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This course supports community practitioners in developing expertise in assessing, treating and managing people in the community who present with complex needs. Read more
This course supports community practitioners in developing expertise in assessing, treating and managing people in the community who present with complex needs.

Our course is designed to foster the development of your intellectual/cognitive skills. The close alignment of our teaching, learning and assessment methods foster engagement with others in practice and education settings, in order to share ideas and develop critical, analytical and reflective skills.

You will be encouraged to challenge current thinking and practice. Seminars and group work will provide forums for you to articulate thoughts, feelings and beliefs, and develop skills in constructing intellectual concepts for debate.

Our course will draw on the expertise of a range of NHS and academic professionals, and is supported by the Faculty of Health and Social Care. The course will also draw upon research conducted at the University of Chester that analyses the numbers and needs of people who arrive at accident and emergency departments.

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Duration. 1 year (full-time). MSc/PG Dip Primary Care. MSc/PG Dip Primary Care (District Nursing). Up to 6 years (part-time). MSc/PG Dip/PG Cert Primary Care. Read more
Duration:
1 year (full-time)
MSc/PG Dip Primary Care
MSc/PG Dip Primary Care (District Nursing)

Up to 6 years (part-time):
MSc/PG Dip/PG Cert Primary Care
Up to 5 years (part-time):
MSc/PG Dip Primary Care (District Nursing)

Non-standard entry requirements:
A diploma of higher education or equivalent, with a minimum of 60 credits in relevant subject areas. It is expected that students completing these awards will spend at least part of their working experience in a primary care setting. Many of the units within the scheme have a practice component and students will need the support of their employer to enable them to meet the practice competencies and be assessed as competent. Some units require students to be registered health care professionals.

Course units:
Awards comprise of core and optional units to provide maximum flexibility. A wide range of units are available for students to include within their individualised programme of study. For further information, please contact the Scheme Co-ordinator, Sue Boran.

Course description:
These awards are for nurses and other health care staff working predominantly in primary care settings. This could include delivering care within patient’s homes, general practice, walk-in centres, polyclinics, urgent care centres, intermediate care centres etc. The Primary Care Scheme also offers a Nursing and Midwifery Council accredited Specialist Practice Qualification for District Nursing and V100 Prescribing from the Community Practitioner Formulary, where the principles of the Primary Care Scheme apply but students follow a prescribed pathway.

Career opportunities;
The National Health Service is promoting a secondary to primary care shift with more services being provided within a broader range of primary care settings. Working within primary care requires a different set of skills and knowledge to those learned in secondary care. The Primary Care Scheme has been designed to facilitate participants to design programmes of study that are pertinent to their needs and those of the service, recognising that this is a rapidly changing service environment. Students gaining these awards would be equipped to deliver care in a range of primary care settings such as within patient’s homes, general practice, walk-in centres, polyclinics, urgent care centres, intermediate care centres.

Professional Contact / Industry links:
Guest speakers are invited with specialist expertise across the units to support the teaching team, for example practice-based commissioning, diabetes, mental health, service user involvement.

The MSc/PG Dip Primary Care (District Nursing) is a recordable qualification with the Nursing and Midwifery Council and incorporates the V100 Prescribing form the Community Practitioners Formulary.

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Non-standard entry requirements. To be eligible to enter this course you need to be. – A registered nurse who has been qualified for a minimum of 2 years. Read more
Non-standard entry requirements:
To be eligible to enter this course you need to be:
– A registered nurse who has been qualified for a minimum of 2 years
– Able to provide evidence of recent academic level study
– Employed for a minimum of 20 hours per week in one of the following :
- A primary care setting such as general practice, walk-in centre, urgent care facility (A&E, MIU’s etc), out of hours services, rapid response team, community matron role, offender care, within intermediate care services, or a role which crosses traditional health care boundaries
– Able to demonstrate the employer support for you to undertake the course and develop as an Advanced Nurse Practitioner (ANP)
– Able to organise for a doctor/qualified NP to act as your ‘Practice Facilitator’ to initially supervise and subsequently support practice–based learning activities and your clinical development
– Able to dedicate 3 hours per week (in addition to your study day in college) to work in a ‘supernumerary capacity’ in order to focus on your development as an ANP and complete the requirement for certified clinical hours
– Motivated to undertake this course of study and to develop your practice to become an ANP

Course units:
All units on this ANP preparation programme are compulsory, with a prescribed sequence of progression.

BSc (Hons) Enhancing Clinical Practice (Primary Care)
Year 1
– Underpinning Physiological Principles for Advanced Nurse Practitioners
– Health Assessment for Advanced Practice
– Therapeutic Communication and Consultation Skills
– Evaluating Research for Advanced Practice

Year 2
– Clinical Reasoning & Applied Pathophysiology in Primary Care
– Professional Development for Advanced Nursing Practice
– Non-Medical Prescribing programme [Course code 3468]

Students continue to the Postgraduate Certificate Advanced Nurse Practitioner (Primary Care)
Year 3
– Innovation for Excellence – Leading Service Improvement
– Evidence-based Clinical Practice for ANP’s

Course description:
This innovative pathway will enable you to reach a new advanced level of practice commensurate with the Royal College of Nursing (RCN) definition of an ANP (2008) and thereby take full advantage of opportunities within primary health care.

