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This programme fulfils the need for dental practitioners to have access to a higher dental degree which provides specialist clinical training in Special Care Dentistry. Read more
This programme fulfils the need for dental practitioners to have access to a higher dental degree which provides specialist clinical training in Special Care Dentistry.

The Professional Doctorate is a research qualification that contains Professional Skills Training. Students who successfully complete the DDSc programme in Special Care Dentistry will be awarded the DDSc (Special Care Dentistry) from the University of Liverpool and will be eligible to sit the Tri-collegiate Diploma of Membership in Special Care Dentistry (MSpec Care Dent) specialty membership examination from the Royal College of Surgeons (RCS) of Edinburgh, Royal College of Surgeons of England and the Royal College of Physicians and Surgeons of Glasgow.

Both the UK Specialist Curriculum in Special Care Dentistry and the tri-collegiate Royal College of Surgeons of Edinburgh blueprints in Special Care Dentistry are embedded into the programme. The aims and learning outcomes of the International Association for Disability and Oral Health Postgraduate Guidance in Special Care Dentistry are embedded within the programme.

An Honorary National Training Number leading to CCST may be available to suitable candidates with full GDC registration who satisfy the entry requirements to specialty clinical training in Special Care Dentistry as determined by the General Dental Council.

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Special Care Dentistry provides a theoretical foundation and develops appropriate clinical skills for the care of patients needing special care with particular emphasis on the use of behaviour management techniques, analgesia, sedation and general anaesthesia. Read more
Special Care Dentistry provides a theoretical foundation and develops appropriate clinical skills for the care of patients needing special care with particular emphasis on the use of behaviour management techniques, analgesia, sedation and general anaesthesia. Also covers training in research methods and their practical application.

Key benefits

• Internationally renowned academics.
• Excellent reputation for treating adults who are dentally anxious with both pharmacological methods and using psychological treatments.
• Students will receive training and teaching in a range of settings including hospital and community clinics.
• Opportunity to become a specialist in special care (subject to status).
• Hands on experience in providing dental care for special care patients.
• The course encompasses all dental disciplines providing a holistic approach to patient care.
• Close academic contact throughout the programme due to small teaching numbers (intake capped at six students).
• There are opportunities to visit external specialist clinics offering experience in other clinical areas Located in the heart of London.

Visit the website: http://www.kcl.ac.uk/study/postgraduate/taught-courses/special-care-dentistry-msc.aspx

Course detail

- Description -

Provides a theoretical foundation and develops appropriate clinical skills for the care of patients needing special care with particular emphasis on the use of behaviour management techniques, analgesia, sedation and general anaesthesia. It also covers training in research methods and their practical application. You will also undertake a research project. Research focus is on the management of individuals requiring special care and the impact of providing this service for the community.

- Course purpose -

For clinicians working in general practice, community, hospital and/or university departments who wish to become specialists and leaders in this area of dental care. To increase knowledge about dental care for individuals with special needs and the impact of providing this service for the community.

- Course format and assessment -

Modular programme consisting of 180 credits, as follows:

(i) Two taught modules, covering the scientific and clinical basis of sedation and special care dentistry, assessed by written examination;

(ii) A clinical module, involving supervised clinical practice and examined by a mixture of case studies on treated and unseen patients;

(iii) A research module, involving the submission of a research project including a literature review, with an oral defence of the research.

Career prospects

Graduates have continued their chosen career pathway at senior level posts. Some have combined this with part-time work in the hospital service, academic and teaching posts.

How to apply: http://www.kcl.ac.uk/study/postgraduate/apply/taught-courses.aspx

About Postgraduate Study at King’s College London:

To study for a postgraduate degree at King’s College London is to study at the city’s most central university and at one of the top 20 universities worldwide (2015/16 QS World Rankings). Graduates will benefit from close connections with the UK’s professional, political, legal, commercial, scientific and cultural life, while the excellent reputation of our MA and MRes programmes ensures our postgraduate alumni are highly sought after by some of the world’s most prestigious employers. We provide graduates with skills that are highly valued in business, government, academia and the professions.

Scholarships & Funding:

All current PGT offer-holders and new PGT applicants are welcome to apply for the scholarships. For more information and to learn how to apply visit: http://www.kcl.ac.uk/study/pg/funding/sources

Free language tuition with the Modern Language Centre:

If you are studying for any postgraduate taught degree at King’s you can take a module from a choice of over 25 languages without any additional cost. Visit: http://www.kcl.ac.uk/mlc

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This part-time, one-year Postgraduate Certificate programme aims to bring dentists up to date with the latest knowledge relevant to the clinical practice of special care dentistry. Read more
This part-time, one-year Postgraduate Certificate programme aims to bring dentists up to date with the latest knowledge relevant to the clinical practice of special care dentistry.

