MSc Advanced Social Work Practice

This module is designed for social workers and health professionals who want to gain the qualification of Best Interest Assessor.

The module's aim is to enable students to obtain the knowledge of relevant legislation and policies that are specific to the role of Best Interest Assessor.

This Level 7 module will give students the opportunity to develop a detailed understanding of The Mental Capacity Act 2005 (MCA), its Code of Practice, Deprivation of Liberty Safeguards (DoLS) and interfacing legislation and policies relating to Adult Safeguarding and Whistleblowing policies. 

Students will build upon their professional experience exploring the practicalities of working with people, their carers and advocates in a non-oppressive and empowering way, as well as working with Mental Health Assessors and Interpreters.

The module is facilitated by experienced academic tutors. You will be supported throughout the period of study.

This is a distance learning module attendance at UH is not required.  It is equivalent to 150 hours of student effort.

The module will commence on-line in Semester B only – start date 24^th January 2022.

This module is designed for any health professional who wishes to develop an understanding of research paradigms, and research methodologies and methods commonly encountered within healthcare.

You will participate in examination of quantitative and qualitative methodologies and critical analysis and evaluation of published literature in order to develop your knowledge and diversify skills. You will also construct research questions and design and conduct studies pertinent to the healthcare environment.

This module is aimed at all registered and practicing nurses or midwives, and allied health and social care professionals.

The module involves the critical examination and application of decision making theories and processes to health care practice, including: clinical reasoning models; ethics; policy and legal frameworks; values based decision making; patient and public consultation and inter-professional working.

The module is designed for all health professionals in lead roles who have responsibility for leading individuals and teams to achieve organisational objectives. This could include, for example, nurses, midwives, doctors, allied health professionals or managers.

The module content is designed to facilitate participants in developing knowledge and skills of coaching for leadership. Students will be enabled to integrate learning with practical experience. Classroom sessions will be interactive and participative with students being encouraged to learn and practice coaching skills and discuss how they will use them in their professional practice.

Please note that this module will not run in the academic year 2022/2023, this module runs in alternate years.

This module focuses on women with complex social factors, covering a variety of social and psychological issues. It recognises that specific groups of women have additional needs that necessitate enhanced and individualised maternity care. By enhancing the midwifery skills of recognition, inital assessment (including Common Assessment Framework) and care managment incorporating a range of other healthcare professionals, midwives will become more confident in their role. Other specific services such as Department for Children, Schools and Families, Social Services and third sector agencies will also be analysed and evaluated to explore their effectiveness in meeting the care needs of women with complex issues, including the process and hierachy of referral and case conference format. 

Content may include:

•  those who misuse substances
•  recent migrants – asylum seeker/refugee
•  those under 20 years of age
•  victims of domestic abuse
•  those with mental health issues
•  those isolated from society e.g. by imprisonment
•  application of the UNICEF Baby Friendly Initiative (BFI) Standards to practice
•  poverty and homelessness
•  mental health disorders
•  communication
•  stigma
•  advocacy

This module is open to all qualified health professionals including team leaders and aspiring leaders of the future.

This module is equivalent to 150 hours of student effort and will be run as a distance learning module with one face to face day of attendance required on campus.

• The face to face day of teaching, taking place on campus will be Monday 17th January from 10am – 4pm. 
• Online tutorials will then take place on Monday mornings from 9:30am – 12 all students will be expected to attend
• There will be a requirement for virtual group work and independent study to take place in between these online teaching sessions.

In these extremely challenging times, Health and Care services need to continue to be developed and transformed to meet the growing demands and pressures. This module explores models, theories and the evidence base to enable you to identify how to lead change within your service.

The module covers three main themes: the external context and health policy influencing change; service development and redesign; working with change and leadership.

The module explores questions such as:

• What are the political drivers for change?
• How do you involve service users and other stakeholders in service development?
• How do you identify what to change, and what models could you follow to support you with leading change?
• How do you prepare your service for the future?
• What is leadership and how do you lead?
• What types of leadership is required in these challenging times? 

This module is designed for Therapeutic or Diagnostic Radiographers, Paramedics, Physiotherapists and Social Workers who want to gain an in depth understanding of a particular subject area in which they have a specific interest and that is not provided through a taught module. There are no specific days when you are required to attend the University. Communication is with your supervisor and arranged to suit your needs.

The module is run in either semester A (starting 27th September 2021) or B (starting 17th January 2022).

The module will enable you to study areas of personal interest within a professional context. You will develop an individually tailored outcomes-based programme of study with guidance from an academic tutor/supervisor. The topic chosen will be relevant to your professional practice. The choice of topic and learning outcomes will be the subject of negotiation between you and your supervisor.