The ANP preparation comprises of 3 parts : (1) For the first two years, you will undertake a prescribed sequence of six degree level units, (2) followed by the Non Medical Prescribing programme, to initially be awarded a BSc (Hons) Enhancing Clinical Practice (Primary Care) at the end of that period. (3) You will then undertake masters level units in the final semester to gain an additional award of PG Cert Advanced Nurse Practitioner (Primary Care). This combination ensures undergraduates who enter the programme have demonstrated masters-level outcomes upon graduation as an ANP, consistent with current thinking regarding advanced nursing practice.

Focused practice–based learning activities are integrated at all stages to complement classroom learning and develop clinical and professional scope of practice to an advanced level. The requirements for this extend beyond normal LSBU semesters to include the summer periods.

The programme can be taken on a modular basis over a period of up to 5 years. Accreditation of Prior Learning is considered on an individual basis.

The format of this programme facilitates progression to an MSc eg students need to complete one core research unit and three units of their choice and a dissertation to be awarded the MSc Primary Care.

Career opportunities:
ANP graduates have excellent employment opportunities in general practice, walk-in centres, urgent care centres, minor injury units, A&E departments, refugee/ asylum seekers/homeless projects, elderly care facilities, ‘out of hours’ developments, outreach initiatives, intermediate care teams and community matron roles. Some of our graduates are now lead nurses in new innovative services, partners in general practices, community matrons and nurse consultants.

Professional contacts / Industry links:
This course has been developed from our experience of providing RCN Accredited, high quality ANP programmes since 1990.

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Be part of a new and exciting role in healthcare in the UK, learning advanced assessment, diagnostic and clinical skills for a diverse group of patients in range of clinical settings. Read more
Be part of a new and exciting role in healthcare in the UK, learning advanced assessment, diagnostic and clinical skills for a diverse group of patients in range of clinical settings.

What is the Physician Associate?

The Physician Associate is a new role in the UK but is well established in North America. Physician Associates are not doctors, but adopt the medical model in the assessment and management of patient. They work in a team context with delegated autonomy and medical oversight.

Physician Associates are currently working in the UK in a variety of clinical settings such as:

• medicine for the elderly
• emergency departments
• mental health services
• trauma and orthopaedic surgery
• general practice
• medical and surgical assessment units
• clinical decision units

Overview

The programme is offered once per year commencing in September, with the first intake in September 2014 (subject to validation). This is a highly intensive course delivered over 27 months full time.
Year 1 is university based with a minimum of 1,610 hours of student effort. Year 2 is based in practice undertaking a variety of placements amounting to 1,610 hours. Followed by 12 weeks completing the dissertation.
All components of the programme are mandatory and a total of 180 level 7 credits being required to gain the award of MSc Physician Associate.

Employability

The Physician Associate is a relatively new role in the UK, but UK PA graduates are practising in a diverse range of clinical settings in many parts of the UK and in clinical areas including, but not limited to: general practice, urgent care, emergency care, medical specialities and surgical specialities. The difficulties in recruiting doctors in acute and primary care to meet emergency and urgent care needs makes the Physician Associate a highly sought after clinical professional in the health care sector. Local intelligence suggests that current employment opportunities outstrip the supply of Physician Associate graduates seeking these roles.

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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)

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If you're already, or would like to be, a leader or manager in a health or social care setting, our Masters course will develop and polish the skills you need to progress and be highly effective in your role. Read more

Course Overview

If you're already, or would like to be, a leader or manager in a health or social care setting, our Masters course will develop and polish the skills you need to progress and be highly effective in your role.

Management and leadership in the health and social care sector is increasingly important worldwide, with The World Health Organization highlighting the need for managers to have appropriate competencies (WHO, 2007) and the NHS promoting specific values and principles of care (Department of Health, 2010).

Our course is designed to make sure you gain the knowledge, skills and emotional tools you need to meet these requirements and develop your full potential as a manager. You'll explore the important social and other factors which influence managing and leading both organisations and individuals, learning with other current and aspiring managers and leaders from a range of health and social care organisations from around the world.

Core Modules

Advanced Professional Decision Making

Advance your decision making skills through critical reflection and the help of a “critical friend”. This is a specialist module designated for our Management and Leadership in Health and Social Care course.

Current health and social care policy, along with the modernisation of the NHS and other international models, demands new ways of working across traditional boundaries and the implementation of national targets at local level.

This requires the development of roles for confident, autonomous practitioners, who possess the knowledge and skills to implement complex decisions in a rapidly changing environment, and to play key roles in service development.

You’ll need to be able to utilise practical decision making skills within an area of professional knowledge and develop strategies to facilitate the implementation of the outcomes of the decision making process into practice. This can be individually or within a team or organisation. In addition, management of change and service development are seen as core elements of the module, together with the enhancement of professional judgement and leadership.

Organisational Transformation in Health and Social Care

Here, you’ll critically explore change theory in relation to your own field of practice, and demonstrate understanding of the theoretical and philosophical components of organisational transformation.

This module encourages the synthesis of strategic discourse with operational application as modes of organisational structures thereby forming strong links between theory and practice. You’ll be expected to demonstrate an ability to isolate and focus on the significant features of problems and offer synthetic and coherent solutions.

It’s expected you’ll produce original or innovative work relating to your specialism that’s worthy of publication, public performance or display.

Research Studies

This module is designed to provide you with a critical overview of the main methodologies and designs applied to research within health and social care, professional practice, regulation and policy.

It provides you with an opportunity to explore the theoretical dilemmas that lie beneath the process of inquiry and its relationship to practice. The module will provide a framework within which to select, evaluate and justify the research methods chosen for your research project.

