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Masters Degrees (Complex Needs)

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The PGDip/MSc in Adults with Learning Disabilities is a part-time distance learning course run by the School of Psychology and Neuroscience. Read more

The PGDip/MSc in Adults with Learning Disabilities is a part-time distance learning course run by the School of Psychology and Neuroscience. The Postgraduate Diploma must be completed within one calendar year from October to September. The focus is on research, and students will learn the skills of a research practitioner.

For those progressing on to the MSc, you will spend an additional year researching and writing a 15,000-word dissertation. Students apply the knowledge and research skills gained in the PG Diploma to carry out research that will benefit the quality of service, care and life of adults with learning disabilities.

Highlights

  • The online open learning materials are written in an interactive style and are designed to encourage students to use their own workplace experiences as a basis for new learning and development of research skills.
  • Students have full electronic access to the University of St Andrews library resources, including full text journals and other online resources.

Teaching format

The course is delivered via online modules through the University of St Andrews Dynamic Learning Environment. Students will have access to research publications, electronic databases and the University's library resources.

Over the course of the year, students will take six compulsory modules. It is not possible to enrol for individual modules at the Postgraduate Diploma level. Typically, each module is completed within two months and requires 100 hours of total study time, including completion of assessments. Module teaching materials are delivered online where students will have access to additional reference materials.

Students complete assessments online. The taught modules are continuously assessed through coursework, which students submit online. Coursework assessment includes multiple choice questions, short answer assignments, reference searches, and analysis of published research as well as developing a full research proposal. There is no final exam for the course.

University tutors are available for support via email and telephone.

Further particulars regarding curriculum development.

Modules

Each module typically comprises:

  • guided online teaching and learning materials
  • 100% coursework assessment.

For more details of each module, including weekly contact hours, teaching methods and assessment, please see the latest module catalogue which is for the 2017–2018 academic year; some elements may be subject to change for 2018 entry.



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Advances in medical care and technology now mean that many more children are living with complex health care needs and life limiting illness. Read more

Advances in medical care and technology now mean that many more children are living with complex health care needs and life limiting illness. This programme is designed to develop expertise in those caring for and supporting children and their families in a variety of settings. The Schools of Nursing and Midwifery, Education, Psychology and Sociology, Social Policy and Social Work have combined their expertise to create new and innovative programmes, under the Improving Children’s Lives initiative, which will allow students to develop into leadership positions where they can improve children’s lives in real terms.

We anticipate the course will appeal to a variety of people already working in relevant organisations, including children’s nurses and allied health professionals involved in caring for children and young people within the health and social care system, as well as those working for NGOs and charitable organisations, whose focus is supporting children and young people with complex health needs and their families. The programme has been constructed to enable students to pursue individual interests and to maximise the range of modules available to students - within the School of Nursing & Midwifery and in the other schools collaborating in the Improving Children’s Lives initiative.

Caring for Children and Young People with Complex Need's highlights

The overall aim of the School of Nursing and Midwifery’s MSc in Caring for Children and Young People with Complex Health Needs is to offer high quality supportive teaching and learning environments that provide graduates with:

1. Skills necessary to promote and sustain innovative and emerging practice.

2. Intellectual and transferable skills necessary to function in positions of leadership and caring for children and young people with complex health needs.

3. Skills enabling graduates to critically review and introduce current evidence to practice or other investigative strategies relevant to caring for children and young people with complex health needs and their families.

4. Extensive research through execution of a Dissertation relating to caring for children and young people with complex health needs.

Course Structure

The MSc programme includes two short compulsory modules, which run across three programmes that relate to childhood studies in the University, and three core modules. Further optional modules will enable students to choose a range of substantive health-related modules and provides the opportunity to choose modules from the associated programmes in the Schools of Social Science, Education and Social Work and Psychology. Students will also undertake their own research in the dissertation module.



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The MSc in Genetic and Genomic Counselling is designed to give students a working knowledge of the principles and practice of Genetic Counselling which will qualify them to practice as Genetic and Genomic Counsellors. Read more
The MSc in Genetic and Genomic Counselling is designed to give students a working knowledge of the principles and practice of Genetic Counselling which will qualify them to practice as Genetic and Genomic Counsellors. The programme will be delivered by University of Glasgow staff in collaboration with NHS staff from the West of Scotland Genetics Service, so that a current perspective on both laboratory diagnostics and clinical services will be obtained. This programme is accredited by the UK Genetic Counsellor Registration Board.

Why this programme

-◾Teaching is based at the Queen Elizabeth University Hospital (QEUH), which includes adult services, children’s services and maternity services, as well as one of the largest diagnostic laboratories in Europe, and a new, purpose-built teaching and learning facility. The close collaboration between University and NHS staff ensures that the MSc in Genetic and Genomic Counselling provides a completely up-to-date representation of genetic services.
◾Counselling and psychology theoretical and research-focused courses are delivered by University staff trained in psychology, providing a firm foundation for the subsequent acquisition of knowledge and skills in genetic counselling facilitated by GCRB-registered Genetic Counsellors.
◾The University of Glasgow Medical Genetics Teaching Staff won the 2014 UK-wide Prospects Postgraduate Awards for the category of Best Postgraduate Teaching Team (Science, Technology & Engineering), to recognise and reward excellence and good practice; they were also finalists in the 2013 awards and are finalists in the category of "Outstanding support for students" in The Herald Higher Education Awards for Scotland in association with UWS 2016.
◾You will develop your skills in problem solving, evaluation and interpretation of diagnostic data, communication of the results of genome testing to patients, literature searches, scientific writing, oral presentations, poster presentations and team working.
◾The widely used textbook “Essential Medical Genetics” is co-authored by a member of the core teaching team, Professor Edward Tobias.

Programme structure

Component courses are as follows:

Genetic Disease in Clinical Practice

This course is designed in collaboration with the West of Scotland Genetics Service to give students a working knowledge of the principles and practice of Clinical Genetics which will allow them to evaluate, choose and interpret appropriate genetic investigations for individuals and families with genetic disease, and explore the links between genotype and phenotype.

