This taught Masters programme nurtures talented and innovative professional practitioners, placing practice at the forefront. The programme is delivered through ten specialist pathways, enabling students from different professional backgrounds to review and update their practice and benefit from shared learning and then contribute to improving the quality and effectiveness of health and social care provision globally.
This programme produces exceptional practitioners who have:
• Skills necessary to promote and enhance innovative and emerging practice
• Intellectual and transferable skills necessary in positions of leadership
• Skills enabling the review and application of contemporary evidence to practice
The programme and pathways will appeal to practitioners working in a wide range of practice areas who are committed to their own personal and professional development. Graduates of this programme move into senior practice roles, management and leadership positions, or progress onto a career in research or education.
The specialist pathways are:
MSc (Critical and Acute Care)
MSc (Cancer Nursing: Supportive and Palliative Care)
MSc (Leadership and Management)
MSc (Mental Health Care)
MSc (Care of Older People)
MSc (Midwifery Care)
MSc (Care of Children & Young People)
MSc (Intellectual Disabilities)
MSc (Practice Education)
MSc (Maternal and Family Health)
Admission to a specialist pathway may require applicants to have current or recent practice experience in the related area. The Programme Co-ordinator will provide individual advice on module choices at enrolment.
The programme is offered on a full-time or part time basis and combines face-to-face teaching with online delivery. Those taking the programme on a full-time basis may be eligible to do so incorporating a Clinical Practicum by the agreement with the Programme Co-ordinator.
This is a flexible programme that students can adapt to serve the needs of their career and individual circumstances.
Advanced Professional Practice highlights
Career Development
This course will appeal to registered nurses, midwives and other professionals working in a wide variety of areas who are thinking about their personal development and career progression.
Student Experience
Students from different professional backgrounds come together on this programme and share expertise, review their own practice and share balanced and critical findings that contribute towards the improvement of the quality and efficiency of delivery of healthcare on a global scale.
Career Development
This programme enables the development of exceptional practitioners who have the skills necessary to promote and sustain innovative and emerging practice. Graduates of the programme go on to positions of leadership or research and teaching careers.
Further Study Opportunities
Graduates from this programme can progress to PhD research opportunities within the School of Nursing and Midwifery. Our research team are engaged in high quality, impactful cross-disciplinary work which advances health and social care provision around the globe. http://www.qub.ac.uk/schools/SchoolofNursingandMidwifery/Research/
Student Testimonials
"This programme broadened my mind to think and write analytically as well as give me exposure to research avenues within my profession through different methods, which is valuable aspect for me to implement in my home country. My programme was challenging yet rewarding as it taught me to think and view elements from different dimensions." Sahar Soomro,
Advanced Professional Practice Specialist Pathways:
The pathways have been developed recognising that students are committed to personal and professional development. We have developed ten pathways and supporting modules, some of which require the student to be working in a relevant area of practice. To graduate with the MSc in Advanced Professional Practice with a specialist pathway, students must complete one of the compulsory research modules, two pathway-specific modules, three optional modules and a dissertation.
Pathway 01: Leadership and Management
The leadership and management pathway offers students the opportunity to develop their knowledge, critical thinking and skills in leading and managing services across health, social care and independent sectors. The pathway modules focus on leadership and management theories and models and their practical application to the transformation and delivery of care and support in the context of multi-agency collaboration and service design and delivery.
Pathway 02: Midwifery Care
The midwifery care pathway, open to Registered Midwives or those eligible for registration as a midwife with the Nursing and Midwifery Council, offers students the opportunity to develop their knowledge, critical thinking and skills in the contemporary advances and developments in midwifery care and support. The pathway develops the knowledge of midwives to enable the provision of infant, women, and birthing people centred care, and the support of their families. The pathway modules focus on advances and developments in midwifery practice and the provision of evidence based, safe, effective care within maternity services and in the context of inter-disciplinary team collaboration.
Pathway 03: Critical and Acute Care
The critical and acute care pathway offers students an opportunity to develop their knowledge, critical thinking and skills in the assessment, care and support of patients in critical and acute care services, including respiratory, cardiac, anaesthetics, HDU and ITU settings. The pathway modules focus on the assessment and management of patients in critical and acute care environments and the delivery of safe and effective care and support in the context of inter-disciplinary team collaboration.
Students completing this pathway must be an NMC registered Adult Nurse, or eligible to join the NMC register as an Adult Nurse. Some modules require experience in specific areas of practice.
Pathway 04: Mental Health Care
The mental health care pathway offers students the opportunity to develop their knowledge, critical thinking and skills in contemporary advances and developments in mental health practice to enable the delivery of empathic, holistic assessment and care of patients experiencing mental ill-health and the support of their families and carers. The pathway modules focus on advances and developments in mental health care and treatment and delivery of safe and effective mental healthcare services in the context of inter-disciplinary team collaboration.
Pathway 05: Cancer Nursing: Supportive and Palliative Care
The cancer pathway offers students the opportunity to develop their knowledge, critical thinking and skills in the specialist knowledge and skills required to deliver contemporary, holistic, high-quality evidence-based care for patients with cancer and the support of families and carers. The pathway modules focus on biomedical aspects of cancer and holistic care and the design and delivery of cancer services through strategic leadership in the context of inter-disciplinary team collaboration.
Pathway 06: Care of Older People
The care of older people pathway offers students an opportunity to develop their knowledge, critical thinking and skills in contemporary advances and developments in the care and support of older people. The pathway modules focus on the assessment and management of older people across primary, secondary and tertiary care, frailty and rehabilitation, and health and wellbeing in later life in the context of inter-disciplinary team collaboration.
Pathway 07: Intellectual Disabilities
The intellectual disabilities pathway offers students the opportunity to develop their knowledge, critical thinking and skills in the contemporary advances and developments in intellectual disability practice to enable the delivery of empathic, holistic assessment and care for people with intellectual disabilities and the support of their families and carers. The pathway modules focus on advances and developments in intellectual disability care and support and delivery of safe and effective services in the context of inter-disciplinary team collaboration
Pathway 08: Care of Children & Young People
The children and young people pathway offers students the opportunity to develop their knowledge, critical thinking and skills in the contemporary advances and developments in the care and support of children and young people in the delivery of empathic, holistic care of patients and the support of their families and carers. The pathway modules focus on advances and developments in the care and support of children and the delivery of safe and effective care and services for children and young people in the context of inter-disciplinary team collaboration.
Pathway 09: Practice Education
The practice education pathway offers students the opportunity to develop their knowledge, critical thinking and skills in contemporary theories and models of practice education to enable the delivery of clinical interventions to meet the needs of patients in a range of care settings. The pathway modules focus on education research, theories, models, assessments, skills teaching and evaluation to support the delivery of safe and effective skills sharing and clinical interventions in the context of inter-disciplinary team collaboration and person-centred care.
Pathway 10: Maternal and Family Health
The maternal and family health pathway, is open to Registered Nurses and Midwives and other Healthcare Professionals; offering students the opportunity to develop their knowledge, critical thinking and skills in the contemporary advances and developments related to maternal and family health, well-being and care. The pathway develops the knowledge of professionals to enable them to engage in the provision of effective, evidence-based maternal care within the wider context of families and communities, by focusing on the implementation of interdisciplinary team collaborations.
Research Modules and Dissertation
All students must undertake at least one of these modules:
Applied Research Methods and Statistics in Nursing; OR
Qualitative Research Methods
All students must undertake a 15,000-word dissertation, focusing evidence of critical appraisal, analysis and thinking to support rational and cogent arguments and practice discussion at Master’s level.
Specialist Optional Modules
Students can combine modules from the specialist pathways above with a selection of options including:
Clinical Inquiry and Applied Practice Based Research
Pharmacotherapeutics for Practice
Independent Study Module
Please note that modules are subject to viable numbers, so the modules offered may vary. If you are interested in a subject that is not listed above, please contact the school for advice.
Academic Lead for Continuing Academic Development and Postgraduate Courses
School of Nursing & Midwifery m.j.brown@qub.ac.uk
Contact Teaching Hours
Medium Group Teaching
9 (hours maximum) hours of classes per week
Teaching Times
Teaching is across a combination of morning, evening and afternoon classes with some modules being taught entirely online.
Learning and Teaching
Learning opportunities associated with this course are outlined below:
Learning Environment
At Queen’s, we aim to deliver a high quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable student to achieve their full academic potential.
On the MSc in Advanced Professional Practice we do this by providing a range of learning experiences which enable our students to engage with subject experts, develop attributes and perspectives that will equip them for life and work in a global society and make use of innovative technologies and a world class library that enhances their development as independent, lifelong learners.
Teaching is across a combination of morning, evening and afternoon classes with some modules being taught entirely online.
Examples of the opportunities provided for learning on this course include; lectures, practical experiences, E-Learning technologies, self-directed study and added value qualifications to enhance employability.
Assessment
Assessments associated with the course are outlined below:
Students must successfully complete six modules including one compulsory research module and a dissertation. The pass mark for all taught modules and the dissertation is 50 per cent. Each module is assessed by coursework (some modules have a written examination).
