the situation. Such funding to eradicate diseases that are related to unhealthy lifestyles could be directed to other uses if the nurses collaborate with the society and spearhead the campaign as the healthy role models. Based on these facts, the study is imperative in informing and guiding the policymakers on the viable approaches to influence the nursing fraternity to take up the responsibility as healthy role models. The study also illuminates the unhealthy lifestyle in the nursing industry that is a hindrance to effective service delivery and the optimal productivity of individual nurses in some cases. As such, it can also inform changes to the nursing education for the schools to produce professionals that practice nursing and emphasize on healthy living for the nurses and the patients. The study also reveals that the nurses lack a support system for the colleagues that are living an unhealthy lifestyle. Therefore, the findings of the research will be imperative in designing a program that will enable nurses to have the responsibility of supporting each other to have a healthy lifestyle.
|
Section 2: Research Ethics Checklist (Refer to Section 3 for an explanation of the colour coding)
You must provide a response to ALL questions. Please refer to the Question Specific
Advice for completing the Stage 1 Research Ethics Application Form (Animals and Habitats) for guidance.
| Will your research (delete as appropriate) : | Yes | No | ||
| 1 | Involve gathering or preparing non-living biological samples not held already in university, museum or other research collections? | |||
| 2 | Involve scarce, vulnerable or protected species, habitats or sites; or genetic resources and traditional knowledge protected by the Nagoya Protocol? | |||
| 3 | Involve invertebrates (other than cephalopods or decapod crustaceans)? | |||
| 4 | Manipulate the environment, including introducing new species or destructive collecting/harvesting? | |||
| 5 | Include work on live decapod crustaceans, cephalopods or vertebrates? (ANIMAL) (If YES please answer the following questions 6-11. If NO go to Question 12). | |||
| 6 | Include observation of any free-living or captive animals? | |||
| 7 | Risk causing pain, suffering, psychological or physical harm to an animal? | |||
| 8 | Involve removal of biological material directly from a live animal? | |||
| 9 | Involve manipulating an animal’s environment for the explicit purpose of your study? | |||
| 10 | Involve a) the breeding of animals and/or b) animals that are either pregnant or raising young? | |||
| 11 | Involve manipulation of an animal’s diet or drinking water? | |||
| 12 | Involve human participants? | |||
| 13 | Utilise data that is not publicly available? | |||
| 14 | Create a risk that individuals and/or organisations could be identified in the outputs? | |||
| 15 | Involve participants whose responses could be influenced by your relationship with them or by any perceived, or real, conflicts of interest? | |||
| 16 | Involve the co-operation of a ‘gatekeeper’ to gain access to participants (for example, a pet owner or zoo, a company manager or a head teacher)? | |||
| 17 | Offer financial or other forms of incentives to participants? | |||
| 18 | Involve the possibility that any incidental health issues relating to participants could be identified? | |||
| 19 | Involve the discussion of topics that participants may find distressing? | |||
| 20 | Take place outside of the country where you work and/or are enrolled to study? | |||
| 21 | Cause a negative impact on the environment (over and above that of normal daily activity)? | |||
| 22 | Involve genetic modification of animal or human tissue, or use of genetically modified organisms as Class One activities? | |||
| 23 | Involve genetic modification of animal or human tissue, or use of genetically modified organisms above Class One activities? | |||
| 24 | Collect, use or store any human tissue or DNA (including but not limited to, serum, plasma, organs, saliva, urine, hair and nails)? | |||
| 25 | Involve medical research with humans, including clinical trials or medical devices? | |||
| 26 | Involve the administration of drugs, placebos or other substances (e.g. food, vitamins) to animals or humans? | |||
| 27 | Cause (or have the potential to cause) pain, physical or psychological harm or negative consequences to humans? | |||
| 28 | Involve the collection of data without the consent of participants, or other forms of deception? | |||
| 29 | Involve interventions with people aged 16 years and under? | |||
| 30 | Relate to military sites, personnel, equipment, or the defence industry? | |||
| 31 | Risk damage/disturbance to culturally, spiritually or historically significant artefacts/places, or human remains? | |||
| 32 | Contain research methodologies you, or members of your team, require training to carry out? | |||
