• Xi’an Jiaotong-Liverpool University Featured Masters Courses
  • University of Edinburgh Featured Masters Courses
  • Leeds Beckett University Featured Masters Courses
  • Swansea University Featured Masters Courses
  • Imperial College London Featured Masters Courses
  • Regent’s University London Featured Masters Courses
  • University of Leeds Featured Masters Courses
King’s College London Featured Masters Courses
Cardiff University Featured Masters Courses
University of Birmingham Featured Masters Courses
University of Leeds Featured Masters Courses
University of London International Programmes Featured Masters Courses
"collaborative" AND "prac…×
0 miles

Masters Degrees (Collaborative Practice)

  • "collaborative" AND "practice" ×
  • clear all
Showing 1 to 15 of 945
Order by 
The course explores the potential of collaborative practice. You will experiment with approaches to collaboration, challenging traditional disciplinary boundaries, subjectivities, roles and hierarchies. Read more
The course explores the potential of collaborative practice. You will experiment with approaches to collaboration, challenging traditional disciplinary boundaries, subjectivities, roles and hierarchies. You will develop a personal line of enquiry that will be negotiated and applied through a collaborative project. Collaborations may involve communities, collectives, pedagogies, interactive arts, networks, environments, health, ethics, participation, public arts, cultural activism, anthropology, sustainability, spatial or sited work, politically or socially engaged practices and more.

Students will come from a range of disciplines and share a commitment to the exchange of ideas in a creative forum, as a powerful way to learn. Collaborative practice students will negotiate marginal positions, gaps, fissures and conflicts within existing structures, enabling them to innovate, propose critical interventions or radical solutions. You will be supported in the articulation of your ideas, development of working methods and the realisation of personal projects through a regular taught seminar series, individual and group tutorials, visits and guest speakers.

Course Content

The MA Collaborative Practice is made up of four units totalling 180 credits.

The programme is practice-driven and focused on the development of your existing practice. It will enable you to identify and explore new concepts and approaches negotiated through an individual Working Synopsis.

You will also be encouraged and supported to extend your experience in the professional sphere either through a practical project, research context, exchange, work experience, or other negotiated professional set of interactions with an external partner, groups of students and creative industry.

Towards the end of the programme you will undertake a major project to consolidate your past research and practice into fully realised collections, archives, pieces, proposals, business plans, or exhibitions – whatever means is appropriate to the work. You will also have developed a strategy for the continuation of your practice located and contextualised to the profession or discipline.

If you choose to progress to MFA Collaborative award you will study a further two units of 60 credits each.

This award is focused on the continuation of your practice aligned to the research and selection of appropriate public or professional venues and platforms to disseminate a significant body of work. You will be required to produce work for a public audience in the most relevant and appropriate form along with any implicit publicity and dissemination material.

Special Features

The course is taught by practicing artists and maintains active links with an international network of art professionals and organisations.

You will have your own spaces within communal studios, with full access to the Faculty’s workshops and other resources.

There is also a regular programme of artists talks and studio visits from professionals working in the field.

You will benefit from a regular programme of talks by visiting artists organised in association with The Whitworth Art Gallery.

The University library has outstanding Art and Design holdings, including a special collection of artist’s books and ephemera.

Read less
We offer three pathways in the Advanced Professional Practice Programme. - Clinical Pharmacy for General Practice for pharmacists to develop the skills required for working in General Practice. Read more

Overview

We offer three pathways in the Advanced Professional Practice Programme:
- Clinical Pharmacy for General Practice for pharmacists to develop the skills required for working in General Practice.

- Advanced Professional Practice (Pharmacy) incorporating the Royal Pharmaceutical Society’s Advanced Pharmacy Framework

- Advanced Professional Practice (Open Learn) allows health professionals to choose from our range of modules to create their own pathway

Clinical Pharmacy for General Practice:
NHS England has recently announced their intention to invest £15 million pounds to pilot patient facing roles for clinical pharmacists in GP practices. This is a clear sign of that pharmacists are recognised as health professionals who are able to support patients in the management of long term conditions e.g. by optimising medicines. These roles offer exciting opportunities for pharmacists to develop in this area of practice. . If you wish to work in general practice, it is likely that you will need to be working towards or hold a postgraduate pharmacy qualification that includes Independent Prescribing.
Our new postgraduate pathway 'Clinical Pharmacy for General Practice' allows you to combine your choice of modules from across our Community Pharmacy, Advanced Professional Practice and Prescribing Studies programmes (including the Independent Prescribing course) to meet your own personal learning needs whilst working towards a Postgraduate Certificate, Diploma or Masters award.

Advanced Professional Practice (Pharmacy):
The Pharmacy pathway is compatible with the emerging agenda for Advanced and Specialist Practice within the Pharmacy profession and supports the Royal Pharmaceutical Society’s Faculty Professional Recognition Scheme. Pharmacists who follow this pathway will incorporate the Advanced Pharmacy Framework (APF) (http://www.rpharms.com/faculty-resources/advanced-pharmacy-framework.asp) within their Advanced Professional Practice award and be able to demonstrate competency in all six competency clusters of the framework, ie:
- Expert Professional Practice
- Collaborative Working Relationships
- Leadership
- Management
- Education, Training and Development
- Research and Evaluation

Advanced Professional Practice (Open Learn):
Increasing numbers of pharmacists and other health professionals have a career portfolio that crosses the traditional boundaries of community practice, primary care and secondary care and need a programme of continuing professional development that can meet their specific personal professional development needs.
The Open learn pathway of the APP programme is designed to allow pharmacists and other health professionals, particularly medical and non-medical prescribers working in primary care, choice and flexibility in their progression to Certificate, Diploma and Masters awards to meet their specific professional development needs and advance their professional practice. Pharmacists can choose modules from across the Department of Medicines Management/School of Pharmacy postgraduate programmes’ portfolio, including Community Pharmacy and Clinical (Hospital) Pharmacy.
Pharmacists, medical and nonmedical prescribers can choose modules from the Prescribing Studies programme, including the Independent Prescribing Preparatory Course for Pharmacists, and also modules provided by other Schools within the Faculty of Health, and other Faculties within the University, subject to meeting the specific entry criteria required for individual modules.

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

Course Aims

Keele's Pg Advanced Professional Practice Programme aims to:
- Equip you with the clinical and professional knowledge base and skills that you have identified as necessary to fulfil and advance your professional practice

- Provide you with a learning programme that meets your personal professional development needs and that will help you apply your knowledge and skills in daily practice

- Encourage you to develop the self-discipline of private study, self-directed learning and reflective practice that will be continued beyond Keele's Programme in your Continuing Professional Development (CPD).

In addition, you will develop valuable practical skills including written and oral communication, and the ability to design a project, collect, analyse and interpret data.

Course Content

MSc in Advanced Professional Practice (Clinical Pharmacy for General Practice):
For the ‘Clinical Pharmacy for General Practice’ pathway you may combine modules from our Prescribing Studies programme, Community Pharmacy programme and Advanced Professional Practice programme to meet your learning needs. A total of 60 credits is required to achieve the Certificate award, 120 credits for the Diploma and 180 credits for the MSc. The Independent Prescribing Preparatory Course for Pharmacists module (60 credits) from the Prescribing Studies programme may only be used towards a Diploma award.

Achievement of the Master’s award requires you to complete the Professional MSc year. The professional MSc year consists of three compulsory modules: Advanced Practice Development (15 credits), Researching and Evaluating your Practice (15 credits) and the Independent Learning Project (30 credits).

MSc in Advanced Professional Practice (Pharmacy):
This pathway links to all the clusters of the Advanced Pharmacy Framework (APF) (http://www.rpharms.com/faculty-resources/advanced-pharmacy-framework.asp) You will study modules to allow you to develop in all six clusters of the APF: Expert Professional Practice; Collaborative Working Relationships; Leadership; Management; Education, Training and Development; and Research and Evaluation.

The modules you will study are as follows (more detail about individual modules can be found in the Postgraduate Modules pages):

Year 1 (Certificate Year)
- Advanced Practice Development (30) 30 credits (Continuous module during Years 1 and 2)
- Competency Frameworks for the Advanced Practitioner 15 credits
- Building Working Relationships for the Advanced Practitioner (30) 30 credits

Year 2 (Diploma Year)
- Researching and Evaluating Your Practice 15 credits
- Education Theory and Practice for Health Professionals 15 credits
- Business and Financial Management 15 credits

Year 3 (Master’s year)
- Advanced Practice Development 15 credits
- Independent Learning Project 45 credits

MSc in Advanced Professional Practice (Open Learn)
For the ‘Open Learn’ pathway, a total of 60 credits is required to achieve the Certificate award, 120 credits for the Diploma and 180 credits for the MSc. The 15 credit Advanced Practice Development module is compulsory, after that you may chose modules from across our programmes to meet your individual learning needs. A maximum of 30 credits per level of award is permitted from any one programme source for Certificate and Diploma awards. The Independent Prescribing Preparatory Course for Pharmacists module (60 credits) from the Prescribing Studies programme may only be used towards a Diploma award.

