- Gain a comprehensive and systematic understanding of Human Factors needed as a Human Factors lead, able to work confidently as part of a multi-professional team delivering Patient Safety improvements.
- Critically analyse your current level of ability in each of the professional competencies required by the Chartered Institute of Ergonomics & Human Factors (CIEHF). Successful students will be able to demonstrate an awareness of each of the CIEHF professional competencies, which is the first step on the Chartership pathway (see ergonomics.org.uk).
- Use an evidence-based systems approach to apply Human Factors knowledge, including the appropriate choice of methods, tools and standards, to address real issues.
- Provide and assess the Human Factors input to Risk and Usability assessments for design, operational and change phases within a systems lifecycle.
- Demonstrate an appropriate incident investigation response, with the ability to identify the underlying influences on human performance, reflect on the precursors of an incident, devise suitable recommendations and to communicate the “lessons learntâ€.
- Confidently collaborate with others and, when appropriate, challenge current knowledge and practices, in order to suggest improvement opportunities to support meaningful and sustainable change.
- Gain a comprehensive and systematic understanding of Human Factors needed as a Human Factors lead, able to work confidently as part of a multi-professional team delivering Patient Safety improvements.
- Critically analyse your current level of ability in each of the professional competencies required by the Chartered Institute of Ergonomics & Human Factors (CIEHF). Successful students will be able to demonstrate an awareness of each of the CIEHF professional competencies, which is the first step on the Chartership pathway (see ergonomics.org.uk).
- Use an evidence-based systems approach to apply Human Factors knowledge, including the appropriate choice of methods, tools and standards, to address real issues.
- Provide and assess the Human Factors input to Risk and Usability assessments for design, operational and change phases within a systems lifecycle.
- Demonstrate an appropriate incident investigation response, with the ability to identify the underlying influences on human performance, reflect on the precursors of an incident, devise suitable recommendations and to communicate the “lessons learntâ€.
- Confidently collaborate with others and, when appropriate, challenge current knowledge and practices, in order to suggest improvement opportunities to support meaningful and sustainable change.
- Gain a comprehensive and systematic understanding of Human Factors needed as a Human Factors lead, able to work confidently as part of a multi-professional team delivering Patient Safety improvements.
- Critically analyse your current level of ability in each of the professional competencies required by the Chartered Institute of Ergonomics & Human Factors (CIEHF). Successful students will be able to demonstrate an awareness of each of the CIEHF professional competencies, which is the first step on the Chartership pathway (see ergonomics.org.uk).
- Use an evidence-based systems approach to apply Human Factors knowledge, including the appropriate choice of methods, tools and standards, to address real issues.
- Provide and assess the Human Factors input to Risk and Usability assessments for design, operational and change phases within a systems lifecycle.
- Demonstrate an appropriate incident investigation response, with the ability to identify the underlying influences on human performance, reflect on the precursors of an incident, devise suitable recommendations and to communicate the “lessons learntâ€.
- Confidently collaborate with others and, when appropriate, challenge current knowledge and practices, in order to suggest improvement opportunities to support meaningful and sustainable change.
- Gain a comprehensive and systematic understanding of Human Factors needed as a Human Factors lead, able to work confidently as part of a multi-professional team delivering Patient Safety improvements.
- Critically analyse your current level of ability in each of the professional competencies required by the Chartered Institute of Ergonomics & Human Factors (CIEHF). Successful students will be able to demonstrate an awareness of each of the CIEHF professional competencies, which is the first step on the Chartership pathway (see ergonomics.org.uk).
- Use an evidence-based systems approach to apply Human Factors knowledge, including the appropriate choice of methods, tools and standards, to address real issues.
- Provide and assess the Human Factors input to Risk and Usability assessments for design, operational and change phases within a systems lifecycle.
- Demonstrate an appropriate incident investigation response, with the ability to identify the underlying influences on human performance, reflect on the precursors of an incident, devise suitable recommendations and to communicate the “lessons learntâ€.
- Confidently collaborate with others and, when appropriate, challenge current knowledge and practices, in order to suggest improvement opportunities to support meaningful and sustainable change.
