Spring 2026

This module will introduce you to the role of the Sports Therapist and scope of practice, in the provision of first aid, and the ability to evaluate and manage acute injury. You will gain the theoretical principles and practical skills to assess and manage acute trauma from serious life-threatening injury to more common sporting injury. You will gain a foundational understanding of musculoskeletal injuries and their healing stages. You will develop confidence and competence in safely managing various emergency and acute trauma scenarios, ensuring effective decision-making in high-pressure environments. This module provides a foundation on which to build further knowledge, skill, and expertise. Topics covered will include principles of on field/site assessment, immediate emergency, and acute trauma management, return to activity decision making, and the completion of a first aid and basic life support (CPR and Defibrillation) qualification. Acute care will include the RICE vs POLICE vs PEACE AND LOVE regimes, thermal modalities, role and application of bandaging and taping, and the use of crutches. Types and classifications of injury that occur to the musculoskeletal system will be considered including tissue load failure, and the phases of tissue healing through the stages of injury.

This module centers around professionally focused education, utilising foundation skills and knowledge developed at Level 4 during ‘Fundamentals of Human Physiology and Anatomy’ and expanding on these to develop expertise that are applicable to the fitness industry. You will develop a multicultural and inclusive approach, by improving your understanding of equality, diversity, and overall patient welfare, to tailor treatment to maintain everyone's comfort and dignity. This will include but not limited to religious considerations such as level of undress and nutritional considerations, as well as diverse backgrounds posing barriers to exercise participation. This module not only provides you with the knowledge and skills they need to train both athletic and general populations, but it will also develop your ability to tailor to the needs of those suffering with chronic health conditions. This is a prime opportunity for you to explore collaborative working within a multidisciplinary team (MDT), such as GPs for exercise referral, Physiotherapy for management of long-term conditions, and exercise physiologists from a clinical outcome measures' perspective, to create a sustainable working environment that promotes good health and wellbeing. A key focus will be on the role of technology in exercise monitoring and program design, incorporating wearable fitness trackers (e.g., heart rate monitors, accelerometers, GPS devices), smart training apps and other supporting tools. You will explore how real-time data collection and analysis, using software such as VO2 max testing systems, lactate threshold analysis can optimise exercise prescription and rehabilitation.

Additionally, the module covers global exercise programme design, integrating physiological, biomechanical, and psychological factors, and applying evidence-based approaches such as functional movement screening, strength and conditioning protocols, and behavioral change techniques. The use of AI-driven training platforms, virtual coaching, and telehealth applications will also be explored to enhance accessibility and personalisation in exercise programming. You will also develop an appreciation for Exercise prescription and instructing in a global context; considering the differences in applications and qualification requirements, as well as international challenges. The module is aligned to CIMSPA (Chartered Institute of Management of Sport and Physical Activity) professional standards (gym-instructor; Personal Trainer; Long-term conditions).

Weekly lectures will be used to introduce key topics and the theoretical underpinning of basic life support, acute care, and management of tissue healing. Weekly practical sessions will apply theory into practice, enabling students to develop the practical skills to assess and manage acute trauma and cultivate the command and confidence needed for the management of emergency and acute trauma scenarios. These sessions will also give you the opportunity to hone your skills in instructing an individual and tailor both plans and implementation of training, for both athletes and general population. Seminars will introduce you to discussion and problem solving through several scenarios. This experiential learning is designed to compound the learning from the whole group classes and develop valuable skills for working in multidisciplinary teams in the future, as a Sport Therapist.

Note: this bespoke module has been designed to allow the pre-SAIL cohort to transition to the post-SAIL format, ensuring students do not miss any key competencies that have been moved between Levels 4 and 5.

This professionally focused module provides the opportunity for you to consolidate and enhance your sports therapy practice. It develops advanced clinical reasoning, assessment, treatment, and rehabilitation skills in sports therapy, preparing students for real-world professional settings. You will engage in evidence-based sports therapy, injury prevention strategies, emergency care, rehabilitation programming, and professional practice applied to sports and specific populations. This module will also help to develop understanding of considerations and patient management, dependent on individual client anatomy, background e.g., religious considerations, and presenting condition.

This module provides you with an advanced, evidence-based approach to sports therapy, integrating emerging technologies, contemporary rehabilitation techniques, and interdisciplinary practices to enhance clinical decision-making. The focus is on real-world applications, preparing students for the complexities of professional clinical settings, elite sports environments, and private practice. You will critically evaluate innovative sports rehabilitation interventions, including biomechanical analysis, regenerative therapies, AI-based rehabilitation tools, and wearables for injury prevention and recovery. The module also emphasizes holistic patient management, considering psychosocial factors, diversity in patient needs, and ethical decision-making in sports therapy.

Weekly lectures will be used to consolidate and further develop understanding of the principles of each modality, and their effect of tissue healing to aid the injury management process. Weekly practical sessions will apply theory into practice, enabling you to perform dosage calculations and perform clinical assessments to determine client suitability and identify contraindications, before being able to practice implementing treatment under supervision. Practical sessions will facilitate the advancement of their clinical skills, problem solving and clinical reasoning. Seminars will provide critical analysis and discussion regarding current research concepts, evaluation of treatment modalities, tests, and approaches to management.

This module will introduce you to the clinical examination and assessment of upper and lower limb injuries. You will develop proficiency in taking effective subjective histories, conducting objective assessments, and applying clinical reasoning skills to identify common and complex musculoskeletal injuries. The module explores pathophysiology, clinical presentation, mechanisms of injury, and contributing factors in detail, preparing you for evidence-based injury management and rehabilitation planning.

For the upper limb, this includes to the shoulder, elbow, wrist, and hand, and for the lower limb, this module will cover common injuries of the foot, ankle, knee and hip joints, and you will further develop approaches to management, building on acute care with consideration to early improvement of function. You will develop underpinning knowledge and skills in clinical assessment and management strategies. This module provides a foundation on which to build further knowledge, skill, and expertise.

Stages of injury will be covered with review of the phases of tissue healing, and early approaches to management such as cryotherapy, with improvement of function with range of movement, isometric strengthening, and taping to support progression. Equality, diversity, and inclusivity are also key topics integrated into this module, as you will develop your ability to tailor treatments to individual needs, beliefs, and level of comfort.

This module centres around professionally focused education, providing a foundation of key skills, knowledge and expertise that are applicable to the industry, and will continue to be revisited and developed upon throughout their studies. You will develop a multicultural and inclusive approach, by improving your understanding of equality, diversity, and overall patient welfare, to tailor treatment to maintain everyone's comfort and dignity. This will include but not limited to religious considerations such as level of undress and diverse backgrounds posing barriers to treatment. This module will allow you to begin to explore critical thinking and the idea of collaborative working within a multidisciplinary team (MDT) to create a sustainable working environment that promotes good health and wellbeing. You will also develop an appreciation for the use of technology in patient assessment, such as through video analysis software and inclinometer smartphone applications. You will also explore the use of AI to enhance Patient Communication & Education, improve Documentation & Research, and assist with Patient Evaluation and Clinical Decision Making, especially for mock case studies and assessment preparation, whilst also considering ethical implications such as patient confidentiality.

Weekly lectures will be used to introduce key topics and the theoretical underpinning of examination and assessment, common injuries, and early approaches to injury management of the upper and lower limb. Weekly practical sessions will apply theory into practice, enabling you to develop the practical skills in examination and assessment, and management of injury, and foster the interpersonal skills required for a Sports Therapist. Seminars will introduce you to discussion and problem-solving using case studies and current concepts within the research, enabling you to develop your clinical reasoning in the management of lower limb injuries.

The aim of this module is to introduce students to the key concepts and core foundations of physiotherapy practice. Subsequent modules will build on and integrate the knowledge and skills developed here. Students will form a deep and comprehensive understanding of the structure and function of the human body by studying human anatomy, the physiology of body systems and understanding how these interact to maintain homeostasis in health across the lifespan. Students will explore the pathophysiology of common diseases and conditions treated by physiotherapists to reflect the full breadth of practice e.g., stroke, cancer, cerebral palsy, chronic obstructive pulmonary disease, dementia, incontinence, cardiovascular disease. The module will include an introduction to pain, chronic pain, and healing. The biopsychosocial model of health will also be covered to allow students to understand the shift away from a biomedical approach to health and social care that acknowledges the significant role that psychological factors play in health and disease. Students will develop the basic skills of analysing human movement and moving and handling of the human body. This module will address gaps in underpinning knowledge required to be a physiotherapist and support students to become autonomous learners and practitioners.?

This module will continue to develop the key concepts and skills introduced in previous modules. It will emphasise the importance of professionalism and provide an opportunity for students to critically evaluate characteristics of professionalism. It will introduce the students to professional values, codes of conduct and legal and ethical principles surrounding practice. Students will explore physiotherapy scope of practice, emerging physiotherapy roles, and the different roles of allied health professionals. Students will be encouraged to critically reflect on effective interprofessional working. There will be content that focuses on equality, diversity, and inclusion (EDI) in all areas of practice and education. There will be a strong focus on personal and professional development, 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 health and social care such as communication skills, empathy, teamwork, resilience, self-awareness, and IT literacy, will be explored and developed. This module will be taught alongside a simulated placement which will allow integration and application of professional skills in a meaningful way such that students are well prepared for their first external placement.

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 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 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.

