Course Overview

The Master of Health Sciences (Nursing Education) [formerly Nursing/Midwifery Education (Masters)] aims to provide students with the necessary knowledge and skills to become effective teachers/facilitators of student/client learning in both higher education and clinical settings. Theoretical and philosophical underpinnings of nursing practice; research methodology; practice development and conduct of research form the framework for reflection on practice and exploration of aspects of practice. Specialist modules address teaching methods, facilitating learning, assessment strategies and curriculum development.

The programme is part-time over two years and is delivered in a blended learning format. Blended learning is an innovative teaching strategy which involves a combination of face-to-face and on-line learning. This means that learning/teaching is delivered on-line through Blackboard, an interactive learning system which connects directly to the University from your home computer. Face-to-face learning/teaching takes the form of two or three workshops (depending on the module) each semester. Students will therefore attend for two or three days a semester, plus and Orientation Day prior to the commencement of the first year.

Applications and Selections

Applications are made online via The Postgraduate Applications Centre (PAC). Relevant PAC application code(s) above.

Who Teaches this Course

Requirements and Assessment

Modules are assessed using a combination of course-work and teaching assessments.

Key Facts

Entry Requirements

All applicants must meet the following entry requirements:

  • Have attained at least an upper Second Class Honours degree in Nursing/Midwifery or Nursing Studies at H2.1 or at H2.2 with appropriate experience or a Higher Diploma or Postgraduate Diploma in Nursing Studies with appropriate experience or satisfy the selection panel that they have the ability to complete the programme. 
  • Be a registered nurse on the General, Mental Health or Learning Disability Nurse divisions of the active register maintained by Nursing and Midwifery Board of Ireland.
  • Have practised as a nurse for three years post-registration.
  • Have negotiated a placement in a School/Department of Nursing Education establishment which will provide them with the opportunity to meet the practice requirements of this programme.

Additional Requirements

Duration

2 years, part-time

Next start date

September 2018

A Level Grades ()

Average intake

10 (minimum)

Closing Date

Please refer to the review/closing date website.

Next start date

September 2018

NFQ level

Mode of study

Blended learning

ECTS weighting

90

Award

CAO

PAC code

GYM08

Course Outline

Theoretical and philosophical underpinnings of nursing practice; research methodology and evidence based practice; practice development and conduct of research form the framework for reflection on practice and exploration of aspects of practice.

Specialist modules address teaching methods, facilitating learning, assessment strategies and curriculum development.

100 hours of teaching practice is completed over the two years and is an integral part of the programme.

Curriculum Information

Curriculum information relates to the current academic year (in most cases).
Course and module offerings and details may be subject to change.

Glossary of Terms

Credits
You must earn a defined number of credits (aka ECTS) to complete each year of your course. You do this by taking all of its required modules as well as the correct number of optional modules to obtain that year's total number of credits.
Module
An examinable portion of a subject or course, for which you attend lectures and/or tutorials and carry out assignments. E.g. Algebra and Calculus could be modules within the subject Mathematics. Each module has a unique module code eg. MA140.
Optional
A module you may choose to study.
Required
A module that you must study if you choose this course (or subject).
Semester
Most courses have 2 semesters (aka terms) per year.

Year 1 (40 Credits)

Required NU501: Concepts and Theories of Nursing/Midwifery


Semester 1 | Credits: 10

Assessments
  • Continuous Assessment (100%)
Teachers
The above information outlines module NU501: "Concepts and Theories of Nursing/Midwifery" and is valid from 2014 onwards.
Note: Module offerings and details may be subject to change.

Required NU625: Teaching Effectively


Semester 1 | Credits: 10

This module has been developed by the education team at the School of Nursing and Midwifery at NUI Galway. This is an interactive module. It aims to provide a theoretical and practical exposure at helping the learner to begin teaching. When we talk about teaching, this applies to teaching learners, patients/clients or their families. Topics to be explored include: theories of learning, writing a personal teaching philosophy, planning a teaching session and writing up a lesson plan, writing learning outcomes and learning about various teaching strategies. The module is organised as a series of stand-along workshops, including online resources, demonstrations, microteaching, practical sessions, discussion, and reflection. In particular, this module will use this knowledge to help learners to construct meaning and achieve the intended learning outcomes.
(Language of instruction: English)

