University of Stirling Nursing And Midwifery Department
The School of Nursing, Midwifery and Health at the University of Stirling advances knowledge within nursing, midwifery, health and in related areas to promote patient/client-centred care. We are focused on understanding and improving people’s experiences of health and illness through our programmes of research and education. Research falls within the broad themes: cancer care; education research, practice and development; enhancing self-care; maternal and child health; mental health; and public health. Nursing, Midwifery and Health at the University of Stirling advances knowledge within nursing, midwifery, health and in related areas to promote patient/client-centred care. We are focused on understanding and improving people’s experiences of health and illness through our programmes of research and education. Research falls within the broad themes: cancer care; education research, practice and development; enhancing self-care; maternal and child health; mental health; and public health.
The School of Nursing, Midwifery and Health has a wide range of taught postgraduate programmes, follow this link for further details.
In the most recent Research Assessment Exercise (RAE), 20 percent of research in Nursing and Midwifery at Stirling was described as ‘World-leading’ and a further 65 percent as ‘Internationally Significant’, placing us firmly as the leading nursing and midwifery department in Scotland and one of the top ten in the UK. The RAE recognised that School is first in Scotland and top ten in UK for research in nursing, midwifery and health.
We provide a stimulating and varied environment for PhD, Clinical Doctorate, MRes and MPhil research students, who benefit from the opportunity to study with large groups engaged in research related to nursing, midwifery and allied health professions practice and wider health research. We provide both full- and part-time research students with the necessary support and supervision to complete a PhD or MPhil successfully within the required period. We also support a PhD by publication route which is designed to fit the work needs of academics and those aspiring to an academic career.
We offer students the opportunity to study for postgraduate degrees by research in all six research programme areas:
- Cancer Care
- Education Research, Practice and Development
- Enhancing Self-Care
- Maternal and Child Health
- Mental Health
- Public Health and Population Health
Nursing, Midwifery and Health is home to three research centres/units, whose staff contribute across these programmes:
- The Nursing, Midwifery and Allied Health Professions Research Unit
- The Cancer Care Research Centre
- The Centre for Public Health and Population Health Research
For more information on research activity, visit: www.stir.ac.uk/nmhealth
Entrance requirements to the School of Nursing, Midwifery and Health
Candidates should hold a degree or degree equivalent from a university or college recognised by the University of Stirling. A professional qualification plus relevant experience may be accepted as equivalent. If English is not your first language, you must provide evidence of your proficiency. For details of requirements, visit: entry requirements
English Language Requirements
If English is not your first language, you must provide evidence of your proficiency such as a minimum IELTS score of 6.5 (minimum in each skill), or TOEFL: Listening 23, Reading 23, Speaking 23, Writing 23.
Mode of Study
Research degrees start throughout the year.
Full and part-time routes are available for all programmes.
Modules incorporate campus-based, web-based or distance learning opportunities.
Research Programme Contact
Nursing, Midwifery and Health
Tel: +44 (0) 1786 466337
For more information on supporting you through the application process, you may wish to contact the Postgraduate Tutor before making a formal application:
‘I started nearly six months ago as a mature postgraduate student. My masters degree was twenty years ago, and I am glad that there are plenty of opportunities to learn and re-learn skills that will enable me to rise to the challenge of producing a piece of original research. I am applying my head in a field that is close to my heart – ‘exploring the health effects of horticulture and gardens on general and vulnerable populations’. To add to the challenge, my academic background is in Chemical Engineering followed by Energy Systems and Environmental Management, with horticulture and education also mixed in. There is a diverse and welcoming group of students and staff – and the lines between are blurred – in a good way. Learning from each other and working together in teams seems to flow somewhat naturally in this group of health, allied and other professionals, perhaps because the real world application is close and evident due to the nature of the school’s links with practitioner teaching. This has helped working at filling gaps in my knowledge, and also ensured a ready supply of feedback when required.
‘Working as I am in a partnership supervision with the national body in my topic – Trellis – the national Scottish charity that supports, promotes, and develops the use of horticulture to improve health, well-being and life opportunities for all – the applied nature of the subject matter is never far from my thinking. The need for rigour and transparency are also quite clearly ingrained within the school’s collective publication framework. Challenge is never far from my thoughts – I am hoping that the general workout for the brain will have growth benefits for me as well as for the many service users and practitioners.
