Contemporary Nursing MSc

About the course

The MSc Contemporary Nursing course is designed for nurses who want to advance their knowledge and develop advanced skills in different areas of specialism in nursing. It is suitable both for nurses who want to focus on a particular clinical speciality and for those that are still deciding on a clinical pathway.

The aim of the MSc Contemporary Nursing course is to develop intellectual and practice skills in order to enhance your performance as a nurse and improve the effectiveness of care you give to patients and their families / carers.

The course will support your continuing professional development, enhance you current knowledge and give you opportunities to challenge and critically evaluate your performance as a nurse.

The MSc Contemporary Nursing course is modular in structure. If you wish to collect credits towards and award or a qualification see below the award and credit requirements:

• Postgraduate certificate - 60 credits
• Postgraduate diploma - 120 credits
• Master’s degree - 180 credits 

Below is a list of modules and credits that you could choose to study:

Compulsory modules:

• Advanced Decision Making and Problem Solving (15 credits)
• Dissertation Project (45 credits)
• Integrating Research with Professional Practice (15 credits)

Optional modules:

You will select option modules in conjunction with your employer and programme tutor in order to reflect your personal and professional career aspirations and your area of practice. To obtain a Master’s degree you need to study for an additional 105 credits from the following optional modules, which must include at least 30 credits from the modules marked with an asterisk. 

• *Acute Clinical Care (30 credits)
• *Assessment - Physiology Based (30 credits)
• *Assessment – Systematic Approaches (15 credits)
• *Assessment and Management of Health Needs (15 credits)
• *Cancer Care (30 credits)
• *Cardiac Care (30 credits)
• *Care and Assessment of the Acutely Ill (30 credits)
• *Complexities in Leg Ulcer Management (30 credits)
• *CPAD 5 Supporting Higher Level Practice in Health Care (15 credits)
• *Contemporary practice in Emergency Care (30 credits)
• *End of Life Care (30 credits)
• *Intensive Care (30 credits)
• *Enabling Health Inclusion for Service Users (30 credits)
• *Managing Long Term Conditions (15 credits)
• *Minor illness - Autonomous Practice (15 credits)
• *Minor injury - Autonomous Practice (15 credits)
• *Non-Medical Prescribing (30 credits)
• *Pain Management (15 credits)
• *Preparation for Mentorship (15 credits)
• *Tissue Viability Modalities (30 credits)
• Coaching skills (15 credits)
• CPAD 1 Teaching and Learning Support (15 credits)
• Developing and Managing People in Healthcare (15 credits)
• Leading and Developing Services in Healthcare (15 credits)
• Work Based Learning (30 credits)

Download the MSc Contemporary Nursing leaflet

Why choose this course?

• The MSc Contemporary Nursing course is for qualified nurses who want to advance their skills and knowledge at  Master’s level
• It is also suitable for nurses who want to enhance their existing skills as part of their continuing professional development
• It provides knowledge, understanding and skills that reflect the contemporary demands of healthcare practice

Study routes

• Part Time, 3 Years
• Part Time, 5 Years
• Full Time, 1 Years
• Full Time,

Locations

• University of Hertfordshire, Hatfield

Teaching methods

Teaching on the MSc Contemporary Nursing course is student focused and interactive using a variety of strategies including lectures, workshops, discussion groups and individual/small group tutorials.

You will use StudyNet, the University's on-line managed learning environment. StudyNet allows you to access on-line journals and books as well as access learning materials and resources posted by the lecturers involved in delivering your modules. This method of learning helps you save you time and costs associated with travel.

In addition you will have access to state of the art Learning Resource Centres. You will be encouraged to bring your personal and professional experiences to the group to enhance the diversity of learning available.

Analysis and reflection on work-based issues and problems are an integral part of your learning on the MSc Contemporary Nursing.

Normally, you should expect to spend 150 hours studying a 15 credit module including taught sessions, directed and self-directed learning.

Work Placement

While studying for the MSc Contemporary Nursing you will continue to work in your clinical area for a minimum of 20 hours per month.

There are no formal nursing placements but you may decide to arrange visits to specialist areas of nursing practice as part of your learning. Details will be given when you start the course.

Structure

Year 1

Core Modules

Optional

• Acute Clinical Care

  This module is designed for students who work within general hospital wards or specific practice areas which care for acutely ill patients. It aims to develop professional competence in implementing, managing and leading holistic, evidence based nursing care for patients with complex conditions necessitating higher dependency care without requiring admission to an Intensive Care Unit or similar. The module encompasses consideration of the broader strategic, ethical and legal issues which are posed by the availability of ever increasing technological capabilities. Before enrolling on the module students should be able to demonstrate a detailed understanding of relevant underpinning anatomy and physiology and the therapeutic interventions for patients requiring acute care e.g. through successful completion of 7NMH1003 Physiology Based Assessment.

