MSc Advanced Physiotherapy

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 clinical practitioner as a leader

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 module will comprise of theoretical lectures, workshops, tutorials and seminar sessions to facilitate the development of the fundamental knowledge, understanding and skills underpinning the roles and responsibilities of coaching and its application within leadership.

The development of knowledge, skills, confidence and competence to select and apply a range of coaching skills within leadership practice.

Emphasis will be placed on how the skills of the professional leader may be utilised to coach peer practitioners to help them reach their full professional potential. 

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.

The whole student group are required to participate in a collaborative, facilitative and supportive manner at each study day.

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
• Enagaging in active learning and life-long approach to professional development.

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.  

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.   

Please ensure that you also complete the pre-requisite checklist and submit with your application. 

All templates are to be found under "downloads" to the right of this page.

This module is suitable for all heath care professionals involved in the care of patients with a cancer diagnosis. Using an inquiry−based approach, students will gather a wide range of evidence and information in order to thoroughly explore the module topics. Through critical evaluation and analysis of the evidence base, they will consolidate their knowledge and understanding of the psychological conditions, methods of assessment and interventions of patients with cancer. 

Applications for 2024/25 have now closed. The next intake will be September 2025. Applications for 2025/26 are expected to open after Easter 2025.  

• For all enquiries relating to the application process and finance, please email the CPD Health Team at  cpdhealth@herts.ac.uk    
• For all enquiries relating to the delivery and assessment of the Programme, please email the teaching team at nmp@herts.ac.uk
• For all enquiries relating to NHSe funded Pharmacists please contact NHScontracts@herts.ac.uk

Programmes that this module can contribute towards:

·        MSc Specialist Community Public Health Nursing - Health Visiting / School Nursing

·        MSc Specialist Community Nursing - Community Children’s Nursing/ Community District Nursing/General Practice Nursing

·        MSc Advanced Paramedic Practice

·        MSc Contemporary Nursing

·        PgDip Pharmacy Practice

·        MSc Advanced Physiotherapy

·        MSc Advanced Midwifery

·        MSc Medical Imaging and Radiation Sciences – Advanced Radiotherapy and Oncology Practice

NHS ENGLAND FUNDED PHARMACY APPLICANTS PLEASE NOTE THE FOLLOWING (We are not accepting Self-funded or sponsored pharmacist applications):

Please see below for eligibility criteria 

Group 1 (Pharmacy Integration Programme – PhIP)

• Community pharmacists (including locum pharmacists) – To Prove Eligibility for funding you will need an email from your employer confirming you are working as a Community Pharmacist
• Pharmacists employed in General Practice who are not eligible for, or enrolled on, the Primary Care Pharmacy Education Programme (PCPEP) To Prove Eligibility for funding you will need an email from your employer confirming you are working as a Pharmacist in General Practice
• Pharmacists working to provide primary care services (e.g., working in primary care) who are not employed in ARRS roles - To Prove Eligibility for funding you will need an email from your employer confirming you are working as a Pharmacist in Primary Care and not employed in an ARRS Role
• Health and Justice pharmacists   - To Prove Eligibility for funding you will need an email from your employer confirming you are working as a Pharmacist in Health an Justice related role

If you are unsure if you are employed via the ARRS please contact your employer. Further information on ARRS roles can be found here.

Group 2 - PCPEP

• You need to be enrolled on CPPE’s Primary Care Pharmacy Education Pathway (PCPEP) and meet the PCPEP criteria to enrol on an Independent Prescribing Course.  – to prove eligibility, you will need to apply for a funding certificate through CPPE site and upload this with your application. www.cppe.ac.uk/career/pcpep/independent-prescribing

Our Interprofessional Programme for qualified Nurses, Midwives, Pharmacists, and Allied Health Professionals is designed to develop the skills, knowledge and attributes required for safe, appropriate, and cost-effective prescribing practice within the context of their specialist professional roles and the legislative and professional frameworks that govern their specific role. Our Programme involves blended learning strategies to facilitate effective inter-professional learning and the sharing of differing professional perspectives and expertise. Reflective discussions and prescribing analyses are held to enable students to integrate their learning within the context of their professional practice and to ensure that the specific requirements of the professional and statutory regulatory body (GPhC, HCPC and NMC) are fully addressed.

