Children's Palliative Care/Complex Care (MHSc/PDip)

Scholarships Available
Find out about our Postgraduate Scholarships here.

Applications and Selections

Who Teaches this Course

Requirements and Assessment

Entry to the programme is open to individuals who have Second Class Honours in a Level 8 engineering degree in a related discipline from a recognised university or third level college.

Glossary of Terms

Year 1 (60 Credits)

This degree programme is ideally suited to the civil engineer with an honours (Level 8) undergraduate degree who wishes to become more competent in advanced civil engineering topics.

From 2013, the ME degree is required to satisfy the educational requirements for progression to Chartered Engineer status. Graduates of the programme will be capable of working in any branch of civil engineering, including consultancy and contracting.

Postgraduate students in receipt of a SUSI grant – please note an F4 grant is where SUSI will pay €4,000 towards your tuition (2023/24).  You will be liable for the remainder of the total fee.  An F5 grant is where SUSI will pay tuition up to a maximum of €6,270. SUSI will not cover the student levy of €140.

Postgraduate fee breakdown = Tuition (EU or NON EU) + Student levy as outlined above.

Note to non-EU students: learn about the 24-month Stayback Visa here. 

Ms Serena Lawless
T: +353 91 492 170
E: [email protected] 
www.universityofgalway.ie/civileng/

NU6446: Quality of Life and Symptom Management in Childrens Palliative / Complex Care

Semester 1 | Credits: 10

This module focuses on developing in depth comprehension of the philosophy of palliative care for children and the application of key concepts in relation to the assessment and management of symptoms. A repertoire of knowledge, skills and sensitivities is required in the management of pain and other symptoms (WHO, 1990). The aim of this module is to enhance students understanding and knowledge of the philosophy, principles and practice of pain and symptom management in caring for individuals with life limiting illness (Doyle et al. 2005). It aims to develop knowledge and skills in assessing, diagnosing, planning, intervening and evaluating evidence – based theories, related research findings and principles of pain and symptom management. Students will also examine the role of technology in supporting quality of life for the child and adolescent with a life limiting illness. This module is composed of five units.
(Language of instruction: English)

Learning Outcomes

1. Define palliative care and describe the principles which guide practice within the multidisciplinary team.
2. Integrate knowledge of the pathophysiology of end of life disease processes and their effects to the care of children and adolescents with life limiting illness.
3. Apply the principles of impeccable assessment and early identification of the cause and impact of pain and other distressing symptoms.
4. Use evidence based tools and related theories of pain and symptom management to guide practice, arrive at clinical decisions and manage symptoms effectively.
5. Critically analyse the importance of providing individual care tailored to meet and respect the needs of the child and their family.
6. Explore the principles of ethical-decision making in palliative care and the complexities of advanced care planning
7. Using the holistic palliative care philosophy, integrate analysis of psychological, social, spiritual and physiological factors in assessing, planning and intervening the relief of symptoms associated.
8. Employ both traditional and innovative interventions and other non-pharmacological therapies, appropriately in the care of children and adolescents with life threatening illness and their families.
9. Demonstrate an awareness of the nutritional requirements of children at different stages of the disease.
10. Demonstrate understanding of the role and functions of technology

Assessments

• Continuous Assessment (100%)

Module Director

• GRÃINNE MORAHAN: Research Profile | Email

Lecturers / Tutors

• MARI MORAN:  Research Profile
• CLAIRE QUINN:  Research Profile
• DEIRDRE FITZGERALD:  Research Profile

NU623: Clinical Governance: Supporting Safe Practice

Semester 1 | Credits: 10

Errors are inevitable in healthcare systems (Commission on Patient Safety and Quality Assurance, 2008). It is estimated that medical errors would rank 5 in the top 10 causes of death in the United States, ahead of accidents, diabetes, and Alzheimers disease, if included on the National Centre for Health Statistics list (Joint Commission, 2005 p.7). In Ireland, the Commission on Patient Safety and Quality Assurance (2008) acknowledge that healthcare will never be risk free but argue that it is critical that the systems in place are as safe as possible, that the right ‘checks and balances are in place and that learning results from mistakes. To ensure this happens it is important that programmes prepare nurses to promote and enhance clinical safety. The module is guided by the National Patient Safety Framework (The Australian Council for Safety and Quality in Health Care, 2005) and the WHO Patient Safety Curriculum Guide for Medical Schools (World Health Organisation, 2009).
(Language of instruction: English)

Learning Outcomes

1. Critique the concepts of ‘safety and ‘risk in context of their practice setting.
2. Examine the concept of ‘clinical governance in the Irish healthcare system
3. Identify and evaluate the factors that determine the quality and safety of healthcare from the perspective of (i) the nurse or midwife (ii) the client (iii) the multidisciplinary team and (iv) the wider healthcare system
4. Identify local policies and procedures to improve clinical safety and apply safety principles in practice.
5. Debate the tensions between ‘managing risk and ‘client autonomy
6. Explore their role in promoting and enhancing safety as a member of the multidisciplinary team
7. Complete a risk assessment relevant to their practice setting.
8. Evaluate their contribution to quality improvement in their practice setting