Facilities
The School of Nursing and Midwifery at Queen's has one of the most advanced Clinical Education suites in Europe, with a new state of the art Simulation Centre opened in autumn 2020. This will prepare students for the increasingly challenging and complex realities of modern clinical practice. http://www.qub.ac.uk/schools/SchoolofNursingandMidwifery/ClinicalEducationCentre/
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
Subject identification and selection, systematic review of literature, consideration of current knowledge including key national and international papers, identification of the limitations of work, application of appropriate methods, conduct a concept analysis, selection of theoretical frame work, formulation of empirical evidence.
Learning Outcomes
Students will be able to: systematically review the literature; conduct a search using appropriate data base and index's; construct a body of work containing evidence of critical thinking, rational and cogent argument and debate based on international, national and local evidence reflecting current ideas; disseminate key findings that emerge from the investigative study.
Skills
Writing, publishing, formulating argument and dissemination of emerging thoughts.
Implementing Continuity of Midwifery Carer (CoMC) for All Women
Overview
Contribution and impact of midwives in relation to maternity care; defining CoMC; CoMC Models (universal and additional care); relationship based care; introducing and successfully implementing CoMC into mainstream maternity services; co-design and co-production of maternity services with maternity service users and relevant stakeholders; ensuring quality and safety; perceptions of risk; evaluating CoMC; planning for CoMC; sustainability of CoMC; searching the literature effectively; critical appraisal of evidence relevant to CoMC; principles of implementation science; visible and supportive midwifery leadership; change management and being an effective change agent; leadership attributes; communication and interpersonal skills including principles of effective midwifery and multidisciplinary team working.
Learning Outcomes
The aim of this module is to develop the student’s ability to critically evaluate the key elements of successful implementation and sustainability continuity of midwifery carer models.
On completion of this this module students will be able to:
• Appraise and critically evaluate key features of CoMC models for women with universal and additional care needs
• Critically analyse factors which influence the effective implementation and sustainability of CoMC including midwifery leadership skills
• Critically appraise and apply in-depth knowledge and principles of co-production to the implementation of CoMC
• Critically evaluate the role of communication skills and provision of relational care within CoMC models including effective team working
• Critically appraise the role of effective change management in relation to providing CoMC models and the maternity workforce
• Demonstrate the ability to search the literature and critically evaluate evidence relevant to CoMC
Skills
Knowledge and Understanding of:
• Implementing and sustaining maternity service transformation in CoMC models
• The role of co-production with maternity service users and stakeholders in maternity service design and evaluation
• Effective change management
• The impact of midwifery leadership, communication skills and relational care on implementing and sustaining CoMC
• Utilising evidence to underpin midwifery practice including the role of implementation science
Cognitive Skills
• Application of a constant and integrated approach to analysis, evaluation and synthesis of new and complex ideas, information and issues
• Development of creative and original responses to implementing CoMC
• Critically appraise and apply knowledge to midwifery practice.
Transferable Skills
• Demonstrate the ability to engage in critical debate at an advanced level and the ability to utilise a wide range of resources to support advanced decision making
• Confidence to deal with complex professional issues in ways that demonstrate reflective, autonomous and evidence based practice
• Appropriate use of information technology to access national and international databases.
This module aims to provide the practitioner with the opportunity to develop clinical competencies utilising a holistic and compassionate response to the multiple problems older people may experience. The module emphasises the need to work in partnership with the patient/carer to assist them in making informed choices, agreeing a plan that respects patient preferences including their right to refuse or limit treatment. The module begins with a critical examination of evidenced-based nursing practice and then provides the students with an opportunity to build on their knowledge of various clinical conditions that are common in the older person.
Students will address the following themes:
• Assessment of the Older Adult
• Nursing Interventions for Common Clinical Problems, patient deterioration and Co-morbidities in the Older Adult
• High Risk Pathophysiology in Older Adults, including COVID-19: Medical and Nursing Management
• Medication and Older People
• Health Promotion and Later Life
• Psychiatry of Old Age
Learning Outcomes
Aim: To enable students to effectively assess, plan, implement and evaluate safe and effective care of older people in primary, secondary, and tertiary care.
On completion of the module the student will be expected to:
1. Systematically review evidence-based nursing assessments of older people’s physical, psychological, cognitive and social functioning.
2. Evaluate critically the application of an evidence-based approach to the nursing care of clinical problems and high-risk pathophysiological conditions experienced by older people.
3. Apply advanced knowledge of the diverse and many-faceted needs of older people, their carers and families and match these to the specific services required in hospital or community.
4. Critically appraise the role of the multi-disciplinary team in developing comprehensive health education and health promotion programmes for the older person.
Skills
Demonstrate an ability to undertake a risk assessment of an older person experiencing acute or chronic illness, and/or frailty.
Critically analyse the specialist nurse’s role in the multi-disciplinary team.
Articulate the need to develop a therapeutic relationship with the older person.
The ability to facilitate an explanation to an older person receiving care, the effects and potential side effects of prescribed medication.
Physiology: Homeostasis in Acute/Critical Health Care
Overview
The module aims to develop understanding of the structure and function of the human body, together with knowledge of health, disease, disorder and dysfunction. It will teach the principles and mechanisms of physiological homeostasis in human health and pathophysiology, including application of these subjects to the clinical setting.
Following introductory lectures, focusing on the key concepts underpinning the homeostatic nature of the human body, the module will explore physiological disruption and adaptation processes in the cardiovascular, respiratory, renal, endocrine and nervous systems within the context of acute/critical health care. In addition, related immunobiological, gastro-intestinal and haematological concepts will also be studied.
Learning Outcomes
Discuss the molecular nature of the human body.
Discuss the basic embryological development of the human body from zygote to systems.
Explore the concept of cell and tissue homeostasis.
Analyse the general principles of tissue content, organisation, orientation and role within the human body structures.
Analyse the individual and collaborative actions of the physiological processes within the cardiovascular, respiratory, renal, endocrine and nervous systems in contributing to overall human body homeostasis.
Apply and evaluate the effects of altered anatomy and physiological processes within the cardiovascular, respiratory, renal, endocrine and nervous systems on homeostasis, and the synthesise how these evolve in the clinical development of illness and disease.
Critical application of physiological concepts and altered homeostasis to the interpretation and management of clinical scenarios, e.g. through case studies exploring the pathophysiology underpinning serious adverse incidents (SAIs)
Skills
Retrieval of pertinent information.
Develop self-reflection and a spirit of enquiry.
Discuss and evaluate the application of issues relevant to health care.
Critical analysis and appraisal.
Psychosocial assessment skills; vulnerability stress model; identification/early detection of common mental health difficulties; risk, trans/inter-generational transmission, family and carer systematic aspects of common mental health problems and psychological problems associated with chronic physical health problems; sign posting to specialist services.
Learning Outcomes
On completion of the module the student should be able to:
Critique the Vulnerability-Stress model as an explanatory model for people living with ‘common mental health problems’.
Critique the links between vulnerability and the incidence of ‘common’ psychological problems.
Systematically and critically evaluate NICE recommended treatments for ‘common mental health problems’.
Systematically demonstrate the skills of engagement, negotiation and collaboration wit service users/families and other health and social care practitioners.
Apply and demonstrate an advanced holistic person-centred strengths assessment using trans-generational and lifespan framework/approach.
Skills
Effective communication of complex material selection, synthesis and evaluation of pertinent information; prioritisation, appraisal and deduction of pertinent information; analysis and evaluation of received knowledge on the application of theory to practice.
This module will enable health and social care practitioners from across a range of professions to develop their knowledge and understanding of contemporary theories and models related to inter-professional practice. The module will enhance knowledge and skills in the planning, delivery, assessment and evaluation of care delivery as a means to enable inter-professional practice across care settings, to improve the outcomes for people who use these services.
Learning Outcomes
contemporary theories and models related to inter professional practice and their application across communities and care settings to enable the delivery of safe and effective person-centred care and support.
On completion of this module students will be able to:
• Critically discuss contemporary theories and models relevant to inter-professional practice
• Critically apply theories and models of inter-professional practice to deliver safe and effective person-centred care and support
• Critically appraise factors that may influence, enable and inhibit safe and effective inter-professional practice
• Critically engage in equality, diversity and inclusion as core element of inter professional working and service delivery
• Critically reflect on and evaluate inter-professional practice experiences and their implications to enable the delivery of safe and effective person-centred care and support
Skills
• The application of theories and models relevant to inter-professional practice across communities and care settings
• The development of care plans, their implementation and evaluation to enable the effective delivery of safe and effective inter-professional person-centred care and support
• Factors that may influence and impact upon effective inter-professional practice including equality, diversity and inclusion, resource allocation, service development and delivery
• Professional standards and strategies that promote approaches to enhance inter professional practice opportunities
Cognitive Skills
• Critical appraisal of theories, models and research regarding inter-professional practice
• Critically appraise the application of knowledge and skills in relation to inter professional practice
• Application of new and complex ideas, information, and issues related to inter-professional practice
• Development of creative and original responses regarding the application of inter-professional practice approaches and opportunities
Transferable Skills
• Demonstrate the ability to engage in critical debate at an advanced level and utilise a wide range of resources to support advanced decision-making
• Confidence to deal with complex professional issues in ways that demonstrate reflective, autonomous, and evidence-based practice and accountability
• Appropriate use of information technology to access national and international databases and evidence.
