The Postgraduate Diploma in Palliative Care was developed to provide a way to address the training needs of social workers involved in delivering care to people living with life-limiting or life-threatening illness and supporting informal caregivers both pre and post bereavement.
This course will be of interest to qualified social workers who are either working in generalist or specialist palliative care with adults. It may also be of interest to social workers learning or physical disability with adults, primary care, mental health, community mental health team for older people, older peoples’ services, hospital social work posts or hard to reach populations (i.e. prison service, homelessness or addiction services) or who have people with palliative care needs on their caseload.
Online delivery will enable social workers across different countries, service user groups and settings, to apply.
The Postgraduate Diploma in Palliative Care is aligned to the Specialist Award in Social Work via the Northern Ireland Social Care Council (NISCC), meeting all nine requirements.
This programme will not be suitable for sponsored visa students to attend. It is an online part time programme and international students may study this in their home countries.
Please note that intake for this programme is every two years, with September 2025 being the next intake.
Palliative Care highlights
Internationally Renowned Experts
Given the complex nature of palliative care and the range of topics to be covered in the modules, specialists within certain fields will contribute to the delivery of teaching. In addition, existing social workers from other countries will contribute to the teaching, to promote the international diversity of social work.
SSESW academic staff with expertise in Systemic Practice and CBT will provide their specialist expertise on assessments and interventions.
Staff from the School of Nursing and Midwifery, with specialist expertise in palliative care, will be invited to contribute to teaching on Principles of Palliative care on multi-disciplinary team working, and staff from Queen’s Business School will also deliver specialist teaching on leadership.
Professional Accreditations
The Diploma is aligned to the Specialist Award in Social Work via the Northern Ireland Social Care Council (NISCC).
Professor of Social Work in Palliative Care and Programme Director
SSESW email: a.roulston@qub.ac.uk
Teaching Times
There will be 4 days of teaching per module (alternate Wednesdays). 28 hours directed learning and 172 self-directed learning per module (200 effort hours per module).
Learning and Teaching
Learning opportunities associated with this course are outlined below:
Contact Hours
Modules are delivered online in blocks of four days every two weeks.
28 hours directed learning and 172 self-directed learning per module (200 effort hours per module).
Information and Support
• Through Canvas, you will have access to clear information about the content and assessment of each module, with clear learning outcomes and teaching methods that make up the course.
• You will receive clear explanations of the realistic expectations placed upon them for elements of study and the nature of autonomous, directed, collaborative and supported learning.
• You will be provided with up-to-date information about the learning support available to them remotely.
• You will receive a schedule or timetable for the delivery of lectures and tutorials/workshops (i.e. timetabled activities) as well as required learning activities, or home work tasks, as well as how to access peer support.
• You will receive appropriate training and learner support in the use of computing facilities (i.e. Canvas, MS Teams, QSIS, plagiarism detection software) as appropriate.
• You will have an identified contact (i.e. tutor and programme director) together with clear arrangements for contact (via email).
• You will be provided with opportunities for inter-learner discussions to facilitate collaborative learning.
• You will have access to well-being services at QUB, and be able to register with student disability services for assessment and support, as required.
Assessment
Assessments associated with the course are outlined below:
There are no examinations. Assessment is based on continual assessment of coursework, e.g. assignments, online discussion form tasks, presentations, role plays and a back yard research project.
All students must maintain a reflective log/diary throughout each module, with time for critical reflection and peer support built into the afternoon workshops/tutorials for each module. This reflective log will not be formally assessed.
What our academics say
“Through experiential learning, the online Postgraduate Diploma in Palliative Care Social Work will develop and enhance practitioner confidence and skills in the complex areas of living with life-limiting or chronic illness (malignant and non-malignant), attachment, loss and grief. This course has been developed specifically for social workers who are working with people who have palliative care needs, regardless of service user group or setting (i.e. children’s disability, physical or learning disability, primary care, addictions, mental health, prisons, homelessness, dementia care, integrated care teams, hospital, or specialist palliative care teams.”
