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Nursing: Acute Medicine (MHSc/PDip)

Postgraduate Diploma/Master in Health Sciences (Acute Medicine)

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Course Overview

This programme aims to meet the educational needs of nurses working in an acute medical unit (AMU, AMAU, MAU), short stay unit or equivalent which cares for patients with acute medical conditions.

Students are required to undertake their clinical practice in an approved clinical practice setting within Ireland, normally within the students' own work setting. Students may also be required to undertake additional placement(s) in order to meet the programme’s learning outcomes.

All students will register on the full-time one-year Postgraduate Diploma. On completion of both theoretical and clinical modules for this course, students will graduate with a Postgraduate Diploma or (if they have achieved the minimum 60% average mark across these modules) they may apply to transfer to the second year of the MSc programme.

A blended learning approach is adopted in the delivery of this programme. Students are required to attend face to face workshops for a total of 12 days across the programme. Students are required to complete a minimum of 500 hours (reduced from previously-published 1,000 hours, on NMBI advice)

SPECIAL FEATURES
The course has a clinical focus, offering opportunities to develop specialist skills. The programme is offered through a blended learning format—a combination of online and face-to-face learning and teaching. Blended learning is an innovative and flexible approach to learning, making it possible to combine working full-time with studying. This course has category 2 approval by The Nursing and Midwifery Board of Ireland (NMBI). 

Scholarships and funding available
Find out about our Postgraduate Scholarships here. 

Click here for HSE funding information. 

Applications and Selections

Applications are made online via the University of Galway Postgraduate Applications System. 

Please note all applicants register for the 1-year postgraduate diploma, with the opportunity to transfer to the second year of the MSc programme at the end of the first year if they meet the relevant eligibility criteria. 

Who Teaches this Course

See the full staff list here.

Requirements and Assessment

Modules are assessed using a combination of coursework and teaching assessments.

Key Facts

Entry Requirements

  1. An honours bachelor’s 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;
  2. Currently employed as a nurse in an Acute Medical Unit (AMUs), Acute Medical Assessment Unit (AMAU), or Medical Assessment Unit (MAU), Short Stay Unit (SSU), or an equivalent clinical setting that has a remit for caring for patients in the acute stage of their medical illness. Applicants must have a minimum of six months’ experience in this setting over the past two years;
  3. Written evidence of support for the applicant from their Director of Nursing and clinical unit manager;
  4. Minimum academic and/or professional qualifications and standards required, together with any equivalence that may apply;
  5. Students must work in the clinical area for the duration of the programme. Clinical requirements for completion of the programme are to pass two clinical competencies and are required to complete a minimum of 500 hours (reduced from previously-published 1,000 hours, on NMBI advice) in an acute medical unit or equivalent setting as deemed by the programme director.

 

Additional Requirements

Recognition of Prior Learning (RPL)

Duration

Postgraduate Diploma: 1 year full-time
Masters: 2 years full-time (if eligible for second year following Postgraduate Diploma)

Next start date

September 2025

A Level Grades ()

Average intake

10 (minimum)

QQI/FET FETAC Entry Routes

Closing Date

30 June 2025

NFQ level

Mode of study

ECTS weighting

90

Award

CAO

Course code

MHSC-AMED

Course Outline

Students will complete three core and three specialist modules in the first year (60 ECTS). Eligible students will then complete a research dissertation (30 ECTS) in the second year.

 

Curriculum Information

Curriculum information relates to the current academic year (in most cases).
Course and module offerings and details may be subject to change.

Glossary of Terms

Credits
You must earn a defined number of credits (aka ECTS) to complete each year of your course. You do this by taking all of its required modules as well as the correct number of optional modules to obtain that year's total number of credits.
Module
An examinable portion of a subject or course, for which you attend lectures and/or tutorials and carry out assignments. E.g. Algebra and Calculus could be modules within the subject Mathematics. Each module has a unique module code eg. MA140.
Optional
A module you may choose to study.
Required
A module that you must study if you choose this course (or subject).
Semester
Most courses have 2 semesters (aka terms) per year.

Year 1 (60 Credits)

RequiredNU606: Principles & Practice of Acute Medical Nursing


Semester 1 | Credits: 10

This module stems from the overarching aims of the national acute medicine programme (HSE, 2010) - standardised safe patient care using detailed guidelines, algorithms, care pathways and patient information material aimed at the most common acute medical presentations. This module addresses the clinical assessment and management of specific medical conditions not covered in the “Recognising and responding to client deterioration” module – respiratory, cardiovascular, oncological, wound care. An evidence based approach to the nursing and medical management of these conditions as well as pharmacologic and other therapies will be emphasised. Understanding of common diagnostic procedures, routine haematology and biochemistry results and early recognition of abnormalities to avoid potential life threatening situations will be a key tenet. An in-depth examination of the unique operational policies required of acute medical units in terms of targets, discharge planning, streaming, referrals and patient handover shall also be provided.
(Language of instruction: English)