• Utilise skills in reflective practice and apply to individual and inter-professional practice contexts.
Advances in Health Evidence and People with Intellectual Disabilities
Overview
Population and demographic health needs evidence of children, adults and older people with intellectual disabilities across care and support services; rare genetic syndromes and neurodevelopmental disabilities health needs evidence; ASD, ADHD, FASD health needs evidence; physical health needs evidence of children, adults and older people with intellectual disabilities; enabling physical health care and support; psychological and behavioural health needs evidence of children, adults and older people with intellectual disabilities; enabling psychological care and support.
Learning Outcomes
The aim of this module is to develop the student’s ability to identify and critically evaluate the evidence regarding the health concerns and care and support needs of children, adults and older people with intellectual disabilities.
On completion of this this module students will be able to:
• Demonstrate the ability to search the literature and critically evaluate evidence relevant to children, adults and older people with intellectual disabilities.
• Appraise and critically analyse the evidence of the changing demographics of the population of children, adults and older people with intellectual disabilities.
• Appraise and critically analyse the evidence regarding children, adults and older people with neurodevelopmental disabilities.
• Appraise and critically analyse the evidence regarding the physical health concerns of children, adults and older people with intellectual disabilities and their care and support needs.
• Appraise and critically analyse the evidence regarding the psychological and behavioural concerns of health of children, adults and older people with intellectual disabilities and their care and support needs.
Skills
Knowledge and Understanding of:
• The national and international evidence of the changing demographics of the population of children, adults and older people with intellectual disabilities.
• The evidence of the physical health needs of children, adults and older people with intellectual disabilities.
• The evidence of the psychological and behavioural needs of children, adults and older people with intellectual disabilities
• The evidence of the care and support needs of children, adults and older people with neurodevelopmental disabilities.
• Utilising evidence to underpin intellectual disability practice that improves health and well-being.
Cognitive Skills
• Critical appraisal of evidence and research regarding children, adults and older people with intellectual disabilities and their health, care and support needs.
• Critically appraise the application of knowledge regarding the care and support of children, adults and older people with intellectual disabilities.
• Application of a constant and integrated approach to analysis, evaluation and synthesis of new and complex ideas, information, and issues
• Development of creative and original responses regarding children, adults and older people with intellectual disabilities and their health, care and support needs.
Transferable Skills
• Demonstrate the ability to engage in critical debate at an advanced level and the ability to utilise a wide range of resources to support advanced decision making.
• Confidence to deal with complex professional issues in ways that demonstrate reflective, autonomous and evidence-based practice.
• Appropriate use of information technology to access national and international databases.
• Utilise skills in reflective practice and apply to individual and team-work contexts.
Contemporary Care Delivery in Intellectual Disability Practice
Overview
Identification of models of service delivery for people with intellectual disabilities and complex needs; local, national and international legislation frameworks and the historical and contemporary contexts; contemporary models of care provision; co-designing and co-producing care delivery with people with intellectual disabilities, their families and carers; governance in service development and delivery, planning and evaluation of services and care; promoting quality and safety; quality improvement in intellectual disabilities care delivery; the principles of ethical care delivery; values-based leadership in care delivery, multi-disciplinary and multi-agency team-working; reflective practice and life-long learning; searching the literature effectively; critical appraisal of evidence relevant to intellectual disabilities service delivery; principles of implementation science.
Learning Outcomes
The aim of this module is to develop the student’s ability to critically evaluate the key elements of effective delivery and continuity of quality care provision and support required by people with intellectual disabilities.
On completion of this this module students will be able to:
• Appraise service models and developments required in care and support services for people with intellectual disabilities.
• Identify inter professional and discipline-specific developments in service provision and the application to care delivery and governance.
• Appraise legal, ethical and professional frameworks and their application to care delivery regulation.
• Examine values-focused leadership approaches in relation to the delivery of care and support.
Skills
Knowledge and Understanding of:
• Contemporary care models
• Utilising evidence from research, policy, service, and governance reviews
• The role of co-production in contemporary intellectual disabilities health and social care and support
• Leadership models and styles
• Decision-making frameworks
• Legal, ethical and professional frameworks supporting intellectual disabilities practice
Cognitive Skills
• Critical appraisal of evidence and research relevant to intellectual disabilities care delivery and professional practice
• Application of a constant and integrated approach to analysis, evaluation and synthesis of new and complex ideas, information, and issues
• Critical appraisal skills of contemporary assessment frameworks
• Utilising appropriate approaches when communicating outcome measures and evaluation of care
• Ethical and evidence informed decision-making
Transferable Skills
• Demonstrate the ability to engage in critical debate at an advanced level and the ability to utilise a wide range of resources to support advanced decision making
• Confidence to deal with complex professional issues in ways that demonstrate reflective, autonomous, and evidence-based practice such as Positive Risk Taking
• Appropriate use of information technology to access national and international databases.
• Utilise skills in reflective practice and apply to individual and team-work contexts
Simulation based education, theory and practice in health care
Overview
This module will enable practitioners from across health care professions to develop their knowledge and understanding of the contemporary concepts of Simulation Based Education. It will explore the teaching, learning and theoretical concepts of simulation. It will examine the application of simulation to practice-based learning and assessment, developing essential knowledge and skills required to design, deliver, and evaluate simulation-based education.
Learning Outcomes
On completion of this this module students will be able to:
Critically discuss contemporary teaching and learning theories relevant to simulation-based education
Critically apply principles of the pre brief, facilitation and debrief during simulated practice learning
Critically appraise factors that influence, physical and psychological safety of students related to simulation-based practice
Critically analyse human factors related to simulation based practice
Critically discuss the concepts of writing simulation scenarios
Critically discuss varied formative and summative assessment techniques appropriate in simulation-based education
Critically appraise best evidence in order to inform and develop practice in simulation based education
Skills
Knowledge and Understanding of:
Application of learning theories and models relevant to simulation based education
The simulation cycle: prebrief, simulation, debrief and evaluation
Development and writing simulation scenarios with an emphasis on interprofessional working and goal setting
The importance of human factors in healthcare
The value of reflection in learning
The skills required to deliver, develop and research high-quality simulation-based education in your own discipline, and interprofessionally.
Cognitive Skills
Critical appraisal of evidence and research regarding teaching and learning theories and strategies related to Simulated Based Education
Critically appraise the application of knowledge and skills in relation to simulation- based education
Application of a constant and integrated approach to analysis, evaluation and synthesis of new and complex ideas, information, and issues related to Simulated Based Education
Development of creative and original responses regarding the application of Simulated Based Education approaches and opportunities
Transferable Skills
Demonstrate the ability to engage in critical debate at an advanced level and the ability to utilise a wide range of resources to support advanced decision making
Confidence to deal with complex professional issues in ways that demonstrate reflective, autonomous and evidence-based practice
Appropriate use of information technology to access national and international databases
Utilise skills in reflective practice and apply to individual and team-work contexts
Empower participants to transfer learning from simulated scenarios to healthcare practice, enhancing patient safety and delivery of high standards of care
Eye Movement Desensitisation and Reprocessing Therapy – Supervision and Development of Professional
Overview
This module is taught alongside Introduction to EMDR Therapy and Enhancing knowledge and skills in EMDR Therapy, and makes up the EMDR Therapy Short Course. In order to develop and apply their newly acquired knowledge and skills of EMDR, students need supervised practical experience. This module shall provide an overview of the basic therapeutic techniques of EMDR and the relationship between it and Adaptive Information Processing (AIP) model. It is anticipated that with sufficient experience combined with this supervision the student should be able to apply for accreditation status as an EMDR practitioner with the appropriate body.
The following theoretical content will be included to meet the learning outcomes of the module:
• Assessing the person for EMDR
The concept of person centred assessment will be developed in relation to EMDR. The students will develop their use of the AIP model to aid full assessment of the person and their trauma presentation. The students will be assisted to use objective assessment tools and subjective experiences to aid a comprehensive understanding of the person. The role of the therapeutic relationship in EMDR will be explored. Students will develop knowledge and skills in determining the suitability of a person for EMDR and awareness of referral pathways for unsuitable people.
• Implementing EMDR in clinical practice:
The students will be supported in both class and clinical practice to safely apply and extend their knowledge of EMDR. The importance of following the 8 phase protocol and 3 prong approach will be covered. The student will demonstrate critical understanding and use of a range of skills that are integral to EMDR practice.
• Evaluating EMDR in clinical practice
The students will be supported to accurately and criticsally evaluate the effectiveness of EMDR while working with a person. To use subjective and objective measures to monitor progress for the person in need of help.
• Overcoming common challenges and developing confidence using EMDR
Students will be supported to develop the knowledge, skills and values necessary to identify and deal with common issues in EMDR, these include failure to process, dissociation, abreaction and incomplete sessions. Students will be encouraged to appreciate the need for continual supervision to aid their professional practice.
Learning Outcomes
By the end of this module the student will be able to, demonstrate competency in:
1. Interpt a comprehensive trauma assessment of the person which is informed by the AIP model.
2. Devise an appropriate plan of care underpinned by the AIP model.
3. Seek objective and subjective feedback from clients during EMDR and revise/modifey/contiune c as needed.
4. Critically evaluating the effectiveness of EMDR for the person.
5. Critically debate the use of clinical supervision and continuing professional development, demonstrating a critical appreciation of the need to continue to advance knowledge and understanding of common mental health disorders in order to develop new skills and develop confidence in the use of EMDR in clinical practice.
