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Masters Degrees (Community Practice)

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​MA Managing Community Practice. This programme is designed to enhance the professional practice of experienced practitioners by facilitating a critical and reflective approach to management, staff development, innovatio​n and researching practice. Read more

Course Overview

​MA Managing Community Practice: This programme is designed to enhance the professional practice of experienced practitioners by facilitating a critical and reflective approach to management, staff development, innovatio​n and researching practice. Many of the modules are taught interprofessionally including colleagues from community work, youth work, teaching, PRUs and health in both voluntary and statutory sectors. This provides for rich interprofessional learning and reflects the practice realities of interprofessional working.

PgD in Youth and Community Work: This professionally endorsed award is particularly suitable for graduates who have increasingly found themselves working in the field of youth and community work and who wish to gain a professional qualification. The programme requires students to undertake two separate supervised placements in the field of youth and community work. Students attend university on one evening a week where they undertake taught modules and tutorials. Students on this programme tend to develop into a highly supportive, friendly and analytical professional group.

See the website https://www.cardiffmet.ac.uk/education/courses/Pages/Youth-and-Community-Work---PgD--Managing-Community-Practice---MA-.aspx

​Course Content​​

MA Managing Community Practice:
The programme consists of three core and one optional module, followed by a dissertation. Most students choose to take two modules per year over two years (one evening per week during term time) followed by the dissertation, although full-time and accelerated modes of attendance may be negotiated.

MA Core Modules:
- Researching Practice
- Reflective Practice
- Managing and Leading Community Practice

MA Optional Modules:
- Mentoring
- Leading and Facilitating Reflective Practice
- Education: Character and Context

PG Dip in Youth and Community Work:
The taught and fieldwork elements of the programme are part time and can be completed in two years. Once both taught and fieldwork elements of the programme are satisfactorily completed it is possible to continue onto the MA. Students will need to attend taught sessions and tutorials on one evening a week.

PgD Core modules:
- Principles and Practice of Youth and Community Work
- Management in the Youth and Community Sector
- The Community Context of Practice (Fieldwork and Tutorials)
- The Social Context of Practice (Fieldwork and Tutorials).​

Learning & Teaching​

​MA:
Most of the modules have a strong application to professional practice and often involve the undertaking of practice-based projects.

PgD:
Students will be expected to undertake a considerable amount of self-study to enhance the collective learning process. It is envisaged that students will utilise their experiences to enhance the level of analysis in all collective sessions. Students are expected to engage in reflective learning processes throughout the duration of the programme.

Teaching methods will tend to emphasise small group discussions and informal lectures.

Assessment

Students will be assessed on both their youth and community work-based practice and their academic assignments through a range of assessment types including essays, presentations, group exercises, portfolios, reflective writing, and viva voce.

Employability & Careers​

MA:
The programme is aimed at practitioners and managers in the generic and expanding field of youth and community development work. It aims to enable people to develop their professional understanding and skills through a supportive and challenging learning environment.
The programme will be of particular interest to experienced practitioners who manage aspects of youth or community development provision and who wish to develop their analytical and professional capabilities. It is one of the pathways on the Master's CPD framework.

PgD:
The PgD is a programme leading to professional qualification in youth and community work which is endorsed by the Wales ETS. As such it enables graduates to qualify in this growing occupational area while enhancing their academic profile.

​Successful Post Graduate Diplomats may wish to continue with their studies to obtain the MA.

Contact for MA:
Jan Huyton:
Email:
Tel: 029 2041 6499​​

Find information on Scholarships here https://www.cardiffmet.ac.uk/scholarships

Find out how to apply here https://www.cardiffmet.ac.uk/howtoapply

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*Individual modules are also available as short courses, which can be combined into the large qualification. This programme provides an opportunity for a range of professionals whose role includes engaging with communities to undertake related advanced study and professional development to develop their career further. Read more
*Individual modules are also available as short courses, which can be combined into the large qualification

This programme provides an opportunity for a range of professionals whose role includes engaging with communities to undertake related advanced study and professional development to develop their career further. It is ideal for those wishing to develop their understanding of the management and policy context of this work at a postgraduate level, especially for those who already have (or do not require) a professional qualification in Community and Youth Work. This might include those practising in community development, housing associations, community health, community enterprise, neighbourhood regeneration, community arts, and professionals in a range of statutory, voluntary and private sector posts that have an element of community involvement and engagement; for example, economic development, planning, policing, transport, and voluntary sector development.

The programme attracts practitioners from a wide range of contexts and countries, enabling learning in an internationally-comparative context. Core modules enable students to explore and develop their understanding of management, policy and practice in this field, as well as learn core research methods skills and carry out their own piece of advanced research. Students have a choice of optional modules to enable more focused study in their own areas of interest.

Course structure

Typical modules outlined below are those that were available to students styuding this programme in previous years.

Core Modules

-Community Policy and Practice (15 credits)
-Professional and Personal Development (30 credits)
-Management in Community Settings (30 credits)
-Practitioner Research and Dissertation (60 credits)

Optional Modules

Typical modules outlined below are those that were available to students styuding this programme in previous years.
-Community Analysis (15 credits)
-Crime, Justice and the Sex Industry (30 credits)
-Drugs, Crime and Society (30 credits)
-Gender, Violence and Abuse (30 credits)
-Policy Related and Evaluation Research (15 credits)
-Qualitative Research Methods in Social Science (15 credits)
-Quantitative Research Methods in Social Science (15 credits)
-Youth Policy and Practice (15 credits)

To study the PG Certificate in Managing in Community Practice you will be required to take Community Policy and Practice and Management in Community and Youth Work plus one 15 credit optional module.

To study the PG Diploma in Managing Community Practice you will be required to take Community Policy and Practice, Management in Community and Youth Work and Professional and Personal Development, plus 45 credits from the optional modules.

Learning and Teaching

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

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

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

The MA Managing Community Practice provides the student with a learning opportunity within which they can apply and test understanding, knowledge and skills related to the managerial roles and responsibilities of their practice settings. A critical examination of the relationship of theory and practice is central to this. Core modules are structured to enable students to attend university for teaching on an average of one day per week (part time) or two days per week (full time), so that their study can fit around other commitments that they may have.

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

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

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

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

The Community and Primary Healthcare Practice course provides a flexible opportunity for practitioners wishing to enhance their leadership, research and educational expertise within community and primary and public healthcare practice.

Key Features of Community and Primary Healthcare Practice

Performance:

- a new course designed to help practitioners develop their role in community, primary care and public health practice.

