MSc Advanced Clinical Practice

This module is aimed at all registered and practicing nurses or midwives, and allied health and social care professionals.

This module evaluates and applies established theories and models relevant to decision making in the context of health and social care. These are drawn from a wide variety of disciplines including clinical reasoning, philosophy and ethics, legal frameworks, Service User involvement, Inter-professional and Values Based Decision Making. Throughout, students will develop their critical thinking skills, with an emphasis on applying their learning to decision making in the students’ own health and social care context.

Learning Outcomes

Knowledge and Understanding:
Successful students will typically...

-Identify and critique challenging decisions from health and social care practice.
-Critically evaluate and apply established decision-making theories and frameworks to complex decisions in health and social care.

Intellectual, Practical and Transferable Skills
Successful students will typically...

-Critically appraise influences on decision-making in health and social care contexts.
-Critically evaluate the role of own and others personal and professional values in decision making.

Number of Learner Hours: 

1.    Scheduled - 25

2.    Independent - 125

3.    Placement/work-based learning - 0

Assessment

There are 5 elements to the assessment for this module using a variety of formats including academic poster, essay and podcast, each accounting for 12.5% of the total grade; grade and a final critical reflection, accounting for 50% of the overall grade.

This module introduces learners to the role of the Advanced Clinical Practitioner and the content is mapped to the <Multiprofessional framework for Advanced Clinical Practice> and the 4 pillars: Clinical, Education, Research and Leadership.

The aim of this module is to enable students to understand and evaluate the international, national and local agendas for Advanced Clinical Practice. This will include examining the legal, professional and ethical perspectives of advanced Practice and explore the associated risk and governance issues.

The module will normally address:
- Policy related to advanced clinical practice
- Legal, professional & ethical issues that inform advanced clinical practice
- Governance processes and risk management strategies
- Decision making strategies for advanced clinical practice
- Concepts of learning
- Advanced communication skills

The module requires you to develop both knowledge and skills, with a focus on interpersonal skills, multi-professional relationships and critical awareness of learning for self and others being demonstrated through module activities. 

Students must be able to access supervision in practice over the duration of the module, in order to develop and apply their knowledge, understanding, and skills.

This module is a core element of the MSc Advanced Clinical Practice programme.

Learning Outcomes

Knowledge and Understanding

Successful students will typically...
1. Evaluate the local, national and international drivers that are impacting upon the development of advanced clinical practice.
2. Critically examine the systems and approaches that are used to manage risk and governance within advanced clinical practice.

3. Evaluate the impact and effectiveness of clinical decision making and communication approaches that inform advanced clinical practice.

Intellectual, Practical and Transferable Skills

Successful students will typically...
1. Demonstrate a critical awareness of assessing learning for self and others.
2. Critically reflect and evaluate the range of interpersonal skills that can be used to support effective relationships within multi-agency & multi-professional teams, with individuals, families and carers.

Number of Learner Hours:

1. Scheduled: 30

2. Independent: 120

3. Placement/Work based learning: 0

Assessment:

The assessment for this module will be:Coursework 100% - 3000 word written assignment.

What our students say:
“Module leaders are very supportive and take the time to get to know each student”

“All sessions have been inspiring”

“Amazing in terms of preparing students for the actual future and critical thinking”

“There were some excellent guest speakers and the teachers were always professional and very helpful”

“All staff had exceptional skills for maintaining group engagement.”

“Significant support as and when required to guide you through which is greatly appreciated.”

The aims of this module are to enable students to develop clinical and evaluative skills for the competent performance of a prescribed area of clinical practice and evaluate the effectiveness of diagnostic indicators and diagnostic interpretation.  Students will be supported in their workplace by the workplace supervisor to meet the learning outcomes of the module.

The content of the learning and teaching normally includes: 

− Validity & reliability of diagnostic tests
− Shared decision making
− Development of advanced clinical skills
− Promoting learning in clinical practice

Learning Outcomes

Knowledge and Understanding

Successful students will typically...

• Independently explore and critically evaluate the knowledge base pertaining to the scope of clinical skills which supports the development of advanced clinical practice.
• Understand the importance of validity and reliability of diagnostic tests.

Intellectual, Practical and Transferable Skills

Successful students will typically...

• Demonstrate advanced critical thinking and clinical reasoning based on judgements made from analysing and evaluating pathophysiology and relevant patient information in informing diagnostic interpretation.
• Provide evidence of their skills in advanced practice, and person-centred care, and reflect on development and application of skills within their chosen area of practice.
• Effectively promote learning within the practice environment through the presentation of clinical information.

Number of Learner Hours: 

1.    Scheduled - 24

2.    Independent - 78

3.    Placement/work-based learning - 48

Assessment:

Coursework P/F - Portfolio of evidence 

Incorporates evidence-based case reviews focusing on diagnostic tools and interpretation, evidencing achievement of Advanced Clinical Practice capabilities (HEE MPF 2017) or apprenticeship standard descriptors (ST0564). 

