Under the guidance of an appointed supervisor, the approved research project will be completed providing the opportunity for the student to demonstrate application of
critical thinking and problem-solving skills in a real-world situation.
This course will equip the students to gain practical experience in a variety of mental health settings. These will include acute and chronic wards, rehabilitation centres,
occupational therapy, clinical psychology department, social work department, community care and other resource centres. Most of the skills training will involve the use of role-play
exercises, using videotapes of simulated patient interviews to acquire skills in identification of symptoms and signs, and practising the use of valid and reliable assessment methods.
In this course students will be equipped with the knowledge of non-compliance/non-adherence/non-concordance. Cognitive–behavioural interventions that
have specific focus on adherence management will be explored. The use of methods for educating patients and families regarding their drug treatments; acquiring
skills in the use of various measures of medication side-effects (e.g. LUNSERS - Liverpool University Side Effects Rating Scale); the use of cognitive–behavioural
methods, such as motivational interviewing to deal with non-adherence to medication will be examined.
This course is designed to enable students to use reflection as a tool to identify and facilitate their learning needs, recognise reflective practice as a key component of
continuing professional development. It provides students with the opportunity to demonstrate how they have changed and grown personally and professionally as a
result of their learning during the degree programme. The course is practice-based and competency focused. It is premised on the assumption that students have the ability
to study independently and to use a range of resources, including academic and practice placement staff, to meet their specified objectives. The content will include; critical
incident analysis to inform professional development
The aim of this course is to prepare students for their future role as practice mentors for junior students. As registered practitioners, they will have a responsibility
for monitoring and assessing students’ progress within the practice area. Content of this course will include; role of mentor in student learning and support, process of
continuous assessment of practice, range and level of competence expected at each stage of learning, identification of learning needs for students and resources, staff support,
skills of formative and summative assessments.
These are students who enroll in full-time programmes and are awarded degrees on completion of their studies by the University of Cape Coast. The University attracts students from all over Africa and other parts of the world.
Among the many resources available to students of the University include access to Wi-Fi hotspots all over campus, an ultra-modern library complex with a capacity of stocking 750,000 volumes, a well-resourced hospital, an ICT Centre, expansive counselling system, sports facilities, banking services, restaurants, and many more.
The University is situated in the historical town of Cape Coast, the citadel of education in Ghana. Cape Coast (‘Oguaa’ in the local Fanti dialect) was the first capital of the former Gold Coast, now Ghana, until it was moved to Accra in 1877. It is the capital of the central region of Ghana and situated along the Atlantic ocean. Cape Coast is the cradle of education in Ghana as it houses some of the oldest and best-performing schools in the country.
The Chiefs and people of Cape Coast celebrate Fetu Afahye, an annual festival, every first week of September, and it is one of the popular tourist attractions in the country too. With its rich history and monuments, Cape Coast is a tourist destination with numerous beaches and resorts. It is an amazing experience to visit the Kakum National Rainforest with its famous Canopy Walkway and World Heritage sites such as Cape Coast and Elmina Slave Castles.
The Minimum Admission Requirement into the University of Cape Coast for WASSCE applicants is aggregate 36. For SSSCE applicants, the minimum requirement is aggregate 24.
Candidates must have credit passes in six (6) subjects with overall aggregate of 36/24 at the WASSCE/SSSCE respectively. Three of the six subjects must be core subjects: English Language, Mathematics, Integrated Science or Social Studies and three must be in relevant electives. For purposes of admission, a credit pass in:
Holders of the General Certificate of Education (GCE) Advanced Level (obtained not more than three years ago) must, in addition to credit passes in five (5) GCE ‘O’ Level subjects (including English and Mathematics), have, at least, two (2) passes in the relevant subjects.
Applicants with the General Business Certificate Examination (GBCE) results should have credit passes (A-D) in six (6) subjects comprising three (3) core subjects including English Language and Mathematics plus three (3) relevant elective subjects.
Holders of the International General Certificate of Secondary Education (IGCSE)/ International Baccalaureate (IB) must possess at least Grades A*/A-C in English, Mathematics and Biology at the Standard (SL)/’O’ Level, in addition to three Higher Level (HL – A to C)/’A’ Level (A to D)/IB 2 (A to C) grades in the relevant subjects.
Applicants are required to read specific Departmental/programme requirements contained in the Admissions Brochure before completing the online application.
Click here for information on requirements and how to apply and download the UCC admission catalogue for further information on UCC.
We offer over 60 undergraduate programmes in the following schools and faculties:
| College of Agricultural & Natural Sciences (CANS) | College of Distance Education (CoDE) | College of Education Studies (CES) | College of Health & Allied Sciences (CHAS) | College of Humanities and Legal Studies (CHLS) |
|---|---|---|---|---|
| School of Physical Sciences | Faculty of Education | School of Medical Sciences | Faculty of Social Sciences | |
| School of Biological Sciences | School of Nursing & Midwifery | Faculty of Arts | ||
| School of Agriculture | Faculty of Law | |||
| School of Business |
For more information on the various Colleges/Faculties/Schools/Departments and the programmes offered click here.