Degree information

The programme aims to provide a grounding in basic practical and academic skills necessary for the contemporary practice of special care dentistry, identifying key concepts which underlie successful patient treatment, together with an understanding of the evidence base for special care dentistry and the ability to critically access scientific literature.

Certificate students undertake modules to the value of 60 credits. The programme consists of two core modules.

The programme consists of two core modules. There are no optional modules for this programme.

Core modules
-Applied Biology, Systemic Disease and Behavioural Sciences
-Ethics, Governance and Public Health Policy in Special Needs Dentistry

Teaching and learning
The programme is delivered through a combination of lectures, tutorials, seminars, journal clubs and clinics organised by many of the scientists and clinicians of the institute and allied hospital.

Careers

Successful graduates of this programme have progressed to:
-Entry to the GDC specialist list for Special Care Dentistry
-Senior posts within the special care dentistry services

Employability
As well as enhancing their clinical skill and knowledge and increasing their opportunities for promotion, students are able to network with the senior UK specialists who teach on the programme. The interactions of graduates with staff has also lead to our staff being invited to lecture to the colleagues of graduates.

Why study this degree at UCL?

The programme's students benefit from a friendly, welcoming staff, comprehensive education portfolio, first-class facilities for both education and research which provide unique, seamless training in specialist dentistry and access to a wide range of clinical cases and techniques which ensures experience in managing complex clinical problems.

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This full-time one-year, or part-time two-year Master’s programme provides relevant education and training to meet the oral health care requirements of patients with special needs. Read more
This full-time one-year, or part-time two-year Master’s programme provides relevant education and training to meet the oral health care requirements of patients with special needs.

Degree information

The programme provides a detailed understanding of the common systemic disorders likely to be of implication for routine dental care, alongside an understanding of the appropriate management and the ability to undertake clinical investigations for patients with systemic disease likely to complicate dental treatment.

Students undertake modules to the value of 180 credits.

The programme consists of four core modules (120 credits) and a research dissertation (60 credits). There are no optional modules for this programme.

Core modules
-Clinical Science & Research Methods
-Principles of Therapeutics and Treatment Core Course (Special Care Dentistry)
-Clinical Care Core Course (Special Care Dentistry)
-Applied Biology, Systemic Disease and Behavioural Sciences of Relevance to Special Care Dentistry
-Ethics, Governance and Public Health of Relevance to Special Care Dentistry

Dissertation/report
All MSc students undertake an independent research project which culminates in the submission of a dissertation (10,000 - 12,000 words).

Teaching and learning
The programme is delivered through a combination of lectures, tutorials, seminars, journal clubs and clinics organised by many of the scientists and clinicians of the institute and allied hospital.

Careers

As well as being provided with the skills to provide better services to patients and ensure career progression, students establish important working collaborations with staff at the institute and other parts of UCL. Students are able to present aspects of their work at international conferences which, in turn, provides them with further opportunities to collaborate with specialists from across the globe.

Why study this degree at UCL?

The programme’s students benefit from a friendly, welcoming staff, a comprehensive education portfolio, first-class facilities for both education and research which provide unique, seamless training in specialist dentistry, and access to a wide range of clinical cases and techniques which ensures experience of managing complex clinical problems.

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If you're a graduate healthcare practitioner aiming to become a competent and confident critical care nurse, our course will prepare you for delivering quality, safe care in a demanding environment. Read more
If you're a graduate healthcare practitioner aiming to become a competent and confident critical care nurse, our course will prepare you for delivering quality, safe care in a demanding environment.

See the website http://www.anglia.ac.uk/study/part-time/critical-care

It’s well recognised that adult critical care nursing is a demanding and highly skilled role requiring comprehensive knowledge and understanding for good practice.

Our course will effectively prepare you both clinically and academically to become a competent and confident critical care nurse. It’s delivered by well qualified teachers and carries a nationally-recognised award accepted by healthcare provider trusts and independent sector healthcare organisations in the UK. Our course is mapped explicitly against the recommendations of the National Standards for Critical Care Nurse Education.

The Critical Care Nurse Education Review Forum values individuals and organisations that are delivering high-quality critical care educational courses, which will impact directly on the quality of care received by critically ill patients. Healthcare managers and clinical leaders can be assured that our course is fit for purpose and award.

On graduation, you’ll have enhanced your knowledge of research and evidence-based care and be poised to take on a specialist practitioner role in the adult critical care environment.

The Critical Care module is also available as a continuing professional development course.

Careers

Employers value the generic postgraduate skills that this qualification assures, as well as the specialist knowledge that it provides.

Core modules

Critical Care

Please note that you will need to complete all of the above core modules. This course does not have any optional modules. Modules are subject to change.

Assessment

Your theory will be assessed through a reflexive assignment to explore and enhance your emotional literacy, a short answer examination paper-based around a clinical scenario and an oral examination (viva). An essential element of assessment is the time spent working within critical care with level 2 and 3 patients (Intensive Care Society 2009). The support of clinical mentors is used to achieve step 2 and step 3 competencies as determined by the Critical Care National Nurse Network Leads (2013).

