Care of the Older Person MSc

people have recently applied for this course

Our MSc in Care of the Older Person is designed specifically for healthcare professionals who want to expand their clinical geriatric care knowledge, skills and confidence in dealing with the complex health and social needs of the elderly care.

What sets our geriatric medicine msc apart is the holistic approach we adopt; we recognise the importance of community and the solution oriented asset-based approach in our teaching.

Our msc in elderly care allows students to really refine their passion and develop critical research skills by undertaking a professional project of their choosing in a subject relevant to geriatric medicine.

MSc Care of the Older Person

Next intake: September 2024Key Facts

Awarding University
University of Buckingham
Exit Points
24 Months
Class Size
15 - 20
Application Deadline
30th August 2024
Course start date
2nd September 2024 (view full module dates)
100% Online
Total Fees
Please enable Javascript to read our student reviews

Studying a masters in geriatric care will equip you with specialist knowledge on a number of interesting subjects, including confusion and dementia, frailty and continence, and many more topics essential for providing comprehensive and ethical care to older people and communities.

Choosing an msc geriatric medicine distance learning option allows you to study from anywhere in the world - and with our self-directed learning structure, you can balance studying part-time with working full-time and other personal commitments. At Learna, we have selected a handful of top geriatric medical care experts to deliver elderly care courses through our exceptional online faculty, meaning that you will receive unparalleled guidance and support throughout the programme.

Becoming a part of our multidisciplinary learning community allows you to expand your network; you will join thousands of other healthcare professionals around the world, with whom you can share insights and best practices as you embark on a geriatric care course to enhance your career prospects.

On successful completion of this elderly care online course, you 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.
  • Develop skills that aid career progression and leadership potential within a complex and rapidly changing delivery environment.

Next intake: September 2024 Key Facts

Awarding University
University of Buckingham
100% Online
Exit Points
24 Months
24 months
Class Size
15 - 20
Application Deadline
30th August 2024
Course start date
2nd September 2024 (view full module dates)
Total Fees

Why Study a Care of the Older Person Master's 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.


100% Flexible

Our courses are 100% 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.


Expert Led

All of our programmes are authored and developed by world leading experts in their field.

Our faculty are selected due to their subject expertise, experience and teaching abilities to ensure the highest standards of educational excellence.


Career Boosting

Get a University Validated 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.

Who is this course for?

Applicants will typically be registered healthcare professionals who have a day to day exposure to the elderly population and are looking for a msc in geriatric medicine.

They may be part of a team which delivers care, a leader of that team, or an individual involved in geriatric care. This includes but not exclusive to:

  • GPs
  • Hospital doctors
  • Nurses
  • Physiotherapists
  • Dieticians
  • and other allied healthcare professionals working with elderly patients.

How Will I Learn?

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

Our courses are conducted through our interactive online learning platform, log in daily whenever and wherever you want. No fixed timetable empowers you to study when it suits you

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


The master's in elderly care 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 master's in elderly care 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.

The module encourages weekly discussion where students are presented with two/three clinical case-based scenarios that are reflective of everyday clinical practice and research.

Module Summary

  • Physiology of ageing
  • Health promotion and Public Health
  • Geriatric giants
  • Medicine management
  • Therapies
  • Social issues relating to the older adult; abuse, Deprivation of Liberty (DOLs), mental health, power of attorney, safeguarding

Learning Outcomes
On successful completion of the module, students will be able to:

  1. Demonstrate a critical and systematic knowledge of the current evidence and practice in the physiology of ageing and care of the older person.
  2. Combine therapeutic and social constructs to develop care for older people in complex and unpredictable situations.
  3. Demonstrate a high-level understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the care of the elderly discipline into clinical practice.

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.

The module will present weekly case-based scenarios to develop knowledge and understanding of the assessment, treatment, prevention and management of falls.

Module Content

  • Initial assessment and comprehensive geriatric assessment – CGA
  • Pathophysiology of sarcopaenia, bone loss, identification and management
  • Falls and fractures
  • Osteoporosis, prevention and management
  • Fall and fracture prevention and management

Learning Outcomes
On successful completion of the module, students will be able to:

  1. A critical appreciation of the interplay between the physiology of ageing with falls and fractures, together with the understanding of diagnostic and management strategies.
  2. Critically evaluate current research and evidence into the diagnosis and management of osteoporosis and falls.
  3. Critically implement the learning and synthesise the evidence into clinical practice to improve care of the elderly who present with falls and osteoporosis.