To pass this element students must submit a portfolio which includes; 
•Evidence of a minimum of 48 hours of workplace learning
•Three completed consultation sheets, signed by workplace supervisor
•Three DOP (Directly Observed Practice) forms, signed as competent by workplace supervisor
•Three reflective logs (minimum 200 words each)
•Three evaluation forms completed by the multi-professional team attending the student’s tutorial on the selected diagnostic tool.

Coursework 1, 100% 
Poster presentation and viva analysing and critiquing the validity and reliability of a diagnostic tool.

Formative assessment submission of draft poster outlining the analysing and critiquing the validity and reliability of a diagnostic tool.

The aim of this module is to enable students to continue to develop advanced knowledge, understanding and skills in advanced clinical practice relevant to the students’ own scope of practice.  Students will be supported in their workplace by the workplace supervisor to meet the learning outcomes of the module. 

The student will continue to develop person centred skills of consultation, diagnosis and care management with a focus on therapeutic interventions, caring for complex presentations and health promotion.

The module will normally address:
-Validity & reliability of therapeutic interventions
-Shared decision making
-Development of advanced clinical skills
-Caring for patients with complex and unpredictable presentations
-Promoting health promotion in clinical practice

Learning Outcomes

Knowledge and Understanding:

Successful students will typically...

1. Independently explore and critically evaluate the knowledge base pertaining to complex and unpredictable care management and the scope of therapeutic interventions which benefits the development of their personal and professional practice.
2. Critically explore the physiological and psychosocial impact and the evidence base of therapeutic interventions.
3. Critically explore the efficacy and efficiency of health promotion, including genomics and person focused care, relevant to the chosen areas of practice. 

Intellectual, Practical and Transferable Skills:

Successful students will typically...

1. Work autonomously at an advanced practitioner level demonstrating evidence of clinical expertise within complex and unpredictable care management.
2. Demonstrate advanced decision making and shared decision making and evaluate the role of own and others personal and professional values in planning and implementing care provision in complex presentations relevant to the chosen areas of practice.
3. Effectively promote multi-professional engagement in advanced clinical practice through communities of learning and communities of practice. 

Assessment
Coursework P/F - Portfolio of evidence
 Incorporates evidence-based case reviews focusing on non-pharmacological therapeutic interventions, evidencing achievement of Advanced Clinical Practice capabilities (HEE MPF 2017) or apprenticeship standard descriptors (ST0564).

To pass this element students must submit a portfolio which includes; 
•Evidence of a minimum of 40 hours of workplace learning
•Three completed consultation sheets, signed by workplace supervisor
•Three DOP (Directly Observed Practice) forms, signed as competent by workplace supervisor
•Three reflective logs (minimum 200 words each)
•Three evaluation forms completed by the multi-professional team attending the student’s tutorial on the selected therapeutic intervention.

Coursework 1, 100% 
2500-word essay critically analysing one of the therapeutic interventions identified in clinical practice.

Formative assessment 500-word critical analysis of the therapeutic intervention.

The aim of this module is to enable students to continue to develop their knowledge, understanding and skills of leadership, education and professional development. The module enables students to critically review leadership within the context of the advanced practice role, to understand the leaning and teaching approaches that support clinical development and to evaluate strategies to support and develop themselves and others.

The module will normally address:
•Leadership theories and application to practice and understanding self as a leader.
•Conceptual frameworks relating to leading and following, power and control, compliance and subversion.
•Strategies for developing a learning culture within organisations.
•Examination and application of skills to support leadership at an advanced practice level.
•Evaluation of the role of the advanced practitioner as a leader

Learning Outcomes

Knowledge and Understanding

Successful students will typically...
•Critically discuss the theoretical basis of leading and developing others to promote and enable a learning organisation
•Critically evaluate a range of conceptual frameworks relating to leading and following, power and control, compliance and subversion, in the context of the advanced practice role
•Critically understand the importance of negotiation, influence, resilience and determination in organisational change processes utilising a range of analytical tools to inform the change process

Intellectual, Practical and Transferable Skills
Successful students will typically...

•Critically analyse and evaluate personal leadership styles and how this can influence own and others practice
•Critically review how the advanced practitioner acts as a lead in practice settings within a multidisciplinary team, or in partnership with other professionals
•Critically evaluate the importance of courage and candour, resilience and ethics.
•Critically review strategies to promote teaching and education and development of others.

Number of Learner Hours:

Scheduled - 70

Independent - 230

Placement 0

Assessments (online)

Practical, 50%

Professional discussion focusing on concepts of leadership and people development within the context of the advanced practice role. This will take place between 16th - 27th March (individual time slots by request – details in induction session)

Coursework, 50%

Open book timed exam. Tuesday 28th April 10am-12pm

All individual elements of assessment must be passed.

What students say about this module:

“The module is very well organised, and the lecturers use great strategies during the sessions, including their own experience from practice, making it very easy to understand and getting everyone engaged”

“It was a very applicable subject. The module has allowed me to learn the theory behind my own choices and within my work place generating a better understanding. I am already using some of my new toolkit to my advantage at work”

​

The aim of this module is to enable students to continue to demonstrate the use of appropriate and systematic methods of inquiry and skills to critically analyse, develop and evaluate current practice and /or service through the process of undertaking a project in clinical practice.