| 33 | Involve access to, or use (including internet use) of material covered by the Counter Terrorism and Security Act (2015), or the Terrorism Act (2006), or which could be classified as security sensitive? | |||
| 34 | Risk being construed as encouraging terrorism or inviting support for proscribed organisations and/or contain extremist views that risk drawing people into terrorism or are shared by extremist groups | |||
| 35 | Involve you or participants in a) activities which may be illegal and/or b) the observation, handling or storage (including export) of information or material which may be regarded as illegal? | |||
| 36 | Does your research involve the NHS (require Health Research Authority and/or NHS REC and NHS R&D Office cost and capacity checks)? | |||
| 37 | Require ethical approval from any recognised external agencies (Social Care, Ministry of Justice, Ministry of Defence)? | |||
| 38 | Involve individuals aged 16 years of age and over who lack ‘capacity to consent’ and therefore fall under the Mental Capacity Act (2005)? | |||
| 39 | Involve processing special category data and/or you intend to recruit 100 or over participants? | |||
| 40 | Pose any ethical issue not covered elsewhere in this checklist? |
Please note that the Faculty Research Ethics Panel (FREP) will refer to the Office of the Secretary and Clerk any application where, in the view of the Chair, the proposed research poses a risk of a legal or security related nature to Anglia Ruskin University. The Chair will seek guidance from the Secretary and Clerk before the FREP decides if the proposed research can be granted ethical approval and/or the nature of any special arrangements which need to be put in place.
Section 3: Approval process
- FREP = Faculty Research Ethics Panel, SREP = School Research Ethics Panel
- All student applications must be sent to your Supervisor for checking. Your Supervisor must then forward the application to the SREP/FREP (as appropriate)
NO answered to all questions
Risk category Green
Complete Section 6 of this form and then send
it to your SREP.
You do not require ethical approval
from a committee.
You can start your research immediately.
YES to any of Questions 1-22 and/or 40 but NO to all other questions
Risk category Yellow
Complete Section 4 – 6 of this form and submit it, and the Participant or Owner Information Sheet (PIS) and Participant or Owner Consent Form (PCF), to your SREP. Your faculty may require further documents.
You need to wait for ethical approval before you start your research.
YES to any of Questions 23-35
Risk Category Red
Complete Section 5 and 6 of this form and complete the Stage 2 Approval form. Submit both, and any other documents required, to your FREP.
If you answered YES to Question 34 you must also complete and submit for consideration by the committee the Stage 3 Approval form.
You need to wait for ethical approval before you start your research.
YES to any of Questions 36-38
Risk Category Purple
You need external approval(s) which, if granted, may be regarded as equivalent to approval from an Anglia Ruskin ethics committee.
Refer to the Question Specific Advice for the Stage 1 Research Ethics Application Form and Code of Practice for Applying for Ethical Approval for
further information
You need to wait for ethical and/or governance approval before you start your research
YES to Question 39
Risk Category Blue
You must also complete the Further Data Protection Questions and submit this with your application
Section 4: Project details
| Management of Ethical Risk |
| For each of Questions 1-22 and/or 40 where you have responded ‘Yes’, please explain for the committee how you justify and will manage the ethical risk created. Your research is in the Yellow risk category. Q12 Yes, the research on the perception of the nurses on being healthy role-models influenced the participation of nursing educators, students, and registered nurses involved in human participants. The study also observed the ethical risks malmanagement procedure, which prohibits the coercion of the participants to manipulate the outcome. As such, the results that were obtained reflected the reality on the perception of the nurses on their roles and responsibilities as healthy role models. Q13 Yes, the research utilized the data that is not publicly available: the existing studies conducted by other scholars on the same subject were used to compare and contrast the outcome and derive a conclusion on the subject matter. The research, in this case, accessed the data through legal means such as online libraries that require the purchase or retention for access to be granted.
Q16
The participation of the nursing students in the study required the permission of the get keeper who is the nursing educators to present questionnaires to the students. The process also involved explaining to the gatekeeper and the nursing students what the research was about and allow the ones that were will to participate in doing so willingly.
