Oxford Brookes University
Faculty of Health and Life Sciences
MSc/PGDip/PGCert Higher Professional Education
MSc/PGDip/PGCert Higher Professional Education
The aim of the programme in Higher Professional Education is to build the knowledge and skills and challenge the attitudes of those currently involved in higher professional education in the context of health and social care. It offers the opportunity to understand the emerging nature of professional education in health and social care, its context and your role within it. It also aids the development of your knowledge, skills and expertise as an educational practitioner, curriculum developer and strategic planner in your chosen area. The programme is open to applicants who are currently practicing in a health or social care setting within the UK. The course starts in September or January and is designed for a wide range of health and social care professionals who are involved in education, training or facilitation for all or part of their role. The programme will provide a framework for you to: Appraise critically your role and that of others within health and social care education; Develop a greater depth of understanding of the nature of professional education; Develop your knowledge, skills and experience as practitioners, curriculum developers and/or strategic planners. The course’s taught modules explore a wide range of educational issues, including the nature of professional education, local, national and international factors impacting on curriculum development, and facilitating inter-professional learning and quality enhancement in education. The practice-based modules provide the opportunity to apply teaching and facilitation strategies in a range of learning environments. In these modules you will be encouraged to engage in educational activities at two institutions and you will receive support in doing this. As the course progresses, increasing emphasis is placed on the support of learning through practice in order to ensure each course member feels confident in their role as an educator in the practice environment as well as in more formal classroom settings. This approach has proved effective in encouraging the development of creative and innovative facilitators of learning who have a strong sense of self-awareness and a commitment to personal development. The final award depends upon the number of modules you take. A PGCert requires the successful completion of three modules and the PGDip requires the successful completion of six modules. The MSc requires the successful completion of nine modules, which must include Advanced Research Design and a Dissertation. Students who wish to meet the NMC standards to support learning and assessment in practice (NMC 2008) for teacher status will need to pass the compulsory modules Teaching in Higher Professional Education and Creating Frameworks for Learning. Students who wish to meet the APPLE and ACE standards for supporting students need to pass one of the following compulsory modules: Teaching in Higher Professional Education or Creating Frameworks for Learning. Students taking the PGCert will need to take the compulsory module Creating Frameworks for Learning and can either choose to take the double module, Teaching in Higher Professional Education, or choose two single modules from the list of acceptable modules, including: Leadership in Health and Social Care Work-based Learning Independent Study Evidence-based Practice The course team is committed to embedding the principles of adult learning into their own practice as educators. By this we mean valuing, and drawing on, the richness and experience of course members, encouraging them to be actively engaged in the learning process and developing a partnership approach between teaching staff and course members based on self-awareness, negotiation and mutual respect. There is a strong commitment to participative teaching methods, such as student-centred learning, which is achieved through a partnership approach built upon mutual respect and negotiation. Reflection is used at many levels and provides a valuable strategy for examining and integrating theory and practice, and for monitoring and evaluating individual learning. There is also strong emphasis on acknowledging the rights, roles and expectations of clients in practice as well as those whom you support in your learning. You are expected to explore your own practice, recognising potentially discriminatory practices, reflecting on them and incorporating change where appropriate. Assessment is based on coursework. Throughout the course the assessments are designed to help you focus on the areas most appropriate to your field of work. The use of learning contracts promotes flexibility and enables students to be responsible for their learning. The emphasis on self-assessment promotes reflection and self-awareness in analysing academic and professional abilities.
Accreditation:Nurse and midwife students who successfully complete the course (all levels) are eligible for Nursing and Midwifery Council (NMC) recognition, currently as a teacher.
International Student Requirements:If your first language is not English you must demonstrate that your level of English is appropriate for study at postgraduate level - IELTS 6.5-7.0 overall, or equivalent.
Facts & Figures
Financial Aid: No
International Financial Aid: No