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Masters Degrees (Patient And Public Involvement)

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

This programme provides you with the skills and knowledge to tackle these challenges.

You will be taught by a multi-disciplinary team of expert tutors and guest lecturers from a diverse range of clinical and research backgrounds, with a blend of tutorials, work-based training and research exchange visits. Topics such as patient and public involvement, collaborative working, evidence-based practice, complex interventions, health economics, clinical trials and medical statistics will provide a common thread that runs throughout the programme.

Programme structure

The programme has been designed to be flexible and well-defined with four integrated and mandatory modules (each 30 Masters level credits) plus a dissertation (60 Masters level credits) that can be studied on a part-time or full-time basis.

Modules

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

* Core Concepts & Paradigms, which covered; Health services & systems; Complex interventions; Systematic reviews; Qualitative and quantitative research; Evidence-based practice; and Patient and public involvement

* Implementation Science, which covered; Diffusion of innovations; Behaviour change; Quality improvement and indicators; Surveillance and intervention mapping and Environmental impact and sustainability

* Fundamentals of Health Services Research Methods, which covered; Ethics and governance; Research questions; Outcome measures and survey design; Qualitative methods; Statistics; Health Economics and Modelling in Health and Social Care

* Advanced Health Services Methods which covered; Observational study designs; Clinical trials design (including feasibility and pilot studies); Adapting methods to complex situation; Process evaluation (qualitative, quantitative methods); Statistics (advanced techniques); Health economics (advanced); Qualitative methods – secondary data analysis and qualitative synthesis and Designing a research protocol


The modules we outline here provide examples of what you can expect to learn on this degree course based on recent academic teaching. The precise modules available to you in future years may vary depending on staff availability and research interests, new topics of study, timetabling and student demand.
Please see the website for the most up to date programme structure at http://www.exeter.ac.uk/postgraduate/taught/medicine/health-services-research-msc/#Programme-structure

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The MSc Clinical Research is designed to recruit students who wish to learn about research methods and evidence based practice in a clinical setting and to develop a career in clinical academia or research with a potential to embark on further training such as a doctoral programme. Read more
The MSc Clinical Research is designed to recruit students who wish to learn about research methods and evidence based practice in a clinical setting and to develop a career in clinical academia or research with a potential to embark on further training such as a doctoral programme. Students will receive training in qualitative and quantitative research methods to develop research competency, research skills and critical judgment in an area of clinical practice.

The programme is well suited for qualified Doctors, Nurses, Midwives, Allied Health Care Professionals, Dentists, Pharmacists, Health Science Professionals or Clinical Psychologists who have experience in a clinical setting.

This exciting and stimulating MSc Clinical Research is delivered by the established Centre for Research in Primary and Community Care (CRIPACC) within the School of Health and Social Work at the University of Hertfordshire. CRIPACC is a dedicated, enthusiastic and friendly research centre with a national and international reputation, offering an excellent opportunity to learn.

Aims of the MSc Clinical Research

-Develop a student's academic research career by advancing their research and leadership skills in a clinical area and provide outstanding preparation for future research training, including progression to doctoral studies
-Equip the student with a core set of skills and knowledge of relevant theory and research methodologies in clinical research as well as a thorough understanding of the research process from planning, conducting, analysing and disseminating, to develop them into an independent researcher in their clinical setting
-Enhance skills and knowledge that are transferable across a diversity of healthcare settings at an individual and organisational level, such as critical thinking, project management, use of IT and problem solving skills
-Provide a supportive and stimulating blended learning environment, including small group teaching, Master classes, and a variety of e-learning teaching methods, and delivered by experienced and dedicated researchers in the internationally renowned research centre

Why choose this course?

-Highly rated by past students as a positive experience and well organised course. Evidence Based Practice and Patient and Public Involvement in Research modules were particularly popular
-Experienced multi-disciplinary lecturers with established track records in health-related research such as Adolescent, Child and Family Health; Older People’s Health and Complex Conditions; Food and Public Health; Patient Experience and Public Involvement; and Evidence Based Practice
-Furthering the student’s academic career through personalised mentorship in line with the HEE/NIHR integrated academic career pathway. CRIPACC has a strong track record of mentoring having led the NIHR/CNO Health Research Training Fellow mentorship scheme and the local scheme developed in response to the Athena Swan Charter
-Excellent opportunities to disseminate the student’s work through publication and presentation at conferences
-A unique Clinical Research Dissertation where the student produces a ready-to-use research grant application for application in their clinical setting or a doctoral fellowship
-In the 2014 Research Excellence Framework, the School of Health and Social Work of which CRIPACC was a major contributor demonstrated an outcome of 82% of research quality being rated as 3* and 4*, with an impact and environment outcome of 100% at 3* and 4*
-Two state-of-the-art Learning Resources Centres open 24/7 to meet modern integrated learning resources and services

Careers

On completion of the course, students will be well placed to carry out primary research, promote evidence-based practice by delivering and integrating research findings into their clinical practice and thereby improving health outcomes in their clinical settings. Students will be confident in publishing papers and presenting for conferences. Students will be prepared to apply for research grant funding and/or furthering their clinical academic career by pursuing a Doctorate degree.

Teaching methods

The programme is taught through a combination of innovative lectures, seminars, small group teaching, face-to-face tutorials, workshops, online teaching and individual supervision. Training is flexible and teaching is provided in blocks of two full days, which allows students to organise their time effectively to manage the demands of clinical practice and academic study.

Different assessment methods are used, including coursework and practicals. Coursework includes essays, short pieces of writing work, blogs, critical review, whereas practicals include oral presentations.

In addition, the University has an excellent reputation in blended learning and is supported by the Learning and Teaching Innovation Centre (LTIC). The MSc programme team collaborate with the LTIC and benefit from their expertise in incorporating effective learning, teaching and assessment methods into their modules.

The course is supported by a dedicated Information Manager and the two state-of-the-art Learning Resource Centres, which provide information, computing, study and coursework support. A versatile online inter-active learning environment, StudyNet, allows every student to access information relevant to their studies online through a web browser both on and off campus available 24 hours a day, 7 days a week.

Structure

Core Modules
-Clinical Research Dissertation
-Clinical Trials, Design and Management
-Evidence Based Practice - Distance Learning
-Patient and Public Involvement in Research
-Qualitative Research Methods
-Quantitative Research Methods

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A University of Hertfordshire research degree is an internationally recognised degree signifying high levels of achievement in research. Read more
A University of Hertfordshire research degree is an internationally recognised degree signifying high levels of achievement in research. It develops extensive subject expertise and independent research skills which are honed over an extended period, depending on the level of the award. You would undertake a substantial, original research project for the duration of the degree, under the supervision and guidance of two or more academic members of staff. Your supervisory team provides guidance both in the selection of a research topic and in the conduct of the research. You are also supported by attendance at postgraduate seminar series to develop subject specific knowledge and research skills relevant to your field of research. The degree is assessed solely on the basis of the final research output, in the form of a substantial written thesis which must be "defended" in a viva. During the course of the degree, you would be given opportunities to present your work at major conferences and in refereed research publications.

