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Masters Degrees (Urgent Care)

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The role of pharmacists in the emergency department offers an exciting opportunity to work in a new field of practice. Pharmacists are also extending their scope of practice in urgent and acute medicine areas in primary and secondary care. Read more

The role of pharmacists in the emergency department offers an exciting opportunity to work in a new field of practice. Pharmacists are also extending their scope of practice in urgent and acute medicine areas in primary and secondary care.

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 and urgent patients in addition to working as part of a multidisciplinary emergency, acute medicine and urgent care 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, acute medicine or urgent care setting;
  • enable you to independently recommend and/or prescribe appropriate medicines for patients who present to the emergency department, acute medicine or urgent care setting;
  • 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, acute medicine or urgent care patient.

Special features

Develop in-demand skills

This course was launched in response to a national pilot that identified clear demand for pharmacists with specific skills in emergency medicine.

Teaching and learning

You will learn using a blended approach that includes face-to-face sessions and online learning through our Blackboard platform.

This will allow you to continue to work in the NHS and study at a time that is convenient for you.

There will be on-campus study days to allow for face-to-face contact, teaching in groups, interaction with the other students, and practical skills demonstrations. You will also undergo supported learning in the emergency department where you are based.

2018 study days

Provisional dates for the February 2018 intake are:

  • 14 and 15 February 2018
  • 14 and 15 March 2018
  • 18 and 19 April 2018
  • 23 and 24 May 2018

Dates for the September 2018 intake are yet to be arranged and will be published here when confirmed.

Coursework and assessment

We will assess your progress through:

  • a reflective practice e-portfolio;
  • a two-hour OSCE exam;
  • a patient case presentation;
  • sign-off by emergency department consultant to confirm satisfactory completion of 15 days of practice-based learning.

Course content for year 1

There are two core units:

Advanced Clinical Assessment (mandatory)

Unit code: PHAR60231

Credit rating: 15

This unit aims to develop enhanced knowledge and skills in the evaluation and application of knowledge of best evidence-based practice to implement appropriate assessment and care for the emergency, acute medicine and urgent care patient.

You will acquire the understanding and skills required to undertake and order a range of common practical assessment skills and diagnostic tests used in the emergency department, acute medicine and urgent care setting.

Your skills in interpreting results of commonly used diagnostic tests in the emergency department, acute medicine and urgent care setting will also be developed.

Emergency Medicine (mandatory)

Unit code:PHAR60241

Credit rating: 15  

The unit introduces pharmacists to the underpinning knowledge and understanding of the assessment and the management of patients who are requiring urgent care and who are at risk of becoming acutely unwell.

Working in the clinical environment (emergency department, acute medicine or urgent care setting), this unit will build on existing knowledge of the use of a structured and systematic approach in the assessment of the urgent care patient, identifying the need for physiological and holistic care.

Practitioners can develop competencies in a specific patient group and provide patient-centred care for cohorts of patients in emergency or urgent care whom they are likely to manage within their scope of practice.

Facilities

You will use a state-of-the-art SimMan to practice clinical skills during your face-to-face study days at the University.

The University of Manchester also offers extensive library and online services to help you get the most out of your studies.

Disability support

Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service. Email: 

CPD opportunities

Our course will contribute to your annual continuing professional development (CPD) programme as part of the requirements for registration with the General Pharmaceutical Council (GPhC).

Career opportunities

Our course offers career progression for experienced pharmacists to manage patients in the emergency department or acute medicine setting in addition to working as a member of the multidisciplinary emergency, acute medicine or urgent care team.



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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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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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IN BRIEF. Understand the factors contributing to the current epidemic of diabetes nationally and internationally. Support people from various cultural background to effectively manage their diabetes, prevent complications and lead a normal life. Read more

IN BRIEF:

  • Understand the factors contributing to the current epidemic of diabetes nationally and internationally
  • Support people from various cultural background to effectively manage their diabetes, prevent complications and lead a normal life
  • Use evidence to develop and continually improve the quality of diabetes management
  • Part-time study option
  • International students can apply

COURSE SUMMARY

This course aims to provide a balance between theoretical and clinical skills and develop participants’ levels of critical enquiry so you can deliver high quality evidence-based care to people with diabetes.

