BSc Physiotherapy


Attendance
Full Time
Award
Degree of Bachelor of Science



UCAS Course Code
B160
A-Level typical
AAB See All Requirements
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Key facts

(National Student Survey, 2016)

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The School of Health Sciences offers a superb learning environment that enables students to fulfil their potential and ensures our graduates are fit for practice in the modern and ever-changing health and social care sector.

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Key facts

(Complete University Guide, 2106)

Article

UEA Physiotherapy Lecturer, Nicola Hancock is seeking to help stroke survivors by securing support from the Design Council to develop a device that could significantly enhance rehabilitation.

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“The tutors have a vast amount of knowledge, which they portray very well to us as students."

In their words

Adrian Payne, Physiotherapist Graduate

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Discover our NEAT suite, one of many of our facilities for health science students.

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Join the best course in the country for Physiotherapy. We are currently ranked Number 1 for Physiotherapy in the 2017 Complete University Guide. As well as being academically rigorous, our course will provide you in the practical skills and experience needed for an incredibly rewarding career. You will be committed to helping those affected by injury, illness or disability maintain physical independence as much as possible. This course is fully approved by the Health and Care Professions Council (HCPC).

Overview

By choosing to study the BSc Physiotherapy at UEA you are taking the necessary steps toward entering into an incredibly rewarding career. It is a vital caring profession which has at its heart a deep desire to improve the quality of people’s lives and help them maintain physical independence as much as possible.

Why choose Physiotherapy at UEA?

Our course recently achieved Top ranking in Physiotherapy with the Complete University Guide - making our programme the best in the UK.

You will receive strong academic training and be challenged every step of the way. We ensure that you experience early patient contact and we provide you with enquiry and problem based interrogative learning. The elective placement opportunities mean you can put into practice what you have learned in the environment of your choice.

This Physiotherapy Degree course is fully approved by and prepares you for registration with the Health and Care Professions Council (HCPC).

What skills will I need?

It is a highly competitive discipline. You will need to be dedicated, single-minded and have good communication skills. Motivation and patience are also essential, as many cases will require long-term treatment. You have the opportunity to apply your knowledge and experience, solving problems and putting into practice treatments for a whole range of physical problems.

Once qualified, you will have a huge range of exciting career choices. Physiotherapists are highly sought after and you can work in a diverse variety of environments such as hospitals, sports medicine, schools and the armed forces.

As part of our recruitment process, the values of the NHS Constitution will be explored at interview, with successful candidates demonstrating how these are reflected in their own beliefs.

Course Structure

This three year degree programme is carefully designed to teach students all of the essential theory, methodology and technique necessary to enter into a career as a physiotherapist. It is made up of compulsory modules and substantial learning placements.

Year 1
Your first year of study is made up of core theory and practice covering a range of topics, including Physiology, Anatomy and the values underpinning health and social care. You will also undertake a two week placement to introduce you to the workplace and a four week placement to establish theory practice links.

Year 2
The second year continues to develop your awareness and knowledge, as you explore wider areas of health practice, alongside biological, psycho-social and spiritual perspectives of health. Evidence based practice and research are covered in group work, whilst a further 14 week placement helps to continue to build your practice profile.

Year 3
Your final year of study has a strong emphasis on autonomy, including implementing theory and practice using creative media. You will also have the opportunity to complete a structured literature review with the individual guidance of a tutor supervisor. The second 14 week practice placement includes an eight week elective placement, with the opportunity to plan and undertake a placement of your choice.

Assessment

The programme offers an integrative approach to its assessment strategy, which is based mainly upon coursework. Course work assessment methods include essays, case reports, posters and practice educator assessment. The assessment strategy of each module is designed to reflect its particular teaching aims and outcomes, and to support the students’ progression through the course. Development of problem solving and analytical skills will be monitored throughout all of your modules, which encompasses both theoretical and practice based elements.