Skills
At the end of this module the student will:
1. Demonstrate skills of critical thinking, applied reflection and analytical and interpretative skills.
2. Creatively assess client needs, review the therapeutic process and work creatively within the standard eight phase EMDR protocol as necessary.
3. Demonstrate a comprehensive understanding of outcome measurement in treatment.
Advancing the Speciality of Orthopaedic and Fracture Trauma Nursing
Overview
This theory-based distance online module aims to build upon the registered nurse’s existing knowledge and skill set within orthopaedic and fracture trauma. It will provide the student with an opportunity to critically explore pertinent issues within national, international and global health care systems. It will be within the context of the person’s lifespan, individual healthcare needs together with equality, diversity and inclusion. Discourse will be used to explore the current evidence base of significant issues, which relate to musculoskeletal practice, which may affect the patient's experience and outcome of care. Senior UK and international health professionals within clinical practice and education will be invited to deliver / facilitate the student’s teaching and learning.
The following theoretical content will be included to meet the learning outcomes of the module:
• Professional reflection on current practice.
• Exploration of key terms relative to the speciality - orthopaedics, fracture trauma, musculoskeletal health care, lifespan and advancing practice.
• Identification and exploration of pertinent issues within musculoskeletal health care nationally, internationally and globally.
• A discourse in how this specific area of nursing practice is advancing within health care systems.
• Advocating equality, diversity and inclusion to patients across the life span who present with a musculoskeletal condition or injury.
Learning Outcomes
By the end of this module the student will be able to:
1. Define and critically appraise the current opportunities, strategies and advancing roles within orthopaedic and fracture trauma nursing in delivering safe and effective care.
2. Critically explore the lifelong learning needs for registered nurses caring for orthopaedic and fracture trauma patients across the life span.
3. Critically appraise the role of the registered nurse within the diverse group of healthcare professionals within this area of healthcare.
4. Critically explore the diverse population who present with a musculoskeletal condition or injury across the lifespan in the context of equity and inclusion.
5. Critically engage in a discourse around a selected area, which could be improved upon and positively affect the patient's experience and outcome of care.
6. Critically appraise recent innovations and the evidence base in relation to a person presenting with a musculoskeletal condition or injury across the lifespan.
Skills
Generating a business case
Competency in oral examination
Practice teaching and learning for health and social care professionals
Overview
professional frameworks and their relevance to practice learning. Learners will engage with their professional regulatory frameworks to explore the legal, ethical and professional responsibilities for practice learning, delegation and practice assessment. This will include the use of digital technology to support and assess learning in practice such as ePortfolio and electronic health records and the professional responsibilities in relation to skills delegation, assessing Fitness to Practice and ‘failing to fail’.
Learning Outcomes
The aim of this module is to develop the student’s ability to identify and critically evaluate teaching and learning of a procedure and the associated legal and ethical responsibility.
On completion of this this module students will be able to:
• Identify and critically discuss the legal, ethical and professional frameworks relevant to practice learning
• Critically appraise and discuss digital delivery and assessment strategies relevant to practice learning
• Demonstrate the principles of teaching, assessment and providing feedback to learners in a practice setting.
• Critically appraise and discuss how to support learners not meeting professional requirements in their practice learning
• Reflect on the application of contemporary learning and assessment theories relevant to practice learning and identify personal areas of strength and areas for further development when working with learners
Skills
Knowledge and Understanding of:
• Application of learning theories and models in practice learning settings
• The development and implementation of teaching plans and the evaluation of learning outcomes related to a clinical skill
• Identify factors that enable and inhibit learning a procedural skill
• Reflect on individual teaching and learning skills and areas where further development is indicated
Cognitive Skills
• Critical appraisal of evidence and research regarding teaching and learning procedural skills theories and strategies
• Critically appraise the application of learning and debriefing in the practice setting.
• Application of a constant and integrated approach to analysis, evaluation and synthesis of new and complex ideas, information, and issues related to learning a procedural skill.
• Development of creative and original responses regarding the application of teaching and learning a procedural skill.
Transferable Skills
• Demonstrate the ability to engage in debriefing discussion at an advanced level and the ability to utilise a wide range of resources to support advanced decision making.
• Confidence to deal with complex professional issues in ways that demonstrate reflective, autonomous and evidence-based practice.
• Appropriate use of information technology to access national and international databases.
• Utilise skills in reflective practice and apply to individual and team-work contexts
This module will enable the practitioners from across profession to develop their knowledge and understanding of the significant contemporary theories of teaching and learning and the application to practice. The module will use the UK Professional Standards Framework for teaching and supporting learning in higher education developed by the Higher Education Academy. This will include knowledge and skills in planning, delivery, assessment and evaluation of learning in a range of practice settings underpinned by core professional values
Learning Outcomes
The aim of this module is to develop the student’s ability to identify and critically evaluate contemporary learning theories and their application to practice learning.
On completion of this this module students will be able to:
• Critically discuss contemporary teaching and learning theories relevant to professional practice
• Critically apply theories and principles of learning through the identification of and design and delivery of practice learning opportunities and the use of learning plans
• Critically appraise factors that influence, enable and challenge practice learning
• Critically analyse assessment theories and their application to practice learning
• Critically reflect on and evaluate learning experiences with learners and their implications for future practice
Skills
Knowledge and Understanding of:
• Application of learning theories and models relevant to practice education in a professional context
• Development of plans, implementation and evaluation of teaching and learning initiatives in a practice learning environment
• Identify factors that impact upon and influence the practice learning process
• Reflection and evaluation of teaching and learning strategies and the identification of approaches to enhance practice learning opportunities
Cognitive Skills
• Critical appraisal of evidence and research regarding teaching and learning theories and strategies
• Critically appraise the application of knowledge and skills in relation to practice learning.
• Application of a constant and integrated approach to analysis, evaluation and synthesis of new and complex ideas, information, and issues related to practice learning
• Development of creative and original responses regarding the application of practice learning approaches and opportunities
Transferable Skills
• Demonstrate the ability to engage in critical debate at an advanced level and the ability to utilise a wide range of resources to support advanced decision making.
• Confidence to deal with complex professional issues in ways that demonstrate reflective, autonomous and evidence-based practice.
• Appropriate use of information technology to access national and international databases.
• Utilise skills in reflective practice and apply to individual and team-work contexts.
Enhancing Knowledge and Skills: Eye Movement Desensitisation and Reprocessing Therapy (EMDR 2)
Overview
This module will build upon student learning developed during the level 7 EMDR Level One module, with a comprehensive understanding of EMDR to enable them to help a person with complex and severe psychological trauma and other mental health issues. The student will be provided with an enhanced overview of the theoretical concepts underpinning psychological trauma assessment, formulation, care planning, implementation, evaluation, and reflection, and how this relates to clinical practice. Students will apply this knowledge through participating in clinical practice under supervision during the module. The following theoretical content will be included to meet the learning outcomes of the module:
Developing and installing resources in EMDR
Students will be introduced to grief and mourning in EMDR as well as modified protocols in EMDR – including pain/pendulation, fears, phobias, blind 2 therapists protocol and cognitive interweaves in EMDR practice. A greater understanding of the neurological processes will be developed including the Adaptive Information Processing Model (AIP). Resource installation will be discussed and developed as well as stabilisation techniques in EMDR.
Learning Outcomes
1.The student will be able to critique the nature of severe and complex trauma, it’s causes, presentations, frequency and effects on the person.
2.The student will be able to critical analyse the development and installation of resources in EMDR.
3.The student will be able to critical discuss the use of modified EMDR protocols for a range of issues.
4.The student will be able to articulate the judicious use of interweaves in EMDR.
5.The student will be able to teach the stabilisation techniques used in EMDR.
6.The student will be able to safely and effectively use EMDR as evidenced in the practical sessions.
