Physiotherapy, Professional Development in

About this course

About

All students have to successfully complete the following 7 compulsory modules for the award of MSc in Professional Development in Physiotherapy.

Modules (All Credit Level 7)
1. Long Term Conditions (30 Credit Points)
2. Professional Development in Practice (15 Credit Points)
3. Research Evidence in Health Science (15 Credit Points)
4. Global Healthcare Perspectives (30 Credit Points)
5. Entrepreneurial Leadership (15 Credit Points)

6. Research Project Preparation (15 Credit Points)

7. Research Project/Dissertation (60 Credit Points)

The PgDip Professional Development in Physiotherapy (120 Credits) is an optional exit route after completion of modules 1 to 6.

The PgCert Professional Development in Physiotherapy (60 Credits) is an optional exit route after completion of modules 1, 2 & 3.

Strategy for Business Development

Strategy consists of the analysis and decisions an organisation undertakes in order to create and sustain competitive advantage. Understanding these interrelated processes is crucial for creating and developing organisations. This module explores these decisions areas from a range of contemporary perspectives and contexts.

Creativity and Innovation

This module introduces students to an exploration of creativity and innovation within the discipline of business and management. The changing understanding of creativity is explored as well as personal approaches to creative problem solving. The broad nature of Innovation is examined - especially in terms of organizational culture / climate and new business models. The role of innovation in gaining strategic advantage is introduced.

Innovation in Practice

The module covers Innovation in Practice through a Business Process Innovation from both theoretical and practical perspectives. It introduces students to the crucial value creating processes within organisations. Moreover, the nature of business models is examined and creative approaches to new business models explored. Business Process Innovation is evaluated in different organisational contexts - both large and small organisations as well as in different sectors of the economy.

Global Business

This module seeks to provide students with an appreciation of the processes of firm internationalisation and the key issues that affect marketing decisions in an international and global context. Firm level processes and activities are considered within the context of the global business environment. Students will be given the opportunity to assess opportunities for internationalisation and the barriers that must be addressed.

Competitiveness

This module has been developed in association with Harvard Business School and is closely based on the Harvard Business School "Microeconomics of Competitiveness" (MOC) adapted to include a regional focus. The module explores not only theory and policy, but also the organisational structures, institutional structures, and change processes required for sustained improvements in competitiveness from a range of perspectives on a regional, national and international basis.

Management Research

The module seeks to expose students of business development and innovation to the range of research methods, consultancy skills, and project management techniques available. Students will acquire appropriate knowledge and understanding of the various research and project management methodologies for the purposes of developing an applied management project proposal and project plan in preparation for undertaking a postgraduate management project.

Entrepreneurship

Building on extant knowledge of the entrepreneurial process this module examines key aspects of entrepreneurial business development in theory and practice. The module builds on the knowledge gained in the earlier modules.

Digitising Marketing

This module examines the digital marketing context. When the tools of marketing change, marketing strategies must change too. The focus of this module is on small firms as they attempt to navigate the digital transition from offline to online marketing.

Management Project

The Management Project enables students to develop research, consultancy and project management skills developed in the research and consultancy skills module. The research and consultancy skills module provides the learning and foundation students require in order to apply the practical and theoretical concepts encountered on the business development and innovation programme to a "live" management issue. In doing so they choose appropriate research methodologies, gather data and make conclusions and resource-based recommendations to the host organisation in a reliable and valid manner.

Attendance

Full time or part time options are available. Students can enrol on the programme on a Full time (over 1 year; 3 semesters) or Part time basis (over 3 years; 6 semesters).

Student engage on a weekly basis in online learning completing tasks and collaborating with peers.

Start dates

• September 2022
• January 2023

Teaching, Learning and Assessment

This course is using the online environmnet to enable the student to engage in learning using a varied suite of digital interactive learning tools which will promote student engagement, communication and collaboration within an international and peer supported learning community.

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 near the start date and may be subject to 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 of attendance will often 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 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 Masters 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 via one method or a combination e.g. examination and coursework . 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 four learning outcomes, and no more than two 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 Masters 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 Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.

