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This Doctorate in Medicine is for clinicians working in practice who would like to undertake a programme of individual research, under the principal supervision of a clinical specialist. Read more
This Doctorate in Medicine is for clinicians working in practice who would like to undertake a programme of individual research, under the principal supervision of a clinical specialist. It provides maximum flexibility and enables candidates to contribute to the final award using previous research.

The MD will provide the opportunity to study a wide range of subject areas relevant to clinical practice, these may involve clinically based research, laboratory based research or a combination of both. A thesis of up to 80,000 words, in which candidates must demonstrate a significant original contribution to clinical practice will complete the programme.


--- The Programme ---
The programme has been designed to enable maximum flexibility and is further enhanced by the opportunity for candidates to contribute to the final award using previous (recent) research.

The MD affords candidates the opportunity to study a wide range of subject areas relevant to their own clinical practice and this may involve clinically based research, laboratory based research or a combination of both. The culmination of the programme will be the thesis, in which candidates must demonstrate a significant original contribution to clinical practice.

Candidates who have completed the MD programme will typically:
• Be able to develop theoretical concepts, systematically design and implement a project with the intention of the generation of new knowledge within a specified clinical area and recognise and adjust for unforeseen problems.
• Demonstrate an advanced understanding of recent advances within the field.
• Demonstrate an advanced understanding of appropriate research techniques and methods of
academic enquiry.
• Provide evidence of original independent and critical thinking.
• Demonstrate an ability to critically analyse and evaluate their own research findings and those of others.
• Provide evidence of the creation of new knowledge or new application of existing knowledge within their clinical area, through original research which advances or extends practice and merits publication.


--- Who should enrol? ---
The MD is offered as a part time programme for Medical Consultants, General Practitioners, Specialist Registrars and other interested medical clinicians. The programme is designed to allow the thesis to be completed over a minimum of two years alongside any existing clinical commitment.

Candidates must provide evidence of personal, professional and educational experience that demonstrates an ability to meet the demands of and benefit from a programme of research training.

In additions candidates wishing to enrol for the award of MD shall satisfy the following criteria:

• Normally have obtained MBBS degrees (Bachelor of Medicine and Surgery) or equivalent from a recognised institution.
• Hold or be eligible for full registration or hold limited registration with the General Medical Council (GMC) or equivalent.
• Normally have three years relevant professional practice experience.
• Be in employment or have arranged employment for the period of research.


--- Resources ---
Whilst undertaking the programme candidates will have access to a variety of learning opportunities to meet their individual learning needs. This is provided by the generic research training programme. An individual programme of skills development and training will be negotiated with the candidate and supervisory team prior to registration.

Candidates will also have regular opportunities to network with peers via regular monitoring meetings and also via StudyNet, the University’s managed learning environment.


--- Supervision ----
Supervision is provided by a supervisory team made up of at least two supervisors, a university academic and a clinical supervisor. The team will have experience of supervision of at least 2 successful doctoral level studies.

Whilst undergoing the programme and in addition to ongoing supervision by the supervisory team, candidates will undergo periodic progress assessments and must provide evidence of progress of the programme of research, including details of achievements to date and future direction of the work, as well as discussing the approach taken and how the work is contributing to clinical practice.


--- What do I do next? ---
• Approach your clinical supervisor with your research idea.
• Contact 2 references (who are not to be involved in your supervisory team)
• Write a synopsis of your proposed project and send it to


--- Application ---
To obtain an application form for the Doctorate in Medicine contact Jill Kilvington, Research Administrator

Email:
Telephone: 01707 285269

Or apply on line at http://www.herts.ac.uk/

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Located within a European Centre of Excellence for Tissue engineering, and based on Keele University’s local hospital campus, the MSc in Cell and Tissue Engineering provides support and development to enhance your career within this rapidly expanding field. Read more

Overview

Located within a European Centre of Excellence for Tissue engineering, and based on Keele University’s local hospital campus, the MSc in Cell and Tissue Engineering provides support and development to enhance your career within this rapidly expanding field. The multidisciplinary environment enables close interaction with leading academics and clinicians involved in cutting-edge, and clinically transformative research.

Course Director: Dr Paul Roach ()

Studying Cell and Tissue Engineering at Keele

Our MSc Cell and Tissue Engineering programme has tracked alongside the strongly emergent global Regenerative Medicine industry and will prepare you for an exciting future within a range of medical engineering areas, be that in academic or industrial research, medical materials, devices, or therapeutics sectors, or in the clinical arena. The modular structure to the course enables flexibility and personalisation to suit your career aspirations, build upon strengths and interests and develop new understanding in key topics. The selection of modules on offer is professionally accredited by the Institute for Physics and Engineering in Medicine.

Graduate destinations for our students could include: undertaking further postgraduate study and research (PhD); pursuing a university-based, academic research career; providing technical consultancy for marketing and sales departments within industry; working within biomedical, biomaterials, therapeutic and regenerative medicine industries or working for a governmental regulatory agency for healthcare services and products.

See the website https://www.keele.ac.uk/pgtcourses/cellandtissueengineering/

‌The course provides support from the basics of human anatomy and physiology, through to development of novel nanotechnologies for healthcare. Due to the teaching and research involvement of clinical academic staff within the department, there are exciting opportunities to be exposed to current clinical challenges and state-of-the-art developments. Clinical visits and specialist seminars are offered and students will be able to select dissertation projects that span fundamental research to clinical translation of technologies – a truly ‘bench to bedside’ approach.

Learning and teaching methods include lectures and demonstrations from medical and engineering specialists, practical classes using state-of-the-art facilities and seminars with leading national and international researchers. Full-time study will see the course completed in 12 months; part-time study will allow you to complete it over two years.

About the department

Now delivered through the Keele Medical School and the Research Institute for Science and Technology in Medicine, the course dates as far back as 1999, when it was established in partnership with Biomedical Engineering and Medical Physics at the University Hospital. Most teaching now takes place in the Guy Hilton Research Centre, a dedicated research facility located on the hospital campus. The medical school is one of the top-ranked in the UK, and the research institute has an international reputation for world-leading research.

The centre was opened in 2006 and offers state-of-the-art equipment for translational research including newly-developed diagnostic instruments, advanced imaging modalities and additive manufacturing facilities. Its location adjacent to the university hospital ensures that students experience real-world patient care and the role that technology plays in that. Students also have access to advanced equipment for physiological measurement, motion analysis and functional assessment in other hospital and campus-based laboratories. The School embraces specialists working in UHNM and RJAH Orthopaedic Hospital Oswestry, covering key medical and surgical subspecialties.

