Nurturing Expertise, Fostering Wellness: Advance Your Veterinary Nursing Career
The BSc (Hons) Advancing Animal Healthcare and Practise degree at Ulster encompasses a comprehensive educational journey designed to enhance students’ knowledge, skills, and competencies, to maximise their career aspirations in veterinary nursing and associated professions such as pharmaceutical animal feed industries. Students must already be a registered veterinary nurse with the Royal College of Veterinary Surgeons. The degree will cultivate students analytical and problem-solving abilities whilst honing skills as a reflective practitioner. Additionally, students will acquire a diverse set of transferable skills that will enrich their veterinary career and support ongoing personal and professional growth. Through the selection of elective modules, students can explore subjects and topics that align with their individual interests.
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
This Programme is subject to successful validation by Ulster University
Part time
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
Knowledge of anatomy and physiology is crucial for safeguarding the well-being of animals. Delving into and conversing about the primary physiological processes in animals will help students grasp the fundamental factors influencing the health and welfare of cats, dogs, and small mammals
Year: 1
Status: C
This module provides students with the foundational knowledge essential for veterinary nursing, a dynamic field demanding ongoing professional development and academic achievement. It promotes personal, academic, and professional growth, empowering students with the abilities and insights to navigate their educational journey, refine learning approaches, and transition into proficient and ethical veterinary nurses with confidence.
Year: 1
Status: C
Acquiring clinical skills and knowledge relevant to the veterinary nurse's role is crucial for effective practice in clinical environments. Nursing care spans diverse patients across species, breeds, and conditions, necessitating a solid foundation for students. This module serves as a cornerstone for learning at both levels 5 and 6, providing the necessary groundwork for students to build upon.
Year: 1
Status: C
Gaining clinical skills and knowledge pertinent to the role of veterinary nursing is vital for proficient practice within clinical settings. This module acts as a fundamental pillar for learning at both levels 5 and 6, offering the essential groundwork upon which students can further develop.
Year: 1
Status: C
Pathogens play a significant role in the emergence and dissemination of animal diseases, leading to a spectrum of outcomes including diminished animal health and productivity, economic setbacks, and potential public health hazards. Grasping the function of pathogens in animal diseases is imperative for implementing successful measures in disease prevention, control, and management.
Year: 1
Status: C
Veterinary nurses need to be skilled in overseeing the operations of a functional veterinary laboratory and should possess a solid understanding of commonly used laboratory diagnostic techniques. This module will form the basis of learning for both levels 5 and 6.
Year: 2
Status: C
This module provides students with essential knowledge and skills to administer, monitor, and advise on medication usage safely and effectively in veterinary nursing practice.
Year: 2
Status: C
Diagnostic imaging techniques are often utilised in veterinary practice to improve and verify definitive diagnoses and to oversee ongoing treatment strategies. It is essential for veterinary nurses to actively engage in the planning, preparation, and coordination of these modalities.
Year: 2
Status: C
This module offers in-depth understanding of the complete anaesthetic process for animal patients including preparation, induction, maintenance, and recovery stages. Familiarity with various pain management strategies and pharmacological effects enables practitioners to mitigate and control pain, thereby enhancing overall patient care.
Year: 2
Status: C
The holistic care of the patient greatly influences surgical success, with veterinary nurses assuming a pivotal role. Their responsibilities encompass preparing patients, equipment, and surroundings for surgical cases, alongside providing assistance during procedures.
Year: 2
Status: C
This module equips veterinary nurses with the ability to analyse evidence, enabling their participation in clinical governance and facilitating personal reflection and development to enhance outcomes for veterinary patients. It also demonstrates how planned research is essential for advancing knowledge in veterinary nursing, and that a knowledge of research procedure design is vital for executing successful research projects.
Year: 2
Status: C
The objective of this module is to expand upon current knowledge and adapt approaches for a range of frequently encountered species, such as reptiles, birds, aquatic animals, and camelids.
Year: 2
Status: C
This module endeavours to enhance skills beyond the Day One Skills, exploring additional ways veterinary nurses can apply their knowledge to contribute to their personal and professional development and that of the broader profession. It will delve into different approaches to veterinary medicine and also address how to effectively support patients in need of emergency intervention and critical care.
Year: 3
Status: C
This module offers hands-on experience in researching philosophy, planning, and methodology through literature reviews and the creation and assessment of original data.
Year: 3
Status: C
Through prioritising critical thinking and analytical abilities, this module prepares students to tackle the intricacies of animal diseases worldwide. This fosters a holistic and well-informed approach to the challenges encountered within the field.
Year: 3
Status: C
This module will evaluate students' knowledge acquired through previous learning and placement experiences through the use of OSCEs. Successful completion of both this module and all other Level 4 and 5 modules (including VET300 Placement) will make the student eligible to register as a veterinary nurse with the RCVS.
Status: O
Year: 3
This module is optional
This module aims to provide students with knowledge and comprehension of various farm animals, including handling techniques, commonly conducted procedures, and prevalent diseases that may impact them.
Status: O
Year: 3
This module is optional
This module acquaints students with equine anatomy and physiology, as well as aspects of equine health and welfare, to address disease prevention and overall wellness in horses.
Status: O
Year: 3
This module is optional
As aspiring veterinary professionals, grasping concepts such as financial management, marketing, human resource management, and leadership principles is pivotal for their career progression and potential future practice ownership.
Status: O
Year: 3
This module is optional
This module aims to provide students with an introduction to the principles and foundations of complementary therapies, along with the abilities and resources to assess evidence critically regarding the efficacy and safety of these therapies.
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
Not required
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 must be a registered veterinary nurse with the Royal College of Veterinary Surgeons
In this section
Progress in your veterinary nursing career
Animal feedstuff and healthcare industries
Academia
Pharmaceutical industry
not applicable
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.
Our Faculty is dedicated to integrating sustainability across our curriculum, preparing students to address global environmental challenges.
The UN Sustainable Development Goals (SDG’s) have been incorporated throughout each course within the Faculty and each module outlines how and where they meet these SDG’s.
Subject specific guidance on sustainability has been provided in the QAA benchmarks statements for Biomedical Science and Biomedical Sciences; Biosciences; Chemistry; Optometry; Psychology; Earth Sciences; Veterinary Nursing; Agriculture; Rural –Environmental Sciences; Animal Studies; Consumer Science; Forestry, Food Horticulture –and –Human Nutrition; Health Studies; Earth Sciences and Geography.
Our Faculty has key centres of research excellence within all Schools and our interdisciplinary approach brings together researchers from diverse fields to develop impactful solutions.
By advancing knowledge in various fields within the faculty, we aim to identify sustainable approaches to:
Collaboration is key to driving sustainability. Our Faculty partners with external stakeholders including professional bodies and learned societies to enhance the sustainability journey for all our students and to promote sustainable practices.
External partnerships enable us to apply research and innovation to real-world challenges. We drive meaningful change in local communities, industries, and global ecosystems, fostering a more sustainable society through impactful projects and community engagement.
