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Intra and Perioperative Practice (Anaesthesia) (BSc)

Entry year


This full-time BSc programme is designed to build upon the pre-registration education of practitioners working in the challenging field of perioperative practice.

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Course overview

This full-time BSc programme is designed to build upon the pre-registration education of practitioners working in the challenging field of perioperative practice. It is intended that the programme will enable practitioners to develop the knowledge, understanding and skills to research into, and reflect upon, their role within the multi-disciplinary theatre team. The programme will also prepare practitioners for more advanced roles in a variety of contexts and thereby encourage them to analyse and evaluate current practice. Further, the programme is seen as a focus for the continued professional development of perioperative personnel.

The principal aims of the programme are to provide an opportunity for students to:

  • Develop a critical approach to intra and perioperative practice using established techniques of analysis and enquiry;
  • Apply advanced skills, knowledge and understanding in a variety of complex clinical contexts and healthcare environments;
  • Explore and critically evaluate current evidence and research and participate at the forefront of the professions in developing intra and perioperative practice;
  • Plan, implement and reflect upon the provision of intra and perioperative care, which is delivered by self and others and which is based on the needs of the patient;
  • Undertake research into a specific area of practice.

This programme aims to encourage students to develop the habit of intellectual inquiry through exploration of texts and active participation in discussion with other healthcare professionals.

By developing students’ ability to become critical, independent, life-long learners the BSc’s goal is to enable the students to adapt to the changing role, responsibilities, working practices and environments of intra and perioperative practice. It is envisaged that, on completion of the programme, successful students will have the skills and experience to enable them to develop their own research/evidence based practice, and that of others, with the consequent improvement in patient care.

Distinctive features

The distinctive features of the course include:

  • The School of Healthcare Sciences has an international reputation for its education provision, rating strongly in formal audits of its programmes, as well as by the students themselves.
  • The 2012 Times Good University Guide ranked the University as joint 4th in the UK for the quality of its healthcare programmes ('Subjects Allied to Medicine') on the basis of student satisfaction, entry standards and graduate prospects.
  • All our programmes of study have been designed to be stimulating, flexible and relevant to the needs of a professional healthcare career. Great emphasis has been placed on the practical and clinical aspects of the programmes, all of which have been accredited by the relevant professional bodies.
  • A diverse range of learning and teaching methods are used throughout the Schools' Programmes, reflecting the module content and students' developing knowledge and expertise. All modules have a formalised teaching and learning structure which will employ, for example, formal lectures, seminars, workshops, skills laboratories and case scenarios, as and when appropriate.
  • The School provides pre-registration courses recognised by the UK Health & Care Professions Council in radiotherapy and oncology, occupational therapy, operating department practice, physiotherapy and diagnostic radiography and imaging. It also provides pre-registration courses in nursing and midwifery. This contributes to a vibrant interdisciplinary environment, with opportunities for shared learning and inter-professional education not available at many institutions.

Applying for 2018 or 2019

UCAS codeDirect entry
Next intakeMay 2020
Duration15 months
ModeFull time

Entry requirements

Please contact the School of Healthcare Sciences for further information.

Please contact the School of Healthcare Sciences for further information.

Extended Project Qualification: Applicants with grade A in the EPQ will typically receive an offer one grade lower than the standard A level offer. Please note that any subject specific requirements must still be met.

The Welsh Baccalaureate Advanced Skills Challenge Certificate will be accepted in lieu of one A-Level (at the grades listed above), excluding any specified subjects.

Please contact the School of Healthcare Sciences for further information.

Please contact the School of Healthcare Sciences for further information.

Alternative qualifications may be accepted. For further information on entry requirements, see the School of Healthcare Sciences admissions criteria pages.

If you are an overseas applicant and your first language is not English, please visit our English Language requirements page for more information on our accepted qualifications.

Please contact the School of Healthcare Sciences for further information.

Tuition fees

UK and EU students (2019/20)

This course does not currently accept students from the UK/EU.

Students from outside the EU (2019/20)

Please see our fee amounts page for the latest information.

Additional costs

Course specific equipment

The Programme Outcomes have been informed by the Quality Assurance Agency Framework for Higher Education. Other strategic drivers include the Knowledge and Skills Framework; the Skills for Health Competence-based Career Framework for Allied Health Professions; the Skills for Health Sector Skills Agreement; the Credit and Qualifications Framework for Wales.

