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The School of Psychology, University of St Andrews offers two Postgraduate Distance Learning Programmes. Certificate/Diploma/Master Programme in Adults with Learning Disabilities who have Significant and Complex Needs. Read more
The School of Psychology, University of St Andrews offers two Postgraduate Distance Learning Programmes:
• Certificate/Diploma/Master Programme in Adults with Learning Disabilities who have Significant and Complex Needs. http://www.st-andrews.ac.uk/psychology/teaching/dl_complex_needs.shtml
• International Certificate Programme in Adult Support, Protection and Safeguarding. http://www.st-andrews.ac.uk/psychology/teaching/dl_safeguarding.shtml
Key issues in current practice, research, evaluation and audit are covered (Challenging Behaviour, Mental Health, Profound and Multiple Disabilities, Offenders with Learning Disabilities, Older People, Vulnerability and Abuse).
Online delivery and assessment is through the Moodle System (Modular Object-Oriented Dynamic Learning Environment.)
This is a postgraduate/post qualified programme for staff who have a degree or a professional qualification.

Features

* The School of Psychology & Neuroscience has 42 full-time academic staff, 9 technical staff, 72 research postgraduates, 18 postdoctoral researchers and 54 taught postgraduate students.

* The School has an international reputation for the quality of its teaching and research and has some of the best psychological laboratory facilities in the UK. The School of Psychology & Neuroscience has consistently been ranked one of the best research departments in the UK.

* The breadth and variety of psychology and neuroscience taught in the School are particular strengths with significant opportunities to collaborate and benefit from a range of techniques applied to understanding the behaviour of humans and animals.

* Considerable contact time with researchers occurs via tutorials and research project supervision’.

Postgraduate community

The School’s size promotes a friendly atmosphere with a crossflow of ideas while providing the depth and breadth necessary to pursue major scientific programmes at an international level. We have active links with other Schools and Departments within the University, with other Scottish universities and with research institutions outside the UK.

We have a large and thriving community of research staff and postgraduate students. We believe that good teaching and good research go hand-in-hand and we take pride in our research-based culture of teaching.

Facilities

We are equipped with modern technology to perform virtually all aspects of psychological research. Facilities include laboratories in neurophysiology, psychopharmacology, psychophysics, animal learning and cognition, cognitive psychology, developmental psychology and social psychology. We have extensive computing facilities for both online control of experiments and offline analysis of data.

Careers

We see postgraduate study as part of your long-term career development. Alongside the University’s Careers Centre (see page 26), we offer advice and support in planning your career. The School provides opportunities to gain experience of working in an academic context, by being involved in tutorials, laboratory classes and other aspects of academic work.

The vast majority of our postgraduates have gained postdoctoral and lecturing positions in universities across the world while others have jobs in healthcare (as researchers and clinicians), wildlife conservation, information technology and management services.

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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.

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.

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Are you a solutions person who can meet a challenge? Do you function in crisis situations; are you resilient, flexible and a team player?. Read more
Are you a solutions person who can meet a challenge? Do you function in crisis situations; are you resilient, flexible and a team player?

Social workers advise and support people at times of difficulty and deal with a wide range of problems such as the effects of ill health, disability, family breakdown, bereavement, discrimination, poverty and disadvantage. Helping people in these situations is rewarding but complex and challenging and requires a high level of commitment and resilience.

The MA Social Work programme reflects changes in government policy and social work practice and is based on current knowledge and research. We have strong partnerships with local employers ensuring high quality practice placements and potential job opportunities on completion of the programme.

Innovative teaching and learning resources have been developed such as the use of drama and online resource access as student support and the student experience are our key priorities. Our teaching team is supported by practitioners, service users and carers and in addition there are close links between the social work programmes and the university's Centre for Applied Social Research. University of Greenwich has a strong track record of achievement and provides high quality education approved by the HCPC and endorsed by the College of Social Work.

Please note that the part-time route is employment based and only available to graduates sponsored/supported by their employer in partnership and through agreement with the programme.

The Department of Psychology, Social Work & Counselling is a trusted provider of excellent academic degrees and vocational training. Our teaching staff are research active and are experts in their respective field. The department is consistently rated highly in the National Student Survey. We pride ourselves on combining high-quality teaching with world-class research and a vibrant student experience. We have well-equipped facilities and laboratories to support our activities and we employ creative teaching methods and assessment techniques. All our programmes offer a wide choice of courses and we welcome and offer support to students from a range of backgrounds.