Teaching and Employability:

- closely linked to current Welsh Government and Department of Health policy, practice and services

- students are encouraged to explore and reflect on their own community and primary healthcare practice with the potential for contribution to the development of innovative, cross-disciplinary research outputs

- the course enhances career development and promotion opportunities for successful students

- students are supported in clinical practice by an experienced and prepared mentor

To ensure that our communities are strong and sustainable, it is important to continue to improve the health and well-being of our population.

The government’s investment in public health and primary care emphasises the importance of good leadership and the need for innovative practice.

Community practitioners are vital to improving the health of the population as they are committed to working with individuals, families and communities within the public health agenda.

Their expertise in public health allows them to have insight into how social and environmental factors can influence the health and well-being of people in society.

The Community and Primary Healthcare Practice course helps practitioners to develop their role in protecting, promoting and improving public health.

The Community and Primary Healthcare Practice course uses a range of teaching and learning methods which offer a variety of opportunities. Teaching is carried out through formal taught sessions and discussion groups/seminars using action-based learning approaches.

The degree in Community and Primary Healthcare Practice offers the option for students to engage in a work-based learning module as part of the Postgraduate Certificate and Diploma programmes.

Course Structure

The Community and Primary Healthcare Practice course is a modular postgraduate course consisting of 180 credits at level M.

The course is offered on a part-time basis with completion typically within three years.

Assessment

Community and Primary Healthcare Practice students are assessed throughout their coursework (e.g. written assignments such as research projects and essays and seminar presentations) and a dissertation of approximately 20,000 words.

Work Placements

The MSc Community and Primary Healthcare Practice course offers students the option to engage in a work-based learning module. This requires an arrangement between the student, personal tutor and practice facilitator and as such will require collaboration with the NHS Health Boards and/or independent healthcare sector to ensure adequate support and supervision in the workplace.

Existing partnerships are well established and this programme will suit current arrangements.

Modules

Modules on the Community and Primary Healthcare Practice course may include:

Continuing Your Professional Development in Community and Primary Health Care Practice

Working in Community and Primary Health Care Practice

Working in Community and Primary Mental Health Care Practice

Working with Individuals, Families & Communities in Primary Health Care Practice

Foundations in Research

Additional Support

Pastoral support is offered by personal tutors and the Swansea University student support and health services are recommended to students and stipulated in student handbooks.

Blackboard has a dedicated tab for student services which provides money advice, information about wellbeing services, equal opportunities and accommodation issues.

In cases where students have personal or any other kind of problems that they would prefer not to discuss with College lecturers, they are able to talk with a Student Counsellor.

Similarly, if lecturers feel that the concern the student has expressed is better discussed with the Student Counsellor, they will suggest to the student that he or she make an appointment for an interview.

Staff Expertise

The Community and Primary Healthcare Practice course sits within the Department of Public Health, Policy and Social Sciences.

The community and public health team is well-qualified and experienced. It comprises one professor and four lecturers. Members of the team are registered with the:

Nursing and Midwifery Council (NMC)

Royal College of Nursing (RCN) and the Community Practitioners and Health Visitor Association (CPHVA)

Queen's Nursing Institute

All academic members of the team hold a Master’s degree and/or a Doctorate.

Postgraduate Community

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

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



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This dynamic and exciting programme offers a fantastic opportunity to enhance your critical thinking an analytical skills whilst developing an enquiring, reflective and innovative approach to contemporary educational and professional practice. Read more

This dynamic and exciting programme offers a fantastic opportunity to enhance your critical thinking an analytical skills whilst developing an enquiring, reflective and innovative approach to contemporary educational and professional practice.

It is suitable for a wide range of individuals from health and social care settings who wish to gain qualified teacher status.

The programme will enable you to pass on to your students the values required in modern healthcare, and within the NHS Constitution, including: compassion, kindness, empathy, advocacy, good communication and teamwork skills, and respect for patients’ privacy, dignity and individuality.

Programme structure

All students are initially registered for five years. The programme is part-time. On successful completion of the Postgraduate Certificate Education for Professional Practice programme NMC registered practitioners may apply to the Nursing and Midwifery Council for recognition of their Qualified Teacher Status and be recorded on their Registration record.

The programme is in line with the NMC Standards for Learning and Teaching in Practice (2008).

Example module listing

This pathway is open to individuals from health care environments who wish to extend their knowledge, skills and develop their understanding through critical thinking and analysis.

For nurses and midwives, this forms part of the NMC standards for Supporting Learning and Assessing in Practice (Stage 4 - Teacher).

On completion of the three core modules, plus the requisite 360 teaching hours, the nurse or midwife can record this study as meeting the standards for the qualified teacher and therefore register the qualification with the NMC.

Learning and teaching module selection

The ethos of the programme is based on an individual’s developmental learning journey and, as such, commences at the initial applicant enquiry.

It is at this stage that an informal discussion will take place possibly with the administrator, module leader and/or the Director of Studies (DOS) to offer information regarding the modules/programmes whether it is Mentorship, Practice Teacher or Qualified Teacher.

Through this enquiry, a general discussion takes place that will assist the individual to make an informed decision as to the right journey of learning based on their learning needs, taking into account previous study and the requirements for their professional role in learning and teaching.

A nurse or midwife could apply for AP(E)L for up to 100 per cent against the Mentorship programme and the Practice Teacher qualification if appropriate study has been successfully completed.

This process takes place rarely but the mechanism is still in place. Each application for AP(E)L is considered on an individual basis by the AP(E)L committee using the University’s standard AP(E)L procedures.

Mentorship module

The Mentorship module can be accessed by a variety of health care professionals who have a responsibility to support learning in practice and forms part of the NMC standards for Supporting Learning and Assessment in Practice (Mentor).

A nurse or midwife wishing to undertake this module will be required to have one year’s post-qualification experience prior to attending. In preparation for this module, you would be encouraged to engage in the Associate Mentor preparation provision, which will be offered within NHS Trusts, led by Trust personnel with educational responsibilities.

The Mentorship module is a generic module (offered at FHEQ Level 6 and FHEQ Level 7) and forms part of the NMC standards to support learning and assessment in practice (stage 2 – Mentor).

It assists participants to develop their knowledge, understanding and skills through exploration, enquiry and reflexivity, aiming to develop and enhance effective assessment and facilitation skills.

Students will have an opportunity to explore learning and teaching strategies relevant to practice; assessment and evaluation in the context of giving feedback, measuring achievements, competence and quality.

The exciting challenge is to contextualise these areas for each student to ensure that the learning experience is meaningful.

Those who show an aptitude for learning, teaching and supporting learners or a keen interest in this area will be actively encouraged to progress on to further study.

Practice Teacher qualification

The Practice Teacher NMC qualification can be accessed by individuals on the NMC register. This pathway includes Supporting Education in Practice, and the Practice Module for the Practice Teacher.