Case Investigations in Medical Genetics

Students will work in groups to investigate complex clinical case scenarios: decide appropriate testing, analyse results from genetic tests, reach diagnoses where appropriate and, with reference to the literature, generate a concise and critical group report.

Distress or disorder: reactions to a medical diagnosis

Note: this 10 credit course may be taken by visiting students, for example as professional development.

This course outlines the process of psychosocial adjustment to a diagnosis or test result allowing participants to establish if and when a distress reaction develops into an adjustment disorder. The implications of diagnosis are explored and evidence considered allowing informed decisions about appropriate referrals to other agencies.

Patient empowerment: supporting decisions relating to new diagnoses

Note: this 10 credit course may be taken by visiting students, for example as professional development.

This course reflects on evidence and experience to explore the psychological and social impact of a diagnosis, or illness, and provides strategies to support resilience and coping in patients. Factors related to lived experience, personal beliefs and values, culture, adjustment processes, decision-making, misconceptions, secrecy and guilt are considered to equip participants in the promotion of patient-centred care.

Effective listening and communication skills

Note: this 10 credit course may be taken by visiting students, for example as professional development.

With a focus on experiential learning and student led study, this course outlines the role of counselling skills to facilitate adjustment and to allow an individual to come to terms with change in a safe way to minimise impact. The focus will be on the theory supporting counselling, developing key listening and communication skills and on establishing reflective practice.

Genetic counselling in clinical practice

This course is designed in collaboration with the West of Scotland Clinical Service, and will be delivered by NHS staff, to provide students with in depth understanding of the practical skills required in genetic counselling. The course will facilitate development of appropriate critical understanding, reflective practice and skills in relation to genetic counselling for providing accurate complex genetic information for patients and their families.

Social science research methods

The research methods course will focus on developing students’ research skills primarily in questionnaire-based qualitative and quantitative observational research methods and students will be introduced to ethics procedures for the college of MVLS.

Community placements 1 & 2

These placements, for 16 days and 20 days respectively, will each take place in one or more care settings for individuals with complex needs (adults or children or both) to enable students to gain insight into effects of complex needs on affected individuals and on their family.

Genetic counselling placement 1 & 2

These placements, for eight weeks and six weeks respectively, in different genetics centres will allow students to observe clinical practice in a variety of contexts, and to undertake relevant tasks under supervision within a clinical team that is delivering a genetic service, to enable the student to develop their own skills as a future genetic counsellor. Following each placement students will discuss and share experiences, facilitated by one of the NHS lead team and a counselling supervisor, to further develop their ability to deal with practical and emotional challenges in genetic counselling.

Clinical genomics

This course will provide an overview of the clinical applications of genomic approaches to human disorders, particularly in relation to clinical genetics, discussing the methods and capabilities of the new technologies. Tuition and hands-on experience in data analysis will be provided, including the interpretation of next generation sequencing reports.

Career prospects

The programme aims to provide students with skills to work as Genetic Counsellors. This programme is accredited by the Genetic Counsellor Registration Board (GCRB) producing graduates who are eligible for entry as a ‘trainee genetic counsellor’.

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Broaden your understanding and develop a critical awareness of the role and responsibility of key aspects of district nursing, including the coherent an detailed knowledge at the forefront of care. Read more

Broaden your understanding and develop a critical awareness of the role and responsibility of key aspects of district nursing, including the coherent an detailed knowledge at the forefront of care.

 

Our course is designed for qualified nurses who hold a current registration as a nurse (part 1) with the UK Nursing and Midwifery Council Register (equivalent to parts 1 or 12 of the NMC Register). The programme enables the student to qualify as a District Nurse and record the qualification with the NMC.

An attractive feature of the programme is that the Postgraduate Diploma element of the courses can be taken full time for 1 year (self-funded) or part time over 2 years (possibility of Welsh Government funding if you work in Wales) or flexibly by a module by module approach (over 4 years).

The Postgraduate Diploma (Level 7) is open to students who hold a minimum of 120 credits at level 6. On successful completion of the Postgraduate Diploma students can continue their studies and achieve a full Masters, titled MSc Health and Social Care (Community Specialist Practice).

This programme is also offered at Undergraduate level - see BSc (Hons) Community Specialist Practice for more details

Key Course Features

The specific aims of the programme are to:

-Broaden the student’s understanding of key aspects of district nursing including the acquisition of coherent and detailed knowledge at the forefront of care.

-Prepare students for study and competent practice at a specialist level within district nursing in order to meet the NMC (2001) Standards for Specialist Practice.

-Develop a critical awareness of the role and responsibilities of Specialist Community Nurses in contemporary society.

Utilise contemporary research and advanced scholarship to critically analyse and evaluate key aspects and developments in District Nursing.

Additional features:

-You will be taught by a dedicated team of professional nurses who have backgrounds in District Nursing and Community Nursing Roles.

-On successful completion of the Community Specialist Practice Programme, the District Nursing qualification will be recordable with the NMC.

-The programme consists of 50% theory and 50% practice (minimum of 600 hours practice) within a district nursing team and has a 6 week period of practice consolidation at the end of the programme, ensuring that you feel fully prepared for your new role as a District Nurse.

-On successful completion of the Post Graduate Diploma students who have accrued the required credits at level 7 can be offered the opportunity to undertake a 60 credit dissertation leading to a full Masters qualification titled MSc Health and Social Care (Community Specialist Practice).

What Will You Study?

MODULES

Foundations of Community Practice

The Foundations of Community Practice module will enable registered practitioners to enhance their knowledge and problem-solving skills to a point where they can practise competently in a community setting. 

Research Methods

The Research Methods module aims to provide the student with a critical understanding of the philosophical, practical and ethical concepts of research and research methodology within the context of health and society.

Clinical Portfolio

The Clinical Portfolio module will enable the student to engage in critical reflection during their community placement and explore their professional practice and personal development.  