The course runs alongside its sister course, the MSc in Biomedical Engineering, and an EPSRC-MRC funded Centre for Doctoral Training, ensuring a stimulating academic environment for students and many opportunities for engaging with further study and research.

Course Content

The aim of the course is to provide multidisciplinary Masters level postgraduate training in Cell and Tissue Engineering to prepare students for future employment in healthcare, industrial and academic environments. This involves building on existing undergraduate knowledge in basic science or engineering and applying it to core principles and current issues in medicine and healthcare.

Specifically, the objectives of the course are to:
- provide postgraduate-level education leading to professional careers in Cell and Tissue Engineering in industry, academia and a wide range of healthcare establishments such as medical organisations, medical research institutions and hospitals;

- provide an opportunity for in-depth research into specialist and novel areas of Biomaterials, and Cell and Tissue Engineering;

- expose students to the clinically translational environment within an active medical research environment with hands-on practical ability and supporting knowledge of up-to-date technological developments at the forefront of the field;

- introduce students to exciting new fields such as regenerative medicine, nanotechnology and novel devices for physiological monitoring and diagnostics.

Teaching and Learning Methods

The course is taught through subject-centred lectures and seminars, supported by tutorials and practical exercises. Collaborative learning and student-centred learning are also adopted giving widespread opportunity for group work and individual assignments. Students are required to conduct extensive independent study, and this is supported by full access to two libraries, online journal access and a suite of dedicated computers for exclusive use by MSc students on the course. In addition, students are supported by the guidance of a personal tutor within the department, as well as having access to university-wide support services. This includes English language support where appropriate.

Assessment

Modules will be assessed by a mixture of assessment methods, including lab reports, essays, and presentations, and final examination. This ensures the development of a range of transferrable employability skills such as time management and planning, written and verbal communication and numeracy as well as technical and subject-specific knowledge. The project dissertation forms a major component of the student’s assessed work.

Additional Costs

Apart from additional costs for text books, inter-library loans and potential overdue library fines we do not anticipate any additional costs for this postgraduate programme.

Find information on Scholarships here - http://www.keele.ac.uk/studentfunding/bursariesscholarships/

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The Master of Physical Therapy (MPT) Program at UBC is a twenty-five month professional program leading to entry to practice and is accredited by Physiotherapy Education Accreditation Canada (PEAC). Read more
The Master of Physical Therapy (MPT) Program at UBC is a twenty-five month professional program leading to entry to practice and is accredited by Physiotherapy Education Accreditation Canada (PEAC). In the UBC MPT program, students experience the breadth and depth of the profession with 45 weeks of academic course work and a total of 1080 “hands-on” clinical hours. Students experience a diverse, inclusive, and evidence-based curriculum. The course content is updated annually to reflect recent research findings and current best practice. The teaching and learning practices in the MPT Program are based on recent education research and best practice in adult teaching and learning.

The MPT Program embraces innovative teaching and learning approaches that align with the curricular vision and goals, including technology-enhanced teaching and learning and simulation; interprofessional learning; and community-based learning. Faculty members within the Department are acknowledged throughout Canada, and internationally, as leaders in Physical Therapy research and include a Canada Research Chair, as well as Michael Smith and CIHR Scholars. The MPT Program is taught by a complement of faculty members and expert clinicians, with high instructor-to-student ratios in clinical skills courses.

Students experience six clinical placements in diverse aspects of clinical care such as acute, outpatient, geriatrics, interprofessional (including rural and paediatrics), and rehabilitation for various populations such as stroke, spinal cord injury, head injury and others (as well as an option for a research placement). In addition, in partnership with Fraser Health and Vancouver Coastal Health, UBC can place students in the only two student-led physiotherapy clinics in the province, which provide an outstanding opportunity for peer learning and interprofessional experience. Students have access to a vast number of clinical placement location possibilities in British Columbia ranging from large city centres to small communities. Students at the senior level have the option to request one “Out-of-Province” or International placement. Clinic site visits and patient interface workshops are offered throughout the curriculum exposing students to real patients while learning their theoretical skills (neuro; pediatric; shadow placements).

The entry-level MPT program is located in a state-of-the-art facility on the campus of the University of British Columbia in beautiful Vancouver. Cameras and large screen monitors in labs allow for all students to have the best seat in the house when observing demonstrations of even the most detailed subjects. Large lab spaces accommodate two students for every physiotherapy plinth. Additionally, students have access to a modern, well-equipped exercise gym in which to learn exercise testing and prescription.

Quick Facts

- Degree: Master of Physical Therapy
- Specialization: Physical Therapy
- Subject: Health and Medicine
- Mode of delivery: On campus
- Program components: Coursework only
- Faculty: Faculty of Medicine

Program Overview

Physical therapists specialize in the assessment and treatment related to movement. Common movement disorders result from impairment of the neuromuscular, musculoskeletal, respiratory or cardiovascular systems. Following assessment of their clients, physical therapists often use physical agents such as therapeutic exercise, heat, cold, and electrical stimulation to increase muscle strength and function, reduce pain, promote general health and fitness, and prevent disability. As specialists in movement dysfunction, physical therapists also provide expertise in human mobility, carefully analyzing gait patterns and prescribing treatment regimens or devices (such as braces, crutches, or wheelchairs) to enable clients to move independently through their environments.

The M.P.T. degree provides the professional education necessary to obtain a license to practice physical therapy. It differs from the advanced or research M.Sc. in Rehabilitation Sciences, which prepares practitioners with advanced research skills and requires completion and defense of a thesis.

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The discipline of art psychotherapy draws upon the visual arts, psychotherapy and psychology and is applied within psychiatry, special education, social services and the voluntary sector. Read more
The discipline of art psychotherapy draws upon the visual arts, psychotherapy and psychology and is applied within psychiatry, special education, social services and the voluntary sector. Art psychotherapists work with individuals, groups and communities.
Art psychotherapists enable clients to access their own image-making abilities. The therapist and their client jointly explore the meaning of the process and image/art object in the light of personal experiences and/or interpersonal relationships that may sometimes be distressing or troubling. The aim is to facilitate the intra-personal and interpersonal communication of experiences that the client may initially find difficulty in discussing verbally. The art psychotherapist’s task is to support processes of emotional integration by providing a safe, reliable and containing therapeutic environment within which the client can create and use art making to develop insight and promote change.

This course is designed for people who usually have at least one year’s experience of, or are currently, working in a caring capacity such as psychiatry, special education, social services and the voluntary sector.

