- Contemporary, creative and interactive learning approaches facilitate your learning.
- Teaching staff include internationally renowned Person-centred Practice academics Professor Brendan McCormack and Professor Jan Dewing
We have recently developed an innovative Masters in Person-Centred Practice (PcP) Framework with a suite of course routes which place the values of person-centredness at their core. These routes offer practitioners the opportunity to build upon their experience and develop an understanding of the knowledge and evidence that positively contribute to the health and wellbeing of persons, groups and populations. You can opt to study the route which best meets your professional background and future aspirations.
Nursing and Midwifery Council (NMC) Registered Nurses already working in, or wishing to work in, the community can undertake a specified group of modules that allows them to achieve a community qualification or registration recognised by the NMC in District Nursing, Health Visiting or School Nursing.
The routes on offer are:-MSc Person-Centred Practice
- (for all healthcare professionals)-MSc PcP (Public Health and Wellbeing*)
(for all healthcare professionals)-MSc PcP Palliative Care*
(for all healthcare professionals)-PgDip PcP District Nursing
- (Nursing and Midwifery Council (NMC) Registered Nurses already working in, or wishing to work in, the community in a district nursing capacity)-PgDip PcP Health Visiting
- (Nursing and Midwifery Council (NMC) Registered Nurses and midwives already working in, or wishing to work in, the community in a health visiting capacity)-PgDip PcP School Nursing
- (Nursing and Midwifery Council (NMC) Registered Nurses and midwives already working in, or wishing to work in, the community in a school nursing capacity)
There are three core modules that enable you to obtain a PgCert. You will then study modules appropriate to your desired route.
The routes in the Person-Centred Care Framework seek to influence and enable the transformative processes of personal and professional development through engagement, facilitation and evaluation of person-centred teaching and learning approaches. It is designed to meet the professional needs of practitioners from all disciplines working in a variety of different health and social care settings.
The Framework is innovative and interactive, emphasising application of theory to your practice context. It will enable you to critically engage with, evaluate and synthesise the evidence and research to promote the development and enhancement of person-centred culture and practice. This develops a pro-active, transformative and reflective approach to meeting the public health and social needs of individuals, families, groups and populations.
You can personalise your learning to your own situation eg mental health, social care, infection control, acute care and community health. International students are particularly welcome as they offer a varied and different perspective to the context in which the learning occurs.*MSc PcP (Public Health and Wellbeing) & MSc PcP Palliative Care (both subject to validation)
It is anticipated that these routes will be added to the PcP Framework in summer 2016. You will study the three core modules to obtain a PgCert. You would then study route specific modules to obtain a further 60 credits and a dissertation. The exact modules names will be added to our website once available. Click for more information on the current MSc Palliative Care
and for infromation on the MSc PcP Public Health please contact Lindsey Regan (firstname.lastname@example.org).
MSc (180 credits) )/PgDip (120 credits)/ PgCert (60 credits)
Single Modules: * *leading to recording with the Nursing and Midwifery Council (NMC). Register as an associate student to study single modules in areas of interest
Full-time: 1 year; Part-time: 2.5 - 7 years (2-3 years part-time for NMC recognised qualifications)
September and January
none (For NMC approved qualifications, May)
Teaching, learning and assessment:
Our teaching, learning and assessment strategy is framed by our core philosophical concepts of personhood, person-centredness, human valuing, healthful relations, human potential and development, supportive and enabling environments. Central to this strategy is the need for learners to engage in the learning experiences, a readiness to listen and explore; preparedness to be open to experiences and a resolve to keep going. This environment will generate an ethos of engagement and criticality where students can explore and challenge theories, practices and different sources of knowledge creatively in an atmosphere of high challenge and high support. We will achieve this learning environment through a focus on three pillars of learning activity namely:
- Student-centred experiential and collaborative learning;
- Reflexivity and critical discourse;
- Sustainable and ethical evidence-based teaching.
Students will be supported to challenge their thinking, values and beliefs; through the posing of complex activities and questions, and develop resilient and sustainable approaches to their learning and practice in response to these. Critical to this process is the use of diverse knowledge, scholarly inquiry processes
and evidence informed materials to engage and enliven the processes of learning.
