Health and Wellbeing

2020/21 Part-time Postgraduate course


Postgraduate Diploma/Master of Science


Faculty of Life and Health Sciences


School of Nursing


Jordanstown campus

Start date:

September 2020

Academic Year 2020/21

Our first term will commence as planned on 21 September and we will be prepared to deliver lectures and other teaching online for Semester One

Some on-campus activities will still take place, based on a robust local risk assessment, and priority will be given to using campus spaces for practice-based learning activities including lab work.

The University’s primary concern remains the physical and mental health, safety and wellbeing of our students, staff, their families and the wider community. Nothing is more important to us.

On our COVID-19 webpages you will find further information for applicants and students, along with answers to some of the questions you may have.


Developing highly knowledgeable and skilled graduates for the health and social care professions.


This postgraduate programme in Health and Wellbeing aims to develop highly knowledgeable and skilled graduates from the health and social care professions. It extends the knowledge base necessary for practitioners to function at an advanced level and to develop into expert or advanced practitioners within their particular area of expertise. There is an emphasis on the application of knowledge to practice and the development of leadership skills.

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About this course


This programme leads to the academic awards of PgCert/PgDip/MSc in Health and Wellbeing. Students may exit with a Postgraduate Certificate in Health and Wellbeing after completing 60 credits or with a Postgraduate Diploma in Health and Wellbeing after completing 120 credits.

For the Postgraduate Diploma there are two 30 credit compulsory modules (Health and Wellbeing: Challenges and Controversies and Advanced Research Methods), Students may then decide to study a suite of optional ‘generic’ modules in Applied Healthcare Ethics, Professional Decision-making and Accountability, Therapeutic Communication Skills and Leadership in Professional practice to the value of 60 credits or, alternatively opt to study modules within of the following subject specific 60 credit pathways: Neuroscience, Case management, Diabetes Care, Stroke Care, Urology, Continence, Stoma Care or Forensic Healthcare. For the award of the Master’s degree in Health and Wellbeing a further 60 credits must be completed in the form of the Master’s dissertation project.


Attendance at classes is compulsory.

Start dates

  • September 2020

Teaching, Learning and Assessment

A range of teaching and learning methods are used to enable students to develop knowledge and understanding. There is a continuous focus upon how theory is linked to and informed by practice through the use of lectures, seminars, discussions, guided reading, reflection, creative methods and debate. Online material may be used to support this. All assessment is via course work

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    The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.

    Each course is approved by the University and meets the expectations of:

    Attendance and Independent Study

    As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.

    Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules (more usually 20) and postgraduate course typically 15- or 30-credit modules.

    The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.

    Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.

    Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.


    Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

    Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

    Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.

    Calculation of the Final Award

    The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).

    Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.

    All other qualifications have an overall grade determined by results in modules from the final level of study. In Master’s degrees of more than 200 credit points the final 120 points usually determine the overall grading.

Academic profile

The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.

Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (18%) or Lecturers (57%).

We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.

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    The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.

    Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.

    Figures correct for academic year 2019-2020.

Jordanstown campus

The largest of Ulster's campuses.


Jordanstown is our biggest campus in an idyllic setting surrounded by lush lawns and trees. It's just a few hundred metres from Loughshore Park and promenade, and just seven miles from Belfast city centre.

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Sports Facilities

At our Jordanstown Campus we have world class facilities that are open all year round to our students and members of the public.

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Student support

At Student Support we provide many services to help students through their time at Ulster University.

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Jordanstown campus location info

  Find out more about our Jordanstown campus


Ulster University
Shore Road
Co. Antrim
BT37 0QB

T: 028 7012 3456


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

Advanced Methods in Research and Development in Health and Social Care

Year: 1

This 30-credit module is compulsory for the student to achieve their MSc award. This module builds upon previous study of research methods and enables students to develop and apply theoretical and scientific knowledge and problem-solving skills, extending their understanding of the philosophical and practical aspects of research, service evaluation and project development initiative. Students are required to write an identified research question relevant to research, service evaluation or a project development initiative. This module is assessed by 100% coursework.

Health and Wellbeing: challenges and controversies

Year: 1

This postgraduate module explores and debates issues in health and wellbeing, utilising a theoretical base to develop, discussion, reflection and more insightful practice through a rigorous analysis of current dilemmas and topical issues. Assessment is by Coursework

Year two

Key Principles in Urological Cancer

Year: 2

This module is optional

This level 7 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.

Health Assessment and Clinical Reasoning

Year: 2

This module is optional

This level 7 module provides an opportunity for students to develop and enhance the knowledge base and practice of health assessment, in order that appropriate interventions and management can occur. Students develop their assessment skills during this module. Assessment is 100% coursework.

