• University of Bristol Featured Masters Courses
  • Swansea University Featured Masters Courses
  • University of Edinburgh Featured Masters Courses
  • University of Derby Online Learning Featured Masters Courses
  • Jacobs University Bremen gGmbH Featured Masters Courses
  • University of Southampton Featured Masters Courses
  • University of Oxford Featured Masters Courses
  • Goldsmiths, University of London Featured Masters Courses
Middlesex University Featured Masters Courses
Imperial College London Featured Masters Courses
Barcelona Technology school Featured Masters Courses
Cass Business School Featured Masters Courses
University of Surrey Featured Masters Courses
"care"×
0 miles

Masters Degrees (Care)

We have 3,083 Masters Degrees (Care)

  • "care" ×
  • clear all
Showing 1 to 15 of 3,083
Order by 
Current health and social care frameworks regard spiritual care as an essential component of health and wellbeing and all health and social care professionals should assess and respect the spiritual and religious beliefs of patients and their carers. Read more
Current health and social care frameworks regard spiritual care as an essential component of health and wellbeing and all health and social care professionals should assess and respect the spiritual and religious beliefs of patients and their carers. But what does that mean? This certificate programme enables health and social care professionals to draw from their own professional experience and to gain knowledge and skills of the multicultural, ethical, legal and safe provision of spiritual and religious care in practice.

Why this programme

-The programme enables students from across the UK and the world to benefit from Scotland's leading role in the development of spiritual and religious care in health and social care and it's published resources.
-This distance learning programme enables students to engage in advanced professional education relevant to their health and social care practice and gain a recognised postgraduate award from a leading University.
-For Health and Social Care professionals: the programme dispels the many popular misconceptions around spiritual and religious care and is rooted in a capability and competence based approach to delivering spiritual and religious care as it relates to the student's clinical role and setting.
-For Health and Social Care Chaplains not resident in the UK: The programme has been developed from the highly successful PC Certificate in Healthcare Chaplaincy. It enables prospective and exisiting Health and Social Care Chaplains from around the world to study their field without the need for a UK based students chaplaincy placement.
-Existing and prospective Health and Social Care Chaplains resident in the UK should consider the PgCert in Spiritual and Religious Care in Healthcare Programme which is accredited by the UK Board of Healthcare Chaplaincy for professional registration.
-This programme is delivered by highly experienced and published experts in the field of spiritual and religious care in health and social care. All teaching staff maintain a clinical role in hospitals, hospices and the community that enhances and informs their expertise.

[[Programme structure
Students study three courses:
-Principles of Spiritual and Religious Care in Health and Social Care
-Spiritual and Religious Care in Health and Social Care Practice
-Advanced Health and Social Care Practice

Studying online

Online distance learning at the University of Glasgow allows you to benefit from the outstanding educational experience that we are renowned for -without having to relocate to our campus.
You do not need to have experience of studying online as you will be guided through how to access and use all of our online resources.

Virtual learning
You will connect with your fellow students and tutors through our virtual learning environment where you will have access to a multitude of learning resources including:
-Recorded lectures
-Live seminars
-Videos
-Interactive quizzes
-Journal articles
-Electronic books and other web resources

A global community
As an online student at the University you will become part of a global community of learners. Community building and collaborative learning is a key focus of our online delivery and you will be encouraged and supported to interact with your fellow classmates and tutors in a number of ways. For example, through the discussions areas on our virtual learning environment, by skype, during live seminars and in our virtual campus on Second Life.

Supported
Great emphasis is placed on making sure you feel well supported in your learning and that you have good interactions with everyone on the programme. Support is available in a number of ways and you will find out more about this during orientation.

All you need to participate in our online programmes is a computer and internet access.

Read less
Current health and social care frameworks regard spiritual care as an essential component of health and wellbeing and all health and social care professionals should assess and respect the spiritual and religious beliefs of patients and their carers. Read more
Current health and social care frameworks regard spiritual care as an essential component of health and wellbeing and all health and social care professionals should assess and respect the spiritual and religious beliefs of patients and their carers. But what does that mean? This certificate programme enables health and social care professionals to draw from their own professional experience and to gain knowledge and skills of the multicultural, ethical, legal and safe provision of spiritual and religious care in practice.

Why this programme

-The programme enables students from across the UK and the world to benefit from Scotland's leading role in the development of spiritual and religious care in health and social care and it's published resources.
-This distance learning programme enables students to engage in advanced professional education relevant to their health and social care practice and gain a recognised postgraduate award from a leading University.
-For Health and Social Care professionals: the programme dispels the many popular misconceptions around spiritual and religious care and is rooted in a capability and competence based approach to delivering spiritual and religious care as it relates to the student's clinical role and setting.
-For Health and Social Care Chaplains not resident in the UK: The programme has been developed from the highly successful PC Certificate in Healthcare Chaplaincy. It enables prospective and exisiting Health and Social Care Chaplains from around the world to study their field without the need for a UK based students chaplaincy placement.
-Existing and prospective Health and Social Care Chaplains resident in the UK should consider the PgCert in Spiritual and Religious Care in Healthcare Programme which is accredited by the UK Board of Healthcare Chaplaincy for professional registration.
-This programme is delivered by highly experienced and published experts in the field of spiritual and religious care in health and social care. All teaching staff maintain a clinical role in hospitals, hospices and the community that enhances and informs their expertise.

Programme structure

Students study three courses:
-Principles of Spiritual and Religious Care in Health and Social Care
-Spiritual and Religious Care in Health and Social Care Practice
-Advanced Health and Social Care Practice

Read less
PGCert in Dimensions in Health Care allows health care professionals to study a specialist pathway that suits their needs. We are now offering the following Post Graduate Certificate Dimensions in Health Care Pathways. Read more
PGCert in Dimensions in Health Care allows health care professionals to study a specialist pathway that suits their needs.

We are now offering the following Post Graduate Certificate Dimensions in Health Care Pathways. These Pathways start in September, however if you wish to do stand-alone modules you may start at any point throughout the year.

Please contact the relevant Pathway Leader for more information.