This module is designed for Therapeutic or Diagnostic Radiographers, Paramedics, Physiotherapists and Social Workers who want to gain an in depth understanding of a particular subject area in which they have a specific interest and that is not provided through a taught module. There are no specific days when you are required to attend the University. Communication is with your supervisor and arranged to suit your needs.

The module is run in either semester A (starting 27th September 2021) or B (starting 17th January 2022).

The module will enable you to study areas of personal interest within a professional context. You will develop an individually tailored outcomes-based programme of study with guidance from an academic tutor/supervisor. The topic chosen will be relevant to your professional practice. The choice of topic and learning outcomes will be the subject of negotiation between you and your supervisor.

This module builds on Research Methods fostering a “research-tutored” approach where students critically appraise the evidence in relation to their own discipline in order to identify a feasible research question and an appropriate means to answer it.

The term “research” is used in its broadest sense to denote any form of inquiry focussed on an area of the student’s professional practice. This may include quantitative research, qualitative research, mixed methods, systematic reviews, literature reviews, retrospective data analysis, audit and evaluation of a healthcare innovation. The student will choose the focus of their project, develop the necessary academic skills and understand, critique and apply relevant theoretical approaches to formulate a research question and proposal in keeping with their chosen method of inquiry.

Teaching and learning will comprise of compulsory components to equip students with key skills, including identification, critique, synthesis and organisation of a relevant body of evidence, critical use of theoretical approaches, and Masters’ level academic writing, to enable them to prepare, plan and carry out their Research Project module.

Methods of inquiry and profession specific workshops will provide students with guidance relevant to their topic, and their chosen data collection method and data analysis, including processes of governance and ethical review where relevant. Students will also learn about the role of the research supervisor.

This module is for paramedics, physiotherapists, radiographers, nurses, midwives and social workers who have completed master’s level research methods and preparation for research project modules and who wish to undertake a piece of original research in order to complete their Master’s award.

There are two intakes per year, in Semester A and B, both on a part time basis.

Students have 25 weeks to complete the module.

Semester A module introduction takes place on 11th Oct 2021 with a hand in date of 4th April 2022

Semester B module introduction takes place on 7th Feb 2022 with a hand in date of 1st August 2022

You will be allocated a supervisor to support and guide you through this module, as it is an independent study module, there are no lectures or taught session.

This module is designed for any health professional who wishes to develop an understanding of research paradigms, and research methodologies and methods commonly encountered within healthcare.  

You will participate in examination of quantitative and qualitative methodologies, and critical analysis and evaluation of published literature, in order to develop your knowledge and diversify skills. 

This module is equivalent to 150 student effort hours including 6 attendance days.  

THIS MODULE IS NOT AVAILABLE DURING THE ACADEMIC 2021/2022

This module is for all healthcare professionals interested in medical law and ethics related to informed consent.

This module is aimed at practitioners involved with gaining patient consent prior to an intervention. Using an inquiry-based approach, you will gather a wide range of evidence and information in order to explore thoroughly informed consent and its implications. Typical topics include medical law and clinical decision-making; assessment of capacity; legislation; limits of consent; ethical and moral theories.

This distance-learning course is facilitated by Tracey Slatter who guides you through your learner journey, using on-line activities and tasks to support your learning.

This module is for all healthcare professionals interested in evidencing previous learning and skills development.

Please note that this module can be studied for 30 credits - please visit to apply for the 30 credit version it might be advisable to speak to the Course Lead before applying.

The aim of the module is to consolidate clinical effectiveness and personal and professional development through the analysis of prior learning and appropriate supporting evidence.

The content for this module is independently negotiated, providing the opportunity for you to demonstrate previous learning accrued through personal and professional activities that are individual to you. You are expected to provide and justify a portfolio of evidence that demonstrates and includes critical analysis on: personal and professional learning and development; achievement of personal and professional practice goals; the impact of your learning on professional practice with reference to the appropriate evidence-base.

This module is for all healthcare professionals interested in evidencing previous learning and skills development.

Please note that this module can be studied for 15 credits - please visit apply for the 15 credit version it might be advisable to speak to the Course Lead before applying. 

The aim of the module is to consolidate clinical effectiveness and personal and professional development through the analysis of prior learning and appropriate supporting evidence.

The content for this module is independently negotiated, providing the opportunity for you to demonstrate previous learning accrued through personal and professional activities that are individual to you. You are expected to provide and justify a portfolio of evidence that demonstrates and includes critical analysis on: personal and professional learning and development; achievement of personal and professional practice goals; the impact of your learning on professional practice with reference to the appropriate evidence-base.