The module will normally address:

-Evidence based practice in the context of quality improvement
-Quality improvement frameworks
-Change management strategies
-Quantitative and qualitative data collection and analysis methods
-Ethical considerations in quality improvement initiatives
-The role of the advanced practitioner in instigating, supporting and informing improvement and development in practice

Learning Outcomes

Knowledge and Understanding

Successful students will typically:

-Demonstrate an in-depth knowledge of and ability to critically evaluate and synthesise the theoretical and empirical literature related to a practice area from national and international perspectives.

-Critically review quality improvement frameworks and their application to practice development.

-Propose alternative ways of defining and managing a particular practice issue with reference to primary and secondary evidence sources.

-Make recommendations for an evaluative process reflecting the knowledge, skills and behaviours of an advanced clinical practitioner.

Intellectual, Practical and Transferable Skills
Successful students will typically:

-Design and conduct a systematic investigation into an area of practice by using appropriate and rigorous methods.
-Develop and implement a plan of action demonstrating appropriate change strategies, evaluation and sustainability of the project and present a coherent and analytic report.

Number of Learner Hours:

1. Scheduled: 45

2. Independent: 255

3. Placement/Work based learning: 0

Assessment:

This module has one assessment – this is a Development in practice report - A report that demonstrates the planning, implementation and evaluation of a quality improvement process in clinical practice.

Course Description:

In these challenging times Health and Care services need to be developed to meet growing demands but with decreasing resources. This course explores models, theories and the evidence base to enable you to identify how to lead change within your service.

The programme(s) this module can be linked to/contribute towards:
HHMCON MSc Contemporary Nursing
HSAPPM MSc Advanced Paramedic Practice
HHMPHY MSc Advanced Physiotherapy
HSMIRSM MSc Medical Imaging and Radiation Sciences
HSASWPM MSc Advanced Social Work
HHM MSc Advanced Midwifery

Content:

The course covers three main themes: the external context and health policy influencing change; service development and redesign; working with change and leadership. The course explores questions such as: How do you involve service users and other stakeholders in service development? How to identify what to change? How do you prepare for the future? How can you facilitate change through people and process, creating a sense of urgency and commitment? What is leadership and how do you lead? What types of leaders are required in challenging times? How can leadership styles influence team motivation and outcomes?

Assessment Details:

Powerpoint presentation with embedded narration, critically discussing a change you are leading underpinned by theories and models studied within the course. 

Learning Outcomes:

Students will typically:

• Critically discuss the theories, models and tools to lead and improve services to meet the challenges of current and future health and social care.
• Critically discuss models and methods of change management and leadership, and apply that knowledge to service redesign.
• Critically apply service improvement tools and methods to evaluate capacity, capability and implementation of service change.
• Critically reflect on their own ability to lead and manage service change.

What our students say:

 “I enjoyed learning about how to create a case for change and reflecting on myself as a leader”

 “Engaging lecturers. Knowledgeable”

 “Broad range of relevant topics covered”

 “The content was good and the real-life change scenarios from the guest lecturers was amazing. There lecturers made the theories easy to understand”

Course Description/Details

This module is designed for healthcare professionals in providing an overview of the pathophysiological processes that affect the musculoskeletal system.

It will also review imaging modalities and radiographic technique in relation to relevant legislation.

Students will be encouraged to develop their image recognition skills of musculoskeletal radiographs within clinical practice.

Delivery of this module will be by university staff and may include relevant external lecturers.

It will incorporate blended learning which aims to combine e-learning opportunities and traditional campus-based learning to enhance the student learning experience.

Course dates

All teaching and assessment dates are face to face on College Lane Campus.

Tuesday 23rd and Wednesday 24th September 2025
Wednesday 22nd and Thursday 23rd October 2025
Thursday 18th December 2025
Wednesday 14th January 2026 (In-course test)

Assessment details
Practical 100% a timed OSCE.

Learning Outcomes

• Demonstrate the knowledge of relevant legislation, general radiographic technique and other imaging modalities used to image trauma in relation to the musculoskeletal system.
• Demonstrate a depth of knowledge and systematic understanding of normal and traumatic appearances involving the musculoskeletal system.
  
• Demonstrate critical awareness of the importance of patient presentation for traumatic processes involving the musculoskeletal system.
  
• Analyse and critically evaluate plain radiographic images to differentiate between normal, normal variant and traumatic appearances of the musculoskeletal system.

Who Teaches the course

James Busby (Module Lead), Phil Regelous (Senior Lecturer), Michelle Clooney (Senior Lecturer)

What our students say...

"Teaching was of excellent quality, always interesting and understandable."

"James always gave plenty of time for questions and answered them promptly."

"Lots of additional resources posted to the canvas site, very useful and easy to find!"

Course Description:

This module is designed for healthcare professionals in providing an overview of the pathophysiological processes that affect the musculoskeletal system.  

