Intro

This qualification is for practising health professionals who wish to gain the skills, knowledge and behaviours to be an effective leader within a practice or an academic in healthcare education context.

The course will appeal to nurses, midwives and allied health professionals who are looking to develop, or already have, an educational role in their current practice. Accredited by Advance HE, successful completion offers the opportunity to gain Advance HE Fellowship.

The majority of skills developed on the course will be in the HEI context to meet the Advance HE requirements. We'll aim to develop your skills in order to lead both healthcare practice and academic focused learning in the Higher Education context. You will advance your confidence as a skilled educator by engaging with research and evidence-based teaching, learning and assessment strategies in different and complex settings.

You will design educational initiatives using contemporary resources and reflect critically on your own experiential knowledge gained throughout the course.

Throughout the course you will be supported by a teaching and learning facilitator, and an experienced course team of senior health professional academics who will oversee your progress and provide feedforward opportunities to develop your pedagogic practice.

Credits from the course can be integral to other masters-level study.

Key facts

Location Brighton: Falmer

Part-time 1 year

This course is accredited by the Advance HE, previously the Higher Education Academy

We are a top 10 university for world-leading research impact in allied health professions, nursing and pharmacy (REF 2014)

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Please review the entry requirements carefully and if you have any questions do get in touch with us.

Apply now for your place

Course content

How this course is delivered

We are designing your teaching timetable with the aim of maximising the time you spend on campus, with measures in place to make it as safe, enjoyable and social for everyone as possible.

Every student will have timetabled in-person learning. This will vary by course and could include activities such as seminars and tutorials, workshops, studio time, clinical skills sessions and laboratory classes.

Some of your timetabled learning will delivered online: for example, large lectures may be delivered online live and also be made available as recordings.

Our plans will be guided by the current government advice and may therefore involve some social distancing. Check our FAQs for more info.

Course structure

On this part-time course you will achieve 60 level-7 credits over three semesters/one year.

You will attend two induction days.

Induction to the University of Brighton: School of Health Sciences postgraduate programme
Induction day to the Leading Practice Education postgraduate certificate.

You will then complete the following modules.

Optimising Learning – which requires attendance at six taught days.
Learning Design – which requires attendance at five taught days and engagement with online resources.
Leading Learning in Practice and Higher Education – runs throughout the course, and requires attendance at five taught days and engagement with online discussion boards and eLearning resources.

The course utilises blended learning to achieve the outcomes, so learning within the modules is supported by you engaging with module-specific materials and activities on our VLE (Virtual Learning Environment).

For more information on each module, see our Modules tab.

Modules

You will have opportunities to develop your education practice, leadership skills and confidence for the benefit of students, workforce development, patient services and your own professional and academic development. This will be achieved through the following modules:

Optimising Learning (HS726, 20 level-7 credits)
This introductory module, delivered in semester one, develops your confidence, skills and knowledge to position yourself as an educator, critique educational theories, facilitate and construct effective learning in both higher education and practice settings through a constructivist collaborative approach. Six taught days.

Learning Design (HS727, 20 level-7 credits)
This module, delivered in semester two, critically evaluates curriculum design theory, workforce development and strategic educational development through a blended learning approach. You will design and plan a service development educational programme or learning event relevant to your professional background. Five taught days.

Leading Learning in Practice and Higher Education (HS728, 20 level-7 credits)
This extensive module is taught over the whole of the course. The focus of this module is between theory, research and practice learning in the context of transforming educational practice. You will develop your own portfolio of reflective teaching, learning, assessment and leadership practice gathered throughout the course – with the aim of critically applying this to the relevant professional framework. You will also consider educational theories related to leadership, digital learning, resilience and reflective learning. There is a requirement for teaching practice within this module. Five taught days.

Professional accreditation

Throughout the course you will critically apply the relevant professional standards framework to your developing educational practice – enabling you to clearly identify how you meet the following appropriate national frameworks.

Advance HE, formerly The Higher Education Academy, has accredited this course and confirms that it is aligned with the UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education (UKPSF) and provides participants with the opportunity to be professionally recognised through the HEA Fellowship scheme at D2 – Fellow.

The course prepares you to lead and transform education under the Nursing and Midwifery and the Health and Care Professional Council standards for education.

The course has been mapped to the practice educators’ accreditation schemes of the College of Occupational Therapists (APPLE) and the College of Podiatry (PACE).

Meet the team

Dr Hazel Horobin, course leader

Dr Horobin is a Fellow of Advance HE and has taught since 2000.

She started her work at the University of Brighton in 2014 within the placement team, and she continues her commitment to the professional development of practice educators through her role as Course Leadership for the PGCert in Leading Practice Education.

She is active in developing teaching and learning practice, contributing locally to the University’s Centre for Learning and Teaching conference events.

