Health and Social Care - BSc (Hons)

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Why study this course?

Our Health and Social Care BSc (Hons) degree is designed to help you develop the confidence, knowledge and skills required for a professional career in the health and social care sector. The programme is aligned to the standards specified by Skills for Health (the Skills Council for the NHS) and on completion of the course you’ll be able to demonstrate to prospective employers that your advanced skills conform to the National Occupational Standards (NOS).

Our course is also fully validated by the Chartered Institute of Housing (CIH), so if you choose to specialise in housing you'll receive free student membership of the CIH.

In the most recent Destinations of Leavers from Higher Education (DLHE) survey, 96% of all 2017 graduates from this course were in work or further study within six months.

More about this course

Our Health and Social Care BSc (Hons) degree will equip you with skills to analyse important public health and social care issues. The course is informed by current and expected changes in the UK healthcare sector, including advances in healthcare technology, quality concerns and the rising cost of providing care. During your seminars and lectures we’ll place a unique emphasis on London and urban health, where we face the biggest health and social challenges.

We’ll employ a comprehensive approach to study, looking at care and its clinical implications holistically to provide you with a wider set of health and social care career opportunities after graduation. In addition to acquiring knowledge in public health, health promotion, policy and ethical aspects of care, you’ll also gain transferable skills that are useful for postgraduate study and those that are sought after in a range of professional careers. You’ll develop your ability to use evidence to inform your decisions, acquiring skills in observation, enquiry and critical analysis.

Our teaching is underpinned by current research and you’ll be taught by lecturers who are experts in the field of health and social care. We’ll place a consistent focus on the application of theory to practice and teaching will be based on the need to develop your ability to deal with critical issues in the sector.

The course is delivered using a blended learning approach through online seminars, case studies and video content. You’ll also have the opportunity to complete a health and social care related work placement module, and although you'll be required to find a suitable placement yourself, our team will provide all the support you’ll need.

We’re aware of, and responsive to, the specific requirements of our student body. As many of our students don’t come through traditional paths to higher education, we’ve put systems in place to support you to get back into education. At London Met you’ll have access to student success coaches, academic tutors and pastoral support, helping you to settle into university life and reach your academic potential.

Assessment

You'll be assessed via seen examinations, short answer papers, practical reports and reviews, case studies, group assessment projects, presentations, essays and health profiles.

Professional accreditation

This course is fully validated by the Chartered Institute of Housing (CIH).

Fees and key information

Course type
Undergraduate
UCAS code L590
Entry requirements View
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Entry requirements

In addition to the University's standard entry requirements, you should have:

  • a minimum of grades BBC in three A levels (or a minimum of 112 UCAS points from an equivalent Level 3 qualification, eg BTEC National or Advanced Diploma)
  • English Language GCSE at grade C/grade 4 or above (or equivalent)

You are welcome to apply as a mature student if you have passed appropriate access or other preparatory courses or have appropriate work experience.

If you don't have traditional qualifications or can't meet the entry requirements for this undergraduate degree, you may still be able to gain entry by completing our Health and Social Care (including foundation year) BSc (Hons) or Social Sciences and Humanities (including foundation year) BA (Hons).

To study a degree at London Met, you must be able to demonstrate proficiency in the English language. If you require a Tier 4 student visa you may need to provide the results of a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.

If you need (or wish) to improve your English before starting your degree, the University offers a Pre-sessional Academic English course to help you build your confidence and reach the level of English you require.

Accelerated study

If you have relevant qualifications or credit from a similar course it may be possible to enter this course at an advanced stage rather than beginning in the first year. Please note, advanced entry is only available for September start. See our information for students applying for advanced entry.

Modular structure

The modules listed below are for the academic year 2020/21 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.

Year 1 modules include:

  • The module is an academic skills module which serves to develop key academic skills in first year students. Its main focus is developing students’ skills in identifying, understanding, and presenting literature, data and information.

    This module aims to:

    - Develop key skills essential to all years of higher education, including researching, reading, writing, referencing, and critical thinking
    - Develop ability to effectively read and comprehend academic literature
    - Develop ability to present academic literature, both written and verbally
    - Develop understanding of the quality and validity of different sources of information
    - Provide opportunities for self-development and reflection

    Read full details
  • This module begins by asking the students ‘what do we mean by knowledge’ in the context of health and social care and goes on to explore answers to this question. A key purpose of the module is to help students locate the concepts of evidence and research within a broader understanding of the importance of evidence-based practice but also to introduce students to the contested and contentious nature of what we mean by knowledge.

