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BSc (Hons) Applied Practice (health and social care) 2019/20

Year of entry

The BSc (Hons) Programme has been designed to further develop the Health and Social Care workforce of professionally registered, and non-registered, practitioners. The modules focus on improving the health and wellbeing of individuals, communities and societies through the application of Continuing Professional Development (CPD) and lifelong learning.

The focus of this programme is to ensure that you as the learner are at the centre of your studies, with a Personal Academic Tutor assigned to you to support you through your learning journey.

The programme will allow you to develop your knowledge, skills and confidence, which may enable you to be more effective in your job. Additionally, you gain a university qualification, which is a great achievement on both a professional and personal level.

Awards available

The awards available, as part of the programme, are:

  • BSc (Hons) Degree by achieving 120 credits at level 6 for those entering with a diploma or equivalent
  • Degree without Honours (BSc) by achieving 60 credits at level 6 for those entering with  a diploma or equivalent
  • Graduate Diploma by achieving 120 credits at level 6 for those entering with a degree
  • Graduate Certificate by achieving 60 credits at level 6 for those entering with a degree

For those undertaking the BSc (Hons) degree option, there is also the opportunity to negotiate an endorsement for your award which reflects what you do in practice. This is explained to you during the core module Foundations for Practice, and your Personal Academic Tutor will guide you through managing the formal process of gaining approval.

What if I wish to increase my knowledge in specific areas of practice?

Any of the modules within the programme can be taken as a 'stand-alone/freestanding' module.

For further information, please contact the Programme Administration team on canterbury-healthadmin@canterbury.ac.uk or via 01227 782418.

We also link with other specialist programmes for specific modules, such as the BSc (Hons) Public Health and Health Promotion. Information regarding these modules can be accessed within the timetable.

What if I have a degree but do not feel confident to move onto MSc studies? 

There are further study options for students who already hold a health and social care degree. These are the Graduate Certificate and the Graduate Diploma.

If you undertake two or three modules which hold a 60 credit equivalent rating, you can be awarded a Graduate Certificate.

If you undertake modules which hold a 120 credit equivalent rating, you can be awarded a Graduate Diploma.

If you are currently working in a Health and Social Care setting and hold a diploma (or equivalent level 5 studies) you may be eligible to access this programme.

If you do not hold a diploma or have the required 120 level 5 credits to access the degree programme, you must apply to undertake the Academic Development and Portfolio for Entry to the Degree modules prior to registering for the degree pathway. This will take one year to complete in addition to the degree programme.

Students who have obtained their qualifications outside of the UK must obtain a NARIC certificate to confirm their previous level of study and eligibility to access the degree. Details of how to obtain this are available from https://www.naric.org.uk/naric/individuals/. This should be undertaken before commencing study. Please ensure a copy of the certificate and transcript is submitted with your application form.

The BSc Applied Practice Degree will allow you to enhance your current practice as well as heighten personal lifelong learning skills and career prospects for health and social care professionals.

*Please note that not all modules are offered in every semester or academic year. Modules offered in any trimester may not run if insufficient students are recruited to them to make them viable. If you apply for a module that then does not run you will be offered enrolment on an alternative module. 

Modules being offered* in September 2019 

Aspects of Mental Health Promotion

This module is shared with our Public Health programmes. This module aims to develop students’ understanding of the concepts of mental health, wellbeing and happiness and examine ways in which these concepts can be measured. Students will consider the effectiveness of interventions designed to improve mental health, such as physical activity, the arts, music, spirituality and complementary and alternative medicine.

Dementia Care Skills for Enabling

The aim of this module is to complement previous learning from the “Dementia Care: The Context” module.  This module will introduce participants to a range skills and supportive strategies for enabling people living with a dementia.  

Dissertation 20 or 40 Credits

The module will enable students to undertake a dissertation which critically appraises the research on a chosen topic related to a particular aspect of workplace practice identified in their personal development plan and to appraise the impact of their programme of learning on their personal and/or professional development and practice. 20 Credit dissertation is 6000 words in total. 40 Credit dissertation is 10,000 words in total and runs across two trimesters. 

Ethics and Law in Practice

The aim of the module is to enable providers of health and social care to enhance their understanding of ethics and the law and to develop ethical decision-making capabilities based on a reflexive approach to issues arising from practice. 

Examination of the Newborn

The aim of the module is to equip students with advanced knowledge and skills to enable extension of their practice to include physical assessment and examination of the normal neonate. Students should be employed in an area where they are able to undertake physical examination of newborn babies. The assimilation of theory is essential prior to gaining the requisite work-based learning. 

