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This programme offers registered midwives an opportunity to engage in postgraduate education, in order to deepen and enhance their practice through acquisition, extension and critical appraisal of their knowledge and skills. Read more
This programme offers registered midwives an opportunity to engage in postgraduate education, in order to deepen and enhance their practice through acquisition, extension and critical appraisal of their knowledge and skills.

The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.

It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context.
Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context.

The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020. This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

[[Learning activities and assessment
Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

[[Career support and prospects
The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career and Employability Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of our programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

Experienced nurses and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs.

Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake Master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

Read less
This programme is suitable for healthcare professionals working in community practice or mental health practice. Read more
This programme is suitable for healthcare professionals working in community practice or mental health practice.

The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.
It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context.

Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context.

The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020. This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level
-You will be expected to develop an autonomous learning style and become self-directed as a learner.

Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

Career support and prospects

The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career and Employability Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of our programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

Experienced nurses and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs.

Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

Read less
This programme is suitable for healthcare professionals working in community practice or mental health practice. Read more
This programme is suitable for healthcare professionals working in community practice or mental health practice. The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.

It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context. Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context. The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020. This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012.

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

Career support and prospects

The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career and Employability Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of our programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

Experienced nurses and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs.

Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

Read less
The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor. Read more
The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.

It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context.

Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context.

The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020.

This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

Career support and prospects

The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career and Employability Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of our programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

Experienced nurses and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs.

Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

Read less
The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor. Read more
The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.

It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context.

Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context. The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020. This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes. The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

Career support and prospects

The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career and Employability Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of our programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

Experienced nurses and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs. Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

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This programme is designed to prepare nurses and a range of health and social care professionals for new and challenging roles in advancing and shifting the professional boundaries in critical care. Read more
This programme is designed to prepare nurses and a range of health and social care professionals for new and challenging roles in advancing and shifting the professional boundaries in critical care.

The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.

It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context.
Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context.

The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020.

This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

Career support and prospects

Experienced nurses and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs.

Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

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Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Teaching English to Speakers of Other Languages (TESOL) 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 Teaching English to Speakers of Other Languages (TESOL) at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017).

The MA in Teaching English to Speakers of Other Languages (TESOL) is offered by specialists in the field of Applied Linguistics.

Key Features of TESOL

Swansea University has one of the longest established Teaching English to Speakers of Other Languages (TESOL) training and education centres in the UK and is internationally known for excellence in vocabulary research. Currently staff expertise exists in corpus linguistics, computer assisted language learning and stylistics. Internationally recruited staff offer a wide range of relevant experience and contacts across countries and continents as well as different levels of kinds of education. The MA in Teaching English to Speakers of Other Languages (TESOL) is intended for those who have already begun to develop an informed interest or have some previous training or relevant experience in the field.

El Gazette ranked the Department of English Language and Applied Linguistics at Swansea, top for world class research in English Language.

Students enrolled on the Teaching English to Speakers of Other Languages (TESOL) programme will benefit from the College of Arts and Humanities' Graduate Centre. The Graduate Centre fosters and supports individual and collaborative research activity of international excellence and offers a vibrant and supportive environment for students pursuing postgraduate research and taught Master's study. The Centre provides postgraduate training to enhance academic and professional development and facilitates participation in seminar programmes, workshops and international conferences.

The MA in Teaching English to Speakers of Other Languages (TESOL) has two parts: a taught component and either a dissertation or practical teaching of English language classes.

TESOL students following the practical route will be supported, observed and assessed teaching English. They are also required to produce a portfolio of teaching and testing materials. This route would be indicated on the final MA certificate.

TESOL Programme Aims

- The MA TESOL is a one-year full time, campus-based programme designed to give (prospective) teachers of English as a foreign/second language a thorough understanding of current theories, trends, and cutting edge applied linguistics research relevant for language teaching.

- The Teaching English to Speakers of Other Languages (TESOL) programme also aims to stimulate reflection on students’ own teaching practices.

- TESOL students are assessed through a range of assessments, including essays, data analysis projects, group projects, and in-class

exams.

- TESOL students with some experience in language teaching and/or some formal background in linguistics are likely to benefit most from the programme.

Modules

Modules on the Teaching English to Speakers of Other Languages (TESOL) programme typically include:

• Vocabulary: Teaching and Learning

• Describing English

• Discourse Analysis for ELT

• Communicative Language Teaching

• Second Language Acquisition

• Young Language Learners

• Research Methods for ELT

• Language Testing and Assessment

Who should Apply to the TESOL Programme?

- Prospective students interested in teaching English as a foreign or second language.

- Prospective students who have experience of teaching English as a second or foreign language, or who have some previous training or relevant work experience in the field.

- Prospective students who wish to gain academic training in applied linguistics, in preparation for advanced academic degrees (e.g., MPhil, PhD) in applied linguistics or related disciplines.

