MSci Speech and Language Therapy


Attendance
Full Time
Award
Degree of Master of Sciences



A-Level typical
AAB (2020/1 entry) See All Requirements
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Our four year MSci in Speech and Language Therapy (UG) will uniquely qualify you to provide speech, language, communication and eating, drinking and swallowing therapies in a variety of contexts and settings, as well as, developing postgraduate level knowledge and skills in research, leadership, education or advanced clinical practice, relevant for employment in a rapidly changing health and social care sector.

The course is subject to approval from Health and Care Professions Council and accreditation from the RCSLT to be completed before the intended first intake in September 2020.

Overview

In addition to sharing our innovative and integrative Problem Based Learning curriculum with our BSc Speech and Language Therapy programme in years one to three, the fourth year of our MSci in Speech and Language Therapy will give you the opportunity to develop higher level knowledge and skills on a pathway of your choice (leadership, research, education or clinical*). Problem based learning (PBL) will enable you to not only develop team work, negotiation and leadership skills, but also contextualise academic theory and clinical reasoning within a wide range of client groups as a reflection of real life working practices. From the beginning of this programme you will discover how the core academic areas of human biology, linguistics, phonetics and psychology relate to a wide range of client groups, including children with developmental speech and language disorders, individuals with learning disabilities, and adults with acquired communication and eating, drinking and swallowing difficulties. You will gain practical experience throughout the course. Year one will enhance your interpersonal and communication skills through our conversation partner (adult and child) placements. Over years two and three you develop your clinical skills through intensive two eight week block placements under the supervision of qualified clinicians in practice. In the fourth year you will have advanced practical hands-on experience through placement or internships in your elective module to complement postgraduate-level theory in your chosen pathway. Eligibility to register with the HCPC is subsequent to graduation, although all clinical competencies, core skills and behaviours will have been acquired by the end of the third year. *pathways subject to availability

Course Structure

This four-year full time programme will not only prepare you to embark on a career as a speech and language therapist, it will also lay the groundwork for future avenues in research, leadership, or education depending on pathway choices. You will apply directly to the four year Master of Science in Speech and Language Therapy, but the first two years are shared with the BSc (Hons) in Speech and Language Therapy.

Year 1

In your first year, your Foundation module will introduce you to the core concepts relating to SLT in the areas of linguistics, phonetics, psychology and biology, as well as SLT theory and practice. During two client group modules you’ll gain an understanding of basic approaches to intervention. And you’ll be introduced to wider academic & research skills, values and legal frameworks of being a professional in your Foundations of Professional Practice module.

You’ll also undertake two pre-clinical placements in the Practice Education module, which will explore the subjects of acquired communication difficulties and working with children. The module will enable you to develop and hone your communication skills with each group. And through shared learning with Occupational Therapy and Physiotherapy students you’ll discover what it means to be a professional in today’s health, social care and educational environments.

Year 2

In your second year you’ll cover the areas of deafness and hearing impairment, learning difficulties, acquired language and communication disorders, and mental health difficulties. On your Evidence-Based Practice module you will develop your research skills, learning to interpret and appraise data and discovering how it informs intervention. In your Practice Education 2 module you’ll cover essential clinical skills, and undertake an introductory placement comprised of a number of single days in practice, as well as an eight-week clinical placement.

Year 3

Your third year modules will cover motor speech disorders and disorders of the oral and vocal tract. You’ll increasingly focus on clinical decision making and planning interventions for clients. As part of your Practice Education 3 module, you’ll undertake further clinical skill sessions and an eight-week clinical placement. Your programme separates from the BSc (Hons) pathway in a module preparing you for M-level study by developing a research project plan and submitting an ethics application in consultation with stakeholders drawing on project management tools.

Year 4

In your fourth year, you will execute your research project (for which you’ll have gained ethical approval at the end of the third year), and this will form the basis for your written dissertation. You will also have four pathways to choose from; leadership, education, research, and advanced clinical practice.* As part of your elective module you will have the opportunity to gain practical experience in your chosen pathway.* You will apply directly to the four year Master of Science in Speech and Language Therapy, but depending on performance and interest in years 1 and 2, and after successful completion of all necessary course requirements, you may decide to exit with a BSc (Hons) in Speech and Language Therapy after the third year. *subject to availability.

