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Masters Degrees (Social Simulation)

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The aim of this course is to enable you to become confident practitioners in the fast-changing world of social work. With an emphasis on professionalism, professional judgement, relationship focussed work and protection, you will develop the capability to work across all areas of the social work profession. Read more

Why take this course?

The aim of this course is to enable you to become confident practitioners in the fast-changing world of social work. With an emphasis on professionalism, professional judgement, relationship focussed work and protection, you will develop the capability to work across all areas of the social work profession.

We endeavour to recruit students to our health and social care courses who have the right values base and demonstrate appropriate behaviours. We embed the values of the NHS Constitution throughout our admissions processes and they are an essential part of the curricula. Find out more about the values we look for.

For further health information, please see our additional health information page.

What will I experience?

On this course you can:

Be taught by experts at the forefront of research and who are fully informed on developments within the social work field
Experience broad ranging teaching methods including simulation and workshops in preparation for, and during, two respective work placements
Work alongside service users and carers using creative and contemporary techniques in social work practice
Put your learning into action during your practice placements

What opportunities might it lead to?

This Master's course is a professional qualification for social work approved by the Health and Care Professions Council (HCPC). It will provide you with the opportunity to acquire advanced knowledge, theory, values and skills to work with vulnerable individuals and groups in society.

Here are some routes our graduates have pursued:

Social work practice
Community healthcare practice
Practice teaching
Voluntary organisations

Module Details

This Master's degree is a professional qualification for social work approved by the Health Care Professions Council (HCPC). It will give you the chance to acquire the knowledge, theory, values and skills to work with vulnerable individuals and groups in society. It will also enable you to develop the flexibility to work in any sector of social work – children and families, mental health, disabilities, vulnerable adults, or within a wide range of voluntary and independent organisations providing services to people who are homeless, who misuse substances, who are in the criminal justice system or who have experience of the care system. You will study the following units:

Year One

Social Work Theory and Context
Evidence-based Practice and other approaches to research
Empowering service users and promoting inclusion
Practice Placement 1
Legal and Policy Frameworks for Social Work (1)

Year Two

Legal and Policy Frameworks for Social Work (2)
Project - Writing for a publication
Practice Placement 2
Critical Practice across Service User Groups

Programme Assessment

You will be allocated a personal tutor, who will support, advise and assist you throughout the course. We use a variety of teaching methods including lectures, group work and other classroom strategies, group and creative work with service users and carers, and simulation work and skills workshops. To see examples of how we work closely with service users, visit http://www.swig.uk.net.

Assessment is primarily based on written, oral or portfolio evidence and is measured against HCPC Standards of Proficiency and the Professional Capability Framework developed by the College of Social Work. There are no formal written examinations.

Student Destinations

On successful completion of the course you will be eligible to apply for registration with the Health and Care Professions Council (HCPC), enabling you to work as a professional social worker in a wide variety of statutory, voluntary and independent sector agencies. This course will enable you to develop the flexibility to work in any sector of social work – children and families, mental health, disabilities, vulnerable adults or in the wide range of voluntary and independent organisations providing services to people who are homeless, misuse substances, are in the criminal justice system or who have experience of the care system.

Roles our graduates have taken on include:

Social worker
Care manager
Persistent offender coordinator
Family support worker
Housing adviser

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This MSc Business Management (Corporate Social Responsibility) course is focused on your career development. With this master's degree accredited by the Association of MBAs (AMBA) you will be ready for a successful international career with a commercial or not-for-profit organisation. Read more

This MSc Business Management (Corporate Social Responsibility) course is focused on your career development. With this master's degree accredited by the Association of MBAs (AMBA) you will be ready for a successful international career with a commercial or not-for-profit organisation.

On this course you will learn to identify, analyse and evaluate a range of business related issues. You will develop suitable responses to these problems and be able to select the most appropriate course of action.

The specialism within this degree enables you to focus your studies within the area of corporate social responsibility. Focusing on the corporate social responsibility discipline will prepare you for a range of careers around the themes of sustainability and corporate governance. You will learn to ask underlying ethical questions about business and management, and you'll develop the tools to understand complex problems from a range of socially responsible perspectives. Studying the specialism means you will take corporate social responsibility modules during your MSc degree. Your final degree will be awarded as MSc Business Management (Corporate Social Responsibility).

Course content

Modules

On the MSc Business Management (Corporate Social Responsibility) course you will study the modules listed below, and then choose between completing a dissertation, a synoptic research project or work-based project. Please see the course structure chart.

  • Research Methods
  • Operations and Process Management
  • Introduction to the Principles of Marketing
  • Finance and Accounting for Business
  • Global Strategic Management
  • Developing Skills for Business Leadership
  • Managing the Contemporary Organisation
  • Corporate Governance and Social Responsibility
  • Strategic Business Simulation (CSR focus)

Capstone Module Choice

You will choose one of the following capstone modules that best suits your academic interests or professional development requirements.

  • Dissertation
  • Synoptic Research Project
  • Client Project

Chartered Management Institute (CMI) Accreditation

This course is dual accredited by CMI – a CMI accreditation means you have the option to graduate with your degree and gain a professional CMI qualification (Level 7 in Strategic Management and Leadership) and there’s no extra study involved. This accreditation is not only a hallmark of excellence, but also provides you with benefits. For example, student members can access online content, networking events, company visits, online seminars and mentoring.

