Autumn 2025

This module will build on learning from the Year 2 and Year 3 field-specific modules. However, there will be a much stronger focus on nurses leading and coordinating care across integrated health and care systems, including between community and in-hospital services and also physical and mental health services. Students will revisit health and social care policy and, in particular, the shift towards delivering care outside of hospitals. The module will explore the growth of integrated health and care services and the variety of models that have evolved both locally and across the UK. Students will examine contemporary and future potential directions of policy change in order to pre-empt the impact on service users, carers, the health and care workforce and the economy. Students will compare and contrast past, current and future ways of working. The module will analyse the service user journey through integrated services to highlight their strengths and weakness and to explore the service user journey. Approaches to monitoring and evaluating the quality of people’s experience of complex care will be included. A variety of service user examples will be utilised - across the lifespan and within different fields of nursing. The module will focus on people with complex needs and/or multiple co-morbidities, including end of life care, but whilst still retaining the principle of supporting people to maintain optimal independence. Students will also investigate how to facilitate access to healthcare for vulnerable people, such as those with a learning disability and the homeless. The module will also explore the development and use of technology to facilitate collaborative, remote and mobile patient-centred integrated care. Finally, students will explore effective interagency working to facilitate safe discharge and transition of people between caseloads, settings and services. Students will hear stories from service users and carers about their experiences of complex care management and from clinicians working within integrated services.

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SPTN206

The research project involves students learning about a specific topic within the fields of ecology, evolution or behaviour by conducting a substantial research project on this topic. This project can be field, laboratory or computer based, or involve an original synthesis and analysis of existing data sets. The module requires students to gain a deeper understanding of their chosen project topic and combine these with the skills learnt on the Research Methods in Biology module to plan and produce an original piece of research. The research project is central to the Master by Research programme and so this module accounts for 160 credits (out of a programme total of 180). Students develop and conduct their research project across the entire year of the programme with the support of primary and secondary academic supervisors. Students will have usually been in touch with their primary supervisor to identify a project topic as part of the programme application process. The primary supervisor's role is to assist the student in (i) refining the specific hypotheses and predictions they will test, (ii) developing their data collection and analysis methods and (iii) completing the module assessments by providing oral and written formative feedback on drafts. Students should meet supervisors on a regular basis (at mutually arranged times, estimated 33 hours in total) and agree on dates for the completion of stages in the project's development and the completion of assessment drafts. Secondary supervisors will be assigned to students at the start of the programme. These secondary supervisors will have expertise in the broad topic of the student's research project. They will act as a second point of contact for students, providing additional independent support and advice, as well as cover should the primary supervisor be unavailable (e.g. on leave or away at a conference). During the Autumn term students will attend sessions covering research and transferrable skills (e.g. grant writing, giving oral presentations and ethics, health & safety). These sessions, combined with the Research Methods in Biology module taken this term, further support students in their research project development. Students give a work-in progress presentation and submit a comprehensive research proposal outlining their project plans during the late stages of project development. The timing of data collection will be project specific but usually will be completed by the end of May. The project is written up in two parts: (i) a scientific research paper presented in the appropriate style for submission to a named peer-reviewed journal, (ii) a press release summarising the project and its findings for a popular science audience. Where necessary, e.g. students with marks on the boundary of two degree classes, a viva voce examination may be conducted.

This module encompasses the skills, knowledge and professional behaviours needed to deliver safe, effective, compassionate and evidence-based person-centred care, in order to meet the Standards of Proficiency for Nursing Associates (2018).

Students will be prepared for clinical placements through the taught content which will include simulation. They will undertake learning in the Clinical Simulation Centre to practice and develop their clinical skills. They will have the opportunity to integrate theory with practice and to practice their clinical skills within the varied clinical environments in the Clinical Simulation Centre prior to attending clinical placement.

Students will undertake a series of external supernumerary clinical placements that will address the NMC requirements with regards to experiencing the full range of care environments, fields of practice and hours to be achieved. Clinical placements will include in-hospital settings, diagnostic and outpatient services, as well as community services, primary care and social care.

This module encompasses the skills, knowledge and professional behaviours needed to deliver safe, effective, compassionate and evidence-based person-centred care, in order to meet the Standards of Proficiency for Nursing Associates (2018). Students will be prepared for clinical placements through the taught content which will include simulation. They will undertake learning in the Clinical Simulation Centre to practice and develop their clinical skills. They will have the opportunity to integrate theory with practice and to practice their clinical skills within the varied clinical environments in the Clinical Simulation Centre prior to attending clinical placement. Students will undertake a series of external supernumerary clinical placements that will address the NMC and Article 31(3) of Directive 2005/36/EC requirements with regards to experiencing the full range of care environments, fields of practice and hours to be achieved External placements will include in-hospital settings, diagnostic and outpatient services, as well as community services, primary care and social care.

Within the module students will explore the principles of effective leadership, management, group and organisational dynamics and culture as relevant for the nursing associate role and apply these to team working and decision-making. Students will be supported to reflect on their role as a leader within a variety of health and social care teams. They will reflect on their ability to lead and manage their own workload and responsibilities including time management, prioritisation and delegation. The roles, responsibilities and scope of practice of key members of the nursing and interdisciplinary team will be explored, including how to make best use of the contributions of others involved in providing care. Students will apply the principles of human factors and environmental factors approaches when working in teams. Students will explore how to utilise constructive feedback and examine their own leadership potential and ability to guide, support and motivate individuals and interact confidently within the interdisciplinary team. They will consider how to challenge and provide constructive feedback about care delivered by others in the team and explore their emerging role as a supervisor of students in the delivery of nursing care, promoting reflection and providing constructive feedback.

This module will help students build on their knowledge of evidence-based practice in healthcare from their Part 1 modules and their critical thinking skills. The relevance and application of evidence-based practice in varied health and social care environments/services will be discussed. Students will be introduced to a range of methodologies when considering how the safety and quality of care is enhanced using evidence-based practice. The module will build on their literature searching skills and provide a more thorough and robust approach to search strategies. Students will use critical thinking, evidence-based practice frameworks and hierarchies of evidence to support their analysis of the quality and reliability of published research when reviewing evidence and literature. Students will also be introduced to change management theory and consider its application within the process of enhancing the quality of care by implementing evidence-based practice and service improvement. Students will be supported to develop their digital skills in undertaking literature searches and their literacy skills, such as constructing a coherent argument.

This module will introduce students to the challenges of providing safe and effective person-centred care for individuals with acute disorders and those experiencing either acute exacerbation or deterioration of a long-term conditions. The module will address the concept of acute deterioration in physical and mental health across the lifespan. Students will be introduced to the generic principles of clinical decision making and critical analysis to support their needs assessment and planning for person-centred care. Students will revisit core anatomy, physiology, pathophysiology and pharmacology, assessment skills and prioritisation for person-centred care. The module will be underpinned by the nursing process however the main framework when conducting assessment and management of physical health deterioration will be the ABCDE approach (airway, breathing, circulation, disability, exposure). Students will also be prepared for assessing and managing people experiencing an acute mental health crisis. Students will examine specific communication skills for conducting an appropriate interview and gaining a clear history. Risk assessment frameworks will be used to assess risk of harm to self and others.

This module will build on what students have learnt in Part 1 and develop their understanding of ongoing needs resulting from long-term conditions, multiple co-morbidities and complex needs. Looking across the lifespan, common long-term conditions will be investigated such as mental health conditions, diabetes, stroke, dementia, cancer, heart failure, respiratory disease and neurological conditions. Students will revisit assessment skills and care planning, with emphasis on working in partnership to plan person centred care underpinned with evidence-based guidelines. The planning of care will look at maintenance as well as addressing acute exacerbations, both in and out of hospital. The impact of health and social care policy on the shift of focus to prevention and care delivery outside the hospital will be explored. This will include considering integrated health and care services and the service user’s journey.

This module encompasses the skills, knowledge and professional behaviours needed to deliver safe, effective, compassionate and evidence-based person-centred care, in order to meet the Standards of Proficiency for Nursing Associates (2018).

Students will be prepared for clinical placements through the taught content which will include simulation. They will undertake learning in the Clinical Simulation Centre to practice and develop their clinical skills. They will have the opportunity to integrate theory with practice and to practice their clinical skills within the varied clinical environments in the Clinical Simulation Centre prior to attending clinical placement.

Students will undertake a series of external supernumerary clinical placements that will address the NMC requirements with regards to experiencing the full range of care environments, fields of practice and hours to be achieved. Clinical placements will include in-hospital settings, diagnostic and outpatient services, as well as community services, primary care and social care.

This module is designed to enable students to develop the professional behaviours and academic skills required for lifelong learning and a career in healthcare. Students will start developing critical thinking skills to enable them to find, read and understand relevant information as well as be introduced to the concept of evidence-based practice. This module will prepare students to learn in and from practice. Students will examine the professional role of the nursing associate and how this is underpinned by both The Code (NMC, 2018) and Compassion in Practice Strategy 6C’s (NHS England, 2012). Key legal and ethical principles which guide the nursing associate’s role as an accountable professional whilst delivering person-centred care will be explored. Alongside this will be addressed the need for nursing associates to be able to communicate effectively, with sensitivity and compassion, and to manage relationships with people to ensure the provision of quality personcentred care. Students will develop a range of communication skills and strategies to effectively meet the needs of people across the lifespan, that demonstrates cultural awareness and when people may have special communication needs or a disability.

This module encompasses the skills, knowledge and professional behaviours needed to deliver safe, effective, compassionate and evidence-based person-centred care, in order to meet the Standards of Proficiency for Nursing Associates (2018). Students will be prepared for clinical placements through the taught content which will include simulation. They will undertake learning in the Clinical Simulation Centre to practice and develop their clinical skills. They will have the opportunity to integrate theory with practice and to practice their clinical skills within the varied clinical environments in the Clinical Simulation Centre prior to attending clinical placement. Students will undertake a series of external supernumerary clinical placements that will address the NMC and Article 31(3) of Directive 2005/36/EC requirements with regards to experiencing the full range of care environments, fields of practice and hours to be achieved. External placements will include in-hospital settings, diagnostic and outpatient services, as well as community services, primary care and social care.

The aim of this module is to introduce students to the fundamentals of human anatomy, physiology, and pathophysiology. They will develop their knowledge of the human body across the lifespan from conception to old age through a systems approach. An understanding of how the systems work together to maintain both physical and mental homeostasis will be developed by addressing both normal and abnormal anatomy and physiology. This knowledge will support students in their assessment skills, interpreting investigations, providing the rationale for care and interventions and ongoing monitoring. To contextualise the abnormal anatomy, physiology and pathophysiology students will be introduced to relevant long-term conditions (physical, mental, cognitive and behavioural) across the lifespan. In addition, students will be introduced to basic pharmacology principles.

This module will build on learning from the Year 2 field-specific modules. However, there will be a much stronger focus on nurses leading and coordinating care across integrated health and care systems, including between community and in-hospital services and also physical and mental health services. Students will revisit health and social care policy and, in particular, the shift towards delivering care outside of hospitals. The module will explore the growth of integrated health and care services and the variety of models that have evolved both locally and across the UK. Students will examine contemporary and future potential directions of policy change in order to pre-empt the impact on service users, carers, the health and care workforce and the economy. Students will compare and contrast past, current and future ways of working. The module will analyse the service user journey through integrated services to highlight their strengths and weakness and to explore the service user journey. Approaches to monitoring and evaluating the quality of people's experience of complex care will be included. A variety of service user examples will be utilised - across the lifespan and within different fields of nursing. The module will focus on people with complex needs and/or multiple co-morbidities, including end of life care, but whilst still retaining the principle of supporting people to maintain optimal independence. Students will also investigate how to facilitate access to healthcare for vulnerable people, such as those with a learning disability and the homeless. The module will also explore the development and use of technology to facilitate collaborative, remote and mobile patient-centred integrated care. Finally, students will explore effective interagency working to facilitate safe discharge and transition of people between caseloads, settings and services. Students will hear stories from service users and carers about their experiences of complex care management and from clinicians working within integrated services.

This module encompasses the skills, knowledge and professional behaviours needed to deliver safe, effective, compassionate and evidence-based person-centred care, in order to meet the Standards of Proficiency for Nursing Associates (2018).

Students will be prepared for clinical placements through the taught content which will include simulation. They will undertake learning in the Clinical Simulation Centre to practice and develop their clinical skills. They will have the opportunity to integrate theory with practice and to practice their clinical skills within the varied clinical environments in the Clinical Simulation Centre prior to attending clinical placement.

Students will undertake a series of external supernumerary clinical placements that will address the NMC requirements with regards to experiencing the full range of care environments, fields of practice and hours to be achieved. Clinical placements will include in-hospital settings, diagnostic and outpatient services, as well as community services, primary care and social care.