• Advanced Decision Making and Problem Solving

  This module will address the theory and process of decision making and problem solving in clinical and managerial contexts. The knowledge and theoretical base for formal logic comes from Philosophy, problem solving from the Business, critical thinking skills in Education Sector as well as the research and theoretical literature on decision making in health and social care practice.

• Assessment - Physiology based

  This module is aimed at health care professionals working with acutely ill patients. It intends to focus upon the physiological processes that underpin the assessment process; enabling the student to prioritise care decisions relating to the acutely ill patient. Building on the student's fundamental specialist skills, an emphasis will be placed knowledge and expertise required to effectively assess the acutely ill adult.

• Assessment - Systematic approaches

  This module is designed for already experienced health professionals in order to prepare them for autonomous practice. It will provide participants with the knowledge and skills to undertake autonomous assessment utilising systematic approaches, triage and/ or diagnosis of patients in a variety of settings. Students undertaking this module will need a minimum of 50 hours of clinical practice dedicated to taking of patient histories and appropriate physical examination.

• Assessment and Management of Health Needs

  This module will equip practitioners with the skills to carry out effective patient centred practice in the assessment and diagnosis of a range of conditions relevant to their area of practice. The module will include critical evaluation of methods of communication and sources of health information, basic counselling skills and their application to a range of community contexts and will be closely linked to the experiences of students in their practice placements. Delivery of the module will provide students with the opportunity for shared exploration of patient management within their own practice context. The learning outcomes will be achieved through a combination of lectures, seminars, role-play and practice scenarios. This material will be constantly related to current practice experience and students will be actively encouraged to explore and integrate the knowledge obtained in their practice settings.

• Cancer Care

  This module is aimed at developing understanding of cancer, the physiological changes at a cellular level, how the cancer grows and spreads and the impact this has on the person with cancer. The impact of cancer on the individual and in society is examined in terms of psychological and social significance. Whilst studying the module, students consider the factors that promote cancer, be they environmental, viral or from a genetic predisposition and considers how lifestyle can influence the disease. In addition, consideration will be given to the impact that government policy has in regard to health promotion, and the management of cancer.

• Cardiac Care

  This module is designed for students who work with cardiac patients in a variety of hospital and community settings. It aims to develop the students' skills in critically appraising the evidence for managing the complex needs of patients with cardiac conditions. Drawing on relevant research based evidence this module explores contemporary approaches to the management of cardiac disease from a holistic perspective. In order to maximise potential success students should be able to demonstrate an understanding of relevant underpinning anatomy, physiology and relevant therapeutic interventions for patients requiring evidence based cardiac care before enrolling on this module.

• Child - Care and Assessment of the Acutely Ill

  This module aims to develop professional competence in managing the care of acutely ill children and young people to facilitate the implementation of holistic and evidence based practice. The module explores the assessment, planning, implementation and evaluation of care for acutely ill children and young people. In order to maximise potential success students should be able to demonstrate a thorough prior understanding of relevant underpinning anatomy and physiology; in addition, they should be able to apply this knowledge to implement appropriate therapeutic interventions.

• Coaching Skills for Leading

  The module content is designed to facilitate participants in developing knowledge and skills of coaching, thereby developing the competence, confidence and authority to undertake this key professional function. Students will be required to integrate learning with practical experience throughout the duration of the course. Emphasis will be placed on how the skills of a professional leader may be utilised to coach peer practitioners and help them to reach their full professional potentials. The creation of effective working relationships, learning environments and the application of evidence-based practice will be key themes of learning.

• Complexities in Leg Ulcer Management

  This module is designed for the practitioner who is already managing people with leg ulcers or related conditions. The practitioner will already have achieved competence in Doppler assessment and compression therapy and will have desire to advance these skills, in order to plan and deliver a more comprehensive care package to people with leg ulcers and related conditions. This module will focus on the complexities of managing patients with leg ulcers from a clinical, and service delivery perspective.

• Developing and Managing People in Healthcare

  Students will be supported in the achievement of the learning outcomes through the use of the application of theory and models to their own and peer's work environments. Participants will take part in online activities that will support their learning. Students will be required to analyse theoretical concepts, critically appraise the literature and examine the theory and the reality of practice. Students will be expected to access databases and the wider web based material, as well as written literature. Mapping to KSF: This module contributes to the development of knowledge and understanding for Core Dimensions 1, 2, 4, 6 and to General 1, 6, 7.

