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Masters Degrees (Child Behaviours)

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The MSc Advanced Practice provides high quality training that enables you to critically evaluate theory and utilise research findings in relation to advanced practice and leadership. Read more
The MSc Advanced Practice provides high quality training that enables you to critically evaluate theory and utilise research findings in relation to advanced practice and leadership.

The course is delivered via a part-time, modular approach which offers flexibility to suit the needs of social workers wishing to continue their professional development. It provides professionally and academically rigorous postgraduate training for experienced workers in social care and health services, and will lead to academic and professional qualifications at Masters and Advanced levels. There are two pathways leading to the qualification: Children & Families and Leadership & Management.

This course will build upon the long-standing partnerships that the Department of Social Work has with employer agencies and service user groups.

Students are able to exit at different stages through the course. Those who successfully complete stage one can achieve a Postgraduate Certificate, and those also completing stage two can achieve a Postgraduate Diploma (with Higher Specialist Award in Social Work). Completion of three stages will lead to the award of MSc.

See the website https://www.royalholloway.ac.uk/socialwork/coursefinder/mscadvancedpractice.aspx

Why choose this course?

The Department of Social Work at Royal Holloway has run successful post graduate and post qualifying courses for many years. Below is some recent feedback from students and external examiners on our courses:

- “There is real evidence through the assignments that students are given excellent teaching input and guidance on reading which is relevant to the contemporary professional workplace.”

- “Each aspect of the programme has enabled me to explore my practice, gain knowledge and develop my skills. Having lectures relating to a range of different client groups and areas of work has given me the opportunity to place my work in a broader, more informed context.”

- “The programme has opened up new challenges for me in terms of application of research into practice, using theories and the need to be a reflective practitioner, and I owe it to the service users to maintain personal and professional development and improvement in social work services.”

- “The teaching is of a high standard and lectures are interactive with opportunities for small group activity.”

- “Staff are enthusiastic, knowledgeable and professional.”

Department research and industry highlights

Since its inception, the Department has developed a reputation for delivering high quality research across a range of areas by engaging with matters of public concern. In the Research Assessment Exercise (RAE) 2008 45% of the department’s quality profile was ranked 3-4*. Some current research projects and interests of staff in the department are:
- Child protection responses to forced marriage
- Black men and mental health
- Practitioners use of discretion and knowledge in social work
- Cultural competence in social work education
- Decision-making in child care social work

Course content and structure

You will study 6 course units, combining both compulsory and optional units. Subject specific experts will deliver lectures, seminars, and individual tutorials. In addition, Academic Tutors will guide you throughout the course.

Stage 1 course units:
- Value and Ethics for Advanced Practitioners, Leaders and Managers
- Work-based learning: Advanced Practive and Leadership or Risk and Decision-Making
- 1 Optional course unit

Stage 2 course units:
- Risk and Decision-Making or Work-based learning: Advanced Practice and Leadership
- Inter-professional working: Power, Identity and Organisational Culture
- 1 Optional course units

Stage 3 course units:
- Research Methods and Dissertation
- Optional course units:
- Advanced practice in public law family court proceedings
- Advanced practice in child protection and family support
- Work with children with sexually harmful behaviours (run in partnership with NSPCC)
- Development and assessment of professional practice (including stage 2 of the practice educator framework)
- Supervision of professional practice

On completion of the course graduates will have:
- Developed their ability to critically evaluate theory and utilise research findings in relation to advanced practice and leadership.

- Enhanced their skills and ability to provide ethically-sound and effective practice and leadership within an anti-oppressive practice framework.

- Undertake independent, critical analysis and thinking, and enhanced professional development through reflective learning and practitioner-led research.

Assessment

A range of assessment methods are used and they include essays, case study analysis, oral presentations, direct observation and use of video material, reflective commentaries , practice evidence, and for the Masters award a 15,000 word dissertation.

Employability & career opportunities

A postgraduate learning experience of this kind will assist students in thinking more deeply and critically about their work and setting and about the roles they take within it. This programme will provide knowledge and skills that are transferable to a wide variety of employment opportunities in advanced practice, leadership and management in social care and health services.

This course also provides a firm foundation for further postgraduate study and research,

The Department of Social Work runs in collaboration with St Georges and Kingston University, a Doctorate in Professional Studies (Health and Social Care Practice) which students who wish to pursue further study could participate in. In addition The Department offers the standard PhD option.

How to apply

Candidates will normally be nominated to the programme by their agency Training Manager and complete the required application form. Self-funding candidates must have employer permission for the practice elements of the programme.

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Research profile. The MSc by Research in Clinical Psychology offer the chance to work with, and be supervised by, a range of clinical academics across many areas of psychology. Read more

Research profile

The MSc by Research in Clinical Psychology offer the chance to work with, and be supervised by, a range of clinical academics across many areas of psychology.

Candidates should note that these programmes do not lead to Chartered Clinical Psychologist status.

Our research involves national and international collaborations, with many projects involving NHS partnerships.

We have specific research strengths in the areas of children and adolescents; developmental psychopathology of mental health; ageing and older adulthood; adult psychological problems; brain injury; chronic health conditions; psychological therapies research, including cognitive behavioural interventions; emotions and emotion regulation; sex offenders; learning disability; neuropsychology; quality of life; severe and enduring mental health problems; and the development and validation of measures.

Specific areas of interest include cognitive behaviour therapy, interpersonal psychotherapy, psychosis, health psychology, and qualitative approaches.

Recent successful PhD topics have included eating disorders and emotion; chronic pain; quality of life and intellectual disabilities; developmental factors in adolescent mental health, and intervention for bipolar disorder.

We have an active research group in the area of applied developmental psychology and psychological therapies research for severe mental health issues. We coordinate the Edinburgh Child and Adolescent Psychology Network. The group’s research areas include child and adolescent health and mental health; cognition, language and learning; social development and relationships; and atypical development.

For more detailed information about potential PhD supervisors in this area, their research interests and publications, please visit our website.

Our research interests include:

  • onset and recovery from severe and enduring psychological disorder
  • mindfulness and third wave approaches
  • medically unexplained symptoms
  • child and adolescent mental health
  • eating behaviours and disorders
  • attachment and emotion regulation and sex offenders.

Training and support

The MSc by Research programme allows you to conduct an independent research project that makes a significant contribution to your chosen field of study and to further develop your research skills. We provide expertise in a variety of research methods including qualitative and quantitative approaches.