The aims of the programme are:

- To facilitate graduates to gain social work knowledge, skills and understanding and the ability to apply these to their practice and work with and support families and individuals who have challenging and complex needs

- To develop and enhance students ability to critically analyse the values which underpin social work, such as social justice, equality and fairness. Additionally, students will develop an understanding of social policy, current social work legislation and enhanced practice skills

- To develop critically reflective practitioners who can demonstrate excellent communication skills, creativity and emotional resilience and deal with the complexities and challenges of the social work task.

Visit the website http://www2.gre.ac.uk/study/courses/pg/hsc/hsc

Health and Social Care

With over 20 years’ experience as a trusted provider of health and social care training and education, we are committed to providing our students with the knowledge and skills to become valued members of the community and to the continuing professional development of qualified professionals.

We are at the forefront of research and innovation in the field of health and social care and our teaching staff have both practical know-how and academic expertise.

What you'll study

Full time
- Year 1:
Students are required to study the following compulsory courses.

Law and Policy for Social Work (20 credits)
Human Growth and Development For Social Work Practice (20 credits)
Social Theories for Professional Practice (20 credits)
Skills, Methods and Models of Social Work Practice (20 credits)
Research Minded Evidence Based Practice (10 credits)

- Year 2:
Students are required to study the following compulsory courses.

Power, Politics and Change in Social Work Practice (10 credits)
Transition towards Professional Social Work Practice (10 credits)
Managing Complexity in Social Work Practice with Adults, Children and Families (20 credits)
Social Work Dissertation (60 credits)

Part time
- Year 1:
Students are required to study the following compulsory courses.

Law and Policy for Social Work (20 credits)
Human Growth and Development For Social Work Practice (20 credits)

- Year 2:
Students are required to study the following compulsory courses.

Social Theories for Professional Practice (20 credits)
Skills, Methods and Models of Social Work Practice (20 credits)
Research Minded Evidence Based Practice (10 credits)

- Year 3:
Students are required to study the following compulsory courses.

Power, Politics and Change in Social Work Practice (10 credits)
Transition towards Professional Social Work Practice (10 credits)
Managing Complexity in Social Work Practice with Adults, Children and Families (20 credits)
Social Work Dissertation (60 credits)

Fees and finance

Your time at university should be enjoyable and rewarding, and it is important that it is not spoilt by unnecessary financial worries. We recommend that you spend time planning your finances, both before coming to university and while you are here. We can offer advice on living costs and budgeting, as well as on awards, allowances and loans.

Find out more about our fees and the support available to you at our:
- Postgraduate finance pages (http://www.gre.ac.uk/finance/pg)
- International students' finance pages (http://www.gre.ac.uk/finance/international)

Assessment

Assessment methods will include essays, case studies, presentations, observation reports, portfolios and practice documentation.

Career options

Graduates will be prepared to work with and support families and individuals who have challenging and complex needs, in a range of settings.

Find out about the teaching and learning outcomes here - http://www2.gre.ac.uk/__data/assets/pdf_file/0009/645462/Social-Work-PG-Dip-MA-P12654.pdf

Find out how to apply here - http://www2.gre.ac.uk/study/apply

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The MA in Inclusive Special Education has been designed to encourage greater understanding and a critical appreciation of the trends and developments in special educational needs and disability (SEND) provision in our schools. Read more
The MA in Inclusive Special Education has been designed to encourage greater understanding and a critical appreciation of the trends and developments in special educational needs and disability (SEND) provision in our schools.

You will have the opportunity to engage in the conceptual, philosophical and ethical debates relating to the education of children and young people who have a special educational need and/or disability both nationally and globally.

There will be a strong emphasis on promoting equality of opportunity, valuing diversity and social justice.

The Programme will therefore be relevant for educators working in any educational phase and in mainstream, special and specialist setting and has been designed to achieve a close connection between your studies at Masters level and your workplace practice.

Indicative modules
There will be two modules in each academic year and you will be able to begin the dissertation in either Semester 1 which starts in September or in Semester 2 which starts in February. While the course content in each module will cover a range of topics you will be encouraged and supported to develop your research in your specific area of interest in SEND and inclusive practice.

Critical Disability Studies (30 credits)

In this module you will be critically evaluating the discourses and models of disability and inclusive practice through relevant literature and develop insights into the interrelationship between social policy, political frameworks and ideological perspectives on SEND. You will investigate disability rights; equality of opportunity and advocacy in a global and political context, cultural representations of disability; SEN and ethnicity; the impact on families; social exclusion; ethics and disability. You will be encouraged to engage professionally and academically with a review of relevant literature into educational practices for pupils with SEND with the aim of evincing change within your workplace practice.