Teaching, learning and assessment

You will attend classes, work in groups and carry out independent learning. Assessment methods include reports, essays, and
presentations. Each year group contains 25-30 students. However, most classes take the form of supervision, seminar, lectures and interpersonal leaning groups with a maximum of 15 students. You will undertake 110 days supervised practice placement over the training period; placements are allocated by QMU. All students are required to be in personal psychotherapy throughout the duration of the course. Students will attend supervision on site at the practice placement setting and at QMU throughout the training. Full-time students attend practice placement two days per week and part-time students attend one day per week over two semesters.

Teaching hours and attendance

Year One classes for full-time students take place usually from 9-5pm on Tuesdays and Wednesdays. Year Two classes take place from 9-5pm on Thursdays only. Part-time students attend classes on Tuesdays, 9-5 pm and Wednesdays, 9-1pm for Year One and in Year Two on Tuesdays, 9-1pm and Thursday only for Year Three and/or Four of the part-time route. You will also be required to carry out independent learning. Full-time students attend practice placement two days per week and part-time students attend one day per week over two semesters. Part-time students wishing to complete their Clinical Project in Year Four will attend personal academic tutorials by appointment. All students will be required to carry out independent learning throughout the training programme. The Art Studio will be open for art practice on Mondays and Fridays, 9am- 8pm.

Links with industry/professional bodies

Graduates are eligible for registration with the Health and Care Professions Council as Registered Arts Therapists (Art) and are eligible for full membership of BAAT (British Association of Art Therapists).

Modules

Level 1 (f/t -year 1; p/t-years 1 & 2):
Art Psychotherapy Practice Placement 1/ Art Psychotherapy Therapeutic Skills & Inter- Personal Learning Groups 1/ Interdisciplinary Studies/Pre-registration Research Methods

Level 2 (f/t- year 2; p/t- years 3&4):
Art Psychotherapy Practice Placement 2/ Interdisciplinary Studies 2 & IPL Groups 2 All modules above are worth 30 credits.

60 credits: Clinical Project

Careers

Art psychotherapists work with a wide range of clients and communities, individually or with groups, within the public and private sectors
throughout the world. The course meets the requirements of the Health and Care Professions Council Standards of Proficiency for Art Therapists. This degree carries 240 credits/120 European Credits which are transferable across Europe and attracts students from all over the world. Graduates work in a wide variety of different settings across the globe including health, education and the voluntary sector.

Quick Facts

- Graduates are eligible for registration with the Health and Care Professions Council UK.
- The course has an international perspective and welcomes students from across the world.
- It is the only MSc Art Psychotherapy in the UK based in a school of health sciences and includes a strong research component.

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The PhD (or doctorate) is the highest academic qualification available. A PhD degree is designed to provide strong grounding in highly specialised areas through research. Read more
The PhD (or doctorate) is the highest academic qualification available. A PhD degree is designed to provide strong grounding in highly specialised areas through research. Its goal is to enable students to be researchers in psychology, contributing to academic knowledge and developing work of internationally publishable quality. Bangor Psychology offers PhD supervision in the following specialisms:

• Cognitive Neuroscience
• Learning and Development
• Language
• Clinical Neuroscience
• Clinical and Health Psychology
• Experimental Consumer Psychology

ENTRY REQUIREMENTS
You must have an undergraduate degree in psychology or a related subject, with a minimum degree class of 2:1 or equivalent, and additional postgraduate training (see below).

STUDY MODE AND DURATION
Full-time PhD students normally spend three years in study. If you do not already have a Master’s degree, then we would normally expect you to complete such a degree prior to starting the PhD programme.If you have already obtained an appropriate Master’s degree, you may be required to take one or more relevant modules in the School’s MSc in Psychological Research to complement your background and expertise.

Part-time students have five years to complete the PhD.
SUPERVISORY COMMITTEE
Three members of academic staff will be helping you with your research: a principal supervisor, a second supervisor and a chairperson - this last from a different research specialism. The major role of the second supervisor is to provide additional input on your research and to take over the supervision of the dissertation should the primary supervisor need to withdraw. The major responsibility of the chairperson is to ensure that a "best fit" is found between you and your supervisor. This group meets periodically with you in order to provide guidance on your research and to help with any difficulty that you might be experiencing.

REVIEWS AND PROGRESS TOWARDS THE PhD DEGREE

Probationary period
The first year acts as a probationary period. Your progress will be reviewed in February and June (for full-time students), according to the requirements of the School and the goals outlined in your individual course of study. If, after these reviews, your supervisory committee considers that your progress has been fully satisfactory, then you will cease to be “probationary”.

Subsequent reviews
During the second year there will be another research review in June, and again in February of your third year. If you have not completed the write-up of your thesis by June of the third year, there will be another review meeting in June of that year (and every February and June of subsequent years until completion).

The purpose of these meetings is to ensure that you are always moving forward effectively towards completion, and to enable your committee to provide any assistance that may be necessary to help guarantee completion of the work.

YOUR PhD THESIS
Your research thesis is a large project. It will require attention throughout your studies. We have established a system to keep your research on track and help you manage your time. Completing a successful thesis builds on skills and knowledge acquired throughout the MSc modules. It constitutes an original piece of research, usually including several experiments or observational studies.

Your PhD thesis must be defended at the end of your studies in a viva voce examination. This comprises an oral report of the research in the presence of an examining committee.

CHOOSING A RESEARCH TOPIC AND SUPERVISOR
If you are thinking of studying for a PhD degree, one of your first actions, before applying for admission to the programme, is to identify and communicate with a potential supervisor in the relevant area. The research interests and publications of our academic staff are listed within our web pages. Contact the people whose research is most relevant to the area in which you wish to work. In many cases, it is best to make initial contact by e-mail or by letter.

FUNDING
Funding for full-time PhD study (tuition fees plus living allowance) is available through a number of sources, including the ESRC, the University of Wales Bangor, and the School of Psychology, which offers a number of studentships aimed at exceptional candidates from the UK, Europe, and internationally. Our website offers more details on the funding available for PhD students.

You can obtain more information on funding opportunities from our Deputy School Administrator (Paula Gurteen, ). Alternatively, you can discuss funding options with your potential supervisor.

APPLICATION PROCEDURE
We invite applications for our funded studentships at set times throughout the year, both on our website and on jobs.ac.uk.

Applications from students who have already obtained funding for their studies are welcome at any time and can be done online on the University website.

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The School Nursing pathway reflects the current standards and initiatives for School Nursing, developing public health awareness and the understanding of key health challenges using a social model of health and well-being. Read more

Overview

The School Nursing pathway reflects the current standards and initiatives for School Nursing, developing public health awareness and the understanding of key health challenges using a social model of health and well-being. The course has a particular in-depth focus on the physical, social and emotional aspects of school-age health and well-being, recognising how these contribute to social capital and life chances.