    The module therefore aims to introduce students to:

     the types knowledge used in health and social care
     the nature and types of evidence in health and social care
     the role of evidence and research in health and social care practice
     various research methods and approaches used in health and social care research
     the processes involved in conducting health and social care research and the structure and format of published research

    Read full details
  • The module seeks to provide learners with opportunities development and reflection over key skills and issues in effective practice. It applies a combination of student engagement and active learning with theoretical concepts, principles and case studies to enable to critically evaluate communication and practice skills in the context of health and social care.

    This module aims to:

    • Develop ability to communicate effectively and professionally
    • Develop key skills in team work and problem solving
    • Promote understanding of key values and ethical principles in health and social care
    • Develop self-awareness and self-reflection in relation to key issues in health and social care
    • Develop ability for evaluation, analysis and critical thinking through the use of case studies and problem-based learning

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  • This module aims to introduce students to contemporary contexts of healthcare and social care whilst investigating current understanding of health and wellbeing and its application to the organisation and delivery of health and social care.

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  • This module aims to:

    Develop students personal and professional development skills and competences for effective interpersonal and professional relationships.

    Develop students’ knowledge and skills for effective interpersonal and professional communication

    Enable students to develop self-awareness and emotional intelligence for effective practice with service users and carers

    Develop the knowledge and skills for effective reflective practitioners

    Develop students’ ability to use reflective techniques in relation to work with individuals and groups in the health and social care settings

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  • This module considers issues of culture, society and ethics and their implications for professional contexts in health and social care. Current policy, professional frameworks and legislation relating to identity, diversity, rights and inequality will be examined. The professional role in challenging inequalities and implementing ethical and anti-oppressive practice will be explored. Students will reflect on their own identities and experiences and will keep a reflective journal throughout the module

    This module aims to:

    - Introduce relevant legislation, professional frameworks, codes of practice and official guidance in all areas of social inequalities
    - Understand concepts of equality and diverse identities and explore issues of stigmatisation, labelling, stereotyping and discrimination
    - Consider that experience will be mediated by class, race, gender, culture, language, sexual orientation, age and disability through reflecting on their own identities and experiences
    - Develop an understanding of the concepts of ethical & anti-oppresive practice and inclusion in their sphere of work and to reflect on their own practice in seeking to address inequalities

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Year 2 modules include:

  • This module aims to enable students to:

    - Apply prior knowledge and relate specific knowledge and skills to continuing development of academic literacy and skills

    This module builds on knowledge and skills acquired in the first year of the course and specifically on the academic skills acquired in SH4053 Academic skills/literacy: finding & presenting information. In this, the second of three academic skills and literacy modules in the course, students will extend their academic literacy and skills to encompass obtaining increasingly specialised sources, identifying key aspects of information, establishing validity and processing information to create argument.

    Read full details
  • This module aims to:

     Develop understanding of the Public Health discipline
     Develop understanding and knowledge of population health data and the skills to interpret this data
     Provide a social science based contextual and critical understanding of the impact of the social determinants of health on population health outcomes
     Develop an understanding and knowledge of population health issues and how to take an evidence-based approach to tackle these issues

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  • This module aims to enable students to:
    - Apply prior knowledge and relate specific knowledge and skills to real-life situations in a work environment
    - Develop new capabilities and skills relating to employment
    - Engage in career development planning
    - Undertake a work-based placement

    The module is structured in two distinct stages in order to enhance student employability. During the Autumn semester, students will engage with a number of activities, both in seminars and individually, designed to help clarify career goals and identify personal and professional developmental needs associated with these goals.

    Following on from this students will be expected to undertake a placement during which they will be able to focus on specific learning needs identified through the learning activities from the seminars.

    Read full details
  • This module introduces students to both ethics and research through an exploration of principles, theories, and practices that inform decision making in professional contexts. It is taught in two interconnected parts. In Part 1 students will study ethics using sector specific professional codes of ethical conduct and will examine underlying normative ethical theories as they are represented within such codes. Current ethical debates for professional practice will be considered, providing opportunities for the critical application of different ethical perspectives to a range of contemporary moral issues and situations in professional contexts. In Part 2, students will be introduced to ethical research processes & research knowledge and skills relevant to professional and academic development. These research principles will provide a foundation for understanding approaches to social research and evidence based practice and research design.

