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

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

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

Learning Outcomes:

Knowledge and Understanding:
Successful students will typically..

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

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

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

Number of Learner Hours: 

•  Scheduled - 25
•  Independent - 125
•  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.

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

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

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

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

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

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

Learning Outcomes

Knowledge and Understanding

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

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

Intellectual, Practical and Transferable Skills

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

Number of Learner Hours:

1. Scheduled: 30

2. Independent: 120

3. Placement/Work based learning: 0

Assessment:

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

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

“All sessions have been inspiring”

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

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

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

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

The 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.” 

Delivery of the module will embody the Herts learning principles.

You should be available to attend all days as advertised.  This course is designed for health care professionals who are interested in the principles of ultrasound reporting. It is a compulsory module within the Medical Ultrasound programme.  

This module forms part of a medical ultrasound programme which is accredited by Consortium for the Accreditation of Sonographic Education (CASE)  

The course is facilitated by University staff and external lecturers.   

Course aims : 

The course aims to enable student to evaluate the fundamental principles used in reporting ultrasound images . 

This module provides the core skills required to consider the broader management and legal issues surrounding the topic of clinical reporting. Students will conceptualise the process of decision making around the ethical and legal issues that underpin clinical reporting. Students will develop their verbal and written communication skills.

Assessment:
Practical, 100%

3000 word equivalent.
This involves a 15 minute presentation.

Learning Outcomes:

Learning Outcomes: Knowledge and Understanding 

Successful students will typically... 

• Critically review and analyse the ethical and legal requirements of clinical reporting. 
• Critically review the impact of the clinical report on patient management. 

Learning Outcomes: Skills and Attributes 

Successful students will typically... 

• Critically analyse and apply the principles of clinical reporting in relation to the structure and significance of information given in a formal clinical report. 

Course Notes

This course aims to enable students to apply the scientific principles underpinning safe clinical practice to diagnostic ultrasound imaging. 

The module is facilitated by University staff and external lecturers. Delivery of the course incorporates blended learning which aims to combine practical, simulation and classroom-based learning.

Assessment details:

90 minute in class test, 100% 

Learning Outcomes: Knowledge and Understanding 
Successful students will typically... 
•    Have a comprehensive understanding of ultrasound image production and optimisation. 
•    Have a comprehensive understanding of the range of scanning equipment currently available in order to justify and critically evaluate its use in medical ultrasound examinations. 
•    Have a comprehensive understanding of possible bioeffects and safety measures. 
•    Have knowledge of the Doppler effect and its applications. 
Learning Outcomes: Skills and Attributes 
Successful students will typically... 
•    Critically evaluate the principles of diagnostic ultrasound imaging and be able to utilise the information and knowledge to practice in a