6 - National University of Ireland, Galway

COLLEGE OF MEDICINE, NURSING & 

HEALTH SCIENCES 

AN COLÁISTE LEIGHIS, ALTRANAIS AGUS 

EOLAÍOCHTAÍ SLÁINTE 

CALENDAR 2011-12 

FÉILIRE 2011-12 

The 2011-12 Calendar is valid for that Session. Whilst every effort is made 

to ensure the contents of the Calendar are accurate, the Calendar is issued for 

the guidance of students and staff only. The Calendar is not an offer to provide 

programmes of study nor is it in any way to be construed as imposing any 

legal obligation on the University to provide programmes either at all or in part 

in respect of any subject. No guarantee is given that programmes, syllabuses, 

fees or regulations may not be altered, cancelled or otherwise amended at any 

time. The Calendar confers no rights on any student registered for the Session 

2011-12.

NUI GALWAY PUBLISHES ∗ THE FOLLOWING CALENDARS: 

• General Calendar 

COLLEGE CALENDARS 

• The College of Arts, Social Sciences, and Celtic Studies 

• The College of Business, Public Policy and Law 

• The J.E. Cairnes School of Business and Economics 

• The School of Law 

• The College of Engineering and Informatics 

• The College of Medicine, Nursing and Health Sciences 

• The College of Science 

Ollscoil na hÉireann, Gaillimh 

(Comhollscoil d’Ollscoil na hÉireann) 

Postal Address: University Rd., Galway 

Main Telephone No.: 091 – 524411 (national) 

00-353-91-524411 (international) 

(Every Extension Number in the University has a Direct Dial 

In Number (D.D.I.). Simply prefix the extension number with the digits 49. 

e.g. Extension 2311 has a Direct Dial In Number (091) 492311. 

Telefax No.: 091 – 525700 (national) 

00 – 353 – 91 – 525700 (international) 

Internet Address: http://www.nuigalway.ie/oegaillimh.ie 

National University of Ireland, Galway 

(Constituent University of the National University of Ireland) 

Cover Design by SNAP Printing 

Printed for Údarás na hOllscoile 

by SNAP Printing 

Briarhill Business Park, Ballybrit, Galway. 

August 2011 

∗ 

All University Calendars are available online on the NUI Galway website: http://www.nuigalway.ie/ 

The detail herein is correct at the time of printing. Changes may be approved from time to time and these are 

incorporated into the online version of the Calendar which may therefore be treated as the Primary Reference. 

2

Contents 

INTRODUCTION TO THE COLLEGE OF MEDICINE, NURSING AND HEALTH SCIENCES .....5 

COLLEGE OF MEDICINE, NURSING & HEALTH SCIENCES UNDERGRADUATE AND 

POSTGRADUATE AWARDS........................................................................................................................7 

COLLEGE OF MEDICINE, NURSING & HEALTH SCIENCES STAFF DIRECTORY...................11 

SECTION A 

UNDERGRADUATE PROGRAMMES 

SCHOOL OF HEALTH SCIENCES 

BACHELOR OF SCIENCE IN OCCUPATIONAL THERAPY.....................................................................35 

BACHELOR OF SCIENCE IN PODIATRY ...................................................................................................41 

BACHELOR OF SCIENCE IN SPEECH AND LANGUAGE THERAPY....................................................46 

BACHELOR OF ARTS- SOCIAL CARE(NFQ LEVEL 8 REF WWW.NFQ.IE ) ........................................54 

SCHOOL OF MEDICINE 

DEGREES OF M.B.,B.Ch.,B.A.O....................................................................................................................63 

BACHELOR OF SCIENCE IN MEDICAL SUBJECTS...............................................................................101 

B.MED.SC.......................................................................................................................................................101 

SCHOOL OF NURSING & MIDWIFERY 

BACHELOR OF NURSING SCIENCE (GENERAL) ..................................................................................108 

BACHELOR OF NURSING SCIENCE (INTERNATIONAL) ....................................................................111 

BACHELOR OF NURSING SCIENCE (PSYCHIATRIC)...........................................................................114 

BACHELOR OF MIDWIFERY SCIENCE ...................................................................................................117 

SECTION B 

POSTGRADUATE PROGRAMMES 

COLLEGE OF MEDICINE, NURSING & HEALTH SCIENCES 

GRADUATE RESEARCH OPTIONS ...........................................................................................................122 


POSTGRADUATE DIPLOMA IN HEALTH SERVICES RESEARCH......................................................124 

MASTERS IN HEALTH SCIENCES (HEALTH SERVICES RESEARCH)...............................................126 



POSTGRADUATE CERTIFICATE & POSTGRADUATE DIPLOMA IN HEALTH SCIENCES 

(CLINICAL PRIMARY CARE).....................................................................................................................131 

POSTGRADUATE CERTIFICATE & POSTGRADUATE DIPLOMA IN HEALTH SCIENCES 

(CLINICAL EDUCATION) ...........................................................................................................................133 

POSTGRADUATE DIPLOMA IN MEDICAL SCIENCE (HEALTH INFORMATICS)............................136 

POSTGRADUATE DIPLOMA IN MEDICAL SCIENCE (ENDOVASCULAR SURGERY) ...................138 

POSTGRADUATE DIPLOMA IN SPORTS & EXERCISE PHYSIOTHERAPY.......................................141 

POSTGRADUATE DIPLOMA IN SPORTS & EXERCISE MEDICINE....................................................143 

POSTGRADUATE DIPLOMA IN MEDICAL SCIENCE (MUSCULOSKELETAL MEDICINE) ...........145 

POSTGRADUATE DIPLOMA IN HEALTH SCIENCES (PRIMARY CARE)..........................................147 

POSTGRADUATE DIPLOMA and MASTERS IN SURGERY (MCh).......................................................149 

MASTERS IN MEDICAL SCIENCE (HEALTH INFORMATICS) ............................................................151 

MASTERS IN MEDICAL SCIENCE (ENDOVASCULAR SURGERY) ....................................................153 

MASTERS OF SCIENCE IN SPORTS & EXERCISE PHYSIOTHERAPY ...............................................155 

MASTERS OF SCIENCE IN SPORTS & EXERCISE MEDICINE.............................................................157 

MASTERS IN MEDICAL SCIENCE (MUSCULOSKELETAL MEDICINE)............................................159 

MASTERS IN HEALTH SCIENCES (PRIMARY CARE)...........................................................................161 

MASTERS IN HEALTH SCIENCES (CLINCAL EDUCATION)...............................................................162 

M.Sc. (MEDICAL PHYSICS) ........................................................................................................................164 

M.Sc. (REGENERATIVE MEDICINE).........................................................................................................166 

M.Sc. (CLINICAL RESEARCH) ...................................................................................................................168 


3


CERTIFICATE IN NURSING (NURSE/MIDWIFERY PRESCRIBING) ...................................................175 

POSTGRADUATE CERTIFICATE IN NURSING (SPECIALIST PRACTICE)........................................177 

POSTGRADUATE DIPLOMA IN NURSING (EMERGENCY CARE) .....................................................179 

POSTGRADUATE DIPLOMA IN NURSING (ADVANCED PRACTICE) ...............................................182 

POSTGRADUATE DIPLOMA IN NURSING (EDUCATION)...................................................................183 

POSTGRADUATE DIPLOMA IN NURSING (GERONTOLOGY)............................................................185 

POSTGRADUATE DIPLOMA IN NURSING (INTENSIVE CARE) .........................................................187 

POSTGRADUATE DIPLOMA IN NURSING (MANAGEMENT OF CHRONIC HEALTH CONDITIONS 

.........................................................................................................................................................................190 

POSTGRADUATE DIPLOMA IN NURSING (ONCOLOGY)....................................................................195 

POSTGRADUATE DIPLOMA IN NURSING (PALLIATIVE CARE).......................................................200 

POSTGRADUATE DIPLOMA IN NURSING (PERIOPERATIVE) ...........................................................203 

POSTGRADUATE DIPLOMA IN NURSING (PRACTICE NURSING /COMMUNITY NURSING)......206 

HIGHER DIPLOMA IN MIDWIFERY .........................................................................................................212 

MASTER OF HEALTH SCIENCES (NURSING) ........................................................................................214 

MASTER OF HEALTH SCIENCES (NURSING/MIDWIFERY EDUCATION) .......................................218 

MASTER OF HEALTH SCIENCES (ADVANCED PRACTICE NURSING/MIDWIFERY)....................220 

MASTER OF HEALTH SCIENCES (SPECIALIST NURSING).................................................................222 

STAND ALONE MODULES (OCCASIONAL MODULES).......................................................................224 


4


INTRODUCTION TO THE COLLEGE OF MEDICINE, NURSING AND 

HEALTH SCIENCES 

The College of Medicine, Nursing and Health Sciences welcomes students 

whose academic interests include Medicine, Midwifery, General Nursing, 

Psychiatric Nursing, Speech and Language Therapy, Podiatry and 

Occupational Therapy. We also a have a range of taught and research based 

postgraduate masters and diplomas. Our goal is to equip graduates with the 

necessary knowledge, skills, and attitudes needed for a lifetime of learning and 

commitment to patients and society. We make full use of traditional and 

modern educational methods. College members are engaged in innovative 

research in many areas, with particular emphasis on cancer, gene and stem cell 

therapy, health services research, biomedical engineering science and health 

promotion. 

Our College is currently expanding the undergraduate medical intake, and 

implementing an exciting new curriculum. In 2008 we commenced a 4-year 

Honours BSc programme in Podiatry, the only course of its kind in Ireland. 

We have developed Regional Academies for Teaching and Research at Sligo, 

Letterkenny, Mayo and Ballinasloe. Our Nursing, Speech & Language, 

Podiatry and Occupational Therapy courses are accommodated in Áras 

Moyola, which was opened in 2006. A new Medical Education Centre also 

opened in the hospital campus in 2007. We hope to begin the construction of a 

€40 million Human Biology building later this year. A €20 million clinical 

and translational research facility at the main hospital campus is planned for 

2012. This facility, jointly funded by the University, the Health Research 

Board and the Health Services Executive will be located on the main hospital 

campus. 

The mission of the College of Medicine, Nursing and Health Sciences is to 

enable ‘Exemplary Learning and Leadership in Healthcare’, our programmes, 

students and staff strive to deliver ad realise this mission every day. 

The College of Medicine, Nursing and Health Sciences has emerged from the 

recent Academic restructuring of the University and capitalizes on existing 

close harmony across the healthcare disciplines. 

5

It is constituted as follows: 

School of 


Health Sciences 


College of Medicine, Nursing 

College of Medicine, Nursing 

& 





Medicine 

Medicine 

College Office 

(Clinical Sciences Institute, Shantalla Road, Galway) 

Professor B.G. Loftus Dean 

Professor Laurence Egan Vice Dean of Research 

Dr. Adeline Cooney Vice Dean of Education and Assessment 

Dr. Diarmuid O’Donovan Vice Dean of Internationalisation 

Mr Declan Ashe Director of Strategic Development 

Ms. Natalie Walsh College Administrator 

Dr. Ailish Murray College Research Officer 

School Offices 

School of Health Sciences (Aras Moyola, NUI Galway) 

Professor Agnes Shiel Head of School 

Ms Lorraine Kent School Administrator 

School of Medicine (Clinical Sciences, Shantalla Road, Galway) 

Professor Fidelma Dunne Head of School 

Mrs Therese Dixon School Administrator 

School of Nursing & Midwifery (Aras Moyola, NUI Galway) 

Professor Kathy Murphy Head of School 

Vacant School Administrator 


Nursing & 

Midwifery 

Full contact information is available by College, School and Discipline on pages 11- 

26 

6

COLLEGE OF MEDICINE, NURSING & HEALTH SCIENCES UNDERGRADUATE 

AND POSTGRADUATE AWARDS 

Undergraduate Awards 

BANK OF IRELAND AWARDS: HONOURS BACHELOR OF NURSING SCIENCE 

(GENERAL): BEST RESEARCH PROJECT MARK 

Awards are presented to students from the undergraduate programme honours 

Bachelor of Nursing Science (General) for the best research project mark. The 

awards are sponsored by the Bank of Ireland. 

DR. REUBEN BERMAN PRIZES 

Medical Informatics and Medical Education award ech year two fourth year 

medical students with the Berman Prizes which consists of six weeks clinical 

attachments in the Hennepin County Medical Center in Minneapolis, 

Minnesota, USA. These awards are based on the results the students achieved 

in the subject Medical Informatics and Medical Education that year. 

GOLD MEDAL IN GENERAL PRACTICE 

A Gold Medal will be awarded annually to the top performing student as 

determined by the Extern in General Practice during the penultimate medical 

year of the MB Degree Examination. 

IRISH ASSOCIATION OF SPEECH AND LANGUAGE THERAPISTS PRIZE 

The annual Irish Association of Speech and Language Therapists (IASLT) 

Prize is awarded to the fourth year student with the highest mark in Clinical 

Education on the Speech and Language Therapy course at NUI Galway. 

THE NOLAN MEDAL 

(Clinical Ophthalmology) 

Ophthalmology, a discipline within the College of Medicine, Nursing and 

Health Sciences has awarded for many years the O’Malley Medal for the first 

placed student in the Ophthalmology Final Medical Part I Examination. In 

view of the outstanding contributions made by Dr. John Nolan, retired 

Consultant Ophthalmologist, to the development of Ophthalmology, both 

within the College and in the Western Health Board, his colleagues have 

agreed to sponsor a further prize for students taking the Ophthalmology 

Examination. 

The student who obtains first place in the clinical section of the 

Ophthalmology Examination at the Summer M.B. Degree Examination will be 

awarded the Nolan Medal for Clinical Opthalmology. The first award was 

made to graduates of 2003. 

7

DOCTORS SAL AND CONOR O’MALLEY MEDAL 

(Ophthalmology) 

A Gold Medal will be awarded annually to the student who obtains the highest 

marks in Ophthalmology at the Summer M.B. Degree Examination. 

JAMES P. MURRAY MEMORIAL GOLD MEDAL IN RADIOLOGY 

The James P. Murray Memorial Gold Medal is awarded for the best 

presentation from registered medical students (undergraduate and 

postgraduate) made at the College of Medicine, Nursing and Health Sciences 

Medical Students’ Research Meeting. 

SIEMENS AWARD IN RADIOLOGY 

The Siemens Award is given to the student who obtains the highest marks in 

the Radiology attachment in Final Medical. 

Postgraduate Awards 

THE AGFA-GEVAERT TRAVELLING SCHOLARSHIP IN RADIOLOGY 

This Scholarship has been endowed by Agfa-Gevaert (Ireland) Limited and is 

awarded to enable a young Galway, Graduate to pursue a short course of study 

or research abroad, as part of his/her post-graduate training in Radiology. 

Graduates of National University of Ireland, Galway, up to 10 years after 

graduation, are eligible for this award, which will be decided by a University 

Committee representative of the Medical, Nursing and Health Sciences 

College. In the event of a suitable applicant not being available in any year, the 

interest available may be carried over to augment the funds available in the 

subsequent year. Further information and details concerning application are 

available from the Professor of Radiology, University College Hospital, 

Galway. The value of the Scholarship is €1,200. 

DR. TONY CARNEY GOLD MEDAL (MSc SPORTS AND EXERCISE MEDICINE) 

The Gold Medal is awarded to the student who achieves the best overall result 

in the MSc (Sports and Exercise Medicine) Degree Programme. 

MARY COSTELLO GOLD MEDAL (MSc SPORTS AND EXERCISE 

PHYSIOTHERAPY) 

The Gold Medal is awarded to the student who achieves the best overall result 

in the MSc (Sports and Exercise Physiotherapy) Degree Programme. 

8

THE PROFESSORIAL POSTGRADUATE TRAVEL PRIZE IN OBSTETRICS AND 

GYNAECOLOGY SUPPORTED BY ETHICON LIMITED 

Ethicon Limited have agreed to award a sum of approximately €777 (£500 

sterling) per annum over the next five years to help fund a short course abroad 

for a postgraduate trainee in Obstetrics and Gynaecology, to be known as "The 

Professorial Postgraduate Travel Prize". 

THE DOCTOR JOHN F. KEENAN TRAVELLING SCHOLARSHIP 

This Scholarship is endowed by the late John F. Keenan, B.A., M.B., B.Ch., 

B.A.O. (a graduate of the University 1892-1897), who by his Will bequeathed 

to the University certain portions of his estate for the promotion of Medical 

Research. The original Endowment, as ascertained by the Executors of the 

donor on the seventh day of March, 1947, consisted of securities and cash 

valued at €7063 (approx.). 

The present value of the Scholarship is €12,500. Údarás na hOllscoile, having 

accepted the Bequest has founded the above Scholarship, and has adopted the 

following rules in regard to it:— 

1. The value of the Scholarship shall be as determined by Údarás na 

hOllscoile. 

2. The Scholarship is available to a graduate in Medicine and Health 

Sciences of the University of either sex of Irish parentage, who has:— 

(a) obtained Honours in the M.B., B.Ch., B.A.O. Examination; 

(b) presented for the M.B., B.Ch., B.A.O. Examination not later than 

the month of December in the sixth year of medical study; 

(c) been adjudged by the College of Medicine, Nursing and Health 

Sciences to have attained an adequate Honours Standard in the 

undergraduate course as a whole; 

(d) been adjudged by the College of Medicine, Nursing and Health 

Sciences to have shown special aptitude for research during the 

undergraduate course. 

1. Note: For the purpose of (b) above there shall not be counted: 

(i) an extra year spent in taking a Medical B.Sc. Degree; 

(ii) time lost owing to illness properly certified. 

2. The Scholarship shall be awarded by Údarás na hOllscoile on the 

recommendation of the Academic Council made after consultation with 

the College of Medicine, Nursing and Health Sciences. The College of 

Medicine, Nursing and Health Sciences shall, for the purpose, consider 

the report of the Professor of Medicine and of the Extern Examiner in 

Medicine. Údarás na hOllscoile may withhold the Scholarship if 

sufficient merit be not shown. 

3. (a) The Scholarship shall be awarded once only in every four years, 

shall be awarded in the month of January, and was first awarded in 

January, 1951; 

9

4. (b) If the Scholarship be not awarded in the official year of award, it 

may be awarded in any one of the three succeeding years of a four-year 

period; 

5. (c) Should no award be made in a four-year period, more than one 

Scholarship may be subsequently offered. 

6. Only Graduates in Medicine and Health Sciences of the four years 

preceding the first day of January of the year of award, are eligible for 

the Scholarship. 

7. The Candidate to whom the Scholarship is awarded shall before being 

permitted to take up the Scholarship first serve as a House Physician in 

a Recognised General Hospital for a period of not less than six months 

or more than twelve months, unless he/she has already done so. He/she 

shall then pursue a Course of Research in Medicine and Health 

Sciences at some centre abroad approved by the Professor of Medicine 

in the University. 

8. The Scholarship is tenable by the Scholar for a period of two 

consecutive years. The said two-year period shall commence from the 

day of termination of period of service as House Physician or (in the 

case of a candidate who has already served as House Physician) from 

the date of award of the Scholarship. The Scholarship shall in the first 

instance be awarded for one year only, but may be continued by Údarás 

na hOllscoile for a second year on the recommendation of the Academic 

Council. Before making such recommendation, the Academic Council 

must be satisfied of the progress of the scholar and shall consider the 

report of the College of Medicine, Nursing and Health Sciences and the 

report of the Head of the Research School in which the Scholar is 

engaged. 

9. Candidates shall lodge their applications for the Scholarship with the 

Admissions Office of the University not later than the first day of 

December of the year immediately preceding the year of award. 

10. The Scholarship will be paid in equal half-yearly instalments. The first 

instalment will be paid on receipt of official notification from a 

Research Centre abroad to the effect that the Scholar has commenced 

work there. 

10

COLLEGE OF MEDICINE, NURSING & HEALTH SCIENCES STAFF DIRECTORY 

College of Medicine, Nursing & Health Sciences 

(Coláiste Leighis, Altranais agus Eolaíochtaí Sláinte) 

Location:Clinical Sciences Institute 

Name 

Phone Title 

(Ainm) 

(Fón) (Teideal) 

E-Mail Address 

(Ríomh Phost) 

Ashe, Mr. Declan 2117 Director of Strategic Development declan.ashe@nuigalway.ie 

Cooney, Dr Adeline 3580 Vice Dean Education & Assessment adeline.cooney@nuigalway.ie 

Egan, Prof Laurence 5335 Vice Dean of Research laurence.egan@nuigalway.ie 

Loftus, Prof. B.G. 87-4475 Dean medschool@nuigalway.ie 

Murray, Dr Ailish 2796 College Research Officer ailish.murray@nuigalway.ie 

O Donovan, Dr Diarmuid 3923 Vice Dean of Internationalisation diarmuid.odonovan@nuigalway.ie 

Walsh, Ms. Natalie 5960 College Administrator natalie.walsh@nuigalway.ie 

School of Health Sciences(Scoil na nEolaíochtaí Sláinte) 

Health Promotion(Cothú Sláinte) 

Location:Clinical Sciences Institute 

Name 

Phone Title 


(Ainm) 



Bannon, Mr. Patrick 3874 Social Care Tutor Patrick.bannon@nuigalway.ie 

Barry, Prof Margaret 3348 Established Professor margaret.barry@nuigalway.ie 

Batt, Dr Vivienne 3108 Admin Assistant (Research) viv.batt@nuigalway.ie 

Burns, Ms. Moira 3874 Social Care Tutor m.burns@nuigalway.ie 

Callaghan, Mary 2979 Researcher mary.callaghan@nuigalway.ie 

Canavan, Reamonn Mr 3956 Researcher Reamonn.canavan@nuigalway.ie 

Clarke, Aleisha Ms 3642 Researcher aleisha.clarke@nuigalway.ie 

Clarke, Ms. Natasha 2858 Researcher Natasha.clarke@nuigalway.ie 

Clerkin, Ms. Pauline 3874 Social Care Tutor pauline.clerkin@nuigalway.ie 

Connolly, Dr Claire 3828 University Teacher claire.connolly@nuigalway.ie 

Costello, Ms Christina 2722 Administrative Assistant 2 christina.costello@nuigalway.ie 

Doyle, Priscilla 3490 Researcher priscilla.doyle@nuigalway.ie 

D’Eath, Ms Maureen 3956 Researcher (Part-time) maureen.death@nuigalway.ie 

Dempsey, Ms. Colette 3642 Researcher (Part-time) Colette.dempsey@nuigalway.ie 

Fitzgerald, Ms. Amanda 2858 Researcher a.fitzgerald12@nuigalway.ie 

Gavin, Aoife Ms 2858 PhD student a.gavin2nuigalway.ie 

Glavin, Ms Denise 3092 Administrative Assistant 3 denise.glavin@nuigalway.ie 

Forde, Ms Yvonne 3874 Administrative Assistant 2 yvonne.forde@nuigalway.ie 

Griffin, Dr. Barbara 4038 University Teacher Barbara.griffin@nuigalway.ie 

Hodgins, Dr Margaret 3349 Lecturer margaret.hodgins@nuigalway.ie 

Hogan, Ms Victoria 3465 Lecturer victoria.hogan@nuigalway.ie 

John Akinola, Yetunde 5149 PhD student y.john-akinola1@nuigalway.ie 

Kelly, Dr Colette 3186 Senior Researcher colette.kelly@nuigalway.ie 

Mahmood, Samir 5040 Researcher samir.mahmood@nuigalway.ie 

Manandhar, Dr. Mary 3092 Adjunct Lecturer Mary.manandhar@nuigalway.ie 

11

McLaughlin, Mr. Laurence 3874 Social Care Tutor laurence.mclaughlin@nuigalway.ie 

McKenna, Ms Verna 3604 University Teacher verna.mckenna@nuigalway.ie 

McMahon, Ms. Margaret 3874 Social Care Tutor margaret.mcmahon@nuigalway.ie 

Molcho, Dr Michal 3668 Lecturer michal.molcho@nuigalway.ie 

Murphy, Ms. Christina 5149 PhD student c.murphy1@nuigalway.ie 

NicGabhainn, Dr Saoirse 3093 Senior Lecturer saoirse.nicgabhainn@nuigalway.ie 

Nolan, Ms Geraldine 3645 Lecturer (Part-time) geraldine.nolan@nuigalway.ie 

O’Donovan, Dr Diarmuid 3923 Senior Lecturer diarmuid.odonovan@nuigalway.e 

O’Grady, Ms Anne 3644 Administrative Assistant 2 anne.ogrady@nuigalway.ie 

O’Higgins, Ms Siobhán 3956 PhD student siobhan.ohiggins@nuigalway.ie 

O’Sullivan, Ms. Frankie 3874 Social Care Tutor frankie.o’sullivan@nuigalway.ie 

Power, Dr. Martin 2157 University Fellow martin.power@nuigalway.ie 

Pursell, Dr Lisa 2044 Senior Researcher lisa.pursell@nuigalway.ie 

Sixsmith, Dr Jane 3466 Lecturer jane.sixsmith@nuigalway.ie 

Sweeney, Ms. Leigh-Ann 5149 PhD student l.sweeney1@nuigalway.ie 

Van Lente, Eric 3642 Researcher eric.vanlente@nuigalway.ie 

Vaughan, Ms. Deirdre 3490 Research Nurse deirdre.vaughan@nuigalway.ie 

Walker, Ms. Lorraine 3641 Research Assistant lorraine.walker@nuigalway.ie 

Occupational Therapy(Teiripe Shaothair) 

Location: Áras Moyola 

Name 

(Ainm) 

Phone 

(Fón) 

Title 

(Teideal) 



Armstrong, Ms Dorothy 5023 Lecturer dorothy.armstrong@nuigalway.ie 

Chockalingam, Mr M. 5313 Lecturer manigandan.chockalingam@nuigalway.ie 

Fox, Ms Jackie 5313 Practice Education Coordinator jackie.fox@nuigalway.ie 

Gallagher, Ms Aideen 5021 Lecturer aideen.gallagher@nuigalway.ie 

Gordon, Ms Celine 5470 Administrative Assistant 3 celine.gordon@nuigalway.ie 

Kent, Ms Lorraine 2957 School Administrator lorraine.kent@nuigalway.ie 

Killeen, Ms Hazel 5767 Lecturer hazel.killeen@nuigalway.ie 

McGrath, Ms Margaret 5624 Lecturer margaret.mcgrath@nuigalway.ie 

Shiel, Prof. Agnes 2941 Established Professor agnes.shiel@nuigalway.ie 

Podiatry(Cosliacht) 


Name 

(Ainm) 

Phone 

(Fón) 

Title 

(Teideal) 



Hyslop, Ms Elaine 5870 Lecturer elaine.hyslop@nuigalway.ie 

Lowry, Ms Fiona 5814 Administrative Assistant 2 fiona.lowry@nuigalway.ie 

McIntosh, Dr Caroline 5869 Senior Lecturer caroline.mcintosh@nuigalway.ie 

Roberts, Mr Nigel 4091 Practice-Education Coordinator nigel.roberts@nuigalway.ie 

Walsh, Ms Amanda 4183 Lecturer amanda.walsh@nuigalway.ie 

12

Speech & Language Therapy(Léachtóireacht dTeiripe Urlabhra agus Teanga 


Name 

(Ainm) 

Phone 

(Fón) 

Title 

(Teideal) 



Lyons, Ms Rena 5918 Course Director rena.lyons@nuigalway.ie 

Antonijevic-Elliott, Dr S. 5623 Lecturer stanislava.antonijevic@nuigalway.ie 

Caroll, Ms Clare 5384 Lecturer c.carroll@nuigalway.ie 

Gordon, Ms Celine 5470 Administrative Assistant 2 celine.gordon@nuigalway.ie 

Kent, Ms Lorraine 2957 Administrative Assistant 3 lorraine.kent@nuigalway.ie 

Loftus, Ms Laura 5293 Practice-Education Coordinator laura.loftus@nuigalway.ie 

Logue-Kennedy, Ms Maria 5023 Lecturer maria.loguekennedy@nuigalway.ie 

McMenamin, Ms Ruth 5204 Lecturer ruth.mcmenamin@nuigalway.ie 

O’Malley, Ms Mary-Pat 5018 Lecturer marypat.omalley@nuigalway.ie 

Yanushevskaya, Dr Irena 5023 Lecturer irena.yanushevskaya@nuigalway.ie 

School of Medicine (Scoil an Leighis) 

Location: Clinical Sciences Institute 

Name 

Phone Title 


(Ainm) 



Dixon, Mrs Thérèse 87-4475 School Administrator therese.dixon@nuigalway.ie 

Dunne, Prof. Fidelma 5074 Head of School fidelma.dunne@nuigalway.ie 

Joyce, Ms Máire 5941 Administrative Assistant 2 maire.joyce@nuigalway.ie 

Mahon, Ms Pauline 87-4475 Administrative Assistant 1 pauline.mahon@nuigalway.ie 

Anaesthesia (Anaestéise) 

Location: Clinical Science Institute 

Name 

(Ainm) 

Phone 

(Fón) 

Title 

(Teideal) 



Alexiev, Dr Vladimir 5662 Unndergraduate Tutor vladimiralexiev@yahoo.com 

Ansari, Dr Bilal 5662 Researcher bilalansari77@yahoo.co.uk 

Clarkson, Dr Kevin 87-4074 Clinical Lecturer kevin.clarkson@hse.ie 

Coughlan, Dr Michael G. 87-4074 Clinical Lecturer gerry.coughlan@hse.ie 

Curley, Dr Gerard 5662 Researcher , MMI Fellow curleygerard@gmail.com 

Devaney, Dr James 5662 Postdoctoral Fellow jamesdevaney@gmail.com 

Flynn, Dr Noel 87-4074 Clinical Lecturer drnflynn@eircom.net 

Grady, Dr Deirdre 87-4074 Clinical Lecturer deirdre.grady@hse.ie 

Fannon, Ms Marian 3555 Administrative Assistant 3 marian.fannon@nuigalway.ie 

Kevin, Dr Leo 87-4074 Clinical Lecturer leo.kevin@nuigalway.ie 

Kinirons, Dr Brian 87-4074 Clinical Lecturer brian.kinirons@hse.ie 

Laffey, Prof. John 87-4608 Established Professor john.laffey@nuigalway.ie 

13

McElwain, Dr Jennifer 5662 Undergraduate Tutor jenmcelwain@gmail.com 

Neligan, Dr Patrick 87-4074 Clinical Lecturer patrick.neligan@hse.ie 

O’Toole, Dr Daniel 5662 Postdoctoral Fellow daniel.otoole@nuigalway.ie 

O’Toole, Dr David 87-4074 Clinical Lecturer david.otoole@hse.ie 

Sharkey, Dr Aidan 87-4074 Clinical Lecturer aidan.sharkey@hse.ie 

Walshe, Dr Criona 5662 Undergraduate Tutor crionawalshe@gmail.com 

Anatomy (Anatamaíocht) 

Location: Block B 

Name 

Phone Title 


(Ainm) 



Administrative Office 2180 Administrative Assistant 2 anatomy@nuigalway.ie 

Black, Mr Alexander 2234 Lecturer alexander.black@nuigalway.ie 

Canney, Mr Mark 3520 Chief Experimental Officer mark.canney@nuigalway.ie 

Dockery, Prof. Peter 2784 Established Professor peter.dockery@nuigalway.ie 

Furey, Mr John 2841 Senior Experimental officer john.furey@nuigalway.ie 

Garcia, Dr Yolanda 2837 Lecturer yolanda.garcia@nuigalway.ie 

Lalor, Mr Pierce 2273 Senior Experimental Officer pierce.lalor@nuigalway.ie 

McMahon, Dr Siobhan 2838 Lecturer siobhan.mcmahon@nuigalway.ie 

O’Loughlin, Mr Thomas 2255 Departmental Attendant 

Owens, Mr Peter 4036 Education & Coordinator peter.owens@nuigalway.ie 

Quondamatteo, Dr Fabio 2161 Senior Lecturer fabio.quondamatteo@nuigalway.ie 

Stanley, Alanna 2712 Demonstrator alanna.c.stanley@gmail.com 

Wilkins, Dr Brendan 2287 Lecturer brendan.wilkins@nuigalway.ie 

Bacteriology (Baictéareolaíocht) 

Location: Clinical Science Institute/University College Hospital 

Name 

Phone Title 


(Ainm) 



Boo, Dr Teck Wee 87-3783 Senior Lecturer teckwee.boo@nuigalway.ie 

Buckley, Mrs, Victoria 87-4572 Senior Technician victoria.buckley@nuigalway.ie 

Cormican, Prof. Martin 87-4146 Established Professor martin.cormican@hse.ie 

Morris, Dr Dearbhaile 87-4652 Lecturer dearbhaile.morris@nuigalway.ie 

Monroe, Ms Deborah 87-2686 Administrative Assistant 2 debbie.monroe@nuigalway.ie 

Keady, Dr Deirbhile 87-2013 Clinical Lecturer deirbhile.keady@hse.ie 

Ní Riain, Dr Una 87-4410 Clinical Lecturer una.niriain@hse.ie 

General Practice (Doctúireacht Teaghlaigh) 

Location: Clinical Science Institute/1 Distillery Road 

Name 

(Ainm) 

Phone 

(Fón) 

Title 

(Teideal) 



Buckley, Mr Brian 5257 Honorary Clinical Fellow brian.buckley@nuigalway.ie 

14

Byrne, Dr Mary 5205 Lecturer mary.byrne@nuigalway.ie 

Cantillon, Prof. Peter 2262 Professor of Primary Care peter.cantillon@nuigalway.ie 

De Brún, Dr Thomas 5306 Researcher thomas.debrun@nuigalway.ie 

Gallagher, Dr Niamh 3524 Honorary Clinical Fellow general.practice@nuigalway.ie 

Glynn, Dr Liam 5193 Lecturer liam.glynn@nuigalway.ie 

Hyes, Dr Peter 5269 Lecturer peter.hayes@nuigalway.ie 

Kavanagh, Dr Kim 5257 Senior Registrar kim.kavanagh@nuigalway.ie 

Kelleher, Ms Breda 5306 Administrative Assistant 2 breda.kelleher@nuigalway.ie 

Kelly, Dr Maureen 4107 Lecturer maureen.kelly@nuigalway.ie 

MacFarlane, Dr Anne 5194 Lecturer anne.macfarlane@nuigalway.ie 

Mulqueen, Dr Joan 5193 Clinical Researcher joan.mulqueen@nuigalway.ie 

Murphy, Prof. Andrew 3525 Established Professor andrew.murphy@nuigalway.ie 

O’Donovan, Dr Barry 5269* Lecturer barry.odonovan@nuigalway.ie 

O’Reilly-de Brún, Ms Mary 5306 Researcher mary.oreillydebrun@nuigalway.ie 

Tierney, Ms Edel 5306 Researcher edel.tieryney@nuigalway.ie 

Vellinga, Ms Akke 5192 Researcher akke.vellinga@nuigalway.ie 

Medical Informatics & Medical Education (Faisnéisíocht Leighis agus Oideachas Leighis) 


Name 

(Ainm) 

Phone 

(Fón) 

Title 

(Teideal) 



Avalos, Ms Gloria 2160 Lecturer gloria.avalos@nuigalway.ie 

Kropmans, Dr Thomas 5478 Senior Lecturer thomas.kropmans@nuigalway.ie 

Newell, Mr Micheál 5940 Lecturer micheal.newell@nuigalway.ie 

Medicine (Leigheas) 

Remedi(Institiúid um Leigheas Athginiúnach) 

Location: Clinical Science Institute/NCBES/UCH/Merlin Park 

Name 

Phone Title 


(Ainm) 



Barry, Prof. Frank 5108 Scientific Director (REMEDI) frank.barry@nuigalway.ie 

Carey, Dr John 87-5511 Clinical Lecturer john.carey@hse.ie 

Ceredig, Prof. Rod 5916 Stokes Prof. of Immunologyrod.ceredig@nuigalway.ie 

(REMEDI) 

Coughlan, Dr Robert J. 87-5577 Clinical Lecturer bobbycoughlan@yahoo.ie 

Counihan, Dr Timothy 87-4251 Clinical Lecturer timothy.counihan@hse.ie 

Crowley, Dr Jim 87-2188 Clinical Lecturer jim.crowley@hse.ie 

Daly, Prof. Kieran 87-2187 Personal Professor & Seniorkieran.daly@hse.ie 

Lecturer 

Dinneen, Dr Seán 5290 Senior Lecturer sean.dinneen@nuigalway.ie 

Donnellan, Dr Paul 87-2521 Clinical Lecturer paul.donnellan@hse.ie 

15

Dunne, Prof. Fidelma 5074 Personal Professor fidelma.dunne@nuigalway.ie 

Finn, Dr Yvonne 5485 Lecturer (Clinical Methods andyvonne.finn@nuigalway.ie 

Practice) 

Finucane, Dr Francis 87-2108 Clinical Lecturer Francis.finucane@hse.ie 

Fitzgerald, Dr Una 5045 Lecturer (NCBES) una.fitzgerald@nuigalway.ie 

Flaherty, Dr Gerard 5469 Senior Lecturer in Clinical gerard.flaherty@nuigalway.ie 

Fleming, Dr Catherine 87-2294 

Medicine & Medical Education 

Clinical Lecturer catherine.fleming@hse.ie 

Gilmartin, Prof. J.J. 87-5225 Personal Professor & Clinicaljj.gilmartin@hse.ie 

Lecturer 

Godwin, Ms Sinead 87-2187 Administrative Assistant 2 sinead.godwin@hse.ie 

Griffin, Prof. Matthew 5436 Prof. of Transplant Biology matthew.griffin@nuigalway.ie 

Hennessy, Dr Michael 87-2167 Clinical Lecturer michael.hennessy@hse.ie 

Howard, Dr Linda 5268 Lecturer linda.howard@nuigalway.ie 

Hynes, Dr Seán 2963 Researcher (REMEDI) sean.hynes@nuigalway.ie 

Joshi, Prof. Lokesh 5768 Associate Professor (NCBES) lokesh.joshi@nuigalway.ie 

Keane, Dr Maccon 87-4805 Clinical Lecturer maccon.keane@hse.ie 

Kearns, Ms Miriam 87-4291 Senior Technician miriam.kearns@nuigalway.ie 

Kennedy, Dr Kieran 5485 Lecturer in Clinical Methods &Kieran.m.kennedy@nuigalway.ie 

Medical Education 

Lappin, Dr David 87-5510 Clinical Lecturer david.lappin@hse.ie 

Lee, Dr John 87-4967 Clinical Lecturer johnm.lee@nuigalway.ie 

Lynch, Dr John 87-4251 Clinical Lecturer John.lynch@hse.ie 

Markham, Dr Trevor 87-4627 Clinical Lecturer trevor.markham@hse.ie 

Marren, Dr Pauline 87-4913 Clinical Lecturer pauline.marren@hse.ie 

Martin, Dr Joseph 87-2569 Clinical Lecturer joseph.martin@hse.ie 

Moloney, Ms Geraldine 2922 Administrative 

(NCBES) 

Assistant 4geraldine.moloney@nuigalway.ie 

Monroe, Ms Deborah 87-4275 Administrative Assistant 2 debbie.monroe@nuigalway.ie 

Mulkerrin, Prof. Eamon 87-4680 Personal Professor & Clinicaleamon.mulkerrin@hse.ie 

Lecturer 

Murphy, Dr Lesley-Ann 87-4627 Clinical Lecturer lesleya.murphy@.hse.ie 

Murphy, Dr Mary 5206 Toxicology Manger (REMEDI) mary.murphy@nuigalway.ie 

Murray, Dr Margaret 87-4281 Clinical Lecturer margaret.murray@hse.ie 

Nash, Dr Patrick 87-2187 Clinical Lecturer patrick.nash@.hse.ie 

O’Brien, Timothy 87-4267 Established Professor timothy.obrien@nuigalway.ie 

O’Brien, Timothy 5107 Director of REMEDI timothy.obrien@nuigalway.ie 

O’Connor, Ms Una 87-4206 Administrative Assistant 3 una.oconnor@nuigalway.ie 

O’Donnell, Prof. Martin 4098 Professor 

Medicine 

of Translationalmartin.odonnell@nuigalway.ie 

O’Dwyer, Prof. Michael 87-2349 Professor of Haematology michael.odwyer@hse.ie 

16

O’Keeffe, Dr Shaun 757631 Clinical Lecturer s.okeeffe@hse.ie 

O’Regan, Dr Anthony 87-4568 Clinical Lecturer anthony.oregan@hse.ie 

Quinn, Ms Triona 5165 Administrative 

(REMEDI) 

Assistant 2triona.quinn@nuigalway.ie 

Reddan, Dr Donal 87-5510 Clinical Lecturer donal.reddan@hse.ie 

Ritter, Dr Thomas 5329 Senior Lecturer (Gene Therapy) thomas.ritter@nuigalway.ie 

Rochev, Dr Yury 2806 Lecturer yury.rochev@nuigalway.ie 

Rutherford, Dr Robert 87-5225 Clinical Lecturer robert.rutherford@hse.ie 

Ryan, Ms Noreen 5166 Administrative 

REMEDI 

Assistant (2) noreen.ryan@nuigalway.ie 

Sullivan, Prof. Frank 87-2616 Professor of Radiation Oncologyfrank.sullivan@hse.ie 

Santocanale, Prof. Corrado 5714 Professor (NCBES) corrado.santocanale@nuigalway.ie 

Waldron, Dr Dympna 87-4990 Clinical Lecturer dympna.waldron@hse.ie 

Zwacka, Dr Ralf 5323 Lecturer (Gene Therapy) ralf.zwacka@nuigalway.ie 

Obstetrics & Gynecology (Cnáimhseachas agus Liacht Bhan) 


Name 

(Ainm) 

Phone 

(Fón) 

Title 

(Teideal) 



Conway, Dr Una 87-4717 Clinical Lecturer obs.gynae@hse.ie 

Egan, Dr Declan 87-4548 Clinical Lecturer declan.egan@hse.ie 

Gaffney, Dr Geraldine 87-4218 Senior Lecturer geraldine.gaffney@hse.ie 

Kelleher, Ms Breda 3537 Administrative Assistant 2 breda.kelleher@nuigalway.ie 

Morrison, Prof. John 3537 Established Professor john.morrison@nuigalway.ie 

O’Leary, Dr Michael 87-4717 Clinical Lecturer michaelj.oleary@hse.ie 

Ophthalmology (Oftailmeolaíocht) 

Location: University College Hospital 

Name 

(Ainm) 

Phone 

(Fón) 

Title 

(Teideal) 



Fahy, Mr Gerard 87-4269 Clinical Lecturer gerry.fahy@hse.ie 

Harney, Dr Fiona 87-2710 Lecturer (Fixed Term) alison.joyce@hse.ie 

Kinsella, Mr Frank 87-4269 Clinical Lecturer afrank.kinsella@hse.ie 

O’Donoghue, Mr Eamonn 87-4269 Clinical Lecturer eamonn.odonoghue@hse.ie 

Orthopaedic Surgery (Máinliacht Orthaipéideach) 

Location: Merlin Park Hospital 

Name 

(Ainm) 

Phone 

(Fón) 

Title 

(Teideal) 



Curtin, Mr William 757631 Clinical Lecturer wcurtin@iol.ie 

Devitt, Mr Aiden 87-4203 Clinical Lecturer aident.devitt@hse.ie 

Kaar, Mr Kenneth 757631 Clinical Lecturer kenneth.kaar@hse.ie 

17

Kearns, Mr Stephen 87-5735 Clinical Lecturer stephen.kearns@hse.ie 

McCabe, Mr John 757631 Clinical Lecturer john.mccabe@hse.ie 

O’Sullivan, Mr Michael 757631 Clinical Lecturer meos@eircom.net 

Shannon, Mr Fintan 87-5735 Clinical Lecturer fintan.shannon@hse.ie 

Oto-Laryngology (Ota-laraingeolaíochta) 

Location: University College Hospital 

Name 

(Ainm) 

Phone 

(Fón) 

Title 

(Teideal) 



Gormley, Mr P.K. 87-4347 Clinical Lecturer peter.gormley@hse.ie 

Keogh, Prof. Ivan 87-2015 Personal Professor/Consultant ivanj.keogh@hse.ie 

Lang, Mr John 87-4552 Clinical Lecturer/Consultant john.lang@hse.ie 

Sharafa, Mr Adil Clinical Lecturer/Tutor adil.sharafa@nuigalway.ie 

Young, Ms Orla 87-3735 Clinical Lecturer/Consultant orla.young@hse.ie 

Paediatrics (Péidiatraic) 


Name 

Phone Title 

(Ainm) 




Dunne, Dr Kevin 87-4462 Hon. Senior Clinical Lecturer kevin.dunne@hse.ie 

Flanagan, Dr Orla 87-4082 Hon. Senior Clinical Lecturer osflanagan@eircom.net 

Geoghegan, Dr Rosemary 5220 Lecturer rosemary.geoghegan@nuigalway.ie 

Herzig, Dr Mary 87-3733 Hon. Senior Clinical Lecturer maryherzig@hotmail.com 

Loftus, Prof. B.G. 87-4654 Established Professor gerard.loftus@nuigalway.ie 

Monroe, Ms Debbie 87-4275 Administrative Assistant 2 debbie.monroe@nuigalway.ie 

Moylett, Dr Edina 5221 Senior Lecturer edina.moylett@nuigalway.ie 

O’Donovan, Dr Donough 87-4533 Hon. Senior Clinical Lecturer donough.odonovan@hse.ie 

