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Masters Degrees (Pediatric)

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IN BRIEF. You will be supported in clinical practice by experienced neonatal nurse practitioners, consultant neonatologists, or specialist pediatric registrars. Read more

IN BRIEF:

  • You will be supported in clinical practice by experienced neonatal nurse practitioners, consultant neonatologists, or specialist pediatric registrars
  • You will be taught by experts in the field including tertiary neonatologists, advanced neonatal nurse practitioners, midwifery lecturers, pharmacists and radiographers
  • You will develop advanced clinical skills in our brand new simulation suites with our award-winning human simulators
  • Clinical placement opportunity

COURSE SUMMARY

This practical course uses a work-based learning approach to develop the higher-level skills that will lead to advanced practitioner status.

This is a challenging and intense programme and allows experienced neonatal intensive care nurses to become qualified advanced neonatal nurse practitioners.

This 12 month course requires a high level of commitment to succeed and you will move from a nursing to a medical rota immediately upon qualification.  

You will achieve a number of clinical competencies such as advanced resuscitation skills, insertion of percutaneous long lines, insertion of umbilical and venous catheters, airway management and intubation and chest drains.

COURSE DETAILS

The programme may be commissioned by Health Education North West to meet the needs of a modernizing NHS. Upon completion you will be eligible for a non-medical advanced practitioner in Neonates to work within a junior medical rota.

TEACHING

You are expected to be flexible during the programme to facilitate your learning and clinical practice/experience:

  • During the first three months you will be introduced to new concepts, theories and medical management  including physiology, pathophysiology for neonates with in the maternity department and Neonatal Intensive Care Unit
  • For the rest of the programme you will attend university and work in clinical practice
  • You will self-roster your off duty, clinical practice/experience within your tertiary intensive neonatal care unit (learning on the job)
  • You will be given a named supervisor (consultant neonatologist)
  • You must accrue a minimum of 720 clinical hours during your twelve months training

Simulation teaching will be undertaken in the university’s simulation suite and in the clinical area.

ASSESSMENT

You will be expected to undertake a series of assessments including a clinical portfolio, written assignments, OSCE, and supervised clinical practice by specialist registrars, advanced neonatal nurse practitioners and consultant neonatologists.

FACILITIES

Our Clinical Practice Wards are located in the Mary Seacole Building on the second floor. There are four rooms designed to give the look and feel of a hospital environment. The rooms are furnished with patient's beds, lockers, chairs, sinks and curtains as well as audio-visual equipment, internet and a teaching area.

We also have a number of clinical skills rooms that enhance student learning from taking blood pressure, to giving CPR and more complicated procedures. Along with nursing skills rooms where you can practice in a ward situation, there are basic skills rooms for sessions such as moving and handling.

Patient Simulators

The patient simulation laboratory provides you with the opportunity to tackle real-life scenarios in a safe and supported environment. Set up like a hospital ward, the lab contains hi-tech patient simulators that can mimic everything from the common cold to a major heart condition.

The equipment includes:

  • Emergency Care Patient Simulators: Anatomically correct, feature-rich mannequins, which can be used for the physical demonstration of various clinical signs including bleeding, breathing, blinking eyes and convulsions.
  • iStan Patient Simulators: A step up from the ECS, the iStan adds an essential human element to patient simulation. It moves, breathes, can cry out or moan with pain, providing a realistic patient for you to practice on
  • Pedia Patient Simulator: A complete reproduction of a six-year-old child enabling you to practice paediatric scenarios
  • Baby simulator: This mannequin makes it possible to interact with our most vulnerable patients - in a safe, realistic learning environment

All the simulation equipment can be linked up to some very hi-tech computer and audio-visual aids. Groups of students get to role-play a wide range of different scenarios, with a lab co-ordinator observing, running and intervening in the scenario remotely.

Sophisticated computer equipment can also provide detailed physiological information for each of the simulators under observation. The lab will help you develop the clinical skills you need but also the high level communication skills that will make a real difference to your patients.

CAREER PROSPECTS

Upon completion of this course, students will become advanced neonatal nurse practitioners and will work on a medical rota. Some students may also wish to progress onto a PhD or work as a nurse consultant or in a leadership role in clinical practice.



