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The Msc/PgDip Occupational Therapy course is designed to enable you to develop the required competencies, skills and standards of proficiency required to be eligible to apply for registration with the Health and Care Professions Council as an occupational therapist. Read more
The Msc/PgDip Occupational Therapy course is designed to enable you to develop the required competencies, skills and standards of proficiency required to be eligible to apply for registration with the Health and Care Professions Council as an occupational therapist.

The accelerated design of the course allows the full-time professional training to be condensed into two years, rather than the traditional three-year route. This experience acts as good preparation for entering the stimulating and evolving world of health and social care as a qualified member of the workforce.

A key feature of this course is the problem-based learning approach which involves you working in a small group with a shared responsibility for meeting the learning outcomes for each module.

Occupational Therapy at LSBU has a dedicated team of tutors who utilise their wealth of knowledge, skills and clinical experiences of working in health and social care to inform the teaching programme. The team has a strong commitment to engaging with clinicians and service users in the teaching programme.

To support the teaching programme, the School of Health and Social Care has a dedicated suite of clinical skills labs, including two well-equipped Activities of Daily Living (ADL) suites plus large rooms for art, splinting and group skills sessions.

After successful completion of either the PgDip or MSc award (including all placements) you'll be eligible to apply for registration as a qualified occupational therapist with the Health and Care Professions Council (HCPC).

See the website http://www.lsbu.ac.uk/courses/course-finder/occupational-therapy-pre-registration-pgdip-msc

Modules

Year 1:
- Introduction to occupation
This module develops an understanding of the healthy individual across the age range. You will explore people's roles and relationships and their engagement in occupation/activity. The environments in which individuals participate such as; home, school, and community will be considered. Occupational therapy philosophy will be introduced and the scope of the profession explored. An understanding of relevant underpinning knowledge such as: human development, psychosocial theories, anatomy and physiology will be developed. Professional ethics and behaviour will also be introduced.

- Assessment of occupational performance
In this module the focus is on the assessment phase of the occupational therapy (OT) process. You will be able to appraise the concepts of assessment and evaluate standardised and non-standardised assessments. Occupational/activity analysis is introduced and evidence-based practice skills begin to develop. This module will explore common experiences associated with the ageing process.

- Enabling occupational performance and participation 1
This module focuses on the processes of problem identification, goal setting and intervention planning and introduces intervention strategies. You will continue to develop knowledge of theories and models influencing Occupational Therapy practice. Evidence-based practice begins to emerge more strongly.

Year 2:
- Enabling occupational performance and participation 2
This module will build on knowledge and skills in the intervention planning and intervention stages of the OT process. You will be able to draw on the evidence base when selecting and implementing intervention strategies.;

- Enabling occupational performance and participation 3
This module will build on knowledge and skills in the implementation and evaluation of intervention in the OT process. It will also consolidate knowledge and skills in relation to the whole OT Process. This module also develops understanding of environments and how they can be adapted to enhance occupational performance from the perspective of a child. These will be explored in the context of disability, inclusion, occupational identity and performance.

- Leadership and service innovation in occupational therapy
This module focuses on entrepreneurship, service innovation and development, it consolidates knowledge and skills related to personal management and prepares you to manage the complexities of a dynamic health and social care environment. The development of professional identity will also be explored.

- Research and scholarship in occupational therapy (MSc qualification only)
This is an optional module for the award of a preregistration Masters in Occupational Therapy. Students who pass two out of three first year modules on the first attempt and achieve the required marks are given the option to enrol on Research and scholarship in occupational therapy module. This module is the equivalent to three modules and runs concurrent with other second year modules and a placement. Successful completion of this and the six postgraduate modules will result in being awarded preregistration Masters in Occupational Therapy.

All modules are assessed by a mix of written assignments, case studies, critical review, presentations, examinations, practice placements and a research proposal (MSc students only).

Employability

As well as the practical skills required to work as an occupational therapist, this course course develops the employability skills needed for a successful career, including verbal and written communication, negotiation and liaison, team work, organisation and self-management, leadership and management, and personal resilience as well as the ability to work with a diverse range of people whilst demonstrating the values and attributes as described in the NHS constitution.

- Occupational therapy as a career
On graduating you are eligible to apply for registration as an occupational therapist with the Health and Care Professions Council (HCPC). This allows you to practice as an occupational therapist within the NHS, community services and local authorities, as well as social enterprises and the private sector. Other settings include prisons, residential and nursing homes, schools and social services.

- Salary
Occupational therapists beginning their career as allied health professionals in the NHS typically as a Band 5 with a starting salary of about £21,692. Salaries in local government are at similar levels.

Career development offers opportunities to move to higher grades in team leadership, clinical expert, service management and consultant therapist roles. Within the NHS, this can mean salaries in the band 7 and 8 range.

- Continuous professional development
For graduates with a Postgraduate Diploma in Occupational Therapy from London South Bank University awarded within the last three years, we offer a unique opportunity to 'top up' your qualification to an MSc in Occupational Therapy by completing the School of Health and Social Care dissertation module. This is completed whilst working.

To find out more about this course and other continuous professional development opportunities please refer to our online CPPD prospectus.

We also offer a Professional Doctorate programme in Occupational Therapy.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search. Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or an internship, and will help you assess what you need to do to get the job you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

- direct engagement from employers who come in to interview and talk to students
- Job Shop and on-campus recruitment agencies to help your job search
- mentoring and work shadowing schemes.

Professional links

We maintain very strong links with occupational therapists working in health and social care settings across the NHS London area. These expert clinicians contribute to the course design, delivery of teaching sessions and provision of practice placements.

Placements

During the course you are required to successfully complete over 1000 practice placement hours within a broad variety of health and social care settings, meeting the registration requirements of the College of Occupational Therapists and the World Federation of Occupational Therapists.

At LSBU, we work closely with a number of healthcare organisations to provide a wide range of suitable clinical placements. You will therefore gain experience of working with:

- Acute and long-standing health needs (including physical, mental health and learning disability)
- Services in a range of settings (hospital and community, urban and rural)
- People of different ages

Structure of placement learning:
Practice placements are in four blocks and are all full-time. You will work under the guidance of an occupational therapist (educator). The placements are developmental and occur at three levels, matching your knowledge and skills development whilst you progress through the course. Although sometimes challenging, practice learning is one of the most interesting and exciting aspects of learning to be an occupational therapist.