Foundations for Practice (Core Module)

This module aims to provide students with the foundations to complete a programme of learning which meets their personal and professional needs underpinned by inquiry based practice. Students will be enabled to appraise their learning to date in order to capitalise on their potential and, reflecting on this learning, subsequently design their own programme of study. The module also aims to develop the students understanding of the nature of the evidence base for integrated practice in the context of their professional obligation as lifelong learners. 

Global Health

This module is shared with our Public Health Programmes. This module aims to provide you with the opportunity to explore, in depth, the global factors that influence health and wellbeing and the role of the United Nations, the World Health Organisation (WHO) and other international agencies in addressing the challenges. The basic biological factors involved in major global health issues will be considered, but greater emphasis will be given to major global threats to health – including poverty, food insecurity, gender inequality, and lack of health services, housing and sanitation, the consequences of globalisation in trade, international conflicts, climate change, resource depletion, pollution, and migration. Turning to efforts to address global health issues, the module will critically assess the work of the United Nations, the WHO, World Bank, and other international agencies including non­governmental organisations.

Introductory Knowledge and Skills and Knowledge for Neonatal Care

The aim of the module is to enable the practitioner to develop the underpinning knowledge and skills that are essential to provide safe and effective care to the neonate and their family. This is the first of three modules, which are all mapped to form the Qualification in Specialty recognised in neonatal care settings nationally. This is not made as a separate award.  This module may be completed by midwives working in settings where they are expected to deliver neonatal care to babies requiring more than ‘normal’ baby care as defined by national classification (BAPM 2011). To undertake this module students must be working on a neonatal unit of any level or regularly caring for babies who require more than ‘normal’ care within a midwifery setting. 

Negotiated Module

The aim of this module is to enable students to develop the values and beliefs, knowledge, skills and competency relevant to their workplace culture and context and their own personal and professional development. Students will be expected to Reflect critically on their current role and identify and justify the need for personal and professional development; Utilize different types of evidence to analyse their skill and competency development; and Critically reflect on their development of values, knowledge, skills and where applicable competency. 

Sex and Relationship Education

This module is shared with our Public Health Programmes. The importance of effective communication with young people, colleagues and other professionals on matters of relationships, sex education, sexual health and screening will be identified and explored within this module. The influences of society, culture, age and sexual orientation will be examined, together with their possible implications on practice. These influences will be used to challenge personal belief systems and constraints. International, national and local provision of services related to sex and relationship education and sexual health will be explored.

Transforming Practice (40 credits)

This module is an alternative to either of the dissertation modules for completing your degree. The aim of the module is to enable the student to critically evaluate a pilot or small-scale development initiative which will enhance service provision and to critically appraise the impact of CPD on their personal and/or professional development and practice. This 40-credit module will run across two trimesters. 

Cardiac Arrythmias and 12-lead ECG

The aims of the module are to enable students to detect and identify a range of cardiac arrhythmias and 12-lead electrocardiograph (ECG) abnormalities and to understand the clinical significance of findings and the patient management required. Students must work in a clinical area where there are frequent opportunities to interpret 12-lead ECGs. 

Modules being offered* in January 2020 

Academic Development (Level 5)

The aim of the module is to update and develop participants on the contemporary academic study skills required for Higher Education. You may be required to undertake this level 5 module, or the portfolio for entry if you have not undertaken recent academic study in a United Kingdom higher education establishment. Please contact us if you think this may apply to you. You may also consider this module if it is simply a long time since you have undertaken any academic study. 

Advancing Knowledge and Skills for Neonatal Care

This is the second of three modules, which once all are completed form the Qualification in Specialty recognised in neonatal care settings. This is not made as a separate award.  The aim of this module is to build on the knowledge and skills developed in the introductory module to enable students to apply them in increasingly complex neonatal conditions.  

To study this module you must have completed the module ‘Introductory Knowledge and Skills for Neonatal Care’ and must be working on a local neonatal unit or neonatal intensive care unit.  

Anaesthetic Practice

The aim of this module is to provide students with the knowledge and understanding of anaesthetic procedures, equipment and underpinning pharmacology to be able to practice in the routine assessment, planning, implementation and evaluation of the anaesthetic phase of care within the perioperative setting. Students undertaking the module must have worked in the perioperative environment for a minimum of one year (full time equivalent) prior to undertaking the module. Students must undertake a minimum of 450 supervised hours anaesthetic based clinical practice 

Heart Failure

The aim of the module is to prepare Health and Social Care Practitioners, through enhanced knowledge and skills, to meet the challenges of caring for patients with heart failure and their families/carers in primary and secondary care settings. 

Caring for the Acutely Ill Adult

The aim of the module is to develop the students understanding of assessment, pathophysiology and management of the acutely ill adult.  The module aims to develop new insights into the way in which acute care can be managed to improve the holistic care of patients. 

