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15 credits

This module is a core compulsory module within the MSc Healthcare Practice programme. It will foster an in-depth understanding of the processes, stages and management of research, enable students to demonstrate critical appraisal and develop research skills applicable to both quantitative and qualitative approaches. The module introduces the theories of research and provides flexible opportunities for students to apply and synthesise newly developed knowledge. It allows the students to practically follow the early stages of research by developing a research proposal, the design and corresponding methodologies for research projects as well as the late stages of research by analysing, discussing, interpreting and presenting data provided by the module leader(s). Emphasis will be placed on ethical principles, which students will discuss and apply in their research proposal. The module will also enhance literacy skills, oral and written communication skills, numerical and data analysis skills, information technology (ICT) skills, and independent learning skills. Competence in research will enhance the healthcare professional's ability to develop and implement research projects, appraise projects, evaluate reported findings, effectively communicate information, collaborate with other professionals and work in or manage a multidisciplinary team.

30 credits

This module is a core compulsory module and is essential for students undertaking MSc Healthcare Practice and MSc Advanced Clinical Practice programmes. The module provides students with the opportunity to work on a substantial piece of independent project work which consolidates and further develops the skills and knowledge they have acquired across the whole of their degree. In doing so they will develop their critical reflective, analytical, and transferable employability skills. Healthcare professionals are expected to be able to critically review research and to evaluate the evidence underpinning specific aspects of their own practice. Students will implement the knowledge and skills developed during the Research Methods Module by conducting a project of their choice with the support of a research supervisor. A project can be a systematic literature review, a work-based project an evaluation or a research project. The topic needs to be related to an identified gap, problem or need for improvement related to healthcare practice, clinical intervention/practice, healthcare education and professional development, clinical leadership, service-redesign or service-improvement.

15 credits

This module is suitable for nurses and others registered healthcare professionals wishing to develop their ability to use a 12 Lead Electrocardiogram (ECG) as an assessment tool in clinical practice. It will enable students to gain confidence in ECG interpretation through the development of knowledge relating to cardiac physiology, the principles of electrocardiography and the criteria associated with conditions commonly observed on the ECG.

15 credits

This module is suitable for experienced adult critical care nurses and other healthcare practitioners involved in the care of polytrauma patients during their critical care phase. The module addresses Critical Care Trauma Competencies, Sections 1 to 12, as specified in the National Major Trauma Nursing Group (2017) National Competency Framework for Adult Critical Care Nurses: Trauma, Version 1.

15 credits

This module is designed for nurses and other registered healthcare practitioners who wish to develop skills and knowledge in the holistic assessment and evidence based treatment of patients with minor health problems in first contact, urgent and primary care settings.

A suitably qualified practice supervisor/assessor is required for completion of the practice competencies.

15 credits

The module is designed for nurses and other registered healthcare professionals working at/or towards advanced levels of practice, who wish to develop knowledge and skills in managing minor injuries in children and adults. It is intended to enhance independent practice through the efficient use of resources and will enable practitioners to implement management plans for patients with minor injuries presenting to walk-in clinics, urgent care centres, accident & emergency or other community settings.

A suitably qualified practice supervisor/assessor is required for completion of the practice competencies.

15 credits

The module is suitable for nurses and other registered healthcare professionals working with adult patients in a range of acute clinical settings including cardiology, cardiac surgery, pre-hospital and emergency care, intensive care and acute medicine. Successful completion of the module will enable the practitioner to effectively use cardiac monitoring to facilitate clinical assessment and deliver evidence-based care for adults with cardiac arrhythmias.

15 credits

This module is designed to introduce students to this relatively new and expanding science that has grown from national and international ambition to bring about quality improvements and enhance patient safety by closing the theory practice-gap, encouraging more effective use of research evidence within practice. Implementation and Improvement Science examines the practice of generating evidenced based innovations and approaches to facilitating and sustaining effective implementation of policy and interventions in practice. It draws on theory and practice from a broad range of other professional disciplines (e.g. sociology, management, behavioural psychology, science and technology). The module encourages students to critically explore a range of strategies to support the integration of research findings with practice, whilst considering this within the context of an ever changing working environment and policy landscape.

Throughout the module, students engage with a wide range learning activities which aim to develop both knowledge and skills; offering practical insight into how to make best use of resources and evidence, subsequently optimising chances of success in effectively implementing ideas within the context of their own professional practice.

15 credits

This module is designed to support the learner to establish a comprehensive foundation in clinical leadership which will support the ongoing development of self and others as leaders in advanced clinical practice. It may also be taken as a free-standing or option module. The module draws on contemporary research, opinion and wider leadership theory to equip aspiring advanced clinical practitioners with the knowledge and skills which underpin effective clinical leadership, including approaches to operational and strategic service configuration and quality improvement within and across traditional professional and operational boundaries. Opportunities to learn with and from colleagues include membership of multi-professional learning sets and pathway-specific tutorials for individual learners to plan and contextualise learning within clinical specialty.

