Everything you need to know...
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What is the fee?
Home: £10,940 for the course
International/EU: £11,150 for the course -
How long will I study?
3 Years
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Where will I study?
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When do I start?
September 2026
Course summary
- Engage in contemporary, relevant modules and tailor your educational focus.
- Develop your teaching and learning skills with peer support.
- Learn in a multiprofessional group that mirrors the workplace.
- Contribute to a vibrant learning community and wider development network.
- Explore healthcare practice from an educational perspective.
The course is aimed at early career educators, as well as experienced practitioners in health and social care. It’s designed to enhance your educational knowledge base and practical teaching skills – helping you to develop learning and teaching in the workplace. The course is flexible around your interests and workplace needs, and you're able to study to the level of qualification you require.
How you learn
This course includes a wide range of innovative teaching and learning approaches, which allow you to develop your educational practice and educational provision in the workplace. You’ll learn, engage and develop your practice in a multi-professional community which mirrors the workplace, exploring your practice from different perspectives.
The course is currently distance learning. You’ll be supported to engage with the learning material, developing depth and insight, and reflecting and exploring to add critical thought.
You learn through
- online resources
- online activities
- webinars
- a multi-professional educational community
- assessment and feedback
As well as mandatory modules, you’ll be able to choose from a range of elective modules, allowing you to tailor the course around your interests and workplace needs. You’re able to study to the level of qualification you require.
You also have the option to study individual modules from this course and gain academic credit towards a qualification. If you’ve studied other health education modules, you may be able to bring in the credit to support an award
Applied learning
Work placements
You’ll complete teaching and learning activities to support your educational development. The course is practice-based to help contextualise the learning and contribute towards the development of learning, teaching and assessment in the real world. With this approach – and the familiarity of your workplace – you’ll be able to further challenge your learning and practice.
Networking opportunities
You'll network, develop links and share good practice with a diverse and supportive learning community. The course is multi-professional, which allows you to learn from and about others – and share different perspectives – which adds to the vibrant learning environment.
Course leaders and tutors
Nick White
Senior Lecturer In Adult NursingI am module leader for the Developing Simulation and Human Factors in Education Level 7 that is part of the MSc Healthcare Education and Clinical Simulation Lead for … Read more
Modules
Important notice: The structure of this course is periodically reviewed and enhanced to provide the best possible learning experience for our students and ensure ongoing compliance with any professional, statutory and regulatory body standards. Module structure, content, delivery and assessment may change, but we expect the focus of the course and the learning outcomes to remain as described above. Following any changes, updated module information will be published on this page.
Year 1
Compulsory modules
To provide you with the opportunity to critically analyse and create new insights into your role as educator in the work place in relation to the professional construction, delivery and evaluation of educational provision.
INDICATIVE CONTENT
• Role of the health care educator (including personal, professional responsibilities, supporting, learners and peers)
• Context of health care education and learning culture
• Application of critical thinking and reflection in and on practice
• Critical and considered use of appropriate research, literature and evidence to support educational underpinning.
• Self as change agent as work place educator
• Strategic and policy imperatives in curriculum design and development.
• Quality enhancement (including professional and academic standards) and ethical conduct
• Collaborative working across professional and organisational boundaries.
• Learning communities, networking, and support for the health care educator role.
• Continuing Professional Development for healthcare educators, engagement with the HEA UKPSF and other professional body requirements and appropriate.
• Empowerment
This module aims to facilitate your reflection and critical appraisal of underpinning theories of learning, teaching and assessment of adults that enables the design, delivery and evaluation of education. The emphasis is on exploring how educational concepts and theories are implemented and how they impact on your professional practice and development in the health and social care setting.
INDICATIVE CONTENT
In the module, a framework is delivered by staff and is planned to promote discussion. The following is indicative of the content:
• Lesson planning and evaluation
• Theories of adult learning and teaching in higher education
• Teaching strategies
• Assessment and feedback
• Learner support
• M level academic writing
• Engagement with the HEA UKPSF and other professional body requirements as appropriate.
Additional aspects of education may be added depending on learning requirements.