This capstone module will enable MSci students to consolidate their learning across the four years and demonstrate what they are capable of achieving within a parity of esteem leadership role. The module will demand a high degree of independent learning, a systematic approach to enquiry and advanced critical thinking skills. Students will complete a research-based project in which they will critically evaluate the existing evidence-base, select and apply research and improvement methodologies, collect and critically analyse appropriate data and develop an innovation which has the potential to improve sustainable measurable outcomes or impact within the field of parity of esteem. Students will need to underpin the rationale for their innovation with contemporary health and social care policy and address the ethical implications of their project. They will need to develop a comprehensive evaluation plan for measuring the impact of their innovation and its potential sustainability. Students will also need to explicitly address the leadership and negotiation skills needed to successfully implement and embed their innovation. Examples of projects include new health technologies, new care models, new specialist and advanced roles, new integrated services and pathways, innovative approaches to the management of specific groups, implementation of new and existing standards or guidelines, new funding models, new workforce development strategies and new public health or preventative initiatives. Students are expected to work closely with an appropriate practice partner and may choose a project that is already identified as a need. Students may undertake a collaborative project with practice, but they will need to demonstrate that their submitted work is original and of an appropriate scope. The MSci extended project must be substantially different from the Year 3 project, although it may lead on from it and build on previous ideas. Students will have the opportunity to present their work to other students, practice partners and service users. They will also be encouraged to disseminate their innovation through conference presentations and academic papers.

This module will build on the foundation knowledge gained by completion of previous taught modules and practice-based learning and aims to develop advanced research skills for health care practice. Students will explore different research methods (quantitative, qualitative, and mixed methods), research design, research ethics and data analysis in the context of person-centred care. 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 healthcare research.

Digital healthcare will be explored both in terms of the opportunities and challenges it brings. This module will continue to develop the theme of life-long learning and continuing professional development. In the second year of the course, students will apply the knowledge and skills developed in this module in the undertaking of a research project. The research skills and scholarly thinking developed in this module will also be utilised in all other modules and practice-based learning.

This module, along with Assessment for Diverse Populations, aims to integrate students’ knowledge from previously taught modules with application to assessment across different areas of practice and across the lifespan to continue to build students’ practical skills. Students will build their understanding of transferable skills in practice. They will continue to develop an understanding of Equity, Diversity, and Inclusion (EDI) and consider different inclusive approaches used in assessment of service users across the lifespan. This module will encourage students to explore their decision-making process and reasoning for a chosen approach to assessment. There will be a strong focus on recognising key transferable skills such as communication, empathy, teamwork, self-awareness, and self-reflection. These skills will enhance engagement with people being cared for, optimise outcomes, and positively contribute to students’ personal and professional development. This module will support students to become holistic practitioners with an awareness of diverse cultural contexts and committed to lifelong learning. Students will also explore how digital technologies can support the assessment process and consider potential challenges and limitations. They will also consider digital literacy, digital inequality and global differences.

This module examines concepts, models and psycho-physiological effects in relation to health and well-being. It aims to provide a close examination of the interaction between psychological and physiological processes in particular with chronic illness (such as Diabetes) and psychological effects (such as Depression) to give an understanding of both the client experience and the management of chronic illness. It will look at the effects of stress as a cause and effect of ill-health.

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.

An understanding of the molecular basis of human metabolism and physiology is an essential prerequisite for the study of human nutrition. Without this foundation it is difficult to understand the pathophysiology of disease and how it may be beneficially altered by nutritional intervention and treatment. The module is therefore designed to provide a detailed overview of carbohydrate, lipid and protein metabolism in fed and fasted states. The integral role of vitamins and minerals in nutrient metabolism is discussed as is the influence of diet and nutrient metabolism in chronic disorders such as obesity, metabolic syndrome, cardiovascular disease and diabetes. In this way knowledge attainment of key fundamental biochemical and physiological principles is facilitated within a nutritional context and with reference to genetic influences. The module thus provides an essential learning block for other programme modules as well as research projects within the field of human nutrition.

The Public Health and Clinical Nutrition module will include a public health preventative aspect as well as the clinical nutrition treatment aspect of a range of nutrition related conditions. A critical evaluation will be made of recent advances in specific nutrition therapies for the clinical conditions and reference will be made to the national and international guidance and policy documents. Advanced understanding of the nutrition related conditions will encompass physiology, pathophysiology, social and psychological aspects which will be incorporated into the interactive lectures. This module provides key content for the AfN accreditation of the programme.

This module is compulsory for all students following the MSc Clinical Neuroscience and Clinical Nutrition programmes. The independent, empirical study of an issue of health, disease or healthcare utilising appropriate research tools is central to the programme and consequently accounts for one third of the total assessment. This module provides an opportunity for the students to apply the knowledge and skills gained in the rest of the programme, in particular the research methods modules and the practical modules. Therefore, students are required to choose a dissertation topic that relates clearly to their programme specialisation. The opportunity to learn about the research process by carrying out research within a supportive framework is frequently the main reason given by candidates for wishing to read for an MSc. Students will either perform a research project or in depth systematic review with or without meta-analysis. Meta- analyses and systematic review are becoming increasingly important within health related research. They influence the direction of future research and are considered in health related policy. Performing a robust systematic review and/ or meta-analysis requires time and effort equal to a traditional dissertation project, and use advanced data analysis techniques, which will be considered an asset by many employers. The more traditional research projects may take several forms. The overarching project idea may come from the student with a supervisor agreeing to help the student develop the research idea into a suitable project. Alternatively, in many cases project areas will be suggested by a supervisor as students will work on, ongoing research themes within the university. In either case student input will be encourage and acknowledged by the supervisor when considering marks awarded for effort and engagement (see below). It is possible more than one student will work on a larger research project. However, all student’s analysis and background research will be performed independently, and where possible each student will focus on a different aspect of the project and analyse separate data. Dissertation project areas will be chosen and allocated during the Autumn semester. By the start of the Spring semester students will have completed the Ethics Application submission, inclusive for those undertaking a systematic review/ meta-analysis as it is important to consider the data collection method and ethical side of the research area they are studying. The main data collection and analysis part of the dissertation will normally start in late Spring/ Summer semester, once all ethical and health and safety approval through the procedures of the University of Roehampton is in place. The project will be written up as a scientific paper (4000 words). Supervisors will read a draft of each section of the paper and a full draft of the paper and provide formative feedback. Student engagement, judged by the supervisor will be considered in the marking. The press release (500 words) develops the skill of being able to communicate complex scientific information to the lay public in a very concise format, considered a very relevant skill when entering many workplace environments. In addition to the project the Dissertation module will be used as a vehicle to start students looking at their careers following completion of their MSc. There will be a careers session to make students aware of possible career options and signpost the support available to students from department, university and outside bodies. The session will include short talks from staff with different experiences and where possible, ex-students and experts from different industries.

Research in neuroimmunology has transformed our understanding of the healthy brain and promises treatments for neurodegenerative disorders that affect millions of people worldwide. This module is optional for students registered for the MSc and PG Diploma in Clinical Neuroscience. The module is designed to introduce students to the foundations of translational neuroimmunology. Its syllabus addresses a wide range of issues from the emerging concept of the brain as an immune organ, to the new theories of integrated neuroimmune brain functions in health and disease, such as those of neurodegeneration or neurogenesis, aiming at discussing the translational science context-with a mixture of complementary basic and more clinical sessions. The content of the module is arranged to emphasise and discuss the relevance of the brain immune interactions to treating neural diseases and repairing the central nervous system.

This module is part of the training in research methods essential for Health masters programmes. The module assumes some prior experience with research methods, either through research experience or prior learning (e.g. as part of an undergraduate degree). This should include an awareness of different approaches to research (experiment, survey, quantitative and qualitative methods), understanding of the basic principles of research and the need for rigour, replication and hypothesis testing including some fundamental statistical techniques. The module will provide an overview of experimental, survey and qualitative research strategies together with the relevant data analysis techniques and analytic software. The module will also reflect recent developments in medical and biomedical research such as the focus on effect size, power and sample size calculations. Ethical issues will be given particular emphasis: it will be a theme addressed in its own right, but also discussed in the context of the strategies mentioned above. The module will prepare students for the Research Project (MRes) or Dissertation (MSc). It is therefore compulsory for all students who will register for the MSc or MRes, award.

Students are required to undertake 2 external placement opportunities in year 1 and 3 external placement opportunities in year 2. Students will undertake a wide range of placements across the two years of the programme to offer opportunities that develop profession specific and transferable skills across a range of settings that reflects current health and social care provision. Whilst on placement, students will be supervised and assessed in accordance with the HCPC Standards of Education and Training Guidance (2021) and the CSP Principles of Practice-Based Learning (2022). Placements are non-credit bearing, but students are required to pass all placements to complete their degree.

This module aims to integrate students’ knowledge from Foundations in Physiotherapy Practice with application to assessment and intervention and continue to build students’ practical skills. Students will start to develop an understanding of Equality, Diversity, and Inclusion (EDI) and different inclusive approaches used in assessment of service users across the lifespan including consideration of those with differing physical and mental disabilities (e.g., learning disabilities, mental health problems, dementia). This module will encourage students to explore implicit bias and justify their decision-making process and reasoning for a chosen approach to assessment and intervention. Students will explore the use of protocols and intervention planning with other allied health professionals to ensure person-centred care. There will be a strong focus on recognising key transferable skills such as communication, empathy, teamwork, self-awareness, and self-reflection. These skills will enhance engagement with people being cared for, optimise outcomes, and positively contribute to students’ personal and professional development. This module will also introduce students to digital healthcare and discuss the value of digital innovations. This module will support students to become holistic practitioners with an awareness of diverse cultural contexts and committed to lifelong learning.

It is vital that nurses have core knowledge and skills in working with serious mental illness, including awareness of co-morbidities and supporting a more complex group of patients within a wider variety of care settings. Evidence shows that the lifespan of people with serious mental health problems is shorter compared to the general population. This excess mortality is mainly due to physical illness and often due to side effects of psychotropic treatments, thus it is pertinent for students to develop clear understanding and competence in managing both physical and mental health problems. This module will build on skills previously learnt by students on presentations of mental health problems and facilitating care developed within the university and whilst on practice placement experiences. The module will introduce pathology, epidemiology and treatment of severe and enduring mental health illnesses such as psychotic and mood disorders including personality disorders, schizophrenia and mania. Students will explore the patient journey and services available to support acute and crisis care pathways. This will include the interface between mental and physical health services with multidisciplinary and interprofessional working whilst ensuring high quality patient care is maintained throughout by collaboratively identifying and managing risk. Students will develop their care planning skills further and study evidence-based guidelines which underpin care. Students will explore the complexities of specialist services and service provision, developing skills and knowledge in working with Child and Adolescent Mental Health Services, Mental Health and Learning Disabilities Services, Perinatal Mental Health and Eating Disorders Services. The module will also cover legislative frameworks specific to these services and working within the least restrictive possible ways.

