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Masters Degrees (Facilitator In Education)

We have 34 Masters Degrees (Facilitator In Education)

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This MA is taught in Singapore at the Institute for Adult Learning. Read more
This MA is taught in Singapore at the Institute for Adult Learning. The programme aims to provide professionals with responsibility for managing, delivering or supporting lifelong learning with opportunities to develop their own analysis and practice and equip them with the knowledge and skills relating to leadership in their practice.

See the website http://www.ucl.ac.uk/prospective-students/graduate/taught/degrees/lifelong-learning-singapore-ma

Key Information

- Application dates
All applicants:
Open: 19 October 2015
Close: 29 July 2016

English Language Requirements

If your education has not been conducted in the English language, you will be expected to demonstrate evidence of an adequate level of English proficiency.
The English language level for this programme is: Special. Only the IELTS is accepted. Applicants must obtain an overall grade of 7.0 with a minimum of 6.5 in the reading subtest and 6.0 in the writing subtest.
Further information can be found on our English language requirements page http://www.ucl.ac.uk/prospective-students/graduate/life/international/english-requirements .

International students

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website http://www.ucl.ac.uk/prospective-students/international .

Degree Information

Students gain understanding of the context for the emergence of lifelong learning, as well as its incorporation into policies for educational and professional development. They are also able to critically analyse adult learning policy at the national and organisational levels, and acquire the tools to analyse and plan their own professional development and that of others in their organisation.

Students undertake modules to the value of 180 credits.

The programme comprises four core modules (120 creates) and a research dissertation (60 credits).

- Core Modules
Analysing Adult Education Policy and Practice
Leading and Innovating in Professional Development
Lifelong Learning: Theories and Perspectives
The Design, Conduct and Evaluation of Educational and Social Research

- Options

- Dissertation/report
All students submit a 20,000-word dissertation.

Teaching and Learning

This programme is delivered via face-to-face full-day sessions carried out over five days (including weekends). It is assessed by coursework assignments of up to 5,000 words, essays and portfolios with reflective statements, and a 20,000-word dissertation.


Scholarships relevant to this department are displayed (where available) below. For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website http://www.ucl.ac.uk/prospective-students/scholarships .

- IOE Centenary Masters Scholarships
Eligibility: Overseas students

- IOE Centenary Research Scholarships
Eligibility: EU students

- IOE COLFUTURO Fee Partnership
Value: UCL provides a 50% contribution towards tuition fees. (1 year)
Eligibility: Overseas students
Criteria: Based on academic merit

- IOE Commonwealth Distance Scholars
Value: Fees and some expenses
Eligibility: Overseas students

- IOE CONICyT Fee Partnership
Value: IoE provides a 20% contribution towards tuition fees. (1 year)
Eligibility: Overseas students

- IOE Erasmus Bursary
Value: £350/month (1)
Eligibility: UK, EU, Overseas students

- IOE Fulbright
Eligibility: Overseas students

- IOE Vietnam International Education Development Scholarships - PGT
Eligibility: Overseas students

- IOE Windle Trust Scholarship
Eligibility: Overseas students

More scholarships are listed on the Scholarships and Funding website http://www.ucl.ac.uk/prospective-students/scholarships


Graduates can expect to find employment in adult education and development, human resources management, policy-making and implementation, and research. Recent career destinations include:
- Learning and Development Manager, Apple Inc.
- Director, Carrie Academy International
- Global Change Manager, Levi Strauss
- Early Childhood trainer and consultant
- Senior Manager, Enterprise Productivity & Capability Development Office, Workforce Development Agency
- Research and Development - Innovation, Creativity and Entrepreneurship Facilitator, CapitaLand Limited

- Employability
Students will understand the context for the emergence of lifelong learning, as well as its incorporation into policies for educational and professional development. They will acquire tools and conceptual frameworks to critically analyse and plan their own practice and development, as well as evaluate areas of development as managers, and plan and undertake professional development activities. They will also acquire the concepts and theories relating to policy-making, and learn to critically analyse adult education policy at the national and organisation levels.

In addition students develop analytical ability and critical theory, as well as research writing skills.

Why study this degree at UCL?

The MA was adapted from the highly regarded London-based MA in Lifelong Learning to meet the needs of policy makers, researchers, managers, trainers, and others involved in the development of Continuing Education and Training (CET) in Singapore. It plays an important role in the building of research capacity and capability in CET, and forms part of the range of qualifications available to adult educators and others working in CET in Singapore.

In response to student interest, the MA will from 2015/16 include modules on leading and innovating in professional development, and analysing adult education policy and practice.

Part of the attraction of the MA is the networking among students working in education and training or human resources management, in the public and private sectors.

Application and next steps

- Applications
Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.

- Who can apply?
The MA will be of interest to policymakers, researchers, managers, trainers, and others involved in the development of adult education and/or Continuing Education and Training (CET) in Singapore. This includes
- anyone who oversees educational programmes and learning-related activities in an educational institution or workplace
- anyone who designs and/or delivers formal learning programmes (for example, courses) or informal learning activities (for example, coaching or mentoring)
- anyone who has to formulate or implement learning policy, and oversees professional development in the workplace
- anyone who needs a higher degree pathway to research in CET or lifelong learning

The MA will be of particular interest to those in mid-level management positions in policy-making and implementation, as well as training, development and human resources, in both the private and public sectors.

What are we looking for?
When we assess your application we would like to learn:
- why you want to study Lifelong Learning at graduate level, and how you will benefit personally and professionally from the programme
- why you want to study Lifelong Learning with UCL in Singapore, at our partner organisation the Institute for Adult Learning (IAL)
- what particularly attracts you to the chosen programme
- how your academic and professional background meets the demands of this challenging programme
- where you would like to go professionally with your degree

Together with essential academic requirements, the personal statement is your opportunity to illustrate whether your reasons for applying to this programme match what the programme will deliver.

For more information see the Applications page http://www.ial.edu.sg/index.aspx?id=22 .

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The Education in Primary Care PGCert is for health professionals working and teaching in primary care in the UK. It will suit any primary care educator, including nurse practitioners, GPs, community pharmacists and practice nurses, intending GP trainers and training programme directors. Read more

The Education in Primary Care PGCert is for health professionals working and teaching in primary care in the UK. It will suit any primary care educator, including nurse practitioners, GPs, community pharmacists and practice nurses, intending GP trainers and training programme directors.

The programme offers a deep understanding of education in primary care and equips you to succeed in learning and teaching at a wide range of levels and primary care disciplines, as demonstrated by our alumni.

