Leading to: Postgraduate Certificate/Postgraduate Diploma/Master Degree in identified named award. University of Bradford

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1 UNIVERSITY OF BRADFORD Academic Year School of Health Studies (SOHS) Department: Allied Health Professions and SOHS SSPRD (formerly CPD) Framework Programme title: MSc Rehabilitation Studies Post graduate award within the Specialist Skills to Post Registration Development (SSPRD) for Health (formerly CPD) Framework for Flexible Learning in Health and Social Care Leading to: Postgraduate Certificate/Postgraduate Diploma/Master Degree in identified named award Awarding and teaching institution: University of Bradford Final and Interim award(s): Master of Science [FHEQ level 7] Programme title: Postgraduate Diploma [FHEQ level 7] Postgraduate Certificate [FHEQ level 7] Rehabilitation Studies *Rehabilitation Studies: (endorsement depending on pathway) Continence for Physiotherapists Musculoskeletal Physiotherapy Practice Physiotherapy in Women s Health Sports Physiotherapy *The award title Rehabilitation Studies (with endorsement depending on pathway) will be awarded for completion of the MSc. If students decide to exit the programme with a PGC/PGD the award title will reflect the pathway e.g. PGC Continence for Physiotherapists. Duration: Part Time: flexible by negotiation over 5 years Full time: by negotiation over one year. UCAS code: n/a Date produced: September 2009 Last Approved School Board: August 2014 Introduction 1

2 The Division of Allied Health Professions and the School of Health Studies offer a number of postgraduate programmes which address the continuing professional development needs of physiotherapists, occupational therapists and other Allied Health Practitioners (AHP). Awards can normally be undertaken on a full or part-time basis. A number of the individual awards at Postgraduate Certificate level have been developed in conjunction with specialist specific interest groups of the Chartered Society of Physiotherapy (CSP). These include the Postgraduate Certificates in Musculoskeletal Physiotherapy Practice, Continence for Physiotherapists, Physiotherapy in Women s Health and Sports Physiotherapy. Students who successfully complete the awards at Postgraduate Certificate level may then choose to extend their programme of study to Diploma and Master of Science on the completion of further optional modules. All students undertaking the Diploma must complete one of two thirty credit research methods module. Students undertaking a Masters award must complete a 60-credit Final stage module which is the equivalent of a Dissertation. Students may choose a pathway with a named endorsement depending on the initial Postgraduate Certificate route, providing that the subject of the Final stage covers the same clinical speciality. For example, students who have undertaken either the Postgraduate certificate: Continence for Physiotherapists or Physiotherapy in Women s Health may choose the endorsement of MSc Rehabilitation Studies (Physiotherapy in Women s Health). This programme does not meet the requirements for Health and Care Professional Council (HCPC) registration but may enable you to develop some of the skills which are required to enable you to apply for registration as a physiotherapist with the Council. School of Health Studies Specialist Skills to Post Registration Development (SSPRD) for Health (formerly CPD) Framework for Flexible Learning The MSc Rehabilitation Studies (and endorsed pathways) is part of the multidisciplinary Continuing Professional Development Framework for Flexible Learning within the School of Health Studies. The Framework enables you to create an individualised programme of study that will meet either your needs and/or your employer s needs for a changing diverse workforce within a modern organisation. The School of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across, the Yorkshire and Humber Region and wider. The School s focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change. The SSPRD framework offers a structure within which the majority of the named awards are provided across the School in conjunction with a large number of modules available to students. The modules are presented in 2

3 themed areas representing employment practice or work based disciplines. Whilst some students can build their own awards by choosing their own menu of module options the majority follow a named award pathway. This offers students the option of studying at least one module from across the School portfolio with a combination of clearly defined core and optional diversity focused modules. Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. This is particularly so if you choose one of the modules from the School of Health s SSPRD framework. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/ employment area. The flexibility offered by the School of Health s SSPRD framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. You will be able to obtain credits for short episodes of study, transfer credits from prior certificated or experiential learning, undertake a single module or combine studying a choice of modules over time. An academic advisor will discuss with you and support your choices. This will be recorded in an individual study plan. Programme / Framework Aims The MSc Rehabilitation Studies (and endorsed pathways) and the School of Health Studies SSPRD framework share the same aims. There are several aims for the programme and these are contextualised within the aims of the modules and the route of study that you take. If you study a School SSPRD framework module, alongside students from different professions/employment areas, it is the application of the Aims and Learning Outcomes to your own subject area that maintains the focus on your area of interest on Rehabilitation Studies. The SSPRD programme aims are applied to address the requirements for The MSc Rehabilitation Studies (and endorsed pathways): Level 7 Postgraduate Certificate: Aims 1 8 are essential A1 A2 Provide a flexible educational framework that is vocationally relevant, which meets the professional development needs of the student, as well as the organisational needs of employers. Stimulate students to become autonomous self-directed learners who are motivated to sustain and advance their own continuous 3