Major Project

The major project is of central importance to the Masters award. You’ll be expected to bring together aspects of learning from previous modules, as well as using the learning as the basis for planning, conducting and writing a research or work-based project.

This module will support you in your preparation and submission of a Masters level major project (either a research project or work-based project). There will be eight hours of workshop support available to you during the module. This will be delivered as four, two-hour workshops. In addition, there’ll be a full-day introductory workshop before the module commences.

You’ll be allocated a minimum of six hours individual supervisory support, with additional supervisory support negotiated between you and your supervisor.

Optional Modules

You’ll also choose from ONE of the following 30 credit modules...

Global Leadership (30 credits)

Businesses, whether private, public or third sector, operate in a world facing a range of urgent global issues. This module examines the fitness of businesses and individuals to tackle such issues, based on the Global Leadership model developed by lecturers at this university.

This module consists of four elements:

Effective decision making
Adoption of a global approach
Creation of a new business paradigm
Creation of a contemporary mission.

It also considers the related concept of mis-leadership, which looks at how leaders have often failed to achieve the optimum outcomes for those they lead. Leaders predominantly create context and this module will explore the skills required to successfully mould and develop the context in a chaotic environment.

Law and Ethics in Social Care (30 credits)

This module will give you a detailed and critical understanding of the generic ethical and legal theories and principles that underpin health and social care (e.g. consent, confidentiality, duty of care, human rights).

You’ll also have the opportunity to focus on particular aspects of law and ethics that have relevance to your practice or personal interest (e.g. mental health, data protection, negligence, resource allocation, and medical research). This module is particularly relevant to health and social care professionals looking to develop crucial insights into legal and ethical issues in practice.

Collaborative Practice in Integrated Care (30 credits)

The role of individuals is a central part of the government's agenda for modernisation, as evidenced by the creation of consultant practitioners posts (e.g. consultant nurse and consultant therapist). These posts function across professional and organisational boundaries, and provide strategic direction to their particular area of expertise.

Equally, in social work, closer links are being forged in terms of policy, practice and organisations. Implementing this policy is often fraught with difficulties. This module seeks to address some of the most salient issues.

Assessment

How you’re assessed will vary between modules. This is in order to assist you in developing submission evidence for Management and Leadership professional recognition later. Assignments include the production of report, essays and portfolio. For the Masters, a major project of no more than 18,000 words is also required.

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Do you want to contribute to the improvement of physical and mental health outcomes for children? The health and social care needs of children and young people are increasingly acute and complex, requiring services provided by professionals working in a range of roles and settings. Read more
Do you want to contribute to the improvement of physical and mental health outcomes for children? The health and social care needs of children and young people are increasingly acute and complex, requiring services provided by professionals working in a range of roles and settings. Equip yourself with the enhanced knowledge and skills to make a difference with MSc Contemporary Healthcare (Children and Young People).

Key features

-Advance your knowledge and skills to enable you to contribute effectively to the improvement of physical and mental health outcomes for children and young people.
-Focus on modules suitable for health and social care practitioners in a range of settings who are responsible for supporting, delivering and managing the care needs of children and young people and their families.
-Enhance your professional practice by developing a critical, analytical and creative approach.
-Develop your clinical decision-making and leadership skills in a range of situations and contexts both independently and within multi-professional/ multi-agency teams.
-Learn from research-active staff at the forefront of their subject knowledge.
-Design and carry out research that will contribute to child- and/or family-centred care.
-Benefit from the flexibility our programme offers. Depending on your choice of modules, you may be able to complete aspects of your course through face-to-face contact, APEL or work-based learning.
-Balance work and further education with our programme by studying part time.

Course details

This programme is designed to develop and enhance your knowledge and skills in the holistic care of children and young people in a range of settings.

Postgraduate certificate - to achieve a postgraduate certificate, you will need to earn 60 credits. You’ll study three child-specific modules worth 20 credits each, normally: enhanced knowledge and skills in children’s high dependency care; management of children/young people requiring urgent or emergency care; and the child and young person with mental health needs, although other relevant modules will be considered on an individual basis.

Postgraduate diploma - to gain a postgraduate diploma, you will need to earn 120 credits. 100 of these will be made up from five core modules, each worth 20 credits (three from Year 1 and two from Year 2): advancing research knowledge in practice 1 and advancing research knowledge in practice 2.

Master of Science - for a full masters degree, you will need to earn a total of 180 credits. You will study the same core modules as the postgraduate diploma, with the extra 60 credits coming from a research project in an area of study related to children and young people.

Please note: availability of modules may vary according to demand; module dates are therefore subject to change.

Year 1
You will need to undertake three 20 credit pathway specific modules from those listed below, normally during Year 1 of the programme. Please note that if you are based in a community setting, module MCH511 ‘Work Based Learning in Community Contexts’ can replace IMS544. This cannot replace any other module. For further information on this please contact the Professional Development Unit.
Optional modules
-IMS544 Enhanced Knowledge and Skills in Children's High Dependency Care
-UEC706 Management of Children/Young People Requiring Urgent or Emergency Care
-MCH512 The Child and Young Person with Mental Health Needs

Year 2
One 20 credit optional module to be chosen.

Final year
-MCH504 - Dissertation

Every postgraduate taught course has a detailed programme specification document describing the programme aims, the programme structure, the teaching and learning methods, the learning outcomes and the rules of assessment.