Assessment strategies will encourage application to practice. In line with the frameworks philosophy, a wide range of sustainable strategies are used to ensure assessment diversity. This will be achieved through the use of varied strategies which draw on the students own areas of practice such as portfolio development, practice proposals, annotated bibliographies, simulation events, games, seminar presentations and self-determined contextual assignment topics. Tutor, peer and self-assessment, including within virtual environments (eg HUB@QMU, Values Exchange), will be an important component of approaches to formative and summative assessment.
For students undertaking NMC recognised specialist qualification and registration (District Nursing, Health Visiting, School Nursing), the course is 50% practice-based and requires placement in an approved practice with a Practice Teacher or Sign-off Mentor or Health Visitor Mentor. Placement will be negotiated with your supporting NHS area.
Teaching hours and attendance:
Your attendance requirements at QMU will depend on which module you are studying and whether you are studying full or part-time.
Links with industry/professional bodies:
The routes allow you to gain the higher level knowledge and skills required for advanced practice. It does not gain accreditation with the NMC unless students are undertaking the Specialist Practitioner Qualification in District Nursing, registration as a Specialist Community Public Health Nurse (SCPHN).
MSc Person-Centred Practice/ MSc PcP (Public Health and Wellbeing*) / MSc PcP Palliative Care*
- Candidates will normally be graduates with evidence of relevant recent academic study PgDip PcP District Nursing/ Health Visiting/ School Nursing
All applicants for District Nursing must be on part 1 of the NMC register (adult). All applicants for SCPHN need to be on either part 1 of the NMC register (adult) and/ or be a registered midwife. It is recommended that applicants have completed a period of experience of sufficient length to have consolidated pre-registration outcomes and to have gained a deeper understanding in relevant professional practice; have a degree and access to practice placement and Practice Teacher/Sign-off Mentor or Health Visitor Mentor.
Where your degree has not been studied in English, you will be required to take an IELTS test receiving an overall score of 6.5 and no individual component score below 6.0.
Criminal records check:
For students undertaking NMC approved qualifications a satisfactory criminal records check will be required. Compliance with the terms of the Rehabilitation of Offenders Act (1974) and mental health legislation for clinical placement and employability in statutory services, for work with children and in other sensitive areas of employment.
Home/EU - full-time:
£4500 per year
Home/EU - part-time:
£475 per 15 credit module
Home/EU - part-time, dissertation:
International - full-time:
£12500 per year
International - part-time:
£1400 per 15 credit module
International - part-time dissertation:
- More information about scholarships for international students
Funding Information for International Students:
Visit the International
section of the website.
Visit the Fees
section of the website. -
Graduates of the University who hold a verified QMU undergraduate or postgraduate award and who are admitted to a postgraduate award of QMU will be eligible for a
10% discount on the published fees.
Sources of Funding:
Visit the Funding
section of the website.
Core modules: Theory and Practice of Person-centred Health and Social Care+/Leading Professional Practice/ Making Judgements and Decisions in Practice (core)
If studying for the MSc Person-Centred Practice, you will undertake a further 60 credits from an array of modules that include:
Developing Professional Practice (15, 30 or 45 credits), Practice Development for Person-centred Cultures (15 credits), Health and Well-being for the Individual and the Team (15 credits), Independent study (15 or 30 credits). Advancing Approaches to Patient Assessment (15 credits).
If studying for the other routes, you will undertake the 60 credits from route specific modules - see below.
- District Nursing:Advancing Person-centred Specialist Practice A&B (30 credits)/ Advancing Approaches to Patient Assessment (15 credits)/ Community Nurse V100 Prescribing (15 credits)
- Health Visiting: Childhood Development (15 or 30 credits)/ Child Protection (30 credits)
Community Nurse Prescribing V100 (15 credits option)
- School Nursing: Childhood Development (30 credits)/ Child Protection (30 credits)
The specific Programme Leaders can provide more detailed information as to module choices and options.
- Public Health and Wellbeing: TBC
+Students on the SCPHN routes will study the Theory and Practice of Child and Family Centred Health and Social Care module instead.
Graduates have achieved promotions, taken forward practice and undertaken leadership and practice roles in a variety of contexts. Community health graduates have secured positions as specialist practitioners and team leaders within community nursing.