Pathology (Paiteilaíocht) 


Name 

Phone Title 

(Ainm) 




Bennani, Dr Fadel 87-4420 Clinical Lecturer fadel.bennani@nuigalway.ie 

Bourke, Dr Emer 87-4373 Lecturer emer.bourke@nuigalway.ie 

Brodie, Dr Caroline 87-2017 Clinical Lecturer caroline.brodie@hse.ie 

Caffrey, Dr Emer 87-4373 Lecturer emer.caffrey@nuigalway.ie 

Casey, Dr Mary 87-4928 Clinical Lecturer maryb.casey@hse.ie 

Callagy, Prof. Grace 87-4488 Established Professor grace.callagy@nuigalway.ie 

Colesky, Dr Frans 87-4415 Clinical Lecturer frans.colesky@hse.ie 

Flavin, Dr Richard 87-2796 Consultant Histopathologist richard.flavin@hse.ie 

Griffin, Dr Damian 87-4825 Clinical Lecturer damian.griffin@hse.ie 

18

Gupta, Dr Sanjeev 87-4488 Lecturer sanjeev.gupta@nuigalway.ie 

Hayat, Dr Amjad 87-2625 Clinical Lecturer amjad.hayat@hse.ie 

Moran, Mrs Laura 87-4574 Senior Technician laura.moran@nuigalway.ie 

Murphy, Mrs Lorraine 87-4488 Administrative Assistant 2 lorraine.lavellemurphy@nuigalway.ie 

Murray, Dr Margaret 87-4281 Clinical Lecturer margaret.murray@hse.ie 

O’Dwyer, Prof. Michael 87-2349 Clinical Lecturer michael.odwyer@hse.ie 

Phelan, Dr Síne Clinical Lecturer sine.phelan@hse.ie 

Sheehan, Dr Margaret 87-2894 Consultant Histopathologist margaret.sheehan@hse.ie 

Tormey, Dr Vincent J 87-4498 Clinical Lecturer vincent.tormey@hse.ie 

Webber, Mr Mark 87-4373 Senior Technician mark.webber@nuigalway.ie 

Pharmacology & Therapeutics (Cógaseolaíocht agus Teiripe) 

Location: Exp.Med. & CNS Buildings/Clinical Science Institute 

Name 

Phone Title 

(Ainm) 




Beatty, Mr Brendan 2233 Senior Technician brendan.beatty@nuigalway.ie 

Dowd, Dr Eilís 2776 Lecturer (Fixed Term) eilis.dowd@nuigalway.ie 

Egan, Prof. Laurence J 5355 Personal Professor laurence.egan@nuigalway.ie 

Fearnhead, Dr Howard 5115 Lecturer howard.fearnhead@nuigalway.ie 

Finn, Dr David 5280 Lecturer david.finn@nuigalway.ie 

Grealy, Dr Maura 3012 Lecturer maura.grealy@nuigalway.ie 

Kelly, Dr John 3268 Senior Lecturer john.kelly@nuigalway.ie 

Kerr, Mr Danny 3272 Senior Technician danny.kerr@nuigalway.ie 

McAlinden, Ms Susan 5370 Administrative Assistant 2 susan.mcalinden@nuigalway.ie 

McKernan, Dr Declan 3826 Lecturer declan.mckernan@hse.ie 

Mureau, Ms Coralie 5369 Technician coralie.mureau@nuigalway.ie 

O’Halloran, Mr Ambrose 2778 Senior Lecturer ambrose.ohalloran@nuigalway.ie 

Ryan, Ms Una 2246 Administrative Assistant 2 una.ryan@nuigalway.ie 

Physiology (Fiseolaíocht) 

Location: Quadrangle Building 

Name 

(Ainm) 

Phone 

(Fón) 

Title 

(Teideal) 



Ceredig, Prof. Rod 5916 Professor of Immunology rod.ceredig@nuigalway.ie 

Coen, Ms Barbara 2189 Senior Technician barbara.coen@nuigalway.ie 

Doherty, Ms Claudia 2761 Administrative Assistant 2 claudia.doherty@nuigalway.ie 

Doyle, Dr Karen 3665 Lecturer karen.doyle@nuigalway.ie 

Horrigan, Dr Louise 5427 Lecturer (Fixed Term) louise.horrigan@nuigalway.ie 

Hynes, Dr Ailish 3573 Lecturer ailish.hynes@nuigalway.ie 

19

Kerrigan, Ms Liz 5937 Senior Technician elizabeth.kerrigan@nuigalway.ie 

McCullagh, Mr Karl 4220 Lecturer karl.mccullagh@nuigalway.ie 

Molloy, Ms Mairéad 5909 Administrative Assistant(Medical) mairead.molloy@nuigalway.ie 

Quinlan, Dr Leo 3710 Lecturer leo.quinlan@nuigalway.ie 

Roche, Dr Michelle 5427 Lecturer michelle.roche@nuigalway.ie 

Shafat, Mr Amir 4218 Senior Lecturer amir.shafat@nuigalway.ie 

Webster, Dr Christina 2761 * Teaching Assistant (part-time) christina.webster@nuigalway.ie 

Wheatley, Prof. Tony 2361* Head of Discipline anthony.wheatley@nuigalway.ie 

Psychiatry (Síciatracht) 

Location: Clinical Sciences Institute/ University College Hospital 

Name 

Phone Title 


(Ainm) 



Ahmed, Dr Mohammed 5771 Honorary Research Fellow ahmed.mohammed@nuigalway.ie 

Bainbridge, Dr Emma 5771 Research Registrar emma.bainbridge@nuigalway.ie 

Burke, Dr Amanda 548922 Clinical Lecturer amanda.burke@hse.ie 

Cannon, Dr Dara 5692 Co Direct of Clinical Neuro Imaging dara.cannon@nuigalway.ie 

Carney, Dr Philip A. 3555 Dean Emeritus pa.carney@nuigalway.ie 

Conlon, Louise 3555 Lecturer in Communication Skills louise.conlon@nuigalway.ie 

Fannon, Mrs Marian 3555 Administrative Assistant 3 marian.fannon@nuigalway.ie 

Hallahan, Brian 3555 Honorary Research Fellow brian.hallahan@nuigalway.ie 

Lally, Dr John 5771 Lecturer John.lally@nuigalway.ie 

Langan, Camilla 3555 Honorary Research Fellow camilla.langan@nuigalway.ie 

McDonald, Prof. Colm 3556 Established Professor colm.mcdonald@nuigalway.ie 

MacFarlane, Dr John 3555 Honorary Clinical Fellow john..macfarland@nuigalway.ie 

McInerney, Dr Shane 5771 Honorary Clinical Fellow shane.mcinerney@nuigalway.ie 

Mannion, Dr Laura 87-4072 Clinical Lecturer laura.mannion@hse.ie 

Meehan, Dr Karena 87-2978 Clinical Lecturer karena.meehan@hse.ie 

O’Sullivan, Sheila 87-4452 Clinical Lecturer sheila.osullivan@hse.ie 

Scanlon, Dr Cathy 5465 Lecturer in Neuro Imaging cathy.scanlon@nuigalway.ie 

Walsh, Dr Elizabeth 87-2400 Clinical Lecturer elizabeth.walsh@nuigalway.ie 

Radiology (Raideolaíocht) 


Name 

Phone Title 


(Ainm) 



Bergin, Dr Diane 87-2626 Clinical Lecturer diane.bergin@hse.ie 

Bruzzi, Dr John 87-4285 Clinical Lecturer john.bruzzi@hse.ie 

Davidson, Dr Ian Robert 87-4340 Clinical Lecturer ian.davidson@hse.ie 

20

Drury, Ms Mary 87-4653 Administrative Assistant 1 mary.drury@nuigalway.ie 

Ennis, Dr Rachel 87-4491 Clinical Lecturer rachel.ennis@nuigalway.ie 

Lohan, Dr Derek 87-4491 Clinical Lecturer derek.lohan@nuigalway.ie 

McCarthy, Prof. Peter 87-4653 Established Professor peter.mccarthy@nuigalway.ie 

McLoughlin, Dr Ray 87-4313 Clinical Lecturer raymond.mcloughlin@hse.ie 

Murphy, Dr Joseph 87-2193 Clinical Lecturer joseph.murphy@hse.ie 

O’Connell, Dr Anna 87-4491 Clinical Lecturer annamarie.oconnell@hse.ie 

O’Keeffe, Dr David 87-4341 Clinical Lecturer david.okeeffe@hse.ie 

O’Sullivan, Dr Gerard 87-2356 Clinical Lecturer gerard.osullivan@hse.ie 

Roche, Dr Clare 87-4491 Clinical Lecturer clare.roche@hse.ie 

Walsh, Dr Sinead 87-4491 Clinical Lecturer sineadmary.walsh@hse.ie 

Surgery (Máinliacht) 


Name 

Phone Title 

(Ainm) 




Binchy, Mr James 87-2766 Clinical Lecturer james.binchy@hse.ie 

Clarke, Ms Grace 87-4203 Administrative Assistant 3 grace.clarke@nuigalway.ie 

Corcoran, Mr Michael 87-4297 Senior Lecturer michael.corcoran@hse.ie 

Courtney, Mr Donal F. 87-4300 Senior Lecturer dfcourtney@eircom.net 

Curran, Ms Catherine 87-4202 Senior Technician catherine.curran@nuigalway.ie 

DaCosta, Mr Mark 87-2896 Clinical Lecturer mark.dacosta@hse.ie 

Devitt, Dr Dara 87-4203 Lecturer (Fixed Term) dara.devitt@hse.ie 

Dwyer, Dr Roisin 87-4637 Senior Research Fellow roisin.dwyer@nuigalway.ie 

Healy, Dr Nuala 5635 Clinical Tutor nuala.healy@nuigalway.ie 

Hennessy, Ms Emer 87-4202 Senior Technical Officer emer.hennessy@nuigalway.ie 

Hussey, Mr Alan 87-2377 Clinical Lecturer alan.hussey@hse.ie 

Joyce, Dr Myles 87-4203 Consultant Surgeon myles.joyce@hse.ie 

Kearney, Mr David 5635 Clinical Tutor 

Kelly, Mr Jack 87-2377 Honorary Senior Lecturer jack.kelly@hse.ie 

Kennedy, Mr Kieran 5635 

Lecturer in Clinical Methods and 

Medical Education 

kieran.m.kennedy@gmail.com 

Kerin, Prof. Michael 87-4203 Established Professor michael.kerin@nuigalway.ie 

Malone, Ms Carmel 87-5634 Senior Lecturer carmel.malone@nuigalway.ie 

Martin, Mr Anthony 87-4556 Clinical Lecturer aj.martin@hse.ie 

McAnena, Prof Oliver J. 87-4300 Clinical Lecturer oliver.mcanena@hse.ie 

McLaughlin, Mr Ray Clinical Lecturer raymond.mclaughlin@hse.ie 

Miller, Dr Nicola 87-5637 Senior Research Fellow nicola.miller@nuigalway.ie 

21

Nugent, Dr Mary 5635 Lecturer in Clinical Methods nugentmary@gmail.com 

O’Donnell, Mr John 87-4556 Clinical Lecturer johnj.odonnell@hse.ie 

Quill, Mr Denis 87-4207 Senior Lecturer denis.quill@hse.ie 

Regan, Mr Mark 87-2406 Clinical Lecturer mark.regan@hse.ie 

Regan, Mr Padraic 87-4714 Clinical Lecturer paraic.regan@hse.ie 

Sultan, Mr Sherif 87-2376 Clinical Lecturer sherif.sultan@hse.ie 

Sweeney, Mr Karl 580600 Clinical Lecturer karl.sweeney@hse.ie 

Tawfick, Mr Wael 87-4203 Clinical Lecturer wael.tawfick@hse.ie 

Tubassam, Dr Muhammad 87-2535 Lecturer (Fixed Term) 

msatubassam68@hotmail.com 

Walsh, Mr Killian 87-4861 Clinical Lecturer killian.walsh@hse.ie 

National Centre for Biomedical Engineering Science (An tIonad Náisiúnta um Eolaíocht 

Innealtóireachta Bithleighis 

Location: Orbsen Building 

Name 

(Ainm) 

Phone 

(Fón) 

Title 

(Teideal) 



Barry, Prof. Frank 5108 Director frank.barry@nuigalway.ie 

Brennan, Mr William 3808 Senior Technical Officer william.brennan@nuigalway.ie 

Connolly, Mr David 5208 Senior Technical Officer david.connolly@nuigalway.ie 

Fitzgerald, Dr Una 5045 Lecturer una.fitzgerald@nuigalway.ie 

Giblin, Mr Robert 5303 Logistics Manager robert.giblin@nuigalway.ie 

Harhen, Mr Brendan 2479 Senior Technical Officer brendan.harhen@nuigalway.ie 

Joshi, Prof. Lokesh 5768 Associate Professor lokesh.joshi@nuigalway.ie 

Moloney, Ms Gerardine 2922 Administrative Assistant 4 gerardine.moloney@nuigalway.ie 

O’Connell, Mr Enda 5073 Senior Technical Officer enda.oconnell@nuigalway.ie 

O’Doherty, Aideen 3918 MMI Project Manager aideen.odoherty@nuigalway.ie 

Rochev, Dr Yury 2806 Lecturer yury.rochev@nuigalway.ie 

Santocanale, Prof. C. 5174 Professor corrado.santocanale@nuigalway.ie 

Timmins, Dr Éadaoin 3918 Senior Technical Officer eadaoin.timmins@nuigalway.ie 

Zwacka, Dr Ralf 5323 Lecturer ralf.zwacka@nuigalway.ie 

School of Nursing & Midwifery Studies(An Scoil Altranais agus Chnáimhseachais) 


Name 

(Ainm) 

Phone 

(Fón) 

Title 

(Teideal) 



Bradley, Dr. Stephen 3818 Fixed Term Lecturer Stephen.bradley@nuigalway.ie 

Brennan, Ms Miriam 3651 Lecturer brennanm@nuigalway.ie 

Burke, Ms Eimear 5352 Applied Teacher e.burke@nuigalway.ie 

Byrne, Ms Evelyn 3686 University Teacher evelyn.byrne@nuigalway.ie 

Casey, Dr Dympna 3652 Senior Lecturer dympna.casey@nuigalway.ie 

22

Connolly, Ms Sheena 2507 Administrative Assistant 2 shena.connolly@nuigalway.ie 

Condon, Ms Helena 3432 Administrative Assistant 2 helena.condon@nuigalway.ie 

Conway, Ms Yvonne 2926 Lecturer yvonne.conway@nuigalway.ie 

Cooney, Dr Adeline 3580 Senior Lecturer adeline.cooney@nuigalway.ie 

Burke, Ms Carol 3741 Administrative Assistant 3 carol.burke@nuigalway.ie 

Dempsey, Ms Laura 5353 Lecturer laura.dempsey@nuigalway.ie 

Devane, Dr Declan 5828 Senior Lecturer declan.devane@nuigalway.ie 

Dowling, Dr Maura 3833 Lecturer maura.dowling@nuigalway.ie 

Fabby, Carole Fixed Term Lecturer carolefabby@gmail.com 

Farrelly, Ms Frances 2828 Lecturer frances.farrelly@nuigalway.ie 

Folan, Margaret Fixed Term Lecturer margaret.b.folan@nuigalway.ie 

Gannon, Ms Mary 5843 Fixed Term Lecturer mary.gannon@nuigalway.ie 

Geraghty, Catherine 4047 Administrative Assistant 2 catherine.geraghty@nuigalway.ie 

Hahessy, Ms Sinead 2012 Lecturer sineadhahessy@nuigalway.ie 

Houghton, Dr Catherine 5274 Lecturer catherine.houghton@nuigalway.ie e 

Hunter, Mr Andrew 5823 Lecturer andrew.hunter@nuigalway.ie 

Kelly, Ms Marcella 5036 Lecturer marcella.kelly@nuigalway.ie 

Quinn, Claire 

Fixed Term Lecturer claire.quinn@nuigalway.ie 

) 

McCarthy, Mr. Bernard 3817 Lecturer bernard.mccarthy@nuigalway.ie 

McGreevy, Ms Deirdre 3740 Administrative Assitant 2 deirdre.mcgreevy@nuigalway.ie 

McNicholas, Ms Miriam 2018 Allocations Officer miriam.mcnicholas@nuigalway.ie 

Meagher, Ms Catherine 2829 Lecturer catherine.meagher@nuigalway.ie 

Meaney, Ms Teresa 2927 Lecturer teresa.meaney@nuigalway.ie 

Mee, Ms Lorraine 2830 Lecturer lorraine.mee@nuigalway.ie 

Montgomery, Adrienne 2998 Lecture adrienne.montgomery@nuigalway.ie 

Mooney, Ms Brona 5395 Fixed Term Lecturer brona.mooney@nuigalway.ie 

Murphy, Professor Kathy 3344 

Head of School of Nursing & 

kathy.murphy@nuigalway.ie 

Midwifery 

Noone, Ms Phil 2831 Lecturer phil.noone@nuigalway.ie 

O’Donnell, Della 3816 Administrative Assistant 3 della.odonnell@nuigalway.ie 

O’Hara, Ms Mary 3684 Lecturer mary.ohara@nuigalway.ie 

O’Tuathail, Ms Claire 5314 Lecturer claire.otuathail@nuigalway.ie 

Quinlivan, Mr John 5387 Administrative Assistant 3 john.quinlivan@nuigalway.ie 

Smyth, Ms Siobhan 2832 College Lecturer siobhan.smyth@nuigalway.ie 

Tully, Ms Agnes 2833 College Lecturer agnes.tully@nuigalway.ie 

Ui Chiardha, Ms Toni 3527 Lecturer toni.uichiardha@nuigalway.ie 

Van der Putten, Ms Deirdre 5602 Lecturer deirdre.vanderputten@nuigalway.ie 

23

DISCIPLINES AFFILIATED WITH THE COLLEGE OF MEDICINE, NURSING & HEALTH 

SCIENCES 

School of Psychology(Scoil na Síceolaíochta) 

Location: St Anthonys Friary 

Name 

(Ainm) 

Phone 

(Fón) 

Title 

(Teideal) 



Bogue, Dr John 5124 Lecturer john.bogue@nuigalway.ie 

Byrne, Dr Molly 5182 Lecturer molly.byrne@nuigalway.ie 

Curtis, Dr Ruth 3002 Personal Professor ruth.curtis@nuigalway.ie 

Donoghue, Ms Nuala 3678 School Administrator nuala.donoghue@nuigalway.ie 

Elliott, Dr Mark 5345 Senior Lecturer mark.elliot@nuigalway.ie 

Glynn, Mrs Briege 2855 

First Arts Psychology Tutor Co- 

briege.glynn@nuigalway.ie 

ordinator 

Greally, Ms Alma 3266 Administrative Assistant 2 alma.greally@nuigalway.ie 

Groarke, Dr AnnMarie 3098 Head of School annmarie.groarke@nuigalway.ie 

Healy, Dr Olive 3457 Lecturer 

Heary, Dr Caroline 5059 Lecturer caroline.heary@nuigalway.ie 

Hogan, Dr Michael 3455 Lecturer michael.hogan@nuigalway.ie 

Hughes, Dr Brian 3568 Lecturer brian.hughes@nuigalway.ie 

James, Prof. Jack 3287 Established Professor j.james@nuigalway.ie 

Jennings, Ms Claudia 3454 Administrative Assistant 3 claudia.jennings@nuigalway.ie 

Keane, Ms Ann Marie 3097 Lecturer annmarie.keane@nuigalway.ie 

Leader, Dr Geraldine 3434 Lecturer geraldine.leader@nuigalway.ie 

Mac Neela, Dr Padraig 5121 Lecturer padraig.macneela@nuigalway.ie 

Lohan, Ms Miriam Administrative Assistant 3 miriam.lohan@nuigalway.ie 

McGuire, Dr Brian 2954 Senior Lecturer brian.mcguire@nuigalway.ie 

Morrison, Dr Todd 5122 Lecturer todd.morrison@nuigalway.ie 

O’Hora, Dr Denis 5126 Lecturer denis.ohora@nuigalway.ie 

Sarma, Dr Kiran 5715 Lecturer kiran.sarma@nuigalway.ie 

Stewart, Dr Ian 3569 Lecturer ian.stewart@nuigalway.ie 

Walsh, Dr Jane 3102 Lecturer jane.hogan@nuigalway.ie 

Biochemistry(Bithcheimic) 

Location: Arts/Science Building 

Name 

(Ainm) 

Phone 

(Fón) 

Title 

(Teideal) 



Byrnes, Dr Lucy 2416 Senior Lecturer lucy.byrnes@nuigalway.ie 

Carty, Dr Michael 2420 Senior Lecturer michael.carty@nuigalway.ie 

Creighton, Dr Peter 3654 University Teacher peter.creighton@nuigalway.ie 

Cullinane, Ms Ann 5890 Administrative Assistant 4 ann. cullinane@nuigalway.ie 

24

Donlon, Dr John 2706 Senior Lecturer john.donlon@nuigalway.ie 

Flaus, Dr Andrew James 5482 College Lecturer andrew.flaus@nuigalway.ie 

Gorman, Dr Adrienne 2417 Lecturer adrienne.gorman@nuigalway.ie 

Griffin, Dr Tadhg 2436 Lecturer (Fixed Term) tadhg.griffin@nuigalway.ie 

Lowndes, Professor Noel 2420* Established Professor noel.lowndes@nuigalway.ie 

Morgan, Dr Pat 2447 Senior Lecturer pat.morgan@nuigalway.ie 

Morrison, Dr Ciaran 2060 SFI Lecturer/Investigator ciaran.morrison@nuigalway.ie 

Nasheuer, Dr Heniz-Peter 2430 Senior Lecturer h.nasheuer@nuigalway.ie 

Nolan, Ms Geraldine 3645 Lecturer (Fixed Term) geraldine.nolan@nuigalway.ie 

O’Connor, Dr Lynn 3637 Lecturer (Fixed Term) lynn.oconnor@nuigalway.ie 

Samali, Dr Afshin 2440 Personal Professor afshin.samali@nuigalway.ie 

Sullivan, Prof. Kevin Professor of Cell Biology kevin.sullivan@nuigalway.ie 

Tuohy, Dr Maria 2439 College Lecturer maria.tuohy@nuigalway.ie 

Botany(Luibheolaíocht) 

Location: Arus De Brun/Martin Ryan Institute 

Name 

(Ainm) 

Phone 

(Fón) 

Title 

(Teideal) 



Govier, Dr Robin 2340 Adjunct Lecturer robin.govier@nuigalway.ie 

Mhic Dhonncha, Ms Síle 2340 Administrative Assistant 2 botany@seaweed.nuigalway.ie 

Morgan, Dr Gerry 3615 Senior Lecturer gerry.morgan@nuigalway.ie 

O’Connell, Prof. Michael 2338 Personal Professor michael.oconnell@nuigalway.ie 

Popper, Dr Zoe 5431 Contract Lecturer zoe.popper@nuigalway.ie 

Sheehy Skeffington,Dr M 2682 Lecturer micheline.sheehy@nuigalway.ie 

Stengel, Dr Dagmar 3192 Lecturer dagmar.stengel@nuigalway.ie 

Microbiology(Micribhitheolaíocht) 

Location: Arts Science Building 

Name 

Phone Title 


(Ainm) 



Barry, Dr Thomas 3189 Lecturer thomas.barry@nuigalway.ie 

Boyd, Dr Aoife 2404 Lecturer aoife.boyd@nuigalway.ie 

Carroll, Dr Cyril 2277 Senior Lecturer cyril.carroll@nuigalway.ie 

Collins, Dr Gavin 2390 Lecturer (Fixed Term) gavin.collins@nuigalway.ie 

Fleming, Dr Gerard 3562 Lecturer ger.fleming@nuigalway.ie 

Gormally, Dr Michael J. 3334 Senior Lecturer michael.gormally@nuigalway.ie 

Hogan, Dr Edward 3003 Adjunct Professor edward.hogan@nuigalway.ie 

Moran, Prof. Anthony 3163 Personal Professor anthony.moran@nuigalway.ie 

O’Connell, Caroline 2294 Administrative Assistant 2 caroline.oconnell@nuigalway.ie 

O ’Bryne, Dr Conor 3957 Lecturer conor.obyrne@nuigalway.ie 

25

O’Flaherty, Prof. Vincent 3734 Established Professor vincent.oflaherty@nuigalway.ie 

O’Leary, Dr Aoife 3163 Lecturer (Fixed Term) aoife.oleary@nuigalway.ie 

Patching, Prof. John 2398 Personal Professor john.patching@nuigalway.ie 

Smith, Prof. Peter 2370 Personal Professor peter.smith@nuigalway.ie 

Trayers-Lynagh, Ms Angela 2081 Administrative Assistant 2 angela.trayerslynagh@nuigalway.ie 

Wall, Dr Gerard 5808 Senior Lecturer gerard.wall@nuigalway.ie 

School of Chemistry(Scoil na Ceimice) 


Name 

(Ainm) 

Phone 

(Fón) 

Title 

(Teideal) 



Aldabbagh, Dr Fawaz 3120 College Lecturer fawaz.aldabbagh@nuigalway.ie 

Buckley, Ms Judy 2459 Administrative Assistant 2 judy.buckley@nuigalway.ie 

Carroll, Dr William 2452 Senior Lecturer william.carroll@nuigalway.ie 

Crowley, Dr Peter 2480 Lecturer peter.crowley@nuigalway.ie 

Curran, Dr Henry 2460 Lecturer henry.curran@nuigalway.ie 

Erxleben, Dr Andrea 2483 Lecturer andrea.erxleben@nuigalway.ie 

Geraghty, Dr Niall W.A. 2474 Senior Lecturer niall.geraghty@nuigalway.ie 

Higgins, Dr Timothy 2464 Senior Lecturer tim.higgins@nuigalway.ie 

Jones, Dr, Leigh 3462 Lecturer leigh.jones@nuigalway.ie 

Kelly, Ms Karen 2460 Administrative Assistant 3 karen.kelly@nuigalway.ie 

Leech, Dr Donal 3563 Lecturer donal.leech@nuigalway.ie 

Murphy, Prof. Paul 2465 Established Professor paul.v.murphy@nuigalway.ie 

O’Leary, Patrick F 2476 Lecturer patrick.oleary@nuigalway.ie 

Power, Dr Nicholas 2765 Lecturer nicolas.power@nuigalway.ie 

Ryder, Dr Alan 3451 Senior Lecturer alan.ryder@nuigalway.ie 

School of Physics(Scoil na Fisice) 


Name 

(Ainm) 

Phone 

(Fón) 

Title 

(Teideal) 



Berresheim, Dr Harald 5705 Senior Lecturer herald.berresheim@nuigalway.ie 

Butler, Dr Ray 3788 Lecturer ray.butler@nuigalway.ie 

Byrne, Dr Miriam 3394 College Lecturer miriam.byrne@physics.nuigalway.ie 

Coggins, Dr Marie 5056 Lecturer marie.coggins@nuigalway.ie 

Dainty, Prof. Christopher 2826 Professor of Applied Physics c.dainty@nuigalway.ie 

Devaney, Dr Nicholas Lecturer nicholas.devaney@nuigalway.ie 

Foley, Dr Mark 5383 Lecturer mark.foley@nuigalway.ie 

Gillanders, Dr Gary 2529 College Lecturer gary.gillanders@nuigalway.ie 

Glynn, Professor Thomas J. 2516 Prof. of Experimental Physics thomas.glynn@nuigalway.ie 

26

Goncharov, Dr Alexander 5191 Lecturer alexander.goncharov@nuigalway.ie 

Jennings, Prof. Stephen G. 2704 Personal Professor gerard.jennings@nuigalway.ie 

Lang, Dr Mark 3241 Head of School mark.lang@nuigalway.ie 

Mahoney, Ms Tess 2490 Administrative Assistant 3 tess.mahoney@nuigalway.ie 

Morgan, Dr Gerry 2520 Senior Lecturer dean.science@nuigalway.ie 

O’Connor, Dr Gerard 2513 Senior Lecturer gerard.oconnor@nuigalway.ie 

O’Dowd, Prof. Colin 2490 Personal Professor colin.odowd@nuigalway.ie 

Redfern, Prof. Michael 2717 Personal Professor redfern@physics.nuigalway.ie 

Redman, Dr Matthew Lecturer matt.redman@nuigalway.ie 

Shearer, Dr Andrew 3114 Senior Lecturer andy.shearer@nuigalway.ie 

Sherlock, Dr Richard 2811 Lecturer richard.sherlock@nuigalway.ie 

Ward, Dr Brian 3029 Lecturer brian.ward@nuigalway.ie 

27

SECTION A 

UNDERGRADUATE PROGRAMMES 

29


General regulations for the Undergraduate Degrees in Health Sciences (NFQ 

Level 8 Ref; www.nfq.ie) 

EXPLANATORY NOTE 

The Undergraduate Degree Programmes of the School of Health Sciences at NUI 

Galway are four-year Honours Degrees, which award the Bachelor of Science in 

one of the following specialisms: Occupational Therapy, Podiatry, Speech and 

Language Therapy. 

Regulations may be altered periodically. The regulations applying to students are 

generally those which applied to their programme at the time in which they 

commenced their studies, unless otherwise specified in the General Regulations 

hereunder. 

These Regulations form a total, individual clauses may be conditioned or varied by 

the provision of other clauses and cannot be applied in isolation. 

The Regulations may also be supported by, or refer to other publications such as 

the University Undergraduate Prospectus (available on request or by following 

on-line links for Future Students from 

http://www.nuigalway.ie:84/undergrad/request_prospectus.php), and the General 

Calendar of the University. 

I. Entry to the Degree is limited and is based competitively on the results of the 

Irish Leaving Certificate examination or its equivalent. The minimum requirement 

is matriculation, as set out in the Undergraduate Prospectus. [Refer Matriculation 

requirements and Additional Requirements in the University Undergraduate 

Prospectus]. Requirements arising where the results being presented are from any 

examination other than the Irish Leaving Certificate are also set out in the 

Prospectus. 

Note: 

The competitive cut-off may be significantly higher than the Matriculation 

standard. All Applications are processed through the Central Applications Office 

(www.cao.ie). 

II. Candidates who do not meet the Ordinary Matriculation Requirements as set 

out in I above, may matriculate on grounds of Mature Years [refer Matriculation 

on Mature Years in the University Undergraduate Prospectus]. 

Note: All Applications are processed through the Central Applications 

Office (refer to www.cao.ie) 

III. Before entering the Degree programme every student must furnish Garda 

Clearance. This is organised through the School Office on entering the University. 

Failure to obtain clearance may result in the student being unable to access practice 

education placements which are a requirement of the programme. 

30

IV. The School of Health Sciences strongly recommends that students obtain the 

appropriate vaccinations (details available in programme handbooks). Placement 

providers stipulate that students must have the appropriate vaccinations before 

undertaking placements at their site. If students cannot provide evidence of 

vaccinations, placements may be refused. 

V. Registration is carried out by the University. Students must be registered in 

their Degree programme not later than fifteen days after the commencement of 

Programmes. 

VI. To obtain the degrees of B.Sc. in the selected Specialism as set out in the 

Explanatory Note (above); 

(a) Students must pursue programmes of Study extending over a period of not less 

than four Academic Years and must pass the various Examinations prescribed 

below, meeting the requirements as set out elsewhere in these Regulations, in the 

Marks and Standards of the College and in Student Handbooks where necessary. 

(b) The Examinations are as follows: 

(1) The First University Examination in their programme. 

(2) The Second University Examinations in their programme. 

(3) The Third University Examination in their programme. 

(4) The Fourth University Examination, being the Final Examination in 

their programme. 

Note: 

(i) The duration of the programme cannot be shortened; no part 

of the Final Examination may be taken before the end of 8 

Semesters of professional education. 

(ii) There is a time-limit on the completion of the degree; while a 

student who fails their yearly examination in a particular year 

has the right to re-sit that/those examination(s) the following 

year [refer par. VII - X below], the total time allowed for the 

successful completion of the four University Examinations is 6 

years or 12 semesters in total. 

VII. The First University Examination must be passed completely before a student 

can proceed to the Second Year. 

(a) To enter this Examination, the student must have satisfied the attendance 

requirements on the First Year Programme as outlined in the student handbooks, 

including completion of all coursework. Exceptions may only be permitted by the 

Head of School where it is recommended by the programme on professionally 

verified grounds of student ill-health, close family bereavement or of significant 

personal difficulties. 

(b) The Examination will be held during the Summer Examination session with 

repeat examinations, if necessary, held in the Autumn Examination session. 

(c) Failure of the Examination in full or in part at the repeat examination will 

require the student to re-attend the First Year programme and re-sit the 

Examination in the following year. 

31

(d) The First Year examination must be completed within two years of entering 

First Year, extensions may not be given as this will breach the overall time-limit 

for completing the programme as set out in Par. VI above. 

VIII. The Second University Examination must be passed completely before a 

student can proceed to the Third Year. 


requirements on the Second Year Programme, including completion of all 

coursework. Exceptions may only be permitted by the Head of School where it is 

recommended by the programme on professionally verified grounds of student illhealth, 

close family bereavement or of significant personal difficulties. 




require the student to re-attend the Second Year programme and re-sit the 

Examination in the following year, provided that this will not breach the overall 

time-limit as set out in Par VI above. In such a case the student will be unable to 

continue. 

(d) The Second Year examination must be completed within two years of entering 

Second Year, extensions may not be given as this will breach the overall time-limit 


IX. The Third University Examination must be passed completely before a student 

can proceed to the Fourth Year. 


requirements on the Third Year Programme, including completion of all 

coursework. Exceptions may only be permitted by the Head of School where this 

is recommended by the programme on professionally verified grounds of student 

ill-health, close family bereavement or of significant personal difficulties. 




require the student to re-attend the Third Year programme and re-sit the 


time-limit as set out in Par. VI above. In such a case the student will be unable to 

continue. 

(d) The Third Year examination must be completed within two years of entering 

Third Year, extensions may not be given as this will breach the overall time-limit 


X. The Fourth and Final University Examination must be passed completely before 

a student can be awarded the B.Sc. Degree 


requirements on the Final Year Programme, including completion of all 

coursework. Exceptions may only be permitted by the Head of School where this 

is recommended by the programme on professionally verified grounds of student 

ill-health, close family bereavement or of significant personal difficulties. 

32

(b) The Examination will be held during the Summer examination session with 

repeat examinations, if necessary, held in the Autumn examination session. 


require the student to re-attend the Final Year programme and re-sit the 


time-limit as set out in Par. VI above. In such a case the student will be unable to 

complete the degree. 

(d) The Final Year examination must be completed within two years of entering 

Final Year, extensions may not be given as this will breach the overall time for 

completing the programme as set out in Par. VI above. 

XI (a) The Award of the B.Sc. Degree will require successful completion of all 

years of the Undergraduate Programme as set out in Rules V to X (inclusive) 

above. 

(b) The calculation of the overall degree results awarded, including the calculation 

of Honours (if any), will be based on the proportion of the overall marks attained 

across the years of the programme as set-out in the Marks and Standards and 

recorded in the student handbook for each programme: 

XII. Any student failing to pass the Examination indicated in Rules VI, to XI 

(inclusive) above within the specified intervals will be ineligible to proceed further 

with his/her studies. Exemptions to this rule will be granted by the Academic 

Council, on the recommendation of the College of Medicine, Nursing and Health 

Sciences, only for very serious reasons. 

XIII. Re-attendance may be required from any student whose attendance is 

considered to have been unsatisfactory, or who has not attained a sufficient 

standard of knowledge as judged by examination or progressive assessment. 

Satisfactory attendance is generally regarded as attendance and participation in not 

less than 75% of the taught sessions provided. Students who have not achieved 

satisfactory attendance may be refused admission to examinations. 

XIV. Given that these programmes award a professional qualification and lead to 

professional registration, there are specific requirements for the completion of 

clinical education and training components of the programme, which include also a 

prescription on the number of opportunities allowed to repeat /re-sit these 

components. In some cases, these are determined by the professional bodies (refer 

to each programme handbook for more specific rules which apply in each Therapy 

specialism). When students have not successfully completed these clinical 

components of their degree programme, in total or in part, including their practice 

education, clinical theory, or other such components as are required, and have 

exhausted all repeat /re-sit options for so doing, they are not eligible for the award 

of the B.Sc. in their designated Therapy specialism, but may, subject to the 

decision of the Head of School on the recommendation of the programme, transfer 

to complete the non-clinical degree, - the B.Sc. (Health Studies) as outlined in the 

Paragraph XV below. 

33

XV. Students who are rendered ineligible for the award of the B.Sc. in their 

designated Therapy specialism by the provisions of Paragraph XIV above,, may be 

offered the option of transferring to complete the non-clinical award of the B.Sc. 

(Health Studies). This programme, also an Honours (NFQ level 8 award) will 

include all of the modules of the BSc in their original Therapy specialism except 

the practice placement, and or clinical/practice education modules. These will be 

substituted by independent study module(s) in years 3 and 4 which will constitute a 

non-clinical degree route. In the independent study module(s) students will be 

required to demonstrate independent and critical thinking through appropriate 

assignment(s). Students may be transferred either in their Third Year or their Final 

Year as may be deemed appropriate. The decision to transfer must be approved by 

the Head of School on the recommendation of the programme, only in the 

circumstances described in Paragraph XIV above. 

34

BACHELOR OF SCIENCE IN OCCUPATIONAL THERAPY 

(B.SC. IN OCCUPATIONAL THERAPY) 

Refer to General regulations for the Undergraduate Degree in the Clinical 

Therapies (NFQ Level 8 Ref: www.nfq.ie) 

Occupational Therapy is the treatment of people with physical and psychiatric 

illness or disability through specifically selected occupation for the purpose of 

enabling individuals to reach their maximum level of function and independence in 

all aspects of life. The occupational therapist assesses the physical, psychological 

and social functions of the individual, identifies areas of dysfunction and involves 

the individual in a structured programme of occupation to overcome disability. 

The occupations selected relate to the consumer’s personal, social, cultural and 

economic needs include the environmental factors which govern his/her lifestyle. 

AIMS OF THE PROGRAMME 

• To prepare students to successfully meet the professional requirements of the 

Association of Occupational Therapists in Ireland (AOTI) on behalf of the 

World Federation of Occupational Therapists. 

• To prepare students to work effectively as occupational therapists in current 

and changing health care contexts and environments. 

• To produce competent occupational therapists whose practice reflects a regard 

for the rights, needs and expectations of individual clients. 

• To produce graduate occupational therapists who are reflective evidence 

based practitioners. 

• To enable students to develop a scholarly approach towards the practice of 

occupational therapy. 

• To facilitate the education of therapists who are ethical practitioners, 

analytical thinkers and effective communicators. 

OBJECTIVES OF THE PROGRAMME 

The student will: 

• Achieve an understanding of the concept of occupational performance and its 

application in the practice of occupational therapy; 

• Develop clinical reasoning skills which promote the appropriate selection of 

assessment methods and treatment programmes for client types commonly 

treated by occupational therapists; 

• Understand the central role of occupation in occupational therapy; 

• Demonstrate an understanding of research principles and methods in 

promoting evidence based practice; 

• Read professional and scientific literature critically and use the results; 

• Select, develop and present ideas in an acceptable academic manner; 

• Be able to select appropriate models of practice for therapeutic intervention in 

a variety of practice settings; 

• Recognise the right of clients to participate in decision making about their 

therapy; 

35

• Know the structure and functions of major government departments and other 

organisations relevant to the work of occupational therapists. 

PROGRAMME CONTENT 

This is a full-time undergraduate programme extending over four years or eight 

academic semesters. The course explores how difficulties in relation to physical or 

mental health can affect occupation (i.e. daily activities in relation to areas such as 

self care, work, leisure, play etc.) in all groups of people - children, adolescents, 

adults and older adults. The modules studied in the four years are described briefly 

below. 

YEAR 1 

ANATOMY 

This module introduces students to the fundamental principles of biological 

science and to the basic organisation, form and structure of the human body. 

Students develop knowledge and understanding of the structure and functional 

aspects of the musculoskeletal system of the body and support knowledge in 

Physiology. An understanding of the musculoskeletal system forms part of the 

knowledge required to understand the performance components (motor/sensory, 

cognitive and affective) of occupation. 

HUMAN BODY FUNCTION 

This course covers the physiology of the major body systems with the exception of 

the central nervous system which will be addressed in Year 2. Students develop 

knowledge and understanding of the physiological processes in the body 

associated with a normal, healthy, functional state. It is designed to underpin 

subsequent development of modules related to Occupational Therapy practice. 

PSYCHOLOGY 

This module introduces students to areas of psychology relevant to their 

professional activities. The main areas covered are Social Psychology, Clinical 

Abnormal and Forensic Psychology, Developmental Psychology and Cognitive 

Psychology. The module helps to underpin some of the material encountered in 

Occupational Therapy modules. 

EXPLORATION OF OCCUPATION 

This module is aimed at enabling the students to develop an understanding of 

themselves as occupational beings. Students will be introduced to the way in 

which occupation is conceptualised within occupational therapy and will learn how 

to conduct an occupational analysis. Students will also learn about roles, habit and 

routines and explore the nature of occupation and form. 

ENABLING OCCUPATION - MENTAL HEALTH 

This module will provide the students with some of the knowledge, understanding 

and skills needed to work as an occupational therapist in a mental health setting. 

The lectures focus on the aetiology, course, prognosis and management of various 

mental health conditions. The seminars and workshops will introduce and expand 

on the occupational therapy role, with emphasis on enabling people with mental 

health problems to engage in occupation. 

36

ENABLING OCCUPATION - PHYSICAL DISABILITY 

Students will be introduced to a variety of clinical conditions commonly 

encountered by occupational therapists in practice. Case studies used in seminars 

and workshops will be organised using the format of an occupational therapy 

model. Case studies will also reflect culture and gender diversity. Students will 

have the opportunity to develop skills, knowledge and understanding with regard 

to treatment approaches used in practice. 

FUNDAMENTALS OF OCCUPATIONAL THERAPY I 

This module is the first in a series of modules which will run throughout the four 

years and underpin the study of occupational therapy. In this module students will 

begin to develop a thorough understanding of occupational therapy identity. They 

will learn the history of the profession both nationally and internationally and will 

understand the occupational therapy process. They will reflect on client-centered 

practice and on outcomes for intervention and will also study the code of ethics via 

the discussion of ethical dilemmas and will discuss the various intervention 

methods of occupational therapists. 

GROUPWORK AND PROFESSIONAL SKILLS 

This module prepares students to engage patients/clients through a range of 

seminars and workshops designed to develop professional skills in dyadic and 

group situations. Students learn the principles of effective communication and 

effective teamwork and in addition to this; this module aims to encourage students 

reflection on their personal and professional development. 

YEAR 2 

NEUROANATOMY 

This module runs concurrently with the module in neurophysiology and includes 

the fundamentals of neuroanatomy and functional neuroanatomy. It will underpin 

several applied occupational therapy modules. An understanding of neuroanatomy 

forms part of the knowledge required to understand the performance components 

(motor/sensory, cognitive and affective) of occupation. 

NEUROPHYSIOLOGY 

This module runs concurrently with the module in neuroanatomy and includes the 

fundamentals of neurophysiology. It will underpin several applied occupational 

therapy modules. An understanding of neurophysiology forms part of the 

knowledge required to understand the performance components (motor/sensory, 

cognitive and affective) of occupation. 

HEALTH PSYCHOLOGY 

This module provides students with an introduction to health psychology. 

Students are introduced to the main areas of sickness and health and application of 

psychological theories to the prevention of ill health and the promotion of health 

across the lifespan. 

37

ENABLING OCCUPATION – PAEDIATRICS 

This module introduces students to the knowledge and skills necessary to work 

effectively with children and adolescents with physical or intellectual disability or 

mental health problems. 

ENABLING OCCUPATION - ADULTS AND CHILDREN WITH 

INTELLECTUAL DISABILITY 

In this module, students become familiar with the specific issues and needs of 

adults with intellectual disability. This is a growing population and in this module 

issues such as advocacy, ageing, personal relationships and culture will be 

explored. 

FUNDAMENTALS OF OCCUPATIONAL THERAPY II 

This module is the second in the series. Here, students explore client narratives 

and professional behaviour and reasoning, the therapeutic relationship, 

interdisciplinary teams and managing conflict. There are also sessions aimed at 

preparing students for practice education placement. 

PRACTICE EDUCATION 

These two eight week placements provide students with an opportunity to 

experience the delivery of occupational therapy services in the field. Students will 

be supervised by a named qualified occupational therapist. An individual learning 

contract will be negotiated and agreed between the student and supervisor and will 

guide students learning on placement. Tutorials may be provided by practice 

educators and a minimum of one hour per week of formal supervision will be 

provided. Informal feedback will be given regularly. 

YEAR 3 

SOCIAL POLICY 

This module examines the legislation and policy which underpins practice 

including the knowledge of employment and equality of opportunity. 

EVIDENCE BASED PRACTICE 

In this module, students learn to explore and appraise critically the best available 

clinical evidence from systematic research and to apply and integrate this into 

clinical practice. Students are required to make use of evidence to guide 

professional judgement about the effectiveness of specific interventions for 

individual clients. 

STANDARDISED TESTING 

With increasing need for evidence, audit and clinical effectiveness, quantifiable 

measures of effectiveness are essential. In order to engage in and develop 

evidence based practice, occupational therapists need to be familiar with and 

competent in administering, scoring and interpreting the results of standardised 

tests. This module introduces the students to a range of standardised assessments 

used in Occupational Therapy and links with the module of evidence based 

practice. 

