MSc Advanced Paramedic Practice

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.

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.

The aim of this module is to enable students to develop the knowledge and skills required in undertaking advanced health assessment and clinical examination, including diagnostic indicators, of patients & families in a wide range of clinical healthcare environments.

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.  

This module has been developed to support practitioners in their role as educators and assessors. It is suitable for any health or social care professional who has a practice supervisor role and is intended to develop skills in providing education within the practice environment. 

The aim of the module is to develop the appropriate knowledge, understanding and skills to supervise others in their professional learning within the practice setting.

This module explores the application of the skills of mentorship, supervision and teaching within the practice environment. The application of the theories of teaching and learning, models of supervision and learning are explored, identifying evidence and using evidence for best effect.

Teaching sessions and a work-based portfolio will be used to develop the students' understanding of learning and the factors which influence individual learning. These will include learning styles; reflection; facilitating development; creating a learning environment; models of supervision; assessment; evaluation and managing challenges faced by learners in practice. Students will be required to draw upon their practical experience and theoretical knowledge to discuss, develop and evaluate their roles as facilitators of professional development in the work place. In addition to their personal development, all students must be responsible for the development of others over the duration of the module.

The course is delivered by online synchronous teaching sessions:  

Thursday 27^th March 2025 10-4
Thursday 10^th April 2025 10- 4
Wednesday 7^th May 2025 10-4
Wednesday 21^st May 2025 10-4
Wednesday 4^th June 2025 10-4
Wednesday 18th June 2025 10-4
Wednesday 2^nd July 2025 10-4
 Wednesday 16^th July 2025 (Assessment) 10-4

This module covers skills in literature searching, information retrieval, and provides the opportunity to use electronic search databases and critical appraisal of evidence. You will be expected to challenge current practice by conducting a literature search and producing critique of a published study. These skills will inform your clinical decision making.

Content: 

Includes the following:

• Understanding of the importance of evidence to inform practice and the impact of the hierarchy of evidence

• Efficient and systematic searching of appropriately identified databases

• Retrieval of research evidence to answer an agreed research question relevant to the student's programme of study

• Development of critical appraisal skills

• Applying the evidence identified to the student's own area of practice

Full time students should have had relevant and recent work experience

Note: no attendance at the University is required. This is an online module. You will need to have access to a computer from between 1230 and 1430 hrs GMT on each of the above dates to access live online taught sessions by academic staff. These sessions will be recorded for repeat viewing but it is better if you participate in person as there will be opportunity to ask questions.

The module leader is Rebecca Penzer-Hick - r.penzer-hick@herts.ac.uk 

Madeleine Flanagan is Programme Lead for MSc Dermatology - m.flanagan@herts.ac.uk and Kathy Radley is Programme Lead for MSc Skin Lesion Management - k.radley@herts.ac.uk

This module is designed for AHP health professionals who want to gain an in depth understanding of a particular subject area in which they have a specific interest and that is not provided through taught modules. There are no specific days when you are required to attend the University. Communication is with an allocated supervisor and arranged to suit your needs.

 This module enables you to explore, reflect upon and develop your learning and skills associated with an aspect of your professional practice. It allows students to negotiate the scope of study to either enhance the depth of knowledge, develop and evaluate practical skills or evidence impact upon learning on personal and professional practice.

 This is a module is tailored to your own area of interest that will enable you to explore, reflect upon and develop your learning and skills associated with an aspect of your professional practice. Guidance is provided throughout the module by an academic supervisor who will enable you to shape the module to your individual needs. 

The topic chosen will be relevant to the student’s professional practice. The choice of topic and learning outcomes will be the subject of negotiation between the student and the academic tutor. The student will be expected to clearly identify the aims, objectives and methodology to be employed in their study as well as the assessment type and format.

Delivery of the module will incorporate independent learning supported by an academic tutor who will guide the student through the module.  Supervision may take place through MS Teams, zoom, telephone or email as agreed by the student and the academic tutor.

