2021/22 Full-time Undergraduate course
Bachelor of Science with Honours
Faculty of Life and Health Sciences
School of Nursing
The UCAS code for Ulster University is U20
Students from England, Scotland or Wales
Unfortunately, Ulster University is not it in a position to accept applications from students from England, Scotland or Wales for this course due to regulations issued by the Department of Health Northern Ireland.
With this degree you could become:
Graduates from this course are now working for:
Take your desire to care for people and learn to nurse in a compassionate and respectful way that promotes dignity and wellbeing.
In this section
This three-year course is designed to produce nursing graduates who will have the skills to respond to the changing needs of adults who require nursing care within a variety of rapidly changing healthcare environments.
Successful students will be eligible to register with the Nursing and Midwifery Council (NMC) which will permit them to practice as a Registered Nurse (Adult) in the United Kingdom.
We have delivered nursing programmes for over 30 years and our courses provide excellence in teaching and research with innovative approaches to learning.
Career prospects for our nursing graduates are excellent, with the majority moving rapidly into posts within the NHS and independent sectors. Areas include hospital, community, acute care, rehabilitation, elderly care and specialist practice nursing.
The University regularly ‘refreshes’ courses to make sure they are as up-to-date as possible. The University calls this process 'academic revalidation’. This course is currently being ‘refreshed’, with changes put in place for students entering from September 2019 onwards. For the most up-to-date course/ module information, please contact the Course Director.
Sign up to register an interest in the course.
In this section
This course is designed to meet the Nursing and Midwifery Council (NMC) Standards for Nurse Education (2018).
Each year of the course must be successfully completed before a student is permitted to progress to the next year. Overall the course is structured so that learning occurs 50% of the time in practice while the other 50% occurs in university.
The course will equip the graduate nurse with the knowledge, skills and attitude to deliver high quality, complex, essential care to adults in a manner that safeguards the public. Graduate nurses will have developed the ability to act with professionalism and integrity and work within agreed professional, ethical and legal frameworks and processes to maintain and improve standards of care. Throughout the course students will learn to practice person-centered, evidence-based nursing in a compassionate and respectful way that promotes dignity and wellbeing.
Our programmes will help you develop invaluable transferable skills such as team working, oral and written communication as well as creative thinking and analysis. These are skills which are highly valued by future employers. You will gain an understanding of nursing as a profession and the skills needed to succeed in practice. This will require a commitment in terms of your attendance, your attention to study, respect for others and professional behaviour.
Practice learning will enable you to develop your knowledge and abilities in a variety of areas in which nurses work. A wide range of hospital and community practice learning environments will provide you with quality and comprehensive exposure to a multitude of experiences. These will provide you with an excellent insight into the profession and the opportunity to develop knowledge, skills and the confidence likely to enhance your career choices.
You will undertake practice learning placements throughout the course and you will be supported in your learning experience by clinical practitioners and University staff.
Our programmes will also provide you with a solid foundation for further postgraduate study. Many graduates apply to undertake further study leading to additional NMC recognised qualifications such as specialist practice nursing or apply for entry to research studies, such as MPhil/PhD.
Students are required to attend all classes associated with the programme and be punctual and regular in attendance. This will be monitored. A student who has not been in attendance for more than three days through illness or other cause must notify immediately the Course Director. The student shall state the reasons for the absence and whether it is likely to be prolonged. Where the absence is for a period of more than five working days, and is caused by illness which may affect their studies, the student shall provide appropriate medical certification in accordance with the General Regulations for Students. Students who are absent without good cause for a substantial proportion of classes (defined for this purpose as a period of 4 weeks in accordance with the School of Nursing Attendance Guidance) may be required to discontinue studies, in accordance with the General Regulations for students. Students who have been absent from theoretical study will be required to evidence an action plan demonstrating achievement of the learning missed during the period of absence. During periods of practice learning, students are required to report any absence to the practice learning setting before or at the time they are expected on duty and to the School of Nursing Practice Learning Office on the first day of absence. All absences must be made up to ensure all practice time is complete.