Our Postgraduate Modules pages will provide you with more information about the modules you can choose from.

Achievement of the Master’s award requires you to complete the Professional MSc year. The professional MSc year consists of three compulsory modules: Advanced Practice Development (15 credits), Researching and Evaluating your Practice (15 credits) and the Independent Learning Project (30 credits).

Teaching & Assessment

The Advanced Professional Practice Programme is designed principally for distance-learning. We provide mainly online distance-learning materials so that you can study where and when it is most convenient for you. Our methods of delivery allow us to revise and update the course quickly to meet your changing needs as a pharmacist.

Students on the 'Pharmacy' Pathway will be required to attend Keele for occasional face to face study days. Students on the 'Open Learn' pathway maybe required to attend Keele, depending on their module choices.

The Advanced Professional Practice Programme is fully supported by a team of experienced, friendly, and approachable academic, administrative and technical staff based at Keele. You’re not on your own! And, don’t forget the network of other pharmacists on the course whom you can contact.

You will require the equivalent of 1-2 days (approximately 10-15 hours) each week to complete your course. Remember that the online nature of our course materials, and the fact that a good proportion of the assessed work focuses on your daily practice, means that you can integrate study and work.

Assessment is entirely by coursework for the Certificate, Diploma and MSc courses. A variety of assessment methods are used such as Practice-Based Assignments that will assess your knowledge, problem-solving skills, and data interpretation skills in relation to application of knowledge to practice, patient care and medicines management. Case Presentations assess your ability to critically appraise the literature and relate published theory to everyday practice. An Audit Project, Practice-Based Assignments, Project Protocol Development and the Independent Study Project Report assess ‘thinking’ and practical skills, and your ability to plan, conduct and report on an investigation. They also assess your ability to critically appraise the literature and relate published theory to everyday practice. Your Reflective Portfolio also assesses your ability to relate theory to practice, and self evaluation of, and reflection on, your own performance and CPD needs.

The nature of the assessments develops your written and oral communication skills. Practical skills and key life/transferable skills are assessed within the methods described above. Each method of assessment is supported by clear criteria for marking; these are explained in the relevant Course Handbooks. The minimum pass mark is 50%.

The summative assessment is supported by a variety of formative assessment activities that include online discussions, formative feedback on elements of the reflective portfolio, contributions to study days and feedback on draft proposals.

Additional Costs

For all programmes you will need regular access to a computer, email and the internet. However apart from additional costs for text books, inter-library loans and potential overdue library fines we do not anticipate any additional costs for our postgraduate programmes, with the exception of those listed below.

Some modules may require that you attend a Webinar. You may find it beneficial to purchase a headset to participate in webinars, however this is not essential if your computer has a built in microphone and speakers.

Some modules may require that you travel to Keele for a study day. There will be additional travel and accommodation costs (if required) to attend any face to face study days.

Study Days

Students on the Pharmacy Pathway will be required to attend Keele for some face to face study days. For further information please contact Bev Oakden.

Students who incorporate the Independent Prescribing Preparatory Course into the ‘Clinical Pharmacy for General Practice’ award will be required to attend Keele for some study days. For further information please refer to the ‘Independent Prescribing’ section of our website.

Whilst the majority of our modules are delivered at a distance, a small number may require attendance at Keele. Please contact Bev Oakden or Amanda Salt to discuss your choice of modules and any attendance requirements.

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

Read less
This course will prepare you as an effective leader of health and social care education whilst at the same time provide you with an opportunity to become an NMC Stage 3 Practice Teacher. Read more
This course will prepare you as an effective leader of health and social care education whilst at the same time provide you with an opportunity to become an NMC Stage 3 Practice Teacher.

This postgraduate certificate is the vehicle to achieve successful entry onto the UK Nursing and Midwifery Council (NMC) Practice Teacher register.

This course is different to others as it combines developing yourself in the role as NMC Stage 3 Practice Teacher whilst at the same time developing your skills, knowledge, qualities and behaviours of an effective leader of health and social care education. Within the context of your organisation, you will develop the skills to lead practice based learning that is based on sound education and leadership practices that are research and evidence based. You will develop the skills to take into consideration the complexity of the different levels of practice and student experience. You will critically apply the NMC Practice Teacher Standard, thus facilitate learning within a professional and inter-professional learning and working environment and in collaboration with the range of teaching personnel. You will be provided with opportunities to design and undertake assessment of educational knowledge, attitudes and skills in the practice context and identify a clear theory and/or research and evidence base in the design of learning, teaching and assessment.

There are opportunities for you to work flexibly full or part-time with options to use credits from this course towards the MSc Leading Education for Health and Social Care Reform.

Visit the website: http://www.salford.ac.uk/pgt-courses/leading_education_in_practice_nmc_stage_3_practice_teacher_award

Suitable For

This course is suitable for nurses registered with the UK Nursing and Midwifery Council who are looking to pursue a career in practice based education and is specifically targeted at those wanting to work in the role of NMC Stage 3 Practice Teacher.

An NMC Practice Teacher is a registrant who normally will have previously fulfilled the NMC requirements to become a mentor, and has received further preparation to achieve the knowledge, skills and competence required to meet the NMC defined outcomes for a Practice Teacher. Practice Teachers must have met NMC requirements defined in this standard, or be supervised by a Practice Teacher who has met them (NMC 2008).

Course detail

The range of knowledge, skills and attitudes required of an effective practice teacher and educational leader have been carefully developed into two specialist modules.

Teaching and learning strategies reflect the real world recognising that you as Practice Teacher and educational leader have to present, report, justify, reflect, defend and write critically. Therefore you will be given opportunities to develop these skills throughout the course. These strategies will also prepare you to work in the range of health and social care practice setting that are often in a state of flux and transformation.

The teaching and learning strategies are dependent on sound group dynamics, trust and cohesion. The course commences with an induction day which explores students’ expectations, hopes and fears, work based learning opportunities, along with confidentiality and other issues. Specific teaching and learning strategies include: seminars, master classes, teaching experience, and shadowing experienced health and social care educational leaders. These are interactive, discursive, participatory, collaborative and practice based and employ a variety of teaching and learning methods including group activities, sharing of work based and learning experiences and personal and group reflections on educational leadership and practice Teacher ‘real life’ scenarios , utilising best-evidence generated from models, theoretical concepts, the workplace and their own experiences.

Format

A variety of teaching approaches will be employed to provide a rich and diverse immersive and experiential learning environment. All sessions will target specific NMC Practice Teacher domains and will focus on your role as an educational leader. Specific teaching and learning strategies include:

• Seminars
• Work based learning
• Workshops
• Practice profile evidence building and shadowing experienced health and social care educational leaders.
• Sharing of work based and learning experiences and personal and group reflections on educational leadership and Practice Teacher 'real life' scenarios
• Attendance of action learning sets provide more focused opportunities for peer review and feedback and provide a safe environment to resolve 'real life' leadership and Practice Teacher issues and to develop you into the role of Practice Teacher
• Assessment in practice by your Practice Teacher Mentor

Modules

• Leading Education in Practice (30 Credits)
• Leadership and Preparation for Practice Teacher (NMC Stage 3) (30 Credits)

Assessment

The course allows for a variety of assessments, depending on the module you will undertake, and include:

• Poster presentation to critically explore an aspect of clinical teaching and learning in education
• Practice profile summary demonstrating your achievement of the 8 domains within the NMC Stage 3 Practice Teacher Standard
• Development of a simulated clinical teaching and learning scenario and clinical viva (100%)

Career Prospects

Following completion of the course you will have developed the expertise to lead education in health and social care contexts. There are opportunities for you to use credits from any existing postgraduate educational studies (NMC Stage 3 Practice Teacher and Stage 4 Teacher Award) towards this Master’s programme. This provides you with a flexible and dynamic educational leadership career pathway. Indeed this is a real strength of attending the programme.

How to apply: http://www.salford.ac.uk/study/postgraduate/applying

Read less
The programme combines formal and practice based learning. Outcomes from the DPHC programme link closely with personal and professional practice based objectives, identified through staff appraisal. Read more
The programme combines formal and practice based learning. Outcomes from the DPHC programme link closely with personal and professional practice based objectives, identified through staff appraisal. This provides the opportunity for practitioners to simultaneously achieve personal growth, reward and achievement while contributing to organisational and practice development.

