Part-time: Normally three or four years
MSc Integrated Healthcare brings together students from a variety of backgrounds and disciplines in the investigation and systematic appraisal of the knowledge base and practice of integrated medicine. It is focused primarily upon complementary and alternative medicine (CAM) and the part it might play within an integrated healthcare system whilst acknowledging the need for critical evaluation of all healthcare interventions.
At the core of the course philosophy is the concept of clinical governance, the aspiration to deliver sustainable, accountable, patient focused, quality assured healthcare. Students come to the course with varying interests, and are encouraged to develop their expertise accordingly. This postgraduate course is designed to suit the needs of all students whether they want to develop their expertise in practice, in the evaluation of the effectiveness of a specific therapy, in an understanding of patient perspectives, the organisation of healthcare, or in the more subtle aspects of the interpersonal encounter in healthcare.
The standard entry requirements for this course are a recognised British honours degree to a good standard (or its equivalent) and a practising qualification in at least one form of complementary and alternative medicine.
However we acknowledge that applicants from outside the UK may hold non-standard qualifications and therefore applications from all candidates will be considered on their merits and in the light of the nature and scope of the programme. Informal enquiries are welcomed.
As the course is conducted in English, language and writing skills at GCSE English or IELTS 6.5 are also required.
To participate in this course it is essential that applicants have regular and reliable access to a computer, headset and webcam. Access to a broadband internet connection is essential.
The next UCLan Postgraduate Advice Event will be on Thursday 10th November 2016.
For details and registration for this event please visit our Eventbrite page.
Please contact Course Enquiries with any queries regarding postgraduate study and research.
The course consists of nine modules in total. The three modules in the first year are all core modules. In Year 2 students take one core module and then select a further two modules from a choice of five. The final year consists of a triple module dissertation.
Year 1 (core modules)
Deconstructing practice seeks to develop students’ cognitive skills and knowledge base in relation to the rhetoric and reality of the structures that influence their personal and professional beliefs. It aims to facilitate an exploration of myths and ‘sacred cows’ in contemporary healthcare through a critical consideration of issues, tensions and challenges from different philosophical perspectives.
Developing Practice aims to engage the students in critically evaluating the underpinning philosophies of practice and their application to practice. It acknowledges the wealth of experience of the practitioner students and encourages the sharing of expertise towards the common goal of the advancement of practice. Students will work in e-groups to identify knowledge gaps for further exploration and debate.
Introduction to Post Graduate Research presents a broad overview of the principles of research beginning with ethical, epistemological and theoretical perspectives, and moving through qualitative and quantitative research designs, analysis and synthesis. Students will focus on the evidence relevant to one particular topic in their speciality, exploring the philosophical and theoretical underpinnings of this evidence and the impact of research design on knowledge generated.
Year 2 (core module)
Perspectives on integrated healthcare aims to examine both philosophical and practical implications of the provision of an integrated healthcare system or service. Through examination of working models and exploration of contemporary debate, students will critically analyse the meaning, challenges and benefits of integrated healthcare.
Plus two option modules from:
Therapeutic Relationships aims to engage students in a critical evaluation of the conceptual and evidence-based framework of the ‘therapeutic relationship’ in order to critically reflect on the current status of this within their own professional practice. Students will investigate the dynamic tension between ‘self’ and ‘the self as practitioner’ in order to better understand their role in patient health outcomes.
Applying Methods in Health Research aims to build upon knowledge and skills obtained in NU4040 (Introduction to Postgraduate Research) to focus in an in-depth manner on methods specifically used in health and health service research. Through examination of the practical application of research methods in this field it aims to support students in the development of the necessary skills for undertaking an independent piece of qualitative or quantitative research.
Research, ethics and governance aims to facilitate progression from theory to practice in research within a clear ethical framework. It acts as a bridging module between the theoretical study of research and governance to the conduct of an approved empirical research project. It aims to familiarise students with meta-ethical theories and with practical ethical issues surrounding different forms of research and with the principles of research governance. It will help students develop a real research proposal and to analyse potential ethical challenges in their research.
Inspiring Education aims to provide the intending and existing teacher in a professional context with a forum to debate and discuss the contemporary issues, policy and initiatives which are constantly emerging both nationally and internationally. Additionally the module aims to facilitate teachers in a professional context to develop essential skills required for effective teaching at Higher Education level. This will include the widening of expertise and experience, the understanding of adult learners and their needs, and the formation of critical self-appraisal and reflection and evaluation.
Student Initiated Module allows students to undertake their project within a framework, which supports, facilitates and evaluates the practice development process. It is expected that there will be agreement on the project between the student and the module supervisor.
Year 3 - Thesis (Triple Module)
In the final year of the course students undertake an independent research project into an area that is of particular interest to them. The project is fully supervised throughout and projects vary widely. The research may involve documentary analysis, systematic review, evaluation, audit, surveys and interviews depending upon the chosen topic and methodology. An important factor being that the work is original and contributes to the existing body of knowledge in the chosen field.
You can apply for many of the postgraduate UCLan courses using our Online Application System.
For a concise summary of the main features of this course, see our course specification.
For information on possible changes to course information, see our Important Information.
For detailed information about studying this course at UCLan, please see the course handbook for your year of entry:
Tuition Fees are per year unless otherwise stated and may be subject to increase annually in line with UK Retail Price Index inflation rate
For 2016/17 fees please refer to our fees page.
The UK Government has confirmed that a new postgraduate loan scheme will be introduced for students commencing a Full Masters Postgraduate programmes from 2016/17 academic year.
The entire course is delivered via e-learning and students are never required to attend the university hence we can attract students from all over the world. Graduates can of course attend for graduation ceremony (in full gowns) if desired.
E-learning means that students can study from their own homes as long as they have the necessary equipment and a good speed broadband. The University website hosts an area that is dedicated to the MSc course where all materials are posted. Teaching materials for each session are on posted on this web area together with links for readings and other interesting sites.
What the students are expected to do is to work through the notes each week, contribute to on-line discussions and then appear at a certain time for approximately one hour in front of their webcam to interact with the other students. This live discussion may be weekly or on alternate weeks but that varies throughout the year. There should be a choice of times because we run more than one group.
Each module has its own assessment strategy for example essays, short answer questions, and presentations. There are no examinations in the course.
The course will provide students with skills and attributes which show their commitment to advanced integrated practice. Student may plan to be research active but the course is also useful for practitioners seeking to improve their current clinical practice.