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Masters Degrees (Long Term Care)

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Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Long Term and Chronic Conditions Management 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 Long Term and Chronic Conditions Management at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017).

The Master's degree in Long Term and Chronic Conditions Management aims to equip health and social care professionals and others, including new and recent graduates who contribute or plan to contribute to the strategically important area of long term and chronic conditions management.

Key Features of Long Term and Chronic Conditions Management

Performance:

- Since its inception in 2007, the programme has consistently produced successful, high achieving postgraduates

Teaching and Employability:

- Taught by experienced academics many of whom are also qualified teachers, research active and have a wealth of professional experience in chronic conditions

- Students have the opportunity to develop a bespoke programme relevant to their particular interest and/or speciality

- Students have a choice for their dissertation option, including the novel opportunity to draft a paper to be submitted for publication

- Students can take advantage of inter-professional learning in small groups and the opportunity to study with international students and those enrolled on other Masters programmes

The increasing burden of chronic illness is one of the greatest challenges facing health systems globally. In the UK, approximately 18 million people live with a long term or chronic condition and this number is expected to double by 2030. Approximately 80% of GP consultations, 60% of days spent in hospital and two thirds of all emergency hospital admissions are associated with chronic conditions (Department of Health 2004).

Managing long term and chronic conditions currently accounts for almost 70% of the NHS budget and these costs are projected to increase significantly given the ageing population and escalating risk factors such as obesity and inactivity.

Long term and chronic conditions can have profound and far reaching implications on all aspects of peoples’ lives and can present patients (and families) with a spectrum of needs.

People living with a long term or chronic condition require support, care and rehabilitation from a wide range of professionals in health, social and voluntary care sectors. In addition, effective health promotion, prevention, self-care and self-management will help ensure that chronic illnesses are avoided wherever possible and that people are more informed to safely and effectively manage their health and wellbeing.

This requires complex responses over extended periods of time, coordinated, proactive and collaborative input from the health, social care and voluntary sectors, patients, carers and lay personnel (as in the Expert Patient Programme). These need to be optimally embedded with systems which actively promote and support sustainable stakeholder collaboration and patient empowerment.

Modules

Modules on the Long Term and Chronic Conditions Management programme typically include:

• Theory and Practice of Long Term and Chronic Conditions Management

• Foundations in Health Promotion

• Foundations in Research

• Health Psychology of Long Term and Chronic Illness

• Social Aspects of Long Term and Chronic Illness

• The Management of Parkinson's Disease-Related Conditions

• Foundations in Public Health and Primary Health Care

• Partnerships, Public Health and Epidemiology

• Public Health Practice

• Chronic Condition Management: Diabetes

• Advancing Practice in End of Life Care

• Assistive Technology in Health and Social Care

• Politics and Policies

• Theory and Practice of Leadership and Management in Health and Social Care

• Applied Anatomy and Pathophysiology for Long Term Chronic Conditions Management

• Chronic Pain Management

Long Term and Chronic Conditions Management Course Structure

The MSc Long Term and Chronic Conditions is designed to be both multi-disciplinary and inter-professional and thereby mirror long term and chronic condition management within the National Health Service (NHS) and government initiatives.

This course is structured as either a one year full-time or three year part-time modular taught Master's degree. The core structure is based around a holistic approach to long term and chronic conditions management, coupled with research.

The Long Term and Chronic Conditions Management programme offer students the flexibility to choose a “bespoke” path that enables them to develop personally and professionally relevant qualifications with a range of optional modules on offer.

Long Term and Chronic Conditions Management students can ‘drill down’ within their specialist area, for example, health promotion, leadership or cancer rehabilitation.

Career Prospects

Current and previous Long Term and Chronic Conditions Management students have roles as nurses, physiotherapists, podiatrists, Occupational Therapists, chiropractors, physicians and health science graduates.

Many have secured new roles in healthcare whilst studying or on completion of the programme, and others have or are considering progressing to doctoral level studies or further professional qualifications.

Long Term and Chronic Conditions Management students have presented work at national conferences and have published work or are in the process of doing so.

Staff Expertise

Programme Director, Dr Tessa Watts, has expertise in supporting self-management and has completed the Health Foundation’s Advanced Development Programme for Practitioners. Tessa is also co-chair of the Chronic Conditions Research group in the College of Human and Health Sciences at Swansea University, and publishes primarily in the areas of cancer, palliative care and healthcare education.

Dr Sherrill Snelgrove has expertise in chronic pain management. Sherrill is co-chair of the Chronic Conditions Research group, alongside Tessa, and publishes in the area of chronic pain management.

Dr Jaynie Rance is a chartered Health Psychologist with particular expertise in lifestyle behaviour change.

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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There is a demand for advanced practitioners specialising in the case management of multiple long-term conditions. Read more
There is a demand for advanced practitioners specialising in the case management of multiple long-term conditions. The course allows you to develop an integrated and structured approach to the care of those with highly complex needs while further enhancing your knowledge of research and evidence-based health and social care.

Course details

You develop advanced skills for advanced clinical assessment, diagnostic reasoning and management of long-term health conditions. You also develop your ability to engage with a range of stakeholders to deliver supportive care to this group of patients. Some modules require one full day of study a week.

What you study

Within the course core modules focus on evidence-based practice and research. Pathway-specific modules address diverse clinical and organisational issues in the management of patients with long-term conditions. You also have the opportunity to carry out an independent research study.

Year 1 assists your transition to master’s level study and gives you the knowledge and skills for evidence-based practice and working with clients with long-term conditions. The Evidence-based Practice module is fundamental in addressing outcomes of current approaches in evidence-based healthcare. The Supportive Care of Patients with Long-term Conditions develops your skills and knowledge in relation to the delivery of complex packages of care for these patients and their carers. This module recognises the need for support as well as facilitated self-management. Your option module allows you to focus on your unique learning needs.

In Year 2 you develop your competence and capability in working with clients with long-term conditions.

Through the year-long Advancing Assessment and Management of Long-term Conditions module you gain the knowledge and skills you need to clinically manage patients with long-term conditions in adult care settings. This module has theoretical and clinical components and equips you with the knowledge, skills and attitudes you need for physical assessment, diagnosis and patient management. The focus is on advanced competence in clinical assessment, diagnostic reasoning, evidence-based therapeutics, patient-centred co-ordinated care and ethical and legal issues.

The Designing Research Projects module gives you the knowledge and skills you need to plan, manage and write your dissertation.

In Year 3 you design, plan and implement research methodologies to generate new knowledge in clinical practice. This is achieved through the completion of an independent research project.

Year 1 core modules
-Evidence-based Practice
-Supportive Care for Patients with Long-term Conditions
-One optional module

Year 2 core modules
-Advancing Assessment and Management of Patients with Long-term Conditions
-Designing Research Projects

Year 3 core modules
-Dissertation

Modules offered may vary.

Teaching

We use a variety of approaches to teaching including learning sets, [email protected], formal lectures and seminars. You focus on an area of interest that you can develop in subsequent study, such as within the Advancing Practice module and/or your dissertation.
This part-time basis is flexible to meet your individual learning needs.

The Evidence-based Practice and Designing Research Projects modules are available online if you want to study by distance learning. The digital resources allow you to take a blended approach to your learning to fit with your professional and personal circumstances. If you would like to take this flexible approach, please discuss it with the relevant module leader.

We use a variety of assessment types to challenge strengths and develop your key transferable skills. Assessment is either summative or formative:
-Summative assessments are marked and count towards your final module mark. This traditionally takes place at the end of the module.
-Formative assessment is used to support and develop your learning. You are set an assignment that gets a mark or feedback. This doesn’t count towards your final module mark. It’s a great way to check your progress and get feedback on how to develop your assignments.