Within the module students will explore the principles of effective leadership, management, group and organisational dynamics and culture as relevant for the nursing associate role and apply these to team working and decision-making. Students will be supported to reflect on their role as a leader within a variety of health and social care teams. They will reflect on their ability to lead and manage their own workload and responsibilities including time management, prioritisation and delegation. The roles, responsibilities and scope of practice of key members of the nursing and interdisciplinary team will be explored, including how to make best use of the contributions of others involved in providing care. Students will apply the principles of human factors and environmental factors approaches when working in teams. Students will explore how to utilise constructive feedback and examine their own leadership potential and ability to guide, support and motivate individuals and interact confidently within the interdisciplinary team. They will consider how to challenge and provide constructive feedback about care delivered by others in the team and explore their emerging role as a supervisor of students in the delivery of nursing care, promoting reflection and providing constructive feedback.

This module will introduce students to core concepts of theory and practice utilised when working with people experiencing common mental health problems, such as depression and anxiety disorders. Students will also further explore the parity of esteem between physical and mental health. Prevention of illness and health promotion for both physical and mental wellbeing will feature heavily throughout the module. Students will also explore where mental health issues appear along the lifespan, including in children and young people. Students will be supported to develop succinct collaborative interventions to address these needs in individuals from diverse populations. Evidence has shown there is a higher prevalence of nutritional, cardiovascular, viral and respiratory disease for individuals suffering with poor mental health. Students will revisit core anatomy, physiology and pathophysiology to underpin holistic assessment of both physical health and mental health and the interactions between these systems. Theory and application of mental health law, including the Mental Health Act (1983) and Mental Capacity Act (2005) are also covered. Students will explore how these legislative frameworks can be applied within both physical and mental health settings whilst ensuring practice is conducted with the least restrictive and most collaborative, person-centred approach. To support this, students will be taught the process of conducting mental state examinations and mental capacity assessments, with opportunities to practice these in the Clinical Simulation Centre.

This module encompasses the skills, knowledge and professional behaviours needed to deliver safe, effective, compassionate and evidence-based person-centred care, in order to meet the Standards of Proficiency for Nursing Associates (2018).

Students will be prepared for clinical placements through the taught content which will include simulation. They will undertake learning in the Clinical Simulation Centre to practice and develop their clinical skills. They will have the opportunity to integrate theory with practice and to practice their clinical skills within the varied clinical environments in the Clinical Simulation Centre prior to attending clinical placement.

Students will undertake a series of external supernumerary clinical placements that will address the NMC requirements with regards to experiencing the full range of care environments, fields of practice and hours to be achieved. Clinical placements will include in-hospital settings, diagnostic and outpatient services, as well as community services, primary care and social care.

This module will introduce students to the nursing process: assessment, planning, implementation and evaluation (APIE). This will support the Nursing Associate in their role of delivering and monitoring person centred care in a range of environments. Students will explore how to identify priorities, set goals and support people to make decisions about their care. They will learn how to participate in holistic assessment of physical, mental, cognitive, behavioural and wellbeing status and medication usage for individuals across the lifespan. They will use a range of frameworks, tools, techniques, investigations and communication skills. When considering planning and implementing care, students will also be introduced to concepts of shared and ethical decision making. Students will draw on and develop their knowledge of anatomy and physiology, pathophysiology and fundamental pharmacology. Students will also explore the essential components of holistic and evidence-based person-centred care such as dignity, sexuality, sleep, comfort, hygiene, skin integrity, nutrition, hydration, bladder and bowel care, mobility, respiratory care, infection control, end of life care, pain control and medicine management. This will build upon their nursing skills already gained from Care Delivery Part 1 in the Clinical Simulation Centre and skills and experiences they have gained in both their host clinical environment and external clinical placement. From a pathophysiological perspective, students will start to consider common long term conditions and co-morbidities such as diabetes, respiratory disease, heart disease, cancer and mental health conditions across the lifespan. The module will also consider culturally sensitive care alongside considering vulnerable individuals and groups.

Students will be introduced to contemporary perspectives of health and social care within the UK whilst considering the key, preventable long-term conditions that are the focus of UK Health Security Agency and Office for Health Improvements and Disparities. The module will include the aims and principles of health promotion, protection and improvement and the prevention of ill health. Module content will facilitate the development of health promotion skills, and the ability to monitor and review the effectiveness of health promotion interventions. Students will learn about their role in addressing health inequalities and safeguarding vulnerable groups and individuals. The module will explore how people’s life choices may impact on future health and wellbeing needs, as well other social influences, individual circumstances and health literacy. The focus will be on the shift towards prevention of ill health and supporting people to make informed choices about how to manage health challenges in order to maximise their quality of life and improve health outcomes. Students will be introduced to the concept of parity of esteem whilst considering the health and development of the child and young people, through to studying how the aging process affects the older adult.

The behaviour of primates has been shaped by evolution in just the same way as has their anatomy and physiology. The study of primate behaviour provides us not only with an opportunity to ask questions about the function of behaviour, but also with a window into our own evolutionary history. The similarities and differences of human and non-human primate minds remain a highly debated topic, but studying primate behaviour provides us with a tool to investigate the extent of primates' cognitive abilities. This module introduces students to the principles & concepts of primate behaviour and cognition, using an evolutionary approach. Empirical evidence will be critically scrutinized in order to examine the evolution and adaptive nature of behaviour and cognition in a broad range of domains.

This module focuses on one of the main research areas in Biological Anthropology: human osteology and diversity. It is an essential module in forming students with an interest in biological anthropology, but it is also offers important insights for students more oriented towards Social Anthropology. As such, if fits very well within our programme. The module explores the history of the discipline and its socio-political influences related to the study or racial diversity, whose implications are still felt today. It provides a detailed understanding of the origin and pattern of modern human variation, both genetic and phenotypic, and evaluates the importance of such knowledge in modern forensic practice, medical practice, and for society as a whole. It provides training in osteology, and can prepare the students for a career as osteoarchaeologists or as curators of an osteological collection.

This module will provide the student with the theoretical knowledge and practical skills to plan and implement safe and effective, progressive rehabilitation programmes that are both injury and functional specific and address the individual needs of the patient. The module will cover rehabilitation advancement through the stages of injury, considering key components at each stage for a range of acute and chronic presentations for all regions. The student will develop confidence and competence to provide rehabilitation, ensuring optimal return to function, with a reduced risk of reinjury.

Topics covered will include principles of training, exercise strategies for improving range of movement, muscular strength, endurance and power, aerobic endurance and anaerobic power, re-establishing and advancing sensori-motor control, stages of rehabilitation and the planning and implementing of progressive rehabilitation programmes, evaluating progression and strategies for injury prevention. Consideration will be given to the psychological impact of injury and the effect on adherence and compliance.

Weekly lectures will be used to introduce key topics and the theoretical underpinning of rehabilitation and progression through the stages of rehabilitation for a range of injuries. Weekly practical sessions will apply theory into practice, enabling students to develop the practical rehabilitation, coaching and interpersonal communication skills required in rehabilitation. Seminars will introduce students to discussion and problem-solving using case studies, current concepts within the research, enabling students to develop their clinical reasoning.

New technologies have changed the way we collect and analyse zoological and ecological data: small loggers attached to the body of wild and domestic animals give us information about their movements and their physiology. Images, videos, and sound recordings can be used to monitor individual organisms and their communities.

In this module, you will learn how we analyse and make sense of such big data. In the many practical sessions of the module, you will yourself analyse different types of data, and you will answer questions such as, how far or fast do different animals move? How can we measure the size and morphology of objects directly from images? Can we detect the age or the welfare of an animal from its vocalizations?

The techniques that you learn are essential for the zoologists of the 21st century and will be valuable portable skills also in case in future you decide to steer towards a different profession.

The module is designed to provide further insight into the diversity of invertebrates and vertebrates, their evolutionary history, physiology and behaviour. Building on Diversity of Life and Introduction to Evolution modules, this module focuses on phylogeny, key features (morphological, structural and physiological) and the diversity and adaptive radiation of selected groups. The module will consider the history and development of ideas in the field of comparative zoology. In this module the focus is the main vertebrate classes, thus providing a more complete and well-rounded understanding of animal biology.

This module will build on previous knowledge in the Year 1 Research Methods module, as well as practical experience on placement, and aims to develop advanced critical research skills for health and social care practice. Students will have an opportunity to undertake a scoping review to complete an in-depth investigation of a topic that contributes to relevant professional practice. In completing their scoping review, students must demonstrate depth in their critical analysis and synthesis of the research used. Students will develop their skills required for locating, critically appraising and synthesising primary and secondary research to derive meaning and application to practice. The importance of evidence-based practice to guide assessment and treatment will be emphasised alongside the value of data analysis to review effectiveness of practice and services provided. Students will be given opportunities to explore the contributions of interprofessional perspectives to holistic care in the health and social care settings and consider the value of collaboration in wider health and social care research.

The aim of this interprofessional module is to introduce you to the key concepts and core foundations of physiology and anatomy. A strong interprofessional ethos is built by bringing students together and creating the opportunity to interact with and learn alongside students from a breadth of professional programmes. Subsequent modules will build on and integrate the strong foundations gained through this module to support the development of required profession specific knowledge and skills. You will form a solid understanding of the structure and function of the human body by studying human anatomy, the physiology of key body systems including cardiovascular, neurological, and respiratory systems and appreciating how these interact to maintain homeostasis in health across the lifespan. You will also explore the pathophysiology of common diseases and conditions treated by healthcare professionals to contextualise the topics.

This interprofessional module will provide you with the opportunity to learn from, about and with students from other professional programmes while developing important study skills. You will explore what it means to be a professional within the context of ethical, legal, and regulatory frameworks as applied to your professional discipline. You will be given the opportunity to reflect and develop self-awareness to foster an understanding of your own beliefs, attitudes, values, knowledge, attributes, and skills and explore how others may see the world differently to build and develop your professional identity. There will be content that focuses on equity, diversity, and inclusion (EDI) in all areas of practice and education. There will be a strong focus on personal and professional development, where students will be encouraged to critically reflect on previous experiences, set Specific Measurable Achievable Relevant Time-bound (SMART) goals and demonstrate commitment to lifelong learning of self. Transferable skills that are meaningful to practice in both life sciences and health and social care such as communication skills, empathy, teamwork, resilience, self-awareness, and digital literacy, including meaningful use of AI, will be explored, and developed. This module is designed to empower you to excel both academically and professionally, equipping you with the tools and strategies needed to thrive during the university journey and beyond. This module will help you to smoothly transition to university life by addressing common challenges such as time management, and assessment anxiety. You will learn how to leverage the vast resources and support systems available to them as learners, ensuring they stay on track and focused. Along the way, you will develop essential skills tailored to your course, including professional reasoning, research appraisal, creativity, communication, digital literacy, and the increasingly important skill of prompt engineering for AI. You will also gain valuable insights into your chosen discipline of study and learn how to align your developing professional and academic skills with future career goals. You will have an introduction to the core research skills needed to get your undergraduate degrees off to a successful start. Topics will focus on understanding evidence-based practice within national and international contexts, referencing and how to effectively use AI to support your research skills, among others. You will develop the skills required for locating, appraising, and synthesising primary and secondary research to derive meaning and application to assignments and future practice alike. You will be given opportunities to explore the contributions of interprofessional perspectives and consider the value of collaboration in your respective disciplines’ population and planetary health research. Digital healthcare will also be explored in terms of the opportunities and challenges it brings. This module will support the theme of life-long learning and continuing professional development. For example, for students on any of the healthcare programmes, in the second year of your courses, you will apply the knowledge and skills developed in this module in the planning of a research or capstone project, to be completed in year three. The skills and scholarly thinking developed in this module will also be utilised in all other modules and practice-based learning throughout your degree.

Professionally focused education and evidenced-based practice are embedded throughout the learning. Content is informed by research, international guidelines and clinical practice; taught by expert academics and practicing clinicians. Content includes, but not limited to, an in depth understanding of malnutrition and a critical evaluation of recent advances in nutritional therapies for clinical conditions with reference to national and international guidelines. You will be required to consider professional standards of ethics, conduct and performance, to your nutrition communication and practice. The module includes clinical experts who provide real-world application of knowledge in complex clinical scenarios. You will value the additional benefit of speakers providing insight to their career journey as well as the skills and attributes that have contributed to their successful career. Case studies reflect the multicultural student population and the globalised world we live in; by increasing awareness we challenge the biases and non-inclusive practices in health research and clinical practice. Throughout the module you are encouraged to contribute to discussions regarding current topics in clinical nutrition, inclusive of digital health technologies, environmental sustainability and global influences. You are encouraged to share your prior knowledge and experiences enriching the learning environment and promoting a deeper understanding of different viewpoints. The module will assess your ability to apply knowledge, and critical awareness to clinical case studies to offer evidence-based, person-centered nutritional care. The module aims to enable you to: - Develop an advanced, critical, evidenced-based understanding of clinical nutrition within the context of malnutrition that can be practically applied in person-centred nutrition practice. - Engage in, and contribute to, current debates and controversies within clinical nutrition using evidence-based information.