Post Graduate Certificate Dimensions in Health Care (Adult Critical Care)
Kathy Clarke T: 0121 331 6106 E:


Post Graduate Certificate Dimensions in Health Care (Applied Biomedicine)
Roger McFadden T: 0121 331 6040 E:

Post Graduate Certificate Dimensions in Health Care (Burn Care)
Post Graduate Certificate Dimensions in Health Care (Burns & Plastic Surgery)
Post Graduate Certificate Dimensions in Health Care (Plastic Surgery)
Post Graduate Certificate Dimensions in Health Care (Plastic & Maxillofacial Surgery)
Post Graduate Certificate Dimensions in Health Care (Maxillofacial Surgery)
Jane Leaver T: 0121 331 7164 E:


Post Graduate Certificate Dimensions in Health Care (Cardiac Care)
Post Graduate Certificate Dimensions in Health Care (Coronary Care)
Simon Dobbs T: 0121 331 7102 E:


Post Graduate Certificate Dimensions in Health Care (Cardiothoracic Practice)
Tony Whittle T: 0121 331 7127 E:


Post Graduate Certificate Dimensions in Health Care (Haematology)
Post Graduate Certificate Dimensions in Health Care (Cancer Care)
Post Graduate Certificate Dimensions in Health Care (Haematology & Cancer Care)
Post Graduate Certificate Dimensions in Health Care (Paediatric Cancer Care)
Alison Simons T: 0121 331 7012 E:
Samantha Toland T: 0121 331 7012 E:


Post Graduate Certificate Dimensions in Health Care (Health Policy, Management & Leadership)
Kate Thomson T: 0121 331 6151 E:


Post Graduate Certificate Dimensions in Health Care (Infection Prevention & Control)
Shirley Kirnon T: 0121 331 6140 E:


Post Graduate Certificate Dimensions in Health Care (Neontal Critical Care)
Sue Ward-Smith T: 0121 331 7064 E:


Post Graduate Certificate Dimensions in Health Care (Paediatric Intensive Care)
Anne-Marie England T: 0121 331 7050 E:
Nikki Kidd T: 0121 331 7050 E:


Post Graduate Certificate Dimensions in Health Care (Palliative & End of Life Care)
Post Graduate Certificate Dimensions in Health Care (Paediatric Cancer Care)
Gwyneth Morgan T: 0121 331 7115 E:


Post Graduate Certificate Dimensions in Health Care (Tissue Viability)
Pat Davies T: 0121 331 7104 E:

Read less
Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Health Care Management at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017). Read more

Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Health Care Management at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017).

The Masters Degree in Health Care Management develops health care managers and enhances their skills within a research-based environment.

Key Features of MSc in Health Care Management

Performance:

- The MSc focuses on developing an appreciation among students for examining the evidence of good management so it can be put into practice in a context where healthcare is increasingly integrated with social care

- Emphasis on developing skills has benefitted many people within health care in securing promotion

- Provides the major content for people seeking their first job in health care management and administration

- Taught by research active staff from a range of disciplines

Teaching and Employability:

- Designed to meet the management development needs of a modern healthcare system

- Particular emphasis on assessing evidence for what is effective in managing healthcare and leadership

- Focus on economic evaluation and research-based evidence

Health care management is a very competitive and rewarding area of employment. The MSc is designed for people with experience of management in health care, or for those expecting to have a significant management component in their future employment.

The skills and knowledge gained through this degree are applicable to a wide variety of health care and related management roles. Participants will leave equipped with a range of managerial and leadership tools that will enable them to meet the challenges of working in health care management today.

The course has an international standing with students selected from a wide range of different nationalities. This provides attendees with an opportunity to learn from their course colleagues about different health care systems and the unique challenges faced by managers in different countries.

This course explores the following in a healthcare environment:

- planning and delivery of service improvements

- working with others to achieve organisational goals

- optimising resources used

- managing and motivating change

- communicating effectively and being accountable for performance

Modules

Modules on the Health Care Management MSc typically include:

• Theory and Practice of Leadership and Management in Health and Social Care

• Politics and Policies

• Organising Health Care

• Managing and leading in practice

• Evidence and Research for Health Care Management

• Social, Cultural and Economic Context of Health

• Foundations in Public Health and Primary Health Care

• Quality Improvement

• Comparing Health Care Systems

• Economic Evaluation in Health Care

• Psychology of Health Care Management

Health Care Management Course Structure

Lectures are interactive with students encouraged to contribute their own experience of working in health care and related settings. In addition to lectures course modules include workshops, group discussions, team exercises and student led presentations.

Full-time students will study for 13 months, attending taught modules from October to Easter (part one). Part two is undertaken through the completion of a dissertation which must be submitted by 30th September of the same year.

Part-time students will study the part one modules one day a week over two years (Typically in year one students attend October to Easter on Tuesdays and in year two October to December on Thursdays. Year two January to Easter is modular and the day of attendance will depend on the module selected.), Dissertations must be submitted by 30th September of the third year.

The MSc Health Care Management comprises two parts.

Part one is taught through five compulsory modules and a choice of two optional modules.

Part two requires completion of a dissertation - This independent directed module can only be taken on successful completion of all of the taught modules.

Who should apply?

- Candidates working in health care management looking to develop and update their practice

- Candidates interested in entering the health care sector in a managerial capacity

- Candidates keen to gain an academic or critical appreciation of health care management

- Candidates whose role involves close working or partnership with health care organisations e.g. voluntary sector, social service, pharmaceutical sector, etc.

Postgraduate Community

The College of Human and Health Sciences has a vibrant postgraduate community with students drawn from a variety of backgrounds and nationalities. The College is known for its friendly, welcoming and supportive environment, which combined with its extensive facilities, state-of-the-art technology and superb beachside location, helps to ensure that students benefit from an exceptional student experience.

In addition, students have access to a wide range of excellent facilities and equipment for realistic workplace experiences.



Read less
This innovative Masters degree is suitable for qualified practitioners who have been appointed to surgical care practice training posts within surgical directorates. Read more
This innovative Masters degree is suitable for qualified practitioners who have been appointed to surgical care practice training posts within surgical directorates. Your role should encompass the provision of care and appropriate intervention within the perioperative environment, on wards and/or in clinics (usually within a specified surgical specialty).

The programme will provide you with a systematic and critical understanding of the breadth and depth of knowledge within specific areas of practice. You will develop core and specialist surgical skills and extend your knowledge and practice within the surgical care environment. This will include some operative procedures that will enable specialist practitioners to provide continuity of service and standards of care to patients in areas which do not necessarily need to be provided by medically qualified staff.

Eleven specialist pathways are available:

- MSc Surgical Care Practice (Cardiothoracic Surgery)
- MSc Surgical Care Practice (General Surgery)
- MSc Surgical Care Practice (Gynaecology)
- MSc Surgical Care Practice (Maxillofacial Surgery)
- MSc Surgical Care Practice (Neurosurgery)
- MSc Surgical Care Practice (Otorhinolaryngology)
- MSc Surgical Care Practice (Paediatric Surgery)
- MSc Surgical Care Practice (Plastic and Reconstructive Surgery)
- MSc Surgical Care Practice (Trauma and Orthopaedics)
- MSc Surgical Care Practice (Urology)
- MSc Surgical Care Practice (Vascular Surgery)

What will I study?

Initially, you will be given a broad overview of surgical practice, covering areas such as clinical examination and diagnostic tests. You will also study and practice first assistant skills, basic surgical skills, and generic surgical care practice skills (including all of the pre, intra and post-operative patient phases). Research and leadership skills in relation to the role of a surgical care practitioner are also introduced and discussed.

In the second half of the programme, you will undertake a specialist negotiated module which will be tailored to your specific specialist practice requirements. For instance, if you work for an orthopaedic team then the module will be tailored to the specific requirements of that team, potentially considering themes such as understanding the pathophysiology of joint disease and strategies for their treatment, the use of implants in elective orthopaedic surgery and in relation to specific orthopaedic procedures, and knowledge of available options and surgical techniques.

A dissertation module focuses on a clinical project that will demonstrate leadership and innovation in a specific clinical issue.