You will be assigned two supervisors (usually one for MSc by Research) and you will meet with your supervisors regularly. Workshops, seminars and courses in research methods are available to postgraduate students undertaking a higher degree by research.

We work in close collaboration with the Graduate School of Social & Political Science, enabling School of Health in Social Science research students to benefit from the extensive suite of social science research courses offered by both Schools.

With close ties with other humanities disciplines and with colleagues in the College of Medicine & Veterinary Medicine, we offer PhD students excellent opportunities for interdisciplinary supervision and research project development.



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This collaborative, interdisciplinary pathway brings together key academics within the South West Doctoral Training Partnership whose research and teaching strengths are in the broad area of health and wellbeing - in particular, lifestyle behaviours and public health. Read more
This collaborative, interdisciplinary pathway brings together key academics within the South West Doctoral Training Partnership whose research and teaching strengths are in the broad area of health and wellbeing - in particular, lifestyle behaviours and public health.

Students on this pathway acquire a range of skills to develop and evaluate interventions and strategies to improve health behaviour. Your work will make a major impact on our understanding of the social science that underpins avoidable health problems, and will build research capacity at the interface of biomedical and social sciences, both within and beyond academia.

Programme structure

Core units
-Advanced Interdisciplinary Research Design
-Contemporary Debates in Lifestyle Behaviours and Public Health
-Introduction to Qualitative Research
-Introduction to Quantitative Research

Optional units -These can be taken at either Bristol, Bath or Exeter. Units offered at Bristol can vary from year to year but may include:
-Researching Health and Social Care
-Further Qualitative Methods
-Researching Child and Family Welfare
-Physical Activity, Disease and Public Health
-Nutrition, Disease and Public Health
-Determinants of Physical Activity and Eating Behaviour
-Physical Activity and Nutrition Interventions: Conceptualisation and Design
-Inclusive Research with Disabled People
-Psychological Statistics and research tools
-Neuropsychological analysis tools
-Nutrition and behaviour
-Neuropsychiatry
-Social psychology and Individual Differences

Units can also be selected from outside of the School for Policy Studies, subject to topic relevance, the timetable and availability. Please see the SWDTP Health and Wellbeing web page for more information about the units offered by the Universities of Bath and Exeter.

Dissertation
Over the summer you will complete a research-based dissertation of up to 15,000 words, individually supervised by a member of staff from one of the centres in the school.

Careers

The MRes in Health and Wellbeing offers useful preparation for a number of careers. Foremost, the MRes is the academic basis and preparation for students choosing the 1+3 programme (the first year is the MRes and the +3 the PhD programme).

The MRes emphasises ESRC-accredited research methods training, the ability to plan, research and write a sophisticated dissertation, and the ability to think in broad theoretical and interdisciplinary terms about challenging issues. These provide an ideal introduction to academic research.

After achieving the MRes, our students go on to employment in a range of careers that touch on areas of government policy and health promotion at local, national and international level, while other students have continued within academic careers, taking up doctoral positions and research associate positions in UK and international universities.

The programme also establishes a sound research training base, along with practical applications, which gives our students a competitive edge for different types of employment, including research, policy and intervention implementation.

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Programme description. This programme will develop your understanding of how knowledge of language changes as people acquire or lose language at various points in their lifespan. Read more

Programme description

This programme will develop your understanding of how knowledge of language changes as people acquire or lose language at various points in their lifespan.

It is designed primarily for graduates with a background related to linguistics and/or psychology who wish to develop their knowledge of current research on language acquisition (first, second, bilingual, and impaired) and language change from a cognitive perspective and from the point of view of current linguistic theories.

Joining a vibrant research community of developmental linguists, you will have the opportunity to carry out advanced research to try to answer questions related to the area of language development and bilingualism, such as ‘how do children learn language?’ or ‘what happens when we forget a language?’

You will benefit from the programme's strengths in:

  • scope (with equal emphasis on first and second language acquisition and bilingualism)
  • interdisciplinary teaching (staff drawn from linguistics, psychology and informatics)
  • skill-oriented training (through methodology courses, lab sessions and project work)

Programme structure

This programme comprises two semesters of taught courses, followed by a dissertation.

Compulsory courses

  • Introduction to Phonology and Phonetics
  • Introduction to Syntax
  • First Language Acquisition
  • Second Language Acquisition
  • Psychology of Language Learning
  • Univariate Statistics and Methodology Using R

Option courses may include:

  • Sentence Comprehension
  • Discourse Comprehension
  • Language Production
  • Origins and Evolution of Language
  • Simulating Language
  • Child Bilingualism: Language and Cognition
  • Language Behaviours, Brains and Cognition: Data and Theories
  • Language Behaviours, Brains and Cognition: Principles and Approaches
  • Experimental Pragmatics
  • Developmental Language Disorders
  • Research Methods in Developmental Linguistics
  • Language Evolution in the Lab
  • Computational Phonology
  • Advanced Topics in Phonetics: Speech Production and Perception

Career opportunities

This programme will provide you with the specialised skills you need to perform research in language learning and development. It will also serve as a solid basis for doctoral study.



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This programme will develop your understanding of how knowledge of language changes as people acquire or lose language at various points in their lifespan. Read more

Programme description

This programme will develop your understanding of how knowledge of language changes as people acquire or lose language at various points in their lifespan.

It is designed primarily for graduates with a background related to linguistics and/or psychology who wish to develop their knowledge of current research on language acquisition (first, second, bilingual, and impaired) and language change from a cognitive perspective and from the point of view of current linguistic theories.

Joining a vibrant research community of developmental linguists, you will have the opportunity to carry out advanced research to try to answer questions related to the area of language development and bilingualism, such as ‘how do children learn language?’ or ‘what happens when we forget a language?’

You will benefit from the programme's strengths in:

scope (with equal emphasis on first and second language acquisition and bilingualism)
interdisciplinary teaching (staff drawn from linguistics, psychology and informatics)
skill-oriented training (through methodology courses, lab sessions and project work)

Programme structure

This programme comprises two semesters of taught courses, followed by a dissertation.