38

ENABLING OCCUPATION – COMMUNITY 

In this module, students explore the policies and trends for care in the community 

and implications for Occupational Therapy practice. The diversity of service users 

within the community is a key theme and will include all ages, cultures and 

conditions e.g. primary care, health promotion, equipment provision, community 

mental health etc. This module enables students to develop the knowledge and 

skills to work with individuals and groups in the community. 

ENABLING OCCUPATION - OLDER ADULTS 

This module prepares the student to work with older adults (>65 years) and 

considers the complexity of the interrelationships between normal aging, role 

change and pathology and the subsequent effect on occupational functioning. 

RESEARCH METHODS 

This module introduces the student to methods of scientific enquiry focusing on 

research and design. Both quantitative and qualitative methodologies will be 

introduced and the module includes both theoretical aspects and practical skills 

such as data analysis and statistics. 

EMERGING AREAS OF PRACTICE 

Using Service Learning, this module provides students with the opportunity to 

work in collaboration with community organisations to develop and implement 

occupational therapy programs which meet identified occupational therapy need(s) 

of the organisation. Students engage in a minimum of 120 hours of community 

based learning, during which they design, implement and evaluate an occupational 

therapy program under supervision from academic staff. 

FUNDAMENTALS OF OCCUPATIONAL THERAPY III 

This module is the third in a series of modules. The students have an opportunity 

to debrief and discuss their second year practice education experience and apply 

the case-studies carried out on placement to the modules of practice presented. 

Students will be given an opportunity to develop knowledge, understanding and 

skills regarding models of practice and occupational therapy. 

FUNDAMENTALS OF OCCUPATIONAL THERAPY IV 

This module is the fourth in a series. In this module, students are introduced to the 

concepts and theory of occupational science. They examine the relationship 

between occupation and issues such as health and quality of life. They also 

explore the effects of occupational imbalance, deprivation and alienation and will 

develop knowledge and understanding and skills in the promotion of social justice. 

YEAR 4 


These are the third and fourth year practice education modules each eight weeks 

long and provide further opportunity for students to experience the delivery of 

occupational therapy services in the field. This module may be taken abroad if a 

39

student wishes and if an appropriate venue with an accredited supervisor can be 

identified. Students will be supervised by a named qualified occupational 

therapist. An individual learning contract will be negotiated and agreed between 

the student and supervisor and will guide students learning on placement. In this 

placement it is expected that students will continue to work as effective team 

members but that they will also learn to manage a small caseload and communicate 

effectively with other team members, with parents/clients and carers/relatives in 

this context. 

RESEARCH PROJECT 

This module gives the student the opportunity to plan and conduct an original 

piece of research in a scientific and organised manner under supervision. Project 

guidelines are given to students. Supervision will be given by an academic 

supervisor. Students will write a 10-15,000 word dissertation and give a 

conference presentation. 

MANAGEMENT 

In this module students are introduced to basic management and leadership styles. 

The skills are relevant to their practice as staff grade occupational therapists. 

Current health and social service policies and proposed developments are also 

addressed and the importance of being aware of and acting upon changes in policy 

where appropriate stressed. 

PREPARATION FOR PRACTICE 

This module provides a synthesis and an update of the learning acquired to date. 

Students will review current health care strategies and policies and will learn about 

continuing professional development and draw up curriculum vitae and practice 

interview skills. 

40

BACHELOR OF SCIENCE IN PODIATRY 

B.SC. IN PODIATRY 



Podiatry is a healthcare profession that specialises in the management of disease 

and disorder of the lower limb and foot. The foot is a highly complex structure, 

which can develop problems affecting the overall health and quality of life of the 

patient. Podiatry can significantly improve peoples’ quality of life by promoting 

and maintaining mobility. Podiatrists are educated in diagnosis and in planning and 

implementing interventions for all age groups. Podiatrists work as autonomous 

practitioners demonstrating expertise in assessing, diagnosing and managing lower 

limb and foot related problems. As such, the Podiatrist works in a variety of 

health-care settings including public sector services such as the HSE in primary 

and hospital settings, the commercial and private sectors, in education, research 

and in industry. Podiatrists are an integral part of the health care team augmenting 

the physician and surgeon in treating foot disease and preventing, where possible, 

the onset of foot disease. Podiatrists may work in single-handed practice or as a 

member of the wider multi-disciplinary team working in collaboration with other 

health professionals including nurses, physiotherapists, orthotists and occupational 

therapists. 

PHILOSOPHY AND AIMS OF THE PROGRAMME 

The B.Sc. Podiatry programme is designed to educate and train those who wish to 

pursue a professional career in podiatry, as a health care professional, who 

specialises in the management of disease and disorder of the lower limb and foot. 

The Discipline is committed to providing a comprehensive education for 

podiatrists and the curriculum is based on best available evidence in relation to 

both theory and practice. The course aims to ensure that students achieve the 

academic and practitioner standards as laid out by regulatory and professional 

bodies in Ireland. 

The B.Sc. Podiatry (equivalent to B.Sc. (Hons.) at UK institutions) extends over 

four years or eight academic semesters. The structure of the degree programme 

introduces, in a defined manner, inter-professional learning in both academic and 

clinical modules. It has, as its central focus, the integration of theory with clinical 

practice with opportunities for inter-professional learning with other health care 

professionals. The overall goal of this programme is to prepare competent, 

flexible, accountable practitioners, who are capable of lifelong learning. Preparing 

students to be flexible and self-directed in learning is considered to be a key 

outcome of the degree programme as it is recognised that the current rapid pace of 

change in the health services means the skills of tomorrow will be different from 

those of today. It is therefore fundamental that graduates “learn how to learn”. 

Lifelong learning is a continually supportive process, which stimulates and 

41

empowers individuals to acquire the knowledge, values, skills and understanding 

they will require throughout their lifetime and develop the capacity to apply these 

with confidence. 

The aims of the programme are: 

• To produce graduates that have an ability to apply knowledge and 

understanding of core podiatric theory to underpin podiatric practice and, 

using this knowledge, effectively plan, negotiate and deliver podiatric care 

• To produce graduates, and skilled podiatrists, who possess excellent podiatric 

psychomotor skills for clinical practice 

• To produce graduates who are able to analyse and evaluate the effectiveness 

of their treatment and management strategies 

• To produce graduates of a high calibre who meet the specifications and 

standards of proficiency of professional and regulatory bodies 

• To enable students to develop a range of personal and transferable skills 

commensurate with working effectively in dynamic healthcare environments 

in preparedness for clinical practice 

• To enable students to develop a professional identity and ethos, with 

awareness of the scope and limits of the role of the podiatrist, working with 

and/or referring onto other agencies where appropriate 

• To produce graduates who are able to acknowledge their commitments as a 

professional within clinical governance frameworks and take responsibility 

for their own learning and continuing professional development 

• To ensure graduates appreciate the nature and complexity of organisations and 

policies within which podiatry is delivered 

• To ensure graduates can demonstrate an understanding of evidence based 

practice, and research, and how this may underpin practice and effective 

service delivery 

• To produce graduates who can demonstrate an understanding of ethical, legal 

issues and socio-economic factors that impact on healthcare delivery. 

PROGRAMME STRUCTURE 

The programme is outlined below: 

Year 1 

• Introduction to Clinical Studies 

• Podiatry Theory 1 

• Human Anatomy 

• Human Body Function 

• Professional Development 

• Redefining Health and Wellbeing 

Year 2 

• Clinical Studies 2 


• Introduction to Pharmacology 

42

• Functional Anatomy and Biomechanics 

• Research Methods 1 

• Pathophysiology 

Year 3 


• Medicine and Surgery 

• Pharmacology in Health and Disease 

• Research Methods 2 


• Health Promotion in Podiatry 

Year 4 


• Skills for Practice 

• Working with Vulnerable Adults 

• Footwear and Orthoses 

• Research Dissertation 

• Contemporary Practice 


Central to the curriculum are the clinical studies modules. These modules extend 

throughout the programme building from year one to integrate and articulate with 

the theoretical learning. In the first year the students are introduced to clinical 

protocols, then develop and acquire the essential psychomotor and communication 

skills required for podiatric practice. Various aspects of management planning 

skills are introduced at each stage. Ultimately the students acquire assessment and 

diagnostic skills and increasing competence leads to a comprehensive podiatric 

patient management which requires increasing cognitive and psychomotor skills to 

affect safe and efficient patient care. 

The theoretic components of the programme underpin the clinical podiatric 

management of patients. The framework provides vertical and horizontal 

integration for the subject areas that impact on the practice of podiatry. These 

include physiology, anatomy, pathophysiology, pharmacology, medicine and 

surgery, health promotion and core podiatry. The modules build sequentially with 

the 1st year modules dealing mainly with normal structure and function. This 

allows time to absorb and reflect on normal function and structure prior to 

progressing to abnormal structure and disease states. 

Evidence-Based Practice informs the student of the importance of audit, research 

and evidence based care. Therefore the importance of evidence-based practice will 

be integrated throughout all modules within the curriculum. Students are 

encouraged to develop the necessary skills to understand, critique and apply 

research based evidence in practice. Research approaches and methodologies are 

43

covered within years 2 and 3 of the programme ensuring students receive 

grounding in research methods before they apply this knowledge through their 

dissertation in year 4. 

A variety of approaches to learning and teaching are integrated throughout the 

curriculum including lectures, tutorials, work-shops, seminars and problem-based 

learning. 


Practice education is a process of work based learning which involves a 

partnership between the practice educator and the student in the practice setting. 

All students are required to complete 1,000 hours of practice education 

successfully under the supervision of qualified Podiatrists. Practice education will 

be undertaken each year. The majority of practice education takes place at Merlin 

Park Podiatry Clinic, Merlin Park University Hospital, Galway. This facility 

provides a service to patients with a wide variety of medical and surgical 

conditions, children, sports injuries and patients requiring soft tissue surgery. 

Practice education aims to introduce the students to the culture of the profession. 

It facilitates the development and application of the knowledge, attitudes, values 

and skills needed for the execution of appropriate professional behaviours. It also 

gives the opportunity to practice under supervision, and be assessed on 

professional standards and behaviour, ethical practice and inter professional 

partnership. 

The main aims of practice education are: 

• to integrate theory, practice, ethics and values of podiatry 

• to apply knowledge, professional reasoning and professional behaviour within 

practice 

• to promote professional competence 

• to work as an effective team member 

• to promote professional confidence 

• to provide opportunities for students to integrate theoretical and practical 

learning 

• to facilitate consolidation of student’s previous learning 

ASSESSMENT 

A wide variety of assessment strategies are employed at stages throughout the 

programme in order to cater for a diversity of learning needs. The range and 

diversity of assessments allows the varying strengths of individual students to be 

demonstrated. All assessments throughout the programme are designed to assess 

students’ theoretical knowledge and clinical practical skills to ensure students meet 

the necessary competencies for professional practice. Assessment strategies that 

are employed include clinical practical examinations, continuous assessment and 

end of year examinations. 

44

Pass Standard 

The pass mark is 50% based on the aggregate mark of coursework and 

examination. Unless the Board of Examiners recommends otherwise the 

maximum mark obtainable on a repeat examination is a pass (50%). 

Compensation 

Students may compensate up to 12 ECTS in Biological Sciences I (Human 

Anatomy or Human Body Function) and in Biological Sciences II (Functional 

Anatomy & Biomechanics and Pathophysiology). Compensation shall be 

effective from a mark of 45%. To compensate the candidate must obtain excess 

marks in the other biological science subject. The marks need to be at least double 

the deficiency. Compensation is NOT allowed between different Podiatry 

modules. Compensation is NOT allowed within clinical modules as students 

must demonstrate competency in all aspects of clinical practice. Therefore students 

must pass all elements of clinical modules in order to pass the module overall.For 

instance, if a student fails any part of the clinical module in Semesters 1 & 2, 

compensation is not allowed and they will fail the overall module. 

45

BACHELOR OF SCIENCE IN SPEECH AND LANGUAGE THERAPY 

B.SC. IN SPEECH AND LANGUAGE THERAPY 



Speech and Language Therapy is the health care profession specifically concerned 

with the assessment, diagnosis and management of communication and 

swallowing disorders. Speech and language therapists enable people with 

communication disorders to achieve their maximum potential to communicate. 

Having assessed the individual and established a diagnosis, the speech and 

language therapist plans and implements an intervention programme with the 

client. This may involve direct work with the client or work with the family or 

significant others in the individual’s environment to break down the barriers to 

communication and enable the individual to function as independently as possible 

in his/her environment. Speech and language therapists also have an important 

role in the prevention of communication difficulties through health promotion and 

education programmes. 

Speech and language therapists work closely with other health care professionals 

e.g. doctors, psychologists, occupational therapists, physiotherapists, public health 

nurses, paediatricians, ear nose and throat consultants etc. They also work in 

collaboration with teachers, educational psychologists and resource and learning 

support teachers. 

Speech and language therapists work in a range of settings including: 

• community clinics/health centres 

• hospitals 

• rehabilitation centres 

• child development centres 

• mainstream and special schools 

• language classes 

• day centres 

• people’s homes 

• private practice 

STRUCTURE OF PROGRAMME 

In 2003 the National University of Ireland, Galway (NUI Galway) commenced a 

four year full time undergraduate programme leading to a Bachelor of Science and 

a professional qualification in speech and language therapy. The mission 

statement of Speech and Language Therapy is: 

“To prepare speech and language therapists in training to become competent 

clinicians and independent lifelong learners, by providing a supportive learning 

environment to explore relevant theory and apply it to clinical practice, with an 

emphasis on lived experiences.” 

46

This course currently offers an average of twenty five places for students. This 

programme is firmly centred on the core area of disorders of communication, 

therefore all years contain substantial proportions of time devoted to disorders of 

communication, with the major ancillary disciplines of anatomy, physiology, 

audiology, linguistics and psychology integrated as far as possible at appropriate 

locations. The overall goal of this programme is to prepare competent, flexible, 

accountable practitioners, who are capable of lifelong learning. 

The aims of the programme are: 

• To produce graduates of a high calibre who meet the specifications of the Irish 

Association of Speech and Language Therapists (IASLT). 

• To enable students to gain the knowledge and core theoretical understanding 

of communication and related disorders and their management. 

• To enable students to develop effective interpersonal and clinical skills. 

• To enable students to develop a professional identity and ethos, with 

awareness of the scope and limits of the role of the speech and language 

therapist. 

• To encourage students to be flexible and responsive practitioners, prepared for 

the workplace and changing patterns of service delivery. 

• To provide opportunities for self-monitoring and personal development for the 

formation of reflective practitioners, capable of effective, critical evaluation 

and analysis thereby promoting continuing professional development and 

lifelong learning. 

• To develop practitioners who appreciate their role in contributing to the 

knowledge and understanding of communication, its disorders and their 

management through the application of research to practice. 


Year 1 

Psychology 1 

Human Body Structure 1 

Human Body Function 

Practice Education 1 

Professional Studies 1 

Linguistics 1 

Phonetics & Phonology 

Communication Impairments 1 

Year 2 

Psychology 2 

Neuroanatomy 

Neurophysiology 



Research Methodology 2 

Linguistics 2 

Communication Impairments 2 

47

Year 3 

Psychology 3 




Linguistics 3 

Communication & Swallowing Impairments 

Year 4 




48

THE OVERALL STRUCTURE AND ECTS IN THE NEW CURRICULUM 

Y 

E 

A 

R 

4 

Y 

E 

A 

R 

3 

Y 

E 

A 

R 

2 

Y 

E 

A 

R 

1 

STRAND 1 The Developing Clinician STRAND 2 Human Sciences STRAND 3 

1 Communication & Swallowing 

Psychology 3 

6 

Psychology 2 

6 


Psychology 1 

12 

18 


Neuroanatomy 

6 

12 

Neurophysiology 

6 

Anatomy 

6 

Practice 

Education 2 

6 

Human Body 

Function 

6 


24 


18 


Practice 

Education 1 

6 

12 

Professional 

Studies 1 

6 

Research 

Methodology 3 

6 

Research 

Methodology 2 

6 

Linguistics 1 

6 

Linguistics 3 

6 

Linguistics 2 

6 


18 

Phonetics & Phonology 

12 

Communication & 

Swallowing Impairments 

12 

Communication 

Impairments 2 

12 

Communication 

Impairments 1 

6 

49

PROGRAMME OVERVIEW- An Overview of the Strands, Modules and Aims for each year of the Programme 

Strands in 

Year 1 

1. Developing 

Clinician 

Credits 

for Strand 

12 

2. Human Sciences 24 

3. Communication 

& Swallowing 

Sciences 

Modules within 

the Strand Aims of the Module 

Professional Studies 

1 


Human Body 

Function 

SLTs in training will have the opportunity to begin to develop key knowledge, skills, and 

attitudes for speech and language therapy practice. They will also integrate knowledge, skills 

and experiences from Strands 2 and 3 through provided cases. Students will be introduced to 

the concept of research and evidence based practice in SLT and the focus will be on finding, 

critically appraising and properly citing literature and understanding ethical issues underpinning 

clinical and research practice. They will be introduced to the potential impact of communication 

impairments on quality of life across the lifespan. The service model that will be emphasized is 

universal services. 

To introduce students to observation and reflection as learning and assessment tools. It will 

provide students with opportunities to study infant and child development and to interact with 

children in preschools and with people with disabilities at an appropriate level through 

placements and university-based workshops. 

To introduce students to the fundamental principles of human body function which underpin 

speech and language 

Anatomy To introduce students to the fundamental principles of biological science and basic 

organization, form and structure of human body. It will develop concepts which have particular 

relevance in the understanding of the anatomical basis of speech production. 

Psychology 1 

(Developmental, 

Cognitive and the 

Psychology of 

Learning) 

In Psychology 1: Developmental psychology students are introduced to the main theoretical 

perspectives in developmental psychology with a focus on the lifespan perspective on 

development. 

In Psychology 1: Cognitive psychology SLTs in training are introduced to the theory and 

practice of cognitive psychology, which is an area of psychology that is particularly concerned 

with explaining how we think and how that thinking affects our behaviour. 

In Psychology 1: The Psychology of Learning, theoretical developments in the psychology of 

learning from a behaviour analytic perspective are examined. 

24 Linguistics 1 To introduce SLTs in training to key concepts in linguistics and to the development of 

communication across the lifespan. 

Phonetics and 

Phonology 

Communication 

Impairments 1 

To equip SLTs in training with an understanding of how speech is produced and to provide 

grounding in the descriptive and transcriptional conventions for transcribing speech sounds. To 

provide an overview of the procedures in carrying out a basic phonological analysis and to 

develop listening and transcription skills. 

To introduce SLTs in training to the classifications, types, nature and causes of developmental 

and acquired communication and swallowing impairments. 

Credits for 

Modules 

Contact Hours 

Self-directed & 

Assessment 

Hours 

6 30 120 150 

6 12 138 150 

6 32 118 150 

6 32 118 150 

6 30 120 150 

3 12 63 75 

3 24 51 75 

6 30 120 150 

12 60 240 300 

6 30 120 150 

Totals 60 60 1500 

50 

Total Hours

Strands in 

Year 2 

1. Developing Clinician 24 

2. Human Sciences 18 

3. Communication & 

Swallowing Sciences 

Credits for 

Strand 

18 

Modules within the 

Strand Aims of the Module 

Professional Studies 2 To build on the learning of key knowledge, skills and attitudes underpinning speech and 

language therapy practice from year one. The aim of this module is that students will 

learn about personal and professional practice and key knowledge and skills for the 

identification and management of clients with relatively straight forward communication 

impairments. Students will integrate knowledge, skills and experiences from Strands 2 

and 3 ‘off-line’ through provided cases with guidance and discuss potential impact of 

communication impairments on quality of life across the lifespan. The service model that 

will be emphasized is targeted services. 

Practice Education 2 To orientate students to the professional role of a speech and language therapist. This 

module will introduce SLTs in training to clinical settings and facilitate their active 

participation in the speech and language therapy process. SLTs in training will be 

facilitated to link theory to practice in clinical setting and will begin to work with clients 

with relatively straight forward communication impairments. 

Research Methodology 2 To build on the learning about research methodology from year one. The aim of this 

module is to develop the student’s knowledge of research to enable them to design their 

own research project by posing feasible research questions and setting hypotheses. The 

module introduces students to research methods as a set of multiple systematic strategies 

derived from both the quantitative and qualitative paradigms. SLTs in training will also 

begin to critically appraise published research. 

Neuroanatomy To facilitate understanding of the neuroanatomical functions of the body and how 

components of the central nervous system work together. Through neuroscience tutorials 

and cases, SLTs in training will learn about the role of neuroanatomical functions in 

communication and swallowing impairments. 

Neurophysiology To facilitate understanding of the neurophysiological functions of the body and how 

components of the central nervous system work together. Through neuroscience tutorials, 

SLTs in training will learn about the relevance of neurophysiological functions in 

communication and swallowing impairments. 

Psychology 2 

(Health and Social 

Psychology) 

To introduce students to health psychology, including its theoretical models, evidence 

base and applications to SLT. 

To introduce SLTs in training to social psychology by conceptualizing and examining 

important social phenomena related to SLT practice. 

Linguistics 2 To build on knowledge and skills gained from Linguistics 1 and to focus specifically on 

the morphological, syntactic, semantic and pragmatic analyses of clinical data. This 

module aims to develop SLT’s in training linguistic analytical skills which they will use 

in clinical practice. 

Communication 

Impairments 2 

To introduce SLTs in training to the core clinical information such as specific aspects of 

assessment diagnostic features, assessment and treatment of relatively straight-forward 

cases, with emphasis on the child and family and targeted service provision. 

Credits 

for 

Modules 

Contact 

Hours 

Selfdirected 

& 

Assessme 

nt Hours 

12 60 240 300 

6 12 138 150 

6 16 134 150 

6 24 126 150 

6 24 126 150 

6 30 120 150 

6 30 120 150 

12 60 240 300 

Totals 60 60 256 1244 1500 

Total 

Hours 

51

Strands in 

Year 3 

1. Developing Clinician 36 

Credits for 

Strand 

Modules within the 

Strand Aims of the Module 

2. Human Sciences 6 Psychology 3 (Cognitive 

Neuropsychology) 

3. Communication & 

Swallowing Sciences 

18 

Professional Studies 3 To build on the learning of key knowledge, skills and attitudes underpinning speech 

and language therapy practice from years 1, and 2. SLTs in training will learn about 

personal and professional practice and key knowledge and skills for the identification 

and management of clients with complex communication and swallowing 

impairments. SLTs in training will integrate knowledge, skills and experiences from 

Strands 2 and 3. Students will discuss the impact of communication impairments on 

quality of life across the lifespan. The service model that will be emphasized is 

specialist services. 

Practice Education 3 To prepare the SLT in training for increasingly independent work in clinical 

contexts. SLTs in training will have clinical placements where they will apply theory 

to practice in the management of complex cases. 

Research Methodology 3 To broaden knowledge about research methodology by enabling SLTs in training to 

understand and critically appraise existing research. 

To introduce students to cognitive neuropsychology and build on their knowledge 

from previous modules in cognitive psychology and neuroscience. This module 

reviews the ways in which neuropsychological data has been used in models and 

ideas about the nature of brain processes and systems involved in core cognitive (and 

related) processes including: perception, memory, language and attention. 

Linguistics 3 To equip SLTs in training with core knowledge and skills in the areas of theories of 

bilingualism, narrative analysis and discourse analysis underpinning speech and 

language therapy practice. This module will also introduce SLTs in training to a 

variety of instrumental techniques applied in experimental phonetics and speech and 

language therapy clinical practice with an emphasis on basic skills in use of 

instrumentation in speech and voice analysis. 

Communication & 

Swallowing Impairments 

3 

To develop knowledge of the specific aspects of assessment, diagnostic features, 

assessment and treatment of complex cases, with emphasis on the wider sociocultural 

context and specialist service provision. SLTs in training will be introduced 

to eating, drinking and swallowing impairments. 

Credits for 

Modules 

Contact 

Hours 

Selfdirected 

& 

Assessmen 

t Hours 

18 75 300 375 

12 12 288 300 

6 16 134 150 

6 22 203 225 

6 30 120 150 

12 60 240 300 

Totals 60 215 1285 1500 

52 

Total 

Hours

Strands in 

Year 4 

1. 

Developing 

Clinician 

Credits for 

Strand Modules within the Strand Aims of the Module 

60 


To further develop personal and professional practice and key knowledge and skills for 

the identification and management of all clients with communication and swallowing 

impairments. There will also be an emphasis on organizational structures, service 

planning and quality systems. 

Credits for 

Modules 

Contact Hours 

Self-directed & 

Assessment Hours 

24 70 530 600 

Practice Education 4 To facilitate SLTs in training to consolidate their clinical skills, integrate theory and 

practice, and apply knowledge and resources to new clinical situations. It will prepare 

them to enter the workforce and smooth the transition from SLTs in training to 

professionals in practice. 

18 12 438 450 

Research Methodology 4 To conduct a semi-independent piece of research under the supervision of a member of 

staff. To demonstrate ability to disseminate the research findings. 

18 20 430 450 

Totals 60 60 102 1398 1500 

53 

Total Hours

BACHELOR OF ARTS- SOCIAL CARE(NFQ LEVEL 8 REF 

WWW.NFQ.IE ) 

This programme leads to the award of Bachelor of Arts – Social Care. 

PROGRAMME STRUCUTRE. 

The Bachelor of Arts (Social Care) provides teaching of theoretical concepts 

applied to social care practice. It was developed in response to the continuing 

educational needs of social care workers in the context of the 

professionalisation of social care work. 

Year 1 of the programme is offered in various centres around the country 

supported by local tutors. The centres are Galway, Portarlington and Carlow. 

The first year provides a general introduction to the field of health studies 

through three course components: course modules, a seminar and work 

placement. Students receive interactive materials for home study and attend a 

workshop for each module. Students also attend one weekend seminar in NUI 

Galway and complete a supervised work placement in a social care setting in 

which they do not have experience. Students who successfully complete these 

course components may leave the programme at the end of this first year and be 

awarded the Certificate in Social Care. 

Entry to the second year of the BA is open to those who have completed the 

first year, obtaining an average mark of or in excess of 60%. As with the first 

year the course is provided through interactive distance education materials for 

home study with local workshops, a seminar and work placement. The second 

year is offered through various centres with local tutor support. This second 

year provides students with further skills as well as introducing the theoretical 

ideas that underpin social care work and service provision. Students may leave 

the programme on the successful completion of year 2 and graduate with a 

Diploma in Arts (Social Care). 

Students who successfully complete year 2 of the programme can continue to 

year 3 of the BA in Social Care. This year builds on years 1 and 2 with further 

theoretical exploration of social care work and service provision through 

interactive distance education materials and workshops. The core competencies 

required for working in the social care field will be examined and linked to their 

application in a workplace setting. This year is offered at NUI Galway only with 

full day workshops on 1 in 2 to 1 in 3 Saturdays from September to May. 

Similarly the final year is offered at NUI Galway only with full day workshops 

on 1 in 2 to 1 in 3 Saturdays through the year. This final year of the BA in 

Social Care provides a selection of optional modules focused on working with 

specific population groups; children and youth, people with disabilities and 

older people. In addition a dissertation on a particular area of social care work 

will be undertaken supported by a named individual supervisor. 

54


Y ear One: Certificate in Social Care 

Module ECTS 

Redefining Health and Well Being 5 

Seminar 1 5 

Basic Care Skills 5 

Health Services and Policy Context 5 

Workplacement 1 10 

Introduction to Information Technology for Social Care 5 

Practice 

Introduction to the Legal and Ethical Context of Social Care 10 

Year Two: Diploma in Arts (Social Care) 

Module ECTS 

Skills in Practice for Social Care 5 

Seminar 2 5 

Psychology for Social Care Workers 5 

Sociology for Social Care Workers 5 

Work placement 2 10 

Introduction to Social Research Skills 5 

Independent Research Project 1 10 

Year 3: Bachelor of Arts Social Care 

Module ECTS 

Health and Social Care Services 5 

Equality and Diversity 10 

Social Care Theory and Practice 1 10 

Research Methodology in the Social Sciences 10 

Work placement 3 10 

Year 4: Bachelor of Arts Social Care 

Module ECTS 

Social Care Theory and Practice 2 10 

Promoting Health in Social Care 10 

*Working with Older People 10 

*Working with People with Disabilities 10 

*Working with Children/Young People 10 

Research Project 2 15 

* Optional Modules 

55

ASSESSMENT AND REGULATIONS 

Assessment of course modules, seminars and work placements is based on a 

combination of written assignments, practical work, project work and 

examinations in each year of the programme. 

ENTRY CRITERIA 

No formal academic qualifications are required, but social care work experience 

is essential and candidates will be expected to have good reading and writing 

skills as independent home study is key element of the programme. Candidates 

under 21 years should meet the University’s minimum matriculation entry 

requirements. 

56


General regulations for the Degrees of M.B., B.Ch., B.A.O.(NFQ Level 8 Ref; 

www.nfq.ie) 

EXPLANATORY NOTES 

1. The Programme of the Medical School at NUI Galway is a highly integrated 

modular five year programme with a requirement for a Foundation Year for some 

students. 

2. In the Session 2011-12 the University will consider applications for up to four 

places on the ACCESS programme. 

3. All Applications are processed through the Central Applications Office. (CAO) 

REGULATIONS 

I. Entry to the Medical School is limited and is at present based competitively on 

the results of School-Leaving Examinations and the HPAT aptitude test. Standards 

as deemed equivalent from time to time are applied to International Students 

presenting alternative qualifications. Students must also satisfy the Garda 

Vetting and Medical Clearance requirements. 

II. Students for admission to the First Medical Year must have successfully 

completed the Foundation Year for Medical School OR - subject to attainments at 

Biology, Chemistry and Physics in Leaving Certificate or its equivalent - 

students may be deemed to have met the requirements for direct admission 

to the First Medical Year 

III. Before Registration as a medical student every applicant must furnish evidence 

(a) that he/she has passed a recognised Examination in General Education (the 

Examination in General Education required by the National University of Ireland is 

Matriculation according to the requirements of the College of Medicine, 

Nursing and Health Sciences, or an Examination accepted by the University in lieu 

thereof, normally the Irish Leaving Certificate or its recognised equivalent); 

(b) that he/she has EITHER passed the Foundation Year for Medical School. (To 

fulfil this requirement, programmes in Biology, Chemistry and Physics are 

given in the National University of Ireland, Galway, in the Foundation Year 

for Medical School) OR has satisfied the requirements for direct admission to 

the First Medical Year. 

IV. Registration is carried out by the University. Students must be registered as 

Medical Students not later than fifteen days after the commencement of those 

Programmes for which Certificates of attendance will be required of them (First 

Medical Programmes). 

V. To obtain the degrees of M.B., B.Ch., B.A.O., Medical Students must pursue 

57

programmes of Study extending over a period of not less than five Academic Years 

and must pass the various Examinations prescribed in the Regulations. 

(a) The Examinations are as follows: 

(1) The Foundation Year in Medicine (where the student is commencing 

their medical studies in this year) 

(2) The First University Examination in Medicine. 

(3) The Second University Examinations in Medicine. 

(4) The Third University Examination in Medicine. 

(5) The Fourth University Examination in Medicine. 

(6) The M.B., B.Ch., B.A.O. Degree Examinations. 

VI. For the student who commences their medical studies in the Foundation Year 

this Examination must be passed before a student can proceed to the First Year 

Medical Programme. 

(a) The Foundation Year Examination must be passed within two years from 

the date of entry. The Foundation year examination will be held during the 

Summer Examination Period with repeats, if necessary, held in the Autumn 

Examination Period. 

VII. The First University Examination in Medicine must be passed before a 

student can proceed to the Second Year Medical Programme. 

(a) The First University Examination in Medicine must be passed within two 

years from the date of entry or of passing the Foundation Year for Medical 

School. 

(b) The First Medical University Examination will consist of the examination 

of the learning from each of the Introductory modules, systems-based and Medical 

professionalism modules in the programme. 

(c) The First University Examination, will comprise examinations on Semester 

1 modules in the Winter Examination Session and examinations on the 

Semester 2 modules in the Summer Examination Session. Repeat examinations, 

for both. 

(d) Semester 1 and Semester 2 modules, if necessary will be held, during the 

Autumn Examination Sessions. 

VIII. The Second University Examination in Medicine must be passed before a 

student can proceed to the Third Year Medical Programme. 

(a) The Second University Examination in Medicine must be passed within 

three years from the date of entry or of passing the Foundation Year 

Medical Programme. 

(b) The Second Medical University Examination will consist of the examination 

of the learning from each of the systems-based and Medical professionalism 

modules in the programme. 

(c) The Second University Examination will comprise examinations on Semester 1 

modules in the Winter Examination Session and examinations on the Semester 

2 modules in the Summer Examination Session. Repeat examinations, for both 

58

Semester 1 and Semester 2 modules, if necessary will be held, during the Autumn 

Examination Sessions. 

IX. The Third Medical University Examinations must be passed before a 

student can proceed to the Fourth Medical Year. 

(a) The Third Medical University Examinations must be passed within four 

years of entry or of passing the Foundation Medical Examination. 

X. The Fourth Medical University Examinations must be passed before a 

student can proceed to the Final Medical Year. 

(a) The Fourth Medical University Examinations must be passed within Five 

years of entry or of passing the Foundation Medical Examination. 

XI. The Final Medical University Examinations must be passed within six years of 

entry or of passing the Foundation Medical Examination. 

XII (a) The Award of the M.B., B.Ch., B.A.O. Degree will require successful 

completion of all years of the Medical Undergraduate Programme as set out in 

Rules VI, to XI (inclusive) above. 

Note: The operation of these regulations will invoke a time-limit on completing the 

programme; - a student who fails a year-of-programme for the second time may 

not continue and must withdraw from the Medical Programme. Similarly a student 

who fails to complete two separate years-of-programme within the academic years 

allowed for each may not continue and must withdraw from the Medical 

Programme. 

(a) The calculation of the overall degree results awarded, including the 

calculation of Honours (if any), will be based on the proportion of the overall 

marks attained across the years of the programme as follows: 

i. For candidates who entered the First year of the Medical programme in the 

Sessions 2006-07 and 2007-08, whether into the Foundation Programme or 

the First Medical year. the degree result is calculated on the final three (3) 

years; based on 20% of the result attained in the Third Medical 

Examination, 40% of the result attained in the Fourth Medical Examination 

and 40% of the result attained in the Final Medical Examination. 

ii. For candidates who enter the Medical Programme in the 

Session 2009-10 and following, whether into the Foundation Programme 

or the First Medical year, the degree result is calculated on the full five (5) 

years; based on 10% of the result attained in the First Medical 

Examination, 10% of the result attained in the Second Medical 

Examination 20% of the result attained in the Third Medical Examination, 

30% of the result attained in the Fourth Medical Examination and 30% of 

the result attained in the Final Medical Examination. 

XIII. Repeating the year-of-programme is required from any student whose 

attendance is considered to have been unsatisfactory, or who has failed 

individual modules of the programme at the second (Autumn repeat) sitting. 

Independent of the score achieved, passing a module in a repeat session, will 

automatically result in a mark of 50% for that module. Honours will not be 

59

awarded in a repeat examination. 

a. Satisfactory attendance is generally regarded as attendance and participation in 

not less than 70% of the Compulsory components of the programme. All such 

components are appropriately notified in the course information material 

provided to students. Attendance at not less than 70% of these components is a 

pre-requisite for taking the assessments and examinations of the relevant 

semester and /or year-of-programme. Students deemed to have unsatisfactory 

attendance will be excluded from the examinations of that programme 

component, or of the module(s) in which these components occur, and in the 

event that examinations are taken, any results will be rendered null. The 

provisions of this requirement may only be varied by the approval of the Student 

Affairs Committee and agreed by the Head of the Medical School where 

exceptional circumstances beyond the control of the student are clearly 

demonstrated to their satisfaction. 

XIV. A student who does not successfully pass any year of the Medical 

programme within the provisions set out in Rules VI to XI and Rule XIII above, is 

required to register for the repeat year and, to re-attend as set out above, and 

complete all continuous assessments, other coursework and examinations in each 

failed module. This requirement may be varied in exceptional circumstances on the 

recommendation of the Student Affairs Committee, and agreed by the Head of the 

Medical School. 

XV. Special Provisions may be applied in individual cases at the discretion of 

the Medical School as follows: 

(a) Exemptions from specific modules can be granted in 1MB3 and 2MB3 on 

the basis of previous academic achievement and at the discretion of the 

corresponding Module Leader. Request must be made to the Module Leader (by 

September 30 th) who will forward it to the Student Affairs Committee. In the 

case of exemptions, the mark of the exempted module(s) will be returned at 

50% and may therefore limit the potential of the student to maximise their 

year’s result. 

(b) Deferral of examinations is considered only in certain circumstances such 

as bereavement, personal or medical circumstances, which can be professionally 

or independently verified. Request should be made to the appropriate Module 

Leader or to the Year Co-ordinator who will forward it to the Student Affair 

Committee. Deferral normally applies only between the period of the 

scheduled first-sitting and the first opportunity for a resit – nomally the 

Autumn. Deferral extending into the following academic year falls within the 

terms of Leave of Absence described below. In foreseen circumstances (e.g. 

pregnancy) requests should be made at least 3 months in advance.. Deferring 

the first-sitting of examinations will not incur any mark penalties. Students who 

defer will sit examinations in the Autumn and this will be deemed to be their 

first-sitting and will fall outside also of the general time-limit referred in Par. 

XII above. 

60

(c) Leave of Absence involving the withdrawal of the student from their 

studies for a period of time and consequently the loss of opportunity to sit 

examinations also, is considered on similar grounds as the deferral of 

examinations set out in the paragraph above. Students must apply for leave in 

the same manner also. Where leave extends for a significant period, there is a 

limit on the period for which results of examinations successfully passed may 

be retained. In any year-of-programme which remains incomplete at the time 

that leave commences, the results in any such modules is valid for a maximum 

period of 2 years (Students should refer also the the time-limit noted in Par. XII 

above 

(d) Compensation Where a student has a failing mark in one or more 

modules not exceeding a maximum of 6 credits in combination but has attained 

45% or more, this component may be deemed to be passed by 

compensation where the student has a surplus of marks across the remaining 

modules of not less than double the deficit in the module(s) which have 

been failed. 

XVI. Medical Graduates, in addition to holding the Degrees of M.B., B.Ch., 

B.A.O. must be registered as Medical Practitioners in the appropriate Medical Register. 

All graduates who wish to practice must register provisionally with the Medical 

Council. Graduates who wish to practice in Ireland (excluding Northern Ireland) 

must, after completing one year’s internship in an approved hospital, be fully 

registered with the Medical Council. Those who wish to practice in Great Britain 

and Northern Ireland must be fully registered with the General Medical Council. 

Graduates may, if they so wish, be fully registered in both Registers. The attention 

of Medical Graduates is directed to the following Extract from Medical 

Practitioners’ Act, 1978: “A Certificate of Experience shall not be granted to any 

person unless, after he had been awarded a primary qualification, that person 

had been engaged in employment in a residential medical capacity in one or more 

hospitals approved by the Council for this purpose and had been so engaged for such 

period or periods as may be determined by the Council.” 

In accordance with Regulation of Medical Council the period for which a person 

shall have been engaged as an Intern shall be a period of 12 months. 

Sources from which information may be obtained: 

Registrar, Medical Council, Portobello Court, Lower Rathmines Road, Dublin 6. 

Registrar, General Medical Council, 44, Hallam St., London WIN 6AE. 

Royal College of Physicians of Ireland and Royal College of Surgeons in Ireland 

(L.R.C.P. and S.I.) 

The Secretary, Royal College of Surgeons, St. Stephen’s Green, Dublin 2. 

Royal College of Physicians of London, 11 St. Andrew’s Place, Regent’s Park, 

London. 

Royal College of Surgeons of England, 35-43 Lincoln’s Inn Field, London. 

Royal College of Physicians and Surgeons of Edinburgh, and Royal Faculty of 

Physicians and Surgeons of Glasgow. 

61

XVII. Applications for admission to the MB programme in NUI Galway from 

students who are in attendance at, or have previously attended, all or part of a 

Medical degree programme in another institution are considered only from those 

who have successfully completed the prescribed examination requirements of the 

year of the programme last taken by them, or being taken in the year in which 

application for transfer is being made, in the institution from which they are 

seeking to transfer. In the case of applicants who did not successfully complete 

those examination requirements, an application may be considered if a reasonable 

interval (normally not less than three years) has elapsed and if the applicant through 

her/his intervening experience and/or otherwise indicated better preparedness to 

now successfully undertake University studies. All such applicants must satisfy the 

normal entry requirements and standards of the programme to which they are 

seeking admission. 

62

DEGREES OF M.B.,B.Ch.,B.A.O. 

Refer to General regulations for the Degrees of M.B., B.Ch., B.A.O.(NFQ 


The following Section provides an outline of the individual years-of-programme of 

the medical degree programme and the rules which are applied. The curricular 

detail is provided in the further section entitled [SYLLABUS OF PROGRAMMES 

OF INSTRUCTION FOR THE DEGREES OF M.B., B.CH., B.A.O.] 

FOUNDATION MEDICAL YEAR 

The Programmes of instruction to be attended are: 

1. Experimental Physics - Lectures and Practicals over two 

Semesters (15 Credits). 

2. Chemistry - Lectures over two Semesters and practicals over one 

Semester (15 Credits) 

3. Biology – Lectures and practicals over two Semesters (15 Credits). 

4. Introduction to Medicine – Lectures and practicals over two Semesters. (15 

Credits) 

Candidates for admission to the Foundation Year Examination must have attended 

the prescribed programmes of instruction as set forth in the Syllabus of 

Programmes. The subjects for Examination are: 

Physics, Chemistry, Biology and Introduction to Medicine 

The Examinations will be held during the Summer Examination Session, with the 

exception of the Early Patient Contact component which will be examined at the 

end of Semester I. The result of the Examination will be determined by the 

standard in each subject and compensation between courses is not permitted. There 

will be a repeat examination if necessary, during the Autumn Examination Session. 

Honours will not be awarded unless the Examination is passed as a whole. 

Students required to take the Foundation Year cannot be registered for the five 

years Integrated Medical Programme until they have passed the Foundation Year 

Medical Examination. 

FIRST MEDICAL YEAR 

In the first Semester of the First Medical Year programme 80% of the programme 

will be devoted to 4 modules (6 credits per module) providing discipline specific 

introductory material relating to Anatomy, Physiology, Biochemistry and 

Pharmacology. In the second Semester of the First Medical Programme 80% of 

the programmes will be devoted to 5 integrated modules that are systems-based. 

These are the Cardiovascular system (6 credits), the Respiratory System (6 credits), 

the Gastrointestinal System (6 credits) the Renal system (3 credits) and Nutrition (3 

credits). In both semesters 1 and 2, 20% of the programme will be devoted to 

modules related to professionalism (6 credits in each semester). 

The Examinations of the First Medical Year: 

For all modules 40% of the marks will be awarded on the basis of continuous 

assessments performed during the Semester. Where a student has a failing mark in 

63

one or more modules not exceeding a maximum of 6 credits in combination but has 

attained 45% or more, this component may be deemed to be passed by 


modules of not less than double the deficit in the module(s) which have been 

failed. 

Detailed information on compulsory attendance of practical sessions and objects of 

assessments for each module will be given at the beginning of each course. 

There will be an examination on the content of each module taught in the first 

Semester in the Winter Examination Session. Where appropriate examinations of 

two or more modules may be examined in a single examination sitting. There will 

be an examination of the content of each module taught in the second Semester in 

the Summer Examination Session. If necessary repeat examinations for Semester 1 

and 2 will be taken in the Autumn. 

Candidates for admission to the First Medical University Examination must have 

attended at least 70% of the teaching sessions in the prescribed Programmes of 

Instruction as set forth in the Syllabus of Programmes. 

A student who fails to complete the Examination in Autumn will be required to 

repeat the year. 

SECOND MEDICAL YEAR 

In the first Semester of the Second Medical Year programme 80% of the 

programme will be devoted to 6 integrated modules that are systems based. These 

are the Endocrine System, Growth Factors and Signalling Molecules (6 credits), 

Central Nervous System (9 credits), Reproduction and Development (3 credits) 

Genetics (3 credits) Molecular Medicine (3 credits). In the second Semester of the 

Second Medical Programme 80% of the programme will be devoted to 3 integrated 

modules that are systems based. These are Health and Disease (12 credits), Drugs 

and Disease (6 credits) and Organ Failure (6 credits). In both semesters 1 and 2, 

20% of the programme will be devoted to modules related professionalism (6 

credits in each semester). 

Detailed information on compulsory attendance of practical sessions and objects of 

assessments for each module will be given at the beginning of each course. 

Candidates for admission to the Second Medical University Examination must 

have attended at least 70% of the teaching sessions in the prescribed Programmes 

of Instruction as set forth in the Syllabus of Programmes. 

The Examinations of the Second Medical Year: 

For all modules 40% of the marks will be awarded on the basis of continuous 

assessments performed during the Semester. Where a student has a failing mark in 

one or more modules not exceeding a maximum of 6 credits in combination but has 

attained 45% or more, this component may be deemed to be passed by 


modules of not less than double the deficit in the module(s) which have been 

failed. 

