Browse courses

Find the perfect course for you.

Title Start date Price Location Course lead Credits Level Themes Overview Online course Funding routes Keywords
Contraception, Reproduction and Sexual Health (CRASH 1) 2020/05/19 19 May 2020 £400 Brooks building Danita Wilmott 10 6, 7 2, 12

The overall aim of this unit is to develop students’ knowledge and understanding of the principles underpinning sexual health work within the context of fertility control and health protection, health promotion and health education.

0 2, 1 nursing, crash1
Contraception, Reproduction and Sexual Health (CRASH 2) 2099/01/01 TBC £400 Brooks building Danita Wilmott 10 6, 7 2, 12

The overall aim of this unit is to develop the practitioner’s knowledge and understanding and application of the principles underpinning sexual health work within the context of fertility control and health protection.

0 1, 2 nursing, crash2
Non-medical Prescribing (V300) 2020/05/05 5 May 2020 Multiple start dates available £1,200 Brooks building Anna Kime 40 6, 7 2, 12, 4

The aim of this unit is to prepare suitably qualified nurses and AHPs to become safe and competent independent/supplementary prescribers (for NMC registrants and HCPC registered physiotherapists, podiatrists, paramedics and therapeutic radiographers) or supplementary prescribers (HCPC registered diagnostic radiographers and dietitians). It enables nurses to be recommended to the NMC for the V300 qualification, and AHPs to be recommended to the HCPC as an independent/supplementary prescriber (for physiotherapists, podiatrists, paramedics and therapeutic radiographers) or supplementary prescriber (for diagnostic radiographers and dietitians).

0 3, 2, 1 nursing, nmp
Safeguarding for Public Health Nurses 2099/01/01 TBC £400 Brooks building Ruth Thomas 10 6, 7 2, 12

This unit will facilitate students to critically explore the current legislative safeguarding framework, ethical and professional issues and develop a deep understanding of key safeguarding issues to prepare them for their professional role. 

0 2, 1 nursing
Principles of School Nursing 2099/01/01 TBC £400 Brooks building Ruth Thomas 10 6, 7 2, 12

The overall aim of this unit is to enable students to explore the underpinning knowledge of contemporary school nursing practice and gain knowledge into the role of the School Nurse in addressing the health needs of client groups

Students must be enrolled on the BSc (Hons) Specialist Community Public Health Nursing (SCPHN): School Nursing programme OR be a SCPHN: SN OR be a first level nurse working in school nursing.

0 2, 1 nursing
Contemporary Issues in School Nursing 2099/01/01 TBC £400 Brooks building Ruth Thomas 10 6, 7 2, 12 The overall aim of this unit is to enable students to explore how school nursing practice can be developed. There will be an emphasis on contemporary issues, effectiveness of interventions and working collaboratively with client groups and service providers. 0 2, 1 nursing
Emotional Health and Wellbeing 2099/01/01 TBC £400 Brooks building Ruth Thomas 10 6, 7 2 This unit will explore factors affecting the emotional health and well-being of school aged children in contemporary society. Appropriate interventions promoting emotional resilience will be analysed from the school nurse perspective. 0 2, 1 wellbeing, wellbeing
Child Development for Health Visiting 2099/01/01 TBC £400 Brooks building Karen Crees 10 6, 7 2 This unit will explore the psychosocial, emotional, physical and cognitive stages of child development and the associated health visitor role. 0 2, 1 nursing
Specialist Community Public Health Nursing: Additional Field of Practice 2099/01/01 TBC £800 Brooks building Karen Crees 20 6 2, 12

The overall aim of this unit is to enable SCPHN registrants to achieve the knowledge, skills and competencies to practise safely and effectively in an additional field of SCPHN practice in line with NMC (2006) guidance.

0 2, 1 nursing
Assessment and Intervention - Care Act 2099/01/01 TBC £1,000 Brooks building Sarah Pollock 30 7 7, 6

The overall aim of this unit is to provide a systematic and critical exploration of areas of practice that relate to the assessment and intervention in working with children, adults, families and communities. The focus is upon skill development underpinned by theoretical knowledge and application within and across a range of contexts and service user groups.

0 2, 1 social care, social work
Best Interests Assessor 2099/01/01 TBC £800 Brooks building Peter Cooling 30 7 7, 6

Updated on 7/2/2020: The Mental Capacity (Amendment) Act 2019 will replace the role of the Best Interest Assessor with that of an Approved Mental Capacity Professional (AMCP). We are still waiting the new Code of Practice and regulations for the new scheme. Therefore, we will continue to take expressions of interest pending further clarity about the implementation of the new scheme.

The aim of this unit is to provide the necessary legislative frameworks and accompanying principles required for practitioners to undertake the statutory role of Best Interest Assessor (BIA). 

The BIA is responsible for deciding whether a person is deprived of their liberty as defined by Article 5 of the ECtHRs, whether it is in their best interests and for how long an authorisation should last. 

In order for practitioners to be qualified as BIAs their respective Supervisory bodies will need to be satisfied that they are able to undertake assessments at the standard set in the Mental Capacity (Deprivation of Liberty: Standard Authorisations, Assessments and Ordinary Residence) Regulations 2008. Similarly, practitioners will need to demonstrate the six areas of capability as defined by the College of Social Workers.

0 2, 1 social care, social work
Leadership and Management (Care Act) 2099/01/01 TBC £1,000 Brooks building Caroline Leah 30 7 7, 6, 9

The overall aim of this unit is to provide a systematic and critical exploration of the knowledge base and skills associated with leadership and management within a range of practice based settings.


0 2, 1 social care, social work
Return to Practice Nursing 2020/05/01 1 May 2020 £1,200 Brooks building Linda Garbutt 30 6 12

This unit is designed to meet current NMC requirements for a Return to Practice Nursing programme (NMC 2016).

Employer led routes into RTP are available. Please see NHS Jobs for details. 


New opportunity

We are piloting a new way of undertaking the Return to Practice programme in partnership with a number of the Greater Manchester healthcare organisations. 

A limited number of Return to Practice student places are available at our local NHS Trusts in our Employer Led Model, where students can earn as they learn, being paid at a Band 3. 

During this time, students will have two weeks at the University, starting on the 11 May 2020, followed by a clinical placement where they will be supernumerary whilst undertaking their clinical assessment. 

On successful completion of both theoretical and practice assessment, students will regain their NMC pin. 

Applications will be necessary to both Manchester Met and the NHS. The posts will be advertised between 18 December – 2 February via NHS Jobs.


You may be eligible for a bursary

For students living in England who meet the entry criteria, the course is funded by Higher Education England (HEE) so you wont have to pay any fees. 

This also includes a non means-tested bursary. 

For any queries related to funding eligibility, please email Paul Gibson (Return to Practice Coordinator for HEE) at paul.gibson@hee.nhs.uk or call 0191 275 4796.


0 1, 5, 2 nursing
Evidence-Based Practice (EBP): Understanding, Critiquing and Applying EBP 2099/01/01 TBC £800 Brooks building Manju Luckson 20 6 2, 6, 10

The aim of this unit is to enable students to critique evidence-based practice and understand the relative merits and limitations of the different types of evidence, which inform practice. They should be able to locate and interpret primary source evidence and thereby be enabled to make informed judgements about applying evidence to practice.