    This module aims to:

    • Introduce students to professional codes of ethics and underlying ethical concepts and methods of ethical decision-making
    • Provide students with a critical understanding of different ethical approaches to moral dilemmas in a range of practice-based professional contexts
    • Provide opportunities for students to critically engage with current debates about ethical decision-making in professional practice
    • Enable the development of skills in moral reasoning that can be applied in practical contexts
    • Provide a foundation for understanding approaches to ethical social research and evidence based practice
    • Facilitate the development of research skills and knowledge for professional and academic development in a range of practice-based professional contexts

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  • This module provides an introduction to sociological perspectives of health, illness and society – often referred to as medical sociology. A sociological perspective provides a number of challenges to straightforward bio-medical approaches to health and illness. It asks questions about how health and illness conditions are defined, measured and treated in society as well as the implications for society and individuals. It also explores the wider power structures that are implicated in health and illness which forms the basis for applied learning and problem-solving in areas which students will confront as social professionals. Through exploring a range of topics at the interface of health, illness and society, students are encouraged to think critically about them through contemporary case studies.
    Module Aims:
    • To explore a social science approach to health, illness and society
    • To examine contrasting perspectives on health and illness experiences, such as professional and service-user/lay perspectives
    • To consider the role of social factors in the distribution of illness
    • To develop critical thinking and analysis on contemporary health issues

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  • This module aims to enable students to:
    - Apply prior knowledge and relate specific knowledge and skills to situations in relevant work environments
    - Develop new capabilities and skills relating to teamwork
    - Engage in personal and professional development planning

    This module builds on knowledge and skills acquired in the first year of the course and specifically on the intra- and inter-personal skills acquired in SH4052 Personal & Professional Development; self-management. In this, the second of three PPD modules in the course, students will expand their understanding of themselves to encompass their roles within teams within the health and social care workforce and the importance of appropriate communication in this context. Throughout the module, emphasis will be placed on service users and carers as key members of any team.
    As well as examining theoretical aspects of teamwork, students will draw on their own experience of teamwork [for example, in their learning syndicates] to consider the stages of team development and how conflict and disagreement can be resolved within teams. In preparation for the final PPD module in the third year, students will begin to explore the role of followership within teams and its relationship to leadership.

    Activities in this module will also assist students in identifying their learning needs for their placement as part of SH5W51 Becoming employable.

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Year 3 modules include:

  • This module aims to enable students to:

    - Further apply prior knowledge and relate specific knowledge and skills to continuing development of academic literacy and skills

    This module builds on knowledge and skills acquired in the first and second years of the course and specifically on the academic skills acquired in SH4053 Academic skills/literacy: finding & presenting information and SH5054 Academic skills/literacy: Developing critical thinking. In this, the last of three academic skills and literacy modules in the course, students will extend their academic literacy and skills to enable them to produce work appropriate to this academic level with specific emphasis on the standard of work required by SH6P06 Project.

    Read full details
  • This module builds on work done previously in the first year in Introduction to Health & Social Care; concepts of health & well-being and during the second year as part of Advancing the Health of the population: Understanding Public Health. This module aims to enable students to use and build on the knowledge and understanding gained in these modules to analyse and critically evaluate current and emerging responses to key challenges facing the health and social care sector. The modules therefore aims to ;

    • provide a critical understanding of the emerging issues in contemporary health and social care at both policy and practice levels.

    • consider the relationship between the social determinants of health and policy and practice responses to health and social care issues

    • critically examine implicit theoretical perspectives underpinning key approaches to tackling health inequalities.

    • develop understanding of a range of theoretical perspectives related to health creation and initiatives to tackle health inequalities; social prescribing, asset-based approaches, community development.

    • consider the practical and ethical implications for the health and social workforce of current and emerging responses to a range issues

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  • The module focuses on the student’s personal and professional development in preparation for graduation from the Course. There is particular emphasis on the development of graduate skills and competencies with a focus on the management and leadership of others. Emergent graduate skills are developed to prepare the student for professional practice and/or further studies.

    Key skills and knowledge gained on the module include:

    Team-work skills; communication skills; leadership and management skills ; values-based leadership in healthcare; NHS workforce Race Equality Standards; the Skills for Care Leadership Qualities Framework; collaborative leadership skills ; NHS Five Year forward View and Long Term Plan; leadership for inclusivity and diversity;

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  • This module draws together strands from a number of modules students have previously undertaken and are concurrently studying. Principally, this builds on students’ understanding of the nature of knowledge and evidence in health and social care contexts derived from Introduction to Knowledge and Inquiry in Health & Social Care in the first year and on the more specific focus on research in Ethical Research & Practice in the second year. The specific focus of the work carried out by individual students as part of this module will also be informed by their broader examination of health and social care issues in other modules across the course as a whole.