Teaching and learning

Much of the teaching on the course takes the form of interactive workshops, but there are also lectures from staff and visiting speakers. Lectures, discussions, role-play exercises and seminars are linked with selected case studies and assessments to strengthen your practical analysis and decision-making skills. You will have the opportunity to develop your skills in working as part of a team through structured group assignments.

Teaching staff at the Business School are academic researchers and/or from an industry background with an in-depth practical experience of business and management issues. Visiting speakers from business, industry, consultancies and research bodies provide further input.

Approach to assessment

Each module is assessed individually, generally on the quality of written or visual presentation work, and to some extent on verbal presentations. Assessment methods may include reports, seminar papers, formal written examinations, in-class tests, project work, visual and verbal presentations, workshops, simulations, oral exams (viva) and practical exercises. The majority of assessments are based on individual assignments, but there is some assessed group work.

Specialist facilities

At Headington we have developed outstanding facilities. Our John Henry Brookes Building is the most significant project in the history of Oxford Brookes University. Set at the heart of our Headington campus, it has been designed for the future of higher education and has transformed the experiences of our students and the entire University community. Find out more about the John Henry Brookes Building.

We're investing over £30m to create modern teaching and learning facilities and creating a new home at Headington for the Business School.

Set to be complete in 2017, you'll see:

  • The Business School brought together in a modern, professional environment
  • 30 teaching rooms and a collaborative lecture theatre
  • A new Main Hall with soundproof wall, perfect for teaching and events like graduations
  • Social learning spaces and a cafe
  • A new gateway into the Headington Campus.

Our library provides specialist business resources (both hard copy and via online access) to UK and overseas companies' annual reports, statistics on all aspects of business and management, a wide range of constantly updated key texts, and postgraduate MA, MBA, MSc and PhD theses.

Field trips

By listening to our students and recognising the need for practice-oriented business and management education, we have introduced new ways to engage with companies from the public and the non-profit sector. You will have the opportunity to visit various company sites organised through our extensive network of corporate contacts and the Chartered Management Institute. We also host a number of guest speakers throughout the year who bring their business and management experience and expertise to the classroom.

We offer an International Business in Practice Study Trip module. The purpose of this study trip is to give postgraduate students a hands-on, intensive experience with the ideas and practices of global business. The programme will include presentations from local management executives and experts. Students will have direct interaction with management executives and practices through site visits to major corporations and agencies.

This study trip is voluntary and all costs associated with the trip will need to be funded by you. It is not linked to university assessments in any way. If you successfully complete this module you will have the following non-credit bearing module recorded on your transcript: P58335 International Business in Practice: Study Trip.

Field trips are optional and incur a cost.



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This course is purpose-built to meet the clinical and professional development needs of the NHS workforce, including potential educators in simulation-based learning in the South East. Read more
This course is purpose-built to meet the clinical and professional development needs of the NHS workforce, including potential educators in simulation-based learning in the South East.

Simulation-based education is now widely used in training and this new course will allow participants to advance their skills and knowledge in amix of theoretical and practical sessions including group work activities, debriefing and feedback, the exploration of technical issues and fidelity, and the development of a simulation based project suited to the workplace setting.

KEY AREAS OF STUDY

• Multidisciplinary approach to learning
• The evolution, variety and importance of human factors in healthcare practice
• Knowledge and skills required to design, develop and facilitate simulation training
• Debriefing skills required to aid learners and subsequent reflection and development
• Simulation-based medical education principles
• Role of extrinsic and intrinsic feedback
• Producing a portfolio of teaching experience
• Linkage of teaching skills to national standards (Training the Trainer)

COURSE STRUCTURE

MDM148 is delivered over the course of five days in the medical school, whereas MDM149 is a smaller module, allowing students to develop their teaching portfolio in practice. MDM148 and MDM28 are assessed by way of academic essays following the delivery of each module.

MDM148 Principles and Practice of Simulation (20 credits)
MDM149 Feedback and Debriefing in Simulation (20 credits)
MDM28 Teaching and Learning in Medical Education (20 credits)

CAREER OPPORTUNITIES

This PGCert will provide specialist knowledge that will be useful for any career in the field of healthcare that involves the support of learning and assessment in practice.
In addition, the programme will enable you to develop the skills of critical analysis, critical reflection and the evaluation of research evidence commensurate with postgraduate study.

Delegates who graduate from the PGCert will take with them specialist knowledge and the confidence to design simulation scenarios, and facilitate beneficial debriefing sessions.

As most graduates will already be employed in a medical educator role prior to starting the course, the PGCert is designed to increase the repertoire of the educators, and to enable them to deliver simulation sessions more effectively within their chosen setting.

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This is the second of two specialised master’s pathways within our global health and development programme. Read more

This is the second of two specialised master’s pathways within our global health and development programme. This award particularly attracts social science graduates, health and social care professionals and others who have an interest in issues such as gender equity and globalisation and their effects on the health and wellbeing of people in developing countries.