Key benefits

- Members of the academic teaching team are associates of the International Practice Development Collaborative and the Person-Centred Practice International Community of Practice forums that are committed to researching and working together to develop person-centred cultures.

Visit the website: https://www.ulster.ac.uk/course/msc-developing-practice-in-healthcare-pt-o

Course detail

- Description -

The ethos behind this programme is the development of person-centred cultures, using a professional practice-based learning model that embraces practitioner inquiry and practitioner research, thereby contributing to the development of knowledgeable and dynamic person-centred practitioners who are sensitive to the needs of people who use healthcare services. The programme values knowledge gained through critical reflection on practice experience used in conjunction with the range of knowledge sources. The delivery of person-centred practice (McCormack and McCance 2010) requires practitioners to know and understand self in the context of their practice. Critical reflection is one means to achieve this. Consequently, within the DPHC the focus is on the practitioner learning from practice, understanding the theory underpinning their professional practice-based learning through critical reflection, applying this learning to practice and finally providing evidence in the form of learning and development in practice in an academic portfolio mapped to learning outcomes.

- Course format and assessment -

Although some elements of the programme are taught or delivered online, most of the learning is achieved in and from practice, where the practitioner works with a practice based facilitator (who is a recognised teacher with the Ulster University) and completes a portfolio of their learning. Practice based facilitators enable the practitioner to select the most appropriate modules to match their needs and to meet the requirements of the award.

Methods used include: facilitation in practice, critical reflection, portfolio development, workshops, lectures, seminars/discussions, e-learning, guided reading, teacher and peer observation, presentation, creative methods and debate. Multi-media and other material may be used to support this.

Self, peer and teacher/facilitator assessment will be used throughout the course to assess the achievement of learning outcomes and will require students to demonstrate the blending of theory with practice through participation, critical reflection and by production of coursework, an assignment or portfolio of evidence. Students are also required to complete a Post Feedback Action Plan reflecting on the feedback received from summative coursework, what can be improved on and how they plan to achieve this

Career options

Students within the programme come to us with an existing employment background within health and social care. On completion of this programme we expect students to continue their employment in health and social care organisations with an enhanced range of transferable knowledge and skills to benefit their communities, individual patients/families and their carers and employer. We also expect graduates to achieve a higher professional and personal profile within their organisation, enhancing their prospects of promotion. Additionally, we expect a number of postgraduate students to progress to undertaking research studies within the Institute of Nursing and Health Research at the Ulster University and other institutions.

How to apply: https://www.ulster.ac.uk/apply/how-to-apply#pg

Why Choose Ulster University ?

1. Over 92% of our graduates are in work or further study six months after graduation.
2. We are a top UK university for providing courses with a period of work placement.
3. Our teaching and the learning experience we deliver are rated at the highest level by the Quality Assurance Agency.
4. We recruit international students from more than 100 different countries.
5. More than 4,000 students from over 50 countries have successfully completed eLearning courses at Ulster University.

Flexible payment

To help spread the cost of your studies, tuition fees can be paid back in monthly instalments while you learn. If you study for a one-year, full-time master’s, you can pay your fees up-front, in one lump sum, or in either five* or ten* equal monthly payments. If you study for a master’s on a part-time basis (e.g. over three years), you can pay each year’s fees up-front or in five or ten equal monthly payments each year. This flexibility allows you to spread the payment of your fees over each academic year. Find out more by visiting https://www.ulster.ac.uk/apply/fees-and-finance/postgraduate

Scholarships

A comprehensive range of financial scholarships, awards and prizes are available to undergraduate, postgraduate and research students. Scholarships recognise the many ways in which our students are outstanding in their subject. Individuals may be able to apply directly or may automatically be nominated for awards. Visit the website: https://www.ulster.ac.uk/apply/fees-and-finance/scholarships

English Language Tuition

CELT offers courses and consultations in English language and study skills to Ulster University students of all subjects, levels and nationalities. Students and researchers for whom English is an additional language can access free CELT support throughout the academic year: https://www.ulster.ac.uk/international/english-language-support

Read less
Are you a health or social care professional looking to develop your key advanced practitioner knowledge and skills? You'll develop your current knowledge and expertise, linking it to contemporary literature, theory and research and apply it to your area of practice. Read more
Are you a health or social care professional looking to develop your key advanced practitioner knowledge and skills? You'll develop your current knowledge and expertise, linking it to contemporary literature, theory and research and apply it to your area of practice. Our range of programme optional modules, shared across a large range of named pathway awards, give you the flexibility and choice to tailor your learning to your workplace.

Key features

-Train to become an evidence-based practitioner, equipped to manage and lead in busy and constantly changing settings. Take the opportunity to study in a setting with exciting core and optional modules.*
-Study alongside an interprofessional range of health and social care professionals from a variety of backgrounds, for example allied health professionals, nursing, medical and social care.
-Benefit from our collaboration with the Faculty of Business who provide both core and optional modules in leadership and management.
-Choose from optional modules in a range of specialist areas such as management of long-term conditions (service delivery), practice education and evaluating outcomes. Specialist modules such as injection therapy can be taken as individual CPD options. Further options are also available from our named pathways.
-Complete the programme in a year, with a one year full-time study option. Alternatively, balance work and caring commitments by studying part time over two years and up to a maximum of five years.
-Make the most of our approach to blended learning, which combines short study blocks and distance learning technologies with face-to-face teaching, enhancing the learning process by allowing time for reflection. Study comprises a mixture of lectures, practicals, seminars and tutorials.
-A range of assessments are used across our modules, designed to link your knowledge and skills to your area of practice. This will also enable you to develop advanced practitioner skills, including evidence-based case studies, portfolios and service delivery proposals as well as written and oral work.
-Learn from research active teaching staff, with national and international reputations in their specialist area. You’ll be encouraged to join the faculty’s research groups, nested under the Institute of Health and Community, and will work with our experienced staff on your own research project.
-Choose from three award pathways with full and part-time options: postgraduate certificate (PgCert), 60 credits; postgraduate diploma (PgDip), 120 credits; and masters (MSc), 180 credits.

*As this programme is designed for qualified practitioners there is no requirement of a clinical placement component. Neither the programme nor any of its pathways lead to eligibility to apply for registration with a regulatory body.

Course details

Pathways in this programme include the following shared modules: applying evidence to practice, developing self and others, project design for research, and the research dissertation. The pathways will all have at least one pathway specific module and two programme optional modules. To gain a postgraduate certificate, you’ll need to earn 60 credits. You’ll study three modules worth 20 credits each: applying evidence to practice, a pathway specific module or a programme option module if you are not pursuing a specific pathway, and a programme option module. To gain a postgraduate diploma, you’ll need to earn 120 credits. You’ll study three modules worth 20 credits each: project design for research, developing self and others, and a pathway specific module or programme option. To be awarded the full masters degree, you’ll need to earn a total of 180 credits. You’ll study the same core modules as the postgraduate diploma, with the extra 60 credits coming from your research dissertation.

Core modules
-ADV715 Project Design for Research
-ADV702 Applying Evidence to Practice
-ADV702C Applying Evidence to Practice
-ADV716 Research Dissertation

Optional modules
-ADV712 Supported Independent Study
-ADV751 Physiotherapy Practice: Supported Study
-ADV728 Safeguarding Children
-ADV754 Supporting Adult Learners in Professional Practice Settings (Social Workers)
-ADV727 Supporting Adult Learners in Professional Practice Settings
-ADV710 Pathomechanics and Rehabilitation of Gait and Balance
-ADV742 Nutrition and Dietetics in Common Paediatric Disorders
-ADV745 Working in the Professional Environment with Children and Families
-ADV749 Dietetic Practice: Supported Study
-ADV744 Neonatal Nutrition
-ADV703 Occupation as the Focus of Contemporary Practice
-ADV723 Advanced Practice with Children and Families
-ADV733 Retrieval and Transfer of a Critical Care Patient Within Special Situations
-ADV739 Rehabilitation: Cognition, Perception and Behaviour
-ADV756 Advanced Critical Reflection, Risk and Decision-Making
-ADV726 Assessing Adult Learners in Their Practice
-ADV737 Neurological Rehabilitation: Sensorimotor Disorders
-ADV741 Nutrition and Dietetics in Infancy and Childhood
-ADV750 Occupational Therapy Practice: Supported Study
-ADV752 Social Work Practice: Supported Study
-ADV708 Injection Therapy for Health Professionals (Botulinum Toxin)
-ADV709 Injection Therapy for Health Professionals (Corticosteroid)
-ADV729 Critical Care Management - Airway, Breathing and Circulation
-ADV720 Dietetic Management of Inherited Metabolic Disorders (IMD)
-ADV732 Advanced Clinical Reasoning for the Critical Care Patient
-ADV735 Advancing the Management of Long Term Conditions
-ADV747 Supporting the Needs of the Frail Older Person
-ADV746 Children, Young People and their Families and the Legal Process
-ADV730 Critical Care Management - Neurological, Environmental and Special Patient Groups
-ADV748 Advanced Clinical Reasoning in Musculoskeletal Physiotherapy
-ADV755 Application of Law and Policy in Safeguarding Adults
-ADV743 Clinical Dietetics for Infants and Children
-ADV753 Assessing Adult Learners in Their Practice (Social Workers)
-ADV758 Supporting the Needs of the Frail Older Person
-ADV759 International Perspectives and Practice Requirements for Health and Social Care Practitioners
-ADV761 Assessment and Management of Foot and Lower Limb Musculoskeletal Conditions
-ADV760 Participation for Children and Young People
-ADV762 Recognition and Reduction of Risk to the Lower Limb in the Patient with Diabetes
-ADV764 Leading Professionals, Managing Aspirations for Self and Others
-ADV740 Enhancing Practice in Chronic Pulmonary Conditions
-ADV765 The Ageing Person: Society, Body and Mind
-ADV763 Facilitating Collaborative Patient Management and Flow

