MSc — 2025 entry Advanced Clinical Practice

This module is designed to meet the needs of professionals working in health & social care. The module is designed to support health care professionals who undertake an educational role to apply learning and teaching theory to their practice role. The module forms part of the teaching for professional practice programme and The Practice Teacher qualification.

This module is designed to meet the needs of professionals working in health and social care who are interested in introducing change within their practice environment. The module will explore the current healthcare agenda, examining the need for change to meet the contemporaneous needs of the population. Students are encouraged to reflect upon how innovative practice could transform service delivery to improve experience quality, relative to their own area of practice.

The module provides the students with a comprehensive understanding of how people learn in a learning environment with an emphasis on what constitutes an effective learning setting and how this is conducive for learning. Through a series of lectures and facilitated groupwork students will identify educational strategies that can be used to ensure that the student learning journey is meaningful. These concepts will be underpinned by learning theories which will help the students construct an understanding of how people learn in their own environments.

This module enables students to apply a consultation process for the individual and the develop a patient centred management plan.     Students will be equipped to undertake a health assessment of the patient/client across the body systems to identify a patient’s health care needs, complete a structured assessment, confidently recognise normal vs abnormal parameters for the individual, and use their findings to develop differential diagnoses. 

The module provides opportunities for participants to develop and demonstrate advanced practice knowledge, clinical reasoning and assessment skills. This includes analysis of information acquired from holistic advanced assessments, including the physical, social and psychological domains of health, and analysis of clinical investigations to inform care decisions.  Participants are empowered to participate in multi-professional dialogue, learning and working to support advancing their practice.  This is achieved as module participants come from a range of healthcare professions, from across the life span.  Workplace based learning, supervision and assessments will provide advanced practice developmental opportunities within the participant’s clinical practice area.  

This module expands on student learning from the Leading People in Health and Social Care module, elevating thinking to an organisational and strategic level.   Students will be empowered to explore the complexity of the internal and external organisational environments, valuing openness, collaboration, and the need for continuous organisational learning.  Students will be enabled to recognise and analyse the factors that are key to strategic planning and successfully fulfilling organisational aims and purpose.  

This module provides students with a fundamental understanding of the core principles of engaging, supporting and leading people. Students will be empowered to support or create workplaces where staff thrive and collaborate, enabling patients and users of health and social care services to feel safe and supported. Exploring the concepts of care, compassion, courage, and vulnerability, to develop skills in enhancing relationships and creating safe environments.

The module enables students to understand the theoretical and practical aspects of research; how to design research informed by theoretical, methodological and practical issues; and how to prepare a research proposal relevant to health and social care practice. The module provides students with the knowledge, skills and confidence in planning and writing a research proposal that can be taken forward to the dissertation module.

This module will explore the role of decision making within the healthcare environment. It will support students' exploration of their understanding and knowledge of the theory underpinning decision making, judgement and human factors within healthcare, and the potential influential factors including; policy, risk, finances, ethics, the environment, shared decision-making, and the actual and potential consequences of the decision. 

This module aims to enable healthcare practitioners working in specialist and/or advanced roles to significantly expand their knowledge of pharmacology, related clinical sciences and the practice of medicines optimisation.

The independent and supplementary prescribing V300 module provides an exciting and challenging opportunity for nurses, midwives, paramedics, physiotherapists, therapeutic and diagnostic radiographers, dietitians and podiatrists to support and improve clinical outcomes for patients. This module is designed to provide these health care professionals (HCPs) with the knowledge and skills to prescribe safely and appropriately within their area of practice and current non-medical, independent and supplementary prescribing legislation. The independent and supplementary prescriber may prescribe any medicine, within law and national & local guidelines for any condition within the practitioner’s area of expertise and competence. Currently, dietitians and diagnostic radiographers can practice as supplementary prescribers only.   Successful completion of the module will empower these HCPs to improve access to appropriate medication in a timely manner, in line with the NHS Five Year Forward View (NHS England, 2017) & NHS Long Term Plan (NHS England, 2019) It will facilitate inter-professional working, maximising the benefits for patients and support for healthcare services identified in the Multi-professional framework for advanced clinical practice in England (NHS England, NHS Improvement, Health Education England, 2017).   On successful completion of all aspects of the module, the University will inform the regulatory body that the student is eligible to register their qualification, the qualification will need to be registered within the timeframes specified by the regulatory body (NMC/HCPC). The module assessments must be successfully completed within two years of starting the module.   The length of the module will be a minimum of 26 taught days over the academic semesters, with an additional 12 days of supervised learning in practice and all registrants must undertake both independent and supplementary elements of the module.

The dissertation module supports students to plan, undertake and report on a substantial original project that is relevant to their professional practice and their workplace organisations.   Students will choose a topic area of their interest and will be supported throughout the project by a named supervisor. The project will involve developing a relevant research question and outlining the relevant policy context, carrying out a literature review, developing a robust methodology, collecting/identifying and analysing/synthesizing data, and to critically discuss the relevance of the findings to practice and current knowledge.         Students will gain confidence in understanding and applying the research process. The students will have the opportunity to develop skills in research leadership, critical thinking, and writing, translating knowledge into practice, literature reviewing and digital knowledge.

  This module enables students to apply a consultation process for the individual and the develop a patient centred management plan.     Students will be equipped to undertake a health assessment of the patient/client across the body systems to identify a patient’s health care needs, complete a structured assessment, confidently recognise normal vs abnormal parameters for the individual, and use their findings to develop differential diagnoses.