Learning Outcomes
  1. Critically discuss the evidence-based guidelines which determine the assessment and management of patients with COPD, Asthma, Pneumonia
  2. Demonstrate knowledge and skills related to the assessment, planning, implementation and evaluation of nursing care to meet the needs of clients with an acute respiratory problem.
  3. Give a detailed description of an evidence-based approach to the care and management of patients with Acute Coronary Syndromes, Angina, and Myocardial infarction
  4. Demonstrate knowledge of standardised care of acutely ill medical patients based on agreed care protocols and guidelines
  5. Analyse challenging acute care episodes and evaluate the appropriateness of different clinical interventions.
  6. Understand the best delivery of acute medical services in the context of an integrated service area (ISA), case management, and appropriate pathways of care and transfer protocols.
  7. Critically analyse the concept of an acute floor and the operational/clinical governance issues that may occur at the interface between acute medicine, emergency medicine and critical care
  8. Discuss the importance of links with internal and external support services - GP liaison nurse, Bed manager, public health nurses, practice nurses, General Practitioners, community intervention team, discharge planner, bed management/case co-ordinator
  9. Recognise the importance of implementing appropriate clinical care pathways e.g. asthma, acute coronary syndrome, stroke
  10. Discuss the needs of complex discharge patients and methods of instigating early involvement of appropriate teams and liaison personnel
  11. Discuss how best practice resources contribute to the quality care of the acute medical patient – care pathways, algorithms, care bundles, policies, protocols, and evidence based guidelines
  12. Assess monitor and record acute medical patient’s response to nursing and medical interventions using the appropriate tools
  13. Demonstrate knowledge and skills related to the assessment, planning, implementation and evaluation of nursing care to meet the needs of older people.
  14. Identify the major factors that contribute to reduced patient flow through AMU/AMAU and the inpatient pathway
  15. Demonstrate knowledge and skills related to the assessment, planning, implementation and evaluation of nursing care to meet the needs of clients with an acute oncology related problem
  16. Understand common diagnostic procedures, routine haematology and biochemistry results and their importance in early recognition of abnormalities
  17. Demonstrate knowledge and skills related to the assessment, planning, implementation and evaluation of nursing care to meet the needs of clients with an acute endocrine problem
  18. Examine critically and evaluate the evidence base for the care and management of clients with acute and chronic wounds and be able to predict likely outcomes of treatment based on such evidence
Assessments
  • Continuous Assessment (100%)
Teachers
The above information outlines module NU606: "Principles & Practice of Acute Medical Nursing" and is valid from 2024 onwards.
Note: Module offerings and details may be subject to change.

RequiredNU605: Recognising & Responding to Client Deterioration


Semester 1 | Credits: 10

Hartigan et al. (2010 p.294) cite an experienced nurse who is commenting on the aspects of competence that new graduates require to manage challenging acute care episodes: “(it’s about) … knowing that there is something wrong, be able to pick up the difference between somebody deteriorating and somebody just … unwell”. This comment illustrates the thinking behind this module. The module aims to provide nurses with the specialised knowledge and skills to assess, prioritise, respond to and manage challenging acute care episodes. Supporting students to broaden and deepen their knowledge and skills has the potential to enable them to identify client deterioration more quickly and minimise avoidable emergencies.
(Language of instruction: English)

Learning Outcomes
  1. Analyse challenging acute care episodes and evaluate the appropriateness of different clinical interventions including care episodes relating to COVID -19 and nursing in a pandemic..
  2. Critically analyse client data and prioritise client problems relating to the signs & symptoms of Critical Illness & Client Deterioration, Cardiovascular disorders, Sepsis & Shock, Effective Pain Management, COVID- 19, Renal & Neurological Deterioration
  3. Demonstrate the ability to observe, interpret and appropriately respond to the signs and symptoms of deterioration and knowledge of INEWS V 2.
  4. Implement appropriate nursing interventions that meet the individual client’s needs.
  5. 5. Demonstrate knowledge of current technologies to support the provision of safe and effective care to acutely ill clients, including point of care technology ultrasound in Covid -19, and supportive educational technologies e.g. AHA Guidelines on the Go’ and ‘The Who Academy’ mobile learning resources.
  6. Integrate research findings in the provision of evidence based care to acutely ill clients.
  7. Use ISBAR to communicate clearly and effectively with other members of the multidisciplinary team
  8. Demonstrate awareness of the importance of psychological care as a nursing priority including sensitivity to the needs of clients and/or relatives under stress
  9. Demonstrate knowledge of the principles underpinning the technical/clinical skills addressed in this module – Assessment tools, ABG’s, ECGs and rhythm strips analysis, interpreting blood results, haemodynamic monitoring, CVP, central line management, monitoring consciousness level, High Flow Nasal Oxygen (HFNO) Continuous Positive Airway Pressure (C-PAP), Bi-level Positive Airway Pressure (BiPAP), Continuous Subcutaneous Infusion (CSCI)
Assessments
  • Continuous Assessment (100%)
Teachers
The above information outlines module NU605: "Recognising & Responding to Client Deterioration" and is valid from 2024 onwards.
Note: Module offerings and details may be subject to change.

