Care of the Elderly MSc

With an increasingly ageing population comes higher healthcare and social care costs and more age-related causes of morbidity and mortality. This means that there is a fast growing need for healthcare staff to have relevant up-to-date training and knowledge within elderly care courses, to meet the needs of an ageing society. Our MSc programme is specially developed for healthcare professionals looking to further their clinical knowledge within elderly and geriatric care.

Subject to validation

Next intake: 2022 MarchKey Facts

Commitment
20 hours a week
Class Size
15 - 20
Application Deadline
14th February 2022
Course start date
Format
100% Online
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Our elderly care courses offer healthcare professionals, from a range of settings, the opportunity to gain knowledge, skills and confidence in dealing with the complex health and social needs of older people.

This part-time, online Care of the Elderly MSc provides high quality integrated and multidisciplinary education in the field of ageing, health and disease. The programme utilises the latest thinking and research evidence in the field and the course is suitable for both UK and overseas graduates in medicine, nursing and allied professions, e.g. physiotherapists, dieticians etc, who work with older people, mirroring the multidisciplinary nature of gerontology.

Students completing the online MSc will undertake a clinically related independent project relevant to the care of the elderly, enabling students to demonstrate their knowledge through independent study.

On successful completion of the online course, students will be able to:

  • Provide a comprehensive, systematic and critical appraisal of issues in caring for older people to facilitate the implementation of evidence-based care and best practice.
  • To develop skills that aid career progression and leadership potential within a complex and rapidly changing delivery environment.

Subject To Validation

This programme has not yet been validated by a University partner. We are accepting applications for this course on the basis that it will shortly be validated. Please note that all applications are subject to this validation being approved.


Subject to validation

Next intake: 2022 March Key Facts

Commitment
20 hours a week
Duration
24 months
Class Size
15 - 20
Application Deadline
14th February 2022
Course start date
Format
100% Online

Why Study with Learna

We have over 10 years’ experience delivering online courses, giving you access to flexible, affordable distance learning in partnership with world-leading educators.

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Value for money

Distance learning allows us to work with the worldwide industry-leading professionals.

Get a PgDip from £3,900 or an MSc from £7,500 - the most affordable courses of their kind in the UK.

Pay in instalments.

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Boost your career

Get a postgraduate qualification in just 1 calendar year instead of 2 academic years.

40% of our alumni reported an increase in salary 2 years after studying with us.

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Learning environment

Learn online. No fixed study times mean you can log in and learn whenever and wherever.

Multidisciplinary - study in a group of doctors, nurses, pharmacists and other healthcare professionals.

15:1 student tutor ratio. We have a 92% student satisfaction rate.

Who is this course for?

Applicants will typically be registered healthcare professionals who have a day to day exposure to the care of elderly people who are looking for a diploma in geriatric medicine or similar discipline. They may be part of a team which delivers care, a leader of that team, or an individual involved in the care of the elderly. This includes GP’s, hospital doctors, nurses, physiotherapists, dieticians and other allied healthcare professionals who work with older people.

How Will I Learn?

You will be supported throughout your studies by a committed team of internationally recognised educational experts.

Our courses are conducted entirely online through self-directed distance learning. You’ll receive guidance throughout your course with tutor-stimulated academic discussions, which are based on clinically-rich case scenarios.

These usually occur within groups of 10-20 students, allowing you to clearly communicate with both your tutor and fellow students.

Curriculum

The Care of the Elderly MSc is a two year course, consisting of eight modules (180 credits) with the first 120 credits deriving from the postgraduate diploma. The second year of the Care of the Elderly MSc course starts with an initial 10 week online module that will develop skills in critical appraisal and knowledge of research methodologies. Students then complete the professional project module, which consists of a 1,500 word proposal and 10,500 word professional project (dissertation).

Year 1

Module Aims
This module aims to introduce the students to the concept of physiological ageing in comparison with younger adults, differences between physiology and pathology, major presentation of illness in older people and general approach to therapy.

Module Content

  • Physiology of ageing
  • Health promotion
  • Geriatric giants
  • Medicine management
  • Therapies
  • Social and legal issues: abuse, DOLs, mental health, power of attorney, safeguarding

Learning Outcomes

  1. Compare and contrast developmental and patho-physiological changes associated with ageing and critically appraise measures to enhance health and well-being in older people.
  2. Demonstrate a systematic, extensive and comparative knowledge and understanding of the context of care (e.g. financial, social, legal, ethical, environmental and political) on clinical decision making in older people.

Module Aims
This module aims to highlight the importance attached to the risk of falls in older people in different environments (community and institution), consequences of falls, holistic assessment of causes, the importance of the multidisciplinary team assessment, plan of prevention and management.