0 2, 1 critical, data
Independent Study Project (10 Credit) 2020/03/26 26 March 2020 £400 Brooks building Sunita Morris 10 5, 6, 7 2, 10

This unit specific details and learning outcomes for this unit will be unique as it is designed to fit the learning requirements of the student. The student can use this unit to explore work-related issues and articulate the theoretical, evidential, background that supports practitioner developments.

This unit can be used for Accreditation of Prior Experiential Learning (APEL) purposes.

0 2, 1 data
Independent Study Project (20 Credit) 2020/03/26 26 March 2020 £800 Brooks building Sunita Morris 20 5, 6, 7 2, 10

This unit specific details and learning outcomes for this unit will be unique as it is designed to fit the learning requirements of the student. The student can use this unit to explore work-related issues and articulate the theoretical, evidential, background that supports practitioner developments.

This unit can be used for Recognition of Prior Learning (RPL).



0 2, 1 data
Leg Ulcer Management 2020/06/29 29 June 2020 £800 Brooks building Louise Bowden 20 6, 7 2, 12

This unit is designed to meet the needs of registered nurses and other relevant health care professionals working as practitioners in leg ulcer management. It will provide both theoretical knowledge and practical skills, and will encourage individuals to link theory to practice through reflection.

0 2, 1 nursing
District Nursing: Care Management, Interventions and Service Development 2099/01/01 TBC £800 Brooks building Louise Bowden 20 6, 7 2, 12

This unit focuses on the leadership role of the district nurse in relation to care provision and service development. 

It offers opportunities for students to examine the evidence base of district nursing interventions, pertinent to the management of care for patients with long-term/life limiting conditions, and to explore the role of the district nurse in service development/innovation. 

This unit is mandatory for students undertaking the BSc (Hons) Community Health - District Nursing pathway.

0 2, 1 nursing
Contemporary Issues for District Nurses 2099/01/01 TBC £800 Brooks building Louise Bowden 20 6, 7 2, 12

The overall aim of this unit is to enable students to develop the knowledge and skills required by district nurses to respond proactively to contemporary demands placed on their services. The unit locates district nursing work within the public health arena and examines health issues of particular relevance to district nurse’s main client groups. This unit is mandatory for students undertaking the BSc (Hons) Community Health - District Nursing pathway.

0 2, 1 nursing
Developing Leadership and Professional Practice 2099/01/01 TBC £800 Brooks building Karen Crees 20 6, 7 2, 6, 12, 6, 9, 9

The overall aims of this unit are to enable students to acquire the necessary knowledge and skills to lead and develop professional practice and to work flexibly and collaboratively within a health/social care environment.

0 2, 1 social care, social work
The Management and Care of the Child with a Cleft Lip and/or Palate 2099/01/01 TBC £800 Brooks building Joanna Dunn 20 6, 7 2

This unit is specifically designed for any practitioner working with children and families affected by a cleft lip and/or palate and the additional conditions that may or may not accompany this condition. 

It will enable practitioners to gain in-depth understanding into the aetiology, anatomy and physiology of cleft lip and/or palate, and explore the evidence base for treatment and management of these children. This unit will both enhance the clinical skills required to manage children and families affected by a cleft lip and/or palate, and give practitioners the opportunity to review service provision and development.


0 2, 1 nursing
Physical Activity and Health 2020/02/24 24 February 2020 £800 Brooks building Sandra Hartley 20 7 2, 2, 4

This module critically evaluates research on the influence of physical activity on health and wellbeing. It has an emphasis on diabetes, mental health, obesity and the older person and the benefits and issues that need to be considered when exercising these groups of clients. Time is spent critically evaluating models and theories of exercise adherence and explores factors effecting take up of physical activity.


0 2, 1 physiotherapy
Management of Chronic Musculoskeletal Pain 2020/02/25 25 February 2020 £800 Brooks building Jennifer Crampton 20 7 4

This unit incorporates an evaluation of pain mechanisms and their impact on the management of patients with chronic pain. It also includes a critical evaluation of the biopsychosocial model and the risk factors associated with the development of chronicity. 

The unit critically examines the evidence for the management of patients with chronic pain and considers the theoretical and physiological constructs which underpin current practice and its relevance. It also critically considers a range of outcome measures, investigating their reliability, validity, sensitivity and clinical utility.


0 2, 1 physiotherapy
Approaches to Neurological Rehabilitation 2020/04/29 29 April 2020 £800 Brooks building Ian Davidson 20 7 4

This unit considers rehabilitation interventions that can be utilised in management of people with neurological conditions. It critically examines the evidence for their efficacy and considers the theoretical and physiological constructs which underpin current practice and its relevance. It also critically considers a range of outcome measures, investigating their reliability, validity, sensitivity and clinical utility.


0 2, 1 physiotherapy
Biomechanical Analysis (Lower Limb) 2099/01/01 TBC £800 Brooks building Glenis Donaldson 20 7 4

This biomechanical assessment unit will equip clinicians with the necessary knowledge and skills to perform lower limb movement analysis (with an emphasis of clinical gait analysis). You will learn to collect document and interpret kinematic and kinetic data of patients with lower limb impairments.

0 2, 1 physiotherapy
Principles of Health Economics 2099/01/01 TBC £800 Brooks building Francis Fatoye 20 7 4, 4, 12

This unit is designed to enable practitioner/students to explore health economics and equip them with the basic principles of economics. The unit covers fundamental economic principles and their application to health care. These include the supply of and demand for health and health care, scarcity, choice and opportunity cost. It also examines, economic evaluation of health care systems and health care reforms, methods of economic evaluation in healthcare, and priorities setting using health economics. The unit will also examine economic analysis of healthcare technologies and valuation of health.


0 1, 2 physiotherapy
Research Methods 2099/01/01 TBC £800 Brooks building Peter Goodwin 20 7 4, 12

The purpose of this unit is to enable the student to utilise and undertake sound and clinically relevant research. It is designed to give students an enhanced knowledge of quantitative and qualitative research processes for professional, practice and personal development.


0 2, 1 physiotherapy
Maximising Sports Performance 2020/03/25 25 March 2020 £800 Manchester Institute of Health & Performance Nick Dobbin 20 7 4

This unit prepares sport medicine physicians, physiotherapists and osteopaths to work effectively alongside sport and exercise scientists and to develop an understanding of the scientific principles underlying the practice of sport and exercise medicine in order to maximise sports performance.


0 2, 1 sport, physiotherapy
Contemporary Issues in Practice 2099/01/01 TBC £840 Brooks building Dr Peter Goodwin 20 7 7, 6, 6

This is a unit in which content is negotiated with students to take account of their practice based contemporary issues. It includes tutor-led learning seminars, tutorials and self-directed study. Feedback will be given on an ongoing basis in tutorial sessions supporting the students to identify a contemporary professional issue, and source and critically analyse the current evidence base.   