The nature of the assessment and the number of elements is dependent upon the topic under study and the learning outcomes identified for the proposed study. You will be expected to negotiate the assessment of the module in conjunction with your supervisor.  

The modules can be studied with any module within the framework and particularly complement the following courses to provide a bespoke area of study: 7HSK2130 Negotiated Learning 2

 You must submit the topic of choice form in the downloads section on this page with your application.

This negotiated learning module is facilitated by academic tutors with experience in this area. You will be supported throughout the period of study. 

If you are not sure which is the most suitable option, we will be happy to advise you.  

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.

Through this module, students will develop a wide range of transferable skills relating to the advancement of teaching, learning and assessment in practice and academic settings. Students will be enabled to articulate their understanding of pedagogic research and educational theories and their application to practice−based learning.

This module facilitates students to advance their understanding of personal and professional development needs and lead strategic educational developments in the practice arena.

Students are supported through tutorials with the module team as either group or individual sessions. Taught sessions will be utilised to offer a forum for professional debate and enquiry and as a means of bolstering personal and professional development in relation to the advancement of clinical skills and knowledge.

The module content will include teaching and learning activities relating to the learning outcomes associated with this module including:
-Enabling effective inter-professional teaching, learning and assessment in practice.
-Reviewing the current national and local educational standards related to education in practice.
-Evaluating pedagogical research and educational theories and their applicability in practice
-Developing and maintaining resilience in practice
-Inclusivity within the learning environment
-Engaging in active learning and life-long approach to professional development.

Learning Outcomes

Knowledge & Understanding

Successful students will typically:

-Demonstrate an advanced understanding of interprofessional teaching, learning & assessment strategies, and their application to learning in practice.

-Critically reflect and analyse experiences of being a role model, educator, supervisor, coach and mentor, evidencing own learning and development.

-Critically engage with pedagogical research and educational theories, considering their applicability within clinical practice.

Intellectual, Practical & Transferable Skills:

-Enable and support individuals and the wider team to identify learning and development needs.

-Develop and utilise a strategic approach that advocates for and contributes to a culture of organisational learning that inspires future and existing staff.

-Engage with technological tools to articulate and convey a strategic approach to learning and development within their own organisations.

Number of Learner Hours: 

1.    Scheduled - 30

2.    Independent - 120

3.    Placement/work-based learning - 0

Assessment
Students will prepare and present a proposed strategic approach for interprofessional teaching learning and assessment in practice to evidence underpinning knowledge and understanding of pedagogical research and educational theory and their application in practice.

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”

​

In this module students develop their skills and understanding of different methodologies and methods that can be used in healthcare research. Application of these skills will be invaluable to those looking to undertake MSc projects. The term "research" is used in its broadest sense to denote any form of inquiry including quantitative research, qualitative research, mixed methods, systematic reviews, literature reviews, audit and service evaluation. 

The module aims to develop the student's knowledge and understanding of research approaches applicable to Health and Social Care. It is designed to advance students' knowledge of research design and data interpretation. There is a focus on the critical appraisal of published evidence, enabling students to appraise research literature and evaluate the relevance to their own clinical practice and in a wider healthcare context.

Learning Outcomes

Successful students will typically...
1. Develop critical knowledge and understanding of the philosophical issues and methodological approaches in research. 
2. Develop an understanding of principles and procedures of ethics and governance associated with research. 
3. Critically articulate the purpose and context of research and the basis for selecting appropriate research methodology and designs. 
4. Critically review and appraise published research. 

Number of Learner Hours: 

1.    Scheduled - 30

2.    Independent - 120

3.    Placement/work-based learning - 0

Assessment:

The assessment consists of an in-course test examination.

What our students say:

“Great foundation for research!”

“Very clear instruction. I would have failed the exam before the teaching and now I feel I have done well”

“I thoroughly have enjoyed attending this module studying at UH. I have learnt the importance of critical analysing research available, and the passion and the expertise of the tutors have motivated me to think and pursue further studies involving with research.” 