How will I study?

The programme incorporates a blend of face-to-face study, independent learning and time spent working in practice. Delivery is at St James' in Manchester, although some face-to-face sessions and/or examinations may be undertaken at Edge Hill University.

For the time spent in university, the first half of the course will be delivered through block-weeks of face-to-face sessions. Eight block-weeks of face-to-face sessions will take place in the first year. Some reading time will be incorporated into these eight weeks to help you plan for the assessment and submission of work.

In the second half of the programme, there is a greater focus on independent learning. However, some face-to-face sessions will be planned and there will also be an attendance requirement for assessments.

Throughout the programme, you will undertake training in your place of employment, working alongside the multidisciplinary team to deliver safe and effective care to patients in the perioperative environment, on the wards and in the clinics both pre and post-operatively.

A minimum of 33.5 hours per week, for approximately 37 weeks, will be spent working in practice.The national curriculum requires a minimum of 2,200 hours over the two years in combined clinical activities in and out of the theatre environment. A minimum of 1,100 hours has to be spent in the operating theatre environment.

In addition to the above, a half-day per week will be built into your annual timetable to facilitate self-directed learning and engagement with Edge Hill University’s virtual learning environment.

How will I be assessed?

In university, assessments will take the form of essays, written case studies, viva voce (oral) examinations, written examinations and observed structured clinical examinations (OSCEs).

In practice, you will be assessed using a variety of techniques, including:

- The Direct Observation of Procedural Skills (DOPS), where you will perform a specific practical procedure that is directly observed;

- Case-based Discussion (CbD), requiring the evaluation of your performance in the management of a patient. This will provide an indication of your competence in areas such as clinical reasoning, decision-making and the application of medical knowledge in relation to patient care;

- Clinical Evaluation Exercise (CEX), where a clinical encounter with a patient is evaluated to provide an indication of your competence in skills essential for outstanding clinical care.

Who will be teaching me?

You will be taught by tutors from the Faculty of Health and Social Care who have the experience and expertise to deliver the applied elements of this MSc via lessons, seminars and discussions. In addition, teaching will be provided by associate lecturers who are either medically qualified, or employed as qualified surgical care practitioners.

You will require a mentor who must be a consultant surgeon for the practice elements of the programme, although it is expected that you will work with a variety of staff within the surgical team. This may include, for example, other consultant surgeons, registrars and junior medical staff, in addition to other surgical care practitioners (subject to availability). The mentor(s) must be willing and available to work alongside you in the clinical arena, with real patients, supervising and assessing your clinical activities.

What are my career prospects?

On completion of this programme, you will gain a nationally recognised qualification that enables you to undertake the role of a surgical care practitioner.

You will also be able to demonstrate a number of core and specialist skills that will enable you to work effectively as part of the surgical team, work competently to practice within your field of speciality (e.g. cardiothoracic, colorectal, or trauma and orthopaedics) and to be able to function confidently, competently and autonomously.

Read less
Duration. 1 year (full-time). MSc/PG Dip Primary Care. MSc/PG Dip Primary Care (District Nursing). Up to 6 years (part-time). MSc/PG Dip/PG Cert Primary Care. Read more
Duration:
1 year (full-time)
MSc/PG Dip Primary Care
MSc/PG Dip Primary Care (District Nursing)

Up to 6 years (part-time):
MSc/PG Dip/PG Cert Primary Care
Up to 5 years (part-time):
MSc/PG Dip Primary Care (District Nursing)

Non-standard entry requirements:
A diploma of higher education or equivalent, with a minimum of 60 credits in relevant subject areas. It is expected that students completing these awards will spend at least part of their working experience in a primary care setting. Many of the units within the scheme have a practice component and students will need the support of their employer to enable them to meet the practice competencies and be assessed as competent. Some units require students to be registered health care professionals.

Course units:
Awards comprise of core and optional units to provide maximum flexibility. A wide range of units are available for students to include within their individualised programme of study. For further information, please contact the Scheme Co-ordinator, Sue Boran.

Course description:
These awards are for nurses and other health care staff working predominantly in primary care settings. This could include delivering care within patient’s homes, general practice, walk-in centres, polyclinics, urgent care centres, intermediate care centres etc. The Primary Care Scheme also offers a Nursing and Midwifery Council accredited Specialist Practice Qualification for District Nursing and V100 Prescribing from the Community Practitioner Formulary, where the principles of the Primary Care Scheme apply but students follow a prescribed pathway.

Career opportunities;
The National Health Service is promoting a secondary to primary care shift with more services being provided within a broader range of primary care settings. Working within primary care requires a different set of skills and knowledge to those learned in secondary care. The Primary Care Scheme has been designed to facilitate participants to design programmes of study that are pertinent to their needs and those of the service, recognising that this is a rapidly changing service environment. Students gaining these awards would be equipped to deliver care in a range of primary care settings such as within patient’s homes, general practice, walk-in centres, polyclinics, urgent care centres, intermediate care centres.

Professional Contact / Industry links:
Guest speakers are invited with specialist expertise across the units to support the teaching team, for example practice-based commissioning, diabetes, mental health, service user involvement.

The MSc/PG Dip Primary Care (District Nursing) is a recordable qualification with the Nursing and Midwifery Council and incorporates the V100 Prescribing form the Community Practitioners Formulary.

Read less
The MSc in Palliative Medicine for Health Care Professionals provides high quality distance education for clinicians working with neonates, children and adults in many different settings in all parts of the world. Read more
The MSc in Palliative Medicine for Health Care Professionals provides high quality distance education for clinicians working with neonates, children and adults in many different settings in all parts of the world. At the core of its design and delivery is the desire to improve patient outcomes wherever palliative care is practiced by its students and to enhance the quality of palliative care through research and quality improvement. 

Using the palliative care approach as defined by the World Health Assembly in 2014 (WHO 2014) is an increasingly important imperative for health care professionals throughout the world in order to meet the palliative care needs of their populations. Although cancer as a burden of disease remains an issue globally, there are rising numbers of patients, including neonates and children, with palliative care needs from other conditions. These include learning disability, dementia, frailty and elderly people with multiple co-morbidities.  

The vision of the course is to improve patient care by delivering accessible education through which we aim to support health-care professionals to develop, share and extend their knowledge, understanding and application of evidence based medicine, best practice and governance frameworks in palliative care appropriate to their own professional settings.  

The taught stages (years 1 and 2) cover the core understanding, frameworks, challenges and research evidence relevant to optimising and developing the practice of palliative medicine and palliative care. The MSc (year 3) provides the opportunity for students to identify an issue of importance in their own practice and carry out an evidence based project intended to contribute to knowledge and practice in palliative medicine and palliative care. 

Distinctive features

The course covers the palliative care needs of patients regardless of diagnosis, recognising the global need for palliative care knowledge and skills.

Our online course materials include interactive quizzes, reading materials, audio podcasts and short video clips to widen access to learning and make it more engaging. The course work offers a variety of assessments enabling you to demonstrate the application of knowledge gained into your own practice and particular work setting. 