For those studying on the apprenticeship route, the following KSB’s will be met through study of this module
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You will be able to: |
You will know and understand: |
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Knowledge |
2.2 Assess own learning needs and engage in self-directed learning to maximise potential to lead and transform care and services |
2.2 Your role, responsibility and motivation to manage your own learning; the range of tools and techniques that can be used to direct own learning, set goals and evaluate learning |
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2.3 Work collaboratively to identify and meet the learning and development needs of health or care professionals; support practice education; act as a role model and mentor |
2.3 The application of teaching and learning theories and models in health and care; how to identify learning needs; organisational and professional roles and responsibilities in relation to life-long learning |
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4.1 Engage in research activity; develop and apply evidence-based strategies that are evaluated to enhance the quality, safety, productivity and value for money of health and care |
4.1 National and international quality standards; the effect of policy on health and social care |
Elective modules
The aim of this module is to develop your role as interprofessional educators and facilitators. This will enable you to enhance the personal and professional development of the learners in your work place allowing them to make a positive contribution to the delivery of high quality care.
INDICATIVE CONTENT
IPE theory, educational theories, sociological theories concerning professional boundaries and identities.
Policy and strategic imperatives driving modern health care education
Theories of coaching, mentoring and facilitation
Conflict resolution theories
The aim of this module is to develop your knowledge, skills and attitudes as facilitators of workplace learning to be able to effectively support learners or colleagues who are experiences difficulties affecting their work role. A key principle of being a health professional registrant is that one should be able to reflect on ones work and actions and undertake appropriate development to maintain skills and competence within ones scope of practice. This module will equip you with tools and a framework to support others with this process, to maximise opportunities for them to overcome any difficulties.
INDICATIVE CONTENT
Definitions of 'in difficulty', causes, signs and symptoms
Models of mentoring, coaching, supervision and practice learning support
Benefits of supporting learners in difficulty to individuals, teams, professions and organisations.
Professional body and organisations role in supporting learners in difficulty, e.g., Organisational and Clinical Governance issues, fitness for practice, accountability etc.
Inter-professional Working and learning including diversity in practice
Developing organisational/professional networks to support workplace learning facilitators
A range of models and frameworks used in mentoring, coaching and helping
Developing ground rules and confidentiality
Skills practice and development
Developing listening skills
Peer assessment and feedback
Personal reflection, action plan development
Developing mentoring networks
Critical evaluation of the evidence base
Portfolio development for CPD (Continuing Professional Development)
The aim of the module is to develop a critical understanding of the theoretical underpinnings of simulation-based education techniques in contemporary health and social care education
INDICATIVE CONTENT
· Evidence base for the inclusion of simulation in health care education
· Modalities of simulation and clinical skills
· Philosophies and theories from the field of simulation and clinical skills
· Feedback and debriefing techniques
· Exploration of the processes involved in running a simulation and clinical skills event
· Skill acquisition and skill decay
· Deliberate practice and mastery learning
The aim of this module to develop your skills and knowledge to create an educational asset using open sourced web based technology that supports learning in the work place. The module will expose you to a range of digital media available that enhances educational delivery, whilst developing your own digital literacy and the underpinning theories in the use of these materials.
INDICATIVE CONTENT
· Critical consideration of pedagogies of education and technology enhanced learning
· Introduction and use of a range of technologies:
· Application to the workplace and/ or the wider learning community.
· Copyright and intellectual property
· Accessibility
· Netiquette
· Critical evaluation of the use of technology and its impact
· Disruptive innovations/ ensuring e-learning projects enhance traditional learning, support existing teaching methods and provide valuable accessible reference points
Year 2
Compulsory modules
The module aims to provide you with an introduction to research design and methods relevant to an applied area of investigation. It will enable you to consider factors that will impact on future planning and management of their investigation.