Compulsory courses

Introduction to Phonology and Phonetics
Introduction to Syntax
First Language Acquisition
Second Language Acquisition
Psychology of Language Learning
Univariate Statistics and Methodology Using R

Option courses may include:

Sentence Comprehension
Discourse Comprehension
Language Production
Origins and Evolution of Language
Simulating Language
Child Bilingualism: Language and Cognition
Language Behaviours, Brains and Cognition: Data and Theories
Language Behaviours, Brains and Cognition: Principles and Approaches
Experimental Pragmatics
Developmental Language Disorders
Research Methods in Developmental Linguistics
Language Evolution in the Lab
Computational Phonology
Advanced Topics in Phonetics: Speech Production and Perception

Career opportunities

This programme will provide you with the specialised skills you need to perform research in language learning and development. It will also serve as a solid basis for doctoral study.

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This Masters will examine when and why humans develop social relations with other individuals or social groups, and the psychological consequences of these social relations- http://www.gold.ac.uk/pg/msc-psychology-social-relations/. Read more
This Masters will examine when and why humans develop social relations with other individuals or social groups, and the psychological consequences of these social relations- http://www.gold.ac.uk/pg/msc-psychology-social-relations/

The programme offers a social-developmental psychology training that will advance the careers of anyone who's interested in the people professions – diverse careers related to education, work, health, government and non-profit organisations.

Humans have a fundamental ‘need to belong’ and form relationships. Positive relationships lead to higher well-being, personal development and well-functioning societies, whereas a lack or dysfunctional relationships lead to poor psychological well-being, unhealthy development and conflict or violence within society.

The programme will teach you about the different psychological approaches to studying social relations in children, adolescents and adults, drawing from different areas of study within psychology (eg social and personality psychology, developmental psychology, educational psychology, clinical psychology, social neuroscience).

These approaches are relevant to anyone interested in understanding social relations between individuals (ie families and friendships) and social groups within a variety of settings (eg schools, the workplace, social movements). The programme will also introduce different strategies aimed at improving social relations between individuals and groups (eg intergroup contact, bullying interventions, mentoring schemes).

Research methods training

The programme will offer ESRC recognised research methods training, which will be useful for students wishing to pursue doctoral training or work in careers where such skills will be appreciated by employers in private and public sectors.

Diverse career opportunities

Given the importance of social relationships for motivation and well-being and given societal issues that arise out of social and racial inequalities and conflicting cultural values, this programme will offer useful insights for diverse careers related to counselling, education, businesses, and government/non-profit organizations. Moreover, you will benefit from conducting research in cosmopolitan London, where diverse socio-cultural groups co-exist in relative harmony.

Contact the department

If you have specific questions about the degree, contact Dr Madoka Kumashiro or Professor Adam Rutland or Val West.

The programme is made up of a total of 180 credits, comprised of:

-four core modules (totalling 135 credits)
-a core optional module (15 credits)
-two other optional modules (totalling 30 credits)

Core modules

The core modules will include:

-Critical Issues in the Psychological Study of Social Relations
-Statistical Methods
-Research, Design and Analysis
-Independent Research Project of your choice, supervised by leading experts in the field

Core optional modules:
You select one of the following core optional modules which focus on child relationships, adult close relationships, or group relations:

-Social-Moral Development
-Self and Relationships
-Social Psychology of Social Problems

Optional modules:
Two other optional modules may be selected from a range offered in the Department of Psychology, including the remaining core optional modules listed above. Other possible modules include

-Qualitative Research Methods*
-Organisational Behaviour and Health
-Psychology and Education
-Addictive Behaviours
-Investigative Forensic Psychology

*If you wish to fulfil the criteria for an ESRC-DTC approved MSc, you will be required to take as an option Qualitative Research Methods, which is taught by the London Social Science (Goldsmiths-Queen Mary, University of London) ESRC Doctoral Training Centre.

Skills

The programme will:

develop your knowledge and understanding of psychological approaches and common psychological methods for studying social relations in children and adults
enable you to develop a thorough knowledge of psychological theories and interventions in relation to improving social relations in a range of social settings
equip you with transferable knowledge and skills required to undertake psychological research, including the design, implementation and interpretation of studies and communication of outcomes

Careers

As a graduate of this programme you'll be able to use your knowledge of social relations in the workplace. This will help you advance your career in a wide variety of settings (including clinical, health, educational and work organisations) that involve human relationships, at both the individual and group level.

With the help of the tutors, you'll also be encouraged to work with one or more of the many organisations (private, public, or third sector) available in greater London for your independent research project, which will help you establish a professional network.

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

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The graduate program in Human Nutrition offers opportunities for advanced study and original investigations in basic and applied human nutrition at both the master’s and doctoral levels. Read more
The graduate program in Human Nutrition offers opportunities for advanced study and original investigations in basic and applied human nutrition at both the master’s and doctoral levels. The curriculum includes coursework and thesis research through laboratory or field work in a variety of areas relevant to human nutrition including nutrient metabolism, diet and disease, nutrition through the life cycle and nutrition behaviours.

Research projects also examine environmental, social, and individual determinants of food choices and eating patterns; this includes better understanding of socio-cultural effects on diet, and the impact living in “food deserts” can have on good health.

International nutrition projects in Cambodia, Zambia, Rwanda, and other countries seek to improve maternal, infant, and child nutrition.

The program is enriched through collaboration with colleagues in graduate programs such as Applied Animal Biology, Food Science, Medicine, Nursing, Pharmaceutical Sciences, and others.

Coursework selected in consultation with the student's supervisory committee includes graduate courses in human nutrition and from other areas relevant to each student's research.

Research facilities are housed both within the Family and Nutritional Sciences (FNS) Building and, on a shared basis, in other buildings on campus. Within the FNS Building, the research facilities include various modern analytical laboratories and other equipment for conducting biochemical and basic molecular biological research, and computers for conducting dietary and qualitative data analysis.

Quick Facts

- Degree: Master of Science
- Specialization: Human Nutrition
- Subject: Health and Medicine
- Mode of delivery: On campus
- Program components: Coursework + Thesis required
- Faculty: Faculty of Land and Food Systems

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This course is for students who want to study how psychology helps us understand health-related behaviours, and how it can have a positive impact on wellbeing. Read more
This course is for students who want to study how psychology helps us understand health-related behaviours, and how it can have a positive impact on wellbeing.

It forms stage one of the training you need to become a charted psychologist member of the Division of Health Psychology within the BPS.