Professor Audrey Roulston, Programme Director https://youtu.be/zUVd3rBkjt4
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.
Enhanced assessment, care planning and communication in palliative care
Overview
Day 1: Understanding how theories of loss and grief inform assessments of need. Identifying social work skills to support individual service users or carers to examine loss or grief, as appropriate. Application of theory to practice using case scenarios. Reflective practice around impact of loss on self, or impact of working with people experiencing loss and grief.
Day 2: Advanced Communication Skills. Workshop: practice application of advanced communication skills, with opportunities for reflective practice.
Day 3: Care planning and information sharing in the context of palliative care, including breaking bad news or sharing bad news. Workshop: hearing the experiences of service users and carers regarding care planning, receiving or sharing bad news.
Day 4: Exploring person centred approaches, empowerment, advocacy and partnership working with service users in assessment and care planning, including mediation of conflict. Application of theory to practice by chairing or leading family or discharge planning meetings involving conflict or sharing bad news. Opportunities for role-plays and reflective practice.
Learning Outcomes
Students should demonstrate critical thinking and critical analysis of different theories (i.e. loss and grief) and understand how they inform assessments, care plans and interventions with individuals, families and groups.
Students should acquire a better understanding of how to promote person-centred practice and sensitively respond to complex dynamics during family meetings or discharge planning meetings. Students should acquire and demonstrate competent advanced communication skills for working in palliative care settings. Students should develop a critical understanding of person-centred approaches, including the importance of empowerment, advocacy and working in partnership with service users and carers. Students should acquire a richer understanding of service user or carer perspectives regarding specific aspects of palliative care (i.e. how news is shared, how conflict is managed and how to advocate for individual rights).
Skills
Develop advanced professional skills and values that underpin working with individuals, families and teams, appropriate to PG level. Develop skills to chair/lead meetings with service users, families and professionals, which involve assessment or care planning (inc risk and mediation of conflict). Develop a critical understanding of how to promote empowerment, advocacy and person centred practice, within the context of palliative care. Critically analyse theories of loss and grief, and apply theory to practice in a way that enhances self-awareness and self-assessment of practice and knowledge.
Day 1: Identifying and managing ethical dilemmas in palliative care based on risk, adult safeguarding and mental capacity. Seminar: hearing the experiences of service users and carers regarding the management of care and control or risks and rights. Introduction to and use of models of reflection (1)
Day 2: A human rights perspective on treatment and end of life care decision making, including assisted dying. Seminar: examination of ethical issues that arise when exploring human rights and assisted dying. Introduction to and use of models of reflection (2).
Day 3: International perspectives on advance care planning. Seminar: practical application of skills conducting conversations regarding advance care planning
Day 4: Students will deliver a 20-minute presentation in class that critically reflects on a chosen case involving ethical dilemmas arising through adult safeguarding, human rights or advance care planning. The presentation should critically reflect on the power dynamic, personal and professional values, uncertainty, self-awareness, feelings and knowledge. Presentation will be followed by 10-minute class discussion (Q & A )
Learning Outcomes
Students should acquire a critical understanding of legal and ethical challenges surrounding advance care planning, adult safeguarding, assisted dying, mental capacity, and human rights. Students should demonstrate competence in managing ethical dilemmas arising within a palliative care context, in a way that is congruent with professional social work values, and shows respect for the perspective of service users, carers or other members of the multi-disciplinary team. Students should acquire enhanced critical thinking and critical reflection, supported through the application of a theoretical model (MacLean or Houston)
Skills
Enhance use of research or academic literature to substantiate arguments around key topics (i.e. adult safeguarding, mental capacity, assisted dying and advance care planning). Enhance skills in critical analysis, critical thinking and oral presentations Develop advanced skills required to navigate competing interests and needs, particularly in relation to treatment decision-making, end of life care, risk assessment, mental capacity and safeguarding. Develop competent interpersonal skills to explore advance care planning with individual service users and relatives/families.