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 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 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 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.

It is vital that nurses have core knowledge and skills in working with children and young people with complex conditions. This module will build on prior knowledge and through focusing on caring for children and young adults with complex needs and critical care in both community and hospital settings, students will have opportunity to build their knowledge and skills in providing care for children, young adults and their families.

This module will explore a wide range of complex conditions including cardiac, renal, respiratory and neurological conditions that can be present in children and young people. It will introduce pathology, epidemiology and treatment, and focus on how these conditions may affect children and young people differently depending on their age and the development of their body. It will also revisit assessment skills and explore how to identify priorities for person-centred care. Links to practice learning will be made throughout. The module is underpinned by the nursing process, but the main framework for assessment and management of physical health deterioration is the ABCDE approach (airway, breathing, circulation, disability, exposure). Students will explore common causes of physical deterioration and practice a systematic approach to assessment and management. Due to the nature of curiosity of children and the potentially flighty risk-taking behaviours of adolescents, they are at risk of injuries such as burns, wounds, substance abuse and fractures. This module will explore strategies to communicate with service users and families around accident prevention and support the identification of potential safeguarding concerns. It will also discuss management of complex long-term conditions including diabetes. There will be an emphasis on the students developing a clear understanding and competence in managing both physical and mental health conditions. There will be a thorough examination of the complexities around adolescent mental health, looking at complex conditions such as eating disorders, self-harm, depression, anxiety and substance misuse. This module will build on skills previously learnt by students on presentations of physical and mental health problems in children and young people.

Students will explore the patient journey and services available to support acute and crisis care pathways for children and young people. This will include the interface between mental and physical health services with multidisciplinary and interprofessional working whilst ensuring high quality patient care is maintained throughout by collaboratively identifying and managing risk. The module will also focus on the transitions between adult and children’s services and the impact that this can have on provision of care. Students will develop their care planning skills further and study evidence-based guidelines which underpin care. Students will explore the complexities of specialist services and service provision, developing skills and knowledge in working with Neonate, Child and Adolescent Services, Mental Health and Learning Disabilities Services, Perinatal Mental Health, Eating Disorders Services, Health Visitors and School Nurses. The module will also cover legislative frameworks specific to these services and working within the least restrictive possible ways.

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 will help students develop their knowledge of evidence-based practice in nursing and also their critical thinking skills. The relevance and application of evidence-based practice in community health and care will be discussed. Students will revisit evidence-based practice frameworks and hierarchies of evidence. The module will build on literature searching skills developed in Year 1 and provide a more thorough and robust approach to search strategies. Library staff will help students to develop digital skills in undertaking a literature search. The module will build on knowledge of the research process and provide further depth on research methodologies. A range of quantitative and qualitative methods will be explored using relevant research studies. The critical thinking toolkit will provide frameworks for analysing the quality and reliability of published research, identifying methodological strengths and weaknesses. Key literacy skills, such as constructing a coherent argument will also be developed. Ethical considerations during research will be explored, including the involvement of service users and carers. The use of evidence-based practice in safety and quality improvement will also be introduced and students will explore a range of regularly employed improvement methodologies, such as audit. Links will be made to preparing students for the Y3 service improvement project. Staff will share their research in order to illustrate the module content. Nursing research careers will also be explored in preparation for employability.

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.

It is vital that nurses have core knowledge and skills in working with serious mental illness, including awareness of co-morbidities and supporting a more complex group of patients within a wider variety of care settings. Evidence shows that the lifespan of people with serious mental health problems is shorter compared to the general population. This excess mortality is mainly due to physical illness and often due to side effects of psychotropic treatments, thus it is pertinent for students to develop clear understanding and competence in managing both physical and mental health problems. This module will build on skills previously learnt by students on presentations of mental health problems and facilitating care developed within the university and whilst on practice placement experiences. The module will introduce pathology, epidemiology and treatment of severe and enduring mental health illnesses such as psychotic and mood disorders including personality disorders, schizophrenia and mania. Students will explore the patient journey and services available to support acute and crisis care pathways. This will include the interface between mental and physical health services with multidisciplinary and interprofessional working whilst ensuring high quality patient care is maintained throughout by collaboratively identifying and managing risk. The module will also focus on working with children and young people, including the difficult transition between services. Students will develop their care planning skills further and study evidence-based guidelines which underpin care. Students will explore the complexities of specialist services and service provision, developing skills and knowledge in working with Child and Adolescent Mental Health Services, Mental Health and Learning Disabilities Services, Perinatal Mental Health and Eating Disorders Services. The module will also cover legislative frameworks specific to these services and working within the least restrictive possible ways.

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.

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 concept of acute deterioration in physical and mental health. The content will build on learning from year one by revisiting core anatomy, physiology, pathophysiology and pharmacology. It will also revisit assessment skills and how to identify priorities for person-centred care. Links to practice learning will be made throughout. The module is underpinned by the nursing process, but the main framework for assessment and management of physical health deterioration is the ABCDE approach (airway, breathing, circulation, disability, exposure). Students will explore common causes of physical deterioration and practice a systematic approach to assessment and management. The module will focus on threats to life such as airway obstruction, acute respiratory distress, shock, sepsis, acute coronary syndromes, acute kidney injury, stroke, diabetic emergencies, acute abdomen, acute pain and overdose. The module will cover acute disorders, deterioration of long-term conditions and pre- and post-operative care. Evidence-based interventions will be covered such as airway management, positioning, oxygen therapy, intravenous fluids, emergency medications, evaluation, ongoing monitoring and investigations, escalation of care and emergency transfer. Students will also explore end of life decisions, including recognition of dying, do not attempt cardiopulmonary resuscitation (DNACPR) decisions, advance care planning and organ donation. Students will explore the approach to deterioration in community, primary care and in-hospital settings. The module will also cover principles of patient safety. This module will also prepare students 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. Students will explore key symptoms such as psychosis, self-harm and suicidal ideation and common acute mental health disorders such as bipolar disorder, depression and borderline personality disorder. The focus of management will be on maintaining safety, providing mental health first aid and liaising with other agencies such as liaison psychiatry and crisis teams. Relevant areas of mental health policy will also be examined, particularly in relation to community-based management.

This module will introduce students to the public health role of the nurse when working with diverse people, carers, families and communities. The focus will on be 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. The module will also introduce the concept of parity of esteem between physical and mental health. The module will include the aims and principles of health promotion, protection and improvement and the prevention of ill health. It will explore the epidemiology, demography, genomics and the wider determinants of health, illness and wellbeing. It will also explore global patterns of health and wellbeing and the factors that may lead to inequalities in health outcomes. The module will also provide an introduction to UK health and social care policy and NHS structures and identify the key, preventable long term conditions that are the focus of Public Health England. The module will also cover specific health screening programmes, immunization and vaccination and communicable disease surveillance. Students will learn about how people's life choices may impact on future health and wellbeing needs, as well other social influences, individual circumstances and health literacy. Students will be introduced to the main areas of health promotion activity and how this can be incorporated into their daily nursing practice, particularly in community and primary care roles. The module will introduce students to their role as a health educator, using behaviour change, strength-based approaches and providing information in accessible ways. Finally, students will learn how to role model taking responsibility for their own health and wellbeing.

This module will introduce students to the nursing process: assessment, planning, implementation and evaluation (APIE); with a particular focus on the first two stages. Students will draw upon and develop their broad knowledge of anatomy, physiology, common pathophysiology and basic pharmacology from Applied Human Biology for Nursing. They will also build upon nursing skills already gained from Practice Part 1 in the Clinical Simulation Centre and skills and experiences they have gained in practice. Students will learn how to undertake a holistic assessment of physical, mental, cognitive, behavioural and wellbeing status and medication usage. They will use and develop a range of frameworks, tools, techniques, investigations and communication skills. From a pathophysiological perspective the focus will be on common long-term conditions and co-morbidities such as diabetes, respiratory disease, heart disease, cancer and mental health conditions, including dementia. The module will also focus on vulnerable groups such as children, people with a learning difficulty and people requiring end of life care. It will also cover culturally-sensitive care. Students will examine the lived experience of long term conditions through hearing service user and carer stories. The module will also introduce students to the process of planning person-centred care. Students will explore how to identify priorities, set goals and support people to make decisions about their care. The concept of mental capacity will also be examined in the context of ethical decision-making for people such as those with dementia. Students will also explore the essential components of holistic and evidence-based person-centred care such as dignity, 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. Students will also further develop their communication skills to support assessment, goal setting and providing psychological support. The module will focus on assessing and planning care in community, integrated and primary care settings, including care homes and hospices.

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.

This module looks at the question of life, in its broadest sense, from a variety of anthropological perspectives. We consider ethical debates about new biotechnologies such as genetically modified crops, in vitro fertilization (IVF), or even the cloning of mammoths and the creation of artificial chicken meat. We also ex-amine the moral implications of modern medical techniques such as the transplantation of organs and hu-man body parts, and discuss global, poverty-related problems such as organ trafficking, bio-piracy, the loss of biodiversity, as well as the specific role of big pharmaceutical companies and agricultural multinationals. We look at life and its counterpart, death, at different scales, from the very small (nanotechnology, cell biology) to the very large (the GAIA theory, astrobiology and the search for extra-terrestrial life). In addition we also investigate how artificial life and robotics can be approached from an anthropological point of view. Finally, we compare Western and non-Western (especially animistic) perspectives on life and death and seek to understand why many so-called indigenous people appear to have a peculiarly extensive definition of life (i.e. things such as mountains, rivers, clouds and stars are often deemed alive).

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 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.