Nurse Prescribing (V100)

The Nurse Prescribing module aims to prepare community nurses to prescribe safely, appropriately and cost effectively from the Nurse Prescribers’ Formulary for Community Practitioners.

Assessing Complex Needs

The Assessing Complex Needs module will prepare students to deal with complex care situations systematically and creatively and make sound judgements within the boundaries of their own discipline.

Managing Community Specialist Practice

The Managing Community Specialist Practice module will equip the students with the underpinning knowledge of leadership and management in the context of district nursing practice.

Innovations in Community Practice

The Innovations in Community practice will enhance the students’ ability to lead and manage a district nursing team by recognising the need for change and designing and planning an innovation to reflect the needs within the locality. The module will also enable the students to disseminate this good practice.

Consolidation of Practice (NMC requirement)

Students will complete this module at the end of their studies and it will enable them to manage a small caseload of patients in readiness for embarking on their new role as a District Nurse. The students will feel fully prepared having worked towards the NMC proficiencies over a prolonged period of time.

Students who wish to continue their studies on completion of the Post Graduate Diploma will undertake a dissertation module.

Dissertation Module to gain full Masters

Students will have the opportunity to demonstrate independent thought and select, plan, prepare and write a dissertation which explores a topic relevant to District Nursing.   

Assessment & Teaching

District Nursing students are assessed in a variety of ways over the course of their studies. The balance between the different forms of assessment is determined by the different aims and learning outcomes of the modules.

Assessment methods include academic assignments, case studies, poster presentations and examinations. As the programme is about learning in practice, all students have a clinical portfolio which is completed as students’ progress through the modules. All students are allocated a mentor/sign off mentor within practice who will assess your competency against the NMC Specialist Practice Standards for District Nursing.

Career Prospects

On successful completion of the Community Specialist Practice Programme, the District Nursing qualification will be recordable with the NMC. This coveted qualification will enable you to apply for Band 6 roles within District Nursing and will increase opportunities within Community Nursing as a whole.

The Careers & Zone at Wrexham Glyndŵr University is there to help you make decisions and plan the next steps towards a bright future. From finding work or further study to working out your interests, skills and aspirations, they can provide you with the expert information, advice and guidance you need.



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This programme will provide the advancing healthcare professional wishing to study at Masters level the opportunity to learn the theory and practice of advanced skills in the management of complex lymphoedema, including the Casley-Smith technique of Manual Lymphatic Drainage. Read more

This programme will provide the advancing healthcare professional wishing to study at Masters level the opportunity to learn the theory and practice of advanced skills in the management of complex lymphoedema, including the Casley-Smith technique of Manual Lymphatic Drainage.

Why this programme

  • The first course will provide students with the necessary skills and the theory underpinning these and explore the evidence base. The second course will facilitate the application of these skills in more complex situations and in the context of delivering and managing a service. t will facilitate further development of skills in analysing and synthesising clinical findings and evidence for decision-making at an advanced level. 
  • The programme combines workplace learning with part-time attendance and on-line learning to explore and contextualise contemporary issues and the latest research evidence. It will prepare students to the level of a health care professional Band 7 Lymphoedema Advanced Practitioner as proposed in the Lymphoedema Framework Template for Management (Sneddon, 2007).
  • This specialist framework is based on the Skills for Health Career Framework (2007 http://www.skillsforhealth.org.uk) and the Knowledge and Skills Framework (DoH 2004).

Programme structure

Managing Complex Lymphoedema (40 credits) and Lymphoedema Advanced Practice (20 credits) combine to give the Postgraduate Certificate in Lymphoedema Management.

Core and optional courses

Managing Complex Lymphoedema

Course 

This course provides the advancing health care professional wishing to study at Masters level, an opportunity to learn the advanced skills and knowledge required to manage patients with complex lymphoedema. The course will equip students with the necessary theory underpinning these skills and explore the evidence base and facilitate development of decision-making skills at an advanced level. Learning of theory is consolidated with workplace and on-line learning to do develop the skills of an advancing practitioner in this field

Course aims and Intended Learning Outcomes

This course will provide the health care professional with the opportunity to develop the theory and practice of more advanced skills in the management of complex lymphoedema including the Casley-Smith technique of Manual Lymphatic Drainage.

By the end of this course, students will be able to:

  • demonstrate appropriate and effective application of specialist knowledge and skills in Decongestive Lymphatic Therapy and discussing the rationale for each aspect of treatment in relation to altered patho-physiology;
  • critically analyse clinical practice problems relating to patients with complicated oedema, showing the ability to synthesise information to make appropriate judgements in determining the diagnosis and developing and leading individualised treatment plans;
  • critically appraise and synthesise the evidence base for Decongestive Lymphatic Therapy;
  • critically evaluate their own practice and decision-making in relation to advanced practice in the management of people with complicated oedema;
  • exercise substantial autonomy and initiative within the context of rehabilitation and a holistic approach to care but make appropriate referrals.
  • demonstrate effective and sensitive communication and provision of patient information, based on individual needs and critical awareness of factors that may influence concordance with treatment and promotion of self-management

Lymphoedema Advanced Practice

Course 

This course provides the advancing health care professional, wishing to study at Masters level, with an opportunity to extend the skills and knowledge of the Managing Complex Lymphoedema course to a range of complex lymphoedema patients in the context of the most contemporary evidence and themes. The course will facilitate the application of advanced skills in more complex situations and in the context of delivering and managing a service. It will facilitate further development of skills in analysing and synthesising clinical findings and evidence for decision-making at an advanced level. Masterclasses, seminars and workshops support further development of the skills of an advancing practitioner in this field and is consolidated with workplace and on-line learning.

