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The GDL (also referred to as a Common Professional Examination, or CPE) is an ideal stepping stone into either a full-time law career or advanced legal study at Masters level. Read more
The GDL (also referred to as a Common Professional Examination, or CPE) is an ideal stepping stone into either a full-time law career or advanced legal study at Masters level. If you do not have an LLB awarded by a university of England and Wales, by completing this course you can then undertake the Bar Professional Training course or the Legal Practice Course, depending on whether you aspire to qualify as a barrister or a solicitor.

Upon completion, you are eligible to undertake the Bar Professional Training Course if you want to qualify as a barrister, or the Legal Practice Course if you want to qualify as a solicitor. If you do not intend to qualify as a solicitor or barrister, the GDL/CPE can also be a stepping stone into more advanced legal study at Master's level.

We have an established record of providing the GDL and have excellent links with Birmingham Law Society and professional practice in the area. We also have a successful LPC course, which our GDL students can progress to. Our innovative approach to legal education is demonstrated by our very successful American legal placement scheme and our active Student Mooting Society.

GDL/CPE courses at all institutions necessarily have a degree of similarity in content and assessment. However, the GDL/CPE at Birmingham City University focuses on supporting you to develop relevant legal skills as well as knowledge content and at the same time offers you a unique opportunity to apply for our US internship scheme*. Those who participate in the scheme will have the opportunity to work on 'real' cases with 'real' clients, combining the academic with the practical and will be able to gain academic credit for it at the same time.

We have active student-led Legal and Mooting Societies. Our Student Mooting Society is one of the most successful in England. Our students have reached numerous finals and semi-finals in the past few years and have regularly beaten teams from some of the country’s most prestigious universities. In the past 10 years, we have beaten eight of the elite Russell Group of universities, including Cambridge, Oxford, Nottingham, Leicester and Warwick.

As well as strategic partnerships with respected legal firms such as Irwin Mitchell and Squire Sanders, the School of Law also works closely with Birmingham Law Society and voluntary organisations in the legal sector such as local citizens advice bureaux and the Legal Ombudsman based in Birmingham city centre.

What's covered in the course?

With excellent links with Birmingham Law Society and professional practices in the area, this course provides you with the attributes and knowledge you’ll need to progress in the law field.

By choosing to study this course, you’ll be part of the School of Law, providing you with a wide range of activities and opportunities to gain valuable experience. Our Student Mooting Society is one of the most successful in the country – our students have regularly beaten some of the country’s most prestigious universities, including Cambridge.

You’ll also have the unique opportunity to undertake a US internship through our Centre for American Legal Studies, gaining practical experience in federal and public state defenders offices, private attorney offices and American university law schools.

You’ll be part of a friendly and inclusive learning environment, with regular access to friendly and supportive tutors, ensuring your individual study needs are met. You’ll be taught through face-to-face and online lectures, seminars, workshops, formative assessment and online multiple choice questions.

The course is accredited by the Joint Academic Stage Board, which represents the Solicitors Regulation Authority and Bar Standards Board of England and Wales.

Why Choose Us?

-By being part of the School of Law, you’ll have the option to take part in a number of extracurricular activities, as well as being able to take advantage of the School’s close relationships with Citizens Advice Bureau, and Birmingham and Coventry Law Centres.
-The School has strong professional links with the Birmingham Law Society (the UK’s largest law society outside of London), the four Inns of Court and respected firms such as Squire Sanders LLP.
-Our courses are held in the University’s newest facility, The Curzon Building, ideally located on our City Centre Campus and containing a range of excellent resources.
-You’ll be able to take advantage of the School’s cutting-edge facilities, including two mock courtrooms that can be used to bring study to life.
-As the course has a smaller intake than others, you’ll receive proactive and attentive tutor support, ensuring you get the best out of your studies. Our team of staff have extensive experience, providing you with relevant and in-depth knowledge and information.
-If you complete the GDL and LPC with us, you’ll be awarded an LLB Legal Practice.