Identifying and appraising evidence to inform practice and developing research
Overview
Day 1: Exploring the hierarchy of research evidence. How to develop a research question or identify a research topic. Conducting literature searches on relevant databases to identify evidence to inform research questions.
Day 2: Understand how and why we need to critically appraise research articles. Practical application of using critical appraisal tools with relevant literature identified in day one.
Day 3: Backyard research project: identifying and exploring key components of a small-scale research project. Working individually or in groups to formulate a research question and backyard project.
Day 4: Exploring methods of data collection and data analysis. Working individually or in small groups to design a suitable instrument for data collection (i.e. survey, questions, etc)
Learning Outcomes
Students should acquire a critical understanding of the hierarchy of evidence and the different types of research evidence. Students should acquire a critical understanding of how to conduct a literature search and identify relevant articles/resources. Students should enhance their understanding of how and why we need to critically appraise research. Students should acquire relevant knowledge and skills to conduct a small-scale ‘back yard’ research project, and justify their chosen methods for data collection and data analysis.
Skills
How to conduct searches on relevant databases and identify appropriate research studies/resources. How to construct a research question, and select the most appropriate research design/methodology to answer the question. To develop skills of conducting data collection and data analysis. To present findings from the backyard research project in a written submission in a way that justifies the chosen approach, and demonstrates critical reflection.
Day 1: Exploring psychological, sociological, social and spiritual dimensions of loss due to chronic or life-limiting illness. Workshop: hearing from service users about their experiences of loss of role, dignity, privacy, identity, finance, etc.
Day 2: Introduction to theory and principle of systemic practice with families impacted by chronic or life-limiting illness. Workshop: what happens to families when someone takes ill? Exploring families as eco systems.
Day 3: Exploration of visual mapping techniques (i.e. ecomaps, timelines, and genograms) within the context of chronic illness and palliative care. Workshop: practical application of using ecomaps, timelines and genograms in small groups.
Day 4: Developing insight into cultural sensitivities and diversity regarding illness, dying and death. Identifying how to promote cultural sensitivity in practice when dealing with seldom-heard service users: in homeless hostels, prisons, LGBTQ+ community, etc.
Learning Outcomes
Students should acquire a critical understanding of how illness affects individual service users and their families due to different types of loss.
Students should acquire insight into the theory and principles underpinning systemic practice and enhance their understanding of how visual mapping techniques can be used within a therapeutic space. Students should develop a critical understanding of cultural sensitivity and how to promote sensitivity when working with seldom-heard service user groups.
Skills
Critically analyse findings and relevant literature, which can be used to substantiate arguments presented in academic assignments. Build on existing skills using visual mapping techniques and critically reflect on how to use these with families impacted by chronic or life-limiting illness. Develop the necessary interpersonal skills required to work in a culturally sensitive way with people impacted by illness. Work with seldom-heard service user groups in a way that promotes anti-oppressive practice and social justice and upholds professional social work values.
Day 1: Evidence-based low-intensity psychological treatments of anxiety. Students will learn how to enable clients to use self- help and self-management methods such as CBT manuals and computerised CBT. Application of theory to practice using case scenarios and role-plays. Reflective log based on learning and experiences.
Day 2: Evidence-based low-intensity psychological treatments of depression during illness or bereavement. Students will learn how to enable clients to use self- help and self-management methods such as CBT manuals and computerised CBT. Application of theory to practice using case scenarios and role-plays. Reflective log based on learning and experiences.
Day 3: Understanding how bereavement policies and standards inform social work practice and the quality of service delivery. Exploring the role of compassionate communities and the public health approach to bereavement support services.
Day 4: Identifying how to adopt a leadership role within palliative care social work practice, education and research. Identifying potential mentoring and leadership roles within teams, organisations and communities to develop and share best practice.