Students will highlight an issue relating to a contemporary issue in health or social care practice. They will critically evaluate the impact of a contemporary issue in health or social care practice and will propse a solution to the issue in health or social care practice.

0 2, 1 social care, social work
Simulation and Technology Enhanced Learning: Learning Theory, Curriculum Design and Evaluation 2099/01/01 TBC £800 Brooks building Leah Greene 20 7 8, 7

Are you a health and social care practitioner with an interest in education and simulation?

Are you involved in the design, development and evaluation of simulation and technology enhanced learning?

Here at Manchester Metropolitan University, we have developed a programme of further study that supports continuing professional development (CPD) in simulation and technology enhanced learning which is ideal for individuals working in this field who want to expand their knowledge base.


0 2, 1 social work, social care
Simulation and Technology Enhanced Learning: Practical Application 2099/01/01 TBC £800 Brooks building Leah Greene 20 7 8, 4, 12

This unit will provide participants with the opportunity to demonstrate their knowledge and application of pedagogical principles underpinning the development of simulation scenarios, facilitation and debriefing for learning, teaching, assessment and research purposes. The unit will require students to practically demonstrate an evidence-based approach to scenario design, facilitation and debriefing.


0 2, 1 social work, social care, social care, social care
Foundation for Effective Leadership and Management within an Organisation 2099/01/01 TBC £800 Brooks building Smarak Mishra 20 7 4, 4, 12

This unit aims to develop self-awareness and skills in leadership and management in order to enhance personal and professional development in others. It will enable participants to explore key areas in managing people at work in order to enhance and refine effective working relationships. Participants will develop the analytical, reflective and planning skills required to facilitate effective leadership and management.


0 2, 1 physiotherapy, physiotherapy
Clinical Placement - Lower Quadrant 2099/01/01 TBC £693 Brooks building Jackie Hindle 10 7 4

The aim of the unit is to synthesise the theoretical and practical components of the students learning developed through the core manual therapy units. The student will work in a musculoskeletal setting to further consolidate and develop their university learning.


0 1, 2, 2 physiotherapy, lower quadrant
Clinical Placement - Upper Quadrant 2099/01/01 TBC £693 Brooks building Jackie Hindle 10 7 4

The aim of the unit is to synthesise the theoretical and practical components of the students learning developed through the core manual therapy units. The student will work in a musculoskeletal setting to further consolidate and develop their university learning.

0 2, 1 physiotherapy, upper quadrant
Principles of Clinical Management for Patients with Neuromusculoskeletal Dysfunction (Foundation Unit) 2099/01/01 TBC £800 Brooks building Ruth MacDonald 20 7 4

This unit is intended to develop both cognitive and psychomotor skills of the practitioner specialising in the assessment, diagnosis and treatment of neuromusculoskeletal dysfunction.

0 2, 1 management, neuromusculoskeletal
Advanced Musculoskeletal Practice 2020/04/30 30 April 2020 £800 Brooks building Kay Hurst 20 7 4, 12

This unit has been developed for experienced healthcare clinicians. The AMP unit will equip the MSK clinician with all the necessary knowledge and skills to work as an advanced practitioner. You will learn to assess, clinically reason, triage, treat and manage at an advanced level.


This unit can also be delivered as a non-credit bearing unit at £744. Simply apply in the same way below. 

0 2, 1 musculoskeletal, physiotherapy
Approaches to Manual Therapy - Lower Quadrant 2099/01/01 TBC £800 Brooks building Jackie Hindle 20 7 4

This unit provides students with practical, lecture and tutorial-based teaching aimed at developing the evidence-based assessment and treatment of patients with neuromusculoskeletal dysfunction of the lower quadrant. 

Experienced clinicians and academic staff deliver eight days of face-to-face teaching to students.

Directed self-study between teaching sessions is used to expand and consolidate student learning, and to prepare for unit assessment.

0 1, 2 lower quadrant, manual therapy, neuromusculoskeletal, physiotherapy
Approaches to Manual Therapy - Upper Quadrant 2020/03/06 6 March 2020 £800 Brooks building Ruth MacDonald 20 7 4, 2

This unit provides students with practical, lecture and tutorial-based teaching aimed at developing the evidence-based assessment and treatment of patients with neuromusculoskeletal dysfunction of the upper quadrant. 

Experienced clinicians and academic staff deliver eight days of face-to-face teaching to students. 

Directed self-study between teaching sessions is used to expand and consolidate student learning, and to prepare for unit assessment.

0 1, 2 upper quadrant, manual therapy, neuromusculoskeletal, physiotherapy
Assessment and Management of Neuromusculoskeletal Dysfunction in the Lower Quadrant 2099/01/01 TBC £800 Brooks building Jackie Hindle 20 7 4

This unit is intended to develop both cognitive and psychomotor skills of the practitioner specialising in the assessment, diagnosis and treatment of neuromusculoskeletal dysfunction.


This unit is one of the compulsory modules on the MACP route. 

0 1, 2 management, neuromusculoskeletal, lower quadrant
Assessment and Management of Neuromusculoskeletal Dysfunction in the Upper Quadrant 2020/03/06 6 March 2020 £800 Brooks building Ruth MacDonald 20 7 4

This unit is intended to develop both cognitive and psychomotor skills of the practitioner specialising in the assessment, diagnosis and treatment of neuromusculoskeletal dysfunction.


This unit is one of the compulsory modules on the MACP route.

0 1, 2 management, neuromusculoskeletal, upper quadrant
Evidence-Based Assessment in Complex Communication Needs 2099/01/01 TBC £840 Brooks building Janice Murray 20 7 3

This unit offers experienced speech and language therapists (SALT) the opportunity to reflect on their assessment practices within the field of AAC. AAC is an intervention and therefore spans many client groups across developmental and acquired domains. This unit has relevance to any SALT with a caseload that includes complex communication need where aided communication techniques may be relevant (e.g. the aphasias, dysarthrias, specific language impairment, learning difficulties).

This unit complements the Evidence Based Intervention in Complex Communication Needs but may be taken as a stand-alone unit.

0 2, 1 communication
Rehabilitation in Sport 2099/01/01 TBC £800 Brooks building Sally Hartley 20 7 4

This unit will explore the theoretical aspects of rehabilitation in sport with particular emphasis on the role of the physiotherapist. It will include assessment and rehabilitation of the athlete including children, and the psychological implications of injury in sport. Students will be supported to enhance their knowledge and skills to critically appraise the current available literature and to independently consider its relevance in relation to sports rehabilitation.


0 1, 2 sport, sport
Soft Tissue Manipulation 2099/01/01 TBC £800 Brooks building Cari Thorpe 20 7 4

This unit is intended to develop practical and theoretical skills to manage soft tissue injury. 

Course Content:

  • Principles of soft tissue therapy
  • Functional anatomy and biomechanics
  • Subjective and objective patient examination
  • Treatment modalities to support soft tissue repair
  • Massage and soft tissue manipulation to prevent and manage injury

0 1, 2 soft tissue
Healthcare Interventions in Response to Problem Substance Use 2099/01/01 TBC £944 Brooks building Lucy Webb 20 7 2, 12

This unit aims to guide the student to explore and examine the current evidence and rationale-governing evidence based interventions for problem substance misuse in relation to health and/or social care. 