Placement settings:
Placements will predominantly be within the Greater London area in the NHS, local authority, voluntary, social enterprise, charities and private sectors. Placements can be in existing services as well as emerging services. Applicants should be aware that they may need to cover travel costs and placements could require them to commute across London (up to two hours).

Teaching and learning

The course uses a range of teaching and learning methods including lectures, small group sessions, practical skills sessions, online and self-directed learning activities.

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Nursing is increasingly a profession where higher qualifications are required for promotion. A Masters qualification can help you take on roles like nurse team manager and nurse consultant. Read more
Nursing is increasingly a profession where higher qualifications are required for promotion. A Masters qualification can help you take on roles like nurse team manager and nurse consultant. Such roles will allow you to continue your professional development and make a bigger contribution to people’s health and well-being.

The content of this course is based on the NHS Leadership Framework, including managing people, working within teams, making decisions, evaluating impact and facilitating transformation. You will refine and practise skills and also enhance your ability to teach, mentor and manage other members of the health care team.

The course also responds to changes in the public health system. Modules include epidemiology and sociological perspectives in health. Everything that you study will be directly related to the needs of the NHS and other health care employers.

The final stage of the Masters develops research rigour as you undertake a primary piece of hands-on research. Your project will draw on our Department’s expertise, which includes patient-centred care and public health interventions.

Course content

Modules on this course include:
-Research Methods and Project Management (20 Credits)
-Sociological Perspectives in Health (20 Credits)
-Epidemiology for Public Health (20 Credits)
-Teaching, Learning, Leadership (60 Credits)
-Masters Project (60 Credits)

All learning outcomes are specifically developed to address the needs of a strategic workforce.

Teaching and assessment

We use a wide variety of teaching and learning methods which include lectures, seminars, case studies, presentations, group work, directed study and tutorials.

Compared to an undergraduate course, you will find that this Masters requires a higher level of independent working. Assessment methods include essays, reports, a case study, exams and presentations.

Facilities & location

This course is based at the Sciences Complex in our City Campus, which has benefited from investments totalling many millions of pounds. Teaching takes place in multimedia classrooms with state-of-the-art resources for learning.

IT facilities at the University are excellent with hundreds of workstations available as well as wireless internet access. If you have any computer problems, just ask the friendly helpdesk team.

University Library Services
The University boasts a collection of more than 430,000 books with many more titles available through the inter-library loan service. There are nearly 9,000 journal titles, mostly in electronic format. Each year the University invests around £1 million in new resources.

Learning environment
Sunderland offers a vibrant learning environment with an international dimension thanks to the presence of students from around the world. At the same time, the University is fully plugged into relevant industry organisations, with strong links and an exchange of ideas and people.

Employment & careers

All new entrants to the nursing profession are expected to have studied for a nursing degree. So a Masters qualification is important for boosting your prospects of promotion to more senior positions. A promotion to a higher band of pay can quickly ensure a good return on investment. Within the NHS, salaries for nurse team managers are rated as Band 7 (up to around £40,000) and salaries for nurse consultants are rated as Band 8 (up to around £67,000).

Through negotiating the topic of your Masters project, you can ensure that you have up-to-date knowledge in a specialist area. This specialism will enhance your employability and also form the centrepiece of an eye-catching portfolio of research/practical work that is highly relevant to the needs of the NHS and other employers.

By the end of the course you will have a wider perspective of healthcare generally as well as a valuable network of contacts with a range of health professionals. You will also have gained additional credibility as a practitioner. As a result, you will have new and varied career options.

A Masters degree will also enhance career opportunities within Higher Education and prepare you for further postgraduate studies.

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Our Postgraduate Diploma in Pharmacy Practice is designed to both enhance your career prospects and improve the standard of pharmaceutical practice in the community. Read more
Our Postgraduate Diploma in Pharmacy Practice is designed to both enhance your career prospects and improve the standard of pharmaceutical practice in the community. The course gives you the qualifications you need to apply for band 7 posts and we teach you better clinical skills, improved drug knowledge and smarter, patient-focused care.
The degree is a part-time course so you can study while you are still in work. You will graduate with a broader set of clinical and professional skills that are directly applicable to your workplace practice.

You will develop your clinical skills and drug knowledge in a wide range of therapeutic areas, together with training in maximising patient safety, introducing change within the workplace, conducting simple research and teaching peers. All this learning is placed in the context of the national agenda for pharmacy and the wider NHS, so the training is as relevant and up-to-date as possible.

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All PGCE applicants for 2014 entry will need to pass pre-entry Professional Skills Tests in Numeracy and Literacy. The Department of Education have indicated there will be notable changes to the structure and content of 2013 tests, but have not yet confirmed details of these changes. Read more
All PGCE applicants for 2014 entry will need to pass pre-entry Professional Skills Tests in Numeracy and Literacy. The Department of Education have indicated there will be notable changes to the structure and content of 2013 tests, but have not yet confirmed details of these changes. We advise applicants to monitor http://www.education.gov.uk/get-into-teaching for updates.

Other requirements:

You are expected to have a sound understanding of the RE curriculum through consulting with various websites most notably the QCA website (http://www.qca.org.uk) and others such as http://www.reonline.org.uk

You will need to have appropriate experience in UK Secondary schools undertaken in the two years prior to admission. This should include involvement in the learning and teaching process with school students and work shadowing in order to understand the wider day-to-day role of the teacher

An ability to communicate effectively in spoken and written English

Excellent inter-personal skills

An informed and realistic understanding of the complexities and challenge of teaching in a Secondary school
An understanding of how learning develops within an engaging rich and broad context, with recognition of the contribution made by parents and carers

Personal qualities and abilities appropriate to becoming an effective teacher, including a strong motivation to teach young students, an ability to express personal views with clarity and conviction, to listen and respond appropriately to the views of others, awareness of, and commitment to, issues relating to Equal Opportunities and providing all students with an inclusive learning environment

Intellectual capacity to critically reflect upon experience and personal challenges

A Disclosure and Barring Service Check and DfE Fitness to Teach test are also required.

Overseas candidates should have Cambridge Proficiency in English, IELTS Band 7, or Pitmans Advanced.