Learning Outcomes
Students should acquire a critical understanding of how bereavement standards and policies inform social work practice and service delivery. Students should critically reflect on evidence based cognitive behavioural therapy interventions and learn how they can be used for anxiety and depression with service users living with life-limiting illness or bereaved individuals. Students should acquire a better understanding of how they can mentor individual colleagues, or provide leadership within social work teams, multi-disciplinary teams or their agency, to raise the profile of palliative care social work.
Skills
Critically analyse theory and evidence underpinning cognitive behavioural therapy and treatment manuals to promote self-help and self-management strategies for anxiety and depression. Demonstrate competent practice when role playing the use of treatment manuals to promote self-help and self-management strategies for anxiety and depression. Demonstrate critical thinking around how bereavement standards/policies can influence the quality and delivery of services within a community. Develop skills of critical thinking and critical reflection, that shows the ability to identify and align a range of community services to a bereavement model.
Four Days of teaching:
Day 1: Exploring the key concepts and philosophy of palliative care, enabling clients to live well until they die, and recognising when a palliative care approach should be introduced. Introduction to reflective diaries, self-care strategies, peer support and contracts for working in small groups.
Day 2: Examination of models of palliative care such as the HSE. Differentiating between generalist and specialist approaches to palliative care and managing complexity in palliative care. Learning from service users about their experiences of the impact of living with life-limiting and life-threatening illness. Reflecting on service user stories.
Day 3: Understanding key policies driving change (i.e. ageing population, non-malignant disease, diversity) in palliative care. Critically analysing the benefits and barriers to accessing palliative care services within adult services, including service user / carer experiences.
Day 4: Working in teams: roles and responsibilities of palliative care social workers and MDT members when assessing individuals living with illness. Workshop: Methods for assessing needs in palliative care using a range of case examples/scenarios.
Learning Outcomes
Students will demonstrate a critical awareness and understanding of the philosophy and principles of palliative care, with recognition of the wider socio-political drivers. They will be able to differentiate between generalist and specialist palliative care, and critically analyse the benefits and barriers to accessing palliative care, from the perspective of service users and/or carers. Students will enhance their understanding of the different roles and responsibilities of multi-disciplinary team members and how to assess needs in palliative care, in a way that respects individual needs, preferences and values.
Skills
To demonstrate high levels of competence and critical thinking, students will substantiate arguments presented in assessments using a range of evidence. Enhance skills in self-care, reflective practice and critical analysis at PG level. Critically appraise policy drivers influencing service delivery for individuals, families and groups. Differentiate between generalist and specialist palliative care, and improve knowledge of assessments methods used in multi-disciplinary teams within palliative care/social work teams. Advocate for service users and carers to promote equitable access to palliative care services for malignant and non-malignant illnesses.
Applicants must hold a Bachelor Honours Degree in Social Work or equivalent qualification acceptable to the University, or Master’s Degree in Social Work (min 60% pass mark) or equivalent qualification acceptable to the University, Post-Graduate Diploma in Social Work or equivalent qualification acceptable to the University, a Certificate in Social Service (CSS), or a Certificate of Qualification in Social Work (CQSW).
Applicants must:
- Be registered with the NISCC, CORU or appropriate professional social work registration body.
- Have at least three years post qualifying social work experience or two year’s experience in addition to the Assessed Year in Employment (NI applicants) by the date of commencement of the programme.
- Be employed in a social work post that includes working with people who have palliative care needs.
Application for Recognition of Prior Learning is not applicable to this programme.
Technical Requirements: A requirement for registration is that participants are computer literate and have reliable internet access and access to a computer, which will be assessed at interview.
Please note: This course is currently not open for applications for 2024/25 academic year. The course is open for applications on alternate years and next intake is 2025/26.
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.
The Postgraduate Diploma in Palliative Care is aligned to the Specialist Award in Social Work via the Northern Ireland Social Care Council (NISCC), meeting all nine requirements.
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.
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.