It will also encourage critical thinking through participation in the simulation laboratory, group discussion and presentation.

It will, through an understanding of research methods, encourage the analysis of  cutting-edge diabetes research data to develop standards and guidelines for best practice.

The course will develop an enhanced understanding of contemporary approach to diabetes care.

COURSE DETAILS

In the UK as elsewhere in the world, the prevalence of diabetes has, according to the WHO and the IDF, reached epidemic proportion and projected to peak to 552 million by the year 2030. A person with diabetes potentially faces a reduced life expectancy of between 6-20 years. The irreversible micro-vascular complications resulting in damage to the eyes (retinopathy), the kidneys (nephropathy), the nerves (neuropathy) and macro-vascular complications namely cardio-vascular diseases (heart attacks and stroke) and insufficiency in blood flow to the legs lead are associated  with considerable human, social, and economic costs, and  accounts for 10% of the total health care resource expenditure in the UK.

This relentless diabetic epidemic means that its management is becoming a significant healthcare challenge in the UK and as it is worldwide. It is therefore imperative that health care professionals are equipped with the necessary knowledge, skills and confidence to deliver high quality evidence-based care and to empower people with diabetes to self-management.

The  MSc in Diabetes Care will enable you to:

  • Acquire specific skills in such areas as critical thinking, research methods and communication skills
  • Develop your critical analytical skills
  • Enable you to deliver high quality evidence-based care to empower people with diabetes to self-management

COURSE STRUCTURE

This course has both full-time and part-time routes, comprising of  four 16-week semesters which you can take within one or three years, allowing you to exit with one of the following awards:

Full-time

Postgraduate Certificate: two modules

Postgraduate Diploma: four modules

Masters: four modules plus a dissertation over one year

Part-time

Postgraduate Certificate: two modules

Postgraduate Diploma: four modules

Masters: four modules plus a dissertation over 3 years

TEACHING

Teaching will take a blended format comprising of  lectures, tutorials, group discussion, presentation and peer group critiques. Evaluation and debate will be ongoing during the process of information gathering, the testing of theoretical and practical ideas and the honing of all elements towards the end product.

ASSESSMENT

You will be assessed through:

  • Written assignment
  • Practical work in Simulation Laboratory and reflection
  • Presentation
  • Written dissertation

EMPLOYABILITY

Health care practitioners who graduate from this course would be employed in practice, management, education and research arenas in the UK and overseas.

Evidence suggests that there is an urgent need to match the ratio of Diabetes Specialist Nurses (DSN) to the number of people with diabetes they care for. DSN can be employed in various sectors of the health service both in the UK and overseas while others can potentially progress into research. Others may choose to go into academia working as lecturers or lecturer-practitioners or diabetes nurse consultants.

This course will suit you if you want to acquire a systematic understanding of the necessary knowledge, skills and confidence to deliver high quality evidence-based care to people with diabetes, or if you wish to update your skill for a different but diabetes-related career pathway.  

Graduates from this course can potentially apply for such promotional posts as Diabetes Specialist Nurse or Nurse Consultant in Diabetes or Divisional Nurse for Long Term Conditions.

LINKS WITH INDUSTRY

Guest speakers from the clinical areas will provide input in to specific modules. The practical experience to be gained from the simulation laboratory will make a valuable contribution to the course content and will bring a real world perspective to the academic delivery of the modules. These guest lectures will allow course participants to mix with professionals from the diabetes clinical settings and to make connections with them particularly when undertaking research project.

FURTHER STUDY

Research in the School of Nursing, Midwifery, Social Work and Social Sciences is coordinated by Professor Nick Hardiker, Associate Head for Research. There is a pool of fully research-active academic staff and a number of embryonic and early career researchers engaged in a range of innovative and creative projects and in advancing the boundaries of theoretical investigation. Graduates from this course can consider pursuing a Doctorate course of study such as Professional Doctorate in Health and Social Work or the traditional doctoral course.  