This module provides an in-depth understanding of key nutrients and non-nutrients, their digestion, absorption, and roles in human physiology. You will examine the integration of nutrients in metabolism and how metabolic pathways adapt to different nutritional states and physiological demands. The module also covers the variation in nutritional needs across lifestyle, life stages, and population groups and consider the consequences of nutrient deficiency. You will assess the impact of food processing and cooking on nutrient content and gain practical experience with nutritional analysis techniques including relevant digital tools and online platforms. The course further explores the importance of sustainable diets and novel foods in the context of global health, environmental, and socio-political factors. By the end of the module, you will have developed a well-rounded, evidence-based approach to nutrition, blending theoretical knowledge with practical skills that can be applied in research and clinical settings.

The global burden of neurological diseases is growing, and in this module, you will discuss a wide range of approaches to address health care needs in clinical neuroscience from individual, national and international perspectives. This module is grounded in clinical neuroscience, biopsychology, neurology, and lifestyle medicine. Biopsychology is a subset of neuroscience that explores behaviour and mental processes; and lifestyle medicine encompasses areas such as nutrition, physical activity, sleep and the minimisation of harmful substances and behaviours and acknowledges the need for action on socio-economic determinants of health. The module recognises the perspectives of diverse stakeholders and different cultures, and explores health inequities, such as differences in dementia prevalence among racial and ethnic groups. Furthermore, there is a growing appreciation of the importance of preventative rather than reactive strategies in clinical neuroscience, for example it has been reported that 45% of dementia cases could be prevented by addressing modifiable risk factors, and this module will also consider these areas. There is also a focus on exploring the “lived experience” and considering patient perspectives in the design and implementation of research. This module directly addresses Goals 3, 4, 5, 6, 9, and 12 of the United Nations Sustainable Development Goals and deals with specific highlighted issues such as vaccination, water purity and air pollution. This module is orientated to employability and contains content on different career pathways in the field

This module is designed to introduce you to the foundations of modern clinical neuroscience. Its syllabus addresses a wide range of issues from the mechanisms of neurotransmission and the associated molecular events at the level of genes, to the new theories of integrated brain functions, such as those of plasticity, aiming at discussing the translational science context. This module provides the foundation for the Clinical Neuroscience programme using a variety of real-world examples, current theories and policies. This module gives you molecular biology, genetics, pharmacology and medical sciences. This module will specifically address 3, 4, 5 and 10 of the UN Sustainable Development Goals. It will also integrate social responsibility, environmental and economic sustainability into its approach. It offers you the opportunity to become aware of and engage with environmental, social, and economic issues and how they are likely to develop during their career. The World Health Organisation's 2021 Global Burden of Disease analysis highlights the health burden posed by neurological and psychiatric disorders. Over 3 billion people worldwide (i.e., over 1 in 3 people) were identified as living with a neurological condition, and this figure is expected to rise dramatically over the next few decades. In this module you will consider these global issues and the global burden of neurological diseases and discusses priorities for future research to potentially improve the lives of people at risk of or living with neurological disorders. You will also consider contemporary issues in ethics and medical research, including the recent (2024) revisions to the Declaration of Helsinki. Using a variety of open access resources and digital technologies, you will be provided with opportunities to engage with the topics on an international scale. The module content covers foundational aspects of clinical neuroscience using a research-led approach and therefore aligns with the level of knowledge expected by potential industry employers. Furthermore, the assessment methods have been designed to help you articulate this knowledge in both oral and written formats. The assessment methods (presentation and use of generative AI) are designed to reflect real-world transferable skills.

This module is compulsory if you are on the MRes Applied Science programme. The module provides you with in-depth practice of research project design, planning and execution. Carrying out first-hand original research with data collection provides a valuable opportunity for you to apply and develop the knowledge gained in the rest of the programme. This module is designed such that you learn how to use available bibliographic resources and academic publications to design an original research project. You are individually supervised in your specific project and learn how to acquire and interpret experimental data while becoming competent in relevant current laboratory techniques used in basic and applied research in the areas aligned with the different paths: 1. Examples of research topics for the Cell and Molecular Medicine pathway: cellular and molecular mechanisms of cancer; microbial resistance to antibiotics; immune mechanisms of disease; stem cell research and molecular modelling in cell biomedicine. 2. Examples of research topics for the Nutrition and Metabolic disorders pathway: endocrine regulation of appetite; polycystic ovary syndrome; diet, nutrition and the microbiota, beta cell function and survival; the effects of diet and meal timing on obesity and metabolic rate; polyphenols and cardiovascular disease. 3. Examples of research topics for the Sport and Exercise Science pathway: Optimization human performance and/or health in the heat using acute (e.g., cooling) and chronic (e.g., acclimation) strategies; understanding the metabolic demands during exercise under different environmental conditions. 4. Examples of research topics for the Conservation and Biodiversity pathway: Ecological monitoring of urban river restoration, Impacts of microplastics on freshwater invertebrates. It is envisaged that the research findings of MRes projects will be of publishable quality. They will be disseminated through scientific conferences and academic journals as well as contribute to the impact of research conducted at the University. Frequently, the MRes research project is the first building block in the research portfolio for a scientific research career.

This module will allow you to develop specialist knowledge in an individually or group negotiated subject area relevant to Biodiversity and Conservation, or Cell and Molecular Medicine or Sport and Exercise Sciences. The specialized knowledge developed will then be applied to a selected case study in the subject area, with the support of a tutor. You have the opportunity to pursue an in-depth study of an emerging topic, consistent with the coherence of your overall programme study. The module is delivered to you, whether you are a home or international student, primarily through face-to-face sessions. These sessions will vary dependent on the pathway and project. You may be required to attend lectures, seminars and workshops on other taught modules. You may also be requested to engage in supporting ongoing staff research projects, participating in consultancy work, or tackling real-life problem-solving activities. There are limited options for distance or work-based learning, which depend on negotiating a learning contract with your supervisor. This contract will outline the specific arrangements and expectations for your learning experience. Throughout the module, you will have access to various resources to support your research and learning. Additionally, you will benefit from personalised guidance and feedback from your assigned tutor, helping you refine your skills and deepen your understanding of the subject matter.

This module will address public health project development, implementation and evaluation. It will look at the social determinant of health and its intersectionality’s including equality/ equity in public health. Interventions will be discussed from the small scale and narrow (for example, improving school meals in a school) to much broader interventions (such as national-level health education and lifestyle literacy programmes). The UK Public Health Register (UKPHR) competencies are identified in line with the current UKPHR Practitioner Standard, and this module is built around meeting those competencies. You will investigate what societal constructs and forces should be considered when identifying and implementing public health projects. You will consider marginalized groups, who they are and why it is important that they are recognized rather than stereotyped (UKPHR 1.3, 1.4, 1., 5.1 and 5.2). You will examine evidence based public health care interventions on a local, national and international level. (UKPHR 5.2, 5.3). You will be introduced to project management which will lead to you developing the varied abilities required to develop public health projects in your field (UKPHR 6.1, 6.2 and 7.2).

Manual enrolments due to field trip happening before module starts

All students who are enrolled onto the following Moodle site should have access to this site via meta link enrolment.
ARCHIVED Conservation People and Wildlife: South African Field Course Prospectus

The aim of this module is to develop students’ knowledge of how the biological, psychological and social aspects of human science impact on occupational participation. Students will explore their understanding of human function and dysfunction and recovery through the biopsychosocial model. Four elements make up this module: - Anatomy - Physiology - Psychology - Sociology Links to other modules: The module runs concurrently with one other module for the integration of learning to inform occupational therapy practice: - Foundations of Occupational Therapy Practice to apply their science learning to case studies and how this informs occupational therapy practice; While not concurrent, these modules will be informed by the students’ completion of the Enabling Occupational Participation module: - Research Methods to be a consumer of research for informing professional practice; - Professional Skills for Health for the employment of professional practice and career development through CPD; - Placement 1.

The aim of this module is to introduce students to the key concepts and core foundations of occupational therapy in current contexts. Subsequent occupational therapy modules will build on and integrate the knowledge and skills developed here and lead to exploring emerging and global practice. Through a case-based learning approach students will explore the human experience of occupation and key theoretical concepts from occupational science. Models of occupational therapy practice will inform their exploration through the OT process to professionally reason occupational therapy intervention choices. Case studies could include: Mid stage Dementia, Frequent Falls, Eating Disorders, COPD, Learning Disability, Stroke, Neurodiversity (adults and children), Parkinson’s Disease, Psychosis, Rheumatoid Arthritis, Palliative and end of life care, ​​​​Anxiety and Depression, Amputations, Burns.

This module aims to provide student with the fundamental skills required to succeed in their programme of study. As well as developing subject specific skills, it will develop transferable ones (beneficial to the student from a course and wider-world perspective) and give the students opportunities to work collaboratively and independently. This module will provide an opportunity for the students to develop skills required across the programme. It will cover many of the basic, fundamental knowledge, freeing up time in other modules to focus more on the module-specific content. This module provides a scaffolded learning experience to help the students develop into graduate-level independent learners who are employable. Phase 1: Students will be provided with the key information in lectures, small groups discussions, academic guidance tutor sessions, and sign-posted Moodle materials. Phase 2: Students will be given time to actively practice these skills individually and collaboratively on the fieldtrip, in AGT sessions, and in the practical time-tabled session so that they consolidate the learning. Collaborative learning will be assessed in the presentation. Phase 3: Students’ individual knowledge will be assessed in the in-class test. In this test, students will be required to build upon and apply the knowledge developed during the previous stages and to provide solutions to the tasks set alone. Students who complete this module will be equipped with the subject-specific and transferable skills fundamental to success on the course and elsewhere e.g., in the workplace.

Sport and exercise psychology is the scientific study of people and their behaviours in sport and exercise contexts and the practical application of that knowledge. As a result, this module aims to introduce you to key topics within sport and exercise psychology and enable you to appreciate how theory, research, and practice relate to one another. A broad spectrum of both well-established (e.g., personality, motivation, stress and coping, anxiety, and concentration) and more contemporary topics (e.g., resilience, grit) will be covered, providing you with the necessary knowledge base of theory, application, and learning. These topics will be introduced within lectures, further examined within practical sessions, and supplemented with additional online study material (e.g., weekly reading, podcasts, online quizzes). In doing so, this module will help you start to develop the specific knowledge and transferable skills (e.g., verbal communication, data analysis, problem solving) needed for graduate jobs.

This is a core module for the Public Health programme and introduces you to the principles of public health. It deals with major concepts and issues within contemporary theory and professional practice. It will provide you with a critical theoretical and empirical basis for understanding health and health promotion in the public arena. It will examine the importance of public health and health promotion initiatives with their social, political and practical implications, drawing on both UK and global examples. It will critically examine lifestyle and the prevention of chronic disease, specifically diabetes and cancer planning, and evaluating public health initiatives, for example promoting health through exercise, aging and health promotion etc. The module will be taught using a variety of real-world examples, approaches to public health, risk identification and control. As part of ensuring this a professionally focused education, the curriculum is built around the UK Public Health Register (UKPHR) competencies. These are identified in line with the current UKPHR Practitioner Standard, and this module is designed to deliver UKPHR competencies 1.3, 1.4, 1.5, 2.1, 4.1, 4.2, 5.1 and 5.2. In addition to those identified bellow under the SAIL structure.

This module aims to explore the role of the physiotherapist in health, physical activity, and primary care. Students will explore the role of physiotherapists in primary care, this will build on content in previous modules that focused on scope of practice and emerging roles within the profession. Students will gain an understanding of the wider determinants of health acknowledging the impact of social, economic, and environmental factors on health and well-being. Students will develop a detailed understanding of exercise physiology and apply this knowledge in the context of exercise prescription. Students will build on their learning in previous modules to explore the impact of biopsychosocial factors on physical activity and inactivity to understand the challenges to health promotion in different populations and settings. Students will explore how psychology, sociology and cultural diversity inform an understanding of health, illness, and disease. Students will consider the impact of role modelling physical activity behaviour and develop the skills to optimise active participation by physiotherapy service users such that they can empower individuals to make sustainable behavioural changes including social prescribing. Students will understand the value other health professionals play in promoting and supporting health and wellbeing. The advantages and disadvantages of telehealth for health promotion in diverse individuals and populations will be considered. Themes that will continue through this module include equality, diversity and inclusion (EDI) and inclusive practice, effective communication, self-awareness, strong teamwork and interprofessional working to provide holistic people centred care and optimal outcomes.