Since 1989 we have aimed to recruit and deliver education to the global palliative care community. Alumni of the course have held such positions as the National Clinical Director for End of Life Care for NHS England, the CEO of Worldwide Palliative Care Alliance and have developed and lead palliative care globally (for example, Bosnia, South Africa, India, Singapore, Hong Kong and Nepal). The international conference held in Cardiff in 2014 (‘Cardiff 25’) marked these achievements.

Structure

The MSc consists of three stages – “stage T1” (60 credits), “stage T2” (60 credits) and “stage R” (60 credit research dissertation)

The total normal duration to complete the full MSc programme is three academic years (stages T1, T2 & R), from the date of initial registration on the programme.

A Postgraduate Certificate (“PgCert”) in Palliative Medicine for Health Care Professionals exit point is available for students successfully completing a minimum of 60 credits, only where these include the award of credit for all ‘required’ core modules from stage T1 plus one optional module from stage T1.

A Postgraduate Diploma (“PgDip”) in Palliative Medicine for Health Care Professionals exit point is available for students successfully completing a minimum of 120 credits, only where these include the award of credit for all ‘required’ core modules from stages T1 and T2, plus one optional module from stage T1.

A student’s dissertation, which shall normally be of not more than 20,000 words and supported by such other material as may be considered appropriate to the subject, shall embody the results of his/her period of project work. The subject of each student’s dissertation shall be approved by the Chair of the Board of Studies concerned or his/her nominee.

Assessment

The assessments have been chosen to ensure that the learning outcomes are appropriately tested and provide students with the opportunity to demonstrate they have met them. Specific assessment methods for each module are detailed within the relevant Module Description.

Formative and summative assessment is through module assignments including methods such as: case reflections, critical appraisals, online quizzes, creating posters, opinion pieces, communication strategies or proposals. Standardised marking schemes will be used for all summative assessment and the feedback provided for each completed assignment to guide the student for future assignments.

The dissertation stage will be assessed based on the final dissertation. The dissertation will be assigned 60 credits and, in combination with the taught stage(s), shall be weighted 50% for the purpose of calculating the final mark.

Career Prospects

The course delivers Masters level education and thus enables you to demonstrate you are taking the opportunity to develop your abilities in critical analysis, problem-solving, decision-making, finding and using evidence and in dealing with complex issues in palliative care.

Whilst we do not formally assess clinical skills or competencies in a face to face context (so the course is not a substitute for a formal specialty training programme), studying at this level should help successful students demonstrate numerous academic skills that should be highly regarded in relation to their career development and progression. In particular, the course offers opportunities to demonstrate the development of knowledge and skills in relation to the application of evidence based medicine and the potential enhancement of services and governance frameworks in palliative care. As such, if should provide evidence of commitment and potential that may assist you in relation to taking on greater responsibilities or perhaps seeking management, research, scholarship or leadership roles in palliative care.

Read less
Please note that the intermediate awards offered do not permit registration with the Nursing and Midwifery Council. Our MSc Adult Nursing course has been designed for graduates with care experience who wish to develop a career as a registered nurse and join one of the most rewarding professions in health care. Read more
Please note that the intermediate awards offered do not permit registration with the Nursing and Midwifery Council

Overview

Our MSc Adult Nursing course has been designed for graduates with care experience who wish to develop a career as a registered nurse and join one of the most rewarding professions in health care. Our course will provide you with a wide range of experiences and prepare you to deliver high quality care with confidence. All of our pre-registration nursing courses are developed by nurses for nurses and will support you to work with health care teams to meet the needs of vulnerable adults requiring health care across a variety of settings. Learning and working at Masters level will support you to shape and improve your future profession and the health care experiences of patients in your care.

Adult nurses have a unique role within the healthcare setting. Making a positive change or improving the quality of people’s lives is a central tenet of this role. This may involve enabling people to improve, maintain, or recover their health, and to achieve the best possible quality of life, whatever the circumstances.

We are committed to the principles and values of the NHS Constitution (DH, 2013) and our Adult Nursing course promotes the behaviours and values that patients and staff believe to be at the heart of our NHS. These include respect and dignity, commitment to quality of care, compassion, improving lives, working together for patients and the understanding that everyone counts.

The course places equal value on clinical practice and theory. It will take you from university lectures to clinical placement settings, from young to mature adults. You may well find yourself at a GP surgery, working with mulita-skilled teams in patients’ own homes or in the middle of a variety of hospital settings, from accident & emergency through to medical or surgical areas or providing compassionate care for patients with life limiting illnesses.

We’ll support you all the way. You’ll soon discover that our faculty is a stimulating place to learn, with modern facilities and registered, practising tutors who’ll make sure you’re being taught the latest techniques. We’re passionate about healthcare and dedicated to delivering the values set out by the NHS Constitution.

You’ll have the chance to share experiences and knowledge with other health care disciplines and to see how the professions work together.

Teaching on campus takes place between 9am and 7pm, Monday to Friday. On placement, you’ll be allocated to a mentor who will support your development and you’ll be expected to work the same shifts as the health care team and your mentor. Each week you will work 37.5 hours. This will include early, late and night shifts, as well as working weekends and bank holidays. Each year, five weeks’ of annual leave is built into the course at set points to support you in balancing your course and relaxation time.

Each of the two years is divided in three 30-credit modules. Each module will start with theory, followed by a hospital or community placement. A series of short Medicines Calculations modules are also embedded through the course.

Placements last around 5 weeks and will include both acute and community settings. Placement opportunities include: Older Person’s Care, Dementia Care, District Nursing, Surgical Setting, Acute Care Nursing and many more. Your final placement will be 12 weeks in length and you will also undertake additional placements each year which will enable you to explore other areas.

You’ll be linked to one of our NHS healthcare trust partners for your placements in hospitals or community settings.

If you study in Cambridge or Peterborough, you’ll do your placement in or around Cambridge, Huntingdon or Peterborough. You’ll get plenty of support from experienced mentors.

Our state of the art skills laboratories provide an ideal environment in which to learn a suite of practical skills in the safety of the university. This ensures that you gain understanding about the underpinning evidence that supports these skills, preparing you for the delivery of these skills in the practice setting.

In year 2 of the course you may choose the option to undertake an overseas placement and gain insight into another health care system.

Careers

All pre-registration nursing courses delivered by Anglia Ruskin University are approved by the UK Nursing and Midwifery Council (NMC). On successful completion of the MSc Nursing course, you’ll be eligible to apply for registration with the NMC and join a profession with a wide range of opportunity. You may choose to become a community professional, such as a practice nurse, or to work as a staff nurse within a hospital. With experience you could become a nursing specialist or nurse consultant. You may enjoy managing a health care team or leading a specialist team in, for example, the community setting. Nurses also undertake roles in research and education.

Modules & assessment

Year one, core modules -

- Evidence Based Knowledge and Skills for Nursing:
This first module aims to prepare students for the knowledge and skills required to deliver fundamental and safe care. A series of key strands which underpin nursing practice will be commenced in this module including: patient safety; human anatomy and physiology; health promotion and the recognition of the nurse’s role in public health; mental health and common mental health problems; leadership skills and the use of research evidence that underpins care provision. Communication and interpersonal skills will also be considered including principles of de-escalation and the importance of sound interpersonal and professional skills in practice.