• Dissertation Project

  The module is designed to enable students to engage in independent study and apply further skills to conduct a substantial project which will be of value in the students area of work. The project will be from one of the following: 1) a research project 2) an innovation in practice 3) a policy or practice analysis 4) an audit. Each option will require the student to critically review the theoretical and empirical literature and design and conduct a systematic investigation by applying appropriate and robust methods.

• Emergency Care

  This module is designed for students who work within the emergency care setting. It aims to develop professional competence in managing and implementing the complex holistic evidence based emergency care for a variety of conditions with which patients may present. In order to maximise potential success students should be able to demonstrate prior understanding of relevant underpinning anatomy and physiology and therapeutic interventions for patients requiring acute care, normally through successful completion of a module on physiology and assessment of the acutely ill adult.

• End of Life Care

  End of life care involves active care and support of patients with non-curable illness focussing on their physical, psychological, spiritual and social needs (NICE, 2005). It is required by all patients with life limiting illness and occurs in nursing homes, hospitals and at home. Additionally, sections of the community such as those with mental health illness, learning disabilities, the homeless and those in prisons have been found to be marginalised within palliative care services (NICE, 2005). As indicated in the End of Life Care Strategy (DoH, 2008), the diagnosis of patients requiring such care is diverse and extends beyond cancer to include those with cardiac, respiratory, neurological and a host of other long term conditions. This module emphasises a need for all practitioners working in a variety of roles to develop skills and knowledge associated with end of life care to meet the challenges posed in contemporary practice contexts.

• Integrating Research with Professional Practice

  This module will examine the epistemology of research, the principles and history of ethical research and a critical analysis of how it is used in practice. Key aspects of content will address to develop a research / audit tool, concepts of reliability, validity and methods of standardising direct measurement techniques. The emphasis throughout this module will be on the use and relevance of research skills to practitioners seeking to assess, improve or evaluate services. The module will harness students existing personal and life skills and knowledge of care as a basis for developing learning that is relevant and focussed on their practice needs and stage of professional development.

• Intensive Care

  This module is designed for students who work within the intensive care setting. It aims to develop professional competence in managing the complex care of a variety of conditions in the intensive care environment. Drawing on relevant research-based evidence this module explores the applied assessment, planning, implementation and evaluation of care for a range of key intensive care client groups. In order to maximise potential success students should be able to demonstrate a prior understanding of relevant underpinning anatomy, physiology and therapeutic interventions for patients requiring acute care prior to enrolment on the module.

• Leading Developing Services in Healthcare

  Students will be supported in the achievement of the learning outcomes through the use of application of theory and models to their own and peers' services. Students will be required to analyse theoretical concepts, critically appraise the literature and examine the theory and the reality of practice. Students will be expected to access databases and the wider web based material, as well as written literature. Mapping to KSF: This module contributes to the development of knowledge and understanding for Core Dimensions 1, 2, 4, 5 and Information and Knowledge 2 and 3, and General 1, 2, 4, 5, 6 and 7.

• Learning Disability - Enabling Health Inclusion for Service-Users

  This module is designed to enhance the preparation of health care professionals and particularly nurses who are beginning and/or aspiring to actively support the health inclusion agenda within their spheres of practice and responsibility. The module will adopt a practical, solution-oriented approach in addressing the multitude of challenges encountered when facilitating the meeting of often complex health needs of people who have learning disabilities. It will particularly consider how health facilitators may adopt a strategic role in enabling pathways of health access to be more effectively opened up for service-users. This module is taught through flexible and blended learning strategies which enable participants to study primarily at a distance from the main University campus. Study will be facilitated through the use of a variety of e-learning technologies that enable participants to study both independently as well as potentially through real time video links with lecturers and other participants studying the module.

• Managing Long Term Conditions

  This module is designed to promote an understanding of the impact of long-term conditions on the physical and psychosocial health of individuals and their carers. It will develop an understanding of the evidence base for approaches to long-term conditions disease management. It will also develop the skills and knowledge to enhance service delivery. Students will be encouraged to challenge professional assumptions regarding the needs of individuals and families affected by long-term conditions.

• Minor Illness - Autonomous Practice

  This module is designed for already experienced health professionals in order to prepare them for autonomous practice. It will provide participants with the knowledge and skills to treat advise and discharge/refer patients presenting with a minor illness based on a systematic assessment and diagnosis. Students undertaking this module will need a minimum of 50 hours of clinical practice dedicated to taking of patient histories and appropriate physical examination.