All facilitators on the programme are GP trainers, undergraduate tutors or training programme directors. You’ll benefit from links with current practitioners and expert researchers working at the Academic Unit of Primary Care at the Leeds Institute of Health Sciences. You’ll also have the opportunity for one-to-one support from a mentor throughout the programme.

Funding for is available from Health Education Yorkshire and the Humber for those on the Intending GP Training Pathway.

You can study this programme over one or two years, so you can fit your study time around the clinical environment and other commitments.

To study this programme over one year, see the Education in Primary Care PGCert – 12 months.

Course content

You’ll study four modules, all focused on primary care. Each module consists of two teaching days alongside online activities and discussions.

You’ll reflect on education in primary care, critically examine key aspects of your work and gain skills and ideas for your own development and the development of others. Students also have the opportunity to critically evaluate current research and contribute to the evidence base in education in primary healthcare.

The programme aims to develop the skills to implement and evaluate a curriculum, as well as critically evaluate consultation models and personal consultation skills. This is the only programme approved by Health Education Yorkshire and the Humber that offers teaching on consultation skills.

Learning and teaching

The programme is taught through a blended learning approach, combining face-to-face learning (at teaching days) with online activities.

Teaching is mostly in small groups with a facilitator, ensuring a personalised learning approach. You’ll learn through lectures, practical classes, tutorials, seminars and supervised research projects. We make extensive use of IT and a wide range of materials is available to enable you to study at your own pace and to enhance and extend on the material taught formally. Besides access to online materials, the Virtual Learning Environment offers continued peer and tutor support.


Assessment for all four modules is through written assignments, submitted approximately six weeks after the end of the module.

Career opportunities

This programme is one of the steps in the process to become a GP trainer with Health Education Yorkshire and the Humber. Many successful local educators have completed this programme.

Graduates of this programme have become GP trainers, vocational training programme directors and gone on to work in Health Education Yorkshire and Humber, in roles such as Locality Lead for GP Education and GP School Lead for Trainer Quality Management.

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The part-time Postgraduate Diploma in Professional Practice. Primary Teacher Education is an innovative programme that combines professional relevance with contemporary needs and interests of teachers and others working in primary education settings. Read more
The part-time Postgraduate Diploma in Professional Practice: Primary Teacher Education is an innovative programme that combines professional relevance with contemporary needs and interests of teachers and others working in primary education settings. The programme creates a supportive reflective space for professionals to consider relevant theory/literature and evaluate how their study impacts on practice and student learning outcomes.

The programme is offered to primary teacher education-based practitioners from all types of work setting who are engaged in supporting others.

The course draws on relevant theory and focuses on a wide range of practical and interpersonal skills that are essential in the 4 – 11 age group, and it fully examines the complexities of the role of leader/facilitator in the primary phase.

As well as helping you to become an effective primary educator in your setting, the programme content will positively affect career development, performance management, peer mentoring, and pupil mentoring, which will lead to raised outcomes.

Our facilities
The programme is based at our Bognor Regis campus. You will also have the opportunity to study by Distance Learning, accessing resources from our Moodle (VLE) platform, from which you will be supported by a dedicated tutor team based at our Bognor Regis campus.

The University resources provide the best facilities available for your study. We pride ourselves on the quality of the learning environment we can offer our students.

At the Bognor Regis campus there is an integrated approach to the provision of learning resources and support. We offer a substantial collection of books, journals and other materials to help you further your research.

A range of study areas for group and quiet study including Wi-Fi areas for laptop use are available, or you can use our open access PC and Mac areas.

We use an electronic learning environment with a continually expanding portfolio of online library resources that are available from anywhere at any time.

Our brand new award winning Learning Resource Centre is at the heart of the campus.

It hosts a modern library service with areas for quiet and silent study on both floors.

Also situated in the LRC is the Support and Information Zone, a coffee lounge and over 80 open access work stations.

An equipment loans centre offers laptops, tablets and other electronic devices for short and long term loans.

The campus offers purpose built classrooms, as well as lecture and seminar rooms.

Where this can take you
The Programme is designed to enable you to develop and hone your reflective skills.

This includes the opportunity for you to critique and consider your own position and aspirations; thus you will be able to draw on personal and professional experiences to make informed career decisions.

The award of PGDiPP: Primary Teacher Education has L7 standing, which will enable you to continue your L7 study to a full Masters if you wish.

Work placements
There are no formal work placements, however the nature of the workplace practice - and your reflection of your practice in your work setting - will enable you to deepen your thinking about different workplace situations.

Indicative modules
Teaching and Learning

understanding teaching and learning strategies to create an effective classroom environment of learning and collaboration
understanding of effective pedagogy and emotional aspects of learning
understanding of issues relating to inclusive education
understanding effective planning strategies to improve teaching and learning
understanding effective assessment and feedback strategies to improve teaching and learning
Teacher Training and Mentoring

how understanding adult psychology helps in Teacher Education
improving leadership and motivation skills
designing, development and implementation of Teacher Education workshops, Continuing Education Programmes, collaborative planning
Education Administration

leadership in work setting
creating structures and policies for effective workplace systems
school and HR management
Including observation and fieldwork in own work setting (reflection, feedback, improvement and reporting)

Teaching assessment
During the programme you will be asked to provide a critical analysis of the academic literature related to the focus of each module, which will reflect learning achieved through your professional experience and through further reading.

You will also be asked to submit written evidence in the form of essays and case study reports.

The culmination of your study is a Workplace Learning Development Project, which will entail an individual research plan (with a rationale that explains its purpose and its setting) and project.

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The Higher Professional Education programme builds the knowledge and skills and challenge the attitudes of those currently involved in professional education in the context of health and social care. Read more
The Higher Professional Education programme builds the knowledge and skills and challenge the attitudes of those currently involved in professional education in the context of health and social care. It offers the opportunity to understand the emerging nature of professional education in health and social care, its context and your role within it. It also aids the development of your knowledge, skills and expertise as an educational practitioner, curriculum developer and strategic planner in your chosen area.

This programme is open to applicants who are currently practising in a health or social care setting within the UK. The programme starts in September or January and is designed for a wide range of health and social care professionals who are involved in education, training or facilitation for all or part of their role.

The programme will provide a framework for you to:
- appraise critically your role and that of others within health and social care education
- develop a greater depth of understanding of the nature of professional education
- develop your knowledge, skills and experience as practitioners, curriculum developers and/or strategic planners.

See the website http://www.brookes.ac.uk/studying-at-brookes/courses/postgraduate/2015/higher-professional-education-/

Why choose this course?