It will develop knowledge in areas of patient presentation in relation to the pathological processes occurring.

Knowledge of imaging modalities utilised within patient management of pathological processes will be developed.

It will also review imaging modalities and radiographic technique in relation to relevant legislation.

There will be an emphasis on the radiographic appearances of normal, normal variants and pathological disease processes within the musculoskeletal system.

Students will be encouraged to develop their image recognition skills of musculoskeletal radiographs within clinical practice.

Delivery of this module will be by university staff and may include relevant external lecturers.

It will incorporate blended learning which aims to combine e-learning opportunities and traditional campus-based learning to enhance the student learning experience.

Assessment Details:

Practical 100% a timed OSCE.

Learning Outcomes:

Successful students will typically:

• Demonstrate a depth of knowledge and understanding of normal and pathological processes that involve the musculoskeletal system.
• Demonstrate critical awareness of the importance of patient presentation for pathological processes involving the musculoskeletal system.
• Demonstrate critical awareness of the role of other imaging modalities within the investigation of these pathological processes.
• Analyse and critically evaluate plain radiographic images to identify and differentiate between normal, normal variants and pathological appearances of the musculoskeletal system.

What our students say:

“The subject was taught in an interesting and engaging way"

"James was always available to answer questions and fostered an open environment for asking them"

“I took this module as it was listed as recommended for those in FCP (First Contact Practitioner) roles. I found it even more engaging than I anticipate"

“It has been engaging and informative. As it will translate well into my daily work it has been immediately useful"

Course Description/Details

The Lower Quadrant is designed for qualified physiotherapists who want to further develop their skills in the assessment and management of patients with musculoskeletal dysfunction of the lumbopelvic spine and lower limb. The module will focus on research informed patient centred care of acute and chronic musculoskeletal dysfunction resulting from disease, trauma and surgery. There will be an emphasis on advanced clinical reasoning and examination, to select, justify and evaluate management strategies.

It is an expectation that you will have MSK experience and an existing caseload of patients with lower quadrant dysfunction, to facilitate consolidation and application of learning for the assessment process. You will be encouraged to utilise self-evaluation and reflection of your own and others practice, to actively engage in evaluation of relevant research and facilitate transformative practice.

Module Aims

The aim of this module is to build on your existing knowledge and skills, to facilitate a critical approach to musculoskeletal physiotherapy theory and practice, from an evidence-informed perspective and to apply advanced clinical reasoning and practical skills to the assessment and management of lower quadrant dysfunction.

Module Content

• Anatomy, biomechanics, pathology & pathophysiology
• Advanced clinical reasoning
  
• Skilled practical assessment and management of lower limb and lumbopelvic MSK conditions
  
• Critical consideration of evidence to enhance practice
  
• Patient centred care within a biopsychosocial model
  
• Holistic practical assessment and management of articular, neural and muscle dysfunction

Course Notes

Teaching will be a blend of online delivery requiring access to a reliable PC & internet connection, plus practical classes that will take place on campus.  This module is equivalent to 300 hours of student effort including 11 taught days and 1 assessment day.

The course forms part of a broader CPD framework that can lead to the award of the Postgraduate Diploma, or Master's degree, or can be taken as a single independent CPD course.

All applications are considered on a first come, first served basis. Once the module is full the application portal will close, so early application is advised.

Attendance dates

ALL DATES ARE PROVISIONAL AND TO BE CONFIRMED

All teaching is 9am – 5pm 

Wednesday 1st October 2025 (Online) 
Thursday 2nd October 2025 (Online)
Monday 20th October 2025 (On Campus)
Tuesday 21st October 2025 (On Campus)
Tuesday 25th November 2025 (On Campus)
Wednesday 26th November 2025 (On Campus) 
Monday 5th January 2026 (On Campus)
Tuesday 6th January 2026 (On Campus)
Wednesday 18th February 2026 (On Campus)
Thursday 19th February 2026 (On Campus)
Wednesday 11th March 2026 (On Campus) 

Assessment Dates
Presentation (online submission) Wednesday 1st April 2026
OSCE (on campus - 9am-5pm) Tuesday 21st April 2026

Assessment details
The assessment is a combination of a narrated PowerPoint presentation (submitted on-line) and a practical examination (OSCE) (taken on campus). 

Learning Outcomes

Knowledge and Understanding

• Demonstrate critical understanding of theories, principles and concepts underpinning musculoskeletal practice.
• Critically synthesise and evaluate current evidence to demonstrate advanced problem solving and clinical reasoning skills relevant to lower quadrant musculoskeletal dysfunction.

Intellectual, Practical and Transferable Skills

• Demonstrate professional expertise, technical mastery and adaptability in developing management skills/strategies appropriate for patients with lower quadrant peripheral and spinal musculoskeletal dysfunction.
• Engage effectively in academic and professional communication, using a range of communication skills which demonstrate application of critical understanding of theories, principles and concepts appropriate to the management of lower quadrant peripheral and spinal musculoskeletal dysfunction.
• Utilise self-evaluation and reflection on their own and others practice in order to develop advanced clinical reasoning skills, taking into account the evolving evidence-base and current legal, ethical and professional issues.