Course Modules

Students must study the following modules for 120 credits:

Name Code Credits

HUMAN SCIENCES 1

Human Sciences (HS) is a year-long module that is taken by occupational therapy and physiotherapy students together. It aims to provide the fundamental theoretical background to the clinical sciences necessary for practice. It explores the bio-psychosocial processes underpinning human function. The focus is on the 'normal' structure and function of the body, to which pathology can be then be applied. The learning addressed in this module will inform the Occupational Therapy and Physiotherapy Theory and Practice modules. The student needs to be able to integrate knowledge within the context of normal human function and begin to be able to translate this knowledge into the new context of dysfunction. The study of the living body will underpin learning in subsequent years and in other units. It will aim to facilitate future academic development and allow informed use of health and social care literature.

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MANDATORY TRAINING

This module is designed for occupational, physiotherapy and speech and language therapy students who are required to complete clinical practice hours as part of their degree. Mandatory training is a requirement of these programmes, stipulated by the commissioning body; Health Education East of England. It is important that students undertake a number of training sessions to ensure their own safety and that of service users, staff and anyone else they encounter. The learning objectives of this module are to: #Complete the necessary mandatory training to enable students to attend clinical placements in a variety of NHS and non-NHS settings; #Develop responsibility for own learning and documentation of mandatory training.

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PHYSIOTHERAPY PRACTICE 1

This module is specific to physiotherapy. The skill base of assessment, problem solving, clinical reasoning, electrotherapy, movement and manual therapy are developed through theory and practice. In this first year there is a bias towards musculoskeletal case studies. However, the transferable skills learnt can be applied to any movement disorder, forming a sound basis for years two and three. This module prepares students for the end of year physiotherapy clinical practice placement. Learning focuses on developing 1) an understanding of the scientific basis of human movement and 2) competence in a range of physiotherapy approaches, modalities and techniques aimed at assessing and restoring movement. The module employs a problem solving approach to develop clinical reasoning skills essential for future professional practice. Student learning will be supported by a variety of different methods including practical workshops, presentations, tutorials, problem solving seminars and cadaveric workshops. Materials and external website links for self-directed study are placed on the electronic website 'blackboard' in Physiotherapy Practice 1 to support student learning. The learning of practical skills will involve directed class room teaching and problem solving in practical workshops. Problem solving sessions, based on clinical case presentations facilitate the integration of material covered in this module and others into the clinical context.

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PLACEMENT EDUCATION 1

This module introduces the student to professional practice through Placement 1, a 2-week introductory experience which is undertaken in January, and Placement 2, a 4-week period of practice which occurs at the end of the second semester in June. The placement experience is undertaken in a variety of health and social settings, as appropriate, to develop the skills of working with patients under the supervision of an HCPC registered professional. Additionally, the school maintains contact with the student through faculty / virtual visits and support from their Personal Advisor. Both placements require an attendance of a minimum of 30 hours per week, 2 hours of which are designated for continuing professional development. Students are prepared for practice through a series of progressive sessions, including issues of professional conduct and professional development, which encourage integration of learning from other Year 1 modules. Placement 1 requires the student to self-assess their performance within criteria of safe practice, professionalism, clinical reasoning, interpersonal skills, client management, information management and personal and professional development. Placement 2 is assessed by the student's Placement Educator, using similar criteria. In addition, the module is assessed through selected evidence from the student's portfolio demonstrating their ability to use the tools of continuing professional development. #To prepare students to understand the elements of clinical governance which underpin safe practice. #To introduce the concepts of professional practice as outlined by the HCPC and by the RSC Professionalism Charter. #To lay the foundations of clinical reasoning using theoretical knowledge acquired to date. #To introduce basic generic and profession specific therapeutic skills within the practice placement environment. #To encourage effective communication skills within the workplace. #To introduce the policies and procedures within the practice placement environment, which underpin effective client care.

