The BSc Hons Health Physiology programme is ideal for students who are interested in technology, health and wellbeing.
Cardiovascular and respiratory diseases are the leading causes of premature death worldwide. This course focuses on the diagnosis and treatment of disease and equips you with practical skills to carry out cardiovascular and respiratory investigations commonly used in clinical settings. In year 2 you can choose to remain on the Health Physiology pathway or apply to transfer to a Healthcare Science pathway which includes NHS placement across Year 2 and 3.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
In this section
On campus attendance required for all modules.
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10, 20, or 40 credit modules (more usually 20) and postgraduate courses typically 15 or 30 credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Teaching and learning activities will be in-person and/or online depending on the nature of the course. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessments. This feedback may be issued individually and/or issued to the group and you will be encouraged to act on this feedback for your own development.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification, the assessment timetable and the assessment brief. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised. The module pass mark for undergraduate courses is 40%. The module pass mark for postgraduate courses is 50%.
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study.
In Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures from the academic year 2022-2023.
The University employs over 1,000 suitably qualified and experienced academic staff - 60% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (19%), Readers, Senior Lecturers (22%) or Lecturers (57%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic and learning support staff (85%) are recognised as fellows of the Higher Education Academy (HEA) by Advance HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures from the academic year 2022-2023.
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Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
In this section
Year: 1
Status: C
This level four module introduces you to the core interprofessional competencies to support you develop and embody interprofessional principles and interprofessional working during your degree programme and beyond.
Year: 1
Status: C
This module will provide the student with an understanding of the theoretical principles and practical application of range of cardiovascular techniques. This module helps to ensure that the student can undertake a range of cardiovascular physiological measurements and work safely within a clinical area.
Year: 1
Status: C
This module introduces the student to the basic science behind the physiological assessment and diagnosis of the normal lung and simple respiratory disorders. Students will study dynamic lung volumes, respiratory air flow rates and oxygen saturation developing practical and diagnostic skills in respiratory investigation.
Year: 1
Status: C
This module will examine how biological systems are organised and controlled at the cellular and molecular level and the study of anatomy and physiology of the cardiovascular system, the blood and lymphatic systems (including the role of the renal system) and the respiratory system. The role of these systems in the maintenance of homeostatic balance in the overall function of the body is considered.
Year: 1
Status: C
This module involves the systematic study of the functional anatomy and physiology in the human body of the nervous system, the special senses, the endocrine, reproductive and musculoskeletal systems and the gastrointestinal tract. The role of these systems in the maintenance of homeostatic balance in the overall function of the body is considered.
Year: 1
Status: C
The overall aim of this module is to introduce you to the scientific basis of healthcare science. This module will develop a basic understanding of the application of medical imaging modalities, health information technology and epidemiology and public health and their relevance to healthcare science and health physiology. This understanding underpins subsequent study of the theory of Healthcare Science and Health Physiology.
Year: 2
Status: C
This module supports students personal and professional development by increasing their knowledge of the healthcare and their awareness of how their personal behaviours can impact on care delivery.
The module also supports students to develop personal skills and strategies to enhance opportunities to match career aspirations
Year: 2
Status: C
This gives the student theoretical and practical understanding of equipment used in the diagnosis and monitoring of normal and diseased states. The student will be able to describe and converse at the appropriate level with both clinical staff and patients on the application of the equipment. They will also be aware of the governing legislation and safety of application of these technologies.
Year: 2
Status: C
In order to practise effectively in a healthcare environment, practitioners require an understanding of key pathophysiological concepts of common cardiovascular and respiratory conditions. This module will examine the commonality of physiological responses at the organ and cellular level that give rise to diverse pathologies within the cardiovascular and respiratory systems. This will facilitate an understanding of the underpinning physiological processes that are involved in the manifestation of common disease states. This module introduces and develops key concepts in relation to common cardiovascular and respiratory conditions. It provides the student with the necessary underpinning knowledge in pathophysiology for effective practice as a healthcare science practitioner.
Year: 2
Status: C
This module will develop the necessary theoretical and practical skills required to perform, analyse, interpret, diagnose and evaluate electrocardiographical findings. It further develops theoretical and practical competence of electrocardiography.
Year: 2
Status: C
This module will help the student to develop an understanding of modern concepts of drug action and the pharmacology, clinical uses and limitations of drug therapy. The student will also learn to critically evaluate available information and current research on the efficacy and limitations of drugs.
Year: 2
Status: C
This module examines the process of sleep in the normal individual and the changes seen in a range of sleep disorders. The student will study a selection of subjective and objective sleep assessment investigations used to identify simple pathologies. This will facilitate the recognition of normal sleep and a range of sleep disorders.