- Promoting Professional Practice in Nursing:
In this module students will be supported to understand the significance of prioritising patients as central to the role of the nurse and a key component of the NMC Code (2015). Person-centred care will be addressed through the exploration of patient autonomy and patients' rights. The concepts of advocacy, raising concerns and candour will provide students with an understanding of the legal and ethical parameters that support the delivery of safe care. The module builds on knowledge of bioscience and clinical skills to further enhance delivery of safe fundamental care. Introductions to leadership, management and team working will be provided.

- Nursing Adults with Challenging Health Needs:
This module addresses the complexities of long term conditions and palliative care for adult patients. Preventing the development of long term conditions and life-threatening disease, promoting health and wellbeing and supporting adults with long term conditions to live well independently are key aspects of the nurse’s role. Effective integrated care is critical to the patient experience and students will explore the impact of national drivers from a theoretical and practice based perspective, with a focus on the use and effectiveness of care pathways. This module provides the opportunity to develop in-depth knowledge and understanding of the pathophysiology, pharmacology, clinical skills and ethical and legal issues to meet the challenges faced by those affected by long term and life limiting conditions.
- Medicine Calculations for Safe Practice 1

Year two, core modules -

- Ensuring the Safety of Patients Experiencing Acute Illness:
Patients become acutely unwell in clinical or home settings. This module will provide students with the knowledge, skills and experience to recognise, communicate and respond competently when a patient’s clinical condition indicates that they are becoming acutely unwell. Students will explore how psychological well-being can impact on recovery and the importance of patient focused care and empowerment. Alongside theory input students will participate in clinical scenarios around deteriorating patients (e.g. acute respiratory failure, acute coronary syndrome, and sepsis). Computer-controlled mannequins and simulation skills environments will be utilised to develop students’ skills in recognising and responding to patient deterioration.

- Decision Making, Leadership and Management in Nursing:
This theory/practice module enables students to enhance their leadership, peer coaching and decision making skills. The module aims to develop a varied and flexible repertoire of skills to be able to work effectively within multi-disciplinary teams, in the often challenging environments encountered in modern clinical practice. The module promotes students’ growth and expertise in professional knowledge and judgment, focusing on self-awareness and personal development. Development of key management skills of leadership, assertiveness, delegation and coaching will be provided as well as tools for resilience to withstand the stresses and pressures of practice.

- Major Project - MSc Nursing Adult:
This theory/practice module comprises a major project that is situated in and developed from the care setting. During the final practice placement, students will be expected to negotiate an area for service improvement to enhance the patient experience. This module will consolidate the knowledge, skills and attitudes gained in clinical management and leadership and seeks to complement these with insight to mechanisms for improving the quality of healthcare. Understanding and applying concepts of quality assurance, clinical governance, standard setting and the role of audit in maintaining standards will be key drivers.
- Medicine Calculations for Safe Practice 2
- Medicine Calculations for Safe Practice 3

Assessment -

To make sure you’re developing the skills and knowledge needed for professional practice, we use a range of assessment methods. These include essays, presentations, written exams, and multi-choice questions. We know feedback is essential for your progress and our lecturers take pride in giving you clear guidance on how to improve your expertise. Assessment also takes place in the practice setting and your mentor will support your development and undertake your assessment in each of your placements.

Where you'll study

Your faculty -

The Faculty of Health, Social Care & Education is the largest provider of health, social care and education courses in the East of England, with over 6,000 students from more than 20 countries.

With 95% of our students finding full-time employment within six months of graduating, you can be sure that our courses have been designed with your career in mind. We’ve been educating nurses, midwives and social workers for over 25 years.

At the cutting edge of research, we offer a range of internationally recognised undergraduate and postgraduate degree courses taught by friendly and experienced staff.

Designed to enhance your learning experience, our facilities include state-of-the-art simulated skills laboratories that mirror real-life clinical situations and UK hospital wards. Our students also benefit from our Early Childhood Research and Resource Centre; a space in which they can experiment with equipment and play activities.

You’ll study in an exciting, modern faculty which has strong links with regional, national and international organisations, including healthcare trusts, schools and academic institutions.

Your enthusiasm. Our passion. Your best foot forward.

Visit your faculty - http://www.anglia.ac.uk/health-social-care-and-education

Where can I study?

Cambridge - http://www.anglia.ac.uk/student-life/life-on-campus/cambridge-campus

Read less
The Quality Diabetes Care programme will be of interest to health care professionals (e.g. doctors, nurses, pharmacists, dieticians, podiatrists) working in diabetes care settings. Read more
The Quality Diabetes Care programme will be of interest to health care professionals (e.g. doctors, nurses, pharmacists, dieticians, podiatrists) working in diabetes care settings. It will equip participants with skills for modern evidence based management of diabetes patients, and offer practical experience in organisational management, reflective practice and quality improvement.

Why study Quality Diabetes Care at Dundee?

Dundee has a particular international reputation for Diabetes research, education and informatics developments. With the growing prevalence of diabetes (currently around 5% in the UK with a doubling of rates predicted over the next 15 years), there is an increasing need for generalists to upskill in diabetes care.

This course will equip you with essential skills and modern evidence based practice for clinical management of diabetes patients. In addition, this programme offers knowledge and practical experience in organisational management, reflective practice and quality improvement.

Much of the work can be completed flexibly in your own free time, and has been designed around the needs of students who are also working full time.

Aims of the programme

The programme aims to:
- Provide a comprehensive programme to enable understanding of diabetes care (from patient to organisational management) for health care professionals
- Establish a stimulating environment for research, teaching and learning about diabetes
- Ensure a high quality evidence based approach in patient management, teaching, research and evaluation.
- Ensure a critical understanding of current issues in diabetes management.
- Enable students with theory and practical tools for healthcare quality improvement.
- Establish students with a basic grounding in educational/ behaviour change theory with application to patient and professional education
- Encourage students to apply critical analysis to complex problem solving.
- Allow development of generic attributes and skills including reflective practice, professionalism, literature appraisal and academic writing
- Encourage a culture of multidisciplinary working in the workplace.

Who should study this course?

This programme will be of interest to health care professionals (e.g. doctors, nurses, pharmacists, dieticians, podiatrists) working either as generalists or in specialist diabetes care settings.

How is this course taught?

The teaching approach is one of blended learning with fixed face to face teaching (lectures, group work, case discussions, workshops, simulation exercises, quizzes) blended with online activities, case based studies and workplace assessment. Much of the later work can be completed flexibly in the students own free time, and has been designed around the needs of students who are also working full time.

The face to face component requires attendance in Dundee, 3 times throughout the year (2 consecutive days teaching each time). The remainder of the course delivered is online.

Other material will be delivered via an online learning zone through online activities in the form of:
Recorded lectures
Quizzes
Interactive e-learning material
Forums
Discussion Board debates
Group
Wikis
Case Discussions

Much of the private study will be self-directed and relate to various work place projects (see assessments). Students are expected to undertake approx. 8 - 12 hours of work per week, either as self directed study or undertaking specific activities associated with the course.