Principles of Forensic Healthcare Practice

Year: 2

This module is optional

This module requires students to justify, explain and question national and local directives aimed at improving the standards of forensic health care in partnership with service providers and commissioners. It facilitates students learning in critically analysing historical developments, current theories and evidence based literature with regards to crime, the law, legislation, policy, practices and service development that govern forensic health care services.

Integrative Holistic Forensic Healthcare Practice

Year: 2

This module is optional

This module explores integrative holistic concepts, theories and practices central to the care, management and treatment of people with a mental disorder (including intellectual developmental disorders) whose presentation has been assessed as requiring a more focused level of competency and/ or increased levels of physical, relational and procedural security.

Fundamental Principles in Stoma Care

Year: 2

This module is optional

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

Challenges in Advanced Practice in Stoma care

Year: 2

This module is optional

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

Issues in Progressing Practice in Stoma Care

Year: 2

This module is optional

This module helps students to deepen and critically analyse 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.

Advancing Care for People with Urological Disorders

Year: 2

This module is optional

This level 7 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.

Innovation in Case Management

Year: 2

This module is optional

The module develops an understanding of the professional and policy context of long term conditions, and the implications of that for persons (and their loved ones) living with long term conditions; the progress of current and future and evidence based therapeutic interventions.. Assessment is 100% coursework

Essential Principles in Adult Continence Promotion

Year: 2

This module is optional

This Level 7 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.

Essential Principles in Urology and Continence

Year: 2

This module is optional

Feedback on Coursework will be structured using the School of Nursing Feedback, Taxonomy and Reflection forms. Students will be provided with feedback within 15 working days of submission. All relevant dates for submission and feedback documentation will be provided in the Module Handbook. The assessment and feedback documentation used within the School of Nursing also contains a Reflective Exercise that students will be encouraged to undertake once they have received summative feedback of their assignments.

Advancing Care for People with Continence Disorders

Year: 2

This module is optional

This Level 7 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.

Leadership in Professional Practice

Year: 2

This module is optional

This module will develop the capacity to critically 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

Ethics and Professional Decision Making

Year: 2

This module is optional

This module develops students' understanding of the major components and complexities of professional decision making and accountability and the central role this plays in the design, delivery and evaluation of ethically safe and effective compassionate care for people within services in hospital and community settings. Within the module. students will critically analyse the relationships between professional decision-making, accountability, governance and patient safety within an interdisciplinary context. Assessment is by coursework.

Therapeutic Communication Skills for Health and Social Care Professionals

Year: 2

This module is optional

This module will develop the capacity to critically engage with theories of communication and to apply this knowledge to the development of advanced communication skills within health and social care practice. It will encourage the development of evidence-based communication strategies to promote compassionate person-centred care. Assessment is by 100% coursework.

Underpinnings of Neuroscience Care

Year: 2

This module is optional

This module prepares graduate students to meet the complex and specific needs of people with acute and continuing neurological disorders through developing their knowledge of disordered physiology. Students are enabled to critically evaluate their practice informed by new knowledge and perspectives to deliver dynamic, informed care. Students will also develop further their insights into the lived experience of having a neurological disorder. Assessment is 100% coursework.

Enhancing person-centred management in diabetes care

Year: 2

This module is optional

This module is the first of three modules aimed at nurses wishing to learning more about the area of diabetes care but not wishing to develop that knowledge to that of specialist level. The general aim of this module is to introduce nurses to diabetes mellitus and the care and screening practices employed to treat those affected. The module is developed for a wide variety of contexts such as medical nursing, surgical nursing, midwifery and paediatric care. Assessment of the module is by 100% coursework.

Applying evidence informed practice for screening and prevention of complications from diabetes.

Year: 2

This module is optional

This module is the second of three within the Short Course in Diabetes and aims to further develop the students' knowledge and skills gained within the module entitled 'Enhancing person centred management in diabetes care'. Students will critically explore the management of people living with long term complications. The module is developed for a wide variety of health care contexts such as hospitals, prison services, midwifery units, paediatrics and community settings such as district nurse, practice nurses and nursing homes.

Assessment of the module is by 100% coursework.

Advanced Communication and Education approaches in Health and Social Care Practice

Year: 2

This module is optional

This level 7 module provides advanced and conceptual frameworks for study of communication and education. Further, it enables the student to critically appraise and to critically develop their own professional practice in two related areas of professional competence: advanced communication and education, through a process of advanced reflective practice. It aims to enhance the integration and critical application of an advanced repertoire of knowledge and skills, informed by an appropriate evidence base, related to these core areas, which are central to the success of continuing professional competence in professional health and social care practice. Assessment is by 100% coursework.

