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Nursing: Emergency Care (MHSc/PDip)

Postgraduate Diploma /Master in Health Sciences (Emergency Care)

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Course Overview

The Postgraduate Diploma in Nursing (Emergency Care) is designed for registered nurses who wish to pursue a specialism in Emergency Nursing.

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 clinical hours (reduced from previously-published 1,000 hours, on NMBI advice) before completing this programme.

SPECIAL FEATURES

The course has a clinical focus, offering opportunities to develop specialist skills. The programme is delivered 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. Our face-to-face learning workshops include high-fidelity simulation with state-of-the-art facilities, simulationists, and interprofessional faculty with clinical expertise for specific modules.  This course has category 2 approval by The Nursing and Midwifery Board of Ireland (NMBI).

Scholarships available
Find out about our Postgraduate Scholarships here.

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

  • Ms Karen Flaherty, Clinical Facilitator ED
  • Ms Elaine Mulchrone, Clinical Facilitator ED
  • Ms Naomi Davis ANP Clinical Tutor
  • Ms Ciara O'Meara Lecturer
  • Ms Lisa Glynn Lecturer

A variety of interprofessional educationalists, clinicians, simulationists, and healthcare employees also teach on this programme.

researcher
Ms Deirdre Fitzgerald
BSc,HDip,Dip
PART-TIME TEACHING ASSISTANT
E: DFITZGERALD@nuigalway.ie
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researcher
Dr Peter Carr
M.Sc., PhD
Senior Lecturer
School of Nursing and Midwifery
Aras Moyola
University of Galway
View Profile

Requirements and Assessment

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

Key Facts

Entry Requirements

All applicants must meet the following entry requirements:

  1. Be a registered nurse on the General Nurse division of the register maintained by the Nursing and Midwifery Board of Ireland (NMBI); 
  2. Have a minimum of six months’ post-registration experience (exclusive of post-registration courses);
  3. Be currently working in the required specialist area, i.e., emergency, and have, as a minimum, six months’ clinical experience in this specialist area;
  4. Have 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 at: www.nuigalway.ie/pca/pca.html.

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-EMCA


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)

RequiredNU611: Specialist I (Medical Emergencies)


Semester 1 | Credits: 10

Unit 1: Respiratory Assessment Respiratory assessment, Physical assessment skills, SpO2 & ABG monitoring, Airway adjuncts, oxygen delivery and mechanical ventilation Unit 2: Care and Management of Acute Respiratory Emergencies The unit introduced the international guidance on ‘best practice’ to be used when caring for patients with COPD, Asthma, Pneumonia and COPD. Unit 3: Cardiovascular Emergencies Prevalence, pathophysiology and prevention of cardiovascular disease Assessment of patients with cardiovascular emergencies. Acute cardiac emergencies and the evidence-based guidelines that exist in relation to the assessment and management of these patients in Emergency nursing – Acute Coronary syndromes. Unit 4 Cardiac Arrhythmias Anatomy of the heart and the physiology of the cardiac cycle to enable understanding of the electrophysiological component of heart function. ECG and rhythm interpretation Medical and nursing care and implications of specific arrhythmias Unit 5 Haematological and Endocrine Emergencies Focus on the pathophysiology, presenting features, assessment and management of specific haematological and endocrine emergencies
(Language of instruction: English)

Learning Outcomes
  1. Develop a comprehensive evidence-based approach to the assessment of the patient presenting with an acute medical condition
  2. Examine the nurse’s role in holistically caring for the medical emergency patient in the emergency setting, including family support, reassurance and spiritual care
  3. Describe and interpret correctly the symptoms of altered respiratory function, and the disease process associated with this
  4. Demonstrate safe, appropriate evidence-based use of all airway adjuncts an understanding of arterial blood gases, the oxygen dissociation curve and the role of SaO2 monitoring and their implications for patient care, the role of the emergency nurse in assisting with Rapid Sequence Induction Anaesthesia, safe evidence-based management of the patient with a compromised airway, the ability to analyse and respond effectively to the care of the person with sudden parameter changes in relation to respiratory function.
  5. Critically discuss the evidence-based guidelines which determine the management of patients with COPD, Asthma, Pneumonia, and Pulmonary Embolus
  6. Discuss the role of the nurse in caring for patients with cardiovascular emergencies, an evidence-based approach to the care and management of patients with Acute Coronary Syndromes, Angina, and Myocardial infarction, the principles underpinning the assessment of a patient who presents with chest pain to the emergency department, the issues involved in the administration of reperfusion therapies to cardiac patients, the significance of, treatment for, and nursing implications of each type of cardiac arrhythmia
  7. Explain how to identify and assess clients presenting with coagulation complications such as deep venous thrombosis, pulmonary embolism and disseminated intravascular coagulation
  8. Critically discuss the evidence-based management of patients presenting with an endocrine emergency DKA (diabetic keto-acidosis)
  9. Demonstrate the use of Emergency department clinical procedures related to the acute medical condition such as; non-invasive ventilation, rapid sequence intubation, vascular access and infusion therapies, emergency department documentation
Assessments
  • Department-based Assessment (100%)
Teachers
The above information outlines module NU611: "Specialist I (Medical Emergencies)" 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.