Her doctoral research focused on issues of cultural inclusion in education and in 2019 she won the University Excellence in Facilitating and Empowering Learning Award.

Other key members of the team

Careers

You will be prepared to be an effective teacher and leader in the education of health professionals or in another health related capacity. You will also have the opportunity to gain Advance HE Fellowship.

Graduates from this course have progressed into a range of different roles including as senior lecturers, practice educators, professional lead for specific profession and to PhD studies. See our student views tab for testimonies.

Many of our alumni also contribute to the course content which is highly evaluated by our students.

Entry criteria

Entry requirements

Degree and experience

Students are normally expected to demonstrate:

successful completion of an appropriate bachelor first degree from a higher educational (HE) institution in the UK, or equivalent award from a European or overseas HE institution AND have evidence of study at level six or above in the last five years

and

applicants should be a qualified health professional, be registered with the NMC/HCPC (or other regulatory body)

and

be in a role with a significant educational remit or have the opportunity to facilitate the learning of individuals or groups of learners which might include students, staff, patients, carers or members of the public. Normally two years post registration.

and

all students are required to undertake a range of teaching and learning activity throughout the course that is in addition to the attendance of the modules. Some of this will be accrued in your current role and within the HEI context. the amount of hours will vary depending on your professional background, however it's anticipated to be a minimum of 90–120 hours.
recognition of prior learning (RPL) and recognition of prior experiential knowledge (RPEL) is available to all students enrolled on educational programmes within the School of Health Sciences. It is an established process requiring an academic judgment on previous learning and recording of the assessment outcome at an examination board.

English language requirements
IELTS 7.0 overall with a minimum score of 6.5 in all components. Students with lower scores can enter through our extended masters programme.

Fees

Course fees

Home (part-time)2,892 GBP

Students seeking external funding are required to provide evidence of the support of their manager or sponsor before interview.

What's included

You may have to pay additional costs during your studies. The cost of optional activities is not included in your tuition fee and you will need to meet this cost in addition to your fees. A summary of the costs that you may be expected to pay, and what is included in your fees, while studying a course in the School of Health Sciences are listed here.

Where your course includes a placement, travel costs which are over and above your daily journey to university and dual accommodation costs may be reimbursed by the NHS learning support fund. Paramedic Science students and overseas students are not covered by the NHS scheme and travel costs for this course will be your responsibility. Find out more about the NHS learning support fund.
Specialist clothing and uniforms, where required, are included in the course fees.
DBS checks, where required, are included in the fees.
Course books are available from the university but you may wish to budget up to £100 if buying your own copies.

You can chat with our enquiries team through the Stay in touch panel at the end of this page if you require further information. Or check our finance pages for advice about funding and scholarships as well as more information about fees and advice on international and island fee-paying status.

Info

The fees listed here are for full-time courses beginning in the academic year 2021–22.

Further tuition fees are payable for each subsequent year of study and are subject to an annual increase of no more than 5% or RPI (whichever is the greater). The annual increase for UK students, who are subject to regulated fees, will increase no more than the statutory maximum fee.

You can find out more about our fees in the university's student contract and tuition fee policy (pdf).

The tuition fee you have to pay depends on a number of factors including the kind of course you take, and whether you study full-time or part-time. If you are studying part-time you will normally be charged on a pro rata basis depending on the number of modules you take.

Location

Local area

About Brighton

The University of Brighton is at the heart of our city's reputation as a welcoming, forward-thinking place which leads the way when it comes to the arts, music, sustainability and creative technology. Brighton is home to a thriving creative community and a digital sector worth £1bn a year to the local economy, as much as tourism.

Many of the work-based learning opportunities offered on our courses such as placements and guest lectures are provided by businesses and organisations based in the city.

You can also get involved with city festivals and events such as the Brighton Festival, the Fringe, Brighton Digital Festival, Brighton Science Festival, the London to Brighton bike ride, and the Great Escape festival of new music to name but a few. Other annual highlights include Pride, the Brighton Marathon, and Burning the Clocks which marks the winter solstice.

You'll find living in Brighton enriches your learning experience and by the end of your course you will still be finding new things to explore and inspire you.

It's only 50 minutes by train from Brighton to central London and less than 40 minutes to Eastbourne. There are also daily direct trains to Bristol, Bedford, Cambridge, Gatwick Airport, Portsmouth and Southampton.

Map showing distance to London from Brighton

Campus where this course is taught

Falmer campus

Set in the South Downs, our Falmer campus is around four miles from Brighton city centre. 7,000 students are based here taking subjects including criminology, English, education, nursing and medicine, paramedic science, psychology and sociology. Brighton and Hove Albion's Amex stadium and beautiful Stanmer Park are right next door.