- We have a large and dedicated building in Oxford (Marston Road) and a campus in Swindon (Ferndale), equipped with state-of-the-art classroom and clinical skills simulation suites and resources.

- Our courses are open to a wide range of health and social care professionals providing highly flexible continuing professional development (CPD) study opportunities with part-time, full-time and mixed-mode options (including opportunities for e-learning, blended and distance learning).

- We support multi- and interprofessional learning and teaching and offer excellent opportunities for shared learning.

- Our lecturers are experienced in their specialist practice areas and maintain excellent practice links with those areas locally or across the region.

- Many of our lecturers have reputations for excellence and have established links with colleagues, organisations and institutions at national and international levels.

- We have a strong research profile, with experienced researchers working in established areas of interprofessional education and collaborative practice.

- Oxford Brookes is rated internationally excellent across a broad range of subjects in the 2008 Research Assessment Exercise (RAE). 70% of our research in Allied Health Professions and Studies was rated as being of international significance, of which 10% was rated as world-leading.

- Oxford Brookes is a student-centred institution that is fully committed to each individual achieving their potential. To support this, we offer a broad range of student support schemes to facilitate learning and development.

- We have an excellent track record of high levels of student satisfaction, low student attrition rates and high employability.

Teaching and learning

The course team is committed to embedding the principles of adult learning into their own practice as educators. By this we mean valuing, and drawing on, the richness and experience of course members, encouraging them to be actively engaged in the learning process and developing a partnership approach between teaching staff and course members based on self-awareness, negotiation and mutual respect.

There is a strong commitment to participative teaching methods, such as student-centred learning, which is achieved through a partnership approach built upon mutual respect and negotiation. Reflection is used at many levels and provides a valuable strategy for examining and integrating theory and practice, and for monitoring and evaluating individual learning. There is also strong emphasis on acknowledging the rights, roles and expectations of clients in practice as well as those whom you support in your learning.

You are expected to explore your own practice, recognising potentially discriminatory practices, reflecting on them and incorporating change where appropriate.

Assessment is based on coursework. Throughout the course the assessments are designed to help you focus on the areas most appropriate to your field of work. The emphasis on self-assessment promotes reflection and self-awareness in analysing academic and professional abilities.

How this course helps you develop

Personal and professional development:
- opportunities to develop postgraduate attributes for example digital literacy, communication and teamworking
- networking and working collaboratively with colleagues from a range of professions and specialities.


Graduates are employed in a range of education roles within health and social care services and academic organisations.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

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This qualification is for practising health professionals who wish to develop their career in both education, in a practice or academic setting, and in their own services. Read more
This qualification is for practising health professionals who wish to develop their career in both education, in a practice or academic setting, and in their own services. On the course you will become a UK professionally recognised educator whilst gaining the skills, knowledge and behaviours of an effective leader in health education.

This course appeals to nurses, midwives and allied health professionals who have either a educational role in their current practice or are looking to develop into one.

The course is accredited by the Higher Education Academy, and the postgraduate certificate is also the vehicle to achieve successful entry onto the UK Nursing and Midwifery Council (NMC) as a stage 4 Nurse Teacher.

The skills you will develop, in order to lead both practice and academic focused learning, will be research and evidence based. You will advance your confidence as a skilled educator by engaging with teaching, learning and assessment strategies in different and complex settings. You will design educational initiatives using contemporary resources and reflecting critically on your own experiential knowledge gained throughout the course.

Throughout the course you will be supported by a teaching/learning facilitator who will be appointed at the beginning of the course and an experienced course team of senior health professional academics. As a team we will oversee your progress and provide opportunities to develop your pedagogic practice

Credits from the course can be integral to other masters level study. For international students, the course can be completed alongside other full-time masters-level study.

Course structure

On this part-time course you will achieve 60 level-7 credits over three semesters/one year.

You will attend two induction days.

• Induction to the University of Brighton: School of Health Sciences postgraduate programme.
• Induction day to the Transforming Practice of Health Professionals through Education postgraduate certificate.

You will then complete the following:

• Optimising Learning module – which requires attendance at six taught days.
• Learning Design module – which requires attendance at five taught days and engagement with online resources.
• Leading Learning in Practice and Higher Education module – runs throughout the course, and requires attendance at five taught days and engagement with online blogging and resources.

The course utilises blended learning to achieve the outcomes, so learning within the modules is supported by students engaging with module-specific materials and activities on our VLE (Virtual Learning Environment).

For students seeking a recordable qualification as a teacher, to be entered on the Nursing Midwifery Council register they must have access to a minimum of 12 weeks (or 360 hours) experience as an educator in academic and practice settings.

The teacher student must have this teaching experience with students on an NMC-approved programme (pre or post registration). This may include all aspects of the teachers role such as mentoring, one-to-one support, assessment, course evaluation and curriculum development with 20% of the time supporting student learning in practice. There is the opportunity for these students to extend the portfolio module to allow extra time to gather the evidence to meet this requirement if required.


You will have opportunities to develop your education practice, leadership skills and confidence for the benefit of students, workforce development, patient services and your own professional and academic development. This will be achieved through the following modules:

• Optimising Learning (HS726, 20 level-7 credits)

This introductory module, delivered in semester one, develops your confidence, skills and knowledge to position yourself as an educator, critique educational theories, facilitate and construct effective learning in both higher education and practice settings through a constructivist collaborative approach. Six taught days.

• Learning Design (HS727, 20 level-7 credits)

This module, delivered in semester two, critically evaluates curriculum design theory, workforce development and strategic educational development through a blended learning approach. You will design and plan a service development educational programme or learning event relevant to your professional background. Five taught days.

• Leading Learning in Practice and Higher education (HS728, 20 level-7 credits)

This extensive module is taught over the whole of the course. The focus of this module is between theory, research and practice learning in the context of transforming educational practice. You will develop your own portfolio of reflective teaching, learning, assessment and leadership practice gathered throughout the course – with the aim of critically applying this to the relevant professional framework. You will also consider educational theories related to leadership, digital learning, resilience and reflective learning. There is a requirement for teaching practice within this module. Five taught days.