INDICATIVE CONTENT
- Identifying a research question
- Research methods to support quantitative and qualitative research
- Research ethics
- Literature based studies
- Service evaluation - design and methods
- Project planning and management
For those studying on the apprenticeship route, the following KSB’s will be met through study of this module
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|
You will be able to: |
You will know and understand: |
|
Knowledge |
2.2 Assess own learning needs and engage in self-directed learning to maximise potential to lead and transform care and services |
2.2 Your role, responsibility and motivation to manage your own learning; the range of tools and techniques that can be used to direct own learning, set goals and evaluate learning |
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4.2 Evaluate and audit your own and others’ clinical practice and act on the findings |
4.2 The range of valid and reliable evaluation and audit methods used in clinical practice |
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4.3 Alert individuals and organisations to gaps in evidence; initiate and/or lead evidence-based activity that aims to enhance clinical practice and contribute to the evidence base; support others to develop their research capability |
4.3 The range of quantitative and qualitative research methodologies relevant for use in health and social care; the roles and responsibilities of those involved in research; the range of legal, ethical, professional, financial and organisational policies and procedures that will apply to your research activities; the importance and impact of research on advancing clinical practices |
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4.4 Critically appraise and synthesise the outcomes of research, evaluation and audit; apply this within your own and others’ practice; act as a bridge between clinical and research practice; promote the use of evidence-based standards, policies and clinical guidelines |
4.4 Critical appraisal techniques and how to apply new knowledge effectively to own and others’ clinical practice; the importance of integrating research into clinical practice; the range of evidence-based standards, policies and clinical guidelines which apply to own and others’ practice |
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4.5 Develop and implement robust governance systems and systematic documentation processes |
4.5 The importance of effective governance systems and methods that can be used to ensure systematic documentation is in place |
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4.6 Disseminate your work through appropriate media to further advance clinical practices. |
4.6 The value of disseminating research to advance clinical practice, enhancing the quality, safety, productivity and value for money of health and care; how to select and use media appropriately to optimise research impact. |
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Skills |
1.1 Practise with a high level of autonomy and be accountable for your decisions and omissions; work in line with your code of professional conduct, professional standards and scope of practice |
1.1 Local, national policies and procedures within your scope of practice, the professional and regulatory codes of conduct relevant to your advanced clinical practice; the importance of working within boundaries of practice; the range of physical, psychological, pharmacological, diagnostic and therapeutic interventions within your scope of practice |
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Behaviour |
3.6 Establish and exercise your individual scope of practice within legal, ethical, professional and organisational policies, procedures and codes of conduct to manage risk and enhance the care experience |
3.6 The range of legal, ethical, professional and organisational policies, procedures and codes of conduct that apply to your practice |
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3.7 Identify and manage risk in own and others’ clinical practice; be receptive to challenge and demonstrate the ability to challenge others. |
3.7 The range of evidence-based strategies to manage risk in clinical practice. |
Elective modules
The module is designed to help students build upon prior learning they have undertaken through non-accredited means. It provides the opportunity to enhance personal and professional development through planning & justifying a package of evidence to demonstrate achievement of 30 level 7 academic credits.
Application to and reflection upon learning and practice are a key focus of the module alongside academic writing skills and targeting dissemination of outcomes to a relevant audience.
INDICATIVE CONTENT
The module content will be unique and individually determined, negotiated and justified by each student, however, it is anticipated that the following aspects will provide a core foundation for achievement of the learning outcomes:
· Forming personal and professional goals & learning outcomes, driving your CPD.
· Evidencing learning and development
· M-Level academic writing
· Reflecting on learning & development and models of reflection
· Considering impact of learning & development on practice
· Targeting dissemination of learning & practice/writing for publication
The module is designed to help students build upon prior learning they have undertaken through non-accredited means. It provides the opportunity to enhance personal and professional development through planning & justifying a package of evidence to demonstrate achievement of 15 level 7 academic credits.
Application to and reflection upon learning and practice are a key focus of the module alongside academic writing skills and targeting dissemination of outcomes to a relevant audience.
INDICATIVE CONTENT
The module content will be unique and individually determined, negotiated and justified by each student, however, it is anticipated that the following aspects will provide a core foundation for achievement of the learning outcomes:
- Forming personal and professional goals & learning outcomes, driving your CPD.