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PROFESSIONAL DEVELOPMENT

Professional Development (PD) is a year-long module that is taken by speech and language therapy, occupational therapy and physiotherapy students together. It aims to provide opportunities for interprofessional understanding and communication to develop between students, and also to encouraging each individual to become aware of their professional identity. This module introduces students to generic academic and professional skills and concepts required as health and social care professionals. The module is organised into three key themes - transferrable professional skills (including preparing students for success on the course), professional development, and professional practice in context (including, wider frameworks of health and social care). Reflective practice, use of portfolios and, other tools for continuing professional development will be introduced.

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Students must study the following modules for 120 credits:

Name Code Credits

HUMAN SCIENCES 2

The Human Sciences module in year two follows on from Human Sciences in year one with an exploration of the biopsychosocial processes governing human function and dysfunction. In inter-professional groups, this unit develops the students' knowledge and understanding of a wide range of health conditions including rheumatology, orthopaedics, neurological, cardiovascular and respiratory, and mental health conditions. With the focus on dysfunction of the human body, related issues such as management of the condition, recovery processes and promotion of healthy lifestyles are explored. Subjects studied in year one including anatomy, physiology, psychology and sociology are further integrated and consolidated within this unit. The learning addressed in this module will inform the Occupational Therapy and Physiotherapy Theory and Practice modules. The knowledge base which students gain within this unit inform the practical skills acquired alongside the concurrent uni-professional occupational therapy and physiotherapy units in year two.

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MANDATORY TRAINING 2

This module is designed for occupational, physiotherapy and speech and language therapy students who are required to complete clinical practice hours as part of their degree. Mandatory training is a requirement of these programmes, stipulated by the commissioning body; Health Education East of England. It is important that students undertake a number of training sessions to ensure their own safety and that of service users, staff and anyone else they encounter. The learning objectives of this module are to: #Complete the necessary mandatory training to enable students to attend clinical placements in a variety of NHS and non-NHS settings; #Develop responsibility for own learning and documentation of mandatory training.

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PHYSIOTHERAPY PRACTICE 2

This is a year long module that integrates theory and practice relating to the core areas of musculoskeletal, cardiovascular and respiratory, and neurological physiotherapy. The module draws upon the concurrent Human Science 2 module (5024Y) where clinical problems (and conditions) are explored through pathophysiology and dysfunction, and builds upon the physiotherapy skill base developed in year 1 study (4024Y). The module develops clinical reasoning skills alongside the theory and practice of physiotherapy interventions. This module provides second year BSc physiotherapy students the opportunity to build upon physiotherapy assessment skills and treatment interventions learned in their first year. Within the second year the student will continue to develop their physiotherapy knowledge and skills specific to the core areas of physiotherapy practice (musculoskeletal, cardiovascular and respiratory, and neurological physiotherapy) along with a public health thread. This will enable the student to devise justifiable client focussed physiotherapy strategies, in preparation for practice education to enable the student to integrate their academic and practice learning.

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PLACEMENT EDUCATION - YEAR 2

This module progresses the student's placement experience through Placement 3, a 6-week period of practice which occurs in semester one of Year 2 and Placement 4, an 8-week period of practice which occurs in semester two. The areas of practice undertaken will further develop the student's individual profiles of experience by exposing them to a range of health and social care settings, including acute hospitals, community work, day centres and social services. Within both placement settings, the student is given the opportunity to progressively build upon the theory practice links in addition to the core skills of their chosen profession. Students are prepared for practice through a series of progressive sessions, which include the transition from level 1 to level 2 learning, early preparations for securing an elective [final] placement and integration of learning from other Year 2 modules. In addition, students have dedicated plenary sessions, which provide an opportunity for sharing reflections on the previous placement. The module is assessed through progressive learning outcomes on each placement, including formal assessment of criteria relating to safe practice, professionalism, clinical reasoning, interpersonal skills, client management, information management and personal and professional development. In addition, the module is assessed though a written formative reflective account based on portfolio evidence and written summative reflective account based on portfolio evidence. #To ensure students continue to progress with safe and professional practice in accordance with clinical governance protocols. #To enable student to demonstrate an increasing profile of professional attributes as articulated by the HSC Professionalism Charter. #To apply and articulate clinical reasoning skills, underpinned by appropriate theoretical knowledge acquired to date within the practice placement setting. #To foster increasing competence in relation to carrying out the holistic assessment of clients and planned interventions. #To guide the continuing development of effective and responsive communication skills with clients, families and professionals as appropriate within a service environment. #To ensure students understand how to adhere to local policies and procedures within the practice placement environment in relation to relevant aspects of information management.

