MSc Advanced Physiotherapy

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”

​

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”

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

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

Course Description

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 co-ordinated by Fiona Scott who is the Head of Physical Performance at Performance Herts, 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.

Learning Outcomes

Knowledge and Understanding

Successful students will typically:

• Critically appraise how human athletic performance is optimised.
• Critically justify a needs analysis of a sport, occupational specific and/or clinical setting including the biomechanical, physiological and injury related demands of the activity.

Intellectual, Practical and Transferable Skills

Successful students will typically: 

• Create and critically justify performance tests and screens for an athlete/client.
• Using critical judgement to design evidence based progressive training programmes and periodised plans to enhance athletic performance and reduce injury risk.

Assessment

The assessment involves a case study presentation.  Case Study - 15 minutes PowerPoint presentation, 10 minutes of questions (on-line format).

Assessment details

This will take place on either Thursday 11th December or Friday 12th December 2025. Date to be confirmed.
 

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.

Learning Outcomes

Successful students will typically:

• Critically analyse the scientific principles of training and adaptation through the implementation of intermediate to advanced programming strategies.
• Critically appraise the mechanisms and models of resistance training, power training, speed, agility and plyometric training.

Intellectual, Practical and Transferable Skills

Successful students will typically:

• Utilise multiple coaching methods with critical justification to adapt training programmes and monitor a variety of different populations.
• Perform techniques with proficiency and deliver coaching of resistance training, power training and speed, agility and plyometric training.

Assessment

• Practical - 30 minute Strength and Conditioning assessment.
• Students must create a programme and perform and coach a variety of exercises, which may include resistance training, power training, speed, agility and plyometrics.

Assessment details

Assessment will take place on 6th, 7th or 8th May 2026. Date to be confirmed.

What our students say

"Teaching and support, including opportunities for shadowing have been outstanding, Facilities are excellent."

"I've studied at various universities and tutored on post grad courses over the last 20 years. This has to be one of the best, if not the best course I have done during that time. It is absolutely spot on and the tutors have been amazing in terms of knowledge and delivery. Nothing has been too much trouble for them."

Applications are open for 2025/26. The next intake will be September 2025.

PLEASE NOTE APPLICATIONS ARE ONLY OPEN FOR NURSES/MIDWIVES AND AHPS. 

Pharmacists will be notified when we have confirmation of the NHSE funding and applications are open. Please email cpdhealth@herts.ac.uk to be added to the mailing list. 

•    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 Clinical Practice   
•    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 awaiting further information about the announcement by the government on the reforms to NHSE and the arrangements for funding in 2025/26. Applications for Pharmacists WILL NOT open until we have received this information. 

Pharmacists: If you wish to be considered for the NHSE funding contact: nhscontracts@herts.ac.uk

For further information on the NHSE funding eligibility criteria please see https://www.hee.nhs.uk/our-work/pharmacy/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 and/or Supplementary Prescribing Programme 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 Prescribing (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 25 and May 26 Cohorts) or Thursdays (January 26 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 independent prescribing 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 15-minute 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:

Practice Educator (PE) for AHP Students
Practice Supervisor and Practice Assessor (PS/PA) for Nurse and Midwife Students
Designated Prescribing Practitioner (DPP) for Pharmacist Students

Virtual Consultations: The amount of virtual consultation (telephone or video) allowed in supervised practice are limited to a maximum of 5 hours with the DPP/PA/PE and 25 hours in total.

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 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 independent and/or supplementary 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 in a GP practice, Clinic or Hospital. 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) (See Downloads box on the right-hand side, or downloaded from section - 'Independent and/or Supplementary 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. 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 Educator.

• 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.

6. 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. 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 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.
• Designated prescribing practitioners for community pharmacists must work either in in a GP practice, Clinic or Hospital.

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.