The ‘mainstreaming’ of social development is a key element of current development policy and practice. This pathway enables students to focus on key issues considered within such developments, including gender awareness, the development of civil society, empowerment, and the linkage between healthcare and other sectors.

This award will build on the participant’s experience, developing their understanding of the key factors and forces shaping the health and wellbeing of disadvantaged populations in low, middle income and transitional countries. It will also focus on specialist areas of social development (development policy analysis, frameworks for social analysis and sustainable livelihoods) and in an evidence-based critique of policy and practice.

Teaching, learning and assessment

Teaching is comprised of a combination of lectures, seminars, tutorials, case studies, simulation exercises and projects. Assessment is  continuous and incorporates assignments, action plans, projects and examinations. For their dissertation projects, students can chose to collect desk-based studies, or conduct primary data collection in collaboration with national or international organisations working in health and development.

Teaching hours and attendance

Each module which you study on campus will require you to attend classes and carry out independent work. Your exact attendance requirements at QMU will depend on which module you are studying and whether you are studying full or part time. Modules typically run over five weeks and involve two sessions of three hours in class each week. In addition, for each module students spend around 10-12 hours of each week on preparatory class work independently and with colleagues, including readings and exercises available on dedicated web-based learning platforms.

Modules

Students study core modules totalling 105 credits. This includes foundational study of global heath and development, through such subjects as Global Health and Social Policy; Researching Global Health and Development; Global Public Health; and Health Systems; and then extends through more focused study of subjects such as Social Development Policy and Practice and Gender, Health and Development. You will also choose one 15 credit elective class from classes available within the Institute or from other QMU programmes recognised as of relevance.

For the MSc award the culmination of your study will be completion of a dissertation involving desk study or fieldwork on an approved topic related to social development and health (60 credits).

Careers

As a graduate you will be well equipped for employment as a global health practitioner with a particular focus on sexual and reproductive health issues. Graduates have secured technical, advocacy and leadership positions with national and global programmes, addressing such issues as safe motherhood, adolescent friendly health services, health of sexual minorities, HIV treatment and prevention, and FGM.

Quick facts

  • Broadens your perspective on a range of sexual and reproductive health issues (eg maternal mortality, unsafe abortion, infertility), paying special attention to politics, gender and inequalities.
  • Offers a unique opportunity to discuss sexual and reproductive health in low, middle and high income settings in an extremely diverse, international group of students.
  • Equips you with insight into rights based approaches and skills to critique and develop sexual and reproductive health policies, services and interventions.

Santander Scholarships

Santander Scholarships: 2 x £5,000 scholarships are available for international students undertaking a course within the IGHD.

See http://www.qmu.ac.uk/study-here/fees-andfunding/ scholarships-for-new-students/ for more information.



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This Postgraduate Certificate in Simulation and Clinical Learning has been designed for a range of health professionals (medical doctors, dentists, nurses and allied health professionals), clinical educators and healthcare managers who wish to develop specialist knowledge, skills and understanding of simulation as a modality for teaching and supporting learning and assessment. Read more
This Postgraduate Certificate in Simulation and Clinical Learning has been designed for a range of health professionals (medical doctors, dentists, nurses and allied health professionals), clinical educators and healthcare managers who wish to develop specialist knowledge, skills and understanding of simulation as a modality for teaching and supporting learning and assessment. It will equip you with a critical understanding of how simulation can be deployed to enhance teaching, learning and assessment in the field of healthcare.

Simulation can be defined as emulating a real life situation in a controlled (non-real) environment, to safely provide a life-like experience. This creates the opportunity to act, reflect and obtain feedback to assist in achieving competence and progression towards expert level through deliberate and repeated practice in an ascending learning spiral.

The programme will be run on a multi-professional basis, allowing practitioners, managers and clinical educators from different professions and locations to share their knowledge, experience and skills. You will systematically and creatively analyse the complexities of clinical education and explore and articulate opportunities for developing simulation in your own practice.

What will I study?

The course will focus on furthering your understanding of simulation as a teaching, learning and assessment modality for clinicians.

In the first two modules, underpinning theory will be explored in relation to simulation, and the range of different potential types and uses of simulation will be examined in relation to existing literature.

You will then have the opportunity to specialise in the particular area of clinical education most suited to your own situation and professional interests. Pathways are available in Curriculum Design, Educational Leadership, Educational Supervision, Technology Enhanced Learning and Improving Practice.

How will I study?

The course is delivered through online blended learning, using the University’s Virtual Learning Environment (VLE), with streamlined access to online reading materials, many of which have been specially optimised for use with mobile devices. It is designed to be ‘step on, step off’, offering flexibility for participants to study in a single year or over a maximum three-year period.

The online learning is blended with a small number of face-to-face workshops, typically up to three per module. Attendance at the face-to-face sessions is highly recommended but, due to the flexibility of the programme, it is not compulsory.

Edge Hill University is the usual location for face-to-face sessions. The campus provides a modern and stimulating environment for study and is equipped with state-of-the-art teaching and learning facilities. The VLE is used to deliver the online elements of the programme.

How will I be assessed?

