college of medicine covers_Layout 1 02/09/2009 16:48 Page 1
Coláiste an Leighis, an Altranais agus na nEolaíochtaí Sláinte
The College of Medicine, Nursing and Health Sciences
Coláiste an Leighis, an Altranais
agus na nEolaíochtaí Sláinte
The College of Medicine,
Nursing and Health Sciences
Féilire 2009-10 Calendar
Féilire 2009-10 Calendar
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33
2S
SECTION A
UNDERGRADUATE PROGRAMMES
2L
THE SCHOOL OF HEALTH SCIENCES
BACHELOR OF SCIENCE IN OCCUPATIONAL THERAPY
(B.SC. IN OCCUPATIONAL THERAPY)
Occupational Therapy is the treatment of people with physical and psychiatric
illness or disability through specifically selected occupation for the purpose of
enabling individuals to reach their maximum level of function and independence in
all aspects of life. The occupational therapist assesses the physical, psychological
and social functions of the individual, identifies areas of dysfunction and involves
the individual in a structured programme of occupation to overcome disability.
The occupations selected relate to the consumer’s personal, social, cultural and
economic needs include the environmental factors which govern his/her lifestyle.
AIMS OF THE PROGRAMME
" To prepare students to successfully meet the professional requirements of the
Association of Occupational Therapists in Ireland (AOTI) on behalf of the
World Federation of Occupational Therapists.
" To prepare students to work effectively as occupational therapists in current
and changing health care contexts and environments.
" To produce competent occupational therapists whose practice reflects a regard
for the rights, needs and expectations of individual clients.
" To produce graduate occupational therapists who are reflective evidence based
practitioners.
" To enable students to develop a scholarly approach towards the practice of
occupational therapy.
" To facilitate the education of therapists who are ethical practitioners, analytical
thinkers and effective communicators.
OBJECTIVES OF THE PROGRAMME
The student will:
" Achieve an understanding of the concept of occupational performance and its
application in the practice of occupational therapy;
" Develop clinical reasoning skills which promote the appropriate selection of
assessment methods and treatment programmes for client types commonly
treated by occupational therapists;
" Understand the central role of occupation in occupational therapy;
" Demonstrate an understanding of research principles and methods in
promoting evidence based practice;
" Read professional and scientific literature critically and use the results;
" Select, develop and present ideas in an acceptable academic manner;
" Be able to select appropriate models of practice for therapeutic intervention in
a variety of practice settings;
"
"
Recognise the right of clients to participate in decision making about their
therapy;
Know the structure and functions of major government departments and other
organisations relevant to the work of occupational therapists.
PROGRAMME CONTENT
This is a full-time undergraduate programme extending over four years or eight
academic semesters. The course explores how difficulties in relation to physical or
mental health can affect occupation (i.e. daily activities in relation to areas such as
self care, work, leisure, play etc.) in all groups of people - children, adolescents,
adults and older adults. The modules studied in the four years are described briefly
below.
YEAR 1
ANATOMY
This module introduces students to the fundamental principles of biological science
and to the basic organisation, form and structure of the human body. Students
develop knowledge and understanding of the structure and functional aspects of the
musculoskeletal system of the body and support knowledge in Physiology. An
understanding of the musculoskeletal system forms part of the knowledge required
to understand the performance components (motor/sensory, cognitive and
affective) of occupation.
PHYSIOLOGY
This course covers the physiology of the major body systems with the exception of
the central nervous system which will be addressed in Year 2. Students develop
knowledge and understanding of the physiological processes in the body associated
with a normal, healthy, functional state. It is designed to underpin subsequent
development of modules related to Occupational Therapy practice.
PSYCHOLOGY
This module introduces students to areas of psychology relevant to their
professional activities. The main areas covered are Social Psychology, Clinical
Abnormal and Forensic Psychology, Developmental Psychology and Cognitive
Psychology. The module helps to underpin some of the material encountered in
Occupational Therapy modules.
EXPLORATION OF OCCUPATION
This module is aimed at enabling the students to develop an understanding of
themselves as occupational beings. Students will be introduced to how occupation
2M
is conceptualised within occupational therapy and will learn how to conduct an
occupational analysis. Students will also learn about roles, habit and routines and
explore the nature of occupation and form.
ENABLING OCCUPATION - MENTAL HEALTH
This module will provide the students with some of the knowledge, understanding
and skills needed to work as an occupational therapist in a mental health setting.
The lectures focus on the aetiology, course, prognosis and management of various
mental health conditions. The seminars and workshops will introduce and expand
on the occupational therapy role, with emphasis on enabling people with mental
health problems to engage in occupation.
ENABLING OCCUPATION - PHYSICAL DISABILITY
Students will be introduced to a variety of clinical conditions commonly
encountered by occupational therapists in practice. Lectures on conditions will be
delivered by Occupational Therapy staff and by lecturers in the College of
Medicine, Nursing and Health Sciences. Case studies used in seminars and
workshops will be organised using the format of an occupational therapy model.
Case studies will also reflect culture and gender diversity. Students will have the
opportunity to develop skills, knowledge and understanding with regard to
treatment approaches used in practice.
FUNDAMENTALS OF OCCUPATIONAL THERAPY I
This module is the first in a series of modules which will run throughout the four
years and underpin the study of occupational therapy. In this module students will
begin to develop a thorough understanding of occupational therapy identity. They
will learn the history of the profession both nationally and internationally and will
understand the occupational therapy process. They will reflect on client-centered
practice and on outcomes for intervention and will also study the code of ethics via
the discussion of ethical dilemmas and will discuss the various intervention
methods of occupational therapists.
GROUPWORK AND PROFESSIONAL SKILLS
This module prepares students to engage patients/clients through a range of
seminars and workshops designed to develop professional skills in dyadic and
group situations. Students learn the principles of effective communication and
effective teamwork and in addition to this, this module aims to encourage students
reflection on their personal and professional development.
2^
YEAR 2
NEUROANATOMY
This module runs concurrently with the module in neurophysiology and includes
the fundamentals of neuroanatomy and functional neuroanatomy. It will underpin
several applied occupational therapy modules. An understanding of neuroanatomy
forms part of the knowledge required to understand the performance components
(motor/sensory, cognitive and affective) of occupation.
NEUROPHYSIOLOGY
This module runs concurrently with the module in neuroanatomy and includes the
fundamentals of neurophysiology. It will underpin several applied occupational
therapy modules. An understanding of neurophysiology forms part of the
knowledge required to understand the performance components (motor/sensory,
cognitive and affective) of occupation.
HEALTH PSYCHOLOGY
This module provides students with an introduction to health psychology. Students
are introduced to the main areas of sickness and health and application of
psychological theories to the prevention of ill health and the promotion of health
across the lifespan.
ENABLING OCCUPATION l PAEDIATRICS
This module introduces students to the knowledge and skills necessary to work
effectively with children and adolescents with physical or learning disability or
mental health problems.
ENABLING OCCUPATION - ADULTS AND CHILDREN WITH
INTELLECTUAL DISABILITY
In this module, students become familiar with the specific issues and needs of
adults with learning disability. This is a growing population and in this module
issues such as advocay, ageing, personal relationships and culture will be explored.
FUNDAMENTALS OF OCCUPATIONAL THERAPY II
This module is the second in the series. Here, students explore client narratives
and professional behaviour and reasoning, the therapeutic relationship,
interdisciplinary teams and managing conflict. There are also sessions aimed at
preparing students for practice education placement.
PRACTICE EDUCATION
This provides students with an opportunity to experience the delivery of
2O
occupational therapy services in the field. Students will be supervised by a named
qualified occupational therapist. An individual learning contract will be negotiated
and agreed between the student and supervisor and will guide students learning on
placement. Tutorials may be provided by practice educators and a minimum of
one hour per week of formal supervision will be provided. Informal feedback will
be given regularly.
YEAR S
SOCIAL POLICY
This module examines the legislation and policy which underpins practice
including the knowledge of employment and equality of opportunity.
EVIDENCE BASED PRACTICE
In this module, students learn to explore and appraise critically the best available
clinical evidence from systematic research and to apply and integrate this clinical
practice. Students are required to make use of evidence to guide professional
judgement about the effectiveness of specific interventions for individual clients.
STANDARDISED TESTING
With increasing need for evidence, audit and clinical effectiveness, quantifiable
measures of effectiveness are essential. In order to engage in and develop evidence
based practice, occupational therapists need to be familiar with and competent in
administering, scoring and interpreting the results of standardised tests. This
module introduces the students to a range of standardised assessments used in
Occupational Therapy and links with the module of evidence based practice.
ENABLING OCCUPATION l COMMUNITY
In this module, students explore the policies and trends for care in the community
and implications for Occupational Therapy practice. The diversity of service users
within the community is a key theme and will include all ages, cultures and
conditions e.g. primary care, health promotion, equipment provision, community
mental health etc. This module enables students to develop the knowledge and
skills to work with individuals and groups in the community.
ENABLING OCCUPATION - OLDER ADULTS
This module prepares the student to work with older adults (>65 years) and
considers the complexity of the interrelationships between normal aging, role
change and pathology and the subsequent effect on occupational functioning.
RESEARCH METHODS
This module introduces the student to methods of scientific enquiry focusing on
25
research and design. Both quantitative and qualitative methodologies will be
introduced and the module includes both theoretical aspects and practical skills
such as data analysis and statistics.
EMERGING AREAS OF PRACTICE
Using Service Learning, this module provides students with the opportunity to
work in collaboration with community organisations to develop and implement
occupational therapy programs which meet identified occupational therapy need(s)
of the organisation. Students engage in a minimum of 120 hours of community
based learning, during which they design, implement and evaluate an occupational
therapy program under supervision from academic staff.
FUNDAMENTALS OF OCCUPATIONAL THERAPY III
This module is the third in a series of modules. The students have an opportunity
to debrief and discuss their second year practice education experience and apply
the case-studies carried out on placement to the modules of practice presented.
Students will be given an opportunity to develop knowledge, understanding and
skills regarding models of practice and occupational therapy.
FUNDAMENTALS OF OCCUPATIONAL THERAPY IV
This module is the fourth in a series. In this module, students are introduced to the
concepts and theory of occupational science. They examine the relationship
between occupation and issues such as health and quality of life. They also
explore the effects of occupational imbalance, deprivation and alienation and will
develop knowledge and understanding and skills in the promotion of social justice.
YEAR L
PRACTICE EDUCATION
These are the third and fourth year practice education modules and provide further
opportunity for students to experience the delivery of occupational therapy services
in the field. This module may be taken abroad if a student wishes and if an
appropriate venue with an accredited supervisor can be identified. Students will be
supervised by a named qualified occupational therapist. An individual learning
contract will be negotiated and agreed between the student and supervisor and will
guide students learning on placement. In this placement it is expected that students
will continue to work as effective team members but that they will also learn to
manage a small caseload and communicate effectively with other team members,
with parents/clients and carers/relatives in this context.
S0
RESEARCH PROJECT
This module gives the student the opportunity to plan and conduct an original piece
of research in a scientific and organised manner under supervision. Project
guidelines are given to students. Supervision will be given by an academic
supervisor. Students will write a 15,000 word dissertation and give a conference
presentation.
MANAGEMENT
In this module students are introduced to basic management and leadership styles.
The skills are relevant to their practice as staff grade occupational therapists.
Current health and social service policies and proposed developments are also
addressed and the importance of being aware of and acting upon changes in policy
where appropriate stressed.
PREPARATION FOR PRACTICE
This module provides a synthesis and an update of the learning acquired to date.
Students will review current health care strategies and policies and will learn about
continuing professional development and draw up curriculum vitae and practice
interview skills.
S1
BACHELOR OF SCIENCE IN PODIATRY
B.SC. IN PODIATRY
Podiatry is an allied healthcare profession that specialises in the management of
disease and disorder of the lower limb and foot. Podiatrists are specialists in the
management of lower limb and foot pathologies. The foot is a highly complex
structure, which can develop problems affecting a patient’s overall health and
quality of life. Podiatry can significantly improve peoples’ quality of life by
promoting and maintaining mobility. Therefore, podiatry as a career can be
extremely rewarding, fulfilling and can offer immense job satisfaction.
Podiatrists are educated in diagnosis and in planning and implementing
interventions for all age groups. As a Podiatrist you will work as an independent,
autonomous practitioner, demonstrating expertise in assessing, diagnosing and
managing lower limb and foot related problems. Clients vary widely and patient
management ranges from the care of dermatological conditions, management of
patients with disease that can compromise the viability of the foot and lower limbs,
mechanical correction of gait and posture, sports injuries, and minor surgery
through to more complex surgical techniques. Interventions not only include
’hands on’ treatment – podiatrists also offer advice on how to prevent problems for
example advising someone who is at risk of amputation on how to manage their
condition to prevent such an outcome, or offering advice to a sports person on how
best to avoid injury. Podiatrists work with other health professionals, for instance
doctors, nurses, physiotherapists, occupational therapists and orthotists, as an
integral member of the health care team.
Podiatrists work in a range of settings including:
" Hospitals
" Community Clinics/ Health Centres
" Community Rehabilitation Services
" GP Practices`
" Nursing Homes
" Private Practice
" Education and Research
PHILOSOPHY AND AIMS OF THE PROGRAMME
In 2008 the National University of Ireland, Galway (NUI Galway) commenced a
full-time undergraduate programme leading to the professional and academic
qualification of Bachelor of Science in Podiatry (equivalent to BSc (Hons) at UK
S2
institutions). It extends over four years or eight academic semesters. The structure
of the degree programme introduces, in a defined manner, inter-professional
learning in both academic and clinical modules. It has, as its central focus, the
integration of theory with clinical practice with opportunities for inter-professional
learning with other health care professionals. The overall goal of this programme
is to prepare competent, flexible, accountable practitioners, who are capable of
lifelong learning. Preparing students to be flexible and self-directed in learning is
considered to be a key outcome of the degree programme as it is recognised that
the current rapid pace of change in the health services means the skills of tomorrow
will be different from those of today. It is therefore fundamental that graduates
“learn how to learn”. Lifelong learning is a continually supportive process, which
stimulates and empowers individuals to acquire the knowledge, values, skills and
understanding they will require throughout their lifetime and develop the capacity
to apply these with confidence.
The aims of the programme are:
" To produce graduates that have an ability to apply knowledge and
understanding of core podiatric theory to underpin podiatric practice and,
using this knowledge, effectively plan, negotiate and deliver podiatric
care
" To produce graduates, and skilled podiatrists, who possess excellent
podiatric psychomotor skills for clinical practice
" To produce graduates who are able to analyse and evaluate the
effectiveness of their treatment and management strategies
" To produce graduates of a high calibre who meet the specifications and
standards of proficiency of professional and regulatory bodies
" To enable students to develop a range of personal and transferable skills
commensurate with working effectively in dynamic healthcare
environments in preparedness for clinical practice
" To enable students to develop a professional identity and ethos, with
awareness of the scope and limits of the role of the podiatrist, working
with and/or referring onto other agencies where appropriate
" To produce graduates who are able to acknowledge their commitments as
a professional within clinical governance frameworks and take
responsibility for their own learning and continuing professional
development
" To ensure graduates appreciate the nature and complexity of organisations
and policies within which podiatry is delivered
" To ensure graduates can demonstrate an understanding of evidence based
practice, and research, and how this may underpin practice and effective
service delivery
SS
"
To produce graduates who can demonstrate an understanding of ethical,
legal issues and socio-economic factors that impact on healthcare
delivery.
PROGRAMME STRUCTURE
The programme is outlined below:
Year 1
"
"
"
"
"
"
Introduction to Clinical Studies
Podiatry Theory 1
Human Anatomy
Human Body Function
Professional Development
Redefining Health and Social Care
Year 2
"
"
"
"
"
"
Clinical Studies 2
Podiatry Theory 2
Introduction to Pharmacology
Functional Anatomy and Biomechanics
Research Methods 1
Pathophysiology
Year S
"
"
"
"
"
"
Clinical Studies 3
Medicine and Surgery
Pharmacology in Health and Disease
Research Methods 2
Podiatry Theory 3
Health Promotion
Year L
"
"
"
"
Clinical Studies 4
Podiatry Theory 4
Research Project
Elective Modules
SL
PROGRAMME CONTENT
Central to the curriculum are the clinical studies modules. These modules extend
throughout the programme building from year one to integrate and articulate with
the theoretical learning. Theoretical components of the programme have a direct
relationship to clinical practice and as such are podiatry specific modules; podiatric
medicine and surgery, theory of therapeutics, pharmacology, general medicine and
radiology. In the first year the students are introduced to clinical protocols, then
develop and acquire the essential psychomotor and communication skills required
for podiatric practice. Various aspects of management planning skills are
introduced at each stage. Ultimately the students acquire assessment and
diagnostic skills and increasing competence leads to a comprehensive podiatric
patient management which requires increasing cognitive and psychomotor skills to
affect safe and efficient patient care.
The theoretic components of the programme underpin the clinical podiatric
management of patients. The framework provides vertical and horizontal
integration for the subject areas that impact on the practice of podiatry. These
include physiology, anatomy, sociology, pathophysiology, pharmacology,
medicine, surgery, radiology, health promotion and core podiatry. The modules
build sequentially with the 1st year modules dealing mainly with normal structure
and function. This allows time to absorb and reflect on normal function and
structure prior to progressing to abnormal structure and disease states.
Evidence-Based Practice informs the student of the importance of audit, research
and evidence based care. Therefore the importance of evidence-based practice will
be integrated throughout all modules within the curriculum. Students are
encouraged to develop the necessary skills to understand, critique and apply
research based evidence in practice. Research approaches and methodologies are
covered within years 2 and 3 of the programme ensuring students receive
grounding in research methods before they apply this knowledge through their
final year project.
A variety of approaches to learning and teaching are integrated throughout the
curriculum including lectures, tutorials, work-shops, seminars and problem-based
learning.
PRACTICE EDUCATION
Practice education is a process of work based learning which involves a partnership
between the practice educator and the student in the practice setting. All students
are required to complete 1,000 hours of practice education successfully under the
SN
supervision of qualified Podiatrists. Practice education will be undertaken each
year. The majority of practice education will take place in a purpose built clinic on
HSE ground. This facility will provide a service to approximately 23,000 patients
per year with a wide variety of medical and surgical conditions, children, sports
injuries and patients requiring soft tissue surgery.
Practice education aims to introduce the students to the culture of the profession. It
facilitates the development and application of the knowledge, attitudes, values and
skills needed for the execution of appropriate professional behaviours. It also
gives the opportunity to practice under supervision, and be assessed on
professional standards and behaviour, ethical practice and inter professional
partnership.
The main aims of practice education are:
" to integrate theory, practice, ethics and values of podiatry
" to apply knowledge, professional reasoning and professional behaviour
within practice
" to promote professional competence
" to work as an effective team member
" to promote professional confidence
" to provide opportunities for students to integrate theoretical and practical
learning
" to facilitate consolidation of student’s previous learning
ASSESSMENT
A wide variety of assessment strategies are employed at stages throughout the
programme in order to cater for a diversity of learning needs. The range and
diversity of assessments allows the varying strengths of individual students to be
demonstrated. All assessments throughout the programme are designed to assess
students’ theoretical knowledge and clinical practical skills to ensure students meet
the necessary competencies for professional practice. Assessment strategies that
are employed include clinical practical examinations, continuous assessment and
end of year examinations.
Pass Standard
The module pass mark is 50% based on the aggregate mark of coursework and
examination. Unless the Board of Examiners recommends otherwise the
maximum mark obtainable on a repeat examination is a pass.
SM
Compensation
Compensation IS allowed within non-clinical modules, but only within each
individual module. Compensation is NOT allowed within clinical modules or
across different modules. Students must pass each module to progress to the next
year of the programme. For instance, if a student fails in Podiatry Theory 1
examination in Semester but achieves a high mark in Semester 2 assignment, they
could compensate within the module in order to achieve a pass in this module. For
instance, if a student fails any part of the clinical module in Semesters 1 & 2,
compensation is not allowed and they will fail the overall module. This is because
students must demonstrate competency in all aspects of clinical practice.
S^
BACHELOR OF SCIENCE IN SPEECH AND LANGUAGE THERAPY
B.SC. IN SPEECH AND LANGUAGE THERAPY
Speech and Language Therapy is the health care profession specifically concerned
with the assessment, diagnosis and management of communication and swallowing
disorders. Speech and language therapists enable people with communication
disorders to achieve their maximum potential to communicate. Having assessed
the individual and established a diagnosis, the speech and language therapist plans
and implements an intervention programme with the client. This may involve
direct work with the client or work with the family or significant others in the
individual’s environment to break down the barriers to communication and enable
the individual to function as independently as possible in his/her environment.
Speech and language therapists also have an important role in the prevention of
communication difficulties through health promotion and education programmes.
Speech and language therapists work closely with other health care professionals
e.g. doctors, psychologists, occupational therapists, physiotherapists, public health
nurses, paediatricians, ear nose and throat consultants etc. They also work in
collaboration with teachers, educational psychologists and resource and learning
support teachers.
Speech and language therapists work in a range of settings including:
" community clinics/health centres
" hospitals
" rehabilitation centres
" child development centres
" mainstream and special schools
" language classes
" day centres
" people’s homes
STRUCTURE OF PROGRAMME
In 2003 the National University of Ireland, Galway (NUI Galway) commenced a
four year full time undergraduate programme leading to a Bachelor of Science
(Hons) and a professional qualification in speech and language therapy. The
mission statement of Speech and Language Therapy is:
“To prepare speech and language therapists in training to Become competent
clinicians and independent liGelong learners. BC pro;iding a supporti;e learning
en;ironment to eRplore rele;ant theorC and applC it to clinical practice. Qith an
SO
emphasis on li;ed eRperiences.”
This course currently offers twenty five places for students. This programme is
firmly centred on the core area of disorders of communication, therefore all years
contain substantial proportions of time devoted to disorders of communication,
with the major ancillary disciplines of anatomy, physiology, audiology, linguistics
and psychology integrated as far as possible at appropriate locations. The overall
goal of this programme is to prepare competent, flexible, accountable practitioners,
who are capable of lifelong learning.
The aims of the programme are:
" To produce graduates of a high calibre who meet the specifications of the
Irish Association of Speech and Language Therapists (IASLT).
" To enable students to gain the knowledge and core theoretical
understanding of communication and related disorders and their
management.
" To enable students to develop effective interpersonal and clinical skills.
" To enable students to develop a professional identity and ethos, with
awareness of the scope and limits of the role of the speech and language
therapist.
" To encourage students to be flexible and responsive practitioners,
prepared for the workplace and changing patterns of service delivery.
" To provide opportunities for self-monitoring and personal development
for the formation of reflective practitioners, capable of effective, critical
evaluation and analysis thereby promoting continuing professional
development and lifelong learning.
" To develop practitioners who appreciate their role in contributing to the
knowledge and understanding of communication, its disorders and their
management through the application of research to practice.
PROGRAMME STRUCTURE
Year 1
Psychology 1
Anatomy
Human Body Function
Practice Education 1
Professional Studies 1
Linguistics 1
S5
Phonetics & Phonology
Communication Impairments 1
Year 2
Psychology 2
Neuroanatomy
Neurophysiology
Practice Education 2
Professional Studies 2
Research Methodology 2
Linguistics 2
Communication Impairments 2
Year S
Psychology 3
Practice Education 3
Professional Studies 3
Research Methodology 3
Linguistics 3
Communication & Swallowing Impairments
Year L
Practice Education 4
Professional Studies 4
Research Methodology 4
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THE OVERALL STRUCTURE AND ECTS IN THE NEW CURRICULUM
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Body
Communication
Impairments 1
To introduce SLTs in training to the classifications, types, nature and causes of developmental
and acquired communication and swallowing impairments.
To equip SLTs in training with an understanding of how speech is produced and to provide
grounding in the descriptive and transcriptional conventions for transcribing speech sounds. To
provide an overview of the procedures in carrying out a basic phonological analysis and to
develop listening and transcription skills.
Phonetics
Phonology
M0
6
12
6
3
In Psychology 1: The Psychology of Learning, theoretical developments in the psychology of
learning from a behaviour analytic perspective are examined.
To introduce SLTs in training to key concepts in linguistics and to the development of
communication across the lifespan.
3
6
6
6
6
6
In Psychology 1: Cognitive psychology SLTs in training are introduced to the theory and
practice of cognitive psychology, which is an area of psychology that is particularly concerned
with explaining hoQ we think and how that thinking affects our behaviour.
To introduce students to the fundamental principles of biological science and basic
organization, form and structure of human body. It will develop concepts which have particular
relevance in the understanding of the anatomical basis of speech production.
In Psychology 1: Developmental psychology students are introduced to the main theoretical
perspectives in developmental psychology with a focus on the lifespan perspective on
development.
To introduce students to observation and reflection as learning and assessment tools. It will
provide students with opportunities to study infant and child development and to interact with
children in preschools and with people with disabilities at an appropriate level through
placements and university-based workshops.
To introduce students to the fundamental principles of human body function which underpin
speech and language
Aims of the Module
SLTs in training will have the opportunity to begin to develop key knowledge, skills, and
attitudes for speech and language therapy practice. They will also integrate knowledge, skills
and experiences from Strands 2 and 3 through provided cases. Students will be introduced to
the concept of research and evidence based practice in SLT and the focus will be on finding,
critically appraising and properly citing literature and understanding ethical issues underpinning
clinical and research practice. They will be introduced to the potential impact of communication
impairments on quality of life across the lifespan. The service model that will be emphasized is
universal services.
Linguistics 1
and
Psychology
1
(Developmental,
Cognitive and the
Psychology
of
Learning)
Anatomy
Human
Function
Practice Education 1
Modules within
the Strand
Professional Studies
1
Overview of the Strands, Modules and Aims for each year of the Programme
Credits for
Modules
PROGRAMME OVERVIEW- An
30
60
30
24
12
30
32
32
12
30
Self-directed &
Assessment
Hours
120
240
120
51
63
120
118
118
138
120
L2
1N00
150
300
150
75
75
150
150
150
150
150
Total Hours
Contact Hours
Credits for
Strand
24
18
18
M0
Strands in
Year 2
1.
Developing Clinician
2.
Human Sciences
S.
Communication &
Swallowing Sciences
Totals
Communication
Impairments 2
Linguistics 2
Psychology 2
(Health
and
Psychology)
Neurophysiology
Neuroanatomy
Social
Research Methodology 2
Practice Education 2
Modules within the
Strand
Professional Studies 2
To introduce SLTs in training to the core clinical information such as specific aspects of
assessment diagnostic features, assessment and treatment of relatively straight-forward
cases, with emphasis on the child and family and targeted service provision.
To facilitate understanding of the neurophysiological functions of the body and how
components of the central nervous system work together. Through neuroscience tutorials,
SLTs in training will learn about the relevance of neurophysiological functions in
communication and swallowing impairments.
To introduce students to health psychology, including its theoretical models, evidence
base and applications to SLT.
To introduce SLTs in training to social psychology by conceptualizing and examining
important social phenomena related to SLT practice.
To build on knowledge and skills gained from Linguistics 1 and to focus specifically on
the morphological, syntactic, semantic and pragmatic analyses of clinical data. This
module aims to develop SLT’s in training linguistic analytical skills which they will use
in clinical practice.
To orientate students to the professional role of a speech and language therapist. This
module will introduce SLTs in training to clinical settings and facilitate their active
participation in the speech and language therapy process. SLTs in training will be
facilitated to link theory to practice in clinical setting and will begin to work with clients
with relatively straight forward communication impairments.
To build on the learning about research methodology from year one. The aim of this
module is to develop the student’s knowledge of research to enable them to design their
own research project by posing feasible research questions and setting hypotheses. The
module introduces students to research methods as a set of multiple systematic strategies
derived from both the quantitative and qualitative paradigms. SLTs in training will also
begin to critically appraise published research.
To facilitate understanding of the neuroanatomical functions of the body and how
components of the central nervous system work together. Through neuroscience tutorials
and cases, SLTs in training will learn about the role of neuroanatomical functions in
communication and swallowing impairments.
Aims of the Module
To build on the learning of key knowledge, skills and attitudes underpinning speech and
language therapy practice from year one. The aim of this module is that students will
learn about personal and professional practice and key knowledge and skills for the
identification and management of clients with relatively straight forward communication
impairments. Students will integrate knowledge, skills and experiences from Strands 2
and 3 ‘off-line’ through provided cases with guidance and discuss potential impact of
communication impairments on quality of life across the lifespan. The service model that
will be emphasized is targeted services.
M0
12
6
6
6
6
6
2NM
60
30
30
24
24
16
12
60
Credits
for
Modules
6
Contact
Hours
12
Selfdirected
&
Assessme
nt Hours
12LL
240
120
120
126
126
134
138
240
LS
1N00
300
150
150
150
150
150
150
300
Total
Hours
6
18
2.
Human Sciences
S.
Communication
&
Swallowing Sciences
Totals
Credits for
Strand
36
Strands in
Year S
1.
Developing Clinician
To equip SLTs in training with core knowledge and skills in the areas of theories of
bilingualism, narrative analysis and discourse analysis underpinning speech and
language therapy practice. This module will also introduce SLTs in training to a
variety of instrumental techniques applied in experimental phonetics and speech and
language therapy clinical practice with an emphasis on basic skills in use of
instrumentation in speech and voice analysis.
To develop knowledge of the specific aspects of assessment, diagnostic features,
assessment and treatment of complex cases, with emphasis on the wider sociocultural context and specialist service provision. SLTs in training will be introduced
to eating, drinking and swallowing impairments.