The programme will support students in applying their skills of critical reflection to enhance their professional, personal and academic development. It will encourage the development of sound School Nursing Practice based on the critical application of research and evidence and will introduce students to theories and practice of leaderhship and partnership-working. Students' clinical placement experience will enable them to gain expertise in the full range of School Nursing skills, through observation and practice supervised by a Practice Teacher.

Through undertaking the award, you will be prepared to work with communities, families and individuals to improve health and reduce health inequalities, to optimise life chances, in partnership with people and organisations, in support of the government health and social agenda. On successful completion of this course you are able to register with the NMC on the third part of the register as a Specialist Community Public Health Nurse.

See the website https://www.keele.ac.uk/pgtcourses/specialistcommunitypublichealthnursingschoolnursingpathway/

Course Aims

This course has been designed to produce specialist community public health practitioners who are safe, competent, and deliver professional practice in a community public health setting, meeting Nursing and Midwifery Council (NMC) standards for Specialist Community Public Health Nursing. The programme will support you in applying the skills of critical reflection to enhance your professional, personal and academic development. It will encourage the development of a sound School Nursing practice, based on the critical application of research and evidence and will introduce you to theories and practice of leadership and partnership-working. You will engage within clinical placements and gain expertise in the full range of School Nursing skills, through observation and practice supervised by a Practice Teacher. You will achieve the recordable qualification through the Postgraduate diploma; however, there is the opportunity to undertake a dissertation through a part-time route to convert this post-graduate diploma to a Master’s Degree.

Additional Costs

Apart from additional costs for text books, inter-library loans and potential overdue library fines we do not anticipate any additional costs for this postgraduate programme.

Completing your Masters

The Postgraduate Diploma Specialist Community Public Health Nursing (Health Visiting & School Nursing pathways) and the Specialist Community Nursing (District Nursing pathway) awards – registerable with the NMC – each comprise of six taught modules to meet individual or service requirements in year 1 as a full time student.

Successful completion of the Postgraduate Diploma will lead to the NMC approved specialist and registerable qualification ‘Specialist Community Public Health Nursing (Health Visiting)’, ‘Specialist Community Public Health Nursing (School Nursing)’ or the Specialist Community Nursing (District Nursing), depending upon the route that the student registers for.

Students who have met the requirements for the award of a Postgraduate Diploma will be eligible to proceed into year 2, onto the Masters’ award – subject to the rules of progression. The award of an MSc Specialist Community Public Health Nursing (Health Visiting or School Nursing) requires successful completion of the Professional Practice dissertation (MSc route 1) or the Faculty dissertation module (MSc route 2), on a part-time basis.

The Specialist Community Nursing (District Nursing) programme will share modules with the P.G Dip/MSc Specialist Community Public Health Nursing Programme. This will enhance Inter-professional learning with other community specialist nurses working in primary care.

Find information on Scholarships here - http://www.keele.ac.uk/studentfunding/bursariesscholarships/

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This award enables healthcare professionals to create an individualised programme of study from the interdisciplinary Framework within the Faculty of Health Studies that will meet either their needs and /or their employers’ needs for a changing diverse workforce within a modern organisation. Read more
This award enables healthcare professionals to create an individualised programme of study from the interdisciplinary Framework within the Faculty of Health Studies that will meet either their needs and /or their employers’ needs for a changing diverse workforce within a modern organisation.

It is designed for people who do not wish to undertake a defined programme or award, but who might like to study one module at a time (maximum of 5 years part time) building academic credit at their own pace, building up enough credit for one of the generic awards in Health, Wellbeing and Social Care at Post Graduate Certificate, Post Graduate Diploma or MSc level.

The Programme Leader or an academic adviser from the Faculty will discuss with the student and support their choices of modules before they start studying and during the programme of study.

The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, within which the curriculum, where required, meets the regulatory needs of professional bodies and the professional development needs of the student, as well as the organisational needs of employers
-Develop the students’ cognitive and practical skills to undertake data synthesis and complex problem solving
-Develop critically reflective, competent practitioners, managers and leaders who will inform and shape or change inclusive, fair and ethically sensitive service provision

Students engage with learning through a range of teaching methods depending on the modules studied, however, student centred approaches to learning are a feature of the modules across the Faculty of Health thereby enabling all students to access the curriculum and meet the diversity agenda. Module delivery methods may include block or study day attendance, distance learning, blended learning or residential attendance and during study planning students will be advised of the delivery methods utilised for each module.

Why Bradford?

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community / voluntary sector organisations across the Yorkshire and Humber Region and wider.

The core work of the Faculty is the focus on health and wellbeing and developing professionals who can work within multidisciplinary teams, work across care sectors and different types of organisations using clinical, educational, research or management and leadership skills to improve practice, services or improve organisations and their cultures and influence change.

Modules from across the Framework offer these opportunities; the core research modules are taught by a multidisciplinary team with a range of different professional backgrounds and experiences. This combined focus enables our education provision to have a sustainable component in terms of the future careers of our students and the sustainability of services by maintaining and improving provision for local communities.

Modules are taught in interdisciplinary groups by a range of lecturers from across the Faculty. A number of staff from the Faculty are clinical experts in their field or are actively involved in research across a range of different settings, including some who have an international as well as national reputation for their work, such as the members of the School of Dementia Studies and the Centre for Inclusion and Diversity. Students’ are enabled to meet module aims and learning outcomes by applying the knowledge and principles being taught into their own employment or professional area.

The flexibility offered by the Faculty of Health’s Framework enables students to take forward their current experience whatever the area of their work in collaboration with the University of Bradford. Students can obtain credits for short episodes of study, gain recognition for prior learning, undertake a single module or combine studying a choice of modules over time. The Programme Leader or an academic adviser from the Faculty will discuss with the student and support their choices of modules before they start studying and during the programme of study.

The Faculty’s focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

The modules and programmes nested within the Framework offer students a wide range of delivery options E.g. simulated learning, group work, problem based learning, the capacity to acknowledge and build upon the previous knowledge and skills acquired through previous learning experiences including those in the work place.

This enables students to develop a full range of skills and competences appropriate to their work or professional field enabling them to function more effectively in the workplace.

Learning will be assessed against the Programme Aims and Learning Outcomes by the use of a variety of assessment techniques, offering opportunities for students to select modules which not only meet their identified learning needs but also their learning style and choice of assessment. Assessment options may include one or more of the following:
-Written essay
-Reflective case study
-Reflective portfolio
-Completion of a set number of competencies
-Practical examination (OSC(E/P)
-Computer based Multiple Choice Question Examination
-Computer based open book exam
-Seminar presentation
-Written project report
-Completion of a Dissertation/Final stage project

Career support and prospects

The nature of health and social care is such that it is ever changing and with it the workforce needs to be adaptable and flexible. This programme facilitates students’ continuing professional development whether they are working in the third sector or working in the mainstream health service.