Who teaches the course

The module is led by Laura Eccott.  Regular contributors include Dr Hubert Van Griensven, Rebecca Christenson, Kate Montgomery, Andrea Moulson, Dr Brad Neal, Dionne Ryder, Lewis Rawson and Matthew Low along with other clinical and research experts.

What our students say

"A great module, really enjoyable. Thank you for your expertise. I feel inspired to do more modules.” 
“I have really enjoyed the module as a whole; it has developed my practice exponentially.”
“Teaching is practical based and interactive, definitely useful to clinical practice.” 
“I have enjoyed each and every one of the teaching days.”
“I always leave the university feeling inspired and ready to take on the next challenge.”

Assessment

Date to be confirmed for the in-class safety assessment

Monday 8th June 2026 – Coursework 1 (submitted online)

Monday 29th June 2026 - Portfolio of Injections undertaken in practice (submitted online)

Assessment details

Coursework 1

The written assignment is a 2500 +/- 10% word essay based on a patient case study. The assessment is submitted online and must be passed at 50% or higher.

Module Learning Outcomes assessed: K&U 1, 2, 3

In addition to the assessment above students must pass the summative assessments outlined below:

Practical (P/F)

Portfolio of ten injections in practice (pass/fail)

Module Learning Outcomes assessed: IPTS 1, 2, 3

The intended Learning Outcomes:

Knowledge and Understanding: 

Successful students will typically: 

1. Critically discuss and evaluate the anatomical structures and peripheral musculoskeletal pathologies that may be suitable for injection therapy.
2. Demonstrate in-depth knowledge and understanding of the pharmacology of the medicines used in musculoskeletal injection-therapy including the indications, contraindications, possible side-effects and adverse reactions that may occur and discuss the management of any adverse events.   
3. Demonstrate in-depth knowledge and understanding of the regulation and control of medicines in relation to musculoskeletal injection therapy.

Intellectual, Practical and Transferable Skills:
Successful students will typically: 

1. Demonstrate advanced musculoskeletal assessment skills within a clinical reasoning framework in order to identify and select appropriate structures for injection therapy. 
2. Perform musculoskeletal injection procedures accurately, safely and competently.   
3. Document and critically evaluate the outcome and management of injection therapy procedures, communicating effectively and confidently with patients and others and reflect on their own performance

Who Teaches the course

The course is normally facilitated by Matthew Guilliatt, Module Lead and Advanced Clinical Practitioner in Musculoskeletal Physiotherapy. Previous regular contributors include: Kelly Lefteri (Principal Lecturer/Pharmacist), Rishi Navsaria (Senior Lecturer/Consultant Physiotherapist) & Gulten Dogan (Senior Lecturer/Advanced Physiotherapy Practitioner) and other experts from clinical practice and research.

What our students say

“Very good and delivered appropriately, lots of time for practice and questions”

“Great support and a relaxed environment. Good for learning”

“Excellent tutors”

The aims of this module are to enable the student to critically evaluate and analyse a range of research and practice-based evidence and consider how this may be used to enhance and inform practice.

Module Content
This module will examine the epistemology of research, the principles of ethical research and a critical analysis of how it is used in practice.

Key aspects of content will address data collection and analysis methods and concepts of validity, reliability, rigour and trustworthiness.

It will also incorporate other forms of evidence including audit and service evaluation.

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.

The module learning outcomes will be met through a combination of activities including lectures, small group work and work-based activities designed to link theoretical perspectives with practice. Tutorials will be used to enable students to discuss specific issues that interest them in the context of their practice. Additionally, online and work-based activities will be used to enhance self-directed learning.

Learning and teaching will normally include:

• An introduction to research methodologies and methods, including secondary research (systematic review and meta-analysis).
• Critical examination of a range of ways of collecting qualitative and quantitative data.
• Critical examination of quantitative and qualitative data analysis techniques including commonly used statistics and qualitative methods such as thematic analysis.
• Methods of standardising measurement techniques and ensuring validity, reliability, credibility and trustworthiness.
• The principles of ethical research

Learning Outcomes

Knowledge and Understanding
Successful students will typically...

-Critically evaluate and discuss qualitative and quantitative research paradigms and relevant research theories.
-Demonstrate a critical awareness of quantitative and qualitative data collection and analysis methods, understanding their strengths, weaknesses, resource, and ethical implications.
-Critically discuss how research generates new knowledge and addresses shortfalls in existing knowledge in practice.
-Demonstrate understanding of how a complex web of evidence may be applied in professional practice.

Intellectual, Practical and Transferable Skills
Successful students will typically...

-Conduct a literature search and retrieve a range of international and national research evidence relevant to professional practice.
-Utilise a systematic and integrative approach to evidence, applying theories where appropriate
-Recognise the complex interactions between evidence, resources, and other organisational constraints

Number of Learner Hours: 

1.    Scheduled - 28

2.    Independent - 122

3.    Placement/work-based learning - 0

Assessment:

The assessment for this module is a presentation which critically appraises research relevant to a clinical issue from the students own area of practice.