This module introduces the student to a number of fundamental physiological systems important to the study of exercise physiology, and develops an understanding of the interdependent nature of these systems. The module aims to provide a theoretical underpinning through consideration of the organisation, regulation, adjustment and integration of the physiological systems and their interaction to exercise. A well-structured laboratory focus is adopted throughout the module to help students understand the theory, whilst enabling them to develop essential laboratory skills.

Note: this module as a level 5 prerequisite SES020N254. This module represents the culmination of the research methods and practical modules at levels 4 & 5. The dissertation is a learning process that gives the opportunity to bring together, and further, concepts, skills, and techniques developed in previous modules. It will involve the design and implementation of primary research and will culminate in the production of a formally presented academic dissertation. The nature of the dissertation will vary depending on the area and purpose of the study, however, it aims to allow the students the opportunity to develop and demonstrate their research and literary skills through the in-depth investigation of an area of personal academic interest.

This module will prepare students for their role in medicines administration and optimisation, particularly in community and primary care settings. Students will revisit what they have learnt in the Year 1 Applied Human Biology module and develop their knowledge of pharmacology, pharmacodynamics and pharmacokinetics. Students will apply this to the assessment of people when collecting data about physical, mental, cognitive and behavioural status. A range of common medications used across the lifespan will be explored, including their usage and indications, although students will focus on their own field(s) of practice. Students will learn to recognise the effects of medicines, allergies, drug sensitivities, side effects, contraindications, incompatibilities, adverse reactions, overdose, prescribing errors and the impact of polypharmacy and over the counter medication usage. The module will also cover the principles of safe and effective administration and optimisation of medicines in accordance with local and national policies, including storage, transportation and disposal. Students will consider their role in supporting people to maintain independence through self-administration of medication in community and primary care. They will also discuss how to work in partnership with people and explore concepts such as concordance. The module will also explore the various routes of administration and link this to practice of skills in the Clinical Simulation Centre. Students will also apply what they have learnt to the medicines management assessment in the Practice Assessment Document (PAD). Students will study how prescriptions are generated, the role of generic, unlicensed, and off-label prescribing and an understanding of the potential risks associated with these approaches to prescribing. Students will start to plan for progressing to a prescribing qualification following registration. The module will also explore digital advances in medicines management such e-Prescribing.

This module will prepare students for their role in medicines administration and optimisation, particularly in community and primary care settings. Students will revisit what they have learnt in the Year 1 Applied Human Biology module and develop their knowledge of pharmacology, pharmacodynamics and pharmacokinetics. Students will apply this to the assessment of people when collecting data about physical, mental, cognitive and behavioural status. A range of common medications used across the lifespan will be explored, including their usage and indications, although students will focus on their own field(s) of practice. Students will learn to recognise the effects of medicines, allergies, drug sensitivities, side effects, contraindications, incompatibilities, adverse reactions, overdose, prescribing errors and the impact of polypharmacy and over the counter medication usage. The module will also cover the principles of safe and effective administration and optimisation of medicines in accordance with local and national policies, including storage, transportation and disposal. Students will consider their role in supporting people to maintain independence through self-administration of medication in community and primary care. They will also discuss how to work in partnership with people and explore concepts such as concordance. The module will also explore the various routes of administration and link this to practice of skills in the Clinical Simulation Centre. Students will also apply what they have learnt to the medicines management assessment in the Practice Assessment Document (PAD). Students will study how prescriptions are generated, the role of generic, unlicensed, and off-label prescribing and an understanding of the potential risks associated with these approaches to prescribing. Students will start to plan for progressing to a prescribing qualification following registration. The module will also explore digital advances in medicines management such e-Prescribing.

This module will introduce students to the nursing process: assessment, planning, implementation and evaluation (APIE). This will support the Nursing Associate in their role of delivering and monitoring person centred care in a range of environments. Students will explore how to identify priorities, set goals and support people to make decisions about their care. They will learn how to participate in holistic assessment of physical, mental, cognitive, behavioural and wellbeing status and medication usage for individuals across the lifespan. They will use a range of frameworks, tools, techniques, investigations and communication skills. When considering planning and implementing care, students will also be introduced to concepts of shared and ethical decision making. Students will draw on and develop their knowledge of anatomy and physiology, pathophysiology and fundamental pharmacology. Students will also explore the essential components of holistic and evidence-based person-centred care such as dignity, sexuality, sleep, comfort, hygiene, skin integrity, nutrition, hydration, bladder and bowel care, mobility, respiratory care, infection control, end of life care, pain control and medicine management. This will build upon their nursing skills already gained from Care Delivery Part 1 in the Clinical Simulation Centre and skills and experiences they have gained in both their host clinical environment and external clinical placement. From a pathophysiological perspective, students will start to consider common long term conditions and co-morbidities such as diabetes, respiratory disease, heart disease, cancer and mental health conditions across the lifespan. The module will also consider culturally sensitive care alongside considering vulnerable individuals and groups.

Students will be introduced to contemporary perspectives of health and social care within the UK whilst considering the key, preventable long-term conditions that are the focus of UK Health Security Agency and Office for Health Improvements and Disparities. The module will include the aims and principles of health promotion, protection and improvement and the prevention of ill health. Module content will facilitate the development of health promotion skills, and the ability to monitor and review the effectiveness of health promotion interventions. Students will learn about their role in addressing health inequalities and safeguarding vulnerable groups and individuals. The module will explore how people’s life choices may impact on future health and wellbeing needs, as well other social influences, individual circumstances and health literacy. The focus will be on the shift towards prevention of ill health and supporting people to make informed choices about how to manage health challenges in order to maximise their quality of life and improve health outcomes. Students will be introduced to the concept of parity of esteem whilst considering the health and development of the child and young people, through to studying how the aging process affects the older adult.

This module encompasses the skills, knowledge and professional behaviours needed to deliver safe, effective, compassionate and evidence-based person-centred care, in order to meet the Standards of Proficiency for Nursing Associates (2018). Students will be prepared for clinical placements through the taught content which will include simulation. They will undertake learning in the Clinical Simulation Centre to practice and develop their clinical skills. They will have the opportunity to integrate theory with practice and to practice their clinical skills within the varied clinical environments in the Clinical Simulation Centre prior to attending clinical placement. Students will undertake a series of external supernumerary clinical placements that will address the NMC and Article 31(3) of Directive 2005/36/EC requirements with regards to experiencing the full range of care environments, fields of practice and hours to be achieved. External placements will include in-hospital settings, diagnostic and outpatient services, as well as community services, primary care and social care.

This module is designed to enable students to develop the professional behaviours and academic skills required for lifelong learning and a career in healthcare. Students will start developing critical thinking skills to enable them to find, read and understand relevant information as well as be introduced to the concept of evidence-based practice. This module will prepare students to learn in and from practice. Students will examine the professional role of the nursing associate and how this is underpinned by both The Code (NMC, 2018) and Compassion in Practice Strategy 6C’s (NHS England, 2012). Key legal and ethical principles which guide the nursing associate’s role as an accountable professional whilst delivering person-centred care will be explored. Alongside this will be addressed the need for nursing associates to be able to communicate effectively, with sensitivity and compassion, and to manage relationships with people to ensure the provision of quality personcentred care. Students will develop a range of communication skills and strategies to effectively meet the needs of people across the lifespan, that demonstrates cultural awareness and when people may have special communication needs or a disability.

The aim of this module is to introduce students to the fundamentals of human anatomy, physiology, and pathophysiology. They will develop their knowledge of the human body across the lifespan from conception to old age through a systems approach. An understanding of how the systems work together to maintain both physical and mental homeostasis will be developed by addressing both normal and abnormal anatomy and physiology. This knowledge will support students in their assessment skills, interpreting investigations, providing the rationale for care and interventions and ongoing monitoring. To contextualise the abnormal anatomy, physiology and pathophysiology students will be introduced to relevant long-term conditions (physical, mental, cognitive and behavioural) across the lifespan. In addition, students will be introduced to basic pharmacology principles.

This module is for MSci students only and will allow them to undertake Part 3 Practice over two academic years. The module will further develop students through practice learning in mental health placements and simulated learning. The focus is on the development of confidence when leading and coordinating safe, effective, compassionate and evidence-based person-centred care. For MSci students, this first phase of Part 3 practice will allow students to start directing their development towards parity of esteem leadership roles. Students will be encouraged to negotiate some of their placement time shadowing senior and/or specialist individuals and teams. Examples include consultant nurses, advanced practitioners, specialist practitioners, education leads, clinical leads, project leads and researchers. The module will prepare MSci students for each placement to ensure learning is maximised through setting appropriate goals. Students will also need to update any mandatory training required. Students will also undertake further learning in the Clinical Simulation Centre to develop some final technical clinical skills, but mainly to focus on leadership, management and coordination skills. Students will also practice skills for supervising other students. This will further integrate theory and practice.

This module will introduce students to core concepts of theory and practice utilised when working with people experiencing common mental health problems, such as depression and anxiety disorders. Students will also further explore the parity of esteem between physical and mental health. Prevention of illness and health promotion for both physical and mental wellbeing will feature heavily throughout the module. Students will be supported to develop succinct collaborative interventions to address these needs in individuals from diverse populations. Evidence has shown there is a higher prevalence of nutritional, cardiovascular, viral and respiratory disease for individuals suffering with poor mental health. Students will revisit core anatomy, physiology and pathophysiology to underpin holistic assessment of both physical health and mental health and the interactions between these systems. Theory and application of mental health law, including the Mental Health Act (1983) and Mental Capacity Act (2005) are also covered. Students will explore how these legislative frameworks can be applied within both physical and mental health settings whilst ensuring practice is conducted with the least restrictive and most collaborative, person-centred approach. To support this, students will be taught the process of conducting mental state examinations and mental capacity assessments, with opportunities to practice these in the Clinical Simulation Centre.

This module will introduce students to core concepts of theory and practice utilised when working with people experiencing common mental health problems, such as depression and anxiety disorders. Students will also further explore the parity of esteem between physical and mental health. Prevention of illness and health promotion for both physical and mental wellbeing will feature heavily throughout the module. Students will also explore where mental health issues appear along the lifespan, including in children and young people. Students will be supported to develop succinct collaborative interventions to address these needs in individuals from diverse populations. Evidence has shown there is a higher prevalence of nutritional, cardiovascular, viral and respiratory disease for individuals suffering with poor mental health. Students will revisit core anatomy, physiology and pathophysiology to underpin holistic assessment of both physical health and mental health and the interactions between these systems. Theory and application of mental health law, including the Mental Health Act (1983) and Mental Capacity Act (2005) are also covered. Students will explore how these legislative frameworks can be applied within both physical and mental health settings whilst ensuring practice is conducted with the least restrictive and most collaborative, person-centred approach. To support this, students will be taught the process of conducting mental state examinations and mental capacity assessments, with opportunities to practice these in the Clinical Simulation Centre.

This module will further develop students through practice learning in their final placements and simulated learning for working within a range of settings. The focus is on the consolidation of practice and the development of confidence when leading and coordinating safe, effective, compassionate and evidence-based person-centred care. The module will prepare students for each placement to ensure learning is maximised. There is particular preparation prior to the final placement to ensure students understand what is expected of them as a final placement student. Students will also need to update any mandatory training required. Students will undertake further learning in the Clinical Simulation Centre to develop some final technical clinical skills, but mainly to focus on leadership, management and coordination skills. Students will also practice skills for supervising other students. This will further integrate theory and practice.

In this module, students will undertake a service improvement project applied to an area of practice of their choice. They will demonstrate independent learning supported by a member of academic staff. Students will critically explore the safety and quality of care and apply the principles of continuous improvement to propose changes in practice. Students will revisit concepts of safety, risk assessment, quality evaluation, improvement methodologies and service enhancement explored throughout the programme. Links will also be made to concurrent Year 3 modules focused on developing self and others and leading and coordinating care (where relevant). Health and social care policy will also be revisited for students to apply to their projects. The module will reinforce and provide further learning on evidence-based practice, the research process, literature searching and review, research methods, audit and other sources of data introduced in the evidence-based practice module in Year 2. Students will also learn the principles of writing basic policies, procedures, protocols and business cases. Clinical leaders involved in service improvement will share their expertise with students to illustrate the process. The module will help prepare students for their role in monitoring safety and quality as a registered nurse. It will also help prepare them for potential roles as leaders and managers responsible for service improvement.

