This module aims to provide students from a variety of professional backgrounds with the ability to enhance their respective professional practice by developing their skills and knowledge of advanced methods in research. This module will expose students to the critical analysis of evidence produced by a range of methodologies with particular emphasis upon how this knowledge is applied to decision-making in their professional practice.

1. Critically analyse different methodological approaches to producing evidence.
2. Elaborate on philosophical and theoretical underpinnings of methodological approaches(qualitative, quantitative, mixed methods).
3. Evaluate the procedure of using research to inform evidence based care.
4. Review and critically formulate research questions.
5. Critically review and evaluate relevant literature.

The aim of this module is to provide the student scholar with the knowledge, competencies and skills to support their professional development to advance their Leadership and Management roles and responsibilities. Contemporary theories of Leadership and Management in the context of health care will be examined in order to enable the student to
develop a deeper understanding of the skills, competencies and influences of leaders and managers as critical components to support a constantly changing work environment at a national and international level.

1. Critically discuss the dynamic nature of leadership and management and apply the skills, competencies and knowledge required.
2. Critically evaluate the concepts and theories of leadership and management and emerging trends in national and international best practice;
3. Compare and contrast frameworks for partnership and collaborative practice.
4. Critically discuss strategic management, service/business planning and financial accountability.
5. Evaluate the structure, function, effectiveness and roles of leaders and managers in work settings.

This module will focus upon developing professional styles in teaching and learning. Students will have the opportunity to work collaboratively across disciplines. The module provides a unique opportunity to deepen understanding of learning and teaching across different stages of professions. The module will explore the link between effective teaching and reflective styles, providing learners with the scope to critically analyse their own teaching styles in a hybrid approach.

1. Critically analyse central concepts and theories in effective teaching and learning.
2. Appraise teaching and learning through critical discourse and reflection.
3. Critically discuss digital and e-leaning approaches within education
4. Design and deliver a practice teaching session.
5. Appraise the socio-political and ethical responsibilities pertaining to education.
6. Appraise reflection as a teaching learning strategy.

Students recognise the increasing complexity of health and social care and the diverse nature of service users, settings and professional roles know that it is essential that their professional practice is underpinned by an informed awareness of legal, ethical and moral issues. This module will explore the impact of the recently enacted Assisted Decision-Making (Capacity) Act 2015 for their respective professional practice areas. It will critically assess the general principles and the current legal framework of the Irish law on capacity. It will also examine the legalities associated with end of life care thus enabling the student to develop the skills necessary to construct, reasoned ethical and legal arguments to justify appropriate courses of action.

1. Critically analyse how the Irish legal system works, examining the main sources of law and how they are utilised to produce a coherent overview of the medico-ethical system within the state.
2. Evaluate Advance Healthcare Directives, Enduring Powers of Attorney, the Use of DNAR Orders and the Law on Assisted Suicide.
3. Develop and evaluate the distinction between ending life and allowing life to end.
4. Assess a structured approach for identifying, analysing and resolving ethical issues in clinical practise.
5. Appraise, review and critically examine health and social care and nursing ethics;

This module aims to provide students with an opportunity to evaluate the principles of cognitive behavioural approaches and mindfulness interventions. Emphasis will be given to implementation of these approaches into practice in healthcare and/or educational contexts.

1. Critically analyse the theoretical foundations of the cognitive approaches
2. Evaluate recent developments in mindfulness based cognitive psychotherapies.
3. Practice key cognitive and behavioural interventions, such as negative automatic thoughts, core beliefs, behavioural activation, emotional regulation and distress tolerance.
4. Evaluate research evidence and efficacy studies on applications of cognitive behavioural and mindfulness approaches.
5. Critically reflect on professional development in the light of integrating CBT and/or mindfulness in practice

This module seeks to acquaint the learner with the different facets of eHealth, by considering the health and social policy contexts within which eHealth is emerging and the ways in which patients', consumers' and professionals' roles and perspectives are evolving. The module will also explore how technology and healthcare professionals can contribute to the delivery of more personalised 'citizen-centric' healthcare, which is more targeted, effective, efficient and integrated across services and agencies.