Communication and Interaction (30 credits)

This module aims to enhance your knowledge and understanding of the range of speech, language and communication needs (SLCN) experienced by children and young people, including; dyslexia, autism; specific learning difficulties, selective mutism; sensory impairments; bilingualism, and pupils with English as an additional language (EAL) and a SEND. You will critically examine the latest research and legislation on the education of children and young people who have a speech, language, communication difficulties and evaluate the range of educational and therapeutic interventions that are currently being used in schools and settings. You will gain knowledge and understanding of the links between research and educational practice by undertaking a case study in your workplace.

Exploring Inclusive Pedagogy (30 credits)

The aim of this module is to critically examine the concepts of inclusion in education and how special educational needs and disability is positioned within different establishments and phases of education. You will debate the social and educational implications for different types of inclusive provision and critically examine policies and practices that promote partnership with families and multiagency collaboration. Other topics will include teachers and TA/LSAs working together; partnership with parents; evaluating educational and therapeutic interventions; personalising learning; equality and diversity; the role of the SENCO; transitions from Early Years through to FE; SEND legislation and the political agenda and inclusive leadership. You will undertake an action research project to inform and change inclusive practices and promote school improvement.

Engaging Learners with Complex Needs (30 credits)

In this module you will develop your knowledge of a range of complex medical, developmental and psychological difficulties and how they affect learning and development. You will critically examine motivational and psychological theories; neuroscience and learning; complex medical needs; multisensory teaching for pupils with complex needs; mental health in children and young people; foetal alcohol spectrum disorder; attachment needs in children and young people; the legal and ethical frameworks for safeguarding children; the role of specialist and alternative provision, and multi-agency collaboration. For the assessment in this module you will critically evaluate teaching and learning strategies and alternative provision that supports pupils’ access to the curriculum through an observational study.

Dissertation (60 credits):

The dissertation represents the culmination of your study for the MA in Inclusive Special Education degree. It is divided into two 30 credit modules (Part 1 and Part 2) that focus on research methods for practitioner inquiry and developing an article for publication.

Part 1 (30 credits): You will design a medium scale enquiry with the intention of understanding and / or intervening to improve inclusive practice for children and young people with a SEND in the workplace on a topic of your choice. You will need to demonstrate a critical awareness of the ethical issues underpinning educational research and clearly justify choices in the research design, methodology and methods to address these issues. You will design, apply and critically evaluate data gathering and analysis methods to investigate a chosen aspect of SEND and/or inclusive practice and interpret your findings to inform the development of practice and the achievement of children and young people with a SEND.

Part 2 (30 credits): You will need to successful complete Part 1 before continuing with Part 2. Part 2 will give you the opportunity to problematise practitioner research within the wider context of educational concerns in the education of children and young people with a SEND, and the application of ideas from literature to school-based inquiry. You will achieve this through a critical review of the research including international research and professional literature around a chosen area of practitioner inquiry to inform your understanding of how to select relevant data and provide justification for the methods used and the implications future action. This will culminate in a greater understanding of the approaches and techniques for writing and disseminating work of publishable quality.

Teaching assessment
The MA in Inclusive Special Education can normally be completed in 3 years on a part-time basis, as follows:Two years (four semesters) with one module per semester, plus a further year (two semesters) for the dissertation.

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Learn to develop and manage inclusive special needs provision on this flexible Advanced Educational Practice. Special Educational Needs Masters course from Liverpool John Moores University. Read more
Learn to develop and manage inclusive special needs provision on this flexible Advanced Educational Practice: Special Educational Needs Masters course from Liverpool John Moores University.

•Study part time over three to five years
•Enjoy flexible course delivery and fit studying around your work commitments
•Follow a curriculum closely linked to your professional practice needs
•Experience excellent levels of support
•This course will only run subject to minimum numbers

We recognise that our students are busy professionals and have taken this into account in the design of our programmes and assessments. Study on this programme is extremely flexible and you can opt to join the course on a full or part time basis, enabling you integrate your learning with your full time professional role.

University-based study includes taught sessions scheduled late afternoon (4pm to 6pm) and conference style days scheduled on occasional Saturdays.

