Skip to navigation Skip to content

Applied Health Studies - BSc (Hons) - Video

Providing flexible and engaging distance learning opportunities to students keen to succeed in today's challenging health & social care environment.

Take a look


Providing flexible and engaging distance learning opportunities to students keen to succeed in today's challenging health & social care environment.


This online, readily accessible programme offers both a clinical and non-clinical pathway aimed at producing graduates who will excel in their chosen professional career. The programme aims to support the development of action focussed and enabled students who will be able to integrate the knowledge and theory they engage with on the programme into responsible health and social care activities within their workplace environment. In doing so the graduates will not only improve services where they work but will also act as mentors for others who wish to do the same.

Sign up for course updates

Sign up to receive regular updates, news and information on courses, events and developments at Ulster University.

We’ll not share your information and you can unsubscribe at any time.

About this course

In this section


Students will enter the programme at level 6 (having been accredited for 240 credit points at levels 4 and 5) and will normally complete this programme in part-time mode over a minimum of three semesters (one and a half years) up to a maximum of six semesters (three years). The final year of the programme is comprised of either 3 optional, twenty credit modules (or 2, thirty credit modules for the neuroscience pathway) at level 6 plus 3 compulsory level 6 modules (Research Methods for Health and Social Care, Emerging Issues for Health care Practice and the Evidence Based Dissertation) which accumulates to 120 credit points.. Students can choose modules comprising a ‘generic’ pathway or opt for one of the four clinical subject specific pathways namely stoma care, urology, continence care or neuroscience.


This is a fully online part-time programme, students are expected to engage regularly with the programme and online activity and interaction will be monitored and recorded.

Start dates

  • September 2018
How to apply


Here is a guide to the subjects studied on this course.

Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.

In this section

Year one

Fundamentals of Urological Cancer

Year: 1

This module is optional

This level 6 module provides a theoretical basis for a foundational understanding of essential concepts in caring for and promoting well-being in people who have urological cancer. It provides a crucial basis upon which further study in urology can be built. The module is offered on-line and is assessed by coursework and examination.

Essentials of Effective Communication and Education in Health and Social Care Practice

Year: 1

This module is optional

This level 6 module provides conceptual frameworks for study of communication and education and provides the essential knowledge and skills base for students to develop in two related areas of professional competence: communication and education. It aims to enhance the integration and application of a repertoire of skills related to these core areas which are central to the success of professional competence in professional health and social care practice. Assessment is by 100% coursework.

Caring for People with Urological Disorders

Year: 1

This module is optional

This level 6 module helps to prepare care professionals to deliver high quality care for patients with urological disorders by equipping them with essential knowledge and attitudes that promote skilled, knowledgeable and holistic intervention. Ultimately the module seeks to assist the professional to acquire a high level of knowledge and personal reflection to facilitate the future development of evidence based urological care. Assessment is by coursework.

Foundations of Adult Continence Promotion

Year: 1

This module is optional

This Level 6 module provides a theoretical basis for the understanding of the issues essential for the provision of evidence based, individualised care for people who experience incontinence. Normal anatomy and physiology are explored as the basis for a thorough understanding of the genesis of continence problems and their resolution. The module will be offered on-line, with the assessment being 100% coursework.

Foundations of Urology and Continence

Year: 1

This module is optional

This Level 6 module prepares members of the professional care team to deliver high quality care for patients with urological disorders by equipping them with the essential knowledge that underpins urology. Ultimately the module seeks to assist professionals to acquire high level understanding of the science that informs urological assessment and intervention so promoting well-being in the person. Assessment is by coursework.

Caring for People with Continence Disorders

Year: 1

This module is optional

This Level 6 module provides a theoretical basis for the delivery of evidence-based, continence care. The treatment modalities for both urinary and faecal incontinence are explored. The role of the 'Skills for Health' competencies to provide a mechanism to promote a standard of care delivery nationally is explored. The module will be offered on-line, with the assessment being 100% coursework.

Foundations in Stoma Care

Year: 1

This module is optional

This module helps students to develop an in-depth understanding of the basic sciences and disease processes that can lead to stoma formation. Students will be assisted to discuss critically the care challenges that can be experienced by people who have a stoma and identify how they can play an influential role in assisting the person living with a stoma to improve their well-being and life quality.

Advanced Practice Issues in Stoma Care

Year: 1

This module is optional

In this module the student will be able describe common stoma care issues encountered in neonates and children as well as discussing 'out of the ordinary' issues in stoma care and outline appropriate responses to such events. The module will discuss key issues associated with multi-professional care, professional development and the future-proofing of service and will examine ethical challenges involved in advocacy and working with healthcare industry agencies.

Developing Practice in Stoma Care

Year: 1

This module is optional

This module helps students to deepen existing knowledge on current issues in quality stoma care through the exploration of person-centered care responses to promote coping and positive living. The module explores pre-operative, immediate and long term needs of people living with a stoma and addresses wider issues through the examining of the potential impact of culture and religion on living with a stoma and the challenges they offer in of providing appropriate care.