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Genetic counsellors are health care professionals with specialized graduate training in the areas of medical genetics and counselling. Read more

Masters in Genetic Counselling

What is a Genetic Counsellor?

Genetic counsellors are health care professionals with specialized graduate training in the areas of medical genetics and counselling. Genetic counsellors usually work as members of a healthcare team, providing information and support to families who have members with birth defects or genetic disorders and to families who may be at risk for a variety of inherited conditions. Genetic counsellors work in a wide variety of settings, these include: general genetics, prenatal care and family planning, pediatrics, oncology, cardiology, neurology, laboratories, research, education, public health settings, and corporate environments. (NSGC website, accessed Oct 7, 2012).

GENERAL PROGRAM OVERVIEW

The Department of Medical Genetics, through Graduate and Postdoctoral Studies (G+PS) at the University of British Columbia, offers a unique two year graduate program leading to an MSc degree in Genetic Counselling. The program has full accreditation status by the American Board of Genetic Counseling (ABGC). Students, upon graduating, will be eligible to apply for “Active Candidate” status for both the ABGC and the Canadian Association of Genetic Counsellors (CAGC) certification exams.

Six students are accepted into the Program each year to begin their studies in September. Genetic counsellors, geneticists, other healthcare professionals and UBC faculty members instruct and supervise students during their course of study.

The program balances strong academic grounding, direct clinical experiences and independent research to prepare graduates for the dynamic field of genetic counselling.

Academic coursework provides a comprehensive overview of:
- Molecular genetics and genomics
- Clinical genetics
- Counselling techniques and psychology
- Bioethics

Clinical experiences cover a broad range of specialties, preparing graduates for the expanding professional role. These include both private and public settings in the areas of:
- Prenatal genetics
- Pediatric and adult genetics
- Reproductive medicine
- Cancer
- Psychiatric genetics
- Focused practical rotations in embryofetopathology, fetal ultrasound and prenatal procedures, prenatal biochemistry laboratory, molecular biochemical and cytogenetic laboratories.

Interprofessional health education prepares graduates for a patient centred, team-based approach to healthcare delivery. Collaborating with the College of Health Disciplines, unique experiences include:
- Health Mentorship Program
- The Interprofessional Education (IPE) Passport
- Rounds and educational seminars held by the Department of Medical Genetics, Hereditary Cancer Program, Child and Family
Research Institute, BC Clinical Genomics Network and other departments within the hospital and university network.

While this is not a thesis program, all graduates complete an independent research project. The program provides mentorship, research skills development and encouragement towards contributing to the published literature in genetic counselling outcomes.

Quick Facts

- Degree: Master of Science
- Specialization: Genetic Counselling
- Subject: Health and Medicine
- Mode of delivery: On campus
- Program components: Coursework only
- Faculty: Faculty of Medicine

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The Master of Physical Therapy (MPT) Program at UBC is a twenty-five month professional program leading to entry to practice and is accredited by Physiotherapy Education Accreditation Canada (PEAC). Read more
The Master of Physical Therapy (MPT) Program at UBC is a twenty-five month professional program leading to entry to practice and is accredited by Physiotherapy Education Accreditation Canada (PEAC). In the UBC MPT program, students experience the breadth and depth of the profession with 45 weeks of academic course work and a total of 1080 “hands-on” clinical hours. Students experience a diverse, inclusive, and evidence-based curriculum. The course content is updated annually to reflect recent research findings and current best practice. The teaching and learning practices in the MPT Program are based on recent education research and best practice in adult teaching and learning.

The MPT Program embraces innovative teaching and learning approaches that align with the curricular vision and goals, including technology-enhanced teaching and learning and simulation; interprofessional learning; and community-based learning. Faculty members within the Department are acknowledged throughout Canada, and internationally, as leaders in Physical Therapy research and include a Canada Research Chair, as well as Michael Smith and CIHR Scholars. The MPT Program is taught by a complement of faculty members and expert clinicians, with high instructor-to-student ratios in clinical skills courses.

