PgDip Person-Centred Practice (Health Visiting)
Do you want to build on your experience as a health or social care practitioner? Are you keen to develop an understanding of the knowledge and evidence that positively contribute to the health and wellbeing of persons, groups and populations? Our innovative Person-Centred Practice (PCP) Framework offers a flexible suite of course routes that will give you a valuable, career-expanding qualification in person-centred practice.
With part-time and full-time options, the Person-centred Practice Framework is suitable for international, United Kingdom and local practitioners who wish to further develop critical thinking, professional reasoning and research knowledge and skills to develop practice in a way that is informed by evidence and that is person-centred.
This course is for NMC registered nurses and midwives already working, or wishing to work, in the community in a health visiting capacity.
- You will engage with contemporary, creative and interactive learning approaches that are designed to help you thrive in your studies.
- You will learn from passionate and internationally renowned person-centred practice academics including Professor Brendan McCormack.
Flexible pathways, allowing you to personalise your learning to your own situation.
- More Person-Centred Practice routes may be available. Please check our website for updates.
This framework is for graduates and practitioners who wish to develop their careers in the broad field of health and care systems. You can personalise your learning to your own situation, for example, mental health, social care, infection control, acute care or community health. You can also sign up to study single modules.
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 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 care system 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 health and social needs of individuals, families, groups and populations.
We are proud of the varied and progressive approaches to learning which we offer and international students are particularly welcome to apply.
PgDip (120 credits)/PgCert (60 credits)
You can exit with a PgCert or PgDip. You can also register as an associate student to complete a single module for CPD. On completion of a single module, you may wish to complete further modules and progress your studies to a named award.
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, and 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 where students can explore and challenge theories, practices and different sources of knowledge creatively in an atmosphere of high challenge and high support.
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. This will be achieved through the use of varied strategies that 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 (e.g. HUB@QMU), 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. To support learners in their practice learning environment they will be assigned to a Practice Supervisor and a Practice Assessor. Placement will be negotiated with your supporting NHS area.
Teaching hours and attendance
Your attendance requirements at QMU will depend on the module you are studying.
Links with industry/professional bodies
These routes allow you to gain the level of knowledge and skills required for advanced practice. They do not receive accreditation with the NMC unless students are undertaking the Specialist Practitioner Qualification in District Nursing or registration as a Specialist Community Public Health Nurse (SCPHN).
- Theory and Practice of Person-centred Health and Wellbeing (20 credits): This module facilitates learners’ explorations of some of the concepts, principles and theories underpinning person-centred practice in a variety of care settings and from a variety of perspectives: the prevention of ill-health, anticipatory care, and the promotion of health and well-being. By undertaking this module, learners will develop expertise in understanding and responding to the needs of person, families and communities in a way that is consistent with the theoretical underpinnings and the values of person-centredness throughout the lifespan.
- Leading Child and Family-Centred Practice for Health and Wellbeing (20 credits): The learner will gain a wider understanding of how different sources of evidence and knowledge contribute to the development, delivery and evaluation of innovative health and wellbeing practice when working with the person, as child or young person, families and communities, and of contemporary research consistent with the values of person-centredness. There will be a focus on leadership and collaborative ways of working, evidence generation and implementation of health and wellbeing approaches for healthful cultures.
- Working with Children and Young People in Times of Vulnerability (40 credits): This module facilitates your exploration and understanding of concepts, theories and research underpinning person-centred practice within the context of the child and young person at times of vulnerability in a variety of settings and from a variety of perspectives: the child and young person within contemporary society; public sociology theories and perspectives of the child and family; child protection in its historical and social context; safeguarding legislation, policy, research and practice; judgement and decision-making; leadership and facilitation; strengths based frameworks; ethical, professional and legal issues; professional roles and responsibilities; impact of adversities on the child and young person e.g. for example, disability and disabling environments, substance misuse, mental health; neglect and maltreatment; application and critical analysis of risk assessment and parental capacity; contemporary issues increasing vulnerability such as online safety and cyber abuse, child sexual exploitation (CSE), trafficking, female genital mutilation (FGM); working with children and young people experiencing care and corporate parenting; interpersonal skills for escalating concerns when working interprofessionally and collaboratively with children, young people and their families/carers; relationship building, working in partnership with families, professionals and voluntary services; recognising diversity and equality issues; strategies for the promotion of wellbeing and early intervention; public health approaches.
- The Developing Child and Young Person (20 credits): Understanding of the developing child and young person through the process of brain development from utero to childhood and teenage years, the application of childhood development theories to explain, aid assessment and analyse stages of development and milestones. The importance of relationship building within nurturing and safe environments that enable optimal growth and development and support child mental health and wellbeing. Play and parenting. Reciprocity and mutuality. Assessment of childhood development and the wider influences of health and wellbeing. Times of transition. Adverse Childhood Experiences. Ethical issues. Wider global health and public health issues impacting to the developing child and young person eg living in poverty. Health promotion/education/protection. Epidemiology and social determinants of health.
- Making Judgements and Decisions in Practice (20 credits): The focus of this module is on examining and evaluating judgements and decisions in practice, drawing on relevant sources of robust evidence, contemporary ethics and grounded in the real world of practice.
- An Overarching Portfolio of Learning (non-credit bearing)
The modules listed are correct at time of posting (October 2021) but are subject to change. In the event that modules change, QMU will seek to use reasonable endeavours to ensure that there is no detrimental impact on students.
Single modules for CPD
Available. Contact Kristina Mountain
Graduates have taken up advanced specialist practice and leadership roles within their specialist field of practice.
All applicants for Health Visiting need to be on either part 1 of the NMC register and/or 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
- a degree and access to practice placement and Practice Assessor/ Sign-off Mentor or Health Visitor Mentor
International: You will be required to provide evidence of English language competence at no less than IELTS 6.5 with no individual component score less than 6.0.
Interview: Interviews will take place in collaboration with partner Health Boards.
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.
Applications must be made to both QMU and the NHS Board. Monitor the NHS Jobs website (https://jobs.scot.nhs.uk/) or contact the relevant manager at your Health Board for more information.
Opportunities to meet us
Fees and transitionary scholarships for postgraduate EU students in 21/22 and 22/23
As part of our management of the Brexit transition, for many of our courses, including this one, we have introduced an EU transitional scholarship for EU full-time postgraduate students commencing their studies on campus in academic years 2021/22 and 2022/23. This provides a 40% discount on international tuition fees. The scholarship is available to EU students for whom the international fee rate applies and covers the courses marked with a # in the Postgraduate Fees – Full-Time Study section of our Fees page. This transitional scholarship is not applicable to students from the Republic of Ireland, who will continue to be eligible for the home fee rate.
The delivery of this course is subject to the terms and conditions set out in our 2022/23 Entry - Terms and Conditions (Postgraduate).
Teaching staff is subject to change.
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