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Registered nurses practising in the 21st Century will play an essential role in providing, leading and coordinating care that is compassionate, evidence-based, and person- centred (NMC 2018). This will require registered nurses to proactively work across a range of complex healthcare settings, with interdisciplinary teams, working autonomously and being accountable for their own decisions and actions. To meet the demands of contemporary healthcare, nurse and midwife prescribers will therefore need to further develop their skills of emotional intelligence and resilience, reflecting on the decisions they make with the aim of improving care for people who use healthcare services. This programme is aimed at students who wish to develop a career as a nurse prescriber to lead and deliver quality care.
It is designed to be taken over one academic year in part-time mode. The programme leads to both the academic award of Postgraduate Certificate and a recorded professional award as a Nurse Independent/ Supplementary Prescriber (V300).
The programme consists of three modules taught at undergraduate level (level6). Two 20 credit point modules will be taught over semester one and continuing into semester two. The third module is a 20-credit bearing practice-based module developed to support students in practice through the application of prescribing competencies evidenced by the Non-medical Prescribing Practice Assessment Document (NMP PAD).
In semester one, students will undertake two taught modules, Person-centred approaches to prescribing NUS636 and Prescribing across the lifespan NUS637, they are long thin modules running across semester one and two. Person-centred approaches to prescribing provides the underpinning key knowledge required in relation to the pharmacological management of conditions, to include mode of action, dosage, side effects, contraindications and interactions alongside physiological actions and responses. Prescribing across the lifespan (NUS634) builds on the students' knowledge and experience as it develops within this course, examining the professional, ethical and legal considerations of complex prescribing decisions. Students are required to undertake a minimum of 90 hours of practice learning to develop their prescribing skills. Students will complete the NMP PAD (NUR635) to evidence how they have achieved the competencies within Royal Pharmaceutical Competency Framework for all Prescribers (2021).
These competencies are achieved in practice, across the academic year.
Internal coherence is achieved by developing the programme modules and content in a logical and sequential manner.
The aim of this course is to prepare healthcare professionals to confidently deliver safe, competent and cost-effective prescribing using a person-centred approach in their practice, working as part of the interprofessional team. Graduates will be able to critically analyse and apply the requisite knowledge and skills for prescribing in practice.
This programme is also available at postgraduate level (Level 7: Post Graduate Certificate in Non-Medical Prescribing) to take account of the professional and academic background and achievement in the target population. Those studying at undergraduate level (level 6) are expected to demonstrate a level of understanding consistent with the level of study being undertaken.
Within this overall aim, the course is designed to enable you as a student to:
Demonstrate understanding of the legislation regulating nurse prescribing; review the implications for your professional practice of undertaking the extended roles of prescribing and practice within a framework of professional accountability and responsibility; use diagnostic reasoning skills on the data acquired from history and health assessment to achieve appropriate diagnoses; apply knowledge of pharmacology in prescribing appropriate drugs to achieve defined health outcomes.
In addition you will be prepared to: prescribe safely, appropriately and cost-effectively within the administrative arrangements in operation; evaluate and document the effectiveness of drug therapy; empower patients/clients and their carers and families through education for safe and effective self-management of drug therapy with recognition of their right to make their own decisions; collaborate with others in the health care team in prescribing, supplying, administering and disposing of medications; and utilize up-to-date information from a range of sources in decision-making about prescribing; demonstrate theoretical knowledge relating to all aspects of Nurse-Midwife prescribing including the genesis and development of Nurse-Midwife prescribing in the United Kingdom; apply existing and new knowledge of pharmacotherapeutics, legal and ethical issues and health assessment to the practice of person-centred Nurse-Midwife prescribing;
You will also develop the academic skills to assimilate, synthesize and evaluate information at an appropriate level for each student and the elected level of study; and exercise sound judgment in the decision-making processes that are central to safe Nurse-Midwife prescribing practice.
Application Process for the Non-Medical Prescribing Programmes
The arrangements that must be in place before applicants commence the Non-medical Prescribing Programme are laid down by the NMC and are, by the nature of prescribing, complex. The university teams endeavour to work with Trusts as far as possible to ensure that maximum potential in populating the programme is achieved.
CLOSING DATE - Applications should be submitted no later than 31st July.