This module will require students to reflect on their role as a leader and manager within health and care teams. The focus will be upon being effective within the complexities of community and primary care settings. Students will explore the principles of effective leadership, management, group and organisational dynamics and culture and apply these to team working and decision-making. Students will reflect on their ability to lead and manage their own workload and responsibilities including time management, prioritisation and delegation. Students will also explore how to receive and utilise constructive feedback. Students will examine their own leadership potential and ability to guide, support and motivate individuals and interact confidently within the interdisciplinary team. They will also examine themselves as an effective role model to others. The roles, responsibilities and scope of practice of all members of the nursing and interdisciplinary team will be explored, including how to make best use of the contributions of others involved in providing care. Students will apply the principles of human factors, environmental factors and strength-based approaches when working in teams. The module will cover the principles of performance management and how to monitor and evaluate the quality of care delivered by others in the team, including carers. Students will explore their emerging role as a supervisor of students in the delivery of nursing care, promoting reflection and providing constructive feedback, and evaluating and documenting performance in the Practice Assessment Document. Students will practice how to challenge and provide constructive feedback about care delivered by others in the team, and support them to identify and agree individual learning needs. The module will also examine team reflection activities to promote service improvement and how this contributes to organisational change. Students will also develop their skills for lifelong learning and start to plan their early career development.

This module will develop students further through practice learning in placements and simulated learning. The module focuses on the continuing development of professional values, knowledge and skills needed to deliver safe, effective, compassionate and evidence-based person-centred care. The module will prepare students for each placement to ensure learning is maximised. There is particular preparation prior to the first placement to ensure students understand what is expected of them as a Year 2 student and that they have met the continuing requirements for mandatory training. Students will also undertake further learning in the Clinical Simulation Centre to practice and develop more technical clinical skills. This will further integrate theory and practice. The focus of practice learning will be on further developing skills for working within community and primary care settings. All students will undertake a placement pathway relevant to their field(s) of practice. Students will also address the NMC and EU requirements (where relevant) with regards to experiencing the full range of care environments.

The management of long-term conditions is a key focus for nurses working in community and primary care settings. This module will build on what students have learnt in Year 1 and develop their understanding of ongoing needs resulting from long-term conditions and multiple co-morbidities. Common long-term conditions will be investigated such as mental health conditions, diabetes, stroke, dementia, cancer, heart failure, respiratory disease, Parkinson's disease, multiple sclerosis and chronic wounds. Students will revisit their assessment skills when collecting data on people's physical, mental, cognitive, behavioural and social care needs. There will be an emphasis on working in partnership with people, their families and carers to plan person-centred care. Students will be encouraged to explore the ongoing impact of lifestyle choices and social circumstances. They will learn how to support people to make healthy choices and to maintain independence through physical exercise and keeping active, for example. Students will develop their care planning skills further and study evidence-based guidelines which underpin care. The influence of health and social care policy and health economics will also be considered. The focus of the module will be situated firmly in community and primary care settings, including care homes, hospices. Students will examine the role of the community nurse in providing care for common long-term conditions, such as cancer, outside of specialist services. There will also be a focus on hospital avoidance, discharge planning and interagency collaboration through integrated health and care services.

This module introduces the student to the concept of practice learning which students will undertake through clinical placements throughout the programme. The module focuses on the development of the professional values, knowledge and skills needed to deliver safe, effective, compassionate and evidence-based person-centred care. The module will prepare students for each placement to ensure learning is maximised. There is particular preparation prior to the first placement to ensure students understand what is expected of them and that they have met all the requirements for mandatory training. Students will undertake learning in the Clinical Simulation Centre to practice and develop their clinical skills. This will also help to integrate theory and practice. The focus of practice learning will be on developing skills for working within community and primary care settings. However, students will also undertake acute hospital placements to ensure they fully understand the role of acute care and the interface between in hospital and out-of-hospital settings. All students will undertake a placement pathway relevant to their field(s) of practice. Students will also address the NMC and EU requirements (where relevant) with regards to experiencing the full range of care environments.

In addition to demonstrating achievement of the Professional Values and fulfilling all mandatory Part-specific requirements, students must complete the requisite number of practice and simulation learning hours associated with the Part in order to be eligible for progression to the next Part and to meet NMC registration requirements at the end of the final Part for the programme. Where a student has a shortfall exceeding 80hours of practice learning for the Part, the Nursing Practice module will be deemed incomplete, and the student will be unable to progress to the subsequent Part. For a student in their final Part of the programme, the total number of practice learning hours for the programme must be achieved for their degree to be awarded and recommendation for NMC registration*.

NB *NMC registration requirements at the end of the programme is minimum 2300 hours for the BSc Nursing programmes and 3200 hours for the MSci Nursing dual registration programme.

This module will introduce students to the knowledge and concepts required to understand the structure and function of the human body. A good understanding of normal anatomy and physiology is an essential foundation to be able to understand abnormal anatomy and physiology. This knowledge will also underpin assessment skills, interpreting investigations, the rationale for care and interventions and ongoing monitoring. Students will be introduced to the main body systems and how they are interrelated in normal and abnormal physical and mental homeostasis. A lifespan approach will be undertaken to include human development from conception through to death. Biochemical concepts such as genomics and microbiology will also be covered. Common pathophysiology and long-term conditions (physical, mental, cognitive and behavioural) will also be introduced as a way of illustrating the relevance of normal anatomy and physiology and to link to topics elsewhere in the curriculum. Students will also be introduced to basic pharmacological principles, including numeracy skills needed for medicines management.

The ability to develop professional relationships with a diverse range of people across the lifespan is a core skill in nursing. Within this module, students will explore the values, attitudes, knowledge and skills needed to communicate with people in both therapeutic and professional relationships. The context will include service users, their families, carers and colleagues. Students will also consider the nurse's role within the interdisciplinary team, particularly in community and primary care settings. Students will examine the professional values which underpin The Code (NMC 2018): Professional standards of practice and behaviour for nurses and midwives and the Chief Nursing Officer's 6C's. Trust within health and care relationships will be explored in relation to empathy, transparency and the professional duty of candour. Students will learn what is meant by anti-discriminatory practice and examine concepts of equality, diversity, inclusivity and cultural competence. The key legal and ethical principles which guide the nurse's role as an accountable professional whilst delivering person-centred care will also be explored. Students are also introduced to the concepts of partnership working and shared decision-making with people, their families and carers. The module will cover the scope and basis of human communication, the common barriers to effective communication and how these can be minimised. Students will practice and develop a range of communication skills, seek feedback on their performance and reflect on their development. Students will also examine their own emotional intelligence and consider the importance of developing resilience as a practitioner. Students will also discuss the demands of professional practice, the importance of monitoring signs of vulnerability in themselves or colleagues and actions that can be taken to minimise risks to health and wellbeing. This module will help students to start developing critical thinking skills to enable them to find, read and understand relevant information. It will also introduce the concept of evidence-based practice. Finally, students will learn the importance of professional communication in the public domain through social media.

In this module, students will undertake a service improvement project applied to an area of practice of their choice. They will demonstrate independent learning supported by a member of academic staff. Students will critically explore the safety and quality of care and apply the principles of continuous improvement to propose changes in practice. Students will revisit concepts of safety, risk assessment, quality evaluation, improvement methodologies and service enhancement explored throughout the programme. Links will also be made to concurrent Year 3 modules focused on developing self and others and leading and coordinating care (where relevant). Health and social care policy will also be revisited for students to apply to their projects. The module will reinforce and provide further learning on evidence-based practice, the research process, literature searching and review, research methods, audit and other sources of data introduced in the evidence-based practice module in Year 2. Students will also learn the principles of writing basic policies, procedures, protocols and business cases. Clinical leaders involved in service improvement will share their expertise with students to illustrate the process. The module will help prepare students for their role in monitoring safety and quality as a registered nurse. It will also help prepare them for potential roles as leaders and managers responsible for service improvement.

This module will require students to reflect on their role as a leader and manager within health and care teams. The focus will be upon being effective within the complexities of community and primary care settings. Students will explore the principles of effective leadership, management, group and organisational dynamics and culture and apply these to team working and decision-making. Students will reflect on their ability to lead and manage their own workload and responsibilities including time management, prioritisation and delegation. Students will also explore how to receive and utilise constructive feedback. Students will examine their own leadership potential and ability to guide, support and motivate individuals and interact confidently within the interdisciplinary team. They will also examine themselves as an effective role model to others. The roles, responsibilities and scope of practice of all members of the nursing and interdisciplinary team will be explored, including how to make best use of the contributions of others involved in providing care. Students will apply the principles of human factors, environmental factors and strength-based approaches when working in teams. The module will cover the principles of performance management and how to monitor and evaluate the quality of care delivered by others in the team, including carers. Students will explore their emerging role as a supervisor of students in the delivery of nursing care, promoting reflection and providing constructive feedback, and evaluating and documenting performance in the Practice Assessment Document. Students will practice how to challenge and provide constructive feedback about care delivered by others in the team, and support them to identify and agree individual learning needs. The module will also examine team reflection activities to promote service improvement and how this contributes to organisational change. Students will also develop their skills for lifelong learning and start to plan their early career development.

This module will further develop students through practice learning in their final placements and simulated learning for working within a range of settings. The focus is on the consolidation of practice and the development of confidence when leading and coordinating safe, effective, compassionate and evidence-based person-centred care. The module will prepare students for each placement to ensure learning is maximised. There is particular preparation prior to the final placement to ensure students understand what is expected of them as a final placement student. Students will also need to update any mandatory training required. Students will undertake further learning in the Clinical Simulation Centre to develop some final technical clinical skills, but mainly to focus on leadership, management and coordination skills. Students will also practice skills for supervising other students. This will further integrate theory and practice.

This module will build on the students learning from year one and enable them to develop a foundation of knowledge which will underpin all nursing care provided to children and their families. It will examine the key developmental stages that cross the age spectrum of 0-19, allowing students to plan and deliver care which will enhance the child’s development and help them to reach their full potential. It will also enable the student to gain insight into the identification and management of when development is not meeting expected norms. This module will explore both fundamental and different approaches to communication and care that may be required when caring for children of different ages and those with additional requirements or learning disabilities. The student will learn the impact that long term illness can have on normal developmental expectation in a child or young person and identify strategies to alleviate these impacts through integrated and multidisciplinary working practices. This module will also explore the importance of partnership working with the child and their parent/ guardian/ care giver. Conversely, students will also develop a knowledge and appreciation of other professional roles working with children such as social care, therapies, schools and other specialist roles. Focus will be placed on the importance of excellent communication across all services to ensure the successful care of children and young people. Students will learn and examine the pivotal role that nurses have in acting as an advocate for the child, young person and their families. They will explore how to listen and interpret the needs and wants of that child and their parent/guardian/carer and how to vocalise these to the wider multi professional team. The module will also provide the student with a thorough understanding of the complex nature of consent in children and young people, including who can provide this consent and when a child deemed Fraser competent. This module will explore the topic of safeguarding children and young people in further depth, building on knowledge from year one. This will include how to recognise the different types of abuse and how this abuse can impact on children’s ability to reach their full potential and what measures can be put in place to minimise this impact. Students will also gain insight into the challenges faced when transferring care from children’s services to the adult sector, identifying ways to prepare young adults and their parents/ guardians/ care givers for this transition and exploring current policy and guidance in this area in addition to hearing from service users of their experiences of this.

This module encompasses the skills, knowledge and professional behaviours needed to deliver safe, effective, compassionate and evidence-based person-centred care, in order to meet the Standards of Proficiency for Nursing Associates (2018). Students will be prepared for clinical placements through the taught content which will include simulation. They will undertake learning in the Clinical Simulation Centre to practice and develop their clinical skills. They will have the opportunity to integrate theory with practice and to practice their clinical skills within the varied clinical environments in the Clinical Simulation Centre prior to attending clinical placement. Students will undertake a series of external supernumerary clinical placements that will address the NMC and Article 31(3) of Directive 2005/36/EC requirements with regards to experiencing the full range of care environments, fields of practice and hours to be achieved External placements will include in-hospital settings, diagnostic and outpatient services, as well as community services, primary care and social care.

This module will introduce students to the challenges of providing safe and effective person-centred care for individuals with acute disorders and those experiencing either acute exacerbation or deterioration of a long-term conditions. The module will address the concept of acute deterioration in physical and mental health across the lifespan. Students will be introduced to the generic principles of clinical decision making and critical analysis to support their needs assessment and planning for person-centred care. Students will revisit core anatomy, physiology, pathophysiology and pharmacology, assessment skills and prioritisation for person-centred care. The module will be underpinned by the nursing process however the main framework when conducting assessment and management of physical health deterioration will be the ABCDE approach (airway, breathing, circulation, disability, exposure). Students will also be prepared for assessing and managing people experiencing an acute mental health crisis. Students will examine specific communication skills for conducting an appropriate interview and gaining a clear history. Risk assessment frameworks will be used to assess risk of harm to self and others.