Communication
&
Swallowing Impairments
3
Aims of the Module
To build on the learning of key knowledge, skills and attitudes underpinning speech
and language therapy practice from years 1, and 2. SLTs in training will learn about
personal and professional practice and key knowledge and skills for the identification
and management of clients with complex communication and swallowing
impairments. SLTs in training will integrate knowledge, skills and experiences from
Strands 2 and 3. Students will discuss the impact of communication impairments on
quality of life across the lifespan. The service model that will be emphasized is
specialist services.
To prepare the SLT in training for increasingly independent work in clinical
contexts. SLTs in training will have clinical placements where they will apply theory
to practice in the management of complex cases.
To broaden knowledge about research methodology by enabling SLTs in training to
understand and critically appraise existing research.
To introduce students to cognitive neuropsychology and build on their knowledge
from previous modules in cognitive psychology and neuroscience. This module
reviews the ways in which neuropsychological data has been used in models and
ideas about the nature of brain processes and systems involved in core cognitive (and
related) processes including: perception, memory, language and attention.
Linguistics 3
Psychology 3 (Cognitive
Neuropsychology)
Research Methodology 3
Practice Education 3
Modules within the
Strand
Professional Studies 3
M0
12
6
6
6
12
18
Contact
Hours
21N
60
30
22
16
12
75
Selfdirected &
Assessmen
t Hours
12ON
240
120
203
134
288
300
LL
1N00
300
150
225
150
300
375
Total
Hours
Credits for
Modules
Credits
Strand
60
M0
Strands in
Year L
1.
Developing
Clinician
Totals
for
To facilitate SLTs in training to consolidate their clinical skills, integrate theory and
practice, and apply knowledge and resources to new clinical situations. It will prepare
them to enter the workforce and smooth the transition from SLTs in training to
professionals in practice.
To conduct a semi-independent piece of research under the supervision of a member of
staff. To demonstrate ability to disseminate the research findings.
Practice Education 4
Research Methodology 4
Aims of the Module
To further develop personal and professional practice and key knowledge and skills for
the identification and management of all clients with communication and swallowing
impairments. There will also be an emphasis on organizational structures, service
planning and quality systems.
Modules within the Strand
Professional Studies 4
Credits for
Modules
M0
18
18
24
102
20
12
70
Self-directed &
Assessment Hours
1S5O
430
438
530
LN
1N00
450
450
600
Total Hours
Contact Hours
THE SCHOOL OF MEDICINE
General regulations for the Degrees of M.B., B.Ch., B.A.O.(NFm Level O Refn
www.nfq.ie)
EXPLANATORY NOTE
The Programme oG the Medical School at N0I ,alQaC is in transition Grom a
traditional siR Cear programme to an integrated Gi;e Cear programme. although
Qith a remuirement Gor a Foundation Year Gor some students.
In 5007 n 5090 the neQ programme Qill applC to the 3oundation Year (replacing
3irst Year Medicine). to (neQ) 3irst Year Medicine (replacing Second Year
Medicine). to (neQ) Second Year Medicine (replacing Third Year Medicine). to (neQ)
Third Year Medicine (replacing 3ourth Year Medicine) and to (neQ) 3ourth Year
Medicine (replacing 3iGth Year Medicine).
Students Qho commenced 3oundation Year in 5007 Qill proceed to 3irst. Second.
Third. 3ourth and 3inal Year oG the neQ course.
The traditional programme Qill applC to the current 3inal Medical Years. The
regulations applCing to students are generallC those Qhich applied to their
programme at the time in Qhich theC commenced their studies. unless otherQise
speciGied.
I. Entry to the Medical School is limited and is at present based competitively
on the results of School-Leaving Examinations.
II. In general students for admission to the First Medical Year must have
successfully completed the Foundation Year for Medical School. Subdect to
attainments at Biology, Physics and Chemistry in Leaving Certificate some
students may be offered admission directly to the First Medical Year.
Note: In the Session 5007-5090. the 0ni;ersitC Qill consider applications Gor not
more than tQo places in the 3irst Medical programme Grom Irish persons engaged
in health care occupations. Qho ha;e oBtained their proGessional mualiGications at
a high standard. 3or Gurther inGormation regarding such applications and
regarding applications under II aBo;e applC to Admissions OGGice.
All Applications are processed through the Central Applications OGGice. (CAO)
III. Before Registration as a medical student every applicant must furnish evidence
(a) that he/she has passed a recognised Examination in General Education (the
Examination in General Education required by the National University of Ireland is
Matriculation according to the requirements of the College of Medicine, Nursing
and Health Sciences, or an Examination accepted by the University in lieu thereof,
normally the Irish Leaving Certificate or its recognised equivalent);
(b) that he/she has passed the Foundation Year for Medical School. (To fulfil this
requirement programmes in Physics, Chemistry and Human Biology are given in
the National University of Ireland, Galway, in the Foundation Year for Medical
School) or has satisfied the requirements for direct admission to the First Medical
Year.
46
IV. Registration is carried out by the University. Students must be registered as
Medical Students not later than fifteen days after the commencement of those
Programmes for which Certificates of attendance will be required of them (First
Medical Programmes).
V. (a) To obtain the degrees of M.B., B.Ch., B.A.O., Medical Students must pursue
programmes of Study extending over a period of not less than five Academic Years
and must pass the various Examinations prescribed in the Regulations.
(b) The Examinations (New Course) are as follows:
(1) The Foundation Year in Medicine
(2) The First University Examination in Medicine.
(3) The Second University Examinations in Medicine.
(4) The Third University Examination in Medicine.
(5) The Fourth University Examination in Medicine.
(6) The M.B., B.Ch., B.A.O. Degree Examinations.
(c) The Examinations for existing courses are as follows (Old Course):
(1) The Fifth University Examination in Medicine (Repeat only)
(2) The M.B.,B.Ch.,B.A.O. Degree Examinations.
Note:
(i) A period oG not less than tQo Academic Years must inter;ene BetQeen
the passing oG the Second Medical ERamination and admission to the
3inal ERamination in the suBkects Medicine. SurgerC and OBstetricsp
,CnaecologC.
(ii) No part oG the 3inal ERamination maC Be taPen BeGore the end oG 8
Semesters. and the ERamination maC not Be completed BeGore the end
oG 90 Semesters oG proGessional education.
VI. The Foundation Year for Medical School Examination must be passed within
one year from the date of entering the Foundation Year for Medical School
Programme. The Foundation year examination will be held during the Summer
Examination Period with repeats, if necessary, held in the Autumn Examination
Period.
VII. (a) The First University Examination in Medicine must be passed before a
student can proceed to the Second Year Medical Programme.
(b) The First University Examination in Medicine must be passed within two years
from the date of entry or of passing the Foundation Year for Medical School.
(c) The First Medical University Examination will consist of the examination of
the learning from each of the introductory modules, systems-based and Medical
professionalisation modules in the programme.
(d) The First University Examination will comprise examinations on Semester 1
modules in the Winter Examination Session and examinations on the Semester 2
modules in the Summer Examination Session. Repeat examinations, for both
47
Semester 1 and Semester 2 modules, if necessary will be held, during the Autumn
Examination Sessions.
VIII. (a) The Second University Examination in Medicine must be passed before a
student can proceed to the Third Year Medical Programme.
(b) The Second University Examination in Medicine must be passed within three
years from the date of entry or of passing the Foundation Year Medical
Programme.
(c) The Second Medical University Examination will consist of the examination of
the learning from each of the systems-based and Medical professionalisation
modules in the programme.
(d) The Second University Examination will comprise examinations on Semester 1
modules in the Winter Examination Session and examinations on the Semester 2
modules in the Summer Examination Session. Repeat examinations, for both
Semester 1 and Semester 2 modules, if necessary will be held, during the Autumn
Examination Sessions.
IX. (a) The Third Medical University Examinations must be passed before a
student can proceed to the Fourth Medical Year.
(b) The Third Medical University Examinations must be passed within four years
of entry or of passing the Foundation Medical Examination.
X. (a) The Fourth Medical University Examinations must be passed before a
student can proceed to the Final Medical Year.
(b) The Fourth Medical University Examinations must be passed within Five years
of entry or of passing the Foundation Medical Examination.
XI.The Final Medical University Examinations must be passed within six years of
entry or of passing the Foundation Medical Examination.
XII (a) The Award of the M.B.,B.Ch.,B.A.O. Degree will require successful
completion of all years of the Medical Undergraduate Programme as set out in
Rules VI, to XI (inclusive) above.
(b) The calculation of the overall degree results awarded, including the calculation
of Honours (if any), will be based on the proportion of the overall marks attained
across the years of the programme as follows:
i. For candidates who entered the First year of the Medical programme in the
Sessions 2006-07 and 2007-08, whether directly or having passed the
Foundation examination:
The degree result is calculated on the final three (3) years; based on 20% of
the result attained in the Third Medical Examination, 40% of the result
attained in the Fourth Medical Examination and 40% of the result attained in
the Final Medical Examination.
ii. For candidates who enter the Medical Programme in the Session 2009-10
and following, whether directly or having passed the Foundation
examination: The degree result is calculated on the full five (5) years;
based on 10% of the result attained in the First Medical Examination,
10% of the result attained in the Second Medical Examination 20% of the
result attained in the Third Medical Examination, 30% of the result attained
in the Fourth Medical Examination and 30% of the result attained in the Final
Medical Examination.
48
XIII. Any student failing to pass the Examinations indicated in Rules VI, to XI
(inclusive) above within the specified intervals will be ineligible to proceed further
with his/her medical studies. Exemptions to this rule will be granted by the
Academic Council, on the recommendation of the College of Medicine, Nursing
and Health Sciences, only for very serious reasons.
XIV. Re-attendance may be required from any student whose attendance is
considered to have been unsatisfactory, or who has not attained a sufficient
standard of knowledge as judged by examination or progressive assessment.
Satisfactory attendance is generally regarded as attendance and participation in not
less than 70% of the taught sessions provided. Students who have not achieved
satisfactory attendance may not be admitted to examinations. A student who is
repeating any year of the Medical programme within the provisions set out in Rules
VI to XI and Rule XIII above, is required to register for the repeat year and, to reattend as set out above, and complete all continuous assessments, other coursework
and examinations in each failed module. This requirement may be varied in
exceptional circumstances on the recommendation of the Student Affairs
Committee, and agreed by the Head of the Medical School.
XV. Medical Graduates, in addition to holding the Degrees of M.B., B.Ch., B.A.O.
must be registered as Medical Practitioners in the appropriate Medical Register. All
graduates who wish to practice must register provisionally with the Medical
Council. Graduates who wish to practice in Ireland (excluding Northern Ireland)
must, after completing one year’s internship in an approved hospital, be fully
registered with the Medical Council. Those who wish to practice in Great Britain
and Northern Ireland must be fully registered with the General Medical Council.
Graduates may, if they so wish be fully registered in both Registers. The attention
of Medical Graduates is directed to the following Extract from Medical
Practitioners’ Act, 1978:
“A Certificate of Experience shall not be granted to any person unless, after he had
been awarded a primary qualification, that person had been engaged in
employment in a residential medical capacity in one or more hospitals approved by
the Council for this purpose and had been so engaged for such period or periods as
may be determined by the Council.”
In accordance with Regulation of Medical Council the period for which a person
shall have been engaged as an Intern shall be a period of 12 months.
Sources from which information may be obtained:
Registrar, Medical Council, Portobello Court, Lower Rathmines Road, Dublin 6.
Registrar, General Medical Council, 44, Hallam St., London WIN 6AE.
Royal College of Physicians of Ireland and Royal College of Surgeons in Ireland
(L.R.C.P. and S.I.)
The Secretary, Royal College of Surgeons, St. Stephen’s Green, Dublin 2.
Royal College of Physicians of London, 11 St. Andrew’s Place, Regent’s Park,
London.
Royal College of Surgeons of England, 35-43 Lincoln’s Inn Field, London.
Royal College of Physicians and Surgeons of Edinburgh, and Royal Faculty of
Physicians and Surgeons of Glasgow.
49
DEGREES OF M.B., B.Ch.,B.A.O.
Refer to General regulations for the Degrees of M.B., B.Ch., B.A.O. (NFm
Level O Refn www.nfq.ie)
FOUNDATION MEDICAL YEAR
The Programmes of instruction to be attended are:
1. Experimental Physics - Lectures and Practicals over two
Semesters (15 Credits).
2. Chemistry - Lectures over two Semesters and practicals over one
Semester (15 Credits)
3. Biology – Lectures and Practicals over two Semesters (15 Credits).
4. Introduction to Medicine – Lectures and practicals over two Semesters. (15
Credits)
Candidates for admission to the Foundation Year Examination must have attended
the prescribed programmes of instruction as set forth in the Syllabus of
Programmes. The subjects for Examination are:
Physics, Chemistry, Biology and Introduction to Medicine
The Examinations will be held during the Summer Examination Session, with the
exception of the Early Patient Contact component which will be examined at the
end of Semester I. The result of the Examination will be determined by the
standard in each subject and compensation between courses is not permitted. There
will be a repeat examination if necessary, during the Autumn Examination Session.
Honours will not be awarded unless the Examination is passed as a whole.
Students required to take the Foundation Year cannot be registered for the five
years Integrated Medical Programme until they have passed the Foundation Year
Medical Examination.
FIRST MEDICAL YEAR
In the first Semester of the First Medical Year programme 80% of the programme
will be devoted to 4 modules (6 credits per module) providing discipline specific
introductory material relating to Anatomy, Physiology, Biochemistry and
Pharmacology. In the second Semester of the First Medical Programme 80% of
the programmes will be devoted to 5 integrated modules that are systems-based.
These are the Cardiovascular system (6 credits), the Respiratory System (6 credits),
the Gastrointestinal System (6 credits) the Renal system (3 credits) and Nutrition (3
credits). In both semesters 1 and 2, 20% of the programme will be devoted to
modules related to professionalism (6 credits in each semester).
Exemptions can be granted in (Year 1 and 2) on the basis of previous academic
achievements at the discretion of corresponding module coordinators. In cases
where exemption has been granted, no overall honours will be awarded for the
corresponding academic year.
The Examinations of the First Medical Year:
For all modules 40% of the marks will be awarded on the basis of continuous
assessments performed during the Semester. Where a student has a failing mark in
50
one or more modules not exceeding a maximum of 6 credits in combination but has
attained 45% or more, this component may be deemed to be passed by
compensation where the student has a surplus of marks across the remaining
modules of not less than double the deficit in the module(s) which have been
failed.
Detailed information on compulsory attendance of practical sessions and objects of
assessments for each module will be given at the beginning of each course.
There will be an examination on the content of each module taught in the first
Semester in the Winter Examination Session. Where appropriate examinations of
two or more modules may be examined in a single examination sitting. There will
be an examination of the content of each module taught in the second Semester in
the Summer Examination Session. If necessary repeat examinations for Semester 1
and 2 will be taken in the Autumn.
Candidates for admission to the First Medical University Examination must have
attended at least 70% of the teaching sessions in the prescribed Programmes of
Instruction as set forth in the Syllabus of Programmes.
A student who fails to complete the Examination in Autumn will be required to
repeat the year.
SECOND MEDICAL YEAR
In the first Semester of the Second Medical Year programme 80% of the
programme will be devoted to 6 integrated modules that are systems based. These
are the Endocrine System, Growth Factors and Signalling Molecules (6 credits),
Central Nervous System (9 credits), Reproduction and Development (3 credits)
Genetics (3 credits) Molecular Medicine (3 credits). In the second Semester of the
Second Medical Programme 80% of the programme will be devoted to 3 integrated
modules that are systems based. These are Health and Disease (12 credits), Drugs
and Disease (6 credits) and Organ Failure (6 credits). In both semesters 1 and 2,
20% of the programme will be devoted to modules related professionalism (6
credits in each semester).
Exemptions can be granted in (Year 1 and 2) on the basis of previous academic
achievements at the discretion of corresponding module coordinators. In cases
where exemption has been granted, no overall honours will be awarded for the
corresponding academic year.
Detailed information on compulsory attendance of practical sessions and objects of
assessments for each module will be given at the beginning of each course.
Candidates for admission to the Second Medical University Examination must
have attended at least 70% of the teaching sessions in the prescribed Programmes
of Instruction as set forth in the Syllabus of Programmes.
The Examinations of the Second Medical Year:
For all modules 40% of the marks will be awarded on the basis of continuous
assessments performed during the Semester. Where a student has a failing mark in
51
one or more modules not exceeding a maximum of 6 credits in combination but has
attained 45% or more, this component may be deemed to be passed by
compensation where the student has a surplus of marks across the remaining
modules of not less than double the deficit in the module(s) which have been
failed.
There will be an examination on the content of each module taught in the first
Semester in the Winter Examination Session. Where appropriate examinations of
two or more modules may be examined in a single examination sitting. There will
be an examination of the content of each module taught in the second Semester in
the Summer Examination Session. If necessary repeat examinations for Semester 1
and 2 will be taken in the Autumn.
A student who fails to complete the Examination in Autumn will be required to
repeat the year.
THIRD MEDICAL YEAR
In the first Semester of the Third Medical Year programme the student will take
modules in Health and Disease (15 credits), Global Health and Disease (3 Credits)
Forensic Medicine (3 Credits) and Clinical Skills and Professionalism (9 Credits).
These modules will be assessed at the end of the first semester. In the second
semester the student will take a single 30 credit module Foundations of Clinical
Practice. This module will be assessed at the end of Semester 2. Within this module
there are 5 distinct strands, comprising: Cardiovascular Studies (6 credits);
Gastrointestinal Studies (6 credits); Respiratory perioperative and critical care
medicine (6 credits); Care of the elderly (6 Credits); and Acute Hospital Care (6
credits). Each strand is delivered in 4 week rotating blocks over the course of
Semester 3.2, at both the Galway University Hospitals and the Affiliated Hospitals.
The teaching of Professionalism is incorporated into each strand. This module will
be assessed at the end of Semester 2. Repeat examinations for both Semesters will
if necessary be taken in August.
Candidates for admission to the Third Medical University Examination must have
attended at least 70% of the teaching sessions in the prescribed Programmes of
Instruction as set forth in the Syllabus of Programmes.
The Examinations of the Third Medical Year:
For all modules up to 40% of the marks will be awarded on the basis of continuous
assessments performed during the Semester. Where a student has a failing mark in
one or more modules not exceeding a maximum of 6 credits in combination but has
attained 45% or more, this component may be deemed to be passed by
compensation where the student has a surplus of marks across the remaining
modules of not less than double the deficit in the module(s) which have been
failed.
There will be an examination on the content of each module taught in the first
Semester in the Winter Examination Session. Where appropriate examinations of
52
two or more modules may be examined in a single examination sitting. There will
be an examination of the content of the entire module taught in the second
Semester in the Summer Examination Session. Where appropriate examinations of
two or more individual strands within this module may be examined in a single
examination sitting.
If necessary repeat examinations for Semester 1 and 2 will be taken in the Autumn.
A student who fails to complete the Examination in Autumn will be required to
repeat the year.
FOURTH MEDICAL YEAR
Programme Structure and Delivery Approach
The year 4 programme will consist of modules in Obstetrics and Gynaecology,
Paediatrics, Psychiatry, General Practice, Otorhinolaryngology and a special study
option (SSM). The latter of these is a core component of professionalism training
and will take place in a 4 week block at the end of semester 2. Other aspects of
professionalism training including clinical methods, ethics, understanding health
and illness will be threaded throughout the specialist modules and delivered by the
respective specialist disciplines. The other modules will be divided into 2 parts, one
of which will be delivered in semester 1 and one of which will be delivered in
semester 2. Teaching methods in each discipline will include lectures, small groups
teaching, case studies and clinical attachments at UCHG and at regional affiliated
clinical services. A proportion of the students will complete all of semester 1 in the
Sligo Medical Academy and another proportion of the class will complete all of
semester 2 in the Sligo Medical Academy. Continuous assessment is included
in each discipline with an end of year examination in May. Repeat
examinations, where necessary, are held in autumn of the Final Medical Year.
OBSTETRICS AND GYNAECOLOGY (1L credits)
This course will encompass the theory and clinical practice of the subject. Thus it
will include the physiology and clinical feature of normal pregnancy and the
clinical problems that may arise during pregnancy. It will also include the
epidemiology of disease during pregnancy and statistics pertaining to birth. The
study of normal physiological reproductive function and disease of the reproductive
tract will be covered by gynaecology. Assessment will be partly by continuous
assessment (40%) with a final assessment that will account for 60%. Teaching will
be delivered through lectures, video teaching, small group learning, tutorials, case
presentations and self directed learning.
PAEDIATRICS (1L credits)
This module will be delivered in two four week blocks, the first delivered in
semester one, the second in semester 2. In block 1 students will be introduced to
the principles of paediatrics, essential paediatric skills and a child-centred approach
to the assessment of the sick child.
Semester 2 will build on students’ prior paediatric knowledge, skills and attitudes
acquired in semester1. Additional focus will be placed on diagnosis and
53
management of paediatric presentations.
PSYCHIATRY (1L credits)
Students will attain knowledge of and learn the skills required to assess a range of
mental illnesses presenting to adult and child and adolescent mental health services.
They will learn about the biopsychosocial risk factors for these illnesses and their
multidisciplinary management using physical, pharmacological, psychological and
social interventions.
Students will develop skills in risk assessment and will be assisted in developing
the communication skills necessary to interact with patients suffering from mental
illness and their relatives. They will be made aware of the varying presentation of
mental disorders in learning disabled patients, later life patients, children, patients
in a general medical setting and be able to adapt their communication skills
accordingly. Students will develop an awareness of the impact of family dynamics
and of psychological defence mechanisms on the development of mental illness and
an understanding of the roles and functioning of multidisciplinary teams in
assessing and managing mental illness.
GENERAL PRACTICE (11 credits)
This module introduces students to the principles and practice of medicine in the
community. The module will run concurrently at NUI Galway and the Sligo
Academy ON completion of this module, the student will be able to:
" list the range of problems seen in General Practice.
" describe the organisation of General Practice in Ireland
" demonstrate an understanding of the importance of physical, psychological and
social factors in making a diagnosis
" explain the importance of health promotion and disease prevention and how it
can be incorporated into General Practice
" effectively communicate with a patient in order to discover the reason for
attendance, explain the diagnosis and discuss a management plan
" formulate a patient management plan
" perform the following clinical skills : venepuncture, glucometer, urinalysis,
breast and rectal examination
" make and explain the diagnosis and basic management of asthma, hypertension
and diabetes
" reflect on his/her own attitudes to different groups of patients
OTORHINOLARYNGOLOGY (S credits)
Students will receive teaching on diseases of the Ear, Nose, Throat Head & Neck
and be competent in:
" Oto Rhino Laryngology (ORL) oriented history taking.
" Safe / Competent clinical examination of the ear nose throat head and neck.
" Interpretation and use of basic clinical tests associated with ORL.
" Clinical assessment of hearing.
54
"
"
"
"
"
"
Differential diagnosis of ORL conditions.
Appropriate investigations to establish a definite diagnosis. Interpreting results.
Management of common ENT emergencies.
Understanding the relevance of ORL to other specialities, especially General
Practice & Paediatrics.
Head and Neck Cancer awareness.
Knowledge of Complications of ORL diseases.
SSM PROGRAMME (L credits)
The SSM programme is aimed to assist medical students to develop a special
appreciation of various disciplines by studying in depth areas that provide them
with insights into scientific method and the discipline of research and that
engenders an approach to medicine that is constantly questioning and self-critical.
An SSM typically requires small-group learning and a small element of expert
input by teachers to meet the stated aims of the programme. Students will have the
opportunity and support to explore ideas that they find of particular personal
interest, or relevance, to a level that is both demanding and intellectually satisfying.
This component of the course gives the student freedom to explore a subject and
encourages students to respond to a major intellectual challenge. SSMs lend
themselves well to the promotion of interdisciplinary linkages and collaboration
with the wider community. There are also valuable opportunities to integrate
material across the curriculum and to amplify components of the core curriculum.
Year 4 SSMs will be of 4 weeks duration and will involve a substantial portion of
student directed self study time. SSMs will accrue 4 European Credits equivalent
to 100-120 hours of student effort. All SSMs include an assessment strategy that
measures group and individual performances. Group presentations and/or project
reports will provide evidence of group productivity. Individual learning will be
assessed using activity logs and reflective submissions. All SSMs will be assessed
at the end of the 4 week SSM block and in good time for the relevant end of year
board meeting.
FINAL MEDICAL YEAR l OLD CURRICULUM
Lectures and Tutorials in the following subjects:–
1.
Medicine.
2.
Surgery.
3.
Anaesthesia
4.
Radiology.
5.
Revision programmes in Obstetrics/Gynaecology.
Clinical Attachments
(a)
One/two attachments in Medicine and/or one/two attachments in Surgery
are carried out concurrent with a one week attachment in Radiology and
Anaesthesia.
A limited number of students will be assigned, for a two week period, to
specific Affiliated Teaching Hospitals.
55
(b)
A student who fails to satisfy the requirements of this clerkship will be
required to repeat the clerkship between Christmas and June of the Final
Medical Year. Attention is also drawn to the note qCompleting ClerPshipsU
below.
junior Internships
Students will be attached as Junior Interns for four-week periods to Medical and
Surgical Firms, either in Galway or elsewhere, and may choose a third elective
internship from one of 16 available.
Completing ClerPships
A student who by the end of the first term has failed to satisfy the requirements of
two or more clerkships will not be allowed to sit the Final Medical Examination
until the clerkships have been satisfactorily repeated. Because of the requirements
of the Junior Internship, one or more of the clerkships would have to be repeated
during the Summer vacation following the Final Medical Year, and the Final
Examination in Medicine could not be taken until the following Winter
Examination.
SUMMARY OF EVIDENCE REmUIRED IN CONNECTION WITH
HOSPITAL PROGRAMMES AND NON-COLLEGIATE PROGRAMMES
1.
Evidence of attendance at the Introductory Clinical Programme.
2.
Evidence as Clinical Clerk in Medicine for 20 weeks.
3.
Evidence as Surgical Dresser for 20 weeks.
4.
Evidence as Clinical Clerk in Obstetrics/ Gynaecology.
5.
Evidence as Clinical Clerk in Paediatrics.
6.
Evidence of Clinical attendances in Psychiatry.
7.
Evidence as Clinical Clerk in Ophthalmology
8.
Evidence as Clinical Clerk in Otolaryngology.
9.
Evidence of General Practice Attachment.
10.
Evidence of completion of Clinical Clerkship in Anaesthesia.
Progressive Assessment
As indicated under Programme in Third Medicine progressive assessments are
made on each student’s performance in the appropriate clinical attachments, and
marks up to 25% of the total in Final Medicine may be accumulated.
56
THE FINAL EXAMINATION FOR THE DEGREES OF M.B., B.CH., B.A.O.
(Old Curriculum)
The Final Medical Examination is completed with examinations in the subjects:
Medicine, Surgery and Obstetrics/ Gynaecology. Candidates exempted from
further examination in Medicine, Surgery, or Obstetrics must complete their
examination by passing in the remaining subjects, within a period of nineteen
months; otherwise they must repeat the Examination in Medicine, Surgery,
Obstetrics and Gynaecology, provided that, in special circumstances, the regulation
may be suspended on the recommendation of the President of the University, such
suspension, with reasons therefore, to be reported to the next meeting of the Senate.
Candidates who have passed the Final Medical Examination of a Licensing Body
are allowed to retain their exemptions for a period of two years.
Candidates for the Final Examination in Medicine, Surgery, and Gynaecology and
Obstetrics must have completed:
(1)
Fourth Medical Examination, Parts I and II;
(2)
The Fifth Medical Examination in the subjects Ophthalmology,
Otorhinolaryngology, Paediatrics, Psychiatry and General Practice.
The programme of clinical study must have extended over a period of not less than
three years after passing the Second Medical Examination.
Candidates redected in or absent from the Final Medical Examination in
Medicine, Surgery, and Gynaecology and Obstetrics must, before being readmitted to the Examination, produce evidence that they have during the
interval pursued the study of such subdect or subdects, to the satisfaction of the
Professor(s) concerned.
57
HONOURS STANDARD
MB. BCh. BAO
1. Honours may be awarded separately in any subdect of the
Examination
2. Honours may be awarded separately in Medicine, Surgery and
Obstetrics only if all of these subdects are passed at the same
Examination
S. The standard for the award of Honours in individual subdects shall be
^0 percent for First Class Honours and M0 per cent for Second Class.
L. For the award of an Honours Degree:
Honours standard must be obtained in the total marks of the subjects
Medicine, Surgery, Obstetrics and Gynaecology, Psychiatry, Paediatrics
and General Practice: and the whole Final Medical Examination must be
passed within a period of twelve months and the subjects Medicine,
Surgery, Obstetrics and Gynaecology, Psychiatry, Paediatrics and General
Practice must be passed at the first attempt.
The standards for the award of an “Honours Degree” shall be:
First Class Honours
Overall T0 per cent, with not less than
70 per cent in Medicine and not less
t h an 6 0 p er c e n t in e ac h o th er
specified subject.
Second Class Honours:
Overall V0 per cent, with not less than
60 per cent in Medicine and not less
t h an 5 5 p er c e n t in e ac h o th er
specified subject.
58
SYLLABUS OF PROGRAMMES OF INSTRUCTION FOR
THE DEGREES OF M.B., B.CH., B.A.O.
FOUNDATION YEAR IN MEDICINE
CHEMISTRY
The Foundation Year Chemistry programme is a dedicated medical programme
designed for students with long-term interests in medicine and biology.
Examples of topics used for teaching basic chemistry principles are:
Solution and dialysis; Buffers, acidosis and alkalosis; Pharmaceuticals; Magnetic
Resonance Imaging, CAT and PET; Metallic complexation, haemoglobin;
Radioactivity; Biological macromolecules; Biochemical thermodynamics.