A blended learning approach ensures you can usually study at a time to suit you and all modules are supported by online study resources with additional guidance available through face-to-face or virtual tutorials.
To keep on top of your study, you should be prepared to work between five and 10 hours per week (evenings and weekends). The practical applications of the course may involve the integration of study with your professional activity in school or college.
During your studies you will have access to LJMU learning resources including our libraries for independent study. You will be allocated a personal tutor to support your academic and professional development and will also receive guidance via email.

Taught sessions mostly take place at the IM Marsh campus, four miles outside Liverpool centre, although some sessions may take place in the city.

The IM Marsh campus has independent study spaces with IT facilities, a library with relevant stock and study spaces, access to student welfare and support, a gym and other sports facilities, a cafeteria and shop.
The campus library, open 8am to 11pm, houses the main collections linked to this course and you will also have access to the 24 hour, city centre Aldham Robarts and Avril Robarts libraries.

Please see guidance below on core and option modules for further information on what you will study.
Year 1

Teaching Young People with Special Educational Needs (Core)

Develops understanding of special educational needs and disability through engagement with current theory, research, policy and practice and their application.

Social Emotional and Mental Health Dificulties (Core)

Explores current educational theory, research and policy relating to SEMHD and the implications for professional setting.

Specific learning Dificulties (Core)

Investigates current educational theory, research and policy relating to ADHD, Dyslexia and Dyspraxia and the implications for professional practice.

Year 2

Researching Professional Practice (Core)

Provides an introduction to a range of research methods applicable to educational contexts, with a focus on practitioner enquiry, and how to develop a research project proposal and plan.

Developing Practice in Special Educational Needs (Option)

Explores the influences on the development and implementation of SEND policy in the education system and the implications for schools in the implementation of effective responses to policy in their organisation.

Identifying Dyslexia (Option)

Develops knowledge and understanding of the characteristics, complex nature and issues related to the identification of dyslexia.

Teaching Learners with Dyslexia (Option)

Provides opportunities for educational professionals to engage with research relating to the teaching of learners and to develop their own critical professional practice, in relation to learners with dyslexia.





Interventions for Learners with Dyslexia (Option)

Enables practitioners to explore issues relating to effective intervention for learners with dyslexia, and investigates a range of multisensory literacy programmes.

The Autistic Spectrum (Option)

Investigates current research relating to the features of the Autistic Spectrum and explores its implications for practice.

Autistic Spectrum Disorder: From Theory to Practice (Option)

Considers current research regarding the causal theories of Autistic Spectrum Disorder and develops a deeper understanding of effective support techniques and interventions used nationally and internationally.

Autistic Spectrum Disorder in the mainstream context (Option)

Develops critical professional practice in supporting learners with ASD through analysis of and engagement with current educational theory, research, policy and practice and its implications for your professional setting.

Year 3

Dissertation (Option)

Involves the development and implementation of a major research project relevant to your subject area, with the support of an experienced academic tutor.

Professional Inquiry (Option)

Involves the development and implementation of several linked practice-based research projects relevant to professional practice in your subject area, with the support of an experienced academic tutor.

Further guidance on modules

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

Please email if you require further guidance or clarification.

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This module is designed for health or social care-professionals working with people with severe and enduring mental health difficulties that have so-called “complex” care needs. Read more
This module is designed for health or social care-professionals working with people with severe and enduring mental health difficulties that have so-called “complex” care needs.

This module can help further develop your therapy skills with a focus on working with people with a diagnosis of psychosis and personality disorder. It draws upon a range of psychological therapies, including recent innovations in strengths-based cognitive behavioural therapy and ‘third wave’ or ‘contextual’ psychotherapeutic practice, acceptance and commitment therapy, schema therapy, mindfulness and principles of positive psychology.

Why Bradford?

The key to what differentiates the University of Bradford offer for specialist skills and post-registration development (SSPRD) in Mental Health practice is flexibility and quality. Bradford also seeks to be responsive and innovative in the development and delivery of its SSPRD courses to meet the continually changing demands of clinical practitioners. We now offer, for example, a new module in Aspects of Mental Health Care and Psychological Wellbeing for Health Professionals. This is specifically for health care professionals not from a mental health background to enhance their understanding of working with people’s mental health difficulties to develop and bring those skills to your clinical area.

The very latest research, policy, guidelines and best-practice are synthesized in the delivery of these courses by highly experienced clinical-academics.

For those practitioners with a firm mental health foundation we offer a postgraduate certificate in cognitive behavioural therapies in our Professional Healthcare Practice programme, co-delivered by clinicians who are the lead in their clinical area and well versed in the complexities of integrating psychological approaches into nursing practice.