Professional body accreditation
The PG Certificate [Pg Cert Human Factors for Patient Safety] has been accepted and recognised by the CIEHF as an Accredited Short Course.
Professional body accreditation
The PG Certificate [Pg Cert Human Factors for Patient Safety] has been accepted and recognised by the CIEHF as an Accredited Short Course.
Teaching
All modules are provided as part-time with one module per term over two years, followed by your MSc research dissertation or project based change. The distance learning option enables you to engage with the materials from any location and at a time that suit you best and the blended approach means youll also have the opportunity for on-campus contact with your peers and your tutor team.
To help you schedule your time for learning, there will be a weekly release of new topic materials. The initial introduction to these materials occurs at a set time each week but once live, these materials remain available to you for the duration of your course.
A specific feature of this course is the exciting use of simulation in all its forms, from low to high fidelity, developed in conjunction with Staffordshire Universitys Simulation and Patient Safety lead.
This course has been developed to cover the Chartered Institute of Ergonomics and Human Factors (CIEHF) professional competencies, with cognisance of the International Ergonomics Association (Ergonomics is an alternative term used for Human Factors) competency requirements. This means that wherever you are based, you know that you will have covered your national competency requirements.
Virtual Learning Environment
The use of the Virtual Learning Environment will enable sharing and collaboration, with the opportunity to watch live webinars, video recordings, power point presentations, simulations (recorded and real time) and to achieve collaborative working on projects and discussions.
As part of establishing an online community, through the platform you will be able to create smaller groups for project work and group discussions.
There will be a discussion board available for you to participate in live and ongoing discussions, prompted by suggested discussion topics as highlighted in your module handbooks. This will beattended by one of your tutors at set times to support your conversations and answer any group questions.
You will also have access to links that provide you with guided learning opportunities and formative assessments, such as multiple-choice tests and the submission of portfolio logbook entries.
All modules are provided as part-time with one module per term over two years, followed by your MSc research dissertation or project based change. The distance learning option enables you to engage with the materials from any location and at a time that suit you best and the blended approach means youll also have the opportunity for on-campus contact with your peers and your tutor team.
To help you schedule your time for learning, there will be a weekly release of new topic materials. The initial introduction to these materials occurs at a set time each week but once live, these materials remain available to you for the duration of your course.
A specific feature of this course is the exciting use of simulation in all its forms, from low to high fidelity, developed in conjunction with Staffordshire Universitys Simulation and Patient Safety lead.
This course has been developed to cover the Chartered Institute of Ergonomics and Human Factors (CIEHF) professional competencies, with cognisance of the International Ergonomics Association (Ergonomics is an alternative term used for Human Factors) competency requirements. This means that wherever you are based, you know that you will have covered your national competency requirements.
Virtual Learning Environment
The use of the Virtual Learning Environment will enable sharing and collaboration, with the opportunity to watch live webinars, video recordings, power point presentations, simulations (recorded and real time) and to achieve collaborative working on projects and discussions.
As part of establishing an online community, through the platform you will be able to create smaller groups for project work and group discussions.
There will be a discussion board available for you to participate in live and ongoing discussions, prompted by suggested discussion topics as highlighted in your module handbooks. This will beattended by one of your tutors at set times to support your conversations and answer any group questions.
You will also have access to links that provide you with guided learning opportunities and formative assessments, such as multiple-choice tests and the submission of portfolio logbook entries.
All modules are provided as part-time with one module per term over two years, followed by your MSc research dissertation or project based change. The distance learning option enables you to engage with the materials from any location and at a time that suit you best and the blended approach means youll also have the opportunity for on-campus contact with your peers and your tutor team.
To help you schedule your time for learning, there will be a weekly release of new topic materials. The initial introduction to these materials occurs at a set time each week but once live, these materials remain available to you for the duration of your course.
A specific feature of this course is the exciting use of simulation in all its forms, from low to high fidelity, developed in conjunction with Staffordshire Universitys Simulation and Patient Safety lead.
This course has been developed to cover the Chartered Institute of Ergonomics and Human Factors (CIEHF) professional competencies, with cognisance of the International Ergonomics Association (Ergonomics is an alternative term used for Human Factors) competency requirements. This means that wherever you are based, you know that you will have covered your national competency requirements.