Skills
EMDR Assessment
EMDR Preparation
EMDR Delivery
EMDR Closure
Managing dissociation relating to EMDR practice
Managing complex and severe trauma presentations in EMDR practice
Use of modified EMDR protocols
Adaption to extra uterine life
The anatomy, physiology and pathophysiology of the respiratory system
Respiratory management of the neonate
Care of the neonate with cardiac / cardiovascular compromise
Neonatal Pharmacology including fluid management
Skills based simulation
Respiratory simulation
Care of the neonate with neurological compromise
Care of the neonate with neurological compromise including neonatal pain and neonatal abstinence
Neonatal immunology
Neonatal Sepsis
Care of the neonate with renal compromise
Neonatal haematology and jaundice
The nutritional needs of the neonate
TPN and breast milk
The gastrointestinal system and the neonate
The surgical neonate
Policies and guidelines related to practice
QI, Research and audit
Neonatal Transport
Course evaluation
Family centred and family integrated care and how it underpins all care in the neonatal unit
Learning Outcomes
• Use a systems based approach to critically analyse the aetiology and pathophysiology of neonatal illness, recognising its impact on the neonatal condition
• Critically appraise the provision of appropriate nursing intervention when sudden deterioration in the infant’s condition occurs
• Use a systems based approach to critically analyse evidence based treatments for neonatal illness using literature, guidelines and other resources
• Critically analyse the provision of care for the sick newborn babies in different care settings
• Recognition and critically appraise deviation from normal and taking appropriate action
• Examine and critically discuss innovative practices in neonatal care from an evidenced- based perspective
• Assess and discuss the needs of the neonate and his or her family in this environment
• Critically discuss the application of theory to practice
• Ability to analyse clinical judgements in practice
Skills
Key skills
• Demonstrate and practice retrieval of pertinent information utilising a range of databases and resources
• Practice high-quality nursing care
Subject-specific skills
• Practice high-quality care for the babies in the NICU
• Plan and implement nursing care for babies requiring invasive and non-invasive respiratory management
• Assess and manage nursing care for babies requiring enteral and parenteral nutritional support
• Plan and implement nursing care for babies requiring complex drug regimes, and multiple intravenous infusions
• Demonstrate the provision of appropriate developmental care of sick and recovering babies
Introduction to Eye Movement Desensitisation and Reprocessing Therapy (EMDR 1)
Overview
This module will provide the student with a comprehensive introduction to EMDR to enable them to help a person with psychological trauma. The student will be provided with a basic overview of the theoretical concepts underpinning psychological trauma assessment, formulation, care planning, implementation, evaluation, and reflection, and how this relates to clinical practice. Students will apply this knowledge through participating in clinical practice under supervision during the module. The following theoretical content will be included to meet the learning outcomes of the module:
Introduction to trauma, history, it’s causes, presentations, frequency and short and long term effects on the person. The neurology of trauma through evidence based models such as the Adaptive Information Processing Model (AIP). This includes the physiological impact of trauma inclusive of dissociative states. Trauma assessment, the use of subjective units of distress, validity of cognitions, formulation and EMDR treatment. In addition EMDR how it developed, the 8 staged protocol 3 pronged approach and the evidence supporting it.
Learning Outcomes
This module will provide the student with a comprehensive introduction to EMDR enable them to help a person with psychological trauma. The student will be provided a basic overview of the theoretical concepts underpinning psychological trauma assessment, formulation, care planning, implementation, evaluation, and reflection, and how this relates to clinical practice. Students will apply this knowledge through participating in practicum under supervision during the module. The following theoretical content will be included to meet the learning outcomes of the module:
1.The student will be able to critical analyse the nature of trauma, it’s causes, presentations, frequency and effects on the person.
2.The student will be able to critique what the AIP Model is and what we can use it for in relation to EMDR.
3.The student will be able to critically discus what dissociation is, and how to measure it and deal with it within EMDR.
4.The student will be able to analyse the development of EMDR, the 8 staged protocol and the three pronged approach.
5.The student will be able to critically evaluate the evidence supporting the use of EMDR.
6.The student will be able to safely and effectively use EMDR as evidenced in the practical sessions.
Skills
1.EMDR Assessment
2.EMDR Preparation
3.EMDR Delivery
4.EMDR Closure
5.Managing Dissociation relating to EMDR practice
An introduction to embryology birth and pathophysiology
Nursing care of the neonate
Evidence based practice
Family centred and family integrated care – including attachment theory
Parents’ physical and mental health while their child undergoes neonatal care
The ethical aspects of neonatal care
Developmental care in the neonatal unit and beyond
Palliative and bereavement care / theory and simulation
Communication skills and breaking bad news / Theory and simulation
Policies and guidelines in neonatal care, including safeguarding
Discharging the neonate
Learning Outcomes
• Critically evaluate the skills required to meet the emotional, psychological, developmental and social needs of infants requiring neonatal care and their families – this includes those requiring palliative and end of life care
• Critically examine strategies that facilitate family-centred and developmental care
• Critically examine recent research in the development of evidence-based practice
• Critically discuss the application of theory to practice
Skills
Key skills
• Systematic retrieval of pertinent information utilising a range of databases and resources
Subject-specific skills
• Ability to practice family centred and family integrated care on the neonatal unit
• Provision of high quality nursing care, with an emphasis on communication skills, for babies in the neonatal Unit
• Greater knowledge of family-friendly care practices and support of parents
The role of the midwife in co-ordinating resources and delivering effective and efficient midwifery care to critically ill women. Interprofessional team working as a strategy to improve woman centred care. Examine the evidence base for critical and high dependency care.
Learning Outcomes
On completion of this module the student should be able to: evaluate the evidence base for critical and high dependency care; evaluate the role of the midwife in providing midwifery care to critically ill women; and evaluate the benefits of interprofessional working within critical and high dependency care.
Skills
Retrieval and prioritisation of pertinent information. Skills of critical analysis and reflection.
The purpose of health assessment is to collate information using a person centred approach to identify the health needs of persons and to plan, implement and evaluate appropriate therapeutic management. This will involve a collaborative approach between the nurse and the persons within the care environment. Students will be given the opportunity to develop their knowledge and skills in comprehensive history taking and clinical examination to enable them to competently assess the health needs of persons in their care. The module purpose to integrate theoretical and evidence based knowledge to underpin the skills required for competent health assessment. Consolidation of the taught skills is expected to continue in the clinical environment throughout the duration of the module. The aim of the module is to enable:
Students to develop and enhance their theoretical and evidence based knowledge and practice to undertake a person centred comprehensive health assessment.
Students to develop their critical thinking and decision-making skills to allow them to deliver a safe and effective management plan.
History Taking: Increasing ‘Self-awareness’ and the effects of environment and verbal/non-verbal behaviour when undertaking health assessment. Interpersonal communication skills. Person-centred patient history taking using a systematic approach and acknowledging the person’s beliefs, attitudes and preferences. Recognising the person as an individual taking into account their environmental, familial, cultural and societal situation. Health assessment and consultation models.
Physical Examination: Develop physical examination skills; inspection, palpation, percussion and auscultation. Clinical examination of the head, eyes, ears, nose and throat; cardiovascular and peripheral vascular; respiratory; abdominal and rectal; neurological, musculo-skeletal, male and female genitalia, mental health and use of appropriate assessment equipment.
Diagnosis and investigations: Pathophysiology related to different systems and potential differential diagnoses. Knowledge of when to refer for further tests and investigations or when to consult with appropriate members of the inter-professional team; identifying referral limitations; identifying appropriate referral sources; clinical decision-making; evidence to underpin practice.
Learning Outcomes
At the end of this module the student will be able to:-
1. Critically analyse the evidence for using a systematic approach when taking a person-centred history as part of the health assessment process. 2. Critically appraise underpinning physiological and pathophysiological knowledge to physical examination techniques in order to differentiate between normal and abnormal findings.
3. Critically analyse information gained from health assessment, in order to draw appropriate conclusions about health status whilst recognising own limitations and accountability.
4. Critically explore and build upon interpersonal communication skills while undertaking health assessment.
Skills
On successful completion of this module, students will have gained the following: Key skills:
Competently complete a full clinical health assessment of a patient/client
Retrieval of pertinent information
Identification of legal and ethical issues
Effective high levels of judgement and discretion to ensure safe/effective clinical practice
Self reflection
Effective interpersonal communication skills relating to history taking and health assessment
Resource person adaptable to all clinical environments
Assume responsibility for own learning
Subject-specific skills
Systematic approach to history taking and pedigree chart completion
Superior clinical examination skills in all body systems through Inspection, palpation, percussion and auscultation skills
Insight into clinical investigations and potential diagnosis
Referring patient/client to necessary clinics, specialities, and other professionals
Employability skills
Registered practitioners both local and international gain additional advanced clinical examination skills to enhance the professional’s clinical practice
Students have advantages for employment and promotion in HSC trusts, private practice and internationally
International students who take this module have career opportunities when they return to their home country to lead, implement change and advance clinical practice, and health assessment
Students registered on the Non-Medical Prescribing programme must have completed or complete a module on Health Assessment in order to meet the NMC requirements for prescribing. Students may undertake the module in order to fulfil the criteria.
Perspectives of family centred health & social care
Overview
Providing the opportunity to enhance knowledge and skills in working within a collaborative/family centred approach within their professional practice and workplace and will address theoretical aspects of family centred care (FCC); antecedents and attributes of FCC; models of service provision, empowerment in decision-making, negotiation, facilitating choice, partnership practices- involvement and participation, information giving, advocacy, client/family teaching and education. Technologies and their impact on information giving/client education. Policy direction in FCC. Racial, cultural and socioeconomic diversity, professional issues responsibility/accountability. Interpersonal communication.
Learning Outcomes
Develop an in depth comprehensive understanding of the historical development and current policy context of family centred approaches.
Through advancement of knowledge, develop a critical understanding of the attributes of family centred practices and their influence on modern health care.
Develop a conceptual and theoretical understanding of the components of family centred care.
Develop a critical awareness of the professional challenges in implementing a family centred approach in health care.
Critically analyse the current evidence for best practice and evaluate its implementation.
Critically reflect on own and others' roles and responsibilities.
Skills
Knowledge and understanding - Demonstrate a critical knowledge and understanding of theories, principles, concepts,frameworks and policies relevant to a family centred care; appreciate the role of the practitioner in managing family centred care situations.