Course aims and Intended Learning Outcomes

By the end of this course, students will be able to:

  • Plan and execute adaptation of treatment plans for patients with complex lymphoedema or advanced disease in the light of recent best evidence or changes to clinical knowledge.
  • Devise and critically evaluate a multi-professional management programme for a lymphoedema patient with multi-pathology or complex needs including critical evaluation of relevant evidence and consideration of the latest techniques and innovation.
  • Critically analyse how a current clinical question could be informed by service audit or research within practice.
  • Critically evaluate the role of the lymphoedema advanced practitioner with patients with rare presentations.
  • Critically reflect on clinical practice problems and their own practice in managing complex situations and in relation to relevant literature
  • Analyse the use of ethical frameworks in managing ethical issues and the implications for practice
  • Demonstrate a wide range of effective communication techniques and an interdisciplinary approach to determining patient priorities and planning interventions to meet the patient's holistic needs


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It takes a unique blend of sensitivity and skill to become a compassionate and successful Children's Nurse. At the University of Greenwich, we offer excellent teaching, student support and all-round experience, as reflected in our position as 1st in London for student satisfaction with . Read more

It takes a unique blend of sensitivity and skill to become a compassionate and successful Children's Nurse.

At the University of Greenwich, we offer excellent teaching, student support and all-round experience, as reflected in our position as 1st in London for student satisfaction with The Complete University Guide 2017.

Placements

Our Children's Nursing masters degree will provide you with a varied and fascinating glimpse into the many possibilities for your future career. 

We provide exceptional opportunities with clinical placements across the Children's Nursing spectrum. Here, you will have the chance to be placed within renowned local NHS Trusts throughout London and the South East.

These placements will provide you with a vital opportunity to put your theoretical learning into practice, working alongside highly skilled and experienced Children's Nurses. These are practitioners at the cutting-edge of patient care delivering excellent services in acute and primary care settings. Your placements will also provide you with opportunities to satisfy the requirements of the EU Directives.

During your training, you will experience the work of specialist services, for example in community Children's Nursing teams and children's emergency departments. This is in addition to on-going care services for children with long term and complex needs, including end of life care.

Your future

Our first-class team of highly skilled and expert nurse lecturers will work with you to make sure you reach your full potential and achieve the outcomes identified in the NMC Standards for Pre-registration Nursing Education (NMC 2010).

We are here to help you take forward your career aspirations and join us as members of our professional register.

What you'll study

Year 1

Students are required to study the following compulsory courses.

Year 2

Students are required to study the following compulsory courses.

Assessment

  • Essays
  • OSCE
  • Reports
  • Examination
  • Practice Assessment Document.

Professional recognition

The programme will have conjoint approval for the University of Greenwich and the Nursing and Midwifery Council (NMC).

Careers

Completion of our Masters programme will enhance our student's employment prospects by creating reflective self-learners, promoting creative thinking and innovation. We also highly encourage future leadership, management, consultant nurse or research roles.

Specialised equipment

Lessons on campus are taught in state of the art simulated wards, as well as fully equipped skills laboratories, lecture theatre and conference halls.

Nurses in both hospital and community settings have opportunities to become managers, educators and clinical specialists.

The courses within our Master's degree will offer both theoretical and practice learning in a variety of settings. We have excellent links with the NHS and other care providers and will arrange your placements in both hospitals and community settings.

Apply to study this programme via the http://www.ucas.com" target="_blank">Universities and Colleges Admissions Service website.



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IN BRIEF. An opportunity to study new developments in CBT. Cognitive Behaviour Therapy (CBT) has a crucial role to play in health and social care provision today. Read more

IN BRIEF:

  • An opportunity to study new developments in CBT
  • Cognitive Behaviour Therapy (CBT) has a crucial role to play in health and social care provision today
  • Delivered by a highly qualified team of psychotherapy and counselling staff from a variety of professional backgrounds
  • Part-time study option
  • International students can apply

COURSE SUMMARY

You will gain an insight into how to use CBT creatively and collaboratively with clients and how to assess, formulate, provide interventions and evaluate your work with clients. This course focuses on interventions with clients who have anxiety and depression right through to people with addictions, personality disorder and schizophrenia as well as other complex needs. There are opportunities to study new developments in CBT, family interventions and how CBT is used with people who have physical health issues.

This course runs part-time for half a day per week over three years, or full-time for two half days per week.        

Depending on your level of experience and professional interests you can choose to study a variety of modules.     

TEACHING

Learning is delivered via blended learning methods including seminars and master classes, critical analysis of case studies, relevant literature and research and reflection on practical applications. Use of video/audio, role play and skills assessment are essential to this course in years one and two to ensure competency of the student in practising CBT. The use of Blackboard as a learning resource is also an important element in all of the modules on the course. It is anticipated that a generous part of this work will be focused on enhancing self-awareness and using CBT tools and techniques on the self using self-help texts and interactive activities. It is anticipated that if the students can use some CBT tools on themselves that this increases self-awareness of their own interpersonal issues and also assists in practicing methods on themselves prior to using these with clients.

Find out more about certain aspects of counselling with our short two minute psychotherapy lectures from Dr Mark Widdowson, lecturer in counselling and psychotherapy at the University of Salford.

Transactional Analysis

Life Script

Ego States

ASSESSMENT

  • Tutor and peer practical in-class assessment
  • Case studies
  • Reflective assignments and portfolios of learning

EMPLOYABILITY

This Masters has been designed to meet the growing need for people to have the skill set to work with clients with complex needs or mild to moderate mental health issues.

Many of our students already have jobs, but inform us that this course enhances their level of employment, or offers a new career pathway. Examples of job titles in the NHS are CBT lead for mental health trust and cognitive behavioural psychotherapist/therapist.

LINKS WITH INDUSTRY

This course has been created after request from the North West Strategic Health Authority. Some students will be able to use the Service Level Agreement to fund these modules. Other students will self-fund or request funding from their employer.