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This award enables healthcare professionals to create an individualised programme of study from the interdisciplinary Framework within the Faculty of Health Studies that will meet either their needs and /or their employers’ needs for a changing diverse workforce within a modern organisation. Read more
This award enables healthcare professionals to create an individualised programme of study from the interdisciplinary Framework within the Faculty of Health Studies that will meet either their needs and /or their employers’ needs for a changing diverse workforce within a modern organisation.

It is designed for people who do not wish to undertake a defined programme or award, but who might like to study one module at a time (maximum of 5 years part time) building academic credit at their own pace, building up enough credit for one of the generic awards in Health, Wellbeing and Social Care at Post Graduate Certificate, Post Graduate Diploma or MSc level.

The Programme Leader or an academic adviser from the Faculty will discuss with the student and support their choices of modules before they start studying and during the programme of study.

The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, within which the curriculum, where required, meets the regulatory needs of professional bodies and the professional development needs of the student, as well as the organisational needs of employers
-Develop the students’ cognitive and practical skills to undertake data synthesis and complex problem solving
-Develop critically reflective, competent practitioners, managers and leaders who will inform and shape or change inclusive, fair and ethically sensitive service provision

Students engage with learning through a range of teaching methods depending on the modules studied, however, student centred approaches to learning are a feature of the modules across the Faculty of Health thereby enabling all students to access the curriculum and meet the diversity agenda. Module delivery methods may include block or study day attendance, distance learning, blended learning or residential attendance and during study planning students will be advised of the delivery methods utilised for each module.

Why Bradford?

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community / voluntary sector organisations across the Yorkshire and Humber Region and wider.

The core work of the Faculty is the focus on health and wellbeing and developing professionals who can work within multidisciplinary teams, work across care sectors and different types of organisations using clinical, educational, research or management and leadership skills to improve practice, services or improve organisations and their cultures and influence change.

Modules from across the Framework offer these opportunities; the core research modules are taught by a multidisciplinary team with a range of different professional backgrounds and experiences. This combined focus enables our education provision to have a sustainable component in terms of the future careers of our students and the sustainability of services by maintaining and improving provision for local communities.

Modules are taught in interdisciplinary groups by a range of lecturers from across the Faculty. A number of staff from the Faculty are clinical experts in their field or are actively involved in research across a range of different settings, including some who have an international as well as national reputation for their work, such as the members of the School of Dementia Studies and the Centre for Inclusion and Diversity. Students’ are enabled to meet module aims and learning outcomes by applying the knowledge and principles being taught into their own employment or professional area.

The flexibility offered by the Faculty of Health’s Framework enables students to take forward their current experience whatever the area of their work in collaboration with the University of Bradford. Students can obtain credits for short episodes of study, gain
recognition for prior learning, undertake a single module or combine studying a choice of modules over time. The Programme Leader or an academic adviser from the Faculty will discuss with the student and support their choices of modules before they start studying and during the programme of study.

The Faculty’s focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

The modules and programmes nested within the Framework offer students a wide range of delivery options E.g. simulated learning, group work, problem based learning, the capacity to acknowledge and build upon the previous knowledge and skills acquired through previous learning experiences including those in the work place.

This enables students to develop a full range of skills and competences appropriate to their work or professional field enabling them to function more effectively in the workplace.

Learning will be assessed against the Programme Aims and Learning Outcomes by the use of a variety of assessment techniques, offering opportunities for students to select modules which not only meet their identified learning needs but also their learning style and choice of assessment. Assessment options may include one or more of the following:
-Written essay
-Reflective case study
-Reflective portfolio
-Completion of a set number of competencies
-Practical examination (OSC(E/P)
-Computer based Multiple Choice Question Examination
-Computer based open book exam
-Seminar presentation
-Written project report
-Completion of a Dissertation/Final stage project

Career support and prospects

The nature of health and social care is such that it is ever changing and with it the workforce needs to be adaptable and flexible. This programme facilitates students’ continuing professional development whether they are working in the third sector or working in the mainstream health service.

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This award enables healthcare professionals to create an individualised programme of study from the interdisciplinary Framework within the Faculty of Health Studies that will meet either their needs and /or their employers’ needs for a changing diverse workforce within a modern organisation. Read more
This award enables healthcare professionals to create an individualised programme of study from the interdisciplinary Framework within the Faculty of Health Studies that will meet either their needs and /or their employers’ needs for a changing diverse workforce within a modern organisation.

It is designed for people who do not wish to undertake a defined programme or award, but who might like to study one module at a time (maximum of 5 years part time) building academic credit at their own pace, building up enough credit for one of the generic awards in Health, Wellbeing and Social Care at Post Graduate Certificate, Post Graduate Diploma or MSc level.

The Programme Leader or an academic adviser from the Faculty will discuss with the student and support their choices of modules before they start studying and during the programme of study.

The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, within which the curriculum, where required, meets the regulatory needs of professional bodies and the professional development needs of the student, as well as the organisational needs of employers
-Develop the students’ cognitive and practical skills to undertake data synthesis and complex problem solving
-Develop critically reflective, competent practitioners, managers and leaders who will inform and shape or change inclusive, fair and ethically sensitive service provision

Students engage with learning through a range of teaching methods depending on the modules studied, however, student centred approaches to learning are a feature of the modules across the Faculty of Health thereby enabling all students to access the curriculum and meet the diversity agenda. Module delivery methods may include block or study day attendance, distance learning, blended learning or residential attendance and during study planning students will be advised of the delivery methods utilised for each module.

Why Bradford?

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community / voluntary sector organisations across the Yorkshire and Humber Region and wider.

The core work of the Faculty is the focus on health and wellbeing and developing professionals who can work within multidisciplinary teams, work across care sectors and different types of organisations using clinical, educational, research or management and leadership skills to improve practice, services or improve organisations and their cultures and influence change.

Modules from across the Framework offer these opportunities; the core research modules are taught by a multidisciplinary team with a range of different professional backgrounds and experiences. This combined focus enables our education provision to have a sustainable component in terms of the future careers of our students and the sustainability of services by maintaining and improving provision for local communities.

Modules are taught in interdisciplinary groups by a range of lecturers from across the Faculty. A number of staff from the Faculty are clinical experts in their field or are actively involved in research across a range of different settings, including some who have an international as well as national reputation for their work, such as the members of the School of Dementia Studies and the Centre for Inclusion and Diversity. Students’ are enabled to meet module aims and learning outcomes by applying the knowledge and principles being taught into their own employment or professional area.