Cognitive skills - Apply a constant and integrated approach to critical analysis, evaluation and synthesis of new and complex ideas, information and issues; Identify, conceptualise and offer original and advanced insights into new, complex and abstract ideas, information and issues; Develop creative and original responses to problems and issues; Critical analysis/discernment and application of knowledge to practice.
Transferable skills - Deal with complex health and social care issues, addressing problems in creative and innovative ways; participate in complex health and social care decision making; communicate effectively with clients and carers; ability to apply practice, scholarly and research evidence to health and social wellbeing; use a range of resources to support and enhance work; generate original ideas and articulate these clearly.Make informed judgements on new emerging issues not addressed by current professional practice.
This module focuses on supporting students to work alongside older people whose function and health are worsening. Teaching will focus on the rehabilitative principles of care for older people in primary, secondary, and tertiary care. The module emphasises the need for a comprehensive multi-disciplinary approach to assessing the needs of older people, recognising the role of multiple providers of health and social care across the public, voluntary and community, and private sectors. A person-centred, collaborative approach to rehabilitative care guided by evidence-based practice will underpin delivery of this module.
Students will address the following themes:
• Rehabilitative Principles of Care for Older People
• Comprehensive Geriatric Assessment (CGA Tool)
• Distinguishing Comorbidity, Disability and Frailty
• Evidence-based rehabilitative interventions for older adults
• Interventions in frailty care and enhancing independence
• Healthcare robotics: assistive technology for older adults
• Non-Pharmacological Approaches to Chronic Disease
Learning Outcomes
Aim: To enhance student knowledge, confidence, and practice in relation to care which maximises independence, supports rehabilitation or palliates symptom management in frail older people
On completion of the module the student will be expected to:
1 Critically analyse models of frailty, conceptual understandings of disability, rehabilitation strategies, and enablement amongst older people.
2 Critically appraise the recognized models of health promotion and their applicability to the care of older people and their significant others.
3 Coherently debate the importance of empowerment and respect in promoting physical, psychological and social rehabilitation.
4 Explore a range of psychosocial interventions which may be employed to promote rehabilitation in older populations.
Skills
Demonstrate the ability to carry out a multi-dimensional assessment of older people.
Ability to explore a range of health promotion strategies for older people in health care settings.
Actively participate in a rehabilitation programme for older people receiving care.
Articulate the ability to effectively participate in person centred care.
Facilitate coping responses in relation to distress of older people.
Framework and application of person-centred care
Concepts such as personhood, holism, individuality and empowerment
Range of advanced communication skills
Principles of self-care, personal value and self-esteem
Innate and external support systems
Learning Outcomes
At the end of this module the student will be able to:
1. Demonstrate a comprehensive understanding of the processes, principles and application of person-centred approaches to care delivery.
2. Systematically review the underpinning values of person-centred care such as personhood, holism and individuality.
3. Critically engage with the concept of humanising healthcare and empowering people to engage in their own healthcare decisions taking account of their holistic needs.
4. Critically evaluate the therapeutic potential of a range of communication approaches, methodologies and skills.
Skills
Development of highly effective verbal and nonverbal communication skills to assess and support patients and their carers.
Contribute to the development of therapeutic relationships.
Actively engage in empowering individuals in the decision making process.
Perinatal mental health issues are common, with as many as 150:1000 experiencing mild to moderate depressive symptoms during pregnancy or after birth (RQIA Report 2017). Prompt and effective treatment minimises the risk for the mother and improves outcomes for mother and family unit.
This module is designed for any health care professional that interacts with pregnant women, mothers and their families during the perinatal period (defined by the WHO as the period between 22 completed weeks (154 days) of gestation and ends 7 completed days after birth). It will cover the prediction, detection, treatment and management of maternal mental ill health through the multi-disciplinary/agency service models currently in operation. Both emergent and pre-existing mental health issues on the perinatal mental health spectrum will be explored with the aim of developing critical knowledge and understanding. The implications of mental illness during the perinatal period for women, infants and their families will also be included. The module will draw on the teaching expertise of both mental health nursing professionals and midwifery staff within the School and external clinical expertise as appropriate.
Learning Outcomes
On successful completion of this module the student will be able to:
1. Critically review common mental health values/beliefs
2. Critically evaluate the central role of the family in promoting mental health
3. Master the skills to identify common perinatal mental health experiences and conditions
4. Critically develop an awareness of effective interventions
5. Consolidate a coordinated approach to caring for women with mental ill health and their families
Skills
High level understanding of perinatal mental health and women’s needs
Consultation and mental ill health assessment
Delivery of women-centred care in the wider family context
The student will be introduced to the principles of Evidence Based Practice (EBP) where students will reflect upon their practice; topic of inquiry: framing searchable questions and searching for the evidence; critical appraisal of a randomised controlled trials; critical appraisal of systematic reviews and qualitative study.
Learning Outcomes
By the end of this module the student will be able to, demonstrate competency in:
1 Critically appraise the role of evidence-based practice in Cognitive Behavioural Psychotherapy.
2 Discuss and understand the skills and knowledge that will allow participants to incorporate evidence based practice into clinical decision-making.
3 Critically review searchable questions arising from clinical problems and issues.
4 Appraise appropriate sources of information for relevant questions.
5 Critically appreciate and utilise skills in searching electronic databases.
6 Discuss the skill necessary to appraise research using relevant frameworks.
7 Implement critically reviewed evidence in the clinical setting to address patient problems or clinical issues.
Skills
Students will demonstrate skills of critical thinking, applied reflection and analytical and interpretative skills.
Knowledge and understanding - Demonstrate a critical overview of related subject areas, including critical understanding of principal theories and investigative concepts; critical knowledge and understanding of the subject in relation to the area of practice; critical thinking skills and discursive techniques; evaluate the arguments of others and present robust arguments and defence of position; demonstrate originality and creativity in the development and application of knowledge, understanding and practice.
Cognitive Skills - Apply a constant and integrated approach to critical analysis, evaluation and synthesis of new and complex ideas, information and issues; identify, conceptualise and offer original and advanced insights into new, complex and abstract ideas, information and issues;
Develop creative and original responses to problems and issues; Critical analysis/ discernment and application of knowledge to practice.
Transferable skills - Demonstrate an ability to engage in critical debate at an advanced level, with an ability to utilise a wide range of resources to support advanced decision making and deal with complex professional issues in ways that demonstrate reflective, autonomous and evidence based performance; appropriate use of information technology to access national and international databases; retrieval of pertinent information; critical analysis /discernment and application of knowledge to practice; self-reflection and a strengthening of the therapeutic interaction; utilise assessment skills and decision making in clinical practice.
Successful leading for health and social care professionals
Overview
This module will provide students with skills and knowledge to achieve improved patient health and social well being and delivery of quality services in health and social wellbeing contexts.; it will address concepts and theories of leadership and management; personal leadership development; dealing with challenging situations through effective leadership; developing leadership in fellow workers; valuing diversity; team working, motivating and collaborating with others and recognising organisational cultures, networks and power
Learning Outcomes
Advanced knowledge and systematic understanding of concepts, theories and principles related to leadership and management
Advanced knowledge and systematic understanding of communication, motivation, team working, diversity and power within health and social wellbeing services
Ability to critically appraise evidence regarding the drivers for and nature of effective personal, team, organisational and global leadership
Advanced knowledge and systematic understanding of organisational systems, cultures and policies in health and social wellbeing services
Critical application of evidence to potentially challenging situations within health and social wellbeing leadership contexts
Critical application of leadership development to self and other health and social wellbeing staff
Skills
Knowledge and Understanding Skills
Demonstrate and develop critical and advanced knowledge and understanding of principal theories, principles, concepts and research related to leadership and management for health and social wellbeing.
Cognitive Skills
Apply a constant and integrated approach to analysis, evaluation and synthesis of new and complex ideas, information and issues so as to make informed judgements regarding leadership and management for health and social wellbeing.
Transferable Skills
Demonstrate an ability to engage in critical debate and communicate clearly and at an advanced level, with an ability to utilise a wide range of resources to support advanced decision making; deal with complex professional issues in ways that demonstrate reflective, self-critical, autonomous and evidence based performance.
Must attend 75% group tutorials. Independent study skills related to independent study; presentation of written work; creativity in written work; group tutorial every 3-4 weeks; individual supervision.
Learning Outcomes
Student contract completed and each students sets his/her own goals and objectives\nPresentation of a piece of critical research based work
Skills
Retrieval and prioritisation of pertinent information and application of knowledge. Skills of critical analysis.
Enhancing care and practice for children with complex health care needs
Overview
This module explores the current challenges in managing care to children/young people with complex needs, international perspectives of caring for children with complex needs, care of the neonate with complex needs, concept of health-related quality of life, mental health issues, caring for children with complex motor disability, life-limiting illnesses in childhood, assessing and managing symptoms in verbal and non-verbal children, transition to adult services, end-of-life caring, loss and bereavement, complex ethical issues, and managing professional practice. By means of enhancing care and practice of children and young people with complex health needs, students will develop a rich and considered understanding of current research evidence for the provision of evidence-based and evidence-informed care and practice.