Teaching and Learning

Teaching

Throughout the four years, you will learn through a combination of classroom-based or online teaching, practice in clinical, education, community or other industry settings, and your own independent study. In a typical week in years one to three, you will spend approximately half of your time in lectures, seminars, practical skills and Problem-Based Learning (PBL) sessions. And as a member of a Faculty of Medicine and Health Sciences, you will spend time studying alongside students from other healthcare disciplines, allowing you to develop the inter-professional working skills key to clinical practice, leadership, research and/or clinical education. The course’s PBL structure focuses on ‘triggers’, which are often based on real-life cases. In these sessions you’ll apply your classroom-based learning and independent study to interventions and clinical reasoning in response to these triggers – a key aspect of a therapist’s role. Meanwhile, in group-based PBL sessions you’ll develop independence, problem-solving skills and critical thinking. In your final year the emphasis changes more towards critical application of scientific thought to enable delivery of complex projects in research, leadership, education or practice in creative and novel ways needed to earn a higher education qualification.

Independent Study

To aid independent study, you will have access to the University’s excellent online and campus based library facilities, as well as an extensive range of clinical resources and technologies.

Assessment

During each year of study, you will be assessed through a combination of class/course tests (multiple choice, short answer or case based questions and practical phonetics tests) and written and oral coursework which will include:

  • Essays or case based assignments,
  • presentations and/or professional discussions,
  • project work resulting in the collation of artefacts in portfolios,
  • the submission of an ethics application,
  • a Master’s level dissertation.

For each module you will have the chance to test your knowledge and/or skills through ‘formative’ assignments. In addition, your practical clinical knowledge, skills and professionalism will be assessed throughout the course. In your final year, 60% will be assessed through coursework and class tests and 40% will be based on the delivery and write up of the Master’s dissertation.

Feedback

You will receive feedback on formative work from your module tutors. The purpose of this feedback is to help you improve your work before your final formal or “summative” assignment and we encourage you to discuss your feedback with your personal advisor and/or module leads. For formative assignments we always aim to give you with feedback within 10 working days of hand-in. For formal assignments we aim for within 20 working days of hand-in.

Study abroad or Placement Year

There is the option for students to arrange all or part of their internship or further clinical placement abroad during their compulsory Elective module.

After the course

On graduation, MSci Speech and Language Therapy graduates can apply for professional registration with the Health and Care Professions Council (HCPC) and 'newly-qualified’ membership of the Royal College of Speech and Language Therapists (RCSLT). The integrated Master’s element of the course develops your analytical and critical thinking skills preparing you for a potential career path in either clinical leadership, research, education or practice.

Career destinations

Graduates are employed in a wide variety of work place settings including the NHS, hospitals, local authorities, voluntary, community, and social enterprise sector (VCS) organisations, the education and justice sectors and in independent practice. Or, you may decide to move into research or further postgraduate study.

Course related costs

In years one to three there will be additional costs associated with placements, enhanced Disclosure and Barring Service (DBS), Occupational Health (OH) and vaccinations. Depending on student choice in the Master’s year, there may be additional costs, for instance, if students wish to spend time abroad, or choose further clinical experience or internship, which require travel. Shortlisted candidates will be invited for interview which may take place by telephone, Skype, or face-to-face.