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The Advanced Nurse Practitioner (ANP) team at London South Bank University (LSBU) has a long history of delivering high-quality ANP education, initially with the first ANP programme in the UK based at the RCN Institute, London and subsequently at LSBU. Read more
The Advanced Nurse Practitioner (ANP) team at London South Bank University (LSBU) has a long history of delivering high-quality ANP education, initially with the first ANP programme in the UK based at the RCN Institute, London and subsequently at LSBU. LSBU has provided ANP education at both degree and masters level in the past. However developments in policy related to advanced nursing practice have increasingly emphasised the need for masters level education to inform and underpin nursing activities at an advanced level.

You will initially enrol for the postgraduate ANP award programme, which comprises of a prescribed sequence of five compulsory modules and the Non Medical Prescribing programme. The curriculum for this award has been shaped by the Department of Health (2010) position statement on Advanced Level Nursing which is the current English policy standard for ANPs. It has been mapped against its four themes of "Clinical/direct care practice", "Leadership and collaborative practice", "Improving quality and developing practice" and "Developing self and others". This ensures that graduates from our Postgraduate Diploma ANP programme (PgDip ANP) will be able to demonstrate all of the elements that are detailed in this statement and are therefore benchmarked against the current policy standards for advanced nursing practice in England.

This course is accredited by the Royal College of Nursing (RCN) Accreditation unit. This is the only quality marker for ANP programmes in the UK and demonstrates that our programme has been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare ANPs to an advanced level commensurate with the RCN guidance on ANPs (RCN, 2012). The sequencing of modules is designed to support advancement of clinical knowledge and skills during the programme.

The programme incorporates the Non Medical Prescribing programme for those students who are not already independent prescribers.

You have the option to exit at the end of the PgDip ANP or can choose to progress to gain the MSc award by undertaking a dissertation. You do not have to make this decision until year two or three depending on your rate of progress through the postgraduate diploma programme. You have up to five years to complete the Postgraduate Diploma. Graduates would be required to enrol to undertake the Dissertation within two years of completing the PgDip ANP. Those choosing to progress to the MSc ANP award have six years overall to complete this award from point of registration.

This clinically-focused programme is a "generic" ANP preparation programme. While it is offered to nurses working in any setting and with any client group it should be noted that the curriculum is designed to develop a "generalist" approach at advanced level. In practice this means that you will be expected to gain substantial experience in and demonstrate advanced level knowledge and clinical competence in relation to assessment, clinical reasoning, formulation of appropriate differential diagnosis, diagnostic decision making and initiation or delivery of appropriate timely evidence-based care for patients experiencing problems related to the following: head, neck, ENT, skin, eyes, lymph nodes, respiratory system, cardiac and peripheral vascular systems, gastrointestinal system, musculoskeletal system, neurological system (including cranial nerves), and mental health.

The programme is therefore not appropriate for nurses working within a specialist area who want to continue to further their learning and career within that specialty. An alternative MSc Nursing and MSc Healthcare programme provide a more suitable alternative. Take a look at our online CPPD prospectus for more information http://www1.lsbu.ac.uk/hsccpd/ .

See the website http://www.lsbu.ac.uk/courses/course-finder/advanced-nurse-practitioner

Modules

The RCN ANP standards (2012) and DH (2010) Advanced Nursing position statement are central to the design of the curricula and staging of the modules. Key material is introduced, further developed, revisited and consolidated in a spiral approach, with knowledge and skills pertaining to all of the ANP domains and competencies taught, developed and assessed during the programme. All modules carry 20 credits at masters level (Level 7) other than the "Physiological Principles for ANPs" module which is provided at degree level (Level 6) to develop key foundation knowledge to underpin subsequent applied patho-physiology and pharmacology educational input.

The first two modules on the course are:
- Physiological Principles for ANPs
- Advanced Assessment Skills for Clinical Practice

These, along with the Non Medical Prescribing (NMP) programme, can be taken on a stand-alone single module basis and then credited into the ANP course within a two year time frame.

The other modules are listed below and these can only be taken once a student is enrolled on the programme:
- Clinical Reasoning and Applied Pathophysiology for ANPs
- Leadership and Service Development for ANPs
- Managing Clinical Complexity for ANPs

Non Medical Prescribing

The PgDip ANP includes the requirement for you to become an Independent Prescriber by successfully completing the Non Medical Prescribing (NMP) programme. This ensures that graduates from the programme will be able to fully meet patient's needs and service demands. The Nursing and Midwifery Council (NMC) stipulates the rules for delivery of the NMP programme, which dictate that this must be taken as a distinct entity with a separate application process. At LSBU the NMP programme is available as a Graduate Certificate (60 credits, Level 6) and a Postgraduate Certificate (60 credits, Level 7). Those on the PgDip ANP programme who have not already successfully completed the NMP programme or equivalent, will undertake the full NMP programme at Level 7 and 20 credits will be used towards the PgDip ANP award. A separate occurrence of the NMP programme will be provided for all ANP students from January to July each year. If you have previously completed the Non Medical Prescribing programme (or equivalent) at master's level then you will not be required to repeat this component. However, those who have previously completed the NMP programme (or equivalent) at degree level will be required to make up 20 credits at masters level by undertaking an optional module of choice. The School offers a wide variety of modules including ones that focus on assessing and managing children's minor illness, mentorship and developing research or specialist skills. Alternatively you could use master's level credit from prior learning at LSBU or study undertaken at another university.

