Combining academic and practice-based learning to develop person-centred cultures and professional practice using practitioner inquiry.
This programme enables practitioners to develop person-centred cultures, using a professional practice-based learning model that embraces practitioner inquiry and practitioner research. In developing their knowledge and skills, students are enabled to enhance team working and become more sensitive to the needs of people who use healthcare services. The programme values knowledge gained through critical reflection on practice experience used in conjunction with the range of knowledge sources. The delivery of person-centred practice (McCormack and McCance 2017) requires practitioners to know and understand self in the context of their practice. Critical reflection is one means to achieve this. Consequently, within the DPHC the focus is on the practitioner learning from practice, understanding the theory underpinning their professional practice-based learning and applying this learning to practice.
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About this course
In this section
The programme combines formal and practice based learning. Outcomes from the DPHC programme link closely with personal and professional practice based objectives, identified through staff appraisal. This provides the opportunity for practitioners to simultaneously achieve personal growth, reward and achievement while contributing to organisational and practice development.
Although some elements of the programme are taught or delivered online, most of the learning is achieved in and from practice, where the practitioner works with a practice based facilitator (who is a recognised teacher with the Ulster University) and completes a portfolio of their learning. Practice based facilitators enable the practitioner to select the most appropriate modules to match their needs and to meet the requirements of the award.
The facilitator role is pivotal as they provide the contact or 'teaching time' for practitioners to learn. This time equates to 6 hours in total/practitioner/module. Additional support is offered to students through taught sessions in the University and through Blackboard Learn.
The programme combines formal and practice based learning and is offered on a part time basis.
Although some elements of the programme are taught in the University or delivered online, most of the learning is achieved in and from practice practitioners area of practice. The practitioner works with a practice based facilitator (who is a recognised teacher with the Ulster University) and completes a portfolio of their learning. Practice based facilitators provide the contact or 'teaching time' for practitioners to learn. This time equates to 6 hours in total/practitioner/module. Additional support is offered to students through taught sessions in the University and through Blackboard Learn.
- September 2018
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
Understanding Person-centredness in Practice
This module focuses on person-centred practice as a form of practice that holds central the personhood of everyone involved in health and social care ? staff, people who use healthcare services and care partners. This module focuses on how person-centred concepts and theories are applied in practice. The module will be underpinned by the Person-centred nursing Framework of McCormack and McCance (2010), a theoretical framework that will enhance knowledge of person-centredness and its translation into practice.
Understanding Practice Development
This level 6 module enables health and social care professionals to demonstrate, through practice-based learning, the development of practice development and reflective practice knowledge and skills. This is undertaken through the progression of two practice-based outcomes.
Facilitation + Leadership in Developing Practice
This module is optional
This level 7 module enables healthcare professionals to demonstrate continued learning within their sphere of practice. It enables development of the skills necessary for creation of climate of support and influence to facilitate development of practice and to uphold the values of the organisation. The modules supports growth in facilitation and leadership needed to obtain maximum benefit from work-based learning for self and others. Specific focus of learning will be selected from the individual's particular learning needs and agreed with their facilitator.
Evidence Informed Practice
This module is optional
This Level 6 module enables health and social care professionals to demonstrate learning within their sphere of practice. It uses practice-based learning opportunities to explore ways in which evidence can inform and enhance practice. This is achieved through the progression of critical reflection and two practice-based outcomes.
Developing Expertise in Practice
This module is optional
This Level 6 module enables health and social care professionals to demonstrate their ability to develop expertise within their area of practice. It includes learning skills needed to obtain maximum benefit from critical reflection of practice-based practice, with a view to developing expertise in practice. This is achieved through the progression of two practice-based outcomes.
Innovation in Practice
This module is optional
This Level 6 module enables healthcare professionals to expand their career roles/goals, through exploration of the concepts of academic enterprise through innovation and change. It includes learning skills needed to obtain maximum benefit from critical reflection of practice-based practice, with a view to introducing new ways of working. This is achieved through the progression of two practice-based outcomes.
Research Methods for Health and Social Care
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.