Learning Outcomes
  1. Use the knowledge of learning theories to justify the teaching styles and strategies that may be adopted in different contexts/settings
  2. Articulate their philosophy of teaching/learning
  3. Design aims, learning outcomes and lesson plans for individual sessions
  4. Analyse the strengths and limitations of selected theories of learning as applied in education
  5. Identify teaching strategies that would prepare learners to be critical thinkers, reflective educators and problem solvers
  6. Analyse the implications of adopting a teaching/learning strategy that is congruent
  7. Structure, deliver and manage educational classes in the classroom in a way that fosters productive learning
  8. Apply experiential learning to teaching practice
  9. Recognise and respond appropriately to factors and situations that effect student motivation and learning
  10. Apply methods for adjusting lessons in response to student feedback and individual needs of students
  11. Describe and relate the features of reflective practice in teaching and learning
  12. Apply strategies for assessing one’s own teaching strengths and weaknesses
Assessments
  • Continuous Assessment (100%)
Teachers
The above information outlines module NU625: "Teaching Effectively" and is valid from 2015 onwards.
Note: Module offerings and details may be subject to change.

Required NU643: Teaching e-Portfolio


Semester 1 and Semester 2 | Credits: 10

The aim of the e-portfolio module is to provide documented evidence of the student’s teaching performance and development as an educator from a variety of sources and provide context for that evidence. The process of selecting and organising material for the portfolio can help one reflect on and improve one’s teaching. Portfolios can offer the students a look at their development over time, helping one see teaching as on on-going process of inquiry, experimentation, and reflection. The e-portfolio will also encourage students to develop as self-directed, lifelong learners and therefore promotes deep reflection on their teaching performance. 4 reflections (500-600 words) are required to meet the requirements of the module.
(Language of instruction: English)

Learning Outcomes
  1. Compile a Teaching e-Portfolio and document progress as an educator
  2. Demonstrate a broad range of best practice guidelines in line with the literature for small group teaching, large group teaching and clinical skills teaching.
  3. Demonstrate knowledge of a wide range of teaching strategies and approaches
  4. Demonstrate the ability to review and analyse relevant literature in relation to best practice in large group teaching, small group teaching and clinical focused teaching.
  5. Demonstrate the ability to reflect on learning and on goals as an educator.
  6. Demonstrate evidence of a wide range of reflective commentaries on teaching practice.
Assessments
  • Department-based Assessment (100%)
Teachers
Reading List
  1. "The teaching portfolio: Capturing the scholarship of teaching" by Edgerton, R., Hutchings, P., & Quinlan, K. (1991)
    Publisher: American Association for Higher Education.
  2. "Recasting the teaching portfolio" by Lang, J. & Bain, K
    Publisher: The Teaching Professor, 11(10), 1.
  3. "The Teaching Portfolio." by Seldin, P.
    Publisher: Anker Publishing, Inc.
  4. "Making sense of Portfolios - a Guide for Nursing Students." by Timmons, F
    Publisher: a Guide for Nursing Students.
The above information outlines module NU643: "Teaching e-Portfolio" and is valid from 2017 onwards.
Note: Module offerings and details may be subject to change.

Required NU332: Teaching Assessment I


Semester 2 | Credits: 0

Assessments
  • Continuous Assessment (100%)
Teachers
The above information outlines module NU332: "Teaching Assessment I" and is valid from 2014 onwards.
Note: Module offerings and details may be subject to change.

Required NU502: Advanced Research Methods


Semester 2 | Credits: 10

This module focuses on developing further students understanding of the theoretical foundations of research, research methodologies and methods of data collection. The module has two major goals. Firstly, to provide students with the required knowledge and skills to interpret and implement research findings in their practice and secondly, to prepare students to undertake a piece of research. Students will be given an opportunity to recap on methodological approaches to quantitative and qualitative research. A key skill in promoting students independence is preparing students to complete their own research project under the supervision of a supervisor. Therefore, this module has a specific focus on providing students with the knowledge and skills of “doing” research.
(Language of instruction: English)

Learning Outcomes
  1. Demonstrate that they have an understanding of what ‘evidence’ is and how to ssystematically search for evidence
  2. Discuss theoretical perspectives on research methodology
  3. Explain clearly the origins, underpinning philosophical assumptions, key characteristics, strengths and weaknesses of qualitative and quantitative research methodologies
  4. Articulate a research problem and formulate a research question or hypothesis as appropriate to guide the conduct of the study
  5. Justify the use of appropriate data collection, sampling, and data analysis methods for qualitative and quantitative research
  6. Create a plan with clear rationales for data collection, sampling, data analysis and rigour to be used when conducting a qualitative or quantitative study
Assessments
  • Continuous Assessment (100%)
Teachers
The above information outlines module NU502: "Advanced Research Methods" and is valid from 2017 onwards.
Note: Module offerings and details may be subject to change.