64

There will be an examination on the content of each module taught in the first 



be an examination of the content of each module taught in the second Semester in 

the Summer Examination Session. If necessary repeat examinations for Semester 1 

and 2 will be taken in the Autumn. 



THIRD MEDICAL YEAR 

In the first Semester of the Third Medical Year programme the student will take 

modules in Health and Disease (15 credits), Global Health and Disease (3 Credits) 

Forensic Medicine (3 Credits) and Clinical Skills and Professionalism (9 Credits). 

These modules will be assessed at the end of the first semester. In the second 

semester the student will take 5 six credit modules, which together comprise 

Foundations of Clinical Practice. These modules will be assessed in an integrated 

manner at the end of Semester 2. The modules studies are : Cardiovascular Studies 

(6 credits); Gastrointestinal Studies (6 credits); Respiratory Perioperative and 

Critical care medicine (6 credits); Care of the elderly (6 Credits); and Acute 

Hospital Care (6 credits). Each module is delivered in 4 week rotating blocks over 

the course of Semester 3.2, at both the Galway University Hospitals and the 

Affiliated Hospitals (Sligo and Letterkenny). The teaching of Professionalism is 

incorporated into each module. This module will be assessed at the end of 

Semester 2. Repeat examinations for both Semesters will if necessary be taken in 

August. 

Candidates for admission to the Third Medical University Examination must have 


Instruction as set forth in the Syllabus of Programmes and must have completed at 

least 70% of the stipulated course work as laid down in the module logbooks.. 

The Examinations of the Third Medical Year: 

For all modules up to 20% of the marks will be awarded on the basis of continuous 

assessments performed during the Semester. There will be an examination on the 

content of each module taught in the first Semester in the Winter Examination 

Session. Where appropriate examinations of two or more modules may be 

examined in a single examination sitting. There will be an examination of the 

content of the five modules taught in the second Semester in the Summer 

Examination Session. Where appropriate examinations of two or more individual 

strands within this module may be examined in a single examination sitting. 

If necessary repeat examinations for Semester 1 and 2 will be taken in the Autumn. 



65

FOURTH MEDICAL YEAR 

Programme Structure and Delivery Approach 

The year 4 programme will consist of modules in Obstetrics and Gynaecology, 

Paediatrics, Psychiatry, General Practice, Otorhinolaryngology and a Special Study 

Option (SSO/SSM). The latter of these is a core component of professionalism 

training and will take place in a 4 week block at the end of semester 2. Other 

aspects of professionalism training including clinical methods, ethics, 

understanding health and illness will be threaded throughout the specialist modules 

and delivered by the respective specialist disciplines. The other modules will be 

divided into 2 parts, one of which will be delivered in semester 1 and one of which 

will be delivered in semester 2. Teaching methods in each discipline will include 

lectures, small groups teaching, case studies and clinical attachments at UHG and at 

regional affiliated clinical services. A proportion of the students will complete all 

of semester 1 in either the Sligo or Letterkenny Medical Academy and another 

proportion of the class will complete all of semester 2 in either the Sligo or 

Letterkenny Medical Academy. Continuous assessment is included in each 

discipline with an end of year examination in May. Repeat examinations, 

where necessary, are held in August . 

OBSTETRICS AND GYNAECOLOGY (14 credits) 

This course will encompass the theory and clinical practice of the subject. Thus it 

will include the physiology and clinical feature of normal pregnancy and the 

clinical problems that may arise during pregnancy. It will also include the 

epidemiology of disease during pregnancy and statistics pertaining to birth. The 

study of normal physiological reproductive function and disease of the reproductive 

tract will be covered by gynaecology. Assessment will be partly by continuous 

assessment (40%) with a final assessment that will account for 60%. Teaching will 

be delivered through lectures, video teaching, small group learning, tutorials, case 

presentations and self directed learning. 

PAEDIATRICS (14 credits) 

This module will be delivered in two four week blocks, the first delivered in 

semester one, the second in semester 2. In block 1 students will be introduced to 

the principles of paediatrics, essential paediatric skills and a child-centred approach 

to the assessment of the sick child. 

Semester 2 will build on students’ prior paediatric knowledge, skills and attitudes 

acquired in semester 1. Additional focus will be placed on diagnosis and 

management of paediatric presentations. For the Paediatric Module 30% of marks 

will be based on Continuous Assessment and 70% on Summative Assessment. 

PSYCHIATRY (14 credits) 

Students will attain knowledge of and learn the skills required to assess a range of 

mental illnesses presenting to adult and child and adolescent mental health services. 

They will learn about the biopsychosocial risk factors for these illnesses and their 

multidisciplinary management using physical, pharmacological, psychological and 

social interventions. 

66

Students will develop skills in risk assessment and will be assisted in developing 

the communication skills necessary to interact with patients suffering from mental 

illness and their relatives. They will be made aware of the varying presentation of 

mental disorders in learning disabled patients, later life patients, children, patients 

in a general medical setting and be able to adapt their communication skills 

accordingly. Students will develop an awareness of the impact of family dynamics 

and of psychological defence mechanisms on the development of mental illness and 

an understanding of the roles and functioning of multidisciplinary teams in 

assessing and managing mental illness. For the Psychiatry Module 30% of marks 

will be based on Continuous Assessment and 70% on Summative Assessment. 

GENERAL PRACTICE (11 credits) 

This module introduces students to the principles and practice of medicine in the 

community. The module will run concurrently at NUI Galway and the Sligo 

Academy ON completion of this module, the student will be able to: 

• list the range of problems seen in General Practice. 

• describe the organisation of General Practice in Ireland 

• demonstrate an understanding of the importance of physical, psychological and 

social factors in making a diagnosis 

• explain the importance of health promotion and disease prevention and how it 

can be incorporated into General Practice 

• effectively communicate with a patient in order to discover the reason for 

attendance, explain the diagnosis and discuss a management plan 

• formulate a patient management plan 

• perform the following clinical skills : venepuncture, glucometer, urinalysis, 

breast and rectal examination 

• make and explain the diagnosis and basic management of asthma, hypertension 

and diabetes 

• reflect on his/her own attitudes to different groups of patients 

OTORHINOLARYNGOLOGY (3 credits) 

Students will receive teaching on diseases of the Ear, Nose, Throat Head & Neck 

and be competent in: 

• Oto Rhino Laryngology (ORL) oriented history taking. 

• Safe / Competent clinical examination of the ear nose throat head and neck. 

• Interpretation and use of basic clinical tests associated with ORL. 

• Clinical assessment of hearing. 

• Differential diagnosis of ORL conditions. 

• Appropriate investigations to establish a definite diagnosis. Interpreting results. 

• Management of common ENT emergencies. 

• Understanding the relevance of ORL to other specialities, especially General 

Practice & Paediatrics. 

• Head and Neck Cancer awareness. 

• Knowledge of Complications of ORL diseases. 

67

SSM PROGRAMME (4 credits) 

The SSM programme is aimed to assist medical students to develop a special 

appreciation of various disciplines by studying in depth areas that provide them 

with insights into scientific method and the discipline of research and that 

engenders an approach to medicine that is constantly questioning and self-critical. 

An SSM typically requires small-group learning and a small element of expert 

input by teachers to meet the stated aims of the programme. Students will have the 

opportunity and support to explore ideas that they find of particular personal 

interest, or relevance, to a level that is both demanding and intellectually satisfying. 

This component of the course gives the student freedom to explore a subject and 

encourages students to respond to a major intellectual challenge. SSMs lend 

themselves well to the promotion of interdisciplinary linkages and collaboration 

with the wider community. There are also valuable opportunities to integrate 

material across the curriculum and to amplify components of the core curriculum. 

Year 4 SSMs will be of 4 weeks duration and will involve a substantial portion of 

student directed self study time. SSMs will accrue 4 European Credits equivalent 

to 100-120 hours of student effort. All SSMs include an assessment strategy that 

measures group and individual performances. Group presentations and/or project 

reports will provide evidence of group productivity. Individual learning will be 

assessed using activity logs and reflective submissions. All SSMs will be assessed 

at the end of the 4 week SSM block and in good time for the relevant end of year 

board meeting. 

FIFTH MEDICAL YEAR / FINAL YEAR (5MB) 

In the first Semester of the Final Medical Year programme (Semester 5.1) the 

student will take a single 30 credit module Foundations of Advanced Clinical 

Practice, it builds on the module ‘Foundations of Clinical Practice’ of the Third 

Medical Year (3MB). This module will be assessed at the end of Semester 1. 

Within this module there are 4 distinct strands, comprising: Cardiovascular Studies (6 

credits); Gastrointestinal Studies (6 credits); Respiratory, Perioperative and Critical 

Care Medicine (6 credits); and General Medicine/General Surgery (6 Credits). Each 

strand is delivered in 4 week rotating blocks over the course of Semester 5.1, at 

both the Galway University Hospitals and the Affiliated Hospitals. The teaching of 

Professionalism is incorporated into each strand. This module will be assessed at 

the end of Semester 1. Repeat examinations if necessary will be taken in August. 

In the second Semester of the Final Medical Year (Semester 5.2) programme the 

student will take a further single 30 credit module Specialist in Clinical Practice 

which aims to enhance their knowledge of clinical practice in specialist areas and 

builds on the Foundations of Clinical Practice 3MB, (Semester 3.2) and Advanced 

Clinical Practice (5MB /Semester 5.1). This module will be assessed at the end of 

Semester 2. Within this module there are 5 strands, comprising Musculosketal 

Studies (5 Credits), Renal/Urology Studies (5 Credits), Neurology/Ophthalmology 

Studies (5 Credits), Dermatology/Plastics (5 Credits) and Cancer Studies (5 

Credits). 

68

This is followed by the final element of the 5MB year; a four week module 

Shadowing for Clinical Practice which focuses on skills and procedures necessary 

to function as a junior doctor. This module is a Course Requirement; - it is 

assessed on a Pass /Fail basis only, carries no grade and will not contribute marks 

or ECTS credits towards the overall grade of Honours if any to be awarded, 

However any candidate who fails this module will be remain incomplete in their 

medical degree and will be unable to pursue Internship. 

Candidates for admission to the Final Medical University Examination must have 


Instruction as set forth in the Syllabus of Programmes and completed 70% of the 

course work as stipulated by the module logbooks.. The Medical School has a 

rigorous policy in applying this attendance provision. 

The Examinations of the Final Medical Year: 

Written Exam at the end of Semester 1 will examine the four strands within the 

Foundations of Advanced Clinical Practice module. This exam will represent 20% 

of the total year mark. Written Exam (MCQ x 2) at the end of Specialist in Clinical 

Practice module in Semester 2 will represent 20% of the total year mark. Clinical 

Exams at the end of Semester 2 will represent 60% of the total year mark. 

There will be an examination on the content of each strand taught in the first 



be an examination of the content of the entire module taught in the second 

Semester in the Summer Examination Session. Where appropriate examinations of 

two or more individual strands within this module may be examined in a single 

examination sitting. 

If necessary repeat examinations for Semester 1 and 2 will be taken in the Autumn. 



69

SYLLABUS OF PROGRAMMES OF INSTRUCTION FOR THE 

DEGREES OF M.B., B.CH., B.A.O. 

FOUNDATION YEAR IN MEDICINE 

CHEMISTRY 

The Foundation Year Chemistry programme is a dedicated medical programme 

designed for students with long-term interests in medicine and biology. 

Examples of topics used for teaching basic chemistry principles are: 

Solution and dialysis; Buffers, acidosis and alkalosis; Pharmaceuticals; Magnetic 

Resonance Imaging, CAT and PET; Metallic complexation, haemoglobin; 

Radioactivity; Biological macromolecules; Biochemical thermodynamics. 

Some of these will be discussed. The programme provides a fundamental 

basis for higher programmes in Biochemistry, Physiology and Pharmacology. 

Programme consists of 60 lectures, 20 tutorials and 30 hours Laboratory work per 

annum. 

PHYSICS 

The programme is designed to provide a good understanding of basic concepts in 

Physics and supported by numerous examples and applications related to the 

medical and health service. 

Introduction — Mathematical review, Units and Conversion factors. 

General Physics—Motion, gravity and falling bodies, Force, Newton’s Laws, 

Vectors (Resolution/addition; not in book) Statics Work, Energy and Power. 

Heat—Temperature and Heat, Fluids and Pressure, Archimedes’ Principle, 

Poiseuille’ s Law, Medical applications of Pressure and Fluids. 

Sound—Elasticity and Waves, Sounds, Loudness and Hearing. 

Magnetism and Electricity—Introduction to Electricity and Magnetism, Simple 

Electrical Circuits, Electrical Safety. 

Optics – Geometric Optics, Vision, [ Electromagnetic Radiation, Introduction to 

Modern Physics, Atomic Physics (Spectra, Lasers, X-rays).] Radioactivity— 

Radioactivity and Nuclear Physics, Medical Imaging SysteMs 

BIOLOGY 

The Biology course is designed to introduce students to biological concepts in the 

areas of Biochemistry, Botany, Microbiology and Zoology. 

INTRODUCTION TO MEDICINE 

The Introduction to Medicine course will comprise 2 elements Early Patient 

Contact and Contemporary Topics in Medicine. 

The Early Patient Contact module is an opportunity for students begin to meet 

patients, and learn appropriate skills to deal effectively with both patients and 

colleagues. 

The Contemporary Topics in Medicine module will provide students with an 

opportunity to study key concepts of modern cell biology, evolution and population 

biology and their importance in medicine. In addition there will be updates on 

70

ecent developments at the leading edge of medicine and practical classes in which 

students can develop their skills in laboratory practice and analytical thinking. 

CLINICAL SKILLS TEACHING 

Clinical skills teaching commences in the Foundation Year with a 10-week Early 

Patient Contact programme delivered in semester 1 by the School of Medicine with 

contributions from other clinical departments. This will comprise the following 

components: 

1. Foundations of Clinical Practice – A series of 10 lectures on fundamental 

aspects of clinical care will provide the knowledge necessary to orientate 

students to the clinical environment and to enhance their understanding of 

the healthcare system. 

2. Understanding Patients – Students are assigned in small groups to acute 

hospital wards and primary care practices where they will observe doctorpatient 

interactions and interview patients. They should develop an 

understanding of the biopsychosocial factors that influence a patient’s 

clinical presentation and their recovery. 

3. Practical Clinical Skills – Students will attend sessions on hand-washing, 

vital signs measurement and basic life support in the clinical skills 

laboratory. 

Assessment will take place in December of semester 1 and will involve a Multiple 

Choice Examination (25%), a mini-OSCE examination (30%), submission of case 

notes (20%), a group project (20%), and an attendance record (5%). The marks 

available will contribute to the Human Biology component of the Foundation Year 

examination. 

FIRST MEDICAL YEAR 

First Semester: 

Introduction to Human Anatomy and Musculoskeletal System 6ECTS 

Introduction to Biochemistry 6 ECTS 

Introduction to Pharmacology 6 ECTS 

Introduction to Physiology 6 ECTS 

Medical Professionalism 1.1 6 ECTS 

Second Semester: 

Cardiovascular System 6 ECTS 

Respiratory System 6 ECTS 

Gastrointestinal System 6 ECTS 

Renal System 3 ECTS 

Nutrition 3 ECTS 


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INTRODUCTION TO HUMAN ANATOMY AND THE 

MUSCULOSKELETAL SYSTEM 

This module introduces students to the gross anatomy of the human and to the 

microscopic anatomy of the tissues. The module describes the muscles of the upper 

and lower limb and the distribution of blood vessels and nerves to those limbs. The 

anatomy of the vertebral column and the skull is also described. The medical and 

surgical importance of this knowledge is indicated. Students are also introduced to 

the principles of medical imaging. 

At the end of the course the student should know: 

The basic tissue organization of the body including anatomical 

terminology 

General organization of bones and joints 

General aspects of tissue organisation 

Trunk: bones, spino-appendicular musculature with their innervation and 

action, course of the major vessels, general organizational plan of the 

spinal cord and spinal nerves 

Upper & lower limbs: bones, joints and their movements, muscles and their 

action and innervation, course of the most relevant arteries, veins and nerves 

Clinical relevance of the anatomical knowledge of the musculoskeletal 

system, e.g.: 

Aspects relative to the position of major veins (venepuncture); the 

position of the radial artery (pulse) and brachial artery (blood pressure) 

Why the shoulder dislocates easily; the sites of common fractures and the 

complications that might follow them 

The principles of nerve testing 

The axillary lymph nodes and their relevance to the lymphatic drainage of 

the breast and metastasis 

Complications of femoral neck fractures 

Which ligaments give stability to the hip, knee and ankle and how to test 

their integrity 

The vulnerability of the common peroneal and sciatic nerves 

How blood is lifted out of the legs and the consequences of the failure of 

this mechanism. 

INTRODUCTION TO BIOCHEMISTRY 

This module introduces students to the molecular events that correspond to the 

phenomenon of life, in health and disease. It is particularly concerned with the 

relationships between the structure and function of the various macromolecules of 

the body: the proteins, nucleic acids, lipids and the carbohydrates, their building 

blocks and their importance to human body function. DNA structure and function 

is also described, and the use of recombinant techniques in Medicine is introduced. 

The basic principles of intermediary metabolism, its regulation and relationship to 

disease are explored. 

72

At the end of this module the student should know: 

• All life is based on a number of common molecular themes 

• Cells are the basic units of all living systems 

• The basic features of protein structure and function 

• The basic characteristics of enzymes and the nature of catalysis and 

especially the active site 

• The basic structures of nucleic acids including replication and repair How 

information stored in DNA is transcribed into RNA and translated into 

proteins 

• How gene expression is controlled and an introduction to the use of 

recombinant DNA techniques in medicine 

• The fluid mosaic model of membrane structure and the basic functions of 

cellular membranes 

• Importance of carbohydrates in the cell 

• The production and utilization of energy and the roles of ATP 

• How to assess the metabolic significance of glycolysis, TCA cycle, 

oxidative phosphorylation, electron transport, pentose phosphate pathway, 

gluconeogenesis and glycogen breakdown 

• Lipid synthesis and oxidation of fatty acids and ketone bodies Strategies 

for metabolic control as applied to carbohydrate and fat metabolism 

INTRODUCTION TO PHARMACOLOGY 

This module provides an introduction to the Principles of Pharmacology, and 

serves as a foundation to aid the understanding of the drug treatment of disease. 

At the end of this module the student should be familiar with: 

• The general mechanisms of action of drugs at a molecular, cellular, tissue and 

organ level. 

• The ways in which these actions produce therapeutic and adverse effects. The 

receptor as a target of drug action and related concepts such as agonism, 

antagonism, partial agonism and selectivity. 

• The mechanisms of drug absorption, distribution, metabolism and 

excretion, and the concepts of volume of distribution, clearance and half-life 

and their clinical relevance. 

• How pharmacokinetic factors determine the optimal route, dose and 

frequency of drug administration. 

• The factors that determine inter-individual variation in drug response, e.g. 

pharmacokinetic handling of drugs, pharmacogenetic and pharmaceutical 

variation. 

• The effects of drugs on the gastrointestinal and respiratory systems The 

problems associated with drugs such as the development of dependence 

and tolerance to drugs, adverse drug reactions, poisoning and the principles 

of counteracting the effects of toxic substances after ingestion. 

• The drug development process including clinical trials (Phase I to IV). The 

drug approval process and major regulatory authorities 

73

The requirements of good clinical trial design and consent, ethics, bias, 

statistics, dissemination of information 

INTRODUCTION TO PHYSIOLOGY 

This module functions as an introduction to physiology and human body function. 

It provides a brief overall introduction to the various body systems such as the 

cardiovascular system, the respiratory system, etc. It also provides an elementary 

account of body fluids, nerve and muscle function, the autonomic nervous system, 

blood cells and immunity. 

At the end of this module the student should have a knowledge and understanding 

of: 

• the basic design of the organ systems of the body 

• the fluid compartments of the body, the composition of the different fluids and 

their properties including osmolarity and pH and their clinical significance 

• the mechanisms whereby substances are transported in and out of cells and its 

relevance to absorption in the gut and the kidney. 

• the fundamentals of body pH regulation and it clinical significance 

• nerve function including conduction, and synaptic and neuromuscular junction 

transmission 

• the mechanism and control of skeletal and smooth muscle contraction 

• blood composition and function including both cells and plasma; this should 

include formation of blood cells, hemoglobin, blood groups, blood clotting, 

blood indices and blood disorders 

• the fundamentals of immunity, including structure and function of the white 

blood cells and both cellular and humoral immunity 

• the fundamentals of the autonomic nervous system and its importance. 

PROFESSIONALISM 1.1 

Medical education is not only a technical training; it is also a process of gradual 

induction to professional medical practice. 

The new NUI Galway curriculum takes a very deliberate approach to the 

development of future doctors. The 12 learning outcomes of the new curriculum 

include 5 learning outcomes that relate directly to the development of the new 

medical professional. The new curriculum therefore includes a new 

“professionalism” course that will occupy 20% of curricular time in all of the 

Semesters of all 5 years. It will constitute a vertical theme in the new systems 

based course incorporating several different knowledge skills and attitude sets. 

The teaching and learning experiences for students will integrate the expertise and 

interest of several disciplines, Law, Ethics, Health & Illness and Medical 

Informatics/Statistics. In particular the strand aims to support the 

achievement of the following curricular outcomes: 

74

The NUI Galway Medical Graduate: 

• Should be able to demonstrate communication skills in all areas and in all 

relevant media because good communication underpins all aspects of the 

practice of medicine. 

• Should demonstrate an awareness of how medical knowledge is created 

shaped shared and applied. As well as having the relevant technical skills to 

find appraise and synthesise information it is important that graduates 

understand the role of health informatics in the day-to-day care of patients. 

• Should have an awareness of conventional professional attitudes and demonstrate 

professional behaviours, commensurate with the standards set out by the 

medical council for professional practice in medicine. 

• Should be familiar with the role of a doctor within the Irish Health Service as 

well as being aware of the structure of different health services. 

• Should be familiar with the importance of personal development and be aware 

that this is a life long process. It is influenced by the personality of the 

individual and his/her life experiences, in addition to experiences related to 

their training. 

From the learning outcomes outlined above the following educational strands have 

been developed: 

• Communication and interview skills. This strand will develop the students 

ability to communicate effectively with patients whilst also learning how to 

carry out an accurate medical interview. 

• Ethics, medical law, jurisprudence and human rights. This strand will introduce 

students to important concepts in medical ethics law and human rights. The 

purpose of the strand is to support informed and ethical practice after 

qualification 

• Understanding health and illness. This strand has been designed to 

introduce students to organisational, psychological and social aspects of health, 

well-being and illness and to help them to understand the concept of 

professional roles 

• Health informatics. This strand is designed to build students IT and 

information management skills. In particular students will become capable 

of evidence based medicine/ practice. 

At the end of this module the student should be able to: 

• to work in groups and contribute to various roles set out for effective group 

work 

• to use all e-resources of information provided through the J. Hardiman Library 

• to use Cite While You Write in Endnote and appropriate text editing software 

• to discuss content and objectives of all contributing partners in Professionalism 

as outlined in the course booklet provided through the Electronic Learning 

Environment Blackboard 

• to produce a scientific report interpreting the latest evidence and statistics 

published 

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SEMESTER II 

CARDIOVASCULAR SYSTEM 

This module covers the anatomy, physiology and biochemistry of the 

cardiovascular system with clinical applications in an integrated fashion. The 

anatomy of the heart and blood vessel distribution is covered, as is the microscopic 

anatomy of the blood vessels. The genesis of the electrical activity of the heart and 

the formation of the electrocardiogram is described as is the function of the heart as 

a pump. The control of arterial blood pressure is described as is the control of the 

various regional circulations. This module will incorporate a clinical seminar 

session at the end of the module (one day’s duration). It is also envisaged that some 

clinical lectures will be interspersed throughout the module. 


• and be able to demonstrate the position and function of the heart valves. the 

positions for auscultation of the valves and the positions for placing the 

chest leads for the ECG. 

• the Anatomy of the heart and of anatomically and functionally related 

structures, including why the coronary arteries are important to the 

functional microanatomy of the heart 

• General plan of distribution of arteries, veins, lymphatics 

• about cardiac cell action potentials and how they give rise to the 

rhythmical excitation of the heart. 

• how the spread of cardiac action potentials throughout the heart gives rise to 

the electrocardiogram (ECG). 

• the clinical significance of the ECG 

• the cardiac cycle and the working of the heart as pump 

• the function and roles of the different parts of the systemic circulation 

(arteries, arterioles, capillaries and veins). 

• arterial blood pressure, its clinical significance, how to measure it and its 

mechanisms of control and the targets for drug intervention. 

• the control of the various regional circulations 

• be able to discuss the anatomy and pathophysiology related to 

cardiovascular disease. 

THE RESPIRATORY SYSTEM 

This module covers the anatomy and physiology of the respiratory system with 

clinical applications in an integrated fashion. The anatomy of the respiratory 

system and associated structures is covered. The ventilation of the lungs with air, 

diffusion of gases in the lungs, the perfusion of the lungs with blood, and gas 

exchange in the lungs are then described. Gas transport in the blood and gas 

exchange in the tissues are covered. The regulation of respiratory ventilation is 

described. Students are introduced to medical imaging of the respiratory system. 

This module will incorporate a clinical seminar session at the end of the module 

(one day’s duration). It is also envisaged that some clinical lectures will be 

interspersed throughout the module 

76

At the end of this module the student should: 

• Know the general plan of the functional Anatomy of the respiratory system 

• Know and be able to demonstrate the positions of the pleurae and lungs and 

of structures anatomically and functionally related to them. 

• Know the anatomy of the intercostals spaces and the diaphragm and the 

functional anatomy of ventilation. 

• Have sufficient anatomical knowledge to undertake an examination of the lungs 

including the interpretation of routine radiographs and MRI scans. Have an 

understanding of the role of the respiratory system in the control of blood 

gases and pH, including how normal levels are maintained and the causes and 

consequences of disturbances. 

• Know the factors that govern alveolar ventilation in health and disease. 

Understand the peripheral and central mechanisms involved in controlling 

respiration. 

• Be able to discuss the anatomy and pathophysiology related to respiratory 

disease. 

THE GASTROINTESTINAL SYSTEM 

This module covers the structure and function of the gastrointestinal system with 

clinical applications in an integrated fashion. The embryological development of 

the gut is described. The general organisation of the GIT is covered as is the gross 

anatomy and histology of its various parts including oesophagus, stomach and 

small and large intestines. GIT motility and its control, digestion and absorption of 

nutrients and its control, and enzymes and secretions are considered as are their 

medical implications. The role of the accessory organs of digestion is described. 

GIT reflexes such as vomiting and defecation are covered. This module will 

incorporate a clinical seminar session at the end of the module (one day’s 

duration). It is also envisaged that some clinical lectures will be interspersed 

throughout the module. 


• know the positions and functions of the liver and gall bladder, the 

stomach, small and large intestines including the appendix, pancreas and spleen 

and their layout within the peritoneum; 

• understand why the portal circulation may be involved in pathology; have 

some knowledge of the abdominal wall in relation to incisions, hernias 

and referred pain. 

• have a knowledge of modern medical Imaging of the GIT. 

• should understand how food is mixed and moved along the course of the GIT 

and the role played in this by the enteric nervous system. know how 

food is digested in the mouth, stomach and small intestine so that it is broken 

down into constituents which can be readily absorbed. know how the digested 

constituents of food are absorbed in the stomach and the small and large 

intestine. 

• know the mechanisms of the GIT reflexes of vomiting and defecation. 

77

THE RENAL SYSTEM 

This module covers the structure and function of the renal system with clinical 

applications in an integrated fashion. The development, anatomy and histology of 

the kidney is described as is the anatomy of the pelvic floor. The formation of urine 

is covered in terms of the underlying processes of glomerular filtration and tubular 

absorption and secretion and their control. The control of salt and water, pH 

balance and the medical importance of these processes is indicated. The anatomy 

and mechanism of the micturition reflex is described. Students are also introduced 

to medical imaging of the kidney. It is also envisaged that some clinical lectures 

may be interspersed throughout the module 


• Know and be able to demonstrate the positions of the bladder, urethra, 

rectum and anal canal. 

• Know the macro and micro structure of the kidney, ureter, urinary bladder and 

urethra. 

• Know the neuroanatomical basis of urinary incontinence. 

• Have an understanding of the role of the respiratory system in the control of 

blood gases and pH, including how normal levels are maintained and the 

causes and consequences of disturbances. 

• Be familiar with the medical imaging of the urinary system. 

• Understand the special features of the renal blood supply which adapt the 

• organ for filtration and reabsorption and how blood flow and GFR can be 

• measured 

• Be able to describe the transport properties of the nephron and how these relate 

to the excretory function of the kidney 

• Understand the role of the kidneys in regulating body fluid osmolarity, volume 

and aid base balance and the methods of investigation used to examine 

these mechanisms 

• Be able to discuss the anatomy and pathophysiology of processes related to 

renal disease. 

NUTRITION 

This module describes the fundamentals of human nutrition. It provides a basic 

knowledge of nutrient biochemistry and function to underpin an understanding of 

human nutrition. It discusses essential dietary requirements, energy meatabolism in 

the fed and fasting states and the role of nutrition in heart disease with particular 

emphasis on the role of cholesterol and lipids. It also covers the dietary role of 

lipids and trace elements. It is envisaged that there will be inputs to this module 

from clinical nutritionists. 


• The link between metabolism and nutrition 

• Main sources of metabolic fuels and energy requirements The 

role of organic and inorganic essential nutrients 

78

• Digestion and transport of nutrients and significance of transport 

mechanisms on health and disease 

• The metabolic flexibility associated with different life stages The 

metabolic link between nutrition and disease 

• The role of nutrition in athletic performance 


Professionalism 1.2 (Year 1, semester 2) focuses on all core clinical methods and 

skills according to international standards. See also clinical skills teaching. Clinical 

skills will be assessed in Objective Structured Clinical Examinations. 

An important part of medical professionalism 1.2 is achieved through Special Study 

Modules in semester 2. Students make a choice out of various special study 

modules, (SSM). The purpose of the SSM is to encourage students to develop areas 

of special interest and to learn how to examine topics in more depth. 


A 12-week course in Communication and Clinical Skills delivered jointly by the 

Disciplines of Medicine, General Practice and Psychiatry will take place in 

semester 2 of Year One. This course will be systems-based and will run parallel 

with teaching in anatomy, physiology, biochemistry and pharmacology. The 

communication skills teaching will run throughout the second semester and will 

involve lectures and role play. Clinical skills relevant to the following systems will 

be taught in three half-day sessions in the clinical skills laboratories at Aras 

Moyola and the Comerford Medical Education Centre. 

1. Cardiovascular 

2. Respiratory 

3. Gastrointestinal/Renal 

Full-day integrated communication and clinical skills workshops involving 

multiple supervised stations with simulated patients will attempt to underscore the 

importance of effective doctor-patient communication. 

An OSCE examination will be held at the end of semester 2. 

79

SECOND MEDICAL YEAR 

First Semester 

Endocrine System Growth Factors and Signalling 6ECTS 

Central Nervous System 9ECTS 

Reproduction and Development 6ECTS 

Genetics 3ECTS 

Molecular Medicine 3ECTS 

Medical Professionalism 2.1 6ECTS 

Second Semester 

Health and Disease 12 ECTS 

Drugs and Disease 6 ECTS 

Organ Failure 6 ECTS 


ENDOCRINE SYSTEM, GROWTH FACTORS AND SIGNALLING 

This module describes the structure and function of the endocrine system both in 

health and disease. It also provides an introduction to growth factor and signal 

transduction systems in health and disease. It includes an introduction to chemical 

messengers of the nervous, endocrine and immune systems, as well as eicosanoids 

and growth factors. The biochemical basis of hormonal classification will be 

explained. The student will be provided with an overview of the general anatomy 

of the endocrine system. The structure and function of classical endocrine glands 

will also be discussed. The clinical importance of the endocrine secretions will also 

be described throughout the module. 


• Know the endocrine system provides communication between cells, tissues 

and organs 

• Understand the structure and function of the hypothalamic pituitary axis and 

the roles of the various hormones secreted by these areas Be able 

to discuss the effects of hypo and hyper secretion of the these hormones 

• Understand the structure and function of the thyroid, parathyroid and adrenal 

glands, and the Islets of Langerhans and the roles of the various hormones 

secreted by these glands 

• Be able to discuss the effects of hypo and hyper function of these gland 

• Be able to discuss the hormonal control of carbohydrate, protein and fat 

metabolism and its clinical significance 

• Be able to discuss the hormonal control of calcium and phosphate metabolism, 

and salt and water metabolism and their clinical significance Understand the 

methodology of hormone measurement and its relevance to clinical 

diagnosis 

• Be aware of the general features and types of signaling molecules Know 

the most important and common growth factors and have some understanding 

of their functional and clinical importance 

80

• Know the biochemical properties and mode of action of steroid hormones Have 

an understanding of plasma membrane receptors, G-proteins, the cAMP, cGMP 

and phosphatidylinositol signaling systems and their role in normal function and 

disease 

• Know the formation and role of eicosanoids 

CENTRAL NERVOUS SYSTEM 

The module focuses on the anatomy, physiology and biochemistry of the human 

central nervous system. 

At the end of this module the student should 

• Have a comprehensive understanding of the structure and organisation of the 

nervous system; brain, spinal cord and meninges 

• Be aware of the structure and function of neurons and glial cells 

Understand the role of cerebrospinal fluid 

• Be able to discuss the process of CNS neurotransmission 

• Know the structure and function of the somatosensory system 

• Understand the structure and function of the motor system 

• Understand the organization and function of vision, hearing, speech, and 

balance 

• Have an understanding of role of the hypothalamus, and its role in 

appetite, thirst and thermoregulation 

• Know the role of limbic system in emotions 

• Understand the processes of Sleep, learning and memory 

• Be aware of the concept of reward circuitry 

REPRODUCTION AND DEVELOPMENT 

This module describes the process involved in reproduction and will provide an 

introduction to embryology. The osteology, blood supply and innervation of the 

pelvic region will be described. Pelvic imaging methodology will also be 

introduced. The anatomy of the male and female reproductive systems will be 

explained. The function and hormonal regulation of reproduction will be 

described. The events involved in fertilisation and embryonic development 

including sexual differentiation and fetal physiology will be covered. Students 

will be instructed in various specific reproductive topics including lactation, 

parturition. The normal process of embryology will be discussed. ). It is also 

envisaged that some clinical lectures will be interspersed throughout the module. 


• Know the anatomy of the male reproductive system as well as the 

Hormonal and nervous control of male 

• Understand the major features of the anatomy of the female reproductive system 

including the relevant osteology and variations in the shape of the pelvis 

• Know the positions of the bladder, urethra, rectum and anal canal 

Understand and the structure of the pelvic floor; the anatomy of 

continence; the anatomy of the female and male internal and external genitalia 

81

(ovaries, uterine tubes, uterus, vagina, labia, clitoris; testis, vas deferens, 

prostate, scrotum, penis). 

• Have sufficient anatomical knowledge to understand the anatomy of urinary 

and faecal continence, of taking cervical smears and of pelvic examination (the 

structures palpable on an examination via the rectum or vagina) and the 

anatomical basis of passing a urinary catheter in the male. Understand the 

anatomical consequences of prostatic enlargement, and the basis of common 

medical conditions affecting the female genital tract. Understand the principles 

and types of abdominal hernia, common medical conditions affecting the 

scrotum and testis. 

• Have an appreciation of anatomical changes that occur during pregnancy and 

the anatomy underlying anaesthesia during childbirth. 

• Embryology 

• Understand the hormonal and nervous control of male reproduction Understand 

the hormonal control of the menstrual cycle and of pregnancy Know the basis of 

sexual determination of sex, the control of parturition and lactation 

• Understand both foetal and neonatal physiology 

GENETICS 

This course introduces Medical students to the principles of modern genetics and 

its application to the understanding and treatment of inherited disease. The roles of 

DNA technology and genetic counselling are explained. 


• Have a comprehensive understanding of the main principles of modern medical 

genetics and cytogenetics and its relevance to modern medicine. Have a critical 

awareness of the applications of DNA technology to the Have a basic 

understanding of chromosome analysis and the causes and consequences of 

cytogenetic disorder and its relevance to modern medicine. 

• Have a basic understanding of the role of chromosome rearrangement in 

human leukaemia and cancer 

• Have an appreciation of the practical, moral and ethical issues associated with 

genetic testing, prenatal diagnosis and genetic counselling in modern medicine. 

MOLECULAR MEDICINE 

This module describes the contributions of advances in molecular biology to 

research, diagnosis and treatment of disease. The molecular basis of cancer is 

emphasised as an example and topic of special relevance. 


• What constitutes molecular medicine 

• Principles which underlie contemporary research, diagnosis and treatment 

• methods in molecular medicine. 

• Application of recombinant DNA technology to treatment of disease 

Molecular basis of cell cycle control the 

nature of DNA damaged and how it is repaired 

82

• Cell biological hallmarks of cancer 

• Role of oncogenes and tumor suppressor genes 

• Principles underlying current and proposed molecular cancer therapies 

Pharmaceutical development pipeline for molecular medicines 


Clinical Skills Teaching 

Professionalism 2.1 (year 2, semester 2) focuses on all core clinical methods and 

skills according to international standards. See also clinical skills teaching. Clinical 

skills will be assessed in Objective Structured Clinical Examinations. 

Students are introduced through a series of systems-based lectures and practical 

workshops to history taking and physical examination in semester 1. Four week 

days are spent on the wards and in general practices applying these skills. Case 

reports and a multiple choice examination in December of Semester 1. 

SEMESTER II 

DRUGS AND DISEASE 

The module focuses on the pharmacology of drugs affecting various body systems 

and disease categories. Students learning is based upon prior knowledge from 

Introduction to Pharmacology and all of the other systems-based modules that have 

run in the preceding 3 semesters. Areas covered include the pharmacology of drugs 

used in the treatment of cardiovascular diseases, nervous system diseases, pain, 

endocrine diseases, immune system-related conditions and cancer. The module is 

designed to run parallel to the Health and Disease module also in semester 2.2. 

At the end of this module, the student should know: 

• The basic pharmacology of drugs used in the treatment of cardiovascular 

diseases, nervous system diseases, pain, endocrine diseases, immune systemrelated 

conditions and cancer. 

• Mechanisms of action, important side effects and routes of administration of 

those drugs. 

• How those drugs abrogate or interfere with mechanisms of disease. 

Important drugs interactions. 

HEALTH AND DISEASE I 

Students will be introduced to the idea that mechanistic knowledge underpins the 

analysis and solving of clinical problems The module will demonstrate that 

molecular, cellular, microbiological and environmental mechanisms underpin the 

development and progression of disease and will highlight the interplay between 

these factors. Students will be introduced to the principles of health promotion and 

of disease prevention and treatment for both individuals and populations. 

83

On completion of this module students will have a foundation in: 

• The various causes of disease and the interplay of molecular, cellular, 

microbiological and environmental factors in the causation of different 

diseases; 

• Principles of public health and health promotion; 

• Mechanisms of cell injury and cell death; organisms that cause cell injury; 

response to cell injury and death; and healing and repair 

• Disorders of cell growth and neoplasia 

• Control of infection 

• Basic alterations of the haemodynamics including thrombosis, ischaemia, 

infarction and shock. 

• Pathobiology, microbiology, surveillance and prevention of 

cardiovascular disorders including atherosclerosis, myocardial infarction, 

valvular disorders, cardiomyopathy, cardiac failure, aneurysms and 

hypertension. 

• Pathobiology, microbiology and surveillance and prevention of respiratory 

disorders including asthma and allergic disorders, infections, inflammatory 

disorders, COAD, cystic fibrosis and neoplasia. 

• The clinical relevance of the mechanisms that underlie disease and begin to 

see how such information can be used in clinical scenarios. 

ORGAN FAILURE 

These modules will integrate preclinical subjects into clinical setting 

and demonstrate relevance of basic sciences to clinical practice 


• Know the underlying causes/disease processes leading to loss of organ 

function 

• Have an understanding of the clinical consequences of loss of organ 

function 

• Be able to discuss the basic management principles and issues arising have 

an understanding of organ supportive/replacement therapies 

This module focuses on Group and Self Directed Learning 

• Use of relevant clinical scenarios involving failure of a major organ 

system. 

• Group presentation of knowledge gained during self-directed learning session. 

• Grouped assessment of submissions 

Key Knowledge Areas 

• Acute Hepatic Failure Acute Brain Injury 

• Acute Renal Failure 

• Hypovolaemic Shock The Failing Heart 

• Acute Respiratory Failure 

84


Medical professionals focus on the integrated professional approach in problem 

solving and decision making. Student learning is based upon enquiry based 

learning skills achieved in the previous professionalism courses. New medical 

technologies are critically appraised using clinical case stories and discussed in 

self-directed group processes. Prior knowledge of medical law, medical ethics, 

health & illness and medical informatics is used to upgrade the professional 

learner. The results of self-directed learning will be reported in a scientific group 

essay and a statistics report at the end of the course. Knowledge achieved in 

Professionalism 2.2 will be assessed in an integrated MCQ and SAQ. 

Medical ethics is concerned with contemporary moral issues facing medics. It 

introduced a variety of normative ethical theories to provide a foundation for the 

critical analysis of a range of issues arising from the biological and medical 

sciences. These are likely to include abortion, euthanasia / physician assisted 

suicide, disability, genetic modification, new medical technologies and resource 

allocation. 

It is intended that students will gain knowledge of moral theory that equips them to 

evaluate some of the most pressing dilemmas facing biomedical practice. 

Medical law shows students the importance of law in their every day practice as a 

doctor. This will be done by discussing major legal issues such as, consent to 

treatment, medical negligence, confidentiality and mental health law. Students will 

be shown how the law has dealt with situations that are rarely black and white. 

This will be done through various cases of direct interest to medical practice. At 

the end of the module students will be expected to identify situations where legal 

responsibilities arise and to discern the various legal elements and find the best 

possible course of action 


In semester 2 students build on the procedural skills learned in their first medical 

year with workshops covering skills relevant to the neurological, endocrine and 

musculoskeletal systems. Skills will be assessed in an Objective Structured Clinical 

Examination by the end of semester 2. 

Special Study Modules 

Another important part of professionalism 2.2 is achieved through a new set of 

Special Study Modules. Students make a choice out of a variety special study 

modules, (SSM). The purpose of the SSM is to encourage students to develop areas 

of special interest and to learn how to examine topics in more depth. The majority 

of these Special Study Modules are based upon service learning and project/enquiry 

based learning. 

85

THIRD MEDICAL YEAR 

SEMESTER I 

HEALTH AND DISEASE II 

Students will build on the knowledge of biomedical science and Health and 

Disease module I in semester 2 year 2 to understand the common disease processes 

affecting different organ systems and their clinical implications. They will learn to 

apply these principles to common clinical problems Students will also build on 

their knowledge of the biopsychosocial model of health and disease and its 

application in the prevention and treatment of common clinical conditions. 

Students will acquire an understanding of the relevance of epidemiology to the 

clinical practice of medicine and the functions of public health medicine and health 

promotion in practice. They will develop an appreciation of the role of the 

laboratory in clinical practice. 

On completion of this module students will have a foundation in: 

• Pathobiology and microbiology of diseases affecting central nervous 

system including the causes and effects of raised intracranial pressure, stroke, 

head trauma, infection and neurodegenerative diseases; Patholobiology and 

microbiology of diseases of the gastrointestinal system including 

infections, inflammatory conditions, common malabsorptive disorders, 

benign and malignant diseases; 

• Diseases of hepatobiliary system and pancreas including infections, 

inflammatory disorders, inherited diseases, neoplasms and organ failure; Disease 

of genitourinary system including infections, immune disorders, vasculitis, 

stones, neoplasia and organ failure; 

• Haematological disorders including anaemias, haematological malignancy and 

pathology of the lymph node; 

• Pathobiology of the breast and endocrine system; screening services; 

Pathobiology and microbiology of the skin and musculoskeletal system The 

clinical aspects of diseases affecting different systems; 

• Functions of public health medicine, including topics of epidemiology, 

needs assessment, occupational health related both to individual and 

population health services. 

• The principles and practical aspects of infection control in the health care 

setting 

• The principles and practical aspects of the use of antimicrobial agents 

• The principle of prevention, control and management and aetiology of 

major infectious diseases 

86

FORENSIC MEDICINE 

Students will build on the knowledge of biomedical science achieved in modules 

H&D I and H&D II to develop a basic understanding of the principles of forensic 

medicine in relation to common causes and signs of injury, disease and death. They 

will be familiar with the role of the coroner, the circumstances in which death 

should be reported to the coroner, the role of the autopsy and the inquest. They 

will learn the importance of accurate certification of death. They will be familiar 

with the signs of violence and injury/trauma. They will acquire some insight into 

establishing the manner of death in a given case, i.e. whether it is natural, 

accidental, homicidal or suicidal and they will be familiar with the causes of 

unnatural death, including the effects of various drugs and toxins. 

GLOBAL HEALTH AND DEVELOPMENT 

This module provides a brief introduction to key concepts in understanding the 

challenges of human health and development from a global perspective. The 

content will focus on social and economic development as it relates to global 

health. 

Global health can be defined as 'health problems, issues and concerns that 

transcend national boundaries; that may be influenced by circumstances or 

experiences in other countries; and that are best addressed by cooperative actions 

and solutions'. 