    The module therefore aims to:

    - enhance students’ understanding of approaches to research and evaluation
    - enable students to engage actively with research methods and findings relating to their profession
    - enable students to generate research questions and formulate a research proposal
    - enable students to integrate and apply the skills and knowledge base underpinning their professional education in a sustained piece of independent investigation

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  • Global Health is a Level 6 module for the BSc Health and Social Care Course. The Module aims to give students an opportunity to critically study the interconnectedness of key challenges of human development and human health and healthcare across nations within global contexts. It will provide content that will help students understand the key global challenges that affect human health and healthcare and cause health inequalities and inequities across the nations. The Module will also provide an opportunity to study key global actors and global interventions to improve human health of all people across nations and promote health equities. This will require students to critique global co-operation and partnership in fighting key challenges of global human health and healthcare.
    Therefore, the Module aims are to:
    • develop and produce graduates with global citizenship attributes by embedding the notion of ‘think globally and act locally’ (‘think globally for local actions’) in its curriculum
    • develop a critical knowledge base of concepts, principles, measurements and theories of global health and healthcare based on the notion of ‘global health crisis’
    • build a critical understanding of the key challenges of the growing global interconnectedness on global human health and healthcare
    • identify and critique the determinants and evidence of global health inequalities and inequities
    • examine the influence and contribution of health systems in improving human health around the world
    • consider complexities in solving global health and healthcare problems found in past and contemporary case-studies and draw implications from them for future research, policy and practice in global health

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  • This module currently runs:
    • autumn semester - Thursday morning

    The module examines the history of housing policy in the UK, focussing in particular on the shift to neo-liberal housing policies from the 1980s. Key contemporary housing issues and the key causes of the current ‘housing crisis’ in London and the UK are examined.

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  • This module currently runs:
    • spring semester - Thursday morning

    The module aims to:
    1. Place changes in housing management in the context of wider social, economic and organisational changes;
    2. Introduce the key practical issues facing housing professionals, and good practice in addressing these issues;
    3. Identify ways in which housing service users and community workers can challenge poor performance and get involved in service improvement;
    4. Examine the benefits and challenges of partnership working in dealing with housing issues;
    5. Explain current discussions on the balance of rights and responsibilities for social housing tenants and other local residents.

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  • This module provides opportunities for students to develop their understanding of key issues in mental health practice and policy, as well as critically discuss relevant theoretical and conceptual issues relating to mental health.

    The module aims to:

    - Develop understanding of key concepts in mental health and well-being
    - Develop awareness of mental health diagnoses and implications of these to the individual, health services, and wider society
    - Develop knowledge of key policy and practice issues in mental health through
    - Provide opportunities to critically evaluate and reflect upon models and theories of mental health and well-being

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After the course

This programme is aligned to Skills for Health, allowing you to link your learning directly to employment opportunities in the sector.

Successful completion of this course offers improved career opportunities in the sector, which may be within the NHS, voluntary or independent sectors. You'll be able to progress into a variety of roles, including:

  • compliance management
  • local authority care management
  • policy development
  • quality assurance

This degree is also excellent preparation for postgraduate study and you’ll be able to continue your study on courses such as our Health and Social Care Management and Policy MSc or Public Health MSc.

Additional costs

Please note, in addition to the tuition fee there may be additional costs for things like equipment, materials, printing, textbooks, trips or professional body fees.

Additionally, there may be other activities that are not formally part of your course and not required to complete your course, but which you may find helpful (for example, optional field trips). The costs of these are additional to your tuition fee and the fees set out above and will be notified when the activity is being arranged.

Discover Uni – key statistics about this course

Discover Uni is an official source of information about university and college courses across the UK. The widget below draws data from the corresponding course on the Discover Uni website, which is compiled from national surveys and data collected from universities and colleges. If a course is taught both full-time and part-time, information for each mode of study will be displayed here.

How to apply

If you're a UK/EU applicant applying for full-time study you must apply via UCAS unless otherwise specified.

UK/EU applicants for part-time study should apply direct to the University.

Non-EU applicants for full-time study may choose to apply via UCAS or apply direct to the University. Non-EU applicants looking to study part-time should apply direct to the University. If you require a Tier 4 (General) student visa, please be aware that you will not be able to study as a part-time student at undergraduate level.

When to apply

The University and Colleges Admissions Service (UCAS) accepts applications for full-time courses starting in September from one year before the start of the course. Our UCAS institution code is L68.

If you will be applying direct to the University you are advised to apply as early as possible as we will only be able to consider your application if there are places available on the course.

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