RequiredNU613: Specialist 3 (Specialist Patient Populations)


Semester 1 | Credits: 10

This module is wide-ranging and the content is reflective of patients who present to emergency departments from specialist patient populations. This module addresses the unique needs and challenges of caring for paediatric, psychiatric, gynaecologic/ obstetric, cancer patients (haemotology & oncology) and older persons in Emergency Departments. A review of relevant national care pathways, protocols and agreed standards of care aimed at these groups shall be explored.
(Language of instruction: English)

Learning Outcomes
  1. Critically evaluate the nurse’s role in caring for paediatric emergencies and the concept of child and family centred care.
  2. Critically discuss the multidisciplinary approach to the care and management of vulnerable populations in the Emergency Department and compare to evidence based guidelines and recommendations.
  3. Critically analyse and evaluate nursing interventions when caring for specialist client groups.
  4. Critically appraise the multidisciplinary and inter agency supports available to meet the social, psychological and psychiatric needs of patients
  5. Critically evaluate legislation, policies and charters aimed at protecting vulnerable people and those with special needs
  6. Critically discuss the physical and psychological care of the person/child following self-inflicted overdose/intoxication
  7. Critically evaluate the nurse’s role in caring for patients with gynaecological and obstetric emergencies.
  8. Recognise, assess and manage the ill child presenting with common paediatric illnesses
  9. Identify how to dealing with the death of a child in the emergency department
  10. Discuss the treatment and pathophysiology of miscarriage and ectopic pregnancy
  11. Recognise the potential causes of bleeding in early and late pregnancy
  12. Consider how the philosophy of family centred care is promoted in emergency departments.
  13. Understand the difference between patients presenting with deliberate self harm as opposed to those presenting with attempted suicide
  14. Have an increased awareness of the levels of suicide within the community and country of Ireland.
  15. Be aware of the need to understand our own personal opinions, attitudes and experiences of mental health issues in order to work therapeutically with patients. Understand the stigma associated with mental health issues.
  16. Understand the referral process and assessment process of patients in mental health crisis within your own specific hospitals.
  17. Assess and recognise the most common ENT conditions that present to the Emergency Department and the nursing interventions necessary.
  18. Knowledge of the assessment, care and stabilization of the patient with actual or potential shock
  19. Critically examine the role of the nurse in analysing and responding to the patient’s experience of pain
  20. Discuss the principles involved in assessing a patient with pain
  21. Explain the pharmacological and non-pharmacological interventions used in the provision of effective pain relief.
Assessments
  • Continuous Assessment (100%)
Teachers
The above information outlines module NU613: "Specialist 3 (Specialist Patient Populations)" and is valid from 2024 onwards.
Note: Module offerings and details may be subject to change.

RequiredNU612: Specialist 2 (Major Trauma & Surgical Emergencies)


Semester 2 | Credits: 10

This module focuses on surgical and trauma emergencies and uses simulation facilities for the on site workshops Unit 1: Multiple Trauma This unit focuses on the assessment and management of patients who present with multiple injuries to the Emergency Department. Multiple trauma patients require a systematic collaborative team approach in order to optimise patient outcome. Unit 2 Thoracic and Abdominal Trauma This unit concentrates on the nursing care of patients with thoracic and abdominal trauma. Emphasis is given to the mechanism of injury, history taking and physical assessment aspects of nursing care and management Unit 3 Orthopaedic Trauma This unit focuses on the care of patients with musculo-skeletal injuries and spinal trauma. The unit will examine the appropriate preparation required in the emergency department for receipt of patients with these types of injuries in addition to exploring best practice in the assessment, management and evaluation of them. Unit 4 Brain, Spinal Cord, Peripheral Nervous System Trauma This unit shall focus on the care and management of patients who present with neurological trauma. The medical and surgical principles of treatment shall be reviewed and some of the more common disorders/presentations considered. Unit 5 – Gastrointestinal, Renal and Genitourinary Emergencies Emphasis within this unit is on rapid, but thorough patient assessment, history taking, physical examination, diagnostic investigations and data collection. Timely initial resuscitation, early symptom relief and acute management such as surgery are the key priorities.
(Language of instruction: English)