Course Structure

You’ll learn through a combination of guided self-study, face-to-face teaching sessions and an assessment scheme designed to help you learn, as well as assess your progress and achievement.

The first two weeks of the course will see you attend our induction sessions, helping you settle into University life and the course itself. You’ll then receive weekly lectures and attend fortnightly seminars, as well as workshop sessions on particular topics.

Employability

A GDL/CPE not only prepares you for a career in law, but also equips you with a range of transferrable skills, enabling you to enter a number of professions. Many of our graduates progress into roles as solicitors and barristers, while others pursue law-related careers in both the private and public sectors.

Many legal sector employers encourage applications from GDL/CPE students as often they have had more life and work experience than the average LLB graduate and can bring with them knowledge and skills from a different sector.

Our American Legal Placement module is designed to help you develop practical legal and professional skills in a completely different environment - something that really stands out on your CV that will help you secure a job in the legal or other professional sector

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The CPE (Common Professional Examination) Graduate Diploma course is designed to enable non-law graduates to reach the same. level as law graduates for the purposes of professional qualification to practice law. Read more
The CPE (Common Professional Examination) Graduate Diploma course is designed to enable non-law graduates to reach the same
level as law graduates for the purposes of professional qualification to practice law. It fulfils the requirements of the Law Society for the
academic stage of qualification.

CPE students who pass the course are guaranteed a place to study for the LPC (Legal Practice Course) at Staffordshire University or one of the sites offered by the College of Law.

The course will be open to graduates who do not hold a qualifying degree in Law, but who wish to become solicitors or barristers. The course is designed to satisfy the academic stage of professional legal education. The overall aim is to provide the students with an intensive legal education which, taking into account their transferable postgraduate skills and expertise, will maintain the standard of academic work and examination provided on the first degree programme. Accordingly, it is intended that the Diploma will provide non-law graduates with a further and valuable academic qualification as well as offering an alternative method of completing the Professional Bodies’ academic stage of training. The course is also intended to offer a recognised qualification even for those who do not ultimately enter the legal profession.

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The LLM Common Professional Examination, also known as the Graduate Diploma in Law, is the route for non-law graduates wanting a fast-track pathway to a professional law qualification. Read more
The LLM Common Professional Examination, also known as the Graduate Diploma in Law, is the route for non-law graduates wanting a fast-track pathway to a professional law qualification. Successful completion of the course provides you with a dual purpose qualification that completes the academic stage of legal training to progress onto the Legal Practice Course (LPC) or Bar Professional Training Course (BPTC) and an LLM (Master in Laws). This combination is rarely offered elsewhere and may be completed in one year.

If you are looking for the chance to change career direction, this course provides the same opportunities open to those who have graduated with a qualifying LLB (Hons) degree – that gives exemption from the academic stage of training for progression to the final course for qualification as a solicitor or a barrister. In addition, this course gives you the opportunity to gain a postgraduate degree in law which will enhance your employability.

Drawing on the expertise of law academics and teachers within the Wolverhampton Law School, the course satisfies the academic stage of legal training required by the Solicitors Regulation Authority and Bar Standards Board, and provides you with the essential knowledge and skills to succeed in the legal profession. The course is approved by the Solicitors Regulation Authority and meets the Joint Statement on legal academic qualification of the Bar Standards Board and the Solicitors Regulation Authority.

Drawing on the expertise of law academics and teachers within the Wolverhampton Law School, the course satisfies the academic stage of legal training required by the Solicitors’ Regulation Authority and Bar Standards and provides you with the essential knowledge and skills to succeed in the legal profession. The course is approved by the Solicitors Regulation Authority and meets the Joint Statement on legal academic qualification of the Bar Standards Board and the Solicitors Regulation Authority.

The course is taught over one year full-time or two years part-time. The part-time course usually involves attendance on two evenings per week, although day-time attendance would be permissible but will be subject to the University’s timetabling of classes. In relation to the full-time course, class sessions are flexible and can be attended by a mix of day and evening classes.