Facilities

Facilities available to you while studying at Anglia Ruskin include formal classroom learning and online learning through the Virtual Learning Environment (VLE). There are state-of-the-art library and clinical skills resources across all campuses, including a new purpose built health building in Cambridge. Tutorial support is provided on a one-to-one basis, in addition to being assigned a personal tutor throughout your course. Award-winning student service support is also available throughout your studies.

Special features

Specialist external speakers will provide contemporary insights into critical care practice during this course.

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The vision of the MSc International Primary Health Care is to build a vibrant inter-professional and interdisciplinary learning community of primary care practitioners who will work together under the guidance of expert tutors to explore how the principles and practice of effective primary health care may be achieved in different countries, health care systems, and local settings. Read more

Study primary care and international health at Queen Mary

The vision of the MSc International Primary Health Care is to build a vibrant inter-professional and interdisciplinary learning community of primary care practitioners who will work together under the guidance of expert tutors to explore how the principles and practice of effective primary health care may be achieved in different countries, health care systems, and local settings. There is no clinical component to this MSc, though students will be encouraged to apply any particular clinical interest.

This international primary care masters is part of a wider programme of study in global and international health. Underpinned by a commitment to the principles of social justice and fairness, these programmes will provide students with an understanding of the significance of the current global challenges for health care and public health, and will offer a multidisciplinary focus on global public health and primary care in a time of increasing health inequalities.

Queen Mary is committed to teaching and researching global health, and has assembled for this initiative an experienced team from across the university, led by professors who have previously established and run successful and highly prestigious programmes both online and on campus. Prof Allyson Pollock is one of the UK's leading public intellectuals in medicine, and is a world authority on global health and public health policy. Prof Trish Greenhalgh is one of the international stars of general practice, a leading educationalist in international primary health and enormously influential in primary health research. The programmes are based in the Centre for Primary Care and Public Health, which is responsible for leading global health teaching in the Barts and The London School of Medicine and Dentistry, the leading UK medical school for global health in the undergraduate medical curriculum.

Who is this programme for?

Students on the international primary health care programme will be established primary care practitioners who will bring a wealth of experience and knowledge from their varied practice settings around the world. Dealing with primary health care, the programme is concerned with core underlying principles, and so is of relevance to those working or planning to work locally in London, in the UK, or anywhere in the world where these principles apply, and at the local, national, or international level.

Possible career routes

Students who studied the previous MSc programme run by our team have gone on to become researchers, trainers, teachers and change agents in a wide range of primary care settings throughout the world.

Programme outline

In the first semester modules develop the key concepts and research methods and analysis. These present students with relevant methodological issues and challenges while providing interdisciplinary foundations. In the second semester students gain a more detailed understanding of areas of special relevance to international primary health care through the specialist module, Primary Health Care: Theory and Practice, and through elective modules that allow them to focus on the aspects of primary health of most interest to them.

Core modules

• Epidemiology and Statistics
• Health, Illness and Society
• Health Inequalities and Social Determinants of Health
• Health Systems, Economics, and Policy

Elective modules

• Primary Health Care: Theory and Practice
• Migration, Culture, and Advanced Social Determinants of Health
• Globalisation and Health Systems
• Globalisation and Contemporary Medical Ethics
• Intellectual Property, Medicine, and Health
• Human Rights and Public Health
• Public Health, International Law and Governance
• Knowledge Innovation and Management

15,000 word dissertation

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The aim of the Master of Special Education is to provide a coherent program of study and professional experience to prepare students for the advanced professional duties of a qualified special educator working in either inclusive or specialised settings. Read more

Overview

The aim of the Master of Special Education is to provide a coherent program of study and professional experience to prepare students for the advanced professional duties of a qualified special educator working in either inclusive or specialised settings. The program focuses on evidence-based practice and the practical application of skills and knowledge to teaching practice. Students will become critical consumers of special education research and apply research principles to a small-scale project. The program incorporates flexible modes of delivery and is particularly suited to part-time study for practising professionals. Professional experience is an integral part of the program.

A prior teaching qualification is not required unless you want to work as a special education teacher in schools.

See the website http://courses.mq.edu.au/international/postgraduate/master/master-of-special-education

Key benefits

- All materials inlcluding seminars, will be available online, allowing greater flexibility
- You will complete two practicum placements in special education settings and SPED828, the capstone unit, involves working with students with special education needs in the student's current workplace or a practicum setting.
- As there is a shortage of qualified special educators across Australia graduates are in demand
- You will be taught by academics leading research in special education

Suitable for

Suitable if you are a teacher, special education teacher or in another career that involves working with people with disabilities.

Recognition of prior learning

As this course is a professional qualification RPL is rarely given. In certain circumstances students may apply for RPL for specific units at postgraduate level.

