Become a competent and confident paramedic educated to deliver safe person centred, evidence informed care across a range of settings.
This three year full time course will provided you with the opportunity to develop the knowledge, skills and behaviours necessary to become a competent and confident paramedic who provides safe person centred care.
You will learn these knowledge and skills in supportive environments within the university during lectures, seminar and tutorials. You will also develop knowledge and skills through simulated learning in clinical skills rooms, a simulated ambulance learning environment and practice-based learning across a range of community, hospital and ambulance based services.
This course will prepare you to work as a paramedic across a range of health and social settings and roles that paramedics undertake.
Applicants for this course will need to meet the health and character requirements noted under 'Additional Entry Requirements'.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
In this section
This three year full time course will provide you with the opportunity to develop the knowledge, skills and behaviours necessary to become a competent and confident paramedic who provides safe person centred care.
You will learn these knowledge and skills in supportive environments within the university during lectures, seminar and tutorials. You will also develop knowledge and skills through simulated learning in clinical skills rooms, a simulated ambulance learning environment and practice-based learning across a range of community, hospital and ambulance based services.
Throughout your course you will be supported by staff in the university and practice based learning settings to develop your ability to provide person centred care to people across all age ranges and levels of ability. You will gain experience working with people who have long term health conditions, people with acute medical and surgical health conditions and people with trauma related conditions. Through these learning experiences in university and practice-based settings you will develop the necessary knowledge, skills and professional behaviour to assess, plan, implement and evaluate competent, safe person centred care.
This course will prepare you to work as a paramedic across a growing range of health and social settings. Applicants for this course will need to meet the health and character requirements noted under 'Additional Entry Requirements'.
This course is approved by the Health and Care Professions Council
This is a full time course and students are required to attend all classes associated with the programme and be punctual and regular in attendance. Attendance will be monitored and recorded in order to confirm students have undertaken the hours necessary to complete this course.
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 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 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 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 is to produce graduates who are competent and safe practitioners. Graduates will demonstrate critical enquiry, professionalism, resilient and responsive to change. They will be innovative and meaningfully contribute to professional communities and wider society. All graduate will have the potential to use their skills to become leaders in practice, education, research and scholarship.
Teaching, learning and assessment take a variety of forms across the modules. The strategies used are based on the principles of adult and active learning such as self-direction and the ability to reflect and learn from experience. It is guided by the University Teaching and Learning Strategy (2018/19 - 2023/2024). This values a learning community with is supportive, engaging, nurturing, as well as challenging and inspiring. The course incorporates the University’s Principles of Assessment and Feedback for Learning. It is based on the belief that graduates will possess the necessary values, knowledge, skills and professional behaviours.
Our learning strategy is designed to enable students to develop their academic and practice knowledge and skills in an environment that promotes graduate qualities, personal and professional growth. Learning environments are collaborative, active and learner-centred. These will equip students to make effective use of innovative learning spaces and technologies to enable their success. Learning in such environments encourages students to consider the wider skills associated with employability and lifelong skills to positively contribute to society.
Your transition to higher education will be supported by developing your study skills in several ways. This begins at induction and includes orientation to the use of learning resources on campus as well as online and allocation to an advisor of studies who will guide students in their studies according to the Ulster Code of Practice. Students are also supported by their course director, module co-ordinators and members of the teaching team through face to face contact, telephone and email.
The course incorporates the key partnership principles set out in the UUSU Student Voice Guidelines to ensure that student opinion is supported at Ulster. The course values student voices and pro-actively engages with students using the academic representative structure.
Teaching, learning and assessment in this programme values the importance of practice-based learning experiences. Through structured, high quality learning opportunities you will be supported to apply your knowledge and skills in authentic practice settings. During periods of practice learning students will be supported by a practice educator, alongside other health and social care professionals who have been prepared for their role in providing support and a lecturer linked to the clinical area. The programme will enable students to develop the knowledge, skills and understanding to become competent, confident and person-centred paramedic practitioners.
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 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 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.
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.
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.
