This course provides a structured roadmap for navigating the healthcare funding landscape, from clinical research and public health interventions to biomedical innovation and digital health. It is designed for learners who want to move from good ideas to fundable projects, and who want to understand what decision-makers look for when they assess evidence, feasibility, ethics, and impact.
You learn how strong funding proposals do more than describe a plan. They demonstrate strategic judgement. They show that a project is aligned with real health system needs, grounded in ethical responsibility, and designed with sustainability and equity in mind. Whether you are developing a research project, a service improvement, or a health innovation concept, the course supports you to write with clarity, credibility, and purpose.
This course offers hands-on training in identifying, writing, and refining high-quality healthcare grant proposals for local and global contexts. Core components include:
The course emphasises writing that is honest, defensible, and strategically aligned, without overstating certainty or impact.
Learners may choose to develop a mock or real grant application tailored to a selected funding theme or priority area. Outputs may include:
Subject to quality review and programme design, selected projects may be invited for additional feedback cycles, internal showcases, or strategic development activities.
Important note: Shortlisting, showcases, and extended feedback opportunities are discretionary and are not guaranteed.
By the end of this course, learners will be able to:
If you wish to enrol, please click the “Register Now” button. Applications may be reviewed to ensure the programme is appropriately matched to your academic background and goals.
At Afer*Nova, programmes are designed to combine academic depth with real-world relevance, supporting learners to connect scholarship with applied decision-making.
Learners begin with flexible modules that build core competence through:
This phase supports independent learning and strengthens confidence in core concepts.
Learners participate in mentor-guided workshops focused on applied practice, featuring:
These sessions support critical thinking, collaboration, and strategic communication.
The curriculum is refreshed periodically to reflect developments in healthcare priorities, research governance, innovation ecosystems, and public accountability. This helps ensure learning remains current and aligned with evolving expectations across funding and implementation.
At Afer*Nova, teaching is designed to develop the mindset of a fundable, ethically responsible researcher or innovator. You learn to write with strategic clarity while also learning how to anticipate scrutiny: feasibility, limitations, ethics, equity, and delivery constraints.
Teaching includes writing workshops, live grant clinics, ethical design exercises, structured peer review, and mock panel-style evaluation. Assessment supports skill development and strategic maturity. Learners may be assessed through proposal drafts, revision cycles, budgeting exercises, impact models, oral pitches, and a final integrated application-style output.
This course teaches grant writing as a form of responsible leadership. You learn how to build a case for change that respects complexity and recognises that health systems are shaped by ethics, workforce realities, governance, and trust. You are supported to write proposals that are ambitious without being unrealistic, and persuasive without making claims that cannot be defended.
Rather than treating equity as a final paragraph, the course supports you to build it into the architecture of your proposal. You learn to centre access, inclusion, and sustainability from the first sentence, so that your project can be evaluated not only as innovative, but as deliverable and fair.
Learners receive structured feedback designed to improve the clarity, feasibility, ethics, and impact logic of proposals. Mentoring is delivered through supervised teaching and small-group support, with individual feedback where appropriate. The emphasis is on developing judgement: anticipating reviewer concerns, revising strategically, and writing in a way that demonstrates readiness.
Learners complete a proposal-style output that can serve as a portfolio item for future opportunities. Subject to quality review and editorial discretion, selected work may be considered for inclusion in curated student collections or professionally edited educational volumes focused on healthcare innovation and funding strategy.
Subject to performance, quality review, and programme design, learners may have the opportunity to:
Mentoring format and level of individual feedback may vary depending on cohort size, availability, and programme design. Dissemination opportunities are discretionary outcomes and are not guaranteed.
If you wish to enroll in the course, please click the ‘Register Now’ button. Our team will reach out to you after reviewing your academic qualifications.