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Masters Degrees (University Of Hertfordshire)

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Physiotherapy is a health care profession concerned with maximising the potential of human function and movement. It uses physical approaches to promote, maintain, and restore physical, psychological and social wellbeing, taking account of the variations in health status. Read more
Physiotherapy is a health care profession concerned with maximising the potential of human function and movement. It uses physical approaches to promote, maintain, and restore physical, psychological and social wellbeing, taking account of the variations in health status. At Essex this is a science-based subject in which we are committed to applying, evaluating and reviewing the evidence that underpins and informs practice.

At the core of physiotherapy practice is the making of clinical judgement and informed interpretation of clinical information. Physiotherapists are autonomous professionals, able to act as first-contact practitioners, as well as accepting referrals from other health care professionals. Through partnership and negotiation, physiotherapists work with people to optimise their functional ability and potential.

This pre-registration course is a two-year accelerated programme which enables you to take advantage of inter-professional learning (IPL), encouraging professionals to learn with and from each other – an understanding that helps ensure you have the expertise to respond adequately and effectively to the complexity of your clients’ needs, and that care is safe, seamless and of a high standard.

Placement Opportunities

You will be introduced to physiotherapy through observing and working with physiotherapists practising in a variety of settings (primary and secondary care, public and private sectors, adult and the elderly, acute care setting and specialist mental health/learning disability services), and adopt a critical stand in the discussion of contemporary physiotherapy practice in the context of the environment of practice.

You are also introduced to key concepts in physiotherapy for the assessment and evaluation of patients, and given opportunities to explore scientific measures as indicators for health and illness.

We organise these practice placements for you to work in role with multi-professional health care teams in a wide range of settings.

Whilst on placement you will have an educator allocated to you and contact with a member of the academic team who will visit you and support you whilst on placement. Placements encompass a variety of multi-disciplinary health and social settings based within the NHS, the Private Sector, the Voluntary Sector and other Primary Health Care Services.

Over a thousand hours will be spent in the practice environment where students apply the theory and practice of physiotherapy. You develop your abilities to critically analyse clinical data and evidence, to make judgements and to respond to patients who require physiotherapy.

Placements are primarily based throughout Essex but you may also have the opportunity to experience services in Hertfordshire, Suffolk, Norfolk and Cambridgeshire.

Professional accreditation

Completing our course leads to eligibility to apply for registration with the Health and Care Professions Council (HCPC) and the Chartered Society of Physiotherapy (CSP) as a physiotherapist.

HCPC registration is required to work as a physiotherapist in the UK, and once individuals are registered they are able to practice in a wide variety of clinical settings.

We are committed to embedding the NHS Constitution Values (which are strongly reflected in our University values) into everything we do. They define the behaviours and expectations of all our staff and students, underpinning the work we do in the university, clinical arena and other workplaces.

We understand that not all of our students and staff are employed within the NHS but these values uphold the underlying principles of excellent care as a standard and as such we expect that anyone who has any aspect of their work which ultimately cares for others will aspire to upholding these values.

For us involving not only our students, but service users, experts by experience, carers and NHS/non NHS professionals in the creation and delivery of all programmes is vital.

Our expert staff

A unique feature of our School is that most of our staff work or have worked within clinical practice. This enhances our grasp of the contemporary links between academic research, the major issues of the day and real-life practice.

Physiotherapy is taught by a small and friendly team of registered experienced staff with a variety of different backgrounds and research interests. The subject lead for physiotherapy is Izzie Easton. Izzie qualified as a physiotherapist in 1998, and has practised in numerous hospitals. In particular she has gained experience working in respiratory physiotherapy, orthopaedics, and critical care.

We also have expertise in the areas of prehabilitation, rehabilitation following sports injuries, first contact trauma management, education in pain management, and computer-based ‘virtual patient’ simulators.. Full details of our staff can be found on the HHS Staff Profiles.

Specialist facilities

Within our School of Health and Human Sciences, we have a range of specialist clinical laboratories and IT facilities to assist you with the effective learning and acquisition of new skills; for students of Physiotherapy, we have two specialist labs on our Colchester Campus which provide you with all the facilities you need to train as a physiotherapist.

We also offer excellent physical and online resources in terms of libraries, computer labs, datasets, archives and other research materials. You can take advantage of our links with the Institute of Social and Economic Research, which conducts large-scale survey projects, many for government, EU and other public agencies, and has its own library.

The UK Data Archive is also based at our Colchester Campus and stores national research data.

Your future

In 2014 we had a 100% employability rate for our MSc Physiotherapy students. What does this mean? It means that all our successful got jobs and are on their chosen pathway working in the careers they worked so hard to get.

Example structure

Year 1
-Cardiorespiratory Physiotherapy
-Interprofessional Collaboration and Development
-Musculoskeletal Physiotherapy
-Neurological Physiotherapy
-Patient Pathways 1
-Research in Health Care

Year 2
-Advancing Physiotherapy Practice
-Contexts for Contemporary Practice
-Patient Pathways 2
-Research Activity

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At the University of Hertfordshire we have been delivering distance-learning courses since 2004. We understand how people learn online, and you can as well with this Master's degree in e-Learning Technology. Read more
At the University of Hertfordshire we have been delivering distance-learning courses since 2004. We understand how people learn online, and you can as well with this Master's degree in e-Learning Technology. The online course focuses on e-Learning design and development, enabling you to develop applications that are learner-centred.

The MSc eLearning Technology draws on the University’s extensive experience in distance-learning, this online Master’s focuses on designing and developing e-Learning, equipping you to develop effective, learner-centred applications.

Why choose this course?