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.

This module teaches students how to critically evaluate and selectively differentiate knowledge between alternative presentations and causes of confusion in older people, in a variety of settings. Weekly activities throughout the module aim to develop skills in diagnosis and selection of appropriate care and treatment paths.

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 older person

Learning Outcomes
On successful completion of the module, students will be able to:

  1. Develop a systematic understanding and critical knowledge of the assessment, classification and management of the older person presenting with memory disorders.
  2. Critically evaluate the evidence relating to the diagnosis, investigation and management of delirium, confusion and dementia.
  3. An ability to synthesise and translate the critical knowledge and evidence-base for the management of older subjects presenting with confusion and memory issues in clinical practice.

Module Aims
To develop an in-depth and contemporary knowledge of common age-related neurological conditions, TIA (transient ischaemic attack), stroke and causes of syncope. To include 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

  • Transient Ischaemic Attack (TIA) and stroke
  • Primary and Secondary stroke prevention
  • Muscle disorders: myopathy, MND (motor neurone disease), temporal arteritis, PMR (polymyalgia rheumatica)
  • Parkinson’s Disease
  • Syncope and pre-syncope

Learning Outcomes
On successful completion of the module, students will be able to:

  1. Critically applies a systematic understanding of stroke, age-related neurological disorders and syncope, presenting in the older subject.
  2. An ability to critically evaluate and synthesise the evidence relating to the pathophysiology, diagnosis, investigation and management of the older patient presenting with stroke, age-related neurological disorders and syncope.
  3. An ability to analyse, synthesise and relate this knowledge into the care of the older patient presenting with a variety of cerebrovascular and common neuro-muscular disorders.

Module Aims
This module aims to develop an in-depth knowledge of the diagnosis and management of frailty and continence in older people. 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, new horizons in ageing
  • Dependency and disability
  • Change of bowel habit/function
  • Continence and medical conditions in the elderly
  • Management of incontinence

Learning Outcomes
On successful completion of the module, students will be able to:

  1. An ability to critically appraise and understand the evidence relating to the pathophysiology, impact, management and prevention strategies in the care of older people presenting with frailty and continence issues.
  2. An ability to critically evaluate the current evidence base for the management and prevention strategies applying to frailty and continence disorders.
  3. An ability to synthesise current evidence and critically interpret this into the care of subjects presenting with frailty and continence disorders.

Module Aims
This module provides an in-depth and contemporary knowledge of ethical issues and end-of-life care in the older person. 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 Summary

  • 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
On successful completion of the module, students will be able to:

  1. An ability to critically understand and synthesise the evidence and legal frameworks relating to ethical dilemmas in relation to mental health and end-of-life care.
  2. An ability to critically evaluate and synthesise complex ethical, mental health and end of life care of the elderly patient.
  3. Develop an ability to incorporate the knowledge into complex clinical scenarios relating to ethics, mental health and end of life care in the elderly person.

Year 2

Module Aims
To prepare students for an independent research-based project by developing skills in selecting, appraising, discriminating, using evidence and appropriate research/investigative methods to address relevant topics for investigation. The professional project module provides students with an opportunity to complete an important, substantial and potentially publishable study of their own choosing.

Module Content
This module will start by focussing on research methods using the Academic Forum. Students will learn about research methodologies and critical appraisal:

  • Quantitative Studies
  • Statistical Analysis Interpretation
  • Interpreting the Evidence
  • Meta-analysis and Systematic Reviews
  • Qualitative Studies
  • Evidence Appraisal: Interpreting, Weighing and Synthesising the Evidence
  • Audit, Governance and Quality Improvement, Health Economics
  • Preparing a Research Proposal: Research Committees, Consent, Ethics, Probity and Literature Review

Following the research methods, students will submit a professional project proposal for their chosen topic, this includes a proposal form and ethics application.