Some of these will be discussed. The programme provides a fundamental
basis for higher programmes in Biochemistry, Physiology and Pharmacology.
Programme consists of 60 lectures, 20 tutorials and 30 hours Laboratory work per
annum.
PHYSICS
The programme is designed to provide a good understanding of basic concepts in
Physics and supported by numerous examples and applications related to the
medical and health service.
Introduction r Mathematical review, Units and Conversion factors.
,eneral PhCsics—Motion, gravity and falling bodies, Force, Newton’s Laws,
Vectors (Resolution/addition; not in book) Statics Work, Energy and Power.
Heat—Temperature and Heat, Fluids and Pressure, Archimedes’ Principle,
Poiseuille’ s Law, Medical applications of Pressure and Fluids.
SoundrElasticity and Waves, Sounds, Loudness and Hearing.
Magnetism and ElectricitCrIntroduction to Electricity and Magnetism, Simple
Electrical Circuits, Electrical Safety.
Optics n Geometric Optics, Vision, [ Electromagnetic Radiation, Introduction to
Modern Physics, Atomic Physics (Spectra, Lasers, X-rays).] /adioacti;itCr
Radioactivity and Nuclear Physics, Medical Imaging Systems
BIOLOGY
The Biology course is designed to introduce students to biological concepts in the
areas of Biochemistry, Botany, Microbiology and Zoology.
INTRODUCTION TO MEDICINE
The Introduction to Medicine course will comprise 2 elements Early Patient
Contact and Contemporary Topics in Medicine.
The Early Patient Contact module is an opportunity for students begin to meet
patients, and learn appropriate skills to deal effectively with both patients and
colleagues.
The Contemporary Topics in Medicine module will provide students with an
opportunity to study key concepts of modern cell biology, evolution and population
59
biology and their importance in medicine. In addition there will be updates on
recent developments at the leading edge of medicine and practical classes in which
students can develop their skills in laboratory practice and analytical thinking.
CLINICAL SKILLS TEACHING
Clinical skills teaching commences in the Foundation Year with a 10-week Early
Patient Contact programme delivered in semester 1 by the School of Medicine with
contributions from other clinical departments. This will comprise the following
components:
1. Foundations of Clinical Practice – A series of 10 lectures on fundamental
aspects of clinical care will provide the knowledge necessary to orientate
students to the clinical environment and to enhance their understanding of
the healthcare system.
2. Understanding Patients – Students are assigned in small groups to acute
hospital wards and primary care practices where they will observe doctorpatient interactions and interview patients. They should develop an
understanding of the biopsychosocial factors that influence a patient’s
clinical presentation and their recovery.
3. Practical Clinical Skills – Students will attend sessions on hand-washing,
vital signs measurement and basic life support in the clinical skills
laboratory.
Assessment will take place in December of semester 1 and will involve a Multiple
Choice Examination (25%), a mini-OSCE examination (30%), submission of case
notes (20%), a group project (20%), and an attendance record (5%). The marks
available will contribute to the Human Biology component of the Foundation Year
examination.
FIRST MEDICAL YEAR
First Semester:
Introduction to Human Anatomy and Musculoskeletal System 6ECTS
Introduction to Biochemistry
6 ECTS
Introduction to Pharmacology
6 ECTS
Introduction to Physiology
6 ECTS
Medical Professionalism 1.1
6 ECTS
Second Semester:
Cardiovascular System
6 ECTS
Respiratory System
6 ECTS
Gastrointestinal System
6 ECTS
Renal System
3 ECTS
Nutrition
3 ECTS
Medical Professionalism 1.2
6 ECTS
60
INTRODUCTION TO HUMAN ANATOMY AND THE
MUSCULOSKELETAL SYSTEM
This module introduces students to the gross anatomy of the human and to the
microscopic anatomy of the tissues. The module describes the muscles of the upper
and lower limb and the distribution of blood vessels and nerves to those limbs. The
anatomy of the vertebral column and the skull is also described. The medical and
surgical importance of this knowledge is indicated. Students are also introduced to
the principles of medical imaging.
At the end of the course the student should know:
The basic tissue organization of the body including anatomical
terminology -General organization of bones and joints -Organisation of
the epithelial, connective, bone, cartilage, muscle and nerve tissues
Trunk: bones, muscles with their innervation and action, course of the
major vessels, general organizational plan of the spinal cord and spinal
nerves -Upper & lower limbs: bones, joints and their movements, muscles
and their action and innervation, course of the most relevant arteries, veins
and nerves
Clinical relevance of the anatomical knowledge of the musculoskeletal
system, e.g.:
Aspects relative to the position of major veins (venepuncture); the
position of the radial artery (pulse) and brachial artery (blood pressure)
Why the shoulder dislocates easily; the sites of common fractures and the
complications that might follow them
The principles of nerve testing
The axillary lymph nodes and their relevance to the lymphatic drainage of
the breast and metastasis
Complications of femoral neck fractures
Which ligaments give stability to the hip, knee and ankle and how to test
their integrity
The vulnerability of the common peroneal and sciatic nerves
How blood is lifted out of the legs and the consequences of the failure of
this mechanism.
INTRODUCTION TO BIOCHEMISTRY
This module introduces students to the molecular events that correspond to the
phenomenon of life, in health and disease. It is particularly concerned with the
relationships between the structure and function of the various macromolecules of
the body: the proteins, nucleic acids, lipids and the carbohydrates, their building
blocks and their importance to human body function. DNA structure and function
is also described, and the use of recombinant techniques in Medicine is introduced.
The basic principles of intermediary metabolism, its regulation and relationship to
disease are explored.
At the end of this module the student should know:
All life is based on a number of common molecular themes
61
Cells are the basic units of all living systems
The basic features of protein structure and function
The basic characteristics of enzymes and the nature of catalysis and
especially the active site
The basic structures of nucleic acids including replication and repair
How information stored in DNA is transcribed into RNA and translated
into proteins
How gene expression is controlled and an introduction to the use of
recombinant DNA techniques in medicine
The fluid mosaic model of membrane structure and the basic functions of
cellular membranes
Importance of carbohydrates in the cell
The production and utilization of energy and the roles of ATP
How to assess the metabolic significance of glycolysis, TCA cycle,
oxidative phosphorylation, electron transport, pentose phosphate pathway,
gluconeogenesis and glycogen breakdown
Lipid synthesis and oxidation of fatty acids and ketone bodies
Strategies for metabolic control as applied to carbohydrate and fat
metabolism
INTRODUCTION TO PHARMACOLOGY
This module provides an introduction to the Principles of Pharmacology, and
serves as a foundation to aid the understanding of the drug treatment of disease.
At the end of this module the student should be familiar with:
The general mechanisms of action of drugs at a molecular, cellular, tissue
and organ level.
The ways in which these actions produce therapeutic and adverse effects.
The receptor as a target of drug action and related concepts such as
agonism, antagonism, partial agonism and selectivity.
The mechanisms of drug absorption, distribution, metabolism and
excretion, and the concepts of volume of distribution, clearance and halflife and their clinical relevance.
How pharmacokinetic factors determine the optimal route, dose and
frequency of drug administration.
The factors that determine inter-individual variation in drug response, e.g.
pharmacokinetic handling of drugs, pharmacogenetic and pharmaceutical
variation.
The effects of drugs on the gastrointestinal and respiratory systems
The problems associated with drugs such as the development of
dependence and tolerance to drugs, adverse drug reactions, poisoning and
the principles of counteracting the effects of toxic substances after
ingestion.
The drug development process including clinical trials (Phase I to IV).
The drug approval process and major regulatory authorities
62
The requirements of good clinical trial design and consent, ethics, bias,
statistics, dissemination of information
INTRODUCTION TO PHYSIOLOGY
This module functions as an introduction to physiology and human body function.
It provides a brief overall introduction to the various body systems such as the
cardiovascular system, the respiratory system, etc. It also provides an elementary
account of body fluids, nerve and muscle function, the autonomic nervous system,
blood cells and immunity..
At the end of this module the student should have a knowledge and understanding
of:
" the organ systems of the body in over view
" the fluid compartments of the body, the composition of the different fluids and
their properties including osmolarity and pH and their clinical significance
" the mechanisms whereby substances are transported in and out of cells and the
importance of this to absorption in the gut and the kidney, at least at an
elementary level.
" the regulation of body pH and it clinical significance, also at an
introductory level
" nerve function including conduction, and synaptic and neuromuscular
junction transmission
" the mechanism and control of skeletal and smooth muscle contraction blood
composition and function including both cells and plasma; this should include
formation of blood cells, hemoglobin, blood groups, blood clotting, blood
indices and blood disorders
" immunity at an elementary level. This should include structure and function of
the white blood cells and both cellular and humoral immunity the
autonomic nervous system and its importance at an introductory level.
PROFESSIONALISM 1.1
Medical education is not only a technical training; it is also a process of gradual
induction to professional medical practice.
The new NUI Galway curriculum takes a very deliberate approach to the
development of future doctors. The 12 learning outcomes of the new curriculum
include 5 learning outcomes that relate directly to the development of the new
medical professional. The new curriculum therefore includes a new
“professionalism” course that will occupy 20% of curricular time in all of the
semesters of all 5 years. It will constitute a vertical theme in the new systems
based course incorporating several different knowledge skills and attitude sets.
The teaching and learning experiences for students will integrate the expertise and
interest of several disciplines, Law, Ethics, Health & Illness and Medical
Informatics/Statistics. In particular the strand aims to support the
achievement of the following curricular outcomes:
63
The NUI Galway Medical Graduate:
Should be able to demonstrate communication skills in all areas and in all
relevant media because good communication underpins all aspects of
the practice of medicine.
Should demonstrate an awareness of how medical knowledge is created
shaped shared and applied. As well as having the relevant technical skills
to find appraise and synthesise information it is important that graduates
understand the role of health informatics in the day-to-day care of patients.
Should have an awareness of conventional professional attitudes and
demonstrate professional behaviours, commensurate with the standards set
out by the medical council for professional practice in medicine.
Should be familiar with the role of a doctor within the Irish Health Service
as well as being aware of the structure of different health services.
Should be familiar with the importance of personal development and be
aware that this is a life long process. It is influenced by the personality of
the individual and his/her life experiences, in addition to experiences
related to their training.
From the learning outcomes outlined above the following educational strands have
been developed:
Communication and interview skills. This strand Qill de;elop the students
aBilitC to communicate eGGecti;elC Qith patients Qhilst also learning hoQ
to carrC out an accurate medical inter;ieQ.
Ethics, medical law, jurisprudence and human rights. This strand Qill
introduce students to important concepts in medical ethics laQ and human
rights. The purpose oG the strand is to support inGormed and ethical
practice aGter mualiGication
Understanding health and illness. This strand has Been designed to
introduce students to organisational. psCchological and social aspects oG
health. Qell-Being and illness and to help them to understand the concept
oG proGessional roles
Health informatics. This strand is designed to Build students IT and
inGormation management sPills. In particular students Qill Become
capaBle oG e;idence Based medicinep practice.
At the end of this module the student should be able to:
o to work in groups and contribute to various roles set out for effective
group work
o to use all e-resources of information provided through the James
Hardiman Library
o to use Cite While You Write in Endnote and appropriate text editing
software
o to discuss content and objectives of all contributing partners in
Professionalism as outlined in the course booklet provided through the
Electronic Learning Environment Blackboard
o to produce a scientific report interpreting the latest evidence and statistics
published
64
SEMESTER II
CARDIOVASCULAR SYSTEM
This module covers the anatomy, physiology and biochemistry of the
cardiovascular system with clinical applications in an integrated fashion. The
anatomy of the heart and blood vessel distribution is covered, as is the microscopic
anatomy of the blood vessels. The genesis of the electrical activity of the heart and
the formation of the electrocardiogram is described as is the function of the heart as
a pump. The control of arterial blood pressure is described as is the control of the
various regional circulations. This module will incorporate a clinical seminar
session at the end of the module (one day’s duration). It is also envisaged that some
clinical lectures will be interspersed throughout the module.
At the end of this module the student should know:
" and be able to demonstrate the position and function of the heart valves. the
positions for auscultation of the valves and the positions for placing the
chest leads for the ECG.
" the Uanatomy of the heart and why the coronary arteries are important
the functional microanatomy of the heart and vascular systems. an
awareness of the distribution of arteries, veins, lymphatics
" about cardiac cell action potentials and how they give rise to the
rhythmical excitation of the heart.
" how the spread of cardiac action potentials throughout the heart gives rise to
the electrocardiogram (ECG).
" the clinical significance of the ECG
" the cardiac cycle and the working of the heart as pump
" the function and roles of the different parts of the systemic circulation
(arteries, arterioles, capillaries and veins).
" arterial blood pressure, its clinical significance, how to measure it and its
mechanisms of control and the targets for drug intervention.
" the control of the various regional circulations
" be able to discuss the anatomy and pathophysiology related to
cardiovascular disease.
THE RESPIRATORY SYSTEM
This module covers the anatomy and physiology of the respiratory system with
clinical applications in an integrated fashion. The anatomy of the respiratory
system and associated structures is covered. The ventilation of the lungs with air,
diffusion of gases in the lungs, the perfusion of the lungs with blood, and gas
exchange in the lungs are then described. Gas transport in the blood and gas
exchange in the tissues are covered. The regulation of respiratory ventilation is
described. Students are introduced to medical imaging of the respiratory system.
This module will incorporate a clinical seminar session at the end of the module
(one day’s duration). It is also envisaged that some clinical lectures will be
interspersed throughout the module
At the end of this module the student should:
65
Know and be able to demonstrate the positions of the pleurae and lungs.
Know the anatomy of the intercostals spaces and the diaphragm and the
functional anatomy of ventilation.
Have sufficient anatomical knowledge to undertake an examination of the
lungs including the interpretation of routine radiographs and MRI scans.
Have an understanding of the role of the respiratory system in the control
of blood gases and pH, including how normal levels are maintained and
the causes and consequences of disturbances.
Know the factors that govern alveolar ventilation in health and disease.
Understand the peripheral and central mechanisms involved in controlling
respiration.
Be able to discuss the anatomy and pathophysiology related to respiratory
disease.
THE GASTROINTESTINAL SYSTEM
This module covers the structure and function of the gastrointestinal system with
clinical applications in an integrated fashion. The embryological development of
the gut is described. The general organisation of the GIT is covered as is the gross
anatomy and histology of its various parts including oesophagus, stomach and
small and large intestines. GIT motility and its control, digestion and absorption of
nutrients and its control, and enzymes and secretions are considered as are their
medical implications. The role of the accessory organs of digestion is described.
GIT reflexes such as vomiting and defecation are covered. This module will
incorporate a clinical seminar session at the end of the module (one day’s
duration). It is also envisaged that some clinical lectures will be interspersed
throughout the module.
At the end of this module the student should:
know the positions and functions of the liver and gall bladder, the
stomach, small and large intestines including the appendix, pancreas and
spleen and their layout within the peritoneum;
understand why the portal circulation may be involved in pathology;
have some knowledge of the abdominal wall in relation to incisions,
hernias and referred pain.
Have knowledge of modern medical Imaging of the GIT.
should understand how food is mixed and moved along the course of the
GIT and the role played in this by the enteric nervous system.
know how food is digested in the mouth, stomach and small intestine so
that it is broken down into constituents which can be readily absorbed.
know how the digested constituents of food are absorbed in the stomach
and the small and large intestine.
know the mechanisms of the GIT reflexes of vomiting and defecation.
THE RENAL SYSTEM
This module covers the structure and function of the renal system with clinical
applications in an integrated fashion. The development, anatomy and histology of
66
the kidney is described as is the anatomy of the pelvic floor. The formation of urine
is covered in terms of the underlying processes of glomerular filtration and tubular
absorption and secretion and their control. The control of salt and water, pH
balance and the medical importance of these processes is indicated. The anatomy
and mechanism of the micturition reflex is described. Students are also introduced
to medical imaging of the kidney. It is also envisaged that some clinical lectures
may be interspersed throughout the module
At the end of this module the student should:
Know and be able to demonstrate the positions of the bladder, urethra,
rectum and anal canal.
Know the macro and micro structure of the kidney, ureter, urinary bladder
and urethra.
Know the neuroanatomical basis of urinary incontinence.
Have an understanding of the role of the respiratory system in the control
of blood gases and pH, including how normal levels are maintained and
the causes and consequences of disturbances.
Be familiar with the medical imaging of the urinary system.
Understand the special features of the renal blood supply which adapt the
organ for filtration and reabsorption and how blood flow and GFR can be
measured
Be able to describe the transport properties of the nephron and how these
relate to the excretory function of the kidney
Understand the role of the kidneys in regulating body fluid osmolarity,
volume and aid base balance and the methods of investigation used to
examine these mechanisms
Be able to discuss the anatomy and pathophysiology of processes related
to renal disease.
NUTRITION
This module describes the fundamentals of human nutrition. It provides a basic
knowledge of nutrient biochemistry and function to underpin an understanding of
human nutrition. It discusses essential dietary requirements, energy metabolism in the
fed and fasting states and the role of nutrition in heart disease with particular
emphasis on the role of cholesterol and lipids. It also covers the dietary role of
lipids and trace elements. It is envisaged that there will be inputs to this module
from clinical nutritionists.
At the end of this module the student should know:
The link between metabolism and nutrition
Main sources of metabolic fuels and energy requirements
The role of organic and inorganic essential nutrients
Digestion and transport of nutrients and significance of transport
mechanisms on health and disease
The metabolic flexibility associated with different life stages
The metabolic link between nutrition and disease
The role of nutrition in athletic performance
67
PROFESSIONALISM 1.2
Professionalism 1.2 (Year 1, semester 2) focuses on all core clinical methods and
skills according to international standards. See also clinical skills teaching. Clinical
skills will be assessed in Objective Structured Clinical Examinations.
An important part of medical professionalism 1.2 is achieved through Special Study
Modules in semester 2. Students make a choice out of various special study
modules, (SSM). The purpose of the SSM is to encourage students to develop areas
of special interest and to learn how to examine topics in more depth.
CLINICAL SKILLS TEACHING
A 12-week course in Communication and Clinical Skills delivered jointly by the
Disciplines of Medicine, General Practice and Psychiatry will take place in
semester 2 of Year One. This course will be systems-based and will run parallel
with teaching in anatomy, physiology, biochemistry and pharmacology. The
communication skills teaching will run throughout the second semester and will
involve lectures and role play. Clinical skills relevant to the following systems will
be taught in three half-day sessions in the clinical skills laboratories at Aras
Moyola and the Comerford Medical Education Centre.
1. Cardiovascular
2. Respiratory
3. Gastrointestinal/Renal
Full-day integrated communication and clinical skills workshops involving
multiple supervised stations with simulated patients will attempt to underscore the
importance of effective doctor-patient communication.
An OSCE examination will be held at the end of semester 2.
68
SECOND MEDICAL YEAR
First Semester
Endocrine System Growth Factors and Signalling
Central Nervous System
Reproduction and Development
Genetics
Molecular Medicine
Medical Professionalism 2.1
Second Semester
Health and Disease
Drugs and Disease
Organ Failure
Medical Professionalism 2.2
6ECTS
9ECTS
6ECTS
3ECTS
3ECTS
6ECTS
12 ECTS
6 ECTS
6 ECTS
6 ECTS
ENDOCRINE SYSTEM, GROWTH FACTORS AND SIGNALLING
This module describes the structure and function of the endocrine system both in
health and disease. It also provides an introduction to growth factor and signal
transduction systems in health and disease. It includes an introduction to chemical
messengers of the nervous, endocrine and immune systems, as well as eicosanoids
and growth factors. The biochemical basis of hormonal classification will be
explained. The student will be provided with an overview of the general anatomy
of the endocrine system. The structure and function of classical endocrine glands
will also be discussed. The clinical importance of the endocrine secretions will also
be described throughout the module.
At the end of this module the student should:
Know the endocrine system provides communication between cells,
tissues and organs
Understand the structure and function of the hypothalamic pituitary axis
and the roles of the various hormones secreted by these areas
Be able to discuss the effects of hypo and hyper secretion of the these
hormones
Understand the structure and function of the thyroid, parathyroid and
adrenal glands, and the Islets of Langerhans and the roles of the various
hormones secreted by these glands
Be able to discuss the effects of hypo and hyper function of these glands
Be able to discuss the hormonal control of carbohydrate, protein and fat
metabolism and its clinical significance
Be able to discuss the hormonal control of calcium and phosphate
metabolism, and salt and water metabolism and their clinical significance
Understand the methodology of hormone measurement and its relevance
to clinical diagnosis
Be aware of the general features and types of signalling molecules
know the most important and common growth factors and have some
understanding of their functional and clinical importance
69
Know the biochemical properties and mode of action of steroid hormones
Have an understanding of plasma membrane receptors, G-proteins, the
cAMP, cGMP and phosphatidylinositol signaling systems and their role in
normal function and disease
Know the formation and role of eicosanoids
CENTRAL NERVOUS SYSTEM
The module focuses on the anatomy, physiology and biochemistry of the human
central nervous system.
At the end of this module the student should
Have a comprehensive understanding of the structure and organisation of
the nervous system; brain, spinal cord and meninges
Be aware of the structure and function of neurons and glial cells
Understand the role of cerebrospinal fluid
Be able to discuss the process of CNS neurotransmission
Know the structure and function of the somatosensory system
Understand the structure and function of the motor system
Understand the organization and function of vision, hearing, speech, and
balance
Have an understanding of role of the hypothalamus, and its role in
appetite, thirst and thermoregulation
Know the role of limbic system in emotions
Understand the processes of Sleep, learning and memory
Be aware of the concept of reward circuitry
REPRODUCTION AND DEVELOPMENT
This module describes the process involved in reproduction and will provide an
introduction to embryology. The osteology, blood supply and innervation of the
pelvic region will be described. Pelvic imaging methodology will also be
introduced. The anatomy of the male and female reproductive systems will be
explained. The function and hormonal regulation of reproduction will be
described. The events involved in fertilisation and embryonic development
including sexual differentiation and fetal physiology will be covered. Students
will be instructed in various specific reproductive topics including lactation,
parturition. The normal process of embryology will be discussed. ). It is also
envisaged that some clinical lectures will be interspersed throughout the module.
At the end of this module the student should:
Know the anatomy of the male reproductive system as well as the
Hormonal and nervous control of male
Understand the major features of the anatomy of the female reproductive
system including the relevant osteology and variations in the shape of the
pelvis
Know the positions of the bladder, urethra, rectum and anal canal
Understand and the structure of the pelvic floor; the anatomy of
continence; the anatomy of the female and male internal and external
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genitalia (ovaries, uterine tubes, uterus, vagina, labia, clitoris; testis, vas
deferens, prostate, scrotum, penis).
Have sufficient anatomical knowledge to understand the anatomy of
urinary and faecal continence, of taking cervical smears and of pelvic
examination (the structures palpable on an examination via the rectum or
vagina) and the anatomical basis of passing a urinary catheter in the male.
Understand the anatomical consequences of prostatic enlargement, and the
basis of common medical conditions affecting the female genital tract.
Understand the principles and types of abdominal hernia, common
medical conditions affecting the scrotum and testis.
Have an appreciation of anatomical changes that occur during pregnancy
and the anatomy underlying anaesthesia during childbirth.
Embryology
Understand the hormonal and nervous control of male reproduction
Understand the hormonal control of the menstrual cycle and of pregnancy
Know the basis of sexual determination of sex, the control of parturition
and lactation
Understand both foetal and neonatal physiology
GENETICS
This course introduces Medical students to the principles of modern genetics and
its application to the understanding and treatment of inherited disease. The roles of
DNA technology and genetic counselling are explained.
At the end of this module the student should:
Have a comprehensive understanding of the main principles of modern
medical genetics and cytogenetics and its relevance to modern medicine.
Have a critical awareness of the applications of DNA technology to the
Have a basic understanding of chromosome analysis and the causes and
consequences of cytogenetic disorder and its relevance to modern
medicine.
Have a basic understanding of the role of chromosome rearrangement in
human leukaemia and cancer
Have an appreciation of the practical, moral and ethical issues associated
with genetic testing, prenatal diagnosis and genetic counselling in modern
medicine.
MOLECULAR MEDICINE
This module describes the contributions of advances in molecular biology to
research, diagnosis and treatment of disease. The molecular basis of cancer is
emphasised as an example and topic of special relevance.
At the end of this module the student should know:
What constitutes molecular medicine
Principles which underlie contemporary research, diagnosis and treatment
methods in molecular medicine.
Application of recombinant DNA technology to treatment of disease
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Molecular basis of cell cycle control
The nature of DNA damaged and how it is repaired
Cell biological hallmarks of cancer
Role of oncogenes and tumor suppressor genes
Principles underlying current and proposed molecular cancer therapies
Pharmaceutical development pipeline for molecular medicines
Professionalism 2.1
Clinical Skills Teaching
Professionalism 2.1 (year 2, semester 2) focuses on all core clinical methods and
skills according to international standards. See also clinical skills teaching. Clinical
skills will be assessed in Objective Structured Clinical Examinations.
Students are introduced through a series of systems-based lectures and practical
workshops to history taking and physical examination in semester 1. Four week
days are spent on the wards and in general practices applying these skills. Case
reports and a multiple choice examination in December of Semester 1.
SEMESTER II
DRUGS AND DISEASE
The module focuses on the pharmacology of drugs affecting various body systems
and disease categories. Students learning is based upon prior knowledge from
Introduction to Pharmacology and all of the other systems-based modules that have
run in the preceding 3 semesters. Areas covered include the pharmacology of drugs
used in the treatment of cardiovascular diseases, nervous system diseases, pain,
endocrine diseases, immune system-related conditions and cancer. The module is
designed to run parallel to the Health and Disease module also in semester 2.2.
At the end of this module, the student should know:
The basic pharmacology of drugs used in the treatment of cardiovascular
diseases, nervous system diseases, pain, endocrine diseases, immune
system-related conditions and cancer.
Mechanisms of action, important side effects and routes of administration
of those drugs.
How those drugs abrogate or interfere with mechanisms of disease.
Important drugs interactions.
HEALTH AND DISEASE I
Students will be introduced to the idea that mechanistic knowledge underpins the
analysis and solving of clinical problems The module will demonstrate that
molecular, cellular, microbiological and environmental mechanisms underpin the
development and progression of disease and will highlight the interplay between
these factors. Students will be introduced to the principles of health promotion and
of disease prevention and treatment for both individuals and populations.
On completion of this module students will have a foundation in:
The various causes of disease and the interplay of molecular, cellular,
microbiological and environmental factors in the causation of different
72
diseases;
Principles of public health and health promotion;
Mechanisms of cell injury and cell death; organisms that cause cell injury;
response to cell injury and death; and healing and repair
Disorders of cell growth and neoplasia
Control of infection
Basic alterations of the haemodynamics including thrombosis, ischaemia,
infarction and shock
Pathobiology, microbiology, surveillance and prevention of
cardiovascular disorders including atherosclerosis, myocardial infarction,
valvular disorders, cardiomyopathy, cardiac failure, aneurysms and
hypertension;
Pathobiology, microbiology and surveillance and prevention of respiratory
disorders including asthma and allergic disorders, infections,
inflammatory disorders, COAD, cystic fibrosis and neoplasia.
The clinical relevance of the mechanisms that underlie disease and begin
to see how such information can be used in clinical scenarios.
ORGAN FAILURE
These modules will integrate preclinical subjects into clinical setting
and demonstrate relevance of basic sciences to clinical practice
At the end of this module the student should:
Know the underlying causes/disease processes leading to loss of organ
function
Have an understanding of the clinical consequences of loss of organ
function
Be able to discuss the basic management principles and issues arising
have an understanding of organ supportive/replacement therapies
This module focuses on Group and Self Directed Learning
Use of relevant clinical scenarios involving failure of a major organ
system.
Group presentation of knowledge gained during self-directed learning
session.
Grouped assessment of submissions
Key Knowledge Areas
Acute Hepatic Failure
Acute Brain Injury
Acute Renal Failure
Hypovolaemic Shock
The Failing Heart
Acute Respiratory Failure
PROFESSIONALISM 2.2
Medical professionals focus on the integrated professional approach in problem
solving and decision making. Student learning is based upon enquiry based
73
learning skills achieved in the previous professionalism courses. New medical
technologies are critically appraised using clinical case stories and discussed in
self-directed group processes. Prior knowledge of medical law, medical ethics,
health & illness and medical informatics is used to upgrade the professional
learner. The results of self-directed learning will be reported in a scientific group
essay and a statistics report at the end of the course. Knowledge achieved in
Professionalism 2.2 will be assessed in an integrated MCQ and SAQ.
Medical ethics is concerned with contemporary moral issues facing medics. It
introduced a variety of normative ethical theories to provide a foundation for the
critical analysis of a range of issues arising from the biological and medical
sciences. These are likely to include abortion, euthanasia / physician assisted
suicide, disability, genetic modification, new medical technologies and resource
allocation.
It is intended that students will gain knowledge of moral theory that equips them to
evaluate some of the most pressing dilemmas facing biomedical practice.
Medical law shows students the importance of law in their every day practice as a
doctor. This will be done by discussing major legal issues such as, consent to
treatment, medical negligence, confidentiality and mental health law. Students will
be shown how the law has dealt with situations that are rarely black and white.
This will be done through various cases of direct interest to medical practice. At
the end of the module students will be expected to identify situations where legal
responsibilities arise and to discern the various legal elements and find the best
possible course of action
CLINICAL SKILLS TEACHING
In semester 2 students build on the procedural skills learned in their first medical
year with workshops covering skills relevant to the neurological, endocrine and
musculoskeletal systems. Skills will be assessed in an Objective Structured Clinical
Examination by the end of semester 2.