Employability

Many of our students have furthered their career after completing this programme of study.

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Please note that the intermediate awards offered do not permit registration with the Nursing and Midwifery Council. Our MSc Adult Nursing course has been designed for graduates with care experience who wish to develop a career as a registered nurse and join one of the most rewarding professions in health care. Read more
Please note that the intermediate awards offered do not permit registration with the Nursing and Midwifery Council

Overview

Our MSc Adult Nursing course has been designed for graduates with care experience who wish to develop a career as a registered nurse and join one of the most rewarding professions in health care. Our course will provide you with a wide range of experiences and prepare you to deliver high quality care with confidence. All of our pre-registration nursing courses are developed by nurses for nurses and will support you to work with health care teams to meet the needs of vulnerable adults requiring health care across a variety of settings. Learning and working at Masters level will support you to shape and improve your future profession and the health care experiences of patients in your care.

Adult nurses have a unique role within the healthcare setting. Making a positive change or improving the quality of people’s lives is a central tenet of this role. This may involve enabling people to improve, maintain, or recover their health, and to achieve the best possible quality of life, whatever the circumstances.

We are committed to the principles and values of the NHS Constitution (DH, 2013) and our Adult Nursing course promotes the behaviours and values that patients and staff believe to be at the heart of our NHS. These include respect and dignity, commitment to quality of care, compassion, improving lives, working together for patients and the understanding that everyone counts.

The course places equal value on clinical practice and theory. It will take you from university lectures to clinical placement settings, from young to mature adults. You may well find yourself at a GP surgery, working with mulita-skilled teams in patients’ own homes or in the middle of a variety of hospital settings, from accident & emergency through to medical or surgical areas or providing compassionate care for patients with life limiting illnesses.

We’ll support you all the way. You’ll soon discover that our faculty is a stimulating place to learn, with modern facilities and registered, practising tutors who’ll make sure you’re being taught the latest techniques. We’re passionate about healthcare and dedicated to delivering the values set out by the NHS Constitution.

You’ll have the chance to share experiences and knowledge with other health care disciplines and to see how the professions work together.

Teaching on campus takes place between 9am and 7pm, Monday to Friday. On placement, you’ll be allocated to a mentor who will support your development and you’ll be expected to work the same shifts as the health care team and your mentor. Each week you will work 37.5 hours. This will include early, late and night shifts, as well as working weekends and bank holidays. Each year, five weeks’ of annual leave is built into the course at set points to support you in balancing your course and relaxation time.

Each of the two years is divided in three 30-credit modules. Each module will start with theory, followed by a hospital or community placement. A series of short Medicines Calculations modules are also embedded through the course.

Placements last around 5 weeks and will include both acute and community settings. Placement opportunities include: Older Person’s Care, Dementia Care, District Nursing, Surgical Setting, Acute Care Nursing and many more. Your final placement will be 12 weeks in length and you will also undertake additional placements each year which will enable you to explore other areas.

You’ll be linked to one of our NHS healthcare trust partners for your placements in hospitals or community settings.

If you study in Cambridge or Peterborough, you’ll do your placement in or around Cambridge, Huntingdon or Peterborough. You’ll get plenty of support from experienced mentors.

Our state of the art skills laboratories provide an ideal environment in which to learn a suite of practical skills in the safety of the university. This ensures that you gain understanding about the underpinning evidence that supports these skills, preparing you for the delivery of these skills in the practice setting.

In year 2 of the course you may choose the option to undertake an overseas placement and gain insight into another health care system.

Careers

All pre-registration nursing courses delivered by Anglia Ruskin University are approved by the UK Nursing and Midwifery Council (NMC). On successful completion of the MSc Nursing course, you’ll be eligible to apply for registration with the NMC and join a profession with a wide range of opportunity. You may choose to become a community professional, such as a practice nurse, or to work as a staff nurse within a hospital. With experience you could become a nursing specialist or nurse consultant. You may enjoy managing a health care team or leading a specialist team in, for example, the community setting. Nurses also undertake roles in research and education.

Modules & assessment

Year one, core modules -

- Evidence Based Knowledge and Skills for Nursing:
This first module aims to prepare students for the knowledge and skills required to deliver fundamental and safe care. A series of key strands which underpin nursing practice will be commenced in this module including: patient safety; human anatomy and physiology; health promotion and the recognition of the nurse’s role in public health; mental health and common mental health problems; leadership skills and the use of research evidence that underpins care provision. Communication and interpersonal skills will also be considered including principles of de-escalation and the importance of sound interpersonal and professional skills in practice.

- Promoting Professional Practice in Nursing:
In this module students will be supported to understand the significance of prioritising patients as central to the role of the nurse and a key component of the NMC Code (2015). Person-centred care will be addressed through the exploration of patient autonomy and patients' rights. The concepts of advocacy, raising concerns and candour will provide students with an understanding of the legal and ethical parameters that support the delivery of safe care. The module builds on knowledge of bioscience and clinical skills to further enhance delivery of safe fundamental care. Introductions to leadership, management and team working will be provided.

- Nursing Adults with Challenging Health Needs:
This module addresses the complexities of long term conditions and palliative care for adult patients. Preventing the development of long term conditions and life-threatening disease, promoting health and wellbeing and supporting adults with long term conditions to live well independently are key aspects of the nurse’s role. Effective integrated care is critical to the patient experience and students will explore the impact of national drivers from a theoretical and practice based perspective, with a focus on the use and effectiveness of care pathways. This module provides the opportunity to develop in-depth knowledge and understanding of the pathophysiology, pharmacology, clinical skills and ethical and legal issues to meet the challenges faced by those affected by long term and life limiting conditions.
- Medicine Calculations for Safe Practice 1

Year two, core modules -

- Ensuring the Safety of Patients Experiencing Acute Illness:
Patients become acutely unwell in clinical or home settings. This module will provide students with the knowledge, skills and experience to recognise, communicate and respond competently when a patient’s clinical condition indicates that they are becoming acutely unwell. Students will explore how psychological well-being can impact on recovery and the importance of patient focused care and empowerment. Alongside theory input students will participate in clinical scenarios around deteriorating patients (e.g. acute respiratory failure, acute coronary syndrome, and sepsis). Computer-controlled mannequins and simulation skills environments will be utilised to develop students’ skills in recognising and responding to patient deterioration.

- Decision Making, Leadership and Management in Nursing:
This theory/practice module enables students to enhance their leadership, peer coaching and decision making skills. The module aims to develop a varied and flexible repertoire of skills to be able to work effectively within multi-disciplinary teams, in the often challenging environments encountered in modern clinical practice. The module promotes students’ growth and expertise in professional knowledge and judgment, focusing on self-awareness and personal development. Development of key management skills of leadership, assertiveness, delegation and coaching will be provided as well as tools for resilience to withstand the stresses and pressures of practice.

- Major Project - MSc Nursing Adult:
This theory/practice module comprises a major project that is situated in and developed from the care setting. During the final practice placement, students will be expected to negotiate an area for service improvement to enhance the patient experience. This module will consolidate the knowledge, skills and attitudes gained in clinical management and leadership and seeks to complement these with insight to mechanisms for improving the quality of healthcare. Understanding and applying concepts of quality assurance, clinical governance, standard setting and the role of audit in maintaining standards will be key drivers.
- Medicine Calculations for Safe Practice 2
- Medicine Calculations for Safe Practice 3

Assessment -

To make sure you’re developing the skills and knowledge needed for professional practice, we use a range of assessment methods. These include essays, presentations, written exams, and multi-choice questions. We know feedback is essential for your progress and our lecturers take pride in giving you clear guidance on how to improve your expertise. Assessment also takes place in the practice setting and your mentor will support your development and undertake your assessment in each of your placements.