Q19 Yes, some of the registered nurses found the topic depressing because they were experiencing an unhealthy lifestyle, and they did not have a viable remedy for it. However, the questionnaire that was presented did not have questions that would worsen their condition or make them feel guilty of neglecting their role as a healthy role model. The questions were inclined to the causes of an unhealthy lifestyle in the nursing industry for the sensitivity of the matter that would require illicit wrong responses from the participants.
|
Section 5: Data Protection
If your research involves personal data and will be in the European Economic Area (EEA) or involve transferring data in or out of the EEA (the EEA includes EU member states and also Iceland, Liechtenstein and Norway).
1. You must complete the Research Checklist for Data Protection and confirm that you have done this in Section 6.
https://web.anglia.ac.uk/anet/staff/sec_clerk/Data%20Protection/guidance/research.phtml
2. If you have said ‘yes’ to Question 28, you must also complete the Further Data Protection Questions and follow further instructions if applicable. You need to submit this document with your ethics application.
https://web.anglia.ac.uk/anet/staff/sec_clerk/Data%20Protection/guidance/research2.phtml
3. If your research will not involve the EEA, you need to confirm in Section 6 that you will comply with the data legislation relating to the country you are carrying research out in or transferring data in or out of.
Section 6: Confirmation/Declaration statements
| Confirmation Statements | ||
| 1 | I have completed the relevant training in research ethics. | Yes No Not applicable |
| 2 | I have consulted the Research Ethics Policy and the relevant sections of the Code of Practice for Applying for Ethical Approval, available at http://www.anglia.ac.uk/researchethics. | Yes No Not applicable |
| 3 | I have completed a Risk Assessment (Health and Safety) and had it approved by the appropriate person | Yes No Not applicable |
| 4 | Either I have reviewed the Research Checklist for Data Protection and comply with its requirements. If I needed to complete the Further Data Protection Questions, I obtained advice from our Data Protection Officer if any of my responses were ‘no’ and submit the correspondence with this ethics application. Or for research that does not involve the EEA, I will comply with any data protection legislation of the country or countries that my research will involve.
| Yes No Not applicable |
| 5 | For research funded externally where the funding was acquired via Anglia Ruskin, I have completed a Project Risk Assessment. | Yes No Not applicable |
| 6 | I have attached my confirmation of passing a Safeguarding course. | Yes No Not applicable |
| 7 | If my research project involves a contract between Anglia Ruskin University and an external party, I have had the contract approved by the Secretary and Clerks Office
| Yes No Not applicable |
| Applicant Declaration |
| By sending this form from my Anglia Ruskin e-mail account, I confirm that I will undertake the research as detailed here. I understand that I must abide by the terms of my ethical approval and that I may not amend the research without further ethical approval. I also confirm that the research will comply with all Anglia Ruskin ethical guidance, all relevant legislation and any relevant professional or funding body ethical guidance. |
| Supervisor/First Supervisor Declaration |
| By sending this form from my Anglia e-mail account, I confirm the statements in the Applicant Declaration and that I will supervise the research as detailed in the application. |
Thank you for completing the Stage 1 Research Ethics Application Form involving Animals and
Habitats (A&H Stage 1).
Please note that ethics applications for research involving animals and habitats must be submitted to the Life Sciences (Animal and Environmental Biology) School Research Ethics Panel in the first instance. For details see:
https://canvas.anglia.ac.uk/courses/6910/pages/fse-frep-and-drep-information
Please submit it as follows:
FOR ETHICS LEVEL 3 SUBMIT TO INSTRUCTOR VIA TURN IT IN
Staff Researchers: Send form directly to the relevant committee.
Student Researchers (including staff carrying out research in a student capacity): Send form to Supervisor/First Supervisor.
Supervisor/First Supervisor: Check application and forward to the relevant committee.
For FREP/SREP details please visit the Ethics website: https://web.anglia.ac.uk/anet/rido/ethics/about/frep.phtml On this page you will also find links to each Faculty’s website where more information on SREPS can be found.
Date: 27 March 2019
Version 1.0