Professional accreditation

Throughout the course you will critically apply the relevant professional standards framework to your developing educational practice – enabling you to clearly identify how you meet the following appropriate national frameworks:

• The Higher Education Academy has accredited this course and confirms that it is aligned with the UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education (UKPSF) and provides participants with the opportunity to be professionally recognised through the HEA Fellowship scheme at D2 – Fellow

• Nursing Midwifery Council (NMC) has accredited this course and confirms that successful participants can be accepted on to the register as a stage 4 Nurse Teacher

The course also adheres to the following professional regulatory bodies:

• Health and Care Professional Council Standards for Education and Training (2009)
• Health and Care Profession Practice Education Guidance (2016)

The course has been mapped to the practice educators’ accreditation schemes of the:

• College of Occupational Therapists (APPLE)
• College of Podiatry (PACE).

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Initially students will enrol for the Postgraduate Diploma award. If they are successful they can apply to undertake the top-up MSc Advanced Clinical Practice award by completing the 60 credit Dissertation module. Read more
Initially students will enrol for the Postgraduate Diploma award. If they are successful they can apply to undertake the top-up MSc Advanced Clinical Practice award by completing the 60 credit Dissertation module. Graduates from the full MSc course will receive confirmation that they have completed an RCN Accredited Advanced Nurse Practitioner pathway.

The School of Health and Social Care at London South Bank University has been delivering high quality Royal College of Nursing (RCN) accredited Advanced Nurse Practitioner (ANP) education for over 20 years, with demand increasing year on year. While initially the focus was on developing experienced nurses working in primary care settings, this has subsequently expanded to include nurses from secondary and tertiary services.

This course has therefore been developed for both experienced qualified registered nurses and other health professionals working in primary, secondary and tertiary health care settings, who wish to undertake advanced clinical education at master's level. This education will provide high-quality preparation not only for Advanced Nurse Practitioners (ANP) but also for Advanced Clinical Practitioners and health professionals who need to work at a higher level of practice.

RCN Accreditation

While not all of the students undertaking this course will be nurses, other health professionals will benefit from the rigorous standards set by the RCN Accreditation unit for advanced nurse practitioner preparation. Their standards are currently the only quality marker for Advanced Practitioner preparation in England. RCN Accreditation indicates that this course has been evaluated against 15 standards and associated criteria for educational preparation and judged to prepare practitioners to an advanced level (RCN, 2012).

Further, in accordance with the RCN endorsement (2012), the course has also been designed to comply with the Department of Health (England) (2010) position statement on Advanced Level Nursing.

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2021.



The structure for the course comprises of a prescribed sequence of six compulsory modules, the order depending on the start date (September or January) and the rate of progression.

Each 20 credit module accounts for 200 hours of total student effort. This typically comprises of 36 – 42 classroom contact hours, 14 blended learning activity hours, practice based learning hours (equivalent to a minimum of 3 hours per week) and the remainder for self-directed study.

A range of assessment strategies will be used to reflect the academic, clinical and professional aspects of the programme. This includes use of exams, a written case study, an essay, completion of a Practice Based Learning record including Practice Facilitator feedback and evaluation of practice, OSCEs (Objective Structured Clinical Examination) and production of a clinical portfolio including patient feedback.

The first part of the course includes:

Physiological Principles for Advanced Clinical Practice
Clinical Assessment Skills for Advanced Practice
Non Medical Prescribing

The second part of the course includes:

Clinical Reasoning in Advanced Practice
Leadership and Research Skills for Advanced Practice

There is an option for the final module according to work setting from:

Managing Complexity in Advanced Clinical Practice (Community and Primary Care)
Managing Complexity in Advanced Clinical Practice (Emergency Care)
Managing Complexity in Advanced Clinical Practice (Acute and Critical Care)

The Complexity modules share a common learning framework and approach to assessment but the focus, content and assessment requirements are adapted for the context.

MSc (top-up):

Students can progress to undertake the Dissertation module (60 credits) to gain the MSc Advanced Clinical Practice award.

Teaching and learning

There are a range of facilities to support teaching practice skills and simulation. These include the skills laboratories, clinical and simulation equipment, themed notice boards, resources, anatomical models and the media/skills technicians who maintain the labs and prepare for sessions.

Students are supported by a Virtual Learning Environment (VLE) using “Moodle”. Students have access to the VLE using a web browser from home, from campus, or when mobile if they have a smart phone or tablet. Open access computers are provided in the Library and Learning Resource Centre on our Southwark campus. These computers enable access to the internet, email, Microsoft office and other supported software. Direct IT helplines are available to support students

E-learning will complement face-to-face delivery for all modules within the course, with 14 specific hours assigned to blended learning activities in each timetable.

Skills workshop

A four day workshop will continue to be provided mid-way through the course, to give the opportunity for students to practise, consolidate and develop their new skills in a supervised, supportive environment. This is currently used as an effective strategy which is very highly evaluated by our students.


Practice based learning requirements
The Quality Assurance Agency (QAA) (2007) identify that learning within the work place is integral to a higher education programme and is demonstrated through engagement within the practice environment. This is particularly important for preparation for a course of this nature; for any students, even those with many years of experience, some of the areas covered by the programme will be new such as history-taking, physical examination skills, ordering and interpreting investigations, making differential diagnoses, pharmacology, prescribing, social sciences and mental health assessment, etc. One of the key requirements for the course is that the practice experience provides learning opportunities that enable students to achieve the course learning outcomes (RCN, 2012) and so in order to ensure this, learning in practice is purposely structured and assessed.

Students will spend the equivalent of 3 hours per week working in a "supernumerary capacity" in order to focus specifically on their clinical and professional development. This requirement extends beyond the University semesters to include the summer periods.

Practice Based Learning is supported through identification of a doctor/qualified Advanced Practitioner to act as the student's "Practice Facilitator" to initially supervise and subsequently support their clinical development. Other experienced senior clinicians can also supervise and support student development.

Evidence of practice based learning (36 hours of direct supervision and 180 hours of indirect supervised clinical practice) and feedback on progress is used as an element of assessment on the following modules: 1. Clinical Assessment Skills for Advanced Practice [Level 7] 2. Clinical Reasoning in Advanced Practice [Level 7] 3. Managing Complexity in Advanced Clinical Practice [Level 7]

The overall total for supervised hours through successful completion of these modules is 648 hours.


Graduate and employer surveys and feedback indicate our graduates are making a positive impact on patient care and service innovation in general practices, walk-in centres, urgent care centres, minor injury units, emergency departments, projects for refugees, asylum seekers and homeless populations, elderly care facilities, “out of hours” developments, rapid response services, intermediate care teams, prison services, acute medical and surgical teams, critical-care outreach and specialist hospital services.

Some of our graduates are now lead nurses within social enterprises, nurse partners in general practices, nurse representatives on commissioning boards, community matrons and consultant nurses. To date two graduates have gone on to pursue doctoral studies.