You will experience a variety of teaching methods including framework lectures, group-led discussions and debates, workshops, oral presentations and independent research. Assessments on the course consist of coursework and examinations.

For Distance Learning Applicants

The distance learning course begins with an induction programme that includes an introduction to using the on-line learning platform – CANVAS, and to ensure that you are familiar with the University’s systems. The induction programme is designed to introduce you to techniques for the study of law such as using the law library, research methodology, and an introduction to the English Legal System and skills which provides a background on the law-making processes of England and Wales.

The distance learning mode of study provides the opportunity for students around the world to undertake this course. The course will be delivered using e-learning study materials with on-line support from academic staff. In addition, you will be able to access the electronic learning resources provided by the University’s Directorate of Academic Support (DAS). Therefore, it is essential that you have the use of a computer with ‘broadband’ internet access. You will also need to set aside time and arrange quiet study space to undertake your studies on the course.

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Northumbria’s GDL is taught using a practical, student-focused approach providing a solid grounding in the major areas of law. It covers the foundations of legal knowledge which are taught by means of lectures, group sessions and seminars. Read more

About this course

Northumbria’s GDL is taught using a practical, student-focused approach providing a solid grounding in the major areas of law. It covers the foundations of legal knowledge which are taught by means of lectures, group sessions and seminars. Students are provided with comprehensive study materials, textbooks and step-by-step workbooks to support their studies.

At the beginning of the programme students are required to study the English Legal System by means of a pre-attendance package and induction programme.

In addition, students must study the following seven subjects, which are stipulated by the professional bodies as being the foundations of legal knowledge:
- Contract Law
- Criminal Law
- Equity and Trusts
- European Union Law
- Property Law
- Public Law
- Law of Tort

All students are required to undertake research into a further area of law. Past options have included Company Law, Commercial Law, Employment Law, Family Law, Evidence and Legal History among others. Students receive initial guidance on the subject and advice on how to conduct legal research.

Successful GDL students who continue to study at Northumbria are guaranteed a place on the LPC and are entitled to a substantial discount off LPC or BPTC fees.

Please note that although an undergraduate qualification is required for access to the Graduate Law Degree (GDL), the programme is an undergraduate award and adheres to the University’s undergraduate regulations and procedures. Students who apply for the GDL are not eligible for the postgraduate scholarship scheme but on completion of this programme those who progress to the LPC or BPTC at Northumbria will qualify for the scholarship at that stage.

See the website https://www.northumbria.ac.uk/study-at-northumbria/courses/graduate-diploma-in-law-common-professional-examination-gdlcpe-ft-dtfcpe6/

Please note that students with exemptions who pass the outstanding subjects will pass the programme, but will not generally be awarded the Diploma.

Who would this Course suit?

This course would suit a student with a non-law undergraduate degree who would like to go on to study either the Legal Practice Course with a view to becoming a solicitor, or the Bar Professional Training Course with a view to becoming a barrister.

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This is a highly rewarding, intensive, fast-track qualification. Our course meets the requirements of the Bar Standards Board and the Solicitors Regulation Authority, and can set you on the road to qualification as a barrister, solicitor or other legal professional. Read more
This is a highly rewarding, intensive, fast-track qualification. Our course meets the requirements of the Bar Standards Board and the Solicitors Regulation Authority, and can set you on the road to qualification as a barrister, solicitor or other legal professional.

You have the opportunity to take part in activities such as:
-Client interviewing
-Mock trials
-Mooting
-Negotiating

You’ll be able to hone your legal practice skills. You also have the chance to enter national and international competitions, to enhance your curriculum vitae and widen your professional network.

How will I study?

You’ll learn through core modules. Assessment includes exams, essays and a dissertation.

The Sussex GDL offers the rare opportunity to undertake a dissertation project. This allows you to benefit from the University’s excellent research reputation, to research and write in-depth about a subject of your choice, with support and advice from your supervisor and the course team.