Career Opportunities

Graduates from the MA Teaching English to Speakers of Other Languages (TESOL) at Swansea can expect to pursue careers in ESL and EFL teaching, teacher training, material development, international education, publishing, and in a wide range of international settings requiring in-depth understanding of language learning, teaching, and research.

Student Quote

“Studying abroad has always been one of my dreams. My friends have always told me that the period studying as a student is the most enjoyable time in life. I didn't really believe it till I started my MA course at the Swansea University. The course in Teaching English As a Foreign Language (TEFL, now TESOL) helped me to deepen my knowledge in that field. All of the lecturers I had a chance to meet were really helpful, motivating and friendly. They were professional and possessed a great knowledge of what they teach. The modules offered include theory as well as practice. The facilities provided by the University, such as computer rooms and the library were great as well and well equipped. I really regret that the time I spent in Swansea is now over. It was a great experience for me and gave me a chance to meet and make friends with many people from all over the world.”

Anna Marie Poczta, Teaching English to Speakers of Other Languages (TESOL), MA



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Studying for your Masters in TESOL is the key to unlocking international career opportunities in a sector that is enjoying impressive sustained growth. Read more

Studying for your Masters in TESOL is the key to unlocking international career opportunities in a sector that is enjoying impressive sustained growth.

We will help you to master the main theories and principles of language learning and teaching so that you can apply them with confidence and imagination in your own teaching practice.

A range of optional modules will allow you to specialise, while the dissertation will enable you to undertake in-depth research into a topic of particular interest to you.

This course is a great complement to a teaching qualification, opening up opportunities to become an active member of the international academic and professional English Language Teaching community.

Programme structure

This programme is studied full-time over one academic year and part-time students must study at least two taught technical modules per academic year. It consists of eight taught modules and a dissertation.

Example module listing

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

Educational aims of the programme

This programme is designed for students who have little or no previous language teaching experience or training but who have a strong interest in English language teaching and who are planning a career in the sector.

It's main aim is therefore to provide a sound academic basis in English language teaching through the exploration of major issues in language teaching and learning, including how practice is informed by theory, thereby determining the methods/approaches as well as the materials teachers use and their impact in ESOL classrooms.

The programme thus combines the study of the major principles of, and scholarly approaches to, TESOL with opportunities for application and practice. Specifically, the programme aims to:

  • Advance students’ knowledge and understanding of the grammatical, lexical and phonological structures and stylistic registers of English and how they work together in producing effective communication
  • Introduce students to theoretical issues in TESOL through an exploration of scholarly writing in the field and to the application of these theories within the ESOL classroom
  • Promote critical engagement with concepts, theories and practices associated with English language teaching through reflection and evaluation
  • Provide a theoretical and methodological framework within which students can take responsibility for their own learning and formulate and address their own research questions
  • Provide opportunities for students to create and carry out a project of significant complexity in the field of TESOL
  • Foster reflective practice

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:

Knowledge and understanding

Following completion of the programme, students should be able to:

  • Describe and explain the underlying grammatical, lexical and phonological structures of the English language
  • Demonstrate understanding of the way communication is constructed, maintained or repaired through English
  • Evaluate theoretical issues relevant to second language acquisition and learning
  • Critically assess the principles underpinning curriculum design, language teaching methodology and materials selection
  • Demonstrate understanding of the main issues relevant to testing and assessment of language learning
  • Apply the principles which underpin the design and implementation of research projects in English language teaching

Intellectual/cognitive skills

Following completion of the programme, students should be able to: 

  • Demonstrate high level learning and problem-solving skills
  • Reflect upon the knowledge gained and incorporate this into independent learning strategies and practical classroom practice
  • Formulate and address research questions relating to the field of study
  • Create and carry out a project of significant complexity in the field of TESOL
  • Critically appreciate and evaluate theories of language acquisition and learning, curriculum design, teaching methodologies and apply this

Professional practical skills

Following completion of the programme, students should be able to:

  • Apply theoretically informed understandings to various contexts in TESOL
  • Critically assess the appropriate approaches for applying teaching and learning strategies within various TESOL context
  • Apply appropriate English language teaching methodologies in various TESOL contexts
  • Evaluate and apply appropriate methods of assessment and testing in language teaching
  • Display competence in a range of skills at postgraduate level, including advanced analysis and synthesis of arguments, presentation, conducting independent research

Key/transferable skills

Following completion of the programme, students should be able to:

  • Work both independently and with others in order to achieve common goals
  • Manage learning self-critically
  • Critically evaluate research using appropriate theoretical and/or methodological frameworks
  • Organise and manage a research project of significant complexity

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.



Read less
The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor. Read more
The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.

It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context.

Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context. The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020. This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

Career support and prospects

Experienced nurses, midwives and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs.

Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

Read less
This two-year part-time Masters Degree in Literature and Arts course offers the opportunity to study the literature and arts of three different periods of English history (ranging from the c16th to the c19th) in an interdisciplinary manner over four five day residences and two online modules. Read more
This two-year part-time Masters Degree in Literature and Arts course offers the opportunity to study the literature and arts of three different periods of English history (ranging from the c16th to the c19th) in an interdisciplinary manner over four five day residences and two online modules. The course offers full access to the library and electronic resources of the university, a team of expert tutors, and a high level of personal and academic support.

VIDES (volume of interdisciplinary essays)

VIDES 2016 - Volume 4
In the second year, as part of the preparation for the dissertation, each student writes a short essay around two documents or artefacts which they have chosen which comment on a particular topic but from contrasting viewpoints. The student group is divided up into a number of small committees responsible for peer reviewing and editing the journal, deciding on its house-style and designing it.

To make navigation around the journal easier the volume is also presented on the open.conted site where you can find a list of all the essays with their abstracts to help you identify the essays which are of interest you. We hope you enjoy the read!

If you have enjoyed VIDES 2016 - Volume 4 you might also like to read VIDES 2015 - Volume 3, VIDES 2014 - Volume 2 and VIDES 2013 - Volume 1.

Visit the website https://www.conted.ox.ac.uk/about/mst-in-literature-and-arts

Description

This literature and arts course brings together the creative, intellectual and manufactured output of people in the past. It has a twofold aim – to explore the past through the lens of human creativity, and to inform our understanding of that creativity by studying the context within which it emerged. It is therefore an interdisciplinary programme which encompasses literature, art and architectural history, history, philosophy and theology. Based in Oxford, and taking full advantage of the remarkable human and cultural resources which this university has at its disposal, the literature and arts course is designed around three sequential periods of British history, from Early Modern (c.1450) to the early twentieth century (c.1914). By studying each period through a range of disciplines, students will acquire a broad and multi-faceted picture of the past. In this framework giant achievements such as Milton’s poetry or Wren’s architecture can be understood not only as products of their times but also in so far as they stand as uniquely inspired statements, or as harbingers of future developments.

Interdisciplinary study raises challenges for a student in terms of methodologies. How do I analyse and interpret a picture when I have only ever worked with text? A poem when I have only worked with documentary sources? A building when I have only ever studied abstract ideas? How do I make viable connections between these different areas of study? An online element offered towards the beginning of the course will provide the opportunity to discover, practise and develop these skills, and to engage with current theoretical discourses concerning the way scholars relate with their source material. Similarly a more advanced on-line component in the second year will focus on interdisciplinary research skills, including trying out those skills by contributing to a small volume of papers on a subject related to the chosen dissertation topic.

Whilst focusing on British history and culture, the course will begin with an introductory unit which sets Britain in a world context and explores her cultural relationship with the rest of the world since the sixteenth century. Using the layout of the Ashmolean museum’s international collections with its emphasis on global interaction, this unit will principally be concerned with the formation of British culture through the stimuli of influences beyond Europe.

The literature and arts course aims to enable students to specialise in certain disciplines and ultimately in a particular historical period, whilst structuring their learning within a strong contextual and critical framework. It aims to enable students to make the most of the university’s resources (e.g. its libraries, computer facilities, museums and historic monuments), to provide a high quality of academic and pastoral support, and to maximise the potential for learning within a peer group. It sets out to encourage a richly democratic view of cultural history in which all men’s and women’s lives play their part.

Programme details

Structure of the Literature and Arts Course
Year One

Two core courses in year one will introduce students to post-graduate research skills and methodologies and use a series of case studies to explore some of the challenges inherent in the practice of interdisciplinary study.

Students will also take two options during year one, which will allow them to begin to specialise either by period or theme.

Year Two

A third option at the start of year two will enable students to gain wide-ranging insight into their chosen area of study before deciding on their dissertation topic. A final core course in cultural theory will prepare the student for the writing of the dissertation. This involves writing an article for and contributing to the production process of the course's online journal, Vides. The dissertation occupies the final two terms of year two.

Core Courses

Core courses will be both residential and delivered through online distance learning modules.

Residences: students will attend tutorials, seminars and lectures during five-day residences in October, February and late June/July in year one and in October of year two, plus an initial residential induction weekend, prior to the first core course. Residences will account for eighty face to face teaching hours over the two years (structured around intensive discussion in seminars).

Distance-learning: these modules are fully supported by a dedicated Virtual Learning Environment. Students will engage in on-line group discussions using the course website and email. Students will also have access to the electronic on-line resources of Oxford University's Library Services, including the Bodleian Library, and all other University libraries, including the English Faculty Library, the History Faculty Library, the Philosophy Faculty Library and the Theology Faculty Library. These modules are designed such that students need not have a sophisticated understanding of IT; materials may be provided in a variety of ways to suit the student's preference and situation.