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: 1
Status: C
This module underpins the foundations, morals, and practice span of paramedicine required to ensure the practitioner maintains a safe, person-centred approach to practice. It will develop a robust approach to academic working and will explore the key aspects of communication with individuals in a care context. Awareness of personal resilience and coping strategies will contribute to supporting the student's mental and physical well-being.
Year: 1
Status: C
A fundamental understanding of anatomy and physiology, physical and mental health and pharmacology are critical in paramedic practice. In this module students will explore these three areas associated with health, providing them with an understanding of the normal structure and functions of the major body systems. This alongside with the fundamentals of pharmacology will inform the practitioners in their clinical diagnosis and management of people in practice and assist in their clinical decision making in the following modules throughout this first year of the programme.
Year: 1
Status: C
This module is designed to provide students with both the theoretical and practical skills required to assess people with acute and/or chronic diseases, illness or injury of the human body across the lifespan, including end of life care. Students will develop their skills in assessment, decision making and clinical reasoning throughout the module, thus enabling safe and effective delivery of care in the out of hospital, pre-hospital, emergency and urgent care setting through a variety of locally available pathways.
Year: 1
Status: C
This module is designed to introduce students to public health and the various theories and models that have been proposed to explain individual and population health behaviours. Students will also learn about the various theories that have been proposed to explain individual and population health behaviours and the different approaches that can be used to promote health and prevent ill-health. In doing so, students will learn the role of the paramedic in supporting and enabling people at all stages of life, and communities, to make informed choices with regards to their own health. This will incorporate analysis of the factors that influence the wider determinants of health at local, national and global levels. The student will also develop the skills and resources to enable them to promote healthier lifestyles of individuals which will be encountered daily.
Year: 1
Status: C
This module is designed to facilitate the application of students' knowledge and understanding of the core values and proficiencies of paramedic practice for Part One of the programme. It will develop students' knowledge and understanding of the HCPC Standards of proficiency for paramedics (HCPC 2014) and the HCPC Standards of conduct, performance and ethics (HCPC 2016) and their obligations as student paramedics to act with professional integrity and to demonstrate their own fitness to practise. Within their practice-based learning experiences students will be expected to foster and demonstrate the values, attitudes and reflective aptitude required to practise as a safe, compassionate and person-centred paramedic. Students will develop understanding of the importance of evidence as an underpinning determinant of best paramedic practice.
Year: 2
Status: C
A comprehensive, in-depth focus on the evidence based underpinning knowledge and the communication, technical and decision-making skills required to undertake the holistic assessment and management of person's presenting with medical/potential surgical and trauma conditions within the prehospital environment. This module will also provide students with the necessary techniques and skills under simulation which are required to meet the challenging and changing demands within paramedic practice.
Year: 2
Status: C
This module is designed to facilitate the application of students' knowledge and understanding of the core values and proficiencies of paramedic practice for Part Two of the programme. It will develop students' knowledge and understanding of the HCPC Standards of proficiency for paramedics (HCPC 2014) and the HCPC Standards of conduct, performance and ethics (HCPC 2016) and their obligations as student paramedics to act with professional integrity and to demonstrate their own fitness to practise. Within their practice-based learning experiences students will be expected to foster and demonstrate the values, attitudes and reflective aptitude required to practise as a safe, compassionate and person-centred paramedic care in ambulance and hospital settings. Students will develop understanding of the importance of evidence as an underpinning determinant of best paramedic practice.
Year: 2
Status: C
This module will provide the student with an understanding of research methods in relation to the paramedic practice. It will explore the research process including theoretical perspectives, analysis of literature, ethical issues in research, methods of data collection, data analysis and dissemination of findings. Students will conduct a critique of literature relevant to their chosen topic with the emphasis on critically evaluating the evidence for current practice.
Year: 2
Status: C
Paramedics are uniquely positioned to provide pharmacological care and evaluate its effectiveness for people across the life span in the prehospital and primary care facilities. This is achieved through comprehensive knowledge of anatomy, physiology and pathophysiology in relation to patient assessment. Students in this module will focus on person-centred evidence-informed pharmacological practice in order to plan, accurately calculate and deliver safe and effective care in partnership with people and their families
Year: 3
Status: C
This module will provide opportunity for the student to acquire further knowledge and practical skills underpinned by essential skills in patient assessment, critical analysis and decision making. Students will enhance academic and practical skills in order to make evidence informed clinical decisions that will result in provide safe and effective care to patients across all ages.