It is vital that nurses have core knowledge and skills in working with serious mental illness, including awareness of co-morbidities and supporting a more complex group of patients within a wider variety of care settings. Evidence shows that the lifespan of people with serious mental health problems is shorter compared to the general population. This excess mortality is mainly due to physical illness and often due to side effects of psychotropic treatments, thus it is pertinent for students to develop clear understanding and competence in managing both physical and mental health problems. This module will build on skills previously learnt by students on presentations of mental health problems and facilitating care developed within the university and whilst on practice placement experiences.

The module will introduce pathology, epidemiology and treatment of severe and enduring mental health illnesses such as psychotic and mood disorders including personality disorders, schizophrenia and mania. Students will explore the patient journey and services available to support acute and crisis care pathways. This will include the interface between mental and physical health services with multidisciplinary and interprofessional working whilst ensuring high quality patient care is maintained throughout by collaboratively identifying and managing risk. The module will also focus on working with children and young people, including the difficult transition between services. Students will develop their care planning skills further and study evidence-based guidelines which underpin care. Students will explore the complexities of specialist services and service provision, developing skills and knowledge in working with Child and Adolescent Mental Health Services, Mental Health and Learning Disabilities Services, Perinatal Mental Health and Eating Disorders Services. The module will also cover legislative frameworks specific to these services and working within the least restrictive possible ways.

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.

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 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.

The module will introduce the primate (including hominin) fossil record against the backdrop of changes in the environment (geological environment and climate). Special attention will be paid to the mechanisms underlying primate evolution. Environmental changes are known to have a profound effect on species' biology, such as physiology, diet and locomotion. The module will introduce the different groups of fossil primates (including hominins), and will discuss their anatomy and inferred behaviour and phylogenetic relationships. Differences in morphology will be highlighted, and will be explained in light of possible functional adaptations versus phylogenetic novelties. The module will include the principles underlying evolutionary changes (evolutionary theories, the geological and chronological frame) and the relation between primates and other mammals, applying these principles to understanding the fossil record. A series of lab practicals will complement the lectures for a wider and deeper understanding of the discussed subjects.

This module will introduce students to the concept of acute deterioration in physical and mental health. The content will build on learning from year one by revisiting core anatomy, physiology, pathophysiology and pharmacology. It will also revisit assessment skills and how to identify priorities for person-centred care. Links to practice learning will be made throughout. The module is underpinned by the nursing process, but the main framework for assessment and management of physical health deterioration is the ABCDE approach (airway, breathing, circulation, disability, exposure). Students will explore common causes of physical deterioration and practice a systematic approach to assessment and management. The module will focus on threats to life such as airway obstruction, acute respiratory distress, shock, sepsis, acute coronary syndromes, acute kidney injury, stroke, diabetic emergencies, acute abdomen, acute pain and overdose. The module will cover acute disorders, deterioration of long-term conditions and pre- and post-operative care. Evidence-based interventions will be covered such as airway management, positioning, oxygen therapy, intravenous fluids, emergency medications, evaluation, ongoing monitoring and investigations, escalation of care and emergency transfer. Students will also explore end of life decisions, including recognition of dying, do not attempt cardiopulmonary resuscitation (DNACPR) decisions, advance care planning and organ donation. Students will explore the approach to deterioration in community, primary care and in-hospital settings. The module will also cover principles of patient safety. This module will also prepare students 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. Students will explore key symptoms such as psychosis, self-harm and suicidal ideation and common acute mental health disorders such as bipolar disorder, depression and borderline personality disorder. The focus of management will be on maintaining safety, providing mental health first aid and liaising with other agencies such as liaison psychiatry and crisis teams. Relevant areas of mental health policy will also be examined, particularly in relation to community-based management.

It is vital that nurses have core knowledge and skills in working with children and young people with complex conditions. This module will build on prior knowledge and through focusing on caring for children and young adults with complex needs and critical care in both community and hospital settings, students will have opportunity to build their knowledge and skills in providing care for children, young adults and their families. This module will explore a wide range of complex conditions including cardiac, renal, respiratory and neurological conditions that can be present in children and young people. It will introduce pathology, epidemiology and treatment, and focus on how these conditions may affect children and young people differently depending on their age and the development of their body. It will also revisit assessment skills and explore how to identify priorities for person-centred care. Links to practice learning will be made throughout. The module is underpinned by the nursing process, but the main framework for assessment and management of physical health deterioration is the ABCDE approach (airway, breathing, circulation, disability, exposure). Students will explore common causes of physical deterioration and practice a systematic approach to assessment and management. Due to the nature of curiosity of children and the potentially flighty risk-taking behaviours of adolescents, they are at risk of injuries such as burns, wounds, substance abuse and fractures. This module will explore strategies to communicate with service users and families around accident prevention and support the identification of potential safeguarding concerns. It will also discuss management of complex long-term conditions including diabetes. There will be an emphasis on the students developing a clear understanding and competence in managing both physical and mental health conditions. There will be a thorough examination of the complexities around adolescent mental health, looking at complex conditions such as eating disorders, self-harm, depression, anxiety and substance misuse. This module will build on skills previously learnt by students on presentations of physical and mental health problems in children and young people. Students will explore the patient journey and services available to support acute and crisis care pathways for children and young people. This will include the interface between mental and physical health services with multidisciplinary and interprofessional working whilst ensuring high quality patient care is maintained throughout by collaboratively identifying and managing risk. The module will also focus on the transitions between adult and children’s services and the impact that this can have on provision of care. Students will develop their care planning skills further and study evidence-based guidelines which underpin care. Students will explore the complexities of specialist services and service provision, developing skills and knowledge in working with Neonate, Child and Adolescent Services, Mental Health and Learning Disabilities Services, Perinatal Mental Health, Eating Disorders Services, Health Visitors and School Nurses. The module will also cover legislative frameworks specific to these services and working within the least restrictive possible ways.

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 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.

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 help students develop their knowledge of evidence-based practice in nursing and also their critical thinking skills. The relevance and application of evidence-based practice in community health and care will be discussed. Students will revisit evidence-based practice frameworks and hierarchies of evidence. The module will build on literature searching skills developed in Year 1 and provide a more thorough and robust approach to search strategies. Library staff will help students to develop digital skills in undertaking a literature search. The module will build on knowledge of the research process and provide further depth on research methodologies. A range of quantitative and qualitative methods will be explored using relevant research studies. The critical thinking toolkit will provide frameworks for analysing the quality and reliability of published research, identifying methodological strengths and weaknesses. Key literacy skills, such as constructing a coherent argument will also be developed. Ethical considerations during research will be explored, including the involvement of service users and carers. The use of evidence-based practice in safety and quality improvement will also be introduced and students will explore a range of regularly employed improvement methodologies, such as audit. Links will be made to preparing students for the Y3 service improvement project. Staff will share their research in order to illustrate the module content. Nursing research careers will also be explored in preparation for employability.

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 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); with a particular focus on the first two stages. Students will draw upon and develop their broad knowledge of anatomy, physiology, common pathophysiology and basic pharmacology from Applied Human Biology for Nursing. They will also build upon nursing skills already gained from Practice Part 1 in the Clinical Simulation Centre and skills and experiences they have gained in practice. Students will learn how to undertake a holistic assessment of physical, mental, cognitive, behavioural and wellbeing status and medication usage. They will use and develop a range of frameworks, tools, techniques, investigations and communication skills. From a pathophysiological perspective the focus will be on common long-term conditions and co-morbidities such as diabetes, respiratory disease, heart disease, cancer and mental health conditions, including dementia. The module will also focus on vulnerable groups such as children, people with a learning difficulty and people requiring end of life care. It will also cover culturally-sensitive care. Students will examine the lived experience of long term conditions through hearing service user and carer stories. The module will also introduce students to the process of planning person-centred care. Students will explore how to identify priorities, set goals and support people to make decisions about their care. The concept of mental capacity will also be examined in the context of ethical decision-making for people such as those with dementia. Students will also explore the essential components of holistic and evidence-based person-centred care such as dignity, 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. Students will also further develop their communication skills to support assessment, goal setting and providing psychological support. The module will focus on assessing and planning care in community, integrated and primary care settings, including care homes and hospices.

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 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.

This module will introduce students to the public health role of the nurse when working with diverse people, carers, families and communities. The focus will on be 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. The module will also introduce the concept of parity of esteem between physical and mental health. The module will include the aims and principles of health promotion, protection and improvement and the prevention of ill health. It will explore the epidemiology, demography, genomics and the wider determinants of health, illness and wellbeing. It will also explore global patterns of health and wellbeing and the factors that may lead to inequalities in health outcomes. The module will also provide an introduction to UK health and social care policy and NHS structures and identify the key, preventable long term conditions that are the focus of Public Health England. The module will also cover specific health screening programmes, immunization and vaccination and communicable disease surveillance. Students will learn about how people's life choices may impact on future health and wellbeing needs, as well other social influences, individual circumstances and health literacy. Students will be introduced to the main areas of health promotion activity and how this can be incorporated into their daily nursing practice, particularly in community and primary care roles. The module will introduce students to their role as a health educator, using behaviour change, strength-based approaches and providing information in accessible ways. Finally, students will learn how to role model taking responsibility for their own health and wellbeing.

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.

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 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 explores the evolution of our species, from the fossil evidence of now-extinct species to modern human adaptations to our changing physical and cultural environment. The first few sessions introduce the basics of human skeletal anatomy, teaching students the name and the morphology of human bones, as well as how it is possible to learn about the biological sex, age-at-death and health of an individual based on skeletal remains. The middle section of the module discusses the genetic and fossil evidence of human evolution since our divergence from chimpanzees. Finally, the last section of the module focuses on the adaptations that made humans such a successful cosmopolitan species, how cultural and biological co-evolution interacted in our species, and how predicted changes in climate and the environment are likely to affect our future evolution.