The flexibility offered by the Faculty of Health’s Framework enables students to take forward their current experience whatever the area of their work in collaboration with the University of Bradford. Students can obtain credits for short episodes of study, gain recognition for prior learning, undertake a single module or combine studying a choice of modules over time. The Programme Leader or an academic adviser from the Faculty will discuss with the student and support their choices of modules before they start studying and during the programme of study.

The Faculty’s focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

The modules and programmes nested within the Framework offer students a wide range of delivery options E.g. simulated learning, group work, problem based learning, the capacity to acknowledge and build upon the previous knowledge and skills acquired through previous learning experiences including those in the work place.

This enables students to develop a full range of skills and competences appropriate to their work or professional field enabling them to function more effectively in the workplace.

Learning will be assessed against the Programme Aims and Learning Outcomes by the use of a variety of assessment techniques, offering opportunities for students to select modules which not only meet their identified learning needs but also their learning style and choice of assessment. Assessment options may include one or more of the following:
-Written essay
-Reflective case study
-Reflective portfolio
-Completion of a set number of competencies
-Practical examination (OSC(E/P)
-Computer based Multiple Choice Question Examination
-Computer based open book exam
-Seminar presentation
-Written project report
-Completion of a Dissertation/Final stage project

Career support and prospects

The nature of health and social care is such that it is ever changing and with it the workforce needs to be adaptable and flexible. This programme facilitates students’ continuing professional development whether they are working in the third sector or working in the mainstream health service.

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- Aims. It is our aim to develop in our students the skills required to submit a satisfactory MPhil thesis at the end of their chosen duration (1 year full time or 2 years part time). Read more

Overview

- Aims
It is our aim to develop in our students the skills required to submit a satisfactory MPhil thesis at the end of their chosen duration (1 year full time or 2 years part time). In order to achieve this, a student will have acquired the essential skills required to design and conduct experiments (including applying for ethics approval where necessary), to analyse results, and to communicate these both in writing and orally. These skills will include those that can be transferred successfully to their choice of academic or other career.

- Support
The MPhil at the CBU is achieved by supervised research and is under the jurisdiction of the Degree Committee for the Faculty of Biology. The provision of supervision and teaching is overseen by the Graduate School of Life Sciences. Within the CBU, the internal Graduate Committee is responsible for all aspects of the running of the degrees. A suitable project falling within the interests of the supervisor, and sustainable within the limits imposed by the facilities available at the CBU, is agreed by both student and supervisor, and endorsed by the Graduate Committee. Each graduate student has a primary Supervisor, who will supervise the main body of their research, and an Advisor who acts as a supplementary source of advice and support. We also have two pastoral tutors who offer personal support and counselling throughout a student’s time at the Unit.

- Seminars
Students attend a variety of Unit Seminars given by distinguished scientists. They are able to draw from the CBU’s panels of research volunteers, both normal and clinical, and enjoy the benefits of superb computing facilities and support staff, including a Graphics/Multimedia Officer.

- The Cambridge Graduate Programme in Cognitive and Brain Sciences
CBU students are full members of the Cambridge Graduate Programme in Cognitive and Brain Sciences, which has been jointly established by the Unit and the Departments of Psychology and Psychiatry. This consists of a weekly series of theoretical seminars presented by senior researchers from the CBU and from the University. Lectures will be held on Mondays 4-5.30pm in the West Wing Seminar Room at the MRC Cognition and Brain Sciences Unit, 15 Chaucer Road, Cambridge, CB2 7EF (unless otherwise specified), or at the Psychology department on the Downing Site in Cambridge city centre. Seminars are held during Michaelmas and Lent terms only.
All public talks are publicised on the University talks website, which also contains an archive of older lectures. All scientists at the CBU are expected to attend the two public talk series, held on Wednesdays and Thursdays.

- Facilities and Linkages
The CBU has excellent facilities for experimental behavioural studies involving normal populations and patients with brain damage, as well as institutional links with Addenbrooke’s hospital giving access to various types of patient populations, including stroke and progressive neural degenerative diseases. There is a 3 Tesla MRI scanner on the premises, as well as MEG and EEG facilities. Through its partnership with the University of Cambridge Wolfson Brain Imaging Centre, the CBU has excellent access to PET and additional fMRI (3 Tesla) facilities. The CBU also offers state of the art computing facilities, supporting Unix, PC, and Mac platforms, and handling the large volumes of neuro-imaging data as well as extensive computational modelling. All students have their own networked desktop computer, with internet access through JANET.
The Unit’s close links with the University Department of Psychology and the Department of Psychiatry are strengthened through the Cambridge Graduate Programme in Cognitive and Brain Sciences, a joint programme of termly Seminars given by members of each Department and attended by all graduate students.
The CBU is also an active member of the wider neuroscience community in Cambridge, supported by the Cambridge Neuroscience network.

- Completion on time
For MPhil students a personalised training and research programme will be agreed during the early weeks of the degree.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/blcbmpbsc

Learning Outcomes

By the end of the programme, students will have:
• a comprehensive understanding of techniques, and a thorough knowledge of the literature, applicable to their own research;
• demonstrated originality in the application of knowledge, together with a practical

understanding of how research and enquiry are used to create and interpret knowledge in their field;
• shown abilities in the critical evaluation of current research and research techniques and methodologies;
• demonstrated some self-direction and originality in tackling and solving problems, and acted autonomously in the planning and implementation of research.

Continuing

There is no automatic progression from a CBU MPhil degree to a CBU PhD. MPhil students will need to apply to be considered for a PhD place alongside all other candidates.

Teaching

We offer a variety of theoretical and skills based training to support our wide range of topics and streams of research. A personalised training programme will be agreed for each incoming student in the first few weeks of the degree period. This will cover an agreed timetable of attendance at the various seminars, the research project planned, amd the formal review points throughout the degree.

- Feedback
Continuous assessment and supervision. Students can expect to receive an online feedback report each term.

Funding Opportunities

For eligible applicants, several MRC funded studentships are available, which pay the University Composition Fee, and a small but liveable stipend (currently £13,726 p.a.), however it should be noted that this money has never been allocated to an MPhil student as we always have excellent eligible PhD students whose funding takes priority. In reality a MPhil would almost certainly need to be self-funded or have external funding. Hence, independently funded applications are very welcome, and we will also always nominate successful applicants for the various Cambridge University scholarships available, depending on individual eligibility.

