Postgraduate Taught

PgDip Person-Centred Practice (Health Visiting)

The Master's in Person-Centred Practice (PcP) Framework has 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 contributes to the health and wellbeing of persons, groups and populations.

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 fosters a transformative and reflective approach to meeting the public health and social needs of individuals, families, groups and populations.

The routes in the Person-Centred Practice 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 PgDip Person-Centred Practice (Health Visiting is part of the MSC in Person-Centred Practice framework. The course reflects the focus of the Division of Nursing on personhood and child and family centred practice.  This is set within the contemporary context of health and social care integration and the health and wellbeing agenda.


Why QMU?

  • 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.
  • For Nursing and Midwifery Council (NMC) Registered Nurses and midwives already working in, or wishing to work in, the community in a health visiting capacity.

Course overview

The PgDip Person-Centred Practice (Health Visiting is part of the MSC in Person-Centred Practice framework. The course reflects the focus of the Division of Nursing on personhood and child and family centred practice.  This is set within the contemporary context of health and social care integration and the health and wellbeing agenda.

The aim of the PgDip Person-Centred Practice (Health Visiting) is to enable you to develop deep and critical understandings of different sources of knowledge and research evidence that contribute to the health and wellbeing of children, young people, families and communities in a way that is consistent with the values of person-centredness and child and family centred care.  To meet NMC requirements the course must have 50% theory and 50% practice and the overall course length is 52 weeks (NMC 2004).

To complete the course you would engage with 50% university based, and 50% practice based, learning over three semesters. You will learn and achieve the standards of proficiency for specialist community public health nursing (SCPHN) (NMC 2004) by working across boundaries with children, young people, families and communities; with focus on early intervention and anticipatory care. Your learning in practice will be facilitated, observed and assessed by a designated Practice Teacher or Health Visitor mentor. We work in close partnership with NHS Borders, Fife and Lothian as part of this process, so when applying you need agreement from one of these Health Boards that they can provide a practice placement and access to supervising practice teacher.

To support this approach, QMU and partner Health Boards will hold joint interviews for both the university selection process and Health Board provision of practice placements and supervising practice teachers. There can be secondment opportunities.

On successful completion of the course students will gain entry to part three of the NMC Register as a SCPHN – Health Visitor.

Exit awards

PgDip (120 credits)/ PgCert (60 credits)

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 framework’s 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 student’s 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), will be an important component of approaches to formative and summative assessment.

The course is 50% practice-based and requires placement in an approved practice with a Practice Teacher or Health Visitor Mentor. Placement will be negotiated with your supporting NHS Board.

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

Students undertaking registration as a Specialist Community Public Health Nurse (SCPHN) gain accreditation with the NMC. as part of the course, students will be on practice placement within a health visiting context.


Core modules:

  • Theory and Practice of Child and Family Centred Health and Social Care (30 credits)
  • Leading Professional Practice (15 credits)
  • Making Judgements and Decisions in Practice (15 credits)

 Route specific modules: 

  • Childhood Development 1 (15 credits)
  • Childhood Development 2 (15 credits)
  • Child Protection and Safeguarding (30 credits)


The modules listed here are correct at the time of posting (September 2018), but are subject to change. In the event that modules have to change, QMU will seek to use reasonable endeavours to ensure that there is no detrimental impact to students. Please check back here for updates.


Single modules for CPD

If you are looking to complete a single module prior to applying for the PgDip Person-centred Practice (Health Visiting), you can apply to the MSc Person-Centred Practice course as an associate student noting that you wish apply to undertake one module. The choice of modules would either be Making Judgements and Decisions in Practice (15 credits) or Leading Professional Practice (15 credits).



Graduates have taken up advanced specialist practice and leadership roles within their specialist field of practice.

Entry requirements

When applying you need to be a NMC registered level 1 nurse and/or registered midwife. Standard entry is normally a degree, and access to practice placement and a supervising practice teacher is required. You do need to be part of the PVG scheme and have professional indemnity in place.

 International: 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 courses,  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.

Application deadline

Applications must be made to both QMU and the NHS Board. Monitor the NHS Jobs website ( or contact the relevant manager at your Health Board for more information.

We can only accept one application for either September or January intake. Please choose your preferred start date when applying and if this is not available you will be considered for the other intake.

NHS Lothian

September 2019 and January 2020 intake

Application deadline: 29th March 2019

Interviews to be held: 13th – 17th May 2019

NHS Fife

September 2019 and January 2020 intake

Application deadline: 12th April 2019

Interviews to be held: 8th and 10th May 2019

NHS Borders

Information is not yet available

More information and contacts

Admissions or PGDipHealthVisitor on tel: +44(0)131 474 0000

Please Note:

 The delivery of this course is subject to the terms and conditions set out in our 2019/20 Entry - Terms and Conditions (Postgraduate).

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Course Overview

Full-time: 1 year; Part-time: 2-3 years
Start Date
September 2019
At QMU and on practice placement
Study Abroad
School of Health Sciences
Fees & Funding

Related Professional Bodies