- Evidencing learning and development
- M-Level academic writing
- Reflecting on learning & development and models of reflection
- Considering impact of learning & development on practice
- Targeting dissemination of learning & practice/writing for publication
For those studying on the apprenticeship route, the following KSB’s will be met through study of this module
|
|
You will be able to: |
You will know and understand: |
|
Knowledge |
2.2 Assess own learning needs and engage in self-directed learning to maximise potential to lead and transform care and services |
2.2 Your role, responsibility and motivation to manage your own learning; the range of tools and techniques that can be used to direct own learning, set goals and evaluate learning |
|
2.4 Advocate and contribute to the development of an organisational culture that supports life-long learning and development, evidence-based practice and succession planning. |
2.4 The importance and impact of organisational culture in learning and development; techniques to influence organisational culture. |
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4.3 Alert individuals and organisations to gaps in evidence; initiate and/or lead evidence-based activity that aims to enhance clinical practice and contribute to the evidence base; support others to develop their research capability |
4.3 The range of quantitative and qualitative research methodologies relevant for use in health and social care; the roles and responsibilities of those involved in research; the range of legal, ethical, professional, financial and organisational policies and procedures that will apply to your research activities; the importance and impact of research on advancing clinical practices |
|
|
4.6 Disseminate your work through appropriate media to further advance clinical practices. |
4.6 The value of disseminating research to advance clinical practice, enhancing the quality, safety, productivity and value for money of health and care; how to select and use media appropriately to optimise research impact. |
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Skills |
1.8 Seek out and apply contemporary, high-quality evidence-based resources and existing and emerging technology as appropriate. |
1.8 The importance of evidence-based practice and technology, such as genomics, to underpin and inform decisions made about care and treatment. |
The aim of this module is to develop your role as interprofessional educators and facilitators. This will enable you to enhance the personal and professional development of the learners in your work place allowing them to make a positive contribution to the delivery of high quality care.
INDICATIVE CONTENT
IPE theory, educational theories, sociological theories concerning professional boundaries and identities.
Policy and strategic imperatives driving modern health care education
Theories of coaching, mentoring and facilitation
Conflict resolution theories
The aim of this module is to develop your knowledge, skills and attitudes as facilitators of workplace learning to be able to effectively support learners or colleagues who are experiences difficulties affecting their work role. A key principle of being a health professional registrant is that one should be able to reflect on ones work and actions and undertake appropriate development to maintain skills and competence within ones scope of practice. This module will equip you with tools and a framework to support others with this process, to maximise opportunities for them to overcome any difficulties.
INDICATIVE CONTENT
Definitions of 'in difficulty', causes, signs and symptoms
Models of mentoring, coaching, supervision and practice learning support
Benefits of supporting learners in difficulty to individuals, teams, professions and organisations.
Professional body and organisations role in supporting learners in difficulty, e.g., Organisational and Clinical Governance issues, fitness for practice, accountability etc.
Inter-professional Working and learning including diversity in practice
Developing organisational/professional networks to support workplace learning facilitators
A range of models and frameworks used in mentoring, coaching and helping
Developing ground rules and confidentiality
Skills practice and development
Developing listening skills
Peer assessment and feedback
Personal reflection, action plan development
Developing mentoring networks
Critical evaluation of the evidence base
Portfolio development for CPD (Continuing Professional Development)
To identify and successfully plan a negotiated and critically justified work based service improvement project. The service improvement project will consider benefits for the organisation and will develop your understanding of service improvement methodologies whilst enhancing your personal and professional skills.
INDICATIVE CONTENT
The content of the module will be driven by personal and organisational goals negotiated at the start of the module. Key areas will be:
- Organisational structures
- Project management and evaluation
- Change management
- Selecting and using evidence
- Reflective practice
- Action planning
- Work based learning and organisational goals
- Action learning set methodology to support learning and progression through the module.
The aim of the module is to develop a critical understanding of the theoretical underpinnings of simulation-based education techniques in contemporary health and social care education
INDICATIVE CONTENT
· Evidence base for the inclusion of simulation in health care education
· Modalities of simulation and clinical skills
· Philosophies and theories from the field of simulation and clinical skills
· Feedback and debriefing techniques
· Exploration of the processes involved in running a simulation and clinical skills event
· Skill acquisition and skill decay
· Deliberate practice and mastery learning
The aim of this module to develop your skills and knowledge to create an educational asset using open sourced web based technology that supports learning in the work place. The module will expose you to a range of digital media available that enhances educational delivery, whilst developing your own digital literacy and the underpinning theories in the use of these materials.