The Programme Certificate in Independent or Supplementary Prescribing Programme (Non-medical Prescribing (NMP)) consists of four 30 credit modules (students’ study one of the available four modules dependent upon their discipline) which have been accredited by either the GPhC, HCPC or NMC, they are:

• AHP Independent Prescribing Module (Physiotherapists, Paramedics, Podiatrists & Therapeutic Radiographers)

• AHP Supplementary Prescribing (Dietitians & Diagnostic Radiographers) 

• Nurse and Midwife Independent Prescribng (V300)

• Pharmacist Independent Prescribing

Currently Diagnostic Radiographers and Dietitians can only prescribe as a Supplementary Prescriber.

In accordance with regulatory body requirements students are required to complete 26 mandatory days of blended theoretical learning incorporating a combination of: 

• 3-4 interprofessional taught days either on-campus or online (Hybrid) at either our College Lane or De Havilland Campuses in Hatfield, Hertfordshire

• 10 live online interprofessional days delivered between 09.30-16.00 on Wednesdays (September 24 and March 25 Cohorts) or Thursdays (January 25 Cohort)

• Monthly online small group tutorials led by an identified Personal Tutor

• 1 live online assessment and diagnostic development day (Pharmacist students only)**

• 1 on-campus physical skills development day in a simulation laboratory on our College Lane Campus (Pharmacist and Supplementary AHP NMP students only)**

• Guided study days

* Requirements of at least 85% monitored attendance at live sessions which amounts to a maximum of 2 permitted absence days. 

** Pharmacist students are required to attend the mandatory assessment and diagnostic skills day, and students will not be able to complete the programme unless these days have been attended.

Assessment

In accordance with regulatory body requirements students are required to successfully complete the following five assessments to complete the programme:

• Online Numeracy assessment (pass or fail with a minimum pass mark 100%).

• Direct observation of practice assessed in practice by your PA/PE/DPP and write up of this consultation with an example FP10 (pass or fail).

• Prescribing Essay written assignment, (minimum pass mark 50 (level 7) - the mark for this element determines the overall grade for this module.

• Unseen 1 hour Applied Pharmacology Examination (pass or fail with a minimum pass mark 80%).

• Prescribing Practice Portfolio (incorporating demonstration of the student’s achievement of the competences outlined in the Royal Pharmaceutical Society (RPS) A Competency Framework for All Prescribers) (pass or fail)

The length of registration for this module is normally one year and therefore each of the five assessments should be completed by this point other than in exceptional circumstances.

Prescribing Practice, Practice Supervision and Assessment

Alongside theoretical sessions students are also required to complete an additional compulsory additional period of 90 hours of supervised prescribing practice learning supported by a:

 The amount of virtual consultation (telephone or video) allowed in supervised practice are limited. 

To be eligible to undertake these roles supporting professionals must meet the following criteria:

• Hold current registration with their professional regulator (NMC, HCPC, GPhC or GMC)

• Have been qualified as an independent or supplementary prescriber for a minimum period of 3 years within the student’s intended field of prescribing practice and prescribe regularly

• Meet all competencies within the Royal Pharmaceutical Society (RPS) A Competency Framework for All Prescribers and Royal Pharmaceutical Society (RPS) A Competency Framework for all Designated Prescribing Practitioners 

• Have experience or training in teaching, assessing and/or supervising in practice.

• Engage in on-going professional development to reflect and develop in my role

• Have the support of their employing organisation to act as the PE, DPP or PA for the student.

In undertaking this role supporting professionals agree to:

• Support the student/apprentice in their development of the competencies outlined in the Royal Pharmaceutical Society (RPS) A Competency Framework for All Prescribers and to collaborate effectively with the Students Practice Supervisor (nursing and midwifery students/apprentices only) and Personal Tutor and/or Academic Assessor to enable a valid assessment of the competencies achieved.