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Research Study Skills

This module focuses on the value of research to the systematic evaluation of practice. The research component will introduce qualitative and quantitative methodologies, using experiential activities to develop primary research and critical appraisal skills. Students will also begin to develop an appreciation of the skills of clinical audit. Professional development is also enhanced through further use of the reflective skills learned in Professional Development 1. The learning objectives of this module are to: #Appreciate the value and role of Evidence Based Practice (EBP) in clinical work #Develop the academic skills for literature searching and critical appraisal as needed for EBP #Develop an understanding of the differences between primary and secondary research #Developing knowledge of the different research methodologies used in quantitative and qualitative research #Develop knowledge and skills to evaluate own clinical practice , service evaluation and audit

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Students must study the following modules for 120 credits:

Name Code Credits

CONTEXT OF PRACTICE

In this module students will be prepared for current service issues which will impact on their future working lives. It will build on their knowledge of health policy gained on practice placements and in other parts of the course and will provide the opportunity to analyse evolving government initiatives, policies, issues of patient and public involvement, clinical governance, service improvement, fitness for practice and quality service provision when working in the NHS or in Social Services. This module will also address the wider context of practice by looking at the contribution other professionals, patients and carers make to health and social care delivery. This module is designed to focus on current issues and practices in health and social care service provision. The module is delivered over whole days of teaching and learning experiences each of which focus on a theme and all have a clear relationship to quality service provision. All workshops within the themed days use the service improvement tasks Introduction to quality and service improvement, Quality and the therapist ,Developing business cases, Management of change, Quality in services, Measuring quality, Service user involvement and Issues in practice