Our learning materials are further informed by the Scottish Recovery Network and NHS Education for Scotland that have been at the forefront of developing this kind of clinical practice.

At the Faculty of Health Studies, University of Bradford, you can choose to study for individual modules, a named award or build module credits through the SSPRD Framework for Flexible Learning to achieve an award relevant to your professional needs.
The Framework for Flexible Learning in Health and Social Care is a Faculty-wide academic structure for Specialist Skills and Post-Registration Development. It offers students increased flexibility and choice in the modules and courses that can be undertaken and it is also responsive to employer needs. The flexibility also allows you to move from one award to another if your career changes or you take time out from regular studying. Shared teaching and research expertise from across the Faculty is offered through interdisciplinary teaching across our core research modules.

The Faculty of Health Studies is regionally, nationally and internationally recognised for its teaching and research, and works with a number of healthcare partners to ensure clinical excellence.

Modules

This module is provided as part of this interdisciplinary Framework within the Faculty of Health Studies. The Framework enables students to create an individualised programme of study that will meet either their needs and/or the employers’ needs for a changing diverse workforce within a modern organisation.

The modules and academic awards are presented in areas representing employment practice or work based or clinical disciplines.

Whilst some students can build their own academic awards by choosing their own menu of module options, other students will opt for a named academic award. The Framework also provides the option for students to move from their chosen named award to another award if their job or personal circumstances change and they need to alter the focus of their studies. The majority of named awards also offer students, the option of choosing at least one module, sometimes more, from across the Faculty module catalogue enabling them to shape their award more specifically to their needs.

Learning activities and assessment

Topics covered include:
-Collaborative Case Formulation
-Schema Therapy
-Mindfulness
-Values Based Approaches
-Strengths Focused Approaches
-Integrating Positive Psychology
-Working with Change Difficulties
-Self-Practice

Career support and prospects

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

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

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The Management of Complex Projects MSc has been designed to meet the needs of project managers responsible for the most challenging engineering projects. Read more
The Management of Complex Projects MSc has been designed to meet the needs of project managers responsible for the most challenging engineering projects. The programme covers the key knowledge and tools needed to deliver on time, on budget and with the required level of technical performance.

Degree information

Students gain a systems view of project management, which is effective in developing technical solutions within a constrained commercial context. We teach students a number of guiding principles to enable them to manage complex projects and help them to develop key skills such as risk management, scope management, conflict resolution and effective communication.

Students undertake modules to the value of 180 credits.

The programme consists of four core taught modules (60 credits), two research modules (75 credits), two optional taught modules (30 credits) and one compulsory group project (15 credits). Modules are generally taught as intensive five-day 'block weeks' to minimise time spent away from the office.

A Postgraduate Diploma (120 credits, full-time nine months, or flexible study two to five years) is offered. A Postgraduate Certificate (60 credits, full-time 12 weeks, or flexible study up to two years) is offered.

Core modules - the first four modules are core and must be taken, then two further taught modules should be selected.
-The Business Environment
-Delivering Complex Projects
-Risk, Reliability, Resilience
-Systems, Thinking and Engineering Management

Research Modules - all MSc students undertake a structured research programme comprising the following mandatory modules:
-Project Management Project Concept
-Project Management Research Project
-All students undertake an independent research project which culminates in a dissertation of 12,000 words and a presentation of 20-30 minutes.

Optional modules - two modules should be selected from the Optional Module List.
-Defence Systems
-Lifecycle Management
-Project Management* (leading to Association for Project Management examination)
-Rail Systems
-Spacecraft Systems
-Systems Design
-Technology Strategy

*Delivered in partnership with UCL School of Management

Group project
All students undertake a compulsory group project simulation.

Teaching and learning
The programme is delivered through a combination of lectures, case-studies, discussion sessions, workshop activity, and project work. Assessment is through a combination of course work in class tests and written examinations. The research modules are assessed through a written report and a short presentation.

Careers

Complex systems are commonplace in many branches of UK industry including rail, aerospace, defence, construction and energy sectors. The ability to manage effectively the projects that deliver such systems is crucial to these industries, and individuals who can demonstrate these skills are in high demand.

Employability
Drawing on our experience of providing short training courses for industry, such as the Project Manager Training Course for the European Space Agency, we integrate a large amount of skills development into our teaching. This includes the skills of communication, negotiation, leadership, and motivation, decision-making and managing complex, time-constrained tasks which will be invaluable in future careers.