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

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!"

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 is designed for AHP health professionals who want to gain an in depth understanding of a particular subject area in which they have a specific interest and that is not provided through taught modules. There are no specific days when you are required to attend the University. Communication is with an allocated supervisor and arranged to suit your needs. This module enables you to explore, reflect upon and develop your learning and skills associated with an aspect of your professional practice. It allows students to negotiate the scope of study to either enhance the depth of knowledge, develop and evaluate practical skills or evidence impact upon learning on personal and professional practice.

This is a module is tailored to your own area of interest that will enable you to explore, reflect upon and develop your learning and skills associated with an aspect of your professional practice. Guidance is provided throughout the module by an academic supervisor who will enable you to shape the module to your individual needs. 

Topic:

The topic chosen will be relevant to the student’s professional practice. The choice of topic and learning outcomes will be the subject of negotiation between the student and the academic tutor. The student will be expected to clearly identify the aims, objectives and methodology to be employed in their study as well as the assessment type and format.

Delivery:

Delivery of the module will incorporate independent learning supported by an academic tutor who will guide the student through the module.  Supervision may take place through MS Teams, zoom, telephone or email as agreed by the student and the academic tutor.

Assessment:

The nature of the assessment and the number of elements is dependent upon the topic under study and the learning outcomes identified for the proposed study. You will be expected to negotiate the assessment of the module in conjunction with your supervisor.  

The module can be studied with any module within the framework and particularly complement the following courses to provide a bespoke area of study: 

7HSK2130 Negotiated Learning 2

You must submit the topic of choice form in the downloads section on this page with your application.

This negotiated learning module is facilitated by academic tutors with experience in this area. You will be supported throughout the period of study. If you are not sure which is the most suitable option, we will be happy to advise you. 

This module has been developed to support practitioners in their role as educators and assessors. It is suitable for any health or social care professional who has a practice supervisor role and is intended to develop skills in providing education within the practice environment.
The aim of the module is to develop the appropriate knowledge, understanding and skills to supervise others in their professional learning within the practice setting.
This module explores the application of the skills of mentorship, supervision and teaching within the practice environment. The application of the theories of teaching and learning, models of supervision and learning are explored, identifying evidence and using evidence for best effect.
Teaching sessions and a work-based portfolio will be used to develop the students' understanding of learning and the factors which influence individual learning. These will include learning styles; reflection; facilitating development; creating a learning environment; models of supervision; assessment; evaluation and managing challenges faced by learners in practice. Students will be required to draw upon their practical experience and theoretical knowledge to discuss, develop and evaluate their roles as facilitators of professional development in the workplace. In addition to their personal development, all students must be responsible for the development of others over the duration of the module.

Assessment
70% Coursework
30% Practical

Learning Outcomes

• Evaluate the evidence base for professional education in practice
• Analyse and synthesise information and create responses to individuals personal learning needs and facilitate an inclusive learning environment.
• Critically evaluate and apply educational principles to identify and interpret learning and assessment needs for all learners.
• Engage in a critical community, facilitating reflection within self and others to enhance future practice as an educator.
• Utilise evidence-based practice to critically evaluate the effectiveness of existing learning experiences/resources within the practice setting and formulate action plan(s) to enhance and develop future learning in practice
  
  

This module is synchronous on-line delivery.
1.    Week 35
Wednesday 25/3/26 10-12pm, 1-4pm
2.    Week 38
Wednesday 15/4/26 10-12pm, 1-4pm
3.    Week 40
Wednesday 29/4/26 10-12pm, 1-4pm
4.    Week 42
Wednesday 13/5/26 10-12pm, 1-4pm
5.    Week 45
Wednesday 3/6/26 10-12pm, 1-4pm
6.    Week 47
Wednesday 17/6/26 10-12pm, 1-4pm
7.    Week 49
Wednesday 1/7/26 10-12pm, 1-4pm
8.    Week 51
Wednesday 15/7/26 10-12pm, 1-4pm

Learner Hours
Scheduled - 40
Independent - 260
Placement - 0

This module covers skills in literature searching, information retrieval, and provides the opportunity to use electronic search databases and critical appraisal of evidence. You will be expected to challenge current practice by conducting a literature search and producing critique of a published study. These skills will inform your clinical decision making. This course is a compulsory module for all postgraduate medicine master’s degrees and postgraduate diplomas. 