Scholarships

Our aim is to ensure that every student who wants to study with us is able to despite financial barriers, so that we continue to attract talented and unique individuals.

Chancellor's International Scholarship (2017)
-25 scholarships of a 50% tuition fee waiver
-Application deadline: 1 May 2017

HESPAL Scholarship (Higher Education Scholarships Scheme for the Palestinian Territories) (2017)
-Two full fee waivers in conjuction with maintenance support from the British Council
-Application deadline: 1 January 2017

USA Friends Scholarships (2017)
-A scholarship of an amount equivalent to $10,000 for nationals or residents of the USA on a one year taught Masters degree course.
-Application deadline: 3 April 2017

Faculty

The Sussex GDL core modules are taught by faculty members with strong expertise in the areas covered by the syllabus. In addition, most faculty members in the Sussex Law School will be available as potential dissertation supervisors.

Careers

We help to prepare you for a future career as a barrister, solicitor or other legal professional.

If you choose not to pursue one of these routes, graduate level law skills may be useful for a range of other opportunities, for example:
-Business and finance
-Patent work
-Trading standards
-The police service
-Probation service
-Advice work and more

Some GDL students enjoy law so much that they remain in academia to read for Masters or doctorate degrees.

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A speedy route for graduates (and others with appropriate qualifications) to gain two valuable Law awards, the GDL and the LLB (CPE), and complete the academic stage of legal training, in 2 years. Read more
A speedy route for graduates (and others with appropriate qualifications) to gain two valuable Law awards, the GDL and the LLB (CPE), and complete the academic stage of legal training, in 2 years. This is a much quicker 'route' to obtaining a law award than the LLB which normally takes 3 years (full-time) or 4 years + (part-time).

Note: For the purposes of completion of the academic stage of training, and progression to the vocational stage of legal training, a person who has completed the GDL programme is in the same position as a person with a LLB/qualifying law degree.

Course content

Part-Time Day
Attendance with 4 subjects a year over 2 years

Qualifications
Graduates from the Staffordshire Law School CPE/GDL get two awards:
-The Graduate Diploma in Law (GDL), in line with other CPE providers.
-The University’s LLB (CPE) (Hons), based on entrants’ acquisition of 120 credits on entry, and 240 credits on completion of the programme’s eight modules. The award is a non-qualifying law degree.

There is a comprehensive induction programme which allows the student to gain an understanding of the English legal system, and introduces essential legal skills.

It then consists of the 'Foundation' subjects, namely:
-Criminal Law
-Contract and Problem Solving
-Tort Law and Civil Remedies
-European Union Law
-Law of Trusts and Equitable Remedies
-Constitutional and Administrative Law
-Property Law and Application

An important skills development session is also included on an 'Introduction to Legal Sources'.

The programme includes directed study and library-based exercises and tasks.

Other admission requirements

Entrants must satisfy minimum entry requirements as laid down by the Law professional bodies. This means the entrant must normally:
a) be a ‘graduate’, as defined in those rules;
b) have Alternative Standing (as required by the CPE Rules).

CPE Rules: Reference must be made to the CPE Rules for detailed entry requirements, including English language requirements; the scope for entry by mature students; rules on time limits completion of the award; deferral; transfers; maximum number of attempts at assessments, etc.

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Fast-track your legal career with our Graduate Diploma in Law (GDL) conversion course. Designed for students who want the challenges and rewards of a legal career, but don't have an undergraduate degree in law, or for those who have significant work experience, but no formal qualifications. Read more
Fast-track your legal career with our Graduate Diploma in Law (GDL) conversion course. Designed for students who want the challenges and rewards of a legal career, but don't have an undergraduate degree in law, or for those who have significant work experience, but no formal qualifications.

Many employers are attracted to GDL students in an increasingly competitive legal job market, as you offer additional skills and experience to their organisation.

This course will provide you with a thorough grounding in core legal subjects. Offering high levels of face-to-face teaching contact in lectures and workshops, and an open door policy for academic or pastoral advice, the environment is supportive and friendly. We also offer a Careers and Employability adviser to help you take the steps into a fulfilling legal career.