Module Content

  • Initial assessment and comprehensive geriatric assessment - CGA
  • Falls and fractures
  • Osteoporosis
  • Fall and fracture prevention
  • Management of osteoporosis
  • Management of falls

Learning Outcomes

  1. Comprehensively assess the risks of falls, the measures of assessment and musculoskeletal complications, making evidence-based recommendations for the prevention and management of falls in the elderly.
  2. Incorporate contextual factors in the assessment of the risk of falls and demonstrate a multi-disciplinary approach to primary, secondary and tertiary prevention, rehabilitation and long-term care.

Module Aims
This module aims to highlight the risk of confusion and cognitive impairment in older people in different settings, differentiating between different types and causes of confusion, acute and chronic cognitive dysfunction, and measures of assessment and management.

Module Content

  • Assessment and diagnosis
  • Delirium and acute confusion
  • Cognitive decline and dementia
  • Therapeutic interventions in dementia
  • Emerging approaches to the physiology and treatment of dementia
  • Depression and anxiety in the elderly

Learning Outcomes

  1. Critically evaluate and selectively differentiate knowledge to between alternative presentations and causes of confusion in the elderly, in a variety of settings.
  2. Demonstrate a systematic, extensive and comparative knowledge and understanding of approaches to the assessment and management of confusion in the elderly.
  3. Critically appraise the pathophysiology, diagnosis and mana

Module Aims
This is an introduction to age related neurological conditions and stroke. It includes approaches to assessment, management and prevention of stroke, myopathies and Parkinson’s disease together with the impact on function and quality of life in older age.

Module Content

  • TIA and Stroke
  • Stroke and TIA prevention
  • Muscle disorders
  • Parkinson’s Disease 1
  • Parkinson’s Disease 2
  • Syncope and pre-syncope

Learning Outcomes

  1. Critically analyse the concept of stroke/transient ischaemic attack in older people and address its association with morbidity/mortality and impact on quality of life in old age
  2. Critically appraise the assessment and management of common neurological and muscle disorders in the elderly
  3. Selectively recommend rehabilitative approaches to minimise disability and maximise quality of life in the elderly
  4. Critically evaluate the causes and evidence based management of syncopal disorders

Module Aims
This module aims to highlight the importance of recognising and treating frailty together with management of continence in the elderly. This will include aetiology, models of assessment, medical and surgical management of frailty, urinary incontinence and constipation in older people.

Module Content

  • Definition and pathophysiology of frailty
  • Management and prevention of frailty: anti-ageing strategies
  • Dependency and disability
  • Change of bowel habit/function
  • Continence and medical conditions in the elderly
  • Management of incontinence

Learning Outcomes

  1. Critically appraise the factors affecting the prevention, aetiology, assessment and impact of urogenital and gastrointestinal diseases in older people
  2. Critically appraise the literature regarding the pathophysiology of frailty
  3. Critically evaluate the evidence regarding the multi-disciplinary approach to the management of frailty

Module Aims
This module highlights issues specific to older people in terms of ethics and end-of life care. In particular it analyses issues relating to consent to treatment, quality of life and also brings to attention the complex aspects of end-of-life care.

Module Content

  • Safeguarding
  • Mental Health Act and Mental Capacity Act
  • Advance care planning and ethical considerations
  • End of life interventions and ethics
  • Palliative interventions and ethics
  • Withholding treatment, assisted dying and the law

Learning Outcomes

  1. Critically evaluate the evidence relating to competence in the older person in relation to legal frameworks
  2. Incorporate legal, ethical and other relevant frameworks in the development of management plans to safeguard and optimise care for the older patient
  3. Critically evaluate the management of patients requiring end of life care
  4. Critically appraise the law both in the UK and internationally in relation to withholding treatment in end of life care and assisted dying

Year 2

Module Aims
To develop students’ ability to critically appraise specific areas of clinical, research and/or organisational practice and develop skills in independent research, study and writing for publication.

Module Content

  • Terminology used in epidemiology and research studies such as prevalence, incidence, sensitivity, specificity, false positive and false negatives.
  • Interpreting graphical representation of epidemiological and statistical data such as Kaplan-Meier curves,forest plots and meta-analyses.
  • Calculations used in the assessment of research data such as relative risk, absolute risk and number needed to treat. Statistical tests and their applications including t-tests, ANOVA and chi-square.
  • Qualitative research methods
  • Fundamentals of evidence-based practice and its application into the clinical setting
  • Principles of health economics, audit and quality improvement/assurance systems
  • Establishing patient registers and the value of disease-specific registers
  • Research into educational principles for both health care practitioner and patient

The module will depend on the creation of a piece of work based upon a specific clinically related project relevant to the student’s practice. This project may comprise:

  • Literature review and appraisal of the evidence
  • Audit of practice including organisational or clinical
  • Review and implementation of evidence-based practice
  • Qualitative or quantitative research (formal research involving human subjects is not anticipated)
  • Case(s)-based and quality of service review with critical appraisal
  • Case report, review of literature and organisational assessment

Learning Outcomes

  1. To develop a critical and systematic extensive and comparative knowledge and understanding of the application of research methodologies, and an ability to frame a research proposal
  2. To develop a systematic extensive and comparative knowledge and understanding of how to report research results in written format to an academic and/or professional audience, and to further develop the student’s capacity for critical analysis and independent thought
  3. Critically evaluate practice and suggest improvements or change
  4. Incorporate knowledge of the research process in developing services appropriately

Assessment Methods

The Care of the Elderly MSc course places assessments at the heart of the learning process through the employment of clinical scenarios to enhance problem-solving, critical analysis and evidence-based care. Since the scenarios act as a focus for learning and assessment, the two are intrinsically linked.

You will be required to produce a piece of work based upon a clinically-related project that is relevant to your practice.

To produce the professional project you will continue to study online. Much of the work is self-directed, however you will receive guidance from your tutor throughout the module.

Due to the online nature of the course, you will be expected to regularly login and participate in the course - ideally on a daily basis. Students are recommended to spend around two hours per day on their studies. Our dedicated Student Support Team are also available to help with any problems you may face. From navigating our online platform to advising you on deadlines, our team can assist with any questions or challenges you may have along the way.

Year 2

  • Students will work with their supervisor to submit a professional project proposal for their chosen topic.

  • Students will deliver an abstract (1000 words) outlining their proposal and, if deemed necessary, develop and submit documentation for the University’s ethical committee approval.

  • Students will create a dissertation, the theme of which has been developed in discussion with their tutor.
  • Supervision will normally involve direct online support involving planned progress, supporting research activity and reading student work.
  • Supervisors and students will agree on a communications plan, which may involve emails or online chats. Some students may employ the use of freely available chat or audio conferencing facilities for live discussion with supervisors.
  • Students will have access to online forums where they can develop their research capabilities together.
  • All communications with tutors will be logged on the Professional Project forum by the student, and consists of brief summaries of discussion.

This module runs over a 8 week period and is designed to develop skills in critical appraisal and knowledge of research methodologies. The module consists of mandatory formative assessment activities to support your learning and development prior to the Professional Project module.

Entry requirements

Since our courses are conducted entirely online, they are accessible to both UK and international registered healthcare professionals.

Applicants will typically hold a first degree or equivalent (including international qualifications) in a relevant professional healthcare field, such as a medical or nursing degree.

Registered healthcare professionals without these recognised qualifications will be considered on an individual basis and a wide range of prior experience may be taken into account. In some cases, applicants may be asked to submit a piece of work for assessment in order to confirm that they are able to work comfortably at postgraduate level, and demonstrate the requisite clinical and professional knowledge.

Documents Required

  • A copy of your updated CV including your address and date of birth
  • A copy of your undergraduate degree certificate
  • The name and email address of someone who is able to provide a reference, this can be a work colleague, employer or former tutor.
  • A detailed personal statement explaining why you would like to undertake the course.
  • A copy of your proof of English competency (see below)

English Language Requirements
Proficiency in the English language is also essential to completing our courses. If English is NOT your first language, we ask for proof of competency during the application process. We are able to accept an IELTS overall score of 6.0 (with a minimum of 5.5 for each band) or an equivalent qualification.

If you do not meet these requirements, please don’t worry. You can also contact our admissions team on [email protected] for more information on the qualifications we accept.

Should you have already successfully completed the 1 year Postgraduate Diploma and wish to convert to the MSc and complete only the second year of the programme this is possible. Please contact our admissions department [email protected] to find out more.

Course Fees

Total Course Fees for UK & International Students for March 2022:
£8,880
Application deadline - 7th March 2022

Fee payments may be made via the following options:

DateInstalmentsUp-Front Payments
Deposit payable on acceptance†£830£830
1st May 2022£830£8,050
1st July 2022£830
1st September 2022£830
1st November 2022£830
1st January 2023£830
1st March 2023£650
1st May 2023£650
1st July 2023£650
1st September 2023£650
1st November 2023£650
1st January 2024£650

† Deposits are non-refundable

Why Learna

We have over 10 years’ experience delivering online courses, giving you access to flexible, affordable distance learning in partnership with world-leading educators.

Our courses are some of the most affordable of their kind, providing value for money without compromising on quality. We also don't apply an international surcharge. No fixed timetable means you can log in & learn on the go, at your convenience.

Being totally online means we can select the very best tutors and resource editors, no matter where they’re located.

Connect with multidisciplinary people around the world to expand your insights & broaden your career prospects.

Our programmes produce 90% fewer emissions than campus-based learning.

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