Health and Wellbeing
BSc (Hons)

About this course

About

There is emphasis upon the application of knowledge to practice, thus enhancing the leadership capacity of graduands. The programme is based on interprofessional learning which helps students to acquire the broad theoretical and practical perspectives relevant to today’s complex health and social care arena.

The underpinning knowledge base of the BSc Hons Health and Wellbeing programme requires students to address expectations of national and local directives aimed at improving the standards of health and social care in partnership with key stakeholders such as service providers and commissioners.

Clinical pathways in Diabetes care, Forensic Heathcare and Stroke care are available for registered healthcare staff.

Attendance

1 – 3 years part-time.

Students are required to attend for at least 75% of all campus-based modules. Some modules are online – students are required to log on to the website and interact on a weekly basis.

Start dates

• September 2022
• January 2023

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

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:

• the relevant generic national Qualification Descriptor
• the applicable Subject Benchmark Statement
• the requirements of any professional, regulatory, statutory and accrediting bodies.

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.

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.

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.

Year one

Communication in a Healthcare Context

Year: 1

Status: C

This module introduces students to the knowledge and skills required to communicate effectively in healthcare environments in a compassionate and professional way. Students will begin the process of engaging in reflection on/ in practice.

The Well Person in Body and Mind

Year: 1

Status: C

This module provides students with an understanding of the development structure and function of the human body through the lifespan as a foundation for healthcare 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.

Understanding Health Care Practice

Year: 1

Status: C

The aim of the module is to introduce the student to the roles, responsibilities and functions integral to health care practice. The student will learn that responses of the health care professional must be adaptable to meet the changing needs of people, groups, communities and populations in order to provide person-centred care that considers preferences. Assessment is by coursework.

Fostering Safe Holistic Care

Year: 1

Status: C

This module introduces students to the maintenance of health and safety issues associated with providing health 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 and practical scenario.

Understanding Evidence for Health and Social Care

Year: 1

Status: C

This module aims to facilitate students in understanding how healthcare 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 healthcare practice. Assessment is by coursework.

The Well Person in Society

Year: 1

Status: C

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.

Year two

Applied Human Sciences

Year: 2

Status: C

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. Assessment is by examination and class test.

Comprehensive Assessment and Practice in Health

Year: 2

Status: C

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.

Caring for a person with complex needs

Year: 2

Status: C

In order to practice effectively students 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 assessed group, practical scenarios.

Interprofessional and Collaborative Working

Year: 2

Status: C

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.

Promoting Health and Wellbeing

Year: 2

Status: C

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 health needs of the population. Assessment is by coursework.

Understanding Research

Year: 2

Status: C

This module develops students understanding of the key components of the research

process and its relationship to healthcare practice and development. Tuition is by lectures and tutorials in which students develop practical skills in critiquing evidence. Assessment is by coursework.

Year three

Fundamentals of Forensic Healthcare Practice

Status: O

Year: 3

This module is optional

The underpinning knowledge base of this core module requires students to address expectations of national and local directives aimed at improving the standards of forensic healthcare in partnership with service providers and commissioners. It facilitates students' learning in examining historical developments, current theories and evidence-based literature with regards to crime, the law, legislation, policy, practices and service development that govern forensic healthcare.

Concepts of 'Holism' in Forensic Healthcare Practice

Status: O

Year: 3

This module is optional

This module explores 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.

Teamworking in stroke care

Status: O

Year: 3

This module is optional

This module provides students with an in-depth understanding of the theoretical and clinical aspects of TIA and stroke which underpin nursing practice. Interdisciplinary and inter-agency team working, together with 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.

Nursing the Patient with Stroke

Status: O

Year: 3

This module is optional

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

Person-centred management in diabetes care

Status: O

Year: 3

This module is optional

This module is aimed at healthcare professionals who wish to enhance their proficiency 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 and community settings such as district nurses, practice nurses and nursing homes. Assessment is by 100% coursework.

Contemporary knowledge for screening and prevention of complications from diabetes.

Status: O

Year: 3

This module is optional

This second module within the Short Course in Diabetes aims to 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, paediatrics and community settings such as district nurse, practice nurses and nursing homes. Assessment of the module is by 100% coursework.

Effective and Compassionate Communication in Health and Social Care Practice

Status: O

Year: 3

This module is optional

This module provides the conceptual frameworks for compassionate, professional communication and behaviour within health and social care, providing essential knowledge and skills for students to develop professional competence to deliver compassionate communication in all health care contexts. It aims to enhance the integration and application of skills related to these core areas which are central to the professional competence in professional health and social care practice.

Transforming Practice through Person-Centered Collective Leadership

Status: O

Year: 3

This module is optional

This module will develop the students capacity to 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

Status: O

Year: 3

This module is optional

This blended learning 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.

Year four

Health and Wellbeing

Year: 4

Status: C

This undergraduate graduate 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

Research Project

Year: 4

Status: C

This core module provides students with the opportunity to develop skills in retrieving and using research evidence. The module is designed to allow students to conduct an independent critical investigation of an area of health and social care relating to their own interest and to write a systematic review on that investigation. Students will also have the academic guidance through support from the staff member assigned as their supervisor who can lend their expertise in collegiate collaboration.

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.

A level

This programme is direct entry into final year and thus not suitable for entrants directly from A Level.

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.

• English language requirements
• Your country

Additional Entry Requirements

Applicants must satisfy the University’s general entry requirements as set out in the prospectus or demonstrate their ability to undertake the course through the accreditation of prior experiential learning (APEL).

Under the University’s ‘Qualifications and Credit Framework’, the achievement of an Honours degree requires the successful completion of 360 credits of study at levels 4, 5 and 6. In regard to this programme, students would normally enter the programme at level 6 having gained exemption for level 4 and 5 modules through the University’s ‘Accreditation of Prior Learning’ policy when both prior certificated and experiential learning will be accepted in consideration of exemption. Where exemption is obtained for levels 4 and 5 modules, the programme is normally completed over one academic year in full-time mode and two academic years (up to a maximum of five years) in part-time mode

In order to achieve exemption from level 4 and 5 of the programme, an applicant shall have achieved a Higher National Diploma (or equivalent) in a relevant health or social care subject.

Exemptions and transferability

Applicants are expected to have attained a relevant Higher National Diploma/ Foundation degree in a health and/or social care subject (or equivalent diploma) in order to be considered for direct entry into year 3 of the programme.

Careers & opportunities

Career options

The majority of students will already hold a qualification in either health care or social care. This programme will offer them the chance to develop their career prospects within their area of practice. For those students not holding a professional qualification, on graduation, they will be well equipped to embark upon a career within health care and/or social care.

Apply

Start dates

• September 2022
• January 2023

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

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.