This is an exciting and demanding curriculum area where pupils reflect on their own beliefs and values and develop critical thinking skills to enable positive action in their communities. Trainees will encounter cultural diversity through visits to places of worship from the six major religions in Manchester and enage in dialogue with people from other faiths and cultural backgrounds. There is an emphasis on both practical and theoretical teaching skills.

Religous Education has a unique status in British schools as, although it is compulsory for all key stages, it does not have a nationally prescribed curriculum. The latest review of the curriculum for Religious Education from the Qualfication and Curriculum Authority (QCA) states that 'RE provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human.

This course examines the nature and purpose of Religious Education in schools and provides opportunities to observe and apply a range of approaches to its teaching and learning.

Religious Education is a shortage subject and the opportunities for gaining a first appointment are very good. Many RE teachers become heads of department early in their career, as they are often quite small departments whicih have considerable autonomy. Since Religious Education includes aspects of pastoral care and cross curricular dimensions, such as Personal, Social and Health Education and Citizenship which open up the wider aspects of teaching, opportunities for promotion are very good.

[Special Features]]

. Programme rated 'outstanding' by Ofsted
. National reputation in secondary teacher education
. Practice placements available in a diverse range of schools and colleges
. Course includes 60 Masters Level CAT points
. Access to Alumni Support Programme in your first year of teaching

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All PGCE applicants for 2014 entry will need to pass pre-entry Professional Skills Tests in Numeracy and Literacy. The Department of Education have indicated there will be notable changes to the structure and content of 2013 tests, but have not yet confirmed details of these changes. Read more
All PGCE applicants for 2014 entry will need to pass pre-entry Professional Skills Tests in Numeracy and Literacy. The Department of Education have indicated there will be notable changes to the structure and content of 2013 tests, but have not yet confirmed details of these changes. We advise applicants to monitor http://www.education.gov.uk/get-into-teaching for updates.

Other requirements:

Candidates will normally be expected to engage in at least two weeks of experience in relevant school setting(s) prior to application to the course to develop an appropriate understanding of the role of the teacher in the classroom and at school.

An ability to communicate effectively in spoken and written English.

Excellent inter-personal skills.An informed and realistic understanding of the complexities and challenge of teaching in a Secondary school.

An understanding of how learning develops within an engaging rich and broad context, with recognition of the contribution made by parents and carers.

Personal qualities and abilities appropriate to becoming an effective teacher, including a strong motivation to teach young students, an ability to express personal views with clarity and conviction, to listen and respond appropriately to the views of others, awareness of, and commitment to, issues relating to Equal Opportunities and providing all students with an inclusive learning environment.

Intellectual capacity to critically reflect upon experience and personal challenges.

A Disclosure and Barring Service Check and DfE Fitness to Teach test are also required.

Overseas candidates should have Cambridge Proficiency in English, IELTS Band 7, or Pitmans Advanced.

The Faculty of Education has a national reputation for high quality initial teacher training which was rated 'outstanding' by Ofsted in their last inspection. We work with over 1,500 schools, colleges and educational organisations and offer a wide range of of secondary specialisms.

Our PGCE Social Science aimed at trainees wishing to teach one or more of the social sciences (sociology, psychology and politics) in secondary schools and/or post-16 colleges. We also offer a PGCE Psychology (see separate course entry).

Trainees will be given the opportunity to study and teach areas of the Social Sciences (Psychology, Sociology, Politics, Law, Health and Social Care and PSHE) at key stages 3, 4 and 5. Many of these subjects are exceptionally popular choices at GCSE and 16-19 levels.

This course will be based at our £139 million new academic building at Birley Fields, All Saints in Manchester. Further details at http://www.mmu.ac.uk/education/birleyfields

You will examine the nature of academic and vocational provision within the social sciences in schools and colleges and become familar with teaching resources, including ICT and practice a variety of classroom skills at university and in schools and colleges.

The subject strand is at the core of these courses, representing approximately 90% of the total course time, both in school and in the university. This strand deals with both methodology and with the educational theory relevant to teaching the social science subjects.

Also considered are the role of language in teaching, teaching pupils with special educational needs and pupils with English as an additional language (EAL) and teaching classes with a wide range of ability.

We aim to develop analytical, successful and enthusiastic beginning teachers who are fully aware of the excitement and challenges which lie ahead and who can work effectively in a variety of educational settings.

Trainees will engage with current educational issues and recent and relevant research in order to further develop their understanding and to generate challenging and lively debate. There will be a focus on:

Promoting an inclusive learning and teaching environment
Working in multi-professional teams
Creating a climate for learning in the classroom
Learning and teaching strategies
Managing students' behaviour
Planning and evaluating students' learning
Developing knowledge and understanding of teachers' professional responsibilities

In recent years there has been 100% employment in teaching achieved by trainees on this course. There are a significant number of teaching vacancies in the social science disciplines.

Graduates in the social sciences have highly developed relevant skills which are both flexible and broad. They are aware of the evolving nature of the societies we live in and are able to offer academic, practical and personal attributes which are particularly suited to teaching the secondary and college age range. Trainees receive sustained support in their attempts to secure employment and many of our graduates how hold positions of responsibility in our partnership schools.

The Faculty of Education offers an extensive and flexible programme of continuing professional development opportunities to Masters level, including Educational Leadership and Management, Education and Inclusive Education and SEN. Our Education and Social Research Institute, ranked in the UK top 10, offers an MRes Education and Society and Doctor of Education.

24 weeks of the 36 week programme are spent in schools and placements are central to the course. They will be in at least two different schools or colleges and will range from inner city to rural settings, mixed and single gender schools, City Academies, Comprehensives and Selective Schools, 11-16, 11-18, sixth form and further education colleges. The Enrichment phase also offers placements in settings other than schools.

Special Features

. Programme rated 'outstanding' by Ofsted
. World class teaching and learning facilities at our new academic building
. National reputation in secondary teacher education
. Practice placements available in a diverse range of schools and colleges
. Course include 60 Masters Level CAT points
. Access to NQT Alumni Support in your first year of teaching

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Develop your personal and professional practice in an innovative and flexible teaching style. This part-time Clinical Pharmacy course allows patient-facing pharmacists in all sectors to build upon current knowledge and experience and extend their professional development. Read more
Develop your personal and professional practice in an innovative and flexible teaching style.