LSBU Employability Services

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

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

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Ritual in Society is a renewed, fully English-taught Master's specialization within the Master's program Culture Studies. Rituals are indispensable for human beings, in past and present. Read more
Ritual in Society is a renewed, fully English-taught Master's specialization within the Master's program Culture Studies.

Rituals are indispensable for human beings, in past and present. The important moments in human life are always highlighted by rituals. In addition to ritual’s traditional function of marking key moments in human life, people assign great value to rituals as instruments to achieve social cohesion, as means of coping with grief and bereavement, and as powerful tools to remember the past. Apart from such a predominantly positive use of rituals, it should be noted that ritual is also a contested phenomenon. Ritual is all about inclusion and exclusion and about power and display in the public domain. Moreover, ritual is dynamic and fluid; it is an excellent gauge of cultural diversity and societal developments. Therefore, the study of ritual is of vital importance for understanding society.

Your lecturers are nationally and internationally renowned scholars who will introduce you to the field of ritual studies on the basis of their own research. They will present to you both the state of the art in ritual studies as well as the most recent developments in their various disciplines. The MA in Ritual in Society offers you a unique, multidisciplinary program with a focus on ritual dynamics in contemporary Europe with regular forays into the global context.

Career Perspective Ritual in Society

The program offers a Master’s career to prepare students for jobs in areas ranging from research to the world of travel and tourism (travel agencies) and from education to consultancy and management. The program will have an explicit international orientation so students are expected to find jobs in the labor market in a variety of countries in Europe and beyond. More specifically, Ritual in Society prepares you for jobs in fields like:
•Research (PhD; contract research)
•Ritual facilitator
•Ritual consultancy
•Consultancy (culture; memory culture; museum)
•Editorial and publishing work
•Policy work (minorities policy; diversity)
•Project work
•Human Resource Management
•Scholarly Travel Agency

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

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

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

Key Features of Enhanced Professional Midwifery Practice

Teaching and Employability:

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

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

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

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

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

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

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

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

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


Modules on the Enhanced Professional Midwifery Practice programme typically include:

Starting Your Professional Development

Developing Expertise in the Supervision of Midwives

Leadership and Professional issues in Midwifery

Developing Expertise in the Supervision of Midwives (CPD)

Professional Practice in Sexual & Reproductive Health

Policy Influences on Your Practice

Assessing Your Current Practice

How the Evidence Base Can Help You Change Your Practice

How Can I Make a Change in Practice?

Advancing Your Own Practice

Teaching and Learning in Practice

Professional Midwifery Practice Portfolio

Enhanced Professional Midwifery Practice Course Structure

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

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

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

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

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

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

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

Staff Expertise

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

Postgraduate Community

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

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

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The MRes offers exciting opportunities to develop advanced scientific, research and transferable skills required to become an independent researcher. Read more

Course Description

The MRes offers exciting opportunities to develop advanced scientific, research and transferable skills required to become an independent researcher.

The MRes is organised by the Centre for Human Development, Stem Cells & Regeneration (CHDSCR) which undertakes fundamental research into early development and stem cells, together with applied translational research targeting the NHS and patient benefit.

Through research projects totalling 32 weeks, you will develop a broad range of laboratory skills and work in different research environments. You will be supervised by internationally recognised academic researchers. In addition to providing broader training in scientific research, the course will develop your transferable skills including time and project management, public speaking, critical appraisal and scientific writing, thus aiding employability for a variety of careers.

Key Information

The intake for this MRes is 15-20 students.

What does this MRes provide?

During the one year, full time programme that commences in September/October, MRes students undertake taught modules in Research Skills in Biomedical Sciences, Stem Cells, Development & Regenerative Medicine, and Advanced Scientific Skills. Students also undertake two research projects totalling 32 weeks, to develop a broad range of laboratory skills and gain experience of working in different research environments. Students are supervised by internationally recognised Academic researchers in the CHDSCR.

Why study this MRes at the University of Southampton?

The University of Southampton is consistently ranked in the top 10 national and the top 100 international Universities. We are a world leading research intensive university, with a strong emphasis on education and are renowned for our innovation and enterprise. The CHDSCR is a Centre for excellence and strategic importance. Students work within vibrant and thriving interdisciplinary research programmes that harness the translational strength of the University, together with an outstanding clinical infrastructure and enterprise to translate pioneering developmental and stem cell science for patient benefit.

Who should apply?

High-achieving Biological/Biomedical Science graduates interested in developing further laboratory based research skills and subject specific knowledge before committing to a PhD programme, or a career in academia, industry, government policy or science journalism.

How will this MRes enhance your career prospects?

In addition to providing broader training in the intellectual basis of scientific research in Stem Cells, Development and Regenerative Medicine, the course will develop your transferable skills including time and project management, public speaking, critical appraisal and scientific writing, thus aiding employability for a variety of careers.

What will you learn in the modules?

i) Stem Cells, Development & Regenerative Medicine module
Students are introduced to core concepts through a series of facilitator-led workshops focussing on key research publications. Students critically appraise primary research papers and develop the skills required to understand, critique and interpret research findings. Integral to these workshops is the requirement for students to present their thoughts and participate in group discussions with both their peers and academic facilitators.

ii) Research Skills in Biomedical Sciences (RSBS) module
A combination of taught and practical sessions are used to introduce students to the core concepts underlying statistical analysis and study design that support students in handling their own data and critically appraising data published by others.

iii) Advanced Scientific Skills module
A series of taught and practical sessions introduce students to additional core concepts used in Biomedical Sciences such as the analysis and critical appraisal of large data sets. In addition, key principles required to relay research to both a scientific and lay audience are introduced. Students write both a scientific and lay abstract for a published primary paper and give a research presentation suitable for a lay audience. Thus, students develop the skills required to communicate their research to both scientists and non-specialists.

iv) Research Project modules
In the two research projects, students are introduced to a range of laboratory skills gaining valuable practical experience of research methodology, experimental design, data interpretation, viva voce, scientific writing, oral and poster presentations.

What teaching and learning methods will be used?

A variety of methods are used including lectures, research seminars, small group discussions, journal club presentations, analysis of large data sets and in depth research projects which incorporate the evaluation and presentation of research findings within the field of stem cell biology. A range of summative and formative assessment methods are used to assess student performance. These include oral presentation, poster presentation, written assignments/critical review, viva voce, laboratory proficiency, analysis of large datasets, lay/scientific abstracts and preparation of a research proposal.

What are the entry requirements for this MRes?