The estimates for living expenses for the 2015/2016 academic year are:
| Accommodate | Books | Food | Transportation |
|---|---|---|---|
| $1200 per year | An average of $300 per semester | About $1500 per semester | About $100 per semester |
The purpose of this course will enable students develop skills in assessing and managing the risk of harm to self and others from people with Mental Health problems
and vice versa. Content will include the definitions of risk and risk assessment, identification of potential for harm, methods of risk assessment, the risk management cycle,
implementation of management measures, monitoring measures, risk factors, use of rating scales and psychometric tests, observation, history of violence, recording reviews,
recording assessment and decision-making process
For those interested in teaching abroad here at UCC, CIE is happy to assist in connecting faculty through teacher exchange programmes. For more information please contact your home institution to find out about current exchange programmes. If your home institution does not have a current teacher exchange programme, please contact us for more information.
We advise that all faculty both international and domestic look over this
before leaving.
UCC has partnerships with 30+ institutions all over the world. CIE is eager to provide assistance with communication with partner organizations.
With the right contacts, you could probably arrange to teach in one of hundreds of different countries. The most promising destinations will be at one of the 30+ institutions with which UCC has partnerships or other agreements. In each case, you will be primarily responsible for making contacts and gaining an invitation from a host institution. The Centre for International Education (CIE), in a supporting role, is eager to provide assistance with identifying appropriate host institutions, providing names or leads for direct contacts at overseas institutions, and assisting with communication with partner institutions.
If you are a full time faculty member and seek a temporary teaching appointment overseas, you must gain approval from the Vice-Chancellor through your Head of Department and Dean of Faculty. Obviously, arrangements to cover your teaching assignments would need to be made by your Unit Head and Dean.
The ideal time for UCC faculty to teach abroad is in conjunction with a sabbatical leave. A teaching appointment is not incompatible with research, renewal, or teaching enhancement goals for sabbatical projects. With a sabbatical, coverage of the faculty member’s teaching assignments at UCC is already taken care of, and that critical piece is therefore not an issue.
Some faculty members choose to take a leave of absence (leave without pay) for a semester or year in order to pursue a temporary teaching appointment abroad. One concern is that since the faculty member would not be paid by UCC for the particular time on leave, the faculty member must find an overseas teaching appointment that will pay well enough so in-country living expenses are covered (along with any costs associated with maintaining a home and possessions in Cape Coast).
Though the benefits of teaching exchanges are numerous for students, colleagues, and the involved faculty members, they are perhaps the most difficult to arrange. Your Unit Head and Dean will need to be involved at every step along the way.
If you are envisioning an actual faculty-for-faculty exchange, it is important that your corresponding faculty member from the host institution reciprocate with an appropriate teaching assignment at UCC. Basically, you and faculty member at an overseas institution are switching jobs for a semester. Your exchange partner would teach the equivalent of your normal load in your home unit, and you would fulfill corresponding teaching responsibilities in your partner's home unit. Depending on the curriculum and courses of each home unit (your unit at UCC and your exchange partner's unit) the exchange may be clean and simple or a complicated swap may be worked out.
The most difficult element to manage with teaching exchanges is the salary disparity between UCC and most partner sites. UCC faculty, for example, earn salaries that in real terms are much less than those of faculty at partner institutions in the USA, Japan or other developed countries. Thus, the exchange must address this disparity in order to be successful. There is no simple solution to this issue, and CIE has no budget to supplement teaching salaries. Thus, the involvement of Unit Heads and Deans is critical - particularly if additional funds are needed for you to negotiate a successful exchange.
Your Unit Head and Dean must agree that the corresponding faculty have suitable qualifications, English language proficiency, and other appropriate skills to teach UCC courses. Therefore, your exchange partner's CV should be reviewed and approved by your Unit Head and Dean early in negotiations for an exchange.
Because each overseas teaching assignment is unique, arrangements for such opportunities roughly follow a similar pattern:
Currently, there is no funding available through the Center for International Education to support salary for overseas teaching assignments by UCC faculty.
The CIE staff can assist with research materials, curricular information, academic catalogs, contact names, and additional information about UCC’s international partners.
The gold standard for overseas teaching (and research) appointments remains the Fulbright Scholar Program. Hundreds of grants are awarded each year for semester or year-long lectureships around the world. The application system is competitive and all UCC applicants must have an invitation from a host university. Further information is available online.
This course examines the professional nurse’s role and responsibilities in shaping health care policy at the regional, national and international levels. It also focuses on developing skills in strategic planning, political processes and organizational development as applied to health care policy. The course will help students develop analytical skills related to formulation and critical evaluation of health policies.
