Nursing - Leadership & Quality Healthcare

Why take this course?
This programme aims to enhance graduate nurses' competencies, attitudes and skills with which to function effectively as healthcare leaders within the health care environment. It provides an opportunity for professional development through supporting and facilitating the comprehension, application and analysis of knowledge, clinical managerial expertise and skills in the development of quality healthcare. The provision of evidence-based knowledge is aimed at supporting a quality evidenced based practice whilst recognising the reciprocal relationship between theory, practice, research and knowledge development.

What will I experience?
The philosophy which underpins this programme is grounded in values and beliefs relating to the nature of four fundamental philosophical nursing concepts, namely: nursing, environment, person and health (Alligood & Marriner-Tomey, 2006). The programme will explore and apply to areas of enquiry central to nursing theory and practice, which are identified as knowledge and care. The process of nursing has evolved from and still occurs in a complex and ever-changing care environment. Nursing is a dynamic process which has evolved with advances in health care, including rapid developments in information management and technology. The nurse seeks to provide services that meet the preventative, promotional, supportive, curative, rehabilitative and palliative care needs of individuals, families, groups and communities.

Minimum Entry Requirements:
Bachelor of Science in Nursing (Level 8) 2:1 or equivalent qualification will be required for entry to this programme.

Non-EU applicants must provide evidence of ability to follow classes in English (IELTS 6.5, or equivalent). Applicants may be required to attend AIT for an interview. Skype interview may be arranged for international students.

Assessment Information
Assessment is a continuous process which aims to measure the achievement of students in relation to the learning outcomes. It is combined with appropriate feedback, to assist students in improving their performance in relation to set criteria for progression towards, or for the award of the degree. Assessment can be practical or theoretical, formative and/or summative, and administered by lecturers, students themselves or their peers. The use of self and peer-assessment is used regularly as a formative strategy to develop students' skills in gauging and evaluating their own performance and that of their fellow colleagues.

Assessment strategies are focused on the measurement of outcomes and competencies as identified in this programme. At the beginning of each academic year all students are given an Assessment Schedule so that they can plan and organise their work. Each module has clear marking criteria that is available to students and external examiners when they are reviewing the work. All of the assessments are based on the premise of the integration and application of theory to practice, whilst also achieving and demonstrating the various competencies' appropriate to students completing a Level 9 programme.

1 year full time.
2 years part-time.

Contact Athlone IT for next start date.

What opportunities might it lead to?
Graduates of this programme will be ideally positioned to progress to MSc and possibly a PhD programme. This is an area for development and work is currently underway to obtain delegated authority within this domain from QQI.