Why choose this course?

-An internationally recognised research qualification
-Developing advanced subject expertise at postgraduate level
-Develop research skills through practice and extensive research experience
-Employers are looking for high calibre graduates with advanced skills who can demonstrate independence through research

Careers

Graduates with this degree will be able to demonstrate to employers a highly-valued ability to work independently on a substantial and challenging original project and to maintain that focus over an extended period, and will have developed much sought after, highly refined research skills.

Teaching methods

Research degrees are not taught programmes, however, programmes of supporting studies are a key element.

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Surrey’s longstanding excellent reputation and first-rate facilities combine to provide a postgraduate diploma that will prepare you for an exciting career as a physician associate. Read more
Surrey’s longstanding excellent reputation and first-rate facilities combine to provide a postgraduate diploma that will prepare you for an exciting career as a physician associate.

You will be taught by Academics who are internationally recognised for their expertise in medical and who possess a wealth of experience and knowledge.

PROGRAMME OVERVIEW

This programme of study, skills development and placement experience allows you to build upon a first degree in biosciences, life sciences or health sciences in order to function as a qualified physician associate.

The programme teaches you to assess, diagnose and manage medical problems competently, consulting with patients presenting with a variety of specified conditions on behalf of, and under supervision of, a senior experienced doctor.

By the end of the programme, you will be able to deliver holistic medical care and treatment to a standard defined by the National Examination for Physician Associates, which will enable you to work in either Primary or Secondary Care.

PROGRAMME STRUCTURE

The programme consists of eight taught modules.

On successful completion of the programme, students will receive a Post Graduate Diploma in Physician Associate Studies, but will also need to sit a National Examination comprising a written paper and OSCE examination, set by the Faculty of Physician Associates at the Royal College of Physicians, in order to be able to practise in the NHS.

On passing the National Examinations, the graduate can be registered on the National Register (currently a Voluntary Register but awaiting accreditation and appointment of a Regulatory Body). The graduate can only work as a physician associate in the NHS if he/she is on this National Register. 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.
-Introduction to Case Based Life Course Medicine
-Case Based Life Course Medicine 2
-Case Based Life Course Medicine 3
-Case Based Life Course Medicine 4
-Clinical Medicine – Mother and Child, and Psychiatry
-Clinical Medicine – Emergency Care and Surgery
-Clinical Medicine – Medicine and General Practice (1)
-Clinical Medicine – General Practice (2) and Elective

WHAT IS A PHYSICIAN ASSOCIATE?

Physician associates support doctors in the diagnosis and management of patients. As a physician associate, you might work in a GP surgery or be based in a hospital, but wherever you work, you'll have direct contact with patients.

You’ll be trained to perform a number of day-to- day tasks including:
-Taking medical histories
-Performing examinations
-Diagnosing illnesses
-Analysing test results
-Developing management plans

CAREER OPPORTUNITIES

Following successful graduation from this Diploma course, you will need to sit the National Assessment for Physician Associates, set by the Faculty of Physician Associates at the Royal College of Physicians, London.

Passing the National Assessment will allow you to be put onto the National Register for Physician Associates, so that you can practise clinically in the UK.

EDUCATIONAL AIMS OF THE PROGRAMME

The overarching educational aim of the programme is to train graduates with a first degree in Biosciences, Life Sciences or Health Sciences, or suitable approved programme, to Post Graduate Diploma level, to function as a qualified physician associate (on passing the National Examination).

Physician associates will be able to:
-Deliver holistic medical care and treatment under defined levels of supervision, in acute and primary care settings in the National Health Service.
-Work effectively with patients and multi-disciplinary healthcare teams from diverse backgrounds.
-Use a patient-centred approach, and be expert communicators, ensuring patient safety at all times
-Promote health and wellbeing on an individual and population basis
-Engage in reflective practice, work within the limits of their competence and engage actively in lifelong learning and professional development

This training includes the necessary knowledge, skills and professional attitudes needed to work to the medical model, demonstrating safe medical practice, medical competence, compassion, reflective and critical thinking in diagnostic reasoning and clinical management.

Graduates will be able to assess, diagnose and manage medical problems competently, consulting with patients presenting with a variety of specified conditions on behalf of, and under supervision of a senior experienced doctor.

They will be able to understand and demonstrate the principles of safe and effective prescribing.

Graduates will be trained to a standard defined by the National Examination for Physician Associates that will enable them to work as physician associates in the National Health Service, with appropriate accreditation and regulation once these have been decided and implemented.

PROGRAMME LEARNING OUTCOMES

Knowledge and understanding
-Demonstrate knowledge of core competencies to medical conditions met during the two year course (in Primary and Secondary Care placements and coursework), as listed in the Competence and Curriculum Framework for the Physician Assistant, 2012.
-Ability to summarise the structure and function of the normal human body throughout the life course
-Ability to describe the pathological basis of core medical conditions throughout the life course
-Ability to describe the wider determinants of health on the individual and society
-Demonstrate application of knowledge and skills in a patient-centred manner for the management of core medical conditions throughout the life course, applying knowledge effectively through clinical reasoning and professional judgement in situations of complexity and uncertainty and in the context of the individual patient’s needs and wishes
-Demonstrate ability to request and interpret common diagnostic and therapeutic procedures for a specified range of common clinical conditions, having demonstrated a comprehensive and critical awareness of the research evidence, national and local guidelines
-Demonstrate ability to act safely and promptly in a number of specified acute medical emergencies, taking measures to avoid clinical deterioration of the patient and making a comprehensive and appropriate referral
-Analyse and interpret evidence to the range of medical presentations detailed in the List of Patient Presentations and the Case Matrix
-Demonstrate competence in performing the full core set of clinical procedural skills (taught in both years)
-Demonstrate professional insight, knowledge of self, and reflective practice in the approach to patients and to clinical medicine
-Demonstrate knowledge of national guidelines and relevant protocols in clinical medicine, and of the structure and function of healthcare in the UK
-Demonstrate a common core set of skills, knowledge and values that promote equality, respect diversity, help promote more effective and integrated services and acknowledge the rights of children, young people and their families, and vulnerable groups
-Describe the ethical and legal responsibilities of healthcare professionals and demonstrate their application to daily clinical practice