The course is accredited by the British Psychological Society.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/health-psychology

Course detail

• Study important topics facing society such as obesity, lifestyle and stress, and examine them from the viewpoint of staff currently researching these topics
• Explore the explicit links between scientific theory and practice by showing how a critical understanding of theory may guide the collection and interpretation of empirical data within a given context
• Develop a systematic understanding of knowledge and a critical awareness of current problems, and acquire new insights into the theory and practice of health psychology
• Gain a high level of knowledge of qualitative and quantitative research methods that will allow you to perform complex data analysis, interpretation, evaluation and synthesis, and develop your competence in a range of techniques including multivariate analyses
• Benefit from the development of a strong sense of personal responsibility and professionalism that will enable you to practise or conduct research within ethical guidelines.

Modules

• Advanced Research Methods for Health Psychology
• Perceptions and Actions
• Lifestyle and Individual Differences
• Public Health
• Health Psychology in Context
• Mechanisms of Health and Disease
• Stress, Coping and Chronic Disease
• Professional Skills for Health psychologists
• Dissertation (Health Psychology)

Assessment

The assessment strategy reflects the academic rigour expected of a BPS accredited MSc degree.

The assessments are designed to test your academic knowledge, oral and written skills, use of literature using primary and secondary sources, critical analysis of ideas, connections made between theory, practice, real life situations and the understanding and application of professional values, to include ethical issues as detailed by the BPS.

The ability to engage in research at a high level and to analyse data using advanced statistical techniques are assessed as these are important skills for forensic psychologists as well as important in many employment settings. Communication skills are assessed through videotaped role play as these are very important in any career. The ability to analyse and understand issues and apply theory to practice are assessed through a consultancy brief.

Careers

The success of our MSc programme is represented in the successful careers of our previous students.

In previous years, a number of students have gained PhDs. Others have entered jobs that include: smoking cessation co-ordinator for an NHS Primary Care Trust (PCT), Shared Care support worker, Research Assistant in the Child & Adolescent Mental Health Service (CAMHS), Health Psychologist in Specialist Obesity Services, Lecturer in Health Psychology, Academic Researcher, Assistant working in the Clinical Health Psychology Unit of a General Hospital, Psychological Well-being Worker.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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Designed for graduates with an Honours degree in a discipline other than psychology or a non-accredited psychology Honours degree who wish to specialise in psychology. Read more
Designed for graduates with an Honours degree in a discipline other than psychology or a non-accredited psychology Honours degree who wish to specialise in psychology.

About the programme

This Masters degree is accredited by the British Psychological Society (BPS), which means that on completion of the programme you will be eligible for Graduate Basis for Chartered Membership (GBC) of the BPS. This in turns offers the possibility of pursuing a career pathway in psychology.

A strong applied focus reflects the teaching and research strengths of the psychology group, with emphasis on the importance of employability. We support students in developing and recognising both generic and transferable skills.

UWS secured investment of over £300k, resulting in new equipment and dedicated teaching facilities to enhance delivery of the psychology programme.

Your learning

Trimester 1
• Individual Differences in the Workplace – introduces the topics of personality, motivation and emotional intelligence

• Research Methods in Psychology – introduces and develops the key topics and issues of research design and quantitative methodologies

• Developmental Psychology – develops your understanding of child development by examining the individual from conception through to adolescence

Trimester 2
• Cognition – addresses topics and concepts of contemporary cognitive psychology

• Biopsychology – examines psychology from a biological perspective

• Advanced Social Psychology – provides in-depth knowledge of the theories and current research in the core areas of social psychology

Trimester 3
• Psychology Research Dissertation – introduces you to independent empirical research in psychology. Under supervision you will design, implement and report on an extended piece of psychology research.

Students choosing not to proceed who have successfully completed three core modules (60 credits), including Research Methods in Psychology, can exit with the Postgraduate Certificate in Psychology. Students who successfully complete the six core modules in trimesters 1 and 2 and who elect not to proceed to the dissertation, can exit with the Postgraduate Diploma in Psychology.

Our Careers Adviser says

You will possess the skills that the BPS identify as employment essentials in various sectors including education, business, health and the media. You may continue postgraduate training in educational, clinical and occupational psychology, or consider PhD research.

Professional recognition

Completion of the MSc programme provides the Graduate Basis for Chartered Membership (GBC) of the BPS*.

* NB the Postgraduate Certificate and Postgraduate Diploma are not accredited by the British Psychological Society

Research excellence

Research carried out by our staff underpins all of our teaching activity, which means you’ll directly benefit from our extensive expertise in a variety of fascinating, relevant areas. Our research outputs span academic publications and a range of contributions to official reports. Our research work is coordinated through a set of interdisciplinary research groups in Applied Psychology, Civil Society and Governance, Health Behaviours and Policy, and Social Work.

We would be interested to hear from anyone who might be interested in pursuing postgraduate studies linked to any aspect of our research work. In addition, we offer a range of research-based modules and short courses for continuing professional development. Our portfolio of research-led taught postgraduate programmes is now expanding across the full range of subject areas.

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The Master of Philosophy (MPhil) programme will enable you to conduct supervised research into your chosen topic and produce a written thesis (typically 20,000 - 60,000 words). Read more

Qualifications and durations

The Master of Philosophy (MPhil) programme will enable you to conduct supervised research into your chosen topic and produce a written thesis (typically 20,000 - 60,000 words). You can complete the MPhil in 1 to 3 years (full-time) or up to 4 years (part-time).

Overview

The MPhil is an opportunity to undertake original, in-depth research under expert supervision.

Most of our students are registered in the first instance for the MPhil degree. You will be expected to carry out supervised research at the leading edge of your chosen subject, which must then be written up as a substantial thesis.

Our Department produces high-quality research with a strong focus on application and real world implication. You can study any topic in which we have research expertise (http://www.bath.ac.uk/health/research/). Details of research staff expertise and interests are available on individual staff (http://www.bath.ac.uk/health/staff/) pages, as well as on our current research students (http://www.bath.ac.uk/health/research/research-students/) page.

Visit the website http://www.bath.ac.uk/study/pg/programmes/scho-for-heal-mphi/

Current student projects

Take an insight into what some of our current students are researching » http://www.bath.ac.uk/health/research/research-student-insights/

South West Doctoral Training Centre

This programme is recognised as being part of the following ESRC-funded South West Doctoral Training Centre (SWDTC) (http://www.bath.ac.uk/hss/graduate-school/study-with-us/south-west-doctoral-training-centre/) pathway:

Health & Wellbeing (interdisciplinary pathway)

About the department

The School for Health was established within the University of Bath in 2003, to centralise the high profile research and teaching in the health-related disciplines already taking place throughout the university, so creating a single entity through which links with the health sector at national and international level can be channelled, co-ordinated and developed.