Virtual Learning Environment
The use of the Virtual Learning Environment will enable sharing and collaboration, with the opportunity to watch live webinars, video recordings, power point presentations, simulations (recorded and real time) and to achieve collaborative working on projects and discussions.
As part of establishing an online community, through the platform you will be able to create smaller groups for project work and group discussions.
There will be a discussion board available for you to participate in live and ongoing discussions, prompted by suggested discussion topics as highlighted in your module handbooks. This will beattended by one of your tutors at set times to support your conversations and answer any group questions.
You will also have access to links that provide you with guided learning opportunities and formative assessments, such as multiple-choice tests and the submission of portfolio logbook entries.
All modules are provided as part-time with one module per term over two years, followed by your MSc research dissertation or project based change. The distance learning option enables you to engage with the materials from any location and at a time that suit you best and the blended approach means youll also have the opportunity for on-campus contact with your peers and your tutor team.
To help you schedule your time for learning, there will be a weekly release of new topic materials. The initial introduction to these materials occurs at a set time each week but once live, these materials remain available to you for the duration of your course.
A specific feature of this course is the exciting use of simulation in all its forms, from low to high fidelity, developed in conjunction with Staffordshire Universitys Simulation and Patient Safety lead.
This course has been developed to cover the Chartered Institute of Ergonomics and Human Factors (CIEHF) professional competencies, with cognisance of the International Ergonomics Association (Ergonomics is an alternative term used for Human Factors) competency requirements. This means that wherever you are based, you know that you will have covered your national competency requirements.
Virtual Learning Environment
The use of the Virtual Learning Environment will enable sharing and collaboration, with the opportunity to watch live webinars, video recordings, power point presentations, simulations (recorded and real time) and to achieve collaborative working on projects and discussions.
As part of establishing an online community, through the platform you will be able to create smaller groups for project work and group discussions.
There will be a discussion board available for you to participate in live and ongoing discussions, prompted by suggested discussion topics as highlighted in your module handbooks. This will beattended by one of your tutors at set times to support your conversations and answer any group questions.
You will also have access to links that provide you with guided learning opportunities and formative assessments, such as multiple-choice tests and the submission of portfolio logbook entries.
Assessment
There are a variety of assessment methods used throughout all the awards and all modules. This enables you to evaluate your Continuing Professional Development as well as for assessment of your attainment for the PgCert and PgDip. All the assessment methods used are commensurate with University regulations for Masters level work and are designed to verify that learning outcomes have been achieved.
As part of the assessment strategy, both Formative and Summative assessments will be included. The role of the Formative assessments is to provide an early indication of the level of output you are expected to achieve in order to be successful. This recognises that you may be coming to one of these courses after a long break in academic study.
The CIEHF Portfolio Logbook is introduced in Module One and, although not formally assessed, you are provided with opportunities to submit entries for feedback, starting in Module One and continuing throughout your PGCert studies. This portfolio enables you to engage with the CIEHF professional competencies that you will need to complete once you are eligible to apply for Chartership (see www.ergonomics.org.uk for pathways to Chartership).
Other forms of assessment will include essays, developing a change strategy, reports (e.g. incident investigation, reflective report), simulation exercises, group project, case study analysis and presentations.
You will be provided with the opportunity to seek assessment guidance and feedback from the module tutor through assignment workshops, individual face-to-face or Skype based meetings, email or telephone.
There are a variety of assessment methods used throughout all the awards and all modules. This enables you to evaluate your Continuing Professional Development as well as for assessment of your attainment for the PgCert and PgDip. All the assessment methods used are commensurate with University regulations for Masters level work and are designed to verify that learning outcomes have been achieved.
As part of the assessment strategy, both Formative and Summative assessments will be included. The role of the Formative assessments is to provide an early indication of the level of output you are expected to achieve in order to be successful. This recognises that you may be coming to one of these courses after a long break in academic study.