Employability

To date we have prepared over 1,000 ANPs who have gone on to enjoy excellent employment opportunities. For example our graduates are now making a positive impact on service delivery and patient care in general practices, walk-in centres, urgent care centres, minor injury units,A&E departments, refugee/asylum seekers/homeless projects, elderly care facilities, 'out of hours' developments, rapid response services, prison services, intermediate care teams, generalist and specialist acute services,critical-care and ITU, outreach initiatives that cross traditional healthcare boundaries, and innovative community-based services. Some are now lead nurses within social enterprises, partners in general practices, nurse representatives on commissioning boards, community matrons and nurse consultants.

Teaching and learning

Teaching is provided by experienced qualified ANPs, many of whom work regularly in clinical practice. A variety of student-centred, teaching strategies are used including skills demonstrations and supervised, practical workshops and use of online learning resources. High quality student skills development and supervision is provided with a one teacher to 15 student ratio.

E-learning complements face-to-face delivery for all modules. Blended learning is used as a teaching and learning strategy alongside classroom attendance in modules to enhance your clinical and professional development and support you to overcome the challenges that ANP's face in the workplace. You therefore need use of a computer and efficient internet access between classroom sessions. For those who are anxious about their ability to study and write at master's level will be supported with sessions on study skills, academic writing, formative feedback on their writing and one to one tutorials.

Practice based learning

Focused practice based learning activities are an integral part of the programme to complement classroom learning and develop your clinical and professional scope of practice to an advanced level. Evidence of clinical development and completion of certified clinical hours, form one of the components of assessment for the clinical modules. Requirements for skills development and practice based learning extend beyond the University semesters to include the summer periods. You are therefore strongly advised to negotiate for your study day to continue throughout the calendar year.

Learning within the work place is supported through identification of a doctor/qualified ANP to act as your "Practice Facilitator" to initially supervise and subsequently support your clinical development. Details of these activities and the role of the Practice Facilitator are provided in the Practice Based Learning Handbook which accompanies the programme and are discussed during a specific session for students and their Practice Facilitators within the Orientation programme at the start of the course.

Assessments

A range of assessment methods are used including health needs assessment leading to development of a service proposal, clinical case analysis, completion of certified clinical hours, a clinically focused portfolio and practical assessments including OSCEs (Objective Structured Clinical Examination) Guided practice-based learning takes place in the your own work place, supported by a visit from an ANP Mentor.

Attendance

The attendance requirements for this programme are greater those normally associated with a traditional post-graduate course; we use additional study days / blocks to develop the professional skills that are integral to the pathway. The nature of this programme means that those who miss any sessions will lose out on their learning experience. Academic Regulations stipulate that students who miss more than two sessions within a module will not normally be eligible to continue to finish the module. Please consider this requirement when you plan to undertake the programme.

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This course is designed to support a wide range of experienced professional nursing practitioners who wish to advance. their knowledge and skills in their specialist practice domain. Read more
This course is designed to support a wide range of experienced professional nursing practitioners who wish to advance
their knowledge and skills in their specialist practice domain. It is designed to optimise and maximise the client experience through the acquisition and application of higher level skills and experiences which directly affects the delivery of specialist care
and service development.

The course will offer students the opportunity to study their area of specialist practice in depth so as to demonstrate, through higher level clinical decision making, consistent developments and advancements in clinical health care. It has been designed to meet the needs of practitioners seeking a flexible route to master’s level qualification and a specialist practitioner recordable qualification with the NMC.
The course is strongly linked to clinical practice and has been developed with clinical colleagues from a wide range of clinical specialities.

The nature and focus of the core modules demonstrate a commitment to give you, not only the knowledge and skills to provide effective specialist nursing practice to patients and clients, but the confidence to drive through change at a strategic or operational level within your workplace. The range of optional modules allows you to tailor the course to your professional needs. You must complete a total of 180 credits for the MSc or a total of 120 credits for the PG Dip.

Core modules – 60 credits to be taken by all students:

•Accountable practitioner (15 credits)
•Influencing / innovating and problem solving in clinical practice (15 credits)
•Physical and psychosocial examination and consultation skills for specialist practice (15 credits)
•Using evidence to develop service and advance nursing practice (15 credits)
Pathway specific core modules – 30 credits to be taken by all students:

•Adult –Developing expertise in adult nursing (30 credits)
•Learning disability – Developing expertise in learning disability nursing (30 credits)
•Mental health - Developing expertise in mental health nursing (30 credits)
•General practice - Developing expertise in general practice nursing (30 credits)
District - Developing expertise in district nursing (30 credits)

Additional core module – 0 credits to be taken by all students

•Integration of specialist practice (0 credits)
•Option modules – 30 credits to be taken by all students:
•Long term care (30 credits)
•Acute care (15 credits)
•Metal health and psychosocial care (15 credits)
•First contact and urgent care (30 credits)
•Immediate care (15 credits)
•Issues in contemporary health care (15 credits)
•The community agenda (15 credits)
•Additional final core module for all MSc students only
•Service development project (60 credits)

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This course will enable you to build upon clinical experience and advance your academic standing. On this course, you will enhance your professional decision-making and critical judgment as well as develop a body of knowledge that will influence paramedic practice. Read more
This course will enable you to build upon clinical experience and advance your academic standing.

On this course, you will enhance your professional decision-making and critical judgment as well as develop a body of knowledge that will influence paramedic practice.

