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Masters Degrees (Advanced Clinical Skills)

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A characteristic of the health service in recent times has been changing professional boundaries. Increasingly nurses and other registered practitioners take on roles that have traditionally been the domain of doctors. Read more
A characteristic of the health service in recent times has been changing professional boundaries. Increasingly nurses and other registered practitioners take on roles that have traditionally been the domain of doctors.

The PG Cert Advanced Clinical Skills has been specially created for such practitioners and provides opportunity to develop the in-depth knowledge, skills and confidence to manage complex cases within specific areas of practice. Following in the footsteps of our 62 graduates may be just what you need to boost your career prospects.

Focusing on high-quality teaching with plenty of opportunity to develop clinical skills in a practical setting, the course provides an educational structure that links to relevant competency frameworks and supports the NHS Career Framework.

One of the key benefits of the course is that you will work alongside students from a variety of backgrounds and specialist fields, giving you the chance to share experiences and best practice.

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The role of pharmacists in the emergency department offers an exciting opportunity to work in a new field of practice. Read more
The role of pharmacists in the emergency department offers an exciting opportunity to work in a new field of practice.

Our six-month Advanced Clinical Skills short course enables trainee pharmacy practitioners to independently evaluate, assess and recommend or prescribe medicines for patients who present to emergency departments.

This will allow junior and senior medical staff to attend to more urgent medical patients in a clinical setting and aims to decrease waiting times for patients with minor injuries. Research has shown that hospital pharmacists with additional skills in independent prescribing and advanced clinical assessment could manage up to 35.7% of patients presenting to emergency departments.

Upon successful completion of the course, you will be able to manage emergency department patients in addition to working as part of a multidisciplinary emergency team.

Our course confers 30 postgraduate (Level 7) credits upon completion and can be taken as a standalone course by pharmacists who are already non-medical prescribers. If you are not already a non-medical prescriber, you can take this course before starting our Independent Prescribing short course. Completing both of these courses within two years of registering will lead to a PGCert in Advanced Specialist Training in Emergency Medicine.

Aims

This course aims to:
-Provide you with the skills to independently evaluate and assess patients who present to the emergency department
-Enable you to independently recommend and/or prescribe appropriate medicines for patients who present to the emergency department
-Enhance your knowledge and skills in the evaluation and application of knowledge of best evidence-based practice to implement appropriate assessment and care for the emergency patient

Career opportunities

Our course offers career progression for experienced hospital pharmacists to manage patients in the emergency department, in addition to working as a member of the multidisciplinary emergency department team.

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Initially students will enrol for the Postgraduate Diploma award. If they are successful they can apply to undertake the top-up MSc Advanced Clinical Practice award by completing the 60 credit Dissertation module. Read more
Initially students will enrol for the Postgraduate Diploma award. If they are successful they can apply to undertake the top-up MSc Advanced Clinical Practice award by completing the 60 credit Dissertation module. Graduates from the full MSc course will receive confirmation that they have completed an RCN Accredited Advanced Nurse Practitioner pathway.

The School of Health and Social Care at London South Bank University has been delivering high quality Royal College of Nursing (RCN) accredited Advanced Nurse Practitioner (ANP) education for over 20 years, with demand increasing year on year. While initially the focus was on developing experienced nurses working in primary care settings, this has subsequently expanded to include nurses from secondary and tertiary services.

This course has therefore been developed for both experienced qualified registered nurses and other health professionals working in primary, secondary and tertiary health care settings, who wish to undertake advanced clinical education at master's level. This education will provide high-quality preparation not only for Advanced Nurse Practitioners (ANP) but also for Advanced Clinical Practitioners and health professionals who need to work at a higher level of practice.

RCN Accreditation

While not all of the students undertaking this course will be nurses, other health professionals will benefit from the rigorous standards set by the RCN Accreditation unit for advanced nurse practitioner preparation. Their standards are currently the only quality marker for Advanced Practitioner preparation in England. RCN Accreditation indicates that this course has been evaluated against 15 standards and associated criteria for educational preparation and judged to prepare practitioners to an advanced level (RCN, 2012).

Further, in accordance with the RCN endorsement (2012), the course has also been designed to comply with the Department of Health (England) (2010) position statement on Advanced Level Nursing.

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2021.

Modules

PgDip:

The structure for the course comprises of a prescribed sequence of six compulsory modules, the order depending on the start date (September or January) and the rate of progression.

Each 20 credit module accounts for 200 hours of total student effort. This typically comprises of 36 – 42 classroom contact hours, 14 blended learning activity hours, practice based learning hours (equivalent to a minimum of 3 hours per week) and the remainder for self-directed study.

A range of assessment strategies will be used to reflect the academic, clinical and professional aspects of the programme. This includes use of exams, a written case study, an essay, completion of a Practice Based Learning record including Practice Facilitator feedback and evaluation of practice, OSCEs (Objective Structured Clinical Examination) and production of a clinical portfolio including patient feedback.

The first part of the course includes:

Physiological Principles for Advanced Clinical Practice
Clinical Assessment Skills for Advanced Practice
Non Medical Prescribing

The second part of the course includes:

Clinical Reasoning in Advanced Practice
Leadership and Research Skills for Advanced Practice

There is an option for the final module according to work setting from:

Managing Complexity in Advanced Clinical Practice (Community and Primary Care)
Managing Complexity in Advanced Clinical Practice (Emergency Care)
Managing Complexity in Advanced Clinical Practice (Acute and Critical Care)

The Complexity modules share a common learning framework and approach to assessment but the focus, content and assessment requirements are adapted for the context.

MSc (top-up):

Students can progress to undertake the Dissertation module (60 credits) to gain the MSc Advanced Clinical Practice award.

Teaching and learning

There are a range of facilities to support teaching practice skills and simulation. These include the skills laboratories, clinical and simulation equipment, themed notice boards, resources, anatomical models and the media/skills technicians who maintain the labs and prepare for sessions.

Students are supported by a Virtual Learning Environment (VLE) using “Moodle”. Students have access to the VLE using a web browser from home, from campus, or when mobile if they have a smart phone or tablet. Open access computers are provided in the Library and Learning Resource Centre on our Southwark campus. These computers enable access to the internet, email, Microsoft office and other supported software. Direct IT helplines are available to support students

E-learning will complement face-to-face delivery for all modules within the course, with 14 specific hours assigned to blended learning activities in each timetable.

Skills workshop

A four day workshop will continue to be provided mid-way through the course, to give the opportunity for students to practise, consolidate and develop their new skills in a supervised, supportive environment. This is currently used as an effective strategy which is very highly evaluated by our students.

Placements

Practice based learning requirements
The Quality Assurance Agency (QAA) (2007) identify that learning within the work place is integral to a higher education programme and is demonstrated through engagement within the practice environment. This is particularly important for preparation for a course of this nature; for any students, even those with many years of experience, some of the areas covered by the programme will be new such as history-taking, physical examination skills, ordering and interpreting investigations, making differential diagnoses, pharmacology, prescribing, social sciences and mental health assessment, etc. One of the key requirements for the course is that the practice experience provides learning opportunities that enable students to achieve the course learning outcomes (RCN, 2012) and so in order to ensure this, learning in practice is purposely structured and assessed.