Both modules are offered at FHEQ level 7. Pre-requisite study for this qualification is Mentorship FHEQ Level 6 or FHEQ Level 7.

This qualification forms part of the NMC standards for Supporting Learning and Assessment in Practice (Stage 3 – Practice Teacher), which offers preparation for Primary Care nurses who are supporting learners undertaking Specialist Community Public Health nursing qualifications and Specialist Practice qualifications.

Throughout the Practice Teacher programme, Practice Teacher students are supported by a qualified Practice Teacher to assist in developing skills associated with supporting specialist practice students.

Undertaking the Supporting Education in Practice module gives the opportunity for the student Practice Teachers to consider and critically evaluate links between theory and practice, and to explore strategies relevant for the facilitation and support of learning within the workplace.

The Practice Module for the Practice Teacher is an effective strategy to test and extend your skills in supporting specialist practice students throughout their specialist practice programme.

Opportunities are given to actively be involved in formative and summative assessments whilst being supported by a qualified Practice Teacher.

On successful completion of the Supporting Education in Practice module and the Practice Module for the Practice Teacher, the nurse can record this study as meeting the NMC standards for the Practice Teacher Qualification and be annotated on the local register of Practice Teachers which is held and maintained within their Trust.

Education Leads within the Trusts are sent information as to who has been successful in achieving this qualification.

Once the Practice Teacher qualification has been completed individuals are actively encouraged to continue with their postgraduate studies by undertaking the remaining modules associated with the Postgraduate Certificate.



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

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

The Enhanced Professional Midwifery Practice course aims to enable registered midwives to build on and enhance their midwifery knowledge, clinical reasoning and decision making skills. The resulting abilities of independent thinking and autonomous practice are highly desirable for midwives seeking career development opportunities.

Key Features of Enhanced Professional Midwifery Practice

Teaching and Employability:

- work-based education enables midwives to engage in theoretical analysis of practice in the workplace

- teaching team has a wealth of experience in work-based learning

- builds on the success of the existing Enhanced Professional Practice programme which has offered an excellent learning experience to all students

- close professional and clinical links with clinical colleagues and senior midwifery colleagues

- contributes to a culture of scholarship and enhanced practice in clinical areas

Enhanced Professional Midwifery Practise is a work-based modular postgraduate degree specifically geared towards the needs of practising and registered midwives. It is practice focused but also supports the student to develop skills in reflection and critical thinking.

Work-based learning is a student-centred approach where the student directs their own learning objectives so they reflect on what is important to their roles in their practice, and use these practice issues to drive forward their learning within the modules.

Midwives completing the Enhanced Professional Midwifery Practice programme will have developed as autonomous learners who can think more critically and apply theory, experience and academic literature to the development and enhancement of their practice.

They will have gained not only academic and enhanced clinical skill, but also a number of transferable skills. This can only be of benefit to the midwife in terms of employability, the maternity service of the Health Board in which they work, and ultimately the standards of care for mothers and babies.

Modules

Modules on the Enhanced Professional Midwifery Practice programme typically include:

Starting Your Professional Development

Developing Expertise in the Supervision of Midwives

Leadership and Professional issues in Midwifery

Developing Expertise in the Supervision of Midwives (CPD)

Professional Practice in Sexual & Reproductive Health

Policy Influences on Your Practice

Assessing Your Current Practice

How the Evidence Base Can Help You Change Your Practice

How Can I Make a Change in Practice?

Advancing Your Own Practice

Teaching and Learning in Practice

Professional Midwifery Practice Portfolio

Enhanced Professional Midwifery Practice Course Structure

The Enhanced Professional Midwifery Practice course is a flexible part-time degree and students can study a maximum of 60 credits per year and complete in not less than 36 months and no more than 5 years including submission of the dissertation. Most students will be in full time employment and this programme allows them to undertake postgraduate studies whilst they are working.

The first module students will study is SHGM90 Starting your Professional Practice. In addition to this module and SHGM91 Personal Practice Development Portfolio, students will undertake SHMM01 Leadership and Professional Issues in Midwifery or SHMM00/SHMM02 Developing Expertise in the Supervision of Midwives, as an additional core module.

Enhanced Professional Midwifery Practice students may also access up to 30 credits from the College of Human and Health Sciences’ postgraduate catalogue of modules. To be awarded the MSc Enhanced Professional Midwifery Practice, the student must achieve 180 credits at level 7 which must include the three core modules.

Delivery of the Enhanced Professional Midwifery Practice programme is a tripartite arrangement between the student, personal tutor and practice facilitator. Learning for each work-based module is based on the development of a learning contract and consequently the following process will be adopted for each module.

Enhanced Professional Midwifery Practice students who do not wish to complete the full MSc have alternative exit qualifications:

- Students will be awarded the Postgraduate Certificate Enhanced Professional Midwifery Practice on successful completion of 60 credits at level 7.

- Students will be awarded the Postgraduate Diploma in Enhanced Professional Midwifery Practice on successful completion of 120 credits at level 7.

Staff Expertise

The Midwifery team has a strong background in academic support at all levels. For this programme the academic supervision and support is given by Midwifery lecturers experienced in work based learning. The support is offered through a combination of individual tutorials and Action Learning Sets in groups. Close links between the Midwifery team and Clinical colleagues in the practice setting ensures supportive and nurturing culture of learning.

Postgraduate Community

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

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



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This programme is for registered nurses or midwives who wish to gain registration on Part 3 of the Nursing and Midwifery Council (NMC) register as a specialist community public health nurse (health visiting) and be recorded as a community prescriber. Read more

This programme is for registered nurses or midwives who wish to gain registration on Part 3 of the Nursing and Midwifery Council (NMC) register as a specialist community public health nurse (health visiting) and be recorded as a community prescriber. It offers you the opportunity to gain registration as a health visitor, community prescriber and for academic development at master’s level.

Course details

You develop public health practice knowledge and skills in order to work effectively with individuals, families and communities along with public health leadership skills, to enable you to contribute to the contemporary health visiting agenda.

Professional accreditation

Following successful completion of the required theoretical learning outcomes (120 credits at master’s level) and the specialist community public health nursing practice competencies (NMC 2004) you are eligible to register as a specialist community public health nurse (health visiting), and be recorded as a community prescriber on the NMC register. You continue your studies and complete a 60 credit master’s level dissertation module leading to the MSc Specialist Community Public Health Nursing (Health Visiting). This is undertaken as one year part-time or six months full-time study after Specialist Community Public Health Nursing (Health Vistor) registration with the NMC. It must be completed within five years of commencing the programme.