-Gain a master's degree in one year full-time or at a pace that suits you through online study
-Chose from two different routes depending on your qualifications: an advanced programme for Computer Science graduates - or a route for other graduates that combines foundation modules with options from the advanced modules
-Flexible online learning allows you to fit study around your other commitments, without travel and accommodation costs
-Gain an internationally-recognised master's degree from the UK's University of Hertfordshire
-Benefit from the same academic standards and quality control procedures as our equivalent on campus course
-We have an excellent track record in research, with over half of our outputs rated at world-leading or internationally excellent in REF 2014, the most recent national assessment.

Careers

Our online masters programme is designed to give graduates the up-to-date skills and knowledge sought after by employers, whether in business, industry, government or research.

There are many opportunities within the rapidly growing e-Learning industry for technical staff who are highly skilled in the application of advanced IT techniques to e-Learning design.

Typical roles could be those found in traditional IT development projects such as Business Analyst, Programmer, User-interface Designer, Quality Controller or Project Manager. Alternatively there are more specialist roles such as Instructional Designer or Learning Technologist.

Teaching methods

Our online degree programmes are taught 100% online when studied independently, or supplemented by tutorial support when studied at a local study centre run by one of our online partners. Find out more about Tutored eLearning. Assessment is by coursework and online tests.

You will participate in the learning experience through the University's on-line learning environment, StudyNet. You will receive learning materials, take part in discussions and submit your assignments online. Additionally, you will receive study resources such as e-books and any specialist software. You will have access to the University's extensive online library facilities, or be able to visit in person if you so choose.

The amount of study time required is no different from that needed for an on campus programme. You should expect to spend at least 30 hours per week if studying full-time, and in proportion if part-time.

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Here at Hertfordshire Business School, we’ve designed a part-time MSc in Business and Organisational Strategy to help busy professionals develop their careers. Read more
Here at Hertfordshire Business School, we’ve designed a part-time MSc in Business and Organisational Strategy to help busy professionals develop their careers.

If you’d like to build on your business or management experience, deepen your knowledge and open up new career possibilities, this Master’s is an exciting opportunity to fit postgraduate study around your existing work schedule.

When you graduate, you’ll not only achieve an MSc in Business and Organisational Strategy, but also a Chartered Management Institute (CMI) Level 7 extended diploma in Management and Leadership. This highly respected diploma also gives you exemptions from some of the CMI’s additional qualifications, so if you’re aiming for Chartered Manager status, you’ll achieve it sooner.

About the course

The course develops your management skills in a whole range of areas, including:
-Personal development planning
-Strategic business planning
-Managing business strategy
-Developing strategic HR
-Social marketing
-Time management
-Financial management
-Strategic leadership
-Information management
-Organisational change

At the same time, our Master’s equips you to undertake in-depth research and communicate complex business ideas – excellent skills for advancing your career and your business.

At Hertfordshire Business School, we welcome postgraduate students with a first degree in any subject at 2:2 level or above. However, if you don’t have a degree but can provide evidence of at least three years’ relevant, substantive work experience, we’ll also consider your application.

This is a three-year, modular Master’s with teaching based around five weekends per year. We attract a highly motivated community of postgraduate students with diverse business experience. Joining them on our Hertfordshire campus, you’ll learn in an interactive, workshop-based environment, working on strategic challenges with small groups of fellow students.

After each study weekend, you’ll carry on independent study with the support of our academic team. Studying alongside your working life is a challenging but incredibly rewarding experience, giving you valuable opportunities to directly and immediately apply what you learn.

Partnerships and opportunities

This University of Hertfordshire Master’s course has been created in collaboration with the Chartered Management Institute (CMI) to give you a highly respected dual qualification when you graduate. The Institute’s direct input into the course means it’s embedded with the very latest organisational best practice, as well as strategic thinking from a broad range of business sectors.

In your final year, you’ll have the opportunity to take on a work-based project. This allows you to explore a current, relevant business issue or opportunity in real depth. We’ll assign you an individual personal tutor to support you through the project, helping you make the most of this opportunity to develop your business, implement an effective strategy and drive positive change.

Why choose this course?

-This sought-after dual award course gives you a Master’s degree, plus a respected Chartered Management Institute Level 7 diploma
-It’s been specifically designed to fit flexibly around your working life, with weekend-based study block
-The course is an ideal opportunity for existing managers planning to progress their careers by moving into more senior roles
-Working alongside your studies, you’ll be able to directly and immediately apply what you learn
-We’ve created a highly engaged workshop-based learning environment, where you’ll collaborate with fellow students and receive ongoing online support

Professional Accreditations

This University of Hertfordshire dual-award postgraduate course has been created with the Chartered Institute of Management (CMI), giving you a Level 7 extended diploma in Management and Leadership as well as a Master’s qualification.

Your diploma will give you exemptions from some of the CMI’s further qualifications, so if you’re planning to work towards Chartered Manager status, you’ll have a shorter path to follow.

Careers

This postgraduate course is all about developing your career and realising your potential. If you’re working for a large organisation, the skills you’ll learn will help pave the way for a move into senior management or leadership roles. If you’re the owner or manager of a small or medium sized organisation, you’ll build the planning and implementation skills you need to see it thrive and grow.
Our students find that the skills they develop on this course increase their confidence, giving them opportunities to take on increased management responsibility, engage in organisational planning and decision-making, create strategic change and explore promotion opportunities.

Teaching methods

The programme teaching uses a modular structure based around 5 teaching weekends (Friday and Saturday) per year. The benefit of this mode of part-time study is that you are not committed to weekly attendance at class and you can plan your study and assignment preparation to fit in with your work commitments. This creates a highly engaged workshop-based learning environment, working with fellow students, in small groups. Each weekend is followed by independent guided study and tutor support to prepare for the assessments.