Work experience requirements

Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy and its associated Procedures and Guidelines. For recognition of prior informal and non-formal learning, please refer to the Departmental RPL Plan, which describes the evidential requirements and approval processes for recognising prior learning for entry or credit in this program.

English language requirements

IELTS of 7.5 overall (with minimum 7.0 in Reading, 7.0 in Writing, 8.0 in Listening, 8.0 in Speaking) or equivalent

All applicants for undergraduate or postgraduate coursework studies at Macquarie University are required to provide evidence of proficiency in English.
For more information see English Language Requirements. http://mq.edu.au/study/international/how_to_apply/english_language_requirements/

You may satisfy the English language requirements if you have completed:
- senior secondary studies equivalent to the NSW HSC
- one year of Australian or comparable tertiary study in a country of qualification

Careers

- Accreditation
The Master of Special Education is a recognised teaching qualification in special education, though an initial teaching qualification is required to teach in schools. Postgraduate training may be recognised towards professional development requirements with the NSW Institute of Teachers.

- Career Opportunities
Graduates of this program may be employed as special education teachers or in related professional areas such as disability services, post-school employment support, respite care, early intervention etc.
There is a shortage of qualified special educators across Australia.
Note that if you wish to be employed as a teacher in a school, you will need to have a recognised teaching qualification in addition to this course.

- Employers
Schools or other organisations providing services for individuals with disabilities and/or learning or behaviour difficulties.

See the website http://courses.mq.edu.au/international/postgraduate/master/master-of-special-education

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Are you a healthcare professional working in the pre-hospital arena, wishing to expand your knowledge, skills and clinical decision-making, within critical care? This unique pathway has been specifically developed to target the national need for specialist practice in pre-hospital critical care. Read more
Are you a healthcare professional working in the pre-hospital arena, wishing to expand your knowledge, skills and clinical decision-making, within critical care? This unique pathway has been specifically developed to target the national need for specialist practice in pre-hospital critical care. It includes the educational development of pre-hospital care providers in independent patient stabilisation and subsequent primary, delayed primary and secondary retrieval and transfer.

Key features

-Benefit from a programme which is highly practically orientated and outcome focused in both educational and assessment strategies. Our curriculum has been developed through an expert collaboration of Plymouth University healthcare professional academics in close association with Devon Air Ambulance Trust (DAAT) clinical specialists.
-Complete the full-time programme in a year or balance your commitments over three years with our part-time study option.
-Attend multiple unique workshops, practical skills sessions and simulation activities.
-Develop Critical Care Paramedic (CCP) knowledge and cutting edge skills such as video laryngoscopy and ultrasound skills.
-Engage in quality improvement, knowledge creation and dissemination of best practice through publication and presentation.
-Use of blended learning as a mode of delivery incorporating study blocks and distance learning technologies.
-Seize the opportunity to develop and apply advanced knowledge and skills to your area of clinical practice. Our teaching faculty includes consultants from a wide array of civilian and military acute care specialties (pre-hospital, emergency medicine, anaesthesia, intensive care) working alongside specialist critical care and air ambulance paramedics and expert educationalists.

Course details

You will study the principles and practice of advanced airway assessment and management, advanced breathing assessment and management, advanced circulation assessment and management, and advanced neurological assessment and management. Gain an intimate understanding of brain anatomy and physiology in relation to brain injury, advance your knowledge of pain management, and learn the principles and practices of delivering critical care to specialist patient groups.

To gain a postgraduate certificate, you’ll need to earn 60 credits - you’ll study three modules worth 20 credits each. To gain a postgraduate diploma, you’ll need to earn 120 credits. To be awarded the full masters degree, you’ll need to earn a total of 180 credits. You’ll study the same core modules as the postgraduate diploma, with the extra 60 credits coming from your research dissertation.

Core modules
-ADV715 Project Design for Research
-ADV702 Applying Evidence to Practice
-ADV733 Retrieval and Transfer of a Critical Care Patient Within Special Situations
-ADV716 Research Dissertation
-ADV729 Critical Care Management - Airway, Breathing and Circulation
-ADV732 Advanced Clinical Reasoning for the Critical Care Patient
-ADV730 Critical Care Management - Neurological, Environmental and Special Patient Groups
-ADV731 Pre-hospital Critical Care Passport Competencies 1
-ADV734 Pre-hospital Critical Care Passport Competencies 2

Every postgraduate taught course has a detailed programme specification document describing the programme aims, the programme structure, the teaching and learning methods, the learning outcomes and the rules of assessment.

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As an experienced graduate healthcare practitioner, you can expand and build on your cardiac care knowledge with this flexible postgraduate certificate. Read more
As an experienced graduate healthcare practitioner, you can expand and build on your cardiac care knowledge with this flexible postgraduate certificate. Developing your knowledge of research and evidence-based care, it’ll enhance your career opportunities for specialist practitioner roles in the cardiac care environment.