In 2010 the School joined the Faculty of Humanities & Social Sciences and became the Department for Health, providing excellent opportunities for academic teaching and research collaborations with other departments, such as Psychology and Social & Policy Sciences. The Department's postgraduate teaching and research programmes now form part of the Faculty's new Graduate School, also launched in 2010, providing postgraduate students with dedicated support and a strong community in which to base their studies - whether on campus or by distance learning.

In keeping with government initiatives surrounding population health and more general public concerns, the Department divides its activities between two main pillars: Healthcare and Population Health – one focuses on the NHS, healthcare and health services research and the other focuses on population health, healthy living, sport & physical activity and tobacco control; each of these groups, in turn, contain both teaching programmes and research activities. Furthermore, there is a bridging spine between both pillars and which houses the Professional Doctorate in Health, Research in Health Practice and the administrative, finance, learning & teaching development, marketing and support activities of the Department.

The Department’s aims are:

- To develop a research portfolio that is both of the highest academic standard and has applications in the real world
- To build on external links with the public services and other bodies concerned with health and society
- To innovate design and delivery of healthcare services
- To change corporate approaches to healthy organisations
- To support government reform of health and social care provision
- To identify and facilitate opportunities for academic collaboration and new developments.

The Department's postgraduate taught programmes combine academic excellence with flexible and innovative design and delivery; our postgraduate portfolio is distinguished by the provision of a number of Professional Masters and a Professional Doctorate programme designed to be studied part-time by learners working in a wide range of healthcare roles from all around the world. All our postgraduate courses are taught online and this has proved to be one of our unique selling points, with students able to continue within their practice area or working environment whilst gaining a further qualification.

The Department is renowned for its exemplary attention to educational design, integrating knowledge with research evidence and resulting in programmes which are highly relevant to contemporary practice; in addition, the Department boasts some of the most innovative and successful approaches to online and part-time education, recognised through a number of awards.

At all levels, learning and teaching in the Department provides a strong focus on high quality education for real world situations and produces graduates with skills and knowledge relevant to professional roles and in high demand from employers.

Teaching programmes on offer within the Department include:

- Sport & Exercise Medicine, the world renowned flexible masters programme exclusively for doctors
- Sports Physiotherapy, a specialist programme designed by physiotherapists for physiotherapists
- Research in Health Practice, a programme launched in 2008 aimed at health and social care professionals interested in conducting their own research
- The innovative Professional Doctorate in Health which focuses on both Population Health and Healthcare within the Department, providing a doctoral level programme to develop expert practitioners and researchers in practice.

Facilities, equipment, other resources
Sport and exercise science and medical science laboratories. Close links with the English Institute of Sport and the Department of Sports Development and Recreation.

International and industrial links
There are current links with primary care trusts, strategic health authorities, the two hospitals in Bath and colleagues in industry. The Department works closely with esteemed international academic institutions, and individual health practitioners, in order to meet the regional, national and global challenges facing health and social care.

Careers information
Postgraduate research students gain a wealth of experience to assist them with their next step and are offered personal career advice at the University. The Department has an established research training skills programme for all research students. The taught programmes enable students to extend their health and social care career pathways and to build important networks for further professional opportunities.

Main areas of research

The Department carries out research and teaching in health, medicine, exercise and sport, making significant contributions to national and international health agendas.

The Department aims to produce high-quality research with a strongly applied focus. We aim to contribute to promoting the health of the population and to improving the quality and efficiency of the health services that people rely on and pursue this agenda with a variety of partners at local, regional, national and international levels. Our work is organised around the two main themes of population health and healthcare. We are also pleased to offer a range of Research degrees.

- Population health

Historically, health policy has focused almost exclusively on sickness services provided by agencies such as the National Health Service. Although this focus on healthcare remains hugely important, it is increasingly complemented by aspirations to improve the health of the population by tackling the social determinants of health such as poverty and pollution and by encouraging people to adopt health promoting behaviours such as healthy diets and increased physical activity and to stop health damaging ones such as smoking. There is also growing national and international concern that improvements in health should be fairly distributed by reducing health inequalities. The Department for Health organises its work related to population health improvement in three main ways. Much the largest element in the population health portfolio is related to sport, health and exercise science, but the School attaches growing importance to tobacco control and health inequalities.

- Healthcare

The Department’s expertise in Healthcare focuses on innovation in the design, delivery, organization, and evaluation of healthcare interventions. We have a particular emphasis on disabling and distressing, long term or life-limiting conditions, such as chronic pain, stroke, dementia, rheumatic disease, and severe mental health problems. Current research activity involves collaborations with NHS colleagues in Bath at the Royal National Hospital for Rheumatic Diseases – RNHRD, the Royal United Hospital, the Avon and Wiltshire Mental Health Care Trust, the Pan Bath & Swindon Primary Care Research Consortium and RehabNET.

Faculties in the Department have significant research expertise and experience in a range of topics including:

Addictions and addictive behaviour
Alcohol, drugs and the family
Assistive technology and rehabilitation
Child and adolescent cognitive behavioural therapy
Complex Regional Pain Syndromes
Dementia care
Evidence based pain management
Leadership and change
Mental health service development and evaluation
Spondolarthropathy disease and related disability
Stroke rehabilitation
Work, health and wellbeing.

Find out how to apply here - http://www.bath.ac.uk/hss/graduate-school/research-programmes/how-to-apply/

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The Masters in Social Work is the professional postgraduate qualification for social work throughout the UK. The course aims to equip students with the knowledge, skills and values appropriate for work in a variety of social work settings. Read more
The Masters in Social Work is the professional postgraduate qualification for social work throughout the UK. The course aims to equip students with the knowledge, skills and values appropriate for work in a variety of social work settings. The teaching and learning is delivered by qualified/registered Social Work academic staff who are actively engaged in research, consultancy, direct practice and publication.

Course content

Social workers deal with some of the most vulnerable people in society at times of greatest stress. By the end of this programme you will have been assessed against the Standards of Proficiency for Social Work and the Professional Capabilities Framework. Once qualified, you will be able to apply to the Health and Care Professions Council (HCPC) for registration. Competent practice is essential for the award and you will undertake 200 days of practice learning (placement and skills for practice) during the programme. Practice learning through placement experience is undertaken in blocks of the course and skills for practice, 30 days experiential skills for practice during Year one (in the university), 70 days (in placement) during Year 1 and 100 days (in placement) during Year two.