What you study

You study evidence based practice and the factors which impact on the health and well-being of children and their families; protection and safeguarding standards for children and their families; the new health visiting agenda, UNICEF Baby Friendly Inititiative standards; public health, personal leadership philosophies and behaviours and their application within organisational settings; public health nursing practice, legal and ethical dimensions; prescribing from the community practitioners’ formulary, and designing and managing a service evaluation.

Course structure

Core modules

  • Advancing Community Practitioner Prescribing
  • Advancing Health Visiting Practice
  • Advancing Leadership and Management in the Context of Specialist Practice
  • Advancing Public Health
  • Contemporary Issues in Public Health
  • Designing Research Projects
  • Evaluating Practice
  • Evidence-based Practice
  • Specialist Community Public Health Nursing Practice

Modules offered may vary.

Teaching

Where you study

The programme comprises 50% theory and 50% practice within an integrated approach. Practice based learning – you are allocated a practice teacher by your sponsoring organisation who facilitates your learning in practice and is responsible for the assessment of your competence in practice.

How you learn

Teaching methods include lecturers, seminars, experiential learning, scenarios, problem based learning, case study work, simulations, action learning sets, and peer led seminars and discussions.

Learning in practice is supported with the development of a practice progress file, which includes self-assessment activities, learning contracts, learning logs, reflective dialogue and discussion with practice teachers, mentors and academic staff.

How you are assessed

Assessments include examinations, a defended poster, essays, case study analysis, research proposal, skill simulations and a service evaluation project. Practice is assessed via the practice progress file through the mechanism of the tripartite meetings which include you, your practice teacher and your academic mentor.

Employability

This programme prepares you to work as a health visitor and to take practice forward to meet the challenges of a dynamic health visiting profession.



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This programme is for registered nurses or midwives who wish to gain registration on Part 3 of the Nursing and Midwifery Council (NMC) register, as a specialist community public health nurse (School Nurse) and be recorded as a community prescriber. Read more

This programme is for registered nurses or midwives who wish to gain registration on Part 3 of the Nursing and Midwifery Council (NMC) register, as a specialist community public health nurse (School Nurse) and be recorded as a community prescriber. It offers you the opportunity to gain registration as a school nurse, community prescriber and for academic development at master’s level.

Course details

You develop public health practice knowledge and skills in addressing health inequalities with individuals and communities along with public health leadership skills, to enable you to contribute to the new school nursing agenda.

What you study

You study evidence based practice and the factors which impact on the health and well-being of children, young people and their families; protection and safeguarding standards for children and young people; the new school nursing agenda; public health, personal leadership philosophies and behaviours and their application within organisational settings; public health nursing practice, legal and ethical dimensions. Prescribing from the community practitioners’ formulary, and designing and managing a service evaluation.

Course structure

Core modules

  • Advancing Community Practitioner Prescribing
  • Advancing Contemporary School Nursing Practice
  • Advancing Leadership and Management in the Context of Specialist Practice
  • Advancing Public Health
  • Contemporary Issues in Public Health
  • Designing Research Projects
  • Evidence-based Practice
  • Specialist Community Public Health Nursing Practice

Modules offered may vary.

Teaching

Where you study

The programme comprises 50% theory and 50% practice within an integrated approach. Practice based learning – you are allocated a practice teacher by your sponsoring organisation who facilitates your learning in practice and is responsible for the assessment of your competence in practice.

How you learn

Teaching methods include lecturers, seminars, experiential learning, scenarios, problem based learning, case study work, simulations, action learning sets, and peer led seminars and discussions.

Learning in practice is supported with the development of a practice progress file, which includes self-assessment activities, learning contracts, learning logs, reflective dialogue and discussion with practice teachers, mentors and academic staff.

How you are assessed

Assessments include examinations, a defended poster, essays, case study analysis, research proposal and simulations. Practice is assessed via the practice progress file through the mechanism of the tripartite meetings which include you, your practice teacher and your academic mentor.

Employability

Work placement

Following successful completion of the required theoretical learning outcomes (120 credits at master’s level) and the specialist community public health nursing practice competencies (NMC 2004) you are eligible to register as a specialist community public health nurse (school nurse), be recorded as a community prescriber on the NMC register and eligible for the award of Postgraduate Diploma in Specialist Community Public Health Nursing (School Nursing).

Following completion of the PgDip in Specialist Community Public Health Nursing (School Nursing) an opportunity will be available to continue your studies and complete a 60 credit master’s level dissertation module leading to an MSC Specialist Community Public Health Nursing (School Nursing). This is undertaken as one year part-time or six months full time study after SCPHN (SN) registration with the NMC. It must be completed within five years of commencing the PgDip.

Career opportunities

The course prepares you to work as a school nurse and to take practice forward to meet the challenges of a dynamic school nursing profession.



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

Course structure

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

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

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

Learning and Teaching

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

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

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

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

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

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

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

Other admission requirements

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

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

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Practitioners, on all pathways, are equipped to lead, plan and evaluate care at individual, community and population level. This course is suitable for qualified nurses or midwives with a commitment to prevention and health promotion and evidence-based practice in a community setting. Read more
Practitioners, on all pathways, are equipped to lead, plan and evaluate care at individual, community and population level.

Who is it for?

This course is suitable for qualified nurses or midwives with a commitment to prevention and health promotion and evidence-based practice in a community setting.

Applicants will want to develop their practice in the sphere of district nursing, health visiting or school nursing, as well as gain an academic qualification which can lead to an MSc.

Objectives

The programme offers registered nurses and midwives an opportunity to enhance their knowledge and broaden their skills to improve health within communities. City offers the three specialist community practitioner routes in District Nursing, Health Visiting and School Nursing.

The course aims to support you to:
-Acquire a deep and systematic understanding of the professional and technical skills and knowledge of public health policy, practice, care delivery and service development.
-Develop knowledge, skills and professional competencies.
-Critically analyse social and cultural perspectives of public health, health and disease and the influence they have on judgements and decisions for practice, practice development and service delivery.
-Promote multi-agency and multi-disciplinary working in relation to public health practice.
-Critically analyse, synthesise and apply Specialist Public Health Nursing or Primary Care Nursing knowledge, policy and practice to work in different settings.
-Develop skills and knowledge to practise autonomously and organise and appraise practice and learning.
-Achieve the competency to prescribe from the community practitioner formulary for nurse prescribers.

Placements

Practice is an integral part of the programme. In the practice setting, you will work alongside a practice teacher or practice teacher and mentor from the specific sphere of practice, while completing learning activities and a practice assessment document.