The module offers an introduction to the study of animal behaviour from an ecological and evolutionary perspective. It explores both the proximate causes of different animal behaviour (including stress and hormonal reactions, genetics and environmental plasticity) and its ultimate causes (long-term evolution of behavioural strategies), to understand why a particular behaviour is observed in certain species or circumstances. The module explains how animal behaviour can be measured and provides hands-on experience through a combination of class and field exercises, fostering important skills in experimental planning, observation, recording of behavioural data, and scientific reporting. Complex behaviours explored in class will include social behaviour and communication, predation, territoriality, sexual behaviour and parental care. The module will make use of the local environment (Alton estate and/or Richmond Park) will delve into these topics to look at the interaction between human activity, disturbed environments, climate change and animal behaviour, with implications for animal welfare and conservation.

Ecological and evolutionary processes shape the variety and distribution of life on Earth and will underpin biological responses to global environmental change. This module will build upon knowledge obtained in first year modules to provide a practical understanding of Ecology and Evolution: from genes to ecosystems. The module goes beyond discussing ecological and evolutionary processes in isolation but highlights intimate links between them, including covering the main eco-evolutionary theories that connect these fields of research.

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 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.

The Fieldwork module is not to be taken without the Programme Convener's approval. This module will be taken only by students who cannot go on the field course because of heavy mitigating circumstances or because of their SOAs. This module offers them the opportunity to still achieve the learning outcomes for the Field Course and to achieve enough credits to go into year 3 when they have to take a module that has a field work component (actual field work is a programme level learning outcome for Zoology), such as Aquatic and Invertebrate Biology. Students, whose mitigating circumstances or SOA status change will go on the Field Course in their 3rd year, taking 140 credits in total (assuming they study full time). The students will prepare a 4000 word essay, reflecting on field work in general and outlining a 'case study' for fieldwork that had a particular aim, collected data to address this aim and produced reliable results. This case study will be agreed on with the supervisor and the theme will be one of the topics taught on the Field Course module (e.g. 'rocky shore'). As part of this module the students work mostly independently but meet with their personal tutor who is also the first marker of this independent study.

This module aims not only to provide students with a thorough understanding of food composition and analysis, but will also provide a high standard of experience in food science and microbiological techniques. The scientific basis of the safety and health promoting properties of nutrients and non-nutrient components of food will be discussed including the effects of nutrients, anti-nutrients, toxicants, additives and pharmacologically active agents. Furthermore, we will explore 'nutraceuticals', functional foods, and individual constituents of foods. Methods of food production, preparation and preservation, will be considered as well as the role of government and legislation in the protection of consumers from risks associated with food consumption. The entire process from food production to consumption as well as sustainability will be considered.

This module explores how disease disrupts normal function in the human body. The module starts by considering the history of the field, major research methods used to study human diseases, and principles of epidemiology. It continues to explore the leading causes of human disease, focusing on selected conditions such as cancer, cardiovascular disease, metabolic disorders, infection and inheritable disorders. It concludes by exploring the various ways of fighting diseases, including immunology, pharmacology, preventative, and precision medicine. Both molecular and systems perspectives are considered. The main objective is to introduce students to the leading causative agents of disease and discuss their medical implications, thus laying the foundation for L5/6 level modules on Epidemiology, Pathophysiology, Pharmacology, Microbiology, and Immunology.

By the end of the module students will be able to contextualize the science of pathophysiology within the general aims of medical science. From a professional skills perspective students will develop their critical thinking, research, informatics, and data presentation skills. These skills will be directly assessed through the coursework task.

This module is designed to provide an understanding of the tree of life, and covers key aspects of the evolution, anatomy, morphology, physiology and ecology of major taxonomic groups. An understanding of the biology of living organisms and the adaptations that they show to a range of tasks and environments is essential to achieving a breadth of knowledge in biology. In addition to interactive lectures, it incorporates practical sessions that will enable students to get first-hand experience of live and preserved specimens of the major animal and plant phyla, as well as practical experience in constructing phylogenetic relationships.

The module will serve as an introduction to psychology and sociology of health behaviours, which includes social, religious and cultural beliefs that impact food, nutrition and health. It also introduces theories and examples of methods to make health positive changes in human behaviour. It will discuss addiction including alcohol use and abuse and related issues and the effects of chronic stress both directly and (through dysfunctional behaviour) indirectly on health. It will therefore be considering environmental and financial/social factors, for example employment and chronic work stress. This will be done from a modern biopsychosocial theoretical perspective that attempts to integrate biological, psychological and social factors in health. The aim of this module is to provide an overview of the major theories and findings in the field and allow students to identify the specific contributions health psychology makes to our understanding of health, illness and nutrition.

This module provides a comprehensive introduction to basic laboratory techniques and procedures in biomedical science including laboratory safety. It is entirely laboratory-based to allow students to gain important practical skills working both individually and in groups. The module also familiarizes students with a range of analytical equipment and instrumentation and develops skills relating to record-keeping, analysis, presentation, and discussion of experimental results.

This module lays the basis of biomedical laboratory skills which will be further developed in the HE6 modules Biomedical Research Project (BSS040X317Y) and Biomedical Science: Clinical Methods (BSS020X361A), which exposes students to clinical diagnostic techniques that are used routinely in hospitals and healthcare laboratories. It also provides an important, contextual point of focus for all concurrent learning within the course. The students will get the chance to implement the statistical thinking they were introduced to within the Biometrics module.

The performance of practical laboratory analysis is perhaps the single most important activity carried out by the HCPC registered Biomedical Scientist. This module introduces these concepts to students, and the material and modes of learning provide a clear distinction from secondary and further education, providing direct experience of standard laboratory techniques. As indicated in the programme specification, students of this course may wish to follow other allied careers. This module will support the varying degrees to which the students follow a career with laboratory practical demands, but also more generally will improve students’ ability to work methodically, in teams and to deadlines.

The module also begins to acquaint students with the concept of project-based work with data gathering, analysis and presentation steps, for which they must be self-directed. They will also gain some experience of necessary IT skills, which will increasingly impact all aspects of biomedical activity.

This module has been designed to cater to the diverse needs of first-year students enrolled in the BSc Biological Science, BSc Zoology and BSc Nutrition and Health programmes and adopts an innovative top-down approach to teaching. By presenting real-world examples and practical applications, we aim to engage and empower students in their journey towards understanding the fundamental principles and cornerstones of biochemistry as well as providing them with hands-on practical experience. This approach fosters a deeper appreciation of the subject, ultimately enhancing their ability to bridge the gap between theory and its real-world implications. Students will thus gain fundamental knowledge of key biochemical components and processes, which will support and scaffold a holistic understanding of biological systems in health and disease.

Nutrition is an evolving subject and as such there have been major developments in the last decade. Using examples of recent research this module will explore the relationship between nutrition, diet and health and make students critically aware of recent advances and innovations in the field. The role of 'omics' technology in Nutrition, the development of personalised nutrition, interactions between diet, genes and disease and the role of phytochemicals in health and gastrointestinal health will be considered as well as interactions between nutrition and the immune system. Furthermore, new research in obesity will be explored including advances in energy balance research, techniques to assess body composition and the role and regulation of appetite and hormones. This module will further build on and consolidate nutrition and health knowledge gained in the first two years of study further advancing analysis and communication skills. This module will promote a critical awareness of key areas of research and advances in the field of nutrition and health.

To help prevent injury and/or effectively rehabilitate the injured athlete, it is important to have a good knowledge of the multifactorial issues in sport science that are risk factors for, and/or may potentially affect recovery from injury. Factors such as how the athlete moves, their psychological state, their nutritional demands, and the environmental conditions, may all influence injury or recovery, and so are important considerations for Sports Therapist. Further, having knowledge of these different factors, will improve a therapist’s ability to work in multidisciplinary teams of sport science experts.

This module will broadly explore the aforementioned multidisciplinary factors that Sports therapists should be considering to best support the injured athlete. The module also provides pre-requisite learning important for optional modules in the 3rd year that delve into some of these topics in more depth. Relevant topics in physiology, biomechanics, and psychology will be covered. Some of the physiological factors covered include issues associated with weight management and nutrition, as well as the environmental factors (such as weather and travel) that affect performance and injury risk. From a biomechanical perspective, you will be introduced to the biomechanics of injury and rehabilitation. From a psychological aspect, you will be introduced to topics such as the psychosocial risk factors of injury, and psychosocial interventions to support injured athletes.

Students will be predominantly taught in whole-class scenarios; however, embedded in those classes will be breakout discussion groups and other interactive activities (e.g., quizzes) to maintain engagement and active learning. Prior to each class, students will be set activities to complete (e.g., read a paper or book chapter, watch a video, etc.) that are relevant to the upcoming class, and to learning on the module. There will also be practical sessions built into the module on measuring metabolic activity and biomechanically assessing physical readiness in rehabilitation. This experiential learning is designed to compound the learning from the whole-group classes and develop valuable skills for working in multidisciplinary teams in the future, as a Sport Therapist.

This module will allow the student to consolidate their theoretical knowledge, and practical skills to plan and implement appropriate and effective rehabilitation to progress patients to ensure return to full functional unrestricted activity. The module will cover key components required in the later stages of rehabilitation to meet the demands of the patient’s sport or occupation and ensure their transition to optimal return. Students will further develop their practical skills and proficiency to coach and lead rehabilitation sessions in a group and one to one setting that are applicable in a variety of sport and occupational setting. The student will further develop the confidence and command to lead both group and one to one rehabilitation, utilising methods to enhance motivation, while providing clear and concise coaching cues to ensure safe and effective performance.

The module will cover exercise strategies for improving aerobic endurance and anaerobic power, advanced functional stability, high load strengthening, advanced motor skills; plyometric training, speed, agility, quickness (SAQ) training, sport specific/ occupational specific training, and finally pre-discharge testing, prior to returning to competition / occupation. The student will also be equipped with skills to measure the patient’s progress and evaluate the efficacy of the rehabilitative interventions employing criterion-led exercise testing. Approaches to management will be consolidated, utilising a range of techniques with greater emphasis on a clinically reasoned approach in justifying management and rehabilitation strategies, and ensuring the reduction in risk of re-injury and optimal return to activity.