‘I recently began a continuing process of collaboration and dissemination by presenting my findings so far and ‘workshopping’ the concepts with horticultural and gardening therapy practitioners and stakeholders at the Trellis national conference. It seems that the appetite is there for this information, a highly positive response was fed back to us.’
Postgraduate Student in Therapeutic Horticulture
‘I have received excellent supervision and support during my PhD studies. The supervision has been both challenging and stimulating as well as fun! The support and encouragement I have received has not only come from my supervisors but also from other members of staff in the school. There have also been opportunities to present my research at various stages throughout my studies. These opportunities have resulted in excellent and welcome feedback on my project and have helped increase my confidence in advance of presenting at external conferences.’
Vivienne 3rd year part time PhD student
‘A bird does not sing because it has an answer; it sings because it has a song’. Chinese Proverb. ‘Stirling’s research environment in enabling me to find my song. There are times where the lyrics and melody make no sense to anyone else but me and so I am guided back to where I came from. But through my personal growing pains of this PhD process here, I am being shaped, moulded and refined: my thinking, world and world-view are expanding. Thank you.’
1st year part-time international student
‘As a more mature returner to academic life, I have found that there is a good network of support to help me. There is a range of seminars available through the university and seminars in the School of Nursing, Midwifery and Health. I would recommend that you book early, book often, and take opportunities to share in the life of the school with your fellow students and with staff. The atmosphere is down to earth, with so many academics having a practical background in service delivery, the understanding of putting evidence into practice and real world issues is striking.’
1st year full-time student
‘I am grateful to support from the School of Nursing, Midwifery and Health that can help me to develop my knowledge and skills, which I am achieving through attending the research seminars”
2nd year full-time international student.
‘The MRes has an interdisciplinary focus and a varied choice of modules to develop critical understanding of different methodologies of research. The flexibility of the course design is enabling me to undertake a research placement in the Western Isles which will complement the theoretical understanding of taught research methods.
‘The use of WebCT is such a beneficial tool to enhance learning opportunities. It facilitates access to electronic library resources, lectures etc. Excellent support is offered to MRes students from a team of highly motivated and enthusiastic teaching staff. I am finding the course to be both stimulating and challenging. As well as hoping to achieve the formal qualification my current future career plans include embracing the challenges of the rigours of health research. On a personal note, I was born in Airthrey Castle, one of the first NHS maternity hospitals, which is situated in the beautiful grounds of the campus and now home to Stirling University’s School of Law.’
Seonaid McKay MRes student
‘What I’m enjoying most is the focus on very practical skills. The taught theory is immediately put into practice by having to submit very realistic pieces of work, sometimes with very tight deadlines, which are as close as you’ll get to actual research. The optional placement is a chance to practice skills in a live situation, working with skilled research teams or individuals. The Stirling campus is a thriving research community that sits comfortably within the academic setting, you have access to a range of very skilled people who can provide guidance and advice. I didn’t really know what to expect from the MRes but engaging in learning at this level, in what seems like a short space of time, has revealed a lot about my own abilities. I’ve surprised myself in how capable I am and that a lot of skills I already have are transferable into this type of work.’
Stephen Heller-Murphy, MRes student
‘I decided to apply for the MRes in Health Research as I felt it is a natural progression from the Honours programme. The additional learning will help to underpin my practice and I feel, make me a better practitioner. I am naturally analytical and hope to be able to build on these skills to provide a more meaningful service to our clients in the future. I see research as a way to identify how we can improve the service we provide within the National Health Service by providing evidence-based practice and including the client’s perspective of the service they receive. The benefit of the MRes course is that it is a multi-disciplinary course which means that a variety of opinions and experiences are shared and this has helped me to consider situations from other health and social care professionals perspectives as well as from a nursing perspective.
‘I also hope that this course will help me to broaden my knowledge base in that I will be carrying out research relating to other disciplines within health and social care provision as well as within my own.’ Lynne Black