Learning Outcomes
To enable the students to:
• Critically analyse and reflect upon the individual assessment and management of children, young people with a range of complex health care needs
• Through advancement of knowledge, develop a critical understanding of the issues experienced by children and young people with a range of complex health care needs and their families
• Develop a critical awareness of the professional challenges in enhancing care to children with complex health care needs from a broad international perspective
• Critically analyse the current evidence for best practice in caring for this group of children and their families and evaluate its implementation
• Critically reflect on own and others’ roles and responsibilities
Skills
Knowledge and Understanding
Demonstrate a critical knowledge and understanding of theories, principles, concepts, frameworks, policies and practices relevant to caring for children and young people with complex health needs and their families.
Cognitive Skills
Identify, conceptualise and offer original and advanced insights into new, complex and abstract ideas, information and issues. Develop creative and original responses to problems and issues. Critical analysis/discernment and application of knowledge to practice.
Applied Research Methods and Statistics in Healthcare
Overview
Searching the literature effectively; design and critical appraisal of randomised controlled trials, non-equivalent group designs, and observational studies; basic steps and analysis for randomised controlled trials; correlation, causation and validity; survey and questionnaire design; sampling theory, sample size and statistical power; prevalence and incidence; choosing a statistical test; SPSS: data entry and coding, descriptive statistics, presentation of data, hypothesis testing, probability, introduction to confidence intervals, correlations, simple logistic regression, inferential statistics, t-tests, ANOVA and post-hoc analysis
Learning Outcomes
The aim of this module is to develop the student’s ability to critically evaluate quantitative research studies in terms of their design, methods, analysis and interpretation.
At the end of this module students will be able to:
1. Critically analyse factors which influence the choice of research design
2. Critically evaluate the reliability and validity of quantitative research studies
3. Demonstrate competence in using and interpreting parametric and non-parametric statistics
4. Interpret the results of quantitative research studies
5. Search the literature for evidence to support clinical practice
Skills
Students will have the opportunity to learn how to carry out basic operations using SPSS Statistics software.
• Structure and processes of service provision in cancer.
• Strategic drivers in cancer care.
• The organisation and delivery of quality cancer health care provision.
• The contribution of the Specialist Practice Nurse in education, research and audit management, supervision and dissemination of good practice.
Learning Outcomes
At the end of this module the student will be able to:
1. Critically analyse the structure, processes and design of cancer services locally, nationally and internationally.
2. Demonstrate a critical awareness of the factors which influence the availability, range and quality of cancer care services.
3. Critically appraise the leadership role of nurses in their contribution to the development and quality of cancer services in Northern Ireland.
4. Critically analyse the leadership role of the Specialist Practice Nurse in the support, education and development of self and other practitioners in the specialty of oncology nursing and the importance of dissemination of good practice.
Skills
• Influence a research sensitive clinical environment including the ability to disseminate effective clinical care practices.
• Clinical interpretation of policy and research.
• Enhancing clinical leadership in practice in developing the capacity of health and social care teams.
• Contribute to the support and education of other oncology health care professionals.
• Actively promote and engage in the utilisation of research findings to support clinical practice and decision making.
• Contribute to discussions and decision making processes in multidisciplinary meetings.
• Contribute to the political and professional discussions regarding the implications of Health Policy decisions and the co-ordination of services.
• Concepts of care, compassion, hope, shared decision making and living with and beyond cancer throughout the trajectory and lifespan.
• Assessing and supporting the psychological, social, spiritual and sexual aspects of wellbeing in the context of a cancer diagnosis.
• The role of information and support services in the cancer trajectory.
• Framework for cancer education for individuals with cancer and their carers.
Learning Outcomes
At the end of this module the student will be able to:
1. Critically appraise the evidence-based theory of the psychological impact of cancer on health and the application of person-centred approaches to support individuals with cancer and their carers.
2. Critically analyse the potential physical, social, spiritual and sexual implications associated with cancer.
3. Analyse and employ strategies to act as a resource for information and support to patients and carers and within the healthcare team.
4. Critically debate the ethical and legal issues associated in supporting the continued empowerment of individuals with cancer. in their decision-making.
Skills
• Use highly developed communication skills to assess and support individuals, and their carers, and provide guidance regarding the holistic implications of cancer.
• Contribute to the discussion and debate regarding ethical decision making which may arise in the clinical practice setting.
• Contribute to enhancing the individuals’ knowledge through the use of relevant education and information sharing frameworks.
The aim of this module is to reach one single goal: to allow the student to develop a research proposal using qualitative methods. The research proposal can be based on a title of the student’s choice – or based on a selection we offer (see workbook 3). The module is designed to assist the student through the process of developing a research proposal in a step by step manner, one step per week. We begin by exploring some of the theoretical and epistemological bases of interpretive qualitative research and how these compare and contrast with the epistemological bases of quantitative research. In this lecture and workbook, we also invite careful consideration of how these two methodological approaches may be combined. We then guide the student through the various stages in creating a high quality qualitative research proposal from crafting an appropriate question, to conducting a literature review, to decisions about sampling and recruitment, data collection methods, and data analysis methods to considerations of ethics and responsibilities, and to write-up. Ultimately, the course acts as key preparation for the development of a student’s MSc. dissertation and further real world research proposals that you might undertake as part of your work or further study.
Learning Outcomes
By the time you have completed this module you should be able to produce a high quality research proposal to conduct a qualitative research study.
The components of these learning outcomes can be broken down as follows. By the time you have completed this module you should:
(i) be able to identify the main methodological/epistemological components of qualitative research and how they compare and contrast with quantitative research;
(ii) be able to critically reflect upon the relevance of qualitative research methodologies in understanding health and healthcare, including for examining issues / problems which arise in the course of your work / practice / research interests;
(iii) have developed skills for retrieving and reviewing qualitative research literature and assessing the quality of qualitative research studies;
(iv) be able to critically reflect upon your ethical role and responsibilities as a researcher, including in relation to any role you might have as a practitioner;
(v) be familiar with sampling and recruitment strategies for qualitative research;
(vi) be familiar with a number of qualitative methods of social research (data collection);
(vii) be familiar with strategies for analysing qualitative data;
(viii) demonstrate an ability to time plan a qualitative research study.
Skills
The module also offers graduates an opportunity to develop a range of transferable skills.
By the end of the course, participants should be able to:
• explore the usefulness of research in healthcare settings;
• develop enhanced problem-solving skills in relation to the challenges posed by real-world research in healthcare/educational or social work environments;
• demonstrate self-awareness of skills required to work with groups and to facilitate communication in groups (through electronic discussion groups);
• develop communication skills in writing a qualitative research proposal;
• strengthen possibilities for networking amongst researchers across different disciplines;
• strengthen possibilities of communication within a multi-cultural learning environment.
Skills
The module also offers graduates an opportunity to develop a range of transferable skills.
By the end of the course, participants should be able to:
• explore the usefulness of research in healthcare settings;
• develop enhanced problem-solving skills in relation to the challenges posed by real-world research in healthcare/educational or social work environments;
• demonstrate self-awareness of skills required to work with groups and to facilitate communication in groups (through electronic discussion groups);
• develop communication skills in writing a qualitative research proposal;
• strengthen possibilities for networking amongst researchers across different disciplines;
• strengthen possibilities of communication within a multi-cultural learning environment.
Complexity in Pregnancy: Midwifery Care for Women and their Families
Overview
An introduction to woman-centred and family support through complexities relating to childbearing, encompassing:
• Critical exploration of organisational, professional and clinical complexities which reflect challenges midwives meet in everyday practice.
• Aetiology, identification and management of selected medical, pregnancy-related and social complexities.
• Critical discussion of the role of the midwife and the interprofessional team in pregnancy requiring additional care.
• Critical evaluation and application of evidence to clinical practice, regarding management of complexity in the perinatal period.
• Optimising a safe, effective and satisfying experience for women, babies and families requiring additional care.
Learning Outcomes
On successful completion of the module the student should be able to:
1. Evaluate critically the contribution of maternity care services to the experiences and outcomes of childbearing women and their families.
2. Evidence awareness of the organisational and professional complexities of providing maternity care within the UK, focusing on Northern Ireland.
3. Demonstrate advanced understanding of the impact and management of selected medical, pregnancy-related and social complexities on perinatal women and their families.
4. Provide new insights into the challenges of providing universal midwifery care to women and families requiring additional care.
5. Coherently debate the role of the interprofessional team in the care of the woman requiring additional care throughout the childbearing continuum.
6. Develop and critically analyse strategies for supporting women, babies and families through childbearing complexity, optimising a safe, individualised, holistic and satisfying experience.
Skills
Students will be supported to develop skills in:
• Critically appraising and applying knowledge to practice.
• Assessing, planning, implementing and evaluating midwifery care.
• Addressing complex professional issues in ways that demonstrate reflective, autonomous and evidence based performance.
• Developing creative and original responses to complexity.
• Applying a constant and integrated approach to analysis, evaluation and synthesis of new and complex ideas, information and issues.
• Demonstrating an ability to engage in critical debate at an advanced level, with an ability to utilise a wide range of resources to support advanced decision making.
• Demonstrating awareness of current legal and professional issues related to maternity care.
• Using information technology appropriately to access national and international databases, and integrating online resources into learning.