In keeping with the Oxford ethos of tutorial instruction, individual tutorials and supervisions will be an integral part of the programme, most notably with regard to the dissertation. Individual supervision will be undertaken both face-to-face and by e-mail.

Options

Each of the options residences is structured in the same way, beginning with an historical introduction to the period and ending with a plenary discussing where connections can be made between the subjects studied through the week. The options are taught in the mornings and afternoons and represent a range of disciplines, specifically Literature, History, Visual Culture and Philosophy/Theology/History of Ideas. Each student chooses two options out of four offered. Please note that due to timetabling constrictions it is not always possible to allocate each student to their preferred options. The following list indicates the subjects which were available in 2014/15, there may be some changes for 2016.

Late Medieval and Early Modern
Shakespeare in History - Dr Lynn Robson
Tudor Monarchy– Dr Janet Dickinson
The Role of Wit, Conceit and Curious Devices in Tudor and Jacobean Art and Architecture - Dr Cathy Oakes
The Uses of History in Seventeenth-century England - Dr Gabriel Roberts

The ‘Long Eighteenth Century’
Writing, Money and the Market - Dr Carly Watson
British Collectors and Classical Antiquities – Dr Stephen Kershaw
The British Empiricists: Locke, Hume and Berkeley – Dr Peter Wyss
Overseas Trade and the Rise of Britain as a Superpower - Dr Mike Wagner

The ‘Long Nineteenth Century’
Love and Sex in the Victorian Novel - Dr David Grylls
Dante Gabriel Rossetti and Late Nineteenth Century British Culture – Professor Barrie Bullen
The British Empire and the Indian Mutiny– Dr Yasmin Khan
'Habits of Heart and Mind' - Victorian Political Culture – Professor Angus Hawkins

Dissertation

A dissertation of 11,000 words will be the focus of the final two terms of the second year.

The final core course, delivered in Hilary term of the second year, is envisaged both as a graduate-level survey of relevant cultural theory, which will provide the necessary intellectual contexts for the students' chosen dissertation topics, and as an opportunity to fine-tune the students' research and writing skills in preparation for the dissertation. After completing Vides, students will decide on their dissertation subject in consultation with the Course Director. They will be advised on reading lists and a timetable of work by their dissertation supervisor.

The dissertation is intended to demonstrate the student's knowledge and awareness of more than one subject discipline in this final piece of assessment.

Who should take the course?

The design of the Masters Degree in Literature and Arts is part-time over two years, and as such it is intended for gifted students who, due to their obligations to professional work or caring duties, would otherwise be unable to pursue higher degrees. The MSt in Literature and Arts is taught in the format of regular short residences in Oxford, together with an element of closely-monitored distance-learning.

The course is ideal for the following:

- Graduates in Humanities disciplines who have entered employment, but who wish to maintain their momentum of study progressing to a postgraduate qualification. This group will include teachers, librarians, and archivists, and others involved in humanities-related professions.

- Humanities graduates who would like to study part-time because of other responsibilities (including caring roles).

- Graduates who have reached a stage in life where they wish to pursue a new area of study, either for personal development, or to establish new career paths.

While the Masters Degree in Literature and Arts can be seen as a stand-alone qualification, it will also prepare students for doctoral work.

Find out how to apply here - http://www.ox.ac.uk/admissions/graduate/applying-to-oxford

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This is a Masters course that can take you into employment anywhere in the world. If you are enthusiastic about teaching English as a foreign or second language, then our course offers you vocationally-relevant, research-led training of the highest quality, taught by academics known for their teaching excellence. Read more
This is a Masters course that can take you into employment anywhere in the world.

If you are enthusiastic about teaching English as a foreign or second language, then our course offers you vocationally-relevant, research-led training of the highest quality, taught by academics known for their teaching excellence.

You explore teaching methods and the description of English used in the investigation of language learning and teaching, and study additional topics according to your needs. These might include:
-How second language learners acquire vocabulary, and how vocabulary can be taught
-Computer-assisted language-learning
-Literature and language-learning
-Materials design and evaluation
-Teaching Writing in EFL/ESL

You also gain hands-on teaching experience through our Teaching Practice I and Teaching Practice II modules.

Whether you have no prior teaching experience or are already an English language teacher, this course can be adapted to suit you. If you have little or no previous teaching experience, you receive ‘hands on’ teaching practice throughout the course via TEFL, while if you already have more than two year’s full-time teaching experience, you can undertake specialist study through TESOL instead.

You'll be part of our Centre for Research in Language Development throughout the Lifespan (LaDeLi), a unique research centre specialising in all aspects of language learning and development.