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PHYSIOTHERAPY PRACTICE 3

This module draws together the theory, practice from HSC-1PPY and HSC-2PPY, and prepares the student to become a confident and competent physiotherapist. The unit further develops the students understanding of the complexities of physiotherapy interventions; linking theory and practice alongside increasingly sophisticated clinical reasoning skills. The unit will encourage problem solving, clinical reasoning and evidence based decision making in practice. There will be the opportunity for working with occupational therapy students on HSC-3OPY during the shared themes. The optional nature of choosing their modules is also aimed to encourage students to take greater personal responsibility of their own learning and development since this will be required once they have left university. The principle of Physiotherapy Practice 3 is to facilitate enhanced student direction (particularly self-direction) in physiotherapy professional practice, building on the teaching provided in Years 1 and 2, and their reflections on their development when entering in the 3rd year. Through this, the module aims to encourage greater student responsibility for their learning through increased freedom to choose the topics they wish to develop in their third year. Accordingly, self-driven, life-long learning is promoted, in preparation for post-registration education. Semester 1 teaching is profession-specific. Semester 1 provides the students with the opportunity to work on mixed-picture complex cases where two physiotherapy areas (Cardiovascular and Neurology; Musculoskeletal and Paediatrics; Sports Injuries and Women's Health) are combined into fortnightly working packages. Students are then encouraged to problem solve these cases and develop assessment and management plans, evidence-based, through an enquiry-based learning pedagogy. This was the first year of adopting this strategy. Previously, students had a choice of 6 professional options, of which they enrol on 3. These include: paediatrics; sports; manual therapy; adult neurology; cardiorespiratory; and health promotion. This was changed as it was felt that students were not gaining parity and opportunity to work at an advanced level in all these sub-specialities. Furthermore, given the problem-solving approach which we instil in our students, the PBL approach to teaching and learning was felt as potentially beneficial to this final year BSc student group. These changes were discussed across the physiotherapy teaching team throughout 2013-2014 and support was provided for the adoption of this framework from myself to the teaching and admission team. Finally, by removing the optional element of this aspect of the teaching, there was reduced requirement and burden placed on allocating students within groups which had a beneficial effect on reducing administration burden (in principle). This year is the third year of incorporating e-poster presentations into Semester 1 sessions acting as a formative assessment for the final summative poster in May. These were originally incorporated to act as synoptic formative exercise to prepare students for the final 3PPY poster assignment which is the summative assessment for this module. All physiotherapy students had opportunity to gain this experience during the first semester. In Semester 2, there is a choice of 4 multi-professional programmes. These are shared with the occupational therapy students. These programmes include: long-term conditions and end of life; staying health and mental health; birth and acute episodes; and children and planned care. Students are taught issues of current clinical importance based on the Darzi work streams. Students have the choice of 3 of the 4 programmes during the second semester. We have continued with the previous two year's addition of four one-hour 'keynote' lectures which were timetable across the final 6 weeks of teaching. These covered topics as diverse as: spirituality; public health focusing on sustainability and the environment; health services research focusing on outcome measure development; and health care ethics.

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PLACEMENT EDUCATION - YEAR 3

This module facilitates the transition of the student towards a competent and autonomous practitioner. Placement 5 is of 6 weeks duration and occurs in semester one. Placement 6 (elective) is of 8 weeks duration, occurring in semester two and is chosen and organized by the student with opportunities to utilize their core skills and knowledge within a specialized area of practice in a national or international setting. The student continues to build upon their skills, knowledge and professional development with a focus on increasingly complex interventions. By the end of Placement 6, students will have accrued a broad profile of placement experience, working with a range of different client groups in different settings. Students are prepared for practice through a series of progressive sessions which include the transition from level 2 to level 3 learning with an emphasis on progression from student to newly qualified practitioner, ongoing preparations for the elective [final] placement and integration of learning from other year 3 modules. In addition, students have dedicated plenary sessions which provide an opportunity for sharing reflections on the previous placement. The module is assessed through increasingly progressive learning outcomes, including formal assessment within the criteria of safe practice, professionalism, clinical reasoning, interpersonal skills, client management, information management and personal and professional development. In addition, this module is assessed through a formative CPD Portfolio Profile Viva and a summative Professional Development viva voce presentation. #To enable students continue to develop as autonomous safe practitioners and learners within the practice placement setting. #To ensure that students are equipped with the knowledge, skills and attitudes underpinning appropriate professional practice. #To continue to provide students with placement-based opportunities, to hone their clinical reasoning skills to a level suitable for entry into qualified practice #To optimise students' client management skills in keeping with the expectations of relevant professional standards of proficiency, clinical guidelines and legislation. #To foster continued development of students' interpersonal skills within the practice placement setting. #To ensure that students have become effective managers of service-related information in line with pertinent policies and procedures.

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PROFESSIONAL DEVELOPMENT 3

This module completes the professional development theme which runs throughout the three years. It supports the student in completing their dissertation, started in Year 2, which assesses the skills of enquiry through a structured literature review. It also prepares students for practice through topics addressing the transition from student to practitioner. Students will be taught to identify and respond to changes in health and social care and be innovative and critical in using research evidence to support practice. They will also be prepared for change from student therapist to professional practitioners through lectures and individual and group reflections.

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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.