Weekly lectures will be used to introduce key topics and the theoretical underpinning of rehabilitation and progression to optimal return 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.

This module introduces the student to manual therapy mobilisations and aims to further develop the student’s ability to provide a comprehensive subjective history, examination and assessment of the spine and develop a clinically reasoned multi modal approach to management of spinal conditions with emphasis on manual mobilisations. This module aims to provide the student with the expertise to apply safe and effective manual therapy mobilisation techniques to the vertebral joints of the spine for a wide range of presenting problems of the lumbar, thoracic, and cervical regions of the spine. Students will examine the multifactorial aetiology of more chronic and complex presentations and further develop their clinical reasoning through analysis and interpretation of subjective and objective examination and in providing clinical rationale for chosen mobilisations and broader management strategies.

Topics covered will include subjective history considering mechanism and source of symptoms, SIN level, contributing factors, red and yellow flags, and contraindications, and examination and assessment of the spinal regions to include neurological testing. Manual therapy mobilisation techniques for the lumbar, thoracic, and cervical will be introduced, reflecting on principles of application, therapeutic effects, indications, and contraindications of manual mobilisations to the spine. Students will learn about philosophies and approaches such as ‘Maitland Mobilisations’ and ‘Mulligan Concept.’ Students will continue to develop their understanding of equality and diversity and overall patient welfare, to tailor treatment to maintain the individual’s comfort and dignity.

Weekly lectures will be used to consolidate key themes of subjective and objective examination, injuries and conditions, and approaches to management of the spinal region. Weekly practical sessions will apply theory into practice, enabling students to further enhance their practical, interpersonal communication skills. Seminars will provide critical discussion and problem solving through a range of clinical scenarios.

This module can only be taken after discussions with, and at the discretion of the Programme Convener and Academic Guidance Tutor. This module represents the culmination of the research methods and practical modules at levels 4 & 5. The report 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 report. The nature of the report 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.

Note: this module has a prerequisite SES020N207. This module enables students to develop a detailed and comprehensive understanding of the physiological demands of extreme environments - what happens when you try to climb Everest? What happens if you try to cross the Sahara? What happens if you try to cross the Antarctic? The module will be very practical-based. Students will collect data in a number of simulated environments in the environmental chamber and will choose one of these experiments to write-up as a laboratory report. An exam will assess students' theoretical knowledge of the key concepts covered.

This module enables students to develop a detailed and comprehensive understanding of how nutrition can impact upon athletic performance. The module introduces a range of fundamental underlying concepts and principles of sports nutrition, whilst focusing on the nutritional interventions for optimal athletic performance and recovery. The arguments for and against supplements and ergogenic aids will be discussed. Through synthesis of the knowledge and concepts learnt in this module, students will be required to undertake a case study of an athlete, and further develop their dietary analysis skills. The second assignment requires students to select and critically analyse an appropriate topic of their choice and produce a magazine type article, grounded by current research.

This module will be the student's first introduction to the study of human biomechanics - the application of mechanical principles to the study of how people move. Through a combination of lectures and laboratory sessions, we will develop a system to analyse movement in a logical way. The module will focus on qualitative and quantitative analysis of human movement. This will enable students to relate movement to mechanical and systematic analysis. Anatomy and the Laws of Physics will be introduced through the analysis. The skilled movements to be analysed will be carefully selected to ensure engagement and experience of a wide range of movements and biomechanical knowledge. Typical skills to be analysed will things such as jumping, running, swimming, kicking and throwing. An ability to successfully complete a qualitative analysis is necessary before progressing to the analyses at level 5 and 6. The cognitive and transferable skills learned in this module are fundamental to successful progress in biomechanics.

This module develops on the knowledge gained at level 4 by exploring the how the integrative physiological systems respond to the challenge of acute and chronic exercise. Particular focus will be on the acute and chronic cardiorespiratory adjustments to exercise, how to assess these responses and how to effectively use and present the data obtained. Tasks involve skill acquisition (of laboratory techniques), data collection and, analysis and presentation, whilst working independently and in small groups. Numerous formative assessments, including; student-produced standard operating procedures, Moodle quizzes and 'what a good one looks like' tasks, will be made available for the regular self-assessment of learning. The summative tasks follow a guided-inquiry approach where an independent approach to learning will be fostered. This module will continue to foster a synoptic (cross-module) approach to student learning. To achieve this, data obtained in this module will be used in level 5 Research Methods to provide context for statistical analysis. In addition, content of this module will be referred to and used in level 5 Applied Sport and Exercise Science. This course acts as a pre-requisite for third year, physiology-based modules, and will provide a strong base for level 6 dissertation pathways.

This module integrates the knowledge gained among the core disciplines of the exercise sciences in the application of scientific support in the applied setting. Students will explore the physiological, psychological and biomechanical needs of athletes from different sports, before identifying and implementing appropriate performance, lab and field based testing procedures. Critical analysis of their findings will be presented in novel formats suitable for scientific and non-scientific audiences. This module is multidisciplinary by design and integrates information from HE4 and HE5 modules in biomechanics, physiology, psychology and research methods. This module acts as preparation for third year modules in exercise sciences and will provide a strong base for HE6 modules including dissertation by practice.

The rationale for this module is to provide students with advanced knowledge and skills required to work within the health and fitness industry. Specifically, the module aims to build on the Level 4 module “Health & Fitness Instructing” to address a range of factors relating to customer/client experience, conducting consultations and assessments, planning and supervising exercise, use of technology within the exercise/fitness industry, and important elements of professional practice (e.g., understanding of guidelines, legislation, business acumen). The content within this module is guided by the CIMSPA professional standards for personal trainers and completion of the module, along with the other Level 5 modules, will make students eligible to become members of CIMSPA as a personal trainer.

This module will build on previous knowledge and practical experience, allowing students an opportunity to develop a research proposal and plan to complete an in-depth investigation of a topic that contributes to professional practice. The research project will take the format of primary research and include a comprehensive critical literature review. The research will provide the opportunity to apply a systematic understanding of research methods to the investigation. Students will work on an individual research project and students investigating similar areas, will work in groups to plan and collect relevant data. Students are expected to analyse the data independently and draw meaningful conclusions that are relevant to professional practice and advancement of knowledge. This approach will facilitate the development of effective teamwork skills, an appreciation of the value of collaboration in research, alongside relative autonomy in undertaking a sustained, in-depth piece of independent learning. There will also be opportunities for students to disseminate their findings to the professional community.?

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.

The rationale for this module is to provide students with the knowledge and skills required to work within the health and fitness industry. Specifically, the module aims to address a range of factors relating to customer/client experience, conducting consultations and assessments, planning and supervising exercise, and important elements of professional practice (e.g., understanding of guidelines, legislation, business acumen). The content within this module is guided by the CIMSPA professional standards for gym instructors and completion of the module, along with the other Level 4 modules, will make students eligible to become members of CIMSPA as a gym instructor.

This module will critically analyse more advanced issues in sport and exercise psychology and aims to heighten students' analytical and critical awareness of these research areas. Topics considered include contemporary research interests within the sport psychology community, the development of elite athletes, and those that form the focus of research activity for the tutors. In addition, the module considers the implications of this research for support and applied work in the field of sport and exercise and aims to further develop knowledge and understanding gained at second year.

Cell Biology is a pivotal subject in all biosciences including Biomedical Science. The module imparts core knowledge on how cells carry out vital functions and, in multicellular organisms, how they cooperate with one another.

The module provides a detailed account of the activities of cells in molecular terms. Topics covered include Cell Theory and the early history of the field; the evolution of cell structure, and components of pro- and eukaryotic cells; the Central Dogma: DNA replication, gene transcription and translation; energy metabolism and mitochondria; membranes, membrane flow, membrane protein synthesis and protein secretion; cellular homeostasis and responses to stress and damage; principles of multicellularity and of animal development; mechanisms of cell specialization and control of gene expression; tissue homeostasis, cell cycle control, and stem cells; communication between cells; cellular pathology and mechanisms of cancer.

By building on basic biology taught at secondary level, the module supports the transition to University. The Spring Semester Cell Biology module expands on the molecular understanding established in Chemistry of Life (BSS020C128A); in turn, it provides for many other modules in the programme, e.g., at HE4, Introduction to Human Disease (BSS020C126S); at HE5, Immunology (BSS020N232Y); and at HE6, Regenerative Medicine and Biotechnology (BSS020X354S).

The Brain in Health and Disease offers an opportunity to study the basis of modern neurobiology and provides an insight into the most recent developments in the field, such as brain imaging and new theories of brain plasticity. It also includes elements of established and accepted concepts, like those concerning neurotransmission. The module addresses the issue of multiple links between biological events and behaviour, in both health and disease. In its latter part, it looks at biological rhythms and the functions of sleep. It deals with neurobiology of addiction and brain disorders and discusses neurobiological aspects of modern psychiatry. The module is designed to facilitate student understanding of current directions in brain research, both basic and applied. Discussion on ethical aspects of neuroscience is encouraged throughout the course. The skills obtained in this module will help students, in addition to acquiring subject knowledge, to develop key skills sought by employers in sectors and industries such as research, clinical sciences, biotechnology, pharmaceutical industry, medical devices industry, contract research organisations, regulatory affairs, policy and research administration, publishing and the media industry.

The module capitalises on the L4 module, Introduction to Human Disease (BSS020C126S) and provides key background for the L6 module, Human Epidemiology and Pathophysiology (BSS020X359A).

This module aims to develop an awareness and understanding of pharmacodynamics and pharmacokinetics in relation to healthy individuals and in the treatment of disease. The effects of drug applications on mode of delivery and dose according to personal characteristics are explained and evaluated. Toxicology deals with the adverse effects of chemical substances on living systems and is therefore of relevance to all areas of bioscience. Like pharmacology, toxicology is an interdisciplinary subject of biochemistry, physiology, and pathology. In this module, routes for the entry, distribution, and excretion of a range of organic and inorganic toxins are examined together with the molecular mechanisms of toxicity and the enzyme systems and pathways involved in their metabolism. Selected types of drugs will be dealt in detail.