Students will spend the equivalent of 3 hours per week working in a "supernumerary capacity" in order to focus specifically on their clinical and professional development. This requirement extends beyond the University semesters to include the summer periods.

Practice Based Learning is supported through identification of a doctor/qualified Advanced Practitioner to act as the student's "Practice Facilitator" to initially supervise and subsequently support their clinical development. Other experienced senior clinicians can also supervise and support student development.

Evidence of practice based learning (36 hours of direct supervision and 180 hours of indirect supervised clinical practice) and feedback on progress is used as an element of assessment on the following modules: 1. Clinical Assessment Skills for Advanced Practice [Level 7] 2. Clinical Reasoning in Advanced Practice [Level 7] 3. Managing Complexity in Advanced Clinical Practice [Level 7]

The overall total for supervised hours through successful completion of these modules is 648 hours.

Employability

Graduate and employer surveys and feedback indicate our graduates are making a positive impact on patient care and service innovation in general practices, walk-in centres, urgent care centres, minor injury units, emergency departments, projects for refugees, asylum seekers and homeless populations, elderly care facilities, “out of hours” developments, rapid response services, intermediate care teams, prison services, acute medical and surgical teams, critical-care outreach and specialist hospital services.

Some of our graduates are now lead nurses within social enterprises, nurse partners in general practices, nurse representatives on commissioning boards, community matrons and consultant nurses. To date two graduates have gone on to pursue doctoral studies.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search. Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or an internship, and will help you assess what you need to do to get the job you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

• Direct engagement from employers who come in to interview and talk to students
• Job Shop and on-campus recruitment agencies to help your job search
• Mentoring and work shadowing schemes.

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There are 3 formal progression points. - Post Graduate Certificate in Advanced Health Assessment & Clinical Decision Making (60 Credits). Read more

Overview

There are 3 formal progression points:
- Post Graduate Certificate in Advanced Health Assessment & Clinical Decision Making (60 Credits)
- Post Graduate Diploma in Advancing Clinical Practice (120 Credits)
- MSc Advanced Clinical Practice (180 Credits)

MSc in Advanced Clinical Practice approved and supported through Health Education England working across the West Midlands and the West Midlands Universities Advanced Practice Group.

See the website https://www.keele.ac.uk/pgtcourses/mscadvancedclinicalpractice/

Course Aims

It is expected that on completion of this Award the student will be a recognised Advanced Clinical Practitioner (HEWM, 2015) with an expert knowledge base, complex decision-making skills and clinical competencies for expanded autonomous scope of practice, the characteristics of which are shaped by the context in which the individual practices.

Entry Requirements

New entrants to Advanced Clinical Practice:
Also, to become an Advanced Clinical Practitioner must have:
Commitment to providing protected learning time for the trainee Advanced Clinical Practitioner during the MSc and this is equivalent to:
- One day a week in University (or equivalent) reading, writing and other academic activities.
- One day a week protected time for supported clinical practice (or equivalent)

- Applicants without a first degree:
Universities have a separate policy for applicants who do not hold a first degree at 2:2 but have substantial and relevant clinical or prior study experience.

- Exisiting Practitioners:
Existing Practitioners who are currently working in an Advanced Clinical Practice role and do not have a MSc level of education have options to either complete the Masters or continue in the role and update in-line with their CPD requirements.
There are ‘Top Up’ arrangements for existing Practitioners who do not have a full Masters degree. They have the option to complete the degree and to do this they would need to be in a relevant Advanced Clinical Practice post and supported by their organisation.

- Employers:
All organisations supporting staff to undertake an Advanced Clinical Practice course will need to ensure as part of their workforce plans the role of Advanced Clinical Practitioner is embedded within their organisation structures. Once the trainee is a qualified Advanced Clinical Practitioner, there will need to be on-going support from the Trust

Teaching & Assessment

The MSc Advanced Clinical Practice Award is a programme of 180 credits aimed at multi-professional groups delivered by HEIs in the West Midlands which aims to meet the contemporary challenges of advanced clinical practice, using a blended leaning approach, including:
- Inter-professional classroom based sessions including, seminars, tutorials, library, self-directed, KLE activities
- Clinical Competency Portfolio
- Reflective Journal
- OSCEs
- Written assignments
- Clinical skills education using simulation
- Physical examination
- Shadowing
- Coaching
- Supervision and Mentoring
- Patient / Carer feedback

Approximately 80% of the curriculum for the MSc Advanced Clinical Practice is recognised as ‘core’ curriculum applicable to an Advanced Clinical Practitioner working in any health discipline and setting. The other 20% of the curriculum will be negotiated between Keele and you in order to consider education/training/modules required to support your advanced clinical role.

Additional Costs

Apart from additional costs for text books, inter-library loans and potential overdue library fines we do not anticipate any additional costs for this postgraduate programme.

Find information on Scholarships here - http://www.keele.ac.uk/studentfunding/bursariesscholarships/

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We offer three pathways in the Advanced Professional Practice Programme. - Clinical Pharmacy for General Practice for pharmacists to develop the skills required for working in General Practice. Read more

Overview

We offer three pathways in the Advanced Professional Practice Programme:
- Clinical Pharmacy for General Practice for pharmacists to develop the skills required for working in General Practice.

- Advanced Professional Practice (Pharmacy) incorporating the Royal Pharmaceutical Society’s Advanced Pharmacy Framework

- Advanced Professional Practice (Open Learn) allows health professionals to choose from our range of modules to create their own pathway

Clinical Pharmacy for General Practice:
NHS England has recently announced their intention to invest £15 million pounds to pilot patient facing roles for clinical pharmacists in GP practices. This is a clear sign of that pharmacists are recognised as health professionals who are able to support patients in the management of long term conditions e.g. by optimising medicines. These roles offer exciting opportunities for pharmacists to develop in this area of practice. . If you wish to work in general practice, it is likely that you will need to be working towards or hold a postgraduate pharmacy qualification that includes Independent Prescribing.
Our new postgraduate pathway 'Clinical Pharmacy for General Practice' allows you to combine your choice of modules from across our Community Pharmacy, Advanced Professional Practice and Prescribing Studies programmes (including the Independent Prescribing course) to meet your own personal learning needs whilst working towards a Postgraduate Certificate, Diploma or Masters award.