How to apply
Self-Funding Places
Interested self-funded candidates should make a direct application using the University's online application system which can be accessed via the University homepage or by using the following link: http://www.ulster.ac.uk/applyonline
Department of Health Comissioned Places
Anyone who will be receiving a Commissioned place from the Department of Health (DoH) in Northern Ireland via their Health and Social Care Trust (HSCT) should contact the Practice Education Team in their HSCT. Your HSCT will liaise with the University regarding the nominated candidates and Commissioned Students will then be contacted by the University to submit an application form. Please DO NOT apply prior to this.
Students are expected to attend all classes associated with the course and be punctual and regular in attendance.
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 (https://www.ulster.ac.uk/__data/assets/pdf_file/0004/1446466/Ulster-University-Regulations.pdf).
Students who are absent without good cause for a substantial proportion of classes may be required to discontinue studies, in accordance with the General Regulations for Students (https://www.ulster.ac.uk/__data/assets/pdf_file/0004/1446466/Ulster-University-Regulations.pdf)
In addition to attendance requirements at University, students must complete a minimum of 90 hours of practice learning as part of this programme.
This programme utilises a range of learning modalities which are house under the umbrella term “hybrid learning”. This innovative and dynamic approach to education combines traditional face-to-face instruction alongside online learning experiences. This enables students to foster a more flexible and personalised learning environment. They can engage with course materials online, access resources at their own pace, and participate in virtual discussions and activities. Simultaneously, they also attend in-person classes providing valuable opportunities for hands-on learning, real- time interaction with lecturers and peers, as well as for social engagement.
Assessment is a key part of the student’s learning journey and has been designed to equip students with the skills, attributes and competences to respond effectively to professional practice scenarios and situations. Assessment within and across modules has been planned to enable students to have their assessment load earlier and staggered, enabling formative feedback for students and staff. The programme team has worked to develop more creative ways of assessing students, that will enhance student engagement, motivation and encourage reflection on their learning.
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, 20, or 40 credit modules (more usually 20) and postgraduate courses 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. Teaching and learning activities will be in-person and/or online depending on the nature of the course. 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 assessments. This feedback may be issued individually and/or issued to the group and you will be encouraged to act on this feedback for your own development.
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, the assessment timetable and the assessment brief. 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. The module pass mark for undergraduate courses is 40%. The module pass mark for postgraduate courses is 50%.
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 Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures from the academic year 2022-2023.
The University employs over 1,000 suitably qualified and experienced academic staff - 60% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (19%), Readers, Senior Lecturers (22%) 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 and learning support staff (85%) are recognised as fellows of the Higher Education Academy (HEA) by Advance 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 from the academic year 2022-2023.
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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.
Year: 1
Status: C
This practice-based learning module is a mandatory module within the Non-Medical Prescribing (NMP) Programme that facilitates students to demonstrate how they meet the competencies of the Royal Pharmaceutical Society's A Competency Framework for all Prescribers (2021). Students are required to complete a minimum of 90 hours practice-based learning. Students are required to be supported in their practice learning by a Practice Supervisor, Practice Assessor and Academic Assessor.
Year: 1
Status: C
This module equips students to systematically review and make sound judgements on complex issues across the prescribing process, considering the domains of the Royal Pharmaceutical Society's (2021) Competency Framework for all Prescribers. Students will relate the principles of shared decision making and health literacy alongside clinical reasoning and judgment to assess a person's needs, considering individual factors and preferences, to formulate appropriate, safe and person-centred care prescribing plans.
Year: 1
Status: C
This module equips the non-medical prescribing student with the underpinning pharmacology and clinical application of the evidence base, enabling autonomous and competent prescribing decisions within their scope of practice. The scaffolded learning throughout the module will equip students to systematically interpret and apply the evidence base to make autonomous clinical decisions for safe and therapeutic person-centred prescribing.
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 levels are not a requirement for entry to this course.
The minimum requirement for this course is Academic IELTS 7.0 and a score of at least 7 on each of the four aspects of this test. Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
For internationally educated nurses initial registration with the NMC requires the applicant to have evidence of achievement of IELTS at level 7 prior to joining the register. Live registration with the NMC is checked on application to the programme by admissions.
Applicants must satisfy the University's general entry requirements and specific requirements for admission and as set out in the prospectus.