You are required to undertake 15 days additional experience in an area of, or that may be of, responsibility, even if not central to the defined area of practice. This can be anywhere in the world. Past students have visited Denmark and Scotland, for example, as well as working elsewhere in London. They have worked with food banks, specialist nurses, environmental health officers and been involved in community development projects.

For the final ten weeks of the programme, you will work consistently in practice, consolidating your learning.

During your placement, you will have at least three visits from your link lecturer (who is also your personal tutor) to support learning in practice and facilitate theory- practice development.

Academic facilities

The Clinical Skills Centre at City offers excellent facilities for you to rehearse practical caring skills prior to your practice placement. You will have access to a simulated six-bed high-dependency unit (HDU) with realistic equipment including piped oxygen, call bells, medicines and emergency equipment. In addition, medium-fidelity simulators and laboratories, including a biology laboratory, allow you to rehearse skills in preparation for practice in a range of placements, including clinics and people's homes.

The School of Health Sciences is one of the first health schools in the UK to open a Technology Enabled Care Studio - City TECS. City TECS is a specially designed studio flat at our Northampton Square campus, fully equipped with the latest telehealth and telecare technologies, providing you with the unique opportunity to learn how to use the latest and future healthcare technologies while you study.

Teaching and learning

Teaching is facilitated by qualified educators, the majority of whom are registrants from the appropriate sphere of practice. In becoming a self-critical, lifelong, reflective learner, you will identify your learning needs and work towards meeting these.

Learning and teaching strategies will include formal lectures, seminars, student-led seminars, group projects, simulated practice, negotiated learning, e-learning, self-directed learning and practice-based activities.

Assessment
Assessment strategies seek to make links to practice. The following assessment methods will be used throughout the programme:
-Essays.
-Practice Assessment Document.
-Vivas.
-Case studies.
-Written examinations.
-Reflections on Objective Structured Clinical Examinations (OSCEs).
-Drug Calculations.
-Development of a research proposal.
-Community Health Needs Assessment Health.
-Project plan.
-Digital Pitch.

Modules

Throughout the programme, both practice and theory is used to develop learning. 50% of the time is in practice, working alongside a practice teacher or mentor, and the other 50% is learning time in the Institution.

This programme will generally include 50 organised learning days, most of which will be campus-based and 107 practice days of different sorts (supervised, alternative and consolidated). There are 57 study days when you are expected to undertake guided independent study.

As a paid employee, you are expected to attend all timetabled classes and placement learning experiences.

For a complete module selection breakdown, see the website: http://www.city.ac.uk/courses/postgraduate/postgraduate-diploma-public-health

Career prospects

The programme is vocational, leading to practice and employment as a district nurse, health visitor or school nurse. Such practitioners are employed by NHS Foundation Trusts, Social Enterprises and Commercial Providers.

The starting salary is generally at Agenda for Change Band six. District nurses, health visitors and school nurses gain employment as:
-Experienced practitioners.
-Practice teachers.
-Community matrons.
-Nurse consultants.
-Managers.
-Professional organisation officers.
-Institution lecturers.

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This course is designed to enable you to study at academic Level 7 (Masters) whilst also preparing you to become proficient practitioners within specialist community public health nursing/practice and work at specialist practitioner level within complex primary health care arenas. Read more
This course is designed to enable you to study at academic Level 7 (Masters) whilst also preparing you to become proficient practitioners within specialist community public health nursing/practice and work at specialist practitioner level within complex primary health care arenas.

This course provides a programme of preparation and learning for registered nurses and midwives who wish to become registered with the Nursing & Midwifery Council (NMC) on Part 3 of the register as a SCPHN Health Visitor (HV) or School Nurse (SN) (NMC 2004).

You will have the opportunity to gain the additional qualification of Community Practitioner Nurse Prescriber with the Nursing and Midwifery Council upon successful completion.

There is a focus on work based learning throughout which ensures clear integration of practice based learning, assessment and university based work. A shared learning approach is encouraged with inter-professional modules and integrated working incorporated within the overall programme structure.

The programme will be delivered by a range of teaching methods such as core lectures, group work, online activities, use of case studies and directed learning approaches. Shared learning with other professionals will be a focus of this course and you will be encouraged to develop a critical, evaluative approach to the knowledge which underpins present day specialist community public health practice.

Course content

This post registration award prepares you for a career in Specialist Community Public Health Nursing at both strategic and operational levels. The PG Dip consists of six compulsory modules, two are practice focused modules underpinned with key theoretical concepts and run for the duration of the course enabling theory to inform practice and vice versa. A consolidating period of practice equivalent to at least ten weeks at the end of the programme is incorporated into this programme as per NMC SCPHN Standards (2004).

All modules are linked to service delivery and developments within Primary Care/Public Health and are intended to develop core skills in research, practice development, public health activity and education. 50% of the programme is in a practice environment which is commensurate with the specific annotation students are following: for example Health Visiting or School Nursing. This element of the programme is supported by designated practice teachers who have undertaken a formal education programme to fulfil this role.

Course modules (16/17)

-Leadership: The People Challenge
-Principles and Perspectives of Health Promotion
-Research Methods in Health and Social Care
-Therapeutic Communication Interventions
-Leading Public Health Practice
-Advancing Children, Young People and Family Well-being 1 and 2
-Community Practitioner Nurse Prescribing Formulary
-Comparative Health Systems
-Political Agenda: Effect on Service Delivery

Methods of Learning

The course comprises of 45 programmed weeks for full time students (50% of which is in practice, 50% in theory), or no more than 208 weeks for part time students which is in accordance with NMC 2004 SCPHN regulations. An initial theory (university based) induction programme is timetabled at the beginning of the course, followed by a practice induction period.

Following this induction, the course integrates both practice and theory, so for those students following the full time course, they can expect to be in practice for part of the week and at university for the remainder of the week. One study day per week is also timetabled whenever possible. There are block weeks in practice which usually occur at least once per term, and block study weeks which, wherever possible, are timetabled to coincide with preparation for assignment submission dates. The final ten weeks of the programme is spent consolidating practice as per NMC standards (2004).

Students following a part time route will, under normal circumstances, attend university for one day per week, practice for the second day and have half a day study time each week. Block weeks will be timetabled as above, but will be for two and a half days per week.

The course is delivered by a wide range of blended teaching and learning activities including lectures; enquiry based learning; online activities; workshops; tutorials and group work. Specialist practitioners and service users input into the teaching elements of the course whenever possible.

Schedule

Attendance is through either a full or part time route which will be negotiated with the sponsoring Provider Service.