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

Read less
We have recently developed our innovative Masters in Person-Centred Practice (PcP) Framework with a suite of course routes which place the values of person-centredness at their core. Read more
We have recently developed our innovative Masters in Person-Centred Practice (PcP) Framework with a suite of course routes which place the values of person-centredness at their core. These routes offer practitioners the opportunity to build upon their experience and develop an understanding of the knowledge and evidence that positively contributes to the health and wellbeing of persons, groups and populations. You can opt to study the route which best meets your professional background and future aspirations.

Nursing and Midwifery Council (NMC) Registered Nurses already working in, or wishing to work in, the community can undertake a specified group of modules that allows them to achieve a community qualification or registration recognised by the NMC in District Nursing, Health Visiting or School Nursing.

There are three core modules that enable you to obtain a PgCert. You will then study modules appropriate to your desired route.

The routes in the Person-Centred Practice Framework seek to influence and enable the transformative processes of personal and professional development through engagement, facilitation and evaluation of person-centred teaching and learning approaches. It is designed to meet the professional needs of practitioners from all disciplines working in a variety of different health and social care settings.

The Framework is innovative and interactive, emphasising application of theory to your practice context. It will enable you to critically engage with, evaluate and synthesise the evidence and research to promote the development and enhancement of person centred culture and practice. This develops a pro-active, transformative and reflective approach to meeting the public health and social needs of individuals, families, groups and populations.

You can personalise your learning to your own situation eg mental health, social care, infection control, acute care and community health. International students are particularly welcome as they offer a varied and different perspective to the context in which the learning occurs.

Teaching, learning and assessment

Our teaching, learning and assessment strategy is framed by our core philosophical concepts of personhood, person-centredness, human valuing, healthful relations, human potential and development, supportive and enabling environments. Central to this strategy is the need for learners to engage in the learning experiences, a readiness to listen and explore, preparedness to be open to experiences and a resolve to keep going. This environment will generate an ethos of engagement and criticality where students can explore and challenge theories, practices and different sources of knowledge creatively in an atmosphere of high challenge and high support. We will achieve this learning environment through
a focus on three pillars of learning activity namely:

- Student-centred experiential and collaborative learning;
- Reflexivity and critical discourse;
- Sustainable and ethical evidence-based teaching.

Students will be supported to challenge their thinking, values and beliefs; through the posing of complex activities and questions, and develop resilient and sustainable approaches to their learning and practice in response to these. Critical to this process is the use of diverse knowledge, scholarly inquiry processes and evidence informed materials to engage and enliven the processes of learning.

Assessment strategies will encourage application to practice. In line with the framework’s philosophy, a wide range of sustainable strategies are used to ensure assessment diversity. This will be achieved through the use of varied strategies which draw on the student’s own areas of practice such as portfolio development, practice proposals, annotated bibliographies, simulation events, games, seminar presentations and self-determined contextual assignment topics. Tutor, peer and self-assessment, including within virtual environments (eg [email protected], Values Exchange), will be an important component of approaches to formative and summative assessment.

For students undertaking NMC recognised specialist qualification and registration (District Nursing, Health Visiting, School Nursing), the course is 50% practice-based and requires placement in an approved practice with a Practice Teacher or Sign-off Mentor or Health Visitor Mentor. Placement will be negotiated with your supporting NHS area.

Teaching hours and attendance

Your attendance requirements at QMU will depend on which module you are studying and whether you are studying full or part-time.

Links with industry/professional bodies: The routes allow you to gain the higher level knowledge and skills required for advanced practice. It does not gain accreditation with the NMC unless students are undertaking the Specialist Practitioner Qualification in District Nursing or registration as a Specialist Community Public Health Nurse (SCPHN)

All applicants for District Nursing must be on part 1 of the NMC register (adult). All applicants for Specialist Community Public Health Nurse (SCPHN) need to be on either part 1 of the NMC register (adult) and/ or be a registered midwife. It is recommended that applicants have completed a period of experience of sufficient length to have consolidated pre-registration outcomes and to have gained a deeper understanding in relevant professional practice; have a degree and access to practice placement and Practice Teacher/Sign-off Mentor or Health Visitor Mentor.

Other entry requirement information

International: Where your degree has not been studied in English, you will be required to take an IELTS test receiving an overall score of 6.5 and no individual component score below 6.0.

Criminal records check: For students undertaking NMC approved qualifications a satisfactory criminal records check will be required. Compliance with the terms of the Rehabilitation of Offenders Act (1974) and mental health legislation for clinical placement and employability in statutory services, for work with children and in other sensitive areas of employment.

Modules

Core modules: Theory and Practice of Child and Family Centred Health and Social Care/ Leading Professional Practice/ Making Judgements and Decisions in Practice

Route specific modules: Childhood Development (30 credits)/ Child Protection (30 credits)

Read less
Our Masters in Fine Art or Design offers a comprehensive programme of advanced study in art and design. This supports and mentors you in developing your work in creative, cultural, collaborative and professional contexts. Read more
Our Masters in Fine Art or Design offers a comprehensive programme of advanced study in art and design.

This supports and mentors you in developing your work in creative, cultural, collaborative and professional contexts.

The course enables students to:
• Apply creative practice in a contextual setting, developing flexibility and knowledge within professional creative environments.
• Manage live projects and develop integrated research strategies.
• Work with a variety of stakeholders, networks or community environments.
• Develop a sustainable, individual and professional practice that can be maintained post-graduation.

Visit the website: http://www.rgu.ac.uk/art-and-design/study-options/postgraduate/master-of-fine-art/master-of-design

Course detail

The course offers two distinct pathways to best suit your individual requirements.

Please note: This course is dependent upon a sufficient number of students participating.

Studio Practice

This study option guides you in the development of your personal creative practice, based in a studio environment (on or offsite), which is supported by, and aligned to, subject specialist staff.

Contextual Practice

This study option is tailored towards a more collaborative and contextualised practice, where you can be based offsite but working in a negotiated professional environment and supported by our specialist staff together with an external professional mentor.

Supported specialisms:

• MDes: Ceramics, Jewellery, Product Design, Fashion and Textiles Design, Communication Design, Graphics, Illustration, Photography.

• MFA: Fine Art, Painting, Sculpture, Printmaking, Contemporary Practice, Public Art, Curatorial Practice, Moving Image, Photography.

Modules

• Studio or Contextual Practice 1
• Research Methods and Critical Enquiry
• Studio or Contextual Practice 2

Full-time Study

In full time mode, you will learn through the development of your own personal individual practice supported by specialist academic staff and technical facilities. You will also learn through a combination of lectures, seminars and workshop sessions. You will work primarily as an individual practitioner but also when required as part of a collaborative team on developing projects, team activities, presentations and discussions.

Studio Practice Pathway students will be sited in a negotiated studio practice environment in relation to their own individual practice.

Contextual Practice Pathway students will be sited in a negotiated professional mentor environment in relation to their own individual practice.

Lectures, seminars and workshop sessions are group activities and held either at Gray’s School of Art or contextually related sites.

Part-time Study

Our part-time delivery mode combines aspects of distance learning and on-campus delivery. You will benefit from the support of the virtual learning environment but also face-to-face tutorials with tutors and attendance at a related number of lectures, seminars and workshop sessions.