• Supervise, support, and assess the student/apprentice, facilitating them to spend a minimum of 25 of the required 90 hours of period of learning in practice with them during the programme.

• Appropriately raise to the Personal Tutor and/or Academic Assessor at the earliest opportunity and respond to any concerns regarding student/apprentice conduct, competence, and achievement, and understand I will be supported by the University of Hertfordshire in doing so.

• Not to support more than 2 Non-medical prescribing students undertaking a prescribing programme at any UK university at the same time.

To allow the student to be sufficiently supported in practice, the Designated Prescribing Practitioner is required to be within a 30-mile radius from the student. 

Community Pharmacists: Designated prescribing practitioners for community pharmacists must work either in primary or secondary care. This is to enable community pharmacists to gain the breadth and depth of experience to develop assessment and diagnostic skills relevant to their scope of intended prescribing practice.

Prerequisites and Admissions Process

Admission to the NMP Programme is achieved through a comprehensive process, that meets all GPhC, HCPC or NMC standards as applicable.  As part of this process, applicants are required to complete an online application and to submit an additional Supporting Admissions Form (SAF) (Downloaded from section - 'Non-Medical Prescribing' within application) that provides the team with the evidence that applicants have: 

• met the essential entry criteria for the programme required by their regulatory body (GPhC, HCPC or NMC) outlined below

• identified an intended scope of prescribing practice

• the appropriate and required support available to enable them, to successfully develop as safe and appropriate prescribers within their intended scope of prescribing practice.

The SAF needs to be downloaded and completed and signed with handwritten signatures. Your application will be rejected without a fully completed SAF.

The following documents are critical to your application:

• Supporting Admissions Form (SAF) signed with handwritten signatures (please clearly name the uploaded document)
• Copy of your passport (please clearly name the uploaded document)
• Copies of your professional qualification(s) (please clearly name the uploaded document(s)
• Current Enhanced DBS (dated within the last 3 years) 

Applications will not be progressed until applicants have completed their online application and submitted their fully completed and signed SAF.  

Please ensure that the correct sections have been completed and signed with handwritten signatures.

Criteria for Entry to the NMP Programme for Allied Health Professionals

1. Registration with the HCPC in one of the relevant allied health professions.

2. Professionally practising in an environment where there is an identified need for the individual to regularly use independent /supplementary prescribing (physiotherapists, podiatrists, and therapeutic radiographers only) or supplementary prescribing (diagnostic radiographers and dietitians). 

3. Ability to demonstrate support from their employer/sponsor including confirmation that the entrant will have appropriate supervised practice in the clinical area in which they are expected to prescribe. 

4. Ability to demonstrate medicines and clinical governance arrangements are in place to support safe and effective supplementary and / or independent prescribing. 

5. Practice Educators must be a qualified prescriber, on the register of their statutory regulator with annotation(s) for prescribing where applicable and with the relevant skills, knowledge, and experience to support safe and effective learning. Practice Educators for Supplementary prescribing students (dietitians and diagnostic radiographers) must be a Doctor.

Criteria for Entry to the NMP Programme for Nurses & Midwives

1. Current registration as a first level nurse, midwife and/or specialist community public health nurse with the Nursing and Midwifery Council. The applicant’s registration status must not be subject to any cautions or interim suspension orders.

2. A minimum of one years’ experience (or equivalent in part time employment) as a practising nurse/midwife/specialist community public health nurse 

3. Evidence of the ability to study at the academic level of the module to be studied i.e. level 7, (postgraduate level) 

4. Evidence of current DBS clearance (enhanced disclosure) i.e., obtained within the last three years

5. Applicants must also provide:

• Written confirmation of support to undertake the prescribing programme from their employer, including NHS and non-NHS employers. The support available must include time to attend scheduled study days at the University, access to appropriate learning opportunities in practice and protected time to engage in practice development activities with an identified practice supervisor and practice assessor.