Students will then create a piece of work based upon a specific subject-related project relevant to the student’s practice. This project may comprise:

  • Systematic literature review and appraisal of the evidence
  • Audit of non-patient data/organisational audit
  • Review and implementation of evidence-based practice
  • Literature review and qualitative or quantitative research proposal
  • Case(s)-based and quality of service review with critical appraisal
  • Case report, review of literature and organisational assessment
  • Secondary data analysis

Learning Outcomes

  1. Demonstrate an in-depth understanding of research methodologies in quantitative and qualitative research.
  2. Critically appraise different methodological approaches and tools used to answer research questions in your field of practice.
  3. Develop a critical understanding of the interrogation of academic literature
  4. Demonstrate an in-depth knowledge of ethical considerations in the performance of research.
  5. Critically analyse and interpret research to assess its application to delivery/service development.
  6. Design and undertake a professional project related to the field of practice in order to produce an extensive piece of literature which may be suitable for peer-reviewed publication.
  7. Create evidence-based recommendations to add to the knowledge base of your subject area.
  8. Demonstrate critical evaluation skills enabling an in-depth critique of the academic literature.
  9. Demonstrate the ability to create academic work of a publishable standard.
  10. Evaluate ethical considerations in research and the process of engagement with ethical committees.

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 1

  • Every week students are presented with two/three clinical case-based scenarios that are reflective of every day clinical practice and research.
  • Your tutor will post a number of questions and prompts to aid students in a formal discussion of each case.
  • These discussions are facilitated throughout by your tutor and are then assessed at the end of every module.
The reflective journal is used by students throughout each module to monitor personal progress. This is guided by weekly feedback from your tutor and is graded at the end of every module. The journal typically includes the following:
  • Initial expectations and reasons for taking the course.
  • Module and/or personal learning objectives.
  • Description of events, issues and learning points within current personal practice.
  • Change in every day practice due to knowledge gained on each module.
  • A description of what has been learned during the module.

For this assessment, students will work on a group assignment and/or an individual assignment.

  • Group assignments are designed to hone skills in the multidisciplinary, holistic approach to modern treatments and patient management by requiring group participation in a single piece of work.
  • Individual assignments are designed to hone skills in academic career progression through such tasks as reviewing papers, developing scientific posters or abstracts, peer-reviewing, social media activities, patient information leaflets, and essays.
  • Students are provided with case-based problems in the form of a one-hour timed examination.
  • The exam consists of 30 'Single Best Answer' questions.
  • Students are required to complete the exam online within the set time.

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 consist of brief summaries of discussion.

This module runs over an 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 master's in elderly care distance learning course is conducted entirely online, it's accessible to both UK and international registered healthcare professionals without international surcharges.

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 for more information on the qualifications we accept.

Course Fees

Total Course Fees for UK & International Students for September 2024:
Application deadline - TBC

Option 1: Upfront Payment in full. Option 2: Interest free payments every other month for the duration of the course.

DateInstalmentsUp-Front Payments
1st November 2024£871
1st January 2025£871
1st March 2025£871
1st May 2025£871
1st July 2025£871
1st September 2025£733
1st November 2025£733
1st January 2026£733
1st March 2026£733
1st May 2026£733
1st July 2026£735

† Deposits are non-refundable
†† Prices are subject to review following each intake

Option 3: Lower your monthly payments by spreading the cost for between 2 and 8 years with a loan from our lending partner Lendwise*.

*Subject to eligibility criteria.


Learna | Diploma MSc has a partnership with Lendwise which is a leading private student loan provider, to help UK students fund their course fees should they require financing. Lendwise is a UK-based education finance platform through which candidates can fund their postgraduate and professional qualification studies at leading educational institutions.

A Lendwise loan comes with a fixed interest rate for the duration of the loan (between 2 and 8 years) and no early repayment penalties. The interest rate offered will depend on the overall applicant profile and the application process is entirely online.*

*Other sources of funding are available.
Learna | Diploma MSc does not offer financial advice, recommend or endorse any financial product. You should always check the suitability of the product that is of interest to you. If you are in any doubt as to its suitability, we suggest that you seek independent professional advice.

Talk To Our Students

Why Learna

We have over 10 years’ experience delivering online diploma 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.

Why learna picture