This module is for all healthcare professionals interested in undertaking independent study that develops evaluative and practical skills within a defined area of their professional practice.

This is a module that is tailored to your own area of interest that will enable you to explore, reflect upon and develop your learning and skills associated with an aspect of your professional practice. Guidance is provided throughout the module by an academic supervisor who will enable you to shape the module to your individual needs.

This level 7, distance learning module is available as a 15-credit or 30-credit module and can be studied as a standalone module or as a part of a Post-graduate qualification.  If you require the 30 credit module please visit the link to apply: 7HSK0322 - 30 Credits

This module is for all healthcare professionals interested in undertaking independent study that develops evaluative and practical skills within a defined area of their professional practice.

This is a module that is tailored to your own area of interest that will enable you to explore, reflect upon and develop your learning and skills associated with an aspect of your professional practice. Guidance is provided throughout the module by an academic supervisor who will enable you to shape the module to your individual needs.

This level 7, distance learning module is available as a 15-credit or 30-credit module and can be studied as a standalone module or as a part of a Post-graduate qualification.  If you require the 30 credit module please visit the link to apply: 7HSK0322 - 30 Credits

This module is for all healthcare professionals interested in undertaking independent study that develops evaluative and practical skills within a defined area of their professional practice.

This is a module that is tailored to your own area of interest that will enable you to explore, reflect upon and develop your learning and skills associated with an aspect of your professional practice. Guidance is provided throughout the module by an academic supervisor who will enable you to shape the module to your individual needs.

This level 7, distance learning module is available as a 15-credit or 30-credit module and can be studied as a standalone module or as a part of a Post-graduate qualification. 

The module is designed to enable students to analyse contemporary professional practice and inter agency roles relating to safeguarding the health and wellbeing service users of all age groups and carers.

Students will explore the definition of abuse and the development of protection and preventative services, to include international definitions and policies. They will explore causes and forms of abuse and the ethical issues that arise from this. It will examine current legislation and guidance by applying this knowledge to their own particular area of work, e.g. Children Act 1989, Working Together to Safeguarding Children (HM Government, 2018), Care Act 2012 and statutory guidance on the Act (Department of Health and Social Care 2018); and address issues for carers & information sharing.

The module will enable students to critically analyse the impact of professional interventions and develop awareness of their own impact on others and the aetiology of their own judgements.

Critical examination of diversity issues and safeguarding, eg Black, Asian and Minority Ethnic (BAME), sexuality, Lesbian, Gay, Bisexual, Transgender, Questioning Plus (LGBTQ+) status. 

This course introduces the student to a relatively new way of approaching shared decision making in health and social care internationally, which focuses on shared exchange of scientific and experiential knowledge between service users and service providers.  In doing so, the module follows the coproduction approach which has originated in social work, as well as the strengths- based approach, aimed at optimising motivation and collaboration.

Students will acquire knowledge of conceptual and practice approaches relevant to shared decision making in the context of health and social care, which are drawn from a wide variety of disciplines including philosophy and ethics, risk avoidance and risk taking considerations, service user involvement,  clinical reasoning, and values based decision making.

Throughout, students will develop their critical thinking skills, learn to use relevant shared decision-making aids, evaluate existing research, with an emphasis on developing the skills necessary for implementing their learning to shared decision making in their own health and social care practice.

This module enables you to study an emerging area of personal interest within a professional context. You will develop an individually tailored outcomes-based programme of study with guidance from an academic tutor/supervisor. The topic chosen will be relevant to your professional practice. The choice of topic and learning outcomes will be the subject of negotiation between you and your supervisor.

This module is designed for social workers and other health and social care professionals, who want to gain an in depth understanding of theories and concepts associated with the well-being of individuals, communities and professionals. It is a part-time module offering both online and face to face teaching in normal circumstances.

The aim of this module is to enable you to undertake study to better prepare professionals to integrate the notion of well-being into their practice and personal well-being.

Wellbeing has become a much-vaunted term in contemporary society and particularly in health and social care practice. But what do we mean when we use this term? This module invites students to engage in critical enquiry to enhance their understanding of wellbeing in a variety of contexts.  Students will engage in discussion and debate on the various theoretical perspectives on wellbeing and its place within contemporary health and social policy.

The module will equip students with a theoretical perspective as well as an understanding of the emerging research evidence surrounding wellbeing in practice. Students will be encouraged to engage in a wider discourse of wellbeing and to explore how these notions may lead to reconfiguration of how we see ourselves as practitioners as well as the how and why we seek to work with individuals, families and communities nationally and globally.