Course overview

This part-time Clinical Pharmacy course allows patient-facing pharmacists in all sectors to build upon current knowledge and experience and extend their professional development.

Gain core skills and knowledge required to become a highly competent pharmacist, and benefit from research-based teaching and learning strategies.

This is the only part-time MSc Clinical Pharmacy course in the North East of England. It runs on a distance learning basis and allows you to combine study with work and family commitments. Access all learning materials through the University VLE (Virtual Learning Environment) and attend two weekend conference-style events in December and June of the course. Learn from key and expert speakers within their respective fields and participate in workshop-based sessions.

The University of Sunderland has an excellent reputation in pharmacy. The Sunderland Pharmacy School is accredited by the General Pharmaceutical Council, and our research in pharmacy has been classed as ‘world leading’ in the latest Research Excellence Framework.

Please note that part-time courses are not available to international students who require a Tier 4 visa to study in the UK.

Course content

The content of this Clinical Pharmacy course has been developed by healthcare professionals and academics to reflect the most relevant areas to a pharmacist’s practice.

Modules on this course include:
Year 1
-Clinical Decision Making and Stages of Care (20 Credits)
-Patient Safety (20 Credits)

Year 1 or 2
-The Acute Patient (20 Credits)
-The Chronic Patient (20 Credits)
-Clinical Skills 1 (10 Credits)
-Evidence-based Medicine (10 Credits)
-Clinical Investigation and Diagnostics (10 Credits)
-Healthcare Systems and Service Provisions (10 Credits)
-Personalised Healthcare (10 Credits)
-Population Healthcare (10 Credits)
-Social Pharmacy and Primary Care (10 Credits)

Year 2
-Clinical Skills 2 (10 Credits)
-Independent Prescribing (45 credits)
-Clinical Audit (15 credits)

Year 3
-Independent Prescribing (45 credits)
-MSc Research Module (15 credits)
-Research Methods (30 Credits)
-Research Project (30 Credits)

Teaching and assessment

Teaching and learning methods include online lectures, expert interviews, directed reading, case-based scenarios, research, tutorials and online tutor support. The conferences will involve master classes delivered by experts in their field, supported by workshop based sessions.

Assessment on the course includes:
-Examinations (written and OSCE-style)
-Work-based portfolio mapped to competencies outlined in the Royal Pharmaceutical Society’s Foundation Pharmacy Framework (you will require a mentor* in practice to facilitate this)
-Case-based coursework tasks

Compared to an undergraduate course, you will find that this Masters requires a higher level of independent working.

Facilities & location

This course is based primarily in the Sciences Complex at our City Campus, which boasts multi-disciplinary laboratories and cutting-edge equipment thanks to multi-million pound investments.

Simulation technology
Each of our £57,000 SimMan mannequins has blood pressure, a pulse and other realistic physiological behaviour. The models can be pre-programmed with various medical scenarios, so you can demonstrate your pharmacological expertise in a realistic yet safe setting. Our academic team is also actively working with the SimMan manufacturers to develop new pharmacy simulations.

Pharmacy Practice
One of the most important skills of pharmacists is to communicate their expertise in a manner that the public can understand and accept. The University has invested in a purpose-built model pharmacy complete with consultation suite. This allows you to develop skills in helping patients take the correct medicine in the right way, with optional video recording of your interaction with patients for the purposes of analysis and improvement. In addition, we can accurately simulate hospital-based scenarios in a fully equipped ward environment where medical, nursing and pharmacy students can share learning.

University Library Services
We’ve got thousands of books and e-books on pharmaceutical and biomedical science, with many more titles available through the inter-library loan service. We also subscribe to a comprehensive range of print and electronic journals so you can access the most reliable and up-to-date academic and industry articles. Some of the most important sources for your studies include:
Embase, which is a complex database covering drug research, pharmacology, pharmaceutics, toxicology, clinical and experimental human medicine, health policy and management, public health, occupational health, environmental health, drug dependence and abuse, psychiatry, forensic medicine and biomedical engineering/instrumentation
PsycINF, which includes information about the psychological aspects of medicine, psychiatry, nursing, sociology, pharmacology and physiology
PubMed, which contains life science journals, online books and abstracts that cover fields such as medicine, nursing, dentistry, veterinary medicine and health care
Science Direct, which offers more than 18,000 full-text journals published by Elsevier
Web of Science, which covers a broad range of science areas

Learning Environment
Sunderland Pharmacy School has a rich heritage in scientific studies and our degree courses are extremely well respected in the industry. We are fully plugged into relevant medical and pharmaceutical industry bodies, with strong links and an exchange of ideas and people. Our vibrant learning environment helps ensure a steady stream of well-trained pharmacists whose most important concern is patient-centred pharmaceutical care.

Employment & careers

Postgraduate qualifications in clinical pharmacy will help you take on additional responsibility. We encourage you to plan your future contributions to your employer and how your career will progress.

On completing this course you will be equipped with the advanced skills and knowledge specifically needed for promotion in roles such as:
-Specialist clinical pharmacist
-Pharmacist with a special interest
-Senior clinical pharmacist

A promotion to a higher band of pay can quickly ensure a good return on your investment in the course. Within the NHS, salaries for specialist clinical pharmacist are rated as Band 7 (up to around £40,000).

A Masters in Clinical Pharmacy can also lead to teaching opportunities, research roles or further study.

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This programme will provide the advancing healthcare professional wishing to study at Masters level the opportunity to learn the theory and practice of advanced skills in the management of complex lymphoedema, including the Casley-Smith technique of Manual Lymphatic Drainage. Read more
This programme will provide the advancing healthcare professional wishing to study at Masters level the opportunity to learn the theory and practice of advanced skills in the management of complex lymphoedema, including the Casley-Smith technique of Manual Lymphatic Drainage.

Why this programme

-The first course will provide students with the necessary skills and the theory underpinning these and explore the evidence base. The second course will facilitate the application of these skills in more complex situations and in the context of delivering and managing a service. t will facilitate further development of skills in analysing and synthesising clinical findings and evidence for decision-making at an advanced level.
-The programme combines workplace learning with part-time attendance and on-line learning to explore and contextualise contemporary issues and the latest research evidence. It will prepare students to the level of a health care professional Band 7 Lymphoedema Advanced Practitioner as proposed in the Lymphoedema Framework Template for Management (Sneddon, 2007).
-This specialist framework is based on the Skills for Health Career Framework (2007 http://www.skillsforhealth.org.uk) and the Knowledge and Skills Framework (DoH 2004).