See the website http://www.anglia.ac.uk/study/part-time/cardiac-care

With coronary heart disease still the biggest cause of death in the UK, our specialist postgraduate certificate will be a valuable addition to your professional toolkit. It’ll boost your career development within a multi-disciplinary team environment, supporting people with acute and chronic cardiac disorders. For such patients and their families an integrated approach is required, and is part of the National Service Framework for Coronary Heart Disease (Department of Health 2008). Our course will expand your knowledge of research and evidence-based care as well as develop your specialist practitioner role, with the focus on prevention, behaviour changes, education and appropriate management. It’s equally suitable whether your current role is within a coronary care unit, medical or surgical cardiac ward, investigational units or critical care areas.

Careers

You’ll already be a practising health professional with a nursing qualification. Our course allows you to build your CPD as well as enhance your range of professional skills. Specialist qualifications are looked upon positively by employers, especially if you’re looking for future roles specifically in cardiac and closely related departments. On completion of this course you can go on to study our MSc in Adult Critical Care Nursing.

- Work placements
You must be working in a cardiac care practice environment to gain a place on our course.

Core modules

Cardiac Care
Cardiac Rehabilitation

Please note that you will need to complete all of the above core modules. This course does not have any optional modules. Modules are subject to change.

Assessment

There are two modules which make up this postgraduate certificate. For the cardiac care module you’ll be assessed from both a theoretical and practical perspective, through a 4,000 word assignment and an oral assessment (Viva). You’ll also be assessed in your practice through your achievement of clinical competencies at expert level.

The second module, cardiac rehabilitation, is assessed through an assignment of 3,000 words.

Facilities

You'll have access to a wide range of state-of-the-art learning facilities at Anglia Ruskin including clinical skills labs, libraries and our Virtual Learning Environment (VLE).

Special Features

Whilst studying the Cardiac Care module of your certificate you’ll be able to visit specialist cardiac care units to aid learning and research.

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This course is designed to increase your employability across a range of healthcare settings. Providing the theoretical underpinning and practice base to enable health care professionals to deliver safe and effective autonomous care, this course will prepare you to work at a senior clinical decision making level. Read more
This course is designed to increase your employability across a range of healthcare settings. Providing the theoretical underpinning and practice base to enable health care professionals to deliver safe and effective autonomous care, this course will prepare you to work at a senior clinical decision making level.

Consistent with national guidance, this structured professional development will enable non-medical clinicians to undertake a full systems examination (child and adult) and to develop the knowledge and skills to clinically and critically interpret results of tests and investigations.

A flexible, modular structure allows you to study over a three year period starting with the PG Certificate, then progressing to the PG Diploma and then going on to the full MSc.

Taught by senior practising clinicians and health care professionals, this is an interactive programme where you will learn through seminars, group work and individual study.

This is an interactive programme. You will learn through lectures and seminars, practical group work and guided reading. You will benefit from guided discussions and have the opportunity to practice the skills you have learnt during the sessions.

Course structure

Year 1 (PG Certificate)
-Clinical Examination Skills for Heath Care Professionals
-Clinical Investigations and Diagnostics for Health Care Professionals

Year 2 (PG Diploma)
-Understanding Research Critical Appraisal in Health Care
-Introduction to Management in Health Care Organisations
Then choose one of the following optional modules:
-Health Care Ethics
-Critical Care: Advanced Emergency Practice
-Critical Care: Critical Care Transfer
-Critical Care: Pre-Hospital Special Incident Management
-Community-Based Care

Year 3 (MSc)
-Professional Project
Then choose one of the following optional modules:
-Essentials of Clinical Education
-Improving Safety and Quality in Health Care

Teaching methods

This is an interactive programme. You will learn through lectures and seminars, practical group work and guided reading. You will benefit from guided discussions and have the opportunity to practice the skills you have learnt during the sessions.

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Humber’s Early Childhood Education – Advanced Studies in Special Needs graduate certificate program offers a unique opportunity to pursue an exciting and challenging career working with children with special needs and their families. Read more
Humber’s Early Childhood Education – Advanced Studies in Special Needs graduate certificate program offers a unique opportunity to pursue an exciting and challenging career working with children with special needs and their families. Through our practical, skill-based curriculum, you will develop many valuable skills, including how to:

• consult and collaborate interprofessionally with a team of early childhood educators, professionals and families to facilitate inclusion
• advocate and facilitate community outreach for children and their families
• observe, assess and implement using a variety of tools and techniques that support children’s development
• conduct independent research in a chosen area of interest
• plan and deliver professional development activities
• cultivate reflective practice skills for the purpose of self and professional development.