For students enrolled on the programme, you will be expected to travel to placements with employer providers and be able to travel to service users. Being a holder of a current UK driving licence is therefore desirable.

Year One
During this initial year your knowledge and skills for social work practice is developed and assessed. The value base of social work is emphasised and you will engage in teaching designed to support your learning and understanding of anti-oppressive, anti-discriminatory and anti-racist practice in a model that promotes social justice and relationship based practice. The Preparing for Professional Social Work Practice module is designed to develop students’ skills, knowledge and understanding about social work. The course is delivered by a range of qualified social work academics, service users and social work practitioners, which includes 30 days experiential skills. You will have an opportunity to undertake a five-day shadow placement with an employer provider in a social work setting. The first year is designed to prepare and assess students’ ‘readiness for direct practice’ prior to the 70 day placement

Year Two
You will develop your understanding of different service user groups and service provision in social work settings building on the teaching and learning during Year one. The teaching will provide opportunities for you to work in small learning sets developing your reflective critical thinking skills. A module on diversity develops your understanding of the correlations between oppression, discrimination and inequality and how gender shapes organisations and service delivery. A 100-day assessed placement learning opportunity will be completed in a social work setting. During this final year you will also undertake research which is either empirical or literature based which is presented in a final dissertation.

Masters in Social Work students will have the opportunity to enrol onto the Developing Housing Practice module. This is a 10 credit level 7 module which, on completion, gives students partial accreditation with the Chartered Institute of Housing (CIH) which is equivalent to 10 credits towards postgraduate housing related training. This would be offered to the Masters students as an elective online module. There are a number of overlaps between housing and social work which include: vulnerable adults, people seeking asylum, safeguarding children, domestic abuse, hate crime, community safety and anti-social behaviours. This optional module would support the employability of the Masters students and offer a unique partial accreditation in housing-related training which complements social work.

Course modules (16/17)

-Life Span 1: Human Growth and Development
-Diversity
-Social Work Law and Policy
-Dissertation and Research Skills for Effective Social Work Practice
-Preparing for Professional Social Work Practice
-Life Span 2: Assessing and Managing Risk in Child and Adult Protection
-Developing Housing Practice, Knowledge and Provision
-Gender and Sexuality Studies in Social Work

Methods of Learning

This programme promotes an approach to learning that engages students as active participants. This includes group work, role play, individual skills development, inquiry based learning, seminars and lectures. Students link academic learning to two supervised and assessed placement learning opportunities. Over the two years you will experience a range of social work services and work with service users.

Facilities and Special Features

-Prepares you for professional social work practice
-Enables you to develop their practice skills
-Develops your skills and knowledge in working with other professions
-Raises political awareness and encourages you to be a creative, critical and reflective thinker
-The Social Work subject team sign up to and hold the International Federation of Social Work definition of social work
-Students will have the opportunity to develop a range of communication skills in the first year through experiential teaching and learning facilitated by Service Users, Social Work Practitioners and Practice Educators.

Careers

You will undertake 170 days of practice learning (placement). You will complete a student profile during the first year of study and through strong partnerships between the University and employer providers, you will be matched to a specific service placement. You will be expected to be able to travel effectively to and from the placement and be able to carry out community based duties (where required) during the placement which may involve independent travel. It is therefore desirable that you hold a current UK driving licence. Placement learning opportunities can be outside of Northampton. All placement providers are quality assured by the University.

Other admission requirements

English Language & Mathematics: Social work entrants must hold at least a GCSE grade C in English Language and Mathematics (O level grade C or CSE grade 1 are the equivalent). Key Skills Level Two qualifications are also acceptable. For students whose first language is not English an IELTS score of 7 is required.

You will be required to declare that you have these qualifications.
-Ability to write thoughtfully, insightfully and coherently about your motivation in applying for the course and understanding and commitment to the social work profession.
-Relevant work experience. Students must demonstrate (100 days or equivalent) relevant previous experience in social care or a related area. This could be paid or voluntary work.
-Students yet to graduate should provide an academic reference on the application, indicating their predicted degree classification. Students who have already graduated can also provide a professional reference.
-All applicants must confirm prior to interview/offer decision making that they have the ability to use basic IT facilities, including word processing, internet browsing and the use of email, and may be asked to specify how these skills have been obtained.

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A child's early years are a critical period for learning the practical, emotional and social skills that form a foundation for success in later life. Read more
A child's early years are a critical period for learning the practical, emotional and social skills that form a foundation for success in later life.

As an early years teacher you’ll support children’s development through play and care, creating a secure base from which they can safely explore their world.

This part-time employment-based route is suitable for skilled graduates who are already working with children aged from birth to five.

You'll gain training and further experience to demonstrate the Teachers' Standards (Early Years) and gain Early Years Teacher Status (EYTS) alongside a solid understanding of the continuum to Key Stage 1.

Achieving EYTS means that you’ll be able to take on higher level and leadership roles to improve the experiences and life-chances of young children, providing them with the best start in life.

Our trained teachers are specialists in early childhood development and many go on to lead practice across the Early Years Foundation Stage (EYFS).

We work in partnership with your current employer to provide training and support and offer your employer a £7,000 financial incentive to provide for your cover while you're at university and on placement.

Course structure

On this programme you will spend the majority of your time in your current workplace, with two other placements working with other age ranges including at Key Stage 1. In your workplace and on your placements you will put into practice the skills you learn through your training, with regard to current research and relevant theories.

You will attend university sessions once a month, where you will reflect on and analyse your own practice, and evaluate the work practices of your fellow practitioners. The training programme is dynamic, tailored to your individual needs and areas for improvement.

Assessment process

You will be assessed via:

• a formative review to determine your progress in meeting the Early Years Teachers' Standards
• a portfolio of evidence which relates to your practice against the Early Years Teachers' Standards
• direct observation of your practice.

Areas of study

Your training may include aspects of the following:

• placement experience with the 0–5 age group including 14 days in a school at Key Stage 1 and 16 days with an alternative age range
• development and learning in the 0–5 age group
• presentation skills
• reflective practice
• leadership skills
• working with sector professionals including speech and language therapists.

Placements

As well as gaining further experience in your early years workplace setting, you will have the opportunity to go on placement in other settings, including in a school at Key Stage 1 for two days per week over seven weeks.