Why study this degree at UCL?

The new degree at UCL prepares students for an exciting career in managing challenging engineering projects.

Participants gain the skills and knowledge needed to get ahead - from academic theories of conflict and motivation to practical tools for managing risk and tracking project progress.

Students will meet like-minded individuals from other industries, and through extensive group work and classroom interaction will share experiences, learn new approaches, and build contacts that will contribute to future career development.

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This is your chance to become a pioneer in co-ordinating and providing complex care to older people with multiple health conditions. Read more

Summary

This is your chance to become a pioneer in co-ordinating and providing complex care to older people with multiple health conditions.
This rapidly emerging field demands highly skilled and knowledgeable practitioners and researchers to develop and evaluate new care solutions.

The programme is suitable for senior nurses, allied healthcare professionals, social care professionals, healthcare commissioners and new healthcare graduates wishing to develop their careers in older peoples’ services and global research.

Modules: Social Policy for Health and Well Being, Fundamentals of Complex Care in Older People, Advanced Complex Care in Older People, Designing, Implementing & Communicating Research, Dissertation.

Visit our website for further information...



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This programme has been developed to meet the changing skill-mix required in the primary care workforce. The programme is informed by recent work to clarify professional career pathway stages and competencies for advanced practice in primary care. Read more

About the course

This programme has been developed to meet the changing skill-mix required in the primary care workforce. The programme is informed by recent work to clarify professional career pathway stages and competencies for advanced practice in primary care. The programme covers core competencies relating to advanced practice including: direct clinical competence as a generalist, leadership and collaborative practice, improving quality and developing practice, and developing self and others.

The programme aims to develop expert generalists who are able to provide accessible, first contact preventive care, and diagnosis and management of acute and long term conditions. It produces practitioners who are able to work well within a skill-mix team to develop a responsive and effective person-centred primary care. The programme facilitates the development of a portfolio of competencies across clinical areas.

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.

Core Modules

Consultation and person-centered primary care; Evidence Based Practice; Advanced Clinical Assessment; Nurse Independent Prescribing; Complex Needs and Primary Care Development; Critical Development of Clinical Practice.

Examples of optional modules

Facilitating Learning in Primary Care; Palliative and End of Life Care; Family Planning and Sexual Health; Managing Long-Term Conditions.

Teaching and assessment

You’ll learn through lectures, seminars, small group work and practical clinical skills teaching. You’ll be assessed on an observed structured clinical exam, case-study presentations, short answer exam paper and MCQs (multiple choice questioning), essay writing.

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This two year full-time programme integrates theoretical learning, clinical skills and in-depth personal development to prepare graduates for clinical practice… Read more

Summary

This two year full-time programme integrates theoretical learning, clinical skills and in-depth personal development to prepare graduates for clinical practice, predominantly with children, as a professional play therapist within the public and private sectors.Based on a humanistic person-centred model of therapy, this course emphasises the use of play within a therapeutic relationship between the therapist and client to facilitate therapeutic change. The course encompasses theoretical, practical and experiential learning. With our holistic approach to teaching, you will be provided with thorough and systematic knowledge, experience, skills and the confidence to work as a professionally qualified play therapist. At the end of the course, you will be able to demonstrate a comprehensive understanding of therapeutic techniques and approaches that are required for professional registration purposes.

This course leads to a qualification that entitles you to registration as a Full Member of the British Association of Play Therapists (BAPT) whose register is accredited by the Professional Standards Authority (PSA). You will be taught by experienced practitioners who are practising play therapists and will bring the teaching on the course to life by drawing upon their own clinical experiences and case materials.

All students are required to be in personal therapy for the duration of the course and will complete two specified periods of supervised clinical placements alongside their studies. Key areas that you will study include human development and growth, play therapy theory and skills and young child observations (attachment theory). Integral to the programme is your own personal development which will be supported by personal therapy and experiential process groups.

Content

This intense, rigorous and comprehensive programme is made up of ten modules that encompass the theoretical, practical and experiential learning experience required to become a professional play therapist. All modules are designed to prepare you for child-centred therapeutic practice that is theoretically sound and emotionally aware, complying with the core competencies of a play therapist as specified by the British Association of Play Therapists.

The clinical placements are a central component to the training in this programme. In your first year, the modules will include experiential learning to prepare you for your first work placement, as theoretical understanding will give you a strong grounding for your clinical practice. Your professional development is inter-related with the development of theoretical knowledge, skills and personal awareness. Within the clinical placements you will synthesise, integrate and apply all aspects of your learning into practise.