Figures correct for academic year 2019-2020.

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 (20%) or Lecturers (55%).

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) by Advanced HE - 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 2021-2022.

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

Global Healthcare Perspectives

Year: 1

Status: C

This online module explores the diversity of healthcare systems worldwide and the need for capacity building in many countries worldwide. Issues such as the clinical/practice role of occupational therapy and physiotherapy in disasters and catastrophic emergencies, professional body and international standards and quality assurance are explored.

Professional licensure requirements and professional body accreditation are discussed from a global perspective.

Long Term Conditions

Year: 1

Status: C

This module will enable the student to increase their knowledge and understanding of the pathophysiology process of various long term conditions. Strategies to motivate and empower patients to manage their condition will be explored alongside the role of family and carers. Best practice will be discussed and justified by critical evaluation of literature.

Year two

Entrepreneurial Leadership

Year: 2

Status: C

The module seeks to build the student's awareness of "entrepreneurial leadership" and to provide a framework for engaging with and assessing the viability of an innovative project/new venture or the development of an existing one within the health and social care sector. It aims to give the student insights to the opportunities and challenges associated with establishing and managing the development of a new or existing venture, allowing them to audit their personal, entrepreneurial potential.

Professional Development in Practice

Year: 2

Status: C

This module provides the opportunity for students to engage in professional development to enhance their working knowledge and application of effective learning, teaching and supervisory methods. This will develop their leadership skills in preparation for taking on a supervisory/mentoring role with students and junior staff in the future.

Research Project Preparation

Year: 2

Status: C

The aim of the module is to develop research design skills to enable students to produce a working research proposal for the Masters project.

Research Evidence in Health Science

Year: 2

Status: C

This 15 credit point, online module runs twice per academic year and offers health professionals an opportunity to develop their understanding of a range of research methodologies commonly used within healthcare. They will use this understanding of clinical research methods to develop skills in critically appraising and synthesising literature in order to inform and advance the quality of care and service delivery. For those students proceeding to the Masters award, the module will complement the 'Preparation for Project' module and provide a foundation for the Masters project.

Year three

Research Project

Year: 3

Status: C

The aim of this project module is to engage the student in an independent piece of research activity under the guidance of a supervisor from the School of Health Sciences. It is expected that this research will add to the student's knowledge and perhaps inform future teaching, clinical practice or further research. The research activity will be allied to that carried out in the Centre for Health and Rehabilitation Technologies (CHaRT) within the Institute for Nursing and Health Research (INHR).

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:

(a) have gained a second class honours degree or better in Physiotherapy 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 has been recognised as being of an equivalent standard.

(b) be eligible for the Health and Care Professions Council or equivalent

(c) provide evidence of competence in written and spoken English (GCSE grade C or equivalent) and for non-native English speakers, IELTS 7.0 (with no contributing band at less than 6.5) or, as an alternative to (a) and/or (b)

English Language Requirements

English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 7.0 with no band score less than 6.5.

Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.

• English language requirements
• Your country

Careers & opportunities

Career options

Completion of this course will equip you with the necessary skills, understanding and confidence to live, work and study in international contexts, increasing your professional development and employability.

Work placement / study abroad

There is no work placement / study abroad involved within this course provision.

Apply

Start dates

• September 2022
• January 2023

Contact

For more information visit

• Visit Faculty of Life and Health Sciences
• Visit School of Health Sciences

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.

Testimonials

• Course is fit for purpose - it is enjoyable"
• “The team is very supportive”
• “Provided with a wide range of learning materials. Found this helpful when working full time whilst studying – good pacing to allow engagement with the learning materials.”
• “Good opportunities to engage with one another within and outside of the taught sessions through the discussion topics and the discussion board works well.”
• “Assessments have been varied enabling development of a range of skills such as development of a portfolio and coaching skills.
• “Feedback has been good and has helped the transition back into study.”
• “The programme is appropriately constructed to meet the needs of physiotherapy professionals. The curriculum is contemporary and underpinned by research.”
• The programme helps graduates to become more rounded health professionals who are equipped for a range of career directions, as they choose.”