There are no examinations. A range of assessment strategies are employed in this programme including online tasks, critical reflection on practice, assignments, evaluative reports, case studies, peer observation of teaching, the design of learning activities and the creation of portfolios. You will be supported by your academic tutors with academic skills practice and ‘formative feedback’ on work-in-progress. You will be expected to write approximately 4,000 words (or equivalent) for each module.

Who will be teaching me?

The academic team comprises highly experienced tutors from Edge Hill University, as well as a Visiting Professor and Emeritus Professor. Many of the team are research active in the fields of technology enhanced learning and clinical education and some are also University Teaching and Learning Fellows or SOLSTICE Fellows, with an extensive publication record.

Some of the academic tutors are, or have been, practising clinicians who have specialised in clinical education whilst others are experienced educationalists from a range of backgrounds. The team is further enhanced by an experienced learning technologist and there is guest input from clinical experts and practitioners.

What are my career prospects?

This PGCert will provide specialist knowledge that would be useful for any career in the field of healthcare that involves the support of learning and assessment in practice. In addition, the programme will enable you to develop the skills of critical analysis, critical reflection and the evaluation of research evidence commensurate with postgraduate study.

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The PG Cert STEL has been designed for practitioners with an interest in education and simulation from all health, social care and education disciplines to lead on the design, development and evaluation of simulation and technology enhanced learning. Read more
The PG Cert STEL has been designed for practitioners with an interest in education and simulation from all health, social care and education disciplines to lead on the design, development and evaluation of simulation and technology enhanced learning. This award enables the student to study a theoretical and a practical based unit at level 7 before completing an independent study unit. The independent study unit will facilitate the students’ to use of their newly acquired knowledge and skills to develop a work based project that will be unique to their practice/workplace.

For the PGCert STEL you will need to successfully complete the three core units:
-Simulation in Healthcare: Learning Theory, Curriculum Design and Evaluation (20 credits)
-Simulation in Healthcare: Practical Application (20 credits).
-Contemporary Issues in Practice (Independent study unit) (20 credits)

Features and benefits of the course

-You will be taught by experienced and supportive team of academics who are active in research simulation in the healthcare arena in the UK and Internationally
-Multidisciplinary skills and knowledge development
-You will learn skills to justify and critically discuss currently use of simulation and develop an evidence based scenario relevant to your practice area.
-Opportunity to gain academic credits while development your unique work based project

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This award is for people who are seeking to work in social development, and wish to examine community-based strategies for enhancing health and wellbeing of a population. Read more

This award is for people who are seeking to work in social development, and wish to examine community-based strategies for enhancing health and wellbeing of a population. This includes local health planners, community health staff, health promoters and community workers addressing health improvement. The award focuses on analysing the relationship between gender, health and development; identifying the many opportunities and constraints related to the social development of a community; appraisal of the impact of such opportunities and constraints on a planned health project or programme; and the effective planning and implementation of health and social interventions.

Teaching, learning and assessment

Teaching comprises a combination of lectures, seminars, tutorials, case studies, simulation exercises and projects. Assessment is continuous and incorporates assignments, action plans and projects.

Teaching hours and attendance

Each module which you study on campus will require you to attend classes and carry out independent work. Your attendance requirements at QMU will depend on which module you are studying and whether you are studying full or part time. Modules usually require two sessions of three hours in class plus around 10-12 hours of work each week consisting of preparatory class work with colleagues and on web based learning platforms as well as independent study. Subsequent to class contact, 3 weeks are given to prepare the written assignment.

Modules

You will study a total of 60 credits, comprising the core modules Gender, Health and Development and Project Design and Management, and two 15 credit modules IGHD modules*.

Careers

Former IGHD students work in a variety of settings where a social development understanding informs approaches to health. Examples of positions filled by IGHD graduates include: Health Advisor for Save the Children UK, Senior Coordinator for International Operations with Partners in Health, Policy Development Officer in the Scottish NGO sector, Public Health Policy Workers for First Nation’s communities in Canada, Humanitarian Worker with Islamic Relief. Others have taken internships with organisations such as the WHO on graduation, while others have progressed to doctoral studies.

Quick facts

  • An opportunity to analyse the relationship between aspects of social development including globalisation, inequality, poverty, the role of civil  society and gender relations with health and wellbeing.
  • Opportunity to focus on processes of local engagement, participation and agency in shaping health and development programmes
  • Students often collaborate with organisations in the field of social development in the UK or internationally for their dissertation projects.


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

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

The MSc by Research Social Theory and Space enables students to pursue a one year individual programme of research. The Social Theory and Space programme would normally terminate after a year. However, under appropriate circumstances, this first year of research can also be used in a progression to Year 2 of a PhD degree.

You will be fully integrated into one of our established research groups and participate in research activities such as seminars, workshops, laboratories, and field work.

Key Features

Swansea is a research-led University and the Department makes a significant contribution, meaning that as a postgraduate Geography student you will benefit from the knowledge and skills of internationally renowned academics.

In the latest Research Assessment Exercise, 95% of Geography research at Swansea was judged to be of international quality, and 60% was regarded as World-leading or internationally excellent.

