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Sheffield Hallam University

Health and Social Care Studies


Bachelor of Science (with Honours) - BSc (Hons)

Entry requirements

Foundation Degree in Professional Practice in Health and Social Care. or 240 points (120 level 4 and 120 level 5) from an equivalent health and social care programme

Applicants receiving offers

About this course

This course has alternative study modes. Contact the university to find out how the information below might vary.

Course option


Full-time | 2019

Other options

2.0 years | Part-time | 2019



This level 6 award is primarily designed to provide an Honours degree route for students that wish to continue after the completion of the Foundation degree Professional Practice in Health & Social Care with Higher Apprenticeship (HA) in Health & Social Care. The FdSc was approved in 2016 and is delivered in a range of partner colleges. This award will be delivered at the University. Other students that meet appropriate academic standards but are unable to meet the professional body requirements of other courses may also choose to complete this award.

The Faculty of Health and Wellbeing has an extensive health and social care portfolio. The FdSc provides a principal route for the training and education of Assistant Practitioners. This emerging role is not considered to require registration with professional bodies. The top up award is designed to enhance the qualifications of people who will work in non-registered roles across health and social care organisations.

The underpinning rationale for its development has been informed by NHS Employers (2015) who identified the Assistant Practitioner as a non-occupational specific role that has developed to assist organisations in delivering high quality and patient centred services in a variety of settings. An Assistant Practitioner is a worker who competently delivers health and social care to and for people. They are non-registered practitioners who have a required level of knowledge and skill beyond that of traditional healthcare assistants or support workers and are expected to undertake more complex tasks (Skills for Health, 2009).

The course has been designed in response to rapidly changing workforce demands and policy initiatives aimed at modernising services and improving quality, productivity and efficiency (Department of Health 2016, Skills for Health 2015, Centre for Workforce Intelligence 2015, Willis 2015, Francis 2013). Key drivers include: staff shortages, requirements to enhance capacity and cost-efficiency, technological developments, integration of services and reconfiguration in provision including a shift from secondary care to primary, community-based services. Consequently, Assistant Practitioners need to be educated to be empowered workers with 'time to care'. Assistant Practitioner roles have been developed in a wide range of services that includes long term conditions, Staying Healthy, End of Life Care, Maternity and Newborn, Acute Care, Planned Care, Mental Health, and Children and Families.

Assistant Practitioner roles are locally designed to work within a single profession such as nursing, physiotherapy or speech and language therapy or to work across professional and organisational boundaries.

Following the completion of the FdSc programme students may apply to progress onto a range of pre-registration degree programmes. For example, students might apply and join a Nursing course at level 5 which will lead to registration as a nurse with the Nursing and Midwifery Council. A number of students, however, might choose not to apply for, or indeed, be suitable for professional registration routes and therefore this exit award, which further enhances their skills and knowledge and equips then to work in integrated health and social care settings has been developed.

The FdSc and BSc(Hons) are suitable for those wishing to pursue a career in health and social care but who are either unsure about which field of practice they wish to work within or are perhaps not eligible to access a pre-registration course.


**Core modules** • Enhancing Quality of Services through Effective Collaborative Practice (20 credits • Understanding Health and Social Care Organisations (20 credits) • Evidence Review (40 credits) • Practice and Employability Skills in Health and Social Care (20 credits) • Technology Enhanced Care (20 credits)

Assessment methods

• Coursework
• Essays
• Presentations

Tuition fees

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The Uni

Course location:

Sheffield Hallam University


Faculty of Health and Wellbeing

TEF rating:

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What students say

We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.


How do students rate their degree experience?

The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.

Nursing (non-specific)

Teaching and learning

Staff make the subject interesting
Staff are good at explaining things
Ideas and concepts are explored in-depth
Opportunities to apply what I've learned

Assessment and feedback

Feedback on work has been timely
Feedback on work has been helpful
Staff are contactable when needed

Resources and organisation

Library resources
IT resources
Course is well organised and has run smoothly

Student voice

Staff value students' opinions

Who studies this subject and how do they get on?

UK students
International students
Male students
Female students
2:1 or above
Drop out rate

Most popular A-Levels studied (and grade achieved)


After graduation

The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.

Nursing (non-specific)

What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

Average annual salary
Employed or in further education
Employed in a role where degree was essential or beneficial

Top job areas of graduates

Nursing and midwifery professionals
Welfare professionals
Health professionals
What do graduate employment figures really tell you?

19,890 nursing qualifications were awarded in 2015, making it much the most popular degree in the country. Despite that, we have a serious shortage of nurses - estimates suggest that we're over 20,000 nurses short - that is only set to continue. So it's no surprise to see that the very large majority of nursing graduates go on to become nurses, and that starting salaries are pretty competitive. There are lots of different specialties to choose from (including midwifery), and the most common by far is adult nursing, but the typical end result for graduates is the same — they go on to become nurses (or midwives). That’s not to say that you can’t do anything else. Some nursing graduates get other jobs - usually, but not always, in health or caring professions, or management, and with nurses in such demand, there are always going to be options for you. Do be aware that even this doesn't necessarily guarantee you can get the exact nursing job you want exactly where you want though - some flexibility in type of job and location will still help your career.

What about your long term prospects?

Looking further ahead, below is a rough guide for what graduates went on to earn.


The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.







Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.

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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Course location and department:

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Teaching Excellence Framework (TEF):

We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the TEF.

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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).

We calculate a mean rating of all responses to indicate whether this is high, medium or low compared to the same subject area at other universities.

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This information is from the Higher Education Statistics Agency (HESA).

You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.

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Post-six month graduation stats:

This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.

It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.

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Graduate field commentary:

The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show

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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

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