Intellectual / cognitive skills
-Interpreting evidence/ determining the requirement for additional evidence – demonstrate ability to interpret findings from a consultation, select interpret and act upon appropriate investigations
-Clinical reasoning and judgement in diagnosis and management – demonstrate ability to formulate a reasonable differential diagnosis, based on data presented and in order of likely diagnoses
-Show ability to recognise when more information is needed, and have a reasonable idea where to find it
-Show ability to seek help if the clinical situation is beyond student/ clinician’s level of competence
-Therapeutics and prescribing – using the British National Formulary as needed, demonstrate understanding of prescribing in clinical setting, under medical supervision. Write accurate and legible prescriptions, or demonstrate accurate use of a computer to generate prescriptions for review and signature by a supervising clinician
-Understand issues that can affect patient compliance with medication and demonstrate strategies to negotiate and improve compliance
-Common core skills and knowledge when working with children, young people and families – demonstrate effective communication and recognise when to take appropriate action in safeguarding
-Awareness of guiding principles and current developments in the NHS
-Public Health – demonstrate how to apply the principles of promoting health and preventing disease, and how to assess community needs in relation to services provided

Professional practical skills
-The patient relationship – demonstrate ability to develop and maintain clinician/ patient relationships, communicating effectively and appropriately with patients and carers
-Explain the boundaries to the PA-patient professional relationship and what they signify
-Perform a holistic assessment, identifying and prioritising problems, and facilitate patient/carer involvement in management, planning and control of health and illness
-Demonstrate ability to provide useful and appropriate health education
-History taking and consultation skills – demonstrate ability to take an appropriate, focussed, and patient-centred history, including the triple diagnosis (physical, psychological and social), and demonstrate how to elicit patients’ ideas, concerns and expectations
-Examination – demonstrate ability to perform an appropriate focussed clinical examination, including a mental state examination if indicated
-Clinical planning and procedures – demonstrate ability to formulate and implement appropriate management plans in collaboration with the patient, the supervising doctor and the multi-professional team
-Demonstrate ability to perform the list of specified core procedural skills safely and competently
-Risk management – demonstrate ability to recognise potential clinical risk situations and take appropriate action. Participate in clinical governance and clinical audit. Demonstrate safe and effective monitoring and follow-up of patients in liaison with acute and primary care/ community teams
-Maintenance of good practice - critically evaluate own performance and practice, identifying learning needs
-Demonstrate how to use evidence, guidelines and audit (including significant event analysis) to benefit patient care and improve professional practice
-Moving and Handling – demonstrate appropriate manual handling techniques for a variety of situations, using any appropriate aids provided

Key / transferable skills
-Professional behaviour and probity
-Showing integrity and sensitivity
-Recognising and working within own limits of professional competence
-Maintaining effective relationships with colleagues
-Documentation and information management – maintaining timely and relevant medical records
-9Teamwork – understand and value the roles of the health and social care teams, demonstrate communication across team boundaries effectively, including handing over patient care
-Time/ resources management – understand and manage own constraints and those of the NHS
-Ethical and legal issues – demonstrate understanding of patients’ rights, competency, confidentiality, informed consent, care of vulnerable patients and how to respond to complaints
-Equality and diversity – demonstrate understanding of people’s rights in accordance with the Equality Act 2010, act with respect towards all patients, colleagues and students, and know how to take action if patients are being abused

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 online programme will provide a knowledge and understanding of the key elements and principles of clinical trial design, delivery and analysis. Read more

Programme description

The online programme will provide a knowledge and understanding of the key elements and principles of clinical trial design, delivery and analysis. In addition to a knowledge and understanding of the principles of GCP and their practical implementation in clinical trials.

This programme is suitable for graduates in medicine, nursing, pharmacy, life sciences and other allied disciplines involved in Clinical Trials.

This programme will support the demand for appropriately qualified investigators to lead clinical trials of all phases. Each course is divided into a set of themed sections in which material is presented in a blend of short online lectures, practical case studies, directed readings, podcasts and archived webinars. Discussion board tasks and live expert guest lectures offer opportunity for collaborative critical discourse and debate of current issues under the guidance of expert teaching staff.

The programme covers Commercial Aspects of Drug Discovery and Development, Trial and Project Management, Statistics and Data Management, Regulations and Ethics, Imaging, Medical Devices and Complex Interventions.

Online learning

The programme is delivered completely online, allowing for a curriculum design approach that caters to different ways of learning. Embracing the role that technology can play to enhance teaching, learning and assessment, the programme has been designed with the learner in mind.

Each student will be supported as an active member of a vibrant online community where clearly-defined learning outcomes are facilitated by tasks and materials that foster active, relevant and collaborative learning, supported by the purposeful use of digital media and online technology.

Programme structure

This programme is made up of compulsory and optional courses.

Compulsory courses:

Clinical Trials Foundation Module
Introduction to Clinical Trials
Good Clinical Practice, Ethics and Regulatory Issues

Optional courses:

Clinical Trial Management (20 credits)
Clinical Trials in Special Populations (20 credits)
Patient and Public Involvement (20 credits)
Study Design (20 credits)
Monitoring and Audit (20 credits)
Translational Imaging and Clinical Trials (10 credits)
Commercial Aspects of Drug Discovery (10 credits)

MSc Dissertation
Clinical Trials e-Portfolio

Career opportunities

The programme will offer candidates an alternative to traditional classroom based research training if they do not wish to or cannot take time away from their professional commitments.

It aims to equip students with the necessary knowledge and skills to be a leader of clinical trials, supplementing and extending any undergraduate training and work experience. The programme will also provide an important step towards gaining employment in either the commercial or non-commercial/industrial sectors.

The MSc programme is designed to highlight the candidate’s commitment to continual professional development and will ensure a competitive edge when applying for future employment positions.

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Within the health and care professions, the demand for evidence-based practice has led to an increasing need for high-quality. research to underpin practice. Read more
Within the health and care professions, the demand for evidence-based practice has led to an increasing need for high-quality
research to underpin practice. A Master of Clinical Research will provide graduates with the education and experience necessary in order to plan and undertake health-related, or clinically-based research.

This multi-disciplinary course aims to provide a broad, foundational research training for nurses, midwives and other
health and care professionals who wish to develop careers in clinical or academic research as well as those who may wish to continue on to doctoral studies. The course will focus on preparing students to undertake projects relevant to their practice through the development of skills and knowledge in research methodologies, project management, research governance and evidence-based practice.