In year one you will study academic modules that have CMI elements included in the teaching and assessment process. There are 4 x 15 credit modules taught in 8 week blocks and you will be introduced to a new module in each of the first four weekends. The fifth weekend brings your learning together for the year and introduces you to the modules that you will be taking in year two.

Work Placement

As this postgraduate course is aimed at existing managers and designed to run alongside your day-to-day working life, it doesn’t include a dedicated work placement. However, there are significant advantages to working while you study, enabling you to bring new knowledge straight into the workplace, apply skills straight away and see the benefits of your studies sooner.

Modules

Core Modules
-Contemporary Issues in Business and Management
-Contemporary Issues in Business and Management
-Developing as a Strategic Manager
-Developing as a Strategic Manager
-Managing Strategy
-Managing Strategy
-Resource Planning in Organisations
-Resource Planning in Organisations

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A University of Hertfordshire Masters research degree is an internationally recognised degree signifying achievement in research. Read more
A University of Hertfordshire Masters research degree is an internationally recognised degree signifying achievement in research. While an MA/MSc is a taught, modular programme, a Masters by Research is a programme of research and skills development negotiated with your supervisors and based on your own research proposal.

About the course

The Masters by Research degree may be undertaken in full-time (1 year) or part-time (2 year) modes in any creative arts discipline that the School engages with and for which we have appropriately qualified supervisory staff. In the School of Creative Arts we have a wide range of expertise in historical and theoretical research, as well as in practice-led/practice-based research, relating to fine and applied arts, film, media and TV studies, interior and architectural design, music and the music industry.

During the period of study for the Masters by Research degree you will develop a greater depth of subject expertise and independent research skills. You will undertake a focused research project for the duration of the degree, under the supervision and guidance of two or more academic members of staff who are your supervisors. In addition you will engage with a negotiated programme of selected generic skills development and careers workshops provided by the University of Hertfordshire Doctoral College.

Your Masters by Research project project may be purely theoretical or contain elements of your own practice. If there is a practice element, one of your supervisors would be a practitioner in an appropriate discipline, and appropriate studio space and/or workshop facilities would be made available if necessary. The School has a wide range of outstanding facilities for researchers in the broad area of creative arts, and the University library has an excellent range of relevant and up-to-date resources to support research in this area.

During the course of the degree, you would typically be given opportunities present your research at seminars and conferences, and to exhibit your practical work if it is part of the research project. Some opportunities in this regard may be provided by the School or the University.

Why choose this course?

-An internationally recognised research qualification
-Develop subject expertise at postgraduate level
-Develop research skills through practice and research experience
-Employers are looking for high calibre graduates with advanced skills who can demonstrate independent creative thinking and problem-solving through research

Careers

Graduates with this degree will be able to demonstrate to employers a highly-valued ability to work independently on an original project and to maintain that focus over an extended period, and will have developed much sought after research skills. Research students also benefit from the School’s networks of international partners in the creative and cultural industries, which may offer valuable opportunities for career development, as well as from career development workshops and events.

The skills, knowledge and experience gained will also provide a valuable grounding if you wish to study at Doctoral level at some point after you have completed your MA by Research.

Teaching methods

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

The School of Creative Arts has a lively research community staffed by supervisors whose research is world leading, Supervisory teams provide guidance in helping you to formulate and develop your research during the course of the programme.

We offer a range of subject specific research training throughout various research group seminars. Our research students are strongly encouraged to participate in modules in our taught Masters programmes, and the University also has an extensive Researcher Development Programme, which is provided by the UH Doctoral College and offers generic research training.

The Masters by Research has two main assessment points after enrolment: Initial Registration for the degree after 3 months for both full-time and part-time students, and the final examination. Your research will be examined on the basis of the final submission which may include a combination of both written and non-textual material that must be "defended" in a viva and contain a thesis (a position that can be defended by substantiated argument).

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A University of Hertfordshire research degree is an internationally recognised degree signifying high levels of achievement in research. Read more
A University of Hertfordshire research degree is an internationally recognised degree signifying high levels of achievement in research.
It develops extensive subject expertise and independent research skills which are honed over an extended period, depending on the level of the award. You would undertake a substantial, original research project for the duration of the degree, under the supervision and guidance of two or more academic members of staff.

Your supervisory team provides guidance both in the selection of a research topic and in the conduct of the research. You are also supported by attendance at postgraduate seminar series to develop subject specific knowledge and research skills relevant to your field of research.

The degree is assessed solely on the basis of the final research output, in the form of a substantial written thesis which must be "defended" in a viva. During the course of the degree, you would be given opportunities to present your work at major conferences and in refereed research publications.

Why choose this course?

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

Careers

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

Teaching methods

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

The Faculty of Humanities, Law and Education is an important centre of postgraduate research activity at the University of Hertfordshire. It is home to both internationally renowned research concentrations in History and Philosophy, and also boasts the highly innovative professional doctoral programme in Education. In all cases, our emphasis is on the development of the individual student's research programme and research skills: those joining our postgraduate programmes can expect high quality tuition and a highly supportive and friendly atmosphere in which to conduct their studies.

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Clinical Academic Programme -. The academic programme is based on a ‘core competency’ model (BPS, 2007) and comprises four main areas of teaching. Read more

About the course

Clinical Academic Programme -

The academic programme is based on a ‘core competency’ model (BPS, 2007) and comprises four main areas of teaching: Professional Practice and Personal Development; Therapeutic Models and Interventions; Research Methods in Clinical Psychology; and Client Groups and Client Contexts.

Each of these four areas is further divided into a number of specific teaching modules that span the three years of training and correspond as much as possible with the structure and sequence of clinical placements. An awareness of the issues of ethical practice and equality for all is highlighted in all modules. Particular consideration is given to the many ways in which issues relating to diversity and inequality impact on the work of practising clinical psychologists within the lectures, and all lectures are formally evaluated on this by the trainees. Additionally, there are specific lectures considering a wide range of diversity issues within the Clients in Context module taught across the three years.