In the second year, you will build upon your play therapy skills and knowledge from your first year modules. You will have the opportunity to develop and explore your understanding of the theory and practice of play therapy in relation to working with different client groups and more complex needs. You will also synthesise your theoretical knowledge and clinical experience to pursue your research interest in the Research Portfolio module. A clinical issue, your own clinical work or a professional issue may provide the inspiration for this research project. Recent research areas have included: child-centred play therapy and the use of therapeutic boundaries, play therapy and unresolved bereavement issues, play therapy in schools, and play therapy and different cultural beliefs.

We also offer introductory courses that provide a useful background to those working in related professions or anyone simply wishing to find out more about the work.

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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 on-line discussion. A fully distance (on-line learning) 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 distance learning options are available. If you choose to study with class contact, course content will be delivered through two to three Saturday and Wednesday evening sessions with additional on-line activities. For distance learners there is no class contact and modules are accessed using Queen Margaret University’s virtual
learning environment: comprising self-directed study and on-line activities. Distance learners and classroom learners will collaborate together using the same virtual learning environment.

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 is fed directly into this course, helping to inform the teaching and keep you up to date.
-This course is designed with working professionals in mind. The course can be accessed by distance learning or classroom attendance.

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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. Read more
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.

Key benefits:

• Route to become and accredited cognitive behavioural psychotherapist
• 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 counseling staff from a variety of professional backgrounds

Visit the website: http://www.salford.ac.uk/pgt-courses/cognitive-behavioural-psychotherapy

[[Suitable for: ]]

A wide range of people including cognitive behavioural psychotherapists, and anyone who would like to enhance their existing knowledge and skills in CBP

Programme details:

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.

Format

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.

Modules

Core:

• Introduction to Cognitive Behaviour Therapy (30 credits)
• Frontiers of Cognitive Behavioural Psychotherapy (30 credits)
• Cognitive Behaviour Therapy for Anxiety Disorders and Addictive Behaviour (30 credits)

One module from:

• Cognitive Behaviour Therapy for Complex Cases (30 credits)
• Family Interventions (30 credits)
• Psychosocial Interventions (30 credits)
• Mindfulness based approaches with CBT (30 credits)
• CBT for children and young people (30 credits)
• Clinical supervision (30 cred

Assessment

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

Career potential:

On completion of this course you will be able to work with clients with many different needs in a variety of settings, including prisons, voluntary agencies, education settings and religious communities.

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

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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. 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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Develop your midwifery knowledge and skills to an advanced level with our challenging Masters course which will open doors to leadership roles or research. Read more
Develop your midwifery knowledge and skills to an advanced level with our challenging Masters course which will open doors to leadership roles or research.

See the website http://www.anglia.ac.uk/study/postgraduate/advanced-midwifery-practice

If you’re passionate about your midwifery practice and want to develop your knowledge and skills to an advanced level, our MSc is for you. Supported by an exceptional academic team of experienced midwives within a faculty with a track record for innovative midwifery training, it’ll enable you to advance your existing skills of independent thinking and quickly apply them to your practice.

With concerns about rising rates of intervention, you’ll be encouraged to explore both how to promote normality during childbirth and how to care for vulnerable women with complex needs, with the aim of reducing intervention. The supporting optional modules will help you acquire the knowledge and skills necessary for assuming leadership roles in clinical practice or research.

See the website http://www.anglia.ac.uk/study/postgraduate/advanced-midwifery-practice

Careers

Successful completion of this course will give you the potential to advance your career into leadership positions within clinical settings, or in the fields of management, research and teaching. You’ll be equipped with the skills and knowledge to become an innovative, forward-thinking practitioner, with the qualities needed to affect change in healthcare planning, delivery and education.

You’ll also have the opportunity to complete the course with an additional qualification as a Newborn Infant Physical Examination (NIPE) practitioner. Many of our Masters level midwifery students go on to complete professional doctorates.

Core modules

Promoting Normal Childbirth
Facilitating Complex Birth
Research Studies
Major Project

Optional modules

Newborn Infant Physical Examination (NIPE)
Advanced Communication Skills
Law & Ethics in Health & Social Care
Strategic Management & Commissioning
Global Leadership
Care of the Critically Unwell Woman

You will choose one optional module from the above list. Some modules may not be available through Distance Learning and you can contact us to find out more. Modules are subject to change.