The aim of this module is to provide students with advanced knowledge in the study of nursing older people and the range of psychosocial interventions which may be employed to deliver effective nursing care to this client group. While the emphasis is on knowledge originating from evidence, it is recognized that a full and comprehensive knowledge of older people is not limited to that derived from empirical research. The overall emphasis is on breadth in respect to ways of knowing the living experience of older people, highlighting the need to respect the patient, in relation to diversity, values, beliefs and expectations about their health and care.
Students will address the following themes:
• Myths; Images of Age, Ageism and Old Age
• Theories of Ageing
• Health Policy, Economics, and the Care of Older People
• Design and Age-Friendly Communities
• Illness, Co-Morbidities and Frailty
• Psychological Issues- to include spirituality and sexuality
• Ethical Issues and older people
Learning Outcomes
Aim: To explore the impact of living longer and provide students with critical insights about biopsychosocial aspects of ageing within nursing practice, policy, the built environment, economics, and ethics to rethink what it means to 'age well' now and in the future.
On completion of the module the student will be expected to:
1 Critically review the political, economic, social, cultural and demographic factors which influence decisions about the health care of older people.
2 Critically analyse the organizational issues and dilemmas pertinent to the delivery of care to older people.
3 Critically discuss the ethical and legal issues which impact on the lives of older people, their families, carers or significant others.
4 Demonstrate an understanding of the concepts: partnership, collaboration, co-production, empowerment, advocacy and choice, which will enhance the creativity and human potential of the specialist practitioner in the nursing care of older people.
Skills
Facilitate the older person to be empowered in the health care settings.
Critically analyse the specialist nurse’s role as an advocate.
Demonstrate the ability to communicate effectively with older people.
Critically discuss with an older person their rights as a service user in a care setting.
Display a positive attitude to client/family/carers of older people.
Articulate the range of legislation which underpins service delivery.
Appraisal of current affairs, official reports and media coverage. Leading in dynamic organisations, Leadership theories past and present. Self-reflection on personal leadership skills, emotional intelligence. Examination of organisational culture and context. Human factors and non technical skills. Current developments in crisis management, clinical governance, service improvement and entrepreneurship. Safety, Quality, audit, resource and risk management. Global healthcare crisis management.
Learning Outcomes
Aim: A critical appreciation of leading in health and social care.
1. Synthesize leadership theories past and present and appraise personal leadership strengths and weaknesses.
2. Critically evaluate emotional intelligence, human factors and behavioural skills in specialist nursing care.
3 Consider the culture and context of organisational leadership from a global health perspective .
4. Critically examine Health care quality, risk, audit and resource management.
Skills
Rapid leadership adaptation in complex work situations.
Emotional intelligence, and consideration of culture and diversity in the specialist healthcare environment
Competent in crisis management and person centred specialist care.
Cognisant of organisational quality improvement, risk and resource management strategies
Knowledge of current national and global directives in specialist care.
Impact of human factors and non technical skills in workforce management.
This module aims to enhance the students’ knowledge and understanding of the evidence-based assessment and management of patients presenting with acute cardiac conditions including coronary artery disease (Angina/Acute Coronary Syndromes) and arrhythmias. The underlying pathophysiology of common cardiac conditions will be explored. Students will develop an understanding of the cardiac conduction system, mechanisms of arrhythmia, and application of electrocardiograms (ECGs) in assessing patients. The module will have a focus on practical application and will include simulation to allow students to develop skills in a safe learning environment.
Learning Outcomes
Aim: To provide students with the knowledge to assess and manage patients presenting with acute cardiac illness.
Learning outcomes/ objectives:
1. Demonstrates a deep and systematic understanding to the assessment of patients presenting with acute cardiac disease.
2. Critical analysis of the application of ECG interpretation in the context of the acutely ill adult.
3. Demonstrates a deep and systematic understanding of the management of patients presenting with acute cardiac conditions.
4. Critical awareness of current resuscitation guidelines and practice.
Skills
An understanding of a systematic approach to ECG interpretation.
Conduct a holistic assessment of the acutely ill or deteriorating cardiac patient.
Work in ways which are reflective, self-critical and evidence based.
Demonstrate awareness of non-technical skills and human factors, facilitating leadership and effective team working when dealing with an acutely ill cardiac patient.
The biological development of cancer.
Cancer prevention and detection.
Principles of cancer treatments including side effects.
Physiological presentation and management of the major symptoms experienced by patients with cancer.
Investigations and imaging tests in the diagnostics.
Role of clinical trials as a cancer intervention.
Long term symptoms of cancer and treatment.
Principles of prehabilitation and rehabilitation.
Learning Outcomes
At the end of this module the student will be able to:
1. Apply advanced knowledge and understanding of the aetiology and pathophysiology of cancer.
2. Systematically review the goals of the current prevention, screening and detection strategy programmes in the United Kingdom.
3. Critically understand the various cancer treatment modalities including the latest approaches.
4. Apply advanced knowledge of the physiology, principles of treatment and related nursing care of the acute and long-term symptoms of cancer and treatments.
Skills
Actively promote the current NHS cancer screening programmes to patients, their relatives/carers and to the wider public.
Adequately provide patients and carers with the knowledge they need prior to, during and following cancer treatments, including the potential long-term effects associated with living with and beyond cancer.
Provide support for patients in cancer clinical trials from recruitment and throughout their treatment regime.
Pharmacokinetics and pharmacodynamics of drug therapy: mechanisms of drug action; pharmaceutical phase; pharmacokinetic phase including, factors that influence pharmacokinetic activity, absorption, distribution, metabolism, biotransformation and excretion of drugs; pharmacodynamic phase; drug-response relationship; side effects and adverse reactions, drug interactions; cost effectiveness of specific drug regimens;
Learning Outcomes
On completion of this module the student should be able to: critically review and implement efficacious and cost-effective pharmacotherapeutic regimes for patients; constructively monitor the efficacy of drug therapies as they relate to specific pathophysiological processes; critically analyse the efficacy of drug and other therapeutic agents as they relate to the areas of practice of the specialist practitioner; scrutinise personal, social, cultural and economic issues which impact on the acceptance, utilisation and effectiveness of drug therapies into prescribing practice; and critically examine the need for comprehensive and appropriate patient education regarding drug therapy.
Skills
Critical thinking, synthesis, analysis, application of the knowledge to practice, self reflection and clinical judgement.
*CLOSING DATE FOR JANUARY 2025 INTAKE IS 21st NOVEMBER 2024 at 12pm*
Applicants must have a professional qualification in Nursing, Midwifery or Allied Health and Social Care Services. They shall normally hold a relevant 2.2 Honours degree or above, or equivalent qualification acceptable to the University.
Applicants with a 3rd Class Honours degree (or equivalent qualification acceptable to the University) plus level 7 Post Graduate study will be considered on a case-by-case basis.
Students can elect to join a pathway or remain on the general Master’s programme. Admission to a specialist pathway often requires students to be working or have experience in a related area and may be dependent on viable numbers. Further details on the pathways and any professional prerequisites are available under Course Content on the course webpage here Advanced Professional Practice (MSc) | Courses | Queen's University Belfast (qub.ac.uk)
Applicants who do not meet the entry requirements should contact the Programme Co-ordinator for advice.
Applicants are advised to apply as early as possible and ideally no later than 31st July 2024 for courses which commence in late September. In the event that any programme receives a high number of applications, the University reserves the right to close the application portal. Notifications to this effect will appear on the Direct Application Portal against the programme application page.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
Evidence of an IELTS* score of 6.5, with not less than 5.5 in any component, or an equivalent qualification acceptable to the University is required (*taken within the last 2 years).
International students wishing to apply to Queen's University Belfast (and for whom English is not their first language), must be able to demonstrate their proficiency in English in order to benefit fully from their course of study or research. Non-EEA nationals must also satisfy UK Visas and Immigration (UKVI) immigration requirements for English language for visa purposes.
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
This Masters in Advanced Professional Practice offers an opportunity for students to develop skills of analytical thinking within a clinical context. Alongside this, the programme facilitates the student's continued professional development. Graduates of this programme progress into management and leadership roles, or continue into a research or education capacity.
Queen's postgraduates reap exceptional benefits. Unique initiatives, such as Degree Plus and Researcher Plus bolster our commitment to employability, while innovative leadership and executive programmes alongside sterling integration with our local world-class healthcare providers helps our students gain key leadership positions both nationally and internationally.
Prizes and Awards
Applicants are welcome to apply for the Patricia Napier Scholarship. Details on this and other scholarships can be found here: https://www.qub.ac.uk/schools/SchoolofNursingandMidwifery/Study/Scholarships/
Graduate Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Graduate Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees quoted relate to a single year of study unless stated otherwise. Tuition fees will be subject to an annual inflationary increase, unless explicitly stated otherwise.
There are no specific additional course costs associated with this programme.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
The Department for the Economy will provide a tuition fee loan of up to £6,500 per NI / EU student for postgraduate study. Tuition fee loan information.
A postgraduate loans system in the UK offers government-backed student loans of up to £11,836 for taught and research Masters courses in all subject areas (excluding Initial Teacher Education/PGCE, where undergraduate student finance is available). Criteria, eligibility, repayment and application information are available on the UK government website.