Developing Leadership

The aim of this module is to introduce aspiring and newly appointed Health and Social Care leaders to relevant leadership theory in order to develop the relevant knowledge and skills. Students will be expected to complete a Personal Development Plan collated within the e-portfolio (2,000 word equivalent; 50%; pass/fail) and an underpinning synthesis of the theoretical component of the module, in the form of an essay, as it applies to the individual learners Personal Development Plan (2,000 words; 50%). 

Diabetes Care

The aims of the module are to develop the knowledge and skills of students with respect to the prevention and management of diabetes and its complications.  The module will facilitate students’ abilities to respond appropriately to the physical, psychological and social needs of clients with diabetes as recommended by national and local policies. 

Dissertation 20 credits

The module will enable students to undertake a dissertation which critically appraises the research on a chosen topic related to a particular aspect of workplace practice identified in their personal development plan and to appraise the impact of their programme of learning on their personal and/or professional development and practice. 20 Credit dissertation is 6000 words in total. 

Examination of the Newborn

The aim of the module is to equip students with advanced knowledge and skills to enable extension of their practice to include physical assessment and examination of the normal neonate. Students should be employed in an area where they are able to undertake physical examination of newborn babies. The assimilation of theory is essential prior to gaining the requisite work-based learning. 

Foundations for Practice (Core Module)

This module aims to provide students with the foundations to complete a programme of learning which meets their personal and professional needs underpinned by inquiry based practice. Students will be enabled to appraise their learning to date in order to capitalise on their potential and, reflecting on this learning, subsequently design their own programme of study. The module also aims to develop the students understanding of the nature of the evidence base for integrated practice in the context of their professional obligation as lifelong learners. 

Negotiated Module

The aim of this module is to enable students to develop the values and beliefs, knowledge, skills and competency relevant to their workplace culture and context and their own personal and professional development. Students will be expected to Reflect critically on their current role and identify and justify the need for personal and professional development; Utilize different types of evidence to analyse their skill and competency development; and Critically reflect on their development of values, knowledge, skills and where applicable competency. 

Physical Activity, Health and Wellbeing

This module is shared with our Public Health Modules.This module will examine the link between physical inactivity and health and the type, frequency and intensity of physical activity needed to prevent long term disease such as cardiovascular disease and certain types of cancer. You will examine physical activity and sedentary behaviour patterns in the UK and those methods of surveillance and monitoring that are used to assess them. The role of physical activity as an emerging area of priority within public health will be outlined, and the effectiveness of different health promotion strategies using physical activity promotion will be discussed using both the available evidence and an understanding of behavioural theory.

Principles of Epidemiology

This module is shared with our Public Health Modules. The overall aim of this module is to introduce you to the field of epidemiology, the study of how and when diseases occur in different groups of people, so that you may understand how it relates to the practice of health promotion and public health. It will provide you with an overview of the approaches for describing patterns and measures of disease frequency and identifying factors that cause diseases in groups of people and to examine methods commonly used in epidemiology to evaluate them. You will examine the impact on society of selected major health issues and health/lifestyle behaviours, using identified sources of health data.

Portfolio for Entry (Level 5)

Certified professional qualifications recorded with a practitioner’s professional registering body demonstrate that the practitioner has achieved sufficient learning at HE Level 4 and the University will usually recognise this. However, this module has been designed to facilitate experienced registered practitioners who do not have 120 credits at HE Level 5, or who wish to gain recognition of prior learning (RPL) to demonstrate that in conjunction with the Academic Development module* (Level 5, 20 credits) they have achieved the required level of learning so that they may access HE Level 6 degree studies. 

Post Anaesthetic Care

This module aims to enable students to receive and safely recover surgical patients in the immediate post anaesthetic care unit, through to discharge and handover to other health practitioners. Students undertaking the module must have worked in a perioperative environment for a minimum of one year (full time equivalent). Students must undertake a minimum of 450 supervised hours in a post-anaesthetic care unit.

Substance Misuse and Health

This module is shared with our Public Health Programmes. This module will examine different patterns of drug and alcohol use in different groups of people and consider the impacts on physical, mental and social health. You will develop an understanding of how patterns of drug use are influenced by personal and environmental factors and critically evaluate measures taken to reduce drug and alcohol use in individuals, nationally and globally. 

Supporting People with Long-Term Conditions

The aim of this module is for students to develop the understanding, knowledge and skills to confidently support people with long term conditions. By means of assessment students will be expected to produce a resource for practitioners which supports the development of understanding, knowledge and skills to deliver effective care in partnership with people with long term conditions. 