The presentation should demonstrate a critical awareness of how research may be used to refine understanding of the clinical issue and facilitate evidence-based practice.

The aims of this module are to enable the student to:

Develop professionally and academically within their role, to critically evaluate key factors underpinning advanced practice in the care of patient presenting with minor injury; 

Apply knowledge and skills to make sound judgement in managing the need of patients presenting with minor injury; 

Acquire a critical understanding to systematically examine and identify the effectiveness of clinical practice associated with autonomous management of minor injury presentations. 

This module is designed for already experienced health professionals to prepare them for autonomous/advanced practice. It will provide participants with the knowledge and skills to treat, advise and discharge/refer patients presenting with a minor injury based on a systematic assessment and diagnosis. Trainees/learners are encouraged to undertake a minimum of 50 hours of clinical practice dedicated to taking of patient histories and appropriate physical examination. 

This module requires the student/learner to successfully complete identified practice-based competencies. It will be the learner’s responsibility to ensure that they are working in an appropriate role or have access to an appropriate area of clinical practice to enable completion of the competencies. 

Learning Outcomes

Knowledge and Understanding:
Successful students will typically...

• Critically evaluate the complexities of knowledge and evidence base relating to contemporary management of patients with a range of commonly presenting minor injuries.
• Systematically appraise complex evidence and apply to a range of interventions, treatment options, health advice and discharge arrangements for patients with minor injury.
• Analyse and synthesise evidence and evaluate the strategic context of minor injury services and the role of autonomous practitioner.

Intellectual, Practical and Transferable Skills

Successful students will typically...

• Critically interpret history, presenting symptoms and physical findings allowing for normal variations.
• Critically analyse findings to formulate a differential diagnosis and evaluate referral options available and refer appropriately.
• Instigate and implement accurate, comprehensive documentation and communication skills to ensure relevant information is transmitted accurately and effectively with the multi-professional team, patients, and their families.
• Apply appropriate health promotion in the context of patients with a minor injury.
• Effectively manage the patient/practitioner interaction.

Number of Learner Hours: 

1.    Scheduled - 40

2.    Independent - 50

3.    Placement/work-based learning - 60

Assessment:

Essay demonstrating clinical skills and knowledge of evidence-based practice in the management of minor injury presentations.

Coursework (Pass/Fail) - Practice Assessment of clinical competencies.

All elements of the summative assessment must be passed.

The module will focus on a specific assessment with attendant, interventions, patient management, health advice and health promotion for patients presenting with minor illness. You will consider your approaches in caring for adults and/or children drawing on advanced communication skills and techniques. The course requires you to develop both knowledge and skills, with practical clinical skills being developed in a minor illness field.

Learners are required to secure an appropriate clinical field of practice and have access to a supervisor or practice assessor. 

Learning Outcomes

Knowledge and Understanding
Successful students will typically...

1. Critically appraise current knowledge relating to contemporary management of patients with a range of commonly presenting minor illnesses.
2. Critically analyse the evidence for a range of interventions, treatment options, health advice and discharge arrangements for patients with minor illness.
3. Critically explore varied referral pathways for onward treatment outside the scope of minor illness context of care
4. Critically evaluate the strategic context of minor illness services and the role of the advanced practitioner.

Intellectual, Practical and Transferable Skills
Successful students will typically...
1. Critically interpret history, presenting symptoms and physical findings allowing for normal variations
2. Critically analyse findings to formulate a differential diagnosis, evaluate referral options available and apply appropriate health promotion in the context of patients with minor illnesses.
3. Instigate and implement accurate, comprehensive documentation and communication skills to ensure relevant information is transmitted accurately and effectively with the multi-professional team, patients and their families.

Number of Learner Hours: 

1.    Scheduled - 45

2.    Independent - 50

3.    Placement/work-based learning - 0

Assessment:

There are two assessments for this module these are a written course work (essay) and a placement-based portfolio which requires a pass in individual components. 

All elements of the summative assessment must be passed. 

What our students say:

“Excellent speakers”

“Considers holistic assessment, incorporating advanced health assessment, diagnostics and treatment”

“Enjoyed Pharmaceutical Rep coming in to discuss inhaler therapy”

“Timely support when needed by tutors”

The module aims to enable the student to understand the role of coaching in leadership and to evaluate a range of approaches to coaching and develop their own skills in coaching within their leadership practice. The module will comprise of theoretical lectures and workshops, to facilitate the development of the fundamental knowledge, understanding and skills underpinning the roles and responsibilities of coaching and its application within leadership. 

A key learning activity for this module is practical work in which students practise their coaching skills and through peer group learning develop a functional, supportive community of coaching practice. This activity requires the whole student group to participate in a collaborative, facilitative and supportive manner at each study day. 

