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.
Nursing and Midwifery Council (NMC) Registered Nurses already working in, or wishing to work in, the community can undertake a specified group of modules that allows them to achieve a community qualification or registration recognised by the NMC in District Nursing, Health Visiting or School Nursing.
The routes on offer are:
MSc Person-Centred Practice (PcP) - All healthcare practitioners
PgDip PcP District Nursing - Nursing and Midwifery Council (NMC) Registered Nurses already working in, or wishing to work in, the community in a district nursing capacity
PgDip PcP Health Visiting - Nursing and Midwifery Council (NMC) Registered Nurses already working in, or wishing to work in, the community in a health visiting capacity
PgDip PcP School Nursing - Nursing and Midwifery Council (NMC) Registered Nurses already working in, or wishing to work in, the community in a school nursing capacity
BSc (Hons) PcP District Nursing/Community Practitioner Nurse Prescribing* -
All students will study three core modules and several from a selection (see below) to obtain a PgCert. At this point, you will then study modules appropriate to your desired outcome.
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 e.g. 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.
For students undertaking NMC recognised specialist qualifications (District Nursing, Health Visiting, School Nursing), the course is 50% practice-based and requires placement in an approved practice with a Practice Teacher or Sign-off Mentor. Placement will be negotiated with your supporting NHS area.
Links with professional bodies
This course allows you to gain the higher level knowledge and skills required for advanced practice. It does not gain a student accreditation with the NMC unless students are undertaking the Specialist Practitioner Qualification in District Nursing, or registration as a Specialist Community Public Health Nurse (SCPHN) or the third part of the Nursing and Midwifery register with a route of specified modules.
Theory and Practice of Person centred/ Practice (30 credits)/ Leading Professional Practice (15 credits)/ Making Judgements and Decisions in Practice (15 credits)
You also need to undertake a further 60 credits from an array of modules that could include:
Developing Professional Practice (15, 30 or 45 credits)/ Practice Development for Person-centred Cultures (15 credits)/ Health and Well-being for the Individual and the Team (15 credits)/ Independent study (15 or 30 credits)/ Advancing Approaches to Patient Assessment (15 credits)
For the NMC recognised qualifications of District Nursing, Health Visiting and School Nursing, there are a range of course specific modules that must be undertaken. If studying for the MSc Person-centred Practice you will also need to complete a 60 credit dissertation. The specific Programme Leaders can provide more detailed information as to module choices and options.
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.
[[MSc Person-Centred Practice (PcP)]]• Normally graduates with evidence of recent academic study[[BSc (Hons)/PgDip PcP District Nursing/ PgDip PcP Health Visiting/ PgDip PcP School Nursing/ Community Practitioner Nurse Prescribing]]• You must be registered nurses or midwives (part 1 – adult for District Nursing, part 1 and/or Midwifery for SCPNN) with the NMC.• Have completed a period of experience of sufficient length to have consolidated pre-registration outcomes and to have gained a deeper understanding in relevant professional practice.• Standard entry is normally a degree.• Access to practice placement and Practice Teacher/Sign-off Mentor.