Practice Development Evaluation Project
This module enables health and social care professionals to undertake a practitioner research/practice development project. This is presented in the form of a dissertation, thus meeting the requirements for an honours degree.
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.
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The A Level requirement for this course is not applicable.
English Language Requirements
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.5 with no band score less than 6.5.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
Additional Entry Requirements
(a) satisfy the University’s general entry requirements;
(b) provide evidence of their ability to undertake the programme through the accreditation of prior experiential learning.
In addition applicants must:
provide evidence of achievement of graduate qualities through APL, be employed within the health and social care/partner healthcare organisations in which a Memorandum of Understanding exists to support the needs of students on this programme
Teaching and learning assessment
Learning and Teaching Methods:
A range of learning and teaching methods are used to enable students to develop knowledge and understanding related to these learning outcomes and to provide the foundation for other learning. There is a continuous focus upon how theory is linked to and is informed by practice. Methods used include: facilitation in practice, critical reflection, portfolio development, workshops, lectures, seminars/discussions, e-learning, guided reading, teacher and peer observation, presentation, creative methods and debate. Multi-media and other material may be used to support this.
Self, peer and teacher/facilitator assessment will be used throughout the course to assess the achievement of learning outcomes and will require students to demonstrate the blending of theory with practice through participation, critical reflection and by production of coursework, an assignment or portfolio of evidence. A combination of formative and summative assessment will be employed to demonstrate student learning. Students will be expected to note where the feedback gained from formative assessment influenced their summative submissions to demonstrate development and achievement of learning outcomes.
Students are also required to complete a Post Feedback Action Plan reflecting on the feedback received from summative coursework, what can be improved on and how they plan to achieve this. The identified areas for action are: specific focus of feedback, outcome measure for achievement, resources required to achieve identified action, realism of identified actions and when it should be completed. They may then use this for future development in consultation with the practice-based facilitator.
Exemptions and transferability
Under the University’s ‘Qualifications and Credit Framework’, the achievement of an
Honours degree requires the successful completion of 360 credits of study at levels 4, 5 and 6. In regard to this programme, students would normally enter the programme at level 6 having gained exemption for level 4 and 5 modules through the University’s ‘Accreditation of Prior Learning’ policy where both prior certificated and experiential learning will be accepted in consideration of exemption.
Careers & opportunities
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Students within the programme come to us with an existing employment background within health and social care. On completion of this programme we expect students to continue their employment in health and social care organisations with an enhanced range of transferable knowledge and skills to benefit their communities, individual patients/families and their carers and employer. We also expect graduates to achieve a higher professional and personal profile within their organisation, enhancing their prospects of promotion. Additionally, we expect a number of postgraduate students to progress to undertaking research studies within the Institute of Nursing and Health Research at the Ulster University and other institutions.
Work placement / study abroad
Students will be already employed in Health and Social Care Organisations (either NHS or independent sector)
Person-centred practice and practice development are underpinned by a robust and dynamic research base. Members of the academic teaching team are associates of the International Practice Development Collaborative and the Person-Centred Practice International Community of Practice forums that are committed to researching and working together to develop person-centred cultures.
ApplyHow to apply Request a prospectus
This course can be accessed through self funding or may be commissioned
Those who are not eligible for DoH Commissioned places, must apply via the University online application system. (known as the self-funded route) and should contact the Course Director for more information.
Students wishing to apply for a Department of Health (DoH) Commissioned place will need to discuss availablitly of this option and their application with their line manager in their Health and Social Care Trust. The HSCT will manage your application.
- September 2018
Fees and funding
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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 are no mandatory additional costs associated with this programme
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.
I have been a nurse for almost 30 years. This course has been the most enjoyable, challenging and relevant one I have done since my initial training. It has encouraged me to bridge the theory-practice gap and critically examine myself and my practice. I feel the availability of the lecturers/facilitators has been invaluable and have highly recommended this course to all in my workplace.
The facilitation and leadership module was brilliant in comparison to other previous courses undertaken. Other courses did not put emphasis on me as an adult learner. It’s my responsibility. Self serving and motivating. Has had a positive effect.