Dates: (Semester A) 5 Online teaching sessions (2 hrs) on Thursday lunchtime (12.30 - 14.30 pm)

16th October 2025
23rd October 2025     
20th November 2025 
4th  December 2025 
11th December 2025

 Venue:

No attendance at the University is required. This is an online module. You will need to have access to a computer on each of the above dates to access live online taught sessions by academic staff. These sessions will be recorded for repeat viewing but it is better if you participate in person as there will be opportunity to ask questions. 

 Content:
Includes the following:

• Understanding of the importance of evidence to inform practice and the impact of the hierarchy of evidence.
• Efficient & systematic searching of appropriately identified databases.
• Retrieval of research evidence to answer an agreed research question relevant to the student’s programme of study.
• Development of critical appraisal skills
• Applying the evidence identified to the student’s own area of practice. 

Full time students should have had relevant and recent work experience.

 Study Route: This is a compulsory module for students studying a clinical master’s programme.

Assessment: 
Information Retrieval / Research Critique (5000 words). 100% Coursework.

Further information: 
Rebecca Penzer-Hick (Module & Programme Leader)  r.penzer-hick@herts.ac.uk

 

The aims of this module are for the student to develop the knowledge and skills required in undertaking advanced health assessment and clinical examination, including diagnostic indicators, of patients in a wide range of clinical healthcare environments.

The content included in this module will provide students with the tools to develop their skills in advanced health assessment and clinical examination and also help to recognise a range of diagnostic indicators. This content will be delivered using a variety of teaching materials and practical sessions.

Students will be supported through a blended learning approach using a range of classroom based and online learning strategies together with group and individual tutorials.

The module will address:

-Advanced history taking
-Person centred care
-Anatomy & physiology that informs clinical examination
-Clinical examination of the main body systems including: respiratory, cardiovascular, neuro, abdominal, HEENT and musculoskeletal systems
-Abnormal findings and diagnostic indicators
-Documentation of advanced assessment & examination

Learning Outcomes

Knowledge and Understanding

Successful students will typically...
-Have an advanced understanding of the characteristics of patient/practitioner interactions and complex clinical situations.
-Have a critical awareness of the anatomical & physiological foundations that informs clinical examination.
-Develop clinical reasoning skills to recognise and synthesise subjective and objective health data to analyse the findings, identify red flags and explore differential diagnosis

Intellectual, practical and transferrable skills

Successful students will typically...
-Demonstrate a systematic and comprehensive clinical examination using the four basic modalities of examination: inspection, palpation, percussion and auscultation and the demonstration of special tests.
-Evaluate and maintain capabilities to support effective communication in a range of complex and specialised contexts.
-Apply clinical reasoning skills to examination findings to identify differential diagnoses.

Number of Learner Hours: 

1.    Scheduled - 46

2.    Independent - 84

3.    Placement/work-based learning - 0

Assessment:
Practical 100%

The summative assessment for this module is a simulated physical examination. The student's ability will be tested to undertake a comprehensive simulated physical examination using a variety of technological tools which may include: video, narrative presentations, OSCE or online viva/professional conversations.

What our students say:
"loved to learn on this module with great teachers"

"I have found the course very interesting. There is lots of learning and feel that I have gained new skills. The online learning was also very informative"
“I have pushed myself out of my comfort zone through the knowledge and skills I have learnt and developed since starting this module”