Upon completion of the programme a typical student will be able to:

  • Critically evaluate the impact of government and professional drivers on the delivery of healthcare in general and intra and perioperative practice in particular;
  • Demonstrate a commitment to lifelong learning through engaging in a process of continued professional development;
  • Engage in intellectual enquiry and evaluation of the practice of healthcare through critical appraisal;
  • Plan and undertake a research study/audit/extended literature review with support from a supervisor;
  • Practise his/her profession using an analytical and problem-solving approach;
  • Develop professional practice and standards of healthcare practice based on reflective thinking and problem-solving;
  • Incorporate an holistic approach to the provision of healthcare including the ability to function as a part of the multi-disciplinary team in a variety of healthcare settings.

Accommodation

We have a range of residences to suit your needs and budget. Find out more on our accommodation pages.

Course structure

This full-time programme spans one extended academic year equating to 150 credits at level 6. 

The programme consists of six core modules accounting for 130 credits, and one 20 credit optional modules.

Assessment is considered a vital part of the learning process and forms an integral part of the Programme rather than being an additional, separate aspect.  Assessment therefore, will take into account the progressive nature of the Programme.  There will be formative and summative assessment specific to each module, which together will demonstrate the application and consolidation of learning throughout the Programme.

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.

Year one

See course structure for details.

Module titleModule codeCredits
Research SkillsHC307420 credits
Professional Practice DevelopmentHC307520 credits
DissertationHC307640 credits
Anaesthesia and Post Anaesthesia Practice DevelopmentHC307720 credits
Advanced Emergency CareHC307920 credits
Study SkillsHC310110 credits
Module titleModule codeCredits
Management in Intra and Perioperative PracticeHC308020 credits
Paediatric Practice DevelopmentHC308120 credits
Surgical First AssistantHC315020 credits
The University is committed to providing a wide range of module options where possible, but please be aware that whilst every effort is made to offer choice this may be limited in certain circumstances. This is due to the fact that some modules have limited numbers of places available, which are allocated on a first-come, first-served basis, while others have minimum student numbers required before they will run, to ensure that an appropriate quality of education can be delivered; some modules require students to have already taken particular subjects, and others are core or required on the programme you are taking. Modules may also be limited due to timetable clashes, and although the University works to minimise disruption to choice, we advise you to seek advice from the relevant School on the module choices available.

Learning and assessment

How will I be taught?

The School of Healthcare Sciences has recently invested in new facilities and equipment, ensuring some of the best technology and modern facilities at your disposal throughout your career as a student. This includes the development of a mock theatre environment with human factors observation deck facilities and the latest in Learde ®l SIM technology.

How will I be supported?

You will have regular meetings with your personal tutor who will provide pastoral support and academic guidance throughout the programme. In addition you will be assigned an academic supervisor who will support you in the development of your dissertation.

Our virtual learning environment is accessible via desktop and mobile devices, allowing you to access electronic resources from anywhere. Dedicated computer labs, student study rooms, campus-wide WiFi networks, printing facilities and a dedicated healthcare library are available year-round. Staff are available on site to assist students and provide support and advice.

The School of Healthcare Sciences has recently invested in new facilities and equipment, including a Clinical Simulation Suite, aiming to provide some of the best technology and modern facilities at your disposal.

You will have access through the Learning Central website to relevant multimedia material, presentations, lecture handouts, bibliographies, further links, electronic exercises and discussion circles.

The University offers a range of services including the Careers Service, the Counselling Service, the Disability and Dyslexia Service, the Student Support Service, and excellent libraries and resource centres.

Feedback

We will provide you with feedback on your work in a variety of formats. These will include oral feedback during tutorials, feedback provided during lectures, written feedback provided through online module discussion forums, and electronic written feedback on assessed coursework through GradeMark. You will be provided with summary written feedback in relation to examinations and you can discuss your overall performance with your personal tutor. 

How will I be assessed?

Assessment includes the evaluation of student knowledge and understanding in order to demonstrate the achievement of the learning outcomes, it employs a variety of methods. Formative assessment is designed to prepare you for the summative assessment of each module.

The formative methods include:

  • Self-assessment exercises;
  • Short answer questions;
  • Presentations;
  • Group work, debate and discussions;
  • Reflective reports;
  • Guided assessment exercises;
  • Workshops and scenario based exercises;

The summative assessment methods include:

  • Written assignments, for example case studies and reflective reports;
  • Examinations;
  • Development of a research proposal;
  • Dissertation

Careers

Career prospects

As a School of Healthcare Sciences  97% of our graduates were in employment and/or further study six months after graduating. Our courses offer a considerable amount of time on practical learning opportunities which help develop your confidence, abilities and employability as a healthcare professional.

Employers can include: various Health Boards and NHS Trusts, international health services and higher education institutions.

Graduate destinations statistics are based on HESA Destination of Leavers of Higher Education 2013/14 data.

Data from Unistats is not yet available for this course.

Data from Unistats is not yet available for this course.

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Applying for 2018 or 2019