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Accessibility & LanguageNursing: Acute Medicine (MHSc/PDip)
Postgraduate Diploma/Master in Health Sciences (Acute Medicine)
College of Medicine, Nursing & Health Sciences, School of Nursing and Midwifery- Title of Award
- Postgraduate Diploma/Master in Health Sciences
- Course Code
- MHSC-AMED
- Average Intake
- 10
- Delivery
- Blended Learning
- NFQ
- Level 9
- Award Type
- Major
- Next Intake
- September 2026
- Duration
- 1 year, full-time (PDip) / 2 years, full-time (MHSc)
- ECTS Weighting
- 60 PDip / 90 MHSc
Why Choose This Course?
Course Information
Who is this course for?
Are you a registered nurse working in an acute medical environment and ready to take the next step in your career?
The Postgraduate Diploma in Nursing (Acute Medicine) is designed to enhance your clinical expertise and support your professional development within today’s fast-paced acute care settings.
This programme meets the educational needs of nurses working in Acute Medical Units (AMU), Acute Medical Assessment Units (AMAU), Medical Assessment Units (MAU), short-stay units, or equivalent areas that provide care for patients with acute medical conditions. You will build on your existing knowledge and skills to deliver safe, evidence-based, and patient-centred care in acute medical practice.
Clinical learning is a core component of the programme. Students complete their clinical practice in an approved healthcare setting within Ireland - typically their current workplace. In some cases, additional placements may be required to ensure that all programme learning outcomes are achieved.
Through a blend of academic study and practical experience, this programme prepares nurses to take on advanced clinical and leadership roles within acute medicine - making a real impact on patient care and outcomes.
What will I study?
Programme Structure
The Postgraduate Diploma in Nursing (Acute Medicine) is designed to build advanced clinical, academic, and leadership skills through a combination of core and specialist modules. The programme provides a strong foundation in evidence-based practice and quality improvement, while offering focused expertise in the care of acutely ill patients.
Students will complete three core and three specialist modules in the first year (60 ECTS). Eligible students will then complete a research dissertation (30 ECTS) in the second year.
Core Modules
- Advanced Research Methods - Develop the skills to critically evaluate research and apply evidence-based knowledge to clinical practice.
- Service Improvement - Learn how to identify, plan, and implement effective changes that enhance the quality of care and patient outcomes.
- Clinical Governance - Gain a deep understanding of accountability, patient safety, and quality systems within healthcare organisations.
Specialist Modules
- Recognising and Responding to Client Deterioration - Strengthen your ability to identify and manage patient deterioration in acute care settings.
- Principles and Practice of Acute Medical Nursing - Explore the key concepts, interventions, and best practices underpinning acute medical care.
- Advanced Health Assessment - Develop advanced assessment and diagnostic reasoning skills to support clinical decision-making in complex cases.
Year 2 (Master’s Progression)
Students who wish to progress to a Master’s degree can continue into Year 2, completing a Research Dissertation that allows them to investigate an area of professional interest and contribute to the advancement of nursing knowledge and practice.
Curriculum Information
Curriculum information relates to the current academic year (in most cases).Course and module offerings and details may be subject to change.
Glossary of Terms
- Credits
- You must earn a defined number of credits (aka ECTS) to complete each year of your course. You do this by taking all of its required modules as well as the correct number of optional modules to obtain that year's total number of credits.
- Module
- An examinable portion of a subject or course, for which you attend lectures and/or tutorials and carry out assignments. E.g. Algebra and Calculus could be modules within the subject Mathematics. Each module has a unique module code eg. MA140.
- Optional
- A module you may choose to study.
- Required
- A module that you must study if you choose this course (or subject).
- Semester
- Most courses have 2 semesters (aka terms) per year.