Teaching, learning and assessment

The course will comprise of two 30-credit taught modules - Research Methods and Applied Research - plus an extended research project. These modules will focus on research methodologies, quantitative and qualitative data analysis, research
ethics, patient and public involvement, research governance, project management and disseminating research. The two taught modules will incorporate a range of teaching and learning activities which will be underpinned by the assumption that the adult learners on this course will already possess transferable skills and knowledge related to evidence-based practice. Considerable use will be made of the virtual learning environment through which students will be supported to develop their autonomy and self-direction in terms of learning further. Central to this will be the development of a community of practice through which students will support each
other to develop their research skills. Within this context, students will have the opportunity to engage with diverse teaching and learning activities which can include lectures, tutorials, asynchronous online discussions, collaborative working towards group presentations and/or seminar production, case study analysis, individual presentations and directed study. A key aspect of course is the research project. Assessment of the project will be staged, providing students with opportunities for formative feedback throughout. The final assessment will focus on the dissemination of the study findings in such a way as to have the maximum possible influence on practice.

Teaching hours and attendance

Research Methods classes run weekly during semester one and may be accessed either face-to-face or by distance learning. Applied Research classes run fortnightly over semesters one and two and are delivered face-to-face. During the research project, you will have up to 20 hours of one-to-one support from your supervisor.

Modules

30 credits: Research Methods / Applied Research
120 credits: Extended Research Project.

Careers

A non-medical clinical academic has been defined as a nurse, midwife or allied health professional who concurrently undertakes both clinical practice and research. A key aspect of their research is that it is focused on providing effective, quality healthcare services. Clinical academics will work within, and contribute to, an environment that will lead the way in achieving excellence in healthcare and health outcomes through evidence-based practice.

The introduction of our Master of Clinical Research, intended to support the development of clinical academics, will contribute to meeting this need. The Non- Medical Allied Health Professions (NMAHP) Clinical Academic Research Career Framework recommends this type of MRes education for those in the early stages of a clinical academic career and therefore the course will fit well with identified training needs of the NMAHP professions. Graduates may go on to develop research in their own practice areas, or continue to doctoral level studies.

Quick Facts

■■ This course provides students with the skills to develop a career in clinical or academic research.
■■ Students can focus their studies on their own area of clinical interest while working in highly supportive peer groups.
■■ The extended research project allows students to address questions that are clinically relevant.

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RECRUITING NOW FOR JANUARY 2016. The MSc Clinical Research is designed to recruit students who wish to learn about research methods and evidence based practice in a clinical setting and to develop a career in clinical academia or research with a potential to embark on further training such as a doctoral programme. Read more

About the course

RECRUITING NOW FOR JANUARY 2016
The MSc Clinical Research is designed to recruit students who wish to learn about research methods and evidence based practice in a clinical setting and to develop a career in clinical academia or research with a potential to embark on further training such as a doctoral programme. Students will receive training in qualitative and quantitative research methods to develop research competency, research skills and critical judgment in an area of clinical practice.

The programme is well suited for qualified Doctors, Nurses, Midwives, Allied Health Care Professionals, Dentists, Pharmacists, Health Science Professionals or Clinical Psychologists who have experience in a clinical setting.

This exciting and stimulating MSc Clinical Research is delivered by the established Centre for Research in Primary and Community Care (CRIPACC) within the School of Health and Social Work at the University of Hertfordshire. CRIPACC is a dedicated, enthusiastic and friendly research centre with a national and international reputation, offering an excellent opportunity to learn.

See the website http://www.herts.ac.uk/courses/clinical-research-msc

Aims of the MSc Clinical Research

- Develop a student's academic research career by advancing their research and leadership skills in a clinical area and provide outstanding preparation for future research training, including progression to doctoral studies.

- Equip the student with a core set of skills and knowledge of relevant theory and research methodologies in clinical research as well as a thorough understanding of the research process from planning, conducting, analysing and disseminating, to develop them into an independent researcher in their clinical setting.

- Enhance skills and knowledge that are transferable across a diversity of healthcare settings at an individual and organisational level, such as critical thinking, project management, use of IT and problem solving skills.

- Provide a supportive and stimulating blended learning environment, including small group teaching, Master classes, and a variety of e-learning teaching methods, and delivered by experienced and dedicated researchers in the internationally renowned research centre.

Why choose this course?

- Highly rated by past students as a positive experience and well organised course. Evidence Based Practice and Patient and Public Involvement in Research modules were particularly popular.

- Experienced multi-disciplinary lecturers with established track records in health-related research such as Adolescent, Child and Family Health; Older People’s Health and Complex Conditions; Food and Public Health; Patient Experience and Public Involvement; and Evidence Based Practice.

- Furthering the student’s academic career through personalised mentorship in line with the HEE/NIHR integrated academic career pathway. CRIPACC has a strong track record of mentoring having led the NIHR/CNO Health Research Training Fellow mentorship scheme and the local scheme developed in response to the Athena Swan Charter.

- Excellent opportunities to disseminate the student’s work through publication and presentation at conferences.

- A unique Clinical Research Dissertation where the student produces a ready-to-use research grant application for application in their clinical setting or a doctoral fellowship.

- In the 2014 Research Excellence Framework, the School of Health and Social Work of which CRIPACC was a major contributor demonstrated an outcome of 82% of research quality being rated as 3* and 4*, with an impact and environment outcome of 100% at 3* and 4*.

- Two state-of-the-art Learning Resources Centres open 24/7 to meet modern integrated learning resources and services.

- Attainment a Good Clinical Practice Certificate and completion of the NHS Leadership “Edward Jenner” online programme.

Careers

On completion of the course, students will be well placed to carry out primary research, promote evidence-based practice by delivering and integrating research findings into their clinical practice and thereby improving health outcomes in their clinical settings. Students will be confident in publishing papers and presenting for conferences. Students will be prepared to apply for research grant funding and/or furthering their clinical academic career by pursuing a Doctorate degree.

Teaching methods

The programme is taught through a combination of innovative lectures, seminars, small group teaching, face-to-face tutorials, workshops, online teaching and individual supervision. Training is flexible and teaching is provided in blocks of two full days, which allows students to organise their time effectively to manage the demands of clinical practice and academic study.

Different assessment methods are used, including coursework and practicals. Coursework includes essays, short pieces of writing work, blogs, critical review, whereas practicals include oral presentations.

In addition, the University has an excellent reputation in blended learning and is supported by the Learning and Teaching Innovation Centre (LTIC). The MSc programme team collaborate with the LTIC and benefit from their expertise in incorporating effective learning, teaching and assessment methods into their modules.

