Education for Health Professionals MA - 2024/5
Awarding body
University of Surrey
Teaching institute
University of Surrey
Framework
FHEQ Level 7
Final award and programme/pathway title
MA Education for Health Professionals
Subsidiary award(s)
| Award | Title |
|---|---|
| PGDip | Education for Health Professionals |
| PGCert | Education for Health Professionals |
Modes of study
| Route code | Credits and ECTS Credits | |
| Part-time | PSA63004 | 180 credits and 90 ECTS credits |
QAA Subject benchmark statement (if applicable)
Education Studies
Other internal and / or external reference points
Standards for Practice Education, NMC, HCPC and GMC are used to inform this programme. GMC (No date) Standards, Guidance and Curricula. Available at: https://www.gmc-uk.org/education/standards-guidance-and-curricula#guidance HCPC (2017) Standards of Education and Training. Available at: https://www.hcpc-uk.org/standards/standards-relevant-to-education-and-training/set/ NMC (2023) Standards framework for nursing and midwifery education. Available at: Standards framework for nursing and midwifery education (nmc.org.uk)
Faculty and Department / School
Faculty of Health and Medical Sciences - School of Health Sciences
Programme Leader
WARD Hayley (Health Sci.)
Date of production/revision of spec
21/12/2024
Educational aims of the programme
- Equip students with the ability to critically explore conceptual theory, underpinning effective educational practice.
- Empower the students to creatively develop a critical, reflective, and innovative approach to teaching and learning, across diverse educational and practice settings, whilst also formulating plans for their own professional development.
- Challenge students to think critically and evaluate educational strategies that enhance, and transform the quality of learning, teaching, and assessment.
- Support students to design innovative educational solutions that respond to the ever-evolving demands of policy drivers within health and social care.
- Enable to the student to develop practice that is inclusive of the unique and diverse needs of the individual learner, ensuring they have access to resources facilitating student autonomy.
- Develop proficiency in fostering effective learning environments, that utilise digital and technological enhanced learning strategies.
- Challenge the student to delve into theories of leadership, that can be systematically applied to their practice, ensuring they lead by example.
- Enable the student to apply an advanced awareness of ethical and professional values and codes of conduct when making personal and strategic decisions.
- Equip the student to apply a comprehensive knowledge of techniques and methodologies within research design to facilitate a positive change through their final year research project.
Programme learning outcomes
| Attributes Developed | Awards | Ref. | |
| Comprehensive understanding of the theory and contemporary evidence base underpinning quality education provision. | KCPT | PGCert, PGDip, MA | |
| Become competent and confident educators, with the ability to design, deliver, assess and evaluate innovative education solutions. | KCPT | PGCert, PGDip, MA | |
| Demonstrate compassionate, inclusive, ethical, and professional leadership with education design and delivery, responsive to the individual needs of the student. | KCPT | PGCert, PGDip, MA | |
| Thrive with digital capability, utilising complex information, problem solving and innovative approaches within own practice. | KCPT | PGCert, PGDip, MA | |
| Act autonomously when making strategic decisions, giving confidence to support and drive positive change. | KCPT | PGCert, PGDip, MA | |
| Ability to apply theories of leadership to professional practice, and the provision of education within their organisation. | KCPT | PGDip, MA | |
| Develop confidence and competence in the critical appraisal of evidence, showing appreciation of research design and methodologies. | KCPT | PGDip, MA | |
| Ability to apply research design knowledge and techniques to develop practice through final year research project. | KCPT | MA |
Attributes Developed
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Programme structure
Part-time
This Master's Degree programme is studied part-time over three to five years, consisting of 180 credits at FHEQ level 7. All modules are worth 15 credits with the exception of project, practice based and dissertation modules.
Possible exit awards include:
- Postgraduate Diploma (120 credits)
- Postgraduate Certificate (60 credits)
Parts of this programme may be studied outside of the standard University structure and may be subject to professional body requirements.
Programme Adjustments (if applicable)
N/A
Modules
Unstructured (3-5 years) - FHEQ Level 7
Module Selection for Unstructured (3-5 years) - FHEQ Level 7
To achieve the principal award of Education for Health Professionals MA a student must complete 180 credits, with a minimum of 150 credits at FHEQ level 7 with the choice for the remainder to be taken at FHEQ level 6 or FHEQ level 7.