Advanced Professional Practice (Pharmacy):
The Pharmacy pathway is compatible with the emerging agenda for Advanced and Specialist Practice within the Pharmacy profession and supports the Royal Pharmaceutical Society’s Faculty Professional Recognition Scheme. Pharmacists who follow this pathway will incorporate the Advanced Pharmacy Framework (APF) (http://www.rpharms.com/faculty-resources/advanced-pharmacy-framework.asp) within their Advanced Professional Practice award and be able to demonstrate competency in all six competency clusters of the framework, ie:
- Expert Professional Practice
- Collaborative Working Relationships
- Leadership
- Management
- Education, Training and Development
- Research and Evaluation

Advanced Professional Practice (Open Learn):
Increasing numbers of pharmacists and other health professionals have a career portfolio that crosses the traditional boundaries of community practice, primary care and secondary care and need a programme of continuing professional development that can meet their specific personal professional development needs.
The Open learn pathway of the APP programme is designed to allow pharmacists and other health professionals, particularly medical and non-medical prescribers working in primary care, choice and flexibility in their progression to Certificate, Diploma and Masters awards to meet their specific professional development needs and advance their professional practice. Pharmacists can choose modules from across the Department of Medicines Management/School of Pharmacy postgraduate programmes’ portfolio, including Community Pharmacy and Clinical (Hospital) Pharmacy.
Pharmacists, medical and nonmedical prescribers can choose modules from the Prescribing Studies programme, including the Independent Prescribing Preparatory Course for Pharmacists, and also modules provided by other Schools within the Faculty of Health, and other Faculties within the University, subject to meeting the specific entry criteria required for individual modules.

See the website https://www.keele.ac.uk/pgtcourses/advancedprofessionalpracticepharmacy/

Course Aims

Keele's Pg Advanced Professional Practice Programme aims to:
- Equip you with the clinical and professional knowledge base and skills that you have identified as necessary to fulfil and advance your professional practice

- Provide you with a learning programme that meets your personal professional development needs and that will help you apply your knowledge and skills in daily practice

- Encourage you to develop the self-discipline of private study, self-directed learning and reflective practice that will be continued beyond Keele's Programme in your Continuing Professional Development (CPD).

In addition, you will develop valuable practical skills including written and oral communication, and the ability to design a project, collect, analyse and interpret data.

Course Content

MSc in Advanced Professional Practice (Clinical Pharmacy for General Practice):
For the ‘Clinical Pharmacy for General Practice’ pathway you may combine modules from our Prescribing Studies programme, Community Pharmacy programme and Advanced Professional Practice programme to meet your learning needs. A total of 60 credits is required to achieve the Certificate award, 120 credits for the Diploma and 180 credits for the MSc. The Independent Prescribing Preparatory Course for Pharmacists module (60 credits) from the Prescribing Studies programme may only be used towards a Diploma award.

Achievement of the Master’s award requires you to complete the Professional MSc year. The professional MSc year consists of three compulsory modules: Advanced Practice Development (15 credits), Researching and Evaluating your Practice (15 credits) and the Independent Learning Project (30 credits).

MSc in Advanced Professional Practice (Pharmacy):
This pathway links to all the clusters of the Advanced Pharmacy Framework (APF) (http://www.rpharms.com/faculty-resources/advanced-pharmacy-framework.asp) You will study modules to allow you to develop in all six clusters of the APF: Expert Professional Practice; Collaborative Working Relationships; Leadership; Management; Education, Training and Development; and Research and Evaluation.

The modules you will study are as follows (more detail about individual modules can be found in the Postgraduate Modules pages):

Year 1 (Certificate Year)
- Advanced Practice Development (30) 30 credits (Continuous module during Years 1 and 2)
- Competency Frameworks for the Advanced Practitioner 15 credits
- Building Working Relationships for the Advanced Practitioner (30) 30 credits

Year 2 (Diploma Year)
- Researching and Evaluating Your Practice 15 credits
- Education Theory and Practice for Health Professionals 15 credits
- Business and Financial Management 15 credits

Year 3 (Master’s year)
- Advanced Practice Development 15 credits
- Independent Learning Project 45 credits

MSc in Advanced Professional Practice (Open Learn)
For the ‘Open Learn’ pathway, a total of 60 credits is required to achieve the Certificate award, 120 credits for the Diploma and 180 credits for the MSc. The 15 credit Advanced Practice Development module is compulsory, after that you may chose modules from across our programmes to meet your individual learning needs. A maximum of 30 credits per level of award is permitted from any one programme source for Certificate and Diploma awards. The Independent Prescribing Preparatory Course for Pharmacists module (60 credits) from the Prescribing Studies programme may only be used towards a Diploma award.

Our Postgraduate Modules pages will provide you with more information about the modules you can choose from.

Achievement of the Master’s award requires you to complete the Professional MSc year. The professional MSc year consists of three compulsory modules: Advanced Practice Development (15 credits), Researching and Evaluating your Practice (15 credits) and the Independent Learning Project (30 credits).

Teaching & Assessment

The Advanced Professional Practice Programme is designed principally for distance-learning. We provide mainly online distance-learning materials so that you can study where and when it is most convenient for you. Our methods of delivery allow us to revise and update the course quickly to meet your changing needs as a pharmacist.

Students on the 'Pharmacy' Pathway will be required to attend Keele for occasional face to face study days. Students on the 'Open Learn' pathway maybe required to attend Keele, depending on their module choices.

The Advanced Professional Practice Programme is fully supported by a team of experienced, friendly, and approachable academic, administrative and technical staff based at Keele. You’re not on your own! And, don’t forget the network of other pharmacists on the course whom you can contact.

You will require the equivalent of 1-2 days (approximately 10-15 hours) each week to complete your course. Remember that the online nature of our course materials, and the fact that a good proportion of the assessed work focuses on your daily practice, means that you can integrate study and work.

Assessment is entirely by coursework for the Certificate, Diploma and MSc courses. A variety of assessment methods are used such as Practice-Based Assignments that will assess your knowledge, problem-solving skills, and data interpretation skills in relation to application of knowledge to practice, patient care and medicines management. Case Presentations assess your ability to critically appraise the literature and relate published theory to everyday practice. An Audit Project, Practice-Based Assignments, Project Protocol Development and the Independent Study Project Report assess ‘thinking’ and practical skills, and your ability to plan, conduct and report on an investigation. They also assess your ability to critically appraise the literature and relate published theory to everyday practice. Your Reflective Portfolio also assesses your ability to relate theory to practice, and self evaluation of, and reflection on, your own performance and CPD needs.

The nature of the assessments develops your written and oral communication skills. Practical skills and key life/transferable skills are assessed within the methods described above. Each method of assessment is supported by clear criteria for marking; these are explained in the relevant Course Handbooks. The minimum pass mark is 50%.

The summative assessment is supported by a variety of formative assessment activities that include online discussions, formative feedback on elements of the reflective portfolio, contributions to study days and feedback on draft proposals.

Additional Costs

For all programmes you will need regular access to a computer, email and the internet. However apart from additional costs for text books, inter-library loans and potential overdue library fines we do not anticipate any additional costs for our postgraduate programmes, with the exception of those listed below.

Some modules may require that you attend a Webinar. You may find it beneficial to purchase a headset to participate in webinars, however this is not essential if your computer has a built in microphone and speakers.

Some modules may require that you travel to Keele for a study day. There will be additional travel and accommodation costs (if required) to attend any face to face study days.

Study Days

Students on the Pharmacy Pathway will be required to attend Keele for some face to face study days. For further information please contact Bev Oakden.

Students who incorporate the Independent Prescribing Preparatory Course into the ‘Clinical Pharmacy for General Practice’ award will be required to attend Keele for some study days. For further information please refer to the ‘Independent Prescribing’ section of our website.

