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MSc Person-Centred Practice

Course Description

We have recently added a suite of new course routes which focus on person centred practice (PCP). The routes are for practitioners who are looking to build on their experience and develop the higher level knowledge and skills required for advanced practice. You can opt to study the route which best meets your professional background and future aspirations.

The MSc Person-Centred Practice (PcP) is for all healthcare practitioners.

The routes offer practitioners working in a variety of contexts, the opportunity to develop deep and critical understandings of different sources of knowledge and of research evidence that contribute to the health and well-being of persons, groups and populations in a way that is consistent with the values of person-centredness. It seeks to influence and enable the transformative processes of personal and professional development through engagement, facilitation and evaluation of person-centred teaching and learning approaches. It is designed to meet the professional needs of practitioners from all disciplines working in a variety of different health and social care settings.

The course is innovative and interactive, emphasising application of theory to your practice context. It will enable you to critically engage with, evaluate and synthesise the evidence and research to promote the development and enhancement of personcentred culture and practice. This develops a pro-active, transformative and reflective approach to meeting the public health and social needs of individuals, families, groups and populations.

You can personalise your learning to your own situation eg mental health, social care, infection control, acute care and community health. International students are particularly welcome as they offer a varied and different perspective to the context in which the learning occurs.

Teaching, learning and assessment

Our teaching, learning and assessment strategy is framed by our core philosophical concepts of personhood, person-centredness, human valuing, healthful relations, human potential and development, supportive and enabling environments. Central to this strategy is the need for learners to engage in the learning experiences, a readiness to listen and explore; preparedness to be open to experiences and a resolve to keep going. This environment will generate an ethos of engagement and criticality where students can explore and challenge theories, practices and different sources of knowledge creatively in an atmosphere of high challenge and high support. We will achieve this learning environment through a focus on three pillars of learning activity namely:
• Student-centred experiential and collaborative learning;
• Reflexivity and critical discourse;
• Sustainable and ethical evidence-based teaching.

Students will be supported to challenge their thinking, values and beliefs; through the posing of complex activities and questions, and develop resilient and sustainable approaches to their learning and practice in response to these. Critical to this process is the use of diverse knowledge, scholarly inquiry processes and evidence informed materials to engage and enliven
the processes of learning.

Assessment strategies will encourage application to practice. In line with the framework’s philosophy, a wide range of sustainable strategies are used to ensure assessment diversity. This will be achieved through the use of varied strategies which draw on the student’s own areas of practice such as portfolio development, practice proposals, annotated bibliographies, simulation events, games, seminar presentations and self-determined contextual assignment topics. Tutor, peer and self-assessment, including within virtual environments (eg [email protected], Values Exchange), will be an important component of approaches to formative and summative assessment.


Core modules:

Theory and Practice of Person-Centred Health and Social Care/ Leading Professional Practice/ Making Judgements and Decisions in Practice

If studying for the MSc, you will undertake a further 60 credits from an array of modules that include:
Developing Professional Practice (15, 30 or 45 credits), Practice Development for Person-centred Cultures (15 credits), Health and Wellbeing for the Individual and the Team (15 credits), Independent study (15 or 30 credits). Advancing Approaches to Patient Assessment (15 credits).

To obtain an MSc, you will also complete a dissertation (60 credits).

The modules listed here are correct at the time of posting, but are subject to change. Please continue to check the QMU website or contact one of the team for updates.

Visit the MSc Person-Centred Practice page on the Queen Margaret University, Edinburgh website for more details!

Entry Requirements

Candidates will normally be graduates with evidence of relevant recent academic study.

Last Updated

20 December 2016

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Recipient: Queen Margaret University, Edinburgh

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