Year: 3
Status: C
This module is designed to facilitate the application of students' knowledge and understanding of the core values and proficiencies of paramedic practice for Year Three of the programme. It will develop students' knowledge and understanding of their professional requirements as student paramedics to act with professional integrity, provided evidence- based and person-centred care to people across all ages and levels of abilities and needs. and to demonstrate their own fitness to practise. Within their practice-based learning students will develop skills and professional behaviours required to support people with complex and often co-morbid health care needs in single incidents and major incidents.
Students will develop independent thinking and reflective action required of a paramedic who provides safe, compassionate and person-centred care in emergency, changing and unpredictable settings. Students will develop understanding of the importance of evidence as an underpinning determinant of best paramedic practice.
Year: 3
Status: C
The transition from student to registered paramedic can be a challenging process requiring students to be confident to lead in the provision of nursing care in diverse care environments. This module introduces students to leadership, quality improvement strategies and innovation. Simulation is used to advance ethical leadership, decision making, accountability, negotiation, delegation, providing constructive feedback and challenging others.
Year: 3
Status: C
Registered paramedics are required to make competently and confidently informed professional decisions on an ongoing based within a changing health and social care environment, for which they are professionally accountable. Paramedics should use the best available research evidence, clinical governance processes, and the views of people using services and the professional values underpinning nursing to make these decisions. The factors that may impact on certainty within care environments and that will need to be considered in decision making will be explored alongside decision making process the seek to led to informed and ethically defensible decisions that provide person-centred care.
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.
In this section
Grades BBC
RQF Pearson BTEC Level 3 National Extended Diploma/OCR Cambridge Technical Level 3 Extended Diploma (2016 Suite) award profile DMM
QCF Pearson BTEC Level 3 Extended Diploma /OCR Cambridge Technical Level 3 Extended Diploma (2012 Suite) award profile of DDD
112 UCAS tariff points to include a minimum of five subjects (four of which must be at higher level) including English, Maths and Science at H6 or above if studied at Higher level (or O4 or above if studied at Ordinary Level).
We do not accept QQI FETAC Level 5 Certificate for entry to this programme.
International Baccalaureate profile minimum 25 points (to include a minimum of 12 points at higher level). Plus Higher or Subsidiary level in Maths, English and a Science subject at Grade 4 or above.
Access Diploma (120 credits) with an overall mark of 63% to include one level 3 science module and a 20 credit level 2 Maths module, passed at 40% or successful completion of NICATS Maths as part of the pre-2021 Access Diploma.
GCSE profile to include Grade C or 4 (or above) in English, Maths and Science.
NB: Essential Skills Level 2 Numeracy is NOT accepted as an alternative to GCSE Maths.
English language requirements for international applicants
The Health and Care Professions Council (HCPC) accept the following certificates of English language proficiency, providing they are no more than two years old when your application is received.
International English Language Testing System (IELTS)
7.0 with no element below 6.5
Test of English as a Foreign Language (TOEFL) Internet Based Test (IBT)
Minimum score of 100/120.
Please note any TOEFL test score undertaken in the UK is not accepted.
Further information is available at: www.hcpc-uk.org/registration/getting-on-the-register/international-applications/english-language-proficiency/
A satisfactory health check and criminal record check will be required. These checks will be initiated by the University for students with a confirmed place.
Students on this course will be engaged in 'regulated activity' involving children or adults who may be vulnerable. Therefore there is a compulsory, legal requirement to obtain an Enhanced Disclosure from AccessNI. The cost for this is payable by the applicant and is currently £33. More information on Enhanced Disclosures may be accessed by www.accessni.gov.uk (http://www.accessni.gov.uk).
You will be asked to complete a health declaration form which will be screened by Occupational Health who will confirm your medical fitness to undertake the course. Following the screening, you may be required to undertake a vaccination programme. You will be liable for the cost of both the health screening and vaccinations. Costs will be confirmed at the time.