4 professional learning with a confidence to support the professional development of colleagues and the work of their organisations. A3 A4 A5 A6 A7 A8 Develop the skills, knowledge, critical understanding and awareness of the depth and breadth of knowledge applicable to their own fields of practice Further develop the students cognitive and practical skills to undertake data synthesis, complex problem solving, the articulation of competing perspectives and competence in their field of practice Provide opportunities for interprofessional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines. Develop critically reflective, competent practitioners, managers and leaders who will inform and shape or change inclusive, fair and ethically sensitive service provision. Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC and HPC or is kite marked by the CMI. Develop the skills required for life-long learning and professional development Postgraduate Diploma: Aims 1 9 are essential A9 Develop critical perspectives on research and knowledge development in Rehabilitation Studies. Masters Degree: Aims 1-10 are essential A10 Develop an understanding of the theoretical constructs underpinning research or project management which will inform the undertaking of an ethical piece of research or a work based project and the ability to demonstrate how the findings can influence practice and policy. 4

5 Programme Learning Outcomes The MSc Rehabilitation Studies programme learning outcomes are compatible with the Framework for Higher Education Qualifications (QAA, 2008). The programme contains nested pathways as well as the flexibility to design your own pathway and the learning outcomes outlined below are contextualised within the learning outcomes of the modules that you study. When you have successfully completed your programme of study within the programme you will be able to: Programme Learning Outcomes (LO s) Post Graduate Certificate: Aims 1 9 are essential 1. Develop a detailed knowledge and understanding of the literature that relates to inclusion and diversity. 2. Critically appraise and synthesise research evidence in order to analyse, evaluate and apply principles of inclusion appropriately to ensure efficacy of policy development and contemporary practice. 3. Evaluate and critically apply theoretical concepts and where appropriate, master practical skills for the management of complex issues associated with contemporary diversity management. 4. Reflect upon and demonstrate knowledge of values and ethical thinking and demonstrate mastery within the field of diversity management. 5. Develop and demonstrate the ability to articulate sound arguments using a variety of formats including written and oral communication skills. 6. Demonstrate management and leadership through effective communication, problem solving, and decision making 7. Demonstrate the ability to become an autonomous learner through independent study and critical reflection on continuing development needs 8. Demonstrate the ability to use IT skills to gather and synthesise information, to access programme materials 9. Evaluate changes in practice to contribute to the development of quality systems and frameworks, which embrace inclusive leadership, management and organisational governance. Postgraduate Diploma: Aims 1-10 are essential 10. Critically evaluate theoretical perspectives, methodologies and methods associated with knowledge development through research commissioning Masters Degree: Aims 1-12 are essential 11. Demonstrate a critical awareness and understanding of different theoretical constructs underpinning research, project management methodologies or management theories 12. Design, undertake and report on either a systematic review, a piece of empirical research, work based or management project 5