Module Content:
-The role of coaching approaches within leadership.
-The development of knowledge, skills, confidence and competence to select and apply a range of coaching skills within leadership practice.
-Students will integrate learning with practical experience throughout the duration of the module.
-The application of an evidence-based approach to coaching practice will be a key theme throughout.

Knowledge and Understanding:
1.    Evidence a systematic, in-depth knowledge and understanding of the underpinning theoretical perspectives and evidence that inform and support coaching as a leadership approach within healthcare.
2.    Critically analyse leadership within contemporary healthcare settings.

Intellectual, Practical and Transferable Skills:
1.    Critically evaluate, select and apply a range of appropriate coaching skills within a coaching context.
2.    Critically reflect on their own leading and coaching practice, to inform and develop their future coaching and leadership practice.

Assessment:

Students will be required to facilitate a coaching conversation and critically reflect on their performance within that coaching conversation.

Number of Learner Hours: 

1.    Scheduled: 30

2.    Independent: 120

3.    Placement/Work based learning: 0

Please note that non-attendance on 09 & 10 Oct 25 will mean that you cannot continue to study the Semester A instance of the module.

Please note that non-attendance on 29 & 30 Jan 25 will mean that you cannot continue to study the Semester B instance of the module.

This module introduces the student to the complex aetiology and epidemiology of leg ulceration. It focused on the holistic assessment and management of people with lower limb ulcers and discusses the controversies and evidence base surrounding effective leg ulcer management services. In addition, the student will have the opportunity to demonstrate competence in skills to effectively clinically assess and manage a person who has a leg ulcer, or is at risk of developing one.

Learning Outcomes

Successful students will typically: 
•Demonstrate a systematic in-depth understanding of the impact of leg ulceration on health services
•Critically analyse and evaluate the provision of services for the management of people with leg ulcers
•Critically analyse and evaluate research evidence for the effective care of people with leg ulcers

Intellectual, Practical and Transferable Skills:
Successful students will typically:
•Implement and evaluate effective clinical assessment and management plans for people with leg ulcers based on correct interpretation of underlying pathophysiological changes
•Articulate in-depth understanding of the principles of Doppler assessment of the lower limb and demonstrate use of the hand-held Doppler device
•Demonstrate effective communication of research outcomes for a complex and specialised area of lower limb management

Number of Learner Hours: 

1.    Scheduled - 36

2.    Independent - 114

3.    Placement/work-based learning - 0

Assessment:
The assessment for this module comprises a piece of coursework, a practical (assessed presentation) and practical competencies. 

An aggregate score of the course work and practical is given as a combined score of both weighted components for the module grade. A pass is also required on the Practical (P/F) practice competencies. 

What our students say:

"This really made a difference to my management of people with leg ulcers"

"My confidence increased so much during and after my course"

"This course made me rethink  my skills and approach I got so much support from the module leader and my practice assessor, it was brilliant"

The aims of this module are to enable students to build on existing knowledge and skills to demonstrate a critical, systematic approach to the comprehensive holistic assessment of children and young people / adults in primary / community care settings.

Learning Outcomes

• Demonstrate a systematic understanding of pathophysiology in a variety of clinical presentations relevant to the child and young person / adult in primary / community settings.
• Demonstrate a critical understanding of current evidence-based approaches to clinical history-taking and the physical, mental health and social assessment of the child and young person/adult, ensuring equality, diversity and inclusivity are maintained throughout.
• Demonstrate an understanding of normal and abnormal parameters in assessment to identify diagnostic indicators within children and young people / adults, applying a high level of clinical reasoning.
• Demonstrate an understanding of the principles of the capacity to consent, for children, young people and adults, ensuring ethical and legal considerations are considered.
• Demonstrate an in-depth application of ethical physical and psychosocial models/theories of assessment and examination and use these as the basis for care planning within the context of their advancing specialist role.
• Develop and use a range of advanced communication strategies in comprehensive history-taking with children, young people, adults and their families / carer.
• Demonstrate the ability to apply evidence-based frameworks to facilitate a comprehensive assessment of children, young people and adults who are acutely unwell and / or have complex health needs.

Assessment
The student will be tested to undertake a comprehensive simulated physical examination using a variety of technological tools which may include video, narrative presentation, OSCE or online viva/professional conversations.

Semester A OSCE assessments week commencing 15th December 2025

Semester B OSCE assessments week commencing 13th April 2026

This module aims to develop and consolidate understanding of the skills, knowledge and attributes required for safe, and effective treatment of dermatological conditions. Successful completion will provide a deeper knowledge and understanding of the pharmacokinetics of topical and systemic treatments used to treat skin disease. Students will gain an increased understanding of key factors to consider when choosing treatment options including risk, cost, evidence about efficacy, disease severity, and patient's response to treatment, including potential adverse effects.

Dates:
8th, 9th, 10th, October 2025 (09.00-17.00) 27th, 28th Nov 2025 (09.00-17.00) Assessment - Jan 9th 2026 (am)

Venue:
All teaching is face to face at the University of Hertfordshire, College Lane Campus, Hatfield, Herts, AL10 9AB.