What will you study?

Year 1: PG Certificate
The proposed Year 1 PG certificate programme will be taught over a period of 12 months. It will be taught and assessed as 3 x 20 credit compulsory modules (SCQF level 11 credits), namely:

Diabetes Clinical Care (20 credits)
Diabetes Organisational Care (20 credits)
Enhanced Patient Care and Professional Development (20 credits)


Year 2: PG Diploma
Students who decide to progress to the diploma stage will have the option of doing a further two modules totalling 60 credits. These modules will develop further advanced skills in clinical care and organisation, healthcare quality improvement and research methodology to allow students to develop their own diabetes service more effectively and embed skills required for their 3rd year dissertation (thesis).

Two of the modules also run as part of the MSc in Quality Improvement:
Quality Improvement in Action (30 credits)
Developing Research and Evaluation Skills (compulsory for students continuing to Year 3) (30 credits)

The third optional module for year 2 is
Advanced Diabetes Clinical Practice (30 credits)

Year 3: MSc Dissertation
Year 3 will involve students undertaking a more substantial project in the field of either Diabetes Care with either a Clinical/ Quality Improvement or Educational theme. Students will be allocated an appropriate university supervisor. This work will be presented as a 10-15,000 word thesis.

How is this course assessed?

Each modules will be assessed individually. Assessments include completion of clinical case scenarios, work place projects, and associated reflective essays in an attempt to embed learning and reflection into real life clinical practice. Quality improvement modules will require additional topic specific written work and on-line activities.

Careers

We would envisage this course/ qualification being of interest to health care professionals (e.g. doctors, nurses, pharmacists) working either as generalists or in diabetes care settings. The qualification may be used by primary care doctors for personal development/ CPD accumulation, and to enable them to set up and enhance their own diabetes specialist services.

For the secondary care training doctors, or allied health professionals, the qualifications could be used to help general career progression or be used to aid a move into specialist diabetes care services either within primary or secondary care.

This qualification is NOT equivalent to accreditation onto the diabetes medical specialist register e.g. allowing the individual to operate as a diabetes consultant.

Read less
Consensus is growing that residential child care practice is complex, challenging and requires requisite knowledge, skills and capacities of the workforce. Read more

Why this course?

Consensus is growing that residential child care practice is complex, challenging and requires requisite knowledge, skills and capacities of the workforce.

If children and young people are to have positive care experiences which improve their life chances, then those who care for them, and those who support those who care for them, must be supported in developing and maintaining that knowledge.

The MSc in Advanced Residential Child Care has been developed within the School of Social Work and Social Policy alongside the Centre for Excellence for Looked After Children in Scotland (CELCIS) to support the development of direct practice and leadership in the residential child care sector in Scotland and beyond.

The course is unique in the UK in offering a Masters-level award specifically in residential child care.

By taking this course, you can expect to experience development in your knowledge, skills and relational capacities in practice. You can also expect to contribute to professional leadership, practice development and research and evaluation in your own agency and possibly beyond.

"The changing profile of children in residential care and the complexity of their needs demands an increasingly skilled, competent, confident and qualified workforce. There can be few more important and challenging tasks than caring for some of the most vulnerable and troubled children and young people in our society. We must recognise the importance of this work in the aspirations we have for this workforce."
(Higher Aspirations, Brighter Futures: National Residential Child Care Initiative Overview Report, SIRCC, 2009)

See the website https://www.strath.ac.uk/courses/postgraduatetaught/advancedresidentialchildcare/

You’ll study

The course is made up of different modules and you'll attend the University for six days per module.

You’re expected to complete the six taught modules over a 17-month period. A further six months is allowed for completion of a practice-based dissertation.

Core modules include Critical Perspectives on Residential Child Care; Understanding & Assessing in Children’s Life-spaces; Ethical Leadership and Management in Residential Child Care; Skilled and Reflective Use of Self in Residential Child Care. 

Accreditation

The Postgraduate Diploma meets the management part of the requirement for registration with the Scottish Social Services Council (SSSC) for managers in residential child care.

Modules

- Critical perspectives on residential child care
- Understanding and assessing in children's life-spaces
- Ethical leadership and management in residential child care
- Skilled and reflective use of self in residential child care
- Intervening effectively in residential child care
- Methods: ethical and effective research in residential child care
- Professional enquiry in residential child care: dissertation

Learning & teaching

Constructivist learning theory informs the approaches to learning and teaching on this course, in that you'll be encouraged to explore, challenge and build upon your already existing knowledge and experience.

Classes may involve a small amount of lecture-style content, but will be mostly dialogical. Discussions will often be based on interrogating relevant research, theory and social policy as it relates to your practice. One module will also involve the use of video recording to enhance your communication skills and reflective capacities.

Assessment

Assessment is made up of group or individual presentations and essays, both of which apply research, theory and social policy to your practice and the practices in your place of work.

In one module, assessment will involve your reflections on a video you’ve made of your communication in practice. You need sufficient access to practice in residential child care settings through which you’ll evidence practice requirements. However, these requirements are broad enough to allow those in external management, training or other relevant positions to meet the requirements of the assessments.

Read less
The programme aims to develop nurse leaders who are recognised experts in the care of older people who have national influence and are able to drive change so that the care of older people is compassionate, safe, person centred and of the highest possible quality. Read more
The programme aims to develop nurse leaders who are recognised experts in the care of older people who have national influence and are able to drive change so that the care of older people is compassionate, safe, person centred and of the highest possible quality.

It is suitable for healthcare professionals working in the area of older person care in senior clinical roles, leadership/management roles or with aspirations to move into roles of this nature. The programme offers you the opportunity to apply knowledge to your own area of older person clinical practice.

Students undertaking the Advanced Care of the Older Person programme will develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles in relation to the care of the older person. Students have the opportunity to develop skills in the critical application of research, and undertake their own research in the care of the older person.

Learning and teaching is designed to equip you with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. You will also have the opportunity to enhance your knowledge of the physical and mental health needs of your client group, to gain a critical awareness of your role in the treatment and management of common physical health conditions related to the ageing process and to advance good practice in the physical and mental health care of the older person within your field of practice. There is a focus on service improvement, patient safety, risk assessment and risk management within a clinical governance context.

Those working in clinical areas in the UK can choose to develop clinical competencies in caring for the older person, working with a mentor in practice, supervised by experienced academics. Those working in non-clinical roles or those not employed in Uk healthcare will have the opportunity to reflect on the skills needed to develop their specific role in caring for an older person.

The curriculum offers the choice of optional modules. Your Personal Academic Tutor will discuss your optional module choice with you and advise regarding suitability in respect of your learning and practice in care of the older person.

Why Bradford?

The School of Nursing in the Faculty of Health Studies is a provider of high quality education and training, tailored to meet the needs of the healthcare workforce and service users. The University of Bradford ranked 6th in the country for Nursing and Midwifery in the Guardian University league tables 2016.