6 that contributes to or extends the body of knowledge for your field of practice Curriculum The curriculum has been designed to meet the needs of students from a range of employment backgrounds. Most students initially choose to study modules that form the defined pathways on the MSc Rehabilitation Studies and endorsed pathways. The modular format of the programme and its position with the School of Health Studies SSPRD Framework permits you to select and study at least one module, that is out with, but complementary to, your speciality and in so doing broaden your knowledge and understanding of other areas that impact on Rehabilitation Studies. The curriculum provides a range of modules that are combined to provide an individualised award. However, it is possible in negotiation with your programme leader or personal academic tutor (PAT) to undertake modules from across the School s SSPRD Framework to accrue credits by applying the coursework from, for example, the research or management work based project module to your field of practice/area of employment which will make the module relevant to Rehabilitation Studies. This would also be the same for the independent study modules or other interprofessional modules offered. Application of specialist knowledge applied to these modules enables your learning needs to be achieved. Students on the MSc Rehabilitation Studies (and endorsed pathways) undertake one of the Schools s taught 30 credit research modules at Postgraduate Diploma stage in order to study a final stage 60 credit research module at MSc level. The final stage 60 credit research module for the Master s award will require you to complete either a Dissertation, Systematic review or Work-based project. For example, if you wish to undertake the Systematic review 60 credit module, it is strongly advisable to study the 30 credit module Undertaking a systematic review module beforehand. For students who choose not to study a 30 credit research module at post graduate diploma level, they can take one of the optional 30 credit modules and if progressing to the MSc level, undertake the 60 credit Management Project. Students choosing to join or move for this award to the generic pathway within the SSPRD Framework can take as many modules as they choose, in the order that they wish. If you choose to move from a named award pathway and study a number of alternative modules, you will be informed about when you have enough credit for a Postgraduate Certificate or Diploma award. The naming of generic award will be undertaken after the collection of modules studied have been analysed. The following diagram highlights how the curriculum maps to the Rehabilitation Studies awards. 6

7 Module Code Level PG Cert. Rehabilitation Studies PG Cert. Musculoskeletal Physiotherapy Practice PG Cert. Physiotherapy in Women s Health Pg Cert. Continence for Physiotherapists PG Cert. Sports Physiotherapy PG Dip. Rehabilitation Studies MSc Rehabilitation Studies Curriculum matrix Normally up to 24 students will be admitted for each of the named Postgraduate Certificate each year; for all units (modules) a minimum of ten students are normally required. Units may be offered in alternate years Module Title Evidence Based Clinical Guideline Development (20 credits) Final Stage Dissertation (60 credits) Final Stage Systematic Review (60 credits) Final Stage Work based project (60 credits) HP- 1200D HGR- 701Z HGR- 702Z HGR- 703Z 7 O O 7 C* 7 C* 7 C* Independent Study in Rehabilitation (10 HP- 7 O O O O O O O 1

8 Module Code Level PG Cert. Rehabilitation Studies PG Cert. Musculoskeletal Physiotherapy Practice PG Cert. Physiotherapy in Women s Health Pg Cert. Continence for Physiotherapists PG Cert. Sports Physiotherapy PG Dip. Rehabilitation Studies MSc Rehabilitation Studies Normally up to 24 students will be admitted for each of the named Postgraduate Certificate each year; for all units (modules) a minimum of ten students are normally required. Units may be offered in alternate years Module Title credits) Independent Study in Rehabilitation (20 credits) Independent Study in Rehabilitation (15 credits) Independent Study (30 credits) Theory of Physiotherapy in Women s Health (30 credits) Practice of Physiotherapy in Women s Health (30 credits) 4008M HP- 4009D HGP- 701G HGI- 701T HPP- 708T HPP- 707T 7 O O O O 7 O O O 7 O O O O 7 C O O M C O O 2

9 Module Code Level PG Cert. Rehabilitation Studies PG Cert. Musculoskeletal Physiotherapy Practice PG Cert. Physiotherapy in Women s Health Pg Cert. Continence for Physiotherapists PG Cert. Sports Physiotherapy PG Dip. Rehabilitation Studies MSc Rehabilitation Studies Normally up to 24 students will be admitted for each of the named Postgraduate Certificate each year; for all units (modules) a minimum of ten students are normally required. Units may be offered in alternate years Module Title Physiotherapy Management of peripheral joint dysfunction lower limb (30 credits) HP- 4025T 7 O O O O Physiotherapy management of peripheral joint dysfunction upper limb (30 credits) HP- 4024T 7 O O O O Physiotherapy Management of Spinal Dysfunction (30 credits) HP- 4023T 7 C O O Physiotherapy management of musculoskeletal function and dysfunction (Lower Limb) (15 credits) HPP- 703G 7 O O O Physiotherapy management of musculoskeletal function and dysfunction HPP- 702G 7 O O O 3