The course is supported by a dedicated Information Manager and the two state-of-the-art Learning Resource Centres, which provide information, computing, study and coursework support. A versatile online inter-active learning environment, StudyNet, allows every student to access information relevant to their studies online through a web browser both on and off campus available 24 hours a day, 7 days a week.

Programme Modules, Mode of Study and Awards

The MSc Clinical Research consists of six compulsory modules. As well as these modules, the students will have the opportunity to acquire their Good Clinical Practice certificate and complete the NHS Leadership “Edward Jenner” online programme during their studies.

The MSc Clinical Research is offered on a one year full-time basis or on a part-time basis from two years to a maximum of five years. Individual modules can also be taken.

The programme leads to the following awards:
- MSc Clinical Research – 180 credits required to be passed at level 7 and includes all six modules
- Postgraduate Diploma in Research Methodologies (Clinical Research) - 120 credits required to be passed at level 7 and includes all the modules, except the Clinical Research Dissertation module
- Postgraduate Certificate in Research Methodologies (Clinical Research) - 60 credits required to be passed at level 7 and includes the module Evidence Based Practice and either Qualitative Research Methods or Quantitative Research Methods modules

Find out how to apply here http://www.herts.ac.uk/courses/clinical-research-msc#how-to-apply

Find information on Scholarships here http://www.herts.ac.uk/apply/fees-and-funding/scholarships/postgraduate

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

Overview

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

This programme provides you with the skills and knowledge to tackle these challenges.

This variation of the MSc Applied Health Services Research programme (http://www.exeter.ac.uk/postgraduate/taught/medicine/health-services-research-msc/) is for those professionals who wish to engage actively at the forefront of health services research but who are not primary researchers within their place of work. It is suitable for people who are involved in evidence-based health service redesign and innovation, such as clinical practitioners, managers, leaders and commissioners both within the public or private sector.

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

Modules and Delivery

The programme has been designed to be flexible and well-defined with two integrated and mandatory modules (each 30 Masters level credits) that can be studied on a part-time or full-time basis. A blended approach to learning will be achieved through taught sessions, bespoke tutorials, research exchange visits and practical exercises. All learning will be supported by online resources and moderated activities on the University of Exeter’s electronic learning environment (ELE). Expert tutors and guest lecturers will represent an appropriately diverse range of clinical and research backgrounds.

Attendance

Teaching for the programme takes place over one full day (Tuesdays -year 1, Wednesdays - year 2) for the part-time route, or two full days (Tuesday and Wednesday) for the full-time route. Teaching will take place between 9am and 5pm, however specific times may vary from module-to-module. Each module runs over 1 academic term, with 11 contact days per module timetabled with teaching staff.

Facilities

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

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This course is open to allied health professionals, midwives, nurses and other professionals working in clinical practice. They should hold current registration with an appropriate regulatory body and meet NHS Trust workforce requirements. Read more
This course is open to allied health professionals, midwives, nurses and other professionals working in clinical practice. They should hold current registration with an appropriate regulatory body and meet NHS Trust workforce requirements. Normally have a first or upper second class degree in their area of professional practice and have a least one year of clinical practice experience (or part time equivalent). Candidates should normally be working in an NHS Trust which is prepared to maintain a relationship with the student during the course, in particular to provide an environment for the student to undertake their clinical research project.


There is increasing demand for high quality clinical research to underpin practice, and exciting new career pathways are available for suitably qualified practitioners to lead and develop this research provision.

This course is based in the vibrant research environment of the Clinical Research Centre and provides broad clinical research training for allied health professionals, midwives, nurses and other professionals working in a clinical environment. The course is suitable for clinicians wishing to pursue a clinical academic career and conforms with the NIHR framework for this level of study. Clinicians will be prepared for a leadership role in research and may be able to progress to doctoral-level studies.


Course structure:

As a research degree, the research component is greater than the taught part of the course. The course is made up of four taught modules in the early part of the course, and a supervised clinical research project.

The taught component involves a combination of lectures, seminars and workshops, and the research component is supported by a series of workshops and individual tutorials.


Areas of study:

A wide-ranging introduction to qualitative and quantitative research design and analysis in healthcare is covered. In addition to this, students choose to study specific research methodologies in depth, allowing them to focus on those of most relevance to their clinical practice and research interests.

In order to undertake and lead research in the modern NHS one of the core modules focuses on areas such as public and patient involvement in research, the production of evidence to support decision-making by policy makers, the legislative requirements of undertaking clinical trials and the ethical and economic issues influencing clinical research.

The supervised research project gives students the opportunity to undertake a piece of clinical research within their own clinical area. This allows the research undertaken to directly contribute to the student's current clinical practice and feeds directly into the service provision.

Syllabus:

Core modules
Research Methods for Health Professionals
Leading Research in the Modern NHS
Clinical Research project

One from:
Essential Statistics in Health and Medical Research
Qualitative Research
Epidemiology
Analysis of Function

One module from the large portfolio of health-related modules offered in the Faculty of Health and Social Science graduate programme.


Career and progression opportunities:

The course gives clinicians the opportunity to develop their clinical research careers, and forms part of the National Institute of Health Research Clinical Academic Training Pathway, acting as a platform for progression to doctoral level research for some individuals.

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Working in this sector is very rewarding. Social workers help some of the most vulnerable people in society. The role provides support and assistance to a host of individuals, families and groups, from the homeless to people with learning and physical disabilities. Read more
Working in this sector is very rewarding. Social workers help some of the most vulnerable people in society. The role provides support and assistance to a host of individuals, families and groups, from the homeless to people with learning and physical disabilities. Social workers often spend their time with people – be it at hospitals, care homes or at people's homes, assessing their circumstances and building relationships.

This is both an academic and a professional qualification with all successful graduates are eligible for registration as professional social workers with the Health and Care Professions Council (HCPC). The aim of the programme is to develop practitioners who can meet the needs of the service users, carers and communities in the context of a complex and changing welfare environment. Founded on holistic, service user-centred model of care, the course produces creative, innovative and reflective social work professionals committed to working in partnership to promote well-being and make a real difference.

On MA Social Work practice-based learning complements university-based lectures, seminars and workshops, drawing on established, contemporary and innovative approaches to work with a diverse range of service users. The course is underpinned by a commitment to inter-professionalism, service-user and carer empowerment and involvement, anti-oppressive and anti-discriminatory values and evidence based practice. The course adopts a systematic approach to the development and assessment of your social work skills and includes a specific programme of social work development.

There are five core areas of knowledge and understanding relevant to social work:
- Social work services and the needs of service users
- The service delivery context
- Values and ethics
- Social work theory
- The nature of social work practice.