The unit will discuss and critique justifications for the adoption of approaches to tackling substance use and examine practice and policy in the context of health and social care values. 

The student will have the opportunity to investigate the application of policy and strategy approaches in a chosen field of care.


0 2, 1 healthcare
Evidence-Based Approach to Acute Stroke Management 2099/01/01 TBC £800 Brooks building Neil Wilson 20 7 12, 4

This unit will cover core concepts of the acute stroke journey. Utilising case based learning, the unit will facilitate qualified health care professionals to critically evaluate the current policy, guidelines and literature that underpins stroke assessment and management within the acute phase. 

This unit will help qualified health care professionals from a range of disciplines to gain an in-depth understanding of the causes, nature, assessment and identification of stroke, including: investigations, emergency treatment, common stroke mimics, scoring systems, stroke thrombolysis and intra-arterial and surgical interventions. 

The unit will also cover post stroke care including early mobilisation, positioning, nutrition, mood, medication, monitoring and end of life care. Participants attending this unit must be registered health care professionals who have worked within stroke services for a minimum of one year.

This unit is commissioned and developed in partnership with the NHS Strategic Clinical Network.


0 2, 1, 3 stroke
Multi-professional Approaches to Stroke Rehabilitation 2020/03/05 5 March 2020 £800 Brooks building Deborah O'Connor 20 7 12, 2, 4

This unit critically reviews the rehabilitation pathway and multi-professional management of stroke patients across all sectors. 

There will be a focus on critically evaluating the evidence behind rehabilitative strategies in order to recognise the challenges faced by stroke survivors as they aim to achieve their full potential for recovery.

This unit is commissioned and developed in partnership with the NHS Greater Manchester and Eastern Cheshire and supported by the Operational Delivery Network.

0 2, 1, 3 stroke, healthcare
Musculoskeletal Medicine - Upper Quadrant 2099/01/01 TBC £800 Brooks building Diane Reid 20 7 4

This course in musculoskeletal medicine is designed to develop the cognitive, psychomotor and clinical reasoning skills essential to the advancement of the clinician specialising in the diagnosis and treatment of musculoskeletal lesions in musculoskeletal medicine, particularly in primary care.

0 1, 2 musculoskeletal
Musculoskeletal Medicine - Lower Quadrant 2020/04/30 30 April 2020 £800 Brooks building Diane Reid 20 7 4

This course in musculoskeletal medicine is designed to develop the cognitive, psychomotor and clinical reasoning skills essential to the advancement of the clinician specialising in the diagnosis  and treatment of musculoskeletal lesions in musculoskeletal medicine, particularly in primary care.

0 1, 2 musculoskeletal
Sports Team Physician 2020/04/28 28 April 2020 £944 Brooks building Cari Thorpe 20 7 2, 4

This unit prepares sports medicine physicians, physiotherapists and osteopaths to work effectively within a multidisciplinary team, to maximise athlete performance and to prevent and optimally manage sports related injuries and illnesses.

0 1, 2 sport, physiotherapy, Exercise
Emergency Care in Sport 2099/01/01 TBC £800 Brooks building Cari Thorpe 20 7 4, 2

This unit prepares healthcare professionals involved in sport to effectively manage an injured player in a sporting context.


0 1, 2 emergency, sport, physiotherapy
Principles of Health Visiting 2099/01/01 TBC £400 Brooks building Karen Crees 10 6, 7 2, 12

The overall aim of this unit is to enable students to explore the main principles underpinning contemporary health visiting practice and gain knowledge into the role of the Health Visitor in addressing the health needs of client groups.

0 2, 1 nursing
Rehabilitation of Older People 2020/04/28 28 April 2020 £800 Brooks building Sandra Hartley 20 7 4, 12

The unit intends to synthesise and evaluate the different approaches of patient-centred holistic care for older people with reference to the multi-professional approach. It will critically examine the theoretical, physiological, psychological, and social constructs that underpin this practice. It will also incorporates the evaluation of care including care outcomes. For perspective, the unit considers active and healthy ageing and factors that contribute to quality of life in old age. Frailty and end of life care, including palliative care will also be contemplated.

0 2, 1 physiotherapy
Multi-professional Support for Learning and Assessment in Practice (MSLAP) - Academic Credits Only 2099/01/01 TBC £200 Brooks building Rachel Marchbank-Smith 20 6, 7 6, 7

This unit enables students who have previously attended a non-credit bearing mentor preparation course to gain academic credits for their study. There is no taught content for this unit, but students will be provided with academic support from a personal tutor or a group workshop. In order to access this unit students must have completed a workbook or portfolio demonstrating their competence in mentoring.


0 2, 1 social care, healthcare
Assessed and Supported Year in Employment 2020/04/30 30 April 2020 £750 Brooks building Cathie Jasper 20 7 7, 6

The academic lead for this unit is Cathie Jasper. This masters level unit will address issues of professional practice for social workers at the beginning of their career, aligned with the PCF/ASYE level capabilities. The aim of the unit is to critically analyse and demonstrate an understanding of professional development as a newly qualified social worker.

The unit will provide underpinning knowledge and learning to be delivered alongside employer ASYE programmes and will contribute to students’ understanding and achievement of PCF/ASYE level descriptors and continuing requirements of professional registration.



0 2, 1 social care, social work
Fundamental Nutrition 2099/01/01 TBC £709 Brooks building Rebecca Gregg 15 7 11

This unit provides students with core knowledge of dietary sources of energy, nutrients and bioactive constituents of food, nutrient deficiencies and excesses in the human diet. It also considers the impact on the development of disease across the lifespan. 

Students will develop comprehensive understanding of nutrients and non-nutrient bioactive compounds. Dietary recommendations and analysis programmes will be discussed in relation to the improvement of population health and the nutritional adequacy of a variety of diets. 

0 1, 2 Nutrition, Food
Sports and Exercise Nutrition 2099/01/01 TBC £709 Brooks building Ozcan Esen 15 7 11, 1

Students will consider: 

  • The fundamental and proposed relationships between macro-nutrient manipulation and sport and exercise performance.
  • Periodisation of nutritional strategies in accordance with short- and long-term goals of individuals.
  • The effect of ergogenic aids on performance, discussing aspects of safety, legality and effectiveness of these substances in sport and exercise performance. 
  • The interrelationship between sports performance, health and the practical application of recommended strategies will be evaluated when making nutritional recommendations for athletes.

0 1, 2 Nutrition, Sport, Exercise, healthcare
Advanced Care of the Mental Health Patient 2020/05/05 5 May 2020 £800 Brooks building Eula Miller 20 7

This unit focuses on the care of individuals, living with mental health issues. This is of critical importance to advanced clinical practice given the developing context of integrated health and social care working environments. 


 In this unit, students will have the opportunity to interrogate the complexities of working in contemporary health and social care settings. They will explore the evidence that informs effective mental health care and interventions needed when working with patients in the integrated and/or interdisciplinary care context. They will critically reflect upon the intricate interpersonal and inter-professional relationships demanded by integrated care. 


