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Overview

Combining academic and practice-based learning to develop person-centred cultures and professional practice using practitioner inquiry.

Summary

Study Developing Practice in Healthcare at Ulster University in the United Kingdom.

The ethos behind this programme is the development of person-centred cultures, using a professional practice-based learning model that embraces practitioner inquiry and practitioner research, thereby contributing to the development of knowledgeable and dynamic person-centred practitioners who are sensitive to the needs of people who use healthcare services. The programme values knowledge gained through critical reflection on practice experience used in conjunction with the range of knowledge sources. The delivery of person-centred practice (McCormack and McCance 2010) requires practitioners to know and understand self in the context of their practice. Critical reflection is one means to achieve this. Consequently, within the DPHC the focus is on the practitioner learning from practice, understanding the theory underpinning their professional practice-based learning through critical reflection, applying this learning to practice and finally providing evidence in the form of learning and development in practice in an academic portfolio mapped to learning outcomes.

Please note this course is undergoing revalidation and modules are subject to change. Further details will be available after February 2016.

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About this course

In this section

About

The programme combines formal and practice based learning. Outcomes from the DPHC programme link closely with personal and professional practice based objectives, identified through staff appraisal. This provides the opportunity for practitioners to simultaneously achieve personal growth, reward and achievement while contributing to organisational and practice development.

Although some elements of the programme are taught or delivered online, most of the learning is achieved in and from practice, where the practitioner works with a practice based facilitator (who is a recognised teacher with the Ulster University) and completes a portfolio of their learning. Practice based facilitators enable the practitioner to select the most appropriate modules to match their needs and to meet the requirements of the award.

The facilitator role is pivotal as they provide the contact or 'teaching time' for practitioners to learn. This time equates to 6 hours in total/practitioner/module. Additional support is offered to students through taught sessions in the University and through Blackboard Learn.

Attendance

The programme combines formal and practice based learning and is offered on a part time basis.

Although some elements of the programme are taught in the University or delivered online, most of the learning is achieved in and from practice practitioners area of practice. The practitioner works with a practice based facilitator (who is a recognised teacher with the Ulster University) and completes a portfolio of their learning. Practice based facilitators provide the contact or 'teaching time' for practitioners to learn. This time equates to 6 hours in total/practitioner/module. Additional support is offered to students through taught sessions in the University and through Blackboard Learn.

Start dates

  • September 2016
How to apply

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.

In this section

Year one

Understanding Person-centredness in Practice

Year: 1

This module focuses on person-centred practice as a form of practice that holds central the personhood of everyone involved in health and social care ? staff, people who use healthcare services and care partners. This module focuses on how person-centred concepts and theories are applied in practice. The module will be underpinned by the Person-centred nursing Framework of McCormack and McCance (2010), a theoretical framework that will enhance knowledge of person-centredness and its translation into practice.

Year two

Understanding Practice Development

Year: 2

This level 6 module enables health and social care professionals to demonstrate, through practice-based learning, the development of practice development and reflective practice knowledge and skills. This is undertaken through the progression of two practice-based outcomes.

Year three

Facilitation and Leadership

Year: 3

This module is optional

This level 6 module enables students to demonstrate, through practice-based learning, the development of facilitation and leadership skills and knowledge. This is undertaken through the progression of two practice-based outcomes.

Evidence Informed Practice

Year: 3

This module is optional

This Level 6 module enables health and social care professionals to demonstrate learning within their sphere of practice. It uses practice-based learning opportunities to explore ways in which evidence can inform and enhance practice. This is achieved through the progression of critical reflection and two practice-based outcomes.

Developing Expertise in Practice

Year: 3

This module is optional

This Level 6 module enables health and social care professionals to demonstrate their ability to develop expertise within their area of practice. It includes learning skills needed to obtain maximum benefit from critical reflection of practice-based practice, with a view to developing expertise in practice. This is achieved through the progression of two practice-based outcomes.

Year four

Innovation in Practice

Year: 4

This module is optional

This Level 6 module enables healthcare professionals to expand their career roles/goals, through exploration of the concepts of academic enterprise through innovation and change. It includes learning skills needed to obtain maximum benefit from critical reflection of practice-based practice, with a view to introducing new ways of working. This is achieved through the progression of two practice-based outcomes.

Year five

Research Methods for Health and Social Care

Year: 5

This module provides an introduction to research methods and enables students to develop and apply theoretical and scientific knowledge and problem solving skills, in order to develop their understanding of the philosophical and practical aspects of research within health and social sciences.

Year six

Practice Development Evaluation Project

Year: 6

This module enables health and social care professionals to undertake a practitioner research/practice development project. This is presented in the form of a dissertation, thus meeting the requirements for an honours degree.

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.

In this section

A level

The A Level requirement for this course is not applicable.

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 7.0.

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

Additional Entry Requirements

Applicants must:

(a) satisfy the University’s general entry requirements;

AND

(b) provide evidence of their ability to undertake the programme through the accreditation of prior experiential learning.

In addition applicants must:

provide evidence of achievement of graduate qualities through APL, be employed within the health and social care/partner healthcare organisations in which a Memorandum of Understanding exists to support the needs of students on this programme

Teaching and learning assessment

Learning and Teaching Methods:

A range of learning and teaching methods are used to enable students to develop knowledge and understanding related to these learning outcomes and to provide the foundation for other learning. There is a continuous focus upon how theory is linked to and is informed by practice. Methods used include: facilitation in practice, critical reflection, portfolio development, workshops, lectures, seminars/discussions, e-learning, guided reading, teacher and peer observation, presentation, creative methods and debate. Multi-media and other material may be used to support this.

Assessment Methods:

Self, peer and teacher/facilitator assessment will be used throughout the course to assess the achievement of learning outcomes and will require students to demonstrate the blending of theory with practice through participation, critical reflection and by production of coursework, an assignment or portfolio of evidence. A combination of formative and summative assessment will be employed to demonstrate student learning. Students will be expected to note where the feedback gained from formative assessment influenced their summative submissions to demonstrate development and achievement of learning outcomes.

Students are also required to complete a Post Feedback Action Plan reflecting on the feedback received from summative coursework, what can be improved on and how they plan to achieve this. The identified areas for action are: specific focus of feedback, outcome measure for achievement, resources required to achieve identified action, realism of identified actions and when it should be completed. They may then use this for future development in consultation with the practice-based facilitator.

Careers & opportunities

In this section

Career options

Students within the programme come to us with an existing employment background within health and social care. On completion of this programme we expect students to continue their employment in health and social care organisations with an enhanced range of transferable knowledge and skills to benefit their communities, individual patients/families and their carers and employer. We also expect graduates to achieve a higher professional and personal profile within their organisation, enhancing their prospects of promotion. Additionally, we expect a number of postgraduate students to progress to undertaking research studies within the Institute of Nursing and Health Research at the Ulster University and other institutions.

Work placement / study abroad

Students will be already employed in Health and Social Care Organisations (either NHS or independent sector) with whom a Memorandum of Understanding has been reached.

Academic profile

Person-centred practice and practice development are underpinned by a robust and dynamic research base. Members of the academic teaching team are associates of the International Practice Development Collaborative and the Person-Centred Practice International Community of Practice forums that are committed to researching and working together to develop person-centred cultures.

Apply

The course is under revalidation. Further details will be available after February 2016.

How to apply

Start dates

  • September 2016

Fees and funding

In this section

Additional mandatory costs

This course in undergoing revalidation. Further information will be available after February 2016.

Contact

Course Director: Dr Donna Brown

T: +44 (0) 28 9036 8512

E: d.brown1@ulster.ac.uk