The module is delivered by staff from the Disciplines of Bacteriology and Public 

Health & Health Promotion with input from a range of people from different 

disciplines. 

By the end of this course students should: 

• recognise the impacts of globalisation, poverty and widening socio-economic 

inequalities as determinants of health; 

• understand the concepts of development, poverty, economic and social 

development, and the right to health; 

• be able to discuss the main causes of morbidity and mortality globally; the 

global burden of disease including major infectious, non-communicable and 

chronic diseases and injuries; 

• be aware of the difficulties faced by health services in resource poor settings 

and the challenges of strengthening health systems, ensuring adequate human 

resources for health and equitable access; 

• know about some of the major global health initiatives, including the roles of 

international agencies such as WHO and other UN agencies, civil society 

organisations and new partnerships for health; 

• recognise issues related to global health security and addressing public health 

risks from epidemic prone diseases and climate change; 

• consider some of the health issues faced by migrants including refugees and 

asylum seekers; 

• know where to identify sources of information for medical advice for 

international travelers 

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CORE CLINICAL SKILLS 

The Core Clinical Skills module is a 12 week (9ECTS) module delivered in 

semester 1 of year 3. Students receive lectures on evidence-based physical 

diagnosis, tutorials on clinical problem solving and practical procedural skills 

teaching. More advanced physical examination skills are taught in the clinical 

skills laboratory. Students are required to clerk patients throughout their hospital 

stay and keep reflective account in their portfolio. Bedside tutorials help students 

to develop their diagnostic and clinical reasoning skills. Assessment involves an 

OSCE, MCQ Exam, Structured answer question paper and satisfactory completion 

of their logbook. 

SEMESTER II 

FOUNDATIONS OF CLINICAL MEDICINE 

The teaching in year 3 semester 2 will comprise 5 modules which together comprise 

‘Foundations of Clinical Medicine’.. Each module is delivered in 4 week rotating 

blocks over the course of Semester 3.2. Each module will therefore be delivered five 

times to five separate groups, at both the Galway University Hospitals and the 

Affiliated Hospitals. The teaching of Professionalism is incorporated into each 

module. 

1. Cardiovascular Module: The aim of this module is to provide structured 

integrated teaching in the diagnosis, investigation, and management of patients 

with common diseases of the cardiovascular system. The module builds on the 

systems based approach to the CVS system in Year 1 (1.2) and to the pathology of 

the CVS system in the modules on the process of Health and Disease (2.2; 3.1). In 

addition it provides a foundation to a more advanced level of CVS disease in 

Cardiovascular Studies 111 in semester 5.1. At the end of the module the student 

will be competent to make a diagnosis deliver basic care to a patient 

presenting with a common cardiovascular problem. The strand addresses the each of 

the 12 learning outcomes of the overall curriculum. The professionalism component of 

the strand includes a ‘Clinical Methods’ component, focussing on communication 

and examination skills on both simulated and real patients. 

2. Gastrointestinal Module: This module will build on the systems based approach 

to the gastrointestinal system, and clinical methods (communication and 

examination skills) and will vertically integrate with the anatomy, physiology and 

pathology courses. Common gastrointestinal problems are introduced in this module. 

For each clinical condition the student will be exposed to the pathology and clinical 

presentation followed by the appropriate investigation and management of the 

condition. The student will learn to formulate a working diagnosis and appropriate 

differential diagnosis from which a plan of investigation and management can be 

delivered. 

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3. Respiratory, Perioperative and Critical Care Medicine Module: This 

module will build on the basic concepts acquired in the respiratory I module in 

Semester 1.2 and the Organ Failure Module in Semester 2.2. The strand will 

introduce students to core knowledge, skills and attitudes required to develop a 

critical understanding of the pathophysiology and management of the common 

respiratory diseases (Respiratory Medicine), basic non-surgical aspects of care of the 

patient presenting for major surgery (Perioperative Medicine), and introduce concepts 

regarding the severely ill patient and the pathophysiology of organ failure (Critical 

Care Medicine). These basic skills and concepts will be developed further in 

semester 5.1. 

4 Care of the Elderly Module: This module will provide students with the 

requisite knowledge, skills and professional attitudes related to management of the 

elderly patient. The multidisciplinary approach will be emphasised throughout the 

strand and students will be encouraged to gain an appreciation of the role of allied 

health professionals in elderly care. Students will be introduced to investigation and 

management of the following conditions, with particular reference to their 

presentation in elderly patients: acute confusional state and dementia, 

cerebrovascular disease, sensory impairment, movement disorders, recurrent falls, 

cardiorespiratory disease, bowel and bladder disturbance, metabolic bone disease, 

electrolyte disorders, malignant disease and haematological disorders. 

5 Acute Hospital Care (GUH) / Elective Module : This module aims to guide 

the student in the development of the appropriate clinical skills to appropriately 

investigate and participate in the management of acutely unwell medical and surgical 

patients. Students will acquire a comprehensive range of clinical skills that are 

needed to properly evaluate the diversity of situations common to an emergency 

department. The student will also gain an appreciation of the core concepts 

related to skin and soft tissue injuries and how these commonly present through 

the emergency department. Horizontal integration with other strands is emphasised, 

as well as vertical integration with the basic sciences especially anatomy, 

physiology and pathology. 

The Examinations of Semester 2 Third Medical Year: 

Where a student has a failing mark in one or more modules not exceeding a maximum 

of 6 credits in combination but has attained 45% or more, this component may be 

deemed to be passed by compensation where the student has a surplus of marks 

across the remaining modules of not less than double the deficit in the module(s) 

which have been failed. In addition to passing each module, (MCQ and Written 

Paper) students are required to pass 7 of 10 OSCE stations. 

Failing Students and Repeat Examinations 

Students who fail a module will repeat only that module in the Autumn. Students 

who fail the OSCE ‘module’, but pass the 5 content modules will repeat only the 

89

clinical assessment in the Autumn. Students who fail the autumn examinations will 

be required to repeat the Semester. 

FOURTH MEDICAL YEAR 

PSYCHIATRY 

This 8 week program is divided into two four week blocks, one in semester 1 and 

one in semester 2. Students will attain knowledge of and learn the skills required to 

assess a range of mental illnesses. They will learn about the biopsychosocial risk 

factors for these illnesses and their multidisciplinary management using physical, 

pharmacological, psychological and social interventions. Mental illnesses addressed 

in this way will include depressive disorders; bipolar disorder; schizophrenia and 

psychotic disorders; alcohol and substance misuse; dementia and delirium; suicide 

and deliberate self harm; autism, pervasive and specific developmental disorders; 

attention deficit disorders; posttraumatic stress disorder; anxiety disorders, eating 

disorders; personality disorders; dissociative and somatoform disorders; 

psychosexual disorders; learning disability; obsessive compulsive disorder; 

psychiatric disorders of the puerperium; childhood conduct and emotional disorders. 

Students will develop skills in how to assess and manage deliberate self harm. 

Students will be assisted in developing the empathic attitudes and communication 

skills necessary to interact with patients suffering from mental illness and their 

relatives. They will be made aware of the varying presentation of mental disorders 

in learning disabled patients, later life patients, children, patients in a general 

medical setting and be able to adapt their communication skills accordingly. 

Students will be assisted in developing an awareness of the importance of 

counteracting stigma. They will develop an awareness of the impact of family 

dynamics and of psychological defence mechanisms on the development of mental 

illness. They will be introduced to the principles of involuntary treatment and an 

understanding of the roles and functioning of multidisciplinary teams in assessing 

and managing mental illness. 

Structure and delivery: 

The curricular structure will include circa 20 didactic lectures, small group teaching, 

video-based teaching of clinical cases, problem based learning tutorials, 

communication skills training in mental health setting, self directed learning, case 

presentation to peers, case studies, clinical placements with shadowing of doctors 

and clinical nurse specialists, clerking patients, attendance at ward rounds and 

multidisciplinary team meetings. 

On satusfactory completion of this module students will: 

• Be able to describe the prevalence and presentations of common psychiatric 

conditions, discuss their aetiology and understand the principles of their 

management, including biological, psychological, and socio-cultural 

approaches. 

• Be able to outline the conditions under which it is legitimate to detain and treat 

90

patients against their will. 

• Be able to describe the principal mechanisms of action of, indications for, side 

effects of, and appropriate use of common psychotropic medication and ECT. 

• Be able to describe the principles of different forms of psychotherapy and their 

appropriateness for different patients. 

• Be able to describe the range of services and roles of the professionals involved 

in the care of people with a mental illness and appreciate the importance of 

multidisciplinary working. 

• Communicate effectively with mentally ill patients and be able to take a full 

psychiatric history from, and carry out a mental state examination of patients of 

all ages and developmental levels. 

• Summarise the findings of a psychiatric history and mental state examination 

by producing a biopsychosocial formulation. 

• Assess family relationships and their impact on the functioning of other family 

members, and speak to families about an ill or disabled member. 

• Assess a patient’s potential suicidal risk and risk to others. 

• Demonstrate an empathic understanding of the emotional problems of patients 

of all ages and developmental levels, the psychological and sociocultural 

dimension of illness. 

PAEDIATRICS AND CHILD HEALTH 

Each student completes an 8 week paediatric clerkship, delivered in two discrete four 

week modules over two semesters. Each four week learning block will run 

concurrently at NUI, Galway and The Sligo Academy. It is anticipated that at any 

one time 24 paediatric students will be based at NUI, Galway and 5 students at the 

Sligo Academy with uniform delivery on both sites. 

During this time the student’s major clinical commitments are in Paediatrics and take 

precedence over all other activities. This Clerkship is during the Fourth Medical Year, 

and includes two weeks attachment in Paediatrics at Castlebar, Derry, Ballinasloe or 

Letterkenny for students based at NUI, Galway. Students who spend one module at the 

Sligo Academy spend the second at NUI, Galway. 

Semester 1 introduces the student to common paediatric presentations and topics as 

well as building on the students’ clinical skills in the paediatric setting. 

Semester 2 focuses on students acquiring knowledge and skills in management of 

paediatric conditions. This includes evidence based critical analysis of case 

management. 

Theoretical learning is provided through small group problem based learning 

seminars, student case presentations and computer aided learning. In addition 

lectures are given on the principles of growth and development, child health, 

common paediatric problems, perinatal problems, and the management of 

newborn and premature infants. 

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Clinical learning opportunity is provided through clinical skills tutorials, core bedside 

tutorials, clinical placement – (mentor and role modelling, ward rounds and 

clinic exposure) and nurse shadowing on clinical placement. Tutorials are given in 

the Special Care Newborn infant unit in addition to those in general paediatrics; visits 

are arranged to Child Development centres and to schools for children with learning 

disability. 

Assessment is both formative and summative. Focused feedback is the main 

formative assessment method used. Summative assessment methods include: 

Continuous assessment (4 case report submissions), written examination (MCQ, 

MEQs and SAQs) and OSCE (Objective structured clinical examination). 

OBSTETRICS AND GYNAECOLOGY 

The course will be divided into 2 semesters in year 4, each for the duration of 4 

weeks. The first semester will address basic obstetrics & gynaecology; the second 

will address advanced aspects of care. The course will take place in UHG and in 

the Sligo Academy with a two week attachment in one of the affiliated hospitals for 

those based at UHG. 

Semester 1 will address basic aspects of care in Obstetrics and Gynaecology and 

will include normal antenatal care, the impact of pre-existing disease on pregnancy 

on the mother and fetus, common gynaecological disease, the performance of 

intimate gynaecological examinations in accordance with recommended 

professional standards and participation in labour ward activities. This will involve 

performing normal deliveries, observing operative deliveries and close interaction 

with the midwifery staff in the care of the woman during labour. It will also address 

the contribution of changing demographics and disease profiles in the population on 

adverse obstetric outcome. Specifically, this will involve learning about the 

collation of maternal and perinatal morbidity and mortality statistics at a local, 

national and international level. It will also involve learning how the published 

reports (CEMM, CEMACH, CEDSI and the Annual Clinical Reports) identify areas 

that lead to changes in obstetric practice. 

In Semester 2 the student will learn about the management of more complicated 

obstetric problems, and the effect of pregnancy on their management. This will 

include the interaction of the multidisciplinary teams involved in high risk obstetric 

care. It will address the use of the Cochrane and RCOG databases in daily practice 

to employ evidence based management of obstetric and gynaecological problems. It 

will explain the principles of screening for disease – the principles of prenatal 

screening for fetal and maternal disease during pregnancy and the associated 

aspects; ethical, legal, health economics and the clinical and laboratory aspects of 

prenatal tests such as CVS, amniocentesis and ultrasound. The principles and 

practice of screening for gynaecological malignancy will be addressed. The 

management of patients who undergo early and late pregnancy loss will be taught. 

92

Finally the management of obstetric emergencies will be explained. 

The course will consist of didactic lectures, small group teaching, tutorials, student 

case presentations, clinical attachment, videos and self directed learning. The course 

will be delivered by the academic staff, the consultants and specialist registrars in 

Obstetrics and Gynaecology. In the second semester the clinical attachment will 

include attendance at the subspecialist clinics – feto-maternal medicine, infertility, 

urogynaecology and gynaecological oncology. 

The assessment will be both formative and summative. Semester 1 will carry 10% 

based on the student’s attendance and performance of clinical tasks. Semester 2 

will account for 30% based on an OSCE / MCQ. The end of year assessment will 

account for 60%. 

GENERAL PRACTICE 

The General Practice component involves, in semesters, two weeks of small group 

teaching and two weeks on placement with a GP practice. The majority of students 

will be placed with the same practice, but this is not guaranteed. Placement with a 

General Practitioner occurs in weeks three and four in semester one and weeks two 

and three in semester two. The small group activity covers topics such as 

communication skills, chronic disease management, case based learning, etc. 

What do we hope students will learn in general practice? 

We have listed below the learning objectives for our year 4 course. 

Semester #1 will introduce the principles and organisation of general practice as 

well as build on the students’ clinical and procedural skills. 

Semester #2 will focus on developing patient management skills including a general 

practice approach to history taking and physical examination; therapeutic skills and 

an awareness of the features of case management. 

93

Table of proposed year 4 learning objectives categorized by 

Semester and assessment method. 

OBJECTIVES 

The student will……. 

Be able to describe the range of 

problems seen in General Practice. 

Demonstrate awareness of the 

importance of physical, psychological 

and social factors in illness 

Demonstrate that s/he has a good 

working knowledge of the GP 

management of the following chronic 

diseases: asthma, diabetes and 

hypertension 

Demonstrate that s/he has a good 

working knowledge of the GP 

management of the following acute 

conditions respiratory tract infections, 

urinary tract infections, acute 

confusion in the elderly, contraception 

Be able to effectively communicate 

with a patient in order to discover the 

reason for attendance, explain the 

diagnosis and discuss a management 

plan 

Personal objective 

Be able to explain the organisation of 

General Practice in Ireland 

Be able to reflect on his/her own 

attitudes to different patients and 

demonstrate appropriate professional 

behaviour in the consultation 

Be able to suggest how/ demonstrate 

how health promotion and disease 

prevention can be incorporated into 

General Practice 

Be able to formulate a patient 

management plan with the patient 

Be able to perform the 

Clinical, Examination, Administration, 

Communication and Clinical 

Reasoning skills listed in the GP 

SKILLS LOG 

Personal objective 

DOMAIN TEACHING/ LEARNING 

ACTIVITY 

ASSESSMENT 

Semester 1 Objectives 

Knowledge Lecture, GP attachment MCQ 

Attitude 

Skill 

Skill & 

Knowledge 

Skill & 

Knowledge 

Attitude 

Skill 

94 

Lecture, communication 

skills video session, GP 

attachment 

Small group sessions, GP 

placement 

Small group sessions, GP 

placement 

Communication skills video 

session, GP attachment. 

Case study, OSCE 

MCQ/OSCE 

MCQ/OSCE 

OSCE 

Semester 2 Objectives 

Knowledge Lecture, GP attachment MCQ 

Attitude Small group session OSCE 

Knowledge Lecture, GP attachment, OSCL, Small 

group session 

Skill OSCL, GP attachment , Communication 

skills video session, 

Skill Small group clinical skills sessions, GP 

placement, self directed learning 

OTO-RHINOLARYNGOLOGY 

Oto-Rhino-Laryngology (ORL) is the speciality that deals with the diagnosis and 

management of diseases of the ear, nose and throat. The speciality also includes all 

aspects of congenital and acquired diseases of the Head and Neck. It involves 

dealing with patients of all ages and as a speciality ORL is responsible for the 

surgical management of more paediatric patients than any other surgical discipline. 

Adenotonsillectomy and the insertion of ventilation tubes (Grommets) are two of 

MCQ, 

OSCE 

OSCE 

OSCE

the most frequently performed operations world wide. Teaching at the department 

of ORL will be delivered over two semesters. Each semester will be of four weeks 

duration. GP and ORL will share this time. We intend to create an element of 

integration between GP and ORL as both specialities share a common core of 

patients and disease processes. This integration will be seen particularly in semester 

1 week 1 and semester 2 week 4. Students will spend 2 full weeks in ORL. 

VISION: 

Clinically competent student in ORL: Ability to diagnose and manage common 

acute and chronic ORL conditions including their complications. 

Learning Objectives Semester 1: 

An introduction to the basic principles of ORL. History taking, safe clinical 

examination of the ear nose throat head and neck. Basic clinical tests associated 

with ORL, clinical assessment of hearing. Differential diagnosis, appropriate 

investigations. 

Learning Objectives Semester 2: 

Building on clinical skills learnt in semester 1. Disease processes, paediatric ORL, 

surgical anatomy, surgical management, complications. Introduction to safe 

surgery, Red Flags – conditions not to miss!! 

95

FIFTH MEDICAL YEAR / FINAL YEAR 

COMPRISES 2 SEMESTERS 

SEMESTER 1: 

ADVANCED CLINICAL PRACTICE (30 ECTS Credits) 

This module aims to enhance the students knowledge of clinical practice and builds 

on the module ‘Foundations of Clinical Practice’ (3MB). The module will integrate 

vertically with the systems based approach of the earlier years of the curriculum 

(1MB, 2MB) and the Foundations of Clinical Practice in 3MB and will incorporate 

the teaching of Professionalism seamlessly within the following strands: 

1. CARDIOVASCULAR STUDIES 

Students will increase their understanding of the diseases of the cardiovascular 

system and build on the basic knowledge acquired in 3MB. They will focus on 

diagnosis investigation and management learning to integrate and interpret large 

amounts of patient information. At the end of the module the student will have 

acquired an advanced level of competence to deliver care to a patient presenting 

with a cardiovascular problem. 

2. GASTROINTESTINAL STUDIES 

Students will increase their understanding of the diseases of the gastrointestinal 

system and build on the basic knowledge acquired in 3MB. They will focus on 

diagnosis investigation and management learning to integrate and interpret large 



with a gastrointestinal problem. 

3. RESPIRATORY CRITICAL AND PERIOPERATIVE CARE MEDICINE 11 

Students will increase their understanding of the respiratory system and further 

develop their clinical knowledge and skills relating to Perioperative and Critical 

Care Medicine, building on the basic knowledge acquired in 3MB. They will focus 

on diagnosis investigation and management learning to integrate and interpret large 



with a respiratory problem, the non surgical aspects of care of the patient 

presenting for major surgery and the recognition and initial management of the 

severely ill patient. 

4.GENERAL MEDICAL /SURGICAL CARE 

Students will increase their understanding of the 10 most common medical and 10 

most common surgical reasons for admission to an acute hospital. These 20 

conditions have been chosen based on HSE HIPE data of coding admissions. They 

96

will focus on diagnosis investigation and management learning to integrate and 

interpret large amounts of patient information. At the end of the module the student 

will have acquired an advanced level of competence to deliver care to a patient 

presenting with a common acute medical or surgical problem. 

STRUCTURE: 

4 x 4 week strands repeated 4 times each across the Autumn Semester 

DELIVERY OF DIDACTIC CONTENT 

8 hours of contact time per week (32 hours per module) 

3 hours didactic lectures (Full class) 

3 hours small group teaching 

2 hours clinic/ward based activity 

40 hours student effort required per week 

8 hours didactic time 

32 hours divided between (a)Completion of tasks in Log Book (b) Directed Reading 

SEMESTER 2: 

SPECIALIST CLINICAL PRACTICE 

This module aims to enhance the students knowledge of clinical practice in 

specialist areas and builds on the Foundations of Clinical Practice (3MB, Semester 

2) and Advanced Clinical Practice (5 MB Semester 1). The module will integrate 

vertically with the Foundations and Advanced Clinical Practice Modules (3.2 and 

5.1) and will incorporate the teaching of Professionalism seamlessly within the 

following strands: 

1. MUSCULOSKETAL STUDIES 

Students will increase their understanding of the diseases of the musculoskeletl 

system and build on the basic system based knowledge acquired in 1MB and 2MB. 

They will focus on diagnosis investigation and management of common 

musculoskeletal problems learning to integrate and interpret large amounts of 

patient information. At the end of the module the student will have acquired an 

advanced level of competence to deliver care to a patient presenting with a 

musculoskeletal problem. 

2. RENAL/UROLOGY STUDIES 

Students will increase their understanding of the diseases of the renal and urological 

system and build on the basic systems based knowledge acquired in 1MB and 2MB. 

They will focus on diagnosis investigation and management of common renal and 

urological problems learning to integrate and interpret large amounts of patient 

information. At the end of the module the student will have acquired an advanced 

97

level of competence to deliver care to a patient presenting with a renal/urological 

problem. 

3. NEUROLOGY/OPHTHALMOLOGY STUDIES 

Students will increase their understanding of the diseases of the nervous system and 

eye and build on the systems based knowledge acquired in 1MB and 2MB. They 

will focus on diagnosis investigation and management of common neurological and 

eye problems learning to integrate and interpret large amounts of patient 

information. At the end of the module the student will have acquired an advanced 

level of competence to deliver care to a patient presenting with a 

neurological/ophthalmology problem respiratory problem. 

4. DERMATOLOGY/PLASTICS 

Students will increase their understanding of diseases of the skin including cancers 

and burns and the interventions and treatments available to mange both. They will 

focus on the diagnosis investigation and management of common skin problems 

learning to integrate and interpret large amounts of patient information. At the end 

of the module the student will have acquired an advanced level of competence to 

deliver care to a patient presenting with a common skin problem, skin cancer and 

burn injury. 

5. CANCER STUDIES 

Students will increase their understanding of common cancers and build on 

knowledge acquired in Foundations for Clinical Practice (3.2) and Advanced 

Clinical Practice (5.1). They will focus on the general principles of a cancer 

diagnosis and the decision making and strategies for curative and palliative 

treatments. Teaching will occur around multidisciplinary meetings (MDM). At the 

end of the module the student will have acquired a basic level of competence to 

deliver care to a patient presenting with cancer. 

SHADOWING FOR CLINICAL PRACTICE 

This four week module is completed in addition to the five strands of Specialist 

Clinical Practice. It is a Course Requirement; - it is assessed on a Pass /Fail basis 

only, carries no grade and will not contribute marks or ECTS credits towards the 

overall grade of Honours if any to be awarded, However any candidate who fails 

this module will be remain incomplete in their medical degree and will be unable to 

pursue Internship. The module focuses on perfecting a directory of skills and 

proceedures necessary to function as a junior doctor. The student will build on the 

knowledge acquired in the clinical settings of 3.2, 5.1 and 5.2. At the end of the 

module the student will have acquired an advanced competency in a list of common 

skills and procedures necessary to deliver care to a patient in any clinical setting 

98

STRUCTURE: 

5 x 3 week strands repeated 5 times each across the Spring Semester 

1 x 4 week module in Shadowing for Clinical Practice 

DELIVERY OF DIDACTIC CONTENT 

8 hours of contact time per week (24 hours per module) 

2 hours didactic lectures (Full class) 

3 hours small group teaching 

3 hours clinic/ward based activity 

40 hours student effort required per week 

8 hours idactic time 

32 hours divided between (a) Completion of tasks in Log Book 

(b) Directed Reading 

ASSESSMENT OF YEAR 5 

Assessment of Year 5 will comprise 40% for Knowledge and 60% for Clinical 

Skills and Professionalism as follows: 

KNOWLEDGE (40% of total marks) 

1. Written exam at end of Semester 1 to examine the four strands in this semester. 

This examination is to assess knowledge. This examine will represent 20% of 

total Year mark. 

2. 2 x MCQ exams at the end of 15 weeks of the 5 strands Specialist Modules. 

These MCQ examinations assess knowledge. These combined MCQ exams will 

represent 20% of total Year Mark. 

CLINICAL EXAMINATION (60% of total marks) 

1.Integrated Clinical Examination following 15 weeks of Special Study Modules 

in semester 2. This will assess clinical examination, management and decision 

making skills and will take the form of. 

(a) A LONG CASE 

Medical or surgical observed long case. Examined by 1/2 examiners. This will 

represent 20% of total marks. 

(b) A number of SHORT CASES 

The cases included in this examination will a representation from all of the 

disciplines represented in modules from Semester 1 and 2. There will be 2 

examiners at each case. This part of the exam will represent 40% of the total mark. 

99

(c) CLINICAL PROCEEDURES/PROFESSIONALISM OSCE This will occur 

at the end of the 4 week module of shadowing for clinical practice. This is to assess 

practical/procedural skills necessary to function as an Intern. The OSCE will not 

have marks given but must be passed and a certificate of competence will be issued. 

SHADOWING FOR CLINICAL PRACTICE 

The module is assessed on a Pass/Fail basis, carries no grade and will not contribute 

marks or ECTS credits towards the overall grade of Honours if any to be awarded. 

Failure to complete however represents a barrier to completing the Medical Degree 

and commencing internship. 

100

BACHELOR OF SCIENCE IN MEDICAL SUBJECTS 

Refer to General regulations for the Degrees of M.B., B.Ch., B.A.O. (NFQ 


Students can if they wish undertake a B.Sc. Degree in Anatomy, 

Physiology, Biochemistry, or Pharmacology. 

A period of additional study outside of the Medical degree is required, in general 

conformity with the regulations for the award of the B.Sc. Degree, as may be 

prescribed. Admission to the B.Sc. degree programme is subject to the approval of 

the relevant head of discipline. 

B.MED.SC. 

Refer to General regulations for the Degrees of M.B., B.Ch., B.A.O. (NFQ 


The B.Med.Sc. may be awarded to students who have completed the programmes 

and examinations in the following subjects: Anatomy, Physiology, Biochemistry, 

Pathology, Bacteriology, Pharmacology and Medical Informatics & Medical 

Education. 

To be eligible for award of the degree candidates must present a minor thesis of not 

more than 2,000 words embodying a review of the literature or a research project in 

one of the above subjects. 

Students in the Fourth and subsequent years who do not intend proceeding to the 

MB, BCh, BAO and who wish to be considered for the B.Med.Sc. may be accepted 

subject to undertaking a period of three months under the Head of one of the 

specified subjects and submission of a thesis as described above. 

101


UNDERGRADUATE PROGRAMMES: 

The School of Nursing and Midwifery is situated on-campus in a purpose built 

building. The philosophy underpinning programme design and delivery is studentfocused 

and aims to inculcate values of caring, dignity and respect. The School has a 

reputation for being vibrant and dynamic and its purpose is to develop innovative, 

practice focused programmes and to undertake quality research of local, national and 

international relevance. There are two broad goals: to prepare graduates who are 

analytical, knowledgeable, responsive and highly skilled and to undertake quality 

research that effects change and makes a difference to client care and service delivery. 

Undergraduate Programmes (NFQ Level 8 awards; ref. www.nfq.ie) 

provided include 

Bachelor of Nursing Science (General), Bachelor of Nursing Science (International) 

Bachelor of Nursing Science (Psychiatric), Bachelor of Midwifery Science, Bachelor 

of Nursing (International). 

Postgraduate Programmes provided include Full & Part-Time 

Options 

Postgraduate Certificate in Nursing (Specialist Practice) 

Postgraduate Certificate In Nursing (Nurse/Midwife Prescribing) 

Postgraduate Diploma in Nursing (Emergency Care) 

Postgraduate Diploma in Nursing (Advanced Practice) 

Postgraduate Diploma in Nursing (Child & Adolescent 

Mental Health 

Postgraduate Diploma in Nursing (Education) 

Postgraduate Diploma in Nursing (Gerontology) 

Postgraduate Diploma in Nursing (Intensive Care) 

Postgraduate Diploma in Nursing (Oncology) 

Postgraduate Diploma in Nursing (Orthopaedics) 

Postgraduate Diploma in Nursing (Mental Health, Community & In-Patient Acute Care) 

Postgraduate Diploma in Nursing (Palliative Care) 

Postgraduate Diploma in Nursing (Perioperative) 

Postgraduate Diploma in Nursing (Practice & Community Nursing) 

Master of Health Sciences (Nursing) 

Master of Health Sciences (Midwifery) 

Master of Health Sciences (Nursing/Midwifery Education) 

Master of Health Sciences (Advanced Practice Nursing/Midwifery) 

Master of Health Sciences (Specialist Nursing) 

Stand Alone Modules 

102

Full Time Options 

Postgraduate Diploma In Nursing (Management Of Chronic Health Conditions) 

Postgraduate Diploma in Nursing (Public Health Nursing) 

Higher Diploma in Midwifery 

PhD Degree (Nursing) 

PhD Degree (Midwifery) 

MPhil in Nursing 

MPhil in Midwifery 

103

General regulations for Undergraduate Degrees in Nursing & Midwifery (NFQ 


EXPLANATORY NOTE 

The Undergraduate Degree Programmes of the School of Nursing and Midwifery at 

National University of Ireland, Galway are four-year Honours Degrees, which 

award the: Bachelor of Nursing Science (General), Bachelor of Nursing Science 

(Psychiatric) and Bachelor of Midwifery Science. 

Regulations may be altered periodically. The regulations applying to students are 

generally those which applied to their programme at the time in which they 

commenced their studies, unless otherwise specified in the General Regulations 

hereunder. 

These Regulations form a total, individual clauses may be conditioned or varied by 

the provision of other clauses and cannot be applied in isolation. 

The Regulations may also be supported by, or refer to other publications such as 

the University Undergraduate Prospectus (available on request or by following online 

links for Future Students from www.nuigalway.ie), and the General Calendar of 

the University http://www.nuigalway.ie/calendar/ 

I. Entry to the Degree is limited and is based competitively on the results of the 

Irish Leaving Certificate examination or its equivalent. The minimum 

requirement is matriculation, as set out in the Undergraduate Prospectus. 

[refer Matriculation Requirements and Additional Requirements in the 

University Undergraduate Prospectus]. Requirements arising where the 

results being presented are from any examination other than the Irish Leaving 

Certificate are also set out in the Prospectus. 

Note: The competitive cut-off may be significantly higher than the Matriculation 

standard. 

All Applications are processed through the Central Applications Office. 

(www.cao.ie) 

II. Candidates who do not meet the Ordinary Matriculation Requirements as set 

out in II above, may matriculate on grounds of Mature Years [refer 

Matriculation on Mature Years in the University Undergraduate 

Prospectus]. 

Note: All Applications are processed through the Central Applications Office. (refer 

to www.cao.ie) 

All applications must be successful at the Nursing Careers Centre (NCC) 

written assessment before being considered for an offer as a mature 

applicant (refer to www.nursingcareers.ie). However, success at the NCC 

written assessment does not guarantee an offer of a place. 

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III. Every student must furnish Garda Vetting. This is organised through the 

School of Nursing and Midwifery in conjunction with HSE West. Failure to 

meet the Garda Vetting requirements results in the student being removed 

from the Degree programme. 

IV. Registration is carried out by the University. Students must be registered in 

their Degree programme not later than fifteen days after the commencement 

of Programmes. 

V. To obtain the degrees of B.NSc./ B.MSc. as set out in the Explanatory Note 

(above); 

(a) Students must pursue programmes of Study extending over a period of 

not less than four Academic Years and must pass the various 

Examinations prescribed below, meeting the requirements as set out 

elsewhere in these Regulations, in the Marks and Standards of the 

School 

http://www.nuigalway.ie/academic_records/syllabus/marks_standards.ht 

ml) and in Student Handbooks where necessary. 

(b) The Examinations are as follows: 

(1) The First University Examination in their programme. 

(2) The Second University Examinations in their programme. 

(3) The Third University Examination in their programme. 

(4) The Fourth University Examination, being the Final Examination in 

their programme. 

Note: The duration of the programme cannot be shortened; no part of the Final 

Examination may be taken before the end of 8 Semesters of professional 

education 

There is a time-limit on the completion of the degree; while a student who 

fails their yearly examination in a particular year has the right to re-sit 

that/those examination(s) the following year [refer par. VI to X below], the 

total time allowed for the successful completion of the four University 

Examinations is 8 years or 16 semesters in total. 

VI. The First University Examination must be passed completely before a student 

can proceed to the Second Year. 


requirements on the First Year Programme, including completion of all 

coursework and required clinical placement(s). Exceptions may only be 

permitted by the Head of School where this is recommended by the 

programme on professionally verified grounds of student ill-health, close 

family bereavement or of significant personal difficulties. 

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(b) The Examination will be held during the Summer examination session 

with repeat examinations, if necessary, held in the Autumn Examination 

session. 

(c) Failure of the Examination in full or in part at the repeat examination 

will require the student to re-sit the Examination in the following year. 

(d) The First Year examination must be completed within two years of 

entering First Year. 

VII. The Second University Examination must be passed completely before a 

student can proceed to the Third Year. 


requirements on the Second Year Programme, including completion of 

all coursework and required clinical placements(s). Exceptions may only 

be permitted by the Head of School where this is recommended by the 




with repeat examinations, if necessary, held in the Autumn examination 

session. 



(d) The Second Year examination must be completed within two years of 

entering Second Year. 

VIII. The Third University Examination must be passed completely before a 

student can proceed to the Fourth Year. 


requirements on the Third Year Programme, including completion of all 

coursework and required clinical placements(s). Exceptions may only be 

permitted by the Head of School where this is recommended by the 





session. 



(d) The Third Year examination must be completed within two years of 

entering Third Year. 

IX. The Fourth and Final University Examination must be passed completely 

before a student can be awarded the B.NSc / B.MSc. 


requirements on the Final Year Programme, including completion of all 

coursework, required clinical placement(s) and clinical hours. 

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Exceptions may only be permitted by the Head of School where this is 

recommended by the programme on professionally verified grounds of 

student ill-health, close family bereavement or of significant personal 

difficulties. 



session. 



(d) The Final Year examination must be completed within two years of 

entering Final Year. 

(e) To be awarded the Degree students must meet the requirements of An 

Bord Altranais in full. 

X (a) The Award of the B.NSc / B.MSc. Degree will require successful 

completion of all years of the Undergraduate Programme as set out in 

Rules V to IX (inclusive) above. 

(b) The calculation of the overall degree results awarded, including the 

calculation of Honours (if any), will be based on 50% of the penultimate 

year and 50% of the final year or the final year alone, whichever benefits 

the student. 

XI. Any student failing to pass the Examination indicated in Rules VI, to IX 

(inclusive) above within the specified intervals will be ineligible to proceed 

further with his/her nursing / midwifery studies. Exemptions to this rule will 

be granted by the Academic Council, on the recommendation of the College 

of Medicine, Nursing and Health Sciences, only for very serious reasons. 

XII. Re-attendance may be required from any student whose attendance is 

considered to have been unsatisfactory, or who has not attained a sufficient 

standard of knowledge as judged by examination, competency or progressive 

assessment. Satisfactory attendance is generally regarded as attendance and 

participation in not less than 70% of the taught sessions provided. Students 

who have not achieved satisfactory attendance may not be admitted to 

examinations. 

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BACHELOR OF NURSING SCIENCE (GENERAL) 

Refer to General regulations for the Undergraduate Degrees in Nursing & 

Midwifery (NFQ Level 8 Ref; www.nfq.ie) Paragraphs to I to XII above, pp. 96 

to 99. 

This programme leads to the award of Bachelor of Nursing Science (General) and 

registration in the General division of the Nurse Register maintained by An Bord 

Altranais. The programme is offered in partnership with the Health Service 

Executive, West. 


The Bachelor of Nursing Science Programme is a four-year academic programme, 

which is delivered over two semesters for the first three years. Year four of the 

programme comprises of clinical/theory instruction in semester one and a clinical 

internship which occurs in year four, semester two, to run over 36 weeks. The 

theoretical component comprises of lectures, seminars, workshops, experiential 

learning, skills’ training and reading time. The clinical practice placements are 

linked to the theoretical input. Clinical practice modules require students to 

complete clinical placements throughout the Health Service Executive region. 

While on clinical placements students will be supervised by a named preceptor. In 

accordance with An Bord Altranais the total requirements of the programme are 144 

weeks. During clinical internship students will be paid a salary. 


A. Theoretical content aims to provide students with the knowledge necessary to 

underpin their professional practice. The following key themes will be 

addressed: 

B. Biological Sciences, providing students with a basis for understanding the 

structure and function of the human body in health and ill-health. 

C. Social Sciences, introducing students to the disciplines of sociology, 

psychology, philosophy and law as applied to nursing practice. The overall aim 

is to provide students with an understanding of what influences behaviour in 

both personal and professional contexts 

D. Nursing practice, including an exploration of the nature and goals of nursing, 

the nursing management of the ill adult and specialist client groups and 

preparation for practice. Later in the programme the focus is on enabling 

students to make the transition from student nurse to registered practitioner. 

E. Research / Informatics, introducing students to the concepts and principles of 

research and its use in clinical practice. Students will also have an opportunity 

to develop competency in basic information technology skills. 

F. Health promotion, introducing students to the principles and skills of promoting 

health. 

G. Leadership and Clinical Governance in Nursing and Midwifery Practice, 

students will examine factors that affect the management of care and develop 

an understanding of theories of leadership and management of change. 

108

Clinical modules provide students with the opportunity to develop their nursing 

skills in the reality of practice. 


Each year both the theoretical and clinical components of the programme will be 

assessed. Modules are assessed by means of a combination of written examinations 

and coursework; this includes both theoretical and clinical modules. Students’ 

clinical performance/progress is assessed on an on-going basis while on placements 

to determine competency. To be deemed competent students must attain the level 

specified in the Assessment of Competency Tool, based on the Domains of 

Competency identified by An Bord Altranais. Students must pass both theoretical, 

clinical and competency assessments to be deemed to have passed the year. 

Students will not be permitted to proceed to the next year of the programme until 

they have met all the requirements specified in the Marks and Standards. Students 

who fail to proceed must pass within one further year or they will be required to 

withdraw from the programme. 

To pass the programme overall students must pass the required theoretical, practice 

and competency assessments. In addition, to be awarded the degree and to register 

as a general nurse, students must meet the requirements for registration identified by 

An Bord Altranais. . The final calculation of marks will be derived either from 

years 3 & 4 or from year 4 only, to the benefit of the student. A full account of 

programme regulations, compensation and credits is provided in the Marks and 

Standards. 


Applicants must meet the following criteria to be eligible for admission to the 

Bachelor of Nursing Science (General) programme. 

� Applicants must be at least 17 years of age on 15 January of the year of entry 

onto the programme. 

� The minimum educational requirements for admission to the programme is a 

pass in the Leaving Certificate examination, having obtained a minimum of 

grade C3 in higher level papers in any two of the subjects listed below and a 

minimum of grade D3 in ordinary or higher level papers in the other four 

subjects. 

− Irish (not Foundation Level) 

− English 

− Mathematics (not Foundation Level) 

− A laboratory science subject (Chemistry, Physics, Biology, 

Physics and Chemistry (joint), Agricultural Science) 

− Any other two subjects acceptable for matriculation registration 

purposes. 

Or 

109

− Have second level education qualifications equivalent to the 

above 

An applicant who does not meet the education requirements and who is 23 

years of age or over on 15 January in the year of application may apply as a 

mature student. A separate pathway is available for mature students. 

� Successful applicants must be of good mental and physical health and free from 

any defect or abnormality which would interfere with the efficient performance 

of their role as nurse. All successful applicants are required to have medical 

screening and be deemed fit to undertake this role. 

SELECTION CRITERIA 

Selection of applicants meeting the minimal educational requirements is on the 

basis of points obtained in the Leaving Certificate (or equivalent). Applicants apply 

through the CAO. A separate pathway applies to mature applicants, that is, those 

who are applying on the grounds of mature years only and not on the basis of 

educational achievement. Further details are available from the Nursing Careers 

Centre, An Bord Altranais. 

110

BACHELOR OF NURSING SCIENCE (INTERNATIONAL) 


Midwifery (NFQ Level 8 Ref; www.nfq.ie) Paragraphs to I to XII above, pp. 96 

to 99. 

This programme leads to the award of Bachelor of Nursing Science (International) 

and registration in the General division of the Nurse Register maintained by An 

Bord Altranais. The programme is offered in partnership with the Health Service 

Executive, West and Danbury Hospital, Connecticut, United States. 


The Bachelor of Nursing Science (International) programme is a four-year 

academic programme, which is delivered over two semesters for the first three 

years. Year four of the programme comprises of clinical/theory instruction in 

semester one and an extended clinical placement which occurs in year four, 

semester two, to run over 40 weeks. The theoretical component comprises of 

lectures, seminars, workshops, experiential learning, skills’ training and reading 

time. The clinical practice placements are linked to the theoretical input. Clinical 

practice modules require students to complete clinical placements throughout the 

Health Service Executive (West) region and Danbury Hospital, Connecticut. While 

on clinical placements students will be supervised by a named preceptor. In 

accordance with An Bord Altranais the total requirements of the programme are 157 

weeks. 


A. Theoretical content aims to provide students with the knowledge necessary to 

underpin their professional practice. The following key themes will be 

addressed: 

B. Biological Sciences, providing students with a basis for understanding the 


C. Social Sciences, introducing students to the disciplines of sociology, 




D. Nursing practice, including an exploration of the nature and goals of nursing, 

the nursing management of the ill adult and specialist client groups and 

preparation for practice. Later in the programme the focus is on enabling 

students to make the transition from student nurse to registered practitioner 

capable of working in Irish and US healthcare settings. 

E. Research / Informatics, introducing students to the concepts and principles of 


to develop competency in basic information technology skills. 

F. Health assessment skills, focused on preparing students to carry out client 

physical and mental health assessments. 

G. Health promotion, introducing students to the principles and skills of promoting 

health. 

111

H. Leadership in nursing practice, students will examine factors that affect the 

management of care and develop an understanding of theories of leadership and 

management of change. 


















as a general nurse, students must meet the requirements for registration identified by 

An Bord Altranais. . The final calculation of marks will be derived either from 

years 3 & 4 or from year 4 only, to the benefit of the student. A full account of 

programme regulations, compensation and credits is provided in the programme 

Marks and Standards. 



Bachelor of Nursing Science (General) programme. 



� US Applicants are assessed based on their High School transcripts and their 

performance in standardised tests (SAT or ACT). To be considered for entry, 

applicants must present six academic subjects, to include Mathematics, English 

and a laboratory science subject, with an overall minimum GPA of 3.0. In 

addition, students must present a composite SAT(I) score of 1700, or a 

composite ACT score of 25. Preference is also given to applicants presenting 

AP or SAT (II) test scores. The International Baccalaureate (IB) Diploma is 

also recognised for the purposes of admission. Applicants must also meet the 

entry requirements stipulated by An Bord Altranais including: medical 

clearance (students must be deemed fit through a medical screening) and have 

police clearance Or 

112



of their role as nurse. All applicants must undertake a medical and be deemed 

fit to undertake this role. 


To be considered applicants must meet the minimal requirements outlined above 

outlined above. Selection will be made, by the programme team, on the basis of 

applicants’ written application. Applications will be evaluated on the: 

� Applicant’s academic record. 

� Applicant’s level of motivation and suitability based on his/her Personal 

Statement. 

113

BACHELOR OF NURSING SCIENCE (PSYCHIATRIC) 


Midwifery (NFQ Level 8 Ref; www.nfq.ie) 

This programme leads to the award of Bachelor of Nursing Science (Psychiatric) 

and registration in the Psychiatric division of the Nurses Register maintained by An 

Bord Altranais. 


The Bachelor of Nursing Science Programme is a four-year academic programme, 

which is delivered over two semesters for the first three years. Year four of the 

programme comprises of clinical/theory instruction in semester one and a clinical 

internship which occurs in year four, semester two, to run over 36 weeks. 

Students are required to be in clinical practice for 39 hours per week over the 

internship period. Students are paid a salary during their clinical internship. In 

total, students will complete 24 theoretical modules and 6 clinical modules. 

Clinical modules will require students to complete clinical placement throughout 

the Health Service Executive West. While on clinical internship students will be 

supervised by a named preceptor, who is a Registered Nurse. Clinical modules 

require students to be in clinical practice for 35 hours per week. Students are 

supernumerary while on placement, that is, when not on clinical internship. Theory 

modules are of 100 hours duration, of which a maximum of 50 hours is direct 

contact. 


Theoretical content aims to provide students with the knowledge necessary to 

underpin their professional practice. The following key themes will be addressed: 

� Biological Sciences, providing students with a basis for understanding the 


� Social Sciences, introducing students to the disciplines of sociology, 




� Nursing practice, including an exploration of the nature and goals of psychiatric 

nursing, the nursing management of the mentally ill person and preparation for 

practice. Later in the programme the focus is on enabling students to make the 

transition from student nurse to registered practitioner. 

� Research / Informatics, introducing students to the concepts and principles of 


to develop competency in basic I.T. skills. 