Year: 2
Status: C
The module provides a foundation of knowledge and skills for using research evidence to inform practice and for designing and conducting research and clinical audit post-registration. The focus is on research design and qualitative and quantitative methods appropriate for healthcare research. A series of lectures and seminars provide theoretical knowledge and practical experience of research activities including data analysis.
Year: 3
Status: C
In this module students will develop research skills by undertaking a research study on a topic related to practice. Each student, supported by a supervisor, will have an opportunity to undertake one of the following types of research project (i) a systematic critical review to inform practice; (ii) a research protocol involving the design of a research study to produce evidence to inform practice or (iii) research report involving the collection and/or analysis of data to produce evidence to inform practice.
Year: 3
Status: C
This module introduces the student to areas of advanced respiratory investigation in respiratory muscle function testing, capillary/arterial blood sampling and analysis and sleep studies. The module complements and builds upon previous techniques addressed to provide an integrative and holistic interpretation of investigations in the light of patient history, presenting symptoms and full set of investigative results from other tests performed in the care and diagnostic pathway.
Year: 3
Status: C
This module supports student personal and professional development by facilitating preparation for recruitment and selection procedures, enhancing knowledge of health policy and skills for continuing professional development and lifelong learning.
Year: 3
Status: C
This research informed, evidence based module provides the underpinning theoretical and practical skills required to begin to perform, analyse, interpret and diagnose a range of provocation investigations within cardiology. Investigations included in the module are exercise stress testing, head up tilt table testing and Valsalva manoeuvres. It provides healthcare scientists an opportunity to develop specialist knowledge in cardiac care pathways and cardiac service development.
Year: 3
Status: C
This module facilitates and encourages the student to examine aspects of professional development and entrepreneurial skills in an area of employment of interest to themselves. The module will support the student to develop a strong employability profile.
Year: 3
Status: C
This module will support students to develop the necessary theoretical and practical skills required to support further training and a career in neurophysiology.
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.
In this section
Grades CCC to include a grade Cfrom one of the following: Maths, Physics, Chemistry, Biology, CCEA Single Award Life & Health Sciences (first taught September 2016), Double Award Applied Science, Double Award Life & Health Sciences or Double Award Health & Social Care.
RQF Pearson BTEC Level 3 National Extended Diploma/ OCR Cambridge Technical Level 3 Extended Diploma(2016 Suite) in a relevant science based BTEC.
Award profile of MMM
Recognised RQF BTEC National Extended Diplomas include Applied Science, Sport & Exercise Sciences or Health & Social Care (all BTECs to have enough relevant science content).
RQF BTEC National Extended DiplomaSport & Exercise Sciences to include four modules from: Functional Anatomy, Sport and Exercise Physiology, Nutrition for Sport & Exercise Performance, Biomechanics in Sport and Exercise Science, Sports Massage, Sports Injury and Assessment.
RQF BTEC National Extended Diploma Health & Social Care to include compulsory module: Anatomy & Physiology for Health and Social Care plus four modules from: Infection Prevention and Control, Scientific Techniques for Health Science, Physiological Disorders and their Care, Microbiology for Health Science, Nutritional Health, Medical Physics Application in Health Sector, Genetics, Biomedical Science, Biochemistry for Health.
OR
QCF Pearson BTEC Level 3 Extended Diploma/OCR Cambridge Technical Level 3 Extended Diploma (2012 Suite) in a relevant science based BTEC.
Award profile of DMM
For applicants taking the Pearson QCF level 3 BTEC Extended Diploma (first teaching 2010) the requirement will be DMM in a relevant science based BTEC eg Health Sciences. Applicants are required to have at least six of the following modules: Fundamentals of Anatomy & Physiology for Health and Social Care, Physiology of Fluid Balance, Physiological Disorders, Biochemistry for Health, Science in Practice for Health, Nutrition for Health and Social Care, Research Methodology for Health and Social Care, Physiology Co-ordination, Mobility and Exercise for Health & Social Care, Physical Science for Health, Human Inheritance for Health and Social Care, Introduction to Microbiology for Health and Social Care, Communicable Disease, Defence Against Disease, Environmental Health, Infection Prevention and Control.
QCF level 3 BTEC Extended Diploma (first teaching 2010)Sport & Exercise Sciences. Applicants are required to have at least six modules from: Anatomy for Sport and Exercise, Sport and Exercise Physiology, Sport Biomechanics in Action, Sport and Exercise Massage, Sport Nutrition, Sport Injuries, Applied Sport and Exercise Physiology
You may also meet the course entry requirements with combinations of different qualifications to the same standard (provided subject requirements are met). Examples of combinations include:
A levels with BTEC Level 3 QCF Subsidiary Diploma or BTEC RQF National Extended Certificate
A level with BTEC Level 3 QCF Diploma or BTEC Level 3 RQF National Diploma.
