This course is designed specifically for health professionals interested in working with patients suffering from strokes, head injuries or other neurological conditions. This course has been developed with experienced clinicians, academics and world-leading researches to give you the best possible specialist grounding in this field. It has a broad multi-disciplinary approach to ensure that what you learn is most relevant to your own practice and career. About a third of people who have had a stroke are left with disabilities.
As a specialist you will be playing a key role in a team helping patients cope with both the short and long term effects of their illness. Your aim is to work towards getting them back to the best possible level of normal independent living. The facilities we offer are second-to-none and include our superb, new purpose-built StaRLab, which boasts the latest high-tech movement capture and TMS equipment. We teach in small groups, which encourages a close-knit student body and a supportive learning culture. Interprofessional learning is also key to our approach, where you will regularly meet with students from other courses to share ideas and information.
Mrs. Kathryn Mares
Renowned for its unique and distinctive interprofessional and interdisciplinary pre- and post- registration provision in the education and training of health professions, the School of Allied Health Professions delivers research-led and problem-based teaching that ensures graduates are fit for practice in the modern health and social care sector.
Students’ experiences and their learning environment are central to our learning and teaching strategy. Teaching is housed within award winning accommodation in the heart of the campus, and programmes have high staff: student ratios, with personal advisors providing individual professional, academic and pastoral support. Learning opportunities in practice are diverse and extends across health, social care and education environments. We are very proud of our innovative teaching methods and the passion and dedication of our staff will inspire you to be the best you can be.
Students have told us our courses are dynamic and fascinating. That’s because our approach is based on problem-solving, evidence-based learning. The courses include the following elements:
Interprofessional Learning – You will meet up with students from other health-related disciplines to exchange knowledge, practice and ideas.
Research – The teaching staff are continually involved in research, which means you will benefit from their knowledge of the very latest practices and techniques.
Supportive Culture – Teaching groups are small, which encourages a close-knit student body and a supportive learning culture. You will be assigned your own personal mentor and qualified professional who will be there every step of the way to guide you through the course.
The University of East Anglia is a fantastic place to study and has a unique atmosphere. You will love being here, learning and making lasting friendships. Studying in the School of Allied Health Professions will ensure you fulfil your full potential.
The purpose of this module is to provide students with a broad introduction to the methods used in Health Science Research. . The skills to be developed include being able to 1: recognise basic quantitative and qualitative research designs 2: recognise different data collection techniques 3: acquire a basic understanding of both statistical analysis and qualitative analysis; 4: critically appraise of the research literature.
Overview The learning outcomes for the course have been developed to enable the students to extend and integrate their knowledge and practical skills of leadership within the heath care sector to an advance level. The learning outcomes are mapped against the Leadership framework within the NHS Knowledge and Skills framework (October 2004) which is used by NHS staff to review and develop their career progression and the national Leadership Qualities Framework (LQF). Objectives • To provide education on leadership and management skills for health professionals who are involved in the care of patients during their rehabilitation phase. • To encourage interdisciplinary learning and provide a multidisciplinary educational programme. • To enable clinicians to critically analyse complex problems and issues within practice related to policy, planning and leadership. • To develop personal leadership skills including problem solving and the development of service improvement packages through evidence based practice. Learning outcomes At the end of the module the student will be able to; • Demonstrate the ability to critically evaluate and discuss complex leadership, management and organisational issues in healthcare relevant to their own organisation and the influence of these on quality and performance to employees, service users and stakeholders. • Critically appraise their leadership and management qualities and capability and develop these skills required for professional success within the healthcare sector. • Respond to changing situations using appropriate and effective personal leadership styles to manage risk, protect staff, service users and stakeholders. • Critically examine the underlying theories, concepts, nature and approaches to team work and apply knowledge of relevant team work skills to work situations. • Critically examine the meaning, nature and source of organisational development, culture, conflict and change. • Develop appropriate strategies for managing organisational conflict and change that improves quality in practice performance related to employees, service users and stakeholders. • Apply critical evaluation skills to assess risk associated with aspects of management and leadership related to change. • Develop, articulate and disseminate a service improvement plan of new and innovative methods and practices which improves quality of healthcare though evidence based practice.