Facilities

As a student of the Social Theory and Space programme you will have access to:

Computer laboratory with 24 computers providing general IT software and programmes dedicated to Geographic Information Systems (GIS) and Remote Sensing Computer laboratory with 10 high-performance Linux workstations delivering software tools for advanced GIS and remote sensing applications

Specialist laboratory suites for stable isotope ratio analysis; tree ring analysis; extraction and identification of organic compounds; pollen extraction and analysis; rainfall simulation; tephra analysis; soil and sediment characterisation

In addition, the computing facilities include 15 dual-processor workstations for Earth Observation, a 20-node multiprocessor Beowulf cluster, and the Department’s IBM ‘Blue Ice’ Supercomputer, used mainly for climate and glaciological modelling.

Research

All academic staff in Geography are active researchers and the department has a thriving research culture and a strong postgraduate community.

The results of the Research Excellence Framework (REF) 2014 show that Geography at Swansea University is ranked joint 9th in the UK for research impact and 11th in the UK for research environment.

Research groups include:

Environmental Dynamics

Glaciology

Global Environmental Modelling and Earth Observation

Migration, Boundaries and Identity

Social Theory and Urban Space



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This course explores how businesses use CSR to approach issues such as sustainable development. You will explore CSR in the context of international business, its strategic role in modern international companies and develop a deeper understanding of its potential impact on economic indicators. Read more

About the course

This course explores how businesses use CSR to approach issues such as sustainable development. You will explore CSR in the context of international business, its strategic role in modern international companies and develop a deeper understanding of its potential impact on economic indicators.
•Global business school
The diverse nature of the staff and student cohort means you will experience and benefit from a truly international learning environment allowing you to identify new opportunities in a range of contexts
•Apply theory in an international context
By embracing two different business approaches, you will gain the ability to identify and exploit opportunities to launch and grow businesses in an international setting thereby enhancing your employability
•Tailor your course depending on your interests
This course offers a carefully selected relevant range of optional modules allowing you to tailor the course to your career aspirations, be that launching a small business or growing an established company
•Excellent student experience
Enjoy trips to multi-national companies such as Mini (BMW) which will allow you to apply and understand theory in industry.

Teaching and assessment

Teaching will be delivered through formal lectures, informal seminars, tutorials, workshops, discussions, and e-learning packages. You will also benefit from exciting guest lectures and visits to companies such as Mini (BMW).
Assessment will usually be through a combination of individual and group work, presentations, essays, reports and exams. In addition, a particular feature of the course will be to take part in a state-of-the-art, computer driven business simulation exercise, which will integrate many aspects of your learning and development.

Course modules

•Accounting for Managers
•Critical Management
•Corporate Social Responsibility
•Research Methods
•International Strategic Management, Markets and Resources
•People Management and Organisation
•Work/Community-based Reflective Live Case Study

You will also select one elective module which might include:
•Globalisation
•International Marketing and Ethics
•International Finance
•International HRM
•Corporate Governance
•Contemporary Business Model Generation
•The Social and Sustainable Face of Marketing

Dissertation – You must also undertake a dissertation, providing an invaluable opportunity to work in depth on a particular aspect of international business and corporate social responsibility (in its broadest sense). You will need to apply and enhance your technical knowledge and critical awareness in a subject of your choice.

Note: All modules are subject to change in order to keep content current.

Graduate careers

Most international organisations whether private or public sector have CSR experts and are likely to expand these roles as the area grows.Similarly there is a growth in specialist consultancies, both independently and as part of international accountancy firms. Our recent graduates have obtained positions in international companies, consultancies and non-profit organisations where their CSR knowledge has been valued.

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Adult Nursing is an exciting and rewarding career choice. It's one in which you can make a real and positive contribution to people with long and short-term health problems who are facing some of the most challenging experiences of their lives. Read more
Adult Nursing is an exciting and rewarding career choice. It's one in which you can make a real and positive contribution to people with long and short-term health problems who are facing some of the most challenging experiences of their lives.

If you have a relevant bachelor's degree, this three-year pre-registration master's degree gives you the chance to undertake an Adult Nursing course leading to registration with the Nursing and Midwifery Council. The course is available part-time and full-time on both the Oxford and Swindon campuses.

If you are interested in this course, you should consider attending an Undergraduate Open Day.

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

Why choose this course?

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

- Throughout the course, you will benefit from an interprofessional approach to learning in which you will study with other health and social care students. This will help to prepare you for work in the current health care environment.

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

- We support multi and interprofessional learning and teaching, and many of our courses are either fully multiprofessional or offer excellent opportunities for shared learning.

- Our lecturers maintain excellent practice links in their specialist areas locally or across the region.

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

- We have a strong research profile, with experienced researchers working in established areas of cancer care, children and families, drug and alcohol, physical rehabilitation and enablement, and interprofessional education and collaborative practice.

- 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.

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

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

Teaching and learning

We teach a very wide range of pre-qualification and foundation courses including health and social care, nursing, midwifery, occupational therapy, osteopathy, operating department practice, paramedic emergency care, physiotherapy 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 in 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; we consistently receive very high satisfaction ratings for our student support and learning resources in student surveys. We have excellent teaching facilities including classrooms and a lecture theatre, dedicated clinical skills suites and simulation resources, featuring 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 an extensive range of learning resources can be accessed through ‘Brookes Virtual', an online repository of lectures, handouts, information and learning exercises.

