Education for Health Professionals (PgCert)
Please note that this course is currently under review. Therefore the details shown are subject to change and indicative only. The review is expected to be completed by July 2019. This page will be updated after that date and will then represent the basis on which the University intends to deliver the course.
The PgCert in Education for Health Professionals aims to develop your understanding of educational principles and values in order to gain expertise in teaching and assessment in both clinical and academic settings.
The Postgraduate Certificate in Education for Health Professionals programme has been designed for health, social care and related professionals who either have an educational role within their current practice or are looking to develop one.
There are two available routes through the programme, a Nursing and Midwifery Council (NMC) recordable route and a non-NMC route. Both focus on evidence-based approaches to facilitating learning, teaching, inter-professional learning and quality assurance in higher education and clinical practice.
As a student on the programme you will plan teaching sessions and strategies, implement educational assessment and evaluation strategies and lead practice and curriculum development activities.
The Postgraduate Certificate is a 12 month full-time programme made up of two compulsory 30 credit taught modules: Facilitating Teaching and Learning and Assessment and Evaluation.
- The programme focuses on your personal development as a professional leading, managing and developing advanced practice roles and models of care delivery.
- You will undertake 100 hours (non-NMC) and 360 hours (NMC) teaching hours to complete the programme.
|Next intake||September 2019|
|Other ways to study this course|
|Academic Tutor contact(s)|
In order to register with the University and undertake this programme, applicants must:
- Possess an initial or higher degree of an approved institution.
- Possess a non-graduate qualification equivalent to graduation.
- Hold a first degree.
- Have secured funding.
- Have employer support (where appropriate).
- Students will normally be health, social care or other professionals with relevant qualifications and registrations.
- Individual modules within the programme may have additional entry criteria due to the aims and learning outcomes of the module and/or due to NMC/ regulations.
- Evidence of 2 years post-registration experience within practice for practice teacher status (SCPHN), and three years' post-registration experience for teacher status, to facilitate a recordable entry with the NMC.
These programmes are normally open to registered practitioners who possess an initial or higher degree of an approved institution. Where applicants do not hold a first degree, applications will be considered on an individual basis. For such applicants, evidence of relevant experience and continued professional development will be requested
Please note: A prospective candidate who already holds the Doctor of Philosophy shall show that the Master’s Degree scheme to be pursued is in a different field of study from that for which the degree of PhD was awarded.
International students pursuing part-time programmes of study are not eligible for Tier 4 (General Student) visas and must have alternative leave to remain in the UK if they intend to study at the University in person.
Students whose first language is not English will be required to pass an IELTS test. Please see our English Language Requirements guidance for more details.
The personal statement on your application form will be considered when a judgement is made on your suitability for the programme for which you have applied. You must address the following points in your personal statement. This list is not exhaustive.
- Why have you selected this programme?
- What interests you about the programme?
- Any relevant experience related to the programme or module content.
- How you plan to use the qualification in your career.
- How you and your profession will benefit from your studies.
- Why you feel you should be given a place on the programme.
Application deadline: End of July of each academic year. Your application will be considered after this date but it may be for a later intake.
Find out more about English language requirements.
Applicants who require a Tier 4 visa to study in the UK must present an acceptable English language qualification in order to meet UKVI (UK Visas and Immigration) requirements
The programme offers two routes (Nursing and Midwifery Council (NMC) and non NMC). Each route requires two compulsory modules.
The modules shown are an example of the typical curriculum and will be reviewed prior to the 2019/20 academic year. The final modules will be published by September 2019.
|Module title||Module code||Credits|
|Facilitating Learning and Teaching (non NMC Route)||HCT120||30 credits|
|Facilitating Learning and Teaching (NMC route)||HCT121||30 credits|
|Assessment and Evaluation (non NMC Route)||HCT130||30 credits|
|Assessment and Evaluation (NMC Route)||HCT131||30 credits|
How will I be taught?
The notion of adult learning will inform the learning and teaching process and a range of learning and teaching methods will be utilised to achieve the learning outcomes of the programmes. Students will enter the programmes with a wide range of skills and experiences and some may hold senior positions. These experiences will be used to enhance the learning process. Postgraduate degree level study involves students taking responsibility for their own learning and this will be encouraged throughout the programme. The learning and teaching strategy will take notice of this and methods used will range from tutorials, to student led seminars, dialogue, problem based learning, appreciative inquiry, skills workshops, self-directed study, discussion and debate and expert led lectures.