Year 1 (60 Credits)
RequiredNU606: Principles & Practice of Acute Medical Nursing
NU606: Principles & Practice of Acute Medical Nursing
Semester 1 | Credits: 10
This module stems from the overarching aims of the national acute medicine programme (HSE, 2010) - standardised safe patient care using detailed guidelines, algorithms, care pathways and patient information material aimed at the most common acute medical presentations. This module addresses the clinical assessment and management of specific medical conditions not covered in the “Recognising and responding to client deterioration” module – respiratory, cardiovascular, oncological, wound care. An evidence based approach to the nursing and medical management of these conditions as well as pharmacologic and other therapies will be emphasised. Understanding of common diagnostic procedures, routine haematology and biochemistry results and early recognition of abnormalities to avoid potential life threatening situations will be a key tenet. An in-depth examination of the unique operational policies required of acute medical units in terms of targets, discharge planning, streaming, referrals and patient handover shall also be provided.
(Language of instruction: English)
Learning Outcomes
- Critically discuss the evidence-based guidelines which determine the assessment and management of patients with COPD, Asthma, Pneumonia
- Demonstrate knowledge and skills related to the assessment, planning, implementation and evaluation of nursing care to meet the needs of clients with an acute respiratory problem.
- Give a detailed description of an evidence-based approach to the care and management of patients with Acute Coronary Syndromes, Angina, and Myocardial infarction
- Demonstrate knowledge of standardised care of acutely ill medical patients based on agreed care protocols and guidelines
- Analyse challenging acute care episodes and evaluate the appropriateness of different clinical interventions.
- Understand the best delivery of acute medical services in the context of an integrated service area (ISA), case management, and appropriate pathways of care and transfer protocols.
- Critically analyse the concept of an acute floor and the operational/clinical governance issues that may occur at the interface between acute medicine, emergency medicine and critical care
- Discuss the importance of links with internal and external support services - GP liaison nurse, Bed manager, public health nurses, practice nurses, General Practitioners, community intervention team, discharge planner, bed management/case co-ordinator
- Recognise the importance of implementing appropriate clinical care pathways e.g. asthma, acute coronary syndrome, stroke
- Discuss the needs of complex discharge patients and methods of instigating early involvement of appropriate teams and liaison personnel
- Discuss how best practice resources contribute to the quality care of the acute medical patient – care pathways, algorithms, care bundles, policies, protocols, and evidence based guidelines
- Assess monitor and record acute medical patient’s response to nursing and medical interventions using the appropriate tools
- Demonstrate knowledge and skills related to the assessment, planning, implementation and evaluation of nursing care to meet the needs of older people.
- Identify the major factors that contribute to reduced patient flow through AMU/AMAU and the inpatient pathway
- Demonstrate knowledge and skills related to the assessment, planning, implementation and evaluation of nursing care to meet the needs of clients with an acute oncology related problem
- Understand common diagnostic procedures, routine haematology and biochemistry results and their importance in early recognition of abnormalities
- Demonstrate knowledge and skills related to the assessment, planning, implementation and evaluation of nursing care to meet the needs of clients with an acute endocrine problem
- Examine critically and evaluate the evidence base for the care and management of clients with acute and chronic wounds and be able to predict likely outcomes of treatment based on such evidence
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
- FRANCES FARRELLY 🖂
- CATHERINE MEAGHER 🖂
- MARI MORAN 🖂
- DEIRDRE FITZGERALD 🖂
- Peter Carr 🖂
- Katherine Pigott 🖂
Note: Module offerings and details may be subject to change.
RequiredNU605: Recognising & Responding to Client Deterioration
NU605: Recognising & Responding to Client Deterioration
Semester 1 | Credits: 10
The module aims to provide nurses with the specialised knowledge and skills to assess, prioritise, respond to and manage challenging acute care episodes. Supporting students to broaden and deepen their knowledge and skills has the potential to enable them to identify client deterioration more quickly and minimise avoidable emergencies.
(Language of instruction: English)
Learning Outcomes
- Analyse challenging acute care episodes and evaluate the appropriateness of different clinical interventions.
- Critically analyse client data and prioritise client problems relating to the signs & symptoms of Critical Illness & Client Deterioration, Cardiovascular disorders, Sepsis & Shock, , Renal & Neurological Deterioration and the acutely unwell diabetic patient
- Demonstrate the ability to observe, interpret and appropriately respond to the signs and symptoms of deterioration and knowledge of INEWS V 2.