Four models of psychological therapy are currently taught on the programme: cognitive behavioural therapy (CBT), systemic and family psychotherapy, personal construct therapy and psychodynamic psychotherapy. The content of the introductory CBT module is mapped onto the IAPT curriculum to enable trainees to include this in their portfolio of competencies, should they wish to seek employment where this is a specific requirement. More advanced training is provided in the third year of training. A previous trainee recently gained accreditation with the BABCP based on their CBT training at the University of Hertfordshire.

The academic programme is located within the overall programme philosophy which places particular emphasis on incorporating constructivist and social constructionist approaches to conceptualising psychological difficulties and their management. In line with the programme philosophy, an important aim of the academic programme is to train clinical psychologists who can understand and apply a range of psychological theories and approaches to both clinical practice and research. We teach our trainees to draw on multiple theoretical and evidence bases to develop individually tailored assessments, formulations, interventions and evaluations of complex psychological problems. We emphasise the flexibility to adapt and combine different approaches as a key competence, and our curriculum therefore aims to develop a broad, thorough and sophisticated understanding of various psychological theories and therapeutic approaches.

Service User Participation:

The DClinpsych course encourages service user and carers' participation in the training and have established a committee of service users and carers who consult and participate in the training course.

Problem Based learning -

Problem-based learning (PBL) forms an important part of clinical training at the University of Hertfordshire. As part of the academic programme trainees complete a series of small-group based PBL exercises, which aim to promote reflective, collaborative and self-directed learning.

Throughout the three years, trainees also participate in a series of small group discussions to consider academic papers and clinical cases. These discussions provide an academic context for trainees to integrate theory and research, to highlight theory-practice links, and to enable peer review of formulation and intervention plans. More formal case presentations are undertaken in the third year.

A unique feature of our clinical psychology training at UH is the access that our teachers and trainees have to a purpose-built, advanced simulation training centre.

The trainees are regarded as mature students, and for this reason an adult learning model is adopted. In line with this model and the overall programme philosophy, it is recognised that not only do trainees learn in different ways, but also that they can pursue their own perceptions of the material being taught and interpret it for themselves.

In line with HPC requirements for all clinical training programmes, all trainees selected will be informed of the various activities that form part of the academic curriculum (e.g., role-plays, problem-based learning, simulation training, small group discussions, etc). Consent to participate in all aspects of the academic programme will be sought prior to the programme commencing.

How to apply

All applications for funded places to the Doctorate are made through the national Clearing House for Postgraduate Courses in Clinical Psychology (http://www.leeds.ac.uk/chpccp)

Our next intake of Trainees will be at the end of September 2016. Application packs are available from the Clearing House from September 2015, and the deadline for applications is early December 2015.

Each academic year starts at the end of September or beginning of October with a compulsory four-week, full-time introductory block of teaching. This is followed by teaching all day on Thursdays and Fridays during term-time.

We are now accepting self funding trainees from September 2015: See below on how to apply.

Up to two fee-paying places, on our doctoral programme for International, European and British applicants, are available for entry in Autumn 2015. Fee-paying students will follow the same programme of study as trainees with NHS funded places.

Applications for our fee-paying places need to be made directly to the programme, using our application form. The closing date for these applications is 1st March 2016.

Overseas applicants are strongly advised to apply for Graduate Basis for Chartered Membership (GBC) from the British Psychological Society (BPS) before applying. For further details about how to go about this, please view the BPS website.

How to contact us

For further information, please contact the Course Administrators Ms Neeli Clarke () or Catriona Roy () or tel +44 (0)1707 286322 +44 (0)1707 286322

How to find us

We are based in the Health Research Building on the College Lane Campus. Where to find us - http://www.herts.ac.uk/contact-us/where-to-find-us/college-lane-maps-and-directions

Why choose this course?

The course has a particular remit to train clinical psychologists to take up NHS positions. Clinical psychologists working in the region support the course, and many are working in collaboration with the Programme Team to provide placement supervision, research supervision, teaching and skills workshops.
The DClinPsy Trainees attend the University for their lectures, seminars and tutor support, but also spend approximately three days per week on their clinical placements.

Careers

In line with the concept of the "scientist-practitioner", the programme of research aims to equip trainees with the knowledge and skills required to undertake high-quality research, appraise literature critically, and adopt an evidence-based approach to clinical practice, where possible. It also aims to foster in trainees an awareness of the need for, and motivation to undertake, research in clinical settings - both during their placements and after qualification - to contribute to the evidence base of the profession.

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The programme aims to develop the distinctive competences required for you to operate as managers in a global business environment. Read more
The programme aims to develop the distinctive competences required for you to operate as managers in a global business environment.

These competences include a sound knowledge of finance, marketing and human resource management. In addition a range of communication, IT and problem-solving skills are also developed.

It is equally important, however, that you should develop the cultural sensitivities that will enable you to operate in different countries and in multicultural and multinational environments.

It is intrinsic to the philosophy of the programme that such sensitivities can only be fully acquired and developed through the experience of living and working in cultural settings other than that of your country of origin, hence the insistence on this programme that half of the study should be in an overseas partner institution. In addition, consideration of cross-cultural issues and different ethical viewpoints are built into the programme.

At the end of the programme you will be a different person; more mature and better able to cope with stress and change, more sensitive towards cultural differences, more capable of operating in a fast moving, multinational environment. You will have a unique combination of skills that employers will value.

In addition, you will have a network of contacts across the world, some of whom will become your close friends, a few of whom may even be your future business partners.