Course Modules 2020/1

Students must study the following modules for 120 credits:

Name Code Credits

DISORDERS OF FLUENCY

Perfectly fluent speech is not very common. We all hesitate, repeat words, change speed, and make false starts at times. So what distinguishes a fluency 'disorder' from normal nonfluency? What are the different types of fluency disorder, and how do they affect the different areas of an individual's life? This module tackles these questions and their implications for the assessment and treatment planning of such disorders in Speech and Language Therapy. Within the degree's integrated, Problem-Based Learning (PBL) structure, you will consider the causes of and risk factors for fluency disorders, and their impact across the lifespan. Building on the concepts introduced in the Foundations module, you will learn how to describe different presentations using appropriate communication sciences terminology. You will study areas of biology, psychology, and sociology that contribute to our understanding of fluency disorders, and the factors influencing clinical decision-making with regards assessment and intervention planning when working with this client group. You will also meet a service user who will give a first-hand account of the impacts of a fluency disorder. A series of five PBL scenarios, each focusing on a different client, provide contextualisation and opportunities for collaborative discussion and application of the relevant concepts. Alongside a firm grasp of disorders of fluency and their clinical management, this module also deepens knowledge of many core academic disciplines underpinning speech and language therapy, providing vital grounding for the study of other client groups which follow on this degree programme. Through PBL, you will continue to develop your verbal and written communication skills, discuss the interpretation of clinical data, and begin to critically analyse approaches to intervention. These skills form the basis of the summative assessment in this module and others to come.

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FOUNDATIONS

This module provide foundation knowledge and understanding of the basics of linguistics, psycholinguistics, phonetics/phonology, anatomy and physiology, normal development and psychology. You will build on this knowledge in future, clinically-oriented modules. As well as getting an overview of the cycle of intervention and development as a Speech and Language Therapy professional, in preparation for future modules, you will develop the skills necessary for effective learning via a Problem Based Learning (PLB) curriculum.

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FOUNDATIONS OF PROFESSIONAL PRACTICE

This is an inter-professional first year module for occupational therapy, physiotherapy and speech and language therapy, and it addresses a number of standards of proficiency that are common to each of these professions. This module will prepare you for the wider contexts of being a health and social care professional. During this module you will learn about the diversity of contexts in which services are delivered; including public health and health promotion. You will explore how services remain client-centred with consideration of equality and diversity. You will consider the importance of practising within the legal and ethical boundaries of their profession. This module will teach you about the role, taking into account your professional identity, values and behaviours whilst recognising the roles of other professions. You will be introduced to reflective practice and the need for continuing professional development. This module will give you the opportunity to develop your academic skills and explore the importance of research in order to underpin your practice.

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Interprofessional Learning - Level 1

Interprofessional collaboration and working is proven to improve outcomes in health and social care. In this module you'll meet and work with others from across healthcare programmes at UEA in a 2 hour learning event. You will explore how teams can work in different scenarios where the focus is on cognitive impairment and communication difficulties across the lifespan. You'll begin to reflect on your personal and professional development, and begin to explore how you will collaborate and work with other professions to provide integrated person-centred care. In the 2 hour session you will also have the opportunity to become a Dementia Friend. You'll also have the option to complete a Reflective Workbook to guide your foundational learning on Dementia Awareness and Learning Disability Awareness. You will be assessed on this through a set of multiple choice questions.

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MANDATORY TRAINING 1

This module is designed for occupational therapy, physiotherapy and speech and language students who are required to complete clinical practice hours as part of their degree. Mandatory training is a requirement of these programmes, stipulated by the governing professional bodies and our clinical practice partners. It is important that students undertake a number of training sessions to ensure their own safety and that of service users, staff and anyone else that they encounter.

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PRACTICE EDUCATION (SLT) 1

Developing responsive and effective communication skills is key to being a successful speech and language therapist. This module gives you opportunities to reflect on your own communication style and adapt it to create a safe communicative environment prior to experiencing a clinical placement. You will spend time in conversation with both adult and child 'conversation partners', helping you to identify your strengths and the aspects of your communicative behaviour that you need to change. You'll develop your observation and reflective skills and learn through a mix of lectures, tutorials, practical activities, and placement experience. You will ideally visit your adult 'conversation partner' on a weekly basis. For the child 'conversation partner' experience you will be placed in a school or nursery setting for 4 weeks.