Where you'll study

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.

Visit your faculty - http://www.anglia.ac.uk/health-social-care-and-education

Where can I study?

Cambridge - http://www.anglia.ac.uk/student-life/life-on-campus/cambridge-campus

Read less
The programme aims to develop nurse leaders who are recognised experts in the care of older people who have national influence and are able to drive change so that the care of older people is compassionate, safe, person centred and of the highest possible quality. Read more
The programme aims to develop nurse leaders who are recognised experts in the care of older people who have national influence and are able to drive change so that the care of older people is compassionate, safe, person centred and of the highest possible quality.

It is suitable for healthcare professionals working in the area of older person care in senior clinical roles, leadership/management roles or with aspirations to move into roles of this nature. The programme offers you the opportunity to apply knowledge to your own area of older person clinical practice.

Students undertaking the Advanced Care of the Older Person programme will develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles in relation to the care of the older person.

Learning and teaching is designed to equip you with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. You will also have the opportunity to enhance your knowledge of the physical and mental health needs of your client group, to gain a critical awareness of your role in the treatment and management of common physical health conditions related to the ageing process and to advance good practice in the physical and mental health care of the older person within your field of practice. There is a focus on service improvement, patient safety, risk assessment and risk management within a clinical governance context.

Those working in clinical areas in the UK can choose to develop clinical competencies in caring for the older person, working with a mentor in practice, supervised by experienced academics. Those working in non- clinical roles or those not employed in Uk healthcare will have the opportunity to reflect on the skills needed to develop their specific role in caring for an older person.
The curriculum offers one optional module. Your Personal Academic Tutor will discuss your optional module choice with you and advise regarding suitability in respect of your learning and practice in care of the older person.

Why Bradford?

The School of Nursing in the Faculty of Health Studies is a provider of high quality education and training, tailored to meet the needs of the healthcare workforce and service users. The University of Bradford ranked 6th in the country for Nursing and Midwifery in the Guardian University league tables 2016.

Working alongside the School of Dementia Studies and School of Service Development and Improvement this programme draws on expertise in the fields of person centred care and leadership that are well established in the Faculty of Health Studies.

Modules

Pg Certificate award
-Advanced Care of the Older Person (30 credits, Level 7)
-Quality and Service Improvement (30 credits, Level 7)

Pg Diploma award
-Choice of module from the SSPRD framework to meet professional needs (30 credits, Level 7)
-Preparing for systematic review OR Preparing for primary research or Leadership for advanced practitioners (30 credits, Level 7)

The choice of SSPRD modules (subject to availability) includes:
-Applied Pathophysiology and Pharmacology in Acute and Long Term conditions
-Advanced physical assessment and clinical decision making
-Prescribing for health care professionals (subject to profession)
-Supporting those facing loss: an interdisciplinary approach
-Symptom Management in Life-Limiting Illness across lifespan
-Evidence based diabetes care
-Safeguarding people
-Advanced communication Skills
-Management of lung cancer, chronic respiratory diseases and breathlessness
-Managing self and others
-Aspects of mental health care and psychological wellbeing for health professionals
-Advances in leg ulcer management
-Addressing the mental health needs and wellbeing of older people
-Advances in limiting pressure damage
-Understanding experiences of dementia

Learning activities and assessment

For all students undertaking this programme the core modules provide specialist knowledge in relation to the care of older person, leadership and quality improvement.

You will enhance your knowledge and skills related to many aspects of caring for the older person including advanced communication skills, assessment skills for health and social care needs, mental health, ageing with long term conditions, medicines optimisation, end of life care and pain management.

You will also consider complex case management across health and social care to include person centred care, safe-guarding, Mental Health Act, Mental Capacity Act and working with families.

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.

This is a priority area for development identified by HEYH, reflecting a growing elderly population in the UK and overseas.
It offers opportunity for practitioners to develop as leaders in the care of older people, becoming experts in the field, influencing policy and driving change.

Read less
This programme equips you with the necessary knowledge and skills to help clinically manage patients in adult care settings with long-term conditions. Read more
This programme equips you with the necessary knowledge and skills to help clinically manage patients in adult care settings with long-term conditions. With a theoretical and clinical component, this module extends practice and equips you with the knowledge, skills and attitudes necessary to be operational in the physical assessment, diagnosis and patient management elements of advanced practice. The focus is on advanced competence in clinical assessment, diagnostic reasoning, evidence-based therapeutics, patient-centred care, and ethical and legal issues.

What you study

Core modules
-Advancing Assessment and Management of Patients with Long-term Conditions
-Supportive Care for Patients with Long-term Conditions

Modules offered may vary.

Teaching

We use a variety of teaching and learning activities throughout the module. Formal and interactive lectures, alongside physical assessment skills workshops and specific distance learning, develop your knowledge of anatomy, pathology and physiology as applied to the diagnostic process. Student-led seminars further develop your knowledge in your and your peers’ areas of practice. You are supported with our virtual learning environment.

Summative assessment of your learning is through:
-Component 1: An objectively structured clinical examination which consists of six elements based on the case management of a client with multiple long-term health conditions.
-Component 2: The submission of a 4,000-word written assignment, where you do a critically reflective analysis of your learning in relation to assessing and managing one long-term condition, or one aspect of clinically assessing and managing a patient with multiple long-term conditions. This enables you to demonstrate critical evaluative skills and informed decision-making.

The objectively structured clinical examination and written assignment have equal weighting. You must be successful in both components to complete the module. The module is delivered over terms one and two. The objectively structured clinical examination is in week 20 and you submit your written assessment in week 22.

Employability

Many of our students have furthered their career after completing this programme of study.

Read less
This unique course is clinically focused and disease specific. You’ll develop a critical understanding of the research, policies and practice relating to long-term conditions in various organisational contexts. Read more

About the course

This unique course is clinically focused and disease specific. You’ll develop a critical understanding of the research, policies and practice relating to long-term conditions in various organisational contexts. Studying and discussing the difficulties faced by people living with long-term health conditions will enhance your intellectual and practical skills.

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 module

There are no core modules.

Examples of optional modules

Choose four from a range including: Managing Diabetes as a Long-Term Health Condition; Managing Heart Failure as a Long-Term Health Condition; Managing Renal Disease as a Long-Term Health Condition; Palliative and End of Life Care; Identifying the Deteriorating Patient in Primary Care; Relationship-Centred Dementia Care.

Teaching and assessment

Lectures, seminar presentations and small-group work. Sessions are run by either clinical experts or our experienced lecturers. Each module is assessed by a written assignment.

Read less
The programme aims to develop nurse leaders who are recognised experts in the care of older people who have national influence and are able to drive change so that the care of older people is compassionate, safe, person centred and of the highest possible quality. Read more
The programme aims to develop nurse leaders who are recognised experts in the care of older people who have national influence and are able to drive change so that the care of older people is compassionate, safe, person centred and of the highest possible quality.

It is suitable for healthcare professionals working in the area of older person care in senior clinical roles, leadership/management roles or with aspirations to move into roles of this nature. The programme offers you the opportunity to apply knowledge to your own area of older person clinical practice.

Students undertaking the Advanced Care of the Older Person programme will develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles in relation to the care of the older person. Students have the opportunity to develop skills in the critical application of research, and undertake their own research in the care of the older person.