Students experience six clinical placements in diverse aspects of clinical care such as acute, outpatient, geriatrics, interprofessional (including rural and paediatrics), and rehabilitation for various populations such as stroke, spinal cord injury, head injury and others (as well as an option for a research placement). In addition, in partnership with Fraser Health and Vancouver Coastal Health, UBC can place students in the only two student-led physiotherapy clinics in the province, which provide an outstanding opportunity for peer learning and interprofessional experience. Students have access to a vast number of clinical placement location possibilities in British Columbia ranging from large city centres to small communities. Students at the senior level have the option to request one “Out-of-Province” or International placement. Clinic site visits and patient interface workshops are offered throughout the curriculum exposing students to real patients while learning their theoretical skills (neuro; pediatric; shadow placements).

The entry-level MPT program is located in a state-of-the-art facility on the campus of the University of British Columbia in beautiful Vancouver. Cameras and large screen monitors in labs allow for all students to have the best seat in the house when observing demonstrations of even the most detailed subjects. Large lab spaces accommodate two students for every physiotherapy plinth. Additionally, students have access to a modern, well-equipped exercise gym in which to learn exercise testing and prescription.

Quick Facts

- Degree: Master of Physical Therapy
- Specialization: Physical Therapy
- Subject: Health and Medicine
- Mode of delivery: On campus
- Program components: Coursework only
- Faculty: Faculty of Medicine

Program Overview

Physical therapists specialize in the assessment and treatment related to movement. Common movement disorders result from impairment of the neuromuscular, musculoskeletal, respiratory or cardiovascular systems. Following assessment of their clients, physical therapists often use physical agents such as therapeutic exercise, heat, cold, and electrical stimulation to increase muscle strength and function, reduce pain, promote general health and fitness, and prevent disability. As specialists in movement dysfunction, physical therapists also provide expertise in human mobility, carefully analyzing gait patterns and prescribing treatment regimens or devices (such as braces, crutches, or wheelchairs) to enable clients to move independently through their environments.

The M.P.T. degree provides the professional education necessary to obtain a license to practice physical therapy. It differs from the advanced or research M.Sc. in Rehabilitation Sciences, which prepares practitioners with advanced research skills and requires completion and defense of a thesis.

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Programme description. If you are interested in the development of dance education, a comprehensive understanding of the science underpinning the art form is a must. Read more

Programme description

If you are interested in the development of dance education, a comprehensive understanding of the science underpinning the art form is a must. This innovative programme - the only one of its kind in Scotland - offers just that, giving you the scientific theory and specialist skills that will inspire you to push the frontiers of dance and dance education.

As you study the science relevant to dance performance and education, you will have access to resources at:

Through a multi-disciplinary blend of theory and practice, you will learn to prepare dancers to improve performance, explore the physiological and developmental issues that relate to dance education and training, and develop awareness of changing trends.

The programme is offered as:

  • Master of Science, which can be completed over 12 months (full time) or 24-72 months (part time)
  • Postgraduate diploma, which can be completed over 9 months (full time) or 12-48 months (part time)

Dance Science & Education with teaching pathway to registration with the General Teaching Council for Scotland (GTCS)

Many dance teachers work in school and community contexts, however, it is a legal requirement for any teacher teaching in the Scottish state school system to be registered with the General Teaching Council for Scotland (GTCS). Being registered not only allows an individual to teach but it also provides assurances to employers, parents and children that teachers meet a national standard of teaching.

The MSc Dance Science and Education now has a teaching pathway to registration with the GTCS, which was accredited in June 2015. On successful completion of this degree students are recommended by the University to the GTCS for provisional registration. Upon completion of the required probationary period of teaching graduates from this degree will further register with the GTCS as a teacher with a subject specialism in dance. This is currently the only route to GTCS registration as a teacher for dance specialists qualified to teach learners aged 3-18 years in schools.

The programme is offered as a Master of Science (SCQF level 11) and can be completed over 15 months (full time) or 24 months (part time). It is not available as a Postgraduate diploma.

Programme structure

Your learning will incorporate a variety of approaches including lectures, student-led seminars, presentations and, where appropriate, practical skills training and project work.

Compulsory courses:

  • Dance Pedagogy
  • Preventive Dance Medicine
  • Research Methods x 3

You will also choose 40 credits of optional courses from a range that are offered at Moray House School of Education and may include for example:

  • Coaching and performance
  • Psychology for physical activity
  • Nutritional factors and ergogenic aids
  • Physical activity for health
  • Pediatric factors in sport
  • Assessment of physical activity and body composition
  • Peak performance
  • Stress and coping in performance
  • Planning and instruction for performance
  • Physio-mechanical aspects of resistance training
  • Conditioning physiology

Additional options may be chosen from courses offered by relevant schools within the University, subject to approval.