For further information on the entry requirements for this course please contact the administrator as listed in Contact details.
96 UCAS tariff points to include a minimum of five subjects (four of which must be at Higher level).
Course Specific Subject requirements:
Higher Level subjects must include least two H4s from Physics, Chemistry,Biology or Maths. Plus English and Maths grade H6 at Higher level or O4 at Ordinary level.
Grades CCCCC to include two subjects, one of which must be a grade C, from the following maths, physics, chemistry, biology, double award health and social care, double award life and health sciences, double award applied science.
Grades DDD including at least one subject grade Dfrom the following maths, physics, chemistry, biology, double award health and social care, double award life and health sciences, double award applied science.
Pass with an overall mark of 55%, including two modules at level three from maths, biology, physics, chemistry.To include a 20 credit Level 2 Mathematics module, passed at 40% or successful completion of NICATS Mathematics as part of the pre-2021 Access Diploma.
Overall Access profile of 45merits in graded units (60 credit Access course) (GB Access course) in a relevant science subject. Plus GCSE Mathematicsand English language grade C. For further information on the entry requirements for this course please contact the administrator as listed in the Contact details.
For full-time study, you must satisfy the General Entrance Requirements for admission to a first degree course and hold a GCSE pass at Grade C/4 or above in English Language, additionally GCSE maths Grade C/4.
Please notethat for purposes of entry to this course the Level 2 Certificate in Essential Skills - Application of Number is NOT regarded as an acceptable alternative to GCSE Maths.
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
Applicants should note that, as they will be engaged in 'regulated activity' involving children or vulnerable adults as part of their course, there is a compulsory, legal requirement to obtain an Enhanced Disclosure from AccessNI. The cost for this is payable by the applicant and is currently 33. More information on Enhanced Disclosures may be accessed by www.accessni.gov.uk (https://www.accessni.gov.uk).
You will also be required to demonstrate good health prior to commencing the course. You will therefore complete a health declaration form which will be screened by Occupational Health who will confirm your medical fitness to undertake the course. Following the screening, you may be required to undertake a vaccination programme. You will be liable for the cost of both the health screening and vaccinations. Costs will be confirmed.
HND (science related) entry requirement:
Pass HND with overall Merit to include 15 distinctions in level 5 credits/units.
HNC (science related) entry requirement:
Pass HNC with overall Merit to include 45 distinctions in level 4/5 credits/units.
Ulster Foundation Degree
Pass in Foundation Degree in a science related area with an overall mark of 40% in level 5 modules. Applicants will be considered for year one entry only.
Applicants who have successfully completed studies equivalent in content and level to the year 1 modules will be considered for direct entry into year 2 of this course.
In this section
This degree course is designed especially to prepare graduates for the myriad of career opportunities which include education, health promotion, pharmaceutical, medical device sales/marketing. You may also elect to undertake further study for a PhD and opportunities exist for post graduate research studies at Ulster and elsewhere.
You will undertake work placement in the final year of the programme. This will provide you with an opportunity to develop specific skills that will enhance your employability and support your career aspirations.
Additional Costs - AccessNI check, Health Screening, Uniforms.
Placement Expenses - students may incur expenses during periods of placement. Some placements may be outside Northern Ireland and will incur additional costs.
Uniforms - as part of your course, you will be required to purchase a uniform during the first week of semester. 2020/21 costs were approx 100.
It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition fees.
Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals, as well as first-class facilities and IT equipment. Computer suites and free Wi-Fi are also available on each of the campuses.
There are additional fees for graduation ceremonies, examination resits and library fines.
Students choosing a period of paid work placement or study abroad as a part of their course should be aware that there may be additional travel and living costs, as well as tuition fees.
See the tuition fees on our student guide for most up to date costs.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
Ulster continues to develop and support sustainability initiatives with our staff, students, and external partners across various aspects of teaching, research, professional services operations, and governance.
At Ulster every person, course, research project, and professional service area on every campus either does or can contribute in some way towards the global sustainability and climate change agenda.
We are guided by both our University Strategy People, Place and Partnerships: Delivering Sustainable Futures for All and the UN Sustainable Development Goals.
Our work in this area is already being recognised globally. Most recently by the 2024 Times Higher Education Impact rating where we were recognised as Joint 5th Globally for Outreach Activities and Joint Top 20 Globally for Sustainable Development Goal 17: Partnership for the Goals.
Visit our Sustainability at Ulster destination to learn more about how the University strategy and the activities of Ulster University support each of the Sustainable Development Goals.