Assessments

• Continuous Assessment (100%)

Module Director

• Katherine Pigott: Research Profile | Email

Lecturers / Tutors

• EIMEAR BURKE:  Research Profile
• FRANCES FARRELLY:  Research Profile
• SINÉAD HAHESSY:  Research Profile
• CATHERINE MEAGHER:  Research Profile
• MARI MORAN:  Research Profile
• CLAIRE O'TUATHAIL:  Research Profile
• CLAIRE QUINN:  Research Profile
• Katherine Pigott:  Research Profile
• Ciara O'Meara:  Research Profile

NU6444: Care of the Child & Family with Palliative / Complex needs

Semester 1 | Credits: 10

Although death in childhood is relatively uncommon, the specific care needs of the child and family require a reflective, family centred and evidence-based approach to practice (Goldman, Hain and Liben, 2012). Recommendations within the Irish Policy for Children with Life Limiting illness (DoH&C 2010, 2020) encourages further professional development for nurses caring for these children and families. This module aims to assist nurses to explore this approach to palliative and complex care practice with an emphasis on providing an overview and understanding for both paediatric/ disability trained and adult-orientated practitioners.
(Language of instruction: English)

Learning Outcomes

1. • Articulate a conceptual framework for practice which sees child and family as the unit of care
2. • Demonstrate a contextual understanding of child development in relation to life-limiting illness and its consequences
3. • Develop strategies for advanced communication skills to support the child and family in need
4. • Identify and respond to issues of grief and loss in a family context
5. • Critically appraise the policy dimension of care for children at end-of-life
6. • Explain the value of multi-agency support in the care of the child and family with life-limiting illness
7. •Explore the principles regarding the breaking of bad news and identify strategies which support best practice in breaking bad news
8. •Explore key theories of bereavement and loss in contemporary society
9. •Recognise the influence of social structure and culture on grief responses
10. •Articulate the nature of grief work and the role of the palliative care practitioners in supporting families in grief and loss
11. •Identify the key components of complicated grief and the appropriate palliative care response

Assessments

• Continuous Assessment (100%)

Module Director

• Katherine Pigott: Research Profile | Email

Lecturers / Tutors

• MARI MORAN:  Research Profile
• CLAIRE QUINN:  Research Profile
• Katherine Pigott:  Research Profile

NU921: Clinical Competence 1

Semester 1 | Credits: 0

Assessments

• Continuous Assessment (100%)

Module Director

• : Research Profile | Email

Lecturers / Tutors

• MAURA DOWLING:  Research Profile
• FRANCES FARRELLY:  Research Profile
• SINÉAD HAHESSY:  Research Profile
• ANDREW HUNTER:  Research Profile
• BRONA MOONEY:  Research Profile
• MARI MORAN:  Research Profile
• MARCELLA HORRIGAN-KELLY:  Research Profile
• CLAIRE QUINN:  Research Profile
• ELAINE O'HARA:  Research Profile
• Derek O'Keeffe:  Research Profile
• Peter Carr:  Research Profile
• Katherine Pigott:  Research Profile

NU6439: Service Improvement

Semester 2 | Credits: 10

This module will allow the student the opportunity to plan and implement, with their manager, and an academic facilitator, a service improvement initiative. The project will focus on an issue of relevance to client care or service improvement and must be supported by the students line manager and/or clinical facilitator. Examples of the types of projects include: completion of a defined literature review supporting some aspect of unit work, preparation of a patient education leaflet (supported by an evidence based rationale presented separately), development of a patient education pack (supported by an evidence based rationale presented separately), development of a strategy to reduce waiting time, an initiative that will improve patient/staff safety, development/implementation of guidelines/policies, an initiative that improves the quality of patient services or the work environment, an initiative that saves time/money or any issue/problem/change that can be addressed through action. This work must be completed within a calendar year.
(Language of instruction: English)

Learning Outcomes

1. Critically examine a practice issue and contribute to service improvement
2. Integrate and apply learning from other modules
3. Work collaboratively with peers and clients
4. Become an autonomous and independent learner
5. Develop the skills and knowledge needed to implement a change in clinical practice
6. Develop their skills of analysis, critical thinking, problem-solving and reflection

Assessments

• Continuous Assessment (100%)

Module Director

• Katherine Pigott: Research Profile | Email

Lecturers / Tutors

• MAURA DOWLING:  Research Profile
• FRANCES FARRELLY:  Research Profile
• SINÉAD HAHESSY:  Research Profile
• CATHERINE MEAGHER:  Research Profile
• MARI MORAN:  Research Profile
• MARCELLA HORRIGAN-KELLY:  Research Profile
• CLAIRE QUINN:  Research Profile
• DEIRDRE FITZGERALD:  Research Profile
• Duygu Sezgin:  Research Profile
• Martina Giltenane:  Research Profile
• Katherine Pigott:  Research Profile
• Ciara O'Meara:  Research Profile