� Mental health promotion, introducing students to the principles and skills of 

promoting mental health. 

114

� Leadership in psychiatric nursing practice, students will examine factors that 

affect the management of care and develop an understanding of theories of 

leadership and management of change. 





assessed. Modules are assessed through a combination of written examinations and 

coursework; this includes both theoretical and clinical modules. Students’ clinical 

performance/progress is assessed on an on-going basis while on placements to 

determine competency. To be deemed competent students must attain the level 










as a psychiatric nurse, students must meet the requirements for registration 

identified by An Bord Altranais. The final calculation of marks will be derived 

from years 3 & 4 only. A full account of programme regulations, compensation and 

credits is provided in the Marks and Standards. 



Bachelor of Nursing Science (Psychiatric) programme. 


onto the programme 





subjects. 


− English 





purposes. 

115

Or 


above 

An applicant who does not meet the education requirements and who is 23 

years of age or over on 15 January in the year of application may apply as a 

mature student. A separate pathway is available for mature students. 

Successful applicants must be of good mental and physical health and free from 


of their role as nurse. All applicants must undertake a medical and be deemed 

fit to undertake this role. 








116

BACHELOR OF MIDWIFERY SCIENCE 


Midwifery (NFQ Level 8 Ref; www.nfq.ie) 

On completion of this programme students are awarded the Bachelor of Midwifery 

Science and are eligible to apply to register as a midwife with An Bord Altranais. 

The programme is offered in partnership with the Health Service Executive West. 


Theoretical content aims to provide students with the knowledge necessary to 

underpin their professional practice. The following key themes are addressed: 

• Biological Sciences: Provides students with a basis to understand the structure 

and functioning of the human body, with a specific emphasis on the knowledge 

necessary to underpin midwifery practice. 

• Social Sciences: Introduces students to psychology, sociology, and philosophy 

and its application to midwifery practice. The overall aim is to give students an 

understanding of what influences behaviour in both personal and professional 

contexts. 

• Midwifery Skills: Focuses on the different skills required to practice as a 

midwife. 

• Midwifery Studies: Provides students with the knowledge of how to care for a 

woman and her baby experiencing a normal pregnancy, childbirth and 

puerperium and the woman and her baby experiencing complications during 

pregnancy, childbirth and the puerperium. 

• Health Promotion: Introduces students to the principles of health and health 

promotion in relation to midwifery practice. 

• Research: Gives students an in-depth understanding of research methods and its 

application to midwifery practice. Students will also become competent in 

basic IT skills with an emphasis on electronic information retrieval. 

• Leadership and clinical governance in nursing and midwifery practice : Focuses 

on theories of leadership, management and change management and their 

application to midwifery practice. 

Clinical modules provide students with the opportunity to develop their midwifery 



Each year both the theoretical and clinical components of the programme are 




117


specified in the Competency Assessment Tool, based on the Domains of 

Competence identified by An Bord Altranais. Students must pass both the 

theoretical, clinical and competency assessments to be deemed to have passed the 

year. Students will not be permitted to proceed to the next year of the programme 

until they have met all the requirements specified in the Marks and Standards for 

the programme. Students who fail to proceed must pass within one further year or 

they will be required to withdraw from the programme. 

To pass the programme overall, students must pass the required theoretical, practice 

and competency assessments. In addition, to be awarded the degree and to apply to 

register as a midwife, students must complete the minimum clinical practice 

experience requirements and minimum number of clinical hours required by An 

Bord Altranais. The final calculation of marks will be derived either from years 3 

and 4 or from year 4 only, to the benefit of the student. A full account of 

programme regulations, compensation and credits is provided in the Marks and 

Standards. 



Bachelor of Midwifery Science programme. 







subjects. 


− English 





purposes. 

Or 


above 

An applicant who does not meet the education requirements and who is 23 years of 

age or over on the 1 st January in the year of application may apply as a mature 

student. A separate pathway is available for mature students. 



118

of their role as midwife. All applicants must undertake medical screening and 

be deemed fit to undertake this role. In addition each student must undergo 

Garda Vetting. 








119

120

SECTION B 

POSTGRADUATE PROGRAMMES 

121


GRADUATE RESEARCH OPTIONS 

Full Time Structured PhD 

The core component of doctoral training is the advancement of knowledge through 

original research. The full-time PhD programme is now a ‘structured’ 4 year 

programme, but it may be completed in a shorter period where there is approval by the 

supervisor and the relevant School. The qualification is designed to enhance, improve 

and directly engage the student in relative research skills. In addition, it will offer the 

student disciplinary or dissertation-specific modules, as well as generic and transferable 

skills. The programme is student-centred and insists on the overriding and primary 

importance of scholarly research as reflected in the writing of a dissertation or in work 

directed towards a comparable practice-based project. The programme offers a broad 

template designed to provide the maximum flexibility of choice for the student while 

respecting the wide range of disciplines and scholarly methodologies encompassed by 

the various disciplinary units within the College. 

The central role of the structured PhD is to nurture a distinctive, original and publishable 

contribution to knowledge and the provision of a structure for the acquisition of highlevel 

skills in research methods, analysis and communication. Successful completion 

and examination of the research thesis is the fundamental basis for the award of the PhD 

degree. 

At the core of this programme is the allocation of a large portion ECTS to the research 

element of the PhD, the balancing ECTs for a given year (90 ECTs=1 Year PhD) are 

divided between discipline and transferable skills modules. Discipline-or dissertationspecific 

modules are courses that have a direct and immediate bearing on the topic of the 

student’s dissertation; transferable skills modules are courses that offer the student a 

skill expertise in a subject or area that may be ‘transferred’ to employment other than 

academia. Students will choose modules in consultation with her/his supervisor or 

supervisory committee. 

Entry Requirements 

The entry requirements for doctoral students are set out in the University’s General 

Calendar and also listed under the appropriate School headings in this calendar. Entrants 

will be expected to have no less than an upper second class honours degree in the 

discipline to which they are applying. 

Course Entry and Registration 

Application to the structured PhD will be made according to standard University 

admission procedures. Students will be selected on the basis of a detailed proposal 

submitted in the normal way and assessed by the Graduate Research Committee of the 

relevant discipline. The structured PhD programme can commence anytime in the 

academic year up until February each year. 

122

Programme Content 

All students must take the mandatory Induction session in the first year of their 

registration on the Structured PhD Programme. Students then in consultation with their 

Graduate Research Committee agree a structured approach to their research, transferable 

skills and discipline specific skills requirements bringing them to a total of 90 ECTs per 

annum for the first three years. These 90 ECTs must include some elements of 

transferable and discipline specific modules. In the final year of the PhD it is expected 

that the full ECT weighting be allocated to research. No student may register for a 

module without the consent of the Supervisor/Supervisory Committee. 

For full details of the modules available in 2011/12, please go to: 

http://www.nuigalway.ie/colleges/mnhs/research.html. 

Assessment 

All modules on the Structured PhD have a 65% pass rate. 

All candidates for doctoral study will enter the programme as PhD track with a strict 

procedure in place for confirming their status as PhD students at the end of the first year. 

Students will at the end of the first year of study (and each subsequent year) meet with 

their graduate research committee who will review the research activity of the student 

for that particular year. Those students whose PhD status remains ‘unconfirmed’ may 

need to further satisfy the GRC meeting of their ability to progress. A presentation at the 

GRC meeting is optional The committee responsible for the student’s supervision will 

either confirm continuation on PhD track or make a recommendation to the College for 

change of status to a research Masters degree. In normal circumstances the principal 

supervisor will remain in place for the duration of the research masters programme. 

For general information regarding the submission and examination of the thesis, please 

refer to the University’s General Calendar. 

Part Time: A Part Time Structured PhD will be introduced in 2012/2012. The format 

of this programme will be similar to the programme as outlined above. Students will 

however only be required to take between 20 and 60 ECTs during their studies. 

The traditional research only part time PhD will also remain available. Please refer to 

the University General calendar and the appropriate School section in this calendar for 

further information on these programmes. 

123


TAUGHT POSTGRADUATE CERTIFICATE, DIPLOMA AND MASTERS 

PROGRAMMES 

(NFQ level 9 awards; ref. www.nfq.ie) 

POSTGRADUATE DIPLOMA IN HEALTH SERVICES RESEARCH 

ENTRY REQUIREMENTS 

Candidates for admission to the programme should hold an appropriate primary 

degree or appropriate professional qualifications and work experience. 

PROGRAMME DURATION 

The Postgraduate Diploma programme is taught over two years part-time attending one 

full day per week. 


The Postgraduate Diploma is a taught modular programme comprising eight core 

modules. 

Module 

Code 

Module Title ECTS 

HP 856 Introduction to Health Services Research methods 10 

HP 858 Health Services 5 

HP 861 Epidemiology and Statistical Methods in HSR 10 

HP 844 Health Informatics 5 

HP848 Determinants of Health 10 

HP 805 Health and Public Policy 5 

HP862 Evaluation, 

Research 

Quality and Economics in Health Services 10 

HP 837 Research Protocol 5 

Where there is no examination indicated it may be assumed that the examination is by 

continuous assessment = CA 

ASSESSMENT: 

Assessment shall be by means of written papers, continuous assessment and an oral 

examination. Marks are returned for eight modules. A maximum of 2 attempts is 

allowed in each written examination. 

STANDARD: 

Pass: 50% 

Second class honours: 60% 

First class honours: 70% 

PROGRESSION ROUTES 

124

Students who successfully complete the Postgraduate Diploma to second class honours 

standard (i.e. 60% on the aggregate) can apply to take a top-up Masters by means of a 

minor dissertation provided they fulfill the normal entry requirements for the Masters 

programme. 

125

MASTERS IN HEALTH SCIENCES (HEALTH SERVICES RESEARCH) 

The Masters programme incorporates the taught component of the Postgraduate Diploma 

in Health Services Research programme with a minor dissertation based on original 

research. 


A Second-class Honours primary degree in science, social science, or a related 

subject, or a degree in medicine. 

PROGRAMME DURATION 

Both the Postgraduate Diploma and the Masters programmes are taught over two 

years part-time attending one full day per week. 


Masters students must complete the taught modular programme of the Postgraduate 

Diploma programme. 

Module 

Code 

Module Title ECTS 

HP 856 Introduction to Health Services Research methods 10 

HP 858 Health Services 5 

HP 861 Epidemiology and Statistical Methods in HSR 10 

HP 844 Health Informatics 5 

HP848 Determinants of Health 10 

HP 805 Health and Public Policy 5 

HP 862 Evaluation, Quality and Economics in HSR 10 

HP 837 Research Protocol 5 

HP841 Dissertation 30 

Masters students must submit a dissertation of not more than 20,000 words based on 

original research in the field of Health Services Research not less than four moths 

after completion of the taught Diploma programme. 

ASSESSMENT 

Standard: 

Pass: 50% 

Second class honours: 60% 

First class honours: 70% 

Assessment shall be by means of written papers, continuous assessment and a 

discretionary oral examination. A maximum of two attempts is allowed in each written 

examination. Masters students must complete the taught programme second class 

honours standard (60%) and must submit a dissertation not less than four months from 

completion of the taught programme. 

126

The Masters degree shall not be awarded to any candidate who does not achieve a pass 

mark (50%) in the dissertation. In this event students will have the facility to exit the 

Masters programme with the Diploma in Health Services Research. 

Marks are returned for eight modules as per the Postgraduate Diploma in Health 

Services Research, plus a mark for the dissertation plus an overall aggregate for both. 

127


Ph.D Degree 

The School of Health Sciences is committed to creating an active, dynamic research 

culture and aspires to be a centre of excellence in its targeted areas of research. Through 

its research the School aims to support the provision of high quality nursing care and to 

contribute to the improvement of people’s health and well-being. 

Duration: Full-time (Structured)-See College Structured PhD Entry 

Part-time (18 terms) 

Assessment: Research Thesis 

Entry requirements 

To pursue a PhD potential candidates should discuss the matter with the Head of School 

or relevant academic staff member. Candidates should have an honours degree in a 

relevant academic discipline. 

Application Procedures 

Interested applicants should in the first instance consult the list of key research areas of 

the School of Health Sciences as outlined below and make contact with the Head of 

School or with the academic staff member concerned directly. In the event that the Head 

of School is willing to recommend that the candidate be accepted, a supervisory 

committee will be assigned to supervise the candidate’s research. Following informal 

consultation, a formal application from the candidate will be considered by the College 

of Medicine, Nursing and Health Sciences and Academic Council and a decision 

regarding the application will be formally communicated to the candidate. 

Application 

Applications to research programmes are made online via The Postgraduate 

Applications Centre (PAC). 

The School’s key research interests are as follows: 

Health Promotion 

• Adolescent health 

• Community health 

• Environmental health 

• Evidence-based practice and evaluation research in health promotion 

• Global health. 

• Health and human rights 

• Health and the media 

• Health Behaviour in School Children (HBSC). 

• Health impact assessment methodologies and evaluation 

• Health inequalities 

• Health policy 

128

• Health promotion competencies. 

• Health promotion in the travelling community 

• Health services research. 

• Immigrant health 

• Mental health promotion 

• Qualitative methodologies 

• Sexual and reproductive health 

• Substance use and risk taking and women’s health 

• Violence and injury prevention 

• Workplace bullying and Workplace Health Promotion 

Occupational Therapy 

• Aquired and Traumatic Brain Injury 

• Evidence Based Practice 

• Cognitive & Neuro-rehabilitation 

Podiatry 

• Tissue viability/ lower extremity wounds 

• Management of the at risk limb 

• Diabetic foot disease 

• Tissue stress 

• Foot and ankle biomechanics 

• Joint instability 

• Gait analysis 

• Orthoses therapy 

• Footwear 

• Evidence based practice 

• Interprofessional working in clinical practice 

Speech & Language Therapy 

• Psycholinguistics 

• Language and Cognition 

• Language Structure 

129

MASTER OF PHILOSOPHY - M.Phil. (HEALTH SCIENCES) 

This one-year full-time or two-year part-time programme is aimed to prepare graduates 

to develop, improve and enhance knowledge and understanding in their chosen area of 

research. The 


The dissertation will normally involve the design of an empirical study and the 

collection and analysis of data under the supervision of an academic member of the 

discipline. The dissertation will be a piece of original research conducted by the student 

in the area of Health Promotion, Occupational Therapy, Podiatry or Speech and 

Language Therapy. 

Students undertaking the M.Phil. will acquire skills and knowledge in the following 

areas: 

• Theoretical background to the concepts and principles underlying the research 

topic 

• Understand different research designs and be able to apply appropriate and 

feasible approaches to study 

• Use research literature critically to identify and assess evidence for decisions in 

the module area 

• Understand the relationship between research evidence and policy 

• Communicate research evidence competently 

• Demonstrate ability in key research and presentation skills, including 

competence to carry out a literature search, to critically review published 

literature, to evaluate research findings and to draw relevant policy and 

practice conclusions. 

ASSESSMENT 

The dissertation will initially be graded by two assessors who will then agree a grade 

and mark that is reviewed by the External Examiner. The student may undertake an oral 

examination after submission of thesis. 


To purse with M.Phil, potential candidates should discuss the matter first with the Head 

of Discipline or relevant academic staff member / potential supervisor. Candidates 

should have a postgraduate honours degree award (at least second class honours), or 

equivalent in a relevant academic discipline. 

If candidates do not meet the above requirements, they may be permitted to take the 

qualifying examination for the M.Phil. programme, but only on the recommendation of 

the Head of Discipline or Programme Board, duly approved by College. A short-listing 

procedure will be applied based on the applicant’s application details, a discretionary 

interview may take place. 

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PROGRAMMES 


POSTGRADUATE CERTIFICATE & POSTGRADUATE DIPLOMA IN 

HEALTH SCIENCES (CLINICAL PRIMARY CARE) 

OVERVIEW 

There is an increasing expectation for community based health professionals to 

demonstrate their continuing competence in primary care. Inter-disciplinary learning 

provides new and interesting challenges for primary care professionals that reflect 

many of the issues that occur in the context of primary care teams. 

This course aims to meet the learning needs of general practitioners and community 

based nurses in the management of disease in the community. It aims to give 

practitioners up-to-date, relevant, in-depth understanding and knowledge of common 

conditions to assist in the management of disease in practice. 

ENTRY 

Applicants must be clinically qualified healthcare professionals working in a primary 

care setting. Applicants from secondary care may also be considered. Parts of the 

programme are delivered in distance learning format and general computer literacy is 

essential for this. 

COURSE STRUCTURE 

The Clinical Primary Care collection is a suite of modules on clinical and related nonclinical 

topics. It has been designed with maximum flexibility in mind to meet the 

needs of busy health professionals. You can take a single module in a subject of your 

choice or you can construct your own course at Postgraduate Certificate or 

Postgraduate Diploma levels by choosing a selection of modules that suit your needs. 

Modules can be accumulated over up to five years (or one year) as you wish. 

The modules are delivered using an e-learning platform supported by dedicated skills 

training sessions at NUI Galway (usually two non-consecutive days per module). The 

distance education format allows you to engage in learning at a time and place that suit 

your lifestyle. 

Postgraduate Certificate (30 ECTS) = any 3 modules, at least 2 clinical. 

Postgraduate Diploma (60 ECTS) = any 6 modules, at least 3 clinical. 

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COURSE CONTENT 

The modules are listed below. In all modules there is an emphasis on practical 

application of the learning practice. 

Clinical Modules ECTS 

Diabetes in Primary care 12 

Cardiovascular Disease in Primary care 12 

Infectious Disease in Primary Care 12 

Women’s Health in Primary Care 12 

Respiratory Disease in Primary Care 12 

Minor Surgery and Related Dermatology in General Practice 12 

Non-Clinical Modules ECTS 

Concepts and Principles of Primary Care 12 

Health Research Methods 12 

Evidence Based Primary Care 12 

Clinical Teaching Methodologies 12 

ASSESSMENT 

Each module is assessed via a combination of submitting a practice-based assignment, 

participating in online activities, and attending skills workshops. 

The pass standard for each module and for the course is 50%. The standard for the 

award of a second class honours is the attainment of 60% or greater on the aggregate of 

the modular scores. A first class honours is awarded on an aggregate result of 70% or 

greater. Normally, honours may be awarded only when the examination is passed at the 

first attempt. 

COMPENSATION 

Compensation between modules will not be permitted. 

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POSTGRADUATE CERTIFICATE & POSTGRADUATE DIPLOMA IN 

HEALTH SCIENCES (CLINICAL EDUCATION) 

RATIONALE 

In the health professions, much of the undergraduate teaching and most 

postgraduate education takes place in clinical settings. Most clinical teachers have 

little background knowledge of adult learning and have received no formal training 

in clinical teaching techniques. The purpose of this programme is to provide health 

professionals with the knowledge and skills required for effective clinical teaching 

and to become successful clinical supervisors and motivators of student learning. 

PROGRAMME OBJECTIVES 

The Postgraduate Certificate and Postgraduate Diploma in Clinical Education are 

aimed at qualified health professionals for whom clinical teaching forms part of 

their role or work plan. The aims of the programmes are to provide a theoretical and 

experiential platform for the participants to develop expertise in all of the key 

components of clinical teaching. 

By the end of the Postgraduate Certificate Programme the learners will be able to: 

1. Demonstrate an awareness of the key relevant theories of learning and how they 

relate to clinical teaching 

2. Construct learning events or programmes based on an understanding of the 

principles of adult learning and programme design 

3. Implement and evaluate effective clinical teaching using appropriate theory 

based techniques 

4. Demonstrate an understanding of the purposes and effects of assessment 

5. Participate in the design and implementation of objective and reflective 

methods of assessment 

6. Demonstrate proficiency in key teaching skills such as small, large group 

teaching, giving feedback, using questions appropriately and learner appraisal. 

In addition, by the end of the Postgraduate Diploma Programme the learners will be 

able to: 

• Design and implement assessments of clinical competence and performance 

• Demonstrate an understanding of individual and group supervision techniques 

• Demonstrate an understanding of how to design and oversee effective 

continuing professional development 

• Design, implement and evaluate a clinical teaching project 

133

ELIGIBILITY AND SELECTION: 

The programme will be offered to health professionals who have completed their 

undergraduate degrees and have achieved full registration status, or equivalent. 

Applicants must be currently registered with their relevant professional body and 

actively involved in clinical practice. The programme will also be open to registered 

health professionals (who qualified prior to the modern degree route) and who have 

a minimum of 2 years post registration experience in their clinical profession. 

Applicants will be selected on the basis of the quality of their application measured 

against established criteria. 

PROGRAMME CAPACITY 

Applicants can register for the Postgraduate Certificate or the Postgraduate 

Diploma. Progression to the Postgraduate Diploma requires successful completion 

of the Postgraduate Certificate programme. The capacity for the combined 

programmes is 30 students. 


The Postgraduate Certificate programme will be delivered over two semesters and 

the Postgraduate Diploma programme over 3 semesters. The Postgraduate 

Certificate will comprise 4 modules and the Postgraduate Diploma 6 modules plus a 

clinical teaching project. 

Most programme material will be delivered using distance learning techniques. 

Programme materials will be made available sequentially on the Blackboard virtual 

learning environment. Communication and discussion will be electronic and 

assessments will be submitted online. The distance learning components will be 

supported by face-to-face teaching skills workshops. 

Each module will require approximately 50 hours of effort of which 25 hours will 

be contact time. The contact hours include reading formal programme materials, 

participation in practical workshops, participation in discussion board activities, 

carrying out assignments and mini projects (e-tivities), and the practical application 

of new knowledge in the workplace. The Postgraduate Diploma clinical teaching 

project will include a further 50 contact hours including work based project design, 

implementation, evaluation and online supervision. 

PROGRAMME OUTLINE 

The majority of teaching is by distance learning. The skills of clinical teaching are 

taught in 5 one day residential workshops. The first of these will take place in 

October (programme introduction, e-learning skills and clinical teaching skills). The 

latter two workshops will be held Jan-March in semester 2. In addition, there is a 

two-day face-to-face introductory workshop in September. 

134

Module Trimester 

1 Learning Theory in Clinical Settings 1 Sep-Dec 

2 Clinical Teaching Course Design 1 Sep-Dec 

3 Clinical Teaching Methodologies 2 Jan-Mar 

4 Assessment and Evaluation of Clinical Teaching 2 Jan-Mar 

5 Measurement of Competence and Performance 3 Apr-Jul 

6 Professional Development 3 Apr-Jul 

Clinical Teaching Project 3 Apr-Jul 

ASSESSMENT 

Modules are assessed by problem based assignment and e-tivity. The assignment 

should be not less than 1,000 words and not more than 1,500 words long. Students 

will be asked to solve a generic clinical teaching problem using knowledge and 

skills gained during the module in question. They will also have to justify their 

choice of solution using evidence from the programme and other resources. The 

assignment is assessed according to criteria which are published in the programme 

handbook. Each problem based assignment is worth 55% of the marks for the 

module in question. 

E-tivities (or electronic activities) are short assessments designed to test candidates 

ability to link the theoretical constructs offered by the modular programme 

materials to the work that they do as teachers. Each e-tivity will require students to 

submit between 300 and 500 words in response to an e-tivity exercise. Each e-tivity 

will account for 15% of the total marks for the module. 

The major assessment for the Postgraduate Diploma is a clinical teaching project. 

The clinical teaching project involves students completing a proposal for a real or 

planned clinical teaching programme including a rationale for the programme, an 

indication of the proposed content, a set of learning objectives, an indication of the 

proposed teaching methodologies, an assessment strategy, and an evaluation plan. 

The clinical teaching project should include a justification for the teaching methods, 

the assessments and the evaluation tools used using evidence derived from the 

programme and from other resources. 

135

POSTGRADUATE DIPLOMA IN MEDICAL SCIENCE (HEALTH 

INFORMATICS) 

PROGRAMME DESCRIPTION 

The Health Informatics programmes introduce candidates to techniques and 

frameworks to enable them to critically appraise scientific evidence to answer 

researchable clinical questions and conduct dedicated research in their own 

speciality or field. The postgraduate programmes are designed for health care 

providers with an interest in evidence-based medicine and health and medical 

research. Content is delivered via face-to-face teaching (block weeks) and distance 

learning. Beginners in EBM are brought to an advanced level through enquiry based 

learning. 

The Postgraduate Diploma is a one year part time course completed over two 

semesters (60 ECTS). The programme consists of six modules with candidates 

completing three modules each semester. Candidates fulfilling the requirements of 

the Postgraduate Diploma will be eligible for progression onto the Masters in 

Medical Science (Health Informatics) programmes. 

MINIMUM ENTRY REQUIREMENTS 

Successful applicants will normally hold a primary degree in health care, medicine 

or equivalent qualification, at second class honours grade one level or above, in a 

relevant subject. Competence in English language equivalent to IELTS 6.5. 

25 places available 

CAREER OPPORTUNITIES 

Graduates of our Postgraduate Diploma in Medical Science have gone on to pursue 

careers in a diverse range of fields including the completion of a Masters degree in 

Medical Science, Medical Research and improved professional attitude in daily 

practice (Evidence Based Practice/Medicine). 

PROGRAMME AIMS 

The broad aim of this programme is to strengthen a health care provider’s knowledge 

and skills in subjects particular to medical research and clinical teaching. In 

particular the programme aims to: 

• Using a blend of enquiry based learning and a self-directed interactive 

approach, by the end of this programme you should be able to: 

• To search, retrieve, and store scientific information related to a specific topic of 

interest. 

• Demonstrate critical appraisal skills regarding specified scientific literature. 

• Demonstrate an ability to ask researchable questions related to a specified field 

of interest. 

• To detect the validity and reliability of published evidence and measurement 

devices aimed to be used in a future research project. 

136

• To write a scientific essay in Word and referencing according to Vancouver 

formats ( Word plus Endnote) 

• To know how to use advanced descriptive and inferential statistics and critical 

appraisal of published statistics. 

• Demonstrate competence in designing your own research design and to produce 

an appropriate research proposal. 

• To organise a research meeting(s) with fellow researchers/heads of departments 

aiming the launch of your own research strand. 

• To submit an approved research proposal. 

• To be enrolled in the second year of the Master of Medical Science (Health 

Informatics) 

DURATION OF THE PROGRAMME 

The programme may be taken on a part-time basis over at least 1 year. 


All modules are delivered in one week blocks and include distance learning elements. 

Time table details: modules completed over two semesters 

Modules, Year 1, Semester 1 ECTS 

Finding the Needle in the I-stack (E-resources) 10 

Lies, Damned Lies, and Statistics 10 

From Popper to Proposal (research methods) 10 

Modules, Year 1, Semester 2 

Searching the Internet (Advanced Level) 10 

Research Methods (Advanced Level) 10 

Advanced Statistics 10 

Deadline for Final Research Proposal Spring 

137

POSTGRADUATE DIPLOMA IN MEDICAL SCIENCE (ENDOVASCULAR 

SURGERY) 


A new study programme combining practical endovascular surgical training with 

evidence based medical research skills. 

GENERAL 

The Endovascular Training content is provided under the guidance of vascular 

surgeons from the Western Vascular Institute. The curriculum is taught through 

hands-on, supervised training, and supervised sessions in the Endovascular surgery 

teaching lab, and weekly scheduled educational meetings. 

Candidates will apply knowledge and skills to search for and critically appraise 

scientific evidence to answer researchable clinical questions, to submit a research 

proposal and to complete this proposal through a research thesis in endovascular 

surgery. 

PROGRAMME AIMS AND OBJECTIVES 

The aim of the study programme is to combine practical endovascular surgical 

training with evidence based medical research skills. 

By the end of this programme you should be able to: 


interest within endovascular surgery. 


• Demonstrate an ability to ask researchable questions related to endovascular 

surgery. 




formats (Word plus Endnote). 



• Demonstrate competence in designing your own research design and to produce 

an appropriate research proposal. 



• To submit an approved research proposal. 

• Understand the basic concepts of all endovascular surgery procedures, 

including: 

Imaging equipment, radiation physics, and safety 

Diagnostic arteriography and venography 

Guide wire and catheter skills 

Percutaneous vascular access 

138

Percutaneous transluminal angioplasty (PTA) 

Subintimal Angioplasty 

Intravascular stents 

Pharmacologic and mechanical thrombolytic therapy 

Stent-grafts for endovascular repair of abdominal aortic aneurysms 

Coil embolization (to facilitate endovascular AAA repair) 

Closure of percutaneous access sites 

Accepted intra-arterial and intracaval filtering devices 

ECTS WEIGHTING 

60 ECTS. 


Applicants must be a qualified and registered medical physician/surgeon, and 

enrolled on the Western Vascular Institute’s Endovascular Training Programme as 

well as other suitably qualified medical persons. 

Competence in English language equivalent to IELTS 6.5. 

EXAMINATION ARRANGEMENTS 

Candidates will be required to complete individual assignments and presentations 

for each module. Assessment will be by two combined MCQs and assignments for 

modules 1–3, and 4– 6 respectively. A detailed research proposal including a 

scientific review of the literature (introduction section), and a full-fledged research 

proposal (method section) together with regular attendance will be part of the final 

exam. 

Candidates must complete a logbook and there will be ongoing evaluation of the 

knowledge, competency, attitudes, and performance of the Endovascular surgery 

trainees. The assessment will include cognitive, motor, and interpersonal skills as 

well as Endovascular surgery judgment, to verify the individual has demonstrated 

sufficient professional ability to practice Endovascular surgery therapy completely 

and independently. This evaluation will be performed at three-monthly intervals, as 

well as upon completion of the training programme. 


Graduates of our previous programmes have gone on to pursue careers in a diverse 

range of fields of health and medical research including MDs and PhDs and 

improved professional knowledge, skills and attitudes in daily practice (Evidence 

Based Medicine – Endovascular Surgery). 

139

PROGRAMME CONTENT (SUBJECT TO CHANGE) 

Specialist surgical training combined with six research modules—one year. 


Finding the Needle in the I-stack (E-resources) 10 

Lies, Damned Lies, and Statistics 10 

From Popper to Proposal (research methods) 10 


Searching the Internet (Advanced Level) 10 

Research Methods (Advanced Level) 10 

Advanced Statistics 10 


140

POSTGRADUATE DIPLOMA IN SPORTS & EXERCISE 

PHYSIOTHERAPY 

A new revised and updated programme offered in conjunction with the University of 

Limerick. The Postgraduate Diploma in Sports and Exercise Physiotherapy 

combines practical training with evidence based medical research skills. 

Part-time Postgraduate Diploma two years - Places limited to 10 


The overall intention of the Post Graduate Diploma programme is to produce a 

successful student with a wide breadth of knowledge across Sports & Exercise 

Physiotherapy and the necessary skills to put the theory into practice 

PROGRAMME AIMS & OBJECTIVES 

The programme will provide physiotherapists with: 

• The necessary scientific background knowledge to appreciate the issues arising 

in the field of Sports & Exercise Physiotherapy. 

• The necessary skills and knowledge to provide advice on the prevention of 

sports injuries. 

• Up to date training in modern methods of assessing, diagnosing and treating 

sports injuries including emergency care. 

• Opportunities to learn about the theory and application of Sports Psychology, 

Podiatry, Biomechanics, Sports Nutrition, Sports Pharmacology, Exercise 

Physiology, Fitness Assessment and ethical issues within sport. 

• Opportunity to learn about the medical applications of exercise in maintaining 

health and in disease 

• An introduction to research appropriate to the field of Sports & Exercise 

Physiotherapy 


60 ECTS 


Applicants must be chartered physiotherapy graduates (BSc Physiotherapy NUI) of 

National University of Ireland or another university deemed acceptable, and have a 

minimum of two year’s experience post qualification. 


Short listed applicants may be called to interview and the final selection made at that 

point. Preference will be given to applicants with a strong sporting background, 

either personal involvement or recognized service provision. 

141


Sports & Exercise Physiotherapy ECTS Year 1 

Musculoskeletal Anatomy 5 Semester 1 

Sports Injuries 1 5 Semester 1 

Biomechanics 5 Semester 1 

Exercise Physiology 5 Semester 2 


Bioinformatics and Bioethics 5 Semester 2 

Year 2 

Pre Existing Medical Conditions and Exercise 5 Semester 1 

Clinical Exercise Rehabilitation 5 Semester 1 

Biostatistics 5 Semester 1 

Population Health and Exercise programming 5 Semester 2 

Medical Emergencies 5 Semester 2 

Sport, Exercise, and Performance 5 Semester 2 

142

POSTGRADUATE DIPLOMA IN SPORTS & EXERCISE MEDICINE 

A new revised and updated programme offered in conjunction with the University of 

Limerick. The Postgraduate Diploma in Sports and Exercise Medicine combines 

practical training with evidence based medical research skills. 

Part-time Postgraduate Diploma- two years - Places limited to 10 


The overall intention of the Postgraduate Diploma programme is to produce a 

successful student with a wide breadth of knowledge across Sports & Exercise 

Physiotherapy and the necessary skills to put the theory into practice 


The programme will provide doctors with: 













Physiotherapy 


60 ECTS 


Applicants must be medical graduates of National University of Ireland or another 

university deemed acceptable, and have a minimum of one year’s experience after 

registration with the Irish Medical Council. 


Short listed applicants may be called to interview and the final selection made at that 



143









Year 2 







144

POSTGRADUATE DIPLOMA IN MEDICAL SCIENCE 

(MUSCULOSKELETAL MEDICINE) 


An exciting new study programme in integrated musculoskeletal practice aimed at 

establishing a method of musculoskeletal assessment, clinical reasoning and a 

choice of appropriate treatment of the spectrum of musculoskeletal conditions 

presenting at the frontline. The programme incorporates critical evaluation of the 

existing tenets of musculoskeletal medicine practice, and includes mastery of the 

skills required to undertake advanced research and develop innovative skills in 

practice. Content is delivered via face-to-face teaching (block weeks) and distance 

learning. Beginners in EBM are brought to an advanced level through enquiry based 

learning. 

The Postgraduate Diploma is a one year part time course completed over two 

semesters (60 ECTS). The programme consists of six modules with candidates 

completing three modules each semester. Candidates fulfilling the requirements of 

the Postgraduate Diploma will be eligible for progression onto the Masters in 

Medical Science (Musculoskeletal Medicine) programmes. 


This programme is open to Registered Medical Practitioners, Chartered 

Physiotherapists, Podiatrists and Advanced Nurse Practitioners or equivalent. 

Competence in English language equivalent to IELTS 6.5. 



This programme is designed to enhance the academic and professional development 

of professional health care practitioners. The future models of care delivery in the 

field of musculoskeletal medicine will require up-skilling of Doctors and 

Physiotherapists, Podiatrist and Advanced Nurse practitioners to meet the challenges 

of their new role. This course will improve professional knowledge, skills, and 

attitudes in daily practice (Evidence-Based Healthcare). 


The musculoskeletal medicine components of the programme include: 

• Connective tissue injury and repair 

• Pain theory 

• Fundamentals of examination and treatment 

• Choice of appropriate imaging 

• Introduction to injection treatment 

In the informatics and biostatistics modules candidates will learn how: 

• To search, retrieve, and critically appraise scientific information 

145

• Formulate research questions 

• Interpret evidence based guidelines & protocols related to patient 

information 




All modules are delivered in one week blocks and include distance learning elements. 



Musculoskeletal Medicine I 10 

Informatics I 10 

Biostatistics I 10 


Musculoskeletal Medicine II 10 

Informatics II 10 

Biostatistics II 10 


146

POSTGRADUATE DIPLOMA IN HEALTH SCIENCES (PRIMARY CARE) 

COURSE DESCRIPTION 

This is an exciting time for professionals working in the rapidly changing healthcare 

policy context. The opportunities presented by the HSE Transformation process 

pose challenges to traditional ways of working, while advancing research brings 

new approaches to healthcare management. We aim to meet the evolving 

educational needs of health and social care professionals working at the forefront of 

this ever-changing environment. The programme aims are: 

• To allow primary care practitioners to learn with and from each other in a 

structured educational environment to develop the knowledge, skills and 

attitudes for effective multidisciplinary working in primary care. 

• To develop effective leaders, managers and members of primary health care 

teams. 

• To explore the role of primary care in the health service. 

• To increase knowledge and skills for evidence-based practice and information 

management within a changing health care environment. 

• To foster a critical approach to practice by a)developing an analytical approach 

to published work, b)learning about the work of others and c)examining own 

work using the technique of reflective practice writing. 

• To increase understanding of human behaviour in relation to health, illness and 

health care in order to improve effectiveness of interaction with patients and 

other health care professionals. 

• To develop knowledge and skills to plan, implement and evaluate new 

developments in health care delivery. 


This is an inter-disciplinary course delivered over eight months using a mix of elearning 

and face to face teaching. E-learning is supported by comprehensive 

distance learning packs. Face to face teaching uses a collaborative learning model 

and requires attendance in Galway for two consecutive weekdays each month (four 

days in September and February). 

ENTRY 

The Postgraduate Diploma in Primary Care is directed at the wide range of 

specialists who provide primary care. Candidates for the course should have an 

appropriate primary degree, professional qualification or equivalent experience and 

work in a health care setting. Selection is based on relevant professional experience, 

ability/opportunity to apply learning to daily work, and academic record. Computer 

literacy is an essential requirement for this course. 

147


The course syllabus and assessment are designed to meet the aims of the course 

with an emphasis being placed on knowledge and skills required for effective 

teamwork. A group project is compulsory part of the course. This allows students to 

work together in a multidisciplinary group to use the knowledge gained in the 

taught modules. These are outlined below: 

• Concepts and Principles of Primary Care 

• Evidence Based Primary Care 

• Health Research Methods 

• Teambuilding and Communication Skills 

• Health Promotion 

• Health Economics 

• Healthcare Ethics 

• Psychology for Primary Care 

• Sociology of Health and Illness 

ASSESSMENT 

This is a 60 ECTS course. Assessment is based on course assignments, participation 

in online discussions, a group project and a reflective practice journal. 

A 70% minimum attendance rate is required for satisfactory completion of the 

course. Non-attendance must be accompanied by relevant medical certification. 

Students must submit three essays, each worth 5 ECTS – they have a choice of 

writing on psychology, sociology, health economics or ethics. 

Students must submit an assignment in health promotion, also worth 5 ECTS, and a 

Reflective Practice Journal, worth 10 ECTS. 

Primary care, research methods and evidence based health care are assessed by 

means of one group project worth 18 ECTS. In addition, students are graded on 

their participation in distance learning exercises. These are worth 12 ECTS 

collectively. Marks for the group project and distance learning exercises are 

returned to the Examinations Office as a single result worth 30 ECTS. 

COMPENSATION 

Students who achieve 40-49% in an assessment may compensate between modules. 

Students who compensate between modules cannot be awarded an overall Honours 

result. There is no limit to the ECT’s they can compensate in. 

148

POSTGRADUATE DIPLOMA and MASTERS IN SURGERY (MCh) 


An exciting new study programme the Masters Degree in Surgery (MCh) is 

designed to enhance the academic and professional development of surgical trainees 

by improving the level of scientific appreciation for evidence-based clinical 

practice. Running parallel to the basic surgical training scheme (BST) this 

programme will provide surgical trainees with the academic and scientific research 

skills needed for progression to higher surgical training schemes and academic 

surgery. 


Successful candidates will hold a primary degree in Medicine and are conferred 

with the degrees of Bachelor of Medicine, Bachelor of Surgery and Bachelor of 

Obstetrics (M.B., B.Ch., B.A.O.). The applicants should be selected for the BST 

national programme but will be required to demonstrate an equivalent clinical and 

academic competence and have appropriate interview and clinical skills. Candidates 

not on the BST programme may be eligible and interviews will apply. Competence 

in English language equivalent to IELTS 6.5. 25 places available 


This programme is designed to enhance the academic and professional development 

of surgeons. The combination of professional surgical training and research output 

will appeal to graduates intending to apply for higher surgical training (HST) 

schemes in Surgery or similar medical specialities. Surgeons require recognised 

postgraduate research and academic qualifications for progression to higher surgical 

training schemes. This programme will serve as a stepping stone to an MD or PhD. 


The aims of this programme include: 

• To enhance the academic and professional development of surgeons 

• Up-skilling of surgeons to meet the challenges of their new role 

• Improve professional knowledge and attitudes in daily practice 

• To search, retrieve, and critically appraise scientific information 

• Formulate research questions 

• Interpret evidence based guidelines & protocols related to patient 

information 

• 


The programme may be taken on a part-time basis over a 3 year period. An exit 

award, The Postgraduate Diploma in Surgery is available after year 2. 

149



Modules, Year 1 

Informatics I 

Informatics II 

Informatics III 

Thesis Part I 


Surgical Lab Skills I 

Biostatistics I 

Professionalism in surgery 

Thesis Part II 


Surgical Lab Skills II 

Health Technology Assessment 

Biostatistics II 

Thesis Part III 

150

MASTERS IN MEDICAL SCIENCE (HEALTH INFORMATICS) 


The Masters in Medical Science (Health Informatics) is a one year programme 

designed for health care providers to conduct and publish dedicated evidence-based 

research in their own speciality or field. 

The Masters in Medical Science (Health Informatics) is a completed over a 12 

month period (60 ECTS). The programme consists of specific modules in scientific 

writing and publication. In addition all candidates will complete a research Thesis 

and submit a publishable paper according to journal publication guidelines. 


Successful applicants will normally hold a primary degree in health care, medicine 

or equivalent qualification, at second class honours grade one level or above, in a 

relevant subject. Competence in English language equivalent to IELTS 6.5. All 

candidates must have successfully completed the Postgraduate Diploma in (Health 

Informatics) or a comparable award deemed by the School of Medicine to satisfy 

these requirements. 



Graduates of the Masters in Medical Science have gone on to pursue careers in a 

diverse range of fields including the completion of a MD and PhD degrees in Medical 

Science and Medical Research. They have brought improved professional skills and 

attitudes into their daily practice (Evidence Based Practice/Medicine). 





• Using a blend of enquiry based learning and a self-directed interactive 

approach, by the end of this programme you should be able to: 


interest. 


• Demonstrate an ability to ask researchable questions related to a specified field 

of interest. 




formats ( Word plus Endnote) 

151



• Demonstrate competence in designing your own research design and to 

produce an appropriate research proposal. 



• To submit a research Thesis 

• Publish a research paper 

• To encourage progression to PhD programmes. 




Modules completed over two semesters 

Scientific Writing and Publication 10 

Research Thesis 50 

152

MASTERS IN MEDICAL SCIENCE (ENDOVASCULAR SURGERY) 


A new study programme combining practical endovascular surgical training with 

evidence based medical research skills. 

The Masters in Medical Science (Endovascular Surgery) is a completed over a 12 

month period (60 ECTS). The programme consists of specific modules in scientific 

writing and publication in addition to dedicated supervised session in Endovascular 

Surgery delivered by the Western Vascular Institute. In addition all candidates will 

complete a research Thesis and submit a publishable paper according to journal 

publication guidelines. 


Applicants must be a qualified and registered medical physician/surgeon, and 

enrolled on the Western Vascular Institute’s Endovascular Training Programme as 

well as other suitably qualified medical persons. Competence in English language 

equivalent to IELTS 6.5. All candidates must have successfully completed the 

Postgraduate Diploma in (Health Informatics) or a comparable award deemed by 

the School of Medicine to satisfy these requirements. 



Graduates of the Masters in Medical Science programmes have gone on to pursue 

careers in a diverse range of fields including the completion of a MD and PhD degrees 

in Medical Science and Medical Research. They have brought improved 

professional skills and attitudes into their daily practice (Evidence Based 

Practice/Medicine). 


The broad aim of this programme is to strengthen a surgeon’s knowledge and skills 

in subjects particular to medical research and clinical teaching. In particular the 

programme aims to: 










153

• Understand the basic concepts of all endovascular surgery procedures, 

including: 

Imaging equipment, radiation physics, and safety 

Diagnostic arteriography and venography 

Guide wire and catheter skills 

Percutaneous vascular access 

Percutaneous transluminal angioplasty (PTA) 

Subintimal Angioplasty 

Intravascular stents 

Pharmacologic and mechanical thrombolytic therapy 

Stent-grafts for endovascular repair of abdominal aortic aneurysms 

Coil embolization (to facilitate endovascular AAA repair) 

Closure of percutaneous access sites 

Accepted intra-arterial and intracaval filtering devices 






154

MASTERS OF SCIENCE IN SPORTS & EXERCISE PHYSIOTHERAPY 

A new revised and updated programme offered in conjunction with the University 

of Limerick. The MSc in Sports and Exercise Physiotherapy combines practical 

training with evidence based medical research skills. 

Part-time Masters two years - Places limited to 10 


The overall intention of the Masters programme is to produce a successful student 

with a wide breadth of knowledge across Sports & Exercise Physiotherapy and the 

necessary skills to put the theory into practice 


The programme will provide physiotherapists with: 













Physiotherapy 


90 ECTS 


Applicants must be chartered physiotherapy graduates (BSc Physiotherapy NUI) of 

National University of Ireland or another university deemed acceptable, and have a 

minimum of two year’s experience post qualification. 


Short listed applicants may be called to interview and the final selection made at 

that point. Preference will be given to applicants with a strong sporting 

background, either personal involvement or recognized service provision. 

155









Year 2 







Thesis 30 Both Summers 

156

MASTERS OF SCIENCE IN SPORTS & EXERCISE MEDICINE 

A new revised and updated programme offered in conjunction with the University 

of Limerick. The MSc in Sports and Exercise Medicine combines practical training 

with evidence based medical research skills. 