Learning Outcomes
  1. Develop a comprehensive evidence-based approach to the assessment of the patient presenting with an acute surgical condition
  2. Examine the nurse’s role in holistically caring for the emergency patient who requires surgery including family support, reassurance and spiritual care
  3. Demonstrate the knowledge and understanding necessary in the comprehensive assessment and management of care for patients in the first golden hour of trauma care.
  4. Appraise and identify actual and potential problems which may arise when patients have been exposed to traumatic injuries
  5. Identify components of the primary and secondary trauma survey and demonstrate how to conduct a head to toe assessment.
  6. Develop an awareness of the impact of trauma on the individual and their families including the physiologic, psychological, spiritual and socioeconomic perspectives
  7. Understand the importance and potential influence of the Emergency Nurses role in relation to issues of injury prevention and control.
  8. Demonstrate knowledge of the nursing assessment, care and management of patients with the following thoracic injuries: Rib and Sternal Fractures, Flail Chest, Pneumothorax, Haemothorax, Pulmonary Contusion, Ruptured Diaphragm, Tracheobronchial Injury, Myocardial Contusion, Pericardial Tamponade, Aortic Injuries
  9. Demonstrate knowledge of the nursing assessment, care and management of patients with the following selected abdominal injuries: Hepatic injuries, Splenic injuries, Hollow Organ Injury, Renal injuries, Bladder and Urethral Injuries. Discuss the nursing assessment of patients with thoracic and abdominal trauma
  10. Critically examine the application of theory to clinical practice when assessing, planning, implementing and evaluating care of the trauma patient.
  11. Critically examine the role of the nurse in caring for patients with musculo-skeletal and spinal injuries
  12. Critically examine the role of the nurse in preparing the patient for transfer to definitive care Develop a comprehensive evidence based approach to the assessment of patients with neurological disorders
  13. Critically examine the role of the nurse in caring for patients with neurological disorders.
  14. Discuss the principles underpinning the assessment of a patient who presents with abdominal pain to the emergency department.
  15. Demonstrate proficiency in the related clinical skills of inspection, palpation, percussion and auscultation of the abdomen
  16. Critically examine the role of the nurse in caring for patients with gastro-intestinal, genitourinary or renal emergencies
Assessments
  • Continuous Assessment (100%)
Teachers
The above information outlines module NU612: "Specialist 2 (Major Trauma & Surgical Emergencies)" 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.

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

Graduates have found employment in the health services, and in private hospitals and clinics.

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) & €3,500 (Yr 2) (including levy) p.a. 2025/26

Fees: Tuition

€7,750 p.a. (Yr 1); €3,570 (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

 

Non EU fees Year 2: €17,500 p.a. (€17,570 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.

Valerie

Valerie McGovern |   Clinical Facilitator, Emergency Department

I completed this course a few years ago as I was new to ED and I wanted to ensure that I was providing evidence-based practice to ED patients. I found this course very informative and it allowed me to question my practice within the ED and to bring change into the ED based on the knowledge that I had gained from this programme. This programme provided me with a diverse range of knowledge which is required in ED when dealing with a diverse patient groups.
Jackie

Jackie Finnegan |   Staff Nurse, Emergency Dept., Galway University Hospital

I applied for the postgraduate diploma in emergency medicine to enhance my nursing skills and become a fully competent emergency department nurse. The course provided me with a clinical focus to develop skills, gain knowledge and provided ample learning opportunities to add to my skillset. I would recommend this course to anyone who aspires to specialise in Emergency medicine. The blended learning aspect appealed to me greatly as I was working full time therefore it made the course achievable and flexible for me to complete. It has encompassed my overall learning and has heightened my level of knowledge, thus benefitting my progression as an emergency department staff nurse.

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