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Wound Healing

The overall aim of each of these three standalone e-Learning modules is to promote the understanding of the management of patients with leg ulceration, pressure ulceration and diabetic foot ulceration by exploring current evidence and practice. These tissue viability foundation modules are delivered at HE Level 6.

These 18 week, standalone, self-directed, e-Learning programmes constitute 30 credits - awarded at degree level (HE Level 6) - upon the successful completion of each module.

Their unique design allows eligible students the flexibility to choose to the individual module of their choice. A common aim of these standalone modules is to provide students with the knowledge and skills to enable them to meet the challenges of caring for patients with a variety of commonly encountered wound types.

Standalone modules are an excellent way to enhance your knowledge and contribute to your continuing professional development portfolio. Successful completion of each module will provide you with institutional credit, but the standalone modules listed here are not designed to build towards a specific award (e.g. PgCert/PgDip/MSc). If you are interested in study leading to a named award, please view our MSc Wound Healing and Tissue Repair.

Special features

  • no attendance on campus required
  • flexibility to choose module of choice
  • online submission of assignments and access to individual marks enables students to access and track their progress online
  • inter-student, and student/tutor contact is readily accessible, and maintained through online discussion forums and online tutorials.

Course description

The overall aim of each of these three standalone e-Learning modules is to promote the understanding of the management of patients with leg ulceration, pressure ulceration and diabetic foot ulceration by exploring current evidence and practice. In addition these modules seek to advance the students' existing awareness, enabling them to extend their knowledge and develop strategies to improve the patients' outcome and quality of care.

Course structure

These modules are offered as standalone modules and are 18 weeks in length. Students choose one module to follow and are encouraged to study at their own pace to suit their own learning styles. Access to online facilities is imperative as the module materials are accessed via Cardiff University’s online learning environment (Learning Central). The modular approach builds a foundation of knowledge in elements of tissue viability via a workbook with online tutor support. This flexible, self-directed distance learning model encompasses a practical and problem solving approach to learning.

Modules consist of 300 hours over 18 weeks. The module of choice must be completed in the 18 week period.

The module hours are allocated in the following manner:

  • pre-Module introduction: 6 hours per module
  • module Workbook: 140 hours per module
  • module introduction: 6 hours per module
  • workbook: 140 hours per module
  • assignment: 60 hours per module
  • reflective essay: 20 hours per module
  • self-directed study: 36 hours per module
  • tutorials: 8 hours per module
  • application to clinical practice: 30 hours per module

Students will be assessed in two parts:

In order to pass each module, students must submit a summative assignment of 3,000 words (75% of overall mark) and a reflective essay (25% of overall mark). The student will be required to pass both assessment elements with a minimum pass mark of 50% and both parts of the assessment must be passed in order to successfully complete the module.

Students are required to illustrate, through their work, that knowledge has been gained and there is evidence of problem solving, synthesis and creativity.

Assignments are used to assess learning outcomes and allow students to express degree level concepts of understanding, analysis, evaluation and presentation. There should be clear demonstration of relevance to individual clinical/professional practice and original thought whilst incorporating elements of the module under study.

The hand-in date for the assignment and reflective piece of work will be the last day of the 18 week module.

Available modules

Three modules are available for study.

Knowledge and understanding:

  • distinguish between the different causes of ulceration and associated pathophysiology and relate to epidemiology, risk factors and assessment
  • gain an understanding of the importance of the multidisciplinary approach in the assessment and management of patients with leg ulcers
  • demonstrate application of knowledge to the by relating it to their own area of clinical practice
  • show evidence of the ability to select and utilise appropriate literature in a structured manner
  • demonstrate a wider understanding of the subject by appraising the impact of local and national guidelines and their relevance to service delivery
  • communicate their level of awareness and personal responsibility in relation to their professional code of conduct.

Intellectual skills:

  • critically analyse the current literature and evidence for leg ulcer management
  • demonstrates an ability to formulate ideas and offer solutions to problems associated with managing patients with leg ulceration
  • displays an ability to plan and complete an individual assignment with evidence of a balanced discussion to demonstrate integration of knowledge.

Discipline specific (including practical) skills:

  • review the nurses role in assessment of patients with leg ulcers and explore the evidence for undertaking a comprehensive assessment
  • formulate treatment and management plans for patients with leg ulceration
  • review the role of the Hand-Held Doppler and within the assessment process of the lower limb.
  • appraise the evidence for compression therapy and relate this to current practice.
  • critique the impact of psychosocial issues that are relevant to managing patients with leg ulceration and suggest strategies to incorporate these within clinical practice.