Features and benefits of the course

Mooting opportunities
Mooting at Manchester Law School is part of a specialised unit on the GDL course, and we have become a leading centre for mooting and advocacy in the UK. The mooting society at the law school is extremely active, organising regular mooting sessions and debates supported by a team of expert tutors. Our Mooting teams have competed at and the highest level from 2013-16 and have enjoyed regular national competition success.

Award-winning Faculty environment
Manchester Law School is an inspiring and highly professional environment in which to study, housing modern lecture theatres, study zones, legal libraries and a mock courtroom. You will benefit from an award-winning Faculty building, including spacious study and IT zones, laptop counters, cafes and coffee shops, and free WiFi. Highly modern facilities are available to you on our thriving campus at the heart of the UK’s second city.

Top quality teaching by professionals
You will be taught by experienced professionals and will receive the best possible teaching and direct access to the profession. You’ll benefit from tutors who have a real passion for their subjects.

Placement options

There are opportunities for GDL students to take part in pro bono (voluntary) work experience in a wide range of areas. Manchester Law School is continually adding to our portfolio of pro bono partners, to extend and improve the opportunities for GDL students to experience legal work first-hand.

Assessment details

You will receive informal assessment feedback from your tutors throughout the course. Your final result is based on seven end-of-year examinations, two pieces of written coursework and a moot.

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Surrey’s longstanding excellent reputation and first-rate facilities combine to provide a postgraduate diploma that will prepare you for an exciting career as a physician associate. Read more
Surrey’s longstanding excellent reputation and first-rate facilities combine to provide a postgraduate diploma that will prepare you for an exciting career as a physician associate.

You will be taught by Academics who are internationally recognised for their expertise in medical and who possess a wealth of experience and knowledge.

PROGRAMME OVERVIEW

This programme of study, skills development and placement experience allows you to build upon a first degree in biosciences, life sciences or health sciences in order to function as a qualified physician associate.

The programme teaches you to assess, diagnose and manage medical problems competently, consulting with patients presenting with a variety of specified conditions on behalf of, and under supervision of, a senior experienced doctor.

By the end of the programme, you will be able to deliver holistic medical care and treatment to a standard defined by the National Examination for Physician Associates, which will enable you to work in either Primary or Secondary Care.

PROGRAMME STRUCTURE

The programme consists of eight taught modules.

On successful completion of the programme, students will receive a Post Graduate Diploma in Physician Associate Studies, but will also need to sit a National Examination comprising a written paper and OSCE examination, set by the Faculty of Physician Associates at the Royal College of Physicians, in order to be able to practise in the NHS.

On passing the National Examinations, the graduate can be registered on the National Register (currently a Voluntary Register but awaiting accreditation and appointment of a Regulatory Body). The graduate can only work as a physician associate in the NHS if he/she is on this National Register. The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.
-Introduction to Case Based Life Course Medicine
-Case Based Life Course Medicine 2
-Case Based Life Course Medicine 3
-Case Based Life Course Medicine 4
-Clinical Medicine – Mother and Child, and Psychiatry
-Clinical Medicine – Emergency Care and Surgery
-Clinical Medicine – Medicine and General Practice (1)
-Clinical Medicine – General Practice (2) and Elective

WHAT IS A PHYSICIAN ASSOCIATE?

Physician associates support doctors in the diagnosis and management of patients. As a physician associate, you might work in a GP surgery or be based in a hospital, but wherever you work, you'll have direct contact with patients.

You’ll be trained to perform a number of day-to- day tasks including:
-Taking medical histories
-Performing examinations
-Diagnosing illnesses
-Analysing test results
-Developing management plans

CAREER OPPORTUNITIES

Following successful graduation from this Diploma course, you will need to sit the National Assessment for Physician Associates, set by the Faculty of Physician Associates at the Royal College of Physicians, London.

Passing the National Assessment will allow you to be put onto the National Register for Physician Associates, so that you can practise clinically in the UK.

