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Nursing Education (PDip)

Postgraduate Diploma in Nursing (Education)

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Course Overview

The programme is aimed at Master’s degree prepared nurse graduates who wish to gain a teaching qualification. Broadly the programme develops nurses' expertise and understanding of teaching in higher education clinical settings.

The programme is comprised of three taught modules and three competency assessments. To support learners' skill development, students are expected to complete 100 hours of teaching/facilitation during the programme. Learners are also expected to gain expertise in a wide range of teaching methods including lecturing, clinical teaching in both laboratory and clinical settings, and working with small groups using experimental approaches.

Special features
The course is approved by the Nursing and Midwifery Board of Ireland  and 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. 

Scholarships available
Find out about our Postgraduate Scholarships here.

Applications and Selections

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

Who Teaches this Course

Dr Bróna Mooney

researcher
Ms Brona Mooney
MSc, BNS(HONS), PhD.
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researcher
Dr Siobhán Smyth
RPN,DipCPN,RNT,PG.DipCHSE,BNS,MSc, PhD
Lecturer Bar/College Lecturer
School of Nursing and Midwifery
Room 404
Aras Moyola
Galway
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researcher
Ms. Sinéad Hahessy
RGN, MA
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Requirements and Assessment

Modules are assessed using a combination of coursework and teaching assessment. To support their skill development, students are expected to complete 100 hours of teaching/facilitation during the programme. Students are also expected to gain expertise in a wide range of teaching methods, lecturing, clinical teaching in both laboratory and clinical settings, and working with small groups using experimental approaches.

Key Facts

Entry Requirements

All applicants must meet the following entry requirements:

  1. Have successfully completed a master’s degree in Nursing or its equivalent (Level 9).
  2. Be a registered General, Mental Health, Learning Disability, Children’s or a Registered Public Health Nurse on the Register maintained by Nursing and Midwifery Board of Ireland (NMBI).
  3. Have practiced as a nurse for a minimum of three years post registration (exclusive of post-registration/educational programmes) and this experience should be in clinical areas where students’ nurses are undertaking placements. 
  4. Have negotiated a Teaching placement in a third level School/Department of Nursing Education or Centre for Nursing and Midwifery Education establishment which will provide the opportunity to meet the teaching practice requirements of this programme.

Additional Requirements

Recognition of Prior Learning (RPL)

Duration

1 year, full-time

Next start date

September 2025

A Level Grades ()

Average intake

5

QQI/FET FETAC Entry Routes

Closing Date

30 June 2025

NFQ level

Mode of study

ECTS weighting

60

Award

CAO

Course code

PGDN-ED

Course Outline

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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)

RequiredNU625: Teaching Effectively


Semester 1 | Credits: 10

This module has been developed by the education team at the School of Nursing and Midwifery at University of Galway. This is an interactive module. It aims to provide a theoretical and practical exposure at helping the learner to begin teaching. When we talk about teaching, this applies to teaching learners, patients/clients or their families. Topics to be explored include: theories of learning, writing a personal teaching philosophy, planning a teaching session and writing up a lesson plan, writing learning outcomes and learning about various teaching strategies. The module is organised as a series of stand-along workshops, including online resources, demonstrations, microteaching, practical sessions, discussion, and reflection. In particular, this module will use this knowledge to help learners to construct meaning and achieve the intended learning outcomes.
(Language of instruction: English)

Learning Outcomes
  1. Articulate their philosophy of teaching/learning
  2. Design aims, learning outcomes and lesson plans for individual sessions
  3. Apply the principles of motivation theory in teaching and learning including individual differences, the nature of intelligence and self-esteem.
  4. Understand a broad range of theories in including role theory of education relevant to theoretical and clinical education and analyse the strengths and limitations of selected theories of learning as applied in education.
  5. Promote and apply an innovative approach to the development of teaching and learning strategies for nursing/midwifery education.
  6. Determine the use and limitations of a variety of instructional methodologies and implement a range of teaching and learning strategies which are effective across a range of educational and practice settings.
  7. Apply experiential learning and reflective practice, critical and innovative approaches to education and practice and have an understanding of specific roles such as clinical supervision, preceptor and clinical assessor.
  8. Integrate professional nursing/midwifery knowledge and expertise to achieve learning outcomes.
Assessments
  • Continuous Assessment (100%)
Teachers
The above information outlines module NU625: "Teaching Effectively" and is valid from 2024 onwards.
Note: Module offerings and details may be subject to change.