Why choose this course?

This one year programme offers you the opportunity to gain two Master's degrees within the international business field, validated by two universities - the University of Hertfordshire in the UK and one of our partners in the International Business School Alliance (IBSA) in Europe or the USA.

You will develop the business skills and cultural awareness required for success as a manager in a multinational environment, and have the opportunity to build a global network of business contacts.

When applying to study at the University of Hertfordshire, please specify which one of the following specialisms you wish to study in your personal statement. If you are undecided, you may inform us during your induction in September. However, as the number of places on each specialism is limited, delaying your decision may mean that we will be unable to offer you your first choice.
-Hochschule Bremen, Germany: International Logistics and Supply Chain Management (MBA)
-Institute of Business Studies, Moscow, Russia: Transitional Economies & Emerging Markets (MSc)
-Novancia Business School Paris, France: International Business Development & Consulting (MSc)
-University of North Carolina Wilmington, USA: International Finance and Investments (MBA)
-University of Valencia, Spain: International Marketing (International MBA)

Teaching methods

We offer a variety of teaching methods that include traditional lectures, facilitated seminars, practical workshops, web-based learning and case studies. We also deliver sessions with visiting academics, practitioners and consultants to give a varied perspective of the topics covered, as well as a number of external visits.

You will be assessed through examinations, coursework, presentations, reports and research projects.

Structure

Core Modules
-Dissertation: International Business
-Postgraduate Online Research Methods
-Strategic Human Resource Management A

Optional
-Leadership and Management Development A
-Managing Across Cultures
-People Resourcing A
-Remuneration Strategy and Practice A

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The Chemistry PGCE helps students to develop the professional skills and knowledge they need to teach all aspects of science to pupils up to age 16, as well as teaching chemistry to pupils aged up to 18. Read more
The Chemistry PGCE helps students to develop the professional skills and knowledge they need to teach all aspects of science to pupils up to age 16, as well as teaching chemistry to pupils aged up to 18. We are committed to creative and interactive approaches to teaching science to promote engagement and learning.

Degree information

Students will acquire a critical understanding of current debates and issues relating to science education, and will be guided and supported in developing their subject knowledge. We expect students to engage with reading and research into science education and to regularly reflect upon their own progress, towards meeting the teaching standards across the 11–16 age range.

Students undertake two level 7 (Master’s-level) modules of 30 credits each, totaling 60 credits. These can be carried forward onto full Master’s programmes at the IOE.

The Secondary PGCE consists of three core modules: two Master’s-level (level 7) modules, which are assessed through written assignments, and the Professional Practice module, which is assessed by the observation of practical teaching in placement schools.

Completion of the Professional Practice module and the two level 7 (Master’s level) modules (60 credits) will result in the award of a Postgraduate Certificate of Education (PGCE). Completion of the Professional Practice module and one or two level 6 (undergraduate/Bachelor’s level) modules, will lead to the Professional Graduate Certificate of Education (PgCE). There are no optional modules for this programme.

Core modules
-Science Education in the Broader Context (30 Master's-level credits)
-Wider Educational Issues (30 Master's-level credits)

Placement
Student teachers undertake at least two placements (totaling 120 days) at a school or college, during which time their teaching practice will be supported by a school subject tutor and mentor. The Professional Practice module is assessed through these placements, associated tasks and a portfolio.

Students may teach:
-Key Stage 3: science (including elements of physics, chemistry, biology)
-Key Stage 4: science (all areas) or chemistry (depending on school placement)
-Key Stage 5: AS/A2 level chemistry

Teaching and learning
The Secondary PGCE full-time route is delivered via keynote lectures, subject lectures, seminars, workshops, tutorials and directed study days at the Institute of Education as well as time spent in placement schools or colleges. Assessment is by practical teaching, assignments and portfolio tasks.

Students will also record their progress in a Career Entry and Development Profile statement. This will form part of a portfolio that links into the induction year (the first year of teaching) and a student's continuing professional development.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as lecturers in science education, while others have posts as school leaders, heads of year and advanced skills teachers. They can also be found working as chemistry teachers, science teachers and heads of department.

Top career destinations for this degree:
-Teacher, London Girls' School
-Quality assurance officer, Unspecified Pharmaceutical Company
-Chemistry Teacher, Unspecified Grammar School
-Special Needs Teacher, Unspecified Oxford School
-Chemistry Teacher, Unspecified Hertfordshire School

Employability
A PGCE from the IOE carries considerable currency in schools which, alongside the quality of training you receive, puts you in a strong position in the employment market. Last year, all those students who sought employment in a school were successful. We expect 100% success rate in gaining a post in a school by the end of the year.

Why study this degree at UCL?

Students on the Chemistry PGCE work with a team of expert subject tutors who have all previously been classroom teachers and are actively involved with science education research, curriculum development and consultancy. During teaching practice, student teachers benefit from the support of subject specialist mentors within our network of over 200 schools throughout Greater London and beyond, ensuring each has the opportunity to become a skilled and confident teacher.

The Chemistry PGCE offers unique opportunities including teaching sessions at museums and Kew Gardens, and residential trips, developing students’ understanding of learning science outside the classroom.

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Overview. Bridging the gap between medicine and psychology, the course focuses on understanding the behavioural processes around health and sickness. Read more

Overview

Bridging the gap between medicine and psychology, the course focuses on understanding the behavioural processes around health and sickness. This programme will allow students to develop the knowledge and skills necessary for research and practice as a Health Psychologist. The programme covers a wide-range of approaches, from advanced research methods, through to a working and evidence-based knowledge of theory and behaviour change interventions.

