Developing highly knowledgeable and skilled graduates for the health and social care professions.
This programme responds to the ever changing healthcare requirements of the twenty-first century by developing highly knowledgeable and skilled postgraduates from the health and social care professions, including nurses and midwives. The programme particularly extends the knowledge base necessary for practitioners to function at an advanced level and to develop into expert or advanced practitioners, advisers, managers or educators within their particular area of expertise.
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
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.
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 1
NUS614: Effective and Compassionate Communication in Health and Social Care Practice
NUS618: Health and Wellbeing; challenges and controversies.
NUS619: Research Project Dissertation
Students can choose between:
NUS615: Transforming Practice through Person-Centered Collective Leadership
NUS617: Ethics
1 Year full-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.
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.
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.
In this section
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.
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.
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.
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.
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.
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: 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.
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.
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.
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.
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.
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: 3
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
Year: 3
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.
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.
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.
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.
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.
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This programme is direct entry into final year and thus not suitable for entrants directly from A Level.
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.
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. Applicants are usually accepted onto the course after successful completion of a Foundation Degree or Higher National Diploma in Health and Social Care.
Applicants are expected to have attained a relevant Higher National Diploma/ Foundation degree in a health and/or social care subject (or equivalent) in order to be considered for entry into the programme.
In this section
With this degree you could become:
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 and well equipped to embark upon a career within health care and/or social care.
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.
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.