The Faculty of Health Studies has an exciting research profile which focuses on research themes that have a direct impact on the quality of care provision, including dementia, service improvement, inclusion and diversity, patient safety and end of life care. Our research is locally and internationally significant, undertaken in collaboration with NHS and other partners. Our REF 2014 (Research Excellence Framework) results were outstanding with 92% of our research classified as 4*(World Leading) or 3* (Internationally Excellent). 100% of our research was judged as world leading or internationally excellent.

As a student on the MSc Advanced Care of the Older Person programme you will have the opportunity to develop skills in the critical application of research and undertake your own research in the care of the older person.

Modules

Pg Certificate award
-Advanced Care of the Older Person (30 credits, Level 7)
-Quality and Service Improvement (30 credits, Level 7)

Pg Diploma award
-Choice of module from the SSPRD framework to meet professional needs (30 credits, Level 7)
-Preparing for systematic review OR Preparing for primary research or Leadership for advanced practitioners (30 credits, Level 7)

MSc award
-Pursuing a Work Based Dissertation OR Pursuing Primary Research OR Pursuing a Systematic Review (60 credits, Level 7)

Learning activities and assessment

For all students undertaking this programme the core modules provide specialist knowledge in relation to the care of older person, leadership and quality improvement.

You will enhance your knowledge and skills related to many aspects of caring for the older person including advanced communication skills, assessment skills for health and social care needs, mental health, ageing with long term conditions, medicines optimisation, end of life care and pain management.

You will also consider complex case management across health and social care to include person centred care, safe-guarding, Mental Health Act, Mental Capacity Act and working with families.

Career support and prospects

The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career and Employability Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of our programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

This is a priority area for development identified by HEYH, reflecting a growing elderly population in the UK and overseas.
It offers opportunity for practitioners to develop as leaders in the care of older people, becoming experts in the field, influencing policy and driving change.

Read less
Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Advanced Practice in Health Care at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017). Read more

Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Advanced Practice in Health Care at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017).

The student-centred Advanced Practice in Health Care postgraduate programme is the only one in Wales to be accredited by the Royal College of Nursing. The Advanced Practice in Health Care programme enables experienced health care professionals from varied clinical backgrounds to develop their skills and knowledge to an advanced level of practice in health care. The MSSc and PGDip in Advanced Practice in Health Care has also been carefully mapped against the prospective Advanced Nurse Practitioner competencies of the Nursing and Midwifery Council. The clinical component of the Advanced Practice in Health Care programme is taught by a team of active practitioners consisting of: Advanced Nurse Practitioners, an Advanced Paramedic Practitioner and a Medical Doctor.

The Advanced Practice in Health Care programme is consistent with current thinking on advanced practice and complies with both the competencies provided by the Royal College of Nursing, 2012 (RCN) and their high standards of course delivery. Students of the Advanced Practice in Health Care programme will develop critical and creative thinking skills in relation to clinical practice to an advanced level on the programme. Additionally, students of the Advanced Practice in Health Care programme will develop their knowledge and skills with regard to their role as a researcher, educator, manager and leader in health care.

The Advanced Practice in Health Care programme at Swansea University commenced in 1992. Since then it has undergone several changes in order to remain at the forefront of contemporary practices in health care. The modules are designed to enable the clinician to develop knowledge and skills essential to the role of an advanced practitioner (Scottish Government, 2008). Students may also undertake studies for non-medical prescribing.

Modules on the Advanced Practice in Health Care programme typically include:

• Foundations in Research

• Clinical Assessment and Diagnostic Skills

• Non Medical Prescribing

• Anatomy, Physiology and Pathophysiology

• Advanced Practice: Management and Leadership

• Advanced Practice and Education

Staff Expertise

The academic lead for the Advanced Practice in Health Care team works on a national basis with the Welsh Government on advanced practice policy.

The Programme Coordinator is a committee member of the RCN Accredited Advanced Nurse Practitioner Educators Group.

Several members of the teaching team for the Advanced Health Care programme have published books and papers on the subject of Advanced Practice in health care.

Swansea was one of the first universities in the UK to offer nurse practitioner/advanced nurse practitioner education. We now have twenty years of experience of doing so. The programme is informed predominantly by the Advanced Practice Toolkit, the Royal College of Nursing document (RCN, 2012) and by working closely with our colleagues in the NHS.

Links with practice in health care

The practitioner teachers work within the local NHS and so provide a link. There is a formal link between the College of Human and Health Sciences and the Bridgend Rehabilitation Team. Several members of the teaching team work on committees with Hywel Dda Health Board and Abertawe Bro Morgannwg University Health Board.



Read less
The programme aims to develop nurse leaders who are recognised experts in the care of older people who have national influence and are able to drive change so that the care of older people is compassionate, safe, person centred and of the highest possible quality. Read more
The programme aims to develop nurse leaders who are recognised experts in the care of older people who have national influence and are able to drive change so that the care of older people is compassionate, safe, person centred and of the highest possible quality.

It is suitable for healthcare professionals working in the area of older person care in senior clinical roles, leadership/management roles or with aspirations to move into roles of this nature. The programme offers you the opportunity to apply knowledge to your own area of older person clinical practice.

Students undertaking the Advanced Care of the Older Person programme will develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles in relation to the care of the older person.

Learning and teaching is designed to equip you with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. You will also have the opportunity to enhance your knowledge of the physical and mental health needs of your client group, to gain a critical awareness of your role in the treatment and management of common physical health conditions related to the ageing process and to advance good practice in the physical and mental health care of the older person within your field of practice. There is a focus on service improvement, patient safety, risk assessment and risk management within a clinical governance context.

Those working in clinical areas in the UK can choose to develop clinical competencies in caring for the older person, working with a mentor in practice, supervised by experienced academics. Those working in non- clinical roles or those not employed in Uk healthcare will have the opportunity to reflect on the skills needed to develop their specific role in caring for an older person.
The curriculum offers one optional module. Your Personal Academic Tutor will discuss your optional module choice with you and advise regarding suitability in respect of your learning and practice in care of the older person.

Why Bradford?

The School of Nursing in the Faculty of Health Studies is a provider of high quality education and training, tailored to meet the needs of the healthcare workforce and service users. The University of Bradford ranked 6th in the country for Nursing and Midwifery in the Guardian University league tables 2016.

Working alongside the School of Dementia Studies and School of Service Development and Improvement this programme draws on expertise in the fields of person centred care and leadership that are well established in the Faculty of Health Studies.

Modules

Pg Certificate award
-Advanced Care of the Older Person (30 credits, Level 7)
-Quality and Service Improvement (30 credits, Level 7)

Pg Diploma award
-Choice of module from the SSPRD framework to meet professional needs (30 credits, Level 7)
-Preparing for systematic review OR Preparing for primary research or Leadership for advanced practitioners (30 credits, Level 7)

The choice of SSPRD modules (subject to availability) includes:
-Applied Pathophysiology and Pharmacology in Acute and Long Term conditions
-Advanced physical assessment and clinical decision making
-Prescribing for health care professionals (subject to profession)
-Supporting those facing loss: an interdisciplinary approach
-Symptom Management in Life-Limiting Illness across lifespan
-Evidence based diabetes care
-Safeguarding people
-Advanced communication Skills
-Management of lung cancer, chronic respiratory diseases and breathlessness
-Managing self and others
-Aspects of mental health care and psychological wellbeing for health professionals
-Advances in leg ulcer management
-Addressing the mental health needs and wellbeing of older people
-Advances in limiting pressure damage
-Understanding experiences of dementia

Learning activities and assessment

For all students undertaking this programme the core modules provide specialist knowledge in relation to the care of older person, leadership and quality improvement.