Systematic Anti-Cancer Therapy

The aim of the module is to prepare practitioners to administer and care for individuals receiving Systemic Anti-Cancer Therapy (SACT). The SACT Administration Pathway aims to develop the student’s ability to safely deliver systemic anti-cancer therapy and provide appropriate supportive care to the patient and their significant others. Students undertaking this pathway will be expected to complete the Skills for Health (2011) Competencies for Chemotherapy: CHEM 1, 7, 8, 13 and 191. 

Modules Being Offered* in May 2020 

Complex Knowledge and Skills for Neonatal Care

This is the third of three modules, which once all are completed form the Qualification in Specialty recognised in neonatal care settings.  This is not made as a separate award.  The aim of this module is to build on the knowledge and skills developed in the Introductory and Advancing Knowledge in Neonatal Care modules to enable students to provide evidence based knowledge and skills to the care of the sickest infants cared for in Neonatal Intensive Care. To undertake this module students must have completed the modules ‘Introductory Knowledge and Skills for Neonatal Care’ and ‘Advancing Knowledge and Skills for Neonatal Care’.  Students must be working on a local neonatal unit or neonatal intensive care unit.  If on a local neonatal unit, secondment for a period of time to a neonatal intensive care unit is strongly recommended for some or all of this module. 

Negotiated Module

The aim of this module is to enable students to develop the values and beliefs, knowledge, skills and competency relevant to their workplace culture and context and their own personal and professional development. Students will be expected to Reflect critically on their current role and identify and justify the need for personal and professional development; Utilize different types of evidence to analyse their skill and competency development; and Critically reflect on their development of values, knowledge, skills and where applicable competency. 

To access this programme, you can either be NHS/employer funded or you can  self-fund your modules.

If you are seeking NHS/employer funding, please contact the relevant named education or development lead (and not your line manager) for advice and support within your organisation. You will be required to complete a university application form accompanied by a statement from the employer confirming financial support.

If you are self-funding, you will be invoiced by the University Finance department once your application has been successful. All questions about tuition fees should be directed to fees@canterbury.ac.uk. Any other finance queries can be sent to finance@canterbury.ac.uk.

The self-funded module fees for 2019/20 for this course are: 

Fee per moduleUK/EUOverseas
20 credits*

£855

POA

40 credits

£1710

POA

*excluding the Negotiated Module. Please contact fees@canterbury.ac.uk for fee information about this module

Recognition of prior learning through APL, APCL, APEL are subject to charges available on application.

Further information

Additional course costs

Although we aim to minimise any additional costs to students over and above the course tuition fee, there will be some additional costs which students on courses are expected to meet. 

Read further information about the general additional costs which apply to courses at Canterbury Christ Church University.

For Applied Practice (Health and Social Care), the following additional costs are payable by the student:

NARIC Checks - non-UK trained students may be required to pay for these checks. Please visit  https://www.naric.org.uk/naric for more information. 

There are a number of different assessment strategies used within the programme depending on the module you choose. These include – but are not exclusive to – essays, case studies, presentations, portfolios, projects, reports and a dissertation. 

To apply, please download an application form from the documents list on this page.

Applications must be received by the beginning of July for modules that commence in September (Semester 1) and by the beginning of December for those that commence in February (Semester 2).

If you would like further information regarding our application process or have a query regarding our timetable, where your module is being taught, or any other information, please contact the Programme Administration team on canterbury-healthadmin@canterbury.ac.uk or via 01227 782418.

This information applies to you if you have qualified overseas and are now wishing to undertake studies in the UK. 

UK NARIC is the designated United Kingdom national agency for the recognition and comparison of international qualifications and skills. It performs this official function on behalf of the UK Government. For students wishing to study we need to verify how your international qualification compares to those obtained in the UK BEFORE you commence your studies.

So what do you need to provide the University with?

We need evidence in the format of a Statement of Comparability which can be obtained from NARIC. The link below should take you direct to the site which has further information on how to obtain and pay for this.

https://www.naric.org.uk/naric/Individuals/default.aspx

Once you have completed the online request and paid for your certificate you MUST take the Statement of Comparability along to your Stakeholder pathway planning event and provide a copy to the University along with your application form.

Please note: If we need you to undertake level 5 or diploma level studies (Academic Development module and the Portfolio for Entry to Degree studies module) before commencing your degree we will contact you through email if your sponsor has not already identified these modules for you.

Fact file

UCAS institution code

  • C10

Entry requirements

  • If you are currently working in a Health and Social Care setting and hold a diploma (or equivalent level 5 studies) you may be eligible to access this programme.

Location

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Last edited: 24/09/2019 15:12:00