10 Module Code Level PG Cert. Rehabilitation Studies PG Cert. Musculoskeletal Physiotherapy Practice PG Cert. Physiotherapy in Women s Health Pg Cert. Continence for Physiotherapists PG Cert. Sports Physiotherapy PG Dip. Rehabilitation Studies MSc Rehabilitation Studies Normally up to 24 students will be admitted for each of the named Postgraduate Certificate each year; for all units (modules) a minimum of ten students are normally required. Units may be offered in alternate years Module Title (Upper Limb) (15 credits) Physiotherapy management of musculoskeletal function and dysfunction (Spinal) (15 credits) Continence theory for physiotherapists (30 credits) Continence Practice for Physiotherapists (30 credits) Undertaking a systematic review (30 credits) HPP- 701G HPP- 704T HPP- 705T HGR- 702T 7 O O O 7 O C O O 7 C O O 7 O C* O 4

11 Module Code Level PG Cert. Rehabilitation Studies PG Cert. Musculoskeletal Physiotherapy Practice PG Cert. Physiotherapy in Women s Health Pg Cert. Continence for Physiotherapists PG Cert. Sports Physiotherapy PG Dip. Rehabilitation Studies MSc Rehabilitation Studies Normally up to 24 students will be admitted for each of the named Postgraduate Certificate each year; for all units (modules) a minimum of ten students are normally required. Units may be offered in alternate years Module Title Research methods in health and social care (30 credits) Therapeutic Exercise in Rehabilitation (30 credits) Sports Physiotherapy and Trauma Management (20 credits) Case management of people with long term conditions (30 credits) HGR- 701T 7 O C* O HP-New 7 O O HP- 4022D HPP- 706T 7 O C* 7 O O O C O O O O 5

12 Those students studying the Postgraduate Diploma must undertake one of the 30 credit research modules HGR- 701T or HGR-702T Those students studying the MSc must undertake one of the three 60-credit core modules. C* one of these modules must be completed as a core module but not both 6

13 Teaching, Learning and Assessment Strategies Whilst following this programme of study you will engage with learning through a range of teaching methods. To a degree these methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills. There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan you will be informed regarding which delivery methods are utilised for which module and in which semester your chosen modules are being delivered. You will also be informed about dates and times of compulsory attendance at the university and (or) practice placement. The supporting annexes to this document indicate how the modules map to the programme learning outcomes (Annex 1); how the different modes of assessment map to each module (Annex 2 ); how the teaching methods for each module are mapped (Annex 3); and how the curriculum maps to the School statement on Education for Sustainable Development (Annex 6). The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical and experiential understanding (Programme LO s 1, 2, 3, 7, 11), advance your knowledge and critical thinking (Programme LO s 2, 8, 4, 10, 11) and to develop a range of skills appropriate to your professional field your, organisation and workplace setting (Programme LO s 5, 6, 9). The modules and programmes nested within the framework offer you the capacity to acknowledge and build upon the knowledge and skills you may have acquired through previous learning experiences including those in the work place. Your programme of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes (See annex 3). The teaching approaches that are used across the School of Health Studies are informed by the University core values which are 1

14 for teaching and learning to be: Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following: Lectures: to a group of students where information will be presented and discussed whilst informed by the core values. Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning Tutorial where small group number of students reflect and discuss issues related to their learning Work-based learning: where learning is directed within the work environment and is reflected upon and then reported on. Work-based learning: where skills are taught in relation to theory and best practice enabling students to develop advanced competence and clinical practice skills in their field of practice Use of Web based virtual learning environments, such as video analysis, Blackboard, to access information and to interact with other students undertaking group work or developing wikis. Directed reading: where set reading may be recommended Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed thus encouraging independence and development of critical thought. Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level. You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches: Written assignment Reflective Case study Development of a reflective portfolio 2