We are one of the largest and most prestigious language and linguistics departments in the world, a place where talented students become part of an academic community in which the majority of research is rated ‘world-leading’ or ‘internationally excellent’ (REF 2014), placing us firmly within the top 10 departments in the UK and ranked among the top 150 departments on the planet according to the QS World [University] Rankings [2016] for linguistics.

If you want a global outlook, are interested in human communication, and want to study for a degree with real-world practical value in a world-class department, welcome to Essex.

This course is also available on a part-time basis.

Our expert staff

Our staff are internationally renowned. Florence Myles authored the best-selling Second Language Learning Theories, and Bob Borsley wrote both Syntactic Theory: a Unified Approach and Modern Phrase Structure Grammar.

Other teachers on this course include Christina Gkonou, who has conducted extensive research into the effects of individual factors like anxiety on success in language learning, and Julian Good and Tracey Costley, who have taught English in Europe, the Far East and South America for many years before coming to Essex.

Karen Roehr-Brackin is a leading expert on the relationship between metalinguistic knowledge (conscious awareness of the rules of language) and language learning ability, and Adela Gánem-Gutiérrez is a leading expert on the use of computers and the role that interaction in the classroom plays in language learning.

Specialist facilities

-An exciting programme of research seminars and other events
-Our Languages for All programme offers you the opportunity to study an additional language alongside your course at no extra cost
-Our Albert Sloman Library houses a strong collection of books, journals, electronic resources and major archives

Your future

Takers of our MA TEFL and other courses in English Language Teaching come with the specific intention of entering the ELT/TESOL profession, which they duly go on to do.

Students on these courses often join us after a career in English teaching, to update their expertise and return to the classroom with a career enhancement.

The specialist knowledge you gain enables you to take senior or specialist roles (for example in computer-assisted language-learning, ESP or teaching young learners), not necessarily only in the classroom but also in educational advice and management, programme evaluation, syllabus design and teacher education.

We also work with the University’s Employability and Careers Centre to help you find out about further work experience, internships, placements, and voluntary opportunities.

Example structure

-Teaching Practice I
-Description of Language for TEFL/ELT and Applied Linguistics
-Approaches, Methods and Teacher Development for TEFL/TESOL
-Research Methods I
-Assignment Writing and Dissertation Preparation
-Research Methods II
-MA Dissertation
-Second Language Vocabulary: Learning, Teaching and Use (optional)
-Topics in the Psychology of Language Learning and Teaching (optional)
-Foundations of Computer Assisted Language Learning (optional)
-Literature and Language Teaching (optional)
-Materials Design and Evaluation (optional)
-Teaching, Listening and Speaking (optional)
-Teaching and Learning Grammar (optional)
-Teaching English to Young Learners: Principles and Practice (optional)
-Teaching Practice II (optional)
-Reflective Practitioner (optional)
-Teaching Reading and Writing in TEFL/TESOL (optional)

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Aberystwyth University’s MA/Diploma in Information and Library Studies will equip you with the highly desirable skills employers need to manage their most valuable assets in our global ‘information economy’. Read more

About he course

Aberystwyth University’s MA/Diploma in Information and Library Studies will equip you with the highly desirable skills employers need to manage their most valuable assets in our global ‘information economy’. You will be able to identify, organise, retrieve and make accessible information across paper, electronic and multimedia formats. This MA or Diploma will equip you to fulfil the essential role that companies and professional bodies need to compete effectively in a fast-moving national and international business environment. This course features a range of optional modules which allow you to direct your studies into areas which particularly fascinate you.

The MA and Diploma are accredited by both CILIP and the Institute of Information Scientists making it one of the best courses for professional practice.

The Department of Information Studies at Aberystwyth has an impressive track record. In the department’s forty years of teaching, we have produced some of the UK's, and indeed the world's, leading librarians and information professionals. Our alumni include two national librarians (Scotland and former Wales), the first black national librarian in South Africa, and the Director of the Bureau for Library and Information Services at the United Nations.

You can tailor your learning towards a wide range of career paths, such as children and schools work (with the Focus on the Child: Children's Literature and Schools Libraries and Learning Resources modules) and business services (including the modules on Business Information Services, and Management Information Systems).

This highly practical course is built around a variety of reports, essays, presentations, and case studies which will enable you to relate theoretical knowledge to the workplace. These challenges will also encourage you to improve your ICT, personal management and interpersonal skills, making you into a well-rounded, competent and highly employable individual.

This degree will suit you:

• If you wish to obtain a Masters degree or Diploma from one of the UK’s leading departments;
• If you wish to gain the knowledge and skills for professional work within Information and Library fields;
• If you wish to work in various types of information and library services or gain transferable skills for the pursuit of related careers such as media management and book publishing;
• If you wish to continue your studies to a more advanced level through undertaking further postgraduate level research.