The module places a strong emphasis on the molecular and mechanistic aspects of infectious diseases caused by bacteria, viruses, and certain fungi, with a particular focus on their interconnectedness in the context of OneHealth. It offers students a comprehensive understanding of pathogen identification, diagnosis, and characterization, enabling them to recognize the broader implications of these diseases across multiple domains.

By adopting a body system-based approach, the module explores infectious diseases affecting various physiological systems such as the respiratory, uro-genital, gastro-intestinal tracts, as well as the skin and central nervous system, their origins and the significance. This approach highlights the interconnected nature of these diseases and their impact on both human and animal health.

The module places significant importance on the prevention and treatment of pathogenic microbes, including a detailed examination of the mechanisms of antimicrobial action and resistance. Moreover, it delves into the intricate connections between pathogen mechanisms and underlying bacterial physiology, using specific examples to illustrate these relationships.

By actively engaging with the Medical Microbiology module, students establish a strong foundation in comprehending the complex interactions between microorganisms, human health, and the broader OneHealth framework. This knowledge proves invaluable for careers in biomedical research, diagnostic laboratories, and healthcare professions, as it equips students with the necessary expertise to contribute effectively to the prevention, diagnosis, and management of infectious diseases. Ultimately, this module empowers students to make a positive impact on public health and the wellbeing of both human and animal populations.

The module is designed to provide an insight into the major aquatic ecosystems and organismal groups, with reference to the invertebrates. One aim of the module is to show why knowledge of these topics is important in the face of global change.

This module is included especially for students who aspire to advise on the management of aquatic habitats for biodiversity (there is a strong focus on river restoration) and those who want to gain insights into (ecological and experimental) data management and analysis.

From the discovery of DNA to the human genome project: Since the structure of DNA was first described in 1953, molecular techniques allowing cloning and amplification of genes and rapid sequencing of DNA have enabled our understanding of gene structure and function to progress rapidly. This module reviews recent developments and applications in both biomedicine and regenerative medicine together with the commercial and ethical implications of these technologies.

Topics include developments in genome sequencing, understanding of the control of gene expression, bioinformatics, protein-protein interaction, reprogramming, drug discovery, stem cell biology & regenerative medicine, and selected applications of biotechnology in industry, and regenerative medicine together with the ethical issues raised. In summary, this course provides an introductory approach to basic and translational research, which seeks to accelerate ‘translation’ of research insights from biomedical research into clinical practice and vice versa.

The content of is module will provide students with the basic knowledge to understand the science and tools that can help repair or replace damaged or diseased human cells or tissues to restore normal function. This area of research is of strategic interest for biotechnology companies as well as public research institutions such as BBSRC, EPSRC and MRC. Potential clinical and commercial applications made this field of great interest for potential employers. All the above, will increased the employability and career expectations of our graduate students.

This module, along with Introduction to Assessment, aims to integrate students’ knowledge from previously taught modules with application to assessment across different areas of practice and across the lifespan to continue to build students’ knowledge and application of practical skills. Students will explore in more detail the specific approach to assessment for different areas of specialty e.g. musculoskeletal, pelvic health and neurological, and for different populations considering a global perspective. Students will continue to develop an understanding of Equity, Diversity, and Inclusion (EDI) and inclusive approaches used in assessment of service users across the lifespan including consideration of those with differing physical and mental disabilities (e.g., learning disabilities, mental health conditions, dementia) while building awareness of health inequality. As with Introduction to Assessment, this module will develop students ability to justify their decision-making process and reasoning for a chosen approach to assessment. This module will continue to build an understanding of the value of person-centred care. There will be a strong focus on recognising key transferable skills such as communication, empathy, teamwork, self-awareness, and self-reflection. These skills will enhance engagement with people being cared for, optimise outcomes, and positively contribute to students’ personal and professional development. This module will also introduce students to digital healthcare and discuss the value of digital innovations in assessment. This module will support students to become holistic practitioners with an awareness of diverse cultural contexts and committed to lifelong learning.

This module culminates on the learner’s concept and experience of practice learning which students will have undertaken through simulated and clinical placements in year 1 and 2of the programme. The PP3 module expands further on the development of the professional values, knowledge and skills needed to deliver safe, effective, compassionate and evidence-based person-centred care and by the end students should be operating at the level of a newly qualified Occupational Therapist. The third and final placement is mapped to all four of the RCOT’s Career Development Framework pillars with particular emphasis on demonstrating the fourth pillar, ‘Leadership’. The focus of this pillar will highlight the learners as becoming an autonomous practitioner and evaluating and improving services. The module will prepare students for becoming a newly qualified Occupational Therapist on successful completion of the programme. There is particular preparation prior to the third placement to ensure students have been able to debrief and identify final learning opportunities gleaned from PP3 and carry them forward into PP3. Additionally, it is important for learners to understand what is expected of them at Level 6 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 a variety of practice settings in order to ensure they fully understand the role of the occupational therapist. All students will undertake a placement in a differing area of practice to their PP1 and PP2 experiences. Students may also opt for arranging an international placement for their final practice learning experience. Students will also address the RCOT and HCPC requirements (where relevant) with regards to placement learning experiences

This professionally focused module will provide you with 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. This module integrates early, intermediate, and late-stage rehabilitation principles, equipping you with the theoretical knowledge and practical skills to design and implement progressive rehabilitation programs increasing their confidence and competence to provide rehabilitation, ensuring optimal return to function, with a reduced risk of reinjury. The module will cover exercise strategies for improving aerobic endurance and anaerobic power, advanced functional stability, high load strengthening, advanced motor skills; plyometric training, speed, agility, quickness (SAQ) training, sport specific/ occupational specific training, and finally pre-discharge testing, prior to returning to competition / occupation. 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. You will also be equipped with skills to measure the patient’s progress and evaluate the efficacy of the rehabilitative interventions employing criterion-led exercise testing. Approaches to management will be consolidated, utilising a range of techniques with greater emphasis on a clinically reasoned approach in justifying management and rehabilitation strategies, and ensuring the reduction in risk of re-injury and optimal return to activity. The module will cover key components required in the later stages of rehabilitation to meet the demands of the patient’s sport or occupation and ensure their full unrestricted transition to optimal return. You will further develop your practical skills and proficiency to coach and lead rehabilitation sessions in a group and one to one setting that are applicable in a variety of sport and occupational setting. You will further develop the confidence and command to lead both group and one to one, utilising methods to enhance motivation, while providing clear and concise coaching cues to ensure safe and effective performance. 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 you to develop the practical rehabilitation, coaching and interpersonal communication skills required in rehabilitation. Seminars will introduce you to discussion and problem-solving using case studies, current concepts within the research, enabling you to develop your clinical reasoning.

This module will introduce you to the role of the Sports Therapist and scope of practice, in the provision of first aid, and the ability to evaluate and manage acute injury. You will gain the theoretical principles and practical skills to assess and manage acute trauma from serious life-threatening injury to more common sporting injury. You will gain a foundational understanding of musculoskeletal injuries and their healing stages. You will develop confidence and competence in safely managing various emergency and acute trauma scenarios, ensuring effective decision-making in high-pressure environments. This module provides a foundation on which to build further knowledge, skill, and expertise. Topics covered will include principles of on field/site assessment, immediate emergency, and acute trauma management, return to activity decision making, and the completion of a first aid and basic life support (CPR and Defibrillation) qualification. Acute care will include the RICE vs POLICE vs PEACE AND LOVE regimes, thermal modalities, role and application of bandaging, splinting, and the use of crutches. Types and classifications of injury that occur to the musculoskeletal system will be considered including tissue load failure, and the phases of tissue healing through the stages of injury. This module will introduce you to soft tissue therapy and the ability to provide soft tissue therapeutic techniques. You will gain the theoretical principles and practical skills to plan and implement a safe and effective treatment to address soft tissue dysfunction, and conditioning through periods of training and competition. This module centres around professionally focused education, providing a foundation of key skills, knowledge and expertise that are applicable to the industry, and will continue to be revisited and developed upon throughout your studies. You will consider the benefits and effects of the massage techniques on soft tissue and through the phases of tissue healing. Contraindications to the use of soft tissue massage will be discussed, and the importance of patient history in ensuring safety in practice. You will develop a multicultural and inclusive approach, by improving your understanding of equality, diversity and overall patient welfare, to tailor treatment to maintain everyone's comfort and dignity. This will include but not be limited to religious considerations such as level of undress and diverse backgrounds posing barriers to treatment. This module will allow you to begin to explore reflective practice, critical thinking and the idea of collaborative working within a multidisciplinary team (MDT) to create a sustainable working environment that promotes good health and wellbeing. You will also develop an appreciation for Acute Injury First Aid and Soft Tissue Therapy in a global context; considering the differences in applications and qualification requirements, as well as international challenges. Weekly lectures will be used to introduce key topics and the theoretical underpinning of basic life support, acute care, and management of tissue healing. Weekly practical sessions will apply theory into practice, enabling you to develop the practical skills to assess and manage acute trauma and cultivate the command and confidence needed for the management of emergency and acute trauma scenarios. Seminars will introduce you to discussion and problem solving through several scenarios. This experiential learning is designed to compound the learning from the whole-group classes and develop valuable skills for working in multidisciplinary teams in the future, as a Sport Therapist.