Course detail

Upon successful completion of the program, a graduate will:

• Apply the principle of normalization and critically evaluate its implications to the field of special needs.
• Develop and implement individualized program plans, which include long and short term goal setting, methodology, data collection, and evaluation.
• Plan and implement developmentally appropriate activities to enhance large motor, fine motor, speech-language, social, emotional, cognitive, and self-help abilities from infancy to adulthood.
• Demonstrate the ability to transfer the knowledge gained from theory in order to plan, implement and evaluate individualized program plans for home visits, classroom placements, and other field related practicum.
• Demonstrate effective written and oral communication skills in the daily interaction with families and allied professionals.
• Outline the responsibilities a teacher has when working with a family with a child with special needs.
• Demonstrate a professional and supportive role for parents of a child with special needs through assisting them to complete administrative tasks, communicate with professionals and by facilitating their involvement in special needs programs.
• Research the legislation and possible funding sources available to people with special needs and their families and make appropriate suggestions.
• Advocate and facilitate community outreach for children with special needs and their families.
• Develop his or her own personal philosophical approach for teaching children with special needs utilizing a theoretical and practical foundation in assessment, program planning, implementation and evaluation.
• Fulfil the role of the teacher in direct and indirect service delivery by assessing special needs, making referrals, analyzing assessment reports, planning individualized program plans and acting as a liaison between home, school and various agencies.
• Develop a self-directed learning contract and independently conduct research on a chosen area of focus.

Modules

Semester 1
• ECAS 5001: Effective Resource Teamwork
• ECAS 5002: Adapting Curriculum 1
• ECAS 5003: Field Practice 1
• ECAS 5004: Family Centred Practices
• ECAS 5005: Programming: Consultation and Collaboration
• ECAS 5006: Field Seminar 1
• ECAS 5016: Perspectives in Special Needs

Semester 2
• ECAS 5500: Advocacy and Community Resource
• ECAS 5501: Consultation and Case Management
• ECAS 5502: Independent Research Study
• ECAS 5503: Adapting Curriculum 2
• ECAS 5504: Resource Strategies for Special Needs
• ECAS 5506: Field Seminar 2
• ECAS 5509: Field Practice 2

Work Placement

You will be required to complete approximately 400 field placement hours within the two semesters. Placements are assigned by faculty. During that time, you may be assigned a placement in community based/government services and agencies such as a treatment centre, hospital, mental health agency, child-care centre or community association. You may have a full year placement, which allows you to become fully immersed in the agency or a different placement each semester, which ensures a variety of experiences. Each semester offers a block week for an intensive opportunity at your placement site.

International applicants are encouraged to also visit international.humber.ca to review additional requirements. Upon enrolment, international students are also required to obtain a co-op work permit in order to attend placement.

Your Career

Early learning experiences help shape children’s development and set the stage for them to be healthy, happy, productive adults. Some economists estimate that for every $1 spent on programs for children, there is a $2 social and economic benefit to Canada. Children with physical, intellectual, social and emotional challenges benefit significantly from early intervention and inclusive programming. Graduates enter employment ready to collaboratively support children with special needs and their families, applying the extensive knowledge and skills gained in the program.

Our graduates work with children with special needs and their families in both community based and government services and agencies, and have secured employment as:

• resource consultants
• early interventionists
• early childhood resource teachers
• teacher therapists
• community consultants
• resource support professionals
• educational assistants
• home support/respite workers
• early years’ specialists
• outreach workers
• intensive behaviour interventionists
• communicative assistants and infant development workers.

How to apply

Click here to apply: http://humber.ca/admissions/how-apply.html

Funding

For information on funding, please use the following link: http://humber.ca/admissions/financial-aid.html

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This programme prepares you to critically explore the management of the ill neonate in a variety of settings in order to develop and expand your role within the field of neonatal care. Read more
This programme prepares you to critically explore the management of the ill neonate in a variety of settings in order to develop and expand your role within the field of neonatal care.

About the programme

This programme is designed for practitioners registered with the Nursing and Midwifery Council (NMC) and who are currently employed within the field of neonatal nursing.

It has been developed to provide a standardised level of professional competence and academic accreditation for neonatal nurses.
It incorporates the competencies of Matching Knowledge and Skills for Qualified in Speciality (QIS) Neonatal Nurses (April 2012).

Your learning

The programme consists of three SCQF Level 10 modules, normally undertaken over six months – one year:

Special Care Neonatal Nursing – you will critically explore the specific needs of a baby requiring special care nursing. You will undertake the practice element of the programme within your own area of practice and will be supported by clinical mentors.

Neonatal Intensive Care/High Dependency – you will critically explore the specific needs of a baby requiring intensive care nursing. You will undertake the practice element of the programme within your own area of practice and will be supported by clinical mentors.

Neonatal Work-based Learning – this module will enable you to work towards the achievement of clinical competencies as detailed within the clinical log book; you will be supported by clinical mentors throughout. Students should log a total of 750 hours of learning experiences, with 250 of these hours dedicated to specific experiences achieved within the intensive care setting.

Students will primarily be based in their own units, in both special and intensive care environments.