Programme structure

Managing Complex Lymphoedema (40 credits) and Lymphoedema Advanced Practice (20 credits) combine to give the Postgraduate Certificate in Lymphoedema Management.

Managing Complex Lymphoedema
This course provides the advancing health care professional wishing to study at Masters level, an opportunity to learn the advanced skills and knowledge required to manage patients with complex lymphoedema. The course will equip students with the necessary theory underpinning these skills and explore the evidence base and facilitate development of decision-making skills at an advanced level. Learning of theory is consolidated with workplace and on-line learning to do develop the skills of an advancing practitioner in this field

Lymphoedema Advanced Practice
This course provides the advancing health care professional, wishing to study at Masters level, with an opportunity to extend the skills and knowledge of the Managing Complex Lymphoedema course to a range of complex lymphoedema patients in the context of the most contemporary evidence and themes. The course will facilitate the application of advanced skills in more complex situations and in the context of delivering and managing a service. It will facilitate further development of skills in analysing and synthesising clinical findings and evidence for decision-making at an advanced level. Masterclasses, seminars and workshops support further development of the skills of an advancing practitioner in this field and is consolidated with workplace and on-line learning.

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This higher degree is aimed at clinical professionals from all backgrounds involved in the delivery of acute and chronic pain services in primary or secondary care. Read more
This higher degree is aimed at clinical professionals from all backgrounds involved in the delivery of acute and chronic pain services in primary or secondary care. Combining cutting-edge research with an international reputation for clinical excellence, the UCL Pain Management MSc is ideal for anyone wanting to improve the care of people living with pain while accelerating their own career.

Degree information

Students will learn:
-Health economics and social impact of pain
-Clinical governance of pain services
-Pathophysiology of pain
-Pharmacology of pain and therapeutics
-Managing pain in cancer patients including post-chemotherapy pain
-Management of headache and abdominopelvic/urogenital pain
-Managing pain in children and adolescents
-Strategies for the self-management of pain
-Neuromodulation for chronic pain
-Pain management with mental health, substance misuse and multiple morbidity
-Community pain management strategies

Students undertake modules to the value of 180 credits.

The programme consists of eight core modules (120 credits), and a research dissertation (60 credits). A Postgraduate Diploma (120 credits, eight core modules) is offered. A Postgraduate Certificate (60 credits, four core modules) is offered. There are no optional modules for this programme.

Core modules
-Introduction to Pain: Economics, Evidence Delivery (15 credits)
-Acute Pain (15 credits)
-Chronic Pain (15 credits)
-Pain in Cancer Patients (15 credits)
-Headache, Paediatric Pain & Abdominopelvic Pain (15 credits)
-Strategies for the Self-Management of Pain (15 credits)
-Neuromodulation (15 credits)
-Pain in the Community (15 credits)

Dissertation/report
Successful completion of the MSc requires a 5,000- to 8,000-word dissertation on a topic that is relevant to the candidate's own clinical practice and has been covered, at least superficially, at some point in the programme. The options for the dissertation will be discussed with each student but can include, where possible, joining clinical research at the UCLH Pain Management Centre, study in-depth of topics, preparing for higher (doctoral) research, etc. Students will have two supervisors and a mentor.

Teaching and learning
This programme is delivered via an online learning environment with additional workshops and discussions to support students on their journey towards making a real difference for people living with pain.

Careers

This programme is the ideal solution for:
-Nurses and allied health professionals wishing to pursue senior (Band 7+) roles in the NHS.
-General practitioners involved in the delivery of chronic pain services.
-Junior doctors wishing to develop and demonstrate clinical interest in pain management and/or the pain component of training in anaethesia.
-International doctors wishing to develop their expertise in pain management.
-Osteopaths and chiropractors with an interest in pain management.

Employability
Combining academic excellence with UCL's reputation as London's global university and our strong links to industry, the prospects for graduates of this programme are excellent. Whether you wish to continue with patient care in the NHS or private sector, pursue doctoral research, or work in industry and innovation, this programme will equips students not only with the knowledge and skills but also the networking links and opportunities to take their career to the next level.

Why study this degree at UCL?

This exciting programme enables students to improve the lives of people living with pain. Beginning with the socio-economic impact and moving from acute to chronic pain states before arriving at more complex pain conditions and interventions, this programme develops the knowledge and core skills required of an advanced pain practitioner. With innovative modules on managing pain in the community and the world's first module on neuromodulation, students will be prepared to shape the future of pain management - anywhere in the world.

The programme is delivered flexibly at the student's own pace primarily via an online learning environment. Recognising that the subject matter is often academically and emotionally demanding, optional workshops with programme tutors are available on campus and via video conferencing. In addition, online small-group tutorials supplement the online learning content. This flexible design allows students from all over the country, and world, to share their experiences and learning styles to enrich each other academically. This is the only UK-based pain management degree offering a blended mode of delivery.

UCL and UCL Hospitals (UCLH) Pain Management Centre has an international reputation for both cutting-edge research and innovative clinical services. Students on this programme will benefit from teaching from global experts at an institution that consistently delivers world-class research output. Graduates can expect to be academically confident and ideally placed to pursue doctoral (PhD) level study in the field should they wish.

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At a time of significant change in the NHS, Physician Associates (PAs) are playing an increasingly valuable role supporting doctors in the diagnosis and management of patients. Read more
At a time of significant change in the NHS, Physician Associates (PAs) are playing an increasingly valuable role supporting doctors in the diagnosis and management of patients. The PA is a relatively new role in the NHS, working alongside doctors in hospitals and GP surgeries, supporting the diagnosis and management of patients.

This innovative course, designed in partnership with universities in Kent, Surrey and Sussex, provides students with the knowledge, professional and clinical skills to work as a PA. The integrated curriculum borrows from the successful undergraduate course at BSMS with augmentation through intensive discussion of clinical cases in small groups, and includes significant time in local clinical placements and simulation facilities.