Access to our virtual learning environment, CampusMoodle, is also provided giving you access outwith the School to learning materials. Elements of social media are also used in communicating with students.

Careers

This course will enable you to work independently as a creative practitioner as well as within any cultural and creative organisation. Target roles would be artist, designer, curator, exhibition manager, project manager, studio manager, institution director, educator and researcher.

How to apply

To find out how to apply, use the following link: http://www.rgu.ac.uk/applyonline

Funding

For information on funding, including loans, scholarships and Disabled Students Allowance (DSA) please click the following link: http://www.rgu.ac.uk/future-students/finance-and-scholarships/financial-support/uk-students/postgraduate-students/postgraduate-students/

Read less
Working in this sector is very rewarding. Social workers help some of the most vulnerable people in society. The role provides support and assistance to a host of individuals, families and groups, from the homeless to people with learning and physical disabilities. Read more
Working in this sector is very rewarding. Social workers help some of the most vulnerable people in society. The role provides support and assistance to a host of individuals, families and groups, from the homeless to people with learning and physical disabilities. Social workers often spend their time with people – be it at hospitals, care homes or at people's homes, assessing their circumstances and building relationships.

This is both an academic and a professional qualification with all successful graduates are eligible for registration as professional social workers with the Health and Care Professions Council (HCPC). The aim of the programme is to develop practitioners who can meet the needs of the service users, carers and communities in the context of a complex and changing welfare environment. Founded on holistic, service user-centred model of care, the course produces creative, innovative and reflective social work professionals committed to working in partnership to promote well-being and make a real difference.

On MA Social Work practice-based learning complements university-based lectures, seminars and workshops, drawing on established, contemporary and innovative approaches to work with a diverse range of service users. The course is underpinned by a commitment to inter-professionalism, service-user and carer empowerment and involvement, anti-oppressive and anti-discriminatory values and evidence based practice. The course adopts a systematic approach to the development and assessment of your social work skills and includes a specific programme of social work development.

There are five core areas of knowledge and understanding relevant to social work:
- Social work services and the needs of service users
- The service delivery context
- Values and ethics
- Social work theory
- The nature of social work practice.

These areas are systematically explored throughout the course in relation to the key roles of social work, which include:
- Assessment
- Intervention
- Support
- Managing risk
- Managing your own practice
- Demonstrating professional competence.

Employment based route

It is also possible to study the MA Social Care on an employment based route (EBR). Candidates need to be sponsored and supported by their employing agency to undertake this. It is taught alongside the existing MA Social Work and the structure is the same, but students have the option of doing the dissertation in a third year and completing their qualification over a three year period.

See the website http://www.lsbu.ac.uk/courses/course-finder/social-work-ma

Modules

Year 1:
- Readiness for direct practice
This module develops practice relevant skills and awareness of the social work role and responsibilities. It will ensure that you are ready for your initial period of direct practice and to provide you with a foundation for skills development throughout the programme. Service users, carers and practitioners will be involved in the development, delivery and assessments of the module.

- Human growth and development
This module critically explores a range of human growth and development theories across the life course in order to facilitate understanding of ordinary development and the impact of life events, disability, abuse, mental health issues, drug and alcohol use on development throughout life. You will complete a series of child observations over the period of the module which provide a key opportunity to integrate theoretical knowledge with practice, and to develop reflective skills.

- Practice placement 1
70 days practice learning in practice placement.

- Social work Law
This module introduces legal context and statutory responsibilities of social workers in England and Wales. You will be familiarised with the basic principles of English Law and the systems through which the legal process operates. You will be enabled to develop a sound understanding of the key legislation relevant to professional practice. There is a strong focus on the key major current legislation Children Act (1989), the NHS and Community Care Act (1990), the Mental Health Acts (1983 and 2007) and the Mental Capacity Act (2005). The module aims to ensure that you not only understand relevant law but are also able to apply it to specific areas of practice. The module familiarises you with the powers and duties of social workers and others in relation to children and families, and vulnerable adults. It also examines the implications for social work practice of the UK legislation on discrimination and the implications of the incorporation into UK law of the European Convention on Human Rights.

- Methods and theories for practice
This module introduces the core body of knowledge clustered around the major social work theories, processes and methods. A major emphasis will be on anti-discriminatory practice, evidence based practice and critical reflection. You will learn about a range of theoretical perspectives and methods of intervention and their application in practice.

Year 2:
- Society and ethics
This module brings together selected key areas of social policy and ethics relevant to social work. There will be a strong emphasis on the use of social policy to illuminate the challenges facing and social work in contemporary British society. Using a critical analysis of the impact of neo-liberalism and globalisation the module will be a focus on the ethical dimensions of decision making and practice delivery of policy. You will be encouraged to engage with contemporary debates and controversies associated with social work and to relate your work in class, with your reading and developing practice.

- Professional capabilities in social work practice settings
This module covers the four settings of social work; disability, adults at risk, mental health and child and family. It is focused on gaining familiarity with the process and delivery of social work services, with particular regard to safe-guarding and empowering service-users.

- Communication and collaborative working

- Practice learning placement 2
100 days practice learning in practice placement.

- Limited systematic review dissertation
This module provides the opportunity to undertake a limited systematic review into a contemporary and novel topic of choice with reference to the specific profession of social work. The findings would add to the professional evidence base. Dissemination of findings by publication is encouraged and expected.

Employability

- Social work as a career
You will normally specialise in a certain group of society, such as children. Much of the work is around helping decide the level of support or protection required, responding to requests for help and working with other agencies and professionals for the best outcomes. Most opportunities are with local authorities, where salaries can vary substantially between regions - you are likely to earn more working in London. However there are also opportunities available at private care homes, charities and NHS Trusts.

A patient, non-judgemental mind-set is needed, with the ability to communicate effectively with a host of different people and gain their trust. The work demands a level of resilience and a genuine desire to help people, as some cases may be disturbing, and some people won't want your help.

- Career progression
On graduation you will be eligible to register as a Social Worker, with starting salaries ranging from £19,500-£25,000, with this possibly rising to £40,000 with experience and further responsibilities. (National Careers Service)

After qualifying as a social worker there are a variety of postgraduate professional development courses you could undertake. To find out more about what's on offer visit our online CPPD prospectus.

LSBU Employability Services

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

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

Professional links

This course has been developed in partnership with local authority and voluntary sector partners, with input from a wide range of service users and carers. We work in partnership with a number of London local authorities, and other organisations on both the public and private sector, who contribute to planning the programme, to learning and teaching, and to the provision of practice learning opportunities. The MA Social Work is both an academic and professional qualification.

Read less
The MSc Advanced Clinical Practice offers registered practitioners a flexible, bespoke and student-centred programme of study that aims to meet their personal and professional development needs as they progress within their role towards advanced expert practice. Read more
The MSc Advanced Clinical Practice offers registered practitioners a flexible, bespoke and student-centred programme of study that aims to meet their personal and professional development needs as they progress within their role towards advanced expert practice.

The Master of Science Award at the University of Lincoln is underpinned by the four framework pillars of advanced clinical practice as outlined by Health Education East Midlands (HEEM); Clinical Skills, Management and Leadership, Education and Research.

It is fundamental to this programme that each bespoke student pathway will contain a minimum level of each pillar in order to be deemed competent, however the individual route-way the practitioner takes will be determined by their own clinical practice role.

Within the award the ‘Clinical Skills’ pillar will always be the most prominent and each combination of modules aims to continuously promote the core principles of Advanced Clinical Practice as defined by HEEM; Autonomous practice, critical thinking, high levels of decision making and problem solving, values based care and improving practice.

All modules below are available as a stand-alone, credit bearing, short course in order to support flexibility in professional development.

Stage 1 - Core
-Pathophysiology for Healthcare (30 credits)
-Assessment, Diagnosis and Clinical Judgement in Practice (30 credits)

Stage 2 - Optional
-People, Personality and Disorder in Mental Health Care (15 credits)
-Best Interests Assessor (15 credits)
-Professional Development Portfolio (15 credits)
-Therapeutic Interventions for Mental Health Recovery (15 credits)
-Supporting Learning and Assessment in Practice (15 credits)
-Assessment and Management of Minor Illness and Minor Injury (30 credits)
-Advanced Urgent Care (30 credits)
-Enhanced Practice in Acute Mental Health Care (30 credits)
-Older Adult Mental Health (30 credits)
-Proactive Management of Long Term Conditions (30 credits)
-Non-Medical Prescribing (60 credits)

Stage 3
-Service Evaluation for Clinical Practice (15 credits)
-Service Transformation Project (45 credits)
OR
-Non-Medical Prescribing (60 credits)

How You Study

Blended teaching and learning is used wherever possible in recognition that students on this programme are working professionals and students are expected to take responsibility for their own learning.