Find more information about research within the School of Nursing, Midwifery, Social Work and Social Sciences.



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Overview. With more than one million individuals in the UK estimated to be living with dementia by 2025, there is an urgent need for solutions that help people live well with the condition. Read more

Overview

With more than one million individuals in the UK estimated to be living with dementia by 2025, there is an urgent need for solutions that help people live well with the condition.

This course will equip students with a unique range of skills and experiences providing sought-after expertise to work flexibly and effectively with people living with dementia. You will gain specialist skills enabling you to lead in the field of dementia care. 

Why choose this course?

If you would be interested in the use of co-creation for research and development, working with artists and designers alongside scientists to help people with dementia and their carers then this course is for you. 

The Dementia Care Centre is a transdiscplinary training provider and benefits from input from a range of staff from across UWL, including psychology, nursing, hospitality, design and music. The Centre will offer expertise in transdisciplinary approaches to dementia care and opportunities to get involved in innovative projects and placements at progressive care homes. Through this course you can develop innovative solutions and design unique settings and services to help people with dementia.

On this course you will explore contemporary thinking while investigating and analysing current dementia care and services to build an evidence base for best practice. Our aim is to create ambitious, innovative and evidence-based solutions of high quality and high aesthetic value that make lives better for people with dementia. We seek to empower you to be a leader in best dementia care practice and service management.

Modules

  • Understanding Dementia
  • Dementia in Scoiety
  • Action Learning 1
  • Dementia Care and its Management
  • Creative Approaches to Dementia Care
  • Action Learning 2
  • Dissertation.

Tutor Information

This course is run by the School of Human and Social Sciences to provide you with both the high-quality teaching and the personal attention you need to make the most of your University education.

The staff team within the school are committed to providing an engaging and exciting learning experience in all areas of study, and the level of student support is outstanding.

The School of Human and Social Sciences teaching staff includes:

Victoria Tischler, who has worked in clinical, cultural, charity and academic sectors. She was Associate Professor at the University of Nottingham for 12 years where she retains an honorary position. Her research interests focus on creativity and health, specifically in the area of dementia care. She has worked as a curator and art workshop facilitator, particularly with untrained artists who have experience of mental health problems.

She is executive editor of Arts and Health. She sits on the scientific advisory board for the Boots UK archive. She is a Trustee for Paintings in Hospitals. She joined UWL as Professor in January 2017.

Career and study progression

Your postgraduate qualification can take you anywhere, but some of the most popular paths for graduates include direct management of dementia care and delivery.

How to apply

Click the following link for information on how to apply to this course.

Scholarships and bursaries

Information about scholarships and bursaries can be found here.



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This is a multidisciplinary course aimed at developing critical appraisal of the demands placed on primary healthy care professionals, clinical decision making and the assessment and management of patients with a range of clinical conditions. Read more
This is a multidisciplinary course aimed at developing critical appraisal of the demands placed on primary healthy care professionals, clinical decision making and the assessment and management of patients with a range of clinical conditions
The programme equips participants with a range of academic skills applicable in their area of practice
This is an interactive programme where participants are encouraged to share their knowledge and experience with peers

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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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he 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
he 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.

Graduates would be required to enrol to undertake this MSc top-up 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.

Dissertation

This dissertation module provides the opportunity to undertake an original enquiry in a chosen area of professional practice. Through the module you'll be able to consolidate and extend your knowledge and understanding of research and evaluation design or of systematic literature reviews. You'll be supported to develop the practical skills necessary to plan and carry out your chosen project. You'll be provided with an opportunity to identify major theoretical influences on salient practice concerns and set these within a critical framework. Additionally, you'll be encouraged to cultivate organisational and time management skills, which will be required to successfully accomplish the dissertation. The dissertation should be directly related to professional practice.

There are three choices of approach as discussed in the Assessment section.