The course addresses developments in clinical practice and education and therefore aims to integrate theory and practice. This integration, along with the inter-professional (IPL) nature of the course, enables paramedics to translate the philosophy of care into practice, working within and collaborating with inter-professional teams. The modules taken as part of this award are also undertaken by nurses and other health care professionals enhancing the IPL nature of the programme.

The flexibility of choice of the two constrained option modules will allow you to extend your knowledge and skills relating to your work place, leading to innovative approaches to practice, enhanced confidence and decision making skills.

The course team has a wide range of clinical experience and research interests; this includes advanced practice, patient physical assessment, management of long term conditions, urgent care and critical care.

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The Master of Science in Nursing degree at MTSU helps address a critical shortage of advanced nurses, educators, and administrators with high-quality, affordable, and time-efficient studies via the TN eCampus/Regents Online Campus Collaborative. Read more
The Master of Science in Nursing degree at MTSU helps address a critical shortage of advanced nurses, educators, and administrators with high-quality, affordable, and time-efficient studies via the TN eCampus/Regents Online Campus Collaborative. Coursework is completed online, except for clinical rotations through approved preceptors (in the student's home area when possible). Family Nurse Practitioner, Nursing Education, and Nursing Administration concentrations are offered. Family Nurse Practitioners deliver comprehensive primary health care services to all ages and help provide health care to underserved populations. Nursing Education students choose an advanced clinical-focused area from adult health, psychiatric/mental health, critical care, and women's health/perinatal nursing. Nursing Administration students learn about complex systems, organizational theory, financial management, and leadership practice. Full-time or part-time study is available. The program increases access to graduate education for practicing nurses who need time flexibility and for those in remote areas.

MTSU’s School of Nursing offers the Master of Science in Nursing (M.S.N.) through the TN eCampus with concentrations in Nursing Administration, Nursing Education, and Family Nurse Practitioner. MTSU also offers a RN to MSN pathway through TN e-Campus.

The program is accredited by the Accreditation Commission for Education in Nursing and approved by the Tennessee Board of Nursing.

Career

The Master of Nursing programs helps train nurses who seek to practice as advanced clinicians, want to teach in entry-level nursing programs, or wish to manage professional practice workplaces. Graduates may work in a variety of settings including hospitals, nursing homes, businesses, private practices, HMOs, schools and community centers.

Employers of MTSU alumni include:

Fast Pace Urgent Care
Frist Group
Methodist Le Bonheur Healthcare
Middle Tennessee State University
Primary Care Hope Clinic
St. Thomas Hospital System
Stonecrest Medical Center
Take Care Clinic at Walgreen
Tennova Healthcare

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The Postgraduate Certificate in Minor Injury and Illness Management enables UK registered healthcare professionals to achieve professional development and gain experience in preparation for practice as an Emergency Care Practitioner (ECP) or within minor injury or illness focused care within urgent or acute care. Read more
The Postgraduate Certificate in Minor Injury and Illness Management enables UK registered healthcare professionals to achieve professional development and gain experience in preparation for practice as an Emergency Care Practitioner (ECP) or within minor injury or illness focused care within urgent or acute care. You will critically analyse the assessment, diagnosis management and treatment of patients within a range of minor injury and illness conditions across the age spectrum.

You will have the opportunity to develop your knowledge, skills, and understanding of assessment, planning, delivery, and evaluation of care of patients and families in minor injury and/or minor illness environments.

Successful completion of this course allows you to exit with the Postgraduate Certificate in Minor Injury and Illness Management with 60 CATS credits at Level 7.

See the website http://www.brookes.ac.uk/studying-at-brookes/courses/postgraduate/2015/postgraduate-certificate-in-minor-injury-and-illness-management/

Why choose this course?

- This postgraduate certificate enables practitioners to become knowledgeable and competent in managing the care of patients and families in minor injury and/or minor illness environments, through evidence based practice and working effectively with colleagues.

- There is an emphasis on practice focused learning throughout, with learning and assessments being based around practice and the workplace.

- Identifying the importance of developing practitioner skills for practice ensures the transferability of the programme to direct service provision.

- Curriculum content is informed by relevant national and international research and evidence based literature to help you expand the breadth of your studies and develop a depth of critical analysis and evaluation of practice.

- Importance is placed on the individual's experience within the educational process and your journey of lifelong learning from both a personal and professional perspective.

- Our lecturers are experienced in their specialist practice areas and maintain excellent practice links within those areas locally or across the region.

This course in detail

This postgraduate certificate consists of two compulsory modules, one single (20 credits at Level 7) and one double (40 credits at Level 7). Both modules are delivered face to face and make use of online resources.

- Modules:
P44011 Advanced History Taking and Assessment (20 credits)
This single, level 7 practice-focused module provides you with the opportunity to develop your critical thinking through enhanced knowledge and skills in taking a comprehensive patient history and performing a thorough physical and psychosocial assessment.

P44015 Minor Injury and Illness Management (40 credits)
This double, practice related module offers you the opportunity to explore and critique theories, models and strategies used in the examination and clinical decision making in relation to the diagnosis and treatment of minor injuries and illness.

As courses are reviewed regularly, the modules may vary from that shown here.

Teaching and learning

The teaching, learning and assessment strategy of the programme is underpinned by student centred, patient-centred and practice-focused approaches. Each module has an appropriate division between structured learning activities and private study. Opportunities for sharing existing and developing skills, knowledge and experience are maximised. A variety of teaching and learning strategies are employed to make the most of the range of experience, skills and knowledge within the group.

