Overview
Education in palliative care is valued across Europe and also internationally, particularly in resource poor countries. This PhD is the first doctoral programme to be offered globally, and the first to support the education of palliative care professionals - generating knowledge that’s relevant and applicable to their working contexts.
The Division of Health Research is home to the International Observatory on End of Life Care and a number of staff who are internationally recognised experts in this field of study. The PhD in Palliative Care is your chance to work with world-leading academics on the production of a thesis that makes an original contribution to knowledge development within your area of professional practice.
Combining innovative distance learning and an annual Academy held at the University, the programme will help you to gain an understanding of the development of end of life services; movements in different settings and cultures around the world; the models of care that have been adopted; and the issues involved in assessing the impact of these – individually, socially and societally.
This part-time, flexible doctorate runs over a minimum of four and a maximum of seven years. The programme begins with a compulsory five-day Induction Academy at the University. Each of the subsequent academic years start with a compulsory three-day Academy, while the rest of the course is delivered via e-learning. Attendance at the annual Academies is compulsory until you are confirmed on the PhD programme.
Throughout your studies, we will support you as you enhance your leadership skills and effectiveness, and develop advanced skills in research design, practice and dissemination. You’ll foster critical approaches to the review of evidence and improve your written and oral presentation skills.
Podcast: Palliative Care
Meet the researchers pioneering improvements to end of life.
Seeing patients die without the best in palliative care inspired former nurse Professor Nancy Preston to seek ways of improving end-of-life care for the terminally ill and their families. Talking to her colleague – also a former nurse - Professor Sheila Payne, the pair discuss their pioneering work which sets out to make “a good death” available to every patient by offering proper pain management and support for both the dying and their families.
Listen on Spotify: A Good DeathEntry requirements
Academic Requirements
2:1 Hons degree (UK or equivalent) in a relevant subject and relevant work experience.
We may also consider non-standard applicants, please contact us for information.
If you have studied outside of the UK, we would advise you to check our list of international qualifications before submitting your application.
Additional Requirements
As part of your application you will also need to provide a 500 word research proposal. Guidance for writing a research proposal can be found on our writing a research proposal webpage.
English Language Requirements
We may ask you to provide a recognised English language qualification, dependent upon your nationality and where you have studied previously.
We normally require an IELTS (Academic) Test with an overall score of at least 6.5, and a minimum of 6.0 in each element of the test. We also consider other English language qualifications.
Contact: Admissions Team +44 (0) 1524 592032 or email pgadmissions@lancaster.ac.uk
Course structure
You will study a range of modules as part of your course, some examples of which are listed below.
Information contained on the website with respect to modules is correct at the time of publication, but changes may be necessary, for example as a result of student feedback, Professional Statutory and Regulatory Bodies' (PSRB) requirements, staff changes, and new research. Not all optional modules are available every year.
Core
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Induction Academy
The aim of this module is to provide students with an advanced introduction to the methods commonly used in health research. Students will gain knowledge and understanding of:
- How to use Moodle for distance learning and engage with peers and staff online
- Using the library as a distance learning student
- How to search the literature
- Using End Note
- How to synthesise evidence
- Standards of academic writing
- The nature of plagiarism and how to reference source material correctly
- Theoretical perspectives in health research
- The practical process of conducting research
- How to formulate appropriate questions and hypotheses
- How to choose appropriate methodology
- Quantitative and qualitative research method
- Research ethics
- Disseminating and implementing research into practice
- Programme-specific research.
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Palliative Care: History, Policy and Practice
e-learning distance module
Autumn Term (weeks 1-10, October-December)
Credits: 30
Mode of assessment: 3000 word essay (75%) and a poster (25%).
This module gives an overview of palliative care, starting from a broad perspective looking at historical and global issues and narrowing down the focus to definitions, models of service delivery, teamwork issues, timing of palliative care, and palliative care interventions. We also focus on some specific issues of conducting research in palliative care.
Deadline: January
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Philosophy of Research
e-learning distance module
Spring Term (weeks 1-10, January-March)
Credits: 30
Mode of assessment: 5000 word essay
This module explores the philosophical underpinnings of research. It begins with an introduction to epistemology, i.e. the philosophical basis of knowledge and its development. It then considers the influence of different epistemological bases on research methodology and explores the role of theory and theoretical frameworks in the research process. It also examines the nature of the knowledge that underpins evidence-based policy and practice and introduces the fundamental principles of ethics.
Deadline: April
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Theory and Methods: Choices for Health Research
e-learning distance module
Sunmer Term (weeks 1-10, April-June)
Credits: 30
Mode of assessment: 5000 word assignment consisting of two 2500 word components
This module introduces a range of methods used in health research. The focus is on justifying research design choices rather than practical skills in data analysis. The starting point is the development of meaningful and feasible research questions. The module then introduces a range of quantitative research designs and quantitative approaches to data collection. Next, the module looks at qualitative research designs and their relation to different epistemological positions. How to integrate quantitative and qualitative methods into mixed methods research is being discussed next. The module also explores issues such as sampling and quality across different research designs.