RequiredNU921: Clinical Competence 1


Semester 1 | Credits: 0


(Language of instruction: English)

Assessments
  • Continuous Assessment (100%)
Teachers
The above information outlines module NU921: "Clinical Competence 1" and is valid from 2024 onwards.
Note: Module offerings and details may be subject to change.

RequiredNU623: Clinical Governance: Supporting Safe Practice


Semester 2 | Credits: 10

This module will examine clinical governance and its role in supporting safe practice. 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 Alzheimer’s 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 World Health Organisation (WHO) Patient Safety Curriculum Guide for Medical Schools (WHO, , 2009), National Patient Safety Strategy 2019-2024 (HSE, 2019) and the HSE Code of Governance (HSE, 2021).
(Language of instruction: English)

Learning Outcomes
  1. Examine the concept of ‘clinical governance’ in the Irish healthcare system
  2. 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
  3. Explore their role in promoting and enhancing safety as a member of the multidisciplinary team
  4. Critically evaluate risk assessment processes and issues relevant to their practice setting.
  5. Evaluate their contribution to quality improvement in their practice setting
Assessments
  • Continuous Assessment (100%)
Teachers
The above information outlines module NU623: "Clinical Governance: Supporting Safe Practice" and is valid from 2024 onwards.
Note: Module offerings and details may be subject to change.

RequiredNU6439: 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 student’s 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%)
Teachers
The above information outlines module NU6439: "Service Improvement" and is valid from 2024 onwards.
Note: Module offerings and details may be subject to change.

RequiredNU607: Essential Physical Assessment Skills


Semester 2 | Credits: 10

Physical assessment skills are increasingly being seen as the mainstay of the nursing process. This module aims to provide students with the core knowledge and physical assessment skills that will be of most benefit to nurses in their daily practice. This module will include clinical laboratory experience and simulations whereby students will have an opportunity to build on their existing knowledge and develop skills pertinent to physical assessment. Case presentation, the ability to prioritise patient’s problems, and plan intervention(s) will be a focus of this module.
(Language of instruction: English)

Learning Outcomes
  1. Demonstrate the ability to conduct a systematic holistic assessment of patient needs using a range of data collecting techniques including observation, interview, nursing history, and physical examination
  2. Demonstrate clinical competence in specified core physical assessment skills related to the following systems (Cardiovascular, Respiratory, Gastrointestinal and Genitourinary)
  3. Identify normal versus abnormal findings and be able to indemnify the appropriate actions in the management when abnormal findings identified
  4. Critically analyse patient data (Health history and findings from physical examination), Identify a list of the differential diagnosis from the data, prioritise patient problems and suitable management
  5. Explicate nursing interventions that meet the individual patient’s needs
  6. Integrate appropriate consultation skills with the patient and the multidisciplinary team for effective case management
Assessments
  • Department-based Assessment (100%)
Teachers
Reading List
  1. "Bates' Guide to Physical Examination and History Taking" by Lynn S. Bickley,Peter G. Szilagyi
    ISBN: 1496350294.
    Publisher: LWW
  2. "Physical Examination and Health Assessment" by Carolyn Jarvis
    ISBN: 9780323510806.
    Publisher: Saunders
The above information outlines module NU607: "Essential Physical Assessment Skills" and is valid from 2023 onwards.
Note: Module offerings and details may be subject to change.

RequiredNU502: Advanced Research Methods


Semester 1 | Credits: 10

. This module is designed to enable students to explore the methodological and practical issues of research. It will help students determine the appropriate research design for research questions in their practice and provides an opportunity for students to debate, challenge and clarify research issues. This module will also help students understand the systematic review process and types of reviews, Finally, the module prepares students to develop a research protocol.
(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 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%)
Teachers
The above information outlines module NU502: "Advanced Research Methods" and is valid from 2024 onwards.
Note: Module offerings and details may be subject to change.

RequiredNU922: Clinical Competence 2


Semester 2 | Credits: 0

Assessments
  • Continuous Assessment (100%)
Teachers
The above information outlines module NU922: "Clinical Competence 2" and is valid from 2014 onwards.
Note: Module offerings and details may be subject to change.