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SPEECH AND LANGUAGE DEVELOPMENT AND DISORDERS

The development of speech and language skills happens with stunning speed over the first few years of life for most children, but some find this a real struggle. Many speech and language therapists work in a variety of settings with children who have these problems, and this will form an important part of your clinical work in future years. In this module, you'll discover how speech and language typically develops, and also look at what happens when problems arise. You'll learn about assessments used, and how to search for and carry out evidence-based intervention. Continuing to follow the degree's integrated Problem-Based Learning (PBL) structure, this module will build upon your knowledge and skills acquired so far to develop key theoretical and practical considerations when working with children with developmental speech and language difficulties.

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Students must study the following modules for 120 credits:

Name Code Credits

ACQUIRED LANGUAGE and COMMUNICATION DISORDERS

It is estimated that nearly 20% of the population will experience communication disorders at some time in their life. In this module you will explore the nature and impact of acquired language and communication disorders, and consider the role of Speech and Language Therapists. In particular you'll develop your understanding of stroke, dementia, traumatic brain injury and neoplasm, building on learning in Year 1 modules.

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DEAFNESS and HEARING IMPAIRMENT

Have you ever wondered or experienced what it might be like to be Deaf or to lose part of your hearing? Being able to hear speech and to interpret the human voice in a way that carries meaning is one way of being able to communicate effectively. Many children and adults who are part of the Deaf Community or who have hearing impairment also learn to communicate through sign language. This module focuses on the science of hearing and also how we can optimise communication systems for children and adults who might not have perfect hearing. Through the module, you will explore and understand the science of hearing: how we hear (the function of the ear), what we hear when we listen to someone talking (acoustics), how hearing is measured, and how to interpret these measures and graphs (known as audiograms). At the heart of this module however, is developing an understanding of how different levels and types of hearing loss might affect communication and interaction. You will search out ways of assessing and evaluating the impact of hearing impairment on speech, language and communication in infants, children, young people and in the older generation. You will also find out what up-to-date technological equipment is available to improve hearing, for example, new advances in cochlear implants and hearing aids. The module is taught through a range of small group seminars, practicals, and whole group lectures. These are devised to allow you to weigh up the benefits of different communication approaches to support children and adults who have a hearing loss, and should provide you with a strong basic understanding of this specialised field of work.

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EVIDENCE BASED PRACTICE

This module considers the value of research in the systematic evaluation of practice. This module will build on the introductory research elements covered in Year 1 under the Foundations for Professional Practice. Using pedagogic approaches based on blended learning, the research component will introduce qualitative and quantitative methodologies, using experiential activities to develop a basic understanding of primary research and an understanding of critical appraisal skills.

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LEARNING DIFFICULTIES

How do we help children and adults who have communication needs associated with learning difficulties (intellectual disabilities: IDs; and autistic spectrum conditions: ASCs) to learn, develop meaningful relationships and function in everyday life? This question lies at the heart of this module. Throughout the module you will discover various approaches to searching out and evaluating evidence-based practice. You'll gain a firm grounding in assessment and therapy methods and their application to this population. You'll also learn how to communicate your ideas, principles and theories by written, oral and visual means. You'll begin with an overview of what it means to grow up with learning difficulties (IDs and ASCs). Then you'll explore how communication develops across the lifespan, from infancy, through pre-school and school-age, to adulthood. You'll discover the nuanced communication profiles associated with different syndromes and presentations and the range of presenting needs. You will build a secure foundation of core concepts such as aetiology, syndrome, augmentative and alternative communication, and the special educational needs. By looking at the different methods and types of evidence, you'll become expert in the different ways of working in this stimulating field. You'll learn through a mixture of lectures, practical seminars, problem-based learning and self-directed study. Lectures include Language Characteristics, Sign and Gesture, The Meaning of Autism and Special Educational Needs and Disability. You'll also benefit from hearing the stories of parents of children with IDs and ASCs and the experiences of visiting practitioners. As you study you'll put your new knowledge into practice, gaining experience in communicating your ideas in PBL tutorials, as well as through written work and practical workshops.