Much like our undergraduate programme, this course will adopt a personalised teaching style built on creating relationships between students and staff. All modules use a tutorial style of teaching, in which students are taught weekly in groups of 7 or fewer, allowing for regular quality contact time with your lecturer. It is through this method that students can achieve excellence in their qualification in a supportive environment. 

 Over the course of the programme, you will develop a strong knowledge base and skill-set appropriate for professional practice in Health Psychology. You’ll learn to analyse, debate, discuss and devise behaviour change interventions for use in primary, secondary and community care. We encourage autonomy in design and analysis of research, allowing you to develop your skills towards becoming an independent researcher, with an increased awareness of the practical reality of working with short- and long-term health conditions.

 This is a one year, full-time programme accepting students in both September and January. Alongside the taught modules, there will be opportunities for you to gain practical work experience from our collaborations with Milton Keynes, Stoke Mandeville and Northampton General Hospitals. Taught modules include:

  • Health Communications and Context
  • Health Promotion and Behaviour Change
  • Managing Chronic Illness
  • Professional Skills: Health Psychology in Practice
  • Physiology, Epidemiology and Neuroimmunology
  • Advanced Qualitative Methods
  • Advanced Quantitative Methods
  • Dissertation in Health Psychology 

All modules are assessed by a combination of two assignments. Assignments differ according to the module requirements, but include a variety of assessment styles over the programme including written examinations, research reports, critical reflections and role plays.

Further information can be found on the University Course Finder: http://www.buckingham.ac.uk/sciences/msc/health-psychology

Psychology at University of Buckingham

At Buckingham (http://www.buckingham.ac.uk/psychology) we pride ourselves on creating a positive learning environment based on a supportive, tutorial style of learning which is unique in the UK. All modules offer weekly, small-group learning in addition to traditional lectures and seminars, which creates unprecedented student-staff contact time and relationships (Top for Student-Staff Ratio in the UK, Top for Student Experience in the UK, Times & Sunday Times, 2017). It is this philosophy which we believe has kept the University at the top of the National Student Survey for over a decade (Top for Student Satisfaction in the UK, National Student Survey 2006-2016).

As a Department and a University we’re rapidly expanding, but strive to maintain the community feel which makes us different to other providers. We put great emphasis on individual attention to students, both academic and pastoral care. If you come to Buckingham you will certainly not get ‘lost in a crowd’, but instead get to know your lecturers and benefit from our passion for high quality teaching (Top for Teaching Quality in the UK, Times & Sunday Times, 2017; TEF Gold, 2017) and thriving research environment.

Centre for Health & Relationship Research

The MSc in Health Psychology sits within the Centre for Health and Relationship Research (CHR). The CHR is a research hub focusing upon research in five core areas: Pain, Social Support, Sexual & Reproductive Health, Spinal Cord Injury, and Health in Vulnerable Populations. The research hub aims to draw together research from clinical and non-clinical populations, based in the Department of Psychology and School of Medicine at the University of Buckingham, Stoke Mandeville Hospital Buckinghamshire Healthcare NHS Trust, Milton Keynes University Hospital NHS Foundation Trust, and health and social care-related organisations based in Buckinghamshire, Hertfordshire, Northamptonshire and Oxfordshire. 

Find out more here: https://www.buckingham.ac.uk/research/chr



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Year 1 of the MSc Pharmacy Practice develops the knowledge and understanding of the scientific principles that are required to practice as a clinical Pharmacist in a professional manner. Read more
Year 1 of the MSc Pharmacy Practice develops the knowledge and understanding of the scientific principles that are required to practice as a clinical Pharmacist in a professional manner.

Year 2 of the MSc Pharmacy Practice develops the Pharmacist's skills to pharmaceutically manage a variety of common long term and acute conditions.

Year 3 of the MSc Pharmacy Practice focuses on developing the research skills of the Pharmacist.

The course works on a philosophy of student centred workplace learning. The ethos and culture of the course is to enhance and develop self reliance and an adult approach to learning in support of continuing professional development.

It is anticipated that a pharmacist undertaking this MSc programme will normally take three years to complete. Students can exit at Year 1 with a Certificate in Pharmacy Practice or at Year 2 with a Diploma in Pharmacy Practice.

Why choose this course?

The primary aim of the MSc Pharmacy Practice is to equip pharmacist practitioners with the core skills and competencies they require to deliver safe and effective pharmaceutical care in their practice setting.

Professional Accreditations

The course has been developed in partnership with Joint Programmes Board (JPB) London, East and South East England.

Our facilities

Our school, at the University of Hertfordshire offers world-class teaching and learning facilities, including Europe's largest medical simulation laboratory.

Structure

Year 1
Core Modules
-Pharmaceutical Care (Work Based)
-Professional Development in the NHS (Work Based)

Year 2
Core Modules
-Applied Therapeutics 1-long term disease states (work based)
-Applied Therapeutics 2-short term/acute disease states (work based)

Year 3
Optional Modules
-Evidence Based Practice
-Health Disciplines Project
-Project (ACPP)

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The MSc in Veterinary Education is a unique part-time programme designed to promote educational excellence in the field of veterinary education. Read more
The MSc in Veterinary Education is a unique part-time programme designed to promote educational excellence in the field of veterinary education. Developed by experts at the RVC's prestigious LIVE Centre, the programme can be studied as a distance learner, face-to-face at the Hawkshead Campus, Hertfordshire, or using a combination of the two delivery modes. It is a flexible programme of study aimed at:
- Professionals who are involved in the delivery of education and training in the veterinary or para-veterinary sectors at either further education, undergraduate and/or postgraduate levels
- Practising veterinary surgeons and other para-veterinary professionals involved in workplace training.

The programme comprises five separate, progressive courses.Students can begin and end their studies at a point that suits their previous experience, qualifications and career aspirations.