INDICATIVE CONTENT
· Critical consideration of pedagogies of education and technology enhanced learning
· Introduction and use of a range of technologies:
· Application to the workplace and/ or the wider learning community.
· Copyright and intellectual property
· Accessibility
· Netiquette
· Critical evaluation of the use of technology and its impact
· Disruptive innovations/ ensuring e-learning projects enhance traditional learning, support existing teaching methods and provide valuable accessible reference points
Final year
Compulsory modules
This module will enable you to develop a proposal and then plan and conduct an in-depth investigation of a topic that contributes to professional practice. It provides the opportunity to apply an understanding of research methods to the investigation and allows you to demonstrate your ability to work with relative autonomy in undertaking a sustained, in-depth piece of independent learning. It promotes the dissemination of findings to your professional community.
INDICATIVE CONTENT
This module is essentially an individual, self-directed piece of work the contents of which will be specific to your professional area and interests. You will be expected to demonstrate a knowledge base relevant to the topic of interest as well as knowledge and understanding of appropriate research methods.
Students must submit a proposal for approval and this is a mandatory element of this module. You will be advised and supported through the proposal stage and necessary internal and external ethical and scientific approval processes. Approval from the reviewers on behalf of the Faculty Research Ethics Committee is essential before students can progress with their study.
You will be advised about the necessity of obtaining SHU ethical and scientific approval for your project. This and other ethical approvals outside of SHU e.g. NHS will be supported.
Future careers
This course prepares you for a career in
- educational roles in health settings
- pre and post-registration posts in higher education
- specialist training roles
If you’re registered with the Society of Radiographers, you’ll be eligible to apply for Practice Educator Accreditation after completion of the Learning and Teaching for Practice module (including formative work and completion of supporting assessment).
Equipment and facilities
As an online course, you’ll access our digital learning environment with resources and study support online. This makes it easy to study around your home and work commitments.
We’ve invested over £100m in new facilities to help you study how and when you want. This means 24-hour libraries and study spaces designed by our students.
Where will I study?
You study this course online from any location
Entry requirements
All students
Normally, a first degree, professional qualification in a related health care subject, and 2 years post qualification experience.
International students require an IELTS score of 6.5 with a minimum of 6.0 in each skill area.
Additional information for EU/International students
If you are an International or non-UK European student, you can find out more about the country specific qualifications we accept on our international qualifications page.
For details of English language entry requirements (IELTS), please see the information for 'All students'.
Fees and funding
Home students
Our tuition fee for UK students starting part-time study in 2026/27 is £10,940 for the course. The tuition fee displayed above is for the full course. If the full course is more than one year in duration, the fee will be divided into annual payments which will then be rounded. This may mean the total fee you pay is slightly higher than the fee stated above. If you take a break in study or have to re-take part of the course, you may also be charged an additional fee and will be notified of this at the time. Our tuition fee for UK students starting part-time study in 2026/27 is £3,650 per year.
If you are studying an undergraduate course, postgraduate pre-registration course or postgraduate research course over more than one academic year then your tuition fees may increase in subsequent years in line with Government regulations or UK Research and Innovation (UKRI) published fees. More information can be found in our terms and conditions under student fees regulations.
International students
Our tuition fee for International/EU students starting part-time study in 2026/27 is £11,150 for the course. The tuition fee displayed above is for the full course. If the full course is more than one year in duration, the fee will be divided into annual payments which will then be rounded. This may mean the total fee you pay is slightly higher than the fee stated above. If you take a break in study or have to re-take part of the course, you may also be charged an additional fee and will be notified of this at the time.
Scholarships and financial support
Find information on scholarships, bursaries and postgraduate student loans.
International scholarships up to £3000 ›
Alumni scholarships up to £2000 ›
Postgraduate loans for UK students ›
Additional course costs
The links below allow you to view estimated general course additional costs, as well as costs associated with key activities on specific courses. These are estimates and are intended only as an indication of potential additional expenses. Actual costs can vary greatly depending on the choices you make during your course.
General course additional costs
Additional costs for Health and Social Care (PDF, 277.7KB)Legal information
Any offer of a place to study is subject to your acceptance of the University’s Terms and Conditions and Student Regulations.