Acceptable alternative qualifications include:
HND with overall Merit to include 45 Distinctions in level 5 credits/units
HNC with overall Distinction to include 75 Distinctions in level 4/5 credits/units
Ulster Foundation Degree with an overall average of 50% in level 5 modules.
You may also meet the course entry requirements with combinations of 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
It is not necessary to hold a driving licence to complete this course. However the holding of a driving licence and clean record of driving may be an advantage in obtaining some types of employment in the future.
Travel to practice-based learning across Northern Ireland will be required with cost implications for students.
From September 2022, people working for NIAS HSCT who have successfully completed a professionally recognised and regulated Ambulance Aid or Associate Ambulance Practitioner course at Level 4 will be able to apply for entry to Yr 2 of this course if they meet the GCSE entry requirements. The recruitment and selection of people for these places will the co-ordinated by NIAS HSCT and Ulster University.
This opportunity may also be open to students who have commenced a BSc Hons Paramedic course in another UK university. There will be no opportunity to automatically transfer from another course and the process outlined below will apply to all applicants seeking entry to Yr 2.
This process will involve the completion of an Ulster University Portfolio of Evidence confirming that you have achieved the Learning Outcomes and practice-based education hours for Yr 1 of the BSc Hons Paramedic Science course at Ulster.
All applicants will need to be in good academic standing and additional criteria in relation to average marks in previous courses may be applied. Applicants will also need to meet the English, Mathematics and Science entry criteria for the course.
As the number of places available each year will be dependent on funding, this will be a competitive process.
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. This programme is not currently accepting applications from international students. Find out more at www.ulster.ac.uk/study/undergraduate/full-time-fees/funded-courses
In this section
Graduates from this course are now working for:
With this degree you could become:
The development of this course is based on projected increased need for paramedics in Northern Ireland. and across the UK. Employment opportunities are expected to the strong for graduates from this programme.
Further career opportunities for graduates will arise as the role of paramedics continues to evolve across the UK and internationally. Graduates from this programme will also be eligible to apply for a range of postgraduate programmes and additional recognised qualifications.
Practice-based learning is an integral part of this course and students will undertake 60 weeks of practice-based learning within the course. This can be located anywhere in Northern Ireland with associated travel costs in a range of community health and social care settings, hospital services and ambulance services. Within ambulance services, students will have practice-based learning across the organisation including, patient care services, ambulance control and emergency care services. All practice-based learning environments will have been audited by Ulster University.
Students may have the opportunity to undertake a four week practice-based learning experience nationally or internationally (at their own cost) in the final year of the programme. Such experiences will only be available in learning environments where formalised audits and agreements exist between Ulster University and practice partners. These agreements will ensure risk assessment for the practice learning experience and an agreed level of support to ensure that people receiving care and students are not placed at risk. Agreements will have processes to act promptly if there are concerns about a student’s conduct, progress, safety, or learning is compromised. A named person for practice-based learning 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.
Approved by the Health and Care Professions Council (HCPC) for the purpose of providing eligibility to apply for registration with the HCPC as a paramedic.
2024/25 Fees
Fees for entry in 2024/25 have not yet been set. See our tuition fees page for the current fees for 2023/24 entry.
Health Screening and Vaccinations: £35 - £155 dependent on vaccinations required.
AccessNI Enhanced Disclosure (criminal record check): £33
Uniform and personal protection equipment: Approximately £400-600 in Yr 1.
Practice Learning Handbook/Professional Award Badge: £20 (if desired)
Immediate Life Support (Resuscitation Council UK Certified): £45 (at time of publication).
Students will be expected to travel to practice-based learning for 60 weeks of the course with associated travel costs for students.
It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition fees.
Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. 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 Wi-Fi are also available on each of the campuses.
There are additional fees for graduation ceremonies, examination resits and library fines.
Students choosing a period of paid work placement or study abroad as a part of their course should be aware that there may be additional travel and living costs, as well as tuition fees.
See the tuition fees on our student guide for most up to date costs.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