Special Study Modules
Another important part of professionalism 2.2 is achieved through a new set of
Special Study Modules. Students make a choice out of a variety special study
modules, (SSM). The purpose of the SSM is to encourage students to develop areas
of special interest and to learn how to examine topics in more depth. The majority
of these Special Study Modules are based upon service learning and project/enquiry
based learning.
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THIRD MEDICAL YEAR
SEMESTER I
HEALTH AND DISEASE II
Students will build on the knowledge of biomedical science and Health and
Disease module I in semester 2 year 2 to understand the common disease processes
affecting different organ systems and their clinical implications. They will learn to
apply these principles to common clinical problems Students will also build on
their knowledge of the biopsychosocial model of health and disease and its
application in the prevention and treatment of common clinical conditions.
Students will acquire an understanding of the relevance of epidemiology to the
clinical practice of medicine and the functions of public health medicine and health
promotion in practice. They will develop an appreciation of the role of the
laboratory in clinical practice.
On completion of this module students will have a foundation in:
Pathobiology and microbiology of diseases affecting central nervous
system including the causes and effects of raised intracranial pressure,
stroke, head trauma, infection and neurodegenerative diseases;
Patholobiology and microbiology of diseases of the gastrointestinal
system including infections, inflammatory conditions, common
malabsorptive disorders, benign and malignant diseases;
Diseases of hepatobiliary system and pancreas including infections,
inflammatory disorders, inherited diseases, neoplasms and organ failure;
Disease of genitourinary system including infections, immune disorders,
vasculitis, stones, neoplasia and organ failure;
Haematological disorders including anaemias, haematological malignancy
and pathology of the lymph node;
Pathobiology of the breast and endocrine system; screening services;
Pathobiology and microbiology of the skin and musculoskeletal system
The clinical aspects of diseases affecting different systems;
Functions of public health medicine, including topics of epidemiology,
needs assessment, occupational health related both to individual and
population health services.
The principles and practical aspects of infection control in the health care
setting
The principles and practical aspects of the use of antimicrobial agents
The principle of prevention, control and management and aetiology of
major infectious diseases.
FORENSIC MEDICINE
Students will build on the knowledge of biomedical science achieved in modules
H&D I and H&D II to develop a basic understanding of the principles of forensic
medicine in relation to common causes and signs of injury, disease and death. They
will be familiar with the role of the coroner, the circumstances in which death
should be reported to the coroner, the role of the autopsy and the inquest. They
will learn the importance of accurate certification of death. They will be familiar
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with the signs of violence and injury/trauma. They will acquire some insight into
establishing the manner of death in a given case, i.e. whether it is natural,
accidental, homicidal or suicidal and they will be familiar with the causes of
unnatural death, including the effects of various drugs and toxins.
GLOBAL HEALTH AND DEVELOPMENT
This module provides a brief introduction to key concepts in understanding the
challenges of human health and development from a global perspective. The
content will focus on social and economic development as it relates to global
health.
Global health can be defined as 'health problems, issues and concerns that
transcend national boundaries; that may be influenced by circumstances or
experiences in other countries; and that are best addressed by cooperative actions
and solutions'.
The module is delivered by staff from the Departments of Bacteriology and Public
Health & Health Promotion with input from a range of people from different
disciplines.
Learning outcomes
By the end of this course students should:
# recognise the impacts of globalisation, poverty and widening socio-economic
inequalities as determinants of health;
# understand the concepts of development, poverty, economic and social
development, and the right to health;
# be able to discuss the main causes of morbidity and mortality globally; the
global burden of disease including major infectious, non-communicable and
chronic diseases and injuries;
# be aware of the difficulties faced by health services in resource poor settings
and the challenges of strengthening health systems, ensuring adequate human
resources for health and equitable access;
# know about some of the major global health initiatives, including the roles of
international agencies such as WHO and other UN agencies, civil society
organisations and new partnerships for health;
# recognise issues related to global health security and addressing public health
risks from epidemic prone diseases and climate change;
# consider some of the health issues faced by migrants including refugees and
asylum seekers;
# know where to identify sources of information for medical advice for
international travelers
PROFESSIONALISM S.1
CORE CLINICAL SKILLS
The Core Clinical Skills module is a 12 week (9ECTS) module delivered in
semester 1 of year 3. Students receive lectures on evidence-based physical
diagnosis, tutorials on clinical problem solving and practical procedural skills
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teaching. More advanced physical examination skills are taught in the clinical
skills laboratory. Students are required to clerk patients throughout their hospital
stay and keep reflective account in their portfolio. Bedside tutorials help students
to develop their diagnostic and clinical reasoning skills. Assessment involves an
OSCE, MCQ Exam, Structured answer question paper and satisfactory completion
of their logbook.
SEMESTER II
FOUNDATIONS OF CLINICAL MEDICINE
The teaching in year 3 semester 2 will comprise one module entitled ‘Foundations
of Clinical Medicine’. Within this module there are 5 distinct strands. Each strand
is delivered in 4 week rotating blocks over the course of Semester 3.2. Each strand
will therefore be delivered five times to five separate groups, at both the Galway
University Hospitals and the Affiliated Hospitals. The teaching of Professionalism
is incorporated into each strand.
1. Cardiovascular Studies: The aim of this strand is to provide structured
integrated teaching in the diagnosis, investigation, and management of patients
with common diseases of the cardiovascular system. The module builds on the
systems based approach to the CVS system in Year 1 (1.2) and to the pathology of
the CVS system in the modules on the process of Health and Disease (2.2; 3.1). In
addition it provides a foundation to a more advanced level of CVS disease in
Cardiovascular Studies 111 in semester 5.1. At the end of the strand the student
will be competent to deliver appropriate care to a patient presenting with a
common cardiovascular problem. The strand addresses the each of the 12 learning
outcomes of the overall curriculum. The professionalism component of the strand
includes a ‘Clinical Methods’ component, focussing on communication and
examination skills on both simulated and real patients.
2. Gastrointestinal Studies: This strand will build on the systems based approach
to the gastrointestinal system, and clinical methods (communication and
examination skills) and will vertically integrate with the anatomy, physiology and
pathology courses. Common gastrointestinal problems are introduced in this strand.
For each clinical condition the student will be exposed to the pathology and clinical
presentation followed by the appropriate investigation and management of the
condition. The student will learn to formulate a working diagnosis and appropriate
differential diagnosis from which a plan of investigation and management can be
delivered.
S. Respiratory, Perioperative and Critical Care Medicine: This strand will
build on the basic concepts acquired in the respiratory I module in Semester 1.2.
The strand will introduce students to core knowledge, skills and attitudes required
to develop a critical understanding of the pathophysiology and management of the
common respiratory diseases (Respiratory Medicine), basic non-surgical aspects of
care of the patient presenting for major surgery (Perioperative Medicine), and
introduce concepts regarding the severely ill patient and the pathophysiology of
organ failure (Critical Care Medicine). These basic skills and concepts will be
developed further in semester 5.1.
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L Care of the Elderly: This strand will provide students with the requisite
knowledge, skills and professional attitudes related to management of the elderly
patient. The multidisciplinary approach will be emphasised throughout the strand
and students will be encouraged to gain an appreciation of the role of allied health
professionals in elderly care. Students will be introduced to investigation and
management of the following conditions, with particular reference to their
presentation in elderly patients: acute confusional state and dementia,
cerebrovascular disease, sensory impairment, movement disorders, recurrent falls,
cardiorespiratory disease, bowel and bladder disturbance, metabolic bone disease,
electrolyte disorders, malignant disease and haematological disorders.
N Acute Hospital Care (GUH) / Elective Module (Affiliated Hospitals): This
strand aims to guide the student in the development of the appropriate clinical
skills to appropriately investigate and participate in the management of acutely
unwell medical and surgical patients. Students will acquire a comprehensive range
of clinical skills that are needed to properly evaluate the diversity of situations
common to an emergency department. The student will also gain an appreciation
of the core concepts related to skin and soft tissue injuries and how these
commonly present through the emergency department. Horizontal integration with
other strands is emphasised, as well as vertical integration with the basic sciences
especially anatomy, physiology and pathology.
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FOURTH MEDICAL YEAR (NEW CURRICULUM 2005.10)
PSYCHIATRY
This 8 week program is divided into two four week blocks, one in semester 1 and
one in semester 2. Students will attain knowledge of and learn the skills required to
assess a range of mental illnesses. They will learn about the biopsychosocial risk
factors for these illnesses and their multidisciplinary management using physical,
pharmacological, psychological and social interventions. Mental illnesses
addressed in this way will include depressive disorders; bipolar disorder;
schizophrenia and psychotic disorders; alcohol and substance misuse; dementia and
delirium; suicide and deliberate self harm; autism, pervasive and specific
developmental disorders; attention deficit disorders; posttraumatic stress disorder;
anxiety disorders, eating disorders; personality disorders; dissociative and
somatoform disorders; psychosexual disorders; learning disability; obsessive
compulsive disorder; psychiatric disorders of the puerperium; childhood conduct
and emotional disorders.
Students will develop skills in how to assess and manage deliberate self harm.
Students will be assisted in developing the empathic attitudes and communication
skills necessary to interact with patients suffering from mental illness and their
relatives. They will be made aware of the varying presentation of mental disorders
in learning disabled patients, later life patients, children, patients in a general
medical setting and be able to adapt their communication skills accordingly.
Students will be assisted in developing an awareness of the importance of
counteracting stigma. They will develop an awareness of the impact of family
dynamics and of psychological defence mechanisms on the development of mental
illness. They will be introduced to the principles of involuntary treatment and an
understanding of the roles and functioning of multidisciplinary teams in assessing
and managing mental illness.
Structure and delivery:
The curricular structure will include circa 20 didactic lectures, small group
teaching, video-based teaching of clinical cases, problem based learning tutorials,
communication skills training in mental health setting, self directed learning, case
presentation to peers, case studies, clinical placements with shadowing of doctors
and clinical nurse specialists, clerking patients, attendance at ward rounds and
multidisciplinary team meetings.
On satusfactory completion of this module students will:
- Be able to describe the prevalence and presentations of common psychiatric
conditions, discuss their aetiology and understand the principles of their
management, including biological, psychological, and socio-cultural approaches.
- Be able to outline the conditions under which it is legitimate to detain and treat
patients against their will.
- Be able to describe the principal mechanisms of action of, indications for, side
effects of, and appropriate use of common psychotropic medication and ECT.
- Be able to describe the principles of different forms of psychotherapy and their
79
appropriateness for different patients.
- Be able to describe the range of services and roles of the professionals involved in
the care of people with a mental illness and appreciate the importance of
multidisciplinary working.
- Communicate effectively with mentally ill patients and be able to take a full
psychiatric history from, and carry out a mental state examination of patients of all
ages and developmental levels.
- Summarise the findings of a psychiatric history and mental state examination by
producing a biopsychosocial formulation.
- Assess family relationships and their impact on the functioning of other family
members, and speak to families about an ill or disabled member.
- Assess a patient’s potential suicidal risk and risk to others.
- Demonstrate an empathic understanding of the emotional problems of patients of
all ages and developmental levels, the psychological and sociocultural dimension of
illness.
PAEDIATRICS AND CHILD HEALTH
Each student completes an 8 week paediatric clerkship, delivered in two discrete four
week modules over two semesters. Each four week learning block will run
concurrently at NUI, Galway and The Sligo Academy. It is anticipated that at any
one time 24 paediatric students will be based at NUI, Galway and 5 students at the
Sligo Academy with uniform delivery on both sites.
During this time the student’s major clinical commitments are in Paediatrics and
take precedence over all other activities. This Clerkship is during the Fourth Medical
Year, and includes two weeks attachment in Paediatrics at Castlebar, Derry, Ballinasloe
or Letterkenny for students based at NUI, Galway. Students who spend one module at
the Sligo Academy spend the second at NUI, Galway.
Semester 1 introduces the student to common paediatric presentations and topics as
well as building on the students’ clinical skills in the paediatric setting.
Semester 2 focuses on students acquiring knowledge and skills in management of
paediatric conditions. This includes evidence based critical analysis of case
management.
Theoretical learning is provided through small group problem based learning
seminars, student case presentations and computer aided learning. In addition
lectures are given on the principles of growth and development, child health,
common paediatric problems, perinatal problems, and the management of
newborn and premature infants.
Clinical learning opportunity is provided through clinical skills tutorials, core bedside tutorials, clinical placement – (mentor and role modeling, ward rounds and
clinic exposure) and nurse shadowing on clinical placement. Tutorials are given in
the Special Care Newborn infant unit in addition to those in general paediatrics; visits
are arranged to Child Development centres and to schools for children with
learning disability.
Assessment is both formative and summative. Focused feedback is the main
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formative assessment method used. Summative assessment methods include:
Continuous assessment (4 case report submissions), written examination (MCQ,
MEQs and SAQs) and OSCE (Objective structured clinical examination).
OBSTETRICS AND GYNAECOLOGY
The course will be divided into 2 semesters in year 4, each for the duration of 4
weeks. The first semester will address basic obstetrics & gynaecology; the second
will address advanced aspects of care. The course will take place in UHG and in
the Sligo Academy with a two week attachment in one of the affiliated hospitals for
those based at UHG.
Semester 1 will address basic aspects of care in Obstetrics and Gynaecology and
will include normal antenatal care, the impact of pre-existing disease on pregnancy
on the mother and fetus, common gynaecological disease, the performance of
intimate gynaecological examinations in accordance with recommended
professional standards and participation in labour ward activities. This will involve
performing normal deliveries, observing operative deliveries and close interaction
with the midwifery staff in the care of the woman during labour. It will also address
the contribution of changing demographics and disease profiles in the population
on adverse obstetric outcome. Specifically, this will involve learning about the
collation of maternal and perinatal morbidity and mortality statistics at a local,
national and international level. It will also involve learning how the published
reports (CEMM, CEMACH, CEDSI and the Annual Clinical Reports) identify
areas that lead to changes in obstetric practice.
In Semester 2 the student will learn about the management of more complicated
obstetric problems, and the effect of pregnancy on their management. This will
include the interaction of the multidisciplinary teams involved in high risk obstetric
care. It will address the use of the Cochrane and RCOG databases in daily practice
to employ evidence based management of obstetric and gynaecological problems. It
will explain the principles of screening for disease – the principles of prenatal
screening for fetal and maternal disease during pregnancy and the associated
aspects; ethical, legal, health economics and the clinical and laboratory aspects of
prenatal tests such as CVS, amniocentesis and ultrasound. The principles and
practice of screening for gynaecological malignancy will be addressed. The
management of patients who undergo early and late pregnancy loss will be taught.
Finally the management of obstetric emergencies will be explained.
The course will consist of didactic lectures, small group teaching, tutorials, student
case presentations, clinical attachment, videos and self directed learning. The
course will be delivered by the academic staff, the consultants and specialist
registrars in Obstetrics and Gynaecology. In the second semester the clinical
attachment will include attendance at the subspecialist clinics – feto-maternal
medicine, infertility, urogynaecology and gynaecological oncology.
The assessment will be both formative and summative. Semester 1 will carry 10%
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based on the student’s attendance and performance of clinical tasks. Semester 2
will account for 30% based on an OSCE / MCQ. The end of year assessment will
account for 60%.
GENERAL PRACTICE
The General Practice component involves, in both semesters, two weeks of small
group teaching and two weeks on placement with a GP practice. The majority of
students will be placed with the same practice, but this is not guaranteed. Placement
with a General Practitioner occurs in weeks three and four in semester one and
weeks two and three in semester two. The small group activity covers topics such as
communication skills, chronic disease management, case based learning, etc.
What do we hope students will learn in general practiceq
We have listed below the learning objectives for our year 4 course.
Semester #1 will introduce the principles and organisation of general practice as
well as build on the students’ clinical and procedural skills.
Semester #2 will focus on developing patient management skills including a
general practice approach to history taking and physical examination; therapeutic
skills and an awareness of the features of case management.
Table of proposed year L learning obdectives categorired by
Semester and assessment method.
OBJECTIVES:
The student willss..
Semester t 1
1
Be able to list the range of
problems seen in General
Practice.
2
Be able to describe the
organisation of General
Practice in Ireland
3
Demonstrate an
understanding of the
importance of physical,
psychological and social
factors in making a
diagnosis
4
Explain the importance of
health promotion and
disease prevention and
how it can be incorporated
into General Practice
DOMAIN
TEACHING/
LEARNING
ACTIVITY
ASSESSMENT
Knowledge
Lecture, GP attachment
eMCQ
Knowledge
Lecture, GP attachment
eMCQ;
Case study
Attitude
Skill
Lecture, communication
skills video session, GP
attachment
OSCE,
Case study
Knowledge
Lecture, GP attachment,
OSCL
eMCQ, OSCE;
Case study
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5
Undertake a clinical
history using a general
practice approach with
emphasis on social and
psychological factors
5
Personal learning
objective
Semester t 2
6
Be able to effectively
communicate with a
patient in order to discover
the reason for attendance,
explain the diagnosis and
agree a management plan
7
Be able to formulate a
patient management plan
including rational
therapeutic options
8
Be able to perform the
following clinical skills :
venepuncture, glucose
measurement, urinalysis,
breast and rectal
examination; wound
dressings
9
Be able make and explain
the diagnosis and basic
management of asthma,
hypertension and diabetes
10
Be able to reflect on
his/her own attitudes to
different groups of
patients and to the
differences between
hospital and general
practice approaches to
healthcare
11
Personal learning
objective
Skill
GP attachment; Lecture
OSCE;
study
Attitude
Skill
Communication skills
video session, GP
attachment.
OSCE
Skill
Modified Essay
Question, OSCL, GP
attachment
OSCE
Skill
Small group clinical
skills sessions, GP
attachment
OSCE
Skill
Chronic disease
management sessions,
self directed learning,
GP attachment
Small group session, GP
attachment
eMCQ
OSCE
Attitude
Case
OSCE;
Case study
OTOLARYNGOLOGY
Lectures and demonstrations are given in Fourth Year, and during this year each
student carries out a week clinical clerkship during which he/she must write up a
minimum of three complete case notes.
Special instruction in the use of the head mirror, specula and laryngeal mirror is
given in small groups.
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FOURTH MEDICAL YEAR AND FINAL MEDICAL YEAR
PHARMACOLOGY
Lecture Series in Clinical Pharmacology and Therapeutics.
The purpose of this series of lectures is to give students insight into the process of
rational and safe prescribing in clinical practice. This series of lectures will help to
translate fundamental knowledge of basic pharmacology which the students have
gained in the preclinical years into knowledge that can be usefully used at the
bedside. Four lectures are held in November in which basic principals of clinical
pharmacology and therapeutics are taught. Then, in the first part of the second
semester, organ or discipline specific lectures are delivered about the use of
specific drugs in those disciplines. At all times, the emphasis is on providing
students with a framework to approach the process of therapeutics decision
making, prescribing, and patient follow up.
PRACTICE OF MEDICINE (Old Curriculum)
FINAL MEDICAL YEAR
Lectures and tutorials continue and clerkships in general medicine and surgery will
be done to complement those of the third year. Topic teaching and Junior
Internships also take place. The Third Term is free of all formal teaching, although
some Junior Internships must be held during it. Revision tutorials are optional.
SURGERY
During the six full terms of the Fourth and Fifth Years (existing Programme), and
while the student is attending the clinical practice at University College Hospital,
Galway, a two-year programme of lectures touching on all aspects of Surgery is
given.
The programme is outlined below.
Michaelmas:
Thoracic. Gastrointestinal. Orthopaedics.
Genito-urinary.
Hilary:
Gastrointestinal. Orthopaedics.
Peripheral Vascular. Nervous System.
Trinity:
Gastrointestinal and Genito-urinary.
Endocrine. Skin. Hand. Orthopaedics.
The Clinical training in Fourth and Final Years is based on three/four Clinical
attachments of 5 weeks each and Tutorials. Clerks must present three completed
case notes during each attachment and be examined on one of these. Performance
during the Clinical attachment and in the Term Examination will be taken into
account during the Final Examination. The Final Year Students, in addition, have
regular Outpatient Clinical attachments and may have additional attachments of the
Junior Intern type. There is a weekly seminar with case presentation.
84
OPHTHALMOLOGY (Old Curriculum)
Lectures and demonstrations are given and each student carries out a week clinical
clerkship.
Special instruction is given in external and internal examination of the eye as well
as diagnosis and treatment of the common eye conditions and their relationship
with systematic abnormalities.
RADIOLOGY (Old Curriculum)
FINAL MEDICAL YEAR (Old Curriculum)
The programme of instruction in Clinical Radiology is spread over all clinical
years and is integrated as closely as possible with the clinical teaching in other
subjects. Instruction and demonstrations in the interpretation of radiographs and
routine and specialised Radiological Procedures are provided in the Radiology at
University College Hospital, Galway, during the Fifth and Final Medical Years,
including active participation in Clinical and Clinico-pathological Conferences.
Students are assigned to Radiology for one week during the Final Medical year.
The Staff of Radiology actively participate in postgraduate teaching and practical
radiological instruction at Intern and higher levels, with particular attention to the
needs of residents preparing for higher qualifications.
Candidates for the M.B. Degree examination in National University of Ireland,
Galway, are required to attend at the programmes on Radiology, given at the
University College Hospital, Galway.
ANAESTHESIA
UNDERGRADUATE TEACHING PROGRAMME
The overall aims of the undergraduate teaching programme in anaesthesia are
(i) To familiarize the student with the key principles and practices of
Anaesthesia, Intensive Care Medicine and Pain Medicine.
(ii) To provide teaching of the advanced clinical skills necessary to allow the
Student to perform the clinical duties of a Doctor-in-training.
The approach to Undergraduate teaching is student centred, and the focus is on
problem based learning, using a combination of didactic lectures, small group
tutorials, direct one-on-one teaching at the bedside or in the operating theatre, and
practical clinical skills sessions.
In the Fifth medical year a series of 12 Didactic Lectures is delivered covering the
major topics in the fields of Anaesthesia, Intensive Care Medicine and Pain Medicine.
FINAL MEDICAL YEAR
Formal didactic teaching in the final Medical year consists of:
(i) A series of 12 Didactic Lectures is delivered covering the major topics in the
fields of Anaesthesia, Intensive Care Medicine and Pain Medicine.
(ii) Lectures in Critical Care Medicine and Intensive Care Medicine delivered as
part of the lecture programme in Surgery.
85
(iii) Twice weekly rotating tutorials delivered throughout the academic year.
Students complete a one-week Clinical Clerkship during the Michaelmas term.
Direct hands-on teaching is provided in the basic clinical skills of airway
management and intravascular cannulation during the student clerkship in the
operating theatre. During this clerkship the student is expected to gain
knowledge and experience of:
(1) Basic and Advanced Cardiac Life Support
(2) Management of the Airway
(3) Principles and practice of support of Organ Function
(4) Management of Acute and Chronic Pain
(5) Key aspects of the management of the patient in the perioperative period.
Candidates for the MB degree examination in the National University of Ireland
Galway are required to complete the undergraduate programme in Anaesthesia, in
order to satisfy the requirements for sitting the Final MB examination.
86
BACHELOR OF SCIENCE IN MEDICAL SUBJECTS
Refer to General regulations for the Degrees of M.B., B.Ch., B.A.O.(NFm
Level O Refn www.nfq.ie)
Students can if they wish undertake a B.Sc. Degree in Anatomy,
Physiology, Biochemistry, or Pharmacology.
A period of additional study outside of the Medical degree is required, in general
conformity with the regulations for the award of the B.Sc. Degree, as may be
prescribed. Admission to the B.Sc. degree programme is subject to the approval of
the relevant head of discipline.
B.MED.SC.
Refer to General regulations for the Degrees of M.B., B.Ch., B.A.O.(NFm
Level O Refn www.nfq.ie)
The B.Med.Sc. may be awarded to students who have completed the programmes
and examinations in the following subjects: Anatomy, Physiology, Biochemistry,
Pathology, Bacteriology, Pharmacology and Medical Informatics & Medical
Education.
To be eligible for award of the degree candidates must present a minor thesis of not
more than 2,000 words embodying a review of the literature or a research project in
one of the above subjects.
Students in the Fourth and subsequent years who do not intend proceeding to the
MB, BCh, BAO and who wish to be considered for the B.Med.Sc. may be accepted
subject to undertaking a period of three months under the Head of one of the
specified subjects and submission of a thesis as described above.
O^
THE SCHOOL OF NURSING AND MIDWIFERY
UNDERGRADUATE PROGRAMMES:
The School of Nursing and Midwifery is situated on-campus in a purpose built
building. The philosophy underpinning programme design and delivery is studentfocused and aims to inculcate values of caring, dignity and respect. The School has a
reputation for being vibrant and dynamic and its purpose is to develop innovative,
practice focused programmes and to undertake quality research of local, national and
international relevance. There are two broad goals: to prepare graduates who are
analytical, knowledgeable, responsive and highly skilled and to undertake quality
research that effects change and makes a difference to client care and service delivery.
Undergraduate Programmes (NFm Level O awardsn ref. www.nfq.ie)
Bachelor of Nursing Science (General), Bachelor of Nursing Science (Psychiatric),
Bachelor of Midwifery Science.
Postgraduate Programmes
Full & Part-Time Options
Postgraduate Diploma in Nursing (Accident & Emergency)
Postgraduate Diploma in Nursing (Advanced Practice)
(New)
Postgraduate Diploma in Nursing (Education)
Postgraduate Diploma in Nursing (Gerontology)
Postgraduate Diploma in Nursing (Intensive Care)
Po stgraduate Dip lo ma in Nu rsing (On co log y)
Postgraduate Diploma in Nursing (Orthopaedics)
Postgraduate Diploma in Nursing (Mental Health, Community & In-Patient Acute Care)
Postgraduate Diploma in Nursing (Palliative Care)
Postgraduate Diploma in Nursing (Perioperative)
Postgraduate Diploma in Nursing (Practice Nursing/Community Nursing)
Master of Health Sciences (Nursing)
Master of Health Sciences (Midwifery)
Master of Health Sciences (Nursing/Midwifery Education)
Master of Health Sciences (Advanced Practice Nursing/Midwifery)
Master of Health Sciences (Specialist Nursing)
Full Time Options
Postgraduate Diploma in Nursing (Management of Chronic Health Conditions)
Postgraduate Diploma in Nursing (Public Health Nursing)
Higher Diploma in Midwifery
Ph.D.
OO
BACHELOR OF NURSING SCIENCE (GENERAL)
This programme leads to the award of Bachelor of Nursing Science (General) and
registration in the General division of the Nurse Register maintained by An Bord
Altranais. The programme is offered in partnership with the Health Service
Executive, West.
PROGRAMME STRUCTURE
The Bachelor of Nursing Science Programme is a four-year academic programme,
which is delivered over two semesters for the first three years. Year four of the
programme comprises of clinical/theory instruction in semester one and a clinical
internship which occurs in year four, semester two, to run over 36 weeks. The
theoretical component comprises of lectures, seminars, workshops, experiential
learning, skills’ training and reading time. The clinical practice placements are
linked to the theoretical input. Clinical practice modules require students to
complete clinical placements throughout the Health Service Executive region.
While on clinical placements students will be supervised by a named preceptor. In
accordance with An Bord Altranais the total requirements of the programme are
144 weeks. During clinical internship students will be paid a salary.
PROGRAMME CONTENT
A. Theoretical content aims to provide students with the knowledge necessary to
underpin their professional practice. The following key themes will be
addressed:
B. Biological Sciences, providing students with a basis for understanding the
structure and function of the human body in health and ill-health.
C. Social Sciences, introducing students to the disciplines of sociology,
psychology, philosophy and law as applied to nursing practice. The overall
aim is to provide students with an understanding of what influences behaviour
in both personal and professional contexts
D. Nursing practice, including an exploration of the nature and goals of nursing,
the nursing management of the ill adult and specialist client groups and
preparation for practice. Later in the programme the focus is on enabling
students to make the transition from student nurse to registered practitioner.
E. Research / Informatics, introducing students to the concepts and principles of
research and its use in clinical practice. Students will also have an opportunity
to develop competency in basic information technology skills.
F. Health promotion, introducing students to the principles and skills of
promoting health.
G. Leadership in nursing practice, students will examine factors that affect the
management of care and develop an understanding of theories of leadership
and management of change.
O5
Clinical modules provide students with the opportunity to develop their nursing
skills in the reality of practice.
ASSESSMENT AND REGULATIONS
Each year both the theoretical and clinical components of the programme will be
assessed. Modules are assessed by means of a combination of written examinations
and coursework; this includes both theoretical and clinical modules. Students’
clinical performance/progress is assessed on an on-going basis while on placements
to determine competency. To be deemed competent students must attain the level
specified in the Assessment of Competency Tool, based on the Domains of
Competency identified by An Bord Altranais. Students must pass both theoretical,
clinical and competency assessments to be deemed to have passed the year.
Students will not be permitted to proceed to the next year of the programme until
they have met all the requirements specified in the Marks and Standards. Students
who fail to proceed must pass within one further year or they will be required to
withdraw from the programme.
To pass the programme overall students must pass the required theoretical, practice
and competency assessments. In addition, to be awarded the degree and to register
as a general nurse, students must meet the requirements for registration identified
by An Bord Altranais. . The final calculation of marks will be derived either from
years 3 & 4 or from year 4 only, to the benefit of the student. A full account of
programme regulations, compensation and credits is provided in the Marks and
Standards.
ENTRY CRITERIA
Applicants must meet the following criteria to be eligible for admission to the
Bachelor of Nursing Science (General) programme.
! Applicants must be at least 17 years of age on 15 January of the year of entry
onto the programme.