Further Reading

Entry Requirements

  • A Level AAB (Excl Gen Studies & Critical Thinking), must include Biology, Human Biology or P.E.
  • International Baccalaureate 33 points with HL 6 in three subjects including Biology
  • Scottish Highers AAABB which must include Biology, Human Biology or P.E.
  • Scottish Advanced Highers AAB which must include Biology, Human Biology or P.E.
  • Irish Leaving Certificate AAAABB which must include Biology, Human Biology or P.E.
  • Access Course Pass the Access to HE Diploma with Distinction in 36 credits at Level 3 and Merit in 9 credits at Level 3, to include 12 Biology/Human Biology credits
  • BTEC DDD Level 3 Extended Diploma (with a minimum of 6 units of Biology)
  • European Baccalaureate 80% (to include Biology 70% and Maths 60%)

Entry Requirement

All applicants should note that, due to competition for places on this course, exceeding, meeting (or being predicted to meet) the minimum academic entry requirements is not a guarantee of selection for interview.

Applications are firstly screened and scored based on the personal statement, reference and all qualifications already achieved as well as those currently being undertaken.

For School Leavers, the minimum entry requirements for university matriculation and the requirement of the professional body, are a minimum of five GCSEs at grade B or above which must include English language, mathematics and a science subject. A higher level of GCSEs can have an impact on our initial screening of your application.

Those studying the Access to Higher Education Course will also be required to have five GCSEs including English and Mathematics at Grade B or above. We do not accept GCSE equivalencies.

Applicants applying with a first degree will be required to have a honours classification at 2:1 or above. It is anticipated that these applicants will also have a minimum of five GCSEs Grade B or above as these will be scored. If the degree subject is not biology based, A level Biology at Grade B will be required.

All successful applicants will be required to complete a satisfactory enhanced police check, a satisfactory occupational health check and to provide a satisfactory second reference details of these requirements will be provided within the offer information.

This course is approved by the Health and Care Professions Council (HCPC). After successfully completing an accredited pre-registration programme such as ours, you must apply to register with the HCPC in order to work as a registered healthcare professional in the UK. This course equips you with the skills necessary to practice as a physiotherapist both internationally and in the UK. International students who complete the course will be eligible to apply to the HCPC.

Students for whom English is a Foreign language

We welcome applications from students from all academic backgrounds. We require evidence of proficiency in English (including writing, speaking, listening and reading):

  • IELTS (SELT): 7.0 overall (minimum 6.5 in any component)

INTO University of East Anglia

If you do not meet the academic and or English requirements for direct entry our partner, INTO University of East Anglia offers guaranteed progression on to this undergraduate degree upon successful completion of a preparation programme. Depending on your interests, and your qualifications you can take a variety of routes to this degree:

International Foundation in Pharmacy, Biomedicine and Health FS2

Interviews

Of the applicants who pass the initial screening stage, the strongest will be invited to an interview morning or afternoon and will be required to undertake a numeracy test and a short written literacy test. The results of these tests do not form part of the selection process but are a requirement of Health Education England and help the University to plan the level of numeracy support we provide to our cohorts. A sample test paper may be found here.

The interview lasts approximately 30 minutes and follows a multi mini interview format across four stations. When candidates enter the interview room, they will find a series of four 'stations' to circulate through spending approximately 5 minutes at each.  Interviews explore a range of issues, including the applicant's suitability for the profession and whether the applicant holds the NHS values as reflected in the NHS constitution. Please note that we do not disclose interview questions.

Those invited to interview will need to provide the original documents of their completed academic qualifications on the day. Information about placements will be given and candidates are expected to sign a declaration of understanding of which they will retain a copy.

If you are unable to attend the date provided for your interview, it may be possible to offer one alternative date, but this is not guaranteed. Declining the interview day or not attending an interview day may invalidate the opportunity for you to attend a further day.  Individual circumstances will be considered on a case by case basis. Medical evidence may be requested.

We are unable to provide applicants who are unsuccessful following interviews with specific feedback regarding individual interviewer scores at stations.