Key Areas of Study

-Integrated curriculum with clinical placements in primary care throughout Year 1 (one day per week)
-Patient-centred learning approach
-Anatomy delivered using prosection
-Simulated based learning throughout the curriculum
-Clinical reasoning strategies for diagnosis
-Rotational attachments in clinical specialties in year 2
-Further 6 weeks of clinical placements in primary care in year 2
-Evidence-based approached to theoretical and clinical learning

Course Structure

The course is assessed using Objective Structured Clinical Examinations (OSCE) and Knowledge tests at the end of each year. The latter consist of 120/240 Single Best Answer Questions for Years 1 and 2 respectively, and the OSCEs will adopt a typical multi-station approach. These tests are conducted as ‘Pass/Fail’ assessments; with a resit period available should any student fail their initial attempt. As part of the Clinical Practice – Foundation module, a number of clinical practice placements in local NHS CCGs affiliated with BSMS will be completed by the individual throughout the year.

In order to achieve accredited PA status, students will also be required to pass the Physician Associate National Examinations. These take place in January, March and September each year.

Year One
-MDM151 Biomedical and Clinical Science for PA (30 credits)
-MDM152 Case-based learning for PA (Foundation) (45 credits)
-MDM153 Clinical Practice for PA (Foundation) (45 credits)

Year Two
-MDM154 Case-based learning for PA (45 credits)
-MDM155 Clinical Practice for PA (Senior) (60 credits)
-MDM156 Preparation for Practice (15 credits)

Career Opportunities

Qualification with the PG Diploma in Physician Associate Studies and successful completion of the national examination will allow alumnae to work in a variety of healthcare settings including general medicine, paediatrics, and in community settings. Local trusts have already developed workforce plans for PA posts, including East Surrey Hospital, where PAs are well established.

Following graduation from the PA course, and subsequent completion of the Physician Associate National Examinations, PAs can expect starting salaries of Agenda for Change Band 7. Progression thereafter will be dependent on competency, attributes and opportunities to progress to higher pay scales.

As the PA role has been identified as a key emergent profession within the NHS, it is envisaged a large number of job vacancies will become available locally and nationally in the coming years.

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This Masters course builds on the knowledge, skills and experience that you have already gained from an undergraduate degree in nursing. Read more
This Masters course builds on the knowledge, skills and experience that you have already gained from an undergraduate degree in nursing.

Nursing is increasingly a profession where higher qualifications are required for promotion. A Masters qualification can help you take on roles like nurse team manager and nurse consultant. Such roles will allow you to continue your professional development and make a bigger contribution to people’s health and well-being.

The content of this course is based on the NHS Leadership Framework, including managing people, working within teams, making decisions, evaluating impact and facilitating transformation. You will refine and practise skills and also enhance your ability to teach, mentor and manage other members of the healthcare team.

The course also responds to changes in the public health system. Modules include epidemiology and sociological perspectives in health. Everything that you study will be directly related to the needs of the NHS and other healthcare employers.

The final stage of the Masters develops research rigour as you undertake a primary piece of hands-on research. Your project will draw on our Department’s expertise, which includes patient-centred care and public health interventions.

Recent graduates from the course have gained promotion into higher-banded roles in the NHS. Other graduates have progressed to doctoral programmes and moved into lecturing and teaching.

COURSE CONTENT

The course mixes taught elements with independent research and self-directed study. There is flexibility to pursue personal interests in considerable depth, with guidance and inspiration from Sunderland's supportive tutors.

MODULES ON THIS COURSE INCLUDE:
-Research Methods and Project Management (20 Credits)
-Sociological Perspectives in Health (20 Credits)
-Epidemiology for Public Health (20 Credits)
-Teaching, Learning, Leadership (60 Credits)
-Masters Project (60 Credits)

All learning outcomes are specifically developed to address the needs of a strategic workforce.

TEACHING AND ASSESSMENT

We use a wide variety of teaching and learning methods which include lectures, seminars, case studies, presentations, group work, directed study and tutorials. Compared to an undergraduate course, you will find that this Masters requires a higher level of independent working. Assessment methods include essays, reports, a case study, exams and presentations.

EMPLOYMENT AND CAREERS

A Masters degree boosts your prospects of promotion to a more fulfilling role and a higher band of salary.

All new entrants to the nursing profession are expected to have studied for a nursing degree. So a Masters qualification is important for boosting your prospects of promotion to more senior positions. A promotion to a higher band of pay can quickly ensure a good return on investment.

Within the NHS, salaries for nurse team managers are rated as Band 7 (up to around £40,000), and salaries for nurse consultants are rated as Band 8 (up to around £67,000).

Through negotiating the topic of your Masters project, you can ensure that you have up-to-date knowledge in a specialist area. This specialism will enhance your employability and also form the centrepiece of an eye-catching portfolio of research/practical work that is highly relevant to the needs of the NHS and other employers.

By the end of the course, you will have a wider perspective of healthcare generally as well as a valuable network of contacts with a range of health professionals. You will also have gained additional credibility as a practitioner. As a result, you will have new and varied career options.

A Masters degree will also enhance career opportunities within Higher Education and prepare you for further postgraduate studies.

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Do you want to focus on abdominal, pelvic and general surgery? Develop the necessary skills to become a surgical care practitioner with our nationally recognised and industry accredited programme. Read more
Do you want to focus on abdominal, pelvic and general surgery? Develop the necessary skills to become a surgical care practitioner with our nationally recognised and industry accredited programme. As part of a surgical team, you'll acquire the necessary skills to assist with complex surgical procedures and provide high quality patient care.

Key features

-Develop professional experience and specialist knowledge, through our blend of academic and practical teaching, delivered by a team involved in the education and practice development of the Surgical Care Practitioner role at national level for over 15 years.
-Benefit from eight weeks of taught theory and 28 weeks of direct clinical practice (per year).
-Expand your practical skills to undertake complex surgical procedures, manage patients intra-operatively and be responsible for pre-operative and post-operative outpatient clinics.
-Benefit from a combination of academic, theoretical and practical teaching, giving you the necessary clinical skills to meet national industry standards. We have strong links with existing practitioners, and visiting lecturers include current practising qualified Surgical Care Practitioners and Consultant Surgeons.
-Consider innovative approaches to care delivery and enhance the surgical patient experience.
-Cultivate a precise and meticulous work ethic, delivering an effective, safe and efficient service to patients.
-Work both autonomously and as part of a multi-profession team.
-Secure the experience you need to excel in unpredictable and highly pressurised clinical environments.
-Use your initiative to solve complex problems and deliver high quality patient care. Past students have enabled new service provision, such as satellite clinics for pre and/or postoperative assessment, and student initiated audits have generated new processes and cost savings for employing organisations.
-Royal College of Surgeons accredited programme.