Learning and teaching is designed to equip you with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. You will also have the opportunity to enhance your knowledge of the physical and mental health needs of your client group, to gain a critical awareness of your role in the treatment and management of common physical health conditions related to the ageing process and to advance good practice in the physical and mental health care of the older person within your field of practice. There is a focus on service improvement, patient safety, risk assessment and risk management within a clinical governance context.

Those working in clinical areas in the UK can choose to develop clinical competencies in caring for the older person, working with a mentor in practice, supervised by experienced academics. Those working in non-clinical roles or those not employed in Uk healthcare will have the opportunity to reflect on the skills needed to develop their specific role in caring for an older person.

The curriculum offers the choice of optional modules. Your Personal Academic Tutor will discuss your optional module choice with you and advise regarding suitability in respect of your learning and practice in care of the older person.

Why Bradford?

The School of Nursing in the Faculty of Health Studies is a provider of high quality education and training, tailored to meet the needs of the healthcare workforce and service users. The University of Bradford ranked 6th in the country for Nursing and Midwifery in the Guardian University league tables 2016.

The Faculty of Health Studies has an exciting research profile which focuses on research themes that have a direct impact on the quality of care provision, including dementia, service improvement, inclusion and diversity, patient safety and end of life care. Our research is locally and internationally significant, undertaken in collaboration with NHS and other partners. Our REF 2014 (Research Excellence Framework) results were outstanding with 92% of our research classified as 4*(World Leading) or 3* (Internationally Excellent). 100% of our research was judged as world leading or internationally excellent.

As a student on the MSc Advanced Care of the Older Person programme you will have the opportunity to develop skills in the critical application of research and undertake your own research in the care of the older person.

Modules

Pg Certificate award
-Advanced Care of the Older Person (30 credits, Level 7)
-Quality and Service Improvement (30 credits, Level 7)

Pg Diploma award
-Choice of module from the SSPRD framework to meet professional needs (30 credits, Level 7)
-Preparing for systematic review OR Preparing for primary research or Leadership for advanced practitioners (30 credits, Level 7)

MSc award
-Pursuing a Work Based Dissertation OR Pursuing Primary Research OR Pursuing a Systematic Review (60 credits, Level 7)

Learning activities and assessment

For all students undertaking this programme the core modules provide specialist knowledge in relation to the care of older person, leadership and quality improvement.

You will enhance your knowledge and skills related to many aspects of caring for the older person including advanced communication skills, assessment skills for health and social care needs, mental health, ageing with long term conditions, medicines optimisation, end of life care and pain management.

You will also consider complex case management across health and social care to include person centred care, safe-guarding, Mental Health Act, Mental Capacity Act and working with families.

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.

This is a priority area for development identified by HEYH, reflecting a growing elderly population in the UK and overseas.
It offers opportunity for practitioners to develop as leaders in the care of older people, becoming experts in the field, influencing policy and driving change.

Read less
Our programme will produce managers and practitioners able to improve the patient experience through innovation, integrated care, technological improvements and their position at the forefront of advances in healthcare. Read more

Our programme will produce managers and practitioners able to improve the patient experience through innovation, integrated care, technological improvements and their position at the forefront of advances in healthcare.

The curriculum of this programme reinforces the need for professionals to demonstrate improvement in their care delivery through high-level, expert knowledge and an in-depth understanding of the context of healthcare management and delivery.

Staff in the School of Health Sciences are motivated to support students to meet the challenges they face in their practice with a solution-focussed approach, utilising the existing evidence base whilst demonstrating creativity in their own research approaches.

Programme structure

The full-time non-endorsed programme is studied over one academic year. The endorsed part time programmes are studied over five academic years (60 months). 

Pathways

There are a range of pathways available for MSc programmes. These variants are made clear to students in all marketing material and student handbooks.

Example module listing

The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.

Core modules

Delivering Quality Healthcare (full-time) core modules

Pathway modules

Acutely ill patient

Cancer and Older People

Cancer

  • Cancer in Society
  • Challenges in Pain Management

ehealth

Long Term Conditions

  • Leading and Managing Long Term Conditions
  • Managing Multi-morbidity in Long-Term Conditions

Maternal, Child and Family Health

Or

  • Safeguarding Children, Young People and Vulnerable Adults

And

Or

Older People

Paramedic Practitioner

Patient Safety

  • Fundamentals in Quality Improvement and Patient Safety
  • Innovations in Quality Improvement and Patient Safety

Optional modules

Programme learning outcomes

Knowledge and understanding

  • Evaluate and critically explore complex problems in order to apply relevant knowledge and skills to develop solution focussed approaches
  • Critically analyse and demonstrate an ability to interpret research evidence and data in order to communicate health care information into the practice setting effectively
  • Demonstrate and apply deep knowledge and understanding relevant to their area of practice

Intellectual / cognitive skills

  • Critically evaluate, challenge and apply relevant health policy to their own area of practice
  • Demonstrate consideration of relevant ethical principles
  • Apply contemporary thinking and analytical skills when analysing the existing evidence base
  • Critically evaluate research and methodological approaches taken within the existing evidence available
  • Defend originality in their own research work to complement the existing evidence base

Professional practical skills

  • Demonstrate the utilisation of innovative approaches to health care within their own area of practice to engender a progressive culture
  • Utilise a range of analytical and influencing skills including emotional intelligence, to demonstrate effective leadership
  • Effectively address complex and challenging issues to make sound, informed and appropriate judgements in their practice

Key / transferable skills

  • Synthesise information effectively to inform health care practices
  • Demonstrate and utilise critical awareness to improve health care
  • Initiate change and development in their current practice, engaging in the inter-professional arena to facilitate reflective learning in the wider health care team

Global opportunities

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

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



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The programme aims to develop nurse leaders who are recognised experts in the care of older people, who have national influence and are able to drive change so that the care of older people is compassionate, safe, person-centred and of the highest possible quality. Read more
The programme aims to develop nurse leaders who are recognised experts in the care of older people, who have national influence and are able to drive change so that the care of older people is compassionate, safe, person-centred and of the highest possible quality.

It is suitable for healthcare professionals working in the area of older person care in senior clinical roles, leadership/management roles or with aspirations to move into roles of this nature. The programme offers you the opportunity to apply knowledge to your own area of older person clinical practice.

Students undertaking the Advanced Care of the Older Person programme will develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles in relation to the care of the older person.

Learning and teaching is designed to equip you with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. You will also have the opportunity to enhance your knowledge of the physical and mental health needs of your client group, to gain a critical awareness of your role in the treatment and management of common physical health conditions related to the ageing process and to advance good practice in the physical and mental health care of the older person within your field of practice. There is a focus on service improvement, patient safety, risk assessment and risk management within a clinical governance context.

Those working in clinical areas in the UK can choose to develop clinical competencies in caring for the older person, working with a mentor in practice, supervised by experienced academics. Those working in non- clinical roles or those not employed in Uk healthcare will have the opportunity to reflect on the skills needed to develop their specific role in caring for an older person.

Why Bradford?

The School of Nursing in the Faculty of Health Studies is a provider of high quality education and training, tailored to meet the needs of the healthcare workforce and service users. The University of Bradford ranked 6th in the country for Nursing and Midwifery in the Guardian University league tables 2016.

Working alongside the School of Dementia Studies and School of Service Development and Improvement, this programme draws on expertise in the fields of person centred care and leadership that are well established in the Faculty of Health Studies.

