This exciting and innovative course is designed to ensure that as a nursing professional you are well placed to deal with the globalised challenges arising in current and future practice. These include changes in population and demographic trends, shifts in patterns of health/illness and wellbeing, and political, professional and organisational working cultures. Currently specialist fields exist within learning disabilities, mental health and adult nursing.
The course adopts an evidence-informed nursing approach by reviewing, synthesising and incorporating contemporary professional and political drivers to ensure that the profession remains dynamic, proactive and responsive in delivering safe, confident, competent and compassionate quality care and excellence in nursing practice. This course offers you the opportunity to develop your personal and professional autonomy within your areas of practice.
The course develops:
The course consists of 100 credits of core modules and 80 credits of designated/option modules. The option modules can be a mixture of either 20 or 40 credit modules. There is an induction period to help meet your needs in relation to the demands of master’s-level study.
This module is designed to provide you with the knowledge and skills to design and manage research projects relevant to nursing. A variety of research methods are examined to support the essential nature of evidence-based inquiry. Central to this is your increased sensitivity to the needs of the participants in research. You also explore the complexities of research with human beings, focusing on the primacy of participants’ needs within the research experience and their rights to privacy, dignity and safety.
This module aims to integrate and apply the theories and concepts in contemporary nursing to enhance person-centred care. It focuses upon the notion of person-centredness which can translate to mean a patient-centred approach, a method for making the client the centre of care delivery or full engagement with service users. The essence is about enhancing the experience of the person receiving nursing care and developing your emotional intelligence.
This final-year module is designed to enable you to consolidate and synthesise learning from previous modules within your programme. The aim is to challenge you to explore the complexity and diversity of an aspect of your current nursing practice, and to develop a comprehensive and critical understanding of the relevance of research knowledge to the enhancement of patient care. The dissertation incorporates research, service evaluation or clinical audit. Due to programme requirements, full-time students are required to undertake a different assessment to part-time students.
The overall aim of this module is to allow you to develop an advanced level of knowledge within the area of acute cardiology.
It is suitable if you are a qualified practitioner involved in cardiac care, both within the hospital environment but also within primary care.
We provide you with a comprehensive and critical understanding of knowledge underpinning chest pain, acute coronary syndrome, heart failure and other conditions within acute cardiology.
The content of the module is delivered in one day per week for the first five weeks of the module.
The taught component incorporates all aspects of acute cardiology.
There is a one-day optional tutorial or revision day mid-point to offer you support and revision in preparation for summative assessments.
We assess the module via a 2,000-word written assessment in the form of a case study and a one-hour unseen examination.
This module is for health care professionals with case management responsibility for patients with respiratory disease.
Respiratory diseases are very common and affect large numbers of people. Care for those with respiratory illness requires an inter-professional approach guided by best evidence and knowledge of the disease processes, and how they can be diagnosed and optimally managed to improve patient outcomes.
Providing supportive care to patients with multiple long-term conditions is a significant challenge. Faced with multiple diagnoses and complicated treatment regimes, these individuals have to contend with psychological, social, economic and environmental factors that exacerbate their illness. This module helps you respond to these psycho-social needs in an analytical and innovative way.
This module is suitable for practitioners in a range of health-related practice settings to enable you to develop your critical and comprehensive understanding in relation to meeting the health needs of people with learning disabilities, across the lifespan and within a health facilitation framework.
Relevant policy, legislation and research is evaluated critically along with the impact it has on both general and specialist health services. There is an emphasis on practical approaches and problem-solving in order to meet additional health needs, minimise barriers to health care and promote health with people with learning disabilities within your own workplace.
We equip you with a comprehensive and critical understanding of the underpinning skills needed to facilitate autonomous practice, in a service that supports people who exhibit challenging behaviour. We use a systematic approach to applied behavioural analysis, placing emphasis on in-depth assessment, using strategies that are person-centred and underpinned by a sound ethical framework.
This module aims to facilitate the development of practitioners who are able to respond in analytical and innovative ways to the opportunities and challenges inherent within contemporary risk assessment practice. This is achieved through the development of a robust knowledge base that is based upon the legislative framework, current accident and incident investigation methodologies and best available evidence. You are able to apply theoretical knowledge to a variety of settings and case-study analysis utilising major enquiry reports from a cross section of disciplines (finance, health and social care, youth work, education, transport, environmental incidents and emergencies, and law enforcement agencies). It facilitates learning from previous experience and highlights the importance of inter-disciplinary working and communications.
This module evaluates the legal and ethical frameworks underpinning the contemporary mental health arena and is responsive to the changing needs of mental health professionals. It builds on your existing knowledge and experiences of your clinical speciality.
It also introduces the wider legislative structure on to mental health and the impact and application of this structure to mental health patients and mental health professionals. Teaching and learning includes tutorials, seminars and key note lectures.
This module evaluates critical and alternative discourses on the contemporary understanding of mental health. It considers alternative views to the understanding and conceptualisation of mental health issues, ranging from social and sociological factors to diagnostic and categorical issues. It introduces you to a range of critical and alternative discourses and enables you to build upon your existing knowledge and experiences to develop a critical approach to the subject. The module explores the impact of current discourses on mental health patients and mental health professionals.
This module allows you to explore a specific area of professional practice, critically evaluating relevant theory, and researching and linking theory to professional practice. You must attend the class for two days. An allocated tutor supports your independent study.
This module aims to prepare experienced health and social care practitioners to develop a sound knowledge base in end-of-life care to take a lead in this complex area of care. The End-of-life Care Strategy is one of the eight clinical pathways developed by each Strategic Health Authority in England, as part of the Next Stage Review of the NHS (Darzi Report, 2008). It reflects the importance of this care to each and every person who is nearing the end of their life irrespective of their diagnosis. The content of this module integrates and synthesises knowledge addressing the challenges of providing high-quality end-of-life care.
This module focuses on psychosocial aspects of death and dying in order to better prepare health professionals to provide good end-of-life care for patients with terminal illness, and implement the end-of-life care pathway appropriately. It is intended for health professionals who work with patients who will not recover; this may include patients with terminal cancer, end stage renal failure, end stage heart disease, and patients with neurological disorders such as motor neurone disease. Key themes include historical and cultural perspectives of death and dying, the medicalisation of death, health professionals’ views of death and dying, grief, bereavement and coping strategies. The module also explores the legal and ethical issues surrounding end-of-life care, with specific reference to the Mental Capacity Act and Advanced Directives. You consider how health professionals' attitudes and beliefs about death and dying impact on end-of-life care, and develop awareness of your own attitudes and beliefs.
Modules offered may vary.
We use a range of assessment strategies depend on the module. Examples include presentations, assignments, vivas and objective structured clinical examinations.
This programme uses e-learning as a key resource to enhance your learning and support. You use the virtual learning environment, e-learning@tees for all the modules. We provide links to other useful online resources and web-based interactive activities related to autism. You also learn through discussion boards as well as attending keynote lectures, seminars, case study and scenario-based discussions. There is a virtual ethics committee group to enhance your learning on the second-year core module. We use debate and argument to stimulate you as active participants in your reflective and learning process. Because the programme allows you to select option modules, the different modules use resources appropriate to the topic of study. For example, if you study Advanced Clinical Skills, you have the opportunity to practice skills in preparation for the objective structured clinical examinations assessment.
The MSc Nursing (Specialist Field) award should help employers to recognise your expertise and study at master’s level.
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