Alongside this, students will explore the values that underpin quality and excellence in service delivery. 

0 1, 2 healthcare, social care, social work
Advanced Care of the Frail and Older Adult 2020/05/07 7 May 2020 £800 Brooks building Kay Hurst 20 7 12, 4

This unit focuses on the recognition and care of the frail and older adult in various settings. This unit will suitably prepare the clinical practitioner to recognise a frail patient, assess, clinically reason and manage them appropriately in various clinical settings. 


Students will explore the wider context, underpinning evidence in this field and the barriers and solutions to managing frailty collaboratively across primary and secondary care. This is of critical importance to advanced clinical practice given the developing context of integrated health and social care working environments.

0 1, 2 healthcare, nursing, wellbeing
Musculoskeletal Medicine - Injection Therapy 2099/01/01 TBC £800 Brooks building Diane Reid 20 7 2, 4

This module in injection skills is designed to develop cognitive and psychomotor skills essential to the advancement of the clinician specialising in injection treatments for musculoskeletal lesions. The module aims to develop the knowledge of the clinician in the theory, application and practice of injection treatments in musculoskeletal disorders. It further aims to enhance constant critical reasoning and evaluation in the application of injection skills. 

0 1, 2 healthcare, physiotherapy
Advanced Diagnostics and Management of the Acutely Ill Patient 2020/09/01 1 September 2020 £800 Brooks building Jeremy Finch 20 7 1, 4

To equip clinical practitioners with advanced knowledge and skills to provide safe and effective, high quality care to the acutely ill deteriorating patient. The expert clinical assessment and diagnostic skills gained will be underpinned by a high quality evidence base to inform all decision-making and interventions.

0 1 healthcare, nursing
Advanced Diagnostics and Management of the Acutely Ill Patient (non-credit bearing) 2020/09/01 1 September 2020 £600 Brooks building Jeremy Finch 0 7 4, 2

To equip advanced clinical practitioners with advanced knowledge and skills to provide safe and effective, high quality care to the acutely ill deteriorating patient. The expert clinical assessment and diagnostic skills gained will be underpinned by a high quality evidence base to inform all decision-making and interventions.

0 1, 2 healthcare, nursing
Advanced Care of the Mental Health Patient (non-credit bearing) 2020/05/05 5 May 2020 £600 Brooks building Eula Miller 0 7

This unit focuses on the care of individuals, living with mental health issues. This is of critical importance to advanced clinical practice given the developing context of integrated health and social care working environments. 


In this unit, students will have the opportunity to interrogate the complexities of working in contemporary health and social care settings. They will explore the evidence that informs effective mental health care and interventions needed when working with patients in the integrated and/or interdisciplinary care context. They will critically reflect upon the intricate interpersonal and inter-professional relationships demanded by integrated care. 


Alongside this, students will explore the values that underpin quality and excellence in service delivery. 

0 1, 2 nursing, healthcare, social care, social work
Advanced Care of the Frail and Older Adult (non-credit bearing) 2020/05/07 7 May 2020 £600 Brooks building Kay Hurst 0 7 4, 12

This unit focuses on the recognition and care of the frail and older adult in various settings. This unit will suitably prepare the  clinical practitioner to recognise a frail patient, assess, clinically reason and manage them appropriately in various clinical settings. 

Students will explore the wider context, underpinning evidence in this field and the barriers and solutions to managing frailty collaboratively across primary and secondary care. This is of critical importance to advanced clinical practice given the developing context of integrated health and social care working environments.

0 1, 2 healthcare, nursing, wellbeing
General Clinical Biochemistry 2099/01/01 TBC £1,028 Brooks building Lisa Couthwaite 20 7 16

In this unit you will cover essential concepts relevant to the practice of modern clinical biochemistry, enabling development of a systematic understanding and critical awareness of current practice. A systems approach is taken to study the biochemical disorders of the major human organs. You will be expected to demonstrate a comprehensive understanding of general clinical biochemistry and originality in the application of knowledge to clinical problem solving.

0 3, 2, 1 medicine
Specialist Clinical Biochemistry 2099/01/01 TBC £1,028 Brooks building Lisa Couthwaite 20 7 16

This unit will provide students with the opportunity to study specialist clinical biochemistry at Masters Level. The topics cover essential concepts relevant to the practice of modern clinical biochemistry, enabling students to develop a systematic understanding and critical awareness of current clinical biochemistry practice. On completion of this unit, students will be able to demonstrate a comprehensive understanding of general clinical biochemistry and originality in the application of knowledge to clinical problem solving.

0 3, 2 medicine
Diagnostic Clinical Biochemistry 2099/01/01 TBC £514 Brooks building Lisa Couthwaite 10 7

This unit provides students with the opportunity to evaluate an area of methodology and develop an understanding of the importance of considering relevant evidence before making any changes. Most of this evidence will come from scientific papers and reports but may also come from other sources e.g. statements about NHS priorities. 

This review should consider the practice context i.e. the types of disorders and cases encountered, resource considerations e.g. the need for specialized equipment and staffing levels, workload staff expertise and the range of methodology available to investigate a particular analyte in clinical biochemistry. On completion of this unit, students will demonstrate an understanding and critical approach in selection of appropriate methods for measurement of an analyte used for diagnostic purposes.

1 3, 2 medicine
Human Infectious Diseases 2099/01/01 TBC £1,028 Brooks building Lisa Couthwaite 20 7

In this unit you will study the host parasite interaction, healthcare associated infections and pathogenesis of infectious disease. You will be expected to demonstrate an appreciation of the essential concepts of medical microbiology and an awareness of current strategies and methods for laboratory diagnosis of microbiological disorders. Regular use is made of journal articles to develop, through discussion, the ability to analyse and critically evaluate published information.

0 1, 3, 2 medicine
Management & Control of Infectious Diseases 2099/01/01 TBC £1,028 Brooks building Lisa Couthwaite 20 7

This unit provides the opportunity for study of management and control of human infectious diseases in depth. The topics cover essential concepts whilst critically appraising current published knowledge in each topic area. Regular use is made of journal articles to develop, through discussion, the ability to analyse and evaluate published information. On completing this unit, students will have gained confidence in evaluating new knowledge and strategies for characterising disease and will be better equipped to assess the relevance of new methods to current biomedical practice.

0 3, 2 medicine
Clinical Haematology 2099/01/01 TBC £514 Brooks building Lisa Couthwaite 10 7 16

In this unit you will study the normal role of red cells, white cells and platelets in haematological processes and the changes in these roles in disease states. Regular use is made of journal articles to develop, through discussion, the ability to analyse and critically evaluate published information. On completing this unit, students will have gained confidence in evaluating new knowledge and strategies for characterising disease and will be better equipped to judge the relevance of new methods to current haematological practice.