- Implement appropriate nursing interventions that meet the individual client’s needs.
- 5. Demonstrate knowledge of current technologies to support the provision of safe and effective care to acutely ill clients, including point of care technology ultrasound in Covid -19, and supportive educational technologies e.g. AHA Guidelines on the Go’ and ‘The Who Academy’ mobile learning resources.
- Integrate research findings in the provision of evidence based care to acutely ill clients.
- Use ISBAR to communicate clearly and effectively with other members of the multidisciplinary team
- Demonstrate awareness of the importance of psychological care as a nursing priority including sensitivity to the needs of clients and/or relatives under stress
- Demonstrate knowledge of the principles underpinning the technical/clinical skills addressed in this module such as– Assessment tools, ABG’s, ECGs and rhythm strips analysis, interpreting blood results, haemodynamic monitoring, CVP, central line management, monitoring consciousness level, High Flow Nasal Oxygen (HFNO) Continuous Positive Airway Pressure (C-PAP), Bi-level Positive Airway Pressure (BiPAP),
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
The above information outlines module NU605: "Recognising & Responding to Client Deterioration" and is valid from 2025 onwards.Note: Module offerings and details may be subject to change.
RequiredNU921: Clinical Competence 1
NU921: Clinical Competence 1
Semester 1 | Credits: 0
(Language of instruction: English)
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
- MAURA DOWLING 🖂
- FRANCES FARRELLY 🖂
- SINÉAD HAHESSY 🖂
- ANDREW HUNTER 🖂
- BRONA MOONEY 🖂
- MARI MORAN 🖂
- MARCELLA HORRIGAN-KELLY 🖂
- CLAIRE QUINN 🖂
- ELAINE O'HARA 🖂
- Derek O'Keeffe 🖂
- Peter Carr 🖂
- Katherine Pigott 🖂
Note: Module offerings and details may be subject to change.
RequiredNU502: Advanced Research Methods
NU502: Advanced Research Methods
Semester 1 | Credits: 10
. This module is designed to enable students to explore the methodological and practical issues of research. It will help students determine the appropriate research design for research questions in their practice and provides an opportunity for students to debate, challenge and clarify research issues. This module will also help students understand the systematic review process and types of reviews, Finally, the module prepares students to develop a research protocol.
(Language of instruction: English)
Learning Outcomes
- Demonstrate an understanding of what is meant by ‘evidence-based practice’
- Discuss theoretical perspectives on research methodology
- Formulate an answerable clinical question using the PICO approach
- Develop a database search strategy
- Explain the key characteristics, strengths and weaknesses of the main qualitative and quantitative research methodologies
- Articulate a research problem and formulate a research question or hypothesis as appropriate to guide the conduct of a study
- Justify the use of appropriate data collection, sampling, and data analysis methods for qualitative and quantitative research
- Discuss rigour in the context of quantitative and qualitative research
- Discuss evidence synthesis of quantitative and qualitative research
- Create a plan with clear rationales for data collection, sampling, data analysis and rigour to be used when conducting a primary qualitative or quantitative study or evidence synthesis
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
- MAURA DOWLING 🖂
- BERNARD MCCARTHY 🖂
- BRONA MOONEY 🖂
- MARI MORAN 🖂
- CLAIRE O'TUATHAIL 🖂
- SIOBHÁIN SMYTH 🖂
- AMANDA WALSH 🖂
- DECLAN DEVANE 🖂
- FIONNUALA JORDAN 🖂
- STEPHEN KENNETH BRADLEY 🖂
- Peter Carr 🖂
- Katherine Pigott 🖂
Note: Module offerings and details may be subject to change.
RequiredNU6312: Advanced Health Assessment
NU6312: Advanced Health Assessment
Semester 2 | Credits: 10
This module aims to provide students with the necessary knowledge and skills to obtain a comprehensive health history and complete a physical assessment on a patient in the clinical setting. Students must pass each element separately in order to pass the module.