Course structure and content

The course curriculum will focus on both theory and practice but you will be actively encouraged to draw upon any relevant experience that you have already acquired. Course visits to relevant organisations and guest lectures, will further enhance your exposure to professional practice.

Semester 1: core modules addressing the information society, the organisation and retrieval of information as well as the provision of information services.

Semester 2: core modules covering both organisational management and the management of collections.

There is also the opportunity to complement these core modules with an optional module which will enable you to develop an area of special interest. In addition to these taught modules, you will also be able to access a series of research training sessions that will help to prepare you for the 15,000 word Masters dissertation in Semester 3.

Semester 3: 15,000 word Masters dissertation

With staff guidance and support, here you will have to the opportunity to conduct a piece of independent research within the information and library field. Not only will this enable you to further develop a specialism, but you will also acquire a range of transferrable research skills that are highly desirable in today’s employment market.

Core modules:

Information Organisation and Retrieval
Information Services: Planning for Delivery
Information and Society
Collection Management
Studies in Management
Dissertation

Optional modules:

Digital Information: Management for Access and Preservation
Rare Books and Special Collections
Records and Information Governance

Contact time

Contact time is 6-10 hours a week during the first two semesters. In semester three you will arrange your level of contact time with your assigned dissertation supervisor.

Assessment

The taught part of the course, which is 120 credits, is delivered and assessed through lectures, student seminars, practical exercises, case studies and course work. Successful completion of 60 credits of taught modules makes you eligible for a Postgraduate Certificate, 120 credits gives eligibility for a CILIP accredited Postgraduate Diploma, or successful completion of your postgraduate dissertation leads to an accredited Master’s degree.

Accreditation

The Masters degree is accredited by the Chartered Institute of Library and Information Professionals (CILIP) and the Institute of Information Scientists. Graduates will have a qualification which is recognised for admission to the Register of Chartered Librarians (subject to the Institute's chartership regulations).

Employability

Every aspect of the Aberystwyth University’s Masters in Information and Library Studies programme is designed to enhance your employability. Successful completion of this degree is in itself certain to do so by building your CV; but more significant is the hugely enhanced array of knowledge, abilities and skills with which you will graduate.

As a graduate, you will possess a wealth of subject-specific expertise, such as a thorough understanding of how ethical, legal, and social factors affect the flow of information; information literacy and the effect of 'information deprivation'; and the ongoing challenges of organising, storing, and retrieving information. You will also be confident in the use of system and their tools which you will use to order, store and retrieve information. These skills, which are fundamental to the subject, are applicable across a diverse array of workplaces. Likewise, the study skills, research methods and interpersonal awareness that you will learn within the context of study can be applied in any place of work where people and systems meet. In such situations, you will be at a tremendous advantage over your competitors.

As information is increasingly recognised as a core resource for organisations of all kinds, the range of posts to which our graduates progress widens all the time. In addition to the traditional library and information service sector, our graduates also go on to work as Information Officers, Information Managers, Information Systems Officers, Information Analysts and Computer Systems Officers. The most prestigious of our alumni include two national librarians (Scotland and former Wales), the newly appointed first black national librarian in South Africa, and the Director of the Bureau for Library and Information Services at the United Nations. In addition, companies which acknowledge the value of information also benefit from our graduates’ information skills when applied to the areas of management, sales, production or marketing. Your personal adaptability, coupled with the critical information and library skills, will make you a strong candidate for any post where excellence in organisations and systems management is prized.

Study in a practical context

The content of this MA/Diploma is weighted in favour of mastering the practical applications of Information and Library Studies. The University of Aberystwyth boasts library resources which are amongst the best in Europe. The Department’s specialist Thomas Parry Library is one of the leading libraries for Information Studies. As a student, you will have access to this exceptional resource where you can apply your learning in activities which will convert the purely academic theory into the proven know-how of experience.

In addition to this, you will also have access to the University's Hugh Owen Library which houses more than 700,000 volumes and subscribes to more than 3,500 current periodicals. Also, the National Library for Wales next to the campus is one of the UK's five copyright libraries housing more than 6,000,000 volumes. In addition to the University's computing facilities, you will also have access to the Department's own extensive computer workstation rooms, all housed in a purpose built Department on the attractive Llanbadarn campus.

Skills in management of systems and stakeholders

The MA/Diploma is designed to give you a broad knowledge of a range of transferable skills that you can apply in a variety of research interests, particularly in your Masters dissertation. A significant proportion of postgraduate jobs demand management abilities; this course aims to support your progression into professional employment beyond by including such training.

You will become well versed in contemporary management theory and practice of relevance to the management of the relationship between information and organisations. You will learn to analyse and control how information is transmitted to users, including access to information and measurement of use. The monitoring an analysis of data is crucial to the success of business organisations and initiatives. Mastering it will enable you to manage within a changing and turbulent environment and provide you with an understanding of the inter-relationship of the organisation with its customers and stakeholders.