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

Find out how to apply here http://www.graduate.study.cam.ac.uk/courses/directory/blcbmpbsc/apply

See the website http://www.graduate.study.cam.ac.uk/courses/directory/blcbmpbsc

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Keele University School of Nursing & Midwifery offer this pathway as an NMC approved, full-time one-year Specialist Community Nursing programme. Read more

Overview

Keele University School of Nursing & Midwifery offer this pathway as an NMC approved, full-time one-year Specialist Community Nursing programme: District Nursing. Specialist Community Nurses provide up-to–date, specialist and highly technical care to patients in their own environments as well as supporting families and carers. As a district nurse today you need to be highly skilled and educated to manage the changing demographics of communities and populations you will work within; you will be expected to lead teams of both qualified and support staff in a community setting. Recent government policy outlines a call to action and model for district nursing services and this award, providing a qualification in Specialist Community Nursing (District Nursing Pathway), is timely to support this, leading to a recordable specialist qualification with the NMC.

See the website https://www.keele.ac.uk/pgtcourses/specialistcommunitynursing-districtnursingpathway/

Course Aims

The course has been designed to produce specialist community nursing practitioners who are safe, competent, and professional, to lead district nursing in a community nursing setting. This includes meeting Nursing & Midwifery Council (NMC) standards for Specialist Community Nursing, Education and Practice. You will develop your leadership skills whilst on the programme, so that you are able to plan and lead services and initiatives which promote health, support long-term conditions, and provide specialist nursing care, including community practitioner prescribing as applicable to your role. You will achieve the recordable qualification through the Postgraduate diploma; however, there is the opportunity to undertake a dissertation through a part-time route to convert this post-graduate diploma to a Master’s Degree.

A new vision developed for District Nursing (DH 2013) Care in local communities: a new vision and model for district nursing will underpin the content and delivery of the pathway with a focus on 'Compassion in Practice' underpinning the new model focussing on:
- Population and case load management
- Support and care for patients who are unwell, recevoering at home and at end of life
- Support and care for independence

The aim of this programme is to support the development and enhancement of essential knowledge and skills in the registered practitioner to equip them for a career in specialist community nursing. This will be actualised through building upon the theoretical and clinical basis of their specialised area of practice, through delivery of a cohertent programme of study.

The District Nursing pathway will have a contemporary focus and is designed to meet the requirements of the Nursing & Midwifery Council (NMC) Standards for Specialist Education and Practice (UKCC 2001).

The programme will support students in applying their skills of critical reflection to enhance their professional, personal and academic development. It will encourage the development of sound District Nursing practice based on the critical application of research and evidence and will introduce students to theories and practice of leadership and partnership working.

Additional Costs

Apart from additional costs for text books, inter-library loans and potential overdue library fines we do not anticipate any additional costs for this postgraduate programme.

Completing your Masters

The Postgraduate Diploma Specialist Community Public Health Nursing (Health Visiting & School Nursing pathways) and the Specialist Community Nursing (District Nursing pathway) awards – registerable with the NMC – each comprise of six taught modules to meet individual or service requirements in year 1 as a full time student.

Successful completion of the Postgraduate Diploma will lead to the NMC approved specialist and registerable qualification ‘Specialist Community Public Health Nursing (Health Visiting)’, ‘Specialist Community Public Health Nursing (School Nursing)’ or the Specialist Community Nursing (District Nursing), depending upon the route that the student registers for.

Students who have met the requirements for the award of a Postgraduate Diploma will be eligible to proceed into year 2, onto the Masters’ award – subject to the rules of progression. The award of an MSc Specialist Community Public Health Nursing (Health Visiting or School Nursing) requires successful completion of the Professional Practice dissertation (MSc route 1) or the Faculty dissertation module (MSc route 2), on a part-time basis.

The Specialist Community Nursing (District Nursing) programme will share modules with the P.G Dip/MSc Specialist Community Public Health Nursing Programme. This will enhance Inter-professional learning with other community specialist nurses working in primary care.

Find information on Scholarships here - http://www.keele.ac.uk/studentfunding/bursariesscholarships/

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The Health Visiting pathway reflects the current standards and initiatives for Health Visiting Practice, underpinned by the Health Visiting Implementation Plan. Read more

Overview

The Health Visiting pathway reflects the current standards and initiatives for Health Visiting Practice, underpinned by the Health Visiting Implementation Plan: A Call To Action, 2011—2015 (DH 2011). The course focuses on developing public health awareness and understanding of key health challenges using a social model of health and well-being, and has a particular in-depth focus on the physical, social and emotional aspects of the developing child from 0—5 years, including attachment, recognising how these contribute to social capital and life chances. Through undertaking the award, you will be prepared to work with communities, families and individuals to improve health and reduce health inequalities to optimise life chances, in partnership with people and organisations, in support of the government health and social agenda. On successful completion of this course you are able to register with the NMC on the third part of the register as a Specialist Community Public Health Nurse.

See the website https://www.keele.ac.uk/pgtcourses/specialistcommunitypublichealthnursing-healthvisitingpathway/

Course Aims

The programme will support students in applying their skills of critical reflection to enhance their professional, personal and academic development. It will encourage the development of sound Health Visting practice based on the critical application of research and evidence and will introduce students to theories and practice of leadership and parternship working. Students' clinical placement experiences will enable them to gain expertise in the full range of Health Visting skills, through observation and practice supervised by a practice teacher.

This course has been designed to produce specialist community public health practitioners who are safe, competent, and deliver professional practice in a community public health setting, meeting Nursing and Midwifery Council (NMC) standards for Specialist Community Public Health Nursing. You will develop your leadership skills whilst on the programme, therefore enabling you to plan and lead services and initiatives which promote health improvement, as well as community practitioner prescribing as applicable to your role. You will achieve the recordable qualification through the Postgraduate diploma; however, there is the opportunity to undertake a dissertation through a part-time route to convert this post-graduate diploma to a Master’s Degree.

Additional Costs

Apart from additional costs for text books, inter-library loans and potential overdue library fines we do not anticipate any additional costs for this postgraduate programme.

Completing your Masters

The Postgraduate Diploma Specialist Community Public Health Nursing (Health Visiting & School Nursing pathways) and the Specialist Community Nursing (District Nursing pathway) awards – registerable with the NMC – each comprise of six taught modules to meet individual or service requirements in year 1 as a full time student.

Successful completion of the Postgraduate Diploma will lead to the NMC approved specialist and registerable qualification ‘Specialist Community Public Health Nursing (Health Visiting)’, ‘Specialist Community Public Health Nursing (School Nursing)’ or the Specialist Community Nursing (District Nursing), depending upon the route that the student registers for.