EDUCATIONAL AIMS OF THE PROGRAMME

The overarching educational aim of the programme is to train graduates with a first degree in Biosciences, Life Sciences or Health Sciences, or suitable approved programme, to Post Graduate Diploma level, to function as a qualified physician associate (on passing the National Examination).

Physician associates will be able to:
-Deliver holistic medical care and treatment under defined levels of supervision, in acute and primary care settings in the National Health Service.
-Work effectively with patients and multi-disciplinary healthcare teams from diverse backgrounds.
-Use a patient-centred approach, and be expert communicators, ensuring patient safety at all times
-Promote health and wellbeing on an individual and population basis
-Engage in reflective practice, work within the limits of their competence and engage actively in lifelong learning and professional development

This training includes the necessary knowledge, skills and professional attitudes needed to work to the medical model, demonstrating safe medical practice, medical competence, compassion, reflective and critical thinking in diagnostic reasoning and clinical management.

Graduates will be able to assess, diagnose and manage medical problems competently, consulting with patients presenting with a variety of specified conditions on behalf of, and under supervision of a senior experienced doctor.

They will be able to understand and demonstrate the principles of safe and effective prescribing.

Graduates will be trained to a standard defined by the National Examination for Physician Associates that will enable them to work as physician associates in the National Health Service, with appropriate accreditation and regulation once these have been decided and implemented.

PROGRAMME LEARNING OUTCOMES

Knowledge and understanding
-Demonstrate knowledge of core competencies to medical conditions met during the two year course (in Primary and Secondary Care placements and coursework), as listed in the Competence and Curriculum Framework for the Physician Assistant, 2012.
-Ability to summarise the structure and function of the normal human body throughout the life course
-Ability to describe the pathological basis of core medical conditions throughout the life course
-Ability to describe the wider determinants of health on the individual and society
-Demonstrate application of knowledge and skills in a patient-centred manner for the management of core medical conditions throughout the life course, applying knowledge effectively through clinical reasoning and professional judgement in situations of complexity and uncertainty and in the context of the individual patient’s needs and wishes
-Demonstrate ability to request and interpret common diagnostic and therapeutic procedures for a specified range of common clinical conditions, having demonstrated a comprehensive and critical awareness of the research evidence, national and local guidelines
-Demonstrate ability to act safely and promptly in a number of specified acute medical emergencies, taking measures to avoid clinical deterioration of the patient and making a comprehensive and appropriate referral
-Analyse and interpret evidence to the range of medical presentations detailed in the List of Patient Presentations and the Case Matrix
-Demonstrate competence in performing the full core set of clinical procedural skills (taught in both years)
-Demonstrate professional insight, knowledge of self, and reflective practice in the approach to patients and to clinical medicine
-Demonstrate knowledge of national guidelines and relevant protocols in clinical medicine, and of the structure and function of healthcare in the UK
-Demonstrate a common core set of skills, knowledge and values that promote equality, respect diversity, help promote more effective and integrated services and acknowledge the rights of children, young people and their families, and vulnerable groups
-Describe the ethical and legal responsibilities of healthcare professionals and demonstrate their application to daily clinical practice

Intellectual / cognitive skills
-Interpreting evidence/ determining the requirement for additional evidence – demonstrate ability to interpret findings from a consultation, select interpret and act upon appropriate investigations
-Clinical reasoning and judgement in diagnosis and management – demonstrate ability to formulate a reasonable differential diagnosis, based on data presented and in order of likely diagnoses
-Show ability to recognise when more information is needed, and have a reasonable idea where to find it
-Show ability to seek help if the clinical situation is beyond student/ clinician’s level of competence
-Therapeutics and prescribing – using the British National Formulary as needed, demonstrate understanding of prescribing in clinical setting, under medical supervision. Write accurate and legible prescriptions, or demonstrate accurate use of a computer to generate prescriptions for review and signature by a supervising clinician
-Understand issues that can affect patient compliance with medication and demonstrate strategies to negotiate and improve compliance
-Common core skills and knowledge when working with children, young people and families – demonstrate effective communication and recognise when to take appropriate action in safeguarding
-Awareness of guiding principles and current developments in the NHS
-Public Health – demonstrate how to apply the principles of promoting health and preventing disease, and how to assess community needs in relation to services provided