In addition to your Key Stage 1 placement, you will undertake a placement with an alternative age range. This means that you will work in a different setting to your own, with a different age range. For example, if you normally work with children aged 3–5, you would have a placement working with under 3s. This placement is for two days per week for eight weeks.

At the university we have close partnerships with local schools and early years settings to support your placements. The EYITT course team will help you to arrange them and you will have the support of mentors throughout.

Why train?

How you will benefit:

• Improve and change practice in your setting.
• Lead practice across the Early Years Foundation Stage.
• Support and mentor your colleagues and others.
• Model skills and behaviours that safeguard and promote good outcomes for children.

How your setting will benefit:

• Early years teachers are leaders of change and can manage and inspire those they work with.
• Early years teachers have a wealth of up to date knowledge of effective practice that they have developed through training.
• Ofsted recognises the difference graduates are making and you will be contributing to its vision for a highly skilled workforce.
• Parents may be influenced to choose a setting that employs an early years teacher over one that doesn't.

Careers and employability

There is great demand for early years teachers to provide high-quality education for young children.

As an early years teacher, you’ll play an essential role in children’s development. By training to deliver the Early Years Foundation Stage (EYFS), you’ll be able to use your knowledge and skills to ensure all children can experience high standards of learning.

You'll be equipped to make decisions based on the depth of your knowledge of the EYFS framework and of relevant theories and research. You'll also be alive to changing circumstances and able to respond flexibly with children’s interests at heart.

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The course is a flexible evidence-based postgraduate course in contemporary advanced forensic mental health practice and research that is open to students from a multidisciplinary and multiagency background. Read more
The course is a flexible evidence-based postgraduate course in contemporary advanced forensic mental health practice and research that is open to students from a multidisciplinary and multiagency background.

The course is suitable for clinical or social care staff who are currently employed in, or who desire to be employed in, a forensic setting or those settings where service users have forensic mental health needs.

This would include settings such as:
-Secure hospitals
-Prisons
-Ministry of Justice
-Probation
-Community-based services for mentally disordered offenders
-Private/independent secure sector providers

The course would also be suitable for staff currently employed in settings where service users present with complex mental health/psychological needs with risk behaviours or vulnerabilities that place them at risk of contact with the criminal justice system or forensic mental health services.

This would include settings such as:
-Patient intensive care units
-Early intervention services
-Child and Adolescent Mental Health Services (CAMHS) inpatient services
-Substance misuse services
-Learning disability services

Staff not holding a professional qualification may be eligible to apply but will need to seek advice from the Programme Director as regards the suitability of the course.

The course aims to be skills-based, so that students return to services with demonstrable skills to meet service objectives.

The part-time course will be run on a part-time modular basis with four units per year for the first two years.

The full-time course will feature eight units from September to May and a dissertation from June to September.

Teaching will be a blend of face-to-face teaching, e-learning and supervised clinical practice. The third year will be dedicated to completion of the Masters dissertation under close supervision from University staff.

The course is designed to be flexible, to enable students to balance academic work with existing workplace demands. Students can also choose one optional unit within the course.

Subject to availability these include:
-Structured family interventions for psychosis
-Developing practice and managing change

Teaching sessions will be prepared and presented by leading authorities in the field of forensic mental health. We have a number of affiliated staff who are leading authorities in forensic and related mental health issues including Professor Jenny Shaw, Professor Louis Appleby, Dr Caroline Logan, Dr Jane Senior, Dr Roger Webb and Dr Charlotte Lennox.

There will be an initial induction at the commencement of the course, which is generally two-days. Following this, the course requires one day per week dedication for the part-time pathway, and two days per week full-time during term-time, which will involve periodic attendance at University.

In order to achieve the practical-skills outcomes associated with some course units, the equivalent of one day per week in practice will be required.

Students are required to identify a suitable practice supervisor/mentor to oversee and assess the clinical and/or practice work required for the course units.

Full-time students will require access to a suitable clinical or similar placement.

Career opportunities

The course will equip students with the knowledge and skills to deliver quality evidence based forensic related mental health practice. This knowledge and the skills required will better enable students to lead and initiate service development work, which will support career development. The course provides numerous career opportunities within forensic and related services. Those completing the programme will be in an excellent position to apply for advanced practice positions, senior clinical roles, research opportunities and senior management positions in services based in a variety of services including hospitals, prison and/or the community.

Those completing the masters will be encouraged to undertake further PhD studies at the University and they will be assisted in applying for research positions and research funding.

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Do you have experience in a healthcare role? Are you a graduate who cares about people? If you are keen to become a health professional and want to shape the future of nursing, read on to find out how we can help you achieve these objectives. Read more
Do you have experience in a healthcare role? Are you a graduate who cares about people? If you are keen to become a health professional and want to shape the future of nursing, read on to find out how we can help you achieve these objectives.

Specialising in adult nursing means that you will work with adults of all ages, with diverse health conditions. Nursing is concerned with the holistic care of an individual. The practitioner employs skills and knowledge to promote and maintain health and to restore physical, social and psychological wellbeing wherever possible. Adult nursing strives to maintain the dignity and independence of the client, supporting individuals to achieve as full a recovery as is possible.

Communication skills are essential to set patients at ease under pressurised and sometimes difficult situations, as is the ability to assess, plan, implement and evaluate the care offered to each patient. You must be willing to take responsibility for someone else’s health and wellbeing, and show the compassion needed to ensure a good nurse-patient relationship.

Unlike many of the older, traditional nursing schools, at Essex you receive a fresh, contemporary and relevant nurse education programme, integrated into a University that is one of the UK's top ten research institutions. We specialise in applied, multidisciplinary research, and also host the NIHR Research Design Service for the East of England.

There are four main types of pre-registration nursing degree – child, learning disabilities, adult and mental health. As we focus solely on adult nursing and mental health nursing, you can come to us knowing that you will graduate with the best training possible in your field.

Our MSc Adult Nursing (pre-registration) is one several options for studying nursing within our School of Health and Human Sciences, all of which lead to eligibility to apply for registration with the Nursing and Midwifery Council and an associated academic award; for a full list of the courses available, and information on all of the routes into Nursing available at Essex including our Return to Practice course, please see our department pages - http://www.essex.ac.uk/hhs/subjects/nursing.aspx

Placement Opportunities

In order to provide excellent clinical learning experiences for our students, we work in partnership with the NHS and with the independent health and social care sector across Essex to provide placement opportunities. You will work with experienced nurses in a diverse range of clinical settings (primary and secondary care, public and private sectors, adult and the elderly, acute care and specialist services).