(Language of instruction: English)
Learning Outcomes
- Demonstrate the ability to review a patient’s health history
- Demonstrate clinical competence in physical assessment skills
- Critically analyse patient data and prioritise patient problems
- Explicate nursing interventions that meet the individual patient’s needs
- Integrate appropriate consultation skills with the patient and the multidisciplinary team for effective case management
Assessments
- Continuous Assessment (20%)
- Department-based Assessment (80%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
- EVELYN BYRNE 🖂
- YVONNE CONWAY 🖂
- MAURA DOWLING 🖂
- FRANCES FARRELLY 🖂
- SINÉAD HAHESSY 🖂
- BERNARD MCCARTHY 🖂
- CATHERINE MEAGHER 🖂
- BRONA MOONEY 🖂
- CLAIRE O'TUATHAIL 🖂
- MARY ELIZABETH GANNON 🖂
- MARION O'REGAN 🖂
- Peter Carr 🖂
Note: Module offerings and details may be subject to change.
RequiredNU623: Clinical Governance: Supporting Safe Practice
NU623: Clinical Governance: Supporting Safe Practice
Semester 2 | Credits: 10
This module will examine clinical governance and its role in supporting safe practice. Errors are inevitable in healthcare systems (Commission on Patient Safety and Quality Assurance, 2008). It is estimated that medical errors would rank 5 in the top 10 causes of death in the United States, ahead of accidents, diabetes, and Alzheimer’s disease, if included on the National Centre for Health Statistics’ list (Joint Commission, 2005 p.7). In Ireland, the Commission on Patient Safety and Quality Assurance (2008) acknowledge that healthcare will never be risk free but argue that it is critical that the systems in place are as safe as possible, that the right ‘checks and balances’ are in place and that learning results from mistakes. To ensure this happens it is important that programmes prepare nurses to promote and enhance clinical safety. The module is guided by the National Patient Safety Framework (The Australian Council for Safety and Quality in Health Care, 2005) and the World Health Organisation (WHO) Patient Safety Curriculum Guide for Medical Schools (WHO, , 2009), National Patient Safety Strategy 2019-2024 (HSE, 2019) and the HSE Code of Governance (HSE, 2021).
(Language of instruction: English)
Learning Outcomes
- Examine the concept of ‘clinical governance’ in the Irish healthcare system
- Identify and evaluate the factors that determine the quality and safety of healthcare from the perspective of (i) the nurse or midwife (ii) the client (iii) the multidisciplinary team and (iv) the wider healthcare system
- Explore their role in promoting and enhancing safety as a member of the multidisciplinary team
- Critically evaluate risk assessment processes and issues relevant to their practice setting.
- Evaluate their contribution to quality improvement in their practice setting
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
- EIMEAR BURKE 🖂
- FRANCES FARRELLY 🖂
- SINÉAD HAHESSY 🖂
- CATHERINE MEAGHER 🖂
- MARI MORAN 🖂
- CLAIRE O'TUATHAIL 🖂
- CLAIRE QUINN 🖂
- Katherine Pigott 🖂
- Ciara O'Meara 🖂
Note: Module offerings and details may be subject to change.
RequiredNU6439: Service Improvement
NU6439: Service Improvement
Semester 2 | Credits: 10
This module will allow the student the opportunity to plan and implement, with their manager, and an academic facilitator, a service improvement initiative. The project will focus on an issue of relevance to client care or service improvement and must be supported by the student’s line manager and/or clinical facilitator. Examples of the types of projects include: completion of a defined literature review supporting some aspect of unit work, preparation of a patient education leaflet (supported by an evidence based rationale presented separately), development of a patient education pack (supported by an evidence based rationale presented separately), development of a strategy to reduce waiting time, an initiative that will improve patient/staff safety, development/implementation of guidelines/policies, an initiative that improves the quality of patient services or the work environment, an initiative that saves time/money or any issue/problem/change that can be addressed through action. This work must be completed within a calendar year.
