MA Education for Professional Practice
- Programme director
- Alison Rhodes
- Programme length
- Part-time: 36 months, Part-time: 12 months, Part-time: 24 months
- Programme start date
- September 2013
Offered as part of the Continuing Professional Development (CPD) programme.
Offered to a wide range of individuals from health and social care settings this programme gives you the opportunity qualify for teacher status.
This is a fantastic opportunity to engage in a dynamic and exciting programme that leads to qualified teacher status. It gives you the chance to study at postgraduate level, leading to the awards of Postgraduate Certificate, Postgraduate Diploma or MA Education for Professional Practice.
The programme is offered to a wide range of individuals from health and social care settings, compulsory, post-compulsory and further education sectors, who wish to further their role in teaching and supporting learners within education and/or practice development settings.
The philosophical ethos of the curriculum is built on the premise that all students are individuals who come with personal attributes, knowledge, skills and experience. Through the programme, you will engage in scholarly activities associated with learning and teaching, and explore the complexities of assessment and evaluation, with the aim of becoming a creative, innovative, competent teacher.
The structure of the programme is offered in three phases:
- Year 1: Postgraduate Certificate
- Year 2: Postgraduate Diploma
- Year 3: Dissertation
The awards enable all participants to develop an enquiring, reflective, critical and innovative approach to the daily experience of contemporary educational and professional practice.
All applicants must have a relevant professional qualification with a minimum of one year’s experience (post-qualification) and a degree or equivalent with the potential to achieve at postgraduate level, and be employed in a teaching/training capacity. Nurses must have three years’ full-time experience (or equivalent part-time) in relevant professional practice in the last ten years.
English language requirements
IELTS minimum overall: 7.0
IELTS minimum by component:
We offer intensive English language pre-sessional courses, designed to take you to the level of English ability and skill required for your studies here.
Fees and funding
All fees are subject to increase or review for subsequent academic years. Please note that not all visa routes permit part-time study and overseas students entering the UK on a Tier 4 visa will not be permitted to study on a part-time basis.
|Programme name||Study mode||Start date||UK/EU fees||Overseas fees|
|MA Education for Professional Practice||Part-time||Sept 2013||£3,845||£5,860|
|PGCert Education for Professional Practice||Part-time||Sept 2013||Please enquire||Please enquire|
|PGDip Education for Professional Practice||Part-time||Sept 2013||Please enquire||Please enquire|
Art of Learning and Teaching
The focus of the Art of Learning and Teaching module is to provide students with an opportunity to increase their knowledge and understanding of the complexities of learning and teaching, assessment and evaluation in order to review critically and enhance their expertise in these areas of professional practice.
Supporting Education in Practice
The Supporting Education in Practice module considers and critically evaluates links between theory and practice and to explore learning and teaching strategies relevant for the facilitation and support of learning within the work place.
Framing Learning through the Curriculum
Framing Learning through the Curriculum module is a critical analysis of the processes involved in curriculum design, what constitutes a quality curriculum and to construct a curriculum based on an innovation in practice. The ethos of this module is the development and enhancement of a meaningful learning journey.
Research Design and Methodology
The Research Design and Methodology module aims to explore and unpick the complexities of the research process and engender a research mindedness that can be effectively utilised in both practice and education.
Innovation and Learning
Innovation and Learning goes one step further by providing participants with a stimulating and challenging learning experience, developing conceptual knowledge and understanding of experiential learning, exploring practice-based innovation and change.
You will have an opportunity to identify your individual learning needs and negotiate two optional M level modules worth 15 credits each from the wide range of modules offered within the framework to assist in achieving your goals.
Programme Structure and Modules
Compulsory Modules - PGCert
|Art of Learning and Teaching||30|
|Supporting Education in Practice||15|
|Framing Learning through the Curriculum||15|
|Potential exit with PGCert||60|
Compulsory Modules – PGDip
|All compulsory modules listed for the PGC must be completed as part of the PGDip|
|Research Design and Methodology||15|
|Innovation and Learning||15|
|Optional Module 1||15|
|Optional Module 2||15|
|Potential exit with PGDip||120|
Exit with MA
Dissertation (for the MA)
The MA dissertation/project is intended to enable teachers to acquire the knowledge, skills and understanding they need to actively contribute through research to the development of the area of professional practice in which they work.
The Postgraduate Certificate is built around three compulsory modules: Art of Learning and Teaching, Supporting Education in Practice and Framing Learning through the Curriculum. This pathway is open to individuals from health care environments and from the compulsory and post compulsory sectors who wish to extend their knowledge, skills and develop their understanding through critical thinking and analysis.
For nurses and midwives, this forms part of the NMC standards for Supporting Learning and Assessing in Practice (Stage 4 - Teacher). On completion of the three compulsory modules, plus the requisite teaching hours, the nurse or midwife can record this study as meeting the standards for the qualified teacher and therefore register the qualification with the NMC.