Under the microscope

The MSc in Veterninary Education consists of three levels – the Postgraduate Certificate, the Postgraduate Diploma and the MSc Research project. Each level has a different entry requirement and is offered as distance learning or face-to-face.

The Postgraduate Certificate (PG Cert) in Veterinary Education is open to graduates with a university degree which is acceptable to University of London and consists of two compulsory core modules of 30 credits each:
- Principles and practice in veterinary education
- Current perspectives in veterinary education

The Postgraduate Diploma (PG Dip) in Veterinary Education comprises the Postgraduate Certificate in Veterinary Education or equivalent, plus four optional modules of 15 credits each, chosen from:
- Enhancing teaching and learning with technology
- Teaching the basic sciences in a clinical context
- Assessment , feedback and learning
- Skills: communication and clinical
- Clinical reasoning and patient-based teaching
- Small group teaching
- Lecturing and large group teaching
- Integrated curriculum design and practice
- Evidence-based veterinary education
- Educational research methods: qualitative and quantitative

The MSc in Veterinary Education is open to those candidates who have successfully completed the PG Diploma in Veterinary Education. In addition, it will include two compulsory core modules:
- Research project (45 credits)
and either:
- Educational research methods: qualitative and quantitative (15 credits)
- Evidence-based veterinary education (15 credits)

How will I learn?

The programme is delivered part time, over a period of 4 months to 6 years (depending on your level of study), and has a flexible structure, designed to give you multiple entry and exit points. We have devised two modes of delivery:

- Mixed mode: a mixture of face-to-face study days with online discussions and support plus some compulsory workshops
- Distance learning: you will study in your own time online, using virtual learning tools, and are not required to attend any workshops.

Learning outcomes

On successful completion of the programme, you will be able to:

- Evaluate educational theories, methods and practice which can be applied to veterinary education
- Develop, design and deliver courses and programmes using a wide range of appropriate course development and delivery tools
- Appraise curriculum design and models to ensure that teaching methods comply with standards and quality appropriate to the level of skill development
- Select and use appropriate assessment and evaluation strategies to ensure that learning outcomes are met
- Identify, critically assess and address the emerging needs of the training requirements to match the demands of the local provision
- Adopt new teaching technologies to maximize skill development
- Be a reflective and self-evaluative practitioner
- Critically appraise research in veterinary and related educational fields, and develop skills to undertake qualitative and quantitative research using appropriate methodologies
- Continue to develop independent and lifelong learning skills to promote your own personal and professional development as a veterinary educator, researcher and leader.

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

About the course

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

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

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

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

Aims of the MSc Clinical Research

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

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

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

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

Why choose this course?

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

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

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

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

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

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

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

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

Careers

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

Teaching methods

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

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

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

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

Programme Modules, Mode of Study and Awards

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

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

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

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

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

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The MSc Distributed Systems and Networks gives you strong technical expertise and practical skills in designing, managing and evaluating computer networks, distributed systems and system security, helping you develop a highly successful specialism. Read more
The MSc Distributed Systems and Networks gives you strong technical expertise and practical skills in designing, managing and evaluating computer networks, distributed systems and system security, helping you develop a highly successful specialism.

Why choose this course?

Gain a specialised master's degree in one year full-time or at a pace that suits you through online studyFlexible online learning allows you to fit study around your other commitments, without travel and accommodation costs.Gain an internationally-recognised master's degree from the UK's University of Hertfordshire.Benefit from the same academic standards and quality control procedures as our equivalent on campus courseWe have an excellent track record in research, with half of our outputs rated at world-leading or internationally excellent in REF 2014, the most recent national assessment.

Careers

Our online masters programme is designed to give graduates the up-to-date skills and knowledge sought after by employers, whether in business, industry, government or research.

These courses will prepare you for a career in many areas including research, IT or software development.

Teaching methods

Our online degree programmes are taught 100% online when studied independently, or supplemented by tutorial support when studied at a local study centre run by one of our online partners. Find out more about Tutored eLearning. Assessment is by coursework and online tests.

You will participate in the learning experience through the University's on-line learning environment, StudyNet. You will receive learning materials, take part in discussions and submit your assignments online. Additionally, you will receive study resources such as key textbooks and any specialist software. You will have access to the University's extensive online library facilities, or be able to visit in person if you so choose.

The amount of study time required is no different from that needed for an on campus programme. You should expect to spend at least 30 hours per week if studying full-time, and in proportion if part-time.

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The new MA in Global Film and Television is an online course, offering a range of distinct critical and theoretical approaches. You will be asked to explore the dynamic relationship between visual style and social commentary in work of film and television from around the world. Read more
The new MA in Global Film and Television is an online course, offering a range of distinct critical and theoretical approaches. You will be asked to explore the dynamic relationship between visual style and social commentary in work of film and television from around the world. As the industries of film and television become increasingly interconnected, the course considers their shared stylistic and contextual relationships.

The MA in Global Film and Television is innovative in engaging with comparative close readings of US film beyond Hollywood, of World Cinema, and of contemporary television. The course leads the way in employing cutting-edge advancements in Film and Television Studies, such as the audio visual essay and digital curation. The course’s online delivery means that you will benefit from greater flexibility, innovative teaching and learning strategies via the latest developments in social media and digital technology.

Why choose this course?

With the University of Hertfordshire’s innovative online distance learning programme, you can study for a MA Global Film and Television at your own pace, without ever having to set foot on campus.

You will benefit from:
-Flexible study- fit your degree around your work and life commitments
-Support from experienced and well qualified tutors
-No campus-based exams – assessment is by coursework and online tests
-Pay as you study and possible tuition fee loan eligibility (UK/EU students only)
-Being part of a dynamic and supportive online community of like-minded students
-No travel or student accommodation costs

The degree is for those who wish to advance their skills and knowledge in the area of Film and Television Studies at postgraduate level. The course will provide the opportunity to develop an understanding of film analysis beyond Hollywood, and to engage in close readings of films and television programmes from around the world.