On completion of your courses, you may choose to progress to the MSc, which will include the production of an independently researched dissertation.

For the GTCS accredited teaching pathway, there are no optional courses, but there is an additional compulsory course:

  • The Professional Development and Leadership in Dance Teaching (PDLDT)

Career opportunities

Whether you are a recent graduate or a mid-career professional, this programme will prepare you for further research, which can be channelled into an academic career or used to advance your performing or educational career. The transferable skills you gain, such as communication and project management, will also be valuable in enhancing any career options.

If you choose the GTCS accredited teaching pathway, this degree will enable you to apply for GTCS registration and teach in schools with a subject specialism of dance across 3-18 years.



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Kinesiology’s research is focused on the biosciences; psychological, socio-cultural, managerial and philosophical aspects of human performance, recreation and sport; and personal and community health and wellness. Read more
Kinesiology’s research is focused on the biosciences; psychological, socio-cultural, managerial and philosophical aspects of human performance, recreation and sport; and personal and community health and wellness. Topics range from exploring the processes underlying human movement to investigating volunteerism at national events, and assessing human factors and ergonomics in industry.

UNB leads the province in health and wellness research through collaboration with groups such as The Stan Cassidy Centre for Rehabilitation, Horizon Health, various sport and recreation agencies and governmental departments. Our Community Outreach Programs provide opportunities for inter-disciplinary and collaborative research. We generally have about 50-60 students who have use of the Andrew & Marjorie McCain Human Performance Lab, Motor Control Lab, Occupational Therapy Lab, and the Exercise Physiology Lab.

Research Areas

-Health and Rehabilitation
-Clinical and Occupational Biomechanics
-Sport and Exercise Psychology
-Health/Wellness
-Pediatric Exercise Science
-Healthy Aging
-Human Factors and Ergonomics
-Sport and Recreation Studies
-Sport and Recreation Management

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The School Nurse Certification program is a 14-credit, post-baccalaureate program that prepares students for initial Pennsylvania Department of Education certification as an Educational Specialist I – School Nurse. Read more
The School Nurse Certification program is a 14-credit, post-baccalaureate program that prepares students for initial Pennsylvania Department of Education certification as an Educational Specialist I – School Nurse. This program prepares registered nurses to meet the health needs of children and adolescents in schools, pre-K to Grade 12.

The strategic directions of West Chester University are aligned with service to the community. This program supports the need of Registered Nurses to receive specialized education directly related to the care of the school aged child and school community. This program offers the resource of training school nurses during a time in our country where training of staff in schools has never been so important. Additionally, this program provides a service to our community by offering a local, cost effective, education in keeping our schools a healthy and safe place for members of the community, thus enhancing the relationship our community has with the university.

School nursing is a specialised practice of professional nursing that advances the well being, academic success and life-long achievement and health of students. School nurses must facilitate positive student responses to normal development; promote health and safety including a healthy environment; intervene with actual and potential health problems; provide case management services; and actively collaborate with others to build student and family capacity for adaptation, self-management, self-advocacy, and learning (NASN, 2010). With this understanding, speciality training is required to provide the school nurse with the necessary ability to be successful in this area of nursing.

The goal of the department is to prepare nurses for safe and effective care in the school setting. Graduates will be professionals capable of functioning in a holistic manner and able to collaborate with the various disciplines within the school system for health promotion and disease prevention of the child and adolescent.

Curriculum

NSG 502 (School Nurse Practicum)

This course examines the structure of the educational organization issues that specifically affect the certified school nurse and impact the student in the learning environment. Emphasis will be placed on the school nurse’s responsibility to enhance the student’s ability to learn in relation to promotion, restoration, and maintenance of health. There is a 112 hour practicum associated with this course where you must be under the guidance of a Certified School Nurse in the state of Pennsylvania. Successful completion of NSG 533 is a prerequisite for this course and it is recommended to be the culminating course of the program.