Professional practical skills
-The patient relationship – demonstrate ability to develop and maintain clinician/ patient relationships, communicating effectively and appropriately with patients and carers
-Explain the boundaries to the PA-patient professional relationship and what they signify
-Perform a holistic assessment, identifying and prioritising problems, and facilitate patient/carer involvement in management, planning and control of health and illness
-Demonstrate ability to provide useful and appropriate health education
-History taking and consultation skills – demonstrate ability to take an appropriate, focussed, and patient-centred history, including the triple diagnosis (physical, psychological and social), and demonstrate how to elicit patients’ ideas, concerns and expectations
-Examination – demonstrate ability to perform an appropriate focussed clinical examination, including a mental state examination if indicated
-Clinical planning and procedures – demonstrate ability to formulate and implement appropriate management plans in collaboration with the patient, the supervising doctor and the multi-professional team
-Demonstrate ability to perform the list of specified core procedural skills safely and competently
-Risk management – demonstrate ability to recognise potential clinical risk situations and take appropriate action. Participate in clinical governance and clinical audit. Demonstrate safe and effective monitoring and follow-up of patients in liaison with acute and primary care/ community teams
-Maintenance of good practice - critically evaluate own performance and practice, identifying learning needs
-Demonstrate how to use evidence, guidelines and audit (including significant event analysis) to benefit patient care and improve professional practice
-Moving and Handling – demonstrate appropriate manual handling techniques for a variety of situations, using any appropriate aids provided

Key / transferable skills
-Professional behaviour and probity
-Showing integrity and sensitivity
-Recognising and working within own limits of professional competence
-Maintaining effective relationships with colleagues
-Documentation and information management – maintaining timely and relevant medical records
-9Teamwork – understand and value the roles of the health and social care teams, demonstrate communication across team boundaries effectively, including handing over patient care
-Time/ resources management – understand and manage own constraints and those of the NHS
-Ethical and legal issues – demonstrate understanding of patients’ rights, competency, confidentiality, informed consent, care of vulnerable patients and how to respond to complaints
-Equality and diversity – demonstrate understanding of people’s rights in accordance with the Equality Act 2010, act with respect towards all patients, colleagues and students, and know how to take action if patients are being abused

GLOBAL OPPORTUNITIES

We often give our students the opportunity to acquire international experience during their degrees by taking advantage of our exchange agreements with overseas universities.

In addition to the hugely enjoyable and satisfying experience, time spent abroad adds a distinctive element to your CV.

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Our LLM Professional Law course, which incorporates the Postgraduate Diploma in Law (PGDL) / Common Professional Examination (CPE), will provide you with a Master’s-level qualification. Read more
Our LLM Professional Law course, which incorporates the Postgraduate Diploma in Law (PGDL) / Common Professional Examination (CPE), will provide you with a Master’s-level qualification. You don't need a Law degree to apply - the course is available to any student with a qualifying honours degree in any subject.

While most providers deliver the course at graduate level as the Common Professional Examination / Postgraduate Diploma in Law (PGDL), we have designed this course so that successful completion provides both a qualification at Master’s level and professional body accreditation.

This course is accredited by the Joint Academic Stage Board, which represents the Solicitors Regulatory Authority and the Bar Standards Board of England and Wales, and upon completion you are eligible to undertake the next stage of legal training (the Legal Practice course if you want to become a solicitor or the Bar Professional Training course if you want to become a barrister).

Why Choose Us?