Course details

Year 1
Postgraduate certificate - to achieve a postgraduate certificate, you will need to earn 60 credits.

Develop further specialist knowledge and skills, enabling greater participation and leadership in surgical patient care. You'll also learn the principles of data collection and analysis, demonstrating clinical reasoning and judgement.

Assessment in practice is ongoing throughout the programme with specified competencies to be achieved within operating theatres, clinics and ward areas. Assessment in theory is patient and service focused to enable development of condition/patient specific knowledge as well as service enhancement.

Core modules
-SCP701 Core Competencies for Surgical Care Practice
-APP702 Advancing Research Knowledge in Practice 1

Final year
Postgraduate diploma - to gain a postgraduate diploma, you will need to earn 120 credits.

During PgDip students develop further specialist knowledge and skills enabling greater participation and leadership in surgical patient care. Most organisations offer mid-Band 6 during training, and Band 7 on qualification (PgDip). Many continue to participate in service delivery innovation, with high level patient interaction and decision-making.

On completion of PgDip, you have the option to enrol onto the MSc Surgical Care Practitioner (Abdominal, Pelvic and General Surgery).

Core modules
-SCP704 Surgical Care Specialist Practice (Abdominal, Pelvic and General Surgery)
-APP710 Advanced Assessment for Clinical Practice

Every postgraduate taught course has a detailed programme specification document describing the programme aims, the programme structure, the teaching and learning methods, the learning outcomes and the rules of assessment.

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Are you passionate about cardiothoracics? Deliver care for surgical patients and develop the necessary skills to become a surgical care practitioner. Read more
Are you passionate about cardiothoracics? Deliver care for surgical patients and develop the necessary skills to become a surgical care practitioner. Through this programme you’ll learn core competences for surgical care practitioners, with a focus on cardiothoracic surgery. You’ll gain the necessary skills to assist with complex surgical procedures and provide high quality patient care. Secure the experience you need to excel in unpredictable and highly pressurised clinical environments.

Key features

-Develop professional experience and specialist knowledge, through our blend of academic and practical teaching, delivered by a team involved in the education and practice development of the Surgical Care Practitioner role at national level for over 15 years.
-Benefit from eight weeks of taught theory and 28 weeks of direct clinical practice (per year).
-Expand your skills to undertake complex surgical procedures, manage patients intra-operatively and be responsible for pre-operative and post-operative outpatient clinics.
-Benefit from a combination of academic, theoretical and practical teaching, giving you the necessary clinical skills to meet national industry standards. We have strong links with existing practitioners, and visiting lecturers include current practising qualified Surgical Care Practitioners and Consultant Surgeons.
-Consider innovative approaches to care delivery and enhance the surgical patient experience.
-Cultivate a precise and meticulous work ethic, delivering an effective, safe and efficient service to patients.
-Work both autonomously and as part of a multi-profession team.
-Secure the experience you need to excel in unpredictable and highly pressurised clinical environments.
-Use your initiative to solve complex problems and deliver high quality patient care. Past students have enabled new service provision, such as satellite clinics for pre and/or postoperative assessment, and student initiated audits have generated new processes and cost savings for employing organisations.
-Royal College of Surgeons accredited programme.

Course details

Year 1
Postgraduate certificate - to achieve a postgraduate certificate, you will need to earn 60 credits.

Develop further specialist knowledge and skills, enabling greater participation and leadership in surgical patient care. You'll also learn the principles of data collection and analysis, demonstrating clinical reasoning and judgement.

Assessment in practice is ongoing throughout the programme with specified competencies to be achieved within operating theatres, clinics and ward areas. Assessment in theory is patient and service focused to enable development of condition/patient specific knowledge as well as service enhancement.

Core modules
-SCP701 Core Competencies for Surgical Care Practice
-APP702 Advancing Research Knowledge in Practice 1

Final year
Postgraduate diploma - to gain a postgraduate diploma, you will need to earn 120 credits.

During PgDip students develop further specialist knowledge and skills enabling greater participation and leadership in surgical patient care. Most organisations offer mid-Band 6 during training, and Band 7 on qualification (PgDip). Many continue to participate in service delivery innovation, with high level patient interaction and decision-making.

On completion of PgDip, you have the option to enrol onto the MSc Surgical Care Practitioner (Cardiothoracic Surgery).

Core modules
-SCP702 Surgical Care Specialist Practice (Cardiothoracic Surgery)
-APP710 Advanced Assessment for Clinical Practice

Every postgraduate taught course has a detailed programme specification document describing the programme aims, the programme structure, the teaching and learning methods, the learning outcomes and the rules of assessment.

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Do you want to specialise in trauma and orthopaedic surgery? Establish your career and develop the necessary skills to become a surgical care practitioner, with a focus on trauma and orthopaedic surgery. Read more
Do you want to specialise in trauma and orthopaedic surgery? Establish your career and develop the necessary skills to become a surgical care practitioner, with a focus on trauma and orthopaedic surgery. Gain the necessary skills to assist with complex surgical procedures and provide high quality patient care. Work alongside experienced surgical consultants and take part in sessions run by medical professionals.

Key features

-Develop professional experience and specialist knowledge, through our blend of academic and practical teaching, delivered by a team involved in the education and practice development of the Surgical Care Practitioner role at national level for over 15 years.
-Benefit from eight weeks of taught theory and 28 weeks of direct clinical practice (per year).
-Expand your practical skills to undertake complex surgical procedures, manage patients intra-operatively and be responsible for pre-operative and post-operative outpatient clinics.
-Benefit from a combination of academic, theoretical and practical teaching, giving you the necessary clinical skills to meet national industry standards. We have strong links with existing practitioners, and visiting lecturers include current practising qualified Surgical Care Practitioners and Consultant Surgeons.
-Consider innovative approaches to care delivery and enhance the surgical patient experience.
-Cultivate a precise and meticulous work ethic, delivering an effective, safe and efficient service to patients.
-Work both autonomously and as part of a multi-profession team.
-Secure the experience you need to excel in unpredictable and highly pressurised clinical environments.
-Use your initiative to solve complex problems and deliver high quality patient care. Past students have enabled new service provision, such as satellite clinics for pre and/or postoperative assessment, and student initiated audits have generated new processes and cost savings for employing organisations.
-Royal College of Surgeons accredited programme.

