Health and Wellbeing
PgDip/MSc

2021/22 Part-time Postgraduate course

Award:

Postgraduate Diploma/Master of Science

Faculty:

Faculty of Life and Health Sciences

School:

School of Nursing

Campus:

Jordanstown campus

Start date:

September 2021

Overview

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

Summary

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

About

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

Attendance at classes is compulsory.

Start dates

  • September 2021

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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    Content

    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

    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.


Accommodation

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.

Find out more - information about accommodation  


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.

Find out more - information about sport  


Student support

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

Find out more - information about student support  


Jordanstown campus location info

  Find out more about our Jordanstown campus

Address

Ulster University
Shore Road
Newtownabbey
Co. Antrim
BT37 0QB

T: 028 7012 3456

Modules

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

Principles of Forensic Healthcare Practice

Year: 1

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: 1

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.

Ethics and Professional Decision Making

Year: 1

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.

Transforming Practice Through Person-Centred Collective Leadership

Year: 1

This module is optional

This module encourages students to lead small step change contributing to quality improvement initiatives leading to transformation of services through person centred practice. It focuses on the development of strategic leadership skills in nurses in order to meet the global challenges facing todays healthcare systems.

Collaborative teamworking in stroke care

Year: 1

This module is optional

This module provides students with a thorough understanding of the theoretical and clinical aspects of TIA and stroke which underpin nursing practice. Collaborative working with patients and families, inter-professional and inter-agency practice informed by research, clinical guidelines, policy and strategies are explored in the delivering of person-centred care from stroke onset into the longer term. Assessment is by coursework.

Enhancing stroke nursing

Year: 1

This module is optional

This module provides students with the theoretical and clinical underpinnings of person-centred stroke nursing. It appraises the nursing role in light of the social, psychological, physical and cultural impacts of stroke. Together with 'Collaborative Stroke Care' module, it prepares students to promote and provide high quality care to people with stroke and their carers.

Enhancing person-centred management in diabetes care

Year: 1

This module is optional

This module is aimed at healthcare professionals wishing to enhance their expertise in diabetes care. Students will develop the knowledge and skills to effectively support those who are at risk of, or who have a diagnosis of diabetes. The module is developed for a wide variety of health care contexts such as hospitals, prisons, midwifery units, paediatrics, community settings such as district nurses, practice nurses and nursing homes. Assessment is by 100% coursework.

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

Year: 1

This module is optional

This module is the second within the Short Course in Diabetes. Students will critically explore the screening, detection and management of people living with complications secondary to diabetes. 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 is by 100% coursework.

Critical Application of Advanced Compassionate Communication in Health and Social Care Practice

Year: 1

This module is optional

This level 7 module provides conceptual frameworks for the critical study of advanced compassionate professional communication and behaviour within health and social care, providing critical knowledge and skills for students to develop professional and critically reflective competence in the delivery of compassionate communication in all health care contexts. Assessment is by 100% coursework.

Year two

Advanced Methods in Research and Development in Health and Social Care

Year: 2

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: 2

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 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

and

(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

Postgraduate

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:

Qualification

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

Qualification
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.

Apply

Start dates

  • September 2021

Contact

Admissions contact regarding application process:

Karen McCarroll

T: +44 (0)28 9036 8983

E: kl.mccarroll@ulster.ac.uk

Course Director (Jordanstown):

Lisa King

T: +44 (0)287167 5584

E: l.king@ulster.ac.uk

Course Director (Magee):

Sarah Penney

T: +44 (0)28 7167 5054

E: s.penney@ulster.ac.uk

For more information visit

Faculty of Life and Health Sciences

School of Nursing

Disclaimer

  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.