Enhancing Patient Safety in Health Care

Year: 1

This module is optional

Patient safety is critical in healthcare settings and at every stage of the process in health and social care settings there are risks to the patient. These may be associated with professionals practice, products, the procedures or the systems in place. In order to reduce risks and improve patient safety world all health care professionals need a greater understanding of the need for a system wide effort as the key strategy to facilitate this.

Principles and Practice of Neuroscience Care

Year: 1

This module is optional

This module prepares students to meet the complex and specific needs of people with acute and continuing neurological disorders. It provides them with the physiological understanding of the conditions in order that therapeutic interventions can be rationalised. The module enables them to critically evaluate their practice in light of new knowledge and perspectives, while also consider the experiences of people in their care. A variety of learning and teaching approaches are used to deliver this module to actively engage students. Assessment is 100% coursework.

Developing Neuroscience Practice

Year: 1

This module is optional

This module provides an opportunity for students to identify and influence change in their practice within the neuroscience setting. They will develop their critical thinking and reflective skills to enable them to improve their practice and deliver the best possible care for the person and their family with a neurological disorder. Students will enhance their understanding of the ethical challenges related to decision-making in situations when autonomy is compromised. A range of learning and teaching methods will be used to facilitate the students' development of knowledge and skills in the practice of neuroscience care. Assessment is 100% coursework.

Leadership in Practice

Year: 1

This module is optional

This module will develop the students capacity to engage with theories of leadership and to apply this knowledge to leadership in healthcare practice. It will encourage the development of effective leadership strategies, based on best evidence to meet the challenges faced by healthcare professionals and promote the development of cultures of compassionate leadership. Assessment is by presentation, discourse and coursework.

Year two

Evidence Based Dissertation

Year: 2

This core module provides students with the opportunity to develop skills in retrieving and using research evidence in the planning and delivery of health and social care. This module meets the dissertation requirements for the award of a BSc (Hons) degree. Assessment is by coursework.

Emerging Issues for Healthcare Practice

Year: 2

The challenges and opportunities in the provision and delivery of healthcare globally are increasing. These are related to a number of factors including an aging population with an associated rise in non-communicable and communicable diseases; inactivity and obesity; increased cost and challenges to the quality of service provision; access to care and advances and demand for technology, in addition to sequelae of global poverty. This constantly changing landscape of healthcare need and response requires professionals who are acutely aware of emerging issues. In addition it requires that they are also adept in enhancing and advancing knowledge and skills, for themselves and others to to positively address the challenges in healthcare provision globally.

Year three

Research Methods for Health and Social Care

Year: 3

This module is optional

This module provides an introduction to research methods and enables students to develop and apply theoretical and scientific knowledge and problem solving skills, in order to develop their understanding of the philosophical and practical aspects of research within health and social sciences.

Entry conditions

We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.

In this section

A level

Applicants must satisfy the General Entrance Requirements for admission to a first-degree course or demonstrate their ability to undertake the course through the Accreditation of Prior Experiential Learning (APEL).

Applicants who wish to follow a clinical pathway must have access to a client base in order to satisfactorily apply theory to practice. (NOTE: Where a student does not have such access, he/she shall be required to undertake a placement in a work environment relevant to their chosen pathway.)

English Language Requirements

English language requirements for international applicants

The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.

Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.

Additional Entry Requirements

In order to achieve exemption from level 4 and 5 of the programme, an applicant shall have

a) achieved a Higher National Diploma/Foundation Degree (or equivalent) in a relevant health or social care subject.


b) have previously successfully completed through prior certificated learning at least the requisite number of credits of relevant study at levels 4 and 5 or can demonstrate that they have met the requisite module learning outcomes at levels 4 and 5 through the accreditation of prior experiential learning.

Teaching and learning assessment

The programme is designed to be particularly cognisant of the needs of the online learner. There is a wide range of support materials, services, pedagogy and personal assistance of teaching staff will be placed at their disposal. Students from varying backgrounds will be facilitated to develop the skills necessary to be a successful learner in the online environment and in collaboration with their student colleagues they will be assisted to become a supportive and empowered, multidisciplinary community of learners.

Throughout the programmes there is an emphasis on the use of critical reflection in combination with a critical approach to the evidence base around healthcare. There is an increasing focus on the use of creative methods and creativity to tap into exciting ways to stimulate learning and insight. These methods in combination enable the course to realise the twin goals of achieving deep learning through promoting active learning. This diverse learning experience offered encourages students to become active and motivated learners, who can seek information, question and analyse its validity and draw appropriate and logical conclusions.

Learning, teaching, and assessment in the School and in this course are based on the concept that knowledge and information gained in the theoretical modules need to be contextualised within a framework that clarifies its origins and development leading to current practice. This also takes into account the fact that theoretical knowledge needs to be grounded in the ‘real world’ of healthcare and is critiqued from the context of its applicability to or impact upon practice. Concurrently, it is recognised that students themselves are people who bring a rich source of knowledge that enables reflection and thus facilitates the co-creation of learning.