The minimum classification normally expected for a degree entrant is at least a second class upper division (1st or 2:1) in Biological/Biomedical Sciences or a closely related subject from any approved University.

Qualifications from non-UK institutions must be of an equivalent standard to those of UK Universities. Before commencing the course, non-UK applicants should obtain an overall IELTS score of 7.0, with a minimum of 6.0 in each component.

What are the fees for this MRes?

Home/EU: £5,900 tuition fee + £5,100 bench fee

Overseas: £18,800 tuition fee + £5,100 bench fee


The University of Southampton offers a number of Scholarships. Please refer to: http://www.southampton.ac.uk/uni-life/fees-funding/international-fees-funding/funding-by-country.page

To Apply

Please click on the “Apply Now” button on our website
Please state Faculty of Medicine in the drop down menu as this Programme is delivered by the Faculty of Medicine. Or click on the link below


To register interest, or for further Programme information please contact:

Programme Leader: Dr Franchesca Houghton
Deputy Programme Leader: Dr Rahul Tare


For general enquiries please contact:


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If you have a general interest in psychology in the area of sport, our course will give you a grounding in the core principles of the subject. Read more
If you have a general interest in psychology in the area of sport, our course will give you a grounding in the core principles of the subject. You will learn about complex issues such as the initial assessment of prospective clients, maintaining professional boundaries and analysing complex data sets. The course will encourage you to take a systematic, evidence-based and ethical approach to your work, developing your ability to apply the methods you learn to a range of clients, from athletes to sedentary populations.

Designed with your future in mind, we are committed to supporting your career goals by offering the opportunity to gain direct experience working with a variety of client groups across a range of levels, from recreational to elite performance. Our dedicated course team will support your learning, allowing you to develop the professional competencies you need including communication and ethical and evidence-based practice. You will apply these in your placement - a distinctive feature of your course which will provide a taster for BASES Supervised Experience.

Whilst this course will not give you the foundation to pursue the qualification that enables you to use the titles of 'Sport and Exercise Psychologist', 'Registered Psychologist' or 'Practitioner Psychologist', it does provide the basis to pursue further professional qualifications from the British Association of Sport and Exercise Sciences (BASES). Due to regulations governing the practice of Health and Care Professionals, if you want to become a Sport and Exercise Psychologist, Registered Psychologist or Practitioner Psychologist, you will need to look at our MSc Psychology of Sport & Exercise course.

Sport & Active LifestylesAt Leeds Beckett we're passionate about sport. There's a huge range of sports and activities for you to get involved in, including more than 40 sports clubs. If you'd like to find out more about what we have to offer - including our Carnegie Sports Scholarship Scheme - take a look at our Sport & Active Lifestyles website (http://www.leedsbeckett.ac.uk/sport).

- Research Excellence Framework 2014: 40% of our research in the Psychology unit was judged to be world leading or internationally excellent.

Visit the website http://courses.leedsbeckett.ac.uk/sportandexercisepsy_pgcert

Mature Applicants

Our University welcomes applications from mature applicants who demonstrate academic potential. We usually require some evidence of recent academic study, for example completion of an access course, however recent relevant work experience may also be considered. Please note that for some of our professional courses all applicants will need to meet the specified entry criteria and in these cases work experience cannot be considered in lieu.

If you wish to apply through this route you should refer to our University Recognition of Prior Learning policy that is available on our website (http://www.leedsbeckett.ac.uk/studenthub/recognition-of-prior-learning.htm).

Please note that all applicants to our University are required to meet our standard English language requirement of GCSE grade C or equivalent, variations to this will be listed on the individual course entry requirements.


A growth in the career opportunities available for sports and exercise scientists within the past decade has fuelled the demand for appropriately qualified individuals to fill such positions. You could go on to work for national governing bodies, the National Health Service, English Institute of Sport or in a teaching role in further and higher education.

- Sport and Exercise Scientist
- Performance Lifestyle Adviser
- Lecturer/Researcher in Higher Education
- Exercise Intervention Facilitator

Careers advice: The dedicated Jobs and Careers team offers expert advice and a host of resources to help you choose and gain employment. Whether you're in your first or final year, you can speak to members of staff from our Careers Office who can offer you advice from writing a CV to searching for jobs.

Visit the careers site - https://www.leedsbeckett.ac.uk/employability/jobs-careers-support.htm

Course Benefits

You will have the advantage of a placement allowing you to put your newly learned skills into practice. As well as this practical experience, you'll benefit from the expertise and knowledge of our staff, studying at a university that is passionate about sport.


Contemporary Issues in Sport Psychology (20 credits)
Examine the broad range of cutting-edge issues and trends that appear within contemporary sport psychology literature, as you gain an in-depth understanding of human behaviour in the sporting environment.

Psychology of Exercise & Health (20 credits)
Study the effects of exercise on behaviour and mental health. You will consider both the positive and negative results of exercise, exploring the its beneficial impact on well-being and cognitive function, as well as the negative implications of exercise dependence.

Learning & Development in Sport & Exercise (20 credits)
Analyse the research that reveals how sport and exercise psychology has been investigated at different stages of the lifespan. Topics may include expertise, learning, cognitive development and decline.

Dr Susan Backhouse

Reader in the School of Sport

"You will have the opportunity to engage in applied experience under supervision, a practical component of the course likely to enhance your future professional activities within the field of sport and exercise science."

A registered sports psychologist, Susan joined our University in 2003 after completing her PhD at Loughborough University. She's an active researcher within the Carnegie faculty, focussing her interest on anti-doping policy and practice. Recently, Susan has collaborated with colleagues in the UK, Australia, Greece and the US to develop a number of projects spanning the social sciences of doping in sport.


- Library
Our libraries are two of the only university libraries in the UK open 24/7 every day of the year. However you like to study, the libraries have got you covered with group study, silent study, extensive e-learning resources and PC suites.

- Sports Facilities
"I've been coming here to train since 2004 and the facilities are great." - Jessica Ennis, Olympic Gold Medalist

Find out how to apply here - http://www.leedsbeckett.ac.uk/postgraduate/how-to-apply/

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Would you like to re-evaluate and re-position your creative and pedagogic practice within the context of contemporary art?. Read more
Would you like to re-evaluate and re-position your creative and pedagogic practice within the context of contemporary art?

Developed in partnership with BALTIC Centre for Contemporary Art, this unique postgraduate degree course, will engage you with contemporary practice and theory, whilst allowing you to develop new skills and research approaches.

Located in the vibrant studio culture of BALTIC 39 in and at BALTIC Centre for Contemporary Art, this master’s degree is delivered by members of the BALTIC learning team, alongside research-active practitioners who are working at national and international level, all who employ and advocate artist teacher/educator approaches.