-You’ll have regular support from tutors in a friendly and supportive learning environment.
-This course is a conversion LLM – you don’t need a degree in Law to be eligible to study it.
-The course is focused on practice-led, skills-based teaching and assessment.
-You may have the opportunity to undertake an internship in the US, strengthening your employability prospects.
-You’ll also have the chance to get involved with pro-bono projects in the UK, as well as other legal work experience that contributes towards your final award for the course.
-Birmingham City University has just launched the UK's first Centre for Brexit Studies, researching all aspects of the UK's vote to leave the EU, including the impact it has on domestic law and legislation.

Course Structure

For the first part of the course, you will learn primarily through a focus on problem-based learning supported by face-to-face teaching sessions and directed learning exercises provided through the University’s Virtual Learning Environment (Moodle).

In this first part of the course (the PGDL stage) you will learn about how to study law and how to present legal argument, as well as the key substantive legal rules and principles relating to certain ‘foundation’ areas of law. For those who have enrolled for the LLM version of the course, the Masters stage of the course enables you to further develop your legal knowledge, research, presentation and analysis skills either in relation to a particular theoretical topic of interest to you or in the context of a practical placement.

Teaching sessions and directed learning exercises will be designed to help develop the skills and techniques needed to successfully complete the module assessments, and to forge a successful career in the legal sector. Engagement with teaching sessions and materials on the VLE is monitored by teaching staff to encourage engagement and provide a basis for individual and group feedback.

There are a range of assessments on the course, including oral assessment, written coursework, portfolios, employer assessment, reflective essays and more traditional exams. The range of assessments has been designed to ensure achievement of the course learning outcomes and the development of skills that we view as essential for a future successful career in practice or the further study of law, while retaining balance to ease assessment pressure points.

Employability

Previous students have gone on to successful careers in the legal professions. We have recent ex-students currently working as solicitors at regional law firms such as Duncan Lewis, Syeds Law Office Solicitors and Wragge & Co, as well as national and international firms, such as and at national and international firms such as DLA Piper. We also have ex-students who have qualified as barristers and one who is a QC.

We also have a number of students who have used the course to further their own business or current career paths and those who have entered non-legal professions (such as banking).

Our GDL includes several ways you can help improve your employability:
-Graduate Plus Scheme
-US internship (within an optional module)
-UK work placement (within an optional module)
-Pro bono projects that provide voluntary legal work experience opportunities and networking opportunities
-Parliament and Supreme Court trip
-Legal careers sessions and networking events
-Debating and Mooting societies

Read less
This programme is designed to prepare nurses and a range of health and social care professionals for new and challenging roles in advancing and shifting the professional boundaries in critical care. Read more
This programme is designed to prepare nurses and a range of health and social care professionals for new and challenging roles in advancing and shifting the professional boundaries in critical care.

The Advanced 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

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020.

This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

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 MSc Advanced Practice 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.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

Career support and prospects

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
This programme is suitable for healthcare professionals working in community practice or mental health practice. Read more
This programme is suitable for healthcare professionals working in community practice or mental health practice.

The Advanced 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

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020. This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

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 MSc Advanced Practice 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.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level
-You will be expected to develop an autonomous learning style and become self-directed as a learner.

Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

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
This programme is suitable for healthcare professionals working in community practice or mental health practice. Read more
This programme is suitable for healthcare professionals working in community practice or mental health practice. The Advanced 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

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020. This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012.

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 MSc Advanced Practice 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.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

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
The Advanced 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 Advanced 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

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020.

This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

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 MSc Advanced Practice 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.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

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
The Advanced 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 Advanced 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

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020. This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

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 MSc Advanced Practice 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.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

Career support and prospects

Experienced nurses, midwives 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
This programme offers registered midwives an opportunity to engage in postgraduate education, in order to deepen and enhance their practice through acquisition, extension and critical appraisal of their knowledge and skills. Read more
This programme offers registered midwives an opportunity to engage in postgraduate education, in order to deepen and enhance their practice through acquisition, extension and critical appraisal of their knowledge and skills.

The Advanced 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

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020. This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

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 MSc Advanced Practice 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.

[[Learning activities and assessment
Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

[[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

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