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MANDATORY TRAINING 2

This module is designed for Occupational Therapy, Physiotherapy and Speech and Language students who are required to complete clinical practice hours as part of their degree. Mandatory training is a requirement of the governing professional bodies and our clinical practice partners. It is important that students undertake a number of training sessions to ensure their own safety and that of service users, staff and anyone else they encounter.

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PRACTICE EDUCATION 2

Developing skills of reflection, identifying theory to practice links, clinical skills, and professionalism are all key themes in this module and in the life of a Speech and Language Therapist. You will build on knowledge and skills acquired throughout the course so far by exploring a range of clinical skills in a series of workshops. An introductory clinical placement during the first semester will orientate you to clinical practice through observation and shadowing of a Speech and Language Therapist. You'll find out about the day to day working life of a therapist across a range of settings, reflect on this, and complete activities to develop transferable clinical skills. In the second semester you will go on a block placement in a clinical environment. You will initially be closely supervised by your Practice Educator, but progress to supported independence by the end of your placement.

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Students must study the following modules for 120 credits:

Name Code Credits

DISORDERS OF THE ORAL / VOCAL TRACT

Helping people with voice disorders is an important part of the work of a Speech and Language Therapist. Voice disorders are common amongst the adult population and you will learn how to be part of the diagnostic and intervention process. In this module you will apply your knowledge of anatomy and physiology to construct and critique evidence-based interventions. You will explore these concepts in the company of clinical Speech and Language Therapists as well as academics. In addition you will briefly explore craniofacial anomalies, with an emphasis on cleft palate.

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INDEPENDENT RESEARCH 1

Developing and undertaking a research project can be a challenging task. The ability to deliver a project on time and with limited resources increasingly depends on your ability to follow a clear project plan and timeline and your ability to solve problems. This module builds on your previous Evidence Based Practice modules and explores in more depth the research skills needed to develop and undertake a project. The module also introduces you to basic project management tools, which help you to plan and deliver a professional piece of research. You will create a research (project) plan including establishing aims, objectives and research questions, an initial literature review, time and resource plans, and a formal ethics submission. You will also consider potential risk and quality issues.

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MOTOR SPEECH DISORDERS and DYSPHAGIA

"Speech is a remarkable and unique motor accomplishment. It is faster than any other discrete human motor performance and uses more motor fibres than any other human mechanical activity (cited in: Kent, 2000:392)". So, what happens to people if their motor speech production is impaired by genetic or acquired conditions? Throughout this module you will develop your theoretical and clinical understanding of the underlying causes and impact of Motor Speech Disorders and Dysphagia across the lifespan. You will demonstrate your knowledge of normal and impaired anatomy and physiology of speech and swallowing and you will explore and analyse the difficulties arising from motor speech disorders and plan evidence-based interventions. You will begin by considering models of expressive communication and swallowing and you will explore acquired and developmental motor speech disorders, their localisation, their distinguishing deficits, and how to formulate clinical intervention plans. You will learn through the degree's integrated problem-based learning structure which is supported by resource sessions, practicals and clinical skills sessions, many of which are delivered by clinical practice partners. As you study you will check your knowledge and understanding through informal presentations and written work.

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PRACTICE EDUCATION 3

This module builds on skills learned in Practice Education 1 and 2 as well as knowledge acquired throughout the course. You will have the opportunity to reflect on your learning and continue to develop theory to practice links, clinical skills, and professionalism in Practice Education. In weeks 1-12 you will explore a range of clinical skills for use in practice through a series of workshops. Then in weeks 14-21 you will undertake a block placement in a clinical environment. You will progress towards the role of a professional practitioner, assuming greater responsibility for decision-making, planning and carrying out intervention as well as related activities. You are expected to demonstrate a flexible, client-centred approach and provide rationales based on sound clinical reasoning and the relevant evidence base. As the placement progresses the supervisory process should become more collaborative, with the Practice Educator acting as a sounding board for clinical reasoning and planning intervention. Finally, from week 24 onwards, the module will focus on preparing you for different working contexts. This module provides opportunities within a clinical environment for you to develop your responsibility, initiative, autonomy and ability to carry out duties in a professional manner at a Pre-Registration level, and to continue to develop appropriate, high-level interpersonal skills with clients and professionals. Within classroom-based sessions, you will practise the modelling and delivery of a range of intervention techniques relating to the year 3 taught modules, including voice therapy techniques and approaches to dysphagia management.