Special Entry Requirements

We prefer applicants to demonstrate evidence of recent formal academic study within 5 years of the start of the course.  This is to ensure they are equipped to succeed on this academically rigorous course. 

If you have not studied for an academic qualification within the last 5 years, and particularly where your previous study does meet our entry requirements, do contact our Admissions office (admissions@uea.ac.uk). 

We want to hear from you to assess whether your work, life or previous educational studies are suitable evidence for demonstrating your motivation, potential, knowledge and ability to study the course.  We want you to succeed and an application and offer will only be considered where we believe that an applicant has the potential to complete the course with a good final degree classification. The Admissions Office can also give you advice on further study, if required, that can help you make a future application to the course.

All applicants should note that, due to competition for places on this course, exceeding, meeting (or being predicted to meet) the minimum academic entry requirements is not a guarantee of selection for interview.

Intakes

One intake in September each year.

 

Fees and Funding

Health Education England (NHS)

This course is funded by Health Education England so eligible students will not pay tuition fees. In addition eligible students residing in the UK will normally receive a small non- means tested NHS Grant, currently £1,000 per annum. Please see the NHS Bursaries web site for further information www.gov.uk/nhs-bursaries/overview  

All applicants who accept an offer should apply to the NHS Business Services Authority for a means tested bursary, even if you believe you will not be awarded a bursary after income assessment, in order for the standard course tuition fees contribution to be paid directly to the University.

A means tested scheme is also available which operates alongside the NHS Student Bursary Scheme which can provide financial assistance towards Childcare Costs for students who use OFSTED inspected childcare facilities.

Guidance for offer holders applying for a September 2015/16 bursary and instructions on how to create and access a Bursary Online Support Account (BOSS), may be found at: www.nhsbsa.nhs.uk/Students/4002.aspx

Student Finance England

UK students can apply for a reduced rate non-means tested Maintenance Loan from Student Finance England.

Applicants should also apply to the Student Loans Company in advance of starting their course if they wish to ensure that they are later eligible to apply for a student loan.

Further information is available from: www.gov.uk/student-finance/who-qualifies

UEA

UEA offers a range of Scholarships for Home/EU students. To check if you are eligible please visit www.uea.ac.uk/study/undergraduate/finance/uea-funding-options

Students on NHS funded courses are not eligible for a University bursary.

Undergraduate University Fees and Financial Support: International Students

Tuition Fees

Please see our webpage for further information on the current amount of tuition fees payable for International Students.

Scholarships

We offer a range of Scholarships for International Students – please see our website for further information.

 

How to Apply

Applications need to be made via the Universities Colleges and Admissions Services (UCAS), using the UCAS Apply option.

UCAS Apply is a secure online application system that allows you to apply for full-time Undergraduate courses at universities and colleges in the United Kingdom. It is made up of different sections that you need to complete. Your application does not have to be completed all at once. The system allows you to leave a section partially completed so you can return to it later and add to or edit any information you have entered. Once your application is complete, it must be sent to UCAS so that they can process it and send it to your chosen universities and colleges.

The UCAS code name and number for the University of East Anglia is EANGL E14.

Further Information

If you would like to discuss your individual circumstances with the Admissions Office prior to applying please do contact us:

Undergraduate Admissions Office (Rehabilitation Sciences)
Tel: +44 (0)1603 591515
Email: admissions@uea.ac.uk

Please click here to register your details online via our Online Enquiry Form.

International candidates are also actively encouraged to access the University's International section of our website.

    Next Steps

    We already know that your university experience will be life-changing, wherever you decide to go. At UEA, we also want to make that experience brilliant, in every way. Explore these pages to see exactly how we do this…

    We can’t wait to hear from you. Just pop any questions about this course into the form below and our enquiries team will answer as soon as they can.

    Admissions enquiries:
    admissions@uea.ac.uk or
    telephone +44 (0)1603 591515

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