Whilst on placement you will have a mentor allocated to you, and contact with a member of the academic team linked to that placement.

You can choose to study this course at either our Colchester campus or our Southend campus - and your placements will correspond to the campus you choose. Colchester students will have placements in north Essex, while Southend students will have placements in south Essex.

Professional accreditation

Successful completion of the course will allow you to register as a qualified nurse with the Nursing and Midwifery Council.

NHS Constitution Values

We are committed to embedding the NHS Constitution Values (which are strongly reflected in our University values) into everything we do. They define the behaviours and expectations of all our staff and students, underpinning the work we do in the university, clinical arena and other workplaces.

We understand that not all of our students and staff are employed within the NHS, but these values uphold the underlying principles of excellent care as a standard and as such we expect that anyone who has any aspect of their work which ultimately cares for others, will aspire to uphold these values.

For us, involving not only our students but service users, experts by experience, carers and NHS/non NHS professionals in the creation and delivery of all programmes is vital.

Specialist facilities

The School of Health and Human Sciences is located at two sites; in the Kimmy Eldridge building at our Colchester campus and in the Gateway Building at our Southend campus.

We have purpose-built nursing skills labs at both our Colchester and Southend campuses.

Within our School of Health and Human Sciences, we have a range of specialist clinical laboratories and IT facilities to assist you with effective learning and the acquisition of new skills.

We offer excellent physical and online resources in terms of libraries, computer labs, datasets, archives and other research materials. You can take advantage of our links with the Institute of Social and Economic Research, which conducts large-scale survey projects, many for government, EU and other public agencies, and has its own library. The UK Data Archive is also based at our Colchester Campus and stores national research data.

Your future

We currently have graduates working in both clinical and management positions in local trusts, hospitals and care organisations, as well as in local and county councils.

Example structure

Year 1
-Ongoing patient pathways in adult nursing
-Nursing Practice Assessment 1
-Nursing Practice Assessment 2
-How People Function
-Delivering Compassionate Care as an Adult Nurse
-Research Activity

Year 2
-Critical Patient Pathways in Adult Nursing
-Leadership and Preparation for Practice
-Nursing Practice Assessment 3
-Research in Health Care

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The Health Promotion MSc will equip you with the practical skills and theoretical knowledge to work in health promotion and public health at local, national or international levels. Read more
The Health Promotion MSc will equip you with the practical skills and theoretical knowledge to work in health promotion and public health at local, national or international levels.

The course is modular, so you will study the essential core modules and then be able to choose one of four pathways to match your previous experience, future ambitions, and if you wish to study full-time or part-time.

During the course you will explore the environments and social conditions in which people are born, grow, live, work and age in relation to health, and the factors that influence our health behaviours.

You will have the opportunity to combine your health promotion study with complementary disciplines by choosing relevant modules from the Brighton Business School and Brighton and Sussex Medical School.

The course will benefit you if you are working in a role with a health promotion component and want to deepen your knowledge, or if you want to develop skills for working in a public health-related field. Our students include health and social care professionals, school teachers, voluntary workers and those changing career.

Scholarships

Scholarships are available for this course. Please click the link below for more information.
https://www.brighton.ac.uk/studying-here/fees-and-finance/postgraduate/index.aspx

Course structure

The Health Promotion MSc has four possible course pathways.

Health Promotion MSc
International Health Promotion MSc
Health Promotion and Management MSc
Health Promotion and Education MSc.

All pathways share two core modules, providing a sound foundation in health promotion and public health systems thinking as well as an opportunity for you to get to know other health promotion students.

Please visit the website for more information regarding the course structure

https://www.brighton.ac.uk/courses/study/health-promotion-msc-pgcert-pgdip.aspx

Core syllabus

You will take these two core modules no matter which pathway you choose.

Principles of Health Promotion
Strategy and Project Planing

The masters award
You need to earn a total of 180 credits for the masters award, consisting of six 20-credit taught modules and a 60-credit dissertation. Twenty-credit modules have approximately 30 hours' classroom-based lecturer contact or group work and we expect this to be backed up by approximately 170 hours of individual study and work on assignments.

Teaching and assessment

The course team are active in public health research particularly around healthy weight, inequalities, mental health, sexual health, infant feeding, diabetes prevention and young people and we provide dissertation research opportunities in these areas.

You will experience formal teaching alongside a series of extracurricular seminars both within the school and through forums such as the Brighton and Sussex Universities Food Network, or the Global Health Network which operate across University of Brighton, Brighton and Sussex Medical School and University of Sussex.

The assessment and teaching methods are varied, including problem based learning in response to public health triggers, and assessments by presentation, vivas as well as formal written critical reports.

Dissertation

The dissertation consists of a literature review, small-scale prime research or a work-based learning project.

You will be supported through your dissertation via monthly optional discussion groups in addition to formal dissertation supervision. If you are working, the dissertation provides an opportunity to conduct a work-based learning project (if you wish), for example evaluating or developing a particular aspect of your organisation's work from a health promotion perspective.

Facilities

Clinical Skills and Simulation Suite:

Our Clinical Skills and Simulation Suite is among the best equipped in the country, and is an invaluable tool for assessment and monitoring students' progress throughout the course.

You will benefit from practising nursing skills in an environment that simulates real-life professional experiences. Provided by the NHS’ South East Coast Ambulance Service, you may have access to our Simbulance, enabling you to work alongside paramedic students in an interprofessional learning environment. On board is a high fidelity mannikin with multiple uses, and a child-size mannikin for paediatric scenarios.

Learning by simulation means you will be confident in your ability to apply your knowledge and skills in your professional life.

Careers and Employability

On graduation, you will be prepared for a career as a health promotion specialist working in public health practice in the public, not-for-profit, voluntary or commercial sector.

Our students often find employment in public health, or change their job role to include more public health, part way through their masters and may shift from full-time to part-time study to complete their MSc.

Typical roles include, programme coordinators or commissioners for local public health, health project coordinators for voluntary sector organisations, young peoples’ welfare or sexual health advisers in a college or primary prevention setting.

Global health issues are considered throughout the teaching, making the course relevant to participants from all types of economies.

If you are a UK student, you will graduate with a better understanding of international health for working with diverse communities in Britain, preparing you for working internationally and raising awareness of the challenges for public health in our globalised world. The course has long-standing links with the International Union of Health Promotion and Education (IUHPE) and local public health departments and organisations.

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