Content:

• Assessment and management of common skin conditions which will include acne eczema, psoriasis, skin infections (bacterial, viral, fungal), wounds, urticaria and infestations.
• A range of systemic and topical drug interventions for skin conditions including emollients, topical steroids, anti-infective / antimicrobial agents, wound dressings.
• Specialist drug treatments used in skin conditions, and drugs with special monitoring requirements such as methotrexate and other immunosuppressants, biologics, isotretinoin.
• Monitoring therapy to minimise adverse effects: adverse reactions to drug treatments for skin disease including drug eruptions and drug induced skin disease.
•  Professional and organisation policies / procedures / guidelines and codes of conduct relevant to interventions used to treat skin conditions.

Study Route:                                                                                                 

This module is compulsory for the MSc Clinical Dermatology. It is suitable for practitioners with an interest in dermatological conditions & will be of interest to FY1-2, GPs, Dermatology Nurses, Advanced Care Practitioners, hospital and retail Pharmacists who are managing people with skin conditions on a regular basis.

 Assessment:                                                                                                              

 Evidence-based treatment presentation – 30%

 Short Answer Test Patient Management - 70%

 Further information:   

Kathy Radley (Module Leader) k.radley@herts.ac.uk

Rebecca Penzer-Hick (Programme Leader) r.penzer-hick@herts.ac.uk

Madeleine Flanagan (Admissions)  m.flanagan@herts.ac.uk

This module will explore the relationship between skin conditions and their impact on mental health and wellbeing and analyse therapeutic approaches currently used to support individuals affected by a range of skin conditions and wounds. It will critically analyse the association between biological, psychological, and social factors affecting skin integrity to develop an understanding of the relationship between mental health and well-being. It is taught by clinicians with experience of managing patients with psych-cutaneous disorders and focuses on managing the delivery of psychological interventions in primary and secondary care settings.

Dates:

5 days (09.00 – 17.00)
11th, 12th,13th Feb 2026 (Weds – Fri) 26th , 27th March 2026.

Venue:

All teaching is face to face at the University of Hertfordshire, College Lane Campus, Hatfield, Herts, AL10 9AB.

Content:

• An introduction to neuroscience
• Relationship of skin disease to mental health & wellbeing
• Psychological factors: body image, self esteem
• Social factors: psychological wellbeing and quality of life
• Patient assessment & advanced communication skills
• Therapeutics & management approaches: pharmacological, psychotherapeutic complementary interventions
• Cancer survivorship
• Impact of interpersonal skills/engagement on therapeutic interventions
• Research & practice development related to skin disease & mental health
• Service user needs & carers role, health promotion and self-help
• Multidisciplinary team working & specialist referral criteria

Assessment:

Critical analysis of psychological interventions for patient with a skin condition/wound. 100% Coursework

Further information: 
Kathy Radley (Module Leader) k.radley@herts.ac.uk

Rebecca Penzer-Hick (Programme Leader) r.penzer-hick@herts.ac.uk

This module provides practitioners with the skills required to effectively diagnose and manage skin conditions affecting the lower limb including management of patients with diabetic foot disease. It will develop knowledge of assessment and management of a range of skin conditions by promoting critical awareness, understanding and application of the current evidence base. It examines current national and international guidelines, and best practice in the assessment, treatment, and management of patients with skin conditions affecting the lower limb. This course aims to consolidate and enhance professional competence and skill in managing patients with dermatological skin and nail conditions that affect the lower limb and any associated complications including those related to systemic diseases such as diabetes.

Dates:
Semester C 2026: (09.00 – 16.30)
Study Block 1:
13th, 14th & 15th May 2026
Study Block 2:
25th & 26th June 2026

Venue:

Teaching is face to face at the University of Hertfordshire, College Lane Campus, Hatfield, Herts, AL10 9AB.

Content:

Includes the following:

• Assessment of the lower limb
• Systemic diseases presenting as skin conditions on the lower limb e.g., pyoderma gangrenosum
• Leg ulceration and associated dermatological conditions including eczema and allergic contact dermatitis
• Management of chronic oedema
• Skin infections and cellulitis
• Nail conditions
• Skin lesions, benign and malignant, commonly presenting on the lower limb.
• Plantar pustulosis and plantar psoriasis
• Diabetic Foot Disease
• Models of service delivery, referral criteria
  

Study Route:

This course is suitable for practitioners with a special interest in dermatological conditions and wounds of the lower limb who want to develop & consolidate practical skills. The course will be of interest to GPs, Tissue Viability and Dermatology Nurses, Advanced Care Practitioners, Podiatrists, etc. who are managing people with lower limb skin conditions on a regular basis. It is available on the MSc Clinical Dermatology and on the MSc Skin Integrity & Wound Management.

Assessment:

Case-based clinical skin integrity portfolio. 100% Coursework

Further information:
Sara Burr (Module Leader) s.burr4@herts.ac.uk 

Rebecca Penzer-Hick (Programme Leader) r.penzer-hick@herts.ac.uk

Madeleine Flanagan (Admissions)  m.flanagan@herts.ac.uk