! The minimum educational requirements for admission to the programme is a
pass in the Leaving Certificate examination, having obtained a minimum of
grade C3 in higher level papers in any two of the subjects listed below and a
minimum of grade D3 in ordinary or higher level papers in the other four
subjects.
#
Irish (not Foundation Level)
#
English
#
Mathematics (not Foundation Level)
#
A laboratory science subject (Chemistry, Physics, Biology,
Physics and Chemistry (joint), Agricultural Science)
#
Any other two subjects acceptable for matriculation registration
purposes.
Or
50
#
!
Have second level education qualifications equivalent to the
above
An applicant who does not meet the education requirements and who is 23
years of age or over on 15 January in the year of application may apply as a
mature student. A separate pathway is available for mature students.
Successful applicants must be of good mental and physical health and free from
any defect or abnormality which would interfere with the efficient performance
of their role as nurse. All applicants must undertake a medical and be deemed
fit to undertake this role.
SELECTION CRITERIA
Selection of applicants meeting the minimal educational requirements is on the
basis of points obtained in the Leaving Certificate (or equivalent). Applicants apply
through the CAO. A separate pathway applies to mature applicants, that is, those
who are applying on the grounds of mature years only and not on the basis of
educational achievement. Further details are available from the Nursing Careers
Centre, An Bord Altranais.
51
BACHELOR OF NURSING SCIENCE (PSYCHIATRIC)
This programme leads to the award of Bachelor of Nursing Science (Psychiatric)
and registration in the Psychiatric division of the Nurses Register maintained by An
Bord Altranais.
PROGRAMME STRUCTURE
This is a four year modular programme. The programme is comprised of three
academic years and one year of clinical internship. In years one, two and three, the
programme will run within the normal academic year. In year four, the first
semester will run within the normal academic term but students will commence
clinical internship at the beginning of semester two and this will run from January
to September of year four, totalling 36 weeks in all. Students are required to be in
clinical practice for 39 hours per week over the internship period. Students are
paid a salary during their clinical internship.
In total, students will complete 24 theoretical modules and 6 clinical modules.
Clinical modules will require students to complete clinical placement throughout
the Health Service Executive West. While on clinical internship students will be
supervised by a named preceptor, who is a Registered Nurse. Clinical modules
require students to be in clinical practice for 35 hours per week. Students are
supernumerary while on placement, that is, when not on clinical internship. Theory
modules are of 100 hours duration, of which a maximum of 50 hours is direct
contact.
PROGRAMME CONTENT
Theoretical content aims to provide students with the knowledge necessary to
underpin their professional practice. The following key themes will be addressed:
! Biological Sciences, providing students with a basis for understanding the
structure and function of the human body in health and ill-health.
! Social Sciences, introducing students to the disciplines of sociology,
psychology, philosophy and law as applied to nursing practice. The overall
aim is to provide students with an understanding of what influences behaviour
in both personal and professional contexts
! Nursing practice, including an exploration of the nature and goals of
psychiatric nursing, the nursing management of the mentally ill person and
preparation for practice. Later in the programme the focus is on enabling
students to make the transition from student nurse to registered practitioner.
! Research / Informatics, introducing students to the concepts and principles of
research and its use in clinical practice. Students will also have an opportunity
to develop competency in basic I.T. skills.
! Mental health promotion, introducing students to the principles and skills of
promoting mental health.
52
!
Leadership in psychiatric nursing practice, students will examine factors that
affect the management of care and develop an understanding of theories of
leadership and management of change.
Clinical modules provide students with the opportunity to develop their nursing
skills in the reality of practice.
ASSESSMENT AND REGULATIONS
Each year both the theoretical and clinical components of the programme will be
assessed. Modules are assessed through a combination of written examinations and
coursework; this includes both theoretical and clinical modules. Students’ clinical
performance/progress is assessed on an on-going basis while on placements to
determine competency. To be deemed competent students must attain the level
specified in the Assessment of Competency Tool, based on the Domains of
Competency identified by An Bord Altranais. Students must pass both theoretical,
clinical and competency assessments to be deemed to have passed the year.
Students will not be permitted to proceed to the next year of the programme until
they have met all the requirements specified in the Marks and Standards. Students
who fail to proceed must pass within one further year or they will be required to
withdraw from the programme.
To pass the programme overall students must pass the required theoretical, practice
and competency assessments. In addition, to be awarded the degree and to register
as a psychiatric nurse, students must meet the requirements for registration
identified by An Bord Altranais. The final calculation of marks will be derived
from years 3 & 4 only. A full account of programme regulations, compensation and
credits is provided in the Marks and Standards.
ENTRY CRITERIA
Applicants must meet the following criteria to be eligible for admission to the
Bachelor of Nursing Science (Psychiatric) programme.
!
!
Applicants must be at least 17 years of age on 15 January of the year of entry
onto the programme
The minimum educational requirements for admission to the programme is a
pass in the Leaving Certificate examination, having obtained a minimum of
grade C3 in higher level papers in any two of the subjects listed below and a
minimum of grade D3 in ordinary or higher level papers in the other four
subjects.
#
Irish (not Foundation Level)
#
English
#
Mathematics (not Foundation Level)
5S
#
#
Or
A laboratory science subject (Chemistry, Physics, Biology,
Physics and Chemistry (joint), Agricultural Science)
Any other two subjects acceptable for matriculation registration
purposes.
#
Have second level education qualifications equivalent to the
above
An applicant who does not meet the education requirements and who is 23
years of age or over on 15 January in the year of application may apply as a
mature student. A separate pathway is available for mature students.
Successful applicants must be of good mental and physical health and free from
any defect or abnormality which would interfere with the efficient performance
of their role as nurse. All applicants must undertake a medical and be deemed
fit to undertake this role.
SELECTION CRITERIA
Selection of applicants meeting the minimal educational requirements is on the
basis of points obtained in the Leaving Certificate (or equivalent). Applicants apply
through the CAO. A separate pathway applies to mature applicants, that is, those
who are applying on the grounds of mature years only and not on the basis of
educational achievement. Further details are available from the Nursing Careers
Centre, An Bord Altranais.
5L
BACHELOR OF MIDWIFERY SCIENCE
On completion of this programme students are awarded the Bachelor of Midwifery
Science and are eligible to apply to register as a midwife with An Bord Altranais.
The programme is offered in partnership with the Health Service Executive West.
PROGRAMME CONTENT
Theoretical content aims to provide students with the knowledge necessary to
underpin their professional practice. The following key themes are addressed:
"
Biological Sciences: Provides students with a basis to understand the
structure and functioning of the human body, with a specific emphasis on
the knowledge necessary to underpin midwifery practice.
"
Social Sciences: Introduces students to psychology, sociology, and
philosophy and its application to midwifery practice. The overall aim is to
give students an understanding of what influences behaviour in both
personal and professional contexts.
"
Midwifery Skills: Teaches students the different skills required to practice
as a midwife.
"
Midwifery Studies: Provides students with the knowledge of how to care
for a woman and her baby experiencing a normal pregnancy, childbirth
and puerperium and the woman and her baby experiencing complications
during pregnancy, childbirth and the puerperium.
"
Health Promotion: Introduces students to the principles of health and
health promotion in relation to midwifery practice.
"
Research: Gives students an in-depth understanding of research methods
and its application to midwifery practice. Students will also become
competent in basic IT skills with an emphasis on electronic information
retrieval.
"
Leadership in Midwifery Practice: Focuses on theories of leadership,
management and change management and their application to midwifery
practice.
Clinical modules provide students with the opportunity to develop their midwifery
skills in the reality of practice.
ASSESSMENT AND REGULATIONS
Each year both the theoretical and clinical components of the programme are
assessed. Modules are assessed by means of a combination of written examinations
and coursework; this includes both theoretical and clinical modules. Students’
clinical performance/progress is assessed on an on-going basis while on placements
to determine competency. To be deemed competent students must attain the level
5N
specified in the Competency Assessment Tool, based on the Domains of
Competence identified by An Bord Altranais. Students must pass both the
theoretical, clinical and competency assessments to be deemed to have passed the
year. Students will not be permitted to proceed to the next year of the programme
until they have met all the requirements specified in the Marks and Standards for
the programme. Students who fail to proceed must pass within one further year or
they will be required to withdraw from the programme.
To pass the programme overall, students must pass the required theoretical, practice
and competency assessments. In addition, to be awarded the degree and to apply to
register as a midwife, students must complete the minimum clinical practice
experience requirements and minimum number of clinical hours required by An
Bord Altranais. The final calculation of marks will be derived either from years 3
& 4 or from year 4 only, to the benefit of the student. A full account of programme
regulations, compensation and credits is provided in the Marks and Standards.
ENTRY CRITERIA
Applicants must meet the following criteria to be eligible for admission to the
Bachelor of Midwifery Science programme.
! Applicants must be at least 17 years of age on 15 January of the year of entry
onto the programme.
! The minimum educational requirements for admission to the programme is a
pass in the Leaving Certificate examination, having obtained a minimum of
grade C3 in higher level papers in any two of the subjects listed below and a
minimum of grade D3 in ordinary or higher level papers in the other four
subjects.
#
Irish (not Foundation Level)
#
English
#
Mathematics (not Foundation Level)
#
A laboratory science subject (Chemistry, Physics, Biology,
Physics and Chemistry (joint), Agricultural Science)
#
Any other two subjects acceptable for matriculation registration
purposes.
Or
#
Have second level education qualifications equivalent to the
above
An applicant who does not meet the education requirements and who is 23 years of
age or over on 1st January in the year of application may apply as a mature student.
A separate pathway is available for mature students.
!
Successful applicants must be of good mental and physical health and free from
any defect or abnormality which would interfere with the efficient performance
of their role as midwife.
5M
!
All applicants must undertake a medical and be deemed fit to undertake this
role. In addition each student must undergo Garda Vetting.
SELECTION CRITERIA
Selection of applicants meeting the minimal educational requirements is on the
basis of points obtained in the Leaving Certificate (or equivalent). Applicants apply
through the CAO. A separate pathway applies to mature applicants, that is, those
who are applying on the grounds of mature years only and not on the basis of
educational achievement. Further details are available from the Nursing Careers
Centre, An Bord Altranais.
5^
SECTION B
POSTGRADUATE PROGRAMMES
5O
THE SCHOOL OF HEALTH SCIENCES
RESEARCH GRADUATE OPTIONS
PH.D DEGREE
The School of Health Sciences is committed to creating an active, dynamic research
culture and aspires to be a centre of excellence in its targeted areas of research.
Through its research the School aims to support the provision of high quality
nursing care and to contribute to the improvement of people’s health and wellbeing.
Duration:
Full-time (9 terms)
Part-time (18 terms)
Assessment:
Research Thesis
Entry requirements
To pursue a PhD potential candidates should discuss the matter with the Head of
School or relevant academic staff member. Candidates should have an honours
degree in a relevant academic discipline.
Application Procedures
Interested applicants should in the first instance consult the list of key research
areas of the School of Health Sciences as outlined below and make contact with the
Head of School or with the academic staff member concerned directly. In the event
that the Head of School is willing to recommend that the candidate be accepted, a
supervisory committee will be assigned to supervise the candidate’s research.
Following informal consultation, a formal application from the candidate will be
considered by the College of Medicine, Nursing and Health Sciences and Academic
Council and a decision regarding the application will be formally communicated to
the candidate.
Application
Applications to research programmes are made online via The Postgraduate
Applications Centre (PAC).
The School’s key research interests are as follows:
55
Health Promotion
" Mental Health promotion
" Evidence-based practice and evaluation research in Health Promotion
Occupational Therapy
" Aquired and Traumatic Brain Injury
" Evidence Based Practice
" Cognitive & Neuro-rehabilitation
Podiatry
" Tissue viability/ lower extremity wounds
" Management of the at risk limb
" Diabetic foot disease
" Tissue stress
" Foot and ankle biomechanics
" Joint instability
" Gait analysis
" Orthoses therapy
" Footwear
" Evidence based practice
" Interprofessional working in clinical practice
Speech & Language Therapy
" Psycholinguistics
" Language and Cognition
" Language Structure
100
MASTER OF PHILOSOPHY - M.Phil. (HEALTH SCIENCES)
This one-year full-time or two-year part-time programme is aimed to prepare
graduates to develop, improve and enhance knowledge and understanding in their
chosen area of research. The
PROGRAMME CONTENT
The dissertation will normally involve the design of an empirical study and the
collection and analysis of data under the supervision of an academic member of the
discipline. The dissertation will be a piece of original research conducted by the
student in the area of Health Promotion, Occupational Therapy, Podiatry or Speech
and Language Therapy).
Students undertaking the M.Phil. will acquire skills and knowledge in the following
areas:
" Theoretical background to the concepts and principles underlying the
research topic
" Understand different research designs and be able to apply appropriate and
feasible approaches to study
" Use research literature critically to identify and assess evidence for
decisions in the module area
" Understand the relationship between research evidence and policy
" Communicate research evidence competently
" Demonstrate ability in key research and presentation skills, including
competence to carry out a literature search, to critically review published
literature, to evaluate research findings and to draw relevant policy and
practice conclusions.
ASSESSMENT
The dissertation will initially be graded by two assessors who will then agree a
grade and mark that is reviewed by the External Examiner. The student may
undertake an oral examination after submission of thesis.
ENTRY REmUIREMENTS
To purse with M.Phil, potential candidates should discuss the matter first with the
Head of Discipline or relevant academic staff member / potential supervisor.
Candidates should have a postgraduate honours degree award (at least second class
honours), or equivalent in a relevant academic discipline.
If candidates do not meet the above requirements, they may be permitted to take the
qualifying examination for the M.Phil. programme, but only on the
recommendation of the Head of Discipline or Programme Board, duly approved by
College. A short-listing procedure will be applied based on the applicant’s
application details, a discretionary interview may take place.
101
POSTGRADUATE DIPLOMA IN HEALTH SERVICES RESEARCH
ENTRY REmUIREMENTS
Candidates for admission to the programme should hold an appropriate primary
degree or appropriate professional qualifications and work experience.
PROGRAMME DURATION
The Postgraduate Diploma programme is taught over two years part-time attending
one full day per week.
PROGRAMME CONTENT
The Postgraduate Diploma is a taught modular programme comprising eight core
modules.
Module
Code
HP 856
HP 858
HP 861
HP 844
HP848
HP 805
HP862
HP 837
Module Title
ECTS
Introduction to Health Services Research methods
10
Health Services
5
Epidemiology and Statistical Methods in Health Services 10
Research
Health Informatics
5
Determinants of Health
10
Health and Public Policy
5
Evaluation, Quality and Economics in Health Services 10
Research
Research Protocol
5
Where there is no examination indicated it may be assumed that the examination is
by continuous assessment = CA
ASSESSMENT:
Assessment shall be by means of written papers, continuous assessment and an oral
examination. Marks are returned for eight modules. A maximum of 2 attempts is
allowed in each written examination.
STANDARD:
Pass: 50%
Second class honours: 60%
First class honours: 70%
PROGRESSION ROUTES
Students who successfully complete the Postgraduate Diploma to second class
honours standard (i.e. 60% on the aggregate) can apply to take a top-up Masters by
means of a minor dissertation provided they fulfil the normal entry requirements for
the Masters programme.
102
MASTERS IN HEALTH SCIENCES (HEALTH SERVICES RESEARCH)
The Masters programme incorporates the taught component of the Postgraduate
Diploma in Health Services Research programme with a minor dissertation based
on original research.
ENTRY REmUIREMENTS
A Second-class Honours primary degree in science, social science, or a related
subject, or a degree in medicine.
PROGRAMME DURATION
Both the Postgraduate Diploma and the Masters programmes are taught over two
years part-time attending one full day per week.
PROGRAMME CONTENT
Masters students must complete the taught modular programme of the Postgraduate
Diploma programme.
Module
Code
HP 856
HP 858
HP 861
HP 844
HP848
HP 805
HP862
HP 837
HP841
Module Title
ECTS
Introduction to Health Services Research methods
10
Health Services
5
Epidemiology and Statistical Methods in Health Services 10
Research
Health Informatics
5
Determinants of Health
10
Health and Public Policy
5
Evaluation, Quality and Economics in Health Services 10
Research
Research Protocol
5
Dissertation
30
Masters students must submit a dissertation of not more than 20,000 words based
on original research in the field of Health Services Research not less than four
moths after completion of the taught Diploma programme.
103
ASSESSMENT
Standard:
Pass: 50%
Second class honours: 60%
First class honours: 70%
Assessment shall be by means of written papers, continuous assessment and a
discretionary oral examination. A maximum of two attempts is allowed in each
written examination. Masters students must complete the taught programme
second class honours standard (60%) and must submit a dissertation not less than
four months from completion of the taught programme.
The Masters degree shall not be awarded to any candidate who does not achieve a
pass mark (50%) in the dissertation. In this event students will have the facility to
exit the Masters programme with the Diploma in Health Services Research.
Marks are returned for eight modules as per the Postgraduate Diploma in Health
Services Research, plus a mark for the dissertation plus an overall aggregate for
both.
104
THE SCHOOL OF MEDICINE
POSTGRADUATE PROGRAMMES (NFm level 5 awardsn ref. www.nfq.ie)
RESEARCH GRADUATE OPTIONS
Note regarding applications to present Gor the Degrees oG M.D.. M. Ch.. or M.A.O.
OnlC candidates who have obtained his/her primary medical degrees in the
National University of Ireland or possess qualifications deemed by the Senate of
the University to be equivalent to the appropriate primary degree of the University
are eligible to apply.
A candidate applying for permission to present for any one of these degrees who is
not a medical graduate of the University must in addition to satisfying the relevant
conditions set out in the sections following, also satisfy the following further
conditions:
1
the applicant’s medical qualifications must be such as to qualify for
admission to the Medical Council Register;
2
the applicant must submit satisfactory evidence as to (1) when applying for
the permission; and
3
the applicant must be in a position to carry out the work for the degree in an
Irish medical facility.
M.D. DEGREE EXAMINATION
Subject to the provisions of the University Statute, a candidate shall be eligible to
obtain the Degree of Doctor of Medicine, three years after obtaining the Degree of
Bachelor of Medicine.
A candidate shall be eligible to obtain the Degree of Doctor of Medicine
(a)
(b)
by Thesis; or
on Published Work.
No candidate is eligible to obtain the Degree of M.D. under the provisions of the
Statute unless such candidate shall have obtained his Primary Degree in Medicine in
the University, or possess qualifications deemed by the Senate of the University to
be equivalent to the Primary Degree in Medicine of the University.
REGULATIONS FOR THE DEGREE OF M.D. BY THESIS
The candidate shall apply to the School for permission to present for the M.D.
Degree by Thesis at least twelve months before the date of the examination for
which he intends to enter. In his application he will state the nature of his proposed
105
thesis, his experience in the subject chosen, and will give the name of at least one
referee who will verify his statement regarding experience. The School, if satisfied
that a prima Gacie case has been made, shall appoint one or more of its members to
advise on the work and preparation of the thesis, if the candidate so desires.
The following further conditions must be fulfilled:
(a)
(b)
(c)
The thesis shall embody original observations on the subject chosen and
shall contain in part, at least, material which in the opinion of the examiners
is suitable for publication, or which has already been published.
The candidate shall give the name(s) of referee(s) to prove that the material
in his thesis was the result of his personal effort. Where conjoint work is
being considered the candidate should have been the principal author of at
least some part of the work.
The candidate may be required to satisfy the examiners in an oral
examination in the subject matter of his thesis.
Four copies of the thesis must be submitted on or before February 2nd or
July 1st to the Examinations Office, National University of Ireland, Galway.
Conferring Ceremonies are held in June and December.
REGULATIONS FOR THE DEGREE OF M.D. ON PUBLISHED WORK
The Published Work must embody the results of personal observation or of original
research in subjects such as one or more of the following:–
Human Anatomy;
Pathology;
Pharmacology;
Gynaecology;
Psychiatry;
Physiology;
Obstetrics;
Medicine;
Embryology;
Microbiology;
Therapeutics;
Surgery;
Medical Informatics & Medical Education
Biochemistry;
Social Medicine;
Forensic Medicine;
Paediatrics;
General Practice;
or any other associated subject(s).
It is to be noted that publications on Surgical Diseases and their Pathology, which
may be presented, must not be works devoted solely to operative technique or
methods. (Application under this heading must be made to the Registrar, National
University of Ireland, 49 Merrion Square, Dublin 2.)
106
THE M.Ch. AND M.A.O. DEGREES
Candidates for Higher Medical Degrees will not be examined in the Clinical or
Practical Part of the Examination in hospitals in which they, at the time, hold
appointments.
(1)A candidate who has obtained the degree of M.B., B.Ch., B.A.O. from the
National University of Ireland, or who possesses qualifications deemed by the
Senate of the University to be equivalent to the appropriate primary degree of the
University, shall be eligible to obtain the Degree of M.Ch., under the following
conditions:
1. A period of not less than five years shall have elapsed from the time the
candidate obtained the degrees of M.B., B.Ch., B.A.O., or the accepted
equivalent qualifications, not less than four years of which shall have been
spent in the practice of surgery and surgical science at a level approved by the
College of Medicine, Nursing and Health Sciences.
2. The candidate must pass a preliminary clinical examination in general
surgery. Exemption from this examination may be granted if the College
considers that the candidate holds a suitable senior surgical qualification
acquired by examination.
3. The candidate must present a thesis, the work for which has been carried
out over a period of not less than one year in Surgery in the College under the
direction of the Professor of Surgery. The School may approve of the work
being carried out elsewhere.
4. Permission to enter for the degree must be obtained from the School at least
twelve months before presentation of the thesis for examination.
5. The examination of the thesis is held in Summer and Winter. Four copies must
be presented on or before February 2nd or July 1st to the
Examinations Office, National University of Ireland, Galway.
(2)A Candidate who has obtained the Degrees of M.B., B.Ch., B.A.O. from the
National University of Ireland, or who possesses qualifications deemed by the
Senate of the University to be equivalent to the appropriate primary degree of the
University, shall be eligible to obtain the Degree of M.A.O. under the following
conditions.
1.
A period of not less than five years shall have elapsed from the time the
candidate obtained the equivalent qualification, not less than four years of
which shall have been spent in the practice of Obstetrics and Gynaecology at a
level approved by the College of Medicine, Nursing and Health Sciences.
2.
The candidate must pass a preliminary clinical examination in Obstetrics
and Gynaecology. Exemption from this examination may be granted if the
School considers that the candidate holds a suitable obstetrical and
gynaecological qualification acquired by examination.
107
3.
The candidate must present a thesis, the work for which has been carried
out over a period of not less than one year in Obstetrics and Gynaecology in
the College under the direction of the Professor of Obstetrics and Gynaecology.
The School may approve of the work being carried out elsewhere.
4.
Permission to enter for the degree must be obtained from the School at
least twelve months before presentation of the thesis for examination.
5.
The examination of the thesis is held in Summer and in Winter. Four
copies must be presented on or before February 2nd or July 1st to the
Examinations Office, National University of Ireland, Galway.
Ph.D DEGREE
The College of Medicine, Nursing and Health Sciences offers active research
programmes in most disciplines leading to a Ph.D Degree based on full-time
research projects.
Duration:
Three Years
Timetable:
Full-Time
Assessment:
Thesis based on research carried out over a period of nine terms
Entry Requirements:
Candidates must hold an appropriate honours primary degree from the NUI or a
qualification deemed by the Senate of the NUI to be equivalent to the
appropriate
primary degree of the University.
Please note that applicants should refer to the general NUI Galway Calendar of the
University in addition reading the above information (www.nuigalway.ie/calendar)
108
POSTGRADUATE DIPLOMA IN MEDICAL SCIENCE (HEALTH
INFORMATICS)
PROGRAMME DESCRIPTION
The Postgraduate Certificate (30 ECTS) will be completed in the first semester
and the postgraduate diploma (60 ECTS) in the second semester. This is a revised 2
steps approach to be enrolled in the Master degree programme in Medical Science
(Health Informatics) (90 ECTS). The postgraduate diploma is designed for all health
professionals to achieve knowledge and skills in how to search the Internet, retrieve
and critically appraise scientific literature regarding researchable clinical questions
related to a topic of your own special scientific interest.
The programme will be of value to health professionals and doctors, implementing
scientific knowledge in daily practice (Evidence Based Medicine). The course is
delivered via face-to-face teaching (block weeks) and distance learning. Beginners
in EBM are brought to an advanced level through enquiry based learning.
MINIMUM ENTRY REmUIREMENTS
Successful applicants will normally hold a primary degree in health care, medicine
or equivalent qualification, at second class honours grade one level or above, in a
relevant subject. Competence in English language equivalent to IELTS 6.5.
CAREER OPPORTUNITIES
Graduates of our Postgraduate Diploma in Medical Science have gone on to pursue
careers in a diverse range of fields including the completion of a Masters degree in
Medical Science, Medical Research and improved professional attitude in daily
practice (Evidence Based Practice/Medicine).
TIMETABLE
The mode of study is full-time due to your professional commitments; a blend of 3
block-weeks per semester and distance learning (Blackboard). The duration is 2
semesters from September 2009 – January 2010 and from February 2010 – August
2010
25 places available
109
Time table details: modules completed over two semesters—six months
Informatics modules are offered in block released courses of one week duration,
delivered via a blend of face-to-face teaching and enquiry based learning. Distance
learning is encouraged through online course materials available via the
University’s NlacPBoard website.
Modules, Year 1, Semester 1
ECTS
Finding the Needle in the I-stack (E- 10
resources)
Lies, Damned Lies, and Statistics
10
From Popper to Proposal (research 10
methods)
Modules, Year 1, Semester 2
Searching
Level)
the
Internet
(Advanced 10
Research Methods (Advanced Level)
10
Advanced Statistics
10
Deadline for Final Research Proposal
To be confirmed
PROGRAMME AIMS
The broad aim of this programme is to strengthen junior doctor’s knowledge and
skills in subjects particular to medical research and clinical teaching. In particular
the programme aims to:
"
"
"
"
"
"
"
"
Using a blend of enquiry based learning and a self-directed interactive
approach, by the end of this programme you should be able to:
To search, retrieve, and store scientific information related to a specific topic of
interest.
Demonstrate critical appraisal skills regarding specified scientific literature.
Demonstrate an ability to ask researchable questions related to a specified field
of interest.
To detect the validity and reliability of published evidence and measurement
devices aimed to be used in a future research project.
To write a scientific essay in `ord and referencing according to Vancouver
formats ( `ord plus Endnote)
To know how to use advanced descriptive and inferential statistics and critical
appraisal of published statistics.
Demonstrate competence in designing your own research design and to produce
an appropriate research proposal.
110
"
"
"
To organise a research meeting(s) with fellow researchers/heads of departments
aiming the launch of your own research strand.
To submit an approved research proposal.
To be enrolled in the second year of the Master of Medical Science (Health
Informatics)
DURATION OF THE PROGRAMME
The programme may be taken on a full time basis over at least 1 year.
111
MASTERS IN MEDICAL SCIENCE (HEALTH INFORMATICS)
Designed for health care providers, doctors and general practitioners, consultants,
nurses, physiotherapists, speech and language therapists with an interest in Evidence
Based Medicine, Health and Medical Research.
The course is delivered through a blend of teaching & learning methodologies
(block weeks and enquiry based learning).
MINIMUM ENTRY REmUIREMENTS
Successful applicants will normally hold a primary degree in health care, medicine
or equivalent qualification, at second class honours grade one level or above, in a
relevant subject AND have successfully completed the Postgraduate Diploma in
Medical Science (Health Informatics) or a comparable award deemed by the School
of Medicine to satisfy these requirements. Competence in English language
equivalent to IELTS 6.5.
CAREER OPPORTUNITIES
Graduates of our previous Masters in Medical Science have gone on to pursue
careers in a diverse range of fields of medical research including MDs and PhDs
and improved professional knowledge, skills and attitudes in daily (para)-medical
practice (Evidence Based Medicine/Practice).
PROGRAMME AIMS
" Using a blend of enquiry based learning and a self-directed interactive
approach, by the end of this programme you should be able to:
" To search, retrieve, and store scientific information related to a specific topic of
interest.
" Demonstrate critical appraisal skills regarding specified scientific literature.
" Demonstrate an ability to ask researchable questions related to a specified field
of interest.
" To detect the validity and reliability of published evidence and measurement
devices aimed to be used in a future research project.
" To write a scientific essay in `ord and referencing according to Vancouver
formats ( `ord plus Endnote)
" To know how to use advanced descriptive and inferential statistics and critical
appraisal of published statistics.
" Demonstrate competence in designing your own research design and to produce
an appropriate research proposal.
112
"
"
"
"
To organise a research meeting(s) with fellow researchers/heads of departments
aiming the launch of your own research strand.
To submit an approved research proposal.
To complete a research thesis.
To publish the content of the thesis in scientific output styles ( Endnote).
DURATION OF THE PROGRAMME
The programme may be taken on a full-time basis over at least two years (including
the PG Diploma in Medical Science (Health Informatics).
Programme content (subject to change)
8 modules completed over 4 semesters—2 years
Informatics modules are offered in block released courses of one week
duration, delivered via a blend of face-to-face teaching and enquiry based
learning. Distance learning is encouraged through online course materials
available via the University’s Blackboard website.
Modules, Year 1, Semester 1 (PG Dip)
ECTS
Finding the Needle in the I-stack (E-resources)
10
Lies, Damned Lies, and Statistics
10
From Popper to Proposal (research methods)
10
Modules, Year 1, Semester 2 (PG Dip)
Searching the Internet (Advanced Level)
10
Research Methods (Advanced Level)
10
Advanced Statistics
10
Deadline for Final Research Proposal
Modules, Year 2, Semester 1 & 2
Scientific Writing and Publication
10
Research Thesis
50
113
POSTGRADUATE DIPLOMA IN MEDICAL SCIENCE (ENDOVASCULAR
SURGERY)
PROGRAMME DESCRIPTION
A new study programme combining practical endovascular surgical training with
evidence based medical research skills.