Assessments

This programme comprises of a range of assessment strategies which enables students to demonstrate knowledge, synthesis and analysis in a variety of forms. Assessment strategies include portfolios, exams, vivas, reports, essays, audio taped interventions and presentations alongside a practice proficiency document. The aim of the assignment programme is not only to test knowledge and skills but also to develop these skills (for instance, the ability to present to a group of people). Students can expect between one and three items of assessment per module.

Facilities and Special Features

-Registered qualification with the NMC on part 3 of the register.
-Practice based learning.
-Robust mentorship programme in place to support students in practice.
-Shared learning on some modules.
-Sponsored programme through local NHS Trust​.
-This course is supported by designated practice teachers within the clinical environment.
-The university offers a wide range of facilities to support your learning.

Careers

The specialist nature of this award will enhance graduates’ opportunities to extend their responsibilities and undertake new roles in practice within clinical teams. On successful completion students will be registered with the Nursing & Midwifery Council (NMC) on the third part of the register and will be able to apply for band 6 and 7 posts as Specialist Community Public Health Practitioners working within a wide variety of settings.

Work Experience

50% of the programme is in a practice environment which is commensurate with the specific annotation students are following, for example Health Visiting or Children’s or Young People’s Nurses (School Nursing).

This element of the programme is supported by designated practice teachers who have undertaken a formal education programme to fulfil this role.

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IN BRIEF. Develop your knowledge and skills relating to current debates and practices. You will develop your arts practice within a socially engaged and collaborative context. Read more

IN BRIEF:

  • Develop your knowledge and skills relating to current debates and practices
  • You will develop your arts practice within a socially engaged and collaborative context
  • Undertake placements, residencies and live project opportunities with communities, arts and public sector organisations.
  • Part-time study option
  • International students can apply

COURSE SUMMARY

This programme is open for September 2018 entry only.

Socially Engaged Arts Practice focuses on building relationships between artists, members of communities and organisations by working alongside those communities in ways that inform the artist’s practice. Through such practice, communities and individuals can be supported to articulate their own concerns and priorities. Students on the programme may work with a community in a specific area or identify a community of users from public places such as schools, hospitals, museums/galleries or sites of commercial interest to collaborate with.

COURSE DETAILS

This course embraces a range and diversity of practices and aims to:

  • Provide the skills needed to professionalise careers through embedded creative placements and live projects with industry and community organisations.
  • Develop creative, critical, analytical and intellectual competencies appropriate to Masters level degree study, which is informed by current industry practice.
  • Develop advanced understanding of research methods in the context of contemporary art & design practice and to understand how the boundaries of knowledge are advanced through research
  • Enhance your knowledge and understanding of professional, contextual and collaborative frameworks appropriate to their experiences and objectives by establishing intellectual debate to enable the articulation and dissemination of their propositions.
  • Assist students at an advanced level in developing, extending and applying complex strategies and process based activities within collaborative, community based, and informal educational contexts, enabling detailed discourse and the creation of a contextual framework from which to practice.

Socially Engaged Arts Practice focuses on building relationships between artists, members of communities and organisations working alongside those communities in ways that inform the artist’s practice. Through such practice, communities and individuals can be supported to articulate their own concerns and priorities. Students on the programme may identify with a specific community in a specific area or identify a community of users from public places such as a school, hospital, museum/ gallery or sites of commercial interest.

COURSE STRUCTURE

The programme structure consists of 5 modules, 4 of which are delivered within a collaborative framework allowing all students across the Masters in Art & Design programs (Contemporary Fine Art, Socially Engaged Arts Practice and Design for Communication) opportunities to engage with your peers whilst working through individual assignments focused around each programme. The remaining 1 module is tailored to the specific programme learning outcomes.

For the full-time study option:Semester 1 - October to February

Semester 2 - February to June

Semester 3 - June to September

You will take five core modules and will study one day a week. Full-time students will have concentrated module delivery in both the morning and afternoon.

TEACHING

This course uses a range of teaching and learning settings including lectures, seminars/workshops, tutorials, situated learning (e.g. ‘live’ projects) and independent learning. The combination of these aims is to develop an environment that allows students to progressively take ownership and direction of their learning so that they may develop as independent, life-long learners. The process of Masters level study, relating to an individual and independent arts practice, is one of dense critical self-reflection; this is achieved by including self-directed projects where students have the opportunity to negotiate their learning and assessment requirements.

Indicative to the course are:

  • formal lectures  
  • seminar presentations  
  • workshops  
  • critical analysis and independent learning.  

Award specific learning activities include exercises; team and peer-based learning, studio practice and critical seminar-events, site visits, visiting professionals, work placements, online activities and critical debates.

ASSESSMENT

Assessment methods used on the course include:

  • Practical projects (60%)
  • Reflective writing and essays (30%)
  • Group presentations/ exhibitions (10%)

You will be assessed throughout the course on:

  • Body of work and contextual research: e.g action research/publication/exhibition etc.
  • Reflective journals: log or sketch-book/statement/critical writing/seminar or other presentation*

All submissions are comprised of a body of practice plus a contextual and critical research portfolio, and reflective logs/journals and case studies. As the ‘thesis’ is embedded in the action research there is no requirement for a separate, written dissertation - although you may elect to do so, if appropriate, by negotiation with final award Course Team.  

*You can negotiate the format of your submissions, in response to the needs and priorities within your practice, and in line with contemporary professional practice habits.

EMPLOYABILITY

Some teachers on leaving the course step out of formal education and become freelance practitioners working in galleries, prisons, youth centres, hospitals and schools.  They are supported in establishing business practices and marketing their activities.  

Artists leave the course as professional freelancers working in a variety of formal and non-formal workshop or residency settings.  The mix of freelancers and employed teaching staff enrolled on the course brings a wide range of peer employment opportunities. Current students are working in primary and secondary schools, prison education, hospitals, galleries, further and higher education, youth clubs and residential and care homes.

The School co-ordinates a range of enterprise projects and initiatives that can benefit graduating students, in order to assist their career opportunities or routes into self-employment.

FACILITIES

This programme is based at Peel on the main campus. Students working on site have access to their own studio space. They have access to facilities in New Adelphi Building. 

These include:

  • 2D & 3D Printing Facilities
  • 3D workshop
  • Fibre Workshop
  • Photography studio which includes a lighting set-up
  • Computer suites
  • Gallery Spaces

You will be inducted into the workshops, which covers how to use all the machinery, by trained workshop technicians.



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Summary. This course offers students knowledge, skills, understanding and reflective practice in the field of community youth work and an opportunity to gain a professional qualification in community youth work. Read more

Summary

This course offers students knowledge, skills, understanding and reflective practice in the field of community youth work and an opportunity to gain a professional qualification in community youth work. The programme has three main aims: 1. The development of effective professional practitioners in community youth work. 2. The delivery of a postgraduate programme that will challenge, develop and engage critically in issues that relate to the field of community youth work through informed and innovative methods of teaching and learning. 3. To enhance the professional skills and employability of community youth workers.