Modules

Pg Certificate award
-Advanced Care of the Older Person (30 credits, Level 7)
-Quality and Service Improvement (30 credits, Level 7)

Learning activities and assessment

For all students undertaking this programme the core modules provide specialist knowledge in relation to the care of older person, leadership and quality improvement.

You will enhance your knowledge and skills related to many aspects of caring for the older person including advanced communication skills, assessment skills for health and social care needs, mental health, ageing with long term conditions, medicines optimisation, end of life care and pain management.

You will also consider complex case management across health and social care to include person centred care, safe-guarding, Mental Health Act, Mental Capacity Act and working with families.

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.

This is a priority area for development identified by HEYH, reflecting a growing elderly population in the UK and overseas.
It offers opportunity for practitioners to develop as leaders in the care of older people, becoming experts in the field, influencing policy and driving change.

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The MSc in Promoting Health in Long-Term Conditions includes two specialist modules that focus on the related areas of Multi-Professional Approaches and Health Coaching. Read more
The MSc in Promoting Health in Long-Term Conditions includes two specialist modules that focus on the related areas of Multi-Professional Approaches and Health Coaching.

It also includes three research-based modules that emphasise the development of skills that allow practitioners to critically appraise sources of evidence and apply it in order to bring about improvement within a health and social care setting.

The programme aims to provide education that meets the changing needs of health and social care professionals, in particular to demonstrate a critical awareness of a range of complex issues associated with long-term conditions and behaviour change and critically evaluate evidence in this area so as to improve practice.

Modules

Compulsory modules for the MSc include:
• Evaluating Evidence and Effecting Changes
• Research Methods
• Research Paper

Below is a full list of the specialist modules available, (all are 30 credit modules):
• Multi-Professional Approaches to Long-Term Conditions
• Health Coaching & Behaviour Change
• Activity, Participation & Personhood in Dementia
• Facilitating Activity & Participation in Care Settings for Dementia
• AHP Leadership – Service Innovation & Transformation
• AHP Leadership – Workplace Stress & Resilience
• Active & Productive Ageing
• Modernising Services for Older People

How to apply

For information on how to apply, please see the following link:
https://www.yorksj.ac.uk/study/postgraduate/how-to-apply/

Other sources of funding

Information on alternative sources of funding can be found here:
https://www.yorksj.ac.uk/student-services/money/funding-my-course/postgraduate-/postgraduate-funding-/

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Our programme offers you the opportunity to gain professional registration in adult nursing, together with an academic postgraduate qualification. Read more

Our programme offers you the opportunity to gain professional registration in adult nursing, together with an academic postgraduate qualification.

It will develop you as an autonomous, reflective practitioner who has empathic qualities, is committed to delivering high-quality care and can empower individuals to maximise their own independence.

Clinical, decision-making and leadership skills are developed progressively throughout the programme. Biosciences and psychosocial, spiritual, ethical and legal aspects of care inform a holistic approach to care, alongside a strong emphasis on interprofessional learning.

In contemporary healthcare, collaborative practice is vital in meeting the complex needs of individuals and their families.

Programme structure

This programme is studied full-time over two academic years; over this period students must gain 2,300 hours of theory and 2,300 hours of practice for NMC registration. The programme is divided into modules.

On successful completion of the programme students may apply for registration with The Nursing and Midwifery Council as a Registered Nurse.

The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.

Year 1 (FHEQ Level 6)

Year 2 (FHEQ Level 7)

Who is this programme for?

Individuals who have an undergraduate or higher degree in a relevant subject, normally obtained within the last five years, and experience of working in a health care environment.

Applicants are required to demonstrate that they have worked for a minimum of 575 hours within a paid healthcare role, gained within a year of commencing the programme. This is equivalent to 16 weeks of full-time work and may be achieved through part time-work over a longer period of time.

Applicants also need to be ambitious and passionate about a career in nursing, with the ability and drive to complete the programme in two years.

Career opportunities

Nursing is the largest healthcare profession in the country and nurses play a role in the delivery of most healthcare services. Although many qualified nurses work in hospitals, they can also work in general practice surgeries, community settings, home healthcare, outpatient day surgeries, nursing homes, schools, mental health agencies, hospices, the military and industry.

Many of our graduates are initially employed by the NHS Trust in which they had their practice experience, before going on to further studies and employment opportunities. Some nurses develop careers in education or research, promoting advances in many areas of healthcare and health promotion practice. NHS Careers has further information.

Professional partnerships

Our students benefit from the support of mentors and other health care practitioners. The School of Health Sciences enjoys excellent partnership working with our local NHS Trusts and care givers within the independent sector.

Teaching staff

Staff within the School of Health Sciences have internationally recognised expertise in areas such as cancer, dementia, ethics and compassionate practice.

As a postgraduate student, you will be taught by lecturers who are active researchers or have a wealth of experience in their areas.

Educational aims of the programme

The programme aims to:

  • Develop confident, competent and critically responsive practitioners with the knowledge, skills and behaviours required to deliver and lead high quality nursing care across a range of health and social care environments
  • Enable students to act with professional integrity and demonstrate achievement of the professional standards required by the NMC (2010) to register as a nurse
  • Prepare students to deliver and analyse the impact of safe and compassionate evidence based care, whilst demonstrating the values and attitudes in keeping with anti-discriminatory practice and an orientation towards holistic care
  • Foster and facilitate partnership working with health and social care professionals, service users, carers and families, acknowledging and promoting the contribution of a collaborative approach to care and the importance of education for health to practice as a registered nurse
  • Enable students to contribute to the planning, design and delivery of care by leading, delegating, supervising, evaluating and challenging other nurses and health care professionals’ practice
  • Develop the capacity to adapt to change and identify, initiate and lead innovations in practice whilst working within the governance framework
  • Facilitate the development of higher level clinical, analytical and reflective thinking skills with the ability to distil research impacts, integrate and combine sources of knowledge and identify new directions for research
  • Nurture a commitment to life long and independent learning
  • Enable students to critically appraise, plan and lead teams in the application of research to nursing practice

Global opportunities

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

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



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Promoting the scientific study of health, illness and healthcare to improve health outcomes for patients and the public. Read more
Promoting the scientific study of health, illness and healthcare to improve health outcomes for patients and the public.

Who is it for?

The course is for highly motivated students who have intellectual curiosity to learn about complex problems of health and healthcare and the ambition to conduct research that may lead to a solution to these problems. The programme is especially suited to students who want to go on to do doctoral studies – either a DPsych Health Psychology (for practitioner training) or a PhD (for research training).

The Health Psychology course is also for those who have an undergraduate degree that is accredited by the British Psychological Society. If you are an international student and would like to undertake a Masters degree in this subject but do not have the BPS accreditation, we offer the MSc Psychology and Health as an alternative programme (with identical modules) for students who have not achieved the Graduate Basis for Registration with the British Psychological Society.

Objectives

Health psychology explores the psychological and behavioural processes that influence the development of illness, the promotion of health, and the delivery of healthcare through rigorous research that feeds into evidence-based practice.

Teaching at City promotes the scientist-practitioner model in which research influences how we practice, while allowing our experiences in practice to shape the research questions we ask.

We recognise that great research will not make a difference to people’s lives unless the insights feed into evidence-based practice. You will therefore learn how to make research evidence accessible to help maximise its impact. Taught by a team of leading research-active academics, who are members of the Centre for Health Services Research (CHSR), the MSc Health Psychology programme is designed to give you the foundations that will propel you to an exciting career in the discipline.

Here are some examples of the kinds of questions the course poses:
-How can we help people cope with a diagnosis?
-What are the main challenges facing individuals living with long-term conditions?
-What is psychological theory and how can this be used to understand health and illness behaviours?
-How can we make complex interventions more effective by using theory and empirical evidence?