GENERAL
The Endovascular Training content is provided under the guidance of vascular
surgeons from the Western Vascular Institute. The curriculum is taught through
hands-on, supervised training, and supervised sessions in the Endovascular surgery
teaching lab, and weekly scheduled educational meetings.
Candidates will apply knowledge and skills to search for and critically appraise
scientific evidence to answer researchable clinical questions, to submit a research
proposal and to complete this proposal through a research thesis in endovascular
surgery.
PROGRAMME AIMS AND OBJECTIVES
The aim of the study programme is to combine practical endovascular surgical
training with evidence based medical research skills.
By the end of this programme you should be able to:
" To search, retrieve, and store scientific information related to a specific topic of
interest within endovascular surgery.
" Demonstrate critical appraisal skills regarding specified scientific literature.
" Demonstrate an ability to ask researchable questions related to endovascular
surgery.
" To detect the validity and reliability of published evidence and measurement
devices aimed to be used in a future research project.
" To write a scientific essay in Word and referencing according to Vancouver
formats (Word plus Endnote).
" To know how to use advanced descriptive and inferential statistics and critical
appraisal of published statistics.
" Demonstrate competence in designing your own research design and to produce
an appropriate research proposal.
" To organise a research meeting(s) with fellow researchers/heads of departments
aiming the launch of your own research strand.
" To submit an approved research proposal.
" Understand the basic concepts of all endovascular surgery procedures,
including:
Imaging equipment, radiation physics, and safety
Diagnostic arteriography and venography
Guide wire and catheter skills
Percutaneous vascular access
114
Percutaneous transluminal angioplasty (PTA)
Subintimal Angioplasty
Intravascular stents
Pharmacologic and mechanical thrombolytic therapy
Stent-grafts for endovascular repair of abdominal aortic aneurysms
Coil embolization (to facilitate endovascular AAA repair)
Closure of percutaneous access sites
Accepted intra-arterial and intracaval filtering devices
ECTS WEIGHTING
60 ECTS.
MINIMUM ENTRY REmUIREMENTS
Applicants must be a qualified and registered medical physician/surgeon, and
enrolled on the Western Vascular Institute’s Endovascular Training Programme as
well as other suitably qualified medical persons.
Competence in English language equivalent to IELTS 6.5.
EXAMINATION ARRANGEMENTS
Candidates will be required to complete individual assignments and presentations
for each module. Assessment will be by two combined MCQs and assignments for
modules 1–3, and 4– 6 respectively. A detailed research proposal including a
scientific review of the literature (introduction section), and a full-fledged research
proposal (method section) together with regular attendance will be part of the final
exam.
Candidates must complete a logbook and there will be ongoing evaluation of the
knowledge, competency, attitudes, and performance of the Endovascular surgery
trainees. The assessment will include cognitive, motor, and interpersonal skills as
well as Endovascular surgery judgment, to verify the individual has demonstrated
sufficient professional ability to practice Endovascular surgery therapy completely
and independently. This evaluation will be performed at three-monthly intervals, as
well as upon completion of the training programme.
CAREER OPPORTUNITIES
Graduates of our previous programmes have gone on to pursue careers in a diverse
range of fields of health and medical research including MDs and PhDs and
improved professional knowledge, skills and attitudes in daily practice (Evidence
Based Medicine – Endovascular Surgery).
115
PROGRAMME CONTENT (SUBJECT TO CHANGE)
Specialist surgical training combined with six research modules—one year.
Informatics modules are offered in block released courses of one week
duration, delivered via a blend of face-to-face teaching and enquiry based
learning. Distance learning is encouraged through online course materials
available via the University’s Blackboard website.
Optional modules for endovascular surgery techniques will be offered due
course!
Modules, Year 1, Semester 1
ECTS
Finding the Needle in the I-stack (E-resources)
10
Lies, Damned Lies, and Statistics
10
From Popper to Proposal (research methods)
10
Modules, Year 1, Semester 2
Searching the Internet (Advanced Level)
10
Research Methods (Advanced Level)
10
Advanced Statistics
10
Deadline for Final Research Proposal
To be
confirmed
116
M.Sc. (SPORTS & EXERCISE PHYSIOTHERAPY)
Part-time Masters two years - Places limited to 10
PROGRAMME DESCRIPTION
The overall intention of the Masters programme is to produce a successful student
with a wide breadth of knowledge across Sports & Exercise Physiotherapy and the
necessary skills to put the theory into practice
PROGRAMME AIMS & OBJECTIVES
The programme will provide physiotherapists with:
"
The necessary scientific background knowledge to appreciate the issues arising
in the field of Sports & Exercise Physiotherapy.
"
The necessary skills and knowledge to provide advice on the prevention of
sports injuries.
"
Up to date training in modern methods of assessing, diagnosing and treating
sports injuries including emergency care.
"
Opportunities to learn about the theory and application of Sports Psychology,
Podiatry, Biomechanics, Sports Nutrition, Sports Pharmacology, Exercise
Physiology, Fitness Assessment and ethical issues within sport.
"
Opportunity to learn about the medical applications of exercise in maintaining
health and in disease
"
An introduction to research appropriate to the field of Sports & Exercise
Physiotherapy
ECTS WEIGHTING
90 ECTS
MINIMUM ENTRY REmUIREMENTS
Applicants must be chartered physiotherapy graduates (BSc Physiotherapy NUI) of
National University of Ireland or another university deemed acceptable, and have a
minimum of two year’s experience post qualification.
SELECTION CRITERIA
Short listed applicants may be called to interview and the final selection made at
that point. Preference will be given to applicants with a strong sporting background,
either personal involvement or recognized service provision.
117
PROGRAMME CONTENT
Sports & Exercise Physiotherapy
Applied Musculoskeletal Anatomy 1
Sports Injuries 1
Exercise Physiology
Research 1 & 2 Biostatistics
Applied Musculoskeletal Anatomy 2
Sports Injuries 2
Medical Applications of Exercise
Sports Psychology /
Sports Medicine & Administration
Thesis
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ECTS
7.5
7.5
7.5
7.5
7.5
7.5
7.5
7.5
Examined
Semesters 1
Semester 1
Semesters 2
Semesters 2
Semester 1
Semester 1
Semesters 2
Semesters 2
30
Both Summers
M.Sc. (SPORTS & EXERCISE MEDICINE)
Part-time Masters two years - Places limited to 10
PROGRAMME DESCRIPTION
The overall intention of the Masters programme is to produce a successful student
with a wide breadth of knowledge across Sports & Exercise Medicine and the
necessary skills to put the theory into practice
PROGRAMME AIMS AND OBJECTIVES
The programme will provide doctors with:
The necessary scientific background knowledge to appreciate the issues arising in
the field of Sports & Exercise Medicine.
The necessary skills and knowledge to provide advice on the prevention of sports
injuries.
Up to date training in modern methods of assessing, diagnosing and treating sports
injuries including emergency care.
Opportunities to learn about the theory and application of Sports Psychology,
Podiatry, Biomechanics, Sports Nutrition, Sports Pharmacology, Exercise
Physiology, Fitness Assessment and ethical issues within sport.
Opportunity to learn about the medical applications of exercise in maintaining
health and in disease
An introduction to research appropriate to the field of Sports & Exercise Medicine
ECTS WEIGHTING
90 ECTS
MINIMUM ENTRY REmUIREMENTS
Applicants must be medical graduates of National University of Ireland or another
university deemed acceptable, and have a minimum of one year’s experience after
registration with the Irish Medical Council.
SELECTION CRITERIA
Applicants wishing to enter for the Pfizer Bursary must complete a 200 word
statement on why they feel they should be accepted into the programme. Short listed
applicants may be called to interview and the final selection made at that point.
Preference will be given to applicants with a strong sporting background, either
personal involvement or recognized service provision.
119
PROGRAMME CONTENT
Sports & Exercise Medicine
Applied Musculoskeletal Anatomy 1
Sports Injuries 1
Exercise Physiology
Research 1 & 2 Biostatistics
Applied Musculoskeletal Anatomy 2
Sports Injuries 2
Medical Applications of Exercise
Sports Psychology /
Sports Medicine & Administration
Thesis
120
ECTS
7.5
7.5
7.5
7.5
7.5
7.5
7.5
7.5
Examined
Semesters 1
Semester 1
Semesters 2
Semesters 2
Semester 1
Semester 1
Semesters 2
Semesters 2
30
Both Summers
POSTGRADUATE DIPLOMA IN HEALTH SCIENCES (PRIMARY CARE)
Primary care represents the first level of care organised and structured by
professionals. Starfield has defined primary care as being ‘first-contact, continuous,
comprehensive and co-ordinated care undifferentiated by gender, disease or organ
system’. The 2001 Irish National Health Strategy noted that for primary care to
achieve its potential ‘services must be better organised and integrated with better
management structures to support the delivery of quality health care.' At present
there is little opportunity for primary care specialists to learn and interact together in
a structured educational environment. The Postgraduate Diploma in Primary Care
aims to provide an interprofessional educational experience that meets many of the
requirements of the 2001 strategy. The course also aims:
"
"
"
"
To allow the development of a critical approach to practice by examining own
work, learning about work of others and by developing a critical approach to
published work.
To increase understanding of human behaviour in relation to health and illness
in order to gain greater insight into the behaviour and needs of patients and
other health care professionals.
To provide training in research methods and an appreciation of the existing
body of research findings to equip students to undertake their own research and
critical inquiry.
To develop relationships and management skills for teamwork within the
changing health care environment.
COURSE STRUCTURE
The Programme runs for eight months from September to April and is delivered via
a blend of face-to-face teaching and distance learning. All students must be
prepared to travel to both Sligo and Galway for face-to-face teaching, usually for
two consecutive days each month (four days in September and February)
ENTRY
The Postgraduate Diploma in Primary Care is directed at the wide range of
specialists who provide primary care. Candidates for the course should have an
appropriate primary degree, professional qualification or equivalent experience and
work in a health care setting.
121
OUTLINE OF SYLLABUS
The course syllabus and assessment are designed to meet the aims of the course
with an emphasis being placed on knowledge and skills required for effective
teamwork. A group project is compulsory part of the course. This allows students to
work together in a multidisciplinary group to use the knowledge gained in the
taught modules. These are outlined below:
Primary Care
Development, structure and role of primary care.
Teamwork in Primary Care
Knowledge and skills for effective management Skills and
relationships for effective teamwork
Research
Basics of primary care research methods
Evidence Based Primary Care
CareTools for evidence based practice
Health promotion
Definitions of health promotion
Health promotion programme development Debates and
dilemmas in health promotion
Ethics
Principles of medical ethics
Identification of ethical problems in practice Application
of ethical principles to improve practice
Sociology
Influence of society on health
Inequality and health
Medicine as an institution
Psychology
Psychological theory and practice
Relationship to medicine and patient care
Health Economics
Health Care as an economic commodity
Equity in health and health care
Analysing costs and cost-benefit analysis
Measuring health outcomes
ASSESSMENT
This is a 60 ECTS course. Assessment is based on course assignments and group
project work.
A 70% minimum attendance rate is required for satisfactory completion of the
course. Non-attendance must be accompanied by relevant medical certification.
Students must submit three essays, each worth 10 ECTS – they have a choice of
writing on psychology, sociology, health economics or ethics.
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Students must submit an assignment in health promotion, also worth 10 ECTS.
Primary care, research methods and evidence based health care are assessed by
means of one group project. 4 students work together on the project over the year. It
is worth 14 ECTS.
In addition, students are graded on their participation in distance learning exercises.
These are worth 6 ECTS collectively. Marks for the group project and distance
learning exercises are returned to the Examinations Office as a single result worth
20 ECTS.
COMPENSATION
Students who achieve 40-49% in an assessment may compensate between modules.
Students who compensate between modules cannot be awarded an overall Honours
result. There is no limit to the ECT’s they can compensate in.
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MASTERS IN HEALTH SCIENCES (PRIMARY CARE)
This course runs over one calendar year. Entry will usually follow successful
completion of the Postgraduate Diploma in either Primary Care or Clinical Primary
Care.
COURSE AIMS
1. To allow the development of a critical approach to practice by examining own
work, learning about work of others and by developing a critical approach to
published work.
2. To increase understanding of human behaviour in relation to health and illness
in order to gain greater insight into the behaviour and needs of patients and
other health care professionals.
3. To provide training in research methods and an appreciation of the existing
body of research findings to equip students to undertake their own research and
critical inquiry.
4. To develop relationships and management skills for teamwork within the
changing health care environment.
5. To successfully develop and perform a piece of research within the primary care
setting and in so doing develop relevant expertise in research methodology.
ENTRY
Entry to the Masters year usually follows successful completion of the Postgraduate
Diploma in either Primary Care or Clinical Primary Care, with a result of at least
60%.
Applications may be considered from others whose educational background and
relevant experience suit them to the requirements of the course.
Such candidates should meet the following requirements
hold a postgraduate or higher diploma, with at least second class honours result, and
have relevant experience, or
hold a professional qualification with relevant experience and pass a qualifying
examination.
Selection of individual candidates will be based on congruence of the applicant’s
thesis proposal with the expertise and capacity for supervision within the General
Practice department.
124
COURSE STRUCTURE
The course runs over one calendar year and is valued at 90 ECTS. Face-to-face
teaching occurs over ten days: two days each in September, October, November,
February and April. Contact with an individual supervisor is ongoing.
COURSE CONTENT
Advanced Research Methodology
Advanced Statistics
Advanced Research Methods
Advanced Computing
Thesis
ASSESSMENT
Thesis
This must include a piece of original research carried out by the student. It should
be no more than 20,000 words.
Two copies must be presented within 12 months of registering for the Masters year.
An external examiner and one other examiner will assess these. The student may be
required to attend a viva.
First Class Honours will be awarded to those receiving a mark of 70% or greater,
Second Class Honours to 60-69% and a pass to 50-59%.
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POSTGRADUATE CERTIFICATE & POSTGRADUATE DIPLOMA IN
HEALTH SCIENCES (CLINICAL PRIMARY CARE)
RATIONALE
Increasingly the burden of chronic disease management is being shifted to primary
care. Increases in the numbers of elderly people, improved survival rates with chronic
illness, an explosion in the numbers and types of treatments available, policies of earlydischarge from hospital and the development of shared-care protocols for disease
management are just some of the developments that have contributed to the change in
the educational needs of general practice. In a discipline where the sands shift so
rapidly as a result of new understanding and approaches to disease management,
practitioners must themselves learn how to management their own knowledge and skill
base. Keeping up to date with health care developments must be one of the greatest
challenges facing current clinical practice.
PROGRAMME AIMS
This course aims to meet the learning needs of general practitioners and community
based nurses in the management of disease in the community. It aims to give
practitioners up-to-date, relevant, in-depth understanding and knowledge of common
conditions to assist in the management of disease in practice. In addition it will provide
practitioners with the knowledge and skills for life-long learning, for the practice of
evidence based medicine, for audit, and for critical analysis of published research.
The programme aims are as follows:
1. To develop clinical and therapeutic expertise of practitioners.
2. To increase understanding of human behaviour in relation to health and illness to
assist the practitioner in providing effective, holistic, patient-centred care in the
community.
3. To allow the development of a critical approach to practice by examining one’s
own work, learning about work of others and by developing a critical approach to
published work.
4. To provide training in research methods and an appreciation of the existing body
of research findings to equip students to undertake their own research and critical
inquiry.
N. To provide the practitioner with the knowledge and skills for teaching in a clinical
setting.
ELIGIBILITY AND SELECTION:
This course is aimed at doctors and nurses providing clinical care in the community.
Candidates should hold a primary degree, relevant professional qualification and have
relevant experience.
COURSE CAPACITY
Up to 20 students can be accepted on available modules.
126
COURSE STRUCTURE
The modules are listed below with their ECTS credit ratings. In all modules there is an
emphasis on practical application of the module in practice. Thus, where appropriate,
theoretical classes are supported by workshops and assessments involving application
of theory in the workplace.
Clinical Modules
Diabetes Mellitus in Primary care
Cardiovascular Disease in Primary care
Infectious Disease in Primary Care
Women’s Health in Primary Care
Respiratory disease in Primary Care
Minor Surgery
ECTS
10
10
10
10
10
10
Non-Clinical Modules
Concepts and Principles of Primary Care
Research methods
Evidence Based Primary Care
Clinical Teaching methodologies
ECTS
10
10
10
10
In order to facilitate participation of practitioners on the modules of this programme,
participants may register not only for the Postgraduate Diploma/Certificate, but also for
individual modules. Credits for these modules can then be accumulated to lead to
academic awards as below:
Module
Postgraduate
Certificate
Postgraduate Diploma
ECTS
10
Module Requirements
30
Minimum of 2 clinical modules
60
Minimum of 3 clinical modules
Students may take up to six modules in any academic year. Some awards will require
that the student have completed and passed specific modules. Only modules completed
in the preceding 5 years can contribute to an academic award.
Completion of the Postgraduate Diploma with a result of 60% or greater will qualify
the student to apply for the Masters in Health Sciences (Primary Care).
MODE OF DELIVERY
Much of the modular materials will be delivered by distance learning via the
Blackboard virtual learning system. This will be supported by seminars and workshops.
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ASSESSMENT
Assessment will take place by means of continuous assessment and assignments in
each module. These assignments will aim to integrate learning on the module with
practice.
PASS STANDARD
The pass standard for each module and for the course is 50%. HONOURS
STANDARD
The standard for the award of a second class honours is the attainment of 60% or
greater on the aggregate of the modular scores. A first class honours is awarded on an
aggregate result of 70% or greater. Normally, honours may be awarded only when the
examination is passed at the first attempt.
COMPENSATION
Compensation between modules will not be permitted.
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POSTGRADUATE CERTIFICATE & POSTGRADUATE DIPLOMA IN
HEALTH SCIENCES (CLINICAL TEACHING)
RATIONALE
In the health professions, much of the undergraduate teaching and most
postgraduate education takes place in clinical settings. Most clinical teachers have
little background knowledge of adult learning and have received no formal training
in clinical teaching techniques. The purpose of this programme is to provide health
professionals with the knowledge and skills required for effective clinical teaching
and to become successful clinical supervisors and motivators of student learning.
PROGRAMME OBJECTIVES
The Postgraduate Certificate and Postgraduate Diploma in clinical teaching are
aimed at qualified health professionals for whom clinical teaching forms part of
their role or work plan. The aims of the programmes are to provide a theoretical and
experiential platform for the participants to develop expertise in all of the key
components of clinical teaching.
By the end of the Postgraduate Certificate Programme the learners will be able to:
1. Demonstrate an awareness of the key relevant theories of learning and how they
relate to clinical teaching
2. Construct learning events or programmes based on an understanding of the
principles of adult learning and programme design
3. Implement and evaluate effective clinical teaching using appropriate theory
based techniques
4. Demonstrate an understanding of the purposes and effects of assessment
5. Participate in the design and implementation of objective and reflective
methods of assessment
6. Demonstrate proficiency in key teaching skills such as small, large group
teaching, giving feedback, using questions appropriately and learner appraisal.
In addition, by the end of the Postgraduate Diploma Programme the learners will be
able to:
" Design and implement assessments of clinical competence and performance
" Demonstrate an understanding of individual and group supervision techniques
" Demonstrate an understanding of how to design and oversee effective
continuing professional development
" Design, implement and evaluate a clinical teaching project
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ELIGIBILITY AND SELECTION:
The programme will be offered to health professionals who have completed their
undergraduate degrees and have achieved full registration status, or equivalent.
Applicants must be currently registered with their relevant professional body and
actively involved in clinical practice. The programme will also be open to registered
health professionals (who qualified prior to the modern degree route) and who have
a minimum of 2 years post registration experience in their clinical profession.
Applicants will be selected on the basis of the quality of their application measured
against established criteria.
PROGRAMME CAPACITY
Applicants can register for the Postgraduate Certificate or the Postgraduate
Diploma. Progression to the Postgraduate Diploma requires successful completion
of the Postgraduate Certificate programme. The capacity for the combined
programmes is 30 students.
PROGRAMME STRUCTURE
The Postgraduate Certificate programme will be delivered over two semesters and
the Postgraduate Diploma programme over 3 semesters. The Postgraduate
Certificate will comprise 3 modules and the Postgraduate Diploma 6 modules
including a clinical teaching project.
Most programme material will be delivered using distance learning techniques.
Programme materials will be made available sequentially on the Blackboard virtual
learning environment. Communication and discussion will be electronic and
assessments will be submitted online. The distance learning components will be
supported by face-to-face teaching skills workshops.
Each module will require approximately 50 hours of effort of which 25 hours will
be contact time. The contact hours include reading formal programme materials,
participation in practical workshops, participation in discussion board activities,
carrying out assignments and mini projects (e-tivities), and the practical application
of new knowledge in the workplace. The Postgraduate Diploma clinical teaching
project will include a further 50 contact hours including work based project design,
implementation, evaluation and online supervision.
PROGRAMME OUTLINE
The majority of teaching is by distance learning. The skills of clinical teaching are
taught in 4 one day residential workshops. The first of these will take place in
October (programme introduction, e-learning skills and clinical teaching skills). The
latter two workshops will be held Jan-March in semester 2
130
Module
Trimester
1
Learning Theory in Clinical Settings
2
Clinical Teaching Course Design
3
Clinical Teaching Methodologies
4
Assessment and Evaluation of Clinical Teaching
5
Measurement of Competence and Performance
6
Professional Development
Clinical Teaching Project
1
1
2
2
3
3
3
Sep-Dec
Sep-Dec
Jan-Mar
Jan-Mar
Apr-Jul
Apr-Jul
Apr-Jul
ASSESSMENT
Modules are assessed by problem based assignment and e-tivity. The assignment
should be not less than 1,000 words and not more than 1,500 words long. Students
will be asked to solve a generic clinical teaching problem using knowledge and
skills gained during the module in question. They will also have to justify their
choice of solution using evidence from the programme and other resources. The
assignment is assessed according to criteria which are published in the programme
handbook. Each problem based assignment is worth 55% of the marks for the
module in question.
E-tivities (or electronic activities) are short assessments designed to test candidates
ability to link the theoretical constructs offered by the modular programme
materials to the work that they do as teachers. Each e-tivity will require students to
submit between 300 and 500 words in response to an e-tivity exercise. Each e-tivity
will account for 15% of the total marks for the module.
The major assessment for the Postgraduate Diploma is a clinical teaching project.
The clinical teaching project involves students completing a proposal for a real or
planned clinical teaching programme including a rationale for the programme, an
indication of the proposed content, a set of learning objectives, an indication of the
proposed teaching methodologies, an assessment strategy, and an evaluation plan.
The clinical teaching project should include a justification for the teaching methods,
the assessments and the evaluation tools used using evidence derived from the
programme and from other resources.
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MASTERS IN HEALTH SCIENCES (CLINCAL TEACHING)
The Master of Health Sciences (Clinical Teaching) has been designed to address the
higher educational needs of health care professionals involved in the delivery of
teaching and training in the health care environment. It builds on the Postgraduate
Diploma in Health Sciences (Clinical Teaching), successful completion of which is
a requirement for entry into the Masters programme.
AIMS
The programme aims to:
1. Develop the teaching and educational planning skills of experienced clinical
professionals who have significant educational responsibilities.
2. Provide students with relevant knowledge to both manage and lead effective
educational innovations within their profession.
3. Provide students with the relevant knowledge and skills to plan and teach
clinical and communication skills at an advanced level.
4. Enable students to develop the knowledge and skills required to practice
evidence based education.
5. Enable students to develop and implement a sound educational research
protocol. Enable students to complete an educational research project and to
submit in the form of a research paper.
ENTRY
The programme will be offered to health professionals who have completed the
Postgraduate Diploma in Clinical Teaching and who have achieved at least a second
class honours final mark. Applicants must be currently registered with their relevant
professional body and actively involved in clinical teaching. Applicants will be
selected on the basis of the quality of their C.V., and an application essay (personal
statement) in which each candidate must outline their rationale for doing the
programme.
STRUCTURE
The programme will be delivered using online and paper-based distance learning
techniques, supported by face to face teaching skills workshops. Students will each
have an academic mentor/supervisor for the duration of the Masters. The content of
the course is as follows:
MODULE ECTS
Evidence Based Education
Educational Leadership
Educational Research Design
Clinical Teaching Research Dissertation
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5
5
10
40
ASSESSMENT
The taught modules will be assessed using:
" A problem-based assignment for the modules on leadership and evidence based
education.
" An educational research proposal for the educational research module. c) An
educational research thesis for the thesis module.
" Students are also required to submit a 3,000 word clinical teaching research
dissertation at the end of the academic year, in the form of a 3,000 word ready
for publication research paper.
133
M.Sc (MEDICAL PHYSICS)
Medical Physics involves the application of physics and physical methods to
problems in medicine. Although often associated with the use of ionizing radiation
(X-Rays and Nuclear medicine) it finds application in almost every clinical
discipline present in modern hospitals. There is considerable demand for qualified
Medical Physicists in Ireland and this demand is expected to grow in the future.
It is a one year full-time programme for which a minimum of five and a maximum
of ten students will be accepted.
PROGRAMME CONTENT
The programme consists of an intensive programme of lectures, workshops,
laboratory sessions, tutorials, and self-directed learning, followed by a short (threemonth) project and dissertation. The syllabus contains modules covering the
traditional topics associated with medical physics (Radiation Fundamentals,
Hospital & Radiation Safety) and those more associated with clinical engineering
(Clinical Instrumentation). The emphasis is on radio-therapy, radiation protection
and diagnostic imaging. Programmes in anatomy, physiology, hospital safety and
risk management are also provided. The course is accredited by the Institute of
Physics and Engineering in Medicine (IPEM) and is therefore recognised as a
component of IPEM professional training.
PROGRAMME AIMS AND OBJECTIVES
The programme is designed to meet the demand for qualified medical physicists in
Ireland. It is primarily geared towards training for physicists in the application of
radiation physics in medicine but maintains a reasonable exposure to key aspects of
clinical engineering so that students receive a comprehensive knowledge of the
application of physical sciences and engineering to medicine.
ECTS
90 ECTS
ASSESSMENT
Assessment will be through a combination of written and oral examinations,
continuous assessments, project work, and the writing of a small dissertation.
Graduates must hold at least a second class honours degree in Physics or
Experimental Physics, Electronic Engineering, or another relevant discipline as
determined by the College of Medicine, Nursing and Health Sciences. A candidate
with a primary degree without honours, and having practical experience in a
relevant subject area over a number of years at a level deemed to be appropriate by
the College of Medicine, Nursing and Health Sciences, may be registered for the
M.Sc.Degree. Candidates may be interviewed to determine suitability.
134
CAREER OPPORTUNITIES
The healthcare industry is one of the largest commercial sectors both nationally and
internationally. There will be a considerable demand for qualified medical
physicists in Ireland in the future. There will be a significant increase in the number
of radiotherapy facilities in the country, both public and private. New regulations
regarding protection against the hazards of radiation will also require additional
medical physicists. In the past, vacancies have often been filled from abroad.
However, the shortage of medical physicists in the U.S. and U.K. will mean that this
supply can no longer be relied upon. Opportunities also exist in specialist medical
device industries and in academic research.
135
M.Sc (REGENERTATIVE MEDICINE)
Regenerative Medicine is a discipline which generates novel therapeutics to mediate
repair and generation of damaged and diseased organs. These therapeutics are based
on stem cells, gene therapy, biomaterials, engineering tissue and other biologically
active compounds. This 12 month taught programme aims to provide graduates in
life sciences, biomedical engineering, nursing or medicine with an understanding of
Regenerative Medicine and to equip them with the skills necessary for a career in
this emerging discipline.
PROGRAMME AIMS AND OBJECTIVES
This programme aims to provide graduates with an understanding of Regenerative
Medicine integrating information, technologies and skills from biological sciences,
engineering, legal and ethical disciplines. These modules will address the science
behind Regenerative medicine, its application to human disease and its importance
to modern society.
ECTS
90 ECTS
COURSE MODULES
Compulsory modules
Anatomy
Basic Pharmacology
Translational Medicine
Introduction to Biomedical Research
Tissue Engineering
Advanced Research Techniques
Regenerative Medicine
Research Project
Total
Optional modules
Students will select options worth 10 ECTS
Physiology Human Body Function Module
Introduction to Business
Optics and Cell Biology
Economic Evaluation in Healthcare
Introduction to Biomedical Systems
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AN210
PM55 1
REM502
REM507
ME422
REM503
REM504
REM505
5 ECTS
5 ECTS
5 ECTS
5 ECTS
10 ECTS
10 ECTS
10 ECTS
30 ECTS
O0ECTS
SI3 17
MG529
BES504
EC581
CT560
10 ECTS
10 ECTS
5 ECTS
5 ECTS
5 ECTS
This programme is open to students who have obtained at least a Second Class
Honours degree in an appropriate biological science, biomedical engineering,
medicine or nursing. Students who have a degree without Honours in a related area
and have 3 or more years of practical experience in the subject area will also be
eligible to apply for this programme.
CAREER OPPORTUNITIES
This programme will equip students for careers in biomedical research and
development in an academic or industrial setting. Graduates will also receive
training relevant to clinical research, translational research and clinical trial
management.
137
THE SCHOOL OF NURSING AND MIDWIFERY
RESEARCH GRADUATE OPTIONS
Ph.D Degree (Nursing)
PhD Degree (Midwifery)
Aim
A PhD in Nursing or PhD in Midwifery is the highest academic award a nurse or
midwife can achieve. The aim of the PhD in Nursing and PhD in Midwifery
programmes offered in the School of Nursing and Midwifery, is to rigoursly prepare
graduates to develop, improve and enhance knowledge and understanding in their
chosen area of research.