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Students must study the following modules for 60 credits:

Name Code Credits

ELECTIVE - INTERNSHIP OR CLINICAL

The elective placement module enables you to gain a deeper knowledge of areas of special interest to complement your pathway choice. The elective placement itself can be flexible and may involve a block of time or regular engagement with, for example, a research project team or an employer. Electives on offer are subject to change from year to year depending on the opportunities offered by our external partners. Over the course of year 3 you will begin to plan your elective placement, identifying the aims and objectives for that placement and making the necessary links, with support from the team.

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INDEPENDENT RESEARCH 2

In this module you will undertake the research project you designed in the Independent Research Module in year 3, allowing you to put into practice the skills in research methodologies and project management already gained. You will get to experience first-hand the processes of data collection, analysis and synthesis, ultimately addressing the research question(s) originally identified from the literature. You will have regular supervision and support seminars to help you keep your research on track and other modules in your pathway will support these activities.

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Students will select 40 - 60 credits from the following modules:

RESEARCH PATHWAY - Students can either complete 60 credits from this pathway or 40 credits from this plus 20 from another pathway

Name Code Credits

INTRODUCTION TO RESEARCH METHODS

The purpose of this module is to provide students with a broad introduction to the methods used in Health Science Research. . The skills to be developed include being able to 1: recognise basic quantitative and qualitative research designs 2: recognise different data collection techniques 3: acquire a basic understanding of both statistical analysis and qualitative analysis; 4: critically appraise of the research literature.

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SYSTEMATIC REVIEWS AND RESEARCH SYNTHESIS

Findings from systematic reviews have been increasingly used by health policy makers, clinicians and patients for making decisions. A systematic review of available evidence is also often required for developing new research, and for interpreting findings from a primary study. The module will include the following contents: 1.Introduction, framing questions and inclusion/exclusion criteria 2.Sources of evidence and literature search strategy 3.Data extraction and validity assessment 4.Synthesizing evidence from qualitative studies 5.Synthesizing evidence from quantitative studies 6.Quality of systematic reviews and overview of reviews 7.Recent development in research synthesis methods 8.Systematic review protocol. The learning outcome will provide you with the skills and understanding to appraise and interpret published systematic reviews, to develop a protocol and undertake a systematic review. By the end of the module, you will be able to: #Frame questions appropriate for a systematic review #Design an appropriate literature search strategy #Assess the relevance and quality of primary studies #Qualitatively and quantitatively synthesize data from primary studies #Appropriately interpret findings of a systematic review and meta-analysis #Understand common pitfalls in systematic reviews and meta-analysis #Become familiar with recent method research relevant to systematic reviews.

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Students will select 40 - 60 credits from the following modules:

LEADERSHIP PATHWAY - Students must complete 60 credits from this pathway or 40 from this plus 20 from another pathway

Name Code Credits

CREATING A CULTURE FOR INNOVATION AND CHANGE

The module aims to enable leaders to manage the business and resources (including people) to meet external targets and drivers by enhancing their understanding of the political, policy and business drivers impacting on the strategic operational management and leadership of their organisation and of healthcare per se. By the end of the module the practitioner will demonstrate: #Critical appraisal of the political, social, technical, economic, organisational and professional environment and its impact on service delivery; #Evaluation of current legislation, policy and evidence; #Utilisation of creative ways to influence the wider organisation/sector; #Expert application of assertiveness skills; #Expertise in identifying, developing and influencing networks to influence best practice in service delivery- #Critical appraisal of a diverse range of evidence and datasets to inform the development of a systematic and well-argued business case; #Evidence of effective decision-making with well-argued rationale; #Developing strategic awareness. These feed into the CLF competencies: 5.1Identifying the contexts for change #Demonstrate awareness of the political, social, technical, economic, organisational and professional environment; #Understand and interpret relevant legislation and accountability frameworks; #Anticipate and prepare for the future by scanning for ideas, best practice and emerging trends that will have an impact on health outcomes; # Develop and communicate aspirations. 5.3Making decisions #Participate in and contribute to organisational decision-making processes; #Act in a manner consistent with the values and priorities of their organisation and profession; #Educate and inform key people who influence and make decisions; #Contribute their unique perspective to team, department, system and organisational decisions.