• Written confirmation from their employer that the applicant can demonstrate safe and effective practice within their intended field of prescribing practice in relation to:

• Clinical/health assessment

• Diagnostics/care management

• Planning and evaluation of care

• If the applicant is self-employed a comprehensive professional reference must be provided which details the applicant’s level of proficiency in practice. A separate statement must be provided by the applicant confirming the arrangements made for practice supervision and assessment.

• Written confirmation from the practice supervisor and assessor, providing evidence that they meet the required eligibility criteria and that they agree to collaborate to provide the required term of supervised practice and its assessment.

Criteria for Entry to the NMP Programme for Pharmacists

1. Current registration as a pharmacist with the General Pharmaceutical Council (GPhC) or, in Northern Ireland, with the Pharmaceutical Society of Northern Ireland (PSNI). 

2. Demonstration of good standing with the GPhC and/or PSNI and any other healthcare regulator with which they are registered. 

3. Applicants must have relevant experience in a UK pharmacy setting and be able to recognise, understand and articulate the skills and attributes required by a prescriber. This experience and awareness will act as the basis of their prescribing practice whilst training. 

4. For the purposes of developing their independent prescribing practice, applicants must identify an area of clinical or therapeutic practice on which to base their learning. 

5. A Designated Prescribing Practitioner (DPP) who has agreed to supervise their learning in practice. The DPP must:

• be a registered healthcare professional in Great Britain or Northern Ireland with legal independent prescribing rights who has been prescribing regularly for a minimum period of three years.

• be suitably experienced and qualified to carry out this supervisory role as defined in Royal Pharmaceutical Society (2021) A Competency Framework for Designated Prescribing Practitioners and have demonstrated CPD or revalidation relevant to this role.

6. Evidence of current DBS clearance (enhanced disclosure) i.e., obtained within the last three years.

Additional Entry Criteria Information Required for Nurses and Pharmacists working exclusively in Aesthetic Practice

We accept applicants onto the Programme who are Registered Nurses or Pharmacists working exclusively within the field of aesthetics providing that they meet the appropriate criteria above and can also demonstrate:

1. active and compliant membership of a Professional Standards Register (related to cosmetic/aesthetic medicine) or practice from a private healthcare environment that is regulated by the CQC

2. applicants are working full time within the field of aesthetic medicine for least 2 years (or part time equivalent)

3. applicants have completed an accredited level 7 Post Graduate Certificate in cosmetic and/or aesthetic medicine

Venue

Blended with the opportunity for online, hybrid and or/on campus learning and assessment at one of our Hatfield campuses as detailed above.

Learning Outcomes

• To prescribe safely, appropriately and cost effectively and to prescribe medications within your field of competence.

• On successful completion you will be awarded a Practice Certificate and be recommended to the relevant Professional Board as an independent or supplementary prescriber.

 Additional expenses 

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 course is suitable for physiotherapists, sports therapists and other health, sport and exercise rehabilitation professionals who are interested in strength and conditioning.  

The course aims to enable students to acquire a theoretical understanding of the practical application of strength and conditioning principles in order to optimise performance, and to design, plan, implement, and evaluate a sports specific individualised periodised programme .

 This module is equivalent to 150 hours of student effort including 5 taught days and 1 assessment day.

The course is coordinated by Fiona Scott who is the Head of Physical Performance at Performance Herts, University of Hertfordshire as well as a regional S&C coach for England Golf. There is additional contribution from expert lecturers in the field. The course takes place on the University’s de Havilland campus and includes access to the Performance Strength and Conditioning Gym for practical work.  

Once the module is full the application portal will close, so early application is advised.  

This course is suitable for physiotherapists, sports therapists and other health, sport and exercise rehabilitation professionals who are interested in strength and conditioning.  

The aims of this module are to enable students to advance their practical understanding of strength and conditioning practice based on the underpinning science as well as develop technical and coaching skills appropriate for intermediate to advanced athletes across a range of exercise interventions, including resistance training, power training, plyometrics, speed and agility.

This module is equivalent to 150 hours of student effort including 5 taught days and 1 assessment day. 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.