0 2, 3, 1 medicine
Diagnostic Medical Microbiology 2099/01/01 TBC £514 Brooks building Lisa Couthwaite 10 7

This unit provides the opportunity for study of Medical Microbiology Diagnostics. The unit will involve evaluation of an area of methodology and/or consideration of making changes needs to be based on relevant evidence. Most of this evidence will come from scientific papers and reports but may also come from other reports e.g. statements about NHS priorities. This review should consider the practice context i.e. the types of disorders/cases encountered, resource considerations e.g. the need for specialized equipment and staffing levels/workload and staff expertise and the range of methodology available to investigate a particular disease/disorder in Medical Microbiology. On completion of this unit, students will demonstrate an understanding and critical approach in selection of appropriate methods used for diagnostic purposes.

1 3, 2 medicine
Pathological Basis of Disease and Systematic Investigation of Pathological Specimens 2099/01/01 TBC £1,028 Brooks building Lisa Couthwaite 20 7 16

In this unit you will develop knowledge and understanding of the pathological basis of disease and the use of histopathology and cytopathology to detect and diagnose disease as part of the clinical investigation of patients. You will gain experience of interpreting results from patient investigations. This unit is also part of histopathology specialist training and may be delivered as a combined unit or as separate units with appropriate clinical context.

0 3, 2, 1 medicine
Clinical Aspects of Transfusion Medicine (Transfusion 1) 2099/01/01 TBC £514 Brooks building Lisa Couthwaite 10 7 16

In this unit you will study blood groups and disease, blood group biochemistry, transfusion science methods used in the laboratory and legislation affecting the management of transfusion laboratories. On completion of this unit, it is expected you will be better equipped to analyse, evaluate and adapt methods in transfusion science practice, research and development. Regular use is made of journal articles to develop, through discussion, the ability to analyse and critically evaluate published information.


0 3, 2, 1 medicine
Histopathology 2099/01/01 TBC £1,542 Brooks building Lisa Couthwaite 30 7 16

This module will provide the trainee with the knowledge and understanding of the cellular structure and function of the major organs and cell pathological aberrations in a range of clinical disorders and malignant diseases. They will understand how to apply cellular and biochemical techniques to the diagnosis of a range of common clinical disorders. They will gain experience of interpreting results of selected situations, including autopsy, from patient investigations.

0 3, 2, 1 medicine
Haemostasis 2020/03/09 9 March 2020 £514 Brooks building Lisa Coulthwaite 10 7 16

This unit provides the opportunity for study of acquired and genetic haemostatic disorders in depth. This unit looks at inherited and acquired bleeding and thrombotic disorders, their diagnosis and management. The topics cover essential concepts whilst critically appraising current published knowledge in each topic area.  Regular use is made of journal articles to develop, through discussion, the ability to analyse and evaluate published information.  On completing this unit, students will have gained confidence in evaluating new knowledge and strategies for characterising disease and will be better equipped to judge the relevance of new methods to current biomedical practice.


0 3, 2, 1 medicine
Haematological Malignancies 2099/01/01 TBC £514 Brooks building Lisa Couthwaite 10 7 16

This unit provides the opportunity for study of abnormal haematological processes in depth. This unit looks at the pathophysiology, clinical presentation and management of patients with haematological malignancies and focuses on up-to-date treatments and diagnostic strategies. The topics cover essential concepts whilst critically appraising current published knowledge in each topic area. Regular use is made of journal articles to develop, through discussion, the ability to analyse and evaluate published information. On completing this unit, students will have gained confidence in evaluating new knowledge and strategies for characterising disease and will be better equipped to assess the relevance of new methods to current biomedical practice.

0 3, 2, 1 medicine
Immunological Aspects of Transfusion Medicine (Transfusion 2) 2099/01/01 TBC £514 Brooks building Lisa Couthwaite 10 7 16

This unit provides the opportunity for study of transfusion and transplantation science in depth. It examines the immunological aspects of blood and other cell transfusions, the possible adverse reactions that can occur during and after transfusion and the steps taken to prevent these reactions. Students will cover essential concepts whilst critically appraising current published knowledge in each topic area. Regular use is made of journal articles to develop, through discussion, the ability to analyse and evaluate published information. On completing this unit, students will have gained confidence in evaluating new knowledge and strategies for characterising disease and will be better equipped to assess the relevance of new methods to current transfusion practice.


0 3, 2, 1 medicine
Advanced Biological Aspects of Disease 2099/01/01 TBC £1,542 Brooks building Lisa Couthwaite 30 7 16

This unit covers aspects of immunology, cancer biology, reproductive health, infectious diseases and medical genetics. You will have the opportunity to expand your knowledge of the pathology and aetiology of these areas by investigating the philosophical concepts of biological systems in states of dysfunction. On completion of the unit you will be expected to demonstrate an appreciation of the interrelations of the pathological sciences and how, for example, a genetic predisposition can increase an individuals risk of susceptibility to a specific cancer or immune disorder.

0 3, 2 medicine
Disorder Case Study 2099/01/01 TBC £514 Brooks building Lisa Couthwaite 10 7 16

In time, healthcare scientists accumulate knowledge about a large range of disorders. Often, especially in the early days of experience, the acquisition of this knowledge is fragmented. This unit provides you with the opportunity to make a systematic, comprehensive study of a disorder. In addition to advancing your knowledge about the individual disorder, you will be expected to develop an independent critical approach to investigating, analysing and evaluating laboratory and clinical aspects of a disease/disorder and producing a case study report.


1 3, 2, 1 medicine
Research Methods and Ethics in Biomedical Science 2099/01/01 TBC £1,542 Brooks building Lisa Couthwaite 30 7 16

This unit enables you to develop advanced skills in research methods and work towards an independent research project proposal. The unit delivery features a blended learning approach with both taught and web-based directed study. You will be expected to review and apply statistical analyses relevant to your area of practice and apply knowledge and awareness of the roles of evidence-based and ethical frameworks for the experimental design, systematic review and dissemination of scientific research. 


0 3, 2, 1 medicine
Recent Advances in Biomedical Research 2099/01/01 TBC £514 Brooks building Lisa Couthwaite 10 7 16

This unit offers the opportunity for self-directed independent study on a particular area of topical interest in biomedical research. A broad range of topics will be available, reflecting the diverse current research interests of the academics within the School. You will work independently with guidance from an academic supervisor.

1 3, 2, 1 medicine
Dysphagia: Evidence-based Practice in Assessment 2099/01/01 TBC £800 Brooks building John Lancaster 20 7

This blended learning unit offers speech and language therapists (SLT), nurses and other interested health professionals the opportunity to consider the evidence base behind the assessment of dysphagia (difficulties eating, drinking and swallowing) relevant to a variety of acquired and developmental conditions. Professionals will be able to reflect on their assessment practices within the field of dysphagia. On this academic unit, you will have the opportunity to explore topics including current assessment approaches, ethical issues, nutrition and hydration.

At Manchester Met, our academic team has clinical and research experience in the field of dysphagia. In 2015, they completed a study for Health Education North West on developing dysphagia competencies in the speech and language therapy profession.

You can take this unit as a standalone course or as part of our PG Cert: Dysphagia.


