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Nursing Education (Master of Health Sciences)

Master of Health Sciences (Nursing Education)

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Course Overview

The Master of Health Sciences (Nursing Education) [formerly Nursing/Midwifery Education (Masters)] aims to provide students with the necessary knowledge and skills to become effective teachers/facilitators of student/client learning in both higher education and clinical settings. Theoretical and philosophical underpinnings of nursing practice; research methodology; practice development and conduct of research form the framework for reflection on practice and exploration of aspects of practice. Specialist modules address teaching methods, facilitating learning, assessment strategies and curriculum development.

The programme is part-time over two years and is delivered in a blended learning format. Blended learning is an innovative teaching strategy which involves a combination of face-to-face and on-line learning. This means that learning/teaching is delivered on-line through Blackboard, an interactive learning system which connects directly to the University from your home computer. Face-to-face learning/teaching takes the form of two or three workshops (depending on the module) each semester. Students will therefore attend for two or three days a semester, plus and Orientation Day prior to the commencement of the first year.

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

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 course-work and teaching assessments.

Key Facts

Entry Requirements

All applicants must meet the following entry requirements:

  1. 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.universityofgalway.ie/pca/pca.html;
  2. Be a registered nurse on the General, Mental Health, or Learning Disability Nurse divisions of the active register maintained by the Nursing and Midwifery Board of Ireland; or hold a professional nursing qualification deemed to be equivalent by University of Galway;
  3. Have practised as a nurse for three years post-registration (exclusive of post-registration/educational programmes);
  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

2 years, part-time

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-NUED

Course Outline

  • Theoretical and philosophical underpinnings of nursing practice; research methodology and evidence based practice; practice development and conduct of research form the framework for reflection on practice and exploration of aspects of practice.
  • Specialist modules address teaching methods, facilitating learning, assessment strategies and curriculum development.
  • 100 hours of teaching practice is completed over the two years and is an integral part of the programme.

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 (40 Credits)

RequiredNU6507: Leadership, Quality Improvement and Governance


Semester 2 | Credits: 10

Overview of health care system and structure, developments and funding; analysis of health policies, structures and governance systems, and their implications for practice. Overview of the policy process. Strategies for planning service provision, implementing changes in practice, quality improvement. The role of evidence based practice, accreditation, regulation in quality improvement and patient safety. Clinical and professional development issues; leadership and management frameworks, which focus on the development of the Advanced Practice role nationally and internationally. Collaboration, communication, working in groups and team building in health care, and issues influencing the reality of working in an advanced practice role. The module introduces and further develops the knowledge, skills and attitudes of healthcare professionals in the context of clinical governance with specific emphases on leadership theory and skills, inter-organisational partnership principles and frameworks, the concepts of participation and principles of collaboration, team building and understanding individual and organisational change and how to implement change successfully. Students explore motivational models, performance appraisal systems and approaches to managing conflict.
(Language of instruction: English)

Learning Outcomes
  1. Critically evaluate current developments in the Irish health case with a focus on Advanced Nurse Practice (ANP)
  2. Analyse the impact of international and national policy and policy formation on health service current and future provision
  3. Analyse and critically compare frameworks for partnership, quality and governance in different health care contexts including role change and collaborative practice
  4. Critically compare and contrast different leadership and management theories and apply these to practice settings.
  5. Evaluate quality improvement models and strategies and their application to effective management and quality improvement at individual and organisational levels
  6. Critically appraise the implementation and evaluation of different approaches, which enhance the professional development of one-self and others in nursing practice.
Assessments
  • Continuous Assessment (100%)
Teachers
The above information outlines module NU6507: "Leadership, Quality Improvement and Governance" and is valid from 2024 onwards.
Note: Module offerings and details may be subject to change.

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.

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.

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.

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.

OptionalRPL020: Recognised Prior Learning


Semester 1 and Semester 2 | Credits: 20

Assessments
  • Continuous Assessment (100%)
The above information outlines module RPL020: "Recognised Prior Learning " and is valid from 2020 onwards.
Note: Module offerings and details may be subject to change.

Year 2 (50 Credits)

RequiredNU643: Teaching e-Portfolio


Semester 1 and Semester 2 | Credits: 10

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 on 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 wide range of reflective commentaries on teaching practice.
Assessments
  • Continuous Assessment (100%)
Teachers
Reading List
  1. "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. (2015). 2015 NMC Technology Outlook for Higher Education in Ireland: A Horizon Project Regional Report. Austin: The New Media Consortium.
    Publisher: Horizon
  2. "Making sense of Portfolios – a Guide for Nursing Students." by Timmons, F
    Publisher: Open University Press.
The above information outlines module NU643: "Teaching e-Portfolio" and is valid from 2024 onwards.
Note: Module offerings and details may be subject to change.

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.

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.

Why Choose This Course?

Career Opportunities

Graduates of this programme of study have found employment in various health service settings, 3rd 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

€7,605 p.a. (Yr 1) & € TBC (Yr 2) p.a. 2025/26

Fees: Tuition

€7,500 p.a. (Yr 1) & € TBC (Yr 2) p.a. 2025/26

Fees: Student levy

€105 p.a. (Yr 1) & € TBC (Yr 2) p.a. 2025/26

Fees: Non EU

€18,000 p.a. (€18,105 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 Brona Mooney
T: +353 91 495 395
E: brona.mooney@universityofgalway.ie
www.universityofgalway.ie/medicine-nursing-and-health-sciences/nursing/

What Our Graduates Say

Smitha

Smitha Joy |   Graduate

This course is an excellent choice for students with an interest in a teaching career, as it offers a wide range of career opportunities in both higher education and clinical settings. After completing this course, I can confidently say that it successfully prepared me as a competent teacher and facilitator, as well as enhanced my personal & professional development. While the academic modules successfully prepare you to become an effective teacher to facilitate student-centred teaching & learning, the 100 hours of teaching practice give you opportunities to make use of different teaching methodologies including innovative technologies in clinical and higher education settings. This is my second course at NUI Galway, as I always enjoyed the student-friendly campus with excellent facilities. The faculties are always approachable and fully dedicated to students' needs. This year was completely different due to the covid pandemic, however, the support of our lecturers was invaluable to creating a safe & caring learning environment, which helped us to engage thoroughly throughout the programme. I had a great time and would highly recommend NUI Galway if you are considering this course.

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