These areas are systematically explored throughout the course in relation to the key roles of social work, which include:
- Assessment
- Intervention
- Support
- Managing risk
- Managing your own practice
- Demonstrating professional competence.

Employment based route

It is also possible to study the MA Social Care on an employment based route (EBR). Candidates need to be sponsored and supported by their employing agency to undertake this. It is taught alongside the existing MA Social Work and the structure is the same, but students have the option of doing the dissertation in a third year and completing their qualification over a three year period.

See the website http://www.lsbu.ac.uk/courses/course-finder/social-work-ma

Modules

Year 1:
- Readiness for direct practice
This module develops practice relevant skills and awareness of the social work role and responsibilities. It will ensure that you are ready for your initial period of direct practice and to provide you with a foundation for skills development throughout the programme. Service users, carers and practitioners will be involved in the development, delivery and assessments of the module.

- Human growth and development
This module critically explores a range of human growth and development theories across the life course in order to facilitate understanding of ordinary development and the impact of life events, disability, abuse, mental health issues, drug and alcohol use on development throughout life. You will complete a series of child observations over the period of the module which provide a key opportunity to integrate theoretical knowledge with practice, and to develop reflective skills.

- Practice placement 1
70 days practice learning in practice placement.

- Social work Law
This module introduces legal context and statutory responsibilities of social workers in England and Wales. You will be familiarised with the basic principles of English Law and the systems through which the legal process operates. You will be enabled to develop a sound understanding of the key legislation relevant to professional practice. There is a strong focus on the key major current legislation Children Act (1989), the NHS and Community Care Act (1990), the Mental Health Acts (1983 and 2007) and the Mental Capacity Act (2005). The module aims to ensure that you not only understand relevant law but are also able to apply it to specific areas of practice. The module familiarises you with the powers and duties of social workers and others in relation to children and families, and vulnerable adults. It also examines the implications for social work practice of the UK legislation on discrimination and the implications of the incorporation into UK law of the European Convention on Human Rights.

- Methods and theories for practice
This module introduces the core body of knowledge clustered around the major social work theories, processes and methods. A major emphasis will be on anti-discriminatory practice, evidence based practice and critical reflection. You will learn about a range of theoretical perspectives and methods of intervention and their application in practice.

Year 2:
- Society and ethics
This module brings together selected key areas of social policy and ethics relevant to social work. There will be a strong emphasis on the use of social policy to illuminate the challenges facing and social work in contemporary British society. Using a critical analysis of the impact of neo-liberalism and globalisation the module will be a focus on the ethical dimensions of decision making and practice delivery of policy. You will be encouraged to engage with contemporary debates and controversies associated with social work and to relate your work in class, with your reading and developing practice.

- Professional capabilities in social work practice settings
This module covers the four settings of social work; disability, adults at risk, mental health and child and family. It is focused on gaining familiarity with the process and delivery of social work services, with particular regard to safe-guarding and empowering service-users.

- Communication and collaborative working

- Practice learning placement 2
100 days practice learning in practice placement.

- Limited systematic review dissertation
This module provides the opportunity to undertake a limited systematic review into a contemporary and novel topic of choice with reference to the specific profession of social work. The findings would add to the professional evidence base. Dissemination of findings by publication is encouraged and expected.

Employability

- Social work as a career
You will normally specialise in a certain group of society, such as children. Much of the work is around helping decide the level of support or protection required, responding to requests for help and working with other agencies and professionals for the best outcomes. Most opportunities are with local authorities, where salaries can vary substantially between regions - you are likely to earn more working in London. However there are also opportunities available at private care homes, charities and NHS Trusts.

A patient, non-judgemental mind-set is needed, with the ability to communicate effectively with a host of different people and gain their trust. The work demands a level of resilience and a genuine desire to help people, as some cases may be disturbing, and some people won't want your help.

- Career progression
On graduation you will be eligible to register as a Social Worker, with starting salaries ranging from £19,500-£25,000, with this possibly rising to £40,000 with experience and further responsibilities. (National Careers Service)

After qualifying as a social worker there are a variety of postgraduate professional development courses you could undertake. To find out more about what's on offer visit our online CPPD prospectus.

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.

Professional links

This course has been developed in partnership with local authority and voluntary sector partners, with input from a wide range of service users and carers. We work in partnership with a number of London local authorities, and other organisations on both the public and private sector, who contribute to planning the programme, to learning and teaching, and to the provision of practice learning opportunities. The MA Social Work is both an academic and professional qualification.

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The Masters in Advanced Practice programme aims to assist nurses, allied health professionals and social care practitioners to develop their professional role, leadership skills and contribution to their own area of practice, whether clinical practice, management or education or practice development. Read more
The Masters in Advanced Practice programme aims to assist nurses, allied health professionals and social care practitioners to develop their professional role, leadership skills and contribution to their own area of practice, whether clinical practice, management or education or practice development.

All students are encouraged to work innovatively and collaboratively across disciplines, in keeping with the ethos of improving the experience of shared care delivery for patients, families and carers in the 21st century. All the modules support the student’s engagement with and achievement of advanced skills and knowledge.

The MSc in Advanced Practice is a product of partnerships with university departments, research centres and external partners. This ensures a robust academic and practice based context is maintained throughout.

Key information

-Degree type: MSc, Postgraduate Diploma, Postgraduate Certificate
-Study methods: Part time, full time. Stand-alone modules. Mixture of online and classroom delivery.
-Duration: Part time, 2 or 3 years / Full time, 1 year.
-Start date: September or January.
-Course Director: Dr Patricia Thomson.

Course objectives

The student will be able to:
-Develop and embed knowledge, skills and confidence to inform the organisation and delivery of care and advanced decision making.
-Demonstrate extensive and critical knowledge of the central themes of advanced practice, namely, leadership, facilitation of learning, research/development and advanced professional practice, and the underpinning principles.
-Apply critical reasoning and argument skills to support evidence-based practice as part of health and social care delivery.
-Evaluate theoretical models as a basis for informing advanced practice developments and innovation.

About the Faculty

The Faculty of Health Sciences and Sport brings together the collective expertise of multidisciplinary academics. We have a commitment to making a difference to world needs in health, wellbeing and society through teaching, research and public involvement.

We develop global citizens through our excellence in learning and teaching, focusing on employability to foster those who can make a difference.

Our portfolio of research-led Health Sciences courses advances knowledge and skills of healthcare professionals to promote patient-centred care.

As Scotland’s University for Sporting Excellence we are at the heart of Scottish and UK sport, committed to excellence in all aspects of University sporting life.