RequiredNU670: Teaching e-Portfolio


Semester 1 and Semester 2 | Credits: 30

The aim of the teaching portfolio module is to provide documented evidence of the student’s teaching performance and development as an educator from a variety of sources and provide context for that evidence. The process of selecting and organising material for the portfolio can help one reflect on and improve one’s teaching. Portfolios can offer the students a look at their development over time, helping one see teaching as an on-going process of inquiry, experimentation, and reflection. The teaching portfolio will also encourage students to develop as self-directed, lifelong learners and therefore promotes deep reflection on their teaching performance.
(Language of instruction: English)

Learning Outcomes
  1. Compile a Teaching e-Portfolio and document progress as an educator.
  2. Demonstrate a broad range of best practice guidelines in line with the literature for small group teaching, large group teaching and clinical skills teaching.
  3. Demonstrate knowledge of a wide range of teaching strategies and approaches.
  4. Demonstrate the ability to review and analyse relevant literature in relation to best practice in large group teaching, small group teaching and clinical focused teaching.
  5. Demonstrate the ability to reflect on learning and on goals as an educator.
  6. Demonstrate evidence of a range of reflective commentaries on teaching practice
Assessments
  • Continuous Assessment (50%)
  • Department-based Assessment (50%)
Teachers
Reading List
  1. "EU ePortfolio Pilot Project 2013-2015. Summary Report Ireland." by EUFOLIO EU ePortfolio Pilot Project 2013-2015. Summary Report Ireland.
    Publisher: EUFOLIO
  2. "NMC Technology Outlook for Higher Education in Ireland: A Horizon Project Regional Report. Austin: The New Media Consortium." by Jonson, L., Adams Becker, S., Cummins, M., Estrada, V., & Freeman, A.
    Publisher: The New Media Consortium
  3. "Making sense of Portfolios – a Guide for Nursing Students." by Timmons, F
    Publisher: Open University Press.
The above information outlines module NU670: "Teaching e-Portfolio" and is valid from 2024 onwards.
Note: Module offerings and details may be subject to change.

RequiredNU597: Designing for Learning


Semester 1 | Credits: 10

The module provides an opportunity for learners to explore varies dimensions of assessment and prepare students to contribute effectively to curriculum development and design. Assessing learners’ learning is an important aspect of an educator’s role and an integral component of the teaching and learning process. Learners will be introduced to curriculum models and will have an opportunity to analyse the strengths and shortcomings of these models for teaching practice. Students are required to design a module (see assessment strategy below) which gives them an opportunity to test out their assessment and curriculum development skills in miniature.
(Language of instruction: English)

Learning Outcomes
  1. Discuss the philosophical perspective of assessment and select appropriate methods for the assessment of individual and group learning in the classroom and the clinical setting
  2. Demonstrate knowledge of the nature of curriculum theory, terminology, interpretations and ideologies.
  3. Develop knowledge of a selection of models for curriculum to design and plan programmes of nursing and midwifery education and explain the processes involved in developing a curriculum.
  4. Develop skills in writing curriculum aims and objectives, learning outcomes, assessment and evaluation methodologies
  5. Demonstrate a high level of competence in assessing learners learning in the classroom, written work, and clinical setting.
  6. Develop a module and be able to justify approach and selection of content
Assessments
  • Continuous Assessment (100%)
Teachers
Reading List
  1. "Quinn's Principles and Practice of Nurse Education," by Hughes, Suzanne J., and Suzanne Hughes
    Publisher: Cengage Textbooks
  2. "Curriculum development and evaluation in nursing," by Keating, S. B. (Ed.). (2014)
    Publisher: Springer Publishing Company, Incorporated
  3. "Fast Facts for Curriculum Development in Nursing : How to Develop and Evaluate Educational Programs in a Nutshell" by McCoy, Jan L., and Marion G. Anema.
    Publisher: Springer Publishing Company, Incorporated
  4. "Learning Differentiated Curriculum Design in Higher Education" by Moye, John N..
    Publisher: Emerald Publishing Limited
  5. "Making Learning Happen A Guide for Post-Compulsory Education" by Race, Philip.
    Publisher: SAGE
The above information outlines module NU597: "Designing for Learning" and is valid from 2024 onwards.
Note: Module offerings and details may be subject to change.