As business relies on meeting needs, this training will be a significant advantage to you when you enter the jobs market.

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

Overview

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

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

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

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

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

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

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

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

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

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

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

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

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

Careers

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

Modules & assessment

Year one, core modules -

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

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

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

Year two, core modules -

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

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

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

Assessment -

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

Where you'll study

Your faculty -

The Faculty of Health, Social Care & Education is the largest provider of health, social care and education courses in the East of England, with over 6,000 students from more than 20 countries.

With 95% of our students finding full-time employment within six months of graduating, you can be sure that our courses have been designed with your career in mind. We’ve been educating nurses, midwives and social workers for over 25 years.

At the cutting edge of research, we offer a range of internationally recognised undergraduate and postgraduate degree courses taught by friendly and experienced staff.

Designed to enhance your learning experience, our facilities include state-of-the-art simulated skills laboratories that mirror real-life clinical situations and UK hospital wards. Our students also benefit from our Early Childhood Research and Resource Centre; a space in which they can experiment with equipment and play activities.

You’ll study in an exciting, modern faculty which has strong links with regional, national and international organisations, including healthcare trusts, schools and academic institutions.

Your enthusiasm. Our passion. Your best foot forward.

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

Where can I study?

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

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

The MSc in Computer Science course is for you if you are a graduate from one of a wide range of disciplines and are looking to change direction or because of the needs of your chosen career, require a solid foundation in Computer Science.

As the use of computers and computer based systems continues to grow in all aspects of life, at home and at work, it is apparent that there will be for years to come a need for many people who can combine a knowledge of Computer Science, the discipline that underlies Information Technology, and degree level knowledge in a wide variety of other disciplines.

Over the duration of the MSc Computer Science course you will study a variety of modules taught by academic staff that are part of internationally renowned research groups. The course is also regularly updated to ensure that it keeps pace with the rapid developments in Computer Science.

Key Features of Computer Science MSc

• We are top in the UK for career prospects*

• We are 3rd in the UK for teaching quality**

• 5th in the UK overall*

• 7th in the UK for student satisfaction with 98% [National Student Survey 2016]

• 7th in the UK overall and Top in Wales*

• High employability prospects - we are 8th in the UK for graduate prospects*

• 92% in graduate employment or further study six months after leaving University [HESA data 2014/15]

• UK TOP 20 for Research Excellence [Research Excellence Framework 2014]

• Our Project Fair allows students to present their work to local industry

• Strong links with industry

• £31m Computational Foundry for computer and mathematical sciences will provide the most up-to-date and high quality teaching facilities featuring world-leading experimental set-ups, devices and prototypes to accelerate innovation and ensure students will be ready for exciting and successful careers. (From September 2018)

*Guardian University Guide 2017

**Times & Sunday Times University Guide 2016

Modules of Computer Science MSc

Modules for the MSc in Computer Science include Computer Science Project Research Methods but please visit our course page for more information.

Facilities

The Department of Computer Science is well equipped for teaching, and is continually upgrading its laboratories to ensure equipment is up-to-date – equipment is never more than three years old, and rarely more than two. Currently, our Computer Science students use three fully networked laboratories: one, running Windows; another running Linux; and a project laboratory, containing specialised equipment. These laboratories support a wide range of software, including the programming languages Java, C# and the .net framework, C, C++, Haskell and Prolog among many; integrated programme development environments such as Visual Studio and Netbeans; the widely-used Microsoft Office package; web access tools; and many special purpose software tools including graphical rendering and image manipulation tools; expert system production tools; concurrent system modelling tools; World Wide Web authoring tools; and databases.

As part of the expansion of the Department of Computer Science, we are building the Computational Foundry on our Bay Campus for computer science and mathematical science.

Careers

All Computer Science courses will provide you the transferable skills and knowledge to help you take advantage of the excellent employment and career development prospects in an ever growing and changing computing and ICT industry.

94% of our Postgraduate Taught Graduates of Computer Science were in professional level work or study [DLHE 14/15].

Student Profile

“I chose the MSc Computer Science as a conversion from my previous War and Society degree, primarily employment opportunities. The course was by no means easy for me coming from an arts background, and the first few weeks I felt a little over my head, but thanks to the truly stimulating content from the syllabus and the high quality of the teaching within the department I soon caught up and began to thrive on the course. My project revolved around a comparative study of the Haskell Web-Framework Yesod and ASP.NET. During the completion of this I picked up many of the skills that I now use on an everyday basis in my role at Kinspeed (A Sheffield based Software House). Since starting work I have been able to apply many of the skills I obtained during my time at Swansea and have no doubt that choosing to study the MSc Computer Science at Swansea was one of the better decisions of my life.”