Approach to assessment

You will be asked to produce a number of different types of written work throughout your study, including critical appraisals, reflective work and case studies. Some assignments will also require you to present work to faculty staff and peers.

Assessment of practice learning occurs both within the 'practice modules' - Professional Practice Experience (PPE) modules - and also in the 'practice-related' modules. All students have a Practice Assessment Document which contains a competency framework to assess practice.

As a postgraduate student with more highly developed academic skills and a self-directed approach, you are expected to work to produce material that is creative and original. You will be encouraged to try out the creative application of new or existing ideas or theory to address contemporary practice problems, health and social care policy or health and social care needs.

Careers

When you qualify there is a very wide range of specialist options and lifelong learning opportunities you can pursue, whether you choose to work in the NHS in hospital, or the community, or in the independent sector with private or voluntary organisations. UK-trained nurses are also highly valued throughout the world and there are many opportunities to work overseas.

Free language courses for students - the Open Module

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

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

Research highlights

We have a number of both promising and experienced researchers 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 Oxford University, and 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, with a significant record of research and publications. The currency of the course is also assured by the lecturers' close involvement in the health and social care sector.

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. The University has been careful to nurture emerging research strengths, and the international standing achieved by subjects allied to health demonstrates significant progress since 2008.

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Our highly sought-after graduates benefit from a programme that integrates training in identifying, framing and effectively researching social problems with a leading computational approach to social science. Read more
Our highly sought-after graduates benefit from a programme that integrates training in identifying, framing and effectively researching social problems with a leading computational approach to social science.

Furthermore, we are home to the Centre for Research in Social Simulation (CRESS) and its world-leading expertise in agent-based modelling.

PROGRAMME OVERVIEW

Interest in simulation has grown rapidly in the social sciences. New methods have been developed to tackle this complexity. This programme will integrate traditional and new methods, to model complexity, evolution and the adaptation of social systems.

These new methods are having an increasing influence on policy research through a growing recognition that many social problems are insufficiently served by traditional policy modelling approaches.

The Masters in Social Science and Complexity will equip you to develop expertise in the methods necessary to tackle complex, policy-relevant, real-world social problems through a combination of traditional and computational social science methods, and with a particular focus on policy relevance.

PROGRAMME STRUCTURE

This programme is studied full-time over one academic year and part-time over two academic years. It consists of eight taught modules and a dissertation. 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.
-Data Analysis
-Field Methods
-Computational Modelling
-Theory Model Data
-Modelling the Complex World
-Policy Modelling
-Theory and Method
-Statistical Modelling
-Evaluation Research
-Dissertation

EDUCATIONAL AIMS OF THE PROGRAMME

The main aims of the programme are to:
-Provide an appropriate training for students preparing MPhil/PhD theses, or for 
 students going on to employment involving the use of social science and policy research
-Provide training that fully integrates social science, policy modelling and computational methodologies to a high standard
-Provide training resulting in students with high quality analytic, methodological, computational and communication skills

PROGRAMME LEARNING OUTCOMES
The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
-Develop skills in tackling real world policy problems with creativity and sound methodological judgment
-Cover the principles of research design and strategy, including formulating research 
questions or hypotheses and translating these into practicable research designs and models
-Introduce students to the methodological and epistemological issues surrounding research in the social sciences in general and computational modelling in particular
-Develop skills in programming in NetLogo for the implementation of agent-based models for the modelling of social phenomena
-Develop skills in the acquisition and analysis of social science data
-Make students aware of the range of secondary data available and equip them to evaluate its utility for their research
-Develop skills in searching for and retrieving information, using library and Internet resources
-Develop skills in the use of SPSS, and in the main statistical techniques of data analysis, including multivariate analysis
-Develop skills in the use of CAQDAS software for the analysis of qualitative data
-Develop skills in writing, in the preparation of a research proposal, in the presentation ofresearch results and in verbal communication
-Help students to prepare their research results for wider dissemination, in the form of seminar papers, conference presentations, reports and publications, in a form suitable for a range of audiences, including academics, stakeholders, policy makers, professionals, service users and the general public

Knowledge and understanding
-Show advanced knowledge of qualitative, quantitative and computational methodologies in the social science
-Show advanced knowledge of modelling methodologies, model construction and analysis
-Show critical understanding of methodological and epistemological challenges of social science and computer modelling
-Show critical awareness and understanding of the methodological implications of a range of sociological theories and approaches
-Show understanding the use and value of a wide range of different research approaches across the quantitative and qualitative spectra
-Show advanced knowledge in data collection, analysis and data driven modelling
-Show advanced knowledge of policy relevant social science research and modelling
-Show advanced understanding of the policy process and the role of social science and modelling therein
-Show advanced knowledge of statistical modelling

Intellectual / cognitive skills
-Systematically formulate researchable problems; analyse and conceptualise issues; critically appreciate alternative approaches to research; report to a range of audiences
-Conceptual development of Social Science and Complexity models to creatively enhance the understanding of social phenomena
-Integration of qualitative, quantitative and computational data
-Judgement of problem-methodology match
-Analyse qualitative and quantitative data drawn both from ‘real world’ and ‘virtual world’ environments, using basic and more advanced techniques, and draw warranted conclusions
-Develop original insights, questions, analyses and interpretations in respect of research questions
-Critically evaluate the range of approaches to research