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If you are an education or allied health professional who works with children and young people, this course may be of interest. Read more

If you are an education or allied health professional who works with children and young people, this course may be of interest. It will equip you to support children or young people with additional support needs/ special educational needs to access the curriculum and participate in school life through enhanced collaborative working. On this course, you will:

  • engage with contemporary inclusive learning issues, related legislative frameworks and policy, and relate these to your own practice context; 
  • learn to critique evidence-based approaches and strategies to facilitate collaboration and inclusion for children with additional support needs; 
  • have the opportunity to identify and advance practice in an area of innovative collaborative working within your workplace/ service.

In the context of this course, ‘pupil/s’ are defined as children or young people who are attending school (this can be within early years, primary or secondary school, in mainstream or special school settings). These pupils have additional support needs, which are currently, or could be in the future, supported by the direct or indirect assistance of education and therapy staff working collaboratively. Additional support needs or special educational needs could include challenges in the areas of:

  • speech, language and communication; 
  • learning difficulty (eg dyslexia); 
  • emotional/ social/ mental health issues; 
  • physical disability and 
  • complex needs.

Critical evaluation of collaborative practice issues in relation to inclusive learning are central to the course. You will also have the opportunity to identify and advance practice in collaborative working and inclusive learning in schools though development of a proposal for a work-based project.

This course supports continuing professional development of education and health professionals working with children and young people, through gaining postgraduate credit.

Teaching, learning and assessment

Teaching is comprised of a combination of lectures, group exercises, projects and online discussion. A fully online (distance) option is also available. Methods of formative assessment include evaluation of critical incidents, case studies, work based projects, self appraisal and/or reflective reports, and online discussions and postings. Summative assessments comprise written assignments submitted at the end of each module. Normally, there are less than 20 students on this course. This ensures that individuals receive excellent support and benefit from sharing their experiences with like-minded professionals.

Teaching hours and attendance

The usual timescale for completion is two years. Class contact at QMU or online (distance) learning options are available. If you choose to study with class contact, course content will be delivered through two to three Saturdays and occasional Wednesday evening sessions with additional online activities. For online (distance) learners there is no class contact and modules are accessed using Queen Margaret University’s virtual learning environment comprising self directed study and online activities. Online (distance) learners and classroom learners will collaborate together using the same virtual learning environment.

Modules

Evidence Informed Inclusive Learning (15 credits)/ Enabling Effective Collaborative working (15 credits)/ Working Together in Action (30 credits)

Careers

This course is particularly beneficial to teaching staff as part of their Professional Update. The course supports Allied Health Professional career development in line with Health and Care Professions Council (HCPC) standards, professional body standards and the NHS Knowledge and Skills Framework. This programme meets the needs of staff who want to enhance their knowledge, understanding and practice, and to develop their understanding of contemporary theories at a masters level, meeting requirements for career progression. This course aims to recruit those who wish to develop expertise and skills in their personal practice and/or those who are working in, or wish to progress towards, positions of expertise with responsibility for leading innovation in collaborative working with partner agencies.

Quick Facts

  • This is an innovative interdisciplinary learning opportunity for education staff and allied health professionals. 
  • Course tutors are experienced practitioners and research-active academics. Our very active research in this field feeds directly into this course, helping to inform the teaching and keep you up to date. 
  • This course is designed with working professionals in mind. There is the option to complete it fully online or you can opt for a blend of online and classroom attendance.





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IN BRIEF. Gain advanced skills in critical evaluation for complex psychotherapeutic situations. Benefit from up-to-date thinking from experts in theory, practice and research. Read more

IN BRIEF:

  • Gain advanced skills in critical evaluation for complex psychotherapeutic situations
  • Benefit from up-to-date thinking from experts in theory, practice and research
  • Conduct publishable research that creates real impact
  • Part-time study option
  • International students can apply

COURSE SUMMARY

This course will enable you to:

  • Gain an advanced expertise in Counselling and Psychotherapy
  • Become a practitioner who is capable of working effectively with a wide range of clients, together with a range of psychological problems of varying degrees of severity
  • Become a practitioner who is capable of making autonomous professional decisions in complex circumstances
  • Become a practitioner who has a critical understanding of the theoretical knowledge which underpins practice and has the ability  to critically appraise research evidence

To gain entry onto this course, you will need to be a qualified counsellor or psychotherapist and in practice.

COURSE STRUCTURE

This course will equip you with advanced knowledge relating to Counselling and Psychotherapy. The course has been structured to present you with opportunities to learn about different aspects of the lived experience and how these can be attended to therapeutically through brief and long-term interventions. The course will provide contexts to your work, from different perspectives that will enable you to consider more complex needs than is possible during initial Counselling and Psychotherapy training. Whatever your chosen focus of practice, each module will challenge you to extend your ability to critically inform the rationales for your work with clients at an advanced level.

TEACHING

This award is aimed at meeting the needs of qualified counsellors who have already completed a professional training in counselling. Students select the combination of modules which is best geared to meeting their individual training needs, with the exception of the Research Methods Module which is necessary for completion of the PG Dip and progression to the MSc. A variety of teaching and learning strategies will be employed, particularly:

  • Didactic lecturing
  • Experiential workshops
  • Experiential group work

ASSESSMENT

Evaluation takes the form of formative and summative assessments. Formative assessments enable students to gauge their learning and development during the course of each module and to prepare them for summative assessment. Formative assessments vary from module to module and include peer and tutor review and feedback on development of written work both in class and electronically online. The learning is experientially driven and enquiry-led, with opportunities review of assimilation of knowledge, critical skills and conceptualisations. Formative assessment is conducted via a range of methods such as quizzes and tests, and face-to-face and online discussion groups.

Summative assessment strategies will include:

  • Written essays addressing issues of theory and practice
  • Portfolios addressing issues of theory and practice
  • Presentations (including poster presentations) addressing issues of theory and practice

FACILITIES

We have recently developed a brand new special counselling suite which will be used for training students to become professional counsellors and psychotherapists.

The suite, featuring therapeutic areas where one-to-one, family and group interactions can occur, will also shortly be available for members of the local community and the University is hoping to work with local charities which will be able to use the facility.