(Language of instruction: English)
Learning Outcomes
- Critically examine a practice issue and contribute to service improvement
- Integrate and apply learning from other modules
- Work collaboratively with peers and clients
- Become an autonomous and independent learner
- Develop the skills and knowledge needed to implement a change in clinical practice
- Develop their skills of analysis, critical thinking, problem-solving and reflection
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
- MAURA DOWLING 🖂
- FRANCES FARRELLY 🖂
- SINÉAD HAHESSY 🖂
- CATHERINE MEAGHER 🖂
- MARI MORAN 🖂
- MARCELLA HORRIGAN-KELLY 🖂
- CLAIRE QUINN 🖂
- DEIRDRE FITZGERALD 🖂
- Duygu Sezgin 🖂
- Martina Giltenane 🖂
- Katherine Pigott 🖂
- Ciara O'Meara 🖂
Note: Module offerings and details may be subject to change.
RequiredNU922: Clinical Competence 2
NU922: Clinical Competence 2
Semester 2 | Credits: 0
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
- MAURA DOWLING 🖂
- ANDREW HUNTER 🖂
- BRONA MOONEY 🖂
- MARI MORAN 🖂
- ANNE O'GRADY 🖂
- DEIRDRE ROCHE 🖂
- MARCELLA HORRIGAN-KELLY 🖂
- ELAINE O'HARA 🖂
- Derek O'Keeffe 🖂
- Peter Carr 🖂
Note: Module offerings and details may be subject to change.
Year 2 (30 Credits)
RequiredNU6515: Research Dissertation
NU6515: Research Dissertation
Semester 1 and Semester 2 | Credits: 30
Students will be required to undertake a piece of primary research or an evidence synthesis on a topic relevant to their practice area. Students will be assigned a research supervisor who will support them in undertaking this work.
(Language of instruction: English)
Learning Outcomes
- Demonstrated knowledge of ethical requirements and procedures by negotiating access to research site/participants by securing ethical approval from the appropriate Research Ethics Committee in the case of primary research. Or in the case of evidence synthesis/secondary data analysis, demonstrate knowledge in the process of negotiating access to full text data not available in the library databases.
- Developed a research question(s) of significance to area of of significance to their specialist nursing/midwifery professional practice or a problem statement(s) based on a review of evidence-based literature.
- Identified and apply an appropriate method(s) to achieve the objectives of the research question (s)/ hypothesis for primary data collection, or in the case of secondary data analysis, employ valid and reliable method(s) for processing and analysing archived research data
- Critically discuss research findings with reference to the methods used, current literature and professional practice.
- Prepared a scholarly report (Option A) research article (Option B) ready for publication which will demonstrate accurate expression, analysis, and synthesis of the research subject.
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
- GLORIA AVALOS 🖂
- MIRIAM BRENNAN 🖂
- EIMEAR BURKE 🖂
- DYMPNA CASEY 🖂
- MAURA DOWLING 🖂
- ANNE FALLON 🖂
- FRANCES FARRELLY 🖂
- SINÉAD HAHESSY 🖂
- ANDREW HUNTER 🖂
- BERNARD MCCARTHY 🖂
- TERESA MEANEY 🖂
- BRONA MOONEY 🖂
- MARI MORAN 🖂
- CLAIRE O'TUATHAIL 🖂
- SIOBHÁIN SMYTH 🖂
- PATRICIA HEALY 🖂
- GEORGINA GETHIN 🖂
- DECLAN DEVANE 🖂
- MARCELLA HORRIGAN-KELLY 🖂
- FIONNUALA JORDAN 🖂
- CATHERINE HOUGHTON 🖂
- STEPHEN KENNETH BRADLEY 🖂
- CLAIRE QUINN 🖂
- MARION O'REGAN 🖂
- Derek O'Keeffe 🖂
- Peter Carr 🖂
- Katherine Pigott 🖂
- Ciara O'Meara 🖂
Note: Module offerings and details may be subject to change.
Structured Clinical Placements
Students complete supervised placements in recognised healthcare institutions, enabling the integration of advanced theoretical learning with applied perioperative practice.
- Enhanced Employability - graduates acquire specialist knowledge and competencies that support career progression within acute nursing in both national and international contexts.