Deadline: July
Core
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Data Analysis
e-learning distance module
Spring term (weeks 1-10, January-March)
Credits: 30
Mode of assessment: two pieces of written work (Qualitative data analysis, 2500 words; Quantitative data analysis, 2500 words)
This module is an introduction to the theory and practice of qualitative and quantitative data analysis. The module consists of two distinct parts: qualitative data analysis and quantitative data analysis. Within each part, there will be an option to take an introductory or an advanced unit.
The introductory quantitative unit covers data management and descriptive analyses and introduces students to inferential testing in general and statistical tests for comparisons between groups specifically. The advanced quantitative unit covers linear regression as well as regression methods for categorical dependent variables and longitudinal data before exploring quasi-experimental methods for policy evaluation and finally providing an opportunity to discuss more specific regression methods such count data models or duration analysis.
The introductory qualitative unit focusses on the technique of thematic analysis, a highly flexible approach and useful foundation for researchers new to qualitative data analysis. The unit takes students through the stage of a qualitative data analysis: sorting and organising qualitative data, interrogating qualitative data, interpreting the data and finally writing accounts of qualitative data. The advanced qualitative unit introduces students to alternative techniques such as narrative analysis or discourse analysis.
Deadline: April
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Principles of Research Design and Practical Research Ethics
e-learning distance module
Summer Term (weeks 1-10, April-June)
Credits: 30
Mode of assessment: A written assignment that includes: a) a 4000 word research proposal and b) a completed FHMREC ethics application form and supporting documents.
This module completes the taught phase of Blended Learning PhD programmes. It enables students to put everything they have learned so far together and produce a research proposal that will provide the basis for the research phase of the programme.
The first part of the module – research design – starts by discussing the components of a research proposal according to different epistemologies and research methods. It then takes students through the process of developing their own proposal, starting with the topic and epistemological framework, through to the study design and data collection methods and finally the practical details.
The second part of the module – practical research ethics – teaches students how to think about their research proposal from an ethical perspective. It covers ethical guidelines and teaches students how to identify the purpose of a guideline, to enable them to translate their proposal into an ethical review application. Finally, students will prepare a practice research ethics application using the FHMREC ethics application form.
Deadline: July
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Systematic approaches to literature reviews and evidence synthesis
e-learning distance module
Autumn term (weeks 1-10, October-December)
Credits: 30
Mode of assessment: 5000 word assignment
This module provides an introduction to the principles and components of systematic reviewing. It takes students through the key steps of a systematic review. The starting point of the module is the construction of an appropriate review question. Next, the module discusses the (iterative) process of creating a search strategy that successfully identifies all relevant literature. The module then moves on to selecting appropriate methodological quality criteria, enabling students to develop their skills in critically appraising studies. After discussing how to prepare a data extraction form the module introduces a key component of a systematic review: synthesising the evidence. Finally, the module will teach students how to put everything together in a systematic review protocol.
Deadline: January
Fees and funding
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Additional costs
There may be extra costs related to your course for items such as books, stationery, printing, photocopying, binding and general subsistence on trips and visits. Following graduation, you may need to pay a subscription to a professional body for some chosen careers.
Specific additional costs for studying at Lancaster are listed below.
College fees
Lancaster is proud to be one of only a handful of UK universities to have a collegiate system. Every student belongs to a college, and all students pay a small College Membership Fee which supports the running of college events and activities. Students on some distance-learning courses are not liable to pay a college fee.
For students starting in 2023 and 2024, the fee is £40 for undergraduates and research students and £15 for students on one-year courses. Fees for students starting in 2025 have not yet been set.
Computer equipment and internet access
To support your studies, you will also require access to a computer, along with reliable internet access. You will be able to access a range of software and services from a Windows, Mac, Chromebook or Linux device. For certain degree programmes, you may need a specific device, or we may provide you with a laptop and appropriate software - details of which will be available on relevant programme pages. A dedicated IT support helpdesk is available in the event of any problems.
The University provides limited financial support to assist students who do not have the required IT equipment or broadband support in place.
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Application fees and tuition fee deposits
For most taught postgraduate applications there is a non-refundable application fee of £40. We cannot consider applications until this fee has been paid, as advised on our online secure payment system. There is no application fee for postgraduate research applications.
For some of our courses you will need to pay a deposit to accept your offer and secure your place. We will let you know in your offer letter if a deposit is required and you will be given a deadline date when this is due to be paid.
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What is my fee status?
The fee that you pay will depend on whether you are considered to be a home or international student. Read more about how we assign your fee status.
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Fees in subsequent years
If you are studying on a programme of more than one year’s duration, the tuition fees for subsequent years of your programme are likely to increase each year. Read more about fees in subsequent years.