CAREER PROSPECTS

This post-qualifying course will enable you to conduct advanced studies into counselling and psychotherapy which, in turn, will enhance your career prospects. Study of counselling and psychotherapy at this level could lead you to posts such as specialist or senior counsellor, counselling service manager, as well as academic careers. Because the course focuses on a range of perspectives, this could support you in contributing to the field of health and social health in a range of ways and with higher level contextual awareness. Following successful completion of the course you may also consider studying for a PhD.



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Overview. The global burden of disease and challenges of safe and accessible health services means that more than ever practitioners and researchers need skills for developing, testing, evaluating and implementing evidence-based healthcare in highly complex situations. Read more

Overview

The global burden of disease and challenges of safe and accessible health services means that more than ever practitioners and researchers need skills for developing, testing, evaluating and implementing evidence-based healthcare in highly complex situations.

This programme has been designed to give you the skills and knowledge to enact meaningful change and gain a comprehensive grounding in health services research methods as a platform for developing a career as a health researcher.

This variation of the MSc Applied Health Services Research programme is for those who wish to engage actively at the forefront of health services research but who are not primary researchers.

It is suitable for those from a wide variety of backgrounds including:

  • Science, social science, humanities and mathematics graduates
  • BMBS Medicine students who wish to obtain an intercalated degree at Master’s level
  • Medical researchers
  • Academic clinical fellows
  • Doctors, pharmacists, nurses and allied healthcare professionals wishing to develop their research skills.

You will be taught by the leading international experts and authors in complex interventions research methods. Topics such as patient and public involvement, collaborative working, evidence-based practice, complex interventions, health economics, clinical trials and medical statistics will provide a common thread that runs throughout the programme.

Modules

Please note constituent modules and pathways may be updated, deleted or replaced in future years as a consequence of programme development. Details at any time may be obtained from the programme website. https://www.exeter.ac.uk/postgraduate/taught/medicine/methods-applied-health-services-pgcert/#Programme-structure

Some examples of recent modules and the topics covered are as follows;

  • Qualitative methods and process evaluations
  • Statistics as applied to health
  • Clinical trials
  • Health economics

CPD

University of Exeter Medical School offers a range of Continuing Professional Development opportunities with the aim to improve health outcomes in the region and to facilitate real change in the quality of clinical care and health for individuals and the wider community.

Our continuing professional development courses are inspired by research and triggered by the complex needs and priorities of local, national and global health and care systems. You can learn and develop with us through a range of focused short courses, workshops, and education days that will meet your continuing professional development needs. 

Current short courses in the area of Applied Health Services Research

For a full list of our Continuing Professional Development opportunities, please visit our CPD pages. Please book early as places are limited.

Facilities

This programme is delivered at our St Luke’s Campus, which is home to the University of Exeter Medical School. The campus is a short walk from the Royal Devon and Exeter Hospital and offers a range of research facilities and equipment. Students will be able to access resources used by our Institute of Health Research.



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Midwives increasingly need to provide care for both critically ill and vulnerable women and their families. These women may have complex care needs and this programme equips you with the ability to provide critical care in a changing maternity environment within a multidisciplinary team. Read more
Midwives increasingly need to provide care for both critically ill and vulnerable women and their families. These women may have complex care needs and this programme equips you with the ability to provide critical care in a changing maternity environment within a multidisciplinary team. As a qualified midwife, you’ll study a contemporary and dynamic programme providing you with enhanced skills, knowledge and insight to take into professional practice.

Key features

-Learn from research-active staff at the forefront of their subject knowledge.
-Focus on specialist modules in high dependency care in midwifery, including pathophysiology and its impact on childbirth, advancing care for women with complex needs, and supporting vulnerable women during pregnancy birth and the post-birth period. You'll also study advanced clinical skills for practice with clinical decision making, escalation of care and clinical governance.
-Design and carry out research that will enhance and develop women-centered care and provision for her and her family.
-Ensure that your professional practice is supported by developing a critical, analytical and creative approach.
-Learn to operate in increasingly complex and unpredictable situations and show initiative in decision making while accessing appropriate support.
-Equip yourself with problem-solving and active learning skills through interacting with other students, as well as demonstrating critical reflection.
-Balance work and further education with our programme by studying part time.

Course details

This programme is designed to develop and enhance your skills and knowledge as a midwife to an advanced level. Core modules are shared and are multi-professional across the contemporary healthcare programmes.

Postgraduate certificate - to achieve a postgraduate certificate, you will need to earn 60 credits. You will study two core modules worth 20 credits each: high dependency care in midwifery and pathophysiology and its impact on childbirth, with one optional 20 credit module.

Postgraduate diploma - to gain a postgraduate diploma, you will need to earn 120 credits. 100 of these will be made up from five core modules, each worth 20 credits (two from Year 1 and three from Year 2): advancing research knowledge in practice 1, advancing research knowledge in practice 2, and advancing care: vulnerable women in childbirth.

Master of Science - for a full masters degree, you will need to earn a total of 180 credits. You will study the same core modules as the postgraduate diploma, with the extra 60 credits coming from a research project in an area of study related to midwifery.

Modules are taught sequentially within this part-time programme, starting with pathophysiology and its impact on childbirth and high dependency care in midwifery. In your second year you'll study advancing research knowledge in practice 1, advancing care: vulnerable young women and childbirth and advancing research knowledge in practice 2.

Please note: availability of modules may vary according to demand; module dates are therefore subject to change.

Year 1
One 20 credit optional module to be chosen.
Core modules
-MCH510 Pathophysiology and its Impact on Childbirth
-MCH509 High Dependency Care in Midwifery

Year 2
-MCH501 Advancing Research Knowledge in Practice 1
-MCH502 Advancing Research Knowledge in Practice 2

Final year
-MCH504 Dissertation

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

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Nursing is one of the most rewarding careers to enter, and more importantly it is a privilege. Learning Disability Nurses work with children and adults. Read more

Nursing is one of the most rewarding careers to enter, and more importantly it is a privilege. Learning Disability Nurses work with children and adults. As a specialist nurse you will be able to assess, plan and develop individual packages of care designed to provide the appropriate levels of physical, emotional and psychological care to meet the needs of children, young people and their families, while meeting the challenges of a changing healthcare environment.