15 credits

This module is designed for health and social care professionals who have been locally selected to act as professional advocates. The professional advocate role is underpinned by the Advocating-Educating for Quality ImProvement model (NHS, 2023). This model supports health and social care staff to evaluate their working environment through a continuous improvement process and to support individuals to build professional resilience.

The A-EQUIP model works for the people cared for by supporting staff to act as advocates, facilitating staff to develop through restorative clinical supervision processes and in developing opportunities for quality improvement.

15 credits

This module is designed for Midwifery professionals who have been locally selected to act as professional advocates. The professional advocate role is underpinned by the Advocating-Educating for Quality ImProvement model (NHS, 2017). This model supports health and social care staff to evaluate their working environment through a continuous improvement process and to support individuals to build professional resilience.

The A-EQUIP model works for the people cared for by supporting staff to act as advocates, facilitating staff to develop through restorative clinical supervision processes and in developing opportunities for quality improvement.

15 credits

This module is suitable for nurses and other registered healthcare professionals working with respiratory patients in an acute setting. It is designed to equip students with the knowledge and skills to assess and manage patients with acute respiratory presentations.

15 credits

This module is suitable for nurses and other registered healthcare professionals directly involved in the emergency care of polytrauma patients. A range of traumatic injuries will be explored but the focus will be upon initial assessment and management of these patients in the context of the emergency department. The module learning outcomes, indicative content and assessment strategy are aligned to the National Major Trauma Nursing Group (NMTNG) National Curriculum and Competency Framework (NMTNG 2016)i and The National Service Specification for Major Trauma D15/S/a (NHS England 2013).

Applicants will usually be working in an environment where trauma patients are cared for.

15 credits

This module is designed for registered healthcare practitioners who are undertaking work related projects. This may include clinical audit, producing clinical guidelines, role development, in-service study programmes or other experiential learning. It offers a flexible approach that is primarily for recognition of learning in the clinical environment/employment setting. By formulating a learning agreement between the participant, clinical supervisor/ employer and module leader, a range of work-based activities or related study can be used and presented in a written form for assessment and the award of academic credit.

30 credits

This module is suitable for nurses and other registered healthcare practitioners who wish to develop their knowledge and skills in caring for acutely ill patients. Using a flexible, technology enhanced approach, this core module will enable the practitioner to deliver high quality, evidence-based care which focuses on the timely recognition, effective assessment, and appropriate management of this challenging patient group.

30 credits

This module is for nurses working in level 3 adult critical care areas and will equip students with the necessary knowledge and skills to undertake and interpret a comprehensive assessment of an adult patient with complex care needs. It is intended to build on the knowledge and skills previously gained from achievement of the Step 1 Competencies, part of the National Competency Framework for Registered Nurses in Adult Critical Care (2015). When taken in conjunction with the Adult Critical Care Patient Management module, these modules meet the requirements for the Step 2 and Step 3 competencies which form part of the National Standards for Adult Critical Care Nurse Education (2016).

30 credits

This module is for nurses working in level 3 adult critical care areas and will explore the management of complex conditions seen in level 3 patients, using contemporary evidence and patient-centred care. It will enable students to manage critically unwell patient conditions appropriately. It is intended to build on the knowledge and skills previously gained from achievement of the Step 1 Competencies, part of the National Competency Framework for Registered Nurses in Adult Critical Care (2015). When taken in conjunction with the Adult Critical Care: Patient Assessment module, these modules meet the requirements for the Step 2 and Step 3 competencies which form part of the National Standards for Adult Critical Care Nurse Education (2016).

30 credits

This module prepares health and social care professionals with advanced knowledge, skills and capabilities to expertly make clinical decisions through assessment, diagnosis and management of patients presenting with an undifferentiated illness. A minimum of 50 hours clinical supervision is required from an appropriately qualified practitioner.

30 credits

This module is suitable for registered healthcare professionals working in the perioperative environment who wish to develop a career in anaesthetics to enhance the care given to patients in the operating department. Practitioners should be on the anaesthetic rota full time at the beginning of the module.

30 credits

This module is suitable for nurses and other registered healthcare professionals working with adult patients in a range of acute clinical settings including cardiology, cardiac surgery, acute medicine, pre-hospital and emergency care. It will enable students working within such areas to develop the in-depth knowledge and skills to appraise evidence-based interventions and to optimise patient care. However, the course can also be undertaken by practitioners working as paramedics, in A&E or in cardiac research units who would like to expand their knowledge in the care and management of cardiac patients. This is a compulsory specialist module within the PgCert Cardiac Care pathway.