- Distinctive Curriculum Design - a carefully balanced combination of core and specialist modules ensures both comprehensive coverage and focused expertise relevant to acute care.
- Collaboration with Industry Partners - programme content is informed by consultation with healthcare providers to reflect contemporary standards, service needs, and best practice developments.
- Development of Advanced Competencies - emphasis on complex technical skills, critical decision-making, and leadership capabilities required for advanced clinical roles.
- Research and Evidence-Based Application - students are trained to critically evaluate and apply research evidence, supporting innovation and quality improvement in acute care.
- Integration of Real-World Practice - clinical competency assessments are directly linked to practice performance, ensuring academic achievement corresponds with professional capability.
This programme is particularly significant as the 2010 Report of the National Acute Medicine Programme (AMP) suggests a new approach to education and training with the development of acute medicine as a specialty for physicians, nursing and therapy professions.
It further suggests that these nurses must consolidate and expand their knowledge and skills to meet the need for early detailed assessment and development of initial treatment plans, (HSE, 2010). In the future, there may be a demand for clinical nurse specialists and advanced nurse practitioners working in acute medicine, and graduates of this programme will be ideally placed to apply for these types of positions.
Where you’ll go: Students undertake placement in their own clinical work environment where appropriate. Students undertake their clinical practice placement in an approved clinical practice setting within Ireland normally within the students' own work setting. Where the environment does not provide sufficient learning opportunities to meet the programme learning outcomes, additional placements will be accommodated in sites which will provide the experience needed.
How many hours? A minimum of 500 clinical hours must be completed in the specialist area while undertaking the programme (NMBI).
Career boost: Develop advanced clinical skills, make professional connections, and enhance your employability.
Note: Placements are usually carried out during your working week, this agreement is made by your line manager prior commencement of programme.
The clinical practice component forms an integral part of this programme. You will complete 500 hours practice experience of working with patients who present with acute medical conditions in clinical practice. In your clinical area you will consolidate and be able to avail of clinical learning experiences that will enhance and further develop your professional knowledge and skills through the development of a learning contract, completion of your clinical assessment portfolios and by actively seeking experiential clinical learning opportunities. Throughout placement you will have access to and support from your clinical facilitator, your academic advisor and the programme director.
Your clinical performance/progress will be assessed on an on-going basis throughout your practice placement. The portfolio structure has been developed using the principles of adult learning, reflection and the competency framework of the Nursing and Midwifery Board of Ireland (NMBI) domains of competence and will be documented by you and your clinical facilitator in clinical competency 1 and clinical competency 2.
Application of learning in and from practice is assessed by completion of a clinical assessment professional portfolio at the end of year one. Your clinical performance/progress will be assessed on an on-going basis throughout your practice placement. The portfolio structure has been developed using the principles of adult learning, reflection and the competency framework of the Nursing and Midwifery Board of Ireland (NMBI) domains of competence.
You will submit these documents as part of your assessment requirements in December and May in the academic year of study.
Fully accredited by NMBI - meets national standards for advanced acute care nursing.
Graduate opportunities - Graduates can work with specialist knowledge in the acute medical unit (AMU, AMAU, MAU), short stay unit or equivalent which cares for patients with acute medical conditions.
International recognition - Qualification respected in the UK, EU, Australia, Middle East, and North America.
Career-ready - Accreditation ensures your skills are recognised, valued, and aligned with international best practice.
How will I learn?
The programme adopts a blended learning approach, combining face-to-face teaching, online modules, seminars, and practical skills sessions to ensure students acquire both theoretical knowledge and applied clinical expertise.
Learning Methods:
- Core and Specialist Modules: Delivered through lectures, tutorials, workshops, and case-based learning to develop advanced perioperative knowledge.
- Practical Skills Training: Hands-on laboratory sessions and supervised clinical practice enable students to develop technical proficiency and decision-making skills.
- Clinical Placement: Integrated work-based learning provides real-world experience in theatre, anaesthetics, recovery, and day surgery environments.
- Research Dissertation: Independent research projects allow students to explore perioperative topics in depth, develop critical appraisal skills, and contribute to evidence-based practice.