The PhD programmes we offer will provide nurses and midwives with the research
training necessary to conduct research relevant to the needs of the health service and
grounded in the experience of those accessing these services. Through its research,
the School aims to support the provision of high quality nursing and midwifery care
and to contribute to the improvement of people’s health and well-being.
The School of Nursing and Midwifery is committed to creating an active e and
dynamic research culture. This is achieved through supporting and promoting
research and other scholarly activity. The School’s key research interests and
activities are centred around cognate research clusters. Each cluster is composed of
a group of academic staff and research students with a shared research interest who
offer each other support within a resourced research environment. The School is
currently admitting research students in the following clusters:
"
"
"
"
Care of older people
o with a specific focus on quality of life, person-centred care, factors
impacting on older peoples’ lives and life stories/biographical data.
Maternity care and women’s health
Chronic illness
o for example issues relating to Diabetes and COPD
Teaching and learning
o with a specific focus on innovative approaches to
teaching/learning, students’ experiences of learning, ways of
supporting learning.
o Community and Population Health
The School has specific methodological expertise in case study, grounded theory,
phenemenology, randomised trials including cluster trials and systematic reviews
and meta analyses.
138
o
o
o
Duration: Full-time (9 terms)
Part-time (18 terms)
Assessment: Research Thesis
Entry requirements
To pursue a PhD potential candidates should discuss the matter with the Head of
School or relevant academic staff member. Candidates should be a registered nurse
or midwife and have a higher honours Bachelors degree award, or equivalent, in
Nursing or Midwifery or in a relevant academic discipline.
Application procedures
Interested applicants should in the first instance consult the list of key research areas
of the School of Nursing and Midwifery as outlined below and make contact with
the Head of School or with the relevant academic staff member/potential supervisor.
Following informal consultation, the candidate will submit a research proposal for
consideration by the Board of the School of Nursing and Midwifery for entry to the
PhD programme. The Board’s recommendation will subsequently be considered by
the College of Medicine, Nursing and Health Sciences and Academic Council. The
outcome of the Board’s decision regarding the application will then formally be
communicated to the candidate.
Application
Applications to research programmes are made online via The Postgraduate
Applications Centre (PAC) (see http://www.pac.ie/pgrad.php?inst=gy) .
Research Interests
Professor Kathy Murphy
Quality of care and quality of life of older people, person-centred care, cultural
issues in nursing and chronic illness
Dr. Dympna Casey
Health promotion and nursing, care of older people, cultural issues in nursing,
service learning and chronic illness
Dr. Maura Dowling
Nurse-patient relationships, caring and nursing, oncology nursing practice,
advanced practice roles in nursing
Dr. Adeline Cooney
Quality of life of older people, relationship-centred care, nursing/client care in longstay care settings and grounded theory.
Declan Devane
Maternity care and women’s health, models of maternity care, assessment of fetal
wellbeing, randomised trials, systematic reviews and meta analyses.
139
MPhil Degree (Nursing)
MPhil Degree (Midwifery)
Aim
The aim of the MPhil in Nursing and MPhil in Midwifery programmes offered in
the School of Nursing and Midwifery, is to rigoursly prepare graduates to develop,
improve and enhance knowledge and understanding in their chosen area of research.
The MPhil programmes we offer will provide nurses and midwives with the
research training necessary to conduct research relevant to the needs of the health
service and grounded in the experience of those accessing these services. Through
its research, the School aims to support the provision of high quality nursing and
midwifery care and to contribute to the improvement of people’s health and wellbeing.
The School of Nursing and Midwifery is committed to creating an active and
dynamic research culture. This is achieved through supporting and promoting
research and other scholarly activity. The School’s key research interests and
activities are centered around cognate research clusters. Each cluster is composed of
a group of academic staff and research students with a shared research interest who
offer each other support within a resourced research environment. The School are
currently admitting research students in the following clusters:
"
"
"
"
"
Care of older people with a specific focus on quality of life, person-centred
care, factors impacting on older peoples’ lives and life stories/biographical data.
Maternity care and women’s health
Chronic illness for example issues relating to Diabetes and COPD
Teaching and learning with a specific focus on innovative approaches to
teaching/learning, students’ experiences of learning, ways of supporting
learning.
Community and Population Health
The School have specific methodological expertise in case study, grounded theory,
phenemenology, randomised trials including cluster trials and systematic reviews
and meta analyses.
Students can choose to transfer to the PhD register from the MPhil (Nursing) or
MPhil (Midwifery) at the end of year 1 if (i) the research project is appropriate to
PhD study (ii) the candidates work demonstrates potential for PhD scholarship and
(iii) with the support of the research supervisor(s).
Duration:
Full-time over one year
Part-time over two years
Assessment:
Research Thesis of 40,000 word count
140
Entry requirements
To pursue a MPhil potential candidates should discuss the matter with the Head of
School or relevant academic staff member/potential supervisor. Candidates should
have a higher honours Bachelors degree award (at least second class honours), or
equivalent, in Nursing or Midiwfery or in a relevant academic discipline.
Application procedures
Interested applicants should in the first instance consult the list of key research areas
of the School of Nursing and Midwifery as outlined below and make contact with
the Head of School or with the relevant academic staff member/potential supervisor.
In the event that the Head of School is willing to recommend that the candidate be
accepted, a supervisor will be assigned to supervise the candidate’s research.
Following informal consultation, the candidate will submit a research proposal for
consideration by the Board of the School of Nursing and Midwifery for entry to the
MPhil programme. The Board’s recommendation will subsequently be considered
by the College of Medicine, Nursing and Health Sciences and Academic Council.
Application
Applications to research programmes are made online via The Postgraduate
Applications Centre (PAC) (see http://www.pac.ie/pgrad.php?inst=gy).
141
HIGHER DIPLOMA IN MIDWIFERY
The Higher Diploma in Midwifery has been designed for registered nurses, who
wish to undertake midwifery education and training. This programme enables the
student to develop the knowledge and skills necessary to care for women and their
babies during the antenatal, intra-natal and postnatal periods. The Higher Diploma
in Midwifery is offered in partnership with the Health Service Executive West. The
aims of this programme are:
1. To prepare the student to practise the activities of a registered midwife (The
Council Directive 2005/36/EC) in order to contribute meaningfully to the
physical, social, and psychological care of women and their babies.
2. To facilitate the student to develop both personally and professionally. Inherent
in this, is the development of an analytical and reflective midwife who has the
knowledge and skills to meet the demands of professional practice with
competence and skill.
PROGRAMME STRUCTURE AND DURATION
The Higher Diploma in Midwifery is an 18 month full time programme consisting
of a theoretical and clinical component. Theoretical instruction is of twenty-six
weeks duration and is delivered in planned study blocks. Students undertake 9
theory modules; 6 of which are completed in first year and 3 in the last six months
of the programme. In year 1, students focus on the biology of reproduction, normal
midwifery care, evidence based practice, social sciences (Sociology and
Psychology) and the woman at risk during pregnancy and childbirth. During the last
six months, theoretical modules focus on the neonate requiring special care, issues
in midwifery practice and women’s health and further address the woman at risk.
Clinical placements are undertaken throughout the 18 months in the different
clinical areas under the supervision of a preceptor.
The next intake of students is in September 2010 and students are salaried
employees of the Health Service Executive West for the duration of the Programme.
ASSESSMENT
Theory and clinical practice modules are assessed by a combination of coursework
and written examinations. In addition students’ clinical performance/progress is
assessed on an on-going basis while on placements, to determine competency. To
be deemed competent students must attain the level specified in the Competency
Assessment Tool, based on the Domains of Competence identified by An Bord
Altranais. Students must pass both the theoretical, clinical and competency
assessments to be deemed to have passed the year. Similarly, to pass the last six
months of the programme students must pass both the theoretical, clinical and
competency assessments.
In addition, in order for a student to apply to register as a Midwife with An Bord
142
Altranais, he/she must complete the minimum clinical practice experience and
minimum number of clinical hours required by An Bord Altranais, as well as
successfully complete all the university requirements.
ENTRY CRITERIA
Applicants must satisfy the matriculation requirements of the National University of
Ireland and be Registered General Nurses as specified by An Bord Altranais.
Candidates who are at least 23 years of age on January 1st of the year of registering
for the Higher Diploma in Midwifery programme, and do not reach these
requirements may be admitted on the grounds of mature years. All candidates must
have six months relevant post-registration experience.
SELECTION CRITERIA
The programme is advertised by the Health Service Executive West. Selection
involves a formal written application, a personal interview, verification of medical
fitness and satisfactory character references.
143
POSTGRADUATE DIPLOMA IN NURSING (ADVANCED PRACTICE)
This is a full-time programme running over one calendar year. Taught programme
content is delivered over two trimesters and is offered in blended mode, workshops
and on-line.
PROGRAMME CONTENT
Specialist practice modules address the context of advanced practice, physical
assessment skills, pathophysiology, pharmacology and clinical decision making.
Substantive hours of clinical practice at an advanced practice level and supervised
by appropriate healthcare professionals is integral to the programme.
ASSESSMENT
Each module is assessed independently. Strategies for assessment include essays,
reflective practice assignments, presentations, clinical competency assessments and
dissertation.
MINIMUM ENTRY CRITERIA:
" Master of Health Sciences (Nursing/Midwifery) or equivalent
" Be on the active Register as a nurse/midwife
" Have practiced as a nurse/midwife for a minimum of five (5) years post
registration three (3) of which are in the specialist area
" Letters from the Director of Nursing and the appropriate health care
professional Clinical Supervisor in support of the application.
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POSTGRADUATE DIPLOMA IN NURSING (EDUCATION)
This programme is aimed at masters prepared graduates who wish to gain a teaching
qualification. Broadly the programme aims to develop nurses/midwives expertise
and understanding of teaching in higher education and clinical settings.
PROGRAMME DURATION AND STRUCTURE
This is a full-time programme running over one calendar year and is offered in
blended mode, which is a combination of workshops and on-line. Taught
programme content is delivered over two trimesters. Over the duration of the
programme students are required to complete 100 hours of teaching/facilitation.
Students are expected to gain experience of teaching at undergraduate and
postgraduate level and of using a wide range of teaching methods including,
lecturing, clinical teaching in both laboratory and clinical settings and working with
small groups using experiential approaches. Students are required to provide
evidence of having completed:
"
"
"
"
30 hours experience of formal classroom based lecturing
30 hours of clinical focused teaching which should comprise of both classroom
based skills teaching and teaching in the clinical setting
30 hours of small group work with a focus on experiential approaches, for
example, seminars, workshops
10 hours at the discretion of the student.
PROGRAMME CONTENT
The programme is comprised of four taught modules, and three teaching
assessments. Taught modules are as follows:
" Facilitating Learning and Approaches to Teaching
" Principles of Teaching and Assessing
" Assessing Learning
" Curriculum Development
ASSESSMENT
The programme is assessed by means of continuous assessment. In order to be
eligible for the award of the Postgraduate Diploma in Nursing (Education) students
must pass each module at 50% to be deemed to have passed the theoretical
component and three teaching assessments to be deemed to have passed the practice
component. Students must complete the required 100 hours of teaching practice in
the areas specified.
Compensation is not permitted. The standard for the award of a distinction is the
attainment of 65% on the aggregate. Normally, a Distinction may be awarded only
when the assessment is passed at the first attempt.
145
MINIMUM ENTRY CRITERIA:
Candidates must have successfully completed a Master in Nursing/Midwifery or its
equivalent; be a registered nurse/midwife on the Register maintained by An Bord
Altranais; have practised as a nurse/midwife for a minimum of three years post
registration (exclusive of post-registration/educational programmes); have
negotiated a placement in a Centre of Nurse/Midwifery Education which will
provide them with the opportunity to meet the practice requirements of this
programme.
SELECTION CRITERIA
Selection is based on applicants academic and professional qualifications (as
above). In order to register as a nurse tutor students must meet any requirements for
registration identified by An Bord Altranais.
146
POSTGRADUATE DIPLOMA IN NURSING (GERONTOLOGY)
The Postgraduate Diploma in Nursing (Gerontology) offered in partnership with the
Health Service Executive West, has been designed for registered nurses who wish to
pursue a specialist programme in caring for older people and their families. The
overall goal of the programme is to further enhance nurses’ ability to provide
effective, appropriate, high quality nursing care for older people.
PROGRAMME DURATION AND STRUCTURE
The programme is offered full time over one calendar year and part time over two
calendar years. It is comprised of theoretical and clinical components, commencing
in September of each year. Taught programme content is delivered over two
trimesters. Students also undertake practice placements in their own clinical setting.
PROGRAMME CONTENT
The programme is comprised of seven theory modules (three specialist, two core,
one option, and a Service Improvement module) and three practice assessments. In
all modules there is an emphasis on exploring the relevance of module content to
practice. A blended learning approach is adopted in the delivery of this programme.
Students continue to work in their own practice setting while undertaking the
programme.
Modules
The Nature and Experience of Ageing
The Nursing Care of Older People
Evidence Based Practice
Professional Issues in Nursing
Promoting Health and Well-being
Option Modules
Empowering Clients to Self Manage Chronic Disease or End of Life Care;
Psychological and Social Perspectives or
Advanced Wound Care Management or
Continence Care
Service Improvement
Practice Assessment 1
Practice Assessment 2
Practice Assessment 3
ENTRY CRITERIA
All applicants must meet the following entry criteria:
A. be a registered nurse on the General or Psychiatric or Mental Handicap or
Public Health Nurse division of the Register maintained by an Bord
Altranais
B. hold an active nursing registration
147
C. have a minimum of two years post-registration experience (exclusive of
post-registration courses)
D. be currently working in a setting in Ireland which requires him/her to care
for older people and have as a minimum six months clinical experience in
caring for older people within the previous two years
E. Hold an honours degree or equivalent. Applicants who do not hold an
honours degree are required to submit a literature based essay (1000 words)
on a chosen topic with their application. It is important that the topic
chosen is relevant to the programme being applied for. This will be judged
to determine its equivalence to an honours degree (or Level 8) programme
F. Satisfy the selection panel that they have the ability to complete the
programme
SELECTION CRITERIA
To be considered an applicant must:
A. Meet the entry criteria
B. Demonstrate an understanding of the demands of the programme and the
motivation to complete the programme
C. Demonstrate in his/her essay the potential to cope with the academic standards
required
D. Obtain a letter from the candidate’s Director of Nursing guaranteeing practice
placements in the appropriate specialism, for the duration of the programme,
within the candidate’s current place of work
ASSESSMENT
Modules are assessed by means of continuous assessment only.
Clinical competence must be demonstrated by:
Students passing all the competencies at the specified level of competence for each
clinical assessment
Three clinical assessments must be completed and passed to successfully complete
the programme.
In order to be eligible for the award of the Post Graduate Diploma in Nursing
(Gerontology) students must
" pass each theoretical component at 50%
" pass three clinical assessments
Students must have completed a minimum of 1000 clinical practice hours over the
duration of the programme.
Compensation is not permitted. A maximum of 50% can only be obtained in a
module on repeat. The standard for the award of a distinction is the attainment of
65% on the aggregate.
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POSTGRADUATE DIPLOMA IN NURSING (INTENSIVE CARE)
The Postgraduate Diploma in Nursing (Intensive Care) has been designed for
registered nurses, who wish to pursue a specialist course in Accident and
Emergency Nursing. The Postgraduate Diploma is offered in partnership with the
Health Service Executive, West.
PROGRAMME DURATION AND STRUCTURE
The aim of the programme is to develop knowledgeable sensitive practitioners who
have a high level of specialist skills.
The programme is offered full-time over one calendar year and part-time over two
calendar years. Taught components of the programme are delivered in a blended
learning format and classroom teaching. Blended learning is an innovative teaching
strategy which involves a combination of face-to-face and on-line learning. This
means that learning/teaching will be delivered on-line through Blackboard, an
interactive learning system which connects directly to the University from your own
home computer. Students are required to attend face to face workshops for a total of
12 days across the programme (in blocks of 2 days at a time). The programme is
comprised of seven theory/practice modules. In all modules there is an emphasis on
exploring the relevance of module content to practice, similarly, practice placements
allow students to explore "new" knowledge in practice, enabling them an
opportunity to integrate theory and practice. Students are required to undertake their
clinical practice in an approved clinical practice setting within Ireland normally
within the students’ own work setting. Students are required to complete a minimum
of 1,000 clinical hours before completing this programme.
ENTRY CRITERIA
All applicants must meet the following entry requirements:
1. Be a registered nurse on the General Nurse division of the Register maintained
by an Bord Altranais.
2. Hold an active nursing registration.
3. Have a minimum of two years post-registration experience (exclusive of postregistration courses).
4. Be currently working in the required specialist area, i.e., Intensive Care, and
have as a minimum six months clinical experience in this specialist area.
5. Satisfy the selection panel that they have the ability to complete the
programme. Hold an honours degree or equivalent.
6. Determining Equivalence: This is a level 9 programme. Applicants who do not
hold an honours degree or higher diploma (Level 8) may apply but must clearly
demonstrate their capacity to complete a programme at this level. In addition to
the other requirements outlined above, these applicants are required to submit a
1000-word literature-based essay. To be considered for admission, this essay
must be at the level expected of an honours degree candidate (Level 8).Click
here for more information on this essay.
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SELECTION CRITERIA
To be considered an applicant must:
" Meet the entry criteria
" Obtain a letter from the candidate’s Director of Nursing guaranteeing practice
placements within Ireland, in the appropriate specialism for the duration of the
programme, within the candidate’s current place of work. Or, where necessary,
additional appropriate clinical placements in order to meet clinical learning
requirements.
PROGRAMME CONTENT
The programme comprises of seven modules of which two are generic/core and
three are specialist exclusive to Intensive Care Nursing. Core modules and some
aspects of specialist modules are taken in conjunction with students undertaking
other Postgraduate Diplomas. Students have one elective module which they can
choose from a selection of three options. Students will also undertake three practice
assessments and a service improvement project.
The seven programme modules are listed below:
Core Modules:
Professional Issues in Nursing
Evidence Based Practice Specialist Nursing Module 1
Specialist Modules:
Specialist Nursing Module 1
Specialist Nursing Module 2
Specialist Nursing Module 3
Optional Module (one of the following)
The Context of Managing Health Care
Advanced Wound Care Management
Service Improvement Prodect
ASSESSMENT
The modules are assessed by means of continuous assessment and examinations. In
order to be eligible for the award of the Post Graduate Diploma in Nursing Studies
students must pass each of the modules of the programme with a minimum of 50%.
Compensation is not permitted between modules.
A Maximum of 50% can only be obtained in a module on repeat
Clinical competence must be demonstrated by:
" Students passing all performance criteria within each of the five domain of the
clinical assessment and
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"
"
Students reaching the specified level of competence in the assessment overall.
Three clinical assessments must be completed and passed to successfully
complete the course
Students must have completed a minimum of 1000 clinical practice hours over the
duration of the course.
Additional Issues:
Students must complete the programme within two years of commencement for the
full time option, and within four years of commencement for the part time
programme. Students who achieve an aggregate mark of 65% will be awarded the
Post Graduate Diploma with distinction.
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POSTGRADUATE DIPLOMA IN NURSING (MANAGEMENT OF
CHRONIC HEALTH CONDITIONS
The Postgraduate Diploma in Nursing (Management of Chronic Health Conditions)
is offered in collaboration with the Department of General Practice. The
programme is aimed at registered nurses working in a service (public, private or
voluntary) where they have an opportunity to care for clients with a chronic
disease. The overall goal of the programme is to further enhance nurses’ ability to
provide effective, appropriate, high quality nursing care for propel with chronic
health conditions.
ENTRY CRITERIA
All applicants must meet the following entry requirements:
" Be registered general nurse or registered psychiatric nurse or registered sick
children’s nurse or registered nurse intellectual disability or registered midwife
on the Nurse’s Register maintained by An Bord Altranais.
" Hold an active nursing registration.
" Be currently working in a setting which provides opportunities for him/her to
care for clients with a chronic health condition.
" Satisfy the selection panel that they have the ability to complete the
programme.
" Hold an honours degree or equivalent*
*This is a Level 9 programme. Applicants who do not hold an honours degree
or higher diploma may apply but must demonstrate clearly their capacity to
undertake a programme at this level. In addition to the requirements outlined
above these applicants are expected to submit a 1000 word literature based
essay. To be considered for admission this essay must be judged equivalent to
an honours degree (Level 8).
SELECTION CRITERIA
To be considered applicants must meet the entry criteria. Selection will be made,
by the programme team, on the basis of applicants’ written application.
Applications will be evaluated on the:
" Applicant’s academic record and relevant professional experience.
" Applicant’s level of motivation and suitability based on his/her Personal
Statement, which is submitted as part of the online application process.
" Applicants must supply a letter from his/her Director of Nursing guaranteeing
practice placement in a setting where he/she has an opportunity to care for
clients with a chronic disease for the duration of the programme, or where
necessary, agreement that the applicant will be freed to undertake additional
practice in a suitable placement setting.
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PROGRAMME DURATION AND STRUCTURE
The programme is offered full time over one calendar year and comprises of six
modules: five core plus one option module (see below). Module content is viewed
as interconnected and interdependent. Taught programme content is delivered over
two trimesters. The programme is offered via a blend of e-learning and face-toface experiential workshops and is delivered on-line through BlackBoard, an
interactive learning environment. Workshops total 12 days and will focus primarily
on application of skills.
Students are required to complete a minimum of 500 hours in the clinical setting
i.e. engaged in the care and management of clients with a chronic health condition.
Modules:
" Critical Issues in Chronic Disease Management
" Inside the Experience of Chronic Illness
" Health Assessment Skills
" Collaboration and Interagency Working
" Promoting Health and Well-Being
Students may select one of the following optional modules:
" Cardiovascular Disease in Primary Care
" Respiratory Disease in Primary Care
" Diabetes in Primary Care
" Managing the Physical Health Needs of People with a Serious Mental Illness
" Work Based Learning
Student application of learning in and from practice will be assessed on the basis of
the submission of two Personal Professional Development Plans.
ASSESSMENT
The modules are assessed using coursework. In order to be eligible for the award
of the Post Graduate Diploma in Nursing (Management of Chronic Health
Conditions) students must pass each of the modules with a minimum of 50%.
"
"
"
Compensation is not permitted between modules.
The Maximum mark attainable in a repeat module is 50%
Students must have completed a minimum of 500 clinical practice hours over
the duration of the programme.
Additional Issues:
" Students must complete programme within two years of commencement.
" Students who achieve an aggregate mark of 65% will be awarded the Post
Graduate Diploma with distinction.
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POSTGRADUATE DIPLOMA IN NURSING (MENTAL HEALTH,
COMMUNITY AND INPATIENT ACUTE CARE)
The Postgraduate Diploma in Nursing (Mental Health, Community & Inpatient
Acute Care) is designed for registered nurses who wish to pursue a specialism in
Mental Health, Community and Inpatient Acute Care. It will prepare students to be
flexible, competent and who can practice with confidence, and collaboratively
within a variety of multidisciplinary care contexts. The aim of the programme is to
develop knowledgeable, caring practitioners who have a high level of specialist
skills in mental health nursing. This programme is offered in partnership with the
Health Service Executive, West and Experts with Experience.
PROGRAMME DURATION AND STRUCTURE
The programme is offered full-time over one calendar year and part-time over two
calendar years. It consists of both theoretical and clinical components. A blended
learning approach is adopted in the delivery of this programme.
Students are required to attend face to face workshops for a total of 12 days across
the programme (in blocks of 2 days at a time). The programme is comprised of
seven theory/practice modules. In all modules there is an emphasis on exploring the
relevance of module content to practice, similarly, practice placements allow
students to explore "new" knowledge in practice, enabling them an opportunity to
integrate theory and practice. Students are required to undertake their clinical
practice in an approved clinical practice setting within Ireland normally within the
students’ own work setting. Students will need to demonstrate hours in both
‘community’ and ‘in-patient acute’ settings. This will be supported by a review of
their current role to meet the requirements to work across the ‘community’ and ‘inpatient acute’ interface. Students are required to complete a minimum of 1,000
clinical hours before completing this programme.
ENTRY CRITERIA
All applicants must meet the following entry criteria
A. be a registered nurse on the Psychiatric Nurse division of the Register
maintained by an Bord Altranais
B. hold an active nursing registration
C. have a minimum of two years post-registration experience (exclusive of postregistration courses)
D. be currently working in a setting which requires him/her to care for the
mentally ill clients and have as a minimum six months clinical experience in
this specialist area.
E. Satisfy the selection panel that they have the ability to complete the programme
Meet the following educational requirements:
" Hold an honours degree or equivalent
" Applicants who do not hold an honours degree or equivalent will need to
154
demonstrate the capacity to perform at this level. This requires writing a 1000
word literature based essay which will be judged to determine its equivalence to
an honours degree (or Level 8) programme.
SELECTION CRITERIA
To be considered an applicant must:
F. Meet the entry criteria
G. Demonstrate an understanding of the demands of the programme and the
motivation to complete the programme
H. Demonstrate in the potential to cope with the academic standards required
I. Obtain a letter from the candidate’s Director of Nursing guaranteeing practice
placements within Ireland, in the appropriate specialism for the duration of the
programme, within the candidate’s current place of work. Or, where necessary,
additional appropriate clinical placements in order to meet clinical learning
requirements.
PROGRAMME CONTENT
The programme comprises of seven modules of which three are generic/core and
three are specialist exclusive to Mental Health Nursing. Core modules and some
aspects of specialist modules are taken in conjunction with students undertaking
other Postgraduate Diplomas. Students will also undertake practice assessments and
assignments.
The programme’s theory/practice modules are listed below:
Collaboration and Interagency working (Specialist)
Professional Issues in Nursing (Core)
Evidence Based Practice (Core)
Partnerships in Mental Health Care (Service User/Carer/Service Provider)
(Specialist)
Psychosocial interventions in Health Care (Specialist)
Service Improvement (Shared)
*Optional Module
Clinical Competency Assessments 1, 2, and 3
*Students may select one (1) of the following optional modules:
The Context of Managing Health Care
Empowering Clients to Self-Manage Chronic Diseases
ASSESSMENT
The modules are assessed by means of continuous assessment. In order to be
eligible for the award of the Post Graduate Diploma in Nursing, students must pass
all the above modules of the programme with a minimum of 50%.
Compensation is not permitted between modules.
A Maximum of 50% can only be obtained in a module on repeat
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Clinical competence must be demonstrated by:
" Students passing all performance criteria within each of the five domains of the
clinical competency assessment and
" Students reaching the specified level of competence in the assessment overall.
Three clinical assessments must be completed and passed to successfully
complete the programme.
" Students must have completed a minimum of 1000 clinical practice hours over
the duration of the programme.
Additional Issues:
Compensation is not permitted. The standard for the award of a distinction is the
attainment of 65% on the aggregate. Normally a distinction may be awarded only
when the examination is passed at the first attempt and when all subjects are
presented together.
156
POSTGRADUATE DIPLOMA IN NURSING (ONCOLOGY)
The Postgraduate Diploma in Nursing Studies (Oncology) offered in partnership
with the Health Service Executive West, is designed for registered nurses who wish
to pursue a specialist programme in Oncology. Module content is viewed as
interconnected and interdependent. In all modules there is an emphasis on
exploring the relevance of module content to practice; similarly, practice placements
allow students to explore “new” knowledge in practice, thus providing students with
an opportunity to integrate theory and practice. This programme aims:
1. To expand the knowledge, skills and attitudes of nurses engaged in caring
for people with cancer.
2. To develop interpersonal skills in order to provide comprehensive physical,
psychosocial, emotional and spiritual support to people with cancer and
their families.
PROGRAMME DURATION AND STRUCTURE
The aim of the programme is to develop knowledgeable, sensitive practitioners who
have a high level of specialist skills in oncology nursing. The programme is
delivered on a full-time basis over a twelve-month period and consists of both
theoretical and clinical components. The majority of clinical practice will take place
in the students’ own work setting. Students must meet the minimum 1000 clinical
hours in order to pass the programme.
ENTRY CRITERIA
All applicants must meet the following entry requirements:
A. be a registered nurse on the General Nurse division of the Register maintained
by an Bord Altranais
B. hold an active nursing registration
C. have a minimum of two years post-registration experience (exclusive of postregistration courses)
D. be currently working in the required specialist area i.e. Oncology care setting
and have as a minimum six months clinical experience in this specialist area
E. Satisfy the selection panel that they have the ability to complete the programme
Meet the following educational requirements:
" Hold an honours degree or equivalent
Applicants who do not hold an honours degree or equivalent will need to
demonstrate the capacity to perform at this level. This requires writing a 1000 word
literature based essay which will be judged to determine its equivalence to an
honours degree (or Level 8) programme.
157
SELECTION CRITERIA
To be considered an applicant must:
A. Meet the entry criteria
B. Demonstrate an understanding of the demands of the programme and the
motivation to complete the programme
C. Obtain a letter from the candidate’s Director of Nursing guaranteeing practice
placements in the appropriate specialism, for the duration of the programme,
within the candidate’s current place of work
PROGRAMME CONTENT
The programme comprises of six modules of which three are generic/core and three
are specialist exclusive to Oncology nursing. Students will also undertake practice
assessments and assignments.