UCD_NU6445: Specialist Understanding of Complex Care for Children

Semester 2 | Credits: 10

This module focuses on the central concepts of care that underpin specialist practice in complex care for children and their families. The module is designed to enhance the nurses understanding of the emerging speciality of complex care delivery. This will include exploration of the organisation of health services for this population, factors influencing care delivery in this area including the role of technology, the organisation of care services for this population and issues pertaining to quality care and clinical governance.
(Language of instruction: English)

Learning Outcomes

1. Demonstrate an advanced understanding of the organisation of health services for children with complex care needs and their families in the national and international context.
2. Critically evaluate the key constituents of a successful transition to home for the child with complex care needs and their families.
3. Critically discuss the impact of medical interventions and technology on the psychosocial well-being of children and their families
4. Critically evaluate standards of care and outcome measurements for children with complex care needs.

Assessments

• Continuous Assessment (100%)

Module Director

• GRÃINNE MORAHAN: Research Profile | Email

Lecturers / Tutors

• MARI MORAN:  Research Profile
• CLAIRE QUINN:  Research Profile
• DEIRDRE FITZGERALD:  Research Profile

NU502: Advanced Research Methods

Semester 2 | Credits: 10

This module focuses on developing further students understanding of the theoretical foundations of research, research methodologies and methods of data collection. The module has two major goals. Firstly, to provide students with the required knowledge and skills to interpret and implement research findings in their practice and secondly, to prepare students to undertake a piece of research. Students will be given an opportunity to recap on methodological approaches to quantitative and qualitative research. A key skill in promoting students independence is preparing students to complete their own research project under the supervision of a supervisor. Therefore, this module has a specific focus on providing students with the knowledge and skills of “doingâ€ research.
(Language of instruction: English)

Learning Outcomes

1. Demonstrate an understanding of what is meant by ‘evidence-based practice
2. Discuss theoretical perspectives on research methodology
3. Formulate an answerable clinical question using the PICO approach
4. Develop a database search strategy
5. Explain clearly the key characteristics, strengths and weaknesses of the main qualitative and quantitative research methodologies
6. Articulate a research problem and formulate a research question or hypothesis as appropriate to guide the conduct of a study
7. Justify the use of appropriate data collection, sampling, and data analysis methods for qualitative and quantitative research
8. Discuss rigour in the context of quantitative and qualitative research
9. Discuss evidence synthesis of quantitative and qualitative research
10. Create a plan with clear rationales for data collection, sampling, data analysis and rigour to be used when conducting a primary qualitative or quantitative study or evidence synthesis

Assessments

• Continuous Assessment (100%)

Module Director

• Katherine Pigott: Research Profile | Email

Lecturers / Tutors

• MAURA DOWLING:  Research Profile
• BERNARD MCCARTHY:  Research Profile
• BRONA MOONEY:  Research Profile
• MARI MORAN:  Research Profile
• CLAIRE O'TUATHAIL:  Research Profile
• SIOBHÃIN SMYTH:  Research Profile
• AMANDA WALSH:  Research Profile
• DECLAN DEVANE:  Research Profile
• FIONNUALA JORDAN:  Research Profile
• STEPHEN KENNETH BRADLEY:  Research Profile
• Peter Carr:  Research Profile
• Katherine Pigott:  Research Profile

NU922: Clinical Competence 2

Semester 2 | Credits: 0

Assessments

• Continuous Assessment (100%)

Module Director

• : Research Profile | Email

Lecturers / Tutors

• MAURA DOWLING:  Research Profile
• FRANCES FARRELLY:  Research Profile
• ANDREW HUNTER:  Rese

Applications and Selections

Who Teaches this Course

Applicants must:

• Be registered on the general, childrens, psychiatric, intellectual disability or midwifery division of the register maintained by the Nursing and Midwifery Board of Ireland;
• Have a minimum of one years post-registration experience (exclusive of post-registration courses);
• Be currently working in the required specialist area, i.e., an area associated with palliative care/childrens care/childrens palliative care or allied areas (neonatal, disability, oncology) and have as a minimum six months clinical experience in this specialist area;
• Complete additional clinical hours in a childrens palliative care/complex setting. Placement length depends on the learning opportunities available to students in their current work setting;
• Provide written support from their employer that they will be able to access this client group across the programme;
• Satisfy the selection panel of their ability to complete the programme;
• Have an honours Bachelors degree at NFQ Level 8 in nursing or a comparable qualification. Applicants who do not hold an honours degree or Higher Diploma (Level 8) must demonstrate that they have successfully completed (in the previous two years) a module at Level 9. Please consult the professional credit awards at Level 9 at: www.nuigalway.ie/pca/pca.html.

Glossary of Terms

Year 1 (60 Credits)

Required NU6446: Quality of Life and Symptom Management in Childrens Palliative / Complex Care

Required NU623: Clinical Governance: Supporting Safe Practice

Required NU6444: Care of the Child & Family with Palliative / Complex needs

Required NU921: Clinical Competence 1

Required NU6439: Service Improvement

Required UCD_NU6445: Specialist Understanding of Complex Care for Children