2020/21 Part-time Postgraduate course
Postgraduate Diploma/Master of Science
Faculty of Life and Health Sciences
School of Nursing
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 professional skills in palliative and end of life care.
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The Ulster Palliative Care Postgraduate Diploma/ MSc is a multi-disciplinary programme which aims to develop and enhance the knowledge, skills, and competence of health and social care professionals who come into contact with patients who have palliative and end of life care needs. Students will develop the knowledge, skills, and competence to provide compassionate and person-centered care and will be provided with the capacity to take responsibility for advancing professional development to address constantly changing palliative care demands.
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This programme leads to the academic awards of PGCert/PGDip/MSc in Palliative Care. The Postgraduate Certificate is awarded after completing 60 credits and the Postgraduate Diploma after completing 120 credits.
For the Postgraduate Diploma there are four compulsory modules: Principles of Palliative & End of Life Care (30 credits), Loss, Grief & Bereavement (15 credits) Therapeutic Communication Skills for Health and Social Care Professionals (15 credits) and Advanced Methods in Research and Development in Health and Social Care (30 credits). Students then choose optional modules to the value of 30 credits including: Person Centered Practice (15 credits), Leadership in Professional Practice (15 credits), Professional Decision making and Accountability (15 credits) and Advanced knowledge in Symptom Management in Palliative Care (30 credits).
To gain the master's award, a further 60 credits must be completed in the form of the masters Dissertation Project module.
This course is delivered part-time.
A range of teaching and learning methods are used to enable students to develop knowldege 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.
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:
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.
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.
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.
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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.
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This module will develop the capacity to critically engage with theories of loss, grief and bereavement and to apply this knowledge into practice. The content focuses on loss and bereavement across the life span and explores appropriate interventions to facilitate grief and complicated grief. It will encourage the development of evidence based strategies to promote person centred-care. Assessment is by 100% coursework..
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.
This module aims to develop students' knowledge in palliative and end of life care, enabling them to gain a wider strategic understanding in order for them to provide quality person-centred care. It emphasises the principles and philosophy of palliative and end of life care and the need for an inter-disciplinary approach to service delivery. The module incorporates a variety of teaching approaches. Method of assessment is 100% coursework.
This module is optional
This module focuses on person-centred nursing as a form of practice that holds central the personhood of everyone involved in health and social care - staff, service users and care partners. This module focuses on how person-centred concepts and theories are applied in nursing, public health and palliative care contexts. The module will be underpinned by the Person-centred nursing Framework of McCormack & McCance (2010), a theoretical framework that will enhance understanding of person-centredness and its translation into practice.
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.
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
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.
This module is optional
This module will develop the capacity to critically engage with complex symptom management and to apply this knowledge and skills to the development of advanced symptom control from a pharmacological and non-pharmacological perspective. lt emphasises the palliation of pain and other symptoms and the application of an evidence based holistic person centred approach. The module Incorporates a variety of teaching approaches.
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.
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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Applicants must hold a primary degree, or equivalent, or demonstrate their ability to undertake the course through the accreditation of prior experiential learning.
In addition to the above, applicants should normally have:
a. successfully completed an undergraduate research module (or equivalent learning)
b. an appropriate qualification relevant to the programme; health professionals must hold UK Registration
c. current experience with patients relevant to the palliative care programme;
d. provide evidence of competence in written and spoken English.
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.
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
|Level 12 English Lang in HSD|
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Successful completion of the programme would enable individuals to advance within
their chosen field of palliative and end of life care. It would also be helpful for those seeking to develop their existing professional practice and to take on leadership roles.
Admissions contact regarding application process:
Course Director: Dr Wendy Cousins