Year 2 (30 Credits)

RequiredNU6515: Research Dissertation


Semester 1 and Semester 2 | Credits: 30

Students will be required to undertake a piece of primary research or an evidence synthesis on a topic relevant to their practice area. Students will be assigned a research supervisor who will support them in undertaking this work.
(Language of instruction: English)

Learning Outcomes
  1. Demonstrated knowledge of ethical requirements and procedures by negotiating access to research site/participants by securing ethical approval from the appropriate Research Ethics Committee in the case of primary research. Or in the case of evidence synthesis/secondary data analysis, demonstrate knowledge in the process of negotiating access to full text data not available in the library databases.
  2. Developed a research question(s) of significance to area of of significance to their specialist nursing/midwifery professional practice or a problem statement(s) based on a review of evidence-based literature.
  3. Identified and apply an appropriate method(s) to achieve the objectives of the research question (s)/ hypothesis for primary data collection, or in the case of secondary data analysis, employ valid and reliable method(s) for processing and analysing archived research data
  4. Critically discuss research findings with reference to the methods used, current literature and professional practice.
  5. Prepared a scholarly report (Option A) research article (Option B) ready for publication which will demonstrate accurate expression, analysis, and synthesis of the research subject.
Assessments
  • Continuous Assessment (100%)
Teachers
The above information outlines module NU6515: "Research Dissertation" and is valid from 2024 onwards.
Note: Module offerings and details may be subject to change.

Why Choose This Course?

Career Opportunities

This course is particularly significant as the 2010 Report of the National Acute Medicine Programme (AMP) suggests a new approach to education and training with the development of acute medicine as a specialty for physicians, and the nursing and therapy professions. It further suggests that these nurses must consolidate and expand their knowledge and skills to meet the need for early detailed assessment and development of initial treatment plans. (HSE, 2010). In the future, there may be a demand for clinical nurse specialists and advanced nurse practitioners working in acute medicine, and graduates of this programme will be ideally placed to apply for these types of positions.

Who’s Suited to This Course

Learning Outcomes

Transferable Skills Employers Value

Work Placement

Study Abroad

Related Student Organisations

Course Fees

Fees: EU

€7,890 (Yr 1) & €3,570 (Yr 2) (including levy) p.a. 2025/26

Fees: Tuition

€7,750 p.a. (Yr 1); €3,500 (Yr 2) 2025/26

Fees: Student levy

€140 p.a. (Yr 1) €70 p.a. (Yr 2) 2025/26

Fees: Non EU

€18,000 p.a. (€18,140 p.a. including levy) 2025/26

 

For 25/26 entrants, where the course duration is greater than 1 year, there is an inflationary increase approved of 3.4% per annum for continuing years fees.

Postgraduate students in receipt of a SUSI grant – please note an F4 grant is where SUSI will pay €4,000 towards your tuition (2025/26).  You will be liable for the remainder of the total fee.  A P1 grant is where SUSI will pay tuition up to a maximum of €6,270. SUSI will not cover the student levy of €140.

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

Find out More

Sinead Hahessy
T: +353 91 492012
E: sinead.hahessy@universityofgalway.ie
www.universityofgalway.ie/our-research/people/nursing-and-midwifery/sineadhahessy/
Marie

Marie Lettis |   Graduate

The acute medicine programme was an excellent course. All material covered was relevant and easily related to practise. The module leaders were extremely helpful and provided guidance all the way. All course work was scheduled in a clear and easy to manage format. The facilitation of group communication also allowed for additional knowledge sharing. Overall a very worthwhile and enjoyable course.
Sinead

Sinead Carragher |   Graduate

I really enjoyed completing the Masters programme in acute medicine. The first year (postgrad dip) was very practical, we learned the basics of research, service improvement but also learned loads about common acute medical conditions and advanced assessment skills. There was a combination of assessments, exams and course work and we had great access to online resources to help us complete these. The lecturers were friendly and enthusiastic about the topics they were teaching. For the second year (Masters), everything was online due to Covid-19 restrictions. Lecturers were again easily accessible to us through online teaching and interactive blogs. I felt very supported and able to plan and manage my own deadlines to complete this course. This course has enabled me to have more knowledge in the clinical area and a greater appreciation for the value of nursing research. It is great to be able to add this to my CV for any further job opportunities that may arise for me.
Catherine

Catherine Burke |   Graduate, PDip Acute Medicine 2019–2020

The acute medicine programme enhanced my theoretical knowledge and provided me with essential practical skills that I now use in my everyday clinical practice. The lectures and workshops have a supportive atmosphere with great interaction between students and tutors. I enjoyed my time in the postgraduate year so much, I continued on to year 2 to complete my masters. Considering I had not been in the college environment since 2005, returning to study felt like a very daunting prospect but I am happy to say my fears were completely unfounded.

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