How Will I Be Assessed?
Overall Approach:
The programme emphasises continuous assessment and feedback, ensuring students integrate academic knowledge with clinical competence. Assessment strategies are designed to prepare graduates for advanced professional practice, leadership roles, and research-informed acute care.
Assessment Methods:
- Written Assignments and Essays: Assess critical thinking, theoretical understanding, and application of evidence-based practice.
- Case Studies and Presentations: Evaluate analytical, problem-solving, and communication skills.
- Multiple Choice Questions (MCQs): Used to assess knowledge recall, clinical reasoning, and understanding of core acute care principles.
- Clinical Competency Assessments: Conducted in each semester by an appointed preceptor and programme director, graded on a pass/fail basis, reflecting real-world clinical performance.
- Research Dissertation: Assessed on research design, methodology, analysis, and synthesis of findings in line with postgraduate standards.
Course queries:
sinead.hahessy@universityofgalway.ie
Programme Director(s):
Sinead Hahessy,
Lecturer in Nursing,
School of Nursing and Midwifery,
College of Medicine, Nursing & Health Sciences
E: sinead.hahessy@universityofgalway.ie
T: 091 492012
If you have relevant prior learning or professional experience, you may be able to gain credit towards the programme through our Recognition of Prior Learning (RPL) process.
Further information is available on the University’s Recognition of Prior Learning website.
Graduates of the programme will be able to:
- Demonstrate ethically sound decision-making in relation to the care of patients with acute medical conditions.
- Demonstrate evidence-based knowledge and skills in the care of acute medical conditions.
- Demonstrate the ability to contribute to the professional body of knowledge related to acute medical nursing.
- Advocate with other health care professionals for patients in acute medical settings.
- Assess risk and promote a safe environment and quality patient care.
- Contribute to multidisciplinary team planning.
- Contribute to the multidisciplinary team in the delivery of quality care for patients with acute medical conditions.
Accreditations & Awards
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The acute medicine programme was an excellent course. All material covered was relevant and easily related to practice. The module leaders were extremely helpful and provided guidance all the way. All course work was scheduled in a clear and easy to manage format. The facilitation of group communication also allowed for additional knowledge sharing. Overall, a very worthwhile and enjoyable course.
Marie Lettis
Graduate
I really enjoyed the Masters in Acute Medicine. The first year (Postgrad Dip) was very practical, covering research, service improvement, acute conditions, and advanced assessment skills. Assessments, exams, and online resources supported learning, and lecturers were friendly and enthusiastic. The second year (Masters) was fully online due to Covid-19, with accessible teaching and interactive blogs. I felt well supported and could plan and manage my own deadlines. The course enhanced my clinical knowledge, appreciation for nursing research, and strengthens my CV for future job opportunities.
Sinead Carragher
Graduate
The acute medicine programme enhanced my theoretical knowledge and provided me with essential practical skills that I now use in my everyday clinical practice. The lectures and workshops have a supportive atmosphere with great interaction between students and tutors. I enjoyed my time in the postgraduate year so much, I continued on to year 2 to complete my masters. Considering I had not been in the college environment since 2005, returning to study felt like a very daunting prospect but I am happy to say my fears were completely unfounded.
Catherine Burke
Graduate, PDip Acute Medicine 2019–2020
Meet our Employers
Entry Requirements and Fees
Minimum Entry Requirements
- An honours bachelor’s degree at NFQ Level 8 in nursing or a comparable qualification. Applicants who do not hold an honours degree or Higher Diploma (Level 8) must demonstrate that they have successfully completed (in the previous two years) a module at Level 9. Please consult the professional credit awards at Level 9;
- Currently employed as a nurse in an Acute Medical Unit (AMUs), Acute Medical Assessment Unit (AMAU), or Medical Assessment Unit (MAU), Short Stay Unit (SSU), or an equivalent clinical setting that has a remit for caring for patients in the acute stage of their medical illness. Applicants must have a minimum of six months’ experience in this setting over the past two years;
- Written evidence of support for the applicant from their Director of Nursing and clinical unit manager;
- Minimum academic and/or professional qualifications and standards required, together with any equivalence that may apply;
- Students must work in the clinical area for the duration of the programme. Clinical requirements for completion of the programme are to pass two clinical competencies and are required to complete a minimum of 500 hours in an acute medical unit or equivalent setting as deemed by the programme director.