Studying by blended learning
The PhD in Palliative Care is offered part-time via blended learning. Teaching and research activities are carried out through a combination of face-to-face and online interaction, allowing you to undertake the majority of study from your own location whilst fulfilling your existing responsibilities. You will benefit from being part of a UK and internationally-based peer group working across a range of sectors.
Face-to-face interactions take place at an annual residential autumn Academy while taught modules are delivered via distance learning using our virtual learning environment and include discussion forums, collaborative digital spaces and video conferencing. All students have access to a hub space that facilitates interaction with their cohort and with students on related programmes, creating a virtual information space that’s also sociable. An academic tutor will support you during the taught phase and two supervisors provide you with support in the research phase.
Blended Learning
Course structure
Years 1 and 2
Years 1 and 2 provide you with training in research and in the theory and practice underpinning healthy organizations. Your specialist module in Year 1 is Palliative Care, which is studied alongside the Philosophy of Research, and, Research Design. In Year 2 you will undertake the following modules: Systematic Reviews; Data Analysis; and Advanced Research Planning.
The Palliative Care module examines the historical and comparative perspectives in palliative care policy and practice in different settings and cultures around the world. You will explore how hospice and palliative care have evolved in different resource settings; the models of care that have been adopted; and the issues involved in assessing the impact of these – individually, socially and societally. Through the course of this module you'll gain insight into the field of palliative and end of life care through perspectives and debates within the social sciences. You'll also explore issues associated with the specific concerns of palliative care research. Your studies will relate closely to the ongoing research programmes of the International Observatory on End of Life Care (IOELC), and you'll have access to a unique set of electronic and paper based archives as well as a major library collection of journals, books and grey literature.
The remaining five taught modules (10 weeks each) are taught across programme streams with peers from a range of other backgrounds, but you are encouraged to consider this teaching from the perspective of palliative and end of life care – applying it as you build towards the final module where you fire up your independent research proposal and ethics application.
Years 3+
Years 3 to 4/5 see you undertake a research project in Palliative Care, which will conclude with the submission of your 35,000 word thesis. The project will be supervised from the University but undertaken in your own location or workplace. Supervisions can be via telephone, e-mail or Skype, depending on preference. Face-to-face meetings with your supervisors will take place during the annual academy.
We aim to provide an opportunity for students - many of whom are working in hospice and palliative care services of various kinds - to develop a critical orientation and a portfolio of skills relating to research and evaluation in the field. We encourage the development of general skills that will be of use throughout the programme. These include critical engagement with reading materials, the ability to effectively synthesise materials, and to use research evidence critically in supporting your arguments.
Dr Lynn Bassett, PhD Palliative Care graduate
"Blended learning offered me an opportunity for doctoral study. However, distance learning has its challenges; it demands self-motivation and determination in a process that is conducted, mostly, alone. Autumn Academies provided bases for networking and peer support and I value greatly the firm friendships made across international and interdisciplinary boundaries. In the last year, I emerged with a new thirst for excellence, greater humility, clarity of thought and confidence in my thesis. The persistence and hard work paid off; I have achieved, I have grown, I am changed."
The Division of Health Research
The Division of Health Research have been offering blended learning postgraduate programmes since 2010. We have many successful graduates and currently around 200 continuing students on a range of programmes who have benefited in progressing their careers from the high quality postgraduate education we provide.
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Our research in ageing
Finding solutions to the major global challenges of disease prevention and care for an ageing population.
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International Observatory on End of Life Care
High quality cutting edge research and innovative educational programmes to improve palliative and end of life care for patients and family carers.
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Centre for Ageing Research
Interdisciplinary research and promotes research-led teaching around ageing, older people and age-related disease.
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Athena Swan: gender equality at Lancaster
We hold the Athena SWAN Silver Award, recognising our commitment to advancing the careers of women in higher education and research.
Important Information
The information on this site relates primarily to 2024/2025 entry to the University and every effort has been taken to ensure the information is correct at the time of publication.
The University will use all reasonable effort to deliver the courses as described, but the University reserves the right to make changes to advertised courses. In exceptional circumstances that are beyond the University’s reasonable control (Force Majeure Events), we may need to amend the programmes and provision advertised. In this event, the University will take reasonable steps to minimise the disruption to your studies. If a course is withdrawn or if there are any fundamental changes to your course, we will give you reasonable notice and you will be entitled to request that you are considered for an alternative course or withdraw your application. You are advised to revisit our website for up-to-date course information before you submit your application.
More information on limits to the University’s liability can be found in our legal information.
Our Students’ Charter
We believe in the importance of a strong and productive partnership between our students and staff. In order to ensure your time at Lancaster is a positive experience we have worked with the Students’ Union to articulate this relationship and the standards to which the University and its students aspire. View our Charter and other policies.
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