Approach to assessment

You will be assessed in each of the modules. There is a mixture of assessment strategies chosen on the basis of their appropriateness for an individual module and programme learning outcomes and content, the academic standard expected and the different styles of learning present. Assessments are used to give an opportunity to demonstrate knowledge as well as the critical and reflective analysis required for professional practice.

Assessments also provide you with an opportunity to experience a range of postgraduate attributes that will prove valuable in your future career.

How this course helps you develop

The teaching, learning and assessment strategies include the development of a range of the core postgraduate attributes encouraging development of critical self-awareness and personal literacy, digital and information literacy and active citizenship within the context of both academic and research literacy.

Careers

Students who have completed similar health and live sciences postgraduate certificates have been employed within the relevant speciality both locally and nationally. This course enables practitioners to work through the Agenda for Change grading bands to gain career progression and positions such as Emergency Nurse Practitioners/Advanced Paramedic Practitioners, Advanced Care Practitioners in an Emergency Department or Practitioners in urgent or acute care specialities.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

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Designers affect the quality of life and well-being of individuals and entire populations through the designs they create. Today, some of the most exciting design work is being carried out in the broad and diverse field of health. Read more
Designers affect the quality of life and well-being of individuals and entire populations through the designs they create. Today, some of the most exciting design work is being carried out in the broad and diverse field of health.

OCAD University’s Master of Design (MDes) in Design for Health offers you a unique opportunity to create designed solutions to health challenges.

Nearly every aspect of health care needs design expertise. Here’s a sample:

Charting streamlined pathways for accessing treatments such as chemotherapy
Closing the gaps in hospital-based infection control
Consulting on health-promotion approaches to urban development
Enhancing patients’ and care providers’ management of chronic diseases
Expanding access to information and services across diverse communities

Problem Based Learning through Studio

The interdisciplinary Design for Health program has four main themes delivered primarily through studio-based learning with partnered projects:

Health context: Develop domain knowledge to health, healthcare delivery, communications, technology and innovation.

Research and application: Identify, design, conduct and apply qualitative, co-design, and evidence based techniques to health challenges.

Design and innovation: Create new, ethical, and sustainable solutions with health sector stakeholders, patients, and partners.

Proficiency and leadership within interdisciplinary collaborations: Be embedded in interdisciplinary teams of researchers, health-service providers and designers to develop design solutions and communicate outcomes.

Current and Future Needs in the Health Sector

Many issues are calling out for people with specialised design-for-health knowledge and skills. Some of the most urgent are:

Increases in chronic diseases
An aging population
Escalating costs and shrinking budgets
The emergence of new infections
Growing cultural diversity
Consumer demand for more involvement in care planning and delivery
A shift to multi-setting health-care delivery
The spread of digital technologies

Embedded in the Health Context

We are situated in downtown Toronto at the heart of Canada’s creative sector, and just a short walk from world-calibre hospitals and health-research institutes.

The MDes in Design for Health leverages our location in the heart of the medical sector of Toronto as well as our faculty members’ expertise and abundant collaborations and connections to offer you an unparalleled environment in which to expand your knowledge and experience.

For Designers and Health Sector Specialists

We developed the MDes in Design for Health primarily for people who already have educational and practical experience in an area of design but also for people in the health sector who are committed to design. Most students will hold an undergraduate degree in design or a related field, and some will have experience in health administration, patient advocacy, health services, or health technology.

Design for Health Scholarships and Funding

We have many scholarships and funding opportunities available to students in the Design for Health program. We awarded over $60 000 in scholarships in 2016.

One of our scholarships is the AGEWELL award which is a collaboration between OCAD U and the AGEWELL Network on the topic of aging. For this scholarship there are special application requirements. For further details, please click here.

Program options

Full-time, 20 months (5 semesters)
Part-time, 32 months (8 semesters)

Special features

Faculty members who are directly engaged in health-design research and innovation
Small class sizes and close faculty and student collaborations
On-site studio learning with local partner organizations
Guest lectures by designers, scholars and industry experts
Optional internships with design/health-innovation companies
Elective and shared courses from other graduate programs at OCAD University and other post-secondary institutions
Connections – that support research and experiential learning – with leading health-care organizations in Toronto and elsewhere
Potential for support for the commercialization of ideas and products through the Imagination Catalyst, OCAD University’s entrepreneurial and commercialization hub

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In a world of fast-paced medical advances and with survival rates on the increase, special educational needs and disabilities(SEND)are becoming increasingly complex to address. Read more
In a world of fast-paced medical advances and with survival rates on the increase, special educational needs and disabilities(SEND)are becoming increasingly complex to address. Our course will equip you with the knowledge, skills and understanding for improving provision and engaging constructively and confidently with professionals and families of children and young people with SEND, 0-25 years.

See the website http://www.anglia.ac.uk/study/postgraduate/special-educational-needs

Studying with colleagues and experts from various professional disciplines, you’ll work closely with those who recognise the importance of ensuring quality of life and fulfilment of families’ aspirations for children and young people with SEND.

From exploring professionals’ duties and procedures within the wider societal and familial context, to the enhancement of intervention, communication and inter-personal skills, our course aims to strengthen and enrich your professional repertoire, and tackle the assumptions that it’s clear how to collaborate and maximise one another’s skills.

We believe that the full participation and empowerment of all stakeholders is key in shaping the direction of the lives of children and young people with SEND. Alongside gaining insights and a deeper understanding of perspectives and frameworks, you’ll work with verbal and non-verbal strategies to support collaboration and the intervention process for children and young people with SEND.