In addition, the following admission criteria has been defined by The NMC Part 3: Standards Prescribing Programmes (2024), for University and practice learning partners. Applicants should:
a) Hold current registration with the NMC either as a registered nurse (level 1), a registered midwife or Specialist Community Public Health Nurse (SCPHN) with a minimum of one year's experience in the area in which they intend to prescribe
b) Be employed or self-employed (including NHS and non-NHS settings) as a registered nurse/midwife
c) Provide confirmation of an Access NI check within the last three years
d) Provide confirmation that the necessary governance structures are in place, in the student's employment (including clinical support, access to protected learning time and employer support where appropriate) to enable students to undertake, and be adequately supported throughout, the programme
e) Provide confirmation of the availability of an appropriately qualified Practice Supervisor and Practice Assessor
f) Provide a self-declaration of good character and the employer confirmation that the applicant practices in line with the requirements of the NMC (2018) The Code
g) Provide confirmation from their workplace manager that the applicant is capable of safe and effective practice at a level of proficiency appropriate to the programme to be undertaken and their intended area of prescribing
h) Confirm on entry that any applicant selected to undertake a prescribing programme has the competence, experience and academic ability to study at the level required for that programme.
The university guiding principles for implementing its policy on the Accreditation of Prior Learning enables students to apply for recognition of prior learning against modules of the programme to be undertaken. As per policy, exemption can be granted for whole modules only.
Graduates from this course are now working for:
With this degree you could become:
Independant prescribing students from Ulster are all predominantly already in employment: within the NHS and Social Services, independent GP practices, and other employment such as the voluntary sector (hospice) prisons and private healthcare. The approach to employability in this programme is explicit insofar as the entitlement to use the qualification is directly linked to career progression. The qualification enables students to develop their practice in a stimulating and fulfilling manner, working in an expanded way to provide a more holistic care experience to benefit both the service and the person. It allows the nurse/midwife to advance within an existing role or be eligible to apply for new roles that would not otherwise be possible. In recent years students have used the NMP qualification as a platform to progress their academic studies to BSc or MSc award. Entitlement to practice as a nurse prescriber with the V300 qualification makes the student an attractive prospect for any health service provider and employer.
Students undertaking this programme are required to complete 90 hours in clinical practice (90 practice learning hours) and evidence how they have achieved the competencies within the Mon-Medical Prescribing, Practice Assessment Document (NMP PAD). Students will develop their prescribing skills under the supervision of their nominated practice supervisor and practice assessor, and in liaison with the universities academic assessor they will undertake the student’s assessment in practice (NI Model for Student Supervision and Assessment, 2023, Regional Guide for those Responsible for Student Supervision and Assessment in Practice (NIPEC 2023).
Applicants for this programme should have already identified a suitable practice learning environment in which to undertake their practice learning hours that can provide the appropriate levels of supervision as outlined in the aforementioned regional model and guide. The School of Nursing and Paramedic Science nursing placements office ensures that each practice learning environment meets the required standards for student supervision and assessment using a regionally developed Practice Learning Environment Educational Audit (PLEEA). This audit is undertaken by the link lecturer, the nominated person and PEF (where applicable). This audit is normally undertaken every two years or sooner should there be a change in the practice learning environment, or if any concerns arise with regards to the setting.
Accreditations reflect the excellence of our teaching, research, and knowledge exchange and ensure our programmes realise the highest expectations. By studying at Ulster University you’ll gain insight and be at the forefront of current industry practices, while our many accredited degree programmes open doors to the world’s top professional organisations, making you more attractive to future employers and giving you a competitive edge in the job market.
Recorded by the Nursing and Midwifery Council (NMC) for the purpose of registration for Independent and Supplementary Nurse Prescribing (V300)
Fees illustrated are based on academic year 25/26 entry and are subject to an annual increase.
If your study continues into future academic years your fees are subject to an annual increase. Please take this into consideration when you estimate your total fees for a degree.
Additional mandatory costs are highlighted where they are known in advance. There are other costs associated with university study.
Visit our Fees pages for full details of fees.
Correct at the time of publishing. Terms and conditions apply.
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.
Ulster continues to develop and support sustainability initiatives with our staff, students, and external partners across various aspects of teaching, research, professional services operations, and governance.
At Ulster every person, course, research project, and professional service area on every campus either does or can contribute in some way towards the global sustainability and climate change agenda.
We are guided by both our University Strategy People, Place and Partnerships: Delivering Sustainable Futures for All and the UN Sustainable Development Goals.