Assessment

Assessment methods vary between modules and include written essays, seminar presentations with supporting papers, a research proposal and, for the Masters award, a major project of no more than 18,000 words.

All the assessment methods are designed to demonstrate the range of knowledge and skills expected of a practitioner working at an advanced level.

Facilities

As a midwifery postgraduate student at our modern Chelmsford campus, you’ll enjoy all the academic and social benefits you could expect from one of the largest and most exciting universities in England. Our William Harvey building has a specialist midwifery clinical skills room that is used to simulate practice skills training.

Our midwifery team works with international agencies such as the UK Network on Sexual and Reproductive Health and Rights, World Health Organisation (WHO), The White Ribbon Alliance and the London School for Health and Tropical Medicine. In addition many of the team have specific research interests and are either completing, or have completed doctorates.

Anglia Ruskin is one of only a few universities in the UK to hold Baby-Friendly Initiative full accreditation.

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If you’re an overseas nurse and want to expand your experience for the benefit of your current role, our MSc will help you achieve your goals. Read more
If you’re an overseas nurse and want to expand your experience for the benefit of your current role, our MSc will help you achieve your goals.

See the website http://www.anglia.ac.uk/study/postgraduate/international-nursing-studies

Our course will enable you to become an increasingly effective practitioner, caring for patients from different backgrounds with complex needs. You will develop the ability to respond flexibility to changing international healthcare needs

You’ll have the opportunity to develop your advanced level nursing education and we also facilitate professional international networks, promoting active learning communities on and off campus. Completing your Master’s degree at Anglia Ruskin will improve your global employability in the healthcare sector.

If you join this course in September 2016, this course will run in Chelmsford
If you join this course in January 2017, it will run in Cambridge

See the website http://www.anglia.ac.uk/study/postgraduate/international-nursing-studies

Careers

Studying alongside colleagues from around the world will have helped you to understand and work with people from different cultures. You’ll return home with improved career prospects, having gained valuable knowledge, skills and attitudes on the course.

- Links with industry and professional recognition
Our course and facilities have been designed with NHS input and our teaching staff are recognised as committed, enthusiastic and professional by the NMC.

Work Placements

A fantastic opportunity is now available for our MSc International Nursing Studies students. In addition to an excellent academic experience and our state-of-the-art clinical facilities, there’s a chance to practice with our nursing and healthcare teams.

Located in major hospital centres in Essex and Cambridgeshire you will, subject to occupational health and Disclosure and Barring Service clearance, engage in a six-week (approximately) nursing practice placement in the second semester of your course. We’re offering our international nursing students, not intending to register in the UK, a rare opportunity to observe and experience UK nursing practice as part of our highly skilled nursing, medical and inter-professional care communities.

You can be certain of a warm welcome from our nursing teams who are keen to share their nursing knowledge, as well as learn from your nursing experience. A uniform is provided and travel expenses (public transport) to your clinical placement are covered as part of your course fee. Please note that travel from our campuses to hospital partners will need to factored into your daily arrangements and will be subject to placement location.

Core modules

Leadership and Management in the Global Context
Research Proposal
Major Project

Optional modules:
Adult Acute Care
Promoting Normal Childbirth
Enhancing Care for the Adult Patient
Advancing Professional Decision Making
Emergency Care

You will choose two optional modules out of the above list. Modules are subject to change.

Assessment

You’ll be assessed in a number of ways to challenge your creative and critical thinking. Forms of assessment will include written essays, patient assessment and handover, research proposals, systematic literature reviews and poster presentations.

Your faculty

The Faculty of Health, Social Care & Education is the largest provider of health, social care and education courses in the East of England, with over 6,000 students from more than 20 countries.

With 95% of our students finding full-time employment within six months of graduating, you can be sure that our courses have been designed with your career in mind. We’ve been educating nurses, midwives and social workers for over 25 years.

At the cutting edge of research, we offer a range of internationally recognised undergraduate and postgraduate degree courses taught by friendly and experienced staff.

Designed to enhance your learning experience, our facilities include state-of-the-art simulated skills laboratories that mirror real-life clinical situations and UK hospital wards. Our students also benefit from our Early Childhood Research and Resource Centre; a space in which they can experiment with equipment and play activities.

You’ll study in an exciting, modern faculty which has strong links with regional, national and international organisations, including healthcare trusts, schools and academic institutions.

Your enthusiasm. Our passion. Your best foot forward.

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