Whilst the majority of our modules are delivered at a distance, a small number may require attendance at Keele. Please contact Bev Oakden or Amanda Salt to discuss your choice of modules and any attendance requirements.

Find information on Scholarships here - http://www.keele.ac.uk/studentfunding/bursariesscholarships/

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Modern healthcare practice has seen traditional professional boundaries change to reflect the demands of national healthcare policy, the scope of practice and patient needs. Read more
Modern healthcare practice has seen traditional professional boundaries change to reflect the demands of national healthcare policy, the scope of practice and patient needs.

Increasingly, advanced practitioners in nursing, midwifery and allied health professions have to be prepared both academically and clinically to deliver complex care traditionally delivered by doctors.

This MSc in Advanced Clinical Practice, developed in collaboration with health care professionals, is designed to prepare clinicians from a variety of professions to undertake advanced practice roles.

Alternatively, those who already hold a Master’s level qualification can complete the PGCert Advanced Clinical Practice. This is a two-year, part-time course which leads to a Postgraduate Certificate and is run in conjunction with the MSc. It consists of the Advanced Clinical Practice Portfolio only.

Structure

MSc:

The MSc in Advanced Clinical Practice is a four-year, part-time programme, and is made up of 180 credits, including four taught modules of 30 credits each, plus the Advanced Clinical Practice Portfolio (60 credits).

The Advanced Clinical Practice Portfolio consists of two elements: a competency document within a portfolio of evidence (maximum 10,000 words), worth 70% of the final module mark, and situational analysis (maximum 10,000 words), that draws together your learning, exemplifying evidence based practice.

In addition to the Advanced Clinical Practice Portfolio, you are required to undertake the core Research module plus three optional modules of your choice, from a defined menu.

To see a list of the modules taught on the MSc program, please see the website:

http://www.cardiff.ac.uk/study/postgraduate/taught/courses/course/advanced-clinical-practice-msc-part-time

PGCert:

The PGCert in Advanced Clinical Practice is a two-year, part-time course which consists of the Advanced Clinical Practice Portfolio only.

To see a list of the modules taught on the PGCert program, please see the website:

http://www.cardiff.ac.uk/study/postgraduate/taught/courses/course/advanced-clinical-practice-pgcert-part-time

Teaching

Teaching methods include lectures, seminars, tutorials and workshops. Seminars and case presentations support learning alongside the situational analyses of advanced practice. The use of e-learning materials, self-directed study guides, indicative reading lists provided by both University staff and clinically-based medical consultants and professionals will support your development. The use of clinical simulation and clinical skills laboratories will enhance the development of your skills in a safe environment. Additional proformas will be utilised according to your speciality, to allow you to develop skills appropriate to your clinical area of practice.

Assessment

Each module will be assessed formatively and summatively in line with each specific module assessment strategy. This incorporates a variety of modes of assessment including the following:

Assignment (theoretical and reflective)
Presentations/ Peer reviewed presentations/ seminars
Discussion/ seminars/ workshops
Case scenarios
Simulated clinical workshops
Objective Structured Clinical Examinations
Multiple choice question classroom tests.

Assessments used within the programme relate to the measurement of professional, academic and clinical practice, and will include written work such as reflective narratives, Objective Structured Clinical Examinations (OSCEs), situational analyses, case study analysis, oral/ teaching presentations, seminars, project work and completion of the Advanced Clinical Practice Portfolios (competencies).

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Take advantage of one of our 100 Master’s Scholarships to study Abnormal and Clinical Psychology at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Read more
Take advantage of one of our 100 Master’s Scholarships to study Abnormal and Clinical Psychology at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Postgraduate loans are also available to English and Welsh domiciled students. For more information on fees and funding please visit our website.

Clinical psychology focuses on the challenges faced by people with clinical, mental or physical (neuropsychological) health conditions. The role of the clinical psychologist is to work with these individuals and attempt to improve their quality of life. The Master’s degree in Abnormal and Clinical Psychology at Swansea is designed to equip students with an advanced understanding of the theory and practice of clinical psychology in healthcare settings. The primary purpose of the Abnormal and Clinical Psychology course is to allow students to gain knowledge and experience to enhance their suitability for professional clinical training (i.e. a three year DCl in Clinical Psychology programme at a BPS accredited training centre; see http://careers.bps.org.uk/area/clinical).

Entry onto a clinical psychology doctorate training programme is extremely competitive, with candidates usually expected to have acquired training and experience beyond degree level. We have a proven track record of helping our students progress towards clinical psychology training, as well as roles in a range of other clinical mental health-related occupations. Our MSc Abnormal and Clinical Psychology alumni have also secured NHS clinical based placements, providing valuable experience for those seeking to attain Assistant Clinical Psychologist positions.

The majority of our teaching is carried out by practicing and/or qualified Clinical Psychologists and related professionals, ensuring that students are learning from those with direct experience of professional challenges.

Course modules are assessed using a range of different approaches, including written examinations, essays, presentations and clinical case studies.

Study on the course can be undertaken either full time (1 year) or part time (2 years) basis, with teaching condensed into two weekdays to more easily accommodate part-time students and for relevant experience to be gained alongside the degree. Taught modules are provided in the first two semesters, with the research project typically undertaken over the summer.

Students on the MSc Abnormal and Clinical Psychology typically include:

* UK and international psychology graduates seeking positions as Assistant Psychologists (both in the UK and abroad) as part of their journey towards becoming a BPS Chartered Clinical Psychologist.

* Psychology graduates aiming to work in related fields of applied psychology and other areas of clinical mental health.

* Healthcare and other clinical professionals looking to expand their understanding of particular areas of abnormal and clinical psychology.

* Psychology graduates who have relevant work experience to apply for further clinical training, but who need to enhance their academic and research skills.

* Psychology graduates aiming to secure a PhD by Research in a clinically applied area.

The MSc Abnormal and Clinical Psychology is unique in the range of modules the programme offers:

• Eating Disorders
• Psychosis
• Personality and Sexual Disorder
• Clinical Neuropsychology
• Psychotherapy
• Statistical and Research Methods
• Affective and Somatoform Disorders
• Applied Behaviour Analysis
• Coping with Chronic Disease
• Psychopharmacology for Clinical Psychologists

Students will also complete a substantial research project in their chosen field of study.