Specialist tutors from our respected professional training courses will bring knowledge and experiences from various disciplines. In addition to this, a week-long summer school will develop your inter-professional approaches and enhance your range of strategies while you enjoy the beautiful city of Cambridge.

Careers

Although our course is primarily aimed at those working with children and young people with SEN, it also addresses the urgent need to strengthen collaborative working. For newly-qualified professionals, our Masters degree will enhance your employability as a potential specialist for children with SEN and their families.

Where you go with our course is entirely up to you. SENCOs may wish to enhance their training and so gain a higher degree; likewise, other serving teachers and allied professionals could use it for personal and professional career advancement or perhaps a move to a related field. If you’re an international student, you may wish to use our approaches to strengthen and influence policy and provision within your home country, or possibly develop new structures and career opportunities.

Whatever your background and personal or professional agenda, and however far you wish to take your study, our course will prepare you with transferable knowledge, skills and understanding for engaging collaboratively to make a difference to the lives of our most vulnerable citizens and their families.

Modules & Assessment

Send and Disability in Context
Intervention for SEN and Disabilities
Exploring Boundaries and Practices for SEN and Disabilities
Investigating Education through Research
Postgraduate Major Project (double module)

Please note that you will need to complete all of the above core modules. This course does not have any optional modules. Modules are subject to change.

Assessment

Our course uses an imaginative range of approaches for you to demonstrate not only your developing knowledge and understanding of theoretical module content, but also your expanding skills from across disciplines for engaging and empowering professionals, families and children and young people with SEN themselves.

You’ll engage in collaborative assessments such as group presentations, alongside other methods like individual critical reflections and an extended evaluation of issues applied to your own unique context.

Our assignments have been designed to progress your learning, assessing your ability to communicate with clariyy both verbally and in written reports for a range of audiences. You’ll be expected to demonstrate an appropriate ability to meet academic conventions for Masters level study, with fluent and accurate Standard English and referencing.

Notes on modules for part-time students -

If you're studying our course part-time, you'll study the following modules in your first year:

• either The Interprofessional Context for SEN or Intervention for SEN
• Investigating Education through Research
• Exploring Boundaries and Practices for SEN.

In your second year you'll study:

• either Intervention for SEN or The Interprofessional Context for SEN
• Postgraduate Major Project.

Where you'll study

The Faculty of Health, Social Care & Education is the largest provider of health, social care and education courses in the East of England, with over 6,000 students from more than 20 countries.

With 95% of our students finding full-time employment within six months of graduating, you can be sure that our courses have been designed with your career in mind. We’ve been educating nurses, midwives and social workers for over 25 years.

At the cutting edge of research, we offer a range of internationally recognised undergraduate and postgraduate degree courses taught by friendly and experienced staff.

Designed to enhance your learning experience, our facilities include state-of-the-art simulated skills laboratories that mirror real-life clinical situations and UK hospital wards. Our students also benefit from our Early Childhood Research and Resource Centre; a space in which they can experiment with equipment and play activities.

You’ll study in an exciting, modern faculty which has strong links with regional, national and international organisations, including healthcare trusts, schools and academic institutions.

Your enthusiasm. Our passion. Your best foot forward.

Visit your faculty - http://www.anglia.ac.uk/health-social-care-and-education

Where can I study?

Cambridge - Our campus is close to the centre of Cambridge, often described as the perfect student city.
http://www.anglia.ac.uk/student-life/life-on-campus/cambridge-campus

Additional study information -

Throughout your time on our course, you’ll be encouraged to work in study groups from diverse backgrounds. This will not only aid opportunities for making informal professional visits but also will deepen your understanding of different perspectives.

The way our course is taught has been designed for you. If you need to study at a distance, you can make use of our Virtual Learning Environment (VLE).

At the end of your first year of study, we offer a week-long summer school. You’ll be expected to attend this, and should plan accordingly when applying. If you’re an international student, we may be able to help with some of your logistical arrangements. For further advice, please speak with our International Admissions team on .

Our teaching sessions use specialist facilities and tutors from across a range of disciplines.

If you’re not in a regular work setting with access to children with SEN, you’ll be supported to find a voluntary placement, for example in a special school. This will require enhanced DBS clearance, which all students have to secure before starting this course.

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Are you responsible for the mental health of young people? Then make sure you have all the right skills and knowledge through our specialised course. Read more
Are you responsible for the mental health of young people? Then make sure you have all the right skills and knowledge through our specialised course. We offer a flexible programme that will build on your current experience towards improving your career prospects. You'll be provided with a comprehensive understanding of a broad range of topics in child and adolescent mental health and wellbeing.

We offer a suite of learning materials to help meet the needs of children and young people with mental health problems. You'll learn how to assess the wellbeing of children and help with prevention and early intervention, providing a better service of care for your patients. Half of mental disorders have their onset by 14 years old, so it's vitally important to be able to properly identify and support issues in early development. Make sure you have the right skills to provide the best care when dealing with children's mental health.

Course outline

Our course address the urgent need to establish more evidence based research on mental disorders and interventions in children and adolescents, in order to answer the questions posed by gaps in current evidence. We provide a stimulating and challenging environment for those wishing to advance beyond undergraduate level, developing specialised knowledge and a critical awareness of issues at the forefront of Child and Adolescent Mental Health and Wellbeing. Theoretical and practical issues pertinent to those working with children, adolescents and their families will be examined critically.

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