About

The programme will initially be studied in part-time mode. This is the second revalidation of this programme offering potential students a unique opportunity to gain a professional qualification, validated by the North South Education and Training Standards Committee for Youth Work (NSETS) and an academic award of the University of Ulster. Students will follow six modules for the postgraduate diploma in community youth work for the professional endorsement by the NSETS leading, if desired, to the award by dissertation of a MSc in Community Youth Work. Students will be required to have the postgraduate diploma before embarking on to the Masters level. The modules are arranged to meet the criteria set out by NSETS and to meet the needs of students training to become professional workers. All students will follow a placement module which is supervised by a University tutor and a practice teacher. The placement is an opportunity for CYW staff to assess at first hand the development of professional practice based on the monitoring student skills through reflective practice. The course maintains both academic and professional coherence through the use of modules that underpin fundamental concepts of community youth work, i.e. the context of youth. The module has been specifically designed to facilitate the needs of a postgraduate programme and will be taught exclusively for this cohort. Past experience suggests that it is important to build a strong collegial group early on in the programme. While it is envisaged that other modules will be taught alongside the undergraduate course the first module is explicitly designed to create a sense of belonging for the new intake.. This is followed by more applied modules, i.e. principles and practice of youth work; communities in focus and the in-situ/exigency placements at the beginning of year. After the placement students will follow the principles and practice of youth work: leadership, management and supervision module preparing them for management roles in youth work and the critical thinking and professional development module to consolidate their learning and to focus on areas that they may wish to research or develop further including inter-professional collaboration. The modules have been designed to facilitate the underpinning knowledge, skills and understanding needed to become a professional community youth worker. The modules are: (i) THE CONTEXT OF YOUTH WORK; (ii) PRINCIPLES AND PRACTICE OF YOUTH WORK; (iii) COMMUNITIES IN FOCUS; (iv) IN-SITU AND EX-AGENCY REFLECTIVE PLACEMENTS; (v) PRINCIPLES AND PRACTICE OF YOUTH WORK; SUPERVISION, LEARDERSHIP AND MANAGEMENT; (vi) CRITICAL THINKING AND PROFESSIONAL DEVELOPMENT. Award of postgraduate diploma in community youth work with professional endorsement; (i) DISSERTATION Award of MSc in Community Youth Work.

Work placement / study abroad

This assessed practice period placement(s) focuses on youth and community work in the context of an agency. Students will build on learning from the taught modules and their own experience. They will use the placement to reflect and evaluate their practice in four disparate but inter-related areas: 1. The development of self; 2. Understanding individuals; 3. The role and function of the group; 4. The agency context within a given community. The students will therefore be offered opportunities to experience; a. Informal education work with young people and adults, individually and in groups, b. Youth service and community agencies, c. Different types of youth and community work provision. d. A reflective and evaluatory experience with supervisory support by a professionally qualified in-situ practice teacher.

Students are expected to: develop appropriate programmes of social education within the constraints of the agency. - develop their 'helping' and 'enabling' skills. - gain experience in terms of the management of practice. - gain an understanding of a specialist agency which focuses on a particular target group (ex-agency placement). - link the practice experiences with theoretical concepts. - record and evaluate their work.

Professional recognition

Endorsed by the North/South Education and Training Standards Committee for Youth Work (NSETS) (JNC Recognised) for the purpose of professional qualification.

Career options

Due to the nature of this postgraduate programme being initially about professional endorsement the career opportunities for students is already set, i.e. they are in employment. The development of a new module, ‘Critical thinking and professional development’ is an indication of the staff teams belief in enhancing the understanding of continuing professional development through evidence- based practice and the development of critical thinking. The students on the programme will benefit from reflecting on their profession and indeed looking at how it is viewed in relation to other professions. One can assume, if past history about the course is anything to go on, that those who gain the PGD in CYW will be highly skilled, knowledgeable and highly employable. For others the course itself if part of their professional development as many students have been working the in the field without professional training.



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This course provides student-centred and interdisciplinary opportunities for the development of a critically informed specialist practitioner in community nursing who will be instrumental in changing and developing nursing practice, and who will be a leader of their profession. Read more
This course provides student-centred and interdisciplinary opportunities for the development of a critically informed specialist practitioner in community nursing who will be instrumental in changing and developing nursing practice, and who will be a leader of their profession.

Why Study Specialist Practice Community with us?

Specialist practitioners are defined as leaders who are able to exercise higher levels of judgement and discretion.

The overarching aim of our course is to produce a competent, independent community practitioner working at postgraduate level, capable of promoting the development and delivery of community nursing practice across a variety of settings.

Pathways include:

District Nursing
Mental Health Nursing
Learning Disability Nursing
General Practice Nursing
Community Childrens’ Nursing
The course is 50% theory and 50% practice and this is integrated across the duration of the course. You will undertake the theoretical component in the University, and undertake the practice component in a community setting under the supervision of a qualifi ed Mentor or Practice Teacher from the defined area of practice.

What will I learn?

Our modules focus upon contemporary themes such as public health and leadership in addition to specialist practice. District Nursing students undertake Community Practitioner Nurse Prescribing as a module.

You will also critically explore current political drivers which impact directly upon clinical practice.

How will I be taught?

We use a range of teaching strategies within the course, such as lectures, tutorials and e-learning.

There is also the opportunity for the Pathway Lead to visit you and your Mentor in practice to aid learning and support. This will allow you to reflect upon your practice and to show progression within the course.
Over the 40-week course you will have up to 190 hours of teaching; this will mostly consist of University attendance, but there are also elements of online learning structured within the course.
How will I be assessed?

Practice is assessed via a Practice Learning Portfolio under the supervision of a qualified Mentor or Practice Teacher. Modules are assessed in a variety of ways, e.g. examinations, assignments, presentations, oral examination and portfolio.

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A Community Children’s Nurse (CNN) needs high-level clinical skills and an in-depth understanding of the context within which primary and community care is delivered. Read more

A Community Children’s Nurse (CNN) needs high-level clinical skills and an in-depth understanding of the context within which primary and community care is delivered.

Our programme will provide these, in addition to nurturing the values required in modern healthcare such as compassion, advocacy, good communication and teamwork skills, and respect for patients’ privacy, dignity and individuality.

Our programme allows shared learning with practitioners from other specialities and draws on Surrey’s excellent research base within the School of Health Sciences. Students benefit from strong links with practice, and programmes are designed to be responsive to changing practice needs.