This module will build on what students have learnt in Part 1 and develop their understanding of ongoing needs resulting from long-term conditions, multiple co-morbidities and complex needs. Looking across the lifespan, common long-term conditions will be investigated such as mental health conditions, diabetes, stroke, dementia, cancer, heart failure, respiratory disease and neurological conditions. Students will revisit assessment skills and care planning, with emphasis on working in partnership to plan person centred care underpinned with evidence-based guidelines. The planning of care will look at maintenance as well as addressing acute exacerbations, both in and out of hospital. The impact of health and social care policy on the shift of focus to prevention and care delivery outside the hospital will be explored. This will include considering integrated health and care services and the service user’s journey.

This module will develop students further through practice learning in placements and simulated learning. The module focuses on the continuing development of professional values, knowledge and skills needed to deliver safe, effective, compassionate and evidence-based person-centred care. The module will prepare students for each placement to ensure learning is maximised. There is particular preparation prior to the first placement to ensure students understand what is expected of them as a Year 2 student and that they have met the continuing requirements for mandatory training. Students will also undertake further learning in the Clinical Simulation Centre to practice and develop more technical clinical skills. This will further integrate theory and practice. The focus of practice learning will be on further developing skills for working within community and primary care settings. All students will undertake a placement pathway relevant to their field(s) of practice. Students will also address the NMC and EU requirements (where relevant) with regards to experiencing the full range of care environments.

The management of long-term conditions is a key focus for nurses working in community and primary care settings. This module will build on what students have learnt in Year 1 and develop their understanding of ongoing needs resulting from long-term conditions and multiple co-morbidities. Common long-term conditions will be investigated such as mental health conditions, diabetes, stroke, dementia, cancer, heart failure, respiratory disease, Parkinson's disease, multiple sclerosis and chronic wounds. Students will revisit their assessment skills when collecting data on people's physical, mental, cognitive, behavioural and social care needs. There will be an emphasis on working in partnership with people, their families and carers to plan person-centred care. Students will be encouraged to explore the ongoing impact of lifestyle choices and social circumstances. They will learn how to support people to make healthy choices and to maintain independence through physical exercise and keeping active, for example. Students will develop their care planning skills further and study evidence-based guidelines which underpin care. The influence of health and social care policy and health economics will also be considered. The focus of the module will be situated firmly in community and primary care settings, including care homes, hospices. Students will examine the role of the community nurse in providing care for common long-term conditions, such as cancer, outside of specialist services. There will also be a focus on hospital avoidance, discharge planning and interagency collaboration through integrated health and care services.

This module introduces the student to the concept of practice learning which students will undertake through clinical placements throughout the programme. The module focuses on the development of the professional values, knowledge and skills needed to deliver safe, effective, compassionate and evidence-based person-centred care. The module will prepare students for each placement to ensure learning is maximised. There is particular preparation prior to the first placement to ensure students understand what is expected of them and that they have met all the requirements for mandatory training. Students will undertake learning in the Clinical Simulation Centre to practice and develop their clinical skills. This will also help to integrate theory and practice. The focus of practice learning will be on developing skills for working within community and primary care settings. However, students will also undertake acute hospital placements to ensure they fully understand the role of acute care and the interface between in hospital and out-of-hospital settings. All students will undertake a placement pathway relevant to their field(s) of practice. Students will also address the NMC and EU requirements (where relevant) with regards to experiencing the full range of care environments.

This module will introduce students to the knowledge and concepts required to understand the structure and function of the human body. A good understanding of normal anatomy and physiology is an essential foundation to be able to understand abnormal anatomy and physiology. This knowledge will also underpin assessment skills, interpreting investigations, the rationale for care and interventions and ongoing monitoring. Students will be introduced to the main body systems and how they are interrelated in normal and abnormal physical and mental homeostasis. A lifespan approach will be undertaken to include human development from conception through to death. Biochemical concepts such as genomics and microbiology will also be covered. Common pathophysiology and long-term conditions (physical, mental, cognitive and behavioural) will also be introduced as a way of illustrating the relevance of normal anatomy and physiology and to link to topics elsewhere in the curriculum. Students will also be introduced to basic pharmacological principles, including numeracy skills needed for medicines management.

The ability to develop professional relationships with a diverse range of people across the lifespan is a core skill in nursing. Within this module, students will explore the values, attitudes, knowledge and skills needed to communicate with people in both therapeutic and professional relationships. The context will include service users, their families, carers and colleagues. Students will also consider the nurse's role within the interdisciplinary team, particularly in community and primary care settings. Students will examine the professional values which underpin The Code (NMC 2018): Professional standards of practice and behaviour for nurses and midwives and the Chief Nursing Officer's 6C's. Trust within health and care relationships will be explored in relation to empathy, transparency and the professional duty of candour. Students will learn what is meant by anti-discriminatory practice and examine concepts of equality, diversity, inclusivity and cultural competence. The key legal and ethical principles which guide the nurse's role as an accountable professional whilst delivering person-centred care will also be explored. Students are also introduced to the concepts of partnership working and shared decision-making with people, their families and carers. The module will cover the scope and basis of human communication, the common barriers to effective communication and how these can be minimised. Students will practice and develop a range of communication skills, seek feedback on their performance and reflect on their development. Students will also examine their own emotional intelligence and consider the importance of developing resilience as a practitioner. Students will also discuss the demands of professional practice, the importance of monitoring signs of vulnerability in themselves or colleagues and actions that can be taken to minimise risks to health and wellbeing. This module will help students to start developing critical thinking skills to enable them to find, read and understand relevant information. It will also introduce the concept of evidence-based practice. Finally, students will learn the importance of professional communication in the public domain through social media.

This module provides students with the opportunity to gain valuable vocational experience as part of their academic studies, to develop a better understanding of the complex nature of the sport industry and the links between theory and practice. Furthermore, it requires this experience to be conducted within a climate of critical self-reflection and appreciation of the theoretical underpinnings of such practice. Students are required to cover a minimum of 50 hours at the work place. It is envisaged that this module may help the student in determining a later career path through its provision of experiential 'Learning from Work'. Finally, this module will provide an opportunity for students to put into practice some of the theory that they have encountered so far in their degree and to do so in a self-reflective manner.

Increasingly, the importance of general health and well-being is a matter not only of personal interest and importance, but also of communities, Governments and World Health leaders. This module focuses on the increasing role of physical activity and exercise to both psychological and physiological health. It aims to introduce the student to different aspects of physiological and psychological illness, and to examine ways in which exercise and physical activity can be used to alleviate and prevent these illnesses. In addition, the module addresses the issue of 'dis-ease' and considers what the parameters of health are. Exercise and physical activity promotion and prescription will be considered for a wide range of the population, and a variety of topics will be addressed.

On this module you will learn about the increasing importance of psychology in the growing field of sport science support and will identify the fundamental issues related to optimal performance. Sport psychology practice focuses predominantly on the achievement of peak performance states in individuals and teams. The aim of this module is to reflect this trend, by introducing you to the psychological theories and skills that apply to the promotion of peak performance. More specifically, on this module you will build on the broad knowledge achieved at Level 4 and will be introduced to new areas that are at the forefront of psychological practice and research. This module will further develop important transferrable skills, such as oral and written communication and teamwork, that will be valuable for further study and future employment.

Note: this module has a level 5 prerequisite SES020N223. The Dissertation by Practice module offers an alternative to the Dissertation by Research route and involves the interaction with a client (or clients) where sport science support is required. This module represents the culmination of research methods and applied sport and exercise science modules at level 5. The specific nature of the Dissertation by Practice will vary depending on the area (or areas as this module lends itself nicely to interdisciplinary work). The aims of this module are to allow the students the opportunity to develop and demonstrate their practical and literary skills through the in-depth analysis and critique of the literature to inform their test selection (demonstrated through the in-depth needs analysis and measurement protocol), practical skill assessment (observed client assessments) and their dissemination skills (client feedback). This module will allow the student to demonstrate their ability to relate theory to practice and will assess them using a broad range of assessment techniques.

Note: this module has a prerequisite SES020N242. This module will involve the application of biomechanical theory in sport and exercise to consider both performance and injury. The module will build on previous biomechanics learning which was limited to 2D analysis of movement by advancing to 3D analysis. The module will examine the tension between enhancing performance and preventing injury from a biomechanical perspective. The module will enable students to understand how movement technique influences performance and injury mechanisms. From a practical viewpoint, students will gain experience in the use of advanced equipment such as a 3D motion capture system for whole-body movement analysis, how to assess strength and movement and how to apply and report data resulting from these tools.

To improve sports performance it is important to first understand the physiological and biomechanical factors that limit performance, and then design appropriate training programmes to target these limitations. This module will first critically analyse the scientific evidence for and against the physiological and biomechanical factors (primarily physiological) underpinning performance, and examines some of the measurement techniques used to assess these factors, predict performance and inform training. The module will then consider how different training methods can be employed to adapt the physiological and biomechanical limitations to performance, and thus enhance the athlete’s ability. This will be achieved via a detailed examination of the principles of training and periodization, and a critical analysis of the scientific theory underpinning these principles.

This module expands on the applied physics and mathematical theories studied in Biomechanical Analysis of Movement, level 4. The emphasis being on their application to the analysis of human movement. Analytic methodologies and tools such as video and force platform are developed. Structured laboratory work is used to collect quantitative data which allows for a 'hands-on' approach in the development of a biomechanical understanding of human motion. Associated issues with laboratory data collection such as accuracy, reliability and validity are explored.

The research project involves students learning about a specific topic within the fields of ecology, evolution or behaviour by conducting a substantial research project on this topic. This project can be field, laboratory or computer based, or involve an original synthesis and analysis of existing data sets. The module requires students to gain a deeper understanding of their chosen project topic and combine these with the skills learnt on the Research Methods in Biology module to produce an original piece of research. The research project is central to the Master by Research programme and so this module accounts for 120 credits (out of a programme total of 180). Students develop and conduct their research project across the entire duration of the course with the support of primary and secondary academic supervisors. This module encompasses students conducting their research project in the second year of the Master by Research for students taking the programme on a part-time basis (project development and planning is carried out in the Research Project 1 module in year 1). Students will have usually been in touch with their primary supervisor to identify a project topic as part of the programme application process. The primary supervisor’s role is to assist the student in (i) refining the specific hypotheses and predictions they will test, (ii) developing their data collection and analysis methods and (iii) completing the module assessments by providing formative feedback on drafts. Students should meet supervisors on a regular basis (at mutually arranged times, estimated 22 hours in total) and agree on dates for the completion of stages in the project's development and the completion of assessment drafts. Secondary supervisors will be assigned to students at the start of the programme (i.e. at the start of Research Project 1). These secondary supervisors will have expertise in the broad topic of the student's research project. They will act as a second point of contact for students, providing additional independent support and advice, as well as cover should the primary supervisor be unavailable (e.g. on leave or away at a conference). The timing of data collection will be project specific but usually will be completed by the end of March in year 2. The project is written up in two parts: (i) a scientific research paper presented in the appropriate style for submission to a named peer-reviewed journal, (ii) a press release summarising the project and its findings for a popular science audience. Where necessary, e.g. students with marks on the boundary of two degree classes, a viva voce examination may be conducted.

The research project involves students learning about a specific topic within the fields of ecology, evolution or behaviour by conducting a substantial research project on this topic. This project can be field, laboratory or computer based, or involve an original synthesis and analysis of existing data sets. The module requires students to gain a deeper understanding of their chosen project topic and combine these with the skills learnt on the Research Methods in Biology module to plan an original piece of research. Students develop and conduct their research project across the entire duration of the course with the support of primary and secondary academic supervisor. This module encompasses students developing and planning their research project in the first year of the Master by Research for students taking the programme on a part-time basis (these students then conduct their project in the Research Project 2 module in year 2). Students will have usually been in touch with their primary supervisor to identify a project topic as part of the programme application process. The primary supervisor's role is to assist the student in (i) refining the specific hypotheses and predictions they will test, (ii) developing their data collection and analysis methods and (iii) completing the module assessments by providing oral and written formative feedback on drafts. Students should meet supervisors on a regular basis (at mutually arranged times, estimated 11 hours in total) and agree on dates for the completion of stages in the project's development and the completion of assessment drafts. Secondary supervisors will be assigned to students at the start of the programme. These secondary supervisors will have expertise in the broad topic of the student's research project. They will act as a second point of contact for students, providing additional independent support and advice, as well as cover should the primary supervisor be unavailable (e.g. on leave or away at a conference). During the Autumn term students are given the opportunity to attend sessions covering research and transferrable skills (e.g. grant writing, giving oral presentations and ethics, health & safety). These sessions, combined with the Research Methods in Biology module taken this term, further support students in their research project development. Students give a work-in progress presentation at the start of the Spring term. They also submit a comprehensive research proposal outlining their project plans. This leaves students well placed to conduct and write up their research project in the Research Project 2 module in year 2.