Enhancing Neuroscience Practice

Year: 2

This module is optional

Students undertaking this module will engage with a critical reflective process to evaluate their practice alongside developing new knowledge on the continuing care needs and experiences of people with neurological disorders. This will be include enhancing their understanding of the ethical challenges related to decision-making in situations when autonomy is compromised. Assessment is 100% coursework.

Applied Pathophysiology for Case Management

Year: 2

This module is optional

This module is designed to prepare suitably qualified nurses to care for patients with specific chronic illnesses in the community. It is a co-requisite and complements the module on health assessment. The module is assessed entirely by coursework which consists of a class test and a case study

Applied Health Care Ethics

Year: 2

This module is optional

This level 7 module examines a broad range of issues, emphasising selection of relevant topics to maintain a quality approach to ethical deliberation. The knowledge base will enable students to direct and apply subject matter to their own area of expertise through the contribution of teaching and professional expertise, and through reflection and integration of theoretical perspectives with practice experiences. Assessment is by coursework.

Year three

MSc Project

Year: 3

This 60-credit module is compulsory for the student to achieve their MSc award. Students are allocated an MSc supervisor. The student completes either a traditional research project or a service evaluation or a project development initiative. Students must write a project proposal, apply for ethics, collect data, analysis the data and the write the final report. This module is assessed by 100% coursework.

Standard 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.

Entry Requirements

Applicants must have gained:

(i) an Honours or non-Honours degree from a University of the United Kingdom or the Republic of Ireland, or from a recognised national awarding body, or from an institution of another country which is recognised as being of an equivalent standard; or

(ii) an equivalent standard in a Postgraduate Certificate, Graduate Diploma, Graduate Certificate or an approved alternative qualification; or

(iii) have a relevant professional qualification in health and/or social care


(iv) have successfully completed level 6 research study.

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.

United States of America flagAdditional information for students from United States of America


Typically we require applicant for taught programmes to hold the equivalent of a UK first degree (usually in a relevant subject area). Please refer to the specific entry requirements for your chosen course of study as outlined in the online prospectus. We consider students who have good grades in the following:

Typically, we require applicants for taught programmes to hold the equivalent of a UK first degree. 

Please refer to the specific entry requirements for your chosen course of study as outlined in the online prospectus.

The comparable US qualifications are as follows:


UK 2:1 Degree - Bachelor degree with a cumulative GPA of 3.0 out of 4

UK 2:2 Degree - Bachelor degree with a cumulative GPA of 2.6 out of 4

Financial Information

In addition to the scholarships and bursaries open to all international students, US students may apply for Federal and Private US loans

English Language

Level 12 English Lang in HSD

View more information for students from United States of America  

Careers & opportunities

In this section

Career options

This degree covers a broad range of healthcare issues allowing for careers in health and social care, education, leisure and health promotion and management.


Start dates

  • September 2020


Admissions contact regarding application process:

Karen McCarroll

T: +44 (0)28 9036 8983


Course Director (Jordanstown): Sarah Penney

T: 028 7167 5054


Course Director (Magee): Mrs Tracy Mullan

T: +44 (0)28 7167 5327


For more information visit

Faculty of Life and Health Sciences

School of Nursing


  1. The University endeavours to deliver courses and programmes of study in accordance with the description set out in this prospectus. The University’s prospectus is produced at the earliest possible date in order to provide maximum assistance to individuals considering applying for a course of study offered by the University. The University makes every effort to ensure that the information contained in the prospectus is accurate but it is possible that some changes will occur between the date of printing and the start of the academic year to which it relates. Please note that the University’s website is the most up-to-date source of information regarding courses and facilities and we strongly recommend that you always visit the website before making any commitments.
  2. Although reasonable steps are taken to provide the programmes and services described, the University cannot guarantee the provision of any course or facility and the University may make variations to the contents or methods of delivery of courses, discontinue, merge or combine courses and introduce new courses if such action is reasonably considered to be necessary by the University. Such circumstances include (but are not limited to) industrial action, lack of demand, departure of key staff, changes in legislation or government policy including changes, if any, resulting from the UK departing the European Union, withdrawal or reduction of funding or other circumstances beyond the University’s reasonable control.
  3. If the University discontinues any courses, it will use its best endeavours to provide a suitable alternative course. In addition, courses may change during the course of study and in such circumstances the University will normally undertake a consultation process prior to any such changes being introduced and seek to ensure that no student is unreasonably prejudiced as a consequence of any such change.
  4. The University does not accept responsibility (other than through the negligence of the University, its staff or agents), for the consequences of any modification or cancellation of any course, or part of a course, offered by the University but will take into consideration the effects on individual students and seek to minimise the impact of such effects where reasonably practicable.
  5. The University cannot accept any liability for disruption to its provision of educational or other services caused by circumstances beyond its control, but the University will take all reasonable steps to minimise the resultant disruption to such services.