The full range of learning and teaching strategies will be adopted within this course, for example: problem-based learning, scenario based learning, guided study, e-learning, clinical skills sessions, workshops, discussion groups, action learning sets, reflection, seminars, debates, lessons and lectures. It is imperative that as future educators individuals are able to utilise a full range of learning and teaching strategies.
How will I be supported?
The University offers a wide range of services and activities designed to support students. These include a student counselling service, a student advisory service, crèche and day facilities, sport and exercise facilities, as well as campus information, library and IT services.
This programme gives you the opportunity to share ideas with health professionals. As well as developing your own intellectual abilities, this sharing of ideas enables you to learn and benefit from the experiences of others. Opportunity is given for this sort of discussion and exchange of ideas through seminars and tutorials.
All students are given a named personal tutor following registration onto the programme, who is able to assist them with any pastoral care as well as advice on writing style, grammar and academic mentoring.
All modules within the programme make extensive use of Cardiff University’s Virtual Learning Environment (VLE) Learning Central, on which students will find course materials, links to related materials and assessment exemplars.
For students whose first language is not English there are open access English Language courses available. These are 5 week courses run on a first come first served basis and cost an administration fee of £25.
We will provide you with feedback on your work in a variety of formats. These will include oral feedback during lectures, written feedback provided through online module discussion forums, and electronic written feedback on assessed coursework through GradeMark. You can discuss your overall performance with your personal tutor.
How will I be assessed?
The assessments used within the programme relate to the measurement of professional, academic and where appropriate clinical practice. This includes written work such as reflective narratives, evidence based literature reviews, essays and research critiques, examinations, case study analysis, practical tests, oral presentations, seminars, video and playback, tape recordings, viva, dissertations, project work and completion of portfolios.
Each assessment is accompanied by written guidelines and assessment criteria based on the QAA Code of Practice for assessments (QAA 2006). Wherever possible a pro forma is produced to accompany a summative assessment. This may be in the form of marking criteria, competencies to be achieved, standards etc. with clear guidelines relating to what is being assessed. This correlates with the learning outcomes of the programme/module.
Each module will be assessed formatively and summatively in line with each specific module assessment strategy.
Specific educational modules will include:
- Two assessed learning and teaching sessions per module.
- A 4000 word reflection per module.
- Record of learning, teaching, assessment and evaluation hours (200 hours non-NMC/360 hours NMC).
What skills will I practise and develop?
By fully engaging in this course, you should have developed the following skills and knowledge:
- Critically analyse strategies for supporting learning and discuss the development of effective relationships with colleagues supporting students’ learning across a range of environments.
- Be cognisant of contemporary approaches to learning and implement strategies, which will facilitate students to maximise their potential for learning and contribute to the development of practice.
- Critically explore approaches to the assessment of learning and implement strategies that facilitate professional judgements of achievement of required standards, exercising accountability for decisions and providing feedback to learners.
- Develop a critical understanding of approaches to evaluation to determine the effectiveness of learning and teaching strategies in achievement of required standards and the quality of learning environments.
- Critically reflect on the characteristics of an effective learning environment and create appropriate learning experiences that allow learners to function as part of an inter-professional team whilst maintaining the integrity of their professional role.
- Critically explore critically quality assurance processes in education and practice and established audit criteria and processes to enhance the quality of the learning experience.
- Critically appraise the impact of policies on contemporary professional practice, providing a credible role model to learners when supporting practice developments through change management.
- Critically analyse the evidence base for practice to enhance own learning, disseminating research findings and empowering others to develop the evidence base to improve care and enhance learning opportunities.
- Critically explore academic leadership, demonstrating strategic vision and developing effective relationships when developing programmes and responding to evaluations of learning, teaching and assessment strategies across practice and academic settings, in order to enhance the effectiveness of learning provision.
This programme is designed for those who want to develop their career within healthcare education; it aims to build your confidence and abilities as an effective teacher, enabling you to make a valuable contribution to the advancement of practice in your field.
UK and EU students (2019/20)
Fees for entry 2019/20 are not yet available. Please get in touch if you want to be notified when they become available.
Students from outside the EU (2019/20)
More information about tuition fees and deposits, including for part-time and continuing students.