As a student on the MSc Advanced Clinical Practice you will be allocated a named Personal Tutor who will endeavour to support you throughout the programme.

Students are expected to nominate a named Clinical Supervisor who will act as a critical friend, teacher, mentor and assessor throughout the programme. This is designed to provide you with a framework of stability and support in order to fully contextualise your learning and role within your professional service area.

This individual may, if appropriate, act as the Designated Medical Practitioner should you undertake the Non-Medical Prescribing certificate as part of your overall Award. The University will provide the opportunity for your nominated Clinical Supervisor and/or Designated Medical Practitioner to undertake training, guidance and ongoing support to help fulfil their role.

Due to the nature of this programme weekly contact hours may vary. Postgraduate level study involves a significant proportion of independent study, exploring the material covered in lectures and seminars. As a general guide, for every hour in class students are expected to spend at least two - three hours in independent study. For more detailed information specific to this course please contact the programme leader.

Taught Days module 1: Pathophysiology for Healthcare (30 credits)

Every Thursday commencing 23/02/17 for 10 weeks

Further module timetables to be confirmed.

How You Are Assessed

In line with the learning and teaching strategy for the MSc Advanced Clinical Practice, the assessment and feedback strategy is also based upon the pedagogical philosophy of Student as Producer. The work assessed throughout this Award will be topical, current and will endeavour to be relevant to the student’s professional working practices. Assessments have been designed to be robust, innovative and fit for purpose; therefore allowing you the opportunity to demonstrate that you are consistently competent and capable of the role, both academically and in real-life, complex and dynamic service environments.

Assessments will be undertaken by a range of appropriately experienced and competent assessors, including academic staff, medical practitioners and experienced healthcare professionals, and it is through this collaborative and inter-professional assessment process that the University seeks to gain full assurance that the student is fit for practice as an Advanced Practitioner in their clinical service area.

Assessment methods are likely to include, but are not limited to, written assignments, exams, presentations and projects to test theoretical knowledge, Objective Structured Clinical Examinations (OSCEs), case based assessments, direct observation of clinical skills and the development of a clinical competence portfolio. Formative assessments will be conducted whenever possible, aiming to prepare you for the assessment process and to provide developmental feedback to support the learning process. Formative assessment activities are integrated into the programme and focus crucially on developing the autonomy and research capacities of students in line with the Student as Producer ethos. The formative assessment process will promote student engagement and collaboration, to enable peer learning and knowledge discovery and exchange to take place between students, staff and professional colleagues in service areas.

The University of Lincoln's policy on assessment feedback aims to ensure that academics will return in-course assessments to you promptly – usually within 15 working days after the submission date.

Interviews & Applicant Days

Applicants will be screened in terms of professional suitability, professional references and eligibility for funding and sponsor approval (if required) prior to being made an offer on the programme.

If an applicant has applied for Non-Medical prescribing as part of the programme they will need to also undergo an interview process and meet the individual entry criteria for that programme.

Modules

-Advanced Urgent Care (Option)
-Assessment and management of minor illness and minor injury (Option)
-Assessment, Diagnosis and Clinical Judgement in Practice
-Best Interests Assessor (Option)
-Enhanced practice in acute mental health care (Option)
-Older Adult Mental Health (Option)
-Pathophysiology for Healthcare
-People, Personality and Disorder in Mental Health Care (M) (Option)
-Prescribing Effectively (Option)
-Prescribing in Context (Option)
-Proactive management of long term conditions (Option)
-Professional development portfolio (Option)
-Service Evaluation for Clinical Practice (Option)
-Service transformation project (Option)
-Supporting Learning and Assessment in Practice (Masters Level) (Option)
-The Consultation (Option)
-Therapeutic Interventions for Mental Health Recovery (Level M) (Option)

Read less
This programme provides an exciting opportunity to develop professional practice that is supported by an in-depth theoretical understanding for those working in a wide range of careers with young people and communities. Read more
This programme provides an exciting opportunity to develop professional practice that is supported by an in-depth theoretical understanding for those working in a wide range of careers with young people and communities. The programme attracts practitioners from a wide range of contexts and countries, enabling learning in an internationally-comparative context. At the same time, it enables students to become professionally validated by the National Youth Agency (with JNC recognition) for practice in the UK. Learning on the programme incorporates reflective professional approaches to informal education which enable the development of young people and communities. These are integrated together with wider critical learning on shaping the wider social, political and organisational context in which such practice takes place. The programme combines academic study on taught modules, two periods of fieldwork practice and students conducting their own choice of research with support from experienced researchers. The fieldwork practice placements enable students to develop their practice within local agencies (e.g. local charities and non-governmental organisations) with supported from experienced supervisors. Find out more about the programme from staff and students by watching our short videos.

Course structure

Core modules:
-Community Policy and Practice (15 credits)
-Youth Policy and Practice (15 credits)
-Professional and Personal Development (30 credits)
-Management in Community Settings (30 credits)
-Research in Professional Practice (45 credits)
-Fieldwork Practice Development 1 (15 credits)
-Fieldwork Practice Development 2 (30 credits)

Students are required to pay for travel costs to and from their fieldwork practice placement.

Academic learning is assessed through 3,000 word essays, fieldwork reports, self-assessment, oral presentation and a 10,000 word research report. There are no examinations. To gain a Durham University MA, you must gain 180 credits at Masters level (pass mark 50%)..

Learning and Teaching

The programme is delivered through a range of lectures, seminars, tutorials, group work, reflective practice seminars, research seminars, fieldwork practice and study visits.

Within an ethos of informal education, our teaching and learning incorporates a range of methods which reflect this and time is allocated to provide a balance between tutor-led and self-directed learning. The programme is taught as part of a group of programmes, which attract practitioners from a wide range of contexts and countries, enabling learning in an internationally-comparative context, whilst including a particular focus on UK policy and practice.

Typically, taught sessions provide students with academic input on a particular area of the professional discipline of community and youth work and reflect the diverse range of community and youth settings within which practice takes place. Drawing from relevant literature and legislation and acknowledging the related range of professional skill, competence and understanding, issues are identified for discussion, drawn from historical and contemporary contexts. Seminars provide the opportunity for students to discuss and debate the issues, to share ideas and experience, broaden their understanding and test out their knowledge gained through the taught sessions and independent study. Classroom learning provides students with the latest research and critical theory on the subject area. Two assessed periods of fieldwork practice offer opportunities for learning in practice settings related to community and youth work.

The MA Community and Youth Work provides the student with a learning opportunity within which they can apply and test understanding, knowledge and skills related to professional roles and responsibilities in practice settings. A critical examination of the relationship of theory and practice is central to this.

Core modules are structured to enable students to attend university for teaching on an average of one day per week (part time) or two days per week (full time), so that their study can fit around other commitments that they may have.

The programme is assessed through continual assessment using a range of methods including written assignments, reflective journals, individual and group presentations, and assessed fieldwork practice. There is an expectation that students will undertake independent study to prepare and plan for their classes, through reading relevant literature and legislation, journals and drawing on their current and previous practice experience.

The Community and Youth Work Programme is part of the School of Applied Social Sciences and is significantly involved with the Centre for Social Justice and Community Action at Durham University, as well as being a partner in many collaborative pieces of research and professional practice developments. There are therefore many events and initiatives that students are encouraged to attend, such as extra-curricular training, research seminars and workshops to broaden their understanding and deepen their knowledge of wider issues related to the professional discipline.

Other admission requirements

Applicants with substantial professional experience may be admitted by concession without an upper second class honours degree, providing that they have demonstrated an ability to undertake Masters level work. All applicants for this programme have to pass an informal interview, which can be conducted either in person in Durham or via telephone/webcam. This will also give applicants an opportunity to find out more about the programme from a member of the teaching team and have any questions answered. If potential applicants have any queries about the entry criteria or programme before making an application, we are happy to respond to informal queries at any stage and to discuss the programme with you.

Admission is subject to satisfactory Disclosure and Barring Service Enhanced Disclosure check being undertaken upon an offer of a place being made, to assess whether applicants have any previous convictions that prevent them from working with vulnerable people. The cost of a DBS check is currently £44.

Read less
We have recently developed our innovative Masters in Person-Centred Practice (PcP) Framework with a suite of course routes which place the values of person-centredness at their core. Read more
We have recently developed our innovative Masters in Person-Centred Practice (PcP) Framework with a suite of course routes which place the values of person-centredness at their core. These routes offer practitioners the opportunity to build upon their experience and develop an understanding of the knowledge and evidence that positively contributes to the health and wellbeing of persons, groups and populations. You can opt to study the route which best meets your professional background and future aspirations.