The Nutrition Support module is designed to facilitate an advanced understanding of the processes, which inform methods of nutrition support and to gain a critical awareness of the quality of evidence behind the interventions in various settings and disease states. As the field of clinical nutrition continues to be changing and developing at a rapid pace the key skills to access, interpret and critically evaluate current literature are integral to this module. This module is designed to assist students in career progression and incorporating research into future roles. The Nutrition Support module provides key content for the Association for Nutrition accreditation of the programme.

This module provides students with a deep overview of current knowledge and technology used in research of therapeutics against cancer, auto-immune disorders, infectious disease and neuro-degeneration. Students will be introduced to key aspects of experimental methods and principles of gene therapy, stem cells, cellular interactions, biomarkers and anti-infective therapies targeting host-pathogen interactions. The clinical translation of basic science into therapies will also be considered.

This module is compulsory for all students following the MRes Cell Biomedicine and MRes, MRes Nutrition and Metabolic Disorders, because it provides students with in depth practice of research project design, planning and execution. It accounts for two thirds of the total MRes programme credits. Carrying out first-hand original research with data collection provides a valuable opportunity for the students to apply and develop the knowledge gained in the rest of the programme, in particular the research methods module and the programme specific theory module 'Cells, Disease and Therapy' or 'Obesity and Metabolism' . This module is designed such that students learn how to use available bibliographic resources and academic publications to design an original research project. Students are individually supervised in their specific projects and learn how to acquire and interpret experimental data while becoming competent in relevant current laboratory techniques used in basic and applied research.

This module reflects the research strengths within the Centre for Integrated Research in Life and Health Sciences and School of Life and Health Sciences. The aims of this module are that upon completion the students will be better able to: - understand the background of an empirical study. - apply evidence-based arguments to generate a hypothesis upon which the study is based. - apply and follow experimental protocols to generate robust scientific data. - critically evaluate and interpret the data generated; identify potential experimental issues and perform efficient troubleshooting. - identify and critically evaluate the relevant scientific literature, in the form of an annotated bibliography. - create an individual written report demonstrating originality; giving the study background, clear experimental hypothesis and appropriate experimental design and methodology, appropriate analysis and presentation of the data generated, and critical discussion of the results within the context of the wider scientific literature. - as part of a group, create and perform a clear and concise oral presentation on the study, answering follow-up questions.

Obesity has been described as a new pandemic problem. It affects populations and individuals not only in both the developed world but also the emerging countries and certain demographics in developing countries. Obesity is a major risk factor for many metabolic disorders such as cardiovascular disease, pre-diabetic conditions, diabetes and cancer, and it is also considered a disease in its own right. The module will provide students with an understanding of the multi-factorial aetiology of obesity and related metabolic disorders both in individuals and populations. It will examine how current and novel dietary, pharmacological and surgical interventions can be used to treat obesity and metabolic disorders. Using examples of recent research this module will critically discuss areas such as appetite regulating hormones, AMP Kinase, phytochemicals and the gut microbiota. The module will promote critical awareness about key areas of research, helping prepare students for the Dissertation or Research Project module.

This module provides an advanced insight into the present day clinical brain research and gives a core of knowledge about brain disorders and their investigations. It is designed to discuss the topical issues of clinical neuroscience, such as neurodegeneration and its clinical implications, neuroprotection and its possible applications in neurology, or the recent theories of neuroinflammation. The emphasis is placed on the mechanisms of brain disorders, which is possible with the foundations gained from the "Principles of Clinical Neuroscience" (HEP020L024A). The module includes sessions that will help to understand the potential and see applications of the modern techniques of visualising the living human brain, such as magnetic resonance imaging (MRI) and positron emission tomography (PET). Issues related to neuroethics will be discussed. The module is designed to introduce students to a wide spectrum of research within clinical neuroscience such that they can define their own areas of interest to study in greater depth. In some sessions of the module a more applied clinical perspective to the treatment of patients is adopted, which is possible thanks to the contribution of the neurologists who are our visiting lecturers. Although there will be a core of direct tuition, initiative on the part of the student will be sought, particularly in the completion of a review essay.

This module is compulsory for all students registered for the MSc, PG Diploma and PG Certificate in Clinical Neuroscience and is designed to introduce students to the foundations of modern clinical neuroscience. Its syllabus addresses a wide range of issues from the mechanisms of neurotransmission and the associated molecular events at the level of genes, to the new theories of integrated brain functions, such as those of plasticity, aiming at discussing the translational science context. The content of the module is arranged to emphasise and discuss the topical issues of neuroplasticity and brain homeostasis on multiple occasions (e.g. mechanisms of memory, responses to stress or neuro-repair). The intention of this module is to give an integrated overview of contemporary neuroscience as a rapidly developing discipline with multiple links with molecular biology, genetics, pharmacology and medical sciences. The syllabus provides solid theoretical foundations for the module "The Brain from a Clinical Perspective" (HEP020L026A). Our experience of running a similar module during the past years has enabled us to focus on the most relevant aspects of the topics under consideration and to modify our teaching methods for those parts which have been problematic for some of the students. The material covered is central to the module and includes areas in which the majority of students have little or no formal experience. The module is designed to give fundamental information and to introduce students to a wide range of basic and clinical neuroscience topics, including those related to neuroethics, so that they can make an informed choice about which areas to select to study in greater depth when considering a clinical perspective (both in compulsory and optional modules).

Students will undertake a research project, during the final year for full time students. The module is compulsory since it integrates the different subject areas within the programmes. The project may take the form of an original laboratory or field based investigation or alternatively may comprise an original synthesis of existing data. It will follow preparatory work in Research Methods where students will have become familiar with the current literature and will have presented a research proposal. The research project may be based on this proposal or an alternative research proposal may be submitted for approval. The research may be based in any of the disciplines within the Health Sciences programme, but the project must have an interdisciplinary aspect.

This module develops an understanding of the issues in psychology appropriate for nutritionists. Specifically, it considers disorders of behaviour that affect health and wellbeing. The module explains the theory and practice of modern psychiatric diagnoses and deals with a range of disorders of relevance to nutrition and health such as mood disorders, eating disorders, anxiety and personality disorders. The module also discusses the role of judgement in areas of professionalism and raises issues such as risk assessment and the need for referral in the professional context. It also deals with the conceptual and practical issues around mental health in a wider health context. This module will provide further in depth knowledge of areas of psychology of importance to nutrition and health and will help students appreciate medical, moral and ethical issues in psychology that are relevant to nutrition.

This module enables students to become empowered to take control of their learning to ensure that they can succeed at university - to be active learners who can reflect on their academic and personal development. This module facilitates the development of effective study practices along with personal and professional development i.e. what it is to be a Registered Associate Nutritionist. This will also develop students' career aspirations and highlight the concept of what it is to be a graduate. The module aims to develop scientific literacy and develops skills such as the ability to use online and library based resources and databases to scientifically inform students' work; to use general software packages such as the MS Office Suite as well as specialist software packages; to be able to articulate an argument in the style appropriate to the scientific discipline; to be numerate and to be able to present data in an appropriate manner; to be able to interpret feedback to ensure developmental learning. This module also seeks to prepare students for the workplace by encouraging them to reflect on transferrable skills and qualifications that they already have, and to identify those that they should enhance whilst at University.

This module aims to provide students with a critical theoretical and empirical basis for understanding health and health promotion in the public arena. This module will examine the importance of public health and health promotion initiatives with their social, political and practical implications, drawing on both UK and global examples. The module will debate the relationship between food, nutrition, lifestyle factors, and their connections with population health and wellbeing. The students will engage with the module content through guided activities, individual reflection and group work. This module builds on themes introduced in the modules Principles of Human Nutrition and Psychology and Sociology for Nutrition and in particular develops understanding of methodologies and ethical considerations in nutrition and health and as well as developing scientific communication skills.

This module is essential for students studying nutrition and health. It aims to develop the nutritional issues developed in the module Principles of Human Nutrition in relation to the maintenance of good health at different stages of the life cycle and in different population groups. At any stage of the lifespan there will be varying influences on the nutritional status and food habits or constraints on dietary intake such as income, religion, vegetarianism, age, gender and lifestyle. The physiology of growth and ageing and the effects of these on nutritional requirements are studied in this module, alongside the particular requirements of some population groups and how nutritional status is assessed. The application of this knowledge into the provision of advice for the promotion of nutrition for different groups in the population is emphasized in this module in relation to the Association for Nutrition Standards of Ethics, Conduct and Performance.

This module provides students with the opportunity to acquire detailed and specialist knowledge of a chosen topic related to Nutrition and Health. The student will carry out a rigorous search of the literature in order to produce an up-to-date critical review of their chosen subject area, (in some cases this may be a topic that would not be appropriate for a dissertation). Topics suitable for this module need to be agreed with the supervising tutor. This module will allow the student to display progression in their use of primary resources and scholarly reviews but also in their written skills and communication as well as show independence. This module utilises skills taught throughout the Nutrition and Health in order to produce a final written piece of work.

The Clinical Nutrition module provides students with an insight into the nutritional issues encountered within a clinical setting. Dietary management, including dietary adequacy, in chronic conditions, (such as malnutrition, obesity, inflammatory bowel disease, food allergies, cancer, diabetes and cardiovascular disease) will be explored in depth. The module will examine energy requirements in disease alongside assessing nutritional status, malnutrition screening, methods of nutrition support and their ethical considerations. This content will support the programme aim to provide a broad-based and contemporary education in nutrition. Embedded within the module is helping students to develop as critical thinkers and critically evaluate information from a wide variety of sources, including peer reviewed journal articles and the media. This links in with the programme aim to encourage students to inquire, analyse and have critical evidence based approach to the study of nutrition. The module also has a focus on 'after graduating', highlighting a range of graduate employment opportunities and postgraduate study. Key to this is helping the students to develop a thorough understanding of the Association of Nutrition (AfN) Standards of Ethics, Conduct and Performance and providing guidance on practicing as an associate nutritionist, this includes the legal context of nutrition practice, responsibilities and accountability to relevant policies and guidelines. This links in with the programme aim to provide a sound foundation in a scientific discipline as a basis for further study, research, professional employment and accreditation registration. This module offers the students a broader awareness of how nutrition impacts health, illness, and employment/ postgraduate study opportunities. It helps students develop their critical thinking and understanding of the AfN Standards of Ethics, Conduct and Performance crucial to the graduating associate registered nutritionists. The module provides essential content for the AfN accreditation of the programme and considers employability skills suitable for associate registered nutritionists.

The module introduces the key principles of human nutrition. This includes the concept of energy balance and presents the macronutrients carbohydrate, protein, fat and alcohol and the vitamins and minerals. The module covers the roles of food and drinks (staples and sources of key nutrients), and nutrients in maintaining health, dietary requirements and dietary reference values (DRVs), the physiology of digestion and the physiological effects of deficiency and toxicity and appropriateness / inappropriateness of supplements. Students will also be introduced to basic molecular and cell biology to enhance their understanding of nutrition. Students will also have the opportunity to use a dietary analysis computer package and look at their own diets, and diets in the UK using survey data as they find out about the nutritional value of foods and understand what makes up a balanced diet.

Biometry (literally: biological measurement) is about quantifying the biological world by measuring it and then describing and investigating those measurements to enhance our understanding. This process often involves manipulation and scrutiny of the collected data, which requires numerical and basic mathematical skills followed by statistical analyses. Biometry is therefore fundamental to biological research, developing both knowledge about the human body and a host of empirical skills vital for professions in the life sciences in the 21st century.

The transition to higher education can be difficult for some students, and many students do not have the academic skills and personal competencies to ensure success. Throughout the module, students will become empowered to take control of their learning to ensure that they can succeed at university - to be active learners who can reflect on their academic and personal development. This module facilitates the development of effective study practices along with personal and professional development i.e. what it is to be a Biomedical Scientist, including the IBMS registration requirements and what they need to do to become HPC registered. This will also develop student's career aspirations and highlight the concept of what it means to be a graduate. We aim to develop scientific literacy defined as 'the capacity to use scientific knowledge, to identify questions and to draw on evidence-based conclusions in order to understand and help make decisions about the natural world and the changes made to it though human activity' (OECD). These skills include and ability to use online and library based resources and databases to scientifically inform your work; to use general software packages such as the MSOffice Suite as well as specialist software packages; to be able to articulate an argument in the style appropriate to the scientific discipline; to be numerate and to be able to present data in an appropriate manner; to be able to interpret feedback to ensure developmental learning. This module also seeks to prepare students for the workplace by encouraging them to reflect on transferrable skills and qualifications that they already have, and to identify those that they should enhance whilst at University, as well as undertake CV writing and matching of attributes to future employment opportunities. We will help the students to develop their portfolio of skill mapping and laboratory training to enable them to complete the IBMS requirements. There is also a particular focus on ensuring the students understand concepts of quality, with a practical session and lecture content focused on ideas of QA/QC.