Core modules and choices for this MA principal award are:
HCRM013 Transforming Services for Quality (15 credits) OR HCRM050 Leading People in Health and Social Care (15 credits) OR HCRM051 Patient Safety, Quality and Risk (15 credits)
NURM141 - Research Design and Methodology (15 credits)
HCRM046 - Educating Health Professionals (15 credits)
HCRM049 - Leading Educational Design (15 credits)
NURM106 - Art of Learning and Teaching (30 credits)
NURM112 - Dissertation (research Project) (60 credits)
30 credits of flexible choice modules chosen from the School of Health Sciences CPD catalogue, or with RPL consideration for external modules which meet the programme aims and outcomes.
PGDip (120 credits)
HCRM013 - Transforming Services for Quality (15 credits) OR HCRM050 Leading People in Health and Social Care (15 credits) OR HCRM051 Patient Safety, Quality and Risk (15 credits)
NURM141 - Research Design and Methodology (15 credits)
HCRM046 - Educating Health Professionals (15 credits)
HCRM049 - Leading Educational Design (15 credits)
NURM106 - Art of Learning and Teaching (30 credits)
30 credits of flexible choice modules chosen from the School of Health Sciences CPD catalogue, or with RPL consideration for external modules which meet the programme aims and outcomes.
PGCert (60 credits)
HCRM046 - Educating Health Professionals (15 credits)
HCRM049 - Leading Educational Design (15 credits)
NURM106 - Art of Learning and Teaching (30 credits)
Students who have completed FHEQ level 6 module prior to enrolling onto the programme maybe considered for RPL in line with University regulations. Information on CPD modules can be found at: https://www.surrey.ac.uk/healthsciences/professional-development/cpd-modules.htm
Opportunities for placements / work related learning / collaborative activity
| Associate Tutor(s) / Guest Speakers / Visiting Academics | Y | |
| Professional Training Year (PTY) | N | |
| Placement(s) (study or work that are not part of PTY) | N | |
| Clinical Placement(s) (that are not part of the PTY scheme) | N | |
| Study exchange (Level 5) | N | |
| Dual degree | N |
Other information
The School of Health Sciences is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This programme is specifically designed to allow students to develop knowledge, skills, and capabilities in the following areas, enhance detail is provided within each module specification:
Digital capabilities: Students will develop their digital capabilities by the critical use of information, problem solving and innovative approaches, such as technology enhanced learning. These skills will be transferable to their educational professional role, whilst working in a teaching or curriculum team; designing learning opportunities; support and facilitate learning and being proactive in peer learning; design and adopt different modes of learning as appropriate to the educational provision that they have designed (e.g., self-directed, blended, hybrid, asynchronous/synchronous). Workshops focussed on gamification, digital learning and simulation-based education enable the student to develop their confidence and competence in embedding technologically enhanced learning within their practice.
Employability: Students are registered healthcare professionals and will be developing skills and knowledge that can be applied to their educational role and will enhance their future career aspirations and employability. Students are encouraged to engage in peer reflective discussions and to review their own practices, identifying strengths and weakness to develop self personally and professionally.
Global and cultural capabilities: The programme incorporates perspectives and practices from a range of cultures, thus enabling students to diversify their knowledge and reflect on different experiences in a healthcare setting. Students will be encouraged to explore ways of learning, and integrating this knowledge ensures students develop as educators, who recognise the importance of inclusivity and diversity in education delivery.
Resourcefulness and Resilience: Students are guided to develop the ability to reflect, evaluate, adapt, and respond flexibly to ever changing needs of the education setting to reflect the changing landscape in healthcare practice. Whilst, demonstrating a broad understanding of effective approaches to teaching and learning contributing to high quality student learning. This pillar is fundamental to the development of safe and confident educators through problem solving, creativity whilst identifying and responding to the needs of learners, the organisation, and wider context of healthcare practice.
Sustainability: Students are encouraged to recognise and respond to the need for sustainable education provision, achieved through critical exploration and alignment of educational philosophy and pedagogic practices with sustainability principles. By embedding sustainability within educational processes, students contribute to a more sustainable future, where knowledge and skills are imparted in ways that align with environmental and societal well-being. As such, consideration of sustainability and the environmental impact of education provision is critical and how this awareness impacts their practice, is explored and fostered through challenging reflective discussions.
Quality assurance
The Regulations and Codes of Practice for taught programmes can be found at:
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2024/5 academic year.