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MANAGING YOURSELF AND LEADING OTHERS

The aim of this module it to support you in developing a critical understanding of efficient and effective leadership, in order to manage yourself and lead others. You will be empowered to lead innovative change and organisational development through the fostering of a shared sense of leadership and responsibility for the success of the organisation and the development of quality services.

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USING EVIDENCE TO LEAD AND ADVANCE PRACTICE

This module will introduce the concepts and skills of evidence-based practice. In doing so, it will explore and critically analyse core theories, policies and models that support and underpin evidence-based practice. You will be facilitated to turn clinical and leadership queries into advanced practice focused questions, from which you can search the evidence. You will be supported to identify effective strategies for identifying and communicating the need for change associated with national and international quality standards and findings from research. You will also be introduced to a range of quantitative and qualitative research data collection and data analysis methods. These can be used to measure the impact of change in terms of quality improvement and transformation at the point of care within your area and scope of advanced practice.

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Students will select 60 credits from the following modules:

EDUCATION PATHWAY

Name Code Credits

ENHANCING TEACHING LEARNING AND ASSESSMENT IN CLINICAL EDUCATION

This module will introduce you to the underpinning educational theory and practice required to enhance your clinical education role, particularly as a clinical supervisor, mentor, or practice educator. It recognises the uniqueness of learning in clinical and practice settings and the importance of the role of the educator in facilitating learning which occurs in the context of client care.You will develop skills and experience professional socialisation which cannot readily be acquired elsewhere. The overall aim of the module is to provide you with a body of knowledge and principles to facilitate teaching, learning and assessment in practice-based settings. This will enable you to work effectively with learners who will become the workforce of the future and ultimately to improve services. This module is relevant to all health and social care professionals who supervise/mentor students and other clinicians who teach in higher education, whether they are new to these roles or new to studying at masters level. Nursing and midwifery professionals who are taking this module as a route to mentorship must have access to a pre-registration student on a recognised NMC (Nursing and Midwifery Council) program in order to teach, supervise and assess the learner.

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Leading Teaching Learning and Assessment in Clinical Education

This module will support you to advance your skills as educators and develop your knowledge in leadership in education and supporting other educators. This module is relevant to all health and social care professionals who supervise/mentor students and or educators/mentors/supervisors, other clinicians, or those who teach in higher education, whether you are new to these roles or new to studying at masters level.

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Disclaimer

Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules and regular (five-yearly) review of course programmes. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, there will normally be prior consultation of students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff or sabbatical leave. In some cases optional modules can have limited places available and so you may be asked to make additional module choices in the event you do not gain a place on your first choice. Where this is the case, the University will endeavour to inform students.

Entry Requirements

  • A Level AAB
  • International Baccalaureate 33 points
  • Scottish Highers AAAAA
  • Scottish Advanced Highers BBC
  • Irish Leaving Certificate 4 subjects at H2, 2 subjects at H3
  • Access Course Pass with Distinction in 36 credits at Level 3 and Merit in 9 credits at Level 3, in a Health, Care or Science subject
  • BTEC DDD in Health, Care or Science
  • European Baccalaureate 80%

Entry Requirement

We’d also encourage an application if you hold or are working towards one of the following qualifications:

Bachelor Degree (hons)

2.1

Certificate of Higher Education

65% with ABB at A level

Diploma of Higher Education

65%

Foundation Degree in a Health, Care or Science subject

65% with ABB at A level

Foundation Year of an undergraduate degree programme at a UK university, in a Health, Care or Science subject

70% with ABB at A level

 

UEA recognises that some students take a mixture of International Baccalaureate IB or International Baccalaureate Career-related Programme IBCP study rather than the full diploma, taking Higher levels in addition to A levels and/or BTEC qualifications. At UEA we do consider a combination of qualifications for entry, provided a minimum of three qualifications are taken at a higher level. Please email admissions@uea.ac.uk if you would like to check whether any particular combination of qualifications would be suitable for entry onto this degree programme.