We believe that the ultimate purpose of teaching, learning and assessment activity in the School of Nursing is to produce graduates who are competent and safe practitioners to work in a variety of health care settings and who can utilise their skills to become leaders in nursing practice, education, research and scholarship. In the first instance teaching, learning and assessment is guided by the core principles and strategic aims provided by the University Teaching and Learning Strategy (2013/14 - 2017/18). In addition the curriculum has been developed with due consideration of and regard for the University’s Principles of Assessment and Feedback for Learning. The curriculum is underpinned by the principles of the Person-centred Nursing Framework (McCormack and McCance, 2016) and is based on the premise that graduates will possess the necessary values, knowledge and skills to be competent person-centred practitioners.
The modular structure of our learning strategy is based on the four constructs of the Person- centred Nursing Framework and is designed to enable students to develop their academic and practice knowledge and skills in an environment that promotes graduate qualities and professional growth. Learning and working in such an environment encourages students to consider the wider skills associated with employability in conjunction with personal development planning. The programme aims to deliver a diverse and structured range of teaching, learning and assessment methods, enabling students to develop the knowledge, skills and understanding of nursing which can be applied in their chosen field of practice.
Teaching, learning and assessment in the School and in this programme is based on the concept that knowledge and information gained in the theoretical modules needs to be contextualised to enable application to practice.
Teaching, learning and assessment take a variety of forms across the modules as specified throughout this document. The strategies used are based on andragogical principles of adult learning such as self-direction and the ability to reflect and learn from experience.
As part of the transition to higher education, students are supported in developing their study skills in several ways. This begins at induction and includes orientation to the use of learning resources on campus and online and allocation to a studies advisor whose role is to guide students in their studies according to the Ulster Code of Practice. Students are also supported by their Course Director and module co-ordinator or a member of the teaching team via email or telephone and can meet by appointment.
During periods of practice learning students will be supported by a registered nurse who has undertaken mentorship training and a lecturer linked to the clinical area.
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 skills-based module introduces nursing students to the skills required to work in healthcare environments and to the knowledge and skills associated with person-centred care, compassion and communication. Students will begin the process of learning essential skills for nursing and reflect upon the service user experience using a reflective and person-centred approach. Assessment is by coursework.
This module provides students with an understanding of the development structure and function of the human body through the lifespan as a foundation for nursing practice. The module also explores the study of psychology, introduces theories and insights into the origins and causes of human behaviour, and is designed to enhance students understanding of influencing factors that can determine a healthy body and mind. Together with the semester 2 module 'The Well Person in Society' this module facilitates the student to address relevant human biology, psychology and sociology. Assessment is by coursework.
The aim of the module is to introduce the student to the roles, responsibilities and functions integral to adult nursing practice. The student will learn that responses of the nurse must be adaptable to meet the changing needs of people, groups, communities and populations in order to provide person-centred care that considers preferences. It is also designed to facilitate a shared understanding of nursing practice with students in the mental health field of practice. Assessment is by coursework.
This skills-based module introduces students to the maintenance of health and safety issues associated with providing person-centred care. Ethical and legal frameworks that underpin practice are introduced. Students will be provided with an opportunity to practice skills that will help them foster a caring relationship, carry out assessment of need, begin to understand the workings of the interdisciplinary team and respond appropriately in emergencies. Assessment is by examination.
This module aims to facilitate students in understanding how person-centred nursing care can be enhanced through the understanding and application of evidence. It helps students to appreciate the nature of evidence at a local, national and global level and prepares them for further study and the use of evidence and research in nursing practice. Assessment is by coursework.
Together with the semester 1 module `The Well Person in Body and Mind, this module facilitates the student to have a more complete understanding of the healthy person. This is achieved through providing the student with an understanding of health related sociology and an enhanced understanding of relevant human biology. Assessment is by coursework.
The practice learning opportunities enable the students to develop the required knowledge and skills in practice to meet the NMC requirement for progression to the second stage of the programme. Students are required to successfully achieve all the criteria for progression point 1 in order to proceed to year 2 of the programme.