Year 2 (50 Credits)

Required NU597: Designing for Learning


Semester 1 | Credits: 10

The module provides an opportunity for learners to explore varies dimensions of assessment and prepare students to contribute effectively to curriculum development and design. Assessing learners’ learning is an important aspect of an educator’s role and an integral component of the teaching and learning process. Learners will be introduced to curriculum models and will have an opportunity to analyse the strengths and shortcomings of these models for teaching practice. Students are required to design a module (see assessment strategy below) which gives them an opportunity to test out their assessment and curriculum development skills in miniature.
(Language of instruction: English)

Learning Outcomes
  1. Discuss the philosophical perspective of assessment and select appropriate methods for the assessment of individual and group learning in the classroom and the clinical setting
  2. Demonstrate knowledge of the nature of curriculum theory, terminology, interpretations and ideologies.
  3. Develop knowledge of a selection of models for curriculum to design and plan programmes of nursing and midwifery education and explain the processes involved in developing a curriculum.
  4. Develop skills in writing curriculum aims and objectives, learning outcomes, assessment and evaluation methodologies
  5. Demonstrate a high level of competence in assessing learners learning in the classroom, written work, and clinical setting.
  6. Develop a module and be able to justify approach and selection of content
Assessments
  • Continuous Assessment (100%)
Teachers
The above information outlines module NU597: "Designing for Learning" and is valid from 2017 onwards.
Note: Module offerings and details may be subject to change.

Required NU543: Teaching Assessment II


Semester 2 | Credits: 0

Assessments
  • Continuous Assessment (100%)
Teachers
The above information outlines module NU543: "Teaching Assessment II" and is valid from 2014 onwards.
Note: Module offerings and details may be subject to change.

Required NU544: Teaching Assessment III


Semester 2 | Credits: 0

Assessments
  • Continuous Assessment (100%)
Teachers
The above information outlines module NU544: "Teaching Assessment III" and is valid from 2014 onwards.
Note: Module offerings and details may be subject to change.

Required NU515: Research Dissertation


Semester 2 | Credits: 30

Students will be required to undertake a piece of primary research on a topic of relevance to their specialism. Students will be assigned a research supervisor who will support them in undertaking this work
(Language of instruction: English)

Learning Outcomes
  1. Conduct a research project;
  2. Identify a researchable problem of significance to nursing or midwifery
  3. Identify the appropriate methodology to suit the research question and/or hypothesis
  4. Demonstrate knowledge of ethical requirements within the study
  5. Demonstrate the ability to review and analyse relevant literature
  6. Identify the most appropriate method for data collection to answer the research question
  7. Demonstrate the ability to draw a significant and meaningful conclusion from the data analysis
  8. Prepare a scholarly report, which will demonstrate accurate expression, analysis and synthesis of ideas
Assessments
  • Continuous Assessment (100%)
Teachers
The above information outlines module NU515: "Research Dissertation" and is valid from 2017 onwards.
Note: Module offerings and details may be subject to change.

Required NU644: Student-centred Teaching & Learning: Active Engagement Strategies


Semester 2 | Credits: 10

This module aims to broaden and build students’ repertoire of teaching strategies beyond traditional didactic approaches. Students will be introduced to the techniques and strategies of teaching groups and will have an opportunity to develop and practise their skills through role-play and simulations. Students will also explore the concept of “student engagement” and will examine how to: (1) incorporate active learning strategies into their classes and (2) use technologies to support teaching and promote student interest. Approaches to skills teaching in simulated and practice settings are also addressed.
(Language of instruction: English)

Learning Outcomes
  1. Plan and implement teaching strategies that actively engage students in their learning taking cognisance of the needs/stage of the learner, the content being taught and the teaching context
  2. • Practise using a range of small group teaching strategies
  3. • Critically examine the issues involved in ensuring that small groups function well and are conducive to learning for all of the students involved
  4. • Plan and implement teaching sessions using real and simulated patients
  5. • Select and use appropriate technologies to support learning and teaching in the classroom and other settings
  6. • Demonstrate creativity in appropriately using different active strategies to support teaching
Assessments
  • Continuous Assessment (100%)
Teachers
The above information outlines module NU644: "Student-centred Teaching & Learning: Active Engagement Strategies" and is valid from 2017 onwards.
Note: Module offerings and details may be subject to change.

Why Choose This Course?

Career Opportunities

Graduates have found employment in the health services and in education.

Who’s Suited to This Course

Learning Outcomes

 

Work Placement

Study Abroad

Related Student Organisations

Course Fees

Fees: EU

€4,500 p.a. 2018/19

Fees: Tuition

€4,276 p.a. 2018/19

Fees: Student levy

€224 p.a. 2018/19

Fees: Non EU

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