Programme structure

This programme is studied full-time over one academic year and part-time students must study at least two taught technical modules per academic year. It consists of eight taught modules and a dissertation.

Students are sponsored for the NMC Specialist Practice Award by a health care provider organisation. Please contact the pathway leader for further details of this.

Example module listing

Educational aims of the programme

These aims have been guided by the NMC Standards of proficiency for specialist practitioners.

The programme aims to enhance the student’s understanding, knowledge and expertise to lead and develop primary and community care practice. The programme will develop a critical and discerning practitioner who will be able to innovate and evaluate change in health and social care practice based on a sound knowledge and evidence base.

It will provide the opportunity to develop clinical leadership necessary to achieve effective provision of care through and inter-professional approach to education across disciplines and organisations.

It aims to enhance students’ competence in complex decision making to enable them to make a significant contribution to service development through innovation, leadership and research.

Programme learning outcomes

Knowledge and understanding

  • Demonstrate a comprehensive level of understanding and knowledge around their chosen pathway
  • Demonstrate a thorough understanding of personal responsibility and professional codes of conduct regarding ethical dilemmas in professional practice
  • Make sound professional judgements in the assessment, planning and delivery of care/ services
  • Undertake research that contributes to the development and enhancement of primary and community care

Intellectual / cognitive skills

  • Assess, implement and evaluate changes in health and social care practice and critically analyse a wide range of issues governing specialist practice
  • Critically evaluate the relationship between theoretical knowledge and practice in a variety of settings
  • Identify and define complex problems and apply relevant knowledge and skills to their solution, including risk assessment and management
  • Communicate complex knowledge relating to primary and community care effectively
  • Critically analyse and evaluate issues relating to primary and community care
  • Critically evaluate research and other sources of evidence and synthase information in order to inform current and future practice

Professional practical skills

  • Develop the capacity to initiate flexible and creative professional interventions with a sound theoretical basis
  • Become pro-active in identifying and meeting changing health and social needs within a complex multi- cultural and multi-ethnic society
  • Demonstrate fitness for practice by achieving competence to meet standards set by the NMC

Key / transferable skills

  • Work effectively with an inter-professional group as a member and where appropriate, a leader.
  • Reflect on own and other’s performance in order to improve practice
  • Develop a critical and analytic approach to engaging with relevant literature in delivering evidence based practice
  • Communicate effectively and confidently in an academic or professional arena giving clear evidence based and duly considered information

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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This unique programme is aimed at international and UK students with an interest in international social work, community development, and comparative social policy. Read more

This unique programme is aimed at international and UK students with an interest in international social work, community development, and comparative social policy. The programme examines advanced knowledge about the theory and practice of social work and community development in an international context. You will be encouraged to develop a critical understanding of global social issues (such as social exclusion, poverty, environmental degradation, and disasters) and relate this knowledge to developments in their own country. You will be equipped with the skills to engage in research and to apply research findings effectively in practice. The programme includes a two-week field-based learning opportunity in a social work or community work agency. The dissertation provides space for you to carry out research on an aspect of social or community work in the UK. 

Durham University is a world leader in international social work and community development research, theory, and practice. Our social work team has edited the prestigious International Social Work journal and works closely with social work’s key international organisations - , the International Association of Schools of Social Work, .the International Federation of Social Workers (IFSW), and the International Council of Social Welfare (ICSW). Its Programme Director also represents social work at the UNFCCC and other UN bodies.

Course structure 

You will study in a small group of international students, and also alongside UK students on postgraduate social work and research degree programmes. This will give you plenty of opportunities to share knowledge and experience in addition to your learning through lectures, presentations and seminars.

The MA consists of five core modules, designed to give you an understanding of social work as it is practiced in the UK, and a thorough grounding in research methods and their application. You will also choose two specialist modules according to your particular professional interests. Finally, you will undertake a research project and write a dissertation. To achieve the Master's degree, you must accumulate a total of 180 credits, as listed below.

Core Modules

International Social Work (30 credits)

  • International social work: Debates and controversies.
  • The history of international social work.
  • International institutions and social work theories and practices.
  • Legislative underpinnings to international social work
  • Internationalised Social problems 

Social Work: Context and Practice (30 credits)

  • Contemporary social work and social welfare in a diverse society
  • Construction of social problems
  • Ethical frameworks for social practice
  • Contemporary social work theories and practice.

Community Development and Organising (15 credits)

  • Critical analysis of communities
  • Origins, history, and theoretical approaches to community development
  • Contemporary forms of community development practice
  • Community and public policy.

Practitioner Research and Dissertation (60 credits)

  • Uses of research in social welfare policy and practice
  • Approaches to social research
  • Ethical issues in research
  • Literature reviewing, sampling, data collection and analysis methods.

Field Based Learning (15 credits)

  • Social work practice
  • Comparative theory/practice approaches
  • Social and community work organisations
  • Practice based pedagogies

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

Optional Modules

These are subject to staff availability. In previous years, typical modules offered were:

Youth Policy and Practice (15 credits)

  • Youth policy in the UK
  • Origins, development, and theoretical underpinnings of youth work
  • Critical overview of contemporary youth work practice Key forms of intervention.

Management in Community Settings (30 credits)

  • Critical analysis of a range of perspectives which have informed the management oforganisations in community settings, including those relating to:
  • Development of understanding in effectively managing and developing these organisations in the current context to increase their effectiveness in achieving their aims in ways that are consistent with professional values
  • Personnel management
  • Physical resource management
  • Financial management
  • Strategic management
  • Change management.

Policy Related and Evaluation Research (15 credits)

  • Relationship between theory and empirical research in evaluation
  • Defining and measuring outcomes
  • Case study analysis
  • Poster presentation and participatory evaluation.

Statistical Exploration and Reasoning (15 credits)

  • Spreadsheets and data analysis
  • Populations, sample data and sampling distributions
  • Point estimates and confidence intervals
  • Significance tests, cress-tabulations, and Chi-Square tests
  • Correlation and linear regression.

Quantitative Research Methods in Social Science (15 credits)

  • Sampling and sample design, questionnaire design
  • Numerical taxonomy and cluster analysis in practice
  • Methods for representing complex systems.

Qualitative Research Methods in Social Science (15 credits)

  • Introduction to theory and research practice in qualitative methods
  • Ethnography and grounded theory
  • Group discussions
  • Data analysis and management processes.

Theorising Crime and Criminal Justice (30 credits)

  • Apply theories of crime and justice to topical issues
  • Theory and practice of criminal justice
  • Analysis of contemporary politics
  • Governance of criminal justice.

Crime, Violence and Abuse (30 credits)



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