Here's what students had to say about the Abnormal and Clinical Psychology MSc:

“Completing the MSc has been very beneficial, as in addition to improving my academic knowledge and skills, as well as confidence, it has enabled me to quickly secure employment in this field”. Sam (MSc Abnormal and Clinical Psychology, 2013-14)

“The level of expertise of the lecturers is second to none” Katie (MSc Abnormal and Clinical Psychology, 2011-12)

“An outstanding and highly interesting MSc program” Vasilis, international student from Greece (MSc Abnormal and Clinical Psychology, 2009-10)

“Thanks to my masters, I am in such a good placement in an Intensive Care Unit (ICU) of a multi-speciality hospital's Cardiology Unit” Phoram, international student from India (MSc Abnormal and Clinical Psychology, 2009-10)

“The MSc in Abnormal and Clinical Psychology provided me with an excellent theoretical knowledge of a wide variety of psychological approaches” – Ruth (MSc Abnormal and Clinical Psychology, 2008-09)

“I'm now an Assistant Psychologist in Cardiff, and I do not think I would have had a chance of getting such a post if I didn't have the MSc. I'm really glad I did it!” - Bryn (MSc Abnormal and Clinical Psychology, 2008-09)

“The MSc helped me to get my first assistant post and provided me with a good academic basis to pursue a career in clinical psychology. I am now undertaking the DClin Psych course in Oxford!” - Nicola (MSc Abnormal and Clinical Psychology, 2007-08)

The Department of Psychology at Swansea University is a thriving research led department that provides a friendly, supporting learning environment with instruction from world-class researchers. Our consistent ambition is to provide outstanding excellence of teaching and learning for all our students – as demonstrated by a recent Teaching Quality Assessment national audit that judged our teaching as ‘Excellent’. Moreover, the research caliber of our group has also been demonstrated. For example, in The Research Excellence Framework (REF) 2014, we were one of only four psychology departments to achieve a 100% 4* rating (maximum score possible) for the reach and significance of its work.

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The MSc Advanced Clinical Practice offers registered practitioners a flexible, bespoke and student-centred programme of study that aims to meet their personal and professional development needs as they progress within their role towards advanced expert practice. Read more
The MSc Advanced Clinical Practice offers registered practitioners a flexible, bespoke and student-centred programme of study that aims to meet their personal and professional development needs as they progress within their role towards advanced expert practice.

The Master of Science Award at the University of Lincoln is underpinned by the four framework pillars of advanced clinical practice as outlined by Health Education East Midlands (HEEM); Clinical Skills, Management and Leadership, Education and Research.

It is fundamental to this programme that each bespoke student pathway will contain a minimum level of each pillar in order to be deemed competent, however the individual route-way the practitioner takes will be determined by their own clinical practice role.

Within the award the ‘Clinical Skills’ pillar will always be the most prominent and each combination of modules aims to continuously promote the core principles of Advanced Clinical Practice as defined by HEEM; Autonomous practice, critical thinking, high levels of decision making and problem solving, values based care and improving practice.

All modules below are available as a stand-alone, credit bearing, short course in order to support flexibility in professional development.

Stage 1 - Core
-Pathophysiology for Healthcare (30 credits)
-Assessment, Diagnosis and Clinical Judgement in Practice (30 credits)

Stage 2 - Optional
-People, Personality and Disorder in Mental Health Care (15 credits)
-Best Interests Assessor (15 credits)
-Professional Development Portfolio (15 credits)
-Therapeutic Interventions for Mental Health Recovery (15 credits)
-Supporting Learning and Assessment in Practice (15 credits)
-Assessment and Management of Minor Illness and Minor Injury (30 credits)
-Advanced Urgent Care (30 credits)
-Enhanced Practice in Acute Mental Health Care (30 credits)
-Older Adult Mental Health (30 credits)
-Proactive Management of Long Term Conditions (30 credits)
-Non-Medical Prescribing (60 credits)

Stage 3
-Service Evaluation for Clinical Practice (15 credits)
-Service Transformation Project (45 credits)
OR
-Non-Medical Prescribing (60 credits)

How You Study

Blended teaching and learning is used wherever possible in recognition that students on this programme are working professionals and students are expected to take responsibility for their own learning.

As a student on the MSc Advanced Clinical Practice you will be allocated a named Personal Tutor who will endeavour to support you throughout the programme.

Students are expected to nominate a named Clinical Supervisor who will act as a critical friend, teacher, mentor and assessor throughout the programme. This is designed to provide you with a framework of stability and support in order to fully contextualise your learning and role within your professional service area.

This individual may, if appropriate, act as the Designated Medical Practitioner should you undertake the Non-Medical Prescribing certificate as part of your overall Award. The University will provide the opportunity for your nominated Clinical Supervisor and/or Designated Medical Practitioner to undertake training, guidance and ongoing support to help fulfil their role.

Due to the nature of this programme weekly contact hours may vary. Postgraduate level study involves a significant proportion of independent study, exploring the material covered in lectures and seminars. As a general guide, for every hour in class students are expected to spend at least two - three hours in independent study. For more detailed information specific to this course please contact the programme leader.

Taught Days module 1: Pathophysiology for Healthcare (30 credits)

Every Thursday commencing 23/02/17 for 10 weeks

Further module timetables to be confirmed.

How You Are Assessed

In line with the learning and teaching strategy for the MSc Advanced Clinical Practice, the assessment and feedback strategy is also based upon the pedagogical philosophy of Student as Producer. The work assessed throughout this Award will be topical, current and will endeavour to be relevant to the student’s professional working practices. Assessments have been designed to be robust, innovative and fit for purpose; therefore allowing you the opportunity to demonstrate that you are consistently competent and capable of the role, both academically and in real-life, complex and dynamic service environments.

Assessments will be undertaken by a range of appropriately experienced and competent assessors, including academic staff, medical practitioners and experienced healthcare professionals, and it is through this collaborative and inter-professional assessment process that the University seeks to gain full assurance that the student is fit for practice as an Advanced Practitioner in their clinical service area.

Assessment methods are likely to include, but are not limited to, written assignments, exams, presentations and projects to test theoretical knowledge, Objective Structured Clinical Examinations (OSCEs), case based assessments, direct observation of clinical skills and the development of a clinical competence portfolio. Formative assessments will be conducted whenever possible, aiming to prepare you for the assessment process and to provide developmental feedback to support the learning process. Formative assessment activities are integrated into the programme and focus crucially on developing the autonomy and research capacities of students in line with the Student as Producer ethos. The formative assessment process will promote student engagement and collaboration, to enable peer learning and knowledge discovery and exchange to take place between students, staff and professional colleagues in service areas.

The University of Lincoln's policy on assessment feedback aims to ensure that academics will return in-course assessments to you promptly – usually within 15 working days after the submission date.

Interviews & Applicant Days

Applicants will be screened in terms of professional suitability, professional references and eligibility for funding and sponsor approval (if required) prior to being made an offer on the programme.

If an applicant has applied for Non-Medical prescribing as part of the programme they will need to also undergo an interview process and meet the individual entry criteria for that programme.

Modules

-Advanced Urgent Care (Option)
-Assessment and management of minor illness and minor injury (Option)
-Assessment, Diagnosis and Clinical Judgement in Practice
-Best Interests Assessor (Option)
-Enhanced practice in acute mental health care (Option)
-Older Adult Mental Health (Option)
-Pathophysiology for Healthcare
-People, Personality and Disorder in Mental Health Care (M) (Option)
-Prescribing Effectively (Option)
-Prescribing in Context (Option)
-Proactive management of long term conditions (Option)
-Professional development portfolio (Option)
-Service Evaluation for Clinical Practice (Option)
-Service transformation project (Option)
-Supporting Learning and Assessment in Practice (Masters Level) (Option)
-The Consultation (Option)
-Therapeutic Interventions for Mental Health Recovery (Level M) (Option)

Read less
Take advantage of one of our 100 Master’s Scholarships to study Advanced Practice in Health Care at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Read more
Take advantage of one of our 100 Master’s Scholarships to study Advanced Practice in Health Care at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Postgraduate loans are also available to English and Welsh domiciled students. For more information on fees and funding please visit our website.