0 3, 2, 1 healthcare
Dysphagia: Evidence-based Practice in Management and Intervention 2099/01/01 TBC £800 Brooks building John Lancaster 20 7

This blended learning unit offers speech and language therapists (SLT), nurses and other interested health professionals the opportunity to consider the evidence base behind the management of dysphagia (difficulties eating, drinking and swallowing) relevant to a variety of acquired and developmental conditions. Professionals will be able to reflect on their management practices within the field of dysphagia. On this academic unit, you will have the opportunity to explore topics including current management approaches, non-oral feeding and nutritional management, mental capacity assessment in relation to dysphagia, psycho-social impacts.

At Manchester Met, our academic team has clinical and research experience in the field of dysphagia. In 2015, they completed a study for Health Education North West on developing dysphagia competencies in the speech and language therapy profession.

You can take this unit as a standalone course or as part of our PG Cert: Dysphagia.

0 3, 1, 2 healthcare
Approaches to Manual Therapy (Foundation) 2099/01/01 TBC £800 Brooks building Ruth MacDonald 20 7 4, 2

This unit provides students with practical, lecture and tutorial-based teaching aimed at developing the evidence-based assessment and treatment of patients with neuromusculoskeletal dysfunction.

Experienced clinicians and academic staff deliver eight days of face-to-face teaching to students. 

Directed self-study between teaching sessions is used to expand and consolidate student learning, and to prepare for unit assessment.

0 1, 2 physiotherapy, neuromusculoskeletal
Radiology in Musculoskeletal Practice 2099/01/01 TBC £800 Brooks building Smarak Mishra 20 7 4, 2

This unit prepares sports medicine physicians, physiotherapists and osteopaths to work effectively within a multidisciplinary team and develop an understanding of the use and limitations of the range of imaging techniques utilised in the assessment of patients and injured athletes.

0 1, 2 physiotherapy, musculoskeletal
Assessment and Intervention - Skills For Practice (Children and Families) 2099/01/01 TBC £1,000 Brooks building Margaret Struthers 30 7 7

The overall aim of this unit is to provide a systematic and critical exploration of areas of practice that relate to the assessment and intervention in working with children, adults, families and communities. The focus is upon skill development underpinned by theoretical knowledge and application within and across a range of contexts and service user groups. The unit will focus upon models of assessment and intervention and focus upon defined skill areas relating to defined areas of practice. 

0 1, 2 assessment, intervention, change, complexity, risk, resistance, professional practice
STEL in Healthcare: Practical Application 2020/04/16 16 April 2020 £800 Brooks building Leah Greene 20 7 7

This unit is designed for clinicians, healthcare workers, clinical educators, managers and lecturers in academia involved in, or considering the provision of simulation-based education (SBE) and/or technology enhanced learning (TEL) within a number of contexts.

0 1, 2 healthcare, social care
Physical Examination Skills 2021/01/01 1 January 2021 £800 Brooks building Anna Kime 20 6 or 7 1

The unit will equip learners with the necessary skills and knowledge to take a clinical history, perform a clinical examination of the main body systems and arrive at a clinically reasoned differential diagnosis using a red flag approach. Interactive lectures will be followed by participation in practical demonstrations designed to enhance clinical skill development by all learners. Learners will also be required to participate in structured work-based learning to consolidate clinical skills. All learners will require a suitably qualified mentor in practice.

0 1, 3 healthcare, assessment
Assessing Learning in Clinical Practice 2099/01/01 TBC £800 Brooks building Rachel Marchbank-Smith 20 7

The overall aim of this unit is to enable practitioners to explore the main issues arising from assessing learners in healthcare practice settings.

0 1, 2 nursing
Developing and Building Resilience 2020/04/21 21 April 2020 £250 Brooks building Triece Turnbull 5

This one-day course focuses on developing and building your resilience. Everybody at some time in their lives suffers from adversity, but it is how we bounce back that matters! In doing this course we will explore your current resilience and look at circumstances where this can be challenged. We will look at patterns of resilience, behaviour, emotions, expectations and provide practical problem-solving techniques that can help build not only your resilience, but also those around you.

0 1 psychology, business
Business Networking 2020/05/13 13 May 2020 £250 Brooks building Triece Turnbull 5

This one-day course focuses on developing and building your networking skills. Everyone can communicate but when it comes to business people can often feel challenged and overwhelmed when promoting themselves and their business. This course will give you the skills to overcome some of these challenges and allow your business networking skills to come to life so you can be an effective networker so your business can flourish

0 1 psychology, business
Effective Communication Skills 2020/05/26 26 May 2020 £250 Brooks building Triece Turnbull 5

This one-day course focuses on not just communication, but how effective communication can be purposeful for yourself and others around you. The skills you develop from this course will help in everyday life, at work and in your personal time. This course is interactive and as well as being fun, it will include exercises, discussion and how effective communication can be used in practice. 

0 1 psychology, business
Management Skills 2020/05/27 27 May 2020 £250 Brooks building Triece Turnbull 5

This one-day course focuses on developing your management skills. We all lead busy lives and aid to be as effective in our work as possible. However, have you ever asked yourself how good you are at time management; managing your performance; managing other people, and how you deal with conflict management? These are just some of the areas we will focus on as part of this popular and rewarding course.

0 1 psychology, business
Leadership and Personal Impact 2020/05/06 6 May 2020 £250 Brooks building Triece Turnbull 5

This one-day course will develop your leadership skills and understand the personal impact that you have on others. In doing this course you will understand your true quality leadership skills and how you can transfer these skills onto other. This will not only help in motivating yourself but also transform your company. 

0 1 psychology, business
Coaching and Mentoring 2020/05/20 20 May 2020 £250 Brooks building Triece Turnbull 5

This one-day course is designed to help you improve and build upon your coaching and mentoring skills. People tend to think that coaching and mentoring skills involve solving problems and giving solutions to people when in essence, it is quite the opposite. Therefore, this course will help you develop your skills so you can best help people find the answers to problems themselves. This is a dynamic course which will help achieve the following.

0 1 psychology, business
Presentation Skills Training 2020/06/03 3 June 2020 £250 Brooks building Triece Turnbull 5

This one-day course focuses on your presentation skills. It is not about whether you are able to assert yourself but how to teach you to be more confident when being asked to speak and present yourself to an audience. Regardless of the size of audience, this course will give you the skills and confidence to go out there and be the best you can be.

0 1 psychology, business
Motivational Interviewing 2020/04/28 28 April 2020 £250 Brooks building Triece Turnbull 5

This one-day course focuses on providing an introductory course towards Motivational Interviewing (MI). In doing this course you will have improved communication skills when supporting clients in behaviour change, including sexual health, drugs and alcohol us. You will also gain a greater understanding of MI and explore strategies of change talk and active change. 

0 1 psychology, business
Counselling Skills for Teachers 2099/01/01 TBC £250 Brooks building Julia Robinson 5

This one-day course focuses on developing introductory counselling skills for teachers working in an education setting. The course introduces some of the specific skills and knowledge needed to develop and sustain healthy relationships between, pupils, staff and parents in schools in order to enhance a whole-school approach to well-being. We will introduce some key counselling theories to support what is a predominantly practical course, aiming to equip attendees with an understanding of how to maintain psychotherapeutically-informed dialogues.