Course details

Postgraduate certificate - to achieve a postgraduate certificate, you will need to earn 60 credits.

Develop your existing professional skills and learn how to undertake a comprehensive health assessment including history taking, clinical examination, diagnosis and documentation in the advanced consulting and clinical skills module. You’ll discover how to create effective treatment and management strategies and gain advanced skills through clinical practice experience, utilising relevant theoretical models and decision making processes.

Acquire the knowledge and skills you need to excel as a surgical care practitioner, specialising in trauma and orthopaedic surgery through the surgical care practitioner specialist practice module. You’ll develop an understanding of the pathological, clinical, and practical aspects of both trauma and orthopaedic surgical practice and master the necessary surgical techniques.

Assessment in practice is ongoing throughout the programme with specified competencies to be achieved within operating theatres, clinics and ward areas. Assessment in theory is patient and service focused to enable development of condition/patient specific knowledge as well as service enhancement.

Core modules
-SCP701 Core Competencies for Surgical Care Practice
-APP702 Advancing Research Knowledge in Practice 1

Final year
Postgraduate diploma - to gain a postgraduate diploma, you will need to earn 120 credits.

During the PgDip students develop further specialist knowledge and skills enabling greater participation and leadership in surgical patient care. Most organisations offer mid-Band 6 during training, and Band 7 on qualification (PgDip). Many continue to participate in service delivery innovation, with high level patient interaction and decision-making.

On completion of PgDip, you have the option to enrol onto the MSc Surgical Care Practitioner (Trauma and Orthopaedic Surgery).

Core modules
-SCP703 Surgical Care Specialist Practice (Trauma and Orthopaedic Surgery)
-APP710 Advanced Assessment for Clinical Practice

Every postgraduate taught course has a detailed programme specification document describing the programme aims, the programme structure, the teaching and learning methods, the learning outcomes and the rules of assessment.

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This course focuses on clinical leadership approaches, decision making, team building, reflective practice and creating empowered work environments within the context of the contemporary healthcare environment and viewed from an ethical-legal stance. Read more
This course focuses on clinical leadership approaches, decision making, team building, reflective practice and creating empowered work environments within the context of the contemporary healthcare environment and viewed from an ethical-legal stance. You will also learn to conduct systematic reviews of care and standards of practice.

Your studies will be supported with explorations of research methods in a healthcare context and specialist topics chosen to suit your future career needs.

Department of Health Scholarships are now available.

Credit for previous study

Applications for credit for recognised learning (CRL) are assessed on an individual basis.

International applicants

Minimum English language entry requirements: IELTS Writing- 7.0, Speaking- 7.0, Reading- 7.0, Listening- 7.0, Overall band score- 7.0.

Other notes

Clinic and/or practical experience is a compulsory component of this course. While every effort is made to arrange placements, Curtin University accepts no responsibility should an agency refuse to accept a student. Most units are offered only once each year. As many units are required to be completed in a pre-determined sequence, part-time students may find their choice of subjects are limited in some semesters.

2016 Curtin International Scholarships: Merit Scholarship

Curtin University is an inspiring, vibrant, international organisation, committed to making tomorrow better. It is a beacon for innovation, driving advances in technology through high-impact research and offering more than 100 practical, industry-aligned courses connecting to workplaces of tomorrow.

Ranked in the top two per cent of universities worldwide in the Academic Ranking of World Universities 2015, the University is also ranked 25th in the world for universities under the age of 50 in the QS World University Rankings 2015 Curtin also received an overall five-star excellence rating in the QS stars rating.

Curtin University strives to give high achieving international students the opportunity to gain an internationally recognised education through offering the Merit Scholarship. The Merit Scholarship will give you up to 25 per cent of your first year tuition fees and if you enrol in an ELB program at Curtin English before studying at Curtin, you will also receive a 10 per cent discount on your Curtin English fees.

For full details and terms and conditions of this scholarship, please visit: curtin.edu/int-scholarships and click on Merit.

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The course is a mix of lectures, group activities and student presentations. Frequent use is made of case study and other student-centred materials. Read more
The course is a mix of lectures, group activities and student presentations. Frequent use is made of case study and other student-centred materials. Students are expected to be active participants in the sessions. Groups or individuals may also seek guidance in tutorials with the course leader.

If you are taking the HRM pathway you can only do 1 option from the HRD pathway. Similarly if you are taking the HRD pathway you can only do 1 option from the HRM pathway.

Year 1
Semester 1 (September to January – Tuesday 1pm-7:30pm)

There are two modules in the first semester these are:-
- Human Resource Management in Context
- Managing, Leading & Developing People

Semester 2 (January to May – Tuesday 1pm-7:30pm)

There are two modules in the second semester these are:-
- Investigating a Business Issue
- Developing Skills for Business Leaders.

Year 2
In year 2 students need to undertake 4 option modules and these will determine whether you are awarded an HRM or HRD qualification. You need to do at least 3 options in either HRM or HRD. Further advice will be given on option choices by the Course Leader.

HRM (pathway)Options
- Employment Law
- Managing Employee Relations
- Employee Engagement
- Performance Management
- Reward Management
- Talent and People Resourcing

(PLEASE NOTE: The range of options may vary subject to staff availability and student numbers).

HRD (pathway) Options
- Learning and Talent Development
- Designing, Delivering and Evaluating Training
- Instigating Coaching and Mentoring
- Knowledge Management & Organisational Learning

(PLEASE NOTE: The range of options may vary subject to staff availability and student numbers).

HRM/D (pathway)

These modules are normally taught as standard
- Organisational Design and Development
- Leadership & Management Development

(PLEASE NOTE: The range of options may vary subject to staff availability and student numbers).

Semester 1 (September to January – Wednesday 1pm-7:30pm)
- Organisational Design and Development (Regarded as an HRM & HRD option)
- Option HRM/HRD

Semester 2 (January to May – Wednesday 1pm-7:30pm)
- Leadership & Management Development (Regarded as an HRM & HRD option)
- Option HRM/HRD

Students also need to produce a portfolio of Continuous Professional Development (CPD).

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