1. Critique and evaluate the implications of eHealth nationally, internationally and globally
2. Critically discuss how professionals can use health informatics to help make the delivery environment safer and more supportive of patient care with reference to quality and governance.
3. Critically analyse the challenges of cross setting information integration, particularly in relation to access, privacy and confidentiality
4. Critically review how eHealth can empower patients and service users in managing their own self-care and community based care.
5. Critically evaluate how eHealth can facilitate better outcomes for patients and service users in terms of clinical care programmes, service planning and service improvement.
6. Critically discuss how healthcare staff can contribute to delivering eHealth within their service setting.

This module is underpinned by a positive behavioural support philosophy. It explores the functions of behaviour as communication and the associated health abilities and needs. It will develop the student's skills in observation, assessment techniques, supports and interventions for supporting individuals and enhancing their autonomy. In addition to developing critical thinking skills, attitudes, empathy and self-reflection, students will acquire a comprehensive understanding of and capacity to work within a human rights framework and a social/medical model.

1. Critically analyse the concept of behaviour, its functions for individuals and the development ofPositive Behaviour Support.
2. Evaluate and discuss the contributing factors associated with specific behaviours across the life course and across multiple disciplines and fields of practice.
3. Critically reflect on the application of behavioural analysis and functional assessments.
4. Critically appraise contemporary approaches and issues in the management of behaviour across disciplines in a local and global context.
5. Critically review the legal and ethical considerations in relation to responding to specific behaviours.
6. Apply research evidence and critically review the key challenges to developing workplace culture aligned with best practice in responding to specific behaviours.

Students' knowledge and understanding of sustainability, environmental issues and climate change will be enhanced, and the relevance of this to healthcare will be explored during this module. The premise of this Sustainable Health Care module is that in order for future leaders to be able to deliver sustainable healthcare; this needs to be underpinned by a broader and deeper knowledge of the commercial determinants of health, and how these cause and intersect with climate change. The reactive nature of our current sick care systems are not sustainable, and are already facing mounting pressures in terms of rising costs and changing patterns of environmental risks to human health. Learners will develop their knowledge and understanding of interconnections between health and environment, and will explore international and national policy responses to some of these challenges; considering what role they might play in advocating for change.

1. Evaluate and discuss the health implications of climate change in terms of the health, social, economic and environmental impacts, particularly on the most vulnerable groups in society both locally and globally
2. Research and evaluate the international and national, legal and policy contexts in which public health adaptations and responses to energy and climate challenges may influence patterns of health and disease
3. Appraise and review literature, and critically and reflexively formulate ideas, and apply risk assessments to vulnerable groups and communities in light emerging environmental and climate science
4. Critically analyse the role of political engagement and organisational leadership, in the Health &Social Care and other sectors, in driving change and stimulating the market for more sustainable care services, carbon footprint reduction and climate change mitigation.
5. Analyse role of and key skills exercised in relation to leadership, policy development and contingency planning for sustainability informed healthcare.
6. Produce knowledge and understanding of problem-solving principles, tools and techniques to implement change in an organisation.

The aim of this module is to provide the student with the knowledge and skills necessary to appreciate and utilise creative approaches in therapeutic settings. Classic, contemporary and emerging perspectives and methodologies related to the use of therapeutic creativity in the context of health care will be examined in order to enable the student to develop a deeper understanding of the competencies and influences inherent in this approach.

1. Critically discuss the complex and individual nature of creativity and its impact upon therapeutic growth for clients, service users, patients, groups, families and communities.
2. Effectively apply the skills, knowledge and values required for the use of creativity in therapeutic settings.
3. Critically evaluate the concepts and theories of creativity and the creative arts in different healthcare contexts.
4. Compare and contrast frameworks for integrating creative approaches to therapy in different health care contexts.
5. Critically discuss different uses of creativity.
6. Critically evaluate the positive impact of individual creative expression on personal growth and development as well as the potential negatives, drawbacks and personal costs.