0 1 psychology
Introduction to Applying Schema Therapy for Complex Problems 2020/05/18 18 May 2020 £250 Brooks building Nora Andriopoula 5

This one-day course focuses on developing introductory schema therapy skills for professionals working with challenging behaviour in different settings such as support and mental health workers working with clients with personality difficulties or teachers in Pupil Referral Units. We will introduce some key schema therapy theory to support the practical and experiential element of the course. The aim of the course is to help attendees to conceptualise complex problems through the lens of schema therapy and equip them with the fundamental skills necessary to better support individuals who experience complex problems.

0 1 psychology
Core CBT Skills for Health and Mental Healthcare Professionals 2020/06/24 24 June 2020 £250 Brooks building Nora Andriopoula 5

This one-day course focuses on developing core CBT skills for health (e.g. nurses, GPs, pharmacists) and mental health (e.g. mental health nurses, support workers, social workers, occupational therapists) professionals. The course introduces the theory behind the cognitive behavioural model and common mental health difficulties such as anxiety and depression, but focuses predominantly in the practice of CBT skills. The aim of the course is to provide attendees with an understanding of the model and of how it conceptualises mental ill health and equip them with essential CBT skills.

0 1 psychology
Self-Care, Emotional Fatigue and Vicarious Trauma: How can Professionals Adopt Self-care to Avoid Emotional Burnout? 2020/06/11 11 June 2020 £250 Brooks building Daniela Di Basillio 5

This one-day course will focus on the concepts of emotional fatigue and vicarious trauma, that may represent challenging aspects for professionals exposed to traumatic experiences in their daily practice. The course will introduce these concepts and offer insights regarding the most frequent signs of emotional fatigue in professionals. Moreover, it will provide information on how to develop self-care skills that professionals can use to build resilience against vicarious trauma and the risk of emotional burnout connected to their profession. The workshop will entail a theoretical part and practical activities, so that the attendees will be able to use and develop the skills and techniques discussed during the first part of the workshop. 

0 1 psychology
CBT Approaches for Dealing with Anxiety Issues in Children and Adolescents: A workshop for Teaching Professionals 2020/05/07 7 May 2020 £250 Brooks building Daniela Di Basillio 5

This one-day course will offer an overview of the main cognitive, behavioural and emotional expressions of anxiety in children and adolescents. The attendees will learn how to recognise signs of anxiety in their pupils and how to plan productive conversations with their family members around anxiety issues and needs for support. We will also talk about CBT-derived exercises and techniques that have been proven to be efficient in reducing anxiety in young people. The attendees will be able to use these exercise and techniques in the second part of the workshop, that will aim at ‘putting into practice’ the skills discussed during the first part of the day. 

0 1 psychology
Psychosocial Underpinnings of Communication in Palliative Care 2099/01/01 TBC £250 Brooks building Joe Keenan 5

This one-day course focuses on the psychosocial underpinnings of communication in palliative care. We shall consider some of the psychological theory that underpins holistic communication during palliative care. We will consider ways to tackle barriers of stigma when discussing end of life preferences. 

0 1 psychology
Supporting Self-identity and Exploring Psychosocial Needs of Children and Adolescents Living with Long-term Illnesses 2099/01/01 TBC £200 Brooks building Melissa Pilkington 5

This half-day course uses a range of interactive and creative approaches to encourage children and adolescents living with a long-term illness to speak openly about the psychosocial challenges they are facing. The course places a strong emphasis on understanding and communicating our own sense of identity. Individuals within the group will then share their creative representations of their psychosocial needs with their peers.

0 1 psychology
Inclusive Relationships and Sex Education - LGBT and RSE 2020/06/17 17 June 2020 £250 Brooks building Triece Turnbull 5

This one-day course focuses on what is required following the recommendations to the Children’s and Social Work Bill (2017) in relation to the changes of Sex and Relationship Education (SRE) to Relationships and Sex Education (RSE). This course will in addition incorporate how to discuss Lesbian, Gay, Bisexual and Transgender (LGBT) relationships into the teaching, education and support you provide in your professional capacity. Do not be one of those teachers or healthcare professionals who can’t answer young people’s questions regarding sexuality, and then become embarrassed because of it. This course will take away the fear and give you an overall understanding of how to communicate sensitive topics so you are equipped for anything that gets asked in your professional capacity as an educator and support lead.

0 1 psychology
Relationships and Sex Education Policy Development within Primary and Secondary Schools 2020/06/16 16 June 2020 £250 Brooks building Triece Turnbull 5

This one-day course focuses upon what should be included in Relationship Education (RE) for primary schools and Relationship and Sex Education (RSE) policies within secondary schools. Based on the Children’s and Social Work Bill (2017) ALL schools are required to deliver effective sex education by September 2019. This compulsory teaching also requires that each school has an RE and RSE policy that reflects their teaching and ethos within the school. The new Government guidance requires that all schools have an RE and RSE policy that is available to parents, teachers and inspection of Ofsted. How prepared are you? To ease the fears this course will cover what a good policy should include and support will be provided when developing your RE and RSE policy.

0 1 psychology
Effective Teaching of Relationship Education in Primary Schools 2020/06/09 9 June 2020 £250 Brooks building Triece Turnbull 5

This one-day course provides what effective Relationships Education (RE) should be provided in Primary Schools. Since the changes to the Children’s and Social Work Bill (2017) Primary Schools are required to cover: Families and people who care for me; Caring relationships; Respectful relationships; Online relationships, and Being safe. As well as these topic areas being covered, Primary Schools need to ensure children are also confident and able to communicate concerns of abuse. However, Primary School teachers sometimes find these topics difficult to discuss at a level young children understand. This course therefore aims to address these issues and ensure teachers have a robust scheme of work and a Relationship Education policy in place that reflects their teaching, and when sharing this policy with parents and the wider community.

0 1 psychology
Effective Teaching of Relationship and Sex Education in Secondary Schools 2020/06/10 10 June 2020 £250 Brooks building Triece Turnbull 5

This one-day course provides what effective Relationships and Sex Education (RSE) should entail within Secondary Schools. The Children’s and Social Work Bill (2017) brought about many changes to the previous Sex and Relationship Education (SRE). However, as of September 2019 statutory RSE needs to be covering to not only the core topics as before but also content that include, online and media content (including safety and harm) and inclusive LGBT for all. As a school teacher or health care professional, are you ready for these challenges and the open conversations? If not this course is ideally suited for you in that it will include all aspects that need to be taught and which should be part of your RSE policy.

0 1 psychology
Dementia Awareness and Understanding 2099/01/01 TBC £250 Brooks building Carol Opdebeeck 5

This one-day course focuses on developing awareness and understanding of dementia. There are currently approximately 850,000 people with dementia living in the UK. This course will help attendees to develop an understanding of dementia, the most common types and their different symptoms and courses. The course will also focus on raising awareness of dementia; what it can mean for people living with the condition with an emphasis on how we speak about dementia and interact with people with dementia. 

0 1 psychology