This module equips the student with the ability to apply their knowledge of anatomy and physiology to understand what happens when normal functions go wrong and to relate this to the symptoms experienced by the person being cared for. Students will also develop an understanding of the principles of pharmacology and microbiology to allow them to apply this to the care of the sick person. The module is delivered concurrently with Comprehensive Nursing Assessment and Practice and Nursing the Person with Complex Needs. This trio of modules are designed to synchronise knowledge of disordered physiology, the application of this knowledge to nursing assessment and management and the development of competence and skill in delivering person-centred care. Assessment is by examination.
This module prepares students to engage in person-centred assessment and management of care needs across a range of care setting they encounter in practice. It endeavours to provide them with an understanding of the principles of head to toe assessment that incorporates physical, psychological, emotional, social, cultural and spiritual needs. The impact of the care setting, the developmental stage and age of the person and the perspective of carers are considered. Students will be prepared to apply these skills in a manner that is dynamic and responsive to the needs of the people, families and carers experiencing acute illnesses or long-term conditions. The module is delivered concurrently with Applied Human Sciences for Nursing Practice and Nursing the Person with Complex Needs. This trio of modules are designed to synchronise knowledge of disordered physiology, the application of this knowledge to nursing assessment and management and the development of competence and skill in delivering person-centred care. Assessment is by examination.
In order to practice effectively student nurses need to develop appropriate skills, knowledge, understanding, attitudes and values in order to care for the person with complex needs in a variety of care environments and across the lifespan. This module will focus on helping the student make appropriate links and apply theoretical knowledge in simulated practice in preparation for practice learning. Assessment is by short formative online test, class test and an assessed group practical scenarios.
This module prepares students to engage with other professionals from a range of health and social care professions and agencies in working effectively and collaboratively with individuals and families to provide the best possible health outcomes. Within this module, individuals and family members are considered part of the health and social care team and are included in the terms 'teams' and 'collaborative working'. The module will provide students with an understanding of the nature of teams and collaborative working, and the principles of effective communication and relationships for safe and effective clinical decision-making. The role and impact of supervision and reflection to further develop competence and skills are considered. Assessment is by coursework.
This module provides students with the opportunity to explore and evaluate the concepts of public health and health promotion within the context of the major social determinants of health and wellbeing and the causes of illness and health inequalities. Students will gain an understanding of the complexities of individual, group, community and population health and wellbeing within the broader spheres of risk, lifestyles or behaviours, self-care and management. The knowledge and skills gained from undertaking this module will facilitate student development in communication, teaching, facilitation and advocacy skills, and allow them to practice effectively in today's health care service, in order to meet the changing hleath needs of the population. Assessment is by coursework.
This module develops students understanding of the key components of the research process and its relationship to healthcare practice and development. Within the module students will explore the principles of person-centred nursing research. Tuition is by lectures and tutorials in which students develop practical skills in critiquing evidence. Assessment is by coursework.
The practice learning opportunities enable the students to develop the required knowledge and skills in practice to meet the NMC requirement for progression to the third stage of the programme. Students are required to successfully achieve all the criteria for progression point 2 in order to proceed to year 3 of the programme.
This module aims to guide students to consolidate their knowledge of the meaning of person centredness and how this can be applied in practice. It will enable students to develop patterns of thinking about what they do that will allow them to focus on how they can be person centred and meaningful in their interactions with others in the health care environment. Students will be encouraged to engage with their practice with the aim of continually developing themselves, their knowledge and their competence in person centred working. This module, along with 'The Reflective and Innovative Nurse' and 'The Safe and Effective Nurse' has been designed around a 6 week period of practice learning to provide students with the opportunity to apply their knowledge to practice and demonstrate achievement of learning outcomes. Assessment is by coursework.
This skills-based module facilitates final year nursing students to learn about management of risk. Using a problem-based learning approach combined with applied drama, applied puppetry techniques and video play back, students explore high risk areas in modern health care. Areas such as infection control, moving and handling, medicines, fluid and nutrition, record keeping and operation of medical devices will be investigated. Students are encouraged to become proactive in risk management and role model good practice. Assessment is by coursework.