The student-centred Advanced Practice in Health Care postgraduate programme is the only one in Wales to be accredited by the Royal College of Nursing. The Advanced Practice in Health Care programme enables experienced health care professionals from varied clinical backgrounds to develop their skills and knowledge to an advanced level of practice in health care. The MSSc and PGDip in Advanced Practice in Health Care has also been carefully mapped against the prospective Advanced Nurse Practitioner competencies of the Nursing and Midwifery Council. The clinical component of the Advanced Practice in Health Care programme is taught by a team of active practitioners consisting of: Advanced Nurse Practitioners, an Advanced Paramedic Practitioner and a Medical Doctor.

The Advanced Practice in Health Care programme is consistent with current thinking on advanced practice and complies with both the competencies provided by the Royal College of Nursing, 2012 (RCN) and their high standards of course delivery. Students of the Advanced Practice in Health Care programme will develop critical and creative thinking skills in relation to clinical practice to an advanced level on the programme. Additionally, students of the Advanced Practice in Health Care programme will develop their knowledge and skills with regard to their role as a researcher, educator, manager and leader in health care.

The Advanced Practice in Health Care programme at Swansea University commenced in 1992. Since then it has undergone several changes in order to remain at the forefront of contemporary practices in health care. The modules are designed to enable the clinician to develop knowledge and skills essential to the role of an advanced practitioner (Scottish Government, 2008). Students may also undertake studies for non-medical prescribing.

Modules on the Advanced Practice in Health Care programme typically include:

• Foundations in Research
• Clinical Assessment and Diagnostic Skills
• Non Medical Prescribing
• Anatomy, Physiology and Pathophysiology
• Advanced Practice: Management and Leadership
• Advanced Practice and Education

Staff Expertise

The academic lead for the Advanced Practice in Health Care team works on a national basis with the Welsh Government on advanced practice policy.

The Programme Coordinator is a committee member of the RCN Accredited Advanced Nurse Practitioner Educators Group.

Several members of the teaching team for the Advanced Health Care programme have published books and papers on the subject of Advanced Practice in health care.

Swansea was one of the first universities in the UK to offer nurse practitioner/advanced nurse practitioner education. We now have twenty years of experience of doing so. The programme is informed predominantly by the Advanced Practice Toolkit, the Royal College of Nursing document (RCN, 2012) and by working closely with our colleagues in the NHS.

Links with practice in health care

The practitioner teachers work within the local NHS and so provide a link. There is a formal link between the College of Human and Health Sciences and the Bridgend Rehabilitation Team. Several members of the teaching team work on committees with Hywel Dda Health Board and Abertawe Bro Morgannwg University Health Board.

Read less
This programme has been specifically designed for those intending to pursue a career in clinical psychology and to apply for a place on the professional Doctorate in Clinical Psychology, but it is also ideal for those interested in a research career or PhD in the area of clinical psychology and mental health. Read more
This programme has been specifically designed for those intending to pursue a career in clinical psychology and to apply for a place on the professional Doctorate in Clinical Psychology, but it is also ideal for those interested in a research career or PhD in the area of clinical psychology and mental health. The programme enables students to gain detailed knowledge about modern theories and models in relation to psychopathology and psychological assessment as well as about effective psychological interventions and therapies. It also provides broad research training in quantitative and qualitative research, and offers education about the role of professional clinical psychologists along with training in essential clinical skills. The programme includes a Research Apprenticeship in clinical psychology which is a particularly attractive module enabling students to gain experience with professional research in clinical psychology.

-Designed to strengthen the research competence and academic profile of those intending to apply for professional training in clinical psychology
-Offers broad postgraduate research training in quantitative and qualitative research methods relevant to clinical psychology and mental health in general
-Includes a Research Apprenticeship in Clinical Psychology
-Provides education about the role of clinical psychologists as well as training in some essential professional clinical skills
-Uses a blend of adult learning approaches (i.e. lectures, seminars, group work, workshops) to engage students with the content of the taught modules

Why choose this course?

The main educational aims of the programme are to provide you with a thorough knowledge about clinical psychology as an academic and professional discipline, and to develop your research competence in a range of quantitative and qualitative research methods of particular relevance to clinical psychology. Core knowledge areas such as psychopathology, psychological assessment and various types of psychological intervention are each taught in specific modules. You will be introduced to leading theories or models in each field and the scientific evidence on which they are based will be critically discussed. Important research paradigms and controversies dominating current scientific debates within clinical psychology will be presented, and you will learn and practice how to critically appraise published research.

You will receive extensive training in a range of essential research skills and we will be discussing various types of research design for investigating the aetiology of mental health problems, for evaluating the effectiveness of psychological therapies and for auditing mental health services. The research training also includes advanced methods of statistical data analysis with exercises in SPSS and you will learn how to professionally report and communicate the findings. Qualitative research methods, for example, Grounded Theory will be taught in a specialist module and you will learn to use software for the coding and interpretation of transcripts. Finally, each student will be allocated to a senior researcher for a Research Apprenticeship, a particularly valuable learning experience enabling you to prepare an impressive MSc Research Project which will be your most important academic achievement of the programme.

The programme also includes a module Professional Clinical Skills introducing you to the role and competencies of professional clinical psychologists within mental health care settings as well as professional standards and ethical considerations. It also provides you with training in some essential clinical skills. More specifically, the programme aims are to:
-Provide students with in-depth knowledge about current theories of psychopathology covering both dimensional and diagnostic approaches for conceptualizing, defining, observing and assessing behavioural and mental indicators of psychopathology
-Provide students with detailed knowledge about psychiatric classification systems for mental health and personality problems as well as alternatives such as formulation
-Provide students with thorough knowledge about different kinds of effective psychological interventions for the treatment or prevention of mental health and behavioural problems
-Educate and train students in various types of quantitative and qualitative research in the area of clinical psychology, their methodological justification as well as criteria of validity to critically evaluate strengths and weaknesses of research proposals or published research
-Provide education about professional standards for clinical psychologists as well as training in professional skills

Professional Accreditations

Please note that this MSc does not replace an accredited doctoral training programme in Clinical Psychology, nor will it guarantee entry to such a programme or provide a professional qualification in clinical psychology.

Careers

This course is ideal for those considering a professional or research career in clinical psychology and wish to strengthen their academic CV.

Teaching methods

We have our own dedicated postgraduate teaching rooms. Teaching includes lectures, seminars, practicals in class, workshops, group work, simulation exercises and individual supervision.

A blend of different assessment methods will be used. Part of the modules is assessed by exams, but the majority of the assignments constitute coursework such essays, data analysis reports, a written paper critique and oral presentations.