Our Careers Adviser says

Graduates will be able to further develop professionally within neonatal nursing, mapping their continuing professional development to the Health Career Framework and Knowledge and Skills Framework (KSF). Following at least a two year period of being qualified in specialty, staff may undertake an MSc in Advanced Neonatal Practice.

State-of-the-art facilities

Our campuses are equipped with artificial simulated environments with contemporary healthcare technology, where you’ll learn in a realistic context, to put your knowledge into practice. The unpredictability of patient symptoms are mimicked using sophisticated software in a clinical ward setting, ranging from low to high dependency beds.

Investment in the Domus Initiative – an older adult artificial home environment – provides you with experience in caring for older people and dementia care. In a first for the Scottish university sector, we have established A Community Orientated Resource for Nursing (ACORN) where students can practice within a simulated primary care environment.

Lanarkshire and Paisley campuses also provide midwifery students with excellent learning and teaching environments with facilities and equipment that includes a birthing room with maternal simulator and a birthing pool for simulated water births.

Life-changing research

We work jointly with a range of partners, both nationally and internationally, on our research interests, and this directly informs teaching at UWS – which means that you’ll learn from the experts.

Our programmes are informed by practice and all of our academic staff are members of the School’s Institute of Healthcare Policy and
Practice. Some of our most recent initiatives include –

• the launch of a new resource, ‘Jenny’s Diary’, which will provide an invaluable tool for families and practitioners to help people with a learning disability understand their diagnosis of dementia

• the development of a new ‘Philosophy of Care’ in partnership with Broomfield Court Care Home in Glasgow, which will look at ways of enhancing the culture and care within a care setting

• we have collaborated with Ayrshire Hospice to launch the first University Hospice in Scotland to help improve the lives of people with life-limiting illness, their families, partners and carers across Ayrshire & Arran; and Ardgowan Hospice in Greenock, with it becoming a University Teaching Hospice and launching a two-year research project with the University aimed at revolutionising the way palliative
care is delivered to improve the patient journey

• the launch of Dumfries & Galloway Recovery College – the first of its kind in Scotland – which offers short courses designed to enhance self-belief, identify ambitions and encourage learning

• in partnership with Edinburgh Napier University and the University of Edinburgh, the mental health team lead research into the relationship between emotional intelligence and clinical and academic performance in student nurses

• we are working with the Glasgow Improving Cancer Journey Programme to evaluate this groundbreaking intervention in cancer care in Scotland

• we have launched a new state-of-the-art microbiology lab which will form a research base in the fight against Healthcare Associated Infection

• a collaboration with a number of European partners to develop shared academic and practicebased programmes to prepare family health nurses in Europe

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The MRes Health and Social Care (MRes HSC) programme will equip students with an in-depth understanding and knowledge and skills in a range of theoretical underpinnings and research methods relevant to applied research in a range of contemporary health and social care contexts. Read more
The MRes Health and Social Care (MRes HSC) programme will equip students with an in-depth understanding and knowledge and skills in a range of theoretical underpinnings and research methods relevant to applied research in a range of contemporary health and social care contexts.

The MRes HSC is for students who wish to pursue a variety of careers in health and/or social care where research is a core component. The majority of modules within the programme are shared with other students undertaking MSc and MPhil/PhD study.
The course is delivered mainly online but is complemented by two compulsory four-day campus-based introductory and winter study schools, and one mid-semester study day in both semester 1 and 2.

Aims

The aims of the course are to:
-Enable students to further develop systematic, in-depth knowledge and critical understanding of the nature, purposes, methods and application of research relevant to health and social care practice at an individual and/or organisational level
-Contribute to building capacity and capability for research and evidence based practice by equipping students with in-depth knowledge and essential skills to critically appraise, apply, design and undertake high-quality research in a range of health and social care settings
-Enhance the quality and evidence base for health and social care research, practice and service development through the provision of robust research training in a stimulating, challenging and supportive learning environment that draws on outstanding resources and expertise in research and practice
-Promote lifelong learning in students, and enhance their opportunities to pursue a variety of research careers and/or further research training which support and advance clinical and health and social care knowledge, research and practice
-Equip students with key transferable skills in critical reasoning and reflection, effective communication, team and multi-disciplinary working, use of IT/health informatics and logical and systematic approaches to problem-solving and decision-making

Special features

The MRes HSC programme has a unique interdisciplinary focus drawing on the expertise of nationally and internationally renowned lecturers and practitioners from many different fields including nursing, midwifery, social work, speech and language therapy, physiotherapy, audiology, psychology and medicine.

Managed primarily through the School of Nursing, Midwifery and Social Work, the programme is also delivered by and benefits from strong collaborations across the Faculty, NHS and Social Care including the School of Psychological Sciences (SPS), the Manchester Academic Health Science Centre (MAHSC) and the Institute of Population Health.