Specialist learning facilities at Falmer include the curriculum centre used by teaching and education students, which houses over 30,000 teaching resources and clinical skills and simulation suites used by health students. Psychology students learn in our applied cognition and flexible creative method labs.

Falmer campus has two halls of residence on site, as well as a library, restaurant, cafes, and a students' union shop and bar.

The campus sports centre has a fitness suite, activity studios and a sports hall. There is also a floodlit astroturf football pitch, netball and tennis courts.

Cycle lanes link Falmer with our other campuses and the city centre and there is a BTN BikeShare hub on site. There are regular bus services to the city centre and other campuses. Falmer train station is right next to campus and a nine minute journey to central Brighton.

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Newly refurbished atrium in the Checkland Building

Accommodation

Brighton: Falmer

We guarantee an offer of a place in halls of residence to all eligible students.

Halls of residence
We have halls of residence across Brighton in the city centre, Moulsecoomb, Varley Park and Falmer.

You'll be prioritised for accommodation in the halls that are linked to your teaching base, subject to availability.
Falmer campus is linked to the halls on Falmer campus and at Varley Park. All halls are self-catered.
- Paddock Field and Great Wilkins halls are on Falmer campus and offer a range of rooms
- Varley Park offers a mix of rooms. It is around two miles from Moulsecoomb campus and four miles from the city centre. Public transport in the city is excellent.

Private renting
There's plenty of support if you opt for private renting. This is an option which offers choice and flexibility – enabling you to choose where you live and who with. We manage our own studenthomes database of properties. This lists accommodation offered by landlords who have signed up to our code of standards. Every summer we provide online events and resources, as well as other advice services, for students looking for a place to live and people to share with.

Outside views at Falmer accommodation

Extensive facilities at Falmer sports centre

Students dining at Westlain

Maps

Falmer campus

Student views

James Barclay

"My passion for education began early in my career but as I progressed I really felt that I should 'learn how to teach' to ensure that those learners achieve the very best education.

"The course actually taught me how to learn and in doing so I believe that I have transformed myself and have gained the confidence to empower others do the same. The PGCert at Brighton came with high praise from colleagues who had completed it in recent years. The staff on the course were professional, supportive and encouraged me to challenge myself for which I am extremely grateful.

"Successfully completing the PGCert has been my greatest achievement since qualifying and I highly recommend anyone who has an interest in education to challenge themselves and apply."

James graduated in 2019. He is an advanced practice physiotherapist in the out patient department and spinal triage clinic of Worthing Hospital.

Joy Murphy

Winner of the SHS Student Prize for Excellence 2017–2018

"The transformational aspect of the PGCert very much applied to my own overall mindset and approach to learning. Transitioning from the role of a mentor into delivering academic level education both challenged and rewarded my skills.

"Taking on a student representative role, contributing to clinical teaching in the nursing BSc programme, and the social learning aspects of the course were all key to building an educator identity. The sum of these efforts in my PGCert journey laid the foundations for trust in my capabilities to take on a practice educator role and design service-led programmes for my clinical area.

"I was delighted to achieve consistently high grades and positive feedback in the PGCert. The inclusion of formative assignments and the accompanying feedback were vital in order to build clarity and quality in my work, and it was an affirmation to win the School of Health Sciences Prize for Excellence.

"I’ve been able to continue the academic teaching aspect of my practice through a visiting lecturer contract for the Nursing BSc at the university and have delivered sessions for the current PGCert cohort. These sessions have been met with positive feedback from each learner group and motivated me to continue my own academic development and I’m now working towards obtaining a Health and Education MSc."

Joy is a nurse and 2018 graduate.

Laura McLaughlin

"I came on to the PGCert course looking to validate my current teaching practices and deepen my understanding of how students learn. Instead I truly transformed my way of interacting with learners, changed my view of myself as an educator and saw a passion for quality education grow into something bigger than me.

"Through this course I have helped to make changes to the way undergraduate students are taught whilst with us on clinical placement and this has lead me to a new role within my organisation as lead clinical tutor which I would not have achieved without the education and knowledge I have gained through my time on this course.

"On top of all this, I have met such amazing people and they have become my peers and colleagues in a broaden community of practice which has given me a wider horizon - something I was lacking coming from a small professional background. I would recommend the PGCert to anyone who has an interest in education - it will take that interest and turn it into an ambition."

Laura is an orthoptist and 2019 graduate.

Amy Mighalls

"Thank you for helping to take the next step forwards and transforming me that little bit further and to achieve my potential.

"I can now see what I can do when I really apply myself."

Amy is a physiotherapist and 2017 graduate.

Nikki Lucas

"I would like to express my thanks to you for supporting me through the PGCert. I cannot believe how well I did!

"I was surprised at the confidence it gave me and how I feel about myself as a nurse and now a teacher."

Nikki is a nurse and 2017 graduate.