Part-time Masters two years - Places limited to 10 


The overall intention of the Masters programme is to produce a successful student 

with a wide breadth of knowledge across Sports & Exercise Medicine and the 

necessary skills to put the theory into practice 


The programme will provide doctors with: 

• The necessary scientific background knowledge to appreciate the issues 

arising in the field of Sports & Exercise Medicine. 



• Up to date training in modern methods of assessing, diagnosing and 

treating sports injuries including emergency care. 

• Opportunities to learn about the theory and application of Sports 

Psychology, Podiatry, Biomechanics, Sports Nutrition, Sports 

Pharmacology, Exercise Physiology, Fitness Assessment and ethical issues 

within sport. 

• Opportunity to learn about the medical applications of exercise in 

maintaining health and in disease 


Medicine 


90 ECTS 


Applicants must be medical graduates of National University of Ireland or another 

university deemed acceptable, and have a minimum of one year’s experience after 

registration with the Irish Medical Council. 


Applicants wishing to enter for the Pfizer Bursary must complete a 200 word 

statement on why they feel they should be accepted into the programme. Short 

listed applicants may be called to interview and the final selection made at that 



157


Sports & Exercise Medicine ECTS Year 1 







Year 2 







Thesis 30 Both Summers 

158

MASTERS IN MEDICAL SCIENCE (MUSCULOSKELETAL MEDICINE) 


The Masters in Medical Science (Musculoskeletal Medicine) is a one year 

programme designed for health care providers to conduct and publish dedicated 

evidence-based research in musculoskeletal medicine. 

The Masters in Medical Science (Musculoskeletal Medicine) is a completed over a 

12 month period (60 ECTS). The programme consists of specific modules in 

scientific writing and publication. In addition all candidates will complete a 

research Thesis and submit a publishable paper according to journal publication 

guidelines. 


This programme is open to Registered Medical Practitioners, Chartered 

Physiotherapists, Podiatrists and Advanced Nurse Practitioners or equivalent. 

Competence in English language equivalent to IELTS 6.5. All candidates must have 

successfully completed the Postgraduate Diploma in (Health Informatics) or a 

comparable award deemed by the School of Medicine to satisfy these requirements. 

25 places available. 


Graduates of the Masters in Medical Science programmes have gone on to pursue 

careers in a diverse range of fields including the completion of a MD and PhD degrees 

in Medical Science and Medical Research. They have brought improved 

professional skills and attitudes into their daily practice (Evidence Based 

Practice/Medicine). 














159







160

MASTERS IN HEALTH SCIENCES (PRIMARY CARE) 

OVERVIEW 

The Master of Health Sciences (Primary Care) will equip students to successfully 

develop and carry out a piece of research within the primary care setting, and in 

doing so develop relevant expertise in research methodology. Students are drawn 

from a wide range of health and social care professions. 

ENTRY 

Entry to the Masters year usually follows successful completion of the Postgraduate 

Diploma in either Primary Care or Clinical Primary Care, with a result of at least 

60%. Applications may be considered from others whose educational background 

and relevant experience suit them to the requirements of the course. Selection of 

individual candidates will be based on congruence of the applicant’s thesis proposal 

with the expertise and capacity for supervision within the Discipline of General 

Practice. All applicants should contact the Course Director for further details in 

relation to this. 


The programme runs for one calendar year from September to August. Each 

student is assigned a dedicated thesis supervisor with whom they will work closely 

throughout the year. Individual research is supported by ten days of workshops in 

Galway (two consecutive weekdays in each of September, October, November, 

February and April). 


The topics covered during workshops include: 

• Advanced qualitative research methods 

• Statistics and epidemiology 

• Computer packages: SPSS, Nvivo and Endnote 

• Evidence Based Primary Care (advanced) 

• Research ethics 

• How to write a research paper 

ASSESSMENT 

The course is assessed by submission of a 4,000-word paper suitable for 

publication, on a piece of independent research carried out by the student under 

supervision. The paper will be accompanied by two appendices: a literature review 

(2,000 words) and a research methodology (1,000 words). 

An external examiner and one other examiner will assess the submission. 

First Class Honours will be awarded to those receiving a mark of 70% or greater, 

Second Class Honours to 60-69% and a pass to 50-59%. 

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MASTERS IN HEALTH SCIENCES (CLINCAL EDUCATION) 

The Master of Health Sciences (Clinical Education) has been designed to address 

the higher educational needs of health care professionals involved in the delivery of 

teaching and training in the health care environment. It builds on the Postgraduate 

Diploma in Health Sciences (Clinical Education), successful completion of which is 

a requirement for entry into the Masters programme. 

AIMS 

The programme aims to: 

1. Develop the teaching and educational planning skills of experienced clinical 

professionals who have significant educational responsibilities. 

2. Provide students with relevant knowledge to both manage and lead effective 

educational innovations within their profession. 

3. Provide students with the relevant knowledge and skills to plan and teach 

clinical and communication skills at an advanced level. 

4. Enable students to develop the knowledge and skills required to practice 

evidence based education. 

5. Enable students to develop and implement a sound educational research 

protocol. Enable students to complete an educational research project and to 

submit in the form of a research paper. 

ENTRY 

The programme will be offered to health professionals who have completed the 

Postgraduate Diploma in Clinical Education and who have achieved at least a 

second class honours final mark. Applicants must be currently registered with their 

relevant professional body and actively involved in clinical teaching. Applicants 

will be selected on the basis of the quality of their C.V., and an application essay 

(personal statement) in which each candidate must outline their rationale for doing 

the programme. 

STRUCTURE 

The programme will be delivered using online and paper-based distance learning 

techniques, supported by face to face teaching skills workshops. Students will each 

have an academic mentor/supervisor for the duration of the Masters. The content of 

the course is as follows: 

MODULE ECTS 

Evidence Based Education 5 

Educational Leadership 5 

Educational Research Design 10 

Clinical Teaching Research Dissertation 40 

162

ASSESSMENT 

The taught modules will be assessed using: 

• A problem-based assignment for the modules on leadership and evidence based 

education. 

• An educational research proposal for the educational research module. 

• Students are also required to submit a 4,000 word clinical teaching research 

dissertation at the end of the academic year, in the form of a 4,000 word ready 

for publication research paper. 

163

MSc. (MEDICAL PHYSICS) 

Medical Physics involves the application of physics and physical methods to 

problems in medicine. Although often associated with the use of ionizing radiation 

(X-Rays and Nuclear medicine) it finds application in almost every clinical 

discipline present in modern hospitals. There is considerable demand for qualified 

Medical Physicists in Ireland and this demand is expected to grow in the future. 

It is a one year full-time programme for which a minimum of five and a maximum 

of ten students will be accepted. 


The programme consists of an intensive programme of lectures, workshops, 

laboratory sessions, tutorials, and self-directed learning, followed by a short (threemonth) 

project and dissertation. The syllabus contains modules covering the 

traditional topics associated with medical physics (Radiation Fundamentals, 

Hospital & Radiation Safety) and those more associated with clinical engineering 

(Clinical Instrumentation). The emphasis is on radio-therapy, radiation protection 

and diagnostic imaging. Programmes in anatomy, physiology, hospital safety and 

risk management are also provided. The course is accredited by the Institute of 

Physics and Engineering in Medicine (IPEM) and is therefore recognised as a 

component of IPEM professional training. 


The programme is designed to meet the demand for qualified medical physicists in 

Ireland. It is primarily geared towards training for physicists in the application of 

radiation physics in medicine but maintains a reasonable exposure to key aspects of 

clinical engineering so that students receive a comprehensive knowledge of the 

application of physical sciences and engineering to medicine. 

ECTS 

90 ECTS 

ASSESSMENT 

Assessment will be through a combination of written and oral examinations, 

continuous assessments, project work, and the writing of a small dissertation. 

Graduates must hold at least a second class honours degree in Physics or 

Experimental Physics, Electronic Engineering, or another relevant discipline as 

determined by the College of Medicine, Nursing and Health Sciences. A candidate 

with a primary degree without honours, and having practical experience in a 

relevant subject area over a number of years at a level deemed to be appropriate by 

the College of Medicine, Nursing and Health Sciences, may be registered for the 

M.Sc.Degree. Candidates may be interviewed to determine suitability. 

164


The healthcare industry is one of the largest commercial sectors both nationally and 

internationally. There will be a considerable demand for qualified medical 

physicists in Ireland in the future. There will be a significant increase in the number 

of radiotherapy facilities in the country, both public and private. New regulations 

regarding protection against the hazards of radiation will also require additional 

medical physicists. In the past, vacancies have often been filled from abroad. 

However, the shortage of medical physicists in the U.S. and U.K. will mean that this 

supply can no longer be relied upon. Opportunities also exist in specialist medical 

device industries and in academic research. 

165

MSc. (REGENERATIVE MEDICINE) 

Regenerative Medicine is a discipline which generates novel therapeutics to mediate 

repair and generation of damaged and diseased organs. These therapeutics are based 

on stem cells, gene therapy, biomaterials, engineering tissue and other biologically 

active compounds. This 12 month taught programme aims to provide graduates in 

life sciences, biomedical engineering, nursing or medicine with an understanding of 

Regenerative Medicine and to equip them with the skills necessary for a career in 

this emerging discipline. 


This programme aims to provide graduates with an understanding of Regenerative 

Medicine integrating information, technologies and skills from biological sciences, 

engineering, legal and ethical disciplines. These modules will address the science 

behind Regenerative medicine, its application to human disease and its importance 

to modern society. 

ECTS 

90 ECTS 

COURSE MODULES 

Compulsory modules 

Basic Pharmacology PM55 1 5 ECTS 

Translational Medicine REM502 5 ECTS 

Introduction to Biomedical Research REM507 5 ECTS 

Immunology REM508 5 ECTS 

Tissue Engineering ME422 10 ECTS 

Advanced Research Techniques REM503 10 ECTS 

Regenerative Medicine REM504 10 ECTS 

Research Project REM505 30 ECTS 

Total 80ECTS 

Optional modules 

Students will select options worth 10 ECTS 

Anatomy AN230 5 ECTS 

Physiology Human Body Function Module SI3 17 10 ECTS 

Introduction to Business MG529 10 ECTS 

Optics and Cell Biology BES504 5 ECTS 

Economic Evaluation in Healthcare EC581 5 ECTS 

Introduction to Biomedical Systems CT560 5 ECTS 

166

This programme is open to students who have obtained at least a Second Class 

Honours degree in an appropriate biological science, biomedical engineering, 

medicine or nursing. Students who have a degree without Honours in a related area 

and have 3 or more years of practical experience in the subject area will also be 

eligible to apply for this programme. 


This programme will equip students for careers in biomedical research and 

development in an academic or industrial setting. Graduates will also receive training 

relevant to clinical research, translational research and clinical trial management. 

167

MSc. (CLINICAL RESEARCH) 


The objective of this course is to provide training for the next generation of 

healthcare workers in the clinical research arena, providing a platform for more 

enhanced efficiencies in the translation of medical discoveries into clinical practice. 

Course contributors include senior academics and medical professionals from NUI 

Galway, Galway University Hospitals and McMaster University, Canada, who are 

actively engaged in clinical research. This programme is closely linked with the 

HRB Clinical Research Facility, Galway. Aimed at individuals employed in the 

healthcare sector, this course has been developed to meet the needs of working 

graduates who wish to up-skill, specialise or change career direction. For further 

details of the course, see www.crfg.ie 

The MSc in Clinical Research is intended to be a part-time two-year program of 

academic study in Clinical Research Methodology. Year 1 will be spent at NUIG and 

Year 2 is completed by a combination of distance learning through modules 

delivered by McMaster University and NUI Galway, and on-site modules delivered 

by NUI Galway. A full-time 1-year option is available to students who wish to 

complete the MSc in a full-time capacity 

This course is delivered through blended learning, to include lectures, tutorials, 

problem based learning (PBL) and distance learning. 


• To understand quantitative and qualitative research approaches, understand their 

strengths and limitations and to learn how to apply research approaches and 

methods by completing weekly assignments and preparing a research protocol in 

own area of interest 

• To examine data analysis, statistical concepts and thinking on a practical level, 

to apply simple statistical techniques to design, analyse and interpret studies in a 

wide range of disciplines and to utilise a computer statistical package to 

illustrate the power of statistical techniques. 

• An in-depth understanding of sampling, causation, survey research, cohort study 

(retrospective and prospective), case-control, bias in observational research, 

multivariable analysis and propensity analysis 

• An appreciation and understanding of the main elements of clinical trial design, 

execution, and analysis. At the end of the course, students should have a firm 

grasp of clinical trial methodology at a level that would allow them to prepare 

successful grant applications. 

• An understanding of systematic review methods and the execution of a rigorous 

systematic review. Students will be introduced to the review methodology 

168

outlined in the Cochrane Handbook for Systematic Reviews and will explore 

concepts and controversies in review methods. 

• An in-depth understanding of the translational process to enable development of 

therapeutic strategies, GLP, the clinical trial process and GMP manufacturing 

and validation, regulatory and legislation requirements for the design and 

translation of medical therapies and ethical issues underpinning the practice of 

translational medicine. 

• To examine the various elements involved in the establishment and operation of 

clinical research facilities and clinical trials, procedures for successful 

completion and reporting of clinical trials and financial management issues. 


90 ECTS. 


Students must have completed either; 1) Undergraduate degree in medicine or; 2) 

Other healthcare-related undergraduate degree with a minimum of 2 nd Class honours 

degree, Grade 1 (including Nursing, Occupational therapy, Physiotherapy, Speech 

and Language Therapy and Pharmacy) or; 3) Biomedical sciences with a minimum 

of 2 nd Class honours degree, Grade 1. Application from graduates of non-healthcare 

related degrees are also considered (minimum requirement of 2 nd Class honours, 

Grade 1) on a case-by-case basis, at the discretion of the admissions committee. 

Students who have a degree without Honours in a related area and have 3 or more 

years of practical experience in the subject area will also be considered for this 

programme. Potential students should be seeking a career in clinical research as a 

principal investigator, research coordinator or research administration. 

COURSE OUTLINE: 

FULL TIME M.SC. (CLINICAL RESEARCH): Students are required to 

complete three compulsory modules at NUI Galway. A further 3 modules are 

selected from additional courses available at NUI Galway and/or by distance 

learning by McMaster University. 

PART TIME MSC. (CLINICAL RESEARCH): Students are required to complete 

three compulsory modules at NUI Galway. A further 3* or 5** modules are selected 

from additional courses available at NUI Galway and/or by distance learning by 

McMaster University. 

Compulsory Modules (Core): 

1. Fundamentals of Health Research and Evaluation Methods; 10ECTS 

2. Introduction to Biostatistics I; 10ECTS 

3. Ethics of Health Research; 10ECTS 

169

Additional Modules (Optional): 

SELECT 3 FROM THE FOLLOWING: 

1. Introduction to Biostatistics II; 10 ECTS 

2. Introduction to Research Methods for Randomized Controlled Trials; 

5-10ECTS 

3. Systematic Review Methods; 5 - 10ECTS 

4. Translational Medicine; 10ECTS 

5. Clinical Research Administration; 10ECTS 

6. Health Systems and Policy Analysis; 10ECTS 

7. Health Technology Assessment; 10ECTS 

8. Observational and Analytical Research Methods; 10ECTS 

9. Project Management; 5 ECTS 

10. Database Development; 5 ECTS 

In addition:- 

Full Time: Thesis (30 ECTS), completed over the 1 year period. Thesis defence will 

be completed at NUI Galway. 

Part Time: *Thesis (30 ECTS), completed over the 2 year period. Thesis defence 

will be completed at NUI Galway OR **Independent Study Module (10 ECTS), 

completed and assessed by NUI Galway. 

TOTAL: 90 ECTS over 1 year (FT) or 2 years (PT). 

Module assessment: 40% examination, 50% end of module project, 10% lecture / 

tutorial input or as directed by module leader. 

Subject to change; minimum threshold of students per module will apply 


The MSc program provides training for qualified individuals (see entry requirements 

below) who wish to become independent clinical investigators or those who wish to 

seek employment in leadership positions in clinical research teams. The conduct and 

oversight of clinical research has become a prominent source of jobs in a variety of 

settings, including university and colleges, pharmaceutical industry, non-academic 

clinical research organizations, independent funding agencies and government 

agencies. Additional opportunities include employment in teaching and consultation. 

170


(NFQ level 9 and 10 awards [Note: these levels are subject to review at time of 

printing] ; ref. www.nfq.ie) 

Note regarding applications to present for the Degrees of M.D., M. Ch.,. 

Only candidates who have obtained his/her primary medical degrees in the 

National University of Ireland or possess qualifications deemed by the Senate of 

the University to be equivalent to the appropriate primary degree of the University 

are eligible to apply. 

A candidate applying for permission to present for any one of these degrees who is 

not a medical graduate of the University must in addition to satisfying the relevant 

conditions set out in the sections following, also satisfy the following further 

conditions: 

1 the applicant’s medical qualifications must be such as to qualify for 

admission to the Medical Council Register; 

2 the applicant must submit satisfactory evidence as to (1) when applying for 

the permission; and 

3 the applicant must be in a position to carry out the work for the degree in an 

Irish medical facility. 

M.D. DEGREE EXAMINATION 

Subject to the provisions of the University Statute, a candidate shall be eligible to 

obtain the Degree of Doctor of Medicine, three years after obtaining the Degree of 

Bachelor of Medicine. 

A candidate shall be eligible to obtain the Degree of Doctor of Medicine 

(a) by Thesis; or 

(b) on Published Work. 

No candidate is eligible to obtain the Degree of M.D. under the provisions of the 

Statute unless such candidate shall have obtained his Primary Degree in Medicine in 

the University, or possess qualifications deemed by the Senate of the University to 

be equivalent to the Primary Degree in Medicine of the University. 

REGULATIONS FOR THE DEGREE OF M.D. BY THESIS 

The candidate shall apply to the School for permission to present for the M.D. 

Degree by Thesis at least twelve months before the date of the examination for 

which he intends to enter. In his application he will state the nature of his proposed 

thesis, his experience in the subject chosen, and will give the name of at least one 

referee who will verify his statement regarding experience. The School, if satisfied 

that a prima facie case has been made, shall appoint one or more of its members to 

advise on the work and preparation of the thesis, if the candidate so desires. 

The following further conditions must be fulfilled: 

(a) The thesis shall embody original observations on the subject chosen and 

shall contain in part, at least, material which in the opinion of the examiners 

171

is suitable for publication, or which has already been published. 

(b) The candidate shall give the name(s) of referee(s) to prove that the material 

in his thesis was the result of his personal effort. Where conjoint work is 

being considered the candidate should have been the principal author of at 

least some part of the work. 

(c) The candidate may be required to satisfy the examiners in an oral 

examination in the subject matter of his thesis. 

Four copies of the thesis must be submitted on or before February 2nd or 

July 1st to the Examinations Office, National University of Ireland, Galway. 

Conferring Ceremonies are held in June and December. 

REGULATIONS FOR THE DEGREE OF M.D. ON PUBLISHED WORK 

The Published Work must embody the results of personal observation or of original 

research in subjects such as one or more of the following:– 

Human Anatomy; Pathology; Biochemistry; 

Pharmacology; Gynaecology; Social Medicine; 

Psychiatry; Physiology; Forensic Medicine; 

Obstetrics; Medicine; Paediatrics; 

Embryology; Microbiology; General Practice; 

Therapeutics; Surgery; 

Medical Informatics & Medical Education 

or any other associated subject(s). 

It is to be noted that publications on Surgical Diseases and their Pathology, which 

may be presented, must not be works devoted solely to operative technique or 

methods. (Application under this heading must be made to the Registrar, National 

University of Ireland, 49 Merrion Square, Dublin 2.) 

172

THE M.Ch. DEGREE 

Candidates for Higher Medical Degrees will not be examined in the Clinical or 

Practical Part of the Examination in hospitals in which they, at the time, hold 

appointments. 

(1)A candidate who has obtained the degree of M.B., B.Ch., B.A.O. from the 

National University of Ireland, or who possesses qualifications deemed by the 

Senate of the University to be equivalent to the appropriate primary degree of the 

University, shall be eligible to obtain the Degree of M.Ch., under the following 

conditions: 

1. A period of not less than five years shall have elapsed from the time the 

candidate obtained the degrees of M.B., B.Ch., B.A.O., or the accepted 

equivalent qualifications, not less than four years of which shall have been 

spent in the practice of surgery and surgical science at a level approved by the 

College of Medicine, Nursing and Health Sciences. 

2. The candidate must pass a preliminary clinical examination in general 

surgery. Exemption from this examination may be granted if the College 

considers that the candidate holds a suitable senior surgical qualification 

acquired by examination. 

3. The candidate must present a thesis, the work for which has been carried 

out over a period of not less than one year in Surgery in the College under the 

direction of the Professor of Surgery. The School may approve of the work 

being carried out elsewhere. 

4. Permission to enter for the degree must be obtained from the School at least 

twelve months before presentation of the thesis for examination. 

5. The examination of the thesis is held in Summer and Winter. Four copies must 

be presented on or before February 2nd or July 1st to the 

Examinations Office, National University of Ireland, Galway. 

173

Ph.D DEGREE 

(NFQ level 10 award; ref. www.nfq.ie) 

The College of Medicine, Nursing and Health Sciences offers active research 

programmes in most disciplines leading to a Ph.D Degree based on full-time 

research projects. 

Duration: Refer to Structured PhD section of this calendar 

Timetable: Full-Time 

Assessment: Thesis based on research carried out over a period of nine terms 

Entry Requirements: 

Candidates must hold an appropriate honours primary degree from the NUI or a 

qualification deemed by the Senate of the NUI to be equivalent to the 

appropriate primary degree of the University. 

Please note that applicants should refer to the general NUI Galway Calendar of the 

University in addition reading the above information (www.nuigalway.ie/calendar) 

174



PROGRAMMES 


CERTIFICATE IN NURSING (NURSE/MIDWIFERY PRESCRIBING) 

This programme's development is in response to a need for nurses and midwives to 

prescribe, in order to support high quality person-centred care. This follows from 

two key reports which mooted the extension of prescriptive authority for nurses and 

midwives; i.e. The Commission on Nursing in 1998, followed by the Review of the 

Scope and Practice for Nursing and Midwifery Final report in 2000. This 

recommendation was comprehensively evaluated in a 3½ year joint project by An 

Bord Altranais and the National Council for the Professional Development of 

Nursing and Midwifery in 2005. The review concluded that prescriptive authority 

should be extended to nurses and midwives. A further implementation project in 

2008 put in place the regulatory, professional and support requirements which 

enabled nurses and midwives to take on this role. Prescriptive authority was 

extended to nurses and midwives by the Minister for Health and Children in 2007. 

Nurses and midwives prescribe within the confines of robust legislation and 

professional regulation and their scope of practice. Improving client care is core to 

this extended role. 

Programme duration and structure 

The programme is delivered over a six-month period. The modules are delivered in 

a blended learning format using a combination of Blackboard and workshops in 

college. In addition, students will be mentored in their practice setting for the 

duration of the programme which will include 12 days of direct supervision of the 

prescriptive process by a designated medical practitioner. 

Programme content 

The programme is comprised of three theory/practice modules and a clinical 

competency assessment in prescribing: 

• Physical assessment skills 

• Professional, Ethical & Legal Issues of Nurse and Midwife Prescribing 

• Drugs. Patients and illness. 

• Clinical competency –Prescribing 

Entry criteria 

1. Registered as a nurse or midwife on the live register of An Bord Altranais. 

2. Currently employed as a nurse or midwife. 

175

3. Minimum of three years recent post registration clinical experience in nursing or 

midwifery (within the last five years) with the equivalent of one-year full-time 

experience in the specific area of practice in which prescribing is proposed. 

4. Possession of the competencies recognised at level 8 of the National Framework 

of Qualifications. 

5. Evidence of undertaking continuing professional education. 

6. Support from employer to undertake the programme as evidenced by a completed 

Site Declaration Form. 

7. Confirmation of a designated nurse/midwife/medical mentor as evidenced by a 

completed Site Declaration Form. 

Please note that the programme offered is subject to sufficient numbers. 

PLEASE NOTE THIS INFORMATION IS SUBJECT TO CHANGE AND 

CANDIDATES ARE ADVISED TO VISIT THE POST GRADUATE 

APPLICATION WEBSITE AT THE TIME OF APPLICATION 

176

POSTGRADUATE CERTIFICATE IN NURSING (SPECIALIST 

PRACTICE) 

The Postgraduate Certificate in Nursing (Specialist Practice) has been designed for 

newly graduated nurses. The broad aim of the programme is to build graduates 

confidence, knowledge and skills and to provide a foundation for further study. It is 

anticipated that students who complete the programme will progress to complete a 

Postgraduate Diploma in Nursing (Level 9) in a nursing specialism. The programme 

is delivered in partnership with the Galway Clinic. 

Programme Duration and structure 

This programme aims to prepare new graduates to effectively manage (within their 

scope of practice) challenging acute care episodes. Its goal is to provide students 

with opportunities to broaden and deepen their theoretical knowledge and skills in 

caring for acutely ill clients. 

This programme is delivered over an academic year. This is a blended learning 

programme and is delivered using a combination of on-line learning and face-toface 

skills teaching. Each module runs over a minimum of 12 weeks. Modules are 

developed into guided learning packs comprising of four to five units. Each pack 

provides a study guide for the student and includes, directed learning activities (both 

on-line and practice based), key reading, reflective points and e-tivities. Students 

will be supported on-line as they work through each unit, using the virtual learning 

environment BlackBoard. Students are expected to attend face to face workshops 

for a total of 9 days across the programme. The face-to-face teaching component 

(workshops) will take place at intervals throughout the semester. Workshops will 

focus on key skills and application. 

Each module will run over twelve weeks. 

Entry Criteria 

Candidates must 

1. Hold an Honours Bachelor Degree at NFQ Level 8 in Nursing or a comparable 

qualification. 

2. Be registered as a General nurse on the live register maintained by An Bord 

Altranais 

3. Be currently employed as a nurse. 

4. Provide a letter of support from his/her employer confirming that he/she will have 

the opportunity to work in the required range of specialist practice settings to meet 

the programme learning outcomes, or where necessary, agreement that the applicant 

will be 

freed to undertake additional practice in a suitable placement setting. 

Selection Criteria 

To be considered for admission to the programme applicants must meet the entry 

criteria as outlined above. Applications will be evaluated on the following : 

177

• Applicant’s academic record. 

• Applicant’s level of motivation and suitability based on his/her Personal 

Statement (submitted as part of the application) 

Programme content 

The programme comprises of three modules. 

• Managing Client Care in Specialist Settings (Runs across Semester 1 & 2 over 

24 weeks) 

• Physical Assessment Skills (Runs in Semester 1 over 12 weeks) 

• Clinical Governance: Supporting Safe Practice (Runs in Semester 2 over 12 

weeks) 

Students will complete two placements in specialist settings each of three months 

duration. On placement the student will be required to develop and implement a 

learning contract agreed with the programme director/clinical facilitator at the 

beginning of each placement. Students’ skills competency will be assessed at a 

minimum of two points in the programme (Semester 1 + Semester 2). 

Assessment 

Modules will be assessed using a combination of coursework, examination and 

OSCE. Each module is worth 100 marks with their relative weighting being 

determined by the allocation of credits. All modules have an equal weighting and 

students must pass all modules with a minimum of 50%. 

Compensation is not permitted between modules. 

A maximum of 50% only can be obtained in a module on repeat. 

Clinical Competence 

Clinical performance/progress of the student is assessed on an on-going basis 

throughout the practice placement and formally at a minimum on two separate 

occasions (at the end of Semester 1 and Semester 2) 

On successful completion of the programme students will be awarded the 

Postgraduate Certificate in Nursing (Specialist Practice). Students are required to 

complete a minimum of 500 hours in Specialist clinical practice settings. The 

student must pass the competency element of the programme to successfully 

complete the programme. 


PLEASE NOTE THIS INFORMATION IS SUBJECT TO CHANGE AND CANDIDATES ARE 

ADVISED TO VISIT THE POST GRADUATE APPLICATION WEBSITE AT THE TIME OF 

APPLICATION 

178

POSTGRADUATE DIPLOMA IN NURSING (EMERGENCY CARE) 

The Postgraduate Diploma in Nursing (Emergency) has been designed for registered 

nurses, who wish to pursue a specialist course in emergency care nursing. The 

Postgraduate Diploma is offered in partnership with the Health Service Executive. 

PROGRAMME DURATION AND STRUCTURE 

The aim of the programme is to develop knowledgeable sensitive practitioners who 

have a high level of specialist skills. 

The programme is offered full-time over one calendar year and part-time over two 

calendar years. Taught components of the programme are delivered in a blended 

learning format and classroom teaching. Blended learning is an innovative teaching 

strategy which involves a combination of face-to-face and on-line learning. This 

means that learning/teaching will be delivered on-line through Blackboard, an 

interactive learning system which connects directly to the University from your own 

home computer. Students are required to attend face to face workshops for a total of 

12 days across the programme (in blocks of 2 days at a time). The programme is 

comprised of seven theory/practice modules. In all modules there is an emphasis on 

exploring the relevance of module content to practice, similarly, practice placements 

allow students to explore "new" knowledge in practice, enabling them an 

opportunity to integrate theory and practice. Students are required to undertake their 

clinical practice in an approved clinical practice setting within Ireland normally 

within the students’ own work setting. Students are required to complete a minimum 

of 1,000 clinical hours within the specialist area must be completed while 

undertaking the programme. 


All applicants must meet the following entry requirements: 

1. Be a registered nurse on the General Nurse division of the Register maintained by 

An Bord Altranais. 

2. Have a minimum of two years’ post-registration experience (exclusive of postregistration 

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 degree or equivalent. Applicants who do not hold an honours 

degree or higher diploma (Level 8) may apply but must clearly demonstrate their 

capacity to complete a programme at this level. In addition to the other requirements 

outlined above, 

these applicants are required to submit a 1,000 word literature based essay (this 

essay must be at the level expected of an honours degree candidate (Level 8). 


To be considered an applicant must: 

• Meet the entry criteria 

• Obtain a letter from the candidate’s Director of Nursing guaranteeing practice 

placements within Ireland, in the appropriate specialism for the duration of the 

179

programme, within the candidate’s current place of work. Or, where necessary, 

additional appropriate clinical placements in order to meet clinical learning 

requirements. 


The programme comprises of seven modules of which two are generic/core and four 

are specialist exclusive to Emergency Nursing. Core modules and some aspects of 

specialist modules are taken in conjunction with students undertaking other 

Postgraduate Diplomas. Students will also undertake three practice assessments and 

a service improvement project. 

Modules 

Clinical Governance: Supporting Safe Practice (core) 

Using Research in Practice (core) 

Specialist Module 1 (Medical Emergencies) 

Specialist Module 2 (Major Trauma and Surgical Emergencies) 

Specialist Module 3 (Special Patient Populations) 

Specialist Module 4 (Clinical Skills Development in Emergency 

Nursing) 

Service Improvement Module 

Clinical Assessment 1 



ASSESSMENT 

The modules are assessed by means of continuous assessment and examinations. In 

order to be eligible for the award of the Post Graduate Diploma in Nursing Studies 

students must pass each of the modules of the programme with a minimum of 

50%.Compensation is not permitted between modules. A Maximum of 50% can 

only be obtained in a module on repeat 

Clinical competence must be demonstrated by: 

• Students passing all performance criteria within each of the five domain of the 

clinical assessment and 

• Students reaching the specified level of competence in the assessment overall. 

• Three clinical assessments must be completed and passed to successfully 

complete the course 

Students must have completed a minimum of 1000 clinical practice hours over the 

duration of the course. 

Additional Issues: 

Students must complete the programme within two years of commencement for the 

full time option, and within four years of commencement for the part time 

programme. Students who achieve an aggregate mark of 65% will be awarded the 

180

Post Graduate Diploma with distinction. 




APPLICATION 

181

POSTGRADUATE DIPLOMA IN NURSING (ADVANCED PRACTICE) 

This is a full-time programme running over one calendar year. Taught programme 

content is delivered over two trimesters and is offered in blended mode, workshops 

and on-line. 


Specialist practice modules address the context of advanced practice, physical 

assessment skills, pathophysiology, pharmacology and clinical decision making. 

Submission of a portfolio demonstrating competencies pertaining to advanced 

practice is required. Substantive hours of clinical practice at an advanced practice 

level and supervised by appropriate healthcare professionals is also integral to the 

programme. The programme also leads to registration as a nurse prescriber (subject 

to approval). 

ASSESSMENT 

Each module is assessed independently. Strategies for assessment include essays, 

reflective practice assignments, presentations, clinical competency assessments and 

dissertation. 


The Context and Issues related to Advanced Practice 

Drugs, Patients and Illness 

Physical Assessment Skills 

Professional, Ethical and Legal Issues of Nurse and Midwife 

Prescribing 

Clinical Assessment (Prescribing) 

Transition to Advanced Practice Part 1 

Transition to advanced Practice Part 2 

Care of the Woman at risk I 

MINIMUM ENTRY CRITERIA: 

1. Have attained a Masters degree in nursing, or an area highly relevant to their 

specialist field of practice. 

2. Be a registered nurse on the General, Midwifery, Mental Health, or Learning 

Disability Nurse divisions of the Register maintained by An Bord Altranais. 

3. Have practiced as a nurse or midwife for a minimum of six years postregistration, 

four of which include experience in the chosen area of expertise 

(exclusive of post-registration educational programmes). 

4. Written evidence of support for the applicant from their Director of Nursing 

and written evidence of support for the applicant from an appropriate clinical 

supervisor. 




APPLICATION 

182

POSTGRADUATE DIPLOMA IN NURSING (EDUCATION) 

This programme is aimed at masters prepared graduates who wish to gain a teaching 

qualification. Broadly the programme aims to develop nurses/midwives expertise 

and understanding of teaching in higher education and clinical settings. 


This is a full-time programme running over one calendar year and is offered in 

blended mode, which is a combination of workshops and on-line. Taught 

programme content is delivered over two trimesters. Over the duration of the 

programme students are required to complete 100 hours of teaching/facilitation. 

Students are expected to gain experience of teaching at undergraduate and 

postgraduate level and of using a wide range of teaching methods including, 

lecturing, clinical teaching in both laboratory and clinical settings and working with 

small groups using experiential approaches. Students are required to provide 

evidence of having completed: 

• 30 hours experience of formal classroom based lecturing 

• 30 hours of clinical focused teaching which should comprise of both classroom 

based skills teaching and teaching in the clinical setting 

• 30 hours of small group work with a focus on experiential approaches, for 

example, seminars, workshops 

• 10 hours at the discretion of the student. 


Principles of Teaching and Learning 

Assessing Learning 

Curriculum Development 

Facilitating Learning and Application to Teaching 

Teaching Assessment 1 



Portfolio 

ASSESSMENT 

The programme is assessed by means of continuous assessment. In order to be 

eligible for the award of the Postgraduate Diploma in Nursing (Education) students 

must pass each module at 50% to be deemed to have passed the theoretical 

component and three teaching assessments to be deemed to have passed the practice 

component. Students must complete the required 100 hours of teaching practice in 

the areas specified. 

Compensation is not permitted. The standard for the award of a distinction is the 

attainment of 65% on the aggregate. Normally, a Distinction may be awarded only 

when the assessment is passed at the first attempt. 

183

MINIMUM ENTRY CRITERIA: 

Candidates must 

1. Have successfully completed a Master in Nursing/Midwifery 

or its equivalent; 

2. Be a registered nurse on the General, Mental Health, or Learning Disability Nurse 

divisions of the Register maintained by An Bord Altranais; 

OR 

3. Hold an appropriate active nursing registration as recognised in the country in 

which they practice; 

4. Have practised as a nurse/midwife for a minimum of three years post-registration 

(exclusive of post-registration/educational programmes); 

5. Have negotiated a placement in a School/Department of Nursing/Midwifery 

Education establishment which will provide them with the opportunity to meet the 

practice 

requirements of this programme. 


Selection is based on applicant’s academic and professional qualifications (as 

above). In order to register as a nurse tutor students must meet any requirements for 

registration identified by An Bord Altranais. 




APPLICATION 

184

POSTGRADUATE DIPLOMA IN NURSING (GERONTOLOGY) 

The Postgraduate Diploma in Nursing (Gerontology) offered in partnership with the 

Health Service Executive West, has been designed for registered nurses who wish to 

pursue a specialist programme in caring for older people and their families. The 

overall goal of the programme is to further enhance nurses’ ability to provide 

effective, appropriate, high quality nursing care for older people. 


The programme is offered full time over one calendar year and part time over two 

calendar years. It is comprised of theoretical and clinical components, commencing 

in September of each year. Taught programme content is delivered over two 

trimesters. Students also undertake practice placements in their own clinical setting. 


The programme is comprised of seven theory modules (three specialist, two core, 

one option, and a Service Improvement module) and three practice assessments. In 

all modules there is an emphasis on exploring the relevance of module content to 

practice. A blended learning approach is adopted in the delivery of this programme. 

Students continue to work in their own practice setting while undertaking the 

programme. 

Modules 

Clinical Governance: Supporting Safe Practice – core module 

Using Research in Practice – core module 

Nature and Experience of Ageing – specialist module 

Promoting Health and Wellbeing – specialist module 

Nursing Care of Older People – specialist module 

Option Module 

Service Improvement 

Clinical Competence 1 





1. Be a registered nurse on the General, Mental Health, or Learning Disability Nurse 

divisions of the Register maintained by An Bord Altranais. 

2. Have a minimum of one year post-registration experience (exclusive of postregistration 

courses); be currently working in a setting which requires him/her to 

care for older people, and have a minimum of six months clinical experience in 

caring for older people within the previous year. 

3. Satisfy the selection panel that they have the ability to complete the programme. 

4. Have an honours degree or equivalent. Applicants who hold neither an honours 

degree nor higher diploma (Level 8) may apply but must clearly demonstrated their 

capacity to undertake a programme at this level. In addition to the requirements 

185

outlined above these applicants are expected to submit a 1000 word literature based 

essay on a topic relevant to the specialist area. 

To be considered for admission this essay must be judged equivalent to an honours 

degree (Level 8). 



A. Meet the entry criteria 

B. Demonstrate an understanding of the demands of the programme and the 

motivation to complete the programme 

C. Demonstrate in his/her essay the potential to cope with the academic standards 

required 

D. Obtain a letter from the candidate’s Director of Nursing guaranteeing practice 

placements in the appropriate specialism, for the duration of the programme, 

within the candidate’s current place of work 

ASSESSMENT 

Modules are assessed by means of continuous assessment only. 


Students passing all the competencies at the specified level of competence for each 

clinical assessment 

Three clinical assessments must be completed and passed to successfully complete 


In order to be eligible for the award of the Post Graduate Diploma in Nursing 

(Gerontology) students must 

• pass each theoretical component at 50% 

• pass three clinical assessments 


duration of the programme. 

Compensation is not permitted. A maximum of 50% can only be obtained in a 

module on repeat. The standard for the award of a distinction is the attainment of 

65% on the aggregate. 




APPLICATION 

186

POSTGRADUATE DIPLOMA IN NURSING (INTENSIVE CARE) 

The Postgraduate Diploma in Nursing (Intensive Care) has been designed for 

registered nurses, who wish to pursue a specialist course in Intensive Care. The 

Postgraduate Diploma is offered in partnership with the Health Service Executive. 



have a high level of specialist skills. 


calendar years. Taught components of the programme are delivered in a blended 

learning format and classroom teaching. Blended learning is an innovative teaching 


means that learning/teaching will be delivered on-line through Blackboard, an 

interactive learning system which connects directly to the University from your own 

home computer. Students are required to attend face to face workshops for a total of 

12 days across the programme (in blocks of 2 days at a time). The programme is 

comprised of seven theory/practice modules. In all modules there is an emphasis on 

exploring the relevance of module content to practice, similarly, practice placements 

allow students to explore "new" knowledge in practice, enabling them an 

opportunity to integrate theory and practice. Students are required to undertake their 

clinical practice in an approved clinical practice setting within Ireland normally 

within the students’ own work setting. Students are required to complete a minimum 

of 1,000 clinical hours within the specialist area before completing this programme. 






courses). 

3. Be currently working in the required specialist area, i.e., Intensivecare, and have 

as a minimum six months’ clinical experience in this specialist area. 





essay on a topic relevant to the specialist area. To be considered for admission this 

essay must be judged equivalent 

to an honours degree (Level 8). 




187



programme, within the candidate’s current place of work. Where the 

environment does not provide sufficient opportunities to meet the learning 

outcomes of the programme addition placements will be required by the student 

in sites which will provide the experience needed. 



are specialist exclusive to Intensive Care Nursing. Core modules and some aspects 

of specialist modules are taken in conjunction with students undertaking other 



The programme modules are listed below: 



Intensive Care Nursing 1 








ASSESSMENT 

The modules are assessed by means of continuous assessment and examinations. In 

order to be eligible for the award of the Post Graduate Diploma in Nursing Studies 

students must pass each of the modules of the programme with a minimum of 50%. 


A Maximum of 50% can only be obtained in a module on repeat 









188


Students must complete the programme within two years of commencement for the 


programme. Students who achieve an aggregate mark of 65% will be awarded the 

Post Graduate Diploma with distinction. 




APPLICATION 

189

POSTGRADUATE DIPLOMA IN NURSING (MANAGEMENT OF 

CHRONIC HEALTH CONDITIONS 

The Postgraduate Diploma in Nursing (Management of Chronic Health Conditions) 

is offered in collaboration with the Department of General Practice. The 

programme is aimed at registered nurses working in a service (public, private or 

voluntary) where they have an opportunity to care for clients with a chronic 

disease. The overall goal of the programme is to further enhance nurses’ ability to 

provide effective, appropriate, high quality nursing care for people with chronic 

health conditions. 



• Be registered general nurse or registered psychiatric nurse or registered sick 

children’s nurse or registered nurse intellectual disability or registered midwife 

on the register maintained by An Bord Altranais. 

• Hold an active nursing registration. 

• Be currently working in a setting which provides opportunities for him/her to 

care for clients with a chronic health condition. 

• Satisfy the selection panel that they have the ability to complete the 

programme. 

• Hold an honours degree or equivalent* 

*This is a Level 9 programme. Applicants who do not hold an honours degree 

or higher diploma may apply but must demonstrate clearly their capacity to 

undertake a programme at this level. In addition to the requirements outlined 

above these applicants are expected to submit a 1000 word literature based 

essay. To be considered for admission this essay must be judged equivalent to 

an honours degree (Level 8). 


To be considered applicants must meet the entry criteria. Selection will be made, 

by the programme team, on the basis of applicants’ written application. 

Applications will be evaluated on the: 

• Applicant’s academic record and relevant professional experience. 

• Applicant’s level of motivation and suitability based on his/her Personal 

Statement, which is submitted as part of the online application process. 

• Applicants must supply a letter from his/her Director of Nursing guaranteeing 

practice placement in a setting where he/she has an opportunity to care for 

clients with a chronic disease for the duration of the programme, or where 

necessary, agreement that the applicant will be freed to undertake additional 

practice in a suitable placement setting. 

190


The programme is offered full time over one calendar year and comprises of six 

modules: five core plus one option module (see below). Module content is viewed 

as interconnected and interdependent. Taught programme content is delivered over 

two trimesters, students complete supervised self directed work in trimester three. 

The programme is offered via a blend of e-learning and face-to-face experiential 

workshops and is delivered on-line through Black Board, an interactive learning 

environment. Workshops total 12 days and will focus primarily on application of 

skills. Students are required to complete a minimum of 500 hours in the clinical 

setting i.e. engaged in the care and management of clients with a chronic health 

condition. 

Modules: 

• Critical Issues in Chronic Disease Management 

• Inside the Experience of Chronic Illness 

• Health Assessment Skills 

• Collaboration and Interagency Working 

• Promoting Health and Well-Being 

Students may select one of the following optional modules: 

• Cardiovascular Disease in Primary Care 

• Respiratory Disease in Primary Care 

• Diabetes in Primary Care 

• Advanced Wound Care Management 

• Managing the Physical Health Needs of People with a Serious Mental Illness 

• Work Based Learning 

Student application of learning in and from practice will be assessed on the basis of 

the submission of two Personal Professional Development Plans. 

ASSESSMENT 

The modules are assessed using coursework. In order to be eligible for the award 

of the Post Graduate Diploma in Nursing (Management of Chronic Health 

Conditions) students must pass each of the modules with a minimum of 50%. 

• Compensation is not permitted between modules. 

• The Maximum mark attainable in a repeat module is 50% 

• Students must have completed a minimum of 500 clinical practice hours over 

the duration of the programme. 


• Students must complete programme within two years of commencement. 

• Students who achieve an aggregate mark of 65% will be awarded the Post 

Graduate Diploma with distinction. 

• Please note that the programme offered is subject to sufficient numbers. 