Nursing and Midwifery Council (NMC) Registered Nurses already working in, or wishing to work in, the community can undertake a specified group of modules that allows them to achieve a community qualification or registration recognised by the NMC in District Nursing, Health Visiting or School Nursing.

There are three core modules that enable you to obtain a PgCert. You will then study modules appropriate to your desired route.

The routes in the Person-Centred Practice Framework seek to influence and enable the transformative processes of personal and professional development through engagement, facilitation and evaluation of person-centred teaching and learning approaches. It is designed to meet the professional needs of practitioners from all disciplines working in a variety of different health and social care settings.

The Framework is innovative and interactive, emphasising application of theory to your practice context. It will enable you to critically engage with, evaluate and synthesise the evidence and research to promote the development and enhancement of person centred culture and practice. This develops a pro-active, transformative and reflective
approach to meeting the public health and social needs of individuals, families, groups and populations.

You can personalise your learning to your own situation eg mental health, social care, infection control, acute care and community health. International students are particularly welcome as they offer a varied and different perspective to the context in which the learning occurs.

Teaching, learning and assessment

Our teaching, learning and assessment strategy is framed by our core philosophical concepts of personhood, person-centredness, human valuing, healthful relations, human potential and development, supportive and enabling environments. Central to this strategy is the need for learners to engage in the learning experiences, a readiness to listen and explore, preparedness to be open to experiences and a resolve to keep going. This environment will generate an ethos of engagement and criticality where students can explore and challenge theories, practices and different sources of knowledge creatively in an atmosphere of high challenge and high support. We will achieve this learning environment through
a focus on three pillars of learning activity namely:

- Student-centred experiential and collaborative learning;
- Reflexivity and critical discourse;
- Sustainable and ethical evidence-based teaching.

Students will be supported to challenge their thinking, values and beliefs; through the posing of complex activities and questions, and develop resilient and sustainable approaches to their learning and practice in response to these. Critical to this process is the use of diverse knowledge, scholarly inquiry processes and evidence informed materials to engage and enliven the processes of learning.

Assessment strategies will encourage application to practice. In line with the framework’s philosophy, a wide range of sustainable strategies are used to ensure assessment diversity. This will be achieved through the use of varied strategies which draw on the student’s own areas of practice such as portfolio development, practice proposals, annotated bibliographies, simulation events, games, seminar presentations and self-determined contextual assignment topics. Tutor, peer and self-assessment, including within virtual environments (eg [email protected], Values Exchange), will be an important component of approaches to formative and summative assessment.

For students undertaking NMC recognised specialist qualification and registration (District Nursing, Health Visiting, School Nursing), the course is 50% practice-based and requires placement in an approved practice with a Practice Teacher or Sign-off Mentor or Health Visitor Mentor. Placement will be negotiated with your supporting NHS area.

Teaching hours an attendance

Your attendance requirements at QMU will depend on which module you are studying and whether you are studying full or part-time.

Links with professional bodies

The routes allow you to gain the higher level knowledge and skills required for advanced practice. It does not gain accreditation with the NMC unless students are undertaking the Specialist Practitioner Qualification in District Nursing or registration as a Specialist Community Public Health Nurse (SCPHN).

Modules

Core modules: Theory and Practice of Child and Family Centred Health and Social Care/ Leading Professional Practice/ Making Judgements and Decisions in Practice

Route specific modules: Advancing Person-centred Specialist Practice A&B (30 credits)/ Advancing Approaches to Patient Assessment (15 credits)/ Community Nurse V100 Prescribing (15 credits)

Other entry requirement information

International: Where your degree has not been studied in English, you will be required to take an IELTS test receiving an overall score of 6.5 and no individual component score below 6.0

Criminal records check: For students undertaking NMC approved qualifications a satisfactory criminal records check will be required. Compliance with the terms of the Rehabilitation of Offenders Act (1974) and mental health legislation for clinical placement and employability in statutory services, for work with children and in other sensitive areas of employment.

Read less
The Professional Healthcare Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor. Read more
The Professional Healthcare Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.

It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context.

Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context.

The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Additionally if you wish to undertake a Masters dissertation:
-Develop your understanding of the theoretical constructs underpinning research or project management
-Demonstrate how the findings can influence practice and policy

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the Professional Healthcare Practice programme and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.
The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

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

Career support and prospects

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

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

Experienced nurses and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs.

Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

Read less
All healthcare professionals working towards or already in an advanced practice role will benefit from this Advanced Healthcare Practice Masters from Liverpool John Moores University which balances academic and practical content. Read more
All healthcare professionals working towards or already in an advanced practice role will benefit from this Advanced Healthcare Practice Masters from Liverpool John Moores University which balances academic and practical content.

•Explore your specialist area of practice with this non-prescriptive, multi-professional framework
•Study part time over three to five years on this credible, contemporary programme informed by current healthcare requirements
•Choose from over 20 different modules
•Benefit from the knowledge of experienced nurse clinicians
•Enjoy theoretical and practical sessions in state-of-the-art learning facilities
•This course will only run subject to minimum numbers


The Advanced Healthcare Practice Programme concentrates on clinical skills acquisition, underpinning existing knowledge and experience and covering both technical and non-technical factors.

As a graduate, you will use advanced clinical reasoning, critical thinking, collaborative working and creative problem solving to assess and manage a variety of conditions. You will work towards competency in advanced practice and will help to lead contemporary healthcare practice, improving the health and wellbeing of patients, carers and their families.

This part time course has a strong emphasis on self-guided study. A 10 credit module, for example, involves two hours timetabled study per week for 15 weeks, backed up by significant independent study focussed on Blackboard learning resources.

In terms of student support, you can look forward to a comprehensive induction programme, academic support from module leaders and the services of a Personal Tutor.

Formal Teaching takes place in Tithebarn Street in the city centre. This vibrant location offers everything you could possibly need during your studies including clinical skills rooms with examination, care and diagnostic facilities, mannequins, anatomical models, ECG and resuscitation equipment. Independent study resources for nursing and allied health are kept in the on-site Avril Robarts library.

Please see guidance below on core and option modules for further information on what you will study.

Level 7

-Advanced Health Care Practice (10 Credits)
-Advancing Leadership For Quality (20 Credits)
-Advancing the Critical Care Practitioner (30 credits)
-Art and Science of Practice Education (20 Credits)
-Clinical Diagnostics (10 Credits)
-Clinical Examination (10 Credits)
-Collaborative and Professional Practice in Dementia Care (30 credits)
-Diabetes: Enabling Healthcare Professionals to Enhance Healthcare Provision in Practice (30 Credits)
-Ethical and Legal Issues within Advanced Practice (10 credits)
-Managing Critical Care (20 Credits)
-Mentorship in Health Care Practice (20 Credits)
-Narrative Therapeutics and Communication (20 Credits)
-Negotiated Work Based Learning (20 credits)
-Non-Medical Prescribing
-Pathophysiology Advanced Practice (10 Credits)
-Pre-Operative Assessment (20 credits)
-Professional Practice in Palliative Care (30 credits)
-Public Health for The Paramedic (20 Credits)
-Quality monitoring and improvement in Health and Social Care (30 credits)
-Safeguarding in Multi-Professional Practice (30 credits)
-Specialist Bowel Cancer Screening (20 credits)

Further guidance on modules

The information listed in the section entitled ‘What you will study’ is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal Academic Framework review, so may be subject to change. Students will be required to undertake modules that the University designates as core and will have a choice of designated option modules. Additionally, option modules may be offered subject to meeting minimum student numbers.

Academic Framework reviews are conducted by LJMU from time to time to ensure that academic standards continue to be maintained. A review is currently in progress and will be operational for the academic year 2016/2017. Final details of this programme’s designated core and option modules will be made available on LJMU’s website as soon as possible and prior to formal enrolment for the academic year 2016/2017.

Please email if you require further guidance or clarification.

Read less
This course has been designed to provide you with a broad education in Clinical Pharmacy in line with opportunities to focus your studies more specifically to your area of practice. Read more
This course has been designed to provide you with a broad education in Clinical Pharmacy in line with opportunities to focus your studies more specifically to your area of practice. It will equip you with the necessary knowledge and skills to enhance your career.

It provides the opportunity for pharmacists to develop professional practice as clinical practitioners involved in making decisions about patient care. Practitioners working in both primary and secondary care contexts will benefit from the development of a range of skills to enhance career prospects and benefit service delivery.

It has been developed to be compatible with competency clusters outlined in the RPS Foundation/ Advanced Pharmacy Framework and is mapped to core dimensions within the NHS Knowledge and Skills Framework.