15 Completion of set competencies Completion of a set number of clinical observations Video analysis exam Practical examination (OSCE/OSPE) Computer based Multiple Choice Question examination Computer based open book examination Seminar Presentation Written project report Completion of a Dissertation Research paper/executive summary Some of these teaching and assessment strategies may change over time and through the ongoing development of the programmes. Assessment Regulations Whilst this Programme conforms to the general principles set out in the standard University Assessment Regulations for Postgraduate Programme which are available at the link below there are a number of exceptions to these regulations. The exceptions to these regulations for which there is a School waiver, applies to the practice based modules with the following module codes: HNP*, HMP*, HPP*, HRP*, where each component and element of assessment must be passed at 40%. Admission Requirements The University welcomes applications from all potential students regardless of their previous academic experience; offers are made following detailed consideration of each individual application. Most important in the decision to offer a place is our assessment of a candidate s potential to benefit from their studies and of their ability to succeed on this particular programme. Entrance requirements to undertake a programme of study within the framework may vary but consideration of your application will be based on a combination of your formal academic qualifications and other relevant experience. The entry requirements for this programme are: 3

16 A first degree in a relevant subject area, NVQ level 6 or equivalent or a relevant postgraduate qualification A registered qualification with a UK professional regulatory organisation if a professional practice award is applied for that enables the student to practice in the UK. E.g. Registration with the HCPC Students whose qualifications do not meet the entry requirements above but who have significant experience and other evidence of ability to study at this level. Students for whom English is not a first language must have an IELTS score of 6.5 or equivalent overall, with no component less than 6.0 Normally have two years relevant clinical experience Have access to a relevant clinical caseload whilst undertaking modules that include a practice element Have access to a computer that has a broadband connection and that can browse the internet and has word processing on it* Have computing skills commensurate with the demands of programme* The University of Bradford has computers with internet and word processing facilities available to students across a number of locations therefore students do not need to own their own computer or have a home internet service. Computer literacy programmes are available for people new to information technology and both the Academic Skills Advice and the Disability Office can provide support to students who have a disability. Dyslexia screening is also available. For further information please see Recognition of Prior Learning/experiential / certified Learning (RP(E/C)L) If you have prior certificated learning or professional experience which may be equivalent to parts of this programme, the University has procedures to evaluate this learning in order to provide you with exemptions from specified modules contained within the curriculum. You may be permitted to import specific academic credit subject to the conditions and waivers from the regulations of the University of Bradford. Please talk to us if you do not fit the standard pattern of entry qualifications. Guidance on how to make a claim for prior learning is available from the School of Health Studies. 4

17 The curriculum may change, subject to the University s programme approval, monitoring and review procedures. In particular it is intended that new modules may be added in order that customised programmes can be developed in response to employers training needs provided that these align with the framework learning aims and objectives. The University of Bradford has always welcomed applications from disabled students, and these will be considered on the same academic grounds as are applied to all applicants. If you have some form of disability you may wish to contact the programme leader before you apply. Please note that admission requirements may change, subject to the University's monitoring and review procedures, and subject to guidance from the HCPC on specialist practitioner status and entry to postgraduate programmes. Learning Resources The JB Priestley Library on city campus and the School of Management provides a wide range of printed and electronic resources to support your studies. We offer quiet study space if you want to work on your own, and group study areas for the times when you need to discuss work with fellow students. Subject librarians for each School provide training sessions and individual guidance in finding the information you need for your assignment, and will help you organise your references properly. Student PC clusters can be found in all our libraries and elsewhere on the campus. Many of these are open 24/7. You can also use the University's wireless network to access the internet from your own laptop. Most of our online journals are available on the internet (both on and off campus), and you can also access your University account, personal information and programme-related materials this way. Staff are on hand during the daytime to help you if you get stuck, and there is a 24/7 IT helpline available. The University has dedicated Distance Learning staff throughout its Learner Support Services who understand the specific needs that distance learners may have. They can provide learning support via phone, and via Skype and this can be offered in the evenings on request. There is also a dedicated distance learner web-page on the University of Bradford web-site, which 5