You will enhance your knowledge and skills related to many aspects of caring for the older person including advanced communication skills, assessment skills for health and social care needs, mental health, ageing with long term conditions, medicines optimisation, end of life care and pain management.

You will also consider complex case management across health and social care to include person centred care, safe-guarding, Mental Health Act, Mental Capacity Act and working with families.

Career support and prospects

The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career and Employability Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of our programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

This is a priority area for development identified by HEYH, reflecting a growing elderly population in the UK and overseas.
It offers opportunity for practitioners to develop as leaders in the care of older people, becoming experts in the field, influencing policy and driving change.

Read less
This course has been designed to enable health and social care professionals to enhance care provided to patients and families facing physical, psychosocial and spiritual issues associated with life-limiting illness. Read more
This course has been designed to enable health and social care professionals to enhance care provided to patients and families facing physical, psychosocial and spiritual issues associated with life-limiting illness.

It is based on the core competencies in palliative care identified by the European Association for Palliative Care. It is also congruent with core competences and principles for health and social care professionals working with adults at the end of life and aligns with DH and HEE priorities for workforce development in palliative and end of life care. It reflects the multi-professional nature of palliative care and health and social care professionals are given the opportunity to learn together; therefore, student learning is facilitated by a multi-professional teaching team using a Blended Learning Approach with a particular emphasis on linking theory to practice.

The course offers flexibility where students can choose to undertake the course on full time or part time basis. In addition, the course offers a choice of module from the CPPD portfolio to suits student’s personal and professional needs. Please see the website for more information:

http://www.lsbu.ac.uk/courses/course-finder/palliative-end-life-care-pgcert-pgdip-msc#course_tab_overview

Modules

Year 1

Palliative approaches to pain and symptom management
Psychosocial, ethical and spiritual aspects of palliative care practice
End of life care: Dementia and other non-malignant conditions

Year 2

Innovation for excellence - Leading service change
Research in health and social care

Year 3

Dissertation

Assessment

The course utilises a variety of assessment strategies that have been designed to reflect the interdisciplinary nature of palliative care practice and to respond to the learning needs of students from different clinical backgrounds; in addition, ensuring that all the learning outcomes are met.

The postgraduate certificate in Palliative and End of Life Care comprises a range of assessment methods including; problem based case-scenario multiple choice question exam, case study assignment and oral presentation.

The postgraduate diploma in Palliative and End of Life Care comprises a research methods module, which is assessed by a research critique, enabling students to develop practical skills for identifying, critically reviewing and synthesising research evidence relevant to palliative care practice.

The MSc Palliative and End of Life Care comprises of a dissertation module, enabling students to consolidate and extend their understanding of research and evaluation design or of systematic literature review.

Teaching and learning

A Blended Learning Approach approach is used, meaning student learning is facilitated through a combination of face to face teaching and delivery of content via digital and online media. It allows for a greater variety and flexibility than a traditional classroom set up and responds to the learning needs of modern learners. For example, a classroom lecture may be accompanied by online discussion forums or other online activities where students have the opportunity to interact and share experiences and knowledge with some element of student control over time, place and space.

Students will be supported to develop their academic skills and be able to work at level 7. This will be facilitated through tutorials, workshops and feedback from formative assessments. Skills for learning team will provide a workshop at the beginning of each semester on critical thinking, academic writing and use of grammar. Students can access additional support through the student centre as needed. The module leader and teaching team will provide tutorials on assessments and review draft work of students as needed. Assessment feedback will also provide guidance that will assist further academic development.

Each student will be assigned a named academic contact as a personal tutor who will be selected from the course team. The personal tutors will provide academic guidance and pastoral support across the programme of study and review wider academic progress. Formal meeting will be scheduled once every academic year to facilitate progress, review and provide academic feedback. Additional meetings can be arranged as required.

Professional links

This course is jointly delivered by London South Bank University and Saint Francis Hospice.

Employability

Possessing a broad and deep understanding of the theory and skills required to provide high quality palliative and end of life care, participants will be well positioned to assume advanced clinical, education and leadership roles in a variety of clinical settings nationally and internationally.

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.

Read less
This 100% online graduate certificate in Health Care Management is designed to meet career advancement needs of professionals and those seeking to transition into the health care industry. Read more
This 100% online graduate certificate in Health Care Management is designed to meet career advancement needs of professionals and those seeking to transition into the health care industry. These courses can also be applied to the Masters in Public Health (MPH) Program. Students in Community Health, Environmental Health, Integrated Medicine or Nutrition or may wish to complete this certificate as a complement to their current degree.

Curriculum

This program will benefit physicians, nurses, clinicians, managers, and professional staff in the health care industry. In addition, it will benefit those in managed care and not-for-profit organizations, government, consulting firms, and the pharmaceutical industry, among others. A health care management certificate of completion will be issued when the requirements of the program have been fulfilled.

HEA 513 Legal Aspects of Health Care
This course is an analysis of the basic legal concepts and major legal issues that are most important to and directly affect the health services manager. Topics include legal frameworks of health organizations and health practitioners, administrative policy, contracts, consent, patient’s rights, legal death, insurance, liability, and research.

HEA 514 Approaches to Health Care Delivery
This course is designed to provide students with an overview of the structure, systems, and policies of health care delivery in the United States. The goal of the course is to increase students’ knowledge and their ability to analyze and address health care issues from both a management and a policy perspective.

HEA 516 Health Care Management
This course provides students with a fundamental understanding of the principles of management and managerial functions as a framework for organizing knowledge and practices in the health care setting. This is accomplished through the relationship of each of the functions of management that include planning, development, budgeting, and management and evaluation concepts to health care organization operations. Practical health care management examples, applications, issues, and exercises requiring critical thinking and effective writing will be emphasized.

HEA 613 Advocacy and Quality of Health Care Services
This course is an introduction to patient advocacy for graduate students in the health professions. Topics include ethics, health care financing and policy, health advocacy for special populations, and key strategies for system change.

HEA 614 Health Care Technology and Information Management
This course will provide future health care managers with the knowledge and skills they need to work effectively with information systems technology. Topics covered in this course include emerging technology, information systems, the internet’s impact on health care organizations, and system standards, among others.

HEA 616 Strategic Leadership in Health Care
Healthcare industry requires visionary, creative and transformational leaders who can navigate effectively through a dynamic and complex landscape. This course will provide the foundational concepts and principles necessary for exercising strategic leadership.

Accreditation

CEPH accreditation serves multiple purposes for different constituents. In general, specialized accreditation attests to the quality of an educational program that prepares for entry into a recognized profession.

Read less

Show 10 15 30 per page



Cookie Policy    X