Academic facilities

City University has recently opened the TECS Lab, a dedicated ‘smart home’, to showcase some of the exciting technologies that are being implemented around the UK to support patients with long-term conditions and complex health and social care needs.

This is a one-of-a-kind resource that is already being used for teaching and research purposes. You will visit the TECS Lab in the spring term and the resource will be available to conduct your own dissertation research on a related topic. As part of the University of London you can also become a member of Senate House Library for free with your student ID card.

Teaching and learning

The course uses a range of teaching methods including classroom teaching, seminars and workshops. You will be assessed through a varied combination of formats throughout the programme including coursework, examination, a diary component, online discussion forums and a significant piece of empirical research.

The assessment for the Doctorate includes:
-A reflective report (3,000 words) detailing how supervised practice has enabled you to fulfil the generic professional competence.
-A report (1,000 words) summarising the involvement of service users and/or carers in your training.
-Log of experiences that enabled you to gain competence in each component of all core units over the equivalent of two years’ full-time supervised practice (this should include a record of your attendance at core CPD workshops)
-A case study (3,000 words excluding appendices) with supporting evidence in appendices.
-A contract and working agreement conditions document (3,000 words, excluding appendices) with supporting evidence in appendices.
-Two teaching and training case studies (1 x 1,000 & 1 x 2,000 words, excluding appendices) with supporting evidence in appendices. One of the populations must be health care professionals and an observer’s report (500 words)
-A case study describing the process of conducting a psychological intervention that has been implemented through face-to-face work with an individual client (3000 words, excluding appendices) with supporting evidence in appendices.
-A case study (2,000 words, excluding appendices) describing the process of conducting a psychological intervention that has been delivered through a medium other than face-to-face with an individual client with a reflective report on delivering this intervention included in the appendices.
-A research thesis (approximately 15,000 words, excluding appendices) to be written to a standard acceptable for publication in peer-reviewed academic journals.
-A systematic review (6,000 words excluding appendices) to be written to a standard acceptable for publication in peer-reviewed academic journals.

You will also be able to learn from our on-site TECS lab. This is a dedicated smart home equipped with tele-health and tele-care applications and an adjacent monitoring system.

The purpose of the TECS lab is to enable researchers to monitor long-term conditions, and use technology to track an individual’s health in real time. For example seat and bed occupancy sensors enable health psychologists to monitor physical movement and intervene when routine behaviours are disrupted.

Modules

The programme consists of eight compulsory modules and all the teaching takes place in the first two terms. In term one you will be introduced to behavioural medicine, lifestyle, gender and culture, theoretical foundations of health psychology and research design and statistics. In the second term you study understanding and managing long term conditions, developing complex interventions, professional practice and contextual issues in health psychology and advanced research design and statistics. The third term is dedicated to the dissertation.

You may have the opportunity to interact directly with patients or healthcare professionals at the dissertation stage of this Masters degree. You will be conducting your own independent research and this may, for example, involve interviewing patients or professionals about a particular subject, or delivering behaviour change interventions.

To become a qualified researcher and practitioner, you will need to be able to understand and critique published research and to understand practitioner issues, so you can conduct your own research from scratch. At City we will encourage you to conduct research on the front line working on projects that require ethical approval, where you are engaging with real people so you can have a direct impact on their lives.

Core modules
-Theoretical foundations of health psychology (15 credits)
-Behavioural medicine (15 credits)
-Understanding and managing long-term conditions (15 credits)
-Lifespan, gender & culture (15 credits)
-Developing complex interventions (15 credits)
-Professional and contextual Issues in health psychology (15 credits)
-Introduction to research design & statistics (15 credits)
-Advanced research design & statistics (15 credits)
-Dissertation (60 credits)

Career prospects

Health psychologists work in academia as researchers and within the NHS and the wider healthcare sector. The nature of the work means you will be trying to influence public health policy in terms of the way that health care is practised. You will also be evaluating how health care professionals do their work while adhering to the best clinical standards.

As a UK student, because the Health Psychology MSc is accredited, it is known as Stage 1 of the standard training in healthcare psychology. By successfully completing this course you will be able to move on to Stage 2 training (a doctoral level qualification in health psychology). This leads to becoming a fully recognised health psychologist whereby you can apply for Chartered Membership of the British Psychological Society (BPS) and apply for registration with the Health and Care Professions Council (HCPC).

Full membership of the Division of Health Psychology means you will also be eligible to apply for registration with the Health and Care Professions Council (HCPC) as a Chartered Health Psychologist. You can only use the protected title ‘Health Psychologist’ by registering with the HCPC, the statutory regulator.

Graduates of the MSc in Health Psychology and MSc in Psychology & Health take a variety of career paths across the NHS and wider public sector. Here are some examples of the kinds of roles our graduates go on to do:
-A PhD student studying a Professional Doctorate in Health Psychology.
-A research assistant in higher education, NHS or the private sector.
-An assistant psychologist in an applied setting.
-An NHS or third sector healthcare professional, such as a smoking cessation officer, or a public health and health promotion practitioner.

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Healthcare across the world faces major challenges from the increasing demands of ageing populations and the rise in non-communicable diseases. Read more
Healthcare across the world faces major challenges from the increasing demands of ageing populations and the rise in non-communicable diseases. Strong and effective primary care (also known as family medicine or community medicine) is a major part of the solution. This MSc in Primary Care will equip you with the knowledge and skills required to make a difference to primary healthcare in the 21st century.

Why this programme

-A unique programme to enable students to identify and implement strategies to enhance quality in primary care globally.
-Taught by outstanding, high profile primary care researchers and practitioners in the UK, you can follow a flexible curriculum - studying full-time or part-time, and work towards the full MSc degree or a postgraduate diploma or certificate.
-Internationally renowned guest speakers feature alongside University of Glasgow staff.
-Research interests are focussed on health inequalities, multimorbidity, chronic disease, treatment burden and migrant health, which are reflected in our teaching.
-Research project opportunities in novel and relevant areas of research for primary care, under the supervision of an academic.
-Students come from a wide range of primary care, family, community, and internal medicine disciplines, including doctors, nurses, pharmacists, podiatrists, managers and those working in healthcare and health policy.
-It is delivered within the Institute of Health and Wellbeing, one of the foremost research institutes in the UK focused on improving population health and wellbeing and reducing inequalities in health.
-The online programme has the potential to attract students from across the globe. Our on-campus course has attracted successful students from the UK and a wide range of other countries including Indonesia, Belarus, China, Hong Kong, Thailand, Saudi Arabia, Mexico, Japan, Pakistan and Oman.

Programme structure

This online MSc programme is modular in structure, with all teaching and interactions delivered online through our virtual learning environment (Moodle). During a course, from week to week you will interact with your teachers and fellow students using online discussion boards. Your teachers will direct and observe the discussion, and respond to student questions about the course content. A variety of teaching approaches will be used including lectures, group based activities, presentations and discussions.
-Three compulsory courses
-Three optional courses
-Research project.

The taught courses are delivered in 11-week blocks, running from September to November, January to March, and April to June. The research project runs across the academic year. Full-time students will complete the majority of their research project work when they have completed their taught components.

The selection of optional courses and the research project can be tailored to meet students’ own interests and career needs.

The postgraduate diploma and certificate require six (120 credits) and three (60 credits) successfully completed courses, respectively.