Our work in this area is already being recognised globally. Most recently by the 2024 Times Higher Education Impact rating where we were recognised as Joint 5th Globally for Outreach Activities and Joint Top 20 Globally for Sustainable Development Goal 17: Partnership for the Goals.
Visit our Sustainability at Ulster destination to learn more about how the University strategy and the activities of Ulster University support each of the Sustainable Development Goals.
Our Faculty is dedicated to integrating sustainability across our curriculum, preparing students to address global environmental challenges.
The UN Sustainable Development Goals (SDG’s) have been incorporated throughout each course within the Faculty and each module outlines how and where they meet these SDG’s.
Subject specific guidance on sustainability has been provided in the QAA benchmarks statements for Biomedical Science and Biomedical Sciences; Biosciences; Chemistry; Optometry; Psychology; Earth Sciences; Veterinary Nursing; Agriculture; Rural –Environmental Sciences; Animal Studies; Consumer Science; Forestry, Food Horticulture –and –Human Nutrition; Health Studies; Earth Sciences and Geography.
Our Faculty has key centres of research excellence within all Schools and our interdisciplinary approach brings together researchers from diverse fields to develop impactful solutions.
By advancing knowledge in various fields within the faculty, we aim to identify sustainable approaches to:
Collaboration is key to driving sustainability. Our Faculty partners with external stakeholders including professional bodies and learned societies to enhance the sustainability journey for all our students and to promote sustainable practices.
External partnerships enable us to apply research and innovation to real-world challenges. We drive meaningful change in local communities, industries, and global ecosystems, fostering a more sustainable society through impactful projects and community engagement.
'Feedback from a recent stakeholder event included feedback on the strengths of the programme from commissioners, employers, current and previous students and people who use services, and have been included below:
“promotes partnership, focus on the individual, promotes leadership”
“Students are well prepared and ready to prescribe on completion of the programme” “Enables flexibility”
“ Autonomy of the practitioner, supports career progression”
“ Students feel accomplished and confident”
1. We prepare our prospectus and online information about our courses with care and every effort is made to ensure that the information is accurate. The printed version of the prospectus is, however, published at least a year before the courses begin. Information included in the prospectus may, therefore, change. This includes, but is not limited to changes to the terms, content, delivery, location, method of assessments or lengths of the courses described. Not all circumstances are foreseeable, but changes will normally be made for one of the following reasons:
2. If there are insufficient enrolments to make a course viable, it may be necessary for the University to withdraw a course. If you have received an offer for a course that we subsequently have to close, we will contact you as soon as possible to discuss alternative courses. If you do not wish to study any alternative courses at the University, you may withdraw your application by informing us by email to admissions@ulster.ac.uk.
3. Please note that the University’s website is the most up-to-date source of information regarding courses, campuses and facilities and we strongly recommend that you always visit the website before making any commitments.
4. We will include a durable PDF when we send you an offer letter which will highlight any changes made to our prospectus or online information about our courses. You should read this carefully and ensure you fully understand what you are agreeing to before accepting a place on one of our courses.
5. The University will always try to deliver the course as described in the durable PDF you receive with your offer letter.
6. At any point after an offer has been made, students will be notified of any course changes in writing (usually by email) as soon as reasonably practicable and we will take all reasonable steps to minimise their impact where possible. The University will, where possible and reasonably practicable, seek the express consent of the student in regard to any changes concerning material or pre-contract information.
7. The University website will be updated to reflect the changed course information as soon as reasonably practicable.
8. If, after due consideration, you decide that you no longer want to study your course or to study at the University because of the changes, you may withdraw your application or terminate your contract with the University. In order to do so, you should notify us in writing by emailing admissions@ulster.ac.uk (and update UCAS if applicable). We will, on request, recommend alternative courses that you could study with us, or suggest a suitable course at an alternative higher education provider.
9. If you do not agree that the changes are fair, you can seek redress under the Student Complaints Procedures.
10. Providing the University has complied with the requirements of all applicable consumer protection laws, the University does not accept responsibility for the consequences of any modification, relocation or cancellation of any course, or part of a course, offered by the University. The University will give due and proper consideration to the effects thereof on individual students and take the steps necessary to minimise the impact of such effects on those affected.
11. The University is not liable for disruption to its provision of educational or other services caused by circumstances beyond its reasonable control providing it takes all reasonable steps to minimise the resultant disruption to such services.
12. Further information can be found in our terms and conditions.
The full Student Terms and Conditions is now available.