As part of a strong arts and education community in a creative environment, you’ll be supported to develop your own artistic and pedagogic practices.

This course is designed for artists from all disciplines, including the performing arts and those working in education environments such as schools, colleges, galleries and community settings.

Learn From The Best

Our teaching team include artists, performers, directors, facilitators and academics who are active researchers with a broad spectrum of specialities that they bring to their day-to-day teaching. They have worked on national collections, prestigious nation and international theatre projects and exhibitions and provided expertise to the BALTIC, Tyneside Cinema, National History Museum, The British Council and non-governmental organisations.

All of our staff are approachable, enthusiastic and committed to your learning experience. You will receive specialist supervision that is highly engaged and crafted to support the individuality of your emerging artistic practice.

You will also be given the unique opportunity to draw on the expertise of national and international artists, educators and academics who will contribute to seminar sessions through our innovative e-Learning platform, Blackboard.

Teaching And Assessment

This course is focused around practice-based learning with an emphasis on independent study.

Lectures, seminars and critiques introduce the breadth and depth of ideas to foster curiosity, while group sessions introduce diverse approaches to create a solid foundation for the ongoing development of personal skills.

Engaging with contemporary practice and theory, you will develop critical and discursive skills, create new work and critically debate the changing nature of contemporary art.

You will also develop innovative research approaches and outcomes, in addition to studying gallery and exhibition practices, and art education.

On completion of this course you will possess the skills necessary to sustain these practices and ideas as an artist, teacher or educator outside of the MA Contemporary Arts and Education course.

This course is assessed via a range of methods including reflective reports, exhibition essays, online portfolios, presentations, assessments and your final dissertation. Some presentations will also be filmed to allow you to build your portfolio and reflect on communication and delivery.

Year One
EF0126 - E.S.A.P. in FADSS Level 7 (Optional, 0 Credits)
VA7001 - CRITICAL ENGAGEMENT 1 (Core, 20 Credits)
VA7002 - RETHINKING PEDAGOGY 1 (Core, 40 Credits)

Year Two
EF0126 - E.S.A.P. in FADSS Level 7 (Optional, 0 Credits)
VA7003 - CRITICAL ENGAGEMENT 2 (Core, 20 Credits)
VA7004 - RETHINKING PEDAGOGY 2 (Core, 40 Credits)
VA7005 - CREATIVE PRACTICE (Core, 60 Credits)

Learning Environment

This course is delivered at BALTIC Centre for Contemporary Art and BALTIC 39 - an exceptional, purpose-built studio environment for Northumbria University’s postgraduate community and a selection of our undergraduates.

You will have access to outstanding facilities and exhibitions and draw on BALTIC’s dynamic, diverse and international programme - ranging from blockbuster exhibitions to innovative new work and projects created by artists working within the local community.

The use of technology is embedded throughout this course thanks to our innovative e-learning portal, Blackboard, which will allow you to utilise resources such as electronic reading lists, films, blogs, Skype and electronic feedback.

The portal will also allow you to connect with national and international artists, collaborators and academics who will contribute to seminar sessions to provide further insight and knowledge transfer.

Research-Rich Learning

Research-rich learning is embedded in all areas of this course and you will be taught by a research-active practitioners and members of the BALTIC learning team.

Your own research is highly important and throughout the duration of your course you will be encouraged to undertake enquiry-based learning by examining contemporary research relating to contemporary art and education.

Our team will support you at every step to allow you to develop the independent research and learning skills necessary to successfully complete your action research project.

Give Your Career An Edge

The MA Contemporary Arts and Education course will build on your already established skills and knowledge and completion of this course will prepare you for the next step of your career.

Whilst studying, you will have regular opportunities to enhance your career edge through additional activities such as participation in our extensive wider programme of guest lecturers, presentations, events, projects and peer networks.

You will be encouraged to broker relationships with a range of regional partners and other organisations that operate within this field.

This course incorporates regular field trips to further enhance your knowledge and understanding.

Your Future

The holistic philosophy of the course encourages a synthesis of pedagogic and creative practices.

Aiming to help you rediscover your artistic practice and significantly broaden your understanding of contemporary art concepts, mediums and theoretical debates, this aligns fresh ideas that support and enrich your approaches as facilitator within your own educational experiences.

With our ongoing support you will have developed a professional portfolio through the intensive studio and exhibition opportunities available on this course.

Many graduates subsequently go on to produce further shows and become active members of artist-teacher networks. Completion of this course may help to support you in gaining promotion within the artistic area of practice in your school, college or gallery education.

You may also decide to pursue a broad range of jobs within the cultural sector, professional research or doctoral studies.

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IN BRIEF. Read more


  • The MSc Nursing will offer you an opportunity to develop a mastery of contemporary nursing knowledge and practiceIt will empower you to examine your practice and develop an evidence based, person centred cultureYou will enhance your professional credibility and develop personal confidence to influence nursingPart-time study optionClinical placement opportunityInternational students can apply


This prestigious course is for qualified nurses would want to develop their knowledge and skills in order to advance their careers in the specialism of research, education, practice or international nursing.

The MSc Nursing will empower you to take forward your practice and patient care through critically exploring professional biography, the therapeutic relationship and embedding an evidence based and person centred approach to care. 

By studying modules relevant to contemporary clinical practice, you take control of your personal, professional and academic development whilst engaging in critical debate about the issues at the forefront of nursing practice. You will gain skills in applying new knowledge to your practice and achieve mastery of nursing related to your chosen award. An innovative feature of the International pathway includes a bespoke module of observational clinical experience and simulated practice for international students.

We also offer our MSc Nursing programme as a one year course which is taught on a blended basis, meaning that whilst you study in Salford for semester 1, the remainder of the course is taught via distance learning. See the course page for details.


There are six pathway options open to you as part of this programme, and your choice might depend on where you see your Masters programme fitting into your career. The modules you select will vary depending on the pathway chosen (see details below).

For the PgCert, you will need to study Critically Exploring Professional Practice and one further optional module and for the PgDip you will need to study Critically Exploring Professional Practice and three further optional modules.

The pathways you can choose to follow are:


A new and innovative award that is open to both international and UK nurses, who will study together the global context of nursing. The pathway includes an opportunity for international students to undertake some bespoke observational placements in the UK healthcare system, supported by application  of  skills  in  a state-of-the-art high-fidelity clinical simulation suite. 