Teaching dates: 6 March - 10 July 2025

Knowledge and understanding:

  • compare and contrast the different causes of pressure ulceration, their associated pathophysiology and their role within the management plan
  • identify the importance of the multidisciplinary approach in the assessment and management of patients with pressure ulcers
  • demonstrate application of knowledge by relating it to their own area of clinical practice
  • show evidence of the ability to select and utilise appropriate literature in a structured manner
  • demonstrate a wider understanding of the subject by appraising the impact of local and national guidelines and their relevance to service delivery
  • communicate their level of awareness and personal responsibility in relation to their professional code of conduct

Intellectual skills:

  • critically analyse the current literature and evidence for pressure ulcer management
  • demonstrates an ability to formulate ideas and offer solutions to problems associated with managing patients with pressure ulceration
  • displays an ability to plan and complete an individual assignment with evidence of a balanced discussion to demonstrate integration of knowledge

Discipline specific (including practical) skills:

  • review the nurses role in assessment of patients with pressure ulcers and explore the evidence for undertaking a comprehensive assessment
  • formulate treatment and management plans for patients with pressure ulceration
  • critically analyse the use of the various risk assessment tools used and relate this to the management of patients
  • identify the current pressure-relieving equipment used and demonstrate how their use is underpinned by theory
  • critique the impact of psychosocial issues that are relevant to managing patients with pressure ulceration and suggest strategies to incorporate these within clinical practice

Teaching dates: 6 March - 10 July 2025

Knowledge and understanding:

  • discriminate between and contrast the underlying pathologies of diabetic foot disease
  • identify the importance of the multidisciplinary approach in the assessment and management of patients with diabetic foot ulcers
  • demonstrate application of knowledge by relating it to their own area of clinical practice
  • show evidence of the ability to select and utilise appropriate literature in a structured manner
  • demonstrate a wider understanding of the subject by appraising the impact of local and national guidelines and their relevance to service delivery
  • communicate their level of awareness and personal responsibility in relation to their professional code of conduct

Intellectual skills:

  • critically analyse the current literature and evidence for diabetic foot ulcer management
  • demonstrates an ability to formulate ideas and offer solutions to problems associated with managing patients with diabetic foot ulceration
  • displays an ability to plan and complete an individual assignment with evidence of a balanced discussion
  • to demonstrate integration of knowledge

Discipline specific (including practical) skills:

  • review the nurses role in assessment of patients with diabetic foot ulcers and explore the evidence for undertaking a comprehensive assessment
  • formulate treatment and management plans for patients with diabetic foot ulceration
  • gain an understanding of the skills required to perform a comprehensive foot assessment
  • identify key management principles, based on current guidelines
  • critique the impact of psychosocial issues that are relevant to managing patients with diabetic foot ulceration and suggest strategies to incorporate these within clinical practice.
  • identify appropriate strategies for providing health education for patients with diabetic foot disease

Teaching dates: 6 March - 10 July 2025

We reserve the right to cancel the delivery of a standalone module. This could happen if a course is under-subscribed or if there is a change in circumstances. This is due to the fact that some modules have minimum student numbers required before they can run. This is to ensure that an appropriate quality of education can be delivered. When this happens we will issue a full or partial refund depending on whether any classes took place.

Transferable skills

  • display appropriate communication skills through written and verbal communication
  • demonstrate an understanding of the principles and processes of reflection in a structured manner
  • demonstrate an ability to work effectively as an individual by using information technology as a method of study
  • show their ability to manage their time effectively
  • able to identify a future personal developmental strategy that fits with the notion of Lifelong Learning

Career prospects

Completion of one of these modules can assist individuals in the following areas:

  • fulfil requirements for continuing professional development
  • writing for publication
  • potential for management of change based on knowledge gained.

Entry requirements

For entry to these modules, individuals should be working with patients who require day-to-day wound management and meet the Cardiff University criteria for degree level study outlined below:

  • 120 CATS at level 4 or 5 in nursing or a relevant subject area

All health professionals are eligible.

A non-graduate whose relative lack of formal qualification is compensated for by his/her age and relevant work experience may also be admitted.

Students whose language is not English are required to provide proof of their proficiency in the English language: IELTS 6.5. Applications are therefore considered from doctors, nurses, pharmacists, podiatrists and other professionals who meet the above criteria.

International students pursuing part-time programmes of study are not eligible for Tier 4 (General Student) visas and must have alternative leave to remain in the UK if they intend to study at the University in person.

How to apply

Please contact our Postgraduate Taught Medical Admissions Team for details on how to apply.

Funding and fees

Please check our fees pages for tuition fees for these programmes.

Postgraduate Taught Admissions Team

School of Medicine