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Course overview
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This programme has a modular design and a flexible ‘blended learning’ approach to delivery. Successful completion of the third or fourth year of your primary medical degree normally means you are eligible to accredit prior learning up to 60 credits via Accreditation of Prior (Experiential) Learning - please see the AP(E)L section of our website for further information on this process. You will therefore typically require just one of the optional modules (from the three available below) in addition to core modules UEC607 and UEC608 to achieve the BSc (Hons) in Urgent and Emergency Care. Please note: As a medical student intercalating, it is likely your prior learning will be accredited towards the ‘Understanding evidence to inform clinical decision making’ module HEAD360 (see APEL above).
Core modules
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Understanding Evidence to Inform Clinical Decision Making (HEAD360)
The module is designed to extend students' knowledge around evidence-informed decision making. This will be achieved through students identifying and evaluating a body of research-based evidence relevant to clinical practice.
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Urgent, Emergency and Critical Care: Leadership and Innovation (UEC607)
This module will enhance the students' confidence and competence to lead and manage quality improvement and innovation in urgent, emergency and critical care.
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Evidencing Professional Development in Urgent, Emergency and Critical Care via (e)-Portfolio (UEC608)
This module will enable the student to develop their professional practice in the provision of urgent, emergency and critical care. Evidence supporting the students' development will be collated in an electronic portfolio (e-portfolio).
Optional modules
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The Child or Young Person Requiring Urgent or Emergency Care (UEC604)
This module will facilitate the development of practitioners knowledge and skills in the recognition and immediate management of children/young people requiring urgent or emergency care for illness/injury in a range of settings by increasing their ability to apply current research/evidence to practice and deliver holistic care to sick children and their families.
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Developing Expertise in Urgent & Emergency Care (UEC610)
This module is designed to enable healthcare professionals to critically examine and develop in an area of professional clinical practice, in Urgent and Emergency Care. Taught workshops will guide the student, building on their pre-existing body of knowledge to further develop their skills in health assessment, clinical examination and clinical reasoning.
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Mental Health Assessment in Urgent, Emergency and Acute Care (UEC611)
This module aims to increase knowledge and skills of practitioners working in urgent, emergency and acute care settings and who work with individuals experiencing mental health issues. It explores the principles and process of mental health assessment and the practice of determining appropriate intervention alongside prioritisation of client need based on the current guidance.
Every undergraduate taught course has a detailed programme specification document describing the course aims, the course structure, the teaching and learning methods, the learning outcomes and the rules of assessment.
The following programme specification represents the latest course structure and may be subject to change:
BSc Hons Urgent and Emergency Care Programme Specification 2022 23 4976
The modules shown for this course are those currently being studied by our students, or are proposed new modules. Please note that programme structures and individual modules are subject to amendment from time to time as part of the University’s curriculum enrichment programme and in line with changes in the University’s policies and requirements.
In light of the Coronavirus (COVID-19) pandemic, the changeable nature of the situation and any updates to government guidance, we may need to make further, last minute adjustments to how we deliver our teaching and learning on some or all of our programmes, at any time during the academic year. We want to reassure you that even if we do have to adjust the way in which we teach our programmes, we will be working to maintain the quality of the student learning experience and learning outcomes at all times.