This module will encourage students to develop the skills required to understand how to identify and manage risk and uncertainty in relation to people, their carers and families, the environment, self and others. This will enable them to effectively utilise reflective processes in preparation for becoming an autonomous, competent and confident member of the interprofessional / interagency team. They will develop the confidence to explore how creativity and innovation can be used within practice to achieve new ways of enhancing the care of people, their carers and families. Students will develop an understanding of entrepreneurship and an insight into the issues associated with developing and managing innovative ideas in practice. This generic module, along with 'Person Centredness in Adult Nursing Practice', 'Person Centredness in Mental Health Nursing Practice', and 'The Safe and Effective Adult Nurse' and 'The Safe and Effective Mental Health Nurse' has been designed around a 6 week period of practice learning to provide adult students with the opportunity to apply their knowledge to practice and demonstrate achievement of learning outcomes. Assessment is by coursework.
This module is the culmination of evidence based practice and research understanding developed on the course. Students will develop their skills and knowledge to allow them to become independent critical thinkers with an understanding of how to develop, design and undertake a modified systematic review research project. This will give them an insight into the potential of their future role in influencing and leading change in their chosen field of practice. It also provides them with an introduction to the skills required to undertake further study at postgraduate level. Tutorials are used to develop interrogatory skills in the systematic review process. Assessment is by coursework.
This module aims to provide students with an understanding of the concepts of leadership and management in nursing practice. It is designed to encourage them to apply their knowledge and experience to the context of care in which they will function as registered nurses and to examine how they can lead a team to provide person centred care. It explores the challenges involved with professional practice and assists with the process of transition from pre registration student to registered practitioner. Assessment is by examination.
This problem based learning module explores the application of professional values to practice. Preparing nursing students to work effectively within the MDT in an assertive and confident manner this module helps advance knowledge and skills in dealing effectively with conflict and leadership in chaotic and rapidly changing situations. It is also about skills in empowering service users to participate in care through effective teaching. Assessment is by coursework.
The practice learning opportunities enable the students to develop the required knowledge and skills in practice to meet the NMC requirements for entry to the NMC Register.
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 BBC.
You may satisfy the requirement for the A-level C grade by substituting a combination of alternative qualifications recognised by the University.
Overall BTEC Extended Diploma(QCF) award profile DDD.
Overall BTEC National Extended Diploma(RQF) award profile DMM.
112 UCAS Tariff Points to include 4 subjects at ILC Higher Level and 1 at ILC Ordinary Level.
Plus English, Maths and Science Grade H6 (Higher Level) or Grade 04 or above (Ordinary Level) if not sitting at Higher Level.
The Scottish Highers requirement for this course is BBCCC.
The Scottish Advanced Highers requirement for this course is CCD.
Overall International Baccalaureate profile minimum 25 points (12 at higher level).
Access Diploma (120 credits) with an overall mark of 63%, to include one Level 3 Science module; NICATs Maths (25 credits) or Maths 1 & 2.
GCSE Profile to include Grade C or 4 (or above) in English, Mathematics, and Science.
Pass in Level 2 Essential Skills/Application of Numbers is acceptable as an alternative to GCSE Maths.
Pass in Level 2 Essential Skills/Communication is acceptable as an Alternative to GCSE English.
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 7.0 with no band score less than 7.0.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
Satisfactory health and Access NI checks will be required.
Acceptable alternative qualifications include:
HND entry requirement:
Pass HND with overall Merit to include 60 Distinctions in level 5 credits/units
HNC entry requirement:
Pass HNC with overall Distinction to include 75 Distinctions in level 4/5 credits/units
You may also meet the course entry requirements with combinations of the different qualifications to the same standard as recognised by the university. Examples of acceptable combinations include:
2 A Levels and BTEC Subsidiary Diploma
OCR National Diploma and BTEC Subsidiary Diploma
2 A Levels and Cambridge Technical Introductory Diploma
A Level and BTEC National Diploma
ENTRY TO YEAR 2
Applicants have the opportunity to apply for a transfer from another HEI to Year 2 of BSc Hons Nursing at Ulster. Applicants must meet the following entry criteria:
Applicants who meet the above criteria (or have the potential to do so prior to the start of the course) will be required to complete an APL application form to map their previous learning against the new programme at Ulster. Only applicants who successfully complete the APL process will be invited to interview.