The CIEHF Portfolio Logbook is introduced in Module One and, although not formally assessed, you are provided with opportunities to submit entries for feedback, starting in Module One and continuing throughout your PGCert studies. This portfolio enables you to engage with the CIEHF professional competencies that you will need to complete once you are eligible to apply for Chartership (see www.ergonomics.org.uk for pathways to Chartership).
Other forms of assessment will include essays, developing a change strategy, reports (e.g. incident investigation, reflective report), simulation exercises, group project, case study analysis and presentations.
You will be provided with the opportunity to seek assessment guidance and feedback from the module tutor through assignment workshops, individual face-to-face or Skype based meetings, email or telephone.
There are a variety of assessment methods used throughout all the awards and all modules. This enables you to evaluate your Continuing Professional Development as well as for assessment of your attainment for the PgCert and PgDip. All the assessment methods used are commensurate with University regulations for Masters level work and are designed to verify that learning outcomes have been achieved.
As part of the assessment strategy, both Formative and Summative assessments will be included. The role of the Formative assessments is to provide an early indication of the level of output you are expected to achieve in order to be successful. This recognises that you may be coming to one of these courses after a long break in academic study.
The CIEHF Portfolio Logbook is introduced in Module One and, although not formally assessed, you are provided with opportunities to submit entries for feedback, starting in Module One and continuing throughout your PGCert studies. This portfolio enables you to engage with the CIEHF professional competencies that you will need to complete once you are eligible to apply for Chartership (see www.ergonomics.org.uk for pathways to Chartership).
Other forms of assessment will include essays, developing a change strategy, reports (e.g. incident investigation, reflective report), simulation exercises, group project, case study analysis and presentations.
You will be provided with the opportunity to seek assessment guidance and feedback from the module tutor through assignment workshops, individual face-to-face or Skype based meetings, email or telephone.
There are a variety of assessment methods used throughout all the awards and all modules. This enables you to evaluate your Continuing Professional Development as well as for assessment of your attainment for the PgCert and PgDip. All the assessment methods used are commensurate with University regulations for Masters level work and are designed to verify that learning outcomes have been achieved.
As part of the assessment strategy, both Formative and Summative assessments will be included. The role of the Formative assessments is to provide an early indication of the level of output you are expected to achieve in order to be successful. This recognises that you may be coming to one of these courses after a long break in academic study.
The CIEHF Portfolio Logbook is introduced in Module One and, although not formally assessed, you are provided with opportunities to submit entries for feedback, starting in Module One and continuing throughout your PGCert studies. This portfolio enables you to engage with the CIEHF professional competencies that you will need to complete once you are eligible to apply for Chartership (see www.ergonomics.org.uk for pathways to Chartership).
Other forms of assessment will include essays, developing a change strategy, reports (e.g. incident investigation, reflective report), simulation exercises, group project, case study analysis and presentations.
You will be provided with the opportunity to seek assessment guidance and feedback from the module tutor through assignment workshops, individual face-to-face or Skype based meetings, email or telephone.
Learning support
Your course tutors will provide lots of support. But you can also take advantage of our Academic Skills team, who can help you with:
- Study skills (including reading, note-taking and presentation skills)
- Written English (including punctuation, grammar)
- Academic writing (including how to reference)
- Research skills
- Critical thinking
- Revision, assessment and exam skills (including time management)
Additional support
If you have additional needs like dyslexia or a sensory impairment, then our Student Inclusion Services are here to help make sure nothing stands in your way.
Feedback
We know that its important for you to be able to gauge your progress. So, your tutor will give you feedback on any practice assessments you do.
We usually give you feedback on formal assessments within 20 working days, but the format will vary for each module.
We know that its important for you to be able to gauge your progress. So, your tutor will give you feedback on any practice assessments you do.
We usually give you feedback on formal assessments within 20 working days, but the format will vary for each module.
We know that its important for you to be able to gauge your progress. So, your tutor will give you feedback on any practice assessments you do.
We usually give you feedback on formal assessments within 20 working days, but the format will vary for each module.
We know that its important for you to be able to gauge your progress. So, your tutor will give you feedback on any practice assessments you do.
We usually give you feedback on formal assessments within 20 working days, but the format will vary for each module.
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