CPD Paramedic Approach within an Integrated Urgent Care Service
Develop urgent care paramedic skills at LJMU, focusing on integrated services, assessment and clinical decision-making. | Apply now for 2026 entry
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CPD Ethical and Legal Issues in Advanced Practice
Examine ethical and legal issues in advanced practice at LJMU and strengthen decision-making in complex care settings. | Apply now for 2026 entry
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CPD Developments in Renal Care
Advance renal care knowledge at LJMU, exploring current developments, patient care and evidence-based practice. | Apply now for 2026 entry
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CPD Wound Care Diagnostics and Intervention
Develop wound care diagnostics and intervention skills at LJMU, supporting evidence-based assessment and treatment. | Apply now for 2026 entry
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CPD Collaborative Project: Integrating Governance, Strategy, and Community Development
Work with industry partners on a live housing project at LJMU, integrating governance, strategy and community development. | Apply now for 2026 entry
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CPD Housing, Community and the Built Environment
Study housing, community and the built environment at LJMU, developing insight into regeneration, place and tenant-focused practice. | Apply now for 2026 entry
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CPD First Episode Psychosis Assessment and Treatment
Develop first episode psychosis assessment and treatment skills at LJMU for early intervention and recovery-focused care. | Apply now for 2026 entry
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Toni's Tummy of Screams and Dreams
Toni’s Tummy of Screams and Dreams follows Toni, an aspiring dancer, navigating school life while managing the unpredictability of Inflammatory Bowel Disease (IBD).
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The Liverpool Institute for Research in Education
The Liverpool Institute for Research in Education has an extensive record of conducting educational research that has been influential locally, nationally and internationally.
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(Post)qualitative Research in Education
The (Post)qualitative Research in Education group recognises and works across the following areas of activity and interest: ‘Research in Psychogeography, Post-qualitative inquiry, Autoethnography, and Life-Writing in education’ (RiPPALe).