Please note that we do not consider A levels in General Studies or Critical Thinking, Apprenticeships, NVQs (any level) or Work-based Level 3 Diplomas (previously NVQs) to meet the minimum academic entry requirements, although these can be used as evidence of recent study.

We’ll be unable to consider you for this course if you’ve obtained an academic fail from a previous health based degree programme, including where an exit award has been achieved.

Students for whom English is a Foreign language

Applications from students whose first language is not English are welcome. We require evidence of proficiency in English (including reading, writing, speaking and listening):

IELTS: 7.5 overall (minimum 7.5 in each component)

We will also accept a number of other English language qualifications to meet this requirement. Review our English Language Equivalences here.

Interviews

The strongest applicants will be invited to interview. Please note that meeting (or being predicted to meet) the minimum academic entry requirements will not guarantee that you will be selected for interview.

The interviews will explore a range of issues, including your suitability for the profession and the NHS values (as reflected in the NHS constitution). We’ll look to consider your motivation to study this course, as well as whether you have a clear understanding of the profession (ideally with relevant voluntary or paid work in health care), and an interest in people.

Please note that we do not disclose interview questions. You can find further information about the interview process here:

School of Health Sciences - Interviews

Gap Year

We welcome applications from students who have already taken or intend to take a gap year.  We believe that a year between school and university can be of substantial benefit. If you’re planning to apply with deferred entry, you are advised to indicate your reason for this on your UCAS application.

Special Entry Requirements

We’d prefer you to be able to demonstrate evidence of recent formal academic study within 5 years of the start of the course. This is to ensure that you’re equipped to succeed on this academically rigorous programme. If you have not studied for an academic qualification within the last 5 years please email admissions@uea.ac.uk to enquire further. 

Offers to successful applicants will be subject to a satisfactory occupational health check, an enhanced Disclosure and Barring Service (DBS) check and two satisfactory references.

If necessary, the Admissions Service will be happy to provide you with advice on further study that might help you to make a future application to the course. Please email admissions@uea.ac.uk with any questions or if you need any further information.

Intakes

The annual intake is in September each year.

GCSE Offer

You are required to have 5 GCSEs at a minimum of Grade C or Grade 4, including Mathematics, English Language and a science.

Course Open To

UK, EU and Overseas applicants.

Fees and Funding

Undergraduate University Fees and Financial Support

Tuition Fees

Information on tuition fees can be found here:

UK students

EU Students

Overseas Students

Scholarships and Bursaries

We are committed to ensuring that costs do not act as a barrier to those aspiring to come to a world leading university and have developed a funding package to reward those with excellent qualifications and assist those from lower income backgrounds. 

How to Apply

Applications need to be made via the Universities Colleges and Admissions Services (UCAS), using the UCAS Apply option.

UCAS Apply is a secure online application system that allows you to apply for full-time Undergraduate courses at universities and colleges in the United Kingdom. It is made up of different sections that you need to complete. Your application does not have to be completed all at once. The application allows you to leave a section partially completed so you can return to it later and add to or edit any information you have entered. Once your application is complete, it is sent to UCAS so that they can process it and send it to your chosen universities and colleges.

The Institution code for the University of East Anglia is E14.

FURTHER INFORMATION

Please complete our Online Enquiry Form to request a prospectus and to be kept up to date with news and events at the University. 

Tel: +44 (0)1603 591515

Email: admissions@uea.ac.uk

    Next Steps

    We can’t wait to hear from you. Just pop any questions about this course into the form below and our enquiries team will answer as soon as they can.

    Admissions enquiries:
    admissions@uea.ac.uk or
    telephone +44 (0)1603 591515