It is envisaged that teachers from the compulsory and post-compulsory sectors may wish to step on at the Postgraduate Certificate stage, to extend their knowledge and expertise, or to step on at the Postgraduate Diploma stage utilising the APEL process depending on the level of their teaching qualification. Each module can be accessed on a stand-alone basis but it is possible that students may wish to register for the whole award.
Students will be encouraged to continue their studies to gain the Postgraduate Diploma. As all compulsory modules for the Postgraduate Certificate will have been completed (60 Level HEM credits) they would be required to complete a further 60 Level HEM credits by completing the Postgraduate Diploma compulsory modules: Research Design and Methodology and Innovation and Learning modules. The remainder of the HEM Level credits will be achieved through option modules, accessing and choosing from the list of PG option modules.
Once you have completed 120 Level HEM credits, you would be awarded the Postgraduate Diploma if you chose to step off the programme at this stage. However, you would be encouraged to progress to the MA stage.
To be awarded the MA, you are required to successfully achieve 180 Level HEM credits through successful completion of a research project.
The Learning and Teaching programmes
The ethos of the programme is based on an individual’s developmental learning journey and, as such, commences at the initial applicant enquiry. It is at this stage that an informal discussion will take place possibly with the administrator, module leader and/or the Director of Studies (DOS) to offer information regarding the modules/programmes whether it is Mentorship, Practice Teacher or Qualified Teacher
Through this enquiry, a general discussion takes place that will assist the individual to make an informed decision as to the right journey of learning based on their learning needs, taking into account previous study and the requirements for their professional role in learning and teaching.
A nurse or midwife could apply for AP(E)L for up to 100% against the Mentorship programme and the Practice Teacher qualification if appropriate study has been successfully completed. This process now takes place rarely but the mechanism is still in place. Each application for AP(E)L is considered on an individual basis by the AP(E)L committee using the University’s standard AP(E)L procedures.
The Mentorship module can be accessed by a variety of health care professionals who have a responsibility to support learning in practice and forms part of the NMC standards for Supporting Learning and Assessment in Practice (Mentor).
A nurse or midwife wishing to undertake this module will be required to have one year’s post-qualification experience prior to attending. In preparation for this module, you would be encouraged to engage in the Associate Mentor preparation provision, which will be offered within NHS Trusts, led by Trust personnel with educational responsibilities.
The Mentorship module is a generic module (offered at Level HE3 and Level HEM) and forms part of the NMC standards to support learning and assessment in practice (stage 2 – Mentor). It assists participant to develop their knowledge, understanding and skills through exploration, enquiry and reflexivity, aiming to develop and enhance effective assessment and facilitation skills. Students will have an opportunity to explore learning and teaching strategies relevant to practice; assessment and evaluation in the context of giving feedback, measuring achievements, competence and quality. The exciting challenge is to contextualise these areas for each student to ensure that the learning experience is meaningful.
Those who show an aptitude for learning, teaching and supporting learners or a keen interest in this area will be actively encouraged to progress on to further study.
Practice Teacher qualification
The Practice Teacher NMC qualification can be accessed by individuals on the NMC register. This pathway includes the following modules: Supporting Education in Practice; and the Practice Module for the Practice Teacher. Pre-requisite study for this qualification is Mentorship Level 3 or Level M.
This qualification forms part of the NMC standards for Supporting Learning and Assessing in Practice (Stage 3 – Practice Teacher), which offers preparation for primary care nurses who are supporting learners undertaking specialist community public health nursing qualifications and specialist practice qualifications. Throughout the Practice Teacher programme, Practice Teacher students are supported by a qualified Practice Teacher to assist in developing skills associated with supporting specialist practice students.
Undertaking the Supporting Education in Practice module gives the opportunity for the student Practice Teacher to consider and critically evaluate links between theory and practice, and to explore strategies relevant for the facilitation and support of learning within the workplace. The Practice Module for the Practice Teacher is an effective strategy to test and extend your skills in supporting specialist practice students throughout their specialist practice programme. Opportunities are given to actively be involved in formative and summative assessments whilst being supporting by a qualified Practice Teacher.
On successful completion of the Supporting Education in Practice module and the Practice Module for the Practice Teacher, the nurse can record this study as meeting the NMC standards for the Practice Teacher Qualification and be annotated on the register of Practice Teachers which is held and maintained with their Trust. Education Leads within the Trusts are sent information as to who has been successful in achieving this qualification. Once the Practice Teacher qualification has been completed individuals would be actively encouraged to continue with their postgraduate studies by undertaking the remaining modules associated with the Postgraduate Certificate.
Tailoring the student experience
At the initial applicant enquiry an informal discussion will take place to offer information regarding the programmes being offered and to ascertain your previous learning and development. This discussion will assist you to make an informed decision as to the right journey of learning for you, based on your needs, wishes and interests. It will also take into account the requirements for your professional role. This is an exciting component of the recruitment and selection process, informally exploring your needs and future aspirations for career and study.