NSG 512 (Legal Mandates of School Nursing)

This course examines the structure of the educational organization and legal issues that specifically affect the certified school nurse and impact the student in the learning environment. Emphasis will be placed on the school nurse's responsibility to enhance the student's ability to learn in relation to promotion, restoration and maintenance of health.

NSG 533 (Health Assessment)

In this course, students will build on their physical assessment knowledge with a combination of comprehensive theoretical and clinical experiences in advanced physical assessment. Students will focus on attainment of enhanced skills to complete a holistic health assessment and physical examination of the adult, adolescent, and pediatric client. Strategies include collection of relevant data via appropriate interviewing methods, and developmental and physical assessment techniques with an emphasis on refinement of communication techniques and psychomotor skills (60 hours of Clinical Practice of Physical Assessment Skills).

EDA 542 (Foundations of Special Education).

This course is designed to acquaint the prospective teacher with the historical legal evolution of the field, special education processes, and the characteristics of individuals with disabilities. Distance education offering may be available. Typically, this course is offered in Fall, Spring & Summer

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This Masters course is accredited by the British Association of Play Therapists (BAPT) and provides professional training in play therapy. Read more
This Masters course is accredited by the British Association of Play Therapists (BAPT) and provides professional training in play therapy. Successful graduates of this course will have completed the formal elements of the training required to practise as a play therapist.

As well as meeting core requirements for play therapy training, the course introduces you to therapeutic interventions with different client groups including children and young people with social, emotional and behavioural difficulties. The course offers placement opportunities in a variety of settings, including schools, children’s centres, charitable organisations and multidisciplinary agencies. You will develop the skills needed to practise as a professional in a responsible and demanding clinical environment.

The course provides theoretical and practical knowledge relating to play therapy, drawing on the experience and skills of qualified psychologists and play therapists, as well as other creative therapists and counselling staff. The course team is actively engaged with practitioner work and related research.

This is a demanding course and acceptable applicants will be interviewed to assess suitability for training. Students are also required to undertake their own personal therapy (60 hours) and clinical supervision (50 hours) as part of the professional requirement for registration as a Play Therapist. Students are expected to meet these costs in addition to the course fees.

There are also opportunities for suitable students to undertake part of their clinical practice hours in the PAWB Wales clinic.

See the website http://courses.southwales.ac.uk/courses/639-msc-play-therapy

What you will study

You will study the following modules:
- Child Development
- Play Therapy Skills
- Advanced Play Therapy Skills
- Research Methods
- Working with Children and their Families
- Clinical Practice & Personal Therapy 1
- Clinical Practice & Personal Therapy 2

Learning and teaching methods

Full-time study is delivered intensively on one day per week over two years (9am- 6pm in year one).

Teaching is through lectures, seminars, workshops, reflective diaries, research project work and specialist guest speakers.

Work Experience and Employment Prospects

Career opportunities for play therapists exist in many stimulating areas, such as community groups, social services, education services, the National Health Service and private clients.

Assessment methods

Assessment uses a variety of methods, including essays, diaries, research reports, presentations, portfolios of observations and clinical notes. Clinical work placements are available as part of this course.

Facilities

Students in Psychology have access to the latest learning technologies, facilities and equipment, including excellent designated facilities.

These include observation and interview rooms equipped with two-way mirror, CCTV and audio and allow research and interview practice sessions to be conducted and recorded onto DVD. We also have a custom-built air-conditioned PC laboratory which provides access to specialist software for running psychology experiments and conducting careers guidance interviews. More specialist equipment is also available in our cognitive suite and more details about this are given below.

- Cognitive suite
The cognitive psychology suite houses specialist psychology equipment. This includes eye tracking equipment which is capable of studying the eye movements of individuals whilst they complete cognitive tasks. The suite includes EEG (electroencephalogram) and ECG (electrocardiogram) facilities for recording electrical activity in the heart and scalp. There is also a driving simulator which is currently being used by postgraduate students to complete a study which examines the effects of stressors on driving performance.

- Psychology clinic facility (PAWB Wales)
As well as our excellent dedicated teaching facilities, the School of Psychology offers a wide range of psychological services to the general public. These are offered through our PAWB Wales clinic facility and include play therapy, behaviour analysis, health and sport psychology interventions. The clinic activities support our wide range of postgraduate opportunities and undergraduate students can also get involved in some of the clinic’s work.

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