18 offers direct links to the learning support and other resources relevant to distance learning students. Student Support and Guidance Programme Team Support for you personally and in your programme of study, will be provided both by the University and the Programme Team. You will be allocated a personal tutor who is someone with whom you will be able to talk about any academic or personal concerns, by the use of telephone, letter, and the VLE. The School will ensure that there is someone available with whom you feel comfortable to help and support you. You will be provided with a comprehensive series of handbooks that you can consult on a range of learning issues and your programme tutors will be available to consult on subject specific queries. An induction programme will introduce students to the programme and the University including student support systems and information about counselling services, Academic Skills Advice Service, Disability office and the facilities available from the interactive learning centre (ILC). Further information on these is provided on the University web page In addition, students enrolled on a pathway with a clinical component will have an appointed clinical mentor who will liaise with the pathway coordinator to ensure that students receive an appropriate level of guidance throughout their clinical studies. Students Union We value the feedback provided by students and collaborate with the Students Union, through a system of programme representatives and formal staff student liaison committees, so that any issues you wish to raise are addressed rapidly. The Students Union and the University of Bradford work in partnership to provide confidential counselling and welfare services where you can get help with any aspect of your personal or academic life. Student Financial and Information Services (part of the Hub) will provide you with information about a diverse range of issues such as council tax, personal safety and tourist information. International Students can access a range of additional advice and support services through the Student s Union. Employability and Career Development The University is committed to helping students develop and enhance their employability profile, commitment towards a career pathway(s) and to implementing a career plan. Professional career guidance and development support is available throughout your time as a student and as a graduate from Career Development Services. The support available from Career Development 6

19 Services includes a wide range of information resources, one to one appointments, a weekly workshop programme, a mentoring programme, graduate recruitment and careers fairs, plus information and help to you find part time work, summer work placements, internship programmes and graduate/postgraduate entry vacancies. In addition, some students will receive seminars and workshops delivered by Career Development Services as part of their programme of study. All students are encouraged to access Career Development Services at an early stage during their studies and to use the extensive resources available on their web site Career Development Services annually undertakes a survey of all postgraduates to find out their destination six months after graduation. The survey gathers data on the employment and further study routes graduates have entered and a range of other information including job roles, name and location of employers, salary details etc. The survey findings for each programme of study are presented on the programme information pages on the University website and via Career Development Services website Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops. The specific provision for the students within the SSPRD Framework and for yourself on the MSc Rehabilitation Studies remains focussed on planning your studies in consideration of your current or future career, or with your current employers needs in mind. Academic Skills Advice For postgraduate students on taught programmes who are looking to improve their marks during their time at university, study skills and maths advice is available to all regardless of degree discipline. Students can access a programme of interactive workshops and clinics which is delivered throughout the year. This is in addition to our extremely popular face-to-face guidance from our advisers, who also offer a wide range of online and paper based materials for self-study. Disability Disabled students will find a supportive environment at Bradford where we are committed to ensuring that all aspects of student life are accessible to everyone. The Disability Service can help by providing equipment and advice to help you get the most out of your time at Bradford and is a place where 7

20 you can discuss any concerns you may have about adjustments that you may need, whether these relate to study, personal care or other issues. For more information contact the Disability Service by phoning: or via University policies and initiatives Ecoversity Ecoversity is a strategic project of the University which aims to embed the principles of sustainable development into our decision-making, learning and teaching, research activities campus operations and lives of our staff and students. We do not claim to be a beacon for sustainable development but we aspire to become a leading University in this area. The facilities we create for teaching and learning, including teaching spaces, laboratories, IT labs and social spaces, will increasingly reflect our commitments to sustainable development. Staff and student participation in this initiative is crucial to its success and its inclusion in the programme specification is a clear signal that it is at the forefront of our thinking in programme development, delivery, monitoring and review. For more details see The core work of the School of Health studies is the focus on health and wellbeing and developing professionals such as yourselves who can work within multidisciplinary teams, work across care sectors and different types of organisations using clinical, educational, research or management and leadership skills to improve practice, services or improve organisations and their cultures and influence change. Modules from across the framework offer these opportunities, the core research modules are taught by a multidisciplinary team with a range of different backgrounds and experiences to students such as yourself also from a variety of backgrounds. This combined focus enables your education to have a sustainable component in terms of your future career as well as the sustainability of your services by maintaining and improving what you provide for your local communities. For more information please go to: Further Information: For further information, please check the University prospectus or contact Admissions. The Admissions Office The University of Bradford Richmond Road Bradford, BD7 1DP UK The Admissions Office School of Health Studies The University of Bradford Richmond Road Bradford, BD7 1DP 8

21 +44 (0) UK +44 (0) The contents of this programme specification may change, subject to the University's regulations and programme approval, monitoring and review procedures. 9