Other admission requirements

If you are a student from overseas and applying with a Tier 4 student visa, we unfortunately can not accept your application for this course as it falls into the category of being part-time, delivered online or a distance learning course.

If English is not your first language you must have one of the following qualifications as evidence of your English language skills:
-IELTS: 6.5 with 6.0 minimum in each skill.
-Cambridge Certificate of Proficiency in English (CPE): Grade C.
-Cambridge Certificate of Advanced English (CAE): Grade B.
-Pearson Test of English (Academic): 60 with 56 in each component.
-IBT TOEFL: 90 with no subtest less than 20.

For more information go to English language requirements: http://www.stir.ac.uk/study-in-the-uk/entry-requirements/english/

If you don’t meet the required score you may be able to register for one of our pre-sessional English courses. To register you must hold a conditional offer for your course and have an IELTS score 0.5 or 1.0 below the required standard. View our range of pre-sessional courses: http://www.intohigher.com/uk/en-gb/our-centres/into-university-of-stirling/studying/our-courses/course-list/pre-sessional-english.aspx

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Performance Coaching is an innovative online learning degree; the first of its kind in Scotland. It is for experienced performance coaches who wish to extend their expertise adjacent to their sport- specific qualifications. Read more
Performance Coaching is an innovative online learning degree; the first of its kind in Scotland. It is for experienced performance coaches who wish to extend their expertise adjacent to their sport- specific qualifications. The course has been developed to articulate with the UKCC Level 4 certification process. The programme is endorsed with Sports Coach UK for UKCC Level 4. It will develop skills of critical analysis and reflective practice, enhance problem-solving capacity and promote innovative solutions to performance coaching problems.

Your work will be grounded in performance coaching practice, considering case studies and experiential learning from peers and leading coaching practitioners.

Key information

-Degree type: MSc, Postgraduate Certificate, Postgraduate Diploma.
-Study methods: Stand-alone modules. Distance learning. Campus based.
-Start date: September.
-Course Director: Dr Justine Allen.

Course objectives

This online learning course is for experienced performance coaches who wish to extend their expertise alongside their sport-specific qualifications. The course aligns with the UK Coaching Certificate (UKCC) Level 4 certification process. It will develop skills of critical analysis and reflective practice, enhance problem-solving capacity and promote innovative solutions to performance coaching problems.

In addition to the sports-specific coaching skills, you will have developed in your practice, we develop coaches who:
-Reflect continuously and challenge personal assumptions and beliefs to improve future performance.
-Critically reflect on decisions in complex and unpredictable situations.
-Recognise and resolve problematic coaching issues through the generation of innovative strategies and solutions.
-Design and implement an optimal learning environment to impact on athletes’ performance needs.
-Design and implement a planned and strategic approach to performance improvement.
-Develop and manage appropriate support structures to facilitate improved performance.

About the Faculty

The Faculty of Health Sciences and Sport brings together the collective expertise of multidisciplinary academics. We have a commitment to making a difference to world needs in health, wellbeing and society through teaching, research and public involvement.

We develop global citizens through our excellence in learning and teaching, focusing on employability to foster those who can make a difference.

Our portfolio of research-led Health Sciences courses advances knowledge and skills of healthcare professionals to promote patient-centred care.

As Scotland’s University for Sporting Excellence we are at the heart of Scottish and UK sport, committed to excellence in all aspects of University sporting life.

Other admission requirements

Please note: If you are a student from overseas and applying with a Tier 4 student visa, we unfortunately can not accept your application for this course as it falls into the category of being part-time, delivered online or a distance learning course.

If English is not your first language you must have one of the following qualifications as evidence of your English language skills:
-IELTS: 6.5 with 5.5 minimum in each skill.
-Cambridge Certificate of Proficiency in English (CPE): Grade C.
-Cambridge Certificate of Advanced English (CAE): Grade B.
-Pearson Test of English (Academic): 60 with 51 in each component.
-IBT TOEFL: 90 with no subtest less than 17.

For more information go to English language requirements: https://www.stir.ac.uk/study-in-the-uk/entry-requirements/english/

If you don’t meet the required score you may be able to register for one of our pre-sessional English courses. To register you must hold a conditional offer for your course and have an IELTS score 0.5 or 1.0 below the required.

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This upgrade to MSc course has been established specifically for students who already hold an International Olympic Committee (IOC) postgraduate diploma in Sports Nutrition. Read more
This upgrade to MSc course has been established specifically for students who already hold an International Olympic Committee (IOC) postgraduate diploma in Sports Nutrition.

Key information

-Degree type: MSc
-Study methods: Part time, full time. Campus based.
-Start date: September and March.
-Course Director: Dr Stuart Galloway.

Course objectives

The course provides high quality research training through planning, conducting and writing up a research project enabling those working in the field of Sport Nutrition to undertake, understand and inform others about research in their chosen area of study.

About the Faculty

The Faculty of Health Sciences and Sport brings together the collective expertise of multidisciplinary academics. We have a commitment to making a difference to world needs in health, wellbeing and society through teaching, research and public involvement.

We develop global citizens through our excellence in learning and teaching, focusing on employability to foster those who can make a difference.

Our portfolio of research-led Health Sciences courses advances knowledge and skills of healthcare professionals to promote patient-centred care.

As Scotland’s University for Sporting Excellence we are at the heart of Scottish and UK sport, committed to excellence in all aspects of University sporting life.

Other admission requirements

If English is not your first language you must have one of the following qualifications as evidence of your English language skills:
-IELTS: 6.5 with 5.5 minimum in each skill.
-Cambridge Certificate of Proficiency in English (CPE): Grade C.
-Cambridge Certificate of Advanced English (CAE): Grade B.
-Pearson Test of English (Academic): 60 with 51 in each component.
-IBT TOEFL: 90 with no subtest less than 17.

For more information go to English language requirements: https://www.stir.ac.uk/study-in-the-uk/entry-requirements/english/

If you don’t meet the required score you may be able to register for one of our pre-sessional English courses. To register you must hold a conditional offer for your course and have an IELTS score 0.5 or 1.0 below the required standard. View our range of pre-sessional courses: http://www.intohigher.com/uk/en-gb/our-centres/into-university-of-stirling/studying/our-courses/course-list/pre-sessional-english.aspx

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The MA in Mental Health Nursing is a pre-registration nursing programme for graduates leading to the award of an MA in Mental Health Nursing and registration as a Mental Health Nurse with the Nursing and Midwifery Council (NMC). Read more
The MA in Mental Health Nursing is a pre-registration nursing programme for graduates leading to the award of an MA in Mental Health Nursing and registration as a Mental Health Nurse with the Nursing and Midwifery Council (NMC).