Careers

Graduates are equipped for a variety of careers including those traditionally open to Masters Graduates in the Arts and Humanities: teaching, the Civil Service, Local Government, journalism, marketing, film curation and exhibition, and publishing as well as for further study at postgraduate level.

Teaching methods

-Style and Meaning in Film and Television (30 credits)
-Screen Curation (30 credits)
-Global Screen Violence (15 credits)
-Thinking Images: Philosophy in Film and Television (30 credits)
-Research Methods 1: Critical and Theoretical Debates (15 credits)
-Research Methods 2: Advanced Research Skills (15 credits)
-Dissertation/Extended Project (60 credits)

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-The programme offers a myriad of exciting and rewarding experiences that will build on your current knowledge and life experiences and help you to make the most of the opportunities available to you as a student and eventually a registered adult nurse. Read more
-The programme offers a myriad of exciting and rewarding experiences that will build on your current knowledge and life experiences and help you to make the most of the opportunities available to you as a student and eventually a registered adult nurse
-As a student on this programme your learning will help you to make a difference not only to the individual service user and his/ her family but to the whole health care team and organisation
-The programme offers students the chance to develop knowledge associated with altered anatomy and physiology as well as manage the complex challenges associated with the psychology and sociology of health and ill-health
-This scientific understanding will be combined with opportunities to learn how to develop human relationships effectively with a diverse range of people, many of whom are vulnerable and need support that is unique to them
-Students will develop critical thinking skills and will be able to appraise and apply complex evidence to their learning in order to make rational decisions relating to patient care and professional judgement

Why choose this course?

-This 2 year full time programme is especially designed for people who already hold a first degree wishing to become registered nurses. At the end of the programme you will be ready to take a key role in delivering and leading high quality care for service users
-You will also help service users make well-informed decisions relating to their health care needs and preferences by focussing on communication, professional, team working and leadership skills
-50% of learning will occur at the university studying the theory or nursing and 50% of learning will occur in practice placements so that you can integrate what you have learned and are “fit for purpose” in today’s health care settings
-Upon successful completion, students will be eligible to enter the Nursing and Midwifery Council Professional Register as an Adult Nurse and will be legally entitled to practice

Professional Accreditations

Upon successful completion of the programme, students will be eligible to enter the Nursing and Midwifery Council Professional Register as an Adult Nurse and will be legally entitled to practice.

Careers

Once you have completed the programme and registered with the NMC, most people get some experience as a staff nurse, usually within community or in-patient organisations operating within the NHS, voluntary and independent sectors of health. The opportunities are endless but some ‘typical’ career options are presented below.
-Some people are keen to remain working directly with service users in clinical areas and seek promotion to senior staff nurse or ward sister / manager roles where their expertise is used to lead care given by a team of nurses. Some adult nurses develop particular clinical skills and knowledge that will allow them to become specialist nurses in a given area of care (e.g. district nurse, clinical nurse specialist or nurse consultant).
-These clinical grades co-exist within a wider career framework incorporating management roles such as Modern Matron all the way through to very senior board level roles such as Director of Nursing in an NHS Primary Care or Acute Trust. These roles involve managing multi-million pound budgets and directly leading/ managing a large number of staff as well as strategically influencing how the NHS responds to new developments.
-Some nurses develop interest in research and education and opt to pursue educationally focussed careers within the NHS or in further and higher education institutions such as the University of Hertfordshire. They still retain their professional registration and unique identity as an Adult Nurse but are involved in advancing nursing knowledge and influence through research and education.

Wherever your career takes you, as an Adult Nurse you will never stop learning and will undertake a variety of training and education throughout your career. This might be formal education such as specialist clinical courses or PhD studies or essential skills training associated with professional practice.

Teaching methods

You will experience a wide variety of teaching methods throughout the programme including:
-Supervised practice experiences in clinical settings and simulation labs
-Interactive and ‘key-note’ lectures at University
-Seminars and workshops incorporating for example ,case/ care plan presentations, role play, scenario based learning and discussion groups covering a wide variety of topics
-Laboratory based practical work/ experiments
-Learning technologies for example video, podcasts, digital storyboards and other e-packages designed to enhance learning and teaching. These packages are supported by an extremely well stocked learning resource centre and via a virtual learning environment called StudyNet which enables you to access resources on line 24 hours and day, 7 days a week
-Individual and group based tutorials will also feature in your learning experience

Work Placement

You will experience a wide variety of clinical settings including for example:
-Acute Care settings such as general and specialist surgical wards, medical wards, accident and emergency departments etc
-Community based settings such as working with district nurses in service users own homes or in facilities such as GP practices, nursing homes or community hospitals
-You may be placed in settings such as hospices and other private or voluntary organisations which care for a variety of medical conditions and illnesses and health care needs

Placements are organised in blocks of variable duration and will be located anywhere in London. Whilst on placement, you will be supported by a mentor (a qualified nurse who has undertaken post qualifying learning in practice based education); a link lecturer (an academic from within the school who supports mentors in placement areas) and wealth of supportive services available on campus through the student union and student services.

Structure

Year 1
Core Modules
-Holistic Nursing Care of the Acutely Ill Adult
-Nursing Adults with Long Term Conditions
-Nursing in Context
-Understanding Nursing Practice

Year 2
Core Modules
-Advanced Nursing Care of the Adult Patient
-Enhancing Health & Social Care through Inter-professional Education
-Health Promotion
-Imagination and Innovation in Evidence Based Nursing Care
-Transitions to Professional Practice

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