• PLEASE NOTE THIS INFORMATION IS SUBJECT TO CHANGE AND CANDIDATES 

ARE ADVISED TO VISIT THE POST GRADUATE APPLICATION WEBSITE AT THE 

TIME OF APPLICATION 

191

POSTGRADUATE DIPLOMA IN NURSING (MENTAL HEALTH, 

COMMUNITY AND INPATIENT ACUTE CARE) 

The Postgraduate Diploma in Nursing (Mental Health, Community & Inpatient 

Acute Care) is designed for registered nurses who wish to pursue a specialism in 

Mental Health, Community and Inpatient Acute Care. It will prepare students to be 

flexible, competent and who can practice with confidence, and collaboratively 

within a variety of multidisciplinary care contexts. The aim of the programme is to 

develop knowledgeable, caring practitioners who have a high level of specialist 

skills in mental health nursing. This programme is offered in partnership with the 

Health Service Executive, West and Experts with Experience. 



calendar years. It consists of both theoretical and clinical components. 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 (usually in blocks of 2 days at a time). The programme is comprised 

of seven theory/practice modules. In all modules there is an emphasis on exploring 

the relevance of module content to practice, similarly, practice placements allow 

students to explore "new" knowledge in practice, enabling them an opportunity to 

integrate theory and practice. Students are required to undertake their clinical 

practice in an approved clinical practice setting within Ireland normally within the 

students’ own work setting. Students will need to demonstrate hours in both 

‘community’ and ‘in-patient acute’ settings. This will be supported by a review of 

their current role to meet the requirements to work across the ‘community’ and ‘inpatient 

acute’ interface. Students are required to complete a minimum of 1,000 

clinical hours during the programme. 



1. Be a registered nurse on the Psychiatric Nurse division of the Register maintained 

by An Bord Altranais 

2. Have a minimum of one year post-registration experience (exclusive of postregistration 

courses) in mental health nursing 

3. Be currently working in the required specialist area, i.e., Mental Health, and have 

as a minimum six months’ clinical experience in this specialist area, working in a 

setting which requires him/her tocare for mentally ill clients 

4. Satisfy the selection panel that they have the ability to complete the programme 

5. Applicants who do not hold an honours degree or higher diploma (Level 8) may 

apply but must clearly demonstrate their capacity to complete a programme at this 

level. In addition to the other requirements outlined above, these applicants are 

required to submit a 1,000 word literature based essay. To be considered for 

admission, this essay must be at the level expected of an honours degree candidate 

(Level 8) 

192




• Demonstrate an understanding of the demands of the programme and the 


• Demonstrate in the potential to cope with the academic standards required 





requirements. 


The programme comprises of seven modules of which three are generic/core and 

three are specialist exclusive to Mental Health Nursing. Core modules and some 

aspects of specialist modules and a service improvement module are taken in 

conjunction with students undertaking other Postgraduate Diplomas. Students will 

also undertake practice competencies and assignments. 

Modules 



Collaboration and Interagency Working 

Partnerships in Mental Health Care (Service User/Carer/ 

Service Provider) 

Psychosocial Interventions in Health Care 

Optional Module 

Service Improvement (core) 




ASSESSMENT 

The modules are assessed by means of continuous assessment. In order to be 

eligible for the award of the Post Graduate Diploma in Nursing, students must pass 

all the above modules of the programme with a minimum of 50%. 




• Students passing all performance criteria within each of the five domains of the 

clinical competency assessment and 


Three clinical competencies must be completed and passed to successfully 

193





Compensation is not permitted. The standard for the award of a distinction is the 

attainment of 65% on the aggregate. Normally a distinction may be awarded only 

when the examination is passed at the first attempt and when all subjects are 

presented together. 




APPLICATION 

194

POSTGRADUATE DIPLOMA IN NURSING (ONCOLOGY) 

The Postgraduate Diploma in Nursing Studies (Oncology) offered in partnership 

with the Health Service Executive West, is designed for registered nurses who wish 

to pursue a specialist programme in Oncology. Module content is viewed as 

interconnected and interdependent. In all modules there is an emphasis on 

exploring the relevance of module content to practice; similarly, practice 

placements allow students to explore “new” knowledge in practice, thus providing 

students with an opportunity to integrate theory and practice. This programme 

aims: 

1. To expand the knowledge, skills and attitudes of nurses engaged in caring 

for people with cancer. 

2. To develop interpersonal skills in order to provide comprehensive 

physical, psychosocial, emotional and spiritual support to people with 

cancer and their families. 


The aim of the programme is to develop knowledgeable, sensitive practitioners who 

have a high level of specialist skills in oncology nursing. The programme is offered 

full-time over a twelve-month period or part-time over a twenty four-month period 

and consists of both theoretical and clinical components. The programme is 

delivered by blended learning using Blackboard. The majority of clinical practice 

will take place in the students’ own work setting. Students must meet the minimum 

1000 clinical hours in order to pass the programme. 






courses). 

3. Be currently working in a designated Oncology setting (e.g.oncology in-patient 

unit, haematology-oncology day unit, radiotherapy department), and have as a 

minimum six months’ clinical experience in this specialist area. 





required to submit a 1,000 word literature based essay on a topic relevant to 

oncology nursing. To be considered for admission, this essay must be at the level 

expected of an honours degree candidate (Level 8). 

195






C. Obtain a letter from the candidate’s Director of Nursing guaranteeing practice 


within the candidate’s current place of work 


The programme comprises of seven modules of which three are generic/core and 

three are specialist exclusive to Oncology nursing and one is optional. Students will 

also undertake practice assessments and assignments. 

Modules 

Clinical Governance: Supporting safe practice (core) 

Using research in practice (core) 

Experiencing Cancer (Specialist) 

The Cancer Trajectory (Specialist) 

Cancer Management: the Nursing Perspective on a Treatment 

Journey (Specialist) 


Service Improvement Module (Core) 




Graduates have found employment in health services 

ASSESSMENT 

The modules are assessed by means of continuous assessment. In order to be 

eligible for the award of the Post Graduate Diploma in Nursing students must pass 

all modules of the programme with a minimum of 50%. 


A Maximum of 50% can only be obtained in a module on Repeat 


• Students passing all the competencies at the specified level of competence for 

each clinical assessment 





196


Students on the one year option must complete programme within two years of 

commencement. 

Students who achieve an aggregate mark of 65% will be awarded the Post Graduate 

Diploma with distinction. 




APPLICATION 

197

POSTGRADUATE DIPLOMA IN NURSING (ORTHOPAEDICS) 

The Postgraduate Diploma in Nursing (Orthopaedic Nursing) has been designed for 

registered nurses, who wish to pursue a specialist course in Orthopaedic Nursing. 

The Post Graduate Diploma is offered in partnership with Health Service Executive, 

West. 


The aim of the programme is to develop knowledgeable, sensitive practitioners who 

have a high level of specialist skills. The programme is offered full-time over one 

calendar year and part-time over two calendar years. It consists of both theoretical 

and clinical components. The majority of clinical practice will take place in the 

students’ own work setting. Students must meet the minimum 1000 clinical hours in 

order to pass the programme. 



1. Be a registered nurse on the General Nurse divisions of the Register maintained 

by An Bord Altranais 


courses) 

3. Be currently working in the required specialist area, i.e.,Orthopaedics, and have 

as a minimum six months’ clinical experience in this specialist area 

4. Satisfy the selection panel that they have the ability to complete the programme 





admission, this essay must be at the level expected of an honoursdegree candidate 

(Level 8). 






C. Demonstrate in his/her essay the potential to cope with the academic standards 

required 

D. Obtain a letter from the candidate’s Director of Nursing guaranteeing practice 


within the candidate’s current place of work. 


The programme comprises of seven modules of which three are generic/core, three 

are specialist exclusive to Orthopaedic nursing, and one is an optional module. 

198

Students will also undertake practice assessments and assignments. 

Modules 

Principles of Orthopaedic Nursing (specialist) 

Orthopaedic Trauma (specialist) 

Orthopaedic Specialities and Rehabilitation (specialist) 

Using Evidence in Practice (core) 




Practice Assessment 1 



ASSESSMENT 

The modules are assessed by means of continuous assessments. In order to be 

eligible for the award of the Post Graduate Diploma in Nursing (Orthopaedics) 

students must pass all modules of the programme with a minimum of 50% - 


A Maximum of 50% can only be obtained in a module on Repeat 


• Students passing all performance criteria within each of the five domains of the 

clinical assessment. 



complete the course. 


the duration of the course. 


Students must complete programme within two years of commencement. 

Students who achieve an aggregate mark of 65% will be awarded the Post Graduate 





APPLICATION 

199

POSTGRADUATE DIPLOMA IN NURSING (PALLIATIVE CARE) 

The Postgraduate Diploma in Nursing Studies (Palliative Care) is designed for 

registered General, Mental Health or Intellectual Disability nurses who wish to 

pursue a specialist programme in Palliative Care. Each module is designed to 

provide students with a theoretical framework from which they can explore and 

integrate theory & practice. This programme aims to: 

1. Provide students with knowledge and skills to enhance palliative nursing practice. 

2. Prepare nurse practitioners for entry to specialist nursing practice 

PROGRAMME STRUCTURE & DESIGN 

The programme is comprised of seven theory/practice modules. Core modules and 

some aspects of specialist modules are taken in conjunction with students 

undertaking other Postgraduate Diplomas. Modules are listed below: 


Collaboration with Interagency Working/Clinical Supervision 

(optional) 

Using Evidence in Practice (core) 

Palliative Approaches to Symptom Management 

End-of-Life Care: Psychological and Social Perspectives 

Care of the Child and Family with a Life-Limiting Illness 





THEORETICAL INSTRUCTION 

The content of this programme is delivered over three trimesters, comprising of 

lectures, workshops, seminars, the reading and preparation of assignments and 

clinical practice in the specialist area. The programme is offered full-time over one 

calendar year and part-time over two calendar years. Taught components of the 

programme are delivered in a blended learning format and classroom teaching. 

Blended learning is an innovative teaching strategy which involves a combination 

of face-to-face and on-line learning. This means that learning/teaching will be 

delivered on-line through Blackboard, an interactive learning system which 

connects directly to the University from your own home computer. Students are 

required to attend face to face workshops for a total of 12 days across the 

programme. In addition to clinical experience gained in the students’ own work 

setting, all students undertake two alternative clinical placements as part of the 

programme 

200

DURATION 

The programme is delivered on a full-time/part-time basis commencing in 

September of each year. 



1. Be a registered nurse on the General, Mental Health, or Learning Disability 

Nurse divisions of the Register maintained byAn Bord Altranais. 

or 


which they practice. 


courses). 

4. Be currently working in the required specialist area, i.e., Palliative Care, and have 

as a minimum six months’ clinical experience in this specialist area. 






admission, this essay must be at the level expected of an honours degree candidate 

(Level 8) 








requirements. 

ASSESSMENT 

All modules are assessed through continuous assessment, written coursework and 

examination. In order to be eligible for the award of a Postgraduate Diploma in 

Nursing (Palliative Care) students must: 

pass each theoretical component at 50% 

pass three clinical assessments 

201








the duration of the course. 


• Students must complete the programme within two years of commencement for 

the full time option, and within four years of commencement for the part time 

programme. 

• Students who achieve an aggregate mark of 65% will be awarded the Post 

Graduate Diploma with distinction. 




APPLICATION 

202

POSTGRADUATE DIPLOMA IN NURSING (PERIOPERATIVE) 

The Postgraduate Diploma in Nursing (Perioperative) has been designed for 

registered nurses, who wish to pursue a specialist course in Perioperative Nursing. 

The Postgraduate Diploma is offered in partnership with the Health Service 

Executive. 



have a high level of specialist skills. The programme is offered full-time over one 

calendar year and part-time over two calendar years. Taught components of the 

programme are delivered in a blended learning format and classroom teaching. 


of face-to-face and on-line learning. This means that learning/teaching will be 

delivered on-line through Blackboard, an interactive learning system which 

connects directly to the University from your own home computer. Students are 

required to attend face to face workshops for a total of 12 day across the programme 

(in blocks of 2 days at a time). The programme is comprised of seven 

theory/practice modules. In all modules there is an emphasis on exploring the 

relevance of module content to practice, similarly, practice placements allow 

students to explore "new" knowledge in practice, enabling them an opportunity to 

integrate theory and practice. Students are required to undertake their clinical 

practice in an approved clinical practice setting within Ireland normally within the 

students’ own work setting. Students are required to complete a minimum of 1,000 

clinical hours before completing this programme. 



1. Be a registered nurse on the General Register maintained by An Bord Altranais 


courses) 

3. Be currently working in the required specialist area, i.e., Perioperative, and have 

as a minimum six months’ clinical experience in this specialist area 





essay on a topic relevant to their specialist area. To be considered for admission this 

essay must be judged equivalent 

to an honours degree (Level 8). 




Obtain a letter from the candidate’s Director of Nursing guaranteeing practice 

203


programme, within the candidate’s current place of work. Where the environment 

does not provide sufficient opportunities to meet the learning outcomes of the 

programme addition placements will be required by the student in sites which will 

provide the experience needed. 



are specialist exclusive to Perioperative Nursing. Core modules and some aspects of 

specialist modules are taken in conjunction with students undertaking other 



The modules are listed below: 

Modules 

Clinical Governance: Supporting Safe Practice 

Using Research in Practice 

Specialist Module 1 – Physiological Effects of Surgery 

Specialist Module 2 – Prevention of Injury 

Specialist Module 3- Prevention of Anaesthetic Complications 

Specialist Module 4- Prevention of Surgical Complications 

Service Improvement 




ASSESSMENT 

The modules are assessed by means of continuous assessment. In order to be eligible 

for the award of the Post Graduate Diploma in Nursing Studies students must pass each 

of the modules of the programme with a minimum of 50%. 







• Three clinical assessments must be completed and passed to successfully complete 

the course 

• Students must have completed a minimum of 1000 clinical practice hours over the 


204


• Students must complete the programme within two years of commencement for the 


programme. 

• Students who achieve an aggregate mark of 65% will be awarded the Post Graduate 





APPLICATION 

205

POSTGRADUATE DIPLOMA IN NURSING (PRACTICE NURSING 

/COMMUNITY NURSING) 


Programme may be undertaken either full time over one calendar year or part time 

over two calendar years. This programme is designed for nurses (General, 

Psychiatric or Intellectual Disability) who are working in a General Practice or 

Community setting. It aims to develop nurses’ expertise and understanding of 

primary care, family centred care, chronic disease management, and clinical nursing 

skills related to chronic illness management. It also aims to promote 

interdisciplinary learning, specifically providing an opportunity for nurses to learn 

with and from other health care professionals who work in a community setting. 

This programme is offered either full time over one calendar year, or part time over 

two calendar years. On successful completion of the programme, students will be 

awarded a Postgraduate Diploma in Nursing (Practice Nursing/Community 

Nursing). Taught components of the programme are delivered in a blended learning 

format. This includes opportunities for mutual learning via web-based discussion 

using a virtual learning environment called Blackboard. The programme offers a 

number of elective module options. Students continue to work in their own practice 

setting while undertaking the programme and are required to complete a minimum 

of 1,000 hours clinical practice over the duration of the programme. 



1. Candidates must: be a registered nurse on the General, Mental Health, or 

Learning Disability Nurse divisions of the Register maintained by An Bord 

Altranais. 

OR 

2. hold an appropriate active nursing registration as recognised in the country in 


3. have a minimum of two years’ post-registration experience (exclusive of postregistration 

courses). 

4. have at least six months’ experience in practice and or/community nursing 

setting. 

5. be currently working in a practice nursing/community nursing setting which 

requires him/her to care for a client/family/group. 

6. have a letter of support from his/her employing line manager. 

7. hold an honours degree or equivalent. Applicants who do not hold an honours 

degree or higher diploma (Level 8) may apply but must clearly demonstrate their 

capacity to complete a programme at this level. In addition to the other 

requirements outlined above, these 

applicants are required to submit a 1,000 word literature based essay. To be 

considered for admission, this essay must be at the level expected of an honours 

degree candidate (Level 8). 

206

Note: it is proposed to provide nurse prescribing modules within the 

framework of the Postgraduate Diploma in Practice Nursing/Community 

Nursing. 

*The Nurse prescribing modules will only be available to students who met the 

criteria set down by An Bord Altranais, HSE and module entry requirements 

leading to a Certificate in Nurse/Midwifery Prescribing. 

SELECTION PROCESS 



B. Obtain a Letter of Support from the candidate’s Line Manager 

C. *Meet the additional entry criteria for students undertaking nurse prescribing 

modules 


This programme aims to provide nurses with the necessary specialized knowledge 

and technical skills to respond appropriately to the needs of patients/clients/families 

in the context of Primary Care and gain academic qualification. It also aims to 

promote interdisciplinary learning, specifically providing an opportunity for nurses 

to learn with and from other health care professionals who work in a community 

setting. There are a number of core modules which all students undertake and a 

choice of elective module options available on this programme. 

Modules 

Concepts and Principles of Primary Care (Core) 

Using Evidence in Practice (Core) 

Service Improvement (Core) 

*Professional, Ethical and Legal Issues of Nurse and Midwife Prescribing 

Critical Issues in Chronic Illness 

Options listed below 

*Physical Assessment Skills 

*Drugs, Patients and Illness 

Cardiovascular Disease in Primary Care 

Diabetes in Primary Care 

Advanced Wound Care Management 

Respiratory Disease in Primary Care 

Best Practice in Cervical Smear Taking 

Womens’ Health in Primary Care 

Empowering Clients to self manage their chronic illness 

Psychosocial Interventions in Health Care 

End of Life Care: Psychological and Social Perspectives 


207

*Clinical Competence Prescribing 

Clinical Competence 

*Please note that the programme and optional modules offered are subject to 

sufficient student numbers. 



APPLICATION 

208

POSTGRADUATE DIPLOMA IN NURSING (PUBLIC HEALTH NURSING) 

The Postgraduate Diploma in Nursing (Public Health Nursing) programme is aimed 

at nurses who wish to work in the community setting as a public health nurse. The 

experience of health is both socially and culturally determined with the achievement 

of maximum health potential influenced by the wider determinants of health. The 

Public Health Nurse has a unique role in recognizing the wider realms of what 

impacts and determines community health and in facilitating maximum health 

potential. Nursing in the community involves the consideration and enablement of 

health care needs which demands both a clinical and public health focus of care. In 

considering this multifaceted function and the fact that primary health care and 

targeting population health is integral to community nursing practice, this 

programme aims to prepare students to competently meet the complex health care 

needs of the community as client. 

In partnership with the relevant third level institutions the Health Services 

Executive Areas run a centralised funding application process for candidates. 

Sponsorship is offered by the Health Areas of the Health Service Executive to 

nurses who undertake the Postgraduate Diploma in Nursing (Public Health 

Nursing). Sponsorship must be secured by the candidate prior to commencement on 



The programme is offered full time over one calendar year. The taught programme 

content is delivered over three trimesters, Practice placements take place over the 

three trimesters enabling students to build the required competencies to work in the 

community setting. 


The programme is modular and is comprised of eight theory and six practice 

modules. Modules comprise of: 



Promoting Public Health and Well-being 

Health Across the Lifespan 

Promoting Population Health 

Public Health Nursing Praxis-Clinical Practice and Management 

Child and Maternal Health (non midwives only) 

Service Improvement A (non midwife cohort) 

Service Improvement (midwife cohort) 

Professional Practice 1 




209


Professional Practice 1 (Child and Maternal Health) (non midwives only) 



1. Before admission to the programme of education and training leading to 

registration in the Public Health Nurse division of the register maintained by An 

Bord Altranais the candidate must: 

2. Be a registered nurse on the general division of the register maintained by An 

Bord Altranais 

3. Candidates must have evidence of a minimum of two years general nursing 

experience within the past 5 years, of which 12 months should be consecutive, 

working a minimum of 74 hours per month (exclusive of post 

registration/educational courses) 

4. Unless the candidate's name is registered in the midwives division of the register 

maintained by An Bord Altranais, the candidate must complete an An Bord 

Altranais (2005) approved module of study on Child and Maternal Health as part of 

the programme 

5. Hold an NQAI level 8 qualification (honours degree or higher diploma) or proof 

of equivalency 

6. Fluency in English or evidence of level 7.0 as per IELTS academic test. 

Applicants must satisfy the selection/admission committee that they have the ability 

to complete the programme 

7. Applicants must demonstrate that they have undertaken aprogramme of study at 

National Qualification Framework, academic level 8. The academic transcript 

provided will be 

used as evidence to demonstrate this, which should be for the highest level award. 




B. Demonstrate his/her potential to cope with the academic standards required 

C. Confirmation of placement on the programme is subject to the candidate 

confirming clinical placement for the duration of the programme from their 

relevant Director of Public Health Nursing. 

ASSESSMENT 

This programme is assessed by means of a combination of coursework, examination 

and competency assessment. In order to be eligible for the award of the 

Postgraduate Diploma in Nursing (Public Health Nursing) students must pass each 

component at 50%. The Professional Practice component requires students to attain 

identified competencies; to pass overall the student must pass all of the practice 

assessments. Professional assessment 3 must be completed in order to progress to 

210

professional assessment 4 and 5 in the programme. Compensation between 

modules is not permitted. The standard for the award of distinction is 65% on the 

aggregate. In order to register as a Public Health Nurse, students must meet any 

requirements for registration identified by An Bord Altranais. 




APPLICATION 

211

HIGHER DIPLOMA IN MIDWIFERY 

The Higher Diploma in Midwifery has been designed for registered nurses, who wish to 

undertake midwifery education and training. This programme enables the student to 

develop the knowledge and skills necessary to care for women and their babies during 

the antenatal, intra-natal and postnatal periods. The Higher Diploma in Midwifery is 

offered in partnership with the Health Service Executive West. The aims of this 

programme are: 

1. To prepare the student to practise the activities of a registered midwife (The 

Council Directive 2005/36/EC) in order to contribute meaningfully to the physical, 

social, and psychological care of women and their babies. 

2. To facilitate the student to develop both personally and professionally. Inherent in 

this, is the development of an analytical and reflective midwife who has the 

knowledge and skills to meet the demands of professional practice with competence 

and skill. 

PROGRAMME STRUCTURE AND DURATION 

The Higher Diploma in Midwifery is an 18 month full time programme consisting of a 

theoretical and clinical component. Theoretical instruction is of twenty-six weeks 

duration and is delivered in planned study blocks. Theory and clinical modules are 

identified below. Clinical placements are undertaken throughout the 18 months in the 

different clinical areas under the supervision of a preceptor. 

The next intake of students is in March 2012 and students are salaried employees of the 

Health Service Executive West for the duration of the Programme. 

Modules 

Application of the Biological Sciences to Midwifery 

Normal Midwifery Care I 

Evidence Based Practice 

Social Sciences - Sociology 

Social Sciences - Psychology 

Normal Midwifery Care II 

Care of the Woman at risk I 

Clinical Practice 

Practice Assessment 

Care of the Woman at Risk II 

The Neonate requiring Special Care 

Issues in Midwifery Practice and Women's Health 

Clinical Practice 

Practice Assessment 

ASSESSMENT 

Theory and clinical practice modules are assessed by a combination of coursework and 

written examinations. In addition, students’ clinical performance/progress is assessed 

on an on-going basis while on placements to determine competency. To be deemed 

212

competent students must attain the level specified in the Competency Assessment Tool, 

based on the Domains of Competence identified by An Bord Altranais. Students must 

pass both the theoretical, clinical and competency assessments to be deemed to have 

passed the programme. 

In addition, in order for a student to apply to register as a Midwife with An Bord 

Altranais, he/she must complete the minimum clinical practice experience and minimum 

number of clinical hours required by An Bord Altranais. 


Applicants for the Higher Diploma must be entered on the 

General Division of the Register maintained by An Bord Altranais 

(Registered General Nurse) 

2. Applicants must have a minimum of one year post -registration 

experience. Students must meet the normal minimal educational requirements for 

admission. 


The programme is advertised by the National Recruitment Services of the Health 

Service Executive. Selection involves a formal written application, a personal 

interview, verification of medical fitness and satisfactory character references. 




APPLICATION 

213

MASTER OF HEALTH SCIENCES 

The School of Nursing & Midwifery offers (9) programmes, eight taught and 1 

research at the Masters level, Master of Health Sciences (Nursing) two or three 

years, Master of Health Sciences (Nursing/Midwifery Education) two or three 

years, Master of Health Sciences (Advanced Practice Nursing/Midwifery) two or 

three years, Master of Health Sciences (Midwifery) two or three years and Master 

of Health Sciences (Specialist Nursing). These programmes have been designed to 

meet the needs of practising nurses allowing the candidates to focus on their area of 

practice. The programmes are offered in blended mode, workshops and on-line. 

MASTER OF HEALTH SCIENCES (NURSING) 

The complex and changing nature of health care today requires nurses prepared to a 

minimum of a bachelors degree. In order to progress in a career as a nurse it is now 

recognised that a postgraduate qualification is a necessity. The Master of Health 

Sciences (Nursing) is designed for the nurse to address in detail matters relating to 

the care of patients/clients in their area of specialism. The clinical experience the 

nurse brings to the theoretical knowledge gained through the programme promotes 

the development of expert practice. The award can also be used as a stepping stone 

to advanced practice and teaching qualifications. The programme is part-time over 

two years or three years and is delivered in a blended format. Blended learning is an 

innovative teaching strategy which involves a combination of face-to-face and online 

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 2 or 3 

workshops (depending on the module) each semester. Students will therefore attend 

for 2 or 3 days a semester, plus and orientation day prior to the commencement of 

the first year. 

The programme comprises three (3) core modules, four (4) option modules, two (2) 

reflective practice modules and a research dissertation. 

DURATION 

Two Years Part-Time 

Three Years Part-Time 


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. 

214

Modules 

1st year 

Concepts and Theories of Nursing/Midwifery 

Option choice 

Reflective Practice I 

Advanced Research Methods 

Option choice 

2nd year 

Developing Practice 

Option choice 

Reflective Practice II 

Option choice 

Research Dissertation 

ASSESSMENT 


reflective practice assignments, presentations and dissertation. 


Candidates must: 

1. Have attained at least an upper Second Class Honours degree in Nursing or 

Nursing Studies at H2.1 or at H2.2 with appropriate experience or a Higher 

Diploma in Nursing Studies with appropriate experience or meet the required 

standard in the MHSc 

Nursing Qualifying Examination, 

2. Be a registered nurse on the General, Mental Health or Learning Disability Nurse 


or 

3. Hold a professional nursing qualification deemed to be equivalent by the College 

of Medicine, Nursing and Health Sciences. 


which they practice 

5. Have practised as a nurse for a minimum of two years post-registration (exclusive 

of post-registration/educational programmes). 




APPLICATION 

215

MASTER OF HEALTH SCIENCES (MIDWIFERY) 

The programme comprises three (3) core modules, four (4) option modules, three 

(3) reflective practice modules and a research dissertation. Option modules are 

available in education, management, advanced practice, clinical practice and 

womens’ health. 

The complex and changing nature of health care today requires nurses prepared to a 

minimum of a bachelors degree. In order to progress in a career as a midwife it is 

now recognised that a postgraduate qualification is a necessity. The Master of 

Health Sciences (Midwifery) is designed for the midwife to address in detail matters 

relating to the care of clients in their area of specialism. The clinical experience the 

midwife brings to the theoretical knowledge gained through the programme 

promotes the development of expert practice. The award can also be used as a 

stepping stone to advanced practice and teaching qualifications. The programme is 

part-time over two years or three years and is delivered in a blended format. 


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 2 or 3 workshops (depending on the module) each semester. Students 

will therefore attend for 2 or 3 days a semester, plus and orientation day prior to the 

commencement of the first year. 





practice. 

Modules 

1st year 

Concepts and Theories of Midwifery 

Option choice 



Option choice 

2nd year 


Option choice 


Option choice 


216

DURATION 



ASSESSMENT 


reflective practice assignments, presentations and dissertation. 


• Upper 2 nd class honours degree in nursing or Nursing Studies at H2.1 or at H2.2 

with appropriate experience; or Higher Diploma in Nursing/Midwifery Studies 

with appropriate experience; or meet the required standard in the Master in 

Health Sciences Qualifying Examination. 

• Be on the active Register as a midwife. 

• Have practiced as a midwife for a minimum of two (2) years post registration. 




APPLICATION 

217

MASTER OF HEALTH SCIENCES (NURSING/MIDWIFERY 

EDUCATION) 

The programme comprises three (3) core modules, four (4) specialist modules, two 

(2) reflective practice modules, teaching practice and a research dissertation. 

The Master of Health Sciences (Nursing/Midwifery Education) 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 or three years 

and is delivered in a blended format. Blended learning is an innovative teaching 


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 2 or 3 workshops 

(depending on the module) each semester. Students will therefore attend for 2 or 3 

days a semester, plus and orientation day prior to the commencement of the first 

year. 





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. 

Modules 

1st year 


Principles of Teaching and Learning 



Facilitating Learning and Application to Teaching 

Teaching Assessment I 

2nd year 


Assessing Learning 


218

Teaching Assessment II 

Curriculum Development 

Teaching Assessment III 


DURATION 



ASSESSMENT 


reflective practice assignments, presentations, competency assessment of teaching 

practice and dissertation. 

ENTRY REQUIREMENTS: Candidates must: 

1. Have successfully completed a Master in Nursing/Midwifery or its equivalent; 

2. Be a registered nurse on the General, Mental Health, or Learning Disability 

Nurse divisions of the Register maintained by An Bord Altranais; 

OR 


which they practice; 

4. Have practised as a nurse/midwife for a minimum of three years post-registration 

(exclusive of post-registration/educational programmes); 

5. Have negotiated a placement in a School/Department of Nursing/Midwifery 

Education establishment which will provide them with the opportunity to meet the 

practice requirements of this programme. 




APPLICATION 

219

MASTER OF HEALTH SCIENCES (ADVANCED PRACTICE 

NURSING/MIDWIFERY) 

The programme comprises three (3) core modules, four (4) specialist modules, two 

(2) reflective practice modules, clinical practice and a research dissertation. 

This programme has been developed to meet the educational requirements of nurses 

and Midwives who seek to become Advanced Practitioners. It provides not only the 

theoretical requirements but supports the clinical development particularly in 

relation the physical assessment and pharmacology related to the specialist area of 

advanced practice. Outcomes of the programme include the developed portfolio and 

the masters qualification as required by An Bord Altranais. The programme also 

leads to registration as a nurse prescriber (subject to approval). The programme is 

part-time over two years or three years and is delivered in a blended format. 


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 2 or 3 workshops (depending on the module) each semester. Students 

will therefore attend for 2 or 3 days a semester, plus and orientation day prior to the 

commencement of the first year. 





practice. Specialist practice modules address the context of advanced practice, 

physical assessment skills, prescribing and clinical decision making. Substantive 

hours of clinical practice at an advanced practice level and supervised by 

appropriate healthcare professionals over the 2 years is integral to the programme. 

Modules 

1st year 


The Context and Issues Related to Advanced Practice 


Drugs, Patients and Illness 

Clinical Assessment I 

2nd year 

Physical Assessment Skills 


Clinical Assessment II 

Professional, Ethical and Legal issues of Nurse and Midwife 

220

(Prescribing) 

Clinical Assessment III 

Clinical Assessment 1V 


DURATION 



ASSESSMENT 


reflective practice assignments, presentations, clinical competency assessments and 

dissertation. 

Entry Requirements: Candidates must: 

1. Have attained at least an upper Second Class Honours degree in Nursing or 

Nursing Studies at H2.1 or at H2.2 with appropriate experience or a Higher 

Diploma or Postgraduate Diploma in Nursing Studies with appropriate experience 

or meet the required standard in the MHSc Nursing Qualifying Examination 

2. Be a registered nurse on the General, Mental Health, Midwifery or Learning 

Disability Nurse divisions of the Register maintained by An Bord Altranais 

OR 


of Medicine, Nursing and Health Sciences 


which they practice 

5. Be a registered nurse/midwife on the Register maintained by An Bord Altranais. 

6. Be on the active register 

7. Have practised as a nurse/midwife for five years post-registration, three of which 

include experience in the chosen area of expertise (exclusive of postregistration/educational 

programmes) 

8. Have support of the Director of Nursing in the place of employment, and written 

agreement for clinical supervision 




APPLICATION 

221

MASTER OF HEALTH SCIENCES (SPECIALIST NURSING) 

The one (1) year research programme comprises one (1) taught module and a 

research dissertation. 

This one year programme has been developed to meet the requirements of the 

Nursing community, specialist practice units and An Bord Altranais policy criteria. 

Lifelong learning is a continually supportive process that stimulates and empowers 

individuals to acquire the knowledge, values, skills and understanding they will 

require throughout their lifetime and apply them with confidence. The development 

of the Master of Health Sciences (Specialist Nursing) programme has been guided 

by the principles of lifelong learning. 

Nursing practice is becoming increasingly specialised and complex and 

practitioners need to be able to respond to this complexity and be flexible and 

adaptive to change. To ensure that health care is cost effective and appropriate it is 

also important that clinical actions are based upon research evidence. Practitioners 

therefore require critical, analytical and reflective skills and also a breadth and 

depth of knowledge and research understanding to underpin practice. Nurses work 

in a multidisciplinary health environment and are partners in care with other 

healthcare professionals. It is important that the educational preparation for nurses 

enable them to develop the requisite skills and knowledge to function as equal 

partners, this is particularly important as educational preparation for other health 

professionals is at degree level and beyond. This programme offers specialist 

nurses with the opportunity to meet these challenges of health care. The programme 

involves a taught research methods module to support the completion of a research 

dissertation 


Research methodology as evidenced by the ability to design and implement a 

research study; evaluation and application of research findings to practice. 

Modules 

Applied Clinical Research 

Clinical Research Dissertation 

DURATION 

One Year Full-Time 

222

ASSESSMENT 

Each module is assessed independently. 

Entry Requirements: Candidates must: 

1. Have attained Postgraduate Diploma in Nursing (Level 9) with an aggregated 

mark of at least 60%. 

2. Be a registered nurse on the General, Mental Health or Learning Disability Nurse 


OR 


of Medicine, Nursing and Health Sciences. 



5. Have practised as a nurse for a minimum of two years post registration (exclusive 

of post-registration/educational programmes). 

223

STAND ALONE MODULES (OCCASIONAL MODULES) 

These modules provide the opportunity for nurses and midwives and other members of 

the multi-disciplinary team opportunities to fulfill and support learning needs identified 

during their clinical practice and therefore allows for their ongoing education and 

professional development.These modules are components of a recognised full-time 

programme - Post Graduate Diploma in Nursing offered by the School of Nursing and 

Midwifery, NUI Galway. Each module is worth 10 ECTS which may be credited 

towards further academic study. A Student taking a stand alone module is classed as an 

Occasional Student. These students however, are not on a programme leading to a 

Degree, Diploma or any other award of this University. These modules are delivered via 

blended learning which involves a combination of face to face and online learning. 

Modules are delivered over one semester. 

The following modules are open to members of the multi-disciplinary team: 

*Best Practice in Cervical Smear Taking 

Cardiovascular Disease in Primary Care 

Clinical governance: supporting safe practice 


Critical issues in chronic illness management 

Diabetes in Primary Care 

Effective chronic disease management strategies for health care professionals 

End of Life Care: Psychological and Social Perspectives 

International perspectives of women’s health 

Introduction to Clinical Supervision Supporting Continuing Professional 

Development 

Psychosocial Interventions in Healthcare 

Respiratory Disease in Primary Care 

The Context of Managing Health Care 


Women’s Health in Primary Care 

The following modules are open to registered nurses: 

Advanced Wound Care Management 

Care of the Child and Family with Life-Limiting Illness 

224

Clinical Skills Development in Emergency Nursing 

Continence Care 

Experiencing Cancer 

Living with Cancer of the Lower Urinary Tract 

(focusing on prostate and bladder cancer) 

Managing the Physical Health Needs of People with a Serious Mental Illness 

Principles of Orthopaedic Nursing 

Transforming nurses/midwives’ research into publication 

The following module is open to midwives: 

High Dependency Maternity Care 

* For the module “Best Practice in Cervical Smear Taking” it is necessary to 

complete an additional application form (National Cervical Screening Programme). 

This is available @ cervicalcheck.ie 

Please note the number of places on a module is subject to availability. 


Applicants for Stand Alone Modules must be: 

• Working in a clinical area where they are able to develop skills relevant to their 

chosen module. 

• Hold an honours primary degree (Level 8 [or an equivalent international 

qualification]) in medicine or nursing or midwifery or physiotherapy or 

occupational therapy or speech and language therapy. 

OR 

• Hold a postgraduate diploma (Level 9) or a professional qualification deemed 

suitable by the College of Medicine, Nursing and Health Sciences. 

Nurse candidates must meet the following additional criteria: 

• A registered general nurse or registered psychiatric nurse or registered sick 

children’s nurse or registered nurse intellectual disability or registered midwife. 

• Hold an active nursing registration. 


Occasional students are considered for admission on the basis of their application, and 

considering the following points: 

1. Meet the entry criteria 

225

2. Their previous academic and current clinical practice 

3. A personal statement outlining their current clinical role and their need for the stand 

alone module 

4. Recommendation by the Programme Director concerned with module, in favour of 

the application. 

5. Obtain a letter from the candidate’s Director of Nursing/ Manager guaranteeing 

clinical practice commensurate with the module content in the applicant’s current 

place of work. 



APPLICATION 

226


PhD Degree (Nursing) 

PhD Degree (Midwifery) 

Please refer to the College Entry for further information on the full time 

structured PhD options. 

Aim 

A PhD in Nursing or a PhD in Midwifery is the highest academic award a nurse or 

midwife can achieve. The aim of the PhD in Nursing and PhD in Midwifery 

programmes offered in the School of Nursing and Midwifery, is to rigoursly prepare 

graduates to develop, improve and enhance knowledge and understanding in their 

chosen area of research. 

The PhD programmes we offer will provide nurses and midwives with the research 

training necessary to conduct research relevant to the needs of the health service and 

grounded in the experience of those accessing these services. Through its research, 

the School aims to support the provision of high quality nursing and midwifery care 

and to contribute to the improvement of people’s health and well-being. 

The School of Nursing and Midwifery is committed to creating an active e and 

dynamic research culture. This is achieved through supporting and promoting 

research and other scholarly activity. The School’s key research interests and 

activities are centred around cognate research clusters. Each cluster is composed of 

a group of academic staff and research students with a shared research interest who 

offer each other support within a resourced research environment. The School is 

currently admitting research students in the following clusters: 

Chronic illness and older people 

This cluster brings together researchers working in the field of ageing and chronic 

illness and involves both qualitative and quantitative research. The focus of work 

has been on the care of older people with a specific focus on quality of care, person 

centered care, factors impacting on older people's lives, life stories/biographical 

data, dementia, rural ageing, carers quality of life, and end of life care. Innovative 

ways of educating others to self-manage chronic illnesses are also a key element of 

the work for examples developing and implementing structured education 

programmes in relation to the self-management of COPD, prevention and 

management of diabetes, including self-management and teaching health care staff 

to support clients with dementia. 

227

Maternity care and women's health 

This cluster brings together researchers working in the field of midwifery and 

women's health. Work in this area focuses on the implementation and evaluation of 

models of maternity care including perspectives on childbirth and assessment of 

foetal wellbeing including cardiotocography and intermittent auscultation. 

Teaching and learning 

This cluster brings together researchers working in the field of education. 

Specifically, the work of the cluster focuses on three priority areas; teaching, 

learning & assessment strategies; distance education (including e learning & 

blended learning) and competency assessment and preceptorship in nursing and 

midwifery. 

Mental Health 

The Mental Health Research Cluster (MHRC) places priority on clinical focused 

research. The work of the group is committed to further enhancing links between 

mental health research, education, policy and practice. The group has a wide range 

of multidisciplinary collaborations locally, nationally and internationally. In 

addition, the cluster has close links with HSE and user and carer organisations at 

local and national level. The overall aim of the MHRC is to undertake and 

disseminate high-quality interdisciplinary mental health research that has national 

and international relevancy. This research will influence and be responsive to 

contemporary mental health policy, practice and education. 

The School also has specific methodological expertise in case study, grounded 

theory, phenomenology, randomised trials including cluster trials and systematic 

reviews and meta analyses. 

For more information on the areas of research interests, activities 

staff expertise log onto www.nuigalway.ie/nursing.midwifery 

o Assessment: Research Thesis 


To pursue a PhD, potential candidates should, in the first instance, consult the list of 

key research areas of the School of Nursing and Midwifery and make contact with 

the Head of School or with the relevant academic staff member/potential supervisor. 

Application procedures 

Following informal consultation, the candidate will submit a research proposal for 

consideration by the Board of the School of Nursing and Midwifery for entry to the 

PhD programme. The Board’s recommendation will subsequently be considered by 

the College of Medicine, Nursing and Health Sciences and Academic Council. The 

outcome of the Board’s decision regarding the application will be communicated 

228

formally to the candidate. 

Application 


Applications Centre (PAC) (see http://www.pac.ie/pgrad.php?inst=gy) . 

Research Interests 

Professor Kathy Murphy 

Quality of care and quality of life of older people, person-centred care, cultural 

issues in nursing, chronic illness and structured education programmes 

Dr. Dympna Casey 

Health promotion and nursing, care of older people, cultural issues in nursing, 

service learning, chronic illness and structured education programmes 

Dr. Adeline Cooney 

Quality of life of older people, relationship-centred care, nursing/client care in longstay 

care settings and grounded theory. 

Dr. Maura Dowling 

Nurse-patient relationships, caring and nursing, oncology nursing practice, 

advanced practice roles in nursing and phenomenology 

Dr. Declan Devane 

Maternity care and women’s health, models of maternity care, assessment of fetal 

wellbeing, randomised trials, systematic reviews and meta analyses. 

229

MPhil Degree (Nursing) 

MPhil Degree (Midwifery) 

Aim 

The aim of the MPhil in Nursing and MPhil in Midwifery programmes offered in the 

School of Nursing and Midwifery, is to rigoursly prepare graduates to develop, improve 

and enhance knowledge and understanding in their chosen area of research. 

The MPhil programmes we offer will provide nurses and midwives with the research 

training necessary to conduct research relevant to the needs of the health service and 

grounded in the experience of those accessing these services. Through its research, the 

School aims to support the provision of high quality nursing and midwifery care and to 

contribute to the improvement of people’s health and well-being. 

The School of Nursing and Midwifery is committed to creating an active and dynamic 

research culture. This is achieved through supporting and promoting research and other 

scholarly activity. The School’s key research interests and activities are centered around 

cognate research clusters. Each cluster is composed of a group of academic staff and 

research students with a shared research interest who offer each other support within a 

resourced research environment. The School are currently admitting research students in 

the following clusters: 

Chronic illness and older people 

This cluster brings together researchers working in the field of ageing and chronic 

illness and involves both qualitative and quantitative research. The focus of work has 

been on the care of older people with a specific focus on quality of care, person centered 

care, factors impacting on older people's lives, life stories/biographical data, dementia, 

rural ageing, carers quality of life, and end of life care. Innovative ways of educating 

others to self-manage chronic illnesses are also a key element of the work for examples 

developing and implementing structured education programmes in relation to the selfmanagement 

of COPD, prevention and management of diabetes, including selfmanagement 

and teaching health care staff to support clients with dementia. 

Maternity care and women's health 

This cluster brings together researchers working in the field of midwifery and women's 

health. Work in this area focuses on the implementation and evaluation of models of 

maternity care including perspectives on childbirth and assessment of foetal wellbeing 

including cardiotocography and intermittent auscultation. 

Teaching and learning 

This cluster brings together researchers working in the field of education. Specifically, 

the work of the cluster focuses on three priority areas; teaching, learning & assessment 

strategies; distance education (including e learning & blended learning) and competency 

assessment and preceptorship in nursing and midwifery. 

230

Mental Health 

The Mental Health Research Cluster (MHRC) places priority on clinical focused 

research. The work of the group is committed to further enhancing links between mental 

health research, education, policy and practice. The group has a wide range of 

multidisciplinary collaborations locally, nationally and internationally. In addition, the 

cluster has close links with HSE and user and carer organisations at local and national 

level. The overall aim of the MHRC is to undertake and disseminate high-quality 

interdisciplinary mental health research that has national and international relevancy. 

This research will influence and be responsive to contemporary mental health policy, 

practice and education. 

The School also has specific methodological expertise in case study, grounded theory, 

phenomenology, randomised trials including cluster trials and systematic reviews and 

meta analyses. 

For more information on the areas of research interests, activities 

staff expertise log onto www.nuigalway.ie/nursing.midwifery 

Students can choose to transfer to the PhD register from the MPhil (Nursing) or MPhil 

(Midwifery) at the end of year 1 if (i) the research project is appropriate to PhD study 

(ii) the candidates work demonstrates potential for PhD scholarship and (iii) with the 

support of the research supervisor(s). 

Duration: Full-time over 12 months 

Part-time over 24 months 

Assessment: Research Thesis 


To pursue a MPhil potential candidates should discuss the matter with the Head of 

School or relevant academic staff member/potential supervisor. Candidates should have 

a higher honours Bachelors degree award (at least second class honours), or equivalent, 

in Nursing or Midiwfery or in a relevant academic discipline. 

Application procedures 

Interested applicants should in the first instance consult the list of key research areas of 

the School of Nursing and Midwifery and make contact with the Head of School or with 

the relevant academic staff member/potential supervisor. In the event that the Head of 

School is willing to recommend that the candidate be accepted, a supervisor will be 

assigned to supervise the candidate’s research. Following informal consultation, the 

candidate will submit a research proposal for consideration by the Board of the School 

of Nursing and Midwifery for entry to the MPhil programme. The Board’s 

recommendation will subsequently be considered by the College of Medicine, Nursing 

and Health Sciences and Academic Council. 

Application 


Applications Centre (PAC) (see http://www.pac.ie/nuig) 

231

6 - National University of Ireland, Galway

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