This Masters degree provides the exciting opportunity for graduates to enter the nursing profession. You will gain a comprehensive education in nursing and develop into a confident, autonomous, compassionate and research-aware practitioner, specialising in learning disabilities nursing. The programme includes an innovative exploration of leadership and management in healthcare and will enable you to critically evaluate evidence to inform decision making and apply analytical and creative problem solving approaches to complex situations. You will be fully equipped with the skills, knowledge and practical experience required to deliver excellent care as a modern-day nursing professional.

What will I study?

Year 1 provides the opportunity to achieve national generic and field specific competency outcomes. These include professional values, communication and interpersonal skills, nursing practice, decision making, leadership, management and team working. The programme will immerse you in health promotion, prevention strategies and best practice for service users and their families. A comprehensive introduction will also be provided to the research process.

Year 2 continues the development of field-specific competencies, with a particular focus on person-centred holistic care for individuals with learning disabilities and complex needs. In addition to this, you will develop the leadership and management skills required for the transition to professional practice.

This programme adheres closely to the NHS’ six core values. These values, enshrined within the NHS Constitution, have been developed by patients, the public and staff to inspire passion in the NHS, guide it in the 21st century, and provide common ground for cooperation in achieving shared aspirations. Further information about the core values can be found at http://www.gov.uk/government/publications/the-nhs-constitution-for-england.

How will I study?

You will be taught using a combination of seminars, lectures, tutorials, work-based learning and technology enhanced learning. The theory part of the programme is delivered during the normal working week (Monday to Friday).

You will spend 50% of your time in practice which will be undertaken in hospitals and community settings within the NHS, local authority, independent and voluntary organisations. You will be supported by a practice placement mentor/supervisor and a practice education facilitator.

Placements include weekend, early morning, evening and night work to ensure access to a full range of practice experiences across 24 hour care. There may also be the opportunity to undertake a practice learning experience outside the region, either within the United Kingdom or internationally.

How will I be assessed?

Assessment in both theory and practice is continuous, assessed against national outcomes and generic and field competencies, with students required to demonstrate evidence of their achievement. A range of assessment of theory procedures is in place including assignments, seminar presentations, advanced notice examinations, online learning activities, case studies and portfolio work.

Who will be teaching me?

All lectures are delivered by professionals within the field of nursing as well as specialists in other areas. The pathway team represent a range of qualified, research-active professionals with extensive experience of working within the health and/or social care sector. Most importantly service users, carers and their families will be involved in facilitating learning so that an understanding is gained about the impact care has on individual groups.

What are my career prospects?

The complex and dynamic landscape of modern nursing requires nurses who can work creatively and innovatively, who can lead and inspire, who can make decisions in challenging situations and who can contribute to the advancement of nursing.

Career opportunities are excellent. NMC registration is recognised the world over and following registration as a Learning Disabilities Nurse, you can pursue a career in a variety of settings including residential homes, supported living and employment and assessment and treatment units, as well as specialist child and adult learning disabilities teams in the community. Increasingly, qualified learning disabilities nurses are acquiring posts within mainstream services, such as acute trusts, prisons and criminal liaison teams as health facilitators and specialist advisors to support people with learning disabilities.



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Choose Kingston's Special Educational Needs PgCert. This course incorporates the National Award for Special Educational Needs Coordination (SENCO). Read more

Choose Kingston's Special Educational Needs PgCert

This course incorporates the National Award for Special Educational Needs Coordination (SENCO). It is for aspiring or existing SEN Coordinators.

It will enable you to acquire advanced professional knowledge and skills for implementing and leading change in provision for pupils with Special Educational Needs and/or disabilities. 

It provides opportunity for critical enquiry into specialist sources and the use of reflective tools to develop insight into complex professional and interprofessional, working within and beyond organizations. It draws on appropriate theoretical constructs to examine practice-oriented issues and to enhance teaching, learning and assessment through research-based interventions. A peer network is facilitated on the course by using the practice and principles of dialogic pedagogy.

What will you study?

The course will enable you to gain an overview of Special Educational Needs and disabilities in the context of policy, practice and professionalism.The critical evaluation of specialist sources will be undertaken to understand the range of perspectives which impact on the work of SEN coordinators. Ways of enhancing learning for pupils with SEN and disabilities will be a central feature of the course. 

Reflective practice will be supported by maintaining a learning journal which will evaluate practice-based scenarios. The leadership of change in professional settings will draw on appropriate theories and resource management will be examined with reference to both professional and interprofessional working. Overall, the course is designed to enable SEN coordinators to better meet the needs of learners who have special educational needs and disabilities. 

Assessment

Summative assignments will include a critical commentary on the implications of legislative interventions for the role of the SENCO and the critical evaluation of sources to develop strategies for the leadership of SEN provision in situated practice. 

Formative assessments will include tutor-facilitated online discussions, creating and maintaining a reflective journal, the collaborative exploration of specialist sources in workshop sessions and work in progress papers arising from assignment preparation involving tutor and peer feedback.

Course structure

Please note you can apply for both modules at the same time or sign up for one module at a time.

Core modules

  • Critical Reflections on the role of the SEN coordinator
  • Leading change and the role of the SEN coordinator


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About the course. Our approach to teaching is innovative. Instead of sitting in a lecture theatre, you’ll work on solutions to specific problems. Read more

About the course

Our approach to teaching is innovative. Instead of sitting in a lecture theatre, you’ll work on solutions to specific problems. This helps you develop the skills and the confidence you need. You’ll study alongside other health care professionals in a health care setting.

You'll learn how to critically evaluate current research, policies and practice. By linking theory to practice, you’ll develop a range of clinical skills and knowledge appropriate for professional registration as an adult nurse.