The final number of places available in Year 2 will not be confirmed until the end of June following the Board of Examiners. After interview applicants will be rank ordered according to interview score and offers made in accordance with the number of places available.
For further information regarding combination offer requirements, please contact Admissions Office staff:
Registered Nurses wishing to gain a second nursing qualification may apply for admission with advanced standing and complete a shortened course. The exact length of their programme will be decided individually and will be determined by their previous academic and nursing qualifications through the APL process.
Each programme will have slightly different requirements, both in terms of overall points and certain subjects, so please check the relevant subject in the undergraduate on-line prospectus.
Normally Ulster University welcomes applications from students with:
|High School Diploma with overall GPA 3.0 and to include grades 3,3,3 in 3 AP subjects|
|High School Diploma with overall GPA 3.0 and to include 1000 out of 1600 in SAT|
|Associate Degree with GPA 3.0|
|Level 12 English Lang in HSD|
In this section
Graduates from this course are now working for:
With this degree you could become:
Career opportunities for graduates from this programme are excellent. Graduates are now working in many innovative posts in the field of health care, including such activities as holding their own clinics, introducing evidence-based practice, initiating practice development activities, undertaking research and holding joint appointments between service and the University. Graduates are also qualified to apply for a range of postgraduate programmes in nursing such as the Postgraduate Diploma/MSc in Advanced Nursing, or MPhil/PhD. Following the relevant experience, graduates will be able to apply to undertake further study leading to additional NMC recognised qualifications such as specialist practice.
Students will have the opportunity to undertake a practice learning experience of no more than 4 weeks in the final year of the programme. Practice outcomes for this experience will be designated. Students may undertake such experiences only with University and Practice Partners where formalised agreements exist. Such agreements will ensure risk assessment for the practice learning experience and an agreed level of support to ensure that service users and students are not placed at risk. This will include audit of the learning environment to confirm adequate levels of supervision and that the planned experience supports the intended practice outcomes. Additionally, such agreements will have in place processes to act promptly where there are concerns about a student’s conduct or progress, or where safety, or learning is compromised. A named supervisor for practice support will be provided for the student. Students will be prepared for such experiences and must have the essential language skills needed to participate in learning activities, and where relevant have the level of language required to safely and effectively engage in direct care.
Recognised by the Nursing and Midwifery Council (NMC) for the purpose of registration as a qualified nurse (adult).
Applications to full-time undergraduate degrees at Ulster are made through UCAS.
Unfortunately, Ulster University is not it in a position to accept applications from students from England, Scotland or Wales due to regulations issued by the Department of Health Northern Ireland. For more info click here.
In this section
Best Performance in Year 1 Northern Health and Social Care Trust.
Best Performance in Year 2 Royal College of Nursing
Olly McGilloway Memorial Fund
Best Performance in Year 3 First Choice Selection Services Prize
Danske Bank Year 2 Team Award
Western Health & Social Care Trust Health Improvement Dept. Health Promotion Resource Award
Danske Bank Peer Nominated Award Year 3
Bank of Ireland Princess Macha Award
Western Health & Social Care Trust Management Award
Mona Grey Award for Excellence in Research (Undergraduate)
Institute of Nursing and Health Research, Ulster University
Red Cross Team Award Red Cross
The amounts below are based on 2017 costs:
Health Screening and Vaccinations: £35 - £155 dependent on vaccinations required.
Access NI Enhanced Disclosure (criminal record check): £33
Uniform: Approximately £100
Practice Learning Handbook/Professional Award Badge: £20
Immediate Life Support (Resuscitation Council UK Certified): £45 (at time of publication)
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.
The student experience was excellent, was treated with respect throughout. Anon.
Overall I have had a good student experience and would recommend the university and course in future
THIS COURSE IS BRILLIANT IN MAKING YOU GROW IN CONFIDENCE AND REALLY FIND YOURSELF