Throughout courses and modules students are encouraged to make connections between theoretical content and practice experiences thus facilitating an ability to suggest possible developments or enhancements in practice that in turn would lead to knowledge generation opportunities. The strategies used are based on Knowles’ (2007) andragogical principles of adult learning such as self-direction and a capacity to draw upon experience. This creates the ideal environment to help students understand the symbiotic link between theory and practice. Underpinning all of this, however, is the concept of patient safety. This is a key issue for the School and students are reminded that patient safety and maintaining confidentiality are of paramount importance.

Teaching methods on the course include online lectures that provide students with the necessary knowledge base to develop their insight into the practice and thus inform skill development, tutorial sessions which enable small group work to be carried out along with online debate and discussion.

Students with special needs will receive a personal assessment of additional support required in line with the recommendations as outlined in The Special Education Needs and Disability (NI) Order 2004 (SENDO).

Assessment methods in the course are designed to measure the student’s achievement of the intended learning outcomes and have been informed by the University’s Learning and Teaching strategy and by the Assessment Handbook 2014. On-going formative assessment that has a significant diagnostic function occurs throughout where students are encouraged to discuss their progress and actively plan to address identified learning needs. Within modules feedback from self, peers and tutors help maintain development of student competence. Assessment for learning facilitated by increasing the amount of formative assessment and feedback is seen as key to developing insight in this course and students are encouraged and helped to develop self and peer assessment skills.

Assessment types range from assignment writing, reflective diary or portfolio compilation, group presentations and online tests or workbook completion.

Careers & opportunities

In this section

Career options

Students on this programme are expected to be working or aspiring to work in the fields of healthcare and/or social care. On completion of this programme of study, we expect students to continue in their employment with an enhanced range of transferable and subject specific skills to benefit their employer, communities, individual patients/clients and their families. We also expect graduates to achieve a higher personal profile within their organisation thus enhancing their prospects of promotion and/or career development. A number of students may progress to postgraduate and doctoral level studies and choose from a range of courses available in the School of Nursing and the wider University.

Academic profile

91% of staff in the School hold a recognised teaching qualification and

76% of staff are Fellows of the Higher Education Academy and 5 staff are Senior Fellows. Six hold Fellowships of the Centre for Higher Education Research and Practice (CHERP). One member of staff has received the University’s Distinguished Teaching Award Fellowship while another 2 have received the University’s Distinguished Research Fellow and Distinguished Research Fellowship Award. The School has a track record of academic promotions up to and including, professorial level for Learning and Teaching related activities

Results of the 2014 Research Excellence Framework show that 96% of Nursing and Health Science research was judged to be of international excellence or world leading.The Institute of Nursing & Health Research takes the lead in delivering research and evidence-based practice education to ensure that students are exposed to research active staff and are given the opportunity to reflect upon the impact research and evidence have on practice.

The School has an active Educational & Professional Issues Research Group which links with CHERP and several members of the Subject Team have been awarded CHEP (Ulster) Development Funding, Teaching Development Grants from the Higher Education Academy which has supported innovations in the areas of small group teaching and online assessment.

In addition, a number of the subject team are both current and previous presidents of their specialty's relevant European associations, EANN and EAUN.


How to apply

Applications to our part-time undergraduate courses are made through the University’s online application system.

Start dates

  • September 2018

Fees and funding

In this section

Fees (total cost)

Important notice - fees information Fees illustrated are based on 18/19 entry and are subject to an annual increase. Correct at the time of publishing. Terms and conditions apply. Additional mandatory costs are highlighted where they are known in advance. There are other costs associated with university study.
Visit our Fees pages for full details of fees

Northern Ireland & EU:

Additional mandatory costs

There may be an additional cost of a set of headphones to use during online lectures however this will be clarified by your module coordinator. These headphones are essential to cut down background noise when participating in Blackboard Collaborate Ultra which is an audio / visual virtual classroom, however they do not need to be an expensive item and simple headphones such as those provided with mobile phones can be used.

Tuition fees and costs associated with accommodation, travel (including car parking charges), and normal living are a part of university life.

Where a course has additional mandatory expenses we make every effort to highlight them. These may include residential visits, field trips, materials (e.g. art, design, engineering) inoculations, security checks, computer equipment, uniforms, professional memberships etc.

We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment. Computer suites and free wifi is also available on each of the campuses.

There will be some additional costs to being a student which cannot be itemised and these will be different for each student. You may choose to purchase your own textbooks and course materials or prefer your own computer and software. Printing and binding may also be required. There are additional fees for graduation ceremonies, examination resits and library fines. Additional costs vary from course to course.

Students choosing a period of paid work placement or study abroad as part of their course should be aware that there may be additional travel and living costs as well as tuition fees.

Please contact the course team for more information.


Course Director: Ms Oonagh Carson
T: +44 (0)28 7167 5016

For more information visit

Faculty of Life and Health Sciences

School of Nursing