Professional practical skills
-Formulate, design, plan, carry out and report on a complete research project
-Use the range of traditional and computational techniques employed in sociological research
-Ability to produce well founded, data driven and validated computational models
-Generate both quantitative and qualitative data through an array of techniques, and select techniques of data generation on appropriate methodological bases
-Employ a quantitative (SPSS) and qualitative software package to manage and analyse data
-Plan, manage and execute research as part of a team and as a sole researcher
-Ability to communicate research findings models in social science and policy relevant ways
-Ability to manage independent research

Key / transferable skills
-Communicate complex ideas, principles and theories by oral, written and visual means
-Apply computational modelling methodology to complex social issues in appropriate ways
-Creativity in approaching complex problems and a the ability of communicating and justifying problem solutions
-Apply computing skills for computational modelling, research instrument design, data analysis, and report writing and presentation
-Work to deadlines and within work schedules
-Work independently or as part of a team
-Demonstrate experience of a work environment

PLACEMENTS

On the MSc Social Science and Complexity, we offer the opportunity to take a research placement during the Easter vacation. This will provide you with first-hand experience of real-life policy research in action.

Organisations in which placements might be possible are a number of consultancies (e.g. Sandtable), government departments (e.g. Defra) and academic research centres (e.g. Centre for Policy Modelling at Manchester).

CAREER OPPORTUNITIES

Computational methods and especially computer-based simulations, are becoming increasingly important in academic social science and policy making.

Graduates might find career opportunities in government departments, consultancies, government departments, consultancies, NGOs and academia.

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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IN BRIEF. Understand the factors contributing to the current epidemic of diabetes nationally and internationally. Support people from various cultural background to effectively manage their diabetes, prevent complications and lead a normal life. Read more

IN BRIEF:

  • Understand the factors contributing to the current epidemic of diabetes nationally and internationally
  • Support people from various cultural background to effectively manage their diabetes, prevent complications and lead a normal life
  • Use evidence to develop and continually improve the quality of diabetes management
  • Part-time study option
  • International students can apply

COURSE SUMMARY

This course aims to provide a balance between theoretical and clinical skills and develop participants’ levels of critical enquiry so you can deliver high quality evidence-based care to people with diabetes.

It will also encourage critical thinking through participation in the simulation laboratory, group discussion and presentation.

It will, through an understanding of research methods, encourage the analysis of  cutting-edge diabetes research data to develop standards and guidelines for best practice.

The course will develop an enhanced understanding of contemporary approach to diabetes care.

COURSE DETAILS

In the UK as elsewhere in the world, the prevalence of diabetes has, according to the WHO and the IDF, reached epidemic proportion and projected to peak to 552 million by the year 2030. A person with diabetes potentially faces a reduced life expectancy of between 6-20 years. The irreversible micro-vascular complications resulting in damage to the eyes (retinopathy), the kidneys (nephropathy), the nerves (neuropathy) and macro-vascular complications namely cardio-vascular diseases (heart attacks and stroke) and insufficiency in blood flow to the legs lead are associated  with considerable human, social, and economic costs, and  accounts for 10% of the total health care resource expenditure in the UK.

This relentless diabetic epidemic means that its management is becoming a significant healthcare challenge in the UK and as it is worldwide. It is therefore imperative that health care professionals are equipped with the necessary knowledge, skills and confidence to deliver high quality evidence-based care and to empower people with diabetes to self-management.

The  MSc in Diabetes Care will enable you to:

  • Acquire specific skills in such areas as critical thinking, research methods and communication skills
  • Develop your critical analytical skills
  • Enable you to deliver high quality evidence-based care to empower people with diabetes to self-management

COURSE STRUCTURE

This course has both full-time and part-time routes, comprising of  four 16-week semesters which you can take within one or three years, allowing you to exit with one of the following awards:

Full-time

Postgraduate Certificate: two modules

Postgraduate Diploma: four modules

Masters: four modules plus a dissertation over one year

Part-time

Postgraduate Certificate: two modules

Postgraduate Diploma: four modules

Masters: four modules plus a dissertation over 3 years

TEACHING

Teaching will take a blended format comprising of  lectures, tutorials, group discussion, presentation and peer group critiques. Evaluation and debate will be ongoing during the process of information gathering, the testing of theoretical and practical ideas and the honing of all elements towards the end product.

ASSESSMENT

You will be assessed through:

  • Written assignment
  • Practical work in Simulation Laboratory and reflection
  • Presentation
  • Written dissertation

EMPLOYABILITY

Health care practitioners who graduate from this course would be employed in practice, management, education and research arenas in the UK and overseas.

Evidence suggests that there is an urgent need to match the ratio of Diabetes Specialist Nurses (DSN) to the number of people with diabetes they care for. DSN can be employed in various sectors of the health service both in the UK and overseas while others can potentially progress into research. Others may choose to go into academia working as lecturers or lecturer-practitioners or diabetes nurse consultants.