Structure

Modules
-Professional Clinical Skills I
-Psychological Assessment
-Psychological Interventions
-Psychopathology
-Qualitative Research Methods
-Research Apprenticeship in Clinical Psychology
-Research Methods and Data Analysis in Clinical Psychology
-Research Project in Clinical Psychology

Read less
Our flexible Medical Ultrasound course is designed for healthcare professionals undertaking obstetrics, gynaecology and / or abdominal ultrasound training. Read more
Our flexible Medical Ultrasound course is designed for healthcare professionals undertaking obstetrics, gynaecology and / or abdominal ultrasound training.

Who is it for?

This course is suitable for a range of health care professionals who have experience in radiography, nursing, midwifery or other related professions. The course enables students to achieve the academic qualifications and clinical skills needed to pursue a career in ultrasound or to develop current skills further.

Students need a clinical placement in a recognised department, to engage in a wide range of ultrasound examinations for the duration of the course.

Objectives

City’s Medical Ultrasound course offers flexible study options for healthcare professionals undertaking obstetrics, gynaecology and / or abdominal ultrasound training and for those wishing to develop their skills further using work based learning options.

Our expert staff provide a supportive environment, encouraging students to develop their academic abilities and clinical skills in preparation for working as a sonographer. Students learn a range of subjects to enable them to explore the underpinning knowledge of safe, effective and evidence-based ultrasound practice, with which to help them develop clinical skills in their own department. Teaching is also supported by specialist guest speakers who provide current, relevant course material.

Students can achieve competency to practice if they successfully complete both academic and clinical components of the programme to PgC level or above.

Placements

A clinical placement is required in a recognised ultrasound department, to provide a wide range of clinical experience and supervision. Students should have their own clinical placement arranged prior to application, with supervised training arranged for an average of three days per week.

The placement needs to provide support for a wide range of clinical examinations. In addition to hands-on clinical experience you need a named clinical supervisor/assessor to provide support during the course. The supervisor must attend supervisor training and provide regular updates on your clinical progress to the clinical co-ordinator.

Academic facilities

The ultrasound clinical skills suite is equipped with a real-time ultrasound machine and simulators. The facilities are used for tutorials, self-directed study and formative monitoring of clinical skills.

Students have access to the MedaPhor simulator during the working week and remote cloud based access to tutorials and resources.

Using a flipped classroom approach to teaching and learning ensure that a range of online lectures are available for learning and revision.

Teaching and learning

A blended learning approach is used: linking academic theory to clinical practice via work-based learning; formal key note lectures; seminars; film viewing tutorials; demonstrations/workshops; e-learning; shared learning; self-directed study and online case discussions. Participation in the learning is an essential component of the course.

The programme team consists of academic staff, many of whom are still practicing clinically. Guest lecturers are invited to share expert knowledge on a range of topics, such as fetal cardiology, fetal medicine and contrast ultrasound.

The department’s academic staff are highly regarded across the institution, with our current programme director, Gill Harrison, winning the institution's prestigious Vice-Chancellor’s Award for Excellence in Teaching and Learning.

Activities include online lectures and quizzes, lectures, tutorials, workshops and skills suite activities, group activities and group work, games and online case discussions.

A variety of assessment methods are used to cater for a range of learning styles and provide a link between theory and practice. Assessment methods include objective structured examinations, online case discussions, oral and/or poster presentations, written assignments, clinical portfolio and clinical competency assessments.

Modules

As a student on the Medical Ultrasound course you will learn the underpinning theory of ultrasound production, safe and effective practice, normal and abnormal ultrasound appearances and associated imaging pathways.

You will be able to select from a number of clinical options including obstetrics, gynaecology and / or abdominal ultrasound. Additional clinical areas can be studied via work-based learning modules, if appropriate clinical support is available within the students' clinical department. The course is also designed to develop transferable skills to support clinical practice development.

Modules will take place over one or two days per week, depending on the selected module options. The time in lectures varies, dependent on the nature of the module.

Core modules - core modules and specific named clinical modules have a blended learning approach, with online lectures, online quizzes and discussions supported by lectures, tutorials and workshops. The average contact time per module is approximately 30 to 35 hours.
-Fundamental Principles of Ultrasound Practice (15 credits)
-Developing Advanced Practice (15 credits)

Students progressing to MSc must undertake:
-Foundations in Research Methods and Applied Data Analysis module (15 credits)
-Dissertation module (60 credits)

Elective modules - students can then select a range of clinical modules such as:
-Obstetric Ultrasound (30 credits)
-Gynaecology Ultrasound (15 credits)
-Abdominal Ultrasound (30 credits)
-Work Based Learning in Practice (includes clinical areas such as early pregnancy, small parts, DVT scanning) (15 credits)

You must gain 60 credits for a Postgraduate Certificate and 120 credits for a Postgraduate Diploma. The most common route is for students to take the two core modules and 45 credits of clinical modules in year 1. For example:
-Fundamental Principles of Ultrasound Practice (15 credits)
-Developing Advanced Practice (15 credits)
-Obstetric Ultrasound (30 credits)
-Gynaecology Ultrasound (15 credits)

Modules are spread throughout one to three terms in year 1.

In year two many students undertake the remaining 45 credits in term 1 (September to December), with a view to completing the PgDip in 18 months. Modules are often:
-Abdominal Ultrasound (30 credits)
-Work Based Learning in Practice 2 (includes clinical areas such as early pregnancy, small parts, DVT scanning
OR
-Foundations in Research Methods and Applied Data Analysis module

Students progressing to MSc the begin the dissertation module.

Some students take a short break of 6 months between completing the PgDip and starting the MSc. The maximum registration period is 5 years.

Career prospects

On completion of a postgraduate certificate or diploma you can apply for jobs as an autonomous practitioner, working in the NHS or private practice. Many of our graduates have become advanced practitioners, developing additional skills during their career, whilst others have travelled to overseas to enhance their careers.

MSc graduates have also become managers of ultrasound departments, leading service change and developing services to improve patient care. A number of graduates have developed their role in specialist areas, where they undertake research and training and engage in dissemination of their work at national and international conferences and in peer review publications. Some of our graduates return to provide keynote lectures to future generations of ultrasound students or even take on the role of Programme Director running ultrasound programmes.

You can also become an independent practitioner, setting up your own company, providing services to local populations or travel the world and experience different ways of working. Most sonographers are employed at band seven in the NHS.

Read less
This programme is suitable for healthcare professionals working in community practice or mental health practice. Read more
This programme is suitable for healthcare professionals working in community practice or mental health practice.

The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.
It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context.

Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context.

The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020. This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level
-You will be expected to develop an autonomous learning style and become self-directed as a learner.

Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

Career support and prospects

The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career and Employability Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of our programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

Experienced nurses and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs.

Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

Read less
This programme is suitable for healthcare professionals working in community practice or mental health practice. Read more
This programme is suitable for healthcare professionals working in community practice or mental health practice. The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.

It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context. Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context. The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020. This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012.

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

Career support and prospects

The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career and Employability Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of our programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

Experienced nurses and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs.

Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

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This course is aimed at applicants who are training to become an advanced clinical practitioner in a wide variety of healthcare settings. Read more
This course is aimed at applicants who are training to become an advanced clinical practitioner in a wide variety of healthcare settings. It is intended for experienced healthcare professionals and for those wishing to formalise and develop their role as an advanced clinical practitioner. The course seeks to focus on decision-making, diagnostics, therapeutics, and clinical management. You share learning with others from an extensive range of multi-professional backgrounds to create a vibrant and challenging learning environment.

The core modules focus on the four elements of advanced practice • clinical practice • education • managerial/leadership • research and flexibility is built into this course to enable you to tailor the course and focus on your area of specialism using a wide choice of elective modules.

Recognition of prior credited learning and recognition of prior experiential learning have been adopted for these awards to facilitate entry to the course. The course enables you to:
-Develop the knowledge, skills, competencies and professional behaviours required to function as an Advanced Clinical Practitioner.
-Apply advanced knowledge of anatomy, physiology and disease processes when undertaking patient assessment and diagnosis.
-Use a range of knowledge to underpin safe decision making when implementing appropriate pharmacological interventions, and prescribe medications when legally permitted as part of the advance practitioner's role.
-Engage with a range of theoretical perspectives, contemporary research and evidence based literature to support clinical reasoning relevant to your supervised advanced clinical practice.
-Enhance employability through the development of transferable skills and intellectual attributes necessary for lifelong learning.

Learning in multi-professional groups and being taught by a multi-professional teaching team creates a vibrant and challenging learning environment to enhance and extend your knowledge of working in transformational roles such as Advanced Clinical Practice.

This course is designed to provide a platform of essential skills, supported by a variety of pathways that provides you with a genuine choice. This range seeks to provide you with the opportunity to critically discuss cases, demonstrate knowledge within a simulation and develop critical appraisal skills.

You also take part in practical assessments that are designed to ensure that you are safe and able to make judicious clinical decisions based on your knowledge and understanding. The range of your practice related learning is recorded and documented in the Personal and Professional Development Portfolio (PPDP), which is a personal record of learning through the course. The format of your e-portfolio will be dependent on local and professional body requirements.

The course is structured around a combination of both core and elective modules, some of which are delivered via distance learning.

For more information, see the website: https://www.shu.ac.uk/study-here/find-a-course/mscpgdippgcert-advanced-clinical-practice

Course structure

Part time - 3 years. Starts September.

Year One core modules
-Advanced physical assessment & consultation skills (30 credits)
Year One options
One ELECTIVE module, either:
-Non-Medical Prescribing (30 credits, if relevant to your role)
OR
-Pathophysiology & Pharmacology for Advanced Management (30 credits, if relevant to your role).

Year Two core modules
-Advancing practice in the wider context (15 credits; taught or distance learning).
-Researching for practice (15 credits; taught or distance learning).
Year Two options
-Minor illness management (30 credits)
-Minor injury management (30 credits)
-Managing the acutely unwell patient (30 credits)
-Managing long term conditions (30 credits)
-Personalised study module (distance learning or taught) (15 credits)
-Personalised study module (distance learning) (30 credits)
-Evidencing your cpd (distance learning) (15 credits)
-Core principles of paediatrics in primary care & the acute sector (30 credits)
-Advancing paediatric management improving care in the primary and acute sector (30 credits)
-Chest radiographic image interpretation -acute and emergency care (distance learning) (15 credits)
-Appendicular musculoskeletal radiographic imaging interpretation (distance learning) (15 credits)
-Introduction to healthcare education (distance learning or taught) (30 credits)
-Leadership in adult safeguarding (30 credits)

Year Three
-60 credit dissertation

Assessment: written assignments; reflective case studies; examinations; Objective Structured Clinical Examinations (OSCEs); videos and practical assessments.

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Humber’s Clinical Research graduate certificate program focuses on developing the concepts, skills and techniques required to work in the clinical research field. Read more
Humber’s Clinical Research graduate certificate program focuses on developing the concepts, skills and techniques required to work in the clinical research field. You will gain knowledge and skills in the planning and management of clinical research including practices related to the organization, execution and monitoring of clinical trials. You will learn clinical trial protocol development as part of the principles and processes of clinical trial design.

There is a focus on maintaining good clinical practice (GCP), as presented by the International Conference on Harmonization (ICH), and the importance of data collection, analysis, recording, and auditing, for ensuring that clinical trial data are credible and accurate. You will become familiar with the many regulations and guidelines established to ensure trials are conducted ethically and in a way that respects the rights of clinical trial participants, while also ensuring that robust scientific research is done.

Teamwork and communication skills are emphasized throughout the program and you will acquire the necessary technological skills to assist with data management specific to the field.

Course detail

Upon successful completion of the program, a graduate will:
• Perform the duties of a clinical research professional, as part of a project team, at all phases of the product/treatment development and post-market processes.
• Consider political, social, and economic factors when making decisions related to clinical research practices in order to plan responses for potentially challenging and complex outcomes.
• Analyze clinical research processes and products from multiple perspectives to identify potential impacts on industry.
• Synthesize scientific, regulatory, and business information from various sources to prepare effective clinical research documents.
• Maintain ethical, legal, regulatory, and professional standards associated with clinical research.
• Create a clinical development plan for a novel therapeutic product.
• Evaluate clinical research practices according to recognized Quality Assurance Process.
• Integrate effective technology and record-keeping practices within all stages of clinical research and post marketing processes to ensure compliance with research approvals and professional and ethical standards of practice.
• Adhere to the principles and practices of specific Standard Operating Procedures to prepare and manage documentation and data in compliance with approved protocols.
• Prepare and critique submissions for clinical trials and marketing approvals that meet regulatory and industry requirements.
• Apply critical analysis, problem solving, and project management skills to recognize and respond to complex clinical research challenges.
• Engage in knowledge translation to contribute to the advancement of the health care industry.
• Collaborate with study participants, research teams, and regulatory and business professionals to contribute to high quality clinical research processes.

Modules

Semester 1
• CLRE 5000: Introduction to Clinical Research
• CLRE 5001: ICH and Legislation Governing Clinical Research
• CLRE 5002: Communications
• CLRE 5003: Clinical Laboratory Procedures and Diagnostic Testing
• CLRE 5004: Pharmacology
• CLRE 5005: Physiology with Pathophysiology

Semester 2
• CLRE 5500: Non-Drug Medical Products
• CLRE 5501: Organization and Monitoring of Clinicals Trials
• CLRE 5502: Data Management and Biostatistics
• CLRE 5503: Seminars in Clinical Research
• CLRE 5504: Clinical Project Management
• CLRE 5505: Clinical Documentation

Semester 3
• CLRE 5600: Internship
• CLRE 5610: Integrative Seminar

Work Placement

Following two online academic semesters, students complete a three-month placement that provides opportunities to apply and integrate theoretical knowledge and skills into real-world work settings. Most placements are in the following sectors: pharmaceutical, biotechnology, medical device organizations, government agencies and hospitals.

How to apply

Click here to apply: http://humber.ca/admissions/how-apply.html

Funding

For information on funding, please use the following link: http://humber.ca/admissions/financial-aid.html

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