This is a new module and aims to complete the cycle of care described in the National Stroke Strategy (2007). The module will be delivered over 5 full days and will consider the following topics: 1. Primary prevention 2. Secondary prevention -after first and second event 3. Health promotion 4. Health promotion in stroke, student led 5. Life after stroke On completion of the module the student will have gained: • An advanced understanding of public health and the place of disease and health within that context. • An advanced understanding of public health policy and a critical reflection of their role as professionals within the implementation of this policy in Stroke services. • Skills to evaluate the psychosocial factors that influence health and apply this critically to Stroke services. • An increased awareness of the theoretical and evidence base for health promotion practices, so that they can critically evaluate their own and current practice.
The purpose of this module is to illustrate the depth of skills and knowledge that have been developed through the MSc programme. The skills to be developed further include being able to 1: gain practical experience in conducting research in an area of self-chosen content or subject material 2: gain practical experience of presenting their research in a written format 3: apply their knowledge of qualitative and/or quantitative methodologies to their own area of self-chosen content or subject material All students will be encouraged to consider their dissertation work for publication either within the University or in refereed academic journals.
Objectives • To increase the knowledge and skills of practitioners working in stroke rehabilitation in order to stimulate the creation of new knowledge and/or reexamine old. • To enable practitioners to evaluate the current evidence base for the purpose of articulating a critical argument in defence of their clinical practice. Themes/topics This module will focus on stroke rehabilitation. The list of major topics to be covered includes • The context of rehabilitation and a revision of appropriate neuroanatomy and pathophysiology of stroke • Neuroimaging, Recovery mechanisms and medical management within rehabilitation • Movement control and movement dysfunction as a result of stroke • Cognition and perception, to include behaviour modification • Communication and user involvement This unit will be taught across 5 full days on a fortnightly basis with 1 day allowed for personal study. Blackboard will be used to support distance learners as a means of enabling communication between students and as a repository for learning materials and useful web links.
This module is designed for post registration clinicians who are seeking to develop their knowledge and clinical skills in the management of acute stroke. The module aims to build on the existing reputation of the Faculty of Health for interprofessional teaching and learning, promoting learning that will equip healthcare professionals for their roles in management of hyperacute and acute phase of stroke where multidisciplinary working and learning is key to success in good quality care.
Option A Study (20 credits)
Students will select 20 credits from the following modules:
The purpose of this module is to build on the coverage of qualitative methods and critical appraisal skills that were introduced and described in the Introduction to Research Methods module. The skills to be developed further include being able to 1: gain further knowledge of the conduct of qualitative studies 2: negotiate and acquire the practical skills needed in the planning and design, the data collection, the data analysis, and the data interpretation of a qualitative study.
The purpose of this module is to build on the coverage of quantitative methods and critical appraisal skills that were introduced and described in the Introduction to Research Methods module. The skills to be developed further include being able to 1: add depth to the basic knowledge already acquired in that module on measurement, survey instruments, trial design and statistics, 2: begin to acquire a basic understand of the concept of systematic reviews and meta analysis.
Disclaimer
Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules and regular (five-yearly) review of course programmes. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, there will normally be prior consultation of students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff or sabbatical leave. Where this is the case, the University will endeavour to inform students.
Entry Requirements
Degree Subject:
A health care profession
Degree Classification:
2.2 or equivalent
Alternative Qualifications:
The University will also consider applications from applicants with current registration as a health professional with an appropriate professional statutory regulatory body
Entry Requirement
Applicants should normally have a good first degree from a recognised higher education institution.
Students for whom English is a Foreign language
We welcome applications from students whose first language is not English or those whose degree was not taught in English. To ensure such students benefit fully from postgraduate study, we require evidence of proficiency in English. We also will require a certain standard to be achieved on the written element of the test. Our usual entry requirements are as follows:
IELTS: 7.0 (minimum 7.0 in all component)
TOEFL: Internet-based score of 98 (minimum 22 in all components and 23 in speaking)
PTE: 70 (minimum 70 in all components)
All scores must be less than two years old.
Fees and Funding
Fees for the academic year 2013/14 will be:
UK/EU Students: £6,800
International Students: £15,525
International applicants from outside the EU may need to pay a deposit.
For those applying under the SHA contract, contract prices will apply.
Applications for Postgraduate Taught programmes at the University of East Anglia should be made directly to the University.