The programme is currently being revalidated and we expect to run the new Mental Health Nursing Masters programme as an MSc from September 2016.

See the website http://www.brookes.ac.uk/courses/postgraduate/mental-health-nursing-pre-registration/

Why choose this course?

- Our lecturers maintain excellent practice links in their specialist areas locally, nationally and internationally.

- A dedicated practice education unit will support you with opportunities to practise in a wide range of wards, special units, prisons, health centres and other community settings.

- Skilled practitioners and nurse consultants deliver specialist teaching sessions.

- You will have access to specialist facilities including clinical skills simulation suites.

- In the Research Excellence Framework (REF) 2014, 98% of our research in Allied Health Professions, Dentistry, Nursing and Pharmacy was rated as internationally recognised, with 82% being world leading or internationally excellent.

- You will share your learning with other health care students -developing your teamwork skills and understanding of the other roles you will encounter in practice.

Professional accreditation

Successful completion of the programme will entitle graduates to achieve registration as a Mental Health Nurse with the NMC.

This course in detail

The course will be taught alongside the well-established and highly-regarded BA in Mental Health Nursing and our new four-year BSc Adult and Mental Health Nursing and BSc Children's and Mental Health Nursing.

We are currently redeveloping and revalidating all of our Pre-Registration Nursing programmes and we expect to run new MSc and BSc Mental Health Nursing courses from September 2016.

Working at master's level, you will focus on developing a knowledge base in mental health nursing that is evidence-based and strongly underpinned by research.

You will develop an in-depth knowledge and understanding of mental health nursing. This will be informed by scholarship and research as well as critical awareness of current issues/development in the field.

You will acquire specific skills, knowledge and competence in your chosen field and more broadly will be enquiry focused, reflective, innovative, confident and self-aware.

You will complete a master’s level research project involving primary data collection; a service improvement project, a critical review of the literature, or other scholarly output and will be supported to publish your work.

Teaching and learning

In health and social care no professional group works in isolation. Oxford Brookes teaches a wide range of pre-qualification and foundation courses including health and social care, nursing, midwifery, occupational therapy, osteopathy, operating department practice, paramedic emergency care, and social work. You will share your learning with these other health care students. This is a key component of the course as it is essential to developing your teamwork skills and your understanding of the other roles you will encounter in practice.

We offer a very friendly and supportive environment in which to learn and consistently receive very high satisfaction ratings for our student support and learning resources in student surveys.

We have excellent teaching facilities, dedicated clinical skills suites and simulation resources, which include a very well-equipped movement laboratory, a family of computerised simulation manikins (including a simman©, simbaby© and birthing mother©), an extensive range of anatomy models and fully networked computer rooms.

We have excellent library resources, accessible both through the web and through a range of locally based facilities on university and NHS sites.

Information technology plays an important role in health care courses and a very extensive range of learning resources can be accessed through ‘Brookes Virtual', an online repository of lectures, handouts, information and learning exercises.

How this course helps you develop

On successful completion of the MA in Mental Health Nursing, you will be able to:
- Deliver complex care to service users in your field of practice, demonstrating an ability to conceptualise the potential impact of associated factors.

- Act to safeguard the public and be responsible and accountable for safe, person-centred, evidence-based nursing practice, demonstrating a clear understanding of your personal responsibility in professional practice.

- Act with professionalism and integrity and work within agreed professional, ethical and legal frameworks and processes to maintain and improve standards, managing the implications of ethical dilemmas, working proactively with others to formulate solutions.

- Practise in a compassionate, respectful way, maintaining dignity and wellbeing and communicating effectively and act autonomously in planning, implementing and evaluating person centred care.

- Act on your understanding of how people’s lifestyles, environments and the location of care delivery influence their health and wellbeing, being able to adapt existing and new information to solve problems in a creative and innovative way.

- Seek out every opportunity to promote health and prevent illness.

- Work in partnership with other health and social care professionals and agencies, service users, carers and families ensuring that decisions about care are shared.

- Use leadership skills to supervise and manage others and contribute to planning, designing, delivering and improving future services, demonstrating an ability to negotiate and handle conflict with confidence.

- Demonstrate an ability to critically evaluate evidence and an ability to utilise a range of techniques and research methods applicable to professional activity.

Careers

Graduates of the course contribute significantly to high-quality client care, the continued development of patient-centred care/therapy, and theory-practice integration.

Research highlights

In the Research Excellence Framework (REF) 2014, 98% of our research in Allied Health Professions, Dentistry, Nursing and Pharmacy was rated as internationally recognised, with 82% being world leading or internationally excellent.

Research areas and clusters

We have researchers with a range of experience, working in established areas including cancer care, children and families, drugs and alcohol, physical rehabilitation and enablement, and interprofessional education and collaborative practice. Over the past few years these researchers have won external research and consultancy contracts including grants, fellowships and studentships for NHS staff.

Our research staff collaborate with researchers from across Oxford Brookes University and from the Institute of Health Sciences at the University of Oxford, along with research teams from many other UK and international centres.

Our academic staff have extensive experience of NHS and general management at both senior and director level. They also have a significant record of research and publications on the topics of management and leadership. The currency of the course is also assured by the lecturers' close involvement in the health and social care sector and their movement between that sector and education.

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Taught by staff with consultancy and research experience, this MSc reflects the current industry trends and employer needs. Read more
Taught by staff with consultancy and research experience, this MSc reflects the current industry trends and employer needs. The course has a broad focus and develops a critical understanding of contemporary theory, research and practice in sport psychology, with a focus on developing graduates who are able to integrate and translate theory and research into practice.

Your studies will include: theory and application of psychological skills, exploration of social processes, understanding of individual differences, learning applied research methods and developing knowledge of career transition management.

In addition to these core skills, the course places a great emphasis on professional practice and development through a work-based learning experience, alongside developing your own specific interests through a research dissertation.

Key information

-Degree type: MSc, Postgraduate Diploma, Postgraduate Certificate.
-Study methods: Part time, full time. Campus based.
-Start date: September.
-Course Director: Dr Calum Arthur.

About the Faculty

The Faculty of Health Sciences and Sport brings together the collective expertise of multidisciplinary academics. We have a commitment to making a difference to world needs in health, wellbeing and society through teaching, research and public involvement.

We develop global citizens through our excellence in learning and teaching, focusing on employability to foster those who can make a difference.

Our portfolio of research-led Health Sciences courses advances knowledge and skills of healthcare professionals to promote patient-centred care.

As Scotland’s University for Sporting Excellence we are at the heart of Scottish and UK sport, committed to excellence in all aspects of University sporting life.

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