This module will introduce you to the clinical examination and assessment of upper and lower limb injuries. You will develop proficiency in taking effective subjective histories, conducting objective assessments, and applying clinical reasoning skills to identify common and complex musculoskeletal injuries. The module explores pathophysiology, clinical presentation, mechanisms of injury, and contributing factors in detail, preparing you for evidence-based injury management and rehabilitation planning. For the upper limb, this includes to the shoulder, elbow, wrist, and hand, and for the lower limb, this module will cover common injuries of the foot, ankle, knee and hip joints, and you will further develop approaches to management, building on acute care with consideration to early improvement of function. You will develop underpinning knowledge and skills in clinical assessment and management strategies. This module provides a foundation on which to build further knowledge, skill, and expertise. Stages of injury will be covered with review of the phases of tissue healing, and early approaches to management such as cryotherapy, with improvement of function with range of movement, isometric strengthening, and taping to support progression. Equality, diversity, and inclusivity are also key topics integrated into this module, as you will develop your ability to tailor treatments to individual needs, beliefs, and level of comfort. This module centres around professionally focused education, providing a foundation of key skills, knowledge and expertise that are applicable to the industry, and will continue to be revisited and developed upon throughout their studies. You will develop a multicultural and inclusive approach, by improving your understanding of equality, diversity, and overall patient welfare, to tailor treatment to maintain everyone's comfort and dignity. This will include but not limited to religious considerations such as level of undress and diverse backgrounds posing barriers to treatment. This module will allow you to begin to explore critical thinking and the idea of collaborative working within a multidisciplinary team (MDT) to create a sustainable working environment that promotes good health and wellbeing. You will also develop an appreciation for the use of technology in patient assessment, such as through video analysis software and inclinometer smartphone applications. You will also explore the use of AI to enhance Patient Communication & Education, improve Documentation & Research, and assist with Patient Evaluation and Clinical Decision Making, especially for mock case studies and assessment preparation, whilst also considering ethical implications such as patient confidentiality. Weekly lectures will be used to introduce key topics and the theoretical underpinning of examination and assessment, common injuries, and early approaches to injury management of the upper and lower limb. Weekly practical sessions will apply theory into practice, enabling you to develop the practical skills in examination and assessment, and management of injury, and foster the interpersonal skills required for a Sports Therapist. Seminars will introduce you to discussion and problem-solving using case studies and current concepts within the research, enabling you to develop your clinical reasoning in the management of lower limb injuries.

The aim of this module is to introduce students to the key concepts and core foundations of occupational therapy theory and practice across the lifespan in current contexts. Students will develop an understanding of humans as occupational beings and enable them to examine the evidence that underpins professional practice. Through a case-based learning approach students will explore the human experience of occupation and key theoretical concepts from occupational science, health psychology and sociology. Models of occupational therapy practice will inform their exploration through the OT process to professionally reason occupational therapy intervention choices. Case studies may include Fractured Neck of Femur and Frequent Falls; Cardiac Rehab; Mid stage Dementia; COPD; Parkinson’s Disease; Anxiety and Depression; Psychosis; Global Developmental Delay; Working with Adults with a Learning Disability; Stroke; Rheumatoid Arthritis; Burns; Amputation; Eating Disorders, Neurodiversity; Medium Nerve Injury; Late-stage Dementia. Towards the end of the module, students will use their learning and skills in preparation to apply the knowledge and theory into the practice-based learning on placement 1.

Clinical Neuroimmunology is a rapidly evolving field that has significantly advanced our understanding of brain function, both in pathological and non-pathological contexts. Recent breakthroughs in this area offer the potential for developing innovative treatments for a range of brain disorders, including neurodegenerative diseases that affect millions of people globally and currently have no cure. It supports health equity by ensuring access to expertise and treatment in underserved regions. The field aligns with the UN's Sustainable Development Goals, particularly in promoting health, reducing inequality, and fostering innovation (3, 4 and 5) .Ultimately, it enhances global health outcomes and addresses the complex interplay between the immune system and the nervous system. The module is carefully designed to introduce you to the core principles of translational neuroimmunology, covering a broad spectrum of clinical issues. The syllabus explores cutting-edge concepts, such as the emerging view of the brain as an immune organ and the latest theories regarding integrated neuroimmune functions in both health and disease. Topics will include neurodegeneration, neurogenesis, and the complex interplay between the immune system and the central nervous system (CNS). The course integrates both foundational and clinical perspectives, with a focus on how neuroimmune interactions contribute to brain health, disease treatment, and the repair of neural tissues. The primary aim of this module is to provide you with a comprehensive overview of contemporary clinical neuroimmunology and the dynamic interactions between the brain and immune system. The module also emphasizes the interdisciplinary nature of these emerging fields, highlighting their connections to various areas such as epigenetics, stem cell biology, brain repair, neuropharmacology, neuropsychology, bioengineering, and regenerative medicine. By the end of the course, students will have a nuanced understanding of how neuroimmune interactions can inform clinical practice and open new avenues for therapeutic interventions. This module also integrates social responsibility, environmental and economic sustainability into its approach. It will offer you the opportunity to become aware of and engage with environmental, social, and economic issues and how they are likely to develop during your career. The health needs of specific groups or individuals are not met when they are not involved in health research. This contributes to these specific groups or individuals having significantly worse health outcomes and experiences, when compared to others. These differences are known as health inequalities. In this module you will explore the role of health inequalities in the context of research into neuroimmunology. The module contains sessions on professional development and allows you to receive feedback on your professional skills and competencies. Thus, ensuring employability is at the heart of the curriculum.

Obesity is a global issue impacting both developed and developing countries. It is a significant risk factor for various cardiometabolic diseases, including cardiovascular disease, pre-diabetic conditions, and type two diabetes. Additionally, obesity is recognised as a disease in its own right. This module explores obesity and related cardiometabolic diseases, emphasising prevention and treatment strategies, with a particular focus on the role of nutrition. You will develop an in depth understanding of the multi-factorial aetiology of obesity and related cardiometabolic diseases, critically examining variation between diverse populations and ethnicities. The module will cover the underlying mechanisms which govern our eating behaviour from both a physiological and psychological perspective, and how these could be targeted for prevention and treatment. Finally, current and novel prevention and treatment strategies will be explored, focusing on the evidence for efficacy, safety and sustainability. Throughout the module there will be an emphasis on evidence-based nutrition and through lectures, seminars/workshops and assessments students will develop the professional skills desired by employers and will be prepared to tackle real world problems.

The aim of this module is to introduce students to the key concepts and core foundations of occupational therapy theory and practice through current contexts. Students will develop an understanding of humans as occupational beings and enable them to examine the evidence that underpins professional practice. Through a case-based learning approach students will explore the human experience of occupation and key theoretical concepts from occupational science, health psychology and sociology. Models of occupational therapy practice will inform their exploration through the OT process to professionally reason occupational therapy intervention choices. Case studies may include: Fractured Neck of Femur and Frequent Falls; Cardiac Rehab; Maternal Mental Health (PPD, PPA, PPP); COPD; Parkinson’s Disease; Anxiety and Depression; Psychosis; Global Developmental Delay; Working with Adults with a Learning Disability; Stroke; Rheumatoid Arthritis; Burns; Amputation; Eating Disorders; Neurodiversity; Medium Nerve Injury; Late-stage Dementia. Towards the end of the module, students will use their learning and skills in preparation to apply the knowledge and theory into the practice-based learning on placement 1.

This is a module shared between post-graduate programmes in life and health Sciences. It is intended to support you through your research project(s) with a combination of lectures, small research projects led by a lecturer OR individual dissertation project. This module provides two options: Option 1 is the default for those students on the Clinical Nutrition and Clinical Neuroscience programmes. If you are studying on the Public Health programme you can choose options 1 and 2. For Clinical Nutrition and Clinical Neuroscience, option 2 can be discussed and agreed with the programme leader in advance of your second semester on the programme. Options 1: Small research projects: You will complete three smaller pieces of practical work. It is designed to provide you with broader skills development through lecturer-led guidance in data collection and analysis. Informed by the student voice this option offers greater skills development and a broader knowledge acquisition than a single large research project. You will then choose one of the research projects for the scientific paper and poster. Employers have highlighted the importance of graduates being able to communicate in a concise manner to a target audience, this skill is developed through the assessment. Option 2: Large Research Project: These can be a range of laboratory or non-laboratory data gathering projects or an in-depth systematic review with or without meta-analysis etc. Research projects will take various forms. In some cases, multiple students can collaborate on larger projects but complete independent analyses and background research etc. You may also complete a solo project. This will be decided by the needs of the programme and projects available. This will also support you if you have access to existing, large workplace research projects (usually in healthcare employment) and joint supervision of students may be available on agreement with the programme lead. Please note, this may require the completion of ethical approval. This module provides an opportunity for you to apply knowledge and skills in the research setting and communicate to a scientific audience.

This module will equip you with the critical research and analytical skills essential for evaluating scientific studies as well as applying evidence-based practice in nutrition practice, health and life sciences. You will integrate foundational and advanced statistical methods with hands-on data analysis and research design principles to prepare you for your subject specific future research endeavours. Therefore, 60% of the module content will be shared across all programs, focusing on research methodology while program-specific content may be delivered as a distinctly for other programs. The module also emphasizes ethical considerations in research, including participant involvement, risk assessment, and responsible data handling. You will engage in dynamic learning activities, including in-person computer lab sessions, concise lectures, and supplemental video content. These sessions emphasize active learning, focusing on concepts such as the design of experiments, data processing, and the critique of scientific studies. Outside the classroom, you will reinforce their skills through targeted exercises and formative assessments, supported by immediate feedback to guide your learning journey.

This module is about what’s on the horizon in public health and healthcare. The purpose of this is that in a rapidly changing world students need to think in terms of managing change rather than fixed procedures. You will face new problems and new solutions over your career lifetime. This module will deal with some of the effects of demographic change, the spread of existing problems such as dementia, prion diseases, cardiovascular illness, diabetes etc., as well as new solutions such as the use of AI, virtual wards and ambulatory monitoring. You will explore how new technologies may revolutionize what we understand as healthcare as we move through this century. So, this is looking not just on rising problems but also the plethora of new solutions which you may be working with in your career. Crucially we will be talking about how you can manage these risks and opportunities. The UK Public Health Register (UKPHR) competencies covered in this module are identified in line with the current UKPHR Practitioner Standard. This module aligns with UKPHR competencies 1.6, 1.8, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 4.2, 5.1, 5.3, 6.1, 8.1, 8.2 and 8.3.

This module is for the Applied Human Biology course Feb 2024-2025 Cohort