In view of the unique nature of the multidisciplinary input to the course and the fact that it has been designed in collaboration with employers in both primary and secondary care, career prospects for holders of the postgraduate qualification in hospital or community practice are extremely good.

Visit the website http://www.rgu.ac.uk/health-professions/study-options/part-time-learning/clinical-pharmacy-practice

PgCert stage (stage 1)

The first two modules of the course (PgCert stage) are common but you then choose from a number of elective modules to complete the PgDip stage. View CPP routes as table

The first two modules of the course are common to both routes and studied over two semesters:
• PHM031 Pharmaceutical Care Planning
• PHM032 Therapeutics

PgDip stage (stage 2)

During the PgDip stage of the course you are required to chose two 30credit modules out of four possible options:

• PHM028 Pharmacist Independent Prescribing
The aim of this module is to prepare pharmacists to meet the standards set by the General Pharmaceutical Council (GPhC) for registration as a pharmacist independent prescriber. In order to be eligible for this module you must hold a current registration with the GPhC or PSNI as a practising pharmacist and have at least two years appropriate patient orientated experience following pre-registration year.

Note: Spaces on this module are limited and places are assigned in order of Independent Prescribing applications received 4months prior to the module start date. You can not secure a place at the time of application to the MSc Clinical Pharmacy.

• PHM026 Medicines Management: Collaborative Working
The aim of this module is to critically explore successful approaches to practice that ensure safe, effective and efficient use of medicines through collaborative working. You will take a closer look at the processes required for the safe, effective and efficient management of medicines, key factors that may impact prescribing choices, aspects that support seamless care and team working skills in the context of medicines management.

• PHM036 Developing and implementing models of care
The aim of this module is to critically investigate the structures, processes and outcomes of a variety of pharmacy services in specialist areas including hospital, community and primary care. You will analyse current national and local policy contexts and critically evaluate structures in relation to pharmacy service provision. You will synthesise, document and justify evidence based care plans in the context of your own practice as well as your organisational and national pharmacy service provision.

• PHM037 Person Centred Care
The aim of this module is to enable you to develop an understanding of person centred care with a focus on pharmaceutical care and service provision. You will gain an appreciation of complex healthcare needs, the influences on individuals engagement with their own health , explore elements that contribute to shared decision making and person centred care planning.

MSc Stage (stage 3)

Students can chose between either module:

• PHM038 Health Services Research
Students progressing to the MSc stage have an opportunity to develop skills and expertise in relation to research and development of pharmacy services. The project area is chosen by you and therefore relevant to your practice and should produce outcomes that allow you to evaluate and develop local services.

• PHM039 Advanced Pharmacy Practice
This module will enable you to develop relevant knowledge, skills, attitudes and competencies required for effective advanced practice. The content is mapped with the RPS Advanced Pharmacy Framework clusters in mind enabling you to develop into an advanced practitioner.

Format

You will be taught via our virtual learning environment CampusMoodle, allowing you to develop clinical knowledge and skills whilst remaining in employment. The modules are delivered part-time.

All your materials will be provided online and are designed to allow self-assessment of learning needs then subsequent acquisition and application of knowledge in practice-related problem-based scenarios. These scenarios may involve you carrying out a range of activities including: participation in online discussion forums, formative peer-assessed essays, short answer problem/case study questions and multiple-choice questions.

Additionally, you will be supported by e-tutors who are all practising clinical pharmacy practitioners. E-tutors review the learning materials, provide 'real life' case scenarios and participate in the marking of practice related assessments. They facilitate discussion and learning within the modules and bring a unique practice related perspective to learning.

Each module is sub-divided into a number of topics and you are encouraged to use materials to identify and address your own learning needs.

The Course Leader is a central point for information and support with regard to the delivery of the course. It is also recommended that you have a work-placed mentor to provide local support and encouragement.

Assessment

You will be assessed by continuous assessment. This takes many different forms including: responding to case studies, developing care plans and essay responses to specific topics and contribution to online discussion forums.

Careers

This course has been designed in collaboration with employers in both primary and secondary care ensuring that the course is kept up to date and in line with current practice and the demands of the workplace. The multi-disciplinary nature of the course enhances its appeal to employers and as a result, career prospects remain buoyant in both hospital and community practice.

Employers will benefit from their staff completing this course since it is designed to enable practitioners to develop in the key competency areas for clinical practice. This will mean that staff are able to make valuable contributions to the provision of clinical pharmacy services through the application of aspects of their learning in areas such as direct patient care, personal, problem solving and management and organisation.

How to apply

To find out how to apply, use the following link: http://www.rgu.ac.uk/applyonline

Funding

For information on funding, including loans, scholarships and Disabled Students Allowance (DSA) please click the following link: http://www.rgu.ac.uk/future-students/finance-and-scholarships/financial-support/uk-students/postgraduate-students/postgraduate-students/

Read less
This part-time course prepares you for the challenges of management in organisations where policy and structure are subject to constant change. Read more
This part-time course prepares you for the challenges of management in organisations where policy and structure are subject to constant change.

You will cover key issues in social work leadership and management – honing your ability to critically examine daily management practice.

Intermediate qualifications available:
• Postgraduate certificate – 60 credits at Masters level
• Postgraduate diploma – 120 credits at Masters level

Why choose this course?

• Study and apply current models of supervision and understanding of leadership and management in your own practice to ensure best quality outcomes for service users
• Explore your full potential as a leader and manager in social work through enhancing your knowledge, skills, sense of enterprise and self-awareness enabling you to evaluate and plan for your own future career direction and learning needs
• Develop your expertise in critical reflection, bringing analytical and research-led perspectives into your leadership and management practice – able to influence change through creative thinking and collaborative communication
• Gain the skills, confidence and mental agility to take effective decisions, even in the absence of complete data, and motivate others in ever-changing environments with competing demands
• Benefit from the ability to clearly communicate your ideas and conclusions to a range of stakeholder audiences.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/applied-social-work-practice-leadership-and-management#entry

Course detail

The course will provide budding social work managers with a deep and systematic understanding of current knowledge about effective practice in leadership, management and supervision in the context of current social work practice and how this can enhance best outcomes for service users.

It will increase your expertise in critical reflection bringing analytical and research-led perspectives to your practice as leaders and managers to influence change where necessary by using creative thinking.

The course will encourage you to reach your full potential as a leader and manager in social work by enhancing your knowledge, skills, sense of enterprise and self-awareness so that you can evaluate and plan for your own future direction and learning needs. It will equip you with the skills, confidence and mental agility to lead and make decisions for best outcomes in provision for service users working collaboratively in complex, ever changing environments and with competing demands.

We have a proven track record for delivering innovative social work programmes and world leading, pioneering research. There is a strong commitment to ensuring that teaching is informed by up to date knowledge that is evidence based.

Whether you undertake the full masters programme or opt for individual units you will benefit from the expertise of a team of experienced social work academics committed to holistic practice that is firmly embedded in research, in partnership with practitioners and service users.

Modules

• Leading and Managing in Social Work
• Supervising for Quality and Performance in Social Work Core
• Strategic Leadership
• Systemic Leadership for Social Workers
• Practice Education (Stage 2)
• Applying Knowledge to Work Based Learning
• Applied Research Skills in Social Work
• Dissertation for Social Work Leaders and Managers

Assessment

You will encounter a wide range of assessments designed to collectively meet a variety of individual learning styles and to support you in your progress towards becoming an autonomous learner in leadership and management.

These methods are designed to test you in all the areas necessary for competent practice as qualified social work managers, as well as the academic disciplines underpinning this practice.

Through the use of a variety of assessment methods, you will be able to demonstrate a wide range of key skills for both academic and practice competence. Assessments building towards the final stage of study encourage more self-directed study and autonomous learning. In all the units there is an initial assessment early in the delivery of the course to enable students to practise key skills with feedback given in areas for improvement and development.

Assessment methods include:
• Presentations
• Observation of practice
• Collaborative projects
• Research dissertation

Careers

The course has been mapped against the Professional Capability Framework for Social Work and as a result, on completion, you will have evidence that you have met capability at advanced level.

Many career opportunities will be available to you in social work as a consequence, specifically your employability skills will be enhanced by:
• being observed in your managerial and supervisory practice and expected to critically review, analyse and propose specific actionable areas for improvement
• creating a personal development strategy outlining your strengths, areas for improvements, opportunities for development and how any barriers to these can be overcome
• developing employability skills such as professional leadership, high level oral and written communication skills, analytical problem solving and decision making
• learning from other leaders and managers both informally and formally about what works and what does not work in social work leadership and management and sharing this knowledge to improve social work practice.

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

Read less

Show 10 15 30 per page


Share this page:

Cookie Policy    X