" Professional Issues in Nursing (Core)
" Service Improvement (Core)
" Evidence Based Practice(Core)
" Experiencing cancer (Specialist)
" The cancer trajectory (Specialist)
" Cancer management: the nursing perspective on a treatment journey (Specialist)
ASSESSMENT
The modules are assessed by means of continuous assessment and examinations. In
order to be eligible for the award of the Post Graduate Diploma in Nursing students
must pass each of the following modules of the programme with a minimum of 50%
All three specialist modules
Evidence Based Practice
Professional issues in Nursing
Service Improvement
Compensation is not permitted between modules.
A Maximum of 50% can only be obtained in a module on Repeat
Clinical competence must be demonstrated by:
" Students passing all the competencies at the specified level of competence for
each clinical assessment
" Three clinical assessments must be completed and passed to successfully
complete the programme.
" Students must have completed a minimum of 1000 clinical practice hours over
the duration of the programme.
Additional Issues:
Students must complete programme within two years of commencement.
Students who achieve an aggregate mark of 65% will be awarded the Post Graduate
Diploma with distinction.
158
POSTGRADUATE DIPLOMA IN NURSING (ORTHOPAEDICS)
The Postgraduate Diploma in Nursing (Orthopaedic Nursing) has been designed for
registered nurses, who wish to pursue a specialist course in Orthopaedic Nursing.
The Post Graduate Diploma is offered in partnership with Health Service Executive,
West.
PROGRAMME DURATION AND STRUCTURE
The aim of the programme is to develop knowledgeable, sensitive practitioners who
have a high level of specialist skills. The programme is offered full-time over one
calendar year and part-time over two calendar years. It consists of both theoretical
and clinical components. The majority of clinical practice will take place in the
students’ own work setting. Students must meet the minimum 1000 clinical hours in
order to pass the programme.
ENTRY CRITERIA
All applicants must meet the following entry requirements:
A. be a registered nurse on the General Nurse division of the Register maintained
by an Bord Altranais
B. hold an active nursing registration
C. have a minimum of two years post-registration experience (exclusive of postregistration courses) and obtain a letter from the candidate’s Director of
Nursing guaranteeing practice placements in the appropriate specialism, for the
duration of the programme, within the candidate’s current place of work
D. be currently working in the required specialist area i.e. Orthopaedics, and have
E. as a minimum six months clinical experience in this specialist area E. Satisfy
the selection panel that they have the ability to complete the programme
Meet the following educational requirements:
Hold an honours degree or equivalent
Applicants who do not hold an honours degree or equivalent will need to
demonstrate the capacity to perform at this level. This requires writing a 1000 word
literature based essay which will be judged to determine its equivalence to an
honours degree (or Level 8) programme.
SELECTION CRITERIA
To be considered an applicant must:
A. Meet the entry criteria
B. Demonstrate an understanding of the demands of the programme and the
motivation to complete the programme
C. Demonstrate in his/her essay the potential to cope with the academic standards
required
159
D. Obtain a letter from the candidate’s Director of Nursing guaranteeing practice
placements in the appropriate specialism, for the duration of the programme,
within the candidate’s current place of work.
PROGRAMME CONTENT
The programme comprises of seven modules of which three are generic/core, three
are specialist exclusive to Oncology nursing, and one is an optional module.
Students will also undertake practice assessments and assignments.
" Professional Issues in Nursing (Core)
" Service Improvement (Core)
" Evidence Based Practice (Core)
Choice of one Optional Module from following list:
" Collaboration and Interagency Working
" Advanced Wound Care Management
" Nursing Perspectives on End of Life Care
" The Context of Managing Health Care
" Principles of Orthopeadic Nursing (Specialist Module)
" Orthopaedic Trauma ( Specialist Module )
" Orthopaedic Specialities and Rehabilitation ( Specilaist Module )
ASSESSMENT
The modules are assessed by means of continuous assessments. In order to be
eligible for the award of the Post Graduate Diploma in Nursing (Orthopaedics)
students must pass each of the following modules of the programme with a
minimum of 50% " Specialist modules 1, 2, 3
" Service Improvement Module
Optional Module
" Evidence Based Practice
" Professional Issues in Nursing
Compensation is not permitted between modules.
A Maximum of 50% can only be obtained in a module on Repeat
Clinical competence must be demonstrated by:
" Students passing all performance criteria within each of the five domains of the
clinical assessment.
" Students reaching the specified level of competence in the assessment overall.
" Three clinical assessments must be completed and passed to successfully
complete the course.
160
Students must have completed a minimum of 1000 clinical practice hours over the
duration of the course.
Additional Issues:
Students must complete programme within two years of commencement.
Students who achieve an aggregate mark of 65% will be awarded the Post Graduate
Diploma with distinction.
161
POSTGRADUATE DIPLOMA IN NURSING (PALLIATIVE CARE)
The Postgraduate Diploma in Nursing Studies (Palliative Care) is designed for
registered General, Mental Health or Intellectual Disability nurses who wish to
pursue a specialist programme in Palliative Care. Each module is designed to
provide students with a theoretical framework from which they can explore and
integrate theory & practice. This programme aims to:
1. Provide students with knowledge and skills to enhance palliative nursing practice.
2. Prepare nurse practitioners for entry to specialist nursing practice
PROGRAMME STRUCTURE & DESIGN
The programme is comprised of seven theory/practice modules. Core modules and
some aspects of specialist modules are taken in conjunction with students
undertaking other Postgraduate Diplomas. Modules are listed below:
" Professional Issues in Nursing (Core)
" Collaboration & Interagency Working (Core)
" Evidenced Based Practice (Core)
" End of Life Care: Psychological & Social Perspectives (Specialist)
" Palliative Approaches to Symptom Management (Specialist)
" Care of the Child and Family with a Life Limiting Illness (Specialist)
" Service Improvement (Core)
THEORETICAL INSTRUCTION
The content of this programme is delivered over three trimesters, comprising of
lectures, workshops, seminars, the reading and preparation of assignments and
clinical practice in the specialist area. The programme is offered full-time over one
calendar year and part-time over two calendar years. Taught components of the
programme are delivered in a blended learning format and classroom teaching.
Blended learning is an innovative teaching strategy which involves a combination
of face-to-face and on-line learning. This means that learning/teaching will be
delivered on-line through Blackboard, an interactive learning system which
connects directly to the University from your own home computer. Students are
required to attend face to face workshops for a total of 10 days across the
programme. In addition to clinical experience gained in the students’ own work
setting, all students undertake two alternative clinical placements as part of the
programme in the following settings; In-patient, home care, paediatric and hospital
based. Placements may be undertaken within the Regional Specialist palliative
care service, Health Service Executive West, as well as external sites as appropriate.
DURATION
The programme is delivered on a full-time basis commencing in September of each
year.
162
INTAKE
There is one intake per year.
ENTRY CRITERIA
All applicants must meet the following entry requirements:
A. Be registered in the General, Mental Health or Learning Disability division of
the Register maintained by An Bord Altranais
B. hold an active nursing registration
C. have a minimum of two years post-registration experience (exclusive of postregistration courses)
D. be currently working in an approved palliative care setting.
E. Applicants are required to submit an essay (500 words) on an assigned topic
with their application.
F. Satisfy the selection panel that they have the ability to complete the programme
Meet the following educational requirements:
" Hold an honours degree or equivalent
This is a level 9 programme. Applicants who do not hold an honours degree or
higher diploma (Level 8) may apply but must clearly demonstrate their capacity to
complete a programme at this level. In addition to the other requirements outlined
above, these applicants are required to submit a 1000-word literature-based essay.
To be considered for admission, this essay must be at the level expected of an
honours degree candidate (Level 8).
SELECTION CRITERIA
To be considered an applicant must:
A. Meet the entry criteria
B. Demonstrate an understanding of the demands of the programme and the
motivation to complete the programme
C. Demonstrate in his/her essay the potential to cope with the academic standards
required
D. Obtain the Director of Nursing’s guarantee of practice placements in the
appropriate specialism, for the duration of the programme, within the
candidate’s current place of work.
E. In order to support the achievement of the programmes’ learning outcomes
students must complete a minimum of 1000 clinical hours, inclusive of 80
hours alternative practice (40 hours x 2). Applicants are required to undertake a
minimum period of 234 clinical hours in the 3rd term of this programme (May
to September) prior to their final An Bord Altranais assessment.
163
ASSESSMENT
All modules are assessed through continuous assessment, written coursework and
examination. In order to be eligible for the award of a Postgraduate Diploma in
Nursing (Palliative Care) students must:
pass each theoretical component at 50%
pass three clinical assessments
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POSTGRADUATE DIPLOMA IN NURSING (PERIOPERATIVE)
The Postgraduate Diploma in Nursing (Perioperative) has been designed for
registered nurses, who wish to pursue a specialist course in Perioperative Nursing.
The Postgraduate Diploma is offered in partnership with the Health Service
Executive, West.
PROGRAMME DURATION AND STRUCTURE
The aim of the programme is to develop knowledgeable sensitive practitioners who
have a high level of specialist skills. The programme is offered full-time over one
calendar year and part-time over two calendar years. Taught components of the
programme are delivered in a blended learning format and classroom teaching.
Blended learning is an innovative teaching strategy which involves a combination
of face-to-face and on-line learning. This means that learning/teaching will be
delivered on-line through Blackboard, an interactive learning system which
connects directly to the University from your own home computer. Students are
required to attend face to face workshops for a total of 18 day across the programme
(in blocks of 2 days at a time). The programme is comprised of seven
theory/practice modules. In all modules there is an emphasis on exploring the
relevance of module content to practice, similarly, practice placements allow
students to explore "new" knowledge in practice, enabling them an opportunity to
integrate theory and practice. Students are required to undertake their clinical
practice in an approved clinical practice setting within Ireland normally within the
students’ own work setting. Students are required to complete a minimum of 1,000
clinical hours before completing this programme.
ENTRY CRITERIA
All applicants must meet the following entry requirements:
1. Be a registered nurse on the General Nurse division of the Register maintained
by an Bord Altranais.
2. Hold an active nursing registration.
3. Have a minimum of two years post-registration experience (exclusive of postregistration courses).
4. Be currently working in the required specialist area, i.e., perioperative
department, and have as a minimum six months clinical experience in this
specialist area.
5. Satisfy the selection panel that they have the ability to complete the
programme. Hold an honours degree or equivalent.
6. Determining Equivalence: This is a level 9 programme. Applicants who do not
hold an honours degree or higher diploma (Level 8) may apply but must clearly
demonstrate their capacity to complete a programme at this level. In addition
to the other requirements outlined above, these applicants are required to
submit a 1000-word literature-based essay. To be considered for admission, this
165
essay must be at the level expected of an honours degree candidate (Level 8).
Click here for more information on this essay (online Calendar only).
SELECTION CRITERIA
To be considered an applicant must:
" Meet the entry criteria
" Obtain a letter from the candidate’s Director of Nursing guaranteeing practice
placements within Ireland, in the appropriate specialism for the duration of the
programme, within the candidate’s current place of work. Or, where necessary,
additional appropriate clinical placements in order to meet clinical learning
requirements.
PROGRAMME CONTENT
The programme comprises of seven modules of which two are generic/core and
three are specialist exclusive to Perioperative Nursing. Core modules and some
aspects of specialist modules are taken in conjunction with students undertaking
other Postgraduate Diplomas. Students have one elective module which they can
choose from a selection of three options. Students will also undertake three practice
assessments and a service improvement project.
The seven programme modules are listed below:
Core Modules:
" Professional Issues in Nursing
" Evidence Based Practice Specialist Nursing Module 1
Specialist Modules:
" Specialist Nursing Module 1
" Specialist Nursing Module 2
" Specialist Nursing Module 3
Optional Module (one of the following)
" The Context of Managing Health Care
" Advanced Wound Care Management
Service Improvement Prodect
ASSESSMENT
The modules are assessed by means of continuous assessment and examinations. In
order to be eligible for the award of the Post Graduate Diploma in Nursing Studies
students must pass each of the modules of the programme with a minimum of 50%.
Compensation is not permitted between modules.
166
A Maximum of 50% can only be obtained in a module on repeat
Clinical competence must be demonstrated by:
" Students passing all performance criteria within each of the five domain of the
clinical assessment and
" Students reaching the specified level of competence in the assessment overall.
" Three clinical assessments must be completed and passed to successfully
complete the course
" Students must have completed a minimum of 1000 clinical practice hours over
the duration of the course.
Additional Issues:
" Students must complete the programme within two years of commencement for
the full time option, and within four years of commencement for the part time
programme.
" Students who achieve an aggregate mark of 65% will be awarded the Post
Graduate Diploma with distinction.
167
POSTGRADUATE DIPLOMA IN NURSING (PRACTICE/COMMUNITY
NURSING)
PROGRAMME DURATION AND STRUCTURE
Programme may be undertaken either full time over one calendar year or part time
over two calendar years. This programme is designed for nurses (General,
Psychiatric or Intellectual Disability) who are working in a General Practice or
Community setting. It aims to develop nurses’ expertise and understanding of
primary care, family centred care, chronic disease management, and clinical nursing
skills related to chronic illness management. It also aims to promote
interdisciplinary learning, specifically providing an opportunity for nurses to learn
with and from other health care professionals who work in a community setting.
This programme is offered either full time over one calendar year, or part time over
two calendar years. On successful completion of the programme, students will be
awarded a Postgraduate Diploma in Nursing (Practice Nursing/Community
Nursing). Taught components of the programme are delivered in a blended learning
format. This includes opportunities for mutual learning via web-based discussion
using a virtual learning environment called Blackboard. The programme offers a
number of elective module options. Students continue to work in their own practice
setting while undertaking the programme and are required to complete a minimum
of 1,000 hours clinical practice over the duration of the programme.
ENTRY CRITERIA
All applicants must meet the following entry requirements:
A. be a registered nurse (General, Psychiatric or Intellectual Disability) on the live
register held by An Bord Altranais.
B. hold a current nursing registration.
C. have a minimum of two years post-registration experience.
D. be currently working in the required specialist area and have as a minimum six
months clinical experience in this specialist area
E. submit a Letter of Support from line manager.
F. satisfy the selection panel that they have the ability to complete the programme
G. Hold an honours degree or equivalent
H. Applicants who do not hold an honours degree or equivalent will need to
demonstrate the capacity to perform at this level. This requires writing a 1000
word literature based essay which will be judged to determine its equivalence
to an honours degree (or Level 8) programme.
SELECTION PROCESS
To be considered an applicant must:
A. Meet the entry criteria
B. Obtain a Letter of Support from the candidate’s Line Manager
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PROGRAMME CONTENT
This programme aims to provide nurses with the necessary specialized knowledge
and technical skills to respond appropriately to the needs of patients/clients/families
in the context of Primary Care and gain academic qualification. It also aims to
promote interdisciplinary learning, specifically providing an opportunity for nurses
to learn with and from other health care professionals who work in a community
setting. There are a number of core modules which all students undertake and a
choice of elective module options available on this programme.
Core Modules
Concepts and Principles of Primary Care
Clinical Competence 1
Evidence Based Practice
Clinical Competence 2
Professional Issues in Nursing
Service Improvement
Select Any S Module Options
Diabetes in Primary Care
Women’s Health
Cardiovascular Disease in Primary Care
Empowering Clients to Self-Manage their
Chronic Diseases
Advanced Wound Care Management
Psychosocial Interventions in Health Care
Respiratory Disease in Primary Care
End of Life Care: Psychological and Social
Perspectives
Best Practice in Cervical Smear Taking
Collaboration and Interagency Working
All modules are assessed through a combination of examinations and coursework.
This will include: projects, poster presentations and portfolio.
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POSTGRADUATE DIPLOMA IN NURSING (PUBLIC HEALTH NURSING)
The Postgraduate Diploma in Nursing (Public Health Nursing) programme is aimed
at nurses who wish to work in the community setting as a public health nurse. The
experience of health is both socially and culturally determined with the achievement
of maximum health potential influenced by the wider determinants of health. The
Public Health Nurse has a unique role in recognizing the wider realms of what
impacts and determines community health and in facilitating maximum health
potential. Nursing in the community involves the consideration and enablement of
health care needs which demands both a clinical and public health focus of care. In
considering this multifaceted function and the fact that primary health care and
targeting population health is integral to community nursing practice, this
programme aims to prepare students to competently meet the complex health care
needs of the community as client.
In partnership with the relevant third level institutions the Health Services
Executive Areas run a centralised funding application process for candidates.
Sponsorship is offered by the Health Areas of the Health Service Executive to
nurses who undertake the Postgraduate Diploma in Nursing (Public Health
Nursing). Sponsorship must be secured by the candidate prior to commencement on
the programme.
PROGRAMME DURATION AND STRUCTURE
The programme is offered full time over one calendar year. The taught programme
content is delivered over three trimesters, Practice placements will take place over
the three trimesters enabling students to build the required competencies to work in
the community setting.
PROGRAMME CONTENT
The programme is modular and is comprised of eight theory and six practice
modules. Theory modules comprise of:
" Collaboration and Interagency Working
" Health across the Lifespan
" Promoting Public Health and Well Being
" Promoting Population Health
" Evidence Based Practice
" Public Health Nursing Praxis
" Service Improvement
" Child and Maternal Health (mandatory for non midwives, theory content
optional for midwives and is recommended if greater than five years since
midwifery practice)
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Students will complete a number of community placements throughout the
programme. An experienced Public Health Nurse will supervise students on
community placement. For students undertaking the child and maternal health
module experienced midwives will supervise practice placements in the maternity
unit. Students’ competency will be assessed on an on-going basis throughout the
programme.
Professional practice assessments comprise of:
" Professional Assessment 1
" Professional Assessment 11
" Professional Assessment 111
" Professional Assessment 1V
" Professional Assessment V
" Professional Assessment 1 (Child and Maternal Health) (mandatory for non
midwives)
ENTRY CRITERIA
All candidates must meet the following entry requirements:
a) Be registered on the General division of the register maintained by An
Bord Altranais
b) Have a minimum of two years post-registration clinical experience in
general nursing (exclusive of post-registration courses)
c) Hold an honours degree or equivalent
Meet the following educational requirements:
Applicants must satisfy the selection/admission committee that they have the ability
to complete the programme
Applicants who do not hold an honours degree or equivalent will need to
demonstrate the capacity to perform at this level. This requires submission of APEL
essay on application which will be judged to determine its equivalence to an
honours degree (or Level 8) programme.
Applicants must satisfy the selection/admission committee that they have a
minimum of two years post registration experience in general nursing (exclusive of
post registration courses)
Successful candidates must have secured Health Service Executive sponsorship
prior to commencement on the programme
SELECTION CRITERIA
To be considered an applicant must:
171
A. Meet the entry criteria
B. Demonstrate his/her potential to cope with the academic standards required
C. Confirmation of placement on the programme is subject to the candidate
confirming clinical placement for the duration of the programme from their
relevant Director of Public Health Nursing.
ASSESSMENT
This programme is assessed by means of a combination of coursework, examination
and competency assessment. In order to be eligible for the award of the
Postgraduate Diploma in Nursing (Public Health Nursing) students must pass each
component at 50%. The Professional Practice component requires students to attain
identified competencies; to pass overall the student must pass all of the practice
assessments. Professional assessment 111 must be completed in order to progress to
professional assessment IV and V in the programme Compensation between
modules is not permitted. The standard for the award of distinction is 65% on the
aggregate. In order to register as a Public Health Nurse, students must meet any
requirements for registration identified by An Bord Altranais.
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MASTER OF HEALTH SCIENCES
The School of Nursing & Midwifery offers (9) programmes, eight taught and 1
research at the Masters level, Master of Health Sciences (Nursing) two or three
years, Master of Health Sciences (Nursing/Midwifery Education) two or three
years, Master of Health Sciences (Advanced Practice Nursing/Midwifery) two or
three years, Master of Health Sciences (Midwifery) two or three years and Master
of Health Sciences (Specialist Nursing). These programmes have been designed to
meet the needs of practising nurses allowing the candidates to focus on their area of
practice. The programmes are offered in blended mode, workshops and on-line.
MASTER OF HEALTH SCIENCES (NURSING)-two year programme
The programme comprises three (3) core modules, four (4) option modules, three
(3) reflective practice modules and a research dissertation. Option modules are
available in education, management, advanced practice, clinical practice and
womens’ health.
PROGRAMME CONTENT
Theoretical and philosophical underpinnings of nursing practice; research
methodology and evidence based practice; practice development and conduct of
research form the framework for reflection on practice and exploration of aspects of
practice.
ASSESSMENT
Each module is assessed independently. Strategies for assessment include essays,
reflective practice assignments, presentations and dissertation.
ENTRY REmUIREMENTS
Upper 2nd class honours degree in nursing or Nursing Studies at H2.1 or at H2.2
with appropriate experience; or Higher Diploma in Nursing/Midwifery Studies with
appropriate experience; or meet the required standard in the Master in Health
Sciences Qualifying Examination.
Be on the active Register as a nurse.
Have practiced as a nurse for a minimum of two (2) years post registration.
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MASTER OF HEALTH SCIENCES (NURSING)-three year programme
The programme comprises three (3) core modules, four (4) option modules, three
(3) reflective practice modules and a research dissertation. Option modules are
available in education, management, advanced practice, clinical practice and
womens’ health.
PROGRAMME CONTENT
Theoretical and philosophical underpinnings of nursing practice; research
methodology and evidence based practice; practice development and conduct of
research form the framework for reflection on practice and exploration of aspects of
practice.
ASSESSMENT
Each module is assessed independently. Strategies for assessment include essays,
reflective practice assignments, presentations and dissertation.
ENTRY REmUIREMENTS
" Upper 2nd class honours degree in nursing or Nursing Studies at H2.1 or at H2.2
with appropriate experience; or Higher Diploma in Nursing/Midwifery Studies
with appropriate experience; or meet the required standard in the Master in
Health Sciences Qualifying Examination.
" Be on the active Register as a nurse.
" Have practiced as a nurse for a minimum of two (2) years post registration.
174
MASTER OF HEALTH SCIENCES (MIDWIFERY)-two year programme
The programme comprises three (3) core modules, four (4) option modules, three
(3) reflective practice modules and a research dissertation. Option modules are
available in education, management, advanced practice, clinical practice and
womens’ health.
PROGRAMME CONTENT
Theoretical and philosophical underpinnings of nursing practice; research
methodology and evidence based practice; practice development and conduct of
research form the framework for reflection on practice and exploration of aspects of
practice.
ASSESSMENT
Each module is assessed independently. Strategies for assessment include essays,
reflective practice assignments, presentations and dissertation.
ENTRY REmUIREMENTS
" Upper 2nd class honours degree in nursing or Nursing Studies at H2.1 or at H2.2
with appropriate experience; or Higher Diploma in Nursing/Midwifery Studies
with appropriate experience; or meet the required standard in the Master in
Health Sciences Qualifying Examination.
" Be on the active Register as a midwife.
" Have practiced as a midwife for a minimum of two (2) years post registration.
175
MASTER OF HEALTH SCIENCES (MIDWIFERY)-three year programme
The programme comprises three (3) core modules, four (4) option modules, three
(3) reflective practice modules and a research dissertation. Option modules are
available in education, management, advanced practice, clinical practice and
womens’ health.
PROGRAMME CONTENT
Theoretical and philosophical underpinnings of nursing practice; research
methodology and evidence based practice; practice development and conduct of
research form the framework for reflection on practice and exploration of aspects of
practice.
ASSESSMENT
Each module is assessed independently. Strategies for assessment include essays,
reflective practice assignments, presentations and dissertation.
ENTRY REmUIREMENTS
" Upper 2nd class honours degree in nursing or Nursing Studies at H2.1 or at H2.2
with appropriate experience; or Higher Diploma in Nursing/Midwifery Studies
with appropriate experience; or meet the required standard in the Master in
Health Sciences Qualifying Examination.
" Be on the active Register as a midwife.
" Have practiced as a midwife for a minimum of two (2) years post registration.
176
MASTER OF HEALTH SCIENCES (NURSING/MIDWIFERY
EDUCATION) two year programme
The programme comprises three (3) core modules, four (4) specialist modules, three
(3) reflective practice modules, teaching practice and a research dissertation.
PROGRAMME CONTENT
Theoretical and philosophical underpinnings of nursing practice; research
methodology and evidence based practice; practice development and conduct of
research form the framework for reflection on practice and exploration of aspects of
practice. Specialist modules address teaching methods, facilitating learning,
assessment strategies and curriculum development.
100 hours of teaching practice is completed over the two years and is an integral
part of the programme.
ASSESSMENT
Each module is assessed independently. Strategies for assessment include essays,
reflective practice assignments, presentations, competency assessment of teaching
practice and dissertation.
ENTRY CRITERIA
" Upper 2nd class degree in nursing or Nursing Studies at H2.1 or at H2.2 with
appropriate experience; or Higher Diploma in Nursing Studies with appropriate
experience; or meet the required standard in the MHSc Qualifying examination
" Be on the active Register as a nurse/midwife
" Have practiced as a nurse/midwife for a minimum of three (3) years post
registration
" A letter indicating that teaching practice has been negotiated in an educational
establishment
177
MASTER
OF
HEALTH
SCIENCES
EDUCATION)-three year programme
(NURSING/MIDWIFERY
The programme comprises three (3) core modules, four (4) specialist modules, three
(3) reflective practice modules, teaching practice and a research dissertation.
PROGRAMME CONTENT
Theoretical and philosophical underpinnings of nursing practice; research
methodology and evidence based practice; practice development and conduct of
research form the framework for reflection on practice and exploration of aspects of
practice. Specialist modules address teaching methods, facilitating learning,
assessment strategies and curriculum development.
100 hours of teaching practice is completed over the two years and is an integral
part of the programme.
ASSESSMENT
Each module is assessed independently. Strategies for assessment include essays,
reflective practice assignments, presentations, competency assessment of teaching
practice and dissertation.
ENTRY CRITERIA
" Upper 2nd class degree in nursing or Nursing Studies at H2.1 or at H2.2 with
appropriate experience; or Higher Diploma in Nursing Studies with appropriate
experience; or meet the required standard in the MHSc Qualifying examination
" Be on the active Register as a nurse/midwife
" Have practiced as a nurse/midwife for a minimum of three (3) years post
registration
" A letter indicating that teaching practice has been negotiated in an educational
establishment
178
MASTER OF HEALTH SCIENCES (ADVANCED PRACTICE
NURSING/MIDWIFERY)-two year programme
The programme comprises three (3) core modules, four (4) specialist modules, three
(3) reflective practice modules, clinical practice and a research dissertation.
PROGRAMME CONTENT
Theoretical and philosophical underpinnings of nursing practice; research
methodology and evidence based practice; practice development and conduct of
research form the framework for reflection on practice and exploration of aspects of
practice. Specialist practice modules address the context of advanced practice,
physical assessment skills, pathophysiology, pharmacology and clinical decision
making. Substantive hours of clinical practice at an advanced practice level and
supervised by appropriate healthcare professionals over the 2 years is integral to the
programme.
ASSESSMENT
Each module is assessed independently. Strategies for assessment include essays,
reflective practice assignments, presentations, clinical competency assessments and
dissertation.
ENTRY CRITERIA
" Upper 2nd class degree in nursing or Nursing Studies at H2.1 or at H2.2 with
appropriate experience; or Higher Diploma in Nursing Studies with appropriate
experience; or meet the required standard in the MHSc Qualifying examination.
" Be on the active Register as a nurse/midwife
" Have practiced as a nurse/midwife for a minimum of five (5) years post
registration three (3) of which are in the specialist area
" Letters from the Director of Nursing and the appropriate health care
professional Clinical Supervisor in support of the application.
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MASTER OF HEALTH SCIENCES (ADVANCED PRACTICE
NURSING/MIDWIFERY)-three year programme
The programme comprises three (3) core modules, four (4) specialist modules, three
(3) reflective practice modules, clinical practice and a research dissertation.
PROGRAMME CONTENT
Theoretical and philosophical underpinnings of nursing practice; research
methodology and evidence based practice; practice development and conduct of
research form the framework for reflection on practice and exploration of aspects of
practice. Specialist practice modules address the context of advanced practice,
physical assessment skills, pathophysiology, pharmacology and clinical decision
making. Substantive hours of clinical practice at an advanced practice level and
supervised by appropriate healthcare professionals over the 2 years is integral to the
programme.
ASSESSMENT
Each module is assessed independently. Strategies for assessment include essays,
reflective practice assignments, presentations, clinical competency assessments and
dissertation.
ENTRY CRITERIA
" Upper 2nd class degree in nursing or Nursing Studies at H2.1 or at H2.2 with
appropriate experience; or Higher Diploma in Nursing Studies with appropriate
experience; or meet the required standard in the MHSc Qualifying examination.
" Be on the active Register as a nurse/midwife
" Have practiced as a nurse/midwife for a minimum of five (5) years post
registration three (3) of which are in the specialist area
" Letters from the Director of Nursing and the appropriate health care
professional Clinical Supervisor in support of the application.
180
MASTER OF HEALTH SCIENCES (SPECIALIST NURSING)-one year
programme
The one (1) year research programme comprises one (1) taught module and a
research dissertation.
PROGRAMME CONTENT
Research methodology as evidenced by the ability to design and implement a
research study; evaluation and application of research findings to practice.
ASSESSMENT
Each module is assessed independently.
ENTRY CRITERIA
" Have achieved an aggregate of
60% and successfully completed a
Postgraduate Diploma in Nursing Studies at level 9
" Be on the active Register as a nurse
" Have practiced as a nurse for a minimum of two (2) years post registration
181
college of medicine covers_Layout 1 02/09/2009 16:48 Page 1
Coláiste an Leighis, an Altranais agus na nEolaíochtaí Sláinte
The College of Medicine, Nursing and Health Sciences
Coláiste an Leighis, an Altranais
agus na nEolaíochtaí Sláinte
The College of Medicine,
Nursing and Health Sciences
Féilire 2009-10 Calendar
Féilire 2009-10 Calendar