Core and optional courses

Core courses
-International Primary care principles and systems
-Epidemiology, evidence and statistics for primary care
-Research methods

Optional courses - Having the freedom to choose three optional courses gives you the opportunity to tailor your programme of study to your own special interests. Further optional courses are planned for 2017/18.
-Understanding Evidence for the Real World: Critical Appraisal for Healthcare
-Cardiovascular Disease Management in Primary Care
-Management of Long-term Conditions

Studying online

Online distance learning at the University of Glasgow allows you to benefit from the outstanding educational experience that we are renowned for -without having to relocate to our campus.
You do not need to have experience of studying online as you will be guided through how to access and use all of our online resources.

Virtual learning
You will connect with your fellow students and tutors through our virtual learning environment where you will have access to a multitude of learning resources including:
-Recorded lectures
-Live seminars
-Videos
-Interactive quizzes
-Journal articles
-Electronic books and other web resources

A global community
As an online student at the University you will become part of a global community of learners. Community building and collaborative learning is a key focus of our online delivery and you will be encouraged and supported to interact with your fellow classmates and tutors in a number of ways. For example, through the discussions areas on our virtual learning environment, by skype, during live seminars and in our virtual campus on Second Life.

Supported
Great emphasis is placed on making sure you feel well supported in your learning and that you have good interactions with everyone on the programme. Support is available in a number of ways and you will find out more about this during orientation. All you need to participate in our online programmes is a computer and internet access.

Career prospects

Graduates will have the capacity to take a lead role in primary care and family medicine development, whether in Scotland, the UK or internationally. Post-award opportunities include further study, leadership roles in primary care teams, secondment to positions within government, teaching positions, and sitting on editorial boards of academic journals.

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Make a difference to people’s lives at the forefront of healthcare delivery. Students starting PG Dip courses in September 2017 will receive a NHS Tuition Fee Bursary to cover the full tuition fees for the duration of their course. Read more
Make a difference to people’s lives at the forefront of healthcare delivery.

Students starting PG Dip courses in September 2017 will receive a NHS Tuition Fee Bursary to cover the full tuition fees for the duration of their course.

Who is it for?

The Postgraduate Diploma in Adult Nursing is designed for students who already have a degree and are looking for progression and further challenges which can be fulfilled by undertaking a rewarding and lifelong career within the nursing profession.

Throughout the course, students will develop their knowledge, skills and interests in both general medicine and surgery in addition to specialist areas. They will learn through a range of methods including academic study, simulated practice learning and clinical placements where they will have the opportunity to work alongside other health care professionals in a multidisciplinary team.

Objectives

The Postgraduate Diploma in Adult Nursing prepares you for a fulfilling and rewarding career caring for adults of all ages who have had injuries, suffered accidents, acquired disease or have a range of healthcare needs.

Adult nursing is a challenging and fulfilling profession; as an adult nurse you need to be committed and dedicated with the willingness to give time to others with care and compassion. You will learn the skills of clinical decision-making that is supported by knowledge and experience of providing healthcare to a diverse population.

The course combines theoretical study with clinical experience gained at London’s leading hospitals, trusts and community settings. The School's facilities feature an excellent Clinical Skills Centre, including simulated wards, where you can prepare for your practice experience. Whilst on clinical placements you will also benefit from exposure to the capital’s diverse population.

Placements

Half of your time as a student will be spent gaining practice experience through laboratory based simulated practice and through clinical placements in health care settings.

Simulated Practice

Simulated practice is a significant component of your practice learning experience and will provide opportunities for you to rehearse a range of practical nursing skills and enact scenarios in a realistic, but safe simulated environment in our excellent clinical laboratories supervised by lecturers. Through this experience you will develop confidence as you prepare for your practice experience and gain a sense of purpose and belonging to the nursing profession.

Clinical Placements

Clinical placements can take place in a variety of settings such as:
-General Practice (GP) surgeries.
-Nursing homes.
-NHS and independent sector hospitals.
-Patients' homes and in community settings.

Placements take place within our partnership of healthcare providers in Central and North East London who provide you with clinical placements, including Barts Health NHS Trust, University College London Hospitals NHS Foundation Trust and Homerton University Hospital NHS Foundation Trust.

Clinical placements are a vital factor in promoting understanding and development of professional knowledge and skills.

Academic facilities

Facilities at City include the excellent fully equipped Clinical Skills Centre in addition to an interactive Biological Sciences Laboratory.

Many of the clinical practice placements offer the opportunity for students to experience environments where clinical diagnostic tests are performed and in addition operating theatres where surgical procedures are carried out.

Teaching and learning

The course is taught by academics who:
-Have a background and expertise in adult nursing and an up-to-date knowledge of clinical practice.
-Have an advanced level of knowledge of the biological and social sciences and public health and the ability to apply this knowledge to the delivery of care.
-Are specialist Clinical Practitioners who have contemporary knowledge of their field including up-to-date research evidence.

You will also work with service users who have an insight and understanding of the requirements of care delivery by nurses from a personal perspective.

Course activities include the following:
-Lectures delivered by experts in their field.
-Biological science laboratory work.
-Seminar presentations.
-Development of Clinical Skills expertise.
-Professional issues workshops.
-Interactive learning using biological science and clinical skills on-line packages.
-Simulated practice of clinical experience in the Clinical Skills Centre.
-Workshops to develop understanding of different fields of care such as Learning Difficulties, Mental Health and Dementia.
-Personal and Group tutorials.
-Clinical Practice allocations.

Assessments include the following:
-Scenario based Examinations – 100%
-Reflective Essays – 100%
-Seminar Presentation Report – 100%
-Case Study Analysis – 100%
-Leadership and Management Strategy Analysis course work – 100%
-Clinical OSCE – 100%
-Clinical Practice Assessment – Pass/Fail

Modules

This course is based on the theory of relationship-centred care and the psychological, social and biological factors influencing health. These themes are explored in the context of acute and long-term care and later in the course there is an emphasis on leading and managing in professional practice. The course has three parts with two progression points which must be successfully completed in order to progress to the next part. The modular structure of the programme is developmental and students study at HE level 7 throughout the programme with students expected to demonstrate increasing levels of self-directed independent study as the programme progresses.

Student independent learning time varies during the programme and is focused more in the theory modules and averages between 30-50 hours a week. All modules are compulsory.

Part One of the course is 26 weeks and focuses on the Foundations in Health and Nursing. This part includes the following modules:
-HSM001 Relationship Centred Care and Concepts of Biology for Health (Theory)
-HSM101 Engaging in Practice 1 (Practice)

Part Two is 37 weeks and focuses on acute and long term care. This part includes the following modules:
-HSM132 Experiencing Acute Care, Diagnostics and Treatment (Theory)
-HSM201 Engaging in Practice 2 (Practice)
-HSM043 Experiencing Long Term Care, Rehabilitation and Recovery (Theory)

Part Three is 27 weeks and focuses on the development of leaders and managers of care. This part includes the following modules:
-HSM051 Leading and Managing in Professional Practice (Theory)
-HSM301 Engaging in Practice 3 (Practice)

Career prospects

Career prospects are excellent with Postgraduate Diploma students securing employment as Band 5 Staff Nurses with Trusts including Barts Health NHS Trust, Homerton University Hospital NHS Foundation Trust and University College London Hospital's NHS Foundation Trust.

Nursing is a lifelong career and there are excellent progression opportunities in clinical management, education, research and clinical specialisms and many and varied career paths ranging from sister/ charge nurse, community nurse to nurse director. Specialisms include the following:
-Breast Care nurse specialist.
-Diabetic nurse specialist.
-Emergency and Trauma care specialist.
-Practice Nursing.