The world needs health professionals

And we’re dedicated to educating them. We have strong links with other health departments at the University, including the School for Health and Related Research (ScHARR), the Department of Sociological Studies, the Medical School and the Centre for the Study of Childhood and Youth.

The school is close to the central University campus, opposite the Royal Hallamshire Hospital. You’ll be at the heart of student life with West Street, Broomhill and the best students’ union in the country on your doorstep.

We teach the skills that matter

Because we work closely with our partners in health and social care, your course will equip you with the skills employers are looking for. All our courses are research-led, shaped by local, national and international policy. They’re designed to be flexible, to meet the demands of a rapidly changing work environment.

We teach the skills you need to establish research and education initiatives in health and social care wherever in the world you are needed. Through our partnerships with other organisations, you’ll get the chance to network and make useful contacts.

Funding

For details of funding available please see:

http://www.nhsbsa.nhs.uk/students

Course content

The course is 50 per cent theory and 50 per cent practice, based on four core units of study:

  • Foundations in Health and Nursing
  • Patients with Acute and Short-Term Needs
  • Patients with Long-Term Conditions and Complex Needs
  • Transitions to Practice: managing and organising care

Teaching and learning

This course uses an innovative problem- based learning strategy to help you think about real clinical practice scenarios. A strong emphasis on cooperative learning helps you manage unfamiliar situations, make reasoned decisions, adapt to change, and plan your future learning. It’s a realistic and challenging preparation for registration.

Assessment

You’re assessed on theory and practice. In practice, you’ll need to achieve a number of competencies by the end of each unit, assessed by your clinical mentor. Your theoretical knowledge is assessed by written assignments, case studies, poster presentations and exams.



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This adult nursing course provides students with an opportunity to gain an Integrated MNurs/Registered Nurse qualification and acts as preparation both for registration as a nurse with the Nursing and Midwifery Council (NMC) and for taking on the responsibilities and accountability involved. Read more
This adult nursing course provides students with an opportunity to gain an Integrated MNurs/Registered Nurse qualification and acts as preparation both for registration as a nurse with the Nursing and Midwifery Council (NMC) and for taking on the responsibilities and accountability involved.

Adult Nursing aims to provide graduates holding a health-related degree the opportunity to study at Level 7 – the theory that underpins nursing practice and develops knowledge and skills through evidence-based learning. Practice experience is gained in both hospital and community settings. On successful completion of this programme students will be able to enter Part one (Adult) of the Register held by the NMC.

The Adult Nursing course has been developed to prepare students to be safe, effective and caring practitioners who are ready to work with adults with a variety of care needs across a range of dependencies, with a wide diversity of needs and in a varied range of care settings as well as their carers and supporters.

The Adult Nursing course provides students with the skills, knowledge and experience to care for adults across a range of health care settings. The course focuses on acute illness, older people and the care and management of patients with long term conditions. In addition, the delivery of public health interventions and the care of people at all stages of their life, including end of life care is explored across a range of modules and practice learning experiences.

Course structure

The framework for the MNurs Award has been specifically designed to permit Accreditation of Prior Learning (APL) and Accreditation of Prior Experiential Learning (APEL) as described by the NMC with a view to preparing students who are already graduates and/or who have relevant clinical experience for registration. APL / APEL will involve students making a written submission to detail how the requirements of the course have been met through prior study as well as providing evidence of relevant practice experience in a health care support worker role.

The course involves continuous assessment of both theory and practice. A variety of assessment methods are used including practical examinations, case studies, essays, written examinations and presentations. Students are also assessed against the NMC’s competencies for registration during a series of practice placements in hospital and the community.

The Nursing (Adult) MNurs course prepares successful students for a career as a registered nurse in the relevant field of practice. Newly qualified nurses can apply for posts within a hospital or community setting. This course may also enable individuals to develop a clinical research career within the NHS.

In line with the principles and values which underpin the NHS constitution, the University expects all students undertaking programmes which lead to registration as a health professional to demonstrate the NHS values.

Module Overview
Year One/Two
NS0502 - Fundamental Concepts of Nursing Care (NC, 20 Credits)
NS0503 - Introduction to Anatomy and Physiology (NC, 20 Credits)
NS0504 - Care, Compassion and Communication within Nursing Practice (NC, 20 Credits)
NS0505 - Development of Fields within Nursing (NC, 20 Credits)
PR0502 - Study Skills for Professional Practice (NC, 20 Credits)
PR0503 - Foundations of Safe and Effective Practice (NC, 20 Credits)

Year Three
0610 - Developing Knowledge and Skills within Adult Nursing Care (NC, 20 Credits)
AA0611 - Applying Knowledge and Skills within Adult Nursing Care (NC, 20 Credits)
NS0602 - Public Health in Contemporary Nursing Practice (NC, 20 Credits)
NS0603 - Applied Life and Nursing Sciences (NC, 20 Credits)
PR0601 - Evidence and Research for Professional Practice (NC, 20 Credits)
PR0602 - Developing Skills for Safe and Effective Practice (NC, 20 Credits)

Year Four
AA0707 - Values and Principles for Nursing People in Later Life (NC, 20 Credits)
AA0708 - Nursing Care of Adults with Complex Needs (NC, 20 Credits)
NS0700 - Leading and Improving Nursing (NC, 20 Credits)
NS0701 - Preparation for Working Life (NC, 30 Credits)
PR0700 - Research Methods and Evidence Based Practice (NC, 30 Credits)

Placements

We take your placement profile very seriously and all students are provided with practice learning experiences based on Nursing and Midwifery Council or Health and Care Professions Council requirements.

Facilities

When you want to get hands-on experience within Healthcare we can support you. We teach in the Clinical Skills Centre, which has been established for 10 years, and is the result of our continued commitment to create an interactive environment in which health related students can be equipped with a diverse range of skills.

Research

More than 80% of research activity in Allied Health Sciences and Nursing is rated as world leading or internationally excellent (REF 2014)

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