Chris Swires

Research

The results of the Research Excellence Framework (REF) 2014 show that Swansea Computer Science ranked 11th in the UK for percentage of world-leading research, and 1st in Wales for research excellence. 40% of our submitted research assessed as world-leading quality (4*).



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This programme is intended for those who wish to enhance their understanding of the role of microorganisms in animal health and disease, and provides an excellent grounding in molecular biology, immunology, epidemiology and microbiology. Read more

This programme is intended for those who wish to enhance their understanding of the role of microorganisms in animal health and disease, and provides an excellent grounding in molecular biology, immunology, epidemiology and microbiology.

This grounding leads into the study of the complex mechanisms of host/microbe interactions that are involved in the pathogenesis of specific animal diseases, and provides insights into diagnosis and interventions, such as vaccines, essential for disease control.

You will enhance your critical and analytical skills and gain hands-on experience in the diagnosis of veterinary diseases, such that you may identify problems, formulate hypotheses, design experiments, acquire and interpret data, and draw conclusions.

Programme structure

This programme is studied full-time over one academic year.

Example module listing

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

Who is the programme for?

This is a full or part-time programme, intended mainly for graduates, those already working in veterinary diagnostic/research laboratories and staff from other laboratories who want to enhance their understanding of the role of microorganisms in animal health and disease.

Pharmaceutical research personnel, policymakers, veterinarians, public health personnel and environmental biologists will also benefit.

Part-time and short course study

Most modules are offered as standalone short courses. The fee structure for short courses is different to that for registered students, and details may be obtained via admissions enquiries, please refer to the contact details on this page.

The option to study the MSc on a part-time basis is only available following successful completion of three modules as stand-alone/CPD. Please contact the for further information.

Programme partners

This Masters programme is delivered by a consortium comprising the University of Surrey and two world class veterinary microbiology institutions: the BBSRC funded Pirbright Institute (PI), and the Government sponsored Animal & Plant Health Agency (APHA).

The Veterinary Medicines Directorate (VMD) and Public Health England (PHE) also contribute to the programme.

Visits

You will have the unique opportunity to gain hands-on experience in the diagnosis of important veterinary diseases within the world reference laboratories of the APHA and Pirbright Institute (PI).

There will also be an opportunity to visit Public Health England (PHE) to gain a detailed knowledge of how zoonotic diseases outbreaks are investigated, and to visit the Veterinary Medicines Directorate (VMD), a livestock abattoir and an intensive livestock farm.

Colleagues from the CEFAS laboratory will also contribute to the programme, and further research training will be provided during your practical research project.

Educational aims of the programme

This is a one year full-time programme aimed at preparing graduates to work in a range of fields in which a detailed understanding of veterinary microbiology is a valuable asset.

These fields include research, commerce, government and policy, reference laboratory and diagnostic work, epidemiology and disease mapping, veterinary science, farming especially animal production, wild and zoo animal conservation and education.

As such, it is intended that graduates will achieve the highest levels of professional understanding of veterinary microbiology within a range of contexts.

The programme combines the study of the theoretical foundations of, and scholarly approaches to, understanding the application and various practices of veterinary microbiology within the contexts described above along with the development of practical and research skills.

The main aims are to enable students to:

  • Acquire sound knowledge of the major principles of veterinary microbiology
  • Develop the skills to perform relevant interpretation and evaluation of data
  • Apply those acquired skills in practice through research
  • To utilise acquired knowledge and evaluative skills to communicate successfully with stakeholders

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.

The learning outcomes have been aligned with the descriptor for qualification at level 7 given in the Framework for Higher Education Qualifications (FHEQ) produced by the Quality Assurance Agency (QAA) for Higher Education.

Knowledge and understanding

Following completion of the programme, students should display knowledge of:

  • The main principles of current veterinary microbiology
  • The methods and approaches used for the molecular characterisation, and diagnosis of disease agents
  • The main principles of infectious diseases epidemiology
  • The analysis of disease and disease carriage that impact on the development and application of control measures to combat diseases
  • Modes of control of infectious diseases
  • Modes of transmission
  • The various aspects of host pathology and immune responses to disease agents
  • Analytical skills to allow interpretation of data and formulation of conclusions

Intellectual/cognitive skills

Following completion of the programme, students should be able to:

  • Critically appraise scholarly and professional writing on a wide range of subjects pertaining to the various aspects of veterinary microbiology
  • Critically analyse experimental data to enable the formulation of hypotheses
  • Design relevant experiments to test formulated hypotheses
  • Efficiently analyse new developments in technology and critically assess their utilisation to answer existing and new problems

Professional practical skills

Following completion of the programme, students should be able to:

  • Plan and execute an experiment/investigation, act autonomously and demonstrate originality
  • Analyse numerical data using appropriate computer tools including specialist computer packages
  • Communicate experiments at a project level, including report writing
  • Perform specific specialised experimental skills

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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