RequiredNU543: Teaching Assessment II


Semester 1 and Semester 2 | Credits: 0

The practice assessment incorporates a teaching competency assessment. Students developing teaching skills are assessed on an on-going basis and formally by registered nurse tutors (NMBI 2015).
(Language of instruction: English)

Assessments
  • Continuous Assessment (100%)
Teachers
The above information outlines module NU543: "Teaching Assessment II" and is valid from 2024 onwards.
Note: Module offerings and details may be subject to change.

RequiredNU332: Teaching Assessment I


Semester 1 and Semester 2 | Credits: 0

The practice assessment includes a teaching competency assessment. Students developing teaching skills are assessed on an on-going basis and formally by registered nurse tutors (NMBI 2015).

Assessments
  • Continuous Assessment (100%)
Teachers
The above information outlines module NU332: "Teaching Assessment I" and is valid from 2024 onwards.
Note: Module offerings and details may be subject to change.

RequiredNU644: Student-centred Teaching & Learning: Active Engagement Strategies


Semester 2 | Credits: 10

This module aims to broaden and build students’ repertoire of teaching strategies beyond traditional didactic approaches. Students will be introduced to the techniques and strategies of teaching groups and will have an opportunity to develop and practise their skills through role-play and simulations. Students will also explore the concept of “student engagement” and will examine how to: (1) incorporate active learning strategies into their classes and (2) use technologies to support teaching and promote student interest. Approaches to skills teaching in simulated and practice settings are also addressed.
(Language of instruction: English)

Learning Outcomes
  1. Plan and implement teaching strategies that actively engage students in their learning taking cognisance of the needs/stage of the learner, the content being taught and the teaching context
  2. • Practise using a range of small group teaching strategies
  3. • Critically examine the issues involved in ensuring that small groups function well and are conducive to learning for all of the students involved
  4. • Plan and implement teaching sessions using real and simulated patients
  5. • Select and use appropriate technologies to support learning and teaching in the classroom and other settings
  6. • Demonstrate creativity in appropriately using different active strategies to support teaching
Assessments
  • Continuous Assessment (100%)
Teachers
Reading List
  1. "A Handbook for Teaching and Learning in Higher Education." by Fry, H., Ketteridge, S. & Marshall, S. (2009)
    Publisher: Routledge
  2. "Practice Teaching in Health Care" by Gopee, N.
    Publisher: Sage
  3. "Learning in Groups: A Handbook for Face-to-Face and Online Learning Environments." by Jaques, D. & Salmon, G. (2007)
    Publisher: Routledge.
  4. "Teaching Today: A Practical Guide." by Petty, G.
    Publisher: Nelson Thornes.
  5. "The Lecturer’s Toolkit: A Practical Guide to Learning, Teaching and Assessment." by Race, P. (2007)
    Publisher: Routledge
The above information outlines module NU644: "Student-centred Teaching & Learning: Active Engagement Strategies" and is valid from 2024 onwards.
Note: Module offerings and details may be subject to change.

Why Choose This Course?

Career Opportunities

Graduates of this programme of study have found employment in various health service settings, third-level institutions of education, Centres for Nursing and Midwifery Education, Nursing Midwifery Practice Development Units and the private sector.

Who’s Suited to This Course

Learning Outcomes

Transferable Skills Employers Value

Work Placement

Study Abroad

Related Student Organisations

Course Fees

Fees: EU

€5,890 p.a. (including levy) 2025/26

Fees: Tuition

€5,750 p.a. 2025/26

Fees: Student levy

€140 p.a. 2025/26

Fees: Non EU

€16,000 p.a.(€16,140 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

Dr Bróna Mooney
T: +353 91 495 395
E: brona.mooney@universityofgalway.ie 
www.universityofgalway.ie/medicine-nursing-and-health-sciences/nursing/

Rosann

Rosann Carolan |   Graduate

This course helped me to extend my knowledge and competence in the process of teaching by leading, demonstrating and coaching. It provided me with an adequate learning environment where my passion for teaching would flourish. I particularly liked the enthusiasm of the tutors providing the course as they were always at hand to provide practical advice and mentoring in the best teaching practices. The course was challenging with trying to juggle working, along with the practical elements of the course but so worthwhile in the end. I hope that the experience and knowledge that I obtained by undertaking this course in education will help me eventually pursue a career within the teaching profession.

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