This pathway is led and taught by experts in the field. This award allows you to concentrate on teaching and learning in both clinical practice and academic contexts. You will work alongside expert teachers who will support you to develop as a teacher with a thorough understanding of a range of learning and teaching strategies.This option may particularly suit those in new clinical teaching roles, or those seeking a future academic teaching career.  


Using the evidence-base to improve patient care lies at the heart of this pathway. You will gain advanced knowledge and skills in all aspects of research and have access to international expertise from our research groups.  


This pathway is open to nurses practicing in the UK only. It allows you to build on your current skills, plan, implement and evaluate patient care at an advanced level within the context of your own workplace. There is an emphasis on combining practical skills with sound theoretical principles.  


This new pathway aims to equip the qualified nurse with the skills and knowledge to create and implement innovative approaches to neuroscience care delivery.      


You can choose to focus on the general award in order to keep your career options open. The MSc Nursing will empower you to develop a mastery of your practice and take forward person centred care. You will have an opportunity to critically examine your practice and services and develop an evidence based  approach to improve patient care. 


A range of teaching strategies are used, including seminars, lectures, action learning, online learning, directed study, practice based assessments and peer supported learning. The MSc Nursing is underpinned by a student centred teaching and learning philosophy.

Part-time students usually study one module per semester; full-time students will undertake two modules per semester. All students must complete 120 level 7 credits before progressing on to the dissertation.

For the two year part-time option, students will study over Semester 3 whereas for the three year option, you will study over Semesters 1 and 2.


A range of formative and summative assessments will cater for your individual learning style. These include:

  • Oral assessments
  • Dragons Den style viva
  • Written theoretical assignments
  • Papers prepared for dissertation and publication
  • Practice based assessments


On graduation nurses will have achieved mastery of their chosen field and will be better equipped to influence the future of nursing based on current evidence. You will have the underpinning theoretical knowledge to support your innovative clinical practice.

Completing the Masters course will enable you to exercise more choice in your career and to consider applying for senior posts within your organisation with greater confidence. You will be able to move into clinical nurse specialist positions, practice education facilitator roles, research posts and management positions.

Students who have successfully completed the course have implemented practice-based innovations, which include the pioneering of a person-centred ward round within a mental health setting, which is being rolled out across the entire Trust; and the review of pharmaceutical waste within an acute medical ward, in order to make financial savings and improve systems and processes.

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

Key benefits

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

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

Course detail

- Description -

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

- Course format and assessment -

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

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

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

Career options

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

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

Why Choose Ulster University ?

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

Flexible payment

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


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

English Language Tuition

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

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The Mmid Midwifery course is an innovative and exciting work-based course for qualified nurses (adult branch) who want to gain midwifery skills at Master’s level. Read more
The Mmid Midwifery course is an innovative and exciting work-based course for qualified nurses (adult branch) who want to gain midwifery skills at Master’s level. The course has an emphasis on normality and midwifery topics which consider holistic approaches to care in partnership with women.

We are one of the first University's in the country to offer an MMid Midwifery at pre-registration level.

You will learn from the best as our Midwifery team has won the prestigious Royal College of Midwives Annual Award for Excellence in Midwifery Education in January 2012. This success is due to the expertise of our staff and the content of our course which gives students the opportunity to combine theory with practice through the practice placements.

The aim of the MMid Midwifery course is to:
-Prepare you for entry to the Midwife’s aspect of the Nursing and Midwifery Council's (NMC) Professional Register, in accordance with the professional and statutory requirements
-Make you a committed midwife that contributes to the enhancement of health and social care through inter-professional collaboration
-Develop skills that make you become a responsive, confident midwife who at the point of registration is competent to practice in a variety of settings
-Develop transferable communication skills to enhance critical decision making and to use appropriate information technology
-Give you the skills to become a midwife that is safe, effective and competent in caring for women experiencing normal childbirth recognising the need for appropriate referral to other health professionals
-Enable you to act as an advocate and facilitator of change using an evidence-based approach in theory and practice

The MMid Midwifery course is a work-based course in which you study five study blocks in eighteen months. The study blocks involve 30 hours of contact time leading to a total of 150 hours of contact time throughout the course. You will learn through lectures, student led seminars, tutorials and practical workshop sessions using an enquiry based approach.

When you return to your clinical site, you are supported through the use of online resources such as the discussion and group working facility on StudyNet our University’s virtual learning environment. You will have access to the range of electronic sources available via StudyNet and will be expected to complete online work books in your self-directed study time.

The course leads to the award of Registered Midwife and a Master of Midwifery (MMid) degree. The award of a MMid Midwifery Degree requires 180 credits, to include at least 150 credits at Level 7.

Why choose this course?

-The MMid Midwifery course is an innovative and exciting work-based course for qualified nurses (adult branch) who want to gain midwifery skills at Master’s level
-It focuses on normality and modules which consider holistic approaches to care in partnership with women
-It uses blended learning and teaching which includes e-learning with campus based study to strengthen the practice skills learning
-Graduates develop critical awareness and gain insight around current midwifery practice and its' evidence base so that they are able to make sound judgments in complex situations
-Our Midwifery team has won the prestigious Royal College of Midwives Annual Award for Excellence in Midwifery Education in January 2012.


Graduates from the MMid Midwifery course become registered midwives and have the skills for a variety of career options including clinical practice, management, research and education.

Teaching methods

The MMid Midwifery course is delivered using a blend of teaching and learning strategies, primarily utilising e-learning, but also facilitating blocks of study to strengthen the implementation of enquiry based and practice skills learning.

You will have access to StudyNet our virtual learning environment where you can access electronic course materials, including different formats such as 'blogs', podcasts, group discussions and online tutorials.

Effective online learning requires a high level of responsibility for learning on the part of students and a reduction of the teacher-student power differential. Short experiential exercises which may or may not be in direct contact at the University will enhance the learning opportunities.

Open learning attracts self-disciplined and motivated students who are able to direct the pace of learning to suit their personal circumstances and commitments. In essence this will be practice-based learning as the theory is integrated in practice, and you can study course material, work on course activities, and develop assessments. You will have virtual support from University tutors, link tutors on site and residential study week ends.

Work Placement

Midwifery practice makes up 60% of the programme and is based in one of the three local maternity units. You will work alongside a registered midwife gaining hands on experience from your first week of practice. Practice sites are allocated according to preference and availability.
The sites are:
-Barnet General Hospital
-The Lister Hospital, Stevenage
-Watford General Hospital

You will also be required to undertake a small caseload during your studies, enabling you to provide continuity of care throughout the whole spectrum of childbirth.

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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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