• Minor Injury - Autonomous Practice

  This module is designed for already experienced health professionals in order to prepare them for autonomous practice. It will provide participants with the knowledge and skills to treat advise and discharge/refer patients presenting with a minor injuries based on a systematic assessment and diagnosis. Students undertaking this module will need a minimum of 50 hours of clinical practice dedicated to taking of patient histories and appropriate physical examination.

• Non-Medical Prescribing (Nurses)

  This Level 7 module is designed to enable nurses, midwives and specialist community public health nurses to develop the necessary knowledge, skills and attributes to demonstrate a critical, evidence-based approach to safe, appropriate and cost-effective practice as an independent/supplementary prescriber, in partnership with members of the multi-disciplinary prescribing team. Students will be facilitated in the critical review and analysis of systematic approaches to assessment and diagnosis, drug actions and the use of evidence based sources to guide the selection of the appropriate pharmacological product. The legal, professional and ethical issues involved in prescribing practice will be analysed critically to ensure that practitioners demonstrate their professional accountability in practice at all times and promote accountable practice in team members. The module involves a blended learning approach incorporating the University's managed learning environment, StudyNet. Inter-professional learning occurs with prescribing students from the Allied Health Professions and pharmacist prescribing students.

• Pain Management

  The module considers acute, chrnic malignant pain. Learning outcomes will be achieved through studying the physiological responses to painful stimuli and the factors that enhance or diminish pain sensations and perceptions of pain. A "holistic" perspective will be taken to reflect the concept of "total pain", which means that factors such as emotion, spirituality and mood influences the experience of pain and a person's response to treatment will be explored. In addition to conventional approaches, the role of alternative and complementary therapies will be examined as to their effectiveness as measured through research and evidence based practice.

• Preparation for Mentorship

  By examining mentorship in the context of work placed learning, the module will offer students an opportunity to become stage 2 mentors to learners studying a range of health and social care topics and programmes in accordance with professional standards. The module will draw upon the student's teaching and learning experiences as a stage 1 mentor, to develop their professional expectation and responsibilities with theoretical perspectives associated with the role. This scrutiny will include work placed learning activities and taught sessions relating to the 8 domains from the NMC Standards to support learning and assessment in practice (2008) that are associated with the mentor's role. The module will address strategies to support learners from an interprofessional dimension that will promote and facilitate ongoing assessment in the practice setting. The module aims to prepare mentors for triennial review and ongoing continuous professional development.

• Preparation for Mentorship Distance/Blended Option

  By examining mentorship in the context of work placed learning, the module will offer students an opportunity to become stage 2 mentors to learners studying a range of health and social care topics and programmes in accordance with professional standards. The module will draw upon the student's teaching and learning experiences as a stage 1 mentor, to develop their professional expectation and responsibilities with theoretical perspectives associated with the role. This scrutiny will include work placed learning activities and taught sessions relating to the 8 domains from the NMC Standards to support learning and assessment in practice (2008) that are associated with the mentor's role. The module will address strategies to support learners from an interprofessional dimension that will promote and facilitate ongoing assessment in the practice setting. The module aims to prepare mentors for triennial review and ongoing continuous professional development.

• Supporting Higher Level Practice in Healthcare

• Teaching and Supporting Learning

  This foundation module, aligned to the aims and learning outcomes, will introduce participants to the fundamentals principles, theories and concepts of professional practice of learning and teaching in HE and other relevant contexts. The module emphasises theory to practice applications in varied learning environments that utilise appropriate strategies to enhance the quality of learning, teaching and assessments. These are intended to form the basis for initial professional developments of the reflective teacher practitioner at level 7.

• Tissue Viability Modalities

  This module reviews advanced tissue viability modalities and wound assessment techniques to raise the student's awareness of contemporary developments in wound management. It explores how such developments may impact on tissue viability services in the future.

• Work Based Learning Project

  This module is primarily aimed at health and social care professionals who wish to develop an aspect clinical practice in order to enhance care for clients and those supporting them. It is envisaged that students will be working towards developing a specific aspect of practice; e.g. a nurse led clinic, or some other aspect of clinical practice like a support group, the nature of which will depend on their role and area of practice. It is designed to develop skills in evaluating the current care provision, reviewing the evidence which supports the practice and developing a plan for developing care to the satisfaction of the intended clients.

Fees & funding

Fees 2013

UK/EU Students

Full time: £5,250 for the 2013 academic year

International Students

Discounts are available for International students if payment is made in full at registration

View detailed information about tuition fees

Other financial support

Find out more about other financial support available to UK and EU students

Living costs / accommodation

The University of Hertfordshire offers a great choice of student accommodation, on campus or nearby in the local area, to suit every student budget.

View detailed information about our accommodation

How to apply