Students who have met the requirements for the award of a Postgraduate Diploma will be eligible to proceed into year 2, onto the Masters’ award – subject to the rules of progression. The award of an MSc Specialist Community Public Health Nursing (Health Visiting or School Nursing) requires successful completion of the Professional Practice dissertation (MSc route 1) or the Faculty dissertation module (MSc route 2), on a part-time basis.

The Specialist Community Nursing (District Nursing) programme will share modules with the P.G Dip/MSc Specialist Community Public Health Nursing Programme. This will enhance Inter-professional learning with other community specialist nurses working in primary care.

Find information on Scholarships here - http://www.keele.ac.uk/studentfunding/bursariesscholarships/

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Biostatistics, a concentration within the Professional Science major, leading to a Master of Science, provides training in statistical methods that can be applied to biomedical and health-related fields. Read more
Biostatistics, a concentration within the Professional Science major, leading to a Master of Science, provides training in statistical methods that can be applied to biomedical and health-related fields. These methods involve using mathematics to solve real-world problems that influence health. Statistical areas of study include clinical trials, experimental design, categorical and longitudinal data analysis, and survival analysis. The M.S. in Professional Science combines the business management skills commonly found in the traditional M.B.A.-type program with advanced learning in specific science fields. The program consists of 21 hours of concentration-specific courses and 15 core hours in pre-defined business courses. Students complete a 250-hour internship, typically just before or during their final semester, instead of a thesis and comprehensive exams.

The Master of Science (M.S.) with a major in Professional Science includes a business core with specific concentrations in Actuarial Sciences, Biostatistics, Biotechnology, Engineering Management, Geosciences, and Health Care Informatics.

The two-year master’s degree in the sciences, technology, engineering, and mathematics (STEM) was initially started with support by the Alfred P. Sloan Foundation. The interdisciplinary program is a partnership of the College of Basic and Applied Sciences, College of Behavioral and Health Sciences, College of Liberal Arts, and the Jennings A. Jones College of Business.

Career

Reports from the Department of Labor indicate an increasing demand for individuals with master's level training with a specialty in science. MTSU is home to the only Master of Science in Professional Science program in Tennessee and prepares "business savvy scientists" for the 21st century job market. Biostatistics master’s graduates will ideally work as biostatisticians in professional settings including health care agencies; governmental agencies such as the National Institutes of Health, the Centers for Disease Control and Prevention, and the Environmental Protection Agency; and the pharmaceutical industry.

Employers of MTSU alumni include:

Emory University School of Medicine
Lifepoint Hospitals
Sarah Cannon Research Institute
Tribal Epidemiology Center
Vanderbilt Ingram Cancer Center

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Biotechnology studies help prepare students for careers in the management of bioscience firms and organizations. Biotechnology is among six concentrations leading to the Master of Science (M.S.) in Professional Sciences at MTSU. Read more
Biotechnology studies help prepare students for careers in the management of bioscience firms and organizations. Biotechnology is among six concentrations leading to the Master of Science (M.S.) in Professional Sciences at MTSU. The program is a combination of business and science to offer training to work in leadership roles in scientific companies and agencies. Opportunities with the Biotechnology master’s degree include research science positions in laboratories applying biotechnology to problems in medicine, industry, and agriculture, as well as management positions in the biotechnology and pharmaceutical industries. The program features industry experience in a 250-hour internship that is completed prior to graduation instead of a thesis or comprehensive exams. Coursework includes classes in the specific scientific concentration, along with a business management core. A limited number of graduate assistantships are available.

The Master of Science (M.S.) with a major in Professional Science includes a business core with specific concentrations in Actuarial Sciences, Biostatistics, Biotechnology, Engineering Management, Geosciences, and Health Care Informatics.

The M.S. in Professional Sciences is a new type of two-year degree in the sciences and mathematics to equip people for work in public and private business enterprises and in academia. The goal for this degree, started initially with support from the Alfred P. Sloan Foundation, is to enhance the interface between science and business by emphasizing expertise in both areas.

Career

With the growth of positions in the biotechnology industry in Tennessee and nationwide, the demand for persons with training in both biological science and management is expected to grow significantly. Jobs may be found in agricultural, chemical, environmental and pharmaceutical research and industries. Examples of some occupations with this degree include:

Biochemist
Bioinformatician
Biomedical engineer
Biophysicist
Biotechnology/pharmaceutical sales rep
Biotechnology lab technician
Clinical trials manager
Consultant
Corporate manager
Crime lab technician
Environmental scientist
Epidemiologist
Food scientist
Forensic scientist
Marketing executive
Microbiologist
Pharmaceutical analyst
Process development specialist
Quality control analyst
Quality control engineer
Regulatory biomanufacturing specialist
Research and development scientist
Research associate
Research facility director
Senior scientist
Technical manager
University/research professor

Employers of MTSU alumni include

Aegis Sciences Corporation
Biogen Idec
Calhoun Community College
Columbia State Community College
East Tennessee State University
Emory University
Encapsula Nanosciences
ESC Lab Sciences
Genetics Associates, Inc.
McGraw-Hill Education
Microbial Discovery Group
Middle Tennessee State University
Novus International
Tennessee Valley Authority
Unilever
S. Department of Agriculture, Iowa
Vanderbilt University Medical Center

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Graduates of the UBC School of Nursing MN-NP program are. - advanced practice nurses who are able to assess, diagnose and treat common and predictable conditions experienced across the lifespan. Read more
Graduates of the UBC School of Nursing MN-NP program are:
- advanced practice nurses who are able to assess, diagnose and treat common and predictable conditions experienced across the lifespan
- prepared to practice collaboratively and autonomously in primary care settings
- practitioners who possess theoretical knowledge and advanced skills
- knowledgeable about health care issues
- responsive to the changing health care needs of Canadian society
- interpreters and appliers of new knowledge generated to improve practice

Students in the UBC School of Nursing, Master of Nursing - Nurse Practitioner (MN-NP) Program study with professors and clinicians at the forefront of primary care. The Family Nurse Practitioner Program is a two year full-time on-campus program, which leads to the degree of Master of Nursing. The program, recognized by the College of Registered Nurses of British Columbia, leads to eligibility for licensure as a Nurse Practitioner in BC.

Nurse Practitioner

The M.N. Nurse Practitioner (M.N.-N.P.) program prepares nurse practitioners who will work in primary care settings. Graduates will be prepared to assess, diagnose, and treat common and predictable conditions across the lifespan, and will be eligible to apply for registration as Nurse Practitioner (Family) in British Columbia.

Quick Facts

- Degree: Master of Nursing
- Specialization: Nursing - Nurse Practitioner
- Subject: Health and Medicine
- Mode of delivery: On campus
- Program components: Coursework only
- Registration options: Full-time
- Faculty: Faculty of Applied Science
- School: School of Nursing

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