This module considers theories of human population change and the factors influencing population numbers and then looks at ways in which health and disease trends may be studied at the population level, through selected examples and a group poster presentation involving the analysis of population statistics. Some of the epidemiological and global issues associated with infectious disease are also considered. The module then moves on to focus on pathophysiology, beginning with a critical understanding of the pathological mechanisms of selected tissues, organs and systems, for example, renal, hepatic, respiratory and reproductive systems. Understanding is developed in the context of the interrelationship between organ systems. The impact of inflammation, hormonal regulation, the aging process and infection is also considered. The module is underpinned by the study of physiology and human disease at level 4 and 5.

This module consists of a theoretical component, interspersed with a series of laboratory and computer-based classes, which introduce the student to a range of concepts and techniques in the field of molecular biology.

The module sits in between Cell biology (level 4) and Advanced Molecular Biology and Biotechnology (level 6). Students are equipped in Cell Biology with a theoretical knowledge of DNA, RNA and proteins and their role in fundamental aspects of cellular biology. In Molecular Biology, students revisit these concepts and learn to compare and contrast DNA replication, transcription and translation in eukaryotes and prokaryotes and the research that has underpinned these discoveries. A fundamental aspect of this module is to understand how and when these molecules represent pathogenetic biomarkers and the techniques used to investigate them in the context of research and diagnostics. The theoretical knowledge is developed through interactive lectures that prepare the students to its application and to consolidate their learning in the lab practicals (4 independent lab practicals) and computer-based workshops. Data analysis-based lectures at the end of the term provide the students with an opportunity to troubleshoot their experiments and learn problem-solving.

Content specifically covered in this module:
- Genetics, genomics and human variation: the structure and function of genes, the principles of their inheritance, genetic disorders with particular biomedical significance, evolution and population biology
- molecular biology: the structure and function of biologically important molecules, including DNA, RNA and proteins and the molecular events that govern cell function; molecular biology overlaps with biochemistry, genetics and cell biology
- bioinformatics and systems biology: the analysis of high volumes of biological data, including use of appropriate computational tools and algorithms; appreciation and modelling of the properties of a network of interacting components in a system, as well as the properties of the components themselves.

This module is designed to develop an understanding of how the body recognizes and responds to foreign agents, infectious organisms and malignancy as well as to self. The module gives a comprehensive account of the individual components of the immune system and how they interact, and the discussion of mechanisms involved in the aetiology and treatment of disease states in clinical immunology. Malfunctioning of the immune system will be introduced with examples of some of the main disease states in autoimmunity, allergies and inherited and acquired immunodeficiency.

This module combines two aspects of conservation to give students a deep insight into the management of biodiversity. Firstly, they collect and map habitat data from a designated local field site: currently we envisage using Wimbledon common. This experience is built on by each student undertaking an independent habitat monitoring exercise, creating habitat maps de novo, which is then presented as a short talk to the whole module. The aim is to give them a new experience of data collection / analysis (GPS habitat mapping), giving them an opportunity to demonstrate their ability to work independently and resourcefully, e.g. mapping local urban, managed rural or fully rural sites. This independent survey runs in parallel with an academic component based on lectures and assessed by an unseen examination. Secondly, The lectures set out interactions between biodiversity and human society, and to achieve good results in this module, students need to show an ability to explain how wild fauna and flora are impacted by human society and place their findings into a wider conservation framework.

This module is included especially for students who aspire to advise on the management of habitats for biodiversity, or work in zoos/the conservation world.

In this module, students study the structure, evolution and simple biochemistry of the cell. This module is also designed to equip students with the specific knowledge and skills in chemistry, which underpins other modules in several programmes, including Biomedical Science. The main objective is to develop subject specific knowledge of the biochemical sciences and practical skills as well as a range of transferable skills such as applying laboratory techniques like analytical analysis, building/consolidating numeracy skills, plan, conduct and evaluate experiments, and research and interpret scientific literature.

Standard laboratory practice in terms of handling equipment, recording results and the writing up of experimental procedures is also a pre-requisite for a scientific discipline and is taught in this module. The module provides students with a strong foundation in the chemical principles that underpin biological processes, which is essential for understanding and advancing in the biosciences field. Thus, Chemistry of Life lays the foundation for other L4 and L5/L6 level modules on Cell Biology (L4), Biometrics (HE4), Molecular Biology (L5), Pharmacology and Toxicology (L5), and Immunology (L5), Physiology and Metabolism (L5), The Brain in Health and Disease (L5), Human Epidemiology, Pathophysiology (L6), Medical Microbiology (L6), Regenerative Medicine (L6).

Students who successfully complete the Chemistry of Life module will have a solid understanding of the chemistry of life, the structure and function of cells, and the importance of macromolecular assemblies in biology. They will also have gained practical laboratory skills and developed transferable skills that are highly valued by employers, such as working effectively both in a team and independently, effective communication skills, time management skills, and self-awareness. These skills will be useful not only for further study in the biosciences but also for a wide range of professions in the science and technology sectors.

The research project provides students with the opportunity to acquire coherent and detailed knowledge of a specialist topic. They are required to carry out a sustained and rigorous project in which they must deploy accurately established techniques of analysis and enquiry. Suitable topics for the research project are provided by a supervising tutor. The research project is designed to allow students to display progression in their practical and written skills. Students build on and develop their ability to search and utilise information from the literature and are expected to generate, then analyse new primary data.

This module provides the opportunity to examine a particular subject in the biosciences in detail, without the necessity of collecting and/or analysing original data. Students build on and develop their ability to search and utilise information from the literature and are expected to devise and sustain arguments in their chosen area. It is the compulsory alternative for students who choose not to register for the Biosciences Research Project.

This module provides students with the opportunity to acquire coherent and detailed understanding of a specialist biomedical topic, often in an emerging area of research. Students carry out a sustained and rigorous research project in which they must deploy rigorously scientific techniques of investigation and quantitative analysis. Suitable topics for the research project are agreed with a personal supervising tutor and students are expected to carry out the project. The research project is designed to allow students to demonstrate their advanced practical investigative and written skills. Support is provided via tutorial sessions, feed forward and feedback comments on investigative progress and the different assessed outputs and, where applicable, supervision of laboratory work. Students build on and develop their ability to drive their own project, search and utilise information from the literature and are expected to devise and sustain arguments in their chosen area. The research process also fosters close engagement with the ethical and regulatory compliance requirements of biomedical research, including laboratory Health and Safety.

Permissible approaches for data collection include laboratory investigations, bioinformatics (including structural modelling) and quantitative surveys. Due to budgetary constraints, some laboratory projects may be offered in a small-group setting or involve the use of shared reagents to explore variations on a theme shared by several students. Supervisors are selected based on the biomedical relevance of their research expertise.

The module is designed to provide further insight into the diversity of invertebrates and vertebrates, their evolutionary history, physiology and behaviour. Building on the module Diversity of Life in year 1 and Ecology and Evolution in year 2, this course focuses on phylogeny, key features (morphological, structural and physiological), the diversity and adaptive radiation of selected groups, and the processes that produce them. The course will consider the history and development of these ideas in the field of comparative biology. Implications for broader understanding of the tempo and mode of evolution will be considered. In this module the focus is the main vertebrate classes, thus providing a more complete and well-rounded understanding of comparative zoology.

This module develops field-based skills in ecology, animal behaviour and animal physiology, supported by laboratory observation and experimentation, during a residential field course based in rural Wales. These field skills include habitat surveying, sample collecting and recording, biochemical analysis and animal observations. Each day of the field trip centres on visiting a different field site or sites representing exemplars of different UK habitats including river ecosystems, salt marshes, woodlands and rocky shores. Students are assessed on a selection of this work. One group presentation is developed and presented on the field trip, and two written reports are completed.

This module aims to enhance students’ basic knowledge and laboratory skills with respect to specific diagnostic techniques used in medical pathology laboratories, covering practical aspects of histopathology, medical haematology, clinical biochemistry, and medical microbiology.

The module builds on laboratory skills developed in BSS020C143S Biomedical Science: Practical Methods, Chemistry of Life and other modules, and on subject knowledge across Biomedical Science modules at Levels 4 and 5.

Specifically, this module covers:

Histopathology: structure/function relation of cells and tissues in health and diseased conditions and the possible association of changes in structure with clinical symptoms.

Medical Haematology: identification of blood disorders and association of changes with clinical symptoms.

Medical Microbiology: Identification of unknown clinical isolate from samples.

Clinical Chemistry: performing creatinine clearance.

This module develops people to become scientists, to develop and apply skills in analysis and design. Two major themes are interleaved in the syllabus:

The first theme involves lecture- and computer practical-based teaching of statistics, building on the Level 4 module Biometrics, Statistics and Maths, and enabling skills in handling complex data. This brings transferrable numeracy skills using industry-standard software to improve future employability.

The second theme involves enhancing research skills through the development of a student proposal, with individual support by an academic supervisor. This supports programme aims of independent learning and thinking, ethical and scientific standards.

The two strands are integrated by requiring students to consider the design, evaluation and statistical analysis of their proposed study. The proposal development process is often a substantial step in the academic and personal development of students.

Completion of this module equips students with the transferrable skills needed to undertake independent literature reviews or research dissertations at level 6.

This module develops an understanding of the homeostatic processes involved in the maintenance of metabolic functions and physiologic systems. It reviews major organ systems and explains their function in health and their dysfunctions in selected diseases, using examples drawn from human and general mammalian physiology. Physiological systems, such as the blood, immune system, cardiovascular, gastrointestinal and renal system, are discussed and their adaptation to environmental conditions explained. By exploring the basic control mechanisms of energy metabolism and the relationships between metabolic pathways and health and disease, this module illustrates situations which disturb homeostasis. Topics covered include mechanisms of nutrition and the aetiology of diseases such as diabetes, obesity, and cardiopulmonary diseases.

Within HE5, the module builds on the foundation developed at HE4 by the module Biometrics: Physiology, Statistics and Maths (BSS020C129A). It also builds on the molecular foundations of living systems taught in Chemistry of Life (BSS020C128A) and Cell Biology (BSS020C141S). In turn, Physiology and Metabolism provides the basis for further study at HE6 in Medical Microbiology (BSS020X324A) and Human Epidemiology and Pathophysiology (BSS020X359A).

In this first-year module, you will explore the fascinating field of evolutionary biology, which seeks to explain how species change and adapt over time. You will learn about the principles and mechanisms of evolution, from the molecular level to the entire organism within its environment. You will discover how organisms evolve through natural selection and how evolutionary theory can be applied to a wide range of biological phenomena. Through lectures, readings, and hands-on activities, you will gain a deep understanding of the development of evolutionary theory, its impact on modern biology, and its relevance to our world today.

This module provides an opportunity for students to explore a topic of their own choosing in depth by means of in-depth library-based research. The subject matter is of the student's own choosing. Independent Study titles are approved by the member of staff nominally responsible for the module. The module encourages the student to apply their growing critical judgement and powers of analysis. Students develop research skills in a competent and scholarly manner. They use skills in project management, critical discrimination and a sense of proportion in evaluating data and anthropological evidence for a substantial project. They draw upon abilities learned elsewhere in the module; this includes an awareness of potential ethical issues.

This module provides the opportunity to examine a particular subject in Anthropology in detail, without the necessity of collecting and/or analysing original data. It is designed to allow an in-depth, library-based research.

This module provides a critical introduction to today's dominant psychological/clinical practices such as psychoanalysis, bio-psychiatry, psychotherapy, counselling and clinical psychology. Drawing upon classic and more recent anthropological texts we question, for example, the extent to which mental disorders are culturally constructed artifacts rather than scientifically discovered biological entities; whether antidepressants are efficacious more for cultural than biological reasons; whether the Globalisation of Western mental health is having indigenous effects that are efficacious; whether psychoanalysis and anthropology can still fruitfully inform each other theoretically and methodologically; and whether the medicalization of Western emotional lives has fundamentally altered how we currently understand, manage and experience emotional suffering. In short, this module brings into sharp relief how anthropology can effectively deconstruct and inform Western psychological therapies in ways still unconsidered by many mental health professionals. We thus illustrate the usefulness of anthropology in illuminating how psychological/clinical practices are dramatically shaping contemporary subjectivities and wider socio/cultural life.