Teaching and learning

Students will need to attend six planned dissertation preparation sessions, and will additionally be supported through the dissertation by a supervisor.

Assessments

The assessment is a 12,000 word dissertation on either:

a) A research project

b) A work based project - service evaluation, audit, role evaluation, practice development project

c) A mini systematic review - a review that aspires to the rigour of a Cochrane review but recognises the student has time limits and is unlikely to get access to, for example, much grey literature.

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.

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Our one year, part-time Postgraduate Certificate in Enhanced Consultation skills will develop healthcare professionals consultation knowledge and skills and improve clinical competence. Read more

Our one year, part-time Postgraduate Certificate in Enhanced Consultation skills will develop healthcare professionals consultation knowledge and skills and improve clinical competence. This course offers an exciting opportunity to explore the expanding field of advanced practice.

Visit the website: http://bucks.ac.uk/courses/postgraduate/MP1ECS2-Y1A/

Is this course for me?

This course is suitable for registered healthcare professionals who wish to enhance their consultation skills, that of physical assessment and clinical decision making. This award facilitates the development of the key skills and competencies required for enhanced consultation, focusing on the practitioners' area of practice.

What will this course cover?

This course is designed to enrich personal and professional competence in regard to patient assessment, decision making and consultation skills. The course offers an exciting opportunity to explore this expanding field of advanced practice and is aimed at registered healthcare professionals working in areas of advanced practice within primary and secondary care settings.

The course team has a wide range of clinical experience and research interests; this includes advanced practice, non-medical prescribing, management of long term conditions and urgent care.

Course content

•            Physical Assessment of the Adult

•            Clinical Decision Making for Advanced Practice

Why choose this course?

The aim of the course is to enable you to develop sound knowledge of anatomy and physiology.

It aims to enhance your ability to assess the patient holistically using a range of different assessment methods through systematic clinical examination of the patients' health history and the buddy systems.

Through this, students will learn to manage complete episodes of care, working in partnership with others, delegation and referral as appropriate to optimise health outcomes and resources, as well as providing direct support to patients.

How will you help me prepare for my future career?

The aim of the programme is to promote an enhanced level of scholarship, develop conceptual insight, skills of interpretation, critical reflection and effective synthesis of knowledge, to inform, develop and enhance patient consolation skills.

How to apply

Apply here: http://bucks.ac.uk/applynow/



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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.

There is an extensive range of elective modules which may be accessed according to individual need and availability. 

Course structure

Year one core modules

  • advanced physical assessment & consultation skills (30 credits)

Year one options

One of the below elective modules

  • non-medical prescribing (30 credits, if relevant to your role)
  • pathophysiology and pharmacology for advanced management (30 credits, if relevant to your role)
  • pharmacist independent prescribing (30 credits, if relevant to your role)

Year two core modules

  • contemporary issues in advanced practice (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 options

  • 45 credit dissertation*
  • 60 credit dissertation

* Note that if opting for the 45 credit version you can chose up to 45 credits from the elective modules, or if you do the 60 credit version, you can choose up to 30 credits maximum from the elective modules.

Assessment

  • written assignments
  • reflective case studies
  • examinations
  • Objective Structured Clinical Examinations (OSCEs)
  • videos and practical assessments

Employability

Successful completion of the MSc Advanced Clinical Practice will prepare you to seek an Advanced Clinical Practitioner (ACP) post or if already employed as a trainee ACP, to formalise this post with a nationally recognised academic qualification. Successful completion also provides the practitioner with the skill set to take on a more strategic leadership role within a secondary or primary health care setting.

Some typical case study examples of career progression opportunities taken by similarly qualified graduates are • advanced clinical practitioner - emergency department • advanced clinical practitioner - specialist paramedics (emergency and urgent care) • advanced clinical practitioner (trainee) - pharmacist • advanced clinical practitioner - complex mental health needs in prison • advanced clinical practitioner - chartered physiotherapist



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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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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/courses/postgraduate/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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