The delivery of the programme within the context of outstanding multi-professional research expertise, well established partnerships with the NHS and Social Care, excellent teaching and learning and high student support, means that students undertaking the programme can be assured of an excellent research education and training and an award of which they can be proud.

Teaching and learning

The programme is primarily delivered online to maximise access and increase flexibility. A variety of summative assessment methods are utilised which enable the integration of theory and practice and build on continuous formative assessment exercises which are part of each module with a variety of interactive, stimulating on-line exercises with regular self-assessment and feedback being a key feature.

Online components of the programme are complemented by opportunities for face-face learning and networking between students, programme and research staff through two 4-day campus-based introductory and winter study schools and 2 mid-semester study days.

Career opportunities

The MRes HSC is for health and social care professionals and others who seek a research career or require research training as a constituent part of their current or future roles, and for researchers who desire a sound health and social care orientated research training.

The programme provides a comprehensive education and training in health and social care research as an excellent foundation for students who wish to go forward to study for a PhD.

Associated organisations

-School of Psychological Sciences
-Manchester Academic Health Science Centre (MAHSC)
-Institute of Population Health

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

Why this programme

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

Programme structure

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

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

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

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

Core and optional courses

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

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

Studying online

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

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

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

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

Career prospects

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

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Major advances in medical technology, increased expectations, and changing moral attitudes have combined to generate many complex ethical and legal problems in the fields related to medical ethics and palliative care. Read more

Overview

Major advances in medical technology, increased expectations, and changing moral attitudes have combined to generate many complex ethical and legal problems in the fields related to medical ethics and palliative care. Individuals who care for patients with life-threatening illnesses can face particularly pressing and difficult moral choices. The course provides an opportunity to gain a deeper and more systematic understanding of these issues, and to explore the moral problems health care professionals working in these areas may face.

Teaching is delivered in short intense blocks, enabling those in full-time employment to do the course part-time and fit it around the demands of their work wherever they are based. The course is taught in Liverpool by lecturers from Keele’s Centre for Professional Ethics (PEAK) and the Learning & Teaching Department of the Marie Curie Palliative Care Institute. From time to time, law lecturers from Keele University may provide specialist input, and external expert speakers may also be invited to speak on the course. This is an exciting joint venture uniting academic and practical expertise.

Students come from a wide range of backgrounds within the field of health care and many diverse geographical locations. Past and current students have reported that meeting and exchanging ideas with others who work in different fields and in different parts of the country is one of the major benefits of the course.

The Medical Ethics and Palliative Care teaching team have many years experience of teaching postgraduate applied ethics courses. We are aware of the special problems and challenges which may face mature students and those combining study with full-time work, and therefore we do our utmost to offer a supportive and stimulating environment for learning. Each student is assigned a personal supervisor from the teaching team, whom they can contact for help or advice at any time during the course.

Teaching staff also work at the forefront of research in medical ethics, which helps to give the course a contemporary edge. In the recent 2014 REF, staff from Keele's Healthcare Law and Bioethics cluster who teach on the MA were part of Keele's Philosophy submission, which was ranked first in the country for its Impact work. The impact submission was based on staff's work in the field of Biomedical ethics, with 80% of this work judged as being world-leading and the remaining 20% as being of internationally excellent.

See the website - https://www.keele.ac.uk/pgtcourses/medicalethicsandpalliativecare/

Course Content

The MA in Medical Ethics and Palliative Care involves both taught sessions and a chance for students to write a dissertation on a topic of their choosing related to the course. Teaching occurs in four three-day modules that run between October and April. This innovative structure has proved particularly popular with health care professionals in full-time employment as it allows students to combine study with full-time work, family and other commitments. It also enables students who are based in all areas of the UK and beyond to attend. Contact between students and staff, and between students, is facilitated between modules to create a distinctive student community.

The MA requires the successful completion of 180 M Level credits, made up of four 30-credit taught modules and a 60-credit dissertation. It can be taken either full-time or part-time. When taken part-time the four taught modules are completed in the first year, with the dissertation being completed in the second year. When taking this route there are no specific attendance requirements during the second year apart from a one-day research skills workshop – you may meet your supervisor at mutually convenient times, keep in touch via email or phone, or use a combination of methods.

When taken full-time, the course is completed within one year with the dissertation being submitted at the start of September.

Some students may not want to do the whole course. An alternative route is to leave after completing the four taught modules. Successful completion of these will lead to the award of a Postgraduate Diploma in Medical Ethics and Palliative Care.

Teaching & Assessment

Each teaching block is followed by an assignment. For module one this is made up of three short written tasks, whilst for each of modules 2, 3 and 4 the assignment consists of a 4,000-word essay. All modules must be passed in order to proceed to the dissertation.

Additional Costs

Apart from additional costs for text books, inter-library loans and potential overdue library fines we do not anticipate any additional costs for this post graduate programme.

Find information on Scholarships here - http://www.keele.ac.uk/studentfunding/bursariesscholarships/

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