English Language Entry Requirements
For applicants whose first language is not English, an English language proficiency of IELTS score of 6.5 is required (with no less than 6.5 in Writing and no less than 6.0 in any other band) or equivalent.
More information on English language test equivalency are available here.
Supporting Documents
You will be required to provide supporting documentation as part of your application. You can check here what supporting documents are required for this course. Please do not submit personal banking documents or tax certificates.
You can apply online to the University of Galway application portal here.
Please review the entry requirements set out in the section above.
You will be required to upload supporting documentation to your application electronically. See the section above on entry requirements for further information on the supporting documentation required for this course.
Closing Dates
30th June 2026
Notes
- You will need an active email account to use the website and you'll be guided through the system, step by step, until you complete the online form.
- Browse the FAQ's section for further guidance.
Fees for Academic Year 2026/27
| Course Type | Year | EU Tuition | Student Contribution | Non-EU Tuition | Levy | Total Fee | Total EU Fee | Total Non-EU Fee |
|---|---|---|---|---|---|---|---|---|
| Masters Full Time | 1 | €7,900 | €18,300 | €140 | €8,040 | €18,440 | ||
| PG Diploma Full Time | 1 | €7,900 | €18,300 | €140 | €8,040 | €18,440 | ||
| Masters Full Time | 2 | €3,550 | €18,000 | €70 | €3,620 | €18,070 |
For 26/27 entrants, where the course duration is greater than 1 year, there is an inflationary increase approved of 1.8% per annum for continuing years fees.
Postgraduate students in receipt of a SUSI grant – please note an F4 grant is where SUSI will pay €4,500 towards your tuition (2026/27). You will be liable for the remainder of the total fee. A P1 grant is where SUSI will pay tuition up to a maximum of €6,270. SUSI will not cover the student levy of €140.
Note to non-EU students: learn about the 24-month Stayback Visa here.
Funding
Students may be eligible for funding through HSE & Private Sector hospitals. Consult with your line Manger/ Director of Nursing.
This programme is eligible for funding supported by the Office of the Nursing and Midwifery Services Directorate (ONMSD). Funding is available for registered nurses, employed in the HSE, or in HSE funded organisations. If you want to make further enquiries and apply for HSE funding for this programme further information is available at healthservice.hse.ie/about-us/onmsd/education-and-continuous-professional-development/cpd-for-nurses-and-midwives/apply-for-funding/apply-for-funding.html
Global Scholarships
University of Galway offers a range of merit-based scholarships to students from a number of countries outside of the EU. Visit here for schemes currently available.
Application Process
Students applying for full time postgraduate programmes from outside of the European Union (EU), You can apply online to the University of Galway application portal here.
Our application portal opens on the 1st October each year for entry the following September.
Further Information
Please visit the postgraduate admissions webpage for further information on closing dates, documentation requirements, application fees and the application process.
Why University of Galway?
World renowned research led university nestled in the vibrant heart of Galway city on Ireland's scenic West Coast.
Contact the School of Nursing and Midwifery
Áras Moyola, Upper Newcastle, Galway
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Course Introduction
This programme aims to meet the educational needs of nurses working in an acute medical unit (AMU, AMAU, MAU), short stay unit or equivalent which cares for patients with acute medical conditions. Students are required to undertake their clinical practice in an approved clinical practice setting within Ireland, normally within the students' own work setting. Students may also be required to undertake additional placement(s) in order to meet the programme’s learning outcomes.
The programme is offered through a blended learning format - a combination of online and face-to-face learning and teaching. Blended learning is an innovative and flexible approach to learning, making it possible to combine working full-time with studying. This course has category 2 approval by The Nursing and Midwifery Board of Ireland (NMBI).