30 credits

This module is suitable for nurses and other registered healthcare practitioners working in the Emergency Department who wish to develop their knowledge and skills in caring for patients attending the ED. A variety of areas reflecting the diverse nature of emergency care, are covered including trauma, mental health, paediatrics, minor injuries and contemporary professional issues. The module learning outcomes, indicative content and assessment strategy are aligned to the Royal College of Nursing / Emergency Care Association (ECA) National Curriculum and Competency Framework (NCCF) (RCN, 2017).

30 credits

This module will enable midwives and other registered healthcare professionals to explore issues related to examination and assessment of the newborn baby. The module is designed to enable participants to develop competence which will lead to autonomous practice in the examination and assessment of the newborn and to make appropriate referral in accordance with the Newborn & Infant Physical Examination Standards 2021.

30 credits

The Independent and Supplementary Prescribing module is suitable for NMC registrants from all fields of nursing practice (adult, mental health, learning disabilities and children's nursing), midwifery and specialist community public health nursing (SCPHN). It builds on existing physical assessment and clinical reasoning skills, to develop the practitioners' pharmacology knowledge base, as well as the theory and practice of prescribing to meet the NMC Standards for prescribing programmes (NMC, 2018).

The module is delivered using a blended learning approach, which incorporates both face-to-face and online activities. A variety of strategies and techniques are employed, including simulation-based learning, to encourage critical enquiry and problem-solving, in recognition of the complexities that may be encountered in prescribing practice.

The module forms the second part of the Postgraduate Certificate in Independent/ Supplementary Prescribing award, with the first part comprising the ‘Advanced clinical reasoning in health assessment: lifespan perspectives' module, or equivalent 30 credits at Level 7.

30 credits

Examine the theoretical, social, political and economic factors influencing the management, planning, delivery and evaluation of health and care in the UK. International perspectives and models of health and care will be included. Students will be exposed to the most recent health policies and initiatives which influence quality service provision reflecting the key principles of the UK health and care systems.

30 credits

Take a client-centred and service-based approach to improvements in the patient/client experience. A number of leadership theories/approaches are explored and evaluated. A blend of learning approaches is employed to promote and enhance your learning experience. You will be encouraged to network with key influencers and opinion leaders within the organisation to help them gain practical insights into leadership and change.

30 credits

This module will enable registered midwives and other registered healthcare professionals to critically appraise the intersectionality of the socio-political, racial, economic and cultural context of the care of women and birthing people with antenatal and postnatal mental health problems. It will look at the history and underlying paradigms that inform care and approach this from a feminist and critical social theory perspective. It will equip students with the knowledge, skills and attitudes to meet current challenges in improving outcomes for vulnerable and disadvantaged families and to critique services in order to advocate for them. It will enable students to understand the importance of providing effective high-quality care through effective interprofessional collaboration and development of managed care pathways.

30 credits

This module is for nurses and other registered healthcare professionals working in the post-anaesthetic care unit (PACU) of main operating theatres or day surgery environments, who wish to develop the knowledge and skills required to give appropriate and effective care to patients recovering from surgery and anaesthesia.

Applicants must be working in a PACU setting, in order to achieve the assessment learning outcomes.

30 credits

This module provides you with the opportunity to place a critical lens on the production of leadership identities, going beyond the individualistic leader to enable insights into the relational processes through which leadership is performed. You will be invited to focus reflexively on the details of your interactions at work, applying a psychosocial approach to consider the subjective, the personal, and the interpersonal aspects of organisational behaviour. The module explores ideas and beliefs, about how people talk about leadership and the stories and narratives that they construct.

30 credits

This module is suitable for registered healthcare professionals working in the perioperative environment who wish to build on their knowledge and skills in theatre practice. This module will allow the practitioner to appraise and evaluate specialist, evidence based knowledge and practice underpinning the issues and complexities of current theatre practice. The practitioner will be encouraged to critically reflect on their role and practice, and they will be able to develop their competencies and capabilities to utilise specialist knowledge and skills in caring for the client undergoing surgery.

Applicants should be able to rotate through different surgical specialities within perioperative care.

30 credits

This module is designed for registered healthcare practitioners who are undertaking work related projects. This may include clinical audit, producing clinical guidelines, role development, in-service study programmes or other experiential learning. It offers a flexible approach that is primarily for recognition of learning in the clinical environment/employment setting. By formulating a learning agreement between the participant, clinical supervisor/ employer and module leader, a range of work-based activities or related study can be used and presented in a written form for assessment and the award of academic credit.

60 credits

This module is designed for registered healthcare practitioners who are undertaking work related projects. This may include clinical audit, producing clinical guidelines, role development, in-service study programmes or other experiential learning. It offers a flexible approach that is primarily for recognition of learning in the clinical environment/employment setting. By formulating a learning agreement between the participant, clinical supervisor/ employer and module leader, a range of work-based activities or related study can be used and presented in a written form for assessment and the award of academic credit.