100% Online MSc Nursing

This module facilitates explorations of several of the concepts, principles and theories underpinning person-centred practice in a variety of care settings and perspectives: the prevention of ill-health and the promotion of health and wellbeing. The needs of persons, families and communities will be explored in a way that is consistent with the theoretical underpinnings and the values of person-centredness throughout the lifespan.

The student will gain a wider understanding of how different sources of evidence and knowledge contribute to the development, delivery and evaluation of innovative health and wellbeing practice when working with the person, families and communities, and of contemporary research consistent with the values of person-centredness. There will be a focus on leadership and wellbeing approaches for healthful cultures.

This module will provide opportunities to examine reflexivity and how this relates to practice for self and others. Becoming a reflexive practitioner enables being, and becoming, self-aware and critical when assessing and evaluating complex and challenging experiences and situations in practice. The student will also consider their role in supporting and facilitating reflexive practice with others.

The principles of work-based learning will be introduced and the development of professional practice examined. Students will be encouraged to critique clinical expertise to enhance professional practice. Personal and professional outcomes will be identified using a flexible learning action plan that relates to the knowledge, experience and skills required to develop practice in the student’s work context.

The focus of this module is on examining and evaluating judgements and decisions made in practice, drawing on relevant sources of robust evidence, contemporary and relational ethics, grounded in the real world of practice. This will include alignment to current health and social care practice and context and policy landscape for each student's area of practice.

The student will develop an individual learning agreement around an elective nursing-based topic. The agreement will identify the learning aims and objectives, the learning activities to be undertaken, and the evidence of learning that will be produced. Students will engage in a wide range of learning activities depending on the nature of their elective topic.

This module facilitates students exploring concepts, principles and theories underpinning person-centred practice within the context of risk, resilience and vulnerability. This includes consideration of professional roles, responsibilities and collaborative ways of working when recognising and responding to indicators of vulnerability for the person, families, groups and communities.

This module engages students in considering their understanding of relational ethics and how this connects to person-centredness, values, beliefs, and pre-requisites of practice. Ways of working together to support interpersonal relationships and holistic approaches in regards to the person, and the layers of influence surrounding them, such as family, community and culture will be examined.

The focus of this module is to examine the students’ interpretation, understanding and application of evidence-based practice. The process of inquiry into best practices and development of practice will be appraised. As leaders and facilitators students will consider the why, what and how of their role in promoting and facilitating current evidence-based practice in their specific context/workplace.

This module brings together the different elements and stages that form and inform the research process. Quantitative and qualitative approaches to research are highlighted and students will be encouraged to start exploring a research area of interest, identifying and justifying the research process that connects to that area of interest.

The purpose of this 30-credit module is to plan and design a research study, and to create a research proposal for either quantitative, mixed methods or qualitative research. The process and stages of a research proposal will be clearly articulated, including an understanding of the ethical considerations, that relate to the student’s area of interest and relevance for their practice setting. This proposal would be seen as a starting point for future doctoral studies.