Postgraduates can complete the MSc programme at City. In order to be awarded an MSc you need 180 credits at level 7 (M level). Postgraduates will have 120 credits if a merit\distinction has been awarded you will be able to consider this option after you have finished the course.

Other admission requirements

Due to the high demand for places shortlisted prospective applicants will be required to attend an assessment day held at City, University of London where they will be required to demonstrate their numerical and literacy skills in addition to values that match those of the NHS Constitution. For further information and example tests, please visit our Selection Day page: http://www.city.ac.uk/health/selection-day

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Choose a career in children’s nursing and work at the forefront of healthcare delivery. Students starting PG Dip courses in September 2017 will receive a NHS Tuition Fee Bursary to cover the full tuition fees for the duration of their course. Read more
Choose a career in children’s nursing and work at the forefront of healthcare delivery.

Students starting PG Dip courses in September 2017 will receive a NHS Tuition Fee Bursary to cover the full tuition fees for the duration of their course.

Who is it for?

The Postgraduate Diploma in Child Nursing is designed for students who already have a degree and are looking for progression and further challenges which can be fulfilled by undertaking a rewarding and lifelong career within the nursing profession.

Throughout the course you will develop your knowledge, skills and interests in both general medicine and surgery in addition to specialist areas. You will learn through a range of methods including academic study, simulated practice learning and clinical placements where you will have the opportunity to work alongside other health care professionals in a multidisciplinary team.

Objectives

The Postgraduate Diploma in Child Nursing prepares you for a fulfilling and rewarding career caring for children, and their parents, at different stages of the developmental spectrum who have had injuries, suffered accidents, acquired disease or have a range of healthcare needs.

Children’s nursing is a challenging and fulfilling profession. As a child nurse you need to be committed and dedicated with the willingness to give time to others with care and compassion. You will learn the skills of clinical decision-making that is supported by knowledge and experience of providing healthcare to a diverse population.

The course combines theoretical study with clinical experience gained at London’s leading hospitals, trusts and community settings. The School's facilities feature an excellent Clinical Skills Centre, including a simulated wards, where you can prepare for your practice experience. Whilst on clinical placements you will also benefit from exposure to the capital’s diverse population.

Placements

Half of your time as a student will be spent gaining practice experience through laboratory-based simulated practice and through clinical placements in health care settings.

Simulated Practice

Simulated practice is a significant component of your practice learning experience and will provide opportunities for you to rehearse a range of practical nursing skills and enact scenarios in a realistic, but safe simulated environment in our excellent clinical laboratories.

You will be encouraged to explore, experiment and engage in nursing activities with the lecturers. The sessions will help you to understand the rationale and evidence that you will need so you feel safe when providing hands-on care. Through this experience you will develop confidence as you prepare for your practice experience and gain a sense of purpose and belonging to the nursing profession.

Clinical Placements

Clinical placements can take place in a variety of settings such as:
-General Practice (GP) surgeries
-Nurseries
-Special schools
-NHS and independent sector hospitals
-Patients' homes and in community settings.

Placements take place within City's partnership of healthcare providers in Central and North East London who provide you with clinical placements, including Barts Health NHS Trust, Homerton University Hospital NHS Foundation Trust and North Middlesex HNS Trust.

This allows you to become familiar with the needs of local communities and its healthcare providers. Clinical placements are a vital factor in promoting understanding and development of professional knowledge and skills.

Academic facilities

Facilities at City include the excellent fully equipped Clinical Skills Centre in addition to an interactive Biological Sciences Laboratory.

Many of the clinical practice placements offer the opportunity for students to experience environments where clinical diagnostic tests are performed and in addition operating theatres where surgical procedures are carried out.

Teaching and learning

The course is taught by academics who:
-Have a background and expertise in children’s nursing and an up-to-date knowledge of clinical practice.
-Have an advanced level of knowledge of the biological and social sciences and public health and the ability to apply this knowledge to the delivery of care.
-Are specialist Clinical Practitioners who have contemporary knowledge of their field including up-to-date research evidence.

You will also work with service users who have an insight and understanding of the requirements of care delivery by nurses from a personal perspective.

Course activities include the following:
-Lectures delivered by experts in their field.
-Biological science laboratory work.
-Seminar presentations.
-Development of Clinical Skills expertise.
-Professional issues workshops.
-Interactive learning using biological science and clinical skills on-line packages.
-Simulated practice of clinical experience in the Clinical Skills Centre.
-Workshops to develop understanding of different fields of care such as Learning Difficulties, Child and Adolescent Mental Health
-Personal and Group tutorials.
-Clinical Practice allocations.

Assessments include the following:
-Scenario based Examinations – 100%
-Reflective Essays – 100%
-Seminar Presentation Report – 100%
-Case Study Analysis – 100%
-Leadership and Management Strategy Analysis course work – 100%
-Clinical OSCE – 100%
-Clinical Practice Assessment – Pass/Fail

Modules

This course is based on the theory of relationship centred care and the psychological, social and biological factors influencing health. These themes are explored in the context of acute and long-term care and later in the course there is an emphasis on leading and managing in professional practice. The course has three parts with two progression points which must be successfully completed in order to progress to the next part. The modular structure of the programme is developmental and students study at HE level 7 throughout the programme and are expected to demonstrate increasing levels of self-directed independent study as the programme progresses.

Student independent learning time varies during the programme and is focused more in the theory modules and averages between 30-50 hours a week.

Compulsory modules
Part One of the course is 26 weeks and focuses on the Foundations in Health and Nursing. This part includes the following modules:
-HSM001 Relationship Centred Care and Concepts of Biology for Health (Theory)
-HSM101 Engaging in Practice 1 (Practice)

Part Two is 37 weeks and focuses on acute and long term care. This part includes the following modules:
-HSM132 Experiencing Acute Care, Diagnostics and Treatment (Theory)
-HSM201 Engaging in Practice 2 (Practice)
-HSM043 Experiencing Long Term Care, Rehabilitation and Recovery (Theory)

Part Three is 27 weeks and focuses on the development of leaders and managers of care. This part includes the following modules:
-HSM051 Leading and Managing in Professional Practice (Theory)
-HSM301 Engaging in Practice 3 (Practice)
Depending on the RPL Practice claim submitted by students there is a further 500 hours of clinical practice to be completed.

Holidays are not included in the above hours and all modules are compulsory.

Career prospects

Career prospects are excellent with Postgraduate Diploma students securing employment as Band 5 Staff Nurses with Trusts including Barts Health NHS Trust, Homerton University Hospital NHS Foundation Trust, Great Ormond Street Hospitals NHS Foundation Trust, Guys and St Thomas’ NHS Foundation Trust and North Middlesex University Hospital NHS Trust.

Nursing is a lifelong career with excellent progression opportunities in clinical management, education, research and clinical specialisms and many and varied career paths ranging from sister/ charge nurse, community nurse to nurse director. Specialisms include the following:
-Neonatal Care nurse specialist.
-Diabetic nurse specialist.
-Emergency and Trauma care specialist.
-School Nursing.

Postgraduates can complete the MSc programme at City. In order to be awarded an MSc you need 180 credits at level 7 (M level). Postgraduates will have 120 credits. If a merit\distinction has been awarded you will be able to consider this option after you have finished the course.

Other admission requirements

Due to the high demand for places shortlisted prospective applicants will be required to attend an assessment day held at City, University of London where they will be required to demonstrate their numerical and literacy skills in addition to values that match those of the NHS Constitution. For further information and example tests, please visit our Selection Day page: http://www.city.ac.uk/health/selection-day

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