This course will suit you if you want to acquire a systematic understanding of the necessary knowledge, skills and confidence to deliver high quality evidence-based care to people with diabetes, or if you wish to update your skill for a different but diabetes-related career pathway.  

Graduates from this course can potentially apply for such promotional posts as Diabetes Specialist Nurse or Nurse Consultant in Diabetes or Divisional Nurse for Long Term Conditions.

LINKS WITH INDUSTRY

Guest speakers from the clinical areas will provide input in to specific modules. The practical experience to be gained from the simulation laboratory will make a valuable contribution to the course content and will bring a real world perspective to the academic delivery of the modules. These guest lectures will allow course participants to mix with professionals from the diabetes clinical settings and to make connections with them particularly when undertaking research project.

FURTHER STUDY

Research in the School of Nursing, Midwifery, Social Work and Social Sciences is coordinated by Professor Nick Hardiker, Associate Head for Research. There is a pool of fully research-active academic staff and a number of embryonic and early career researchers engaged in a range of innovative and creative projects and in advancing the boundaries of theoretical investigation. Graduates from this course can consider pursuing a Doctorate course of study such as Professional Doctorate in Health and Social Work or the traditional doctoral course.  

Find more information about research within the School of Nursing, Midwifery, Social Work and Social Sciences.



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This flexible, part-time programme is designed for lecturers in higher education and clinically based professionals who support the learning of others. Read more
This flexible, part-time programme is designed for lecturers in higher education and clinically based professionals who support the learning of others.

It will guide you through the PgC award – the professional teaching qualification for teachers of nurses and midwives that is required and recognised by the Nursing and Midwifery Council (NMC).

This course is approved by the Higher Education Academy and affords Fellowship status on completion.

The PgC is based on the eight domains of practice outlined by the Nursing Midwifery Council (NMC). For each of these domains, you will explore approaches to the learning of individuals and groups. Assessment is through a portfolio of work-based evidence that includes some academic writing.

This is followed by the PgD and MSc stages of the degree, which you can tailor to develop your knowledge and practice for a range of contexts. You will have choice and flexibility in your module choices and the dissertation.

See the website http://courses.southwales.ac.uk/courses/364-msc-education-for-health-and-social-care-professionals

The PgC is based on the eight domains of practice outlined by the NMC. For each of these domains, you will explore approaches to the learning of individuals and groups. Assessment is through a portfolio of work-based evidence that includes some academic writing. This is followed by the PgD and MSc stages of the award, which you can tailor to develop your knowledge and practice for a range of contexts. You will have choice and flexibility in your module choices and the dissertation.

What You Will Study

Modules:
- Facilitating and Assessing Individual Learning
- Designing, Facilitating and Assessing Group Learning
- Research Methods
- E-moderating/E-learning
- Learning Through Simulation
- Academic Supervision
- Theory and Models of Clinical Supervision
- Educational Effectiveness and Improvement

You will also complete a dissertation, the format and topic of which will be negotiated and agreed with your tutor.

Learning and teaching methods

You will learn through a variety of study methods such as small group learning, problem based learning, project work and individual academic supervision. You may also take part in e-forums and some modules are facilitated through e-learning.

Work Experience and Employment Prospects

All exit awards support personal and professional development. Having completed this degree, a number of graduates have been rewarded with promotion and career development opportunities.

Assessment methods

You will be assessed through assignments and teaching practice. Completion of your dissertation will be negotiated and supported through an agreed learning contract.

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This course is approved by the Higher Education Academy and affords Fellowship status on completion. The PgC is based on the eight domains of practice outlined by the NMC. Read more
This course is approved by the Higher Education Academy and affords Fellowship status on completion.

The PgC is based on the eight domains of practice outlined by the NMC. For each of these domains, you will explore approaches to the learning of individuals and groups. Assessment is through a portfolio of work-based evidence that includes some academic writing. This is followed by the PgD and MSc stages of the award, which you can tailor to develop your knowledge and practice for a range of contexts. You will have choice and flexibility in your module choices and the dissertation.

See the website http://courses.southwales.ac.uk/courses/918-postgraduate-certificate-education-for-health-and-social-care-professionals

What you will study

You will study the following modules:
- Facilitating and Assessing Individual Learning
- Designing, Facilitating and Assessing Group Learning
- Research Methods
- E-moderating/E-learning
- Learning Through Simulation
- Academic Supervision
- Theory and Models of Clinical Supervision
- Educational Effectiveness and Improvement

You will also complete a dissertation, the format and topic of which will be negotiated and agreed with your tutor.

Learning and teaching methods

You will learn through a variety of study methods such as small group learning, problem based learning, project work and individual academic supervision. You may also take part in e-forums and some modules are facilitated through e-learning.

Work Experience and Employment Prospects

All exit awards support personal and professional development. Having completed this award, a number of graduates have been rewarded with promotion and career development opportunities.

Assessment methods

You will be assessed through assignments and teaching practice. Completion of your dissertation will be negotiated and supported through an agreed learning contract.

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

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

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

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

Why choose this course?

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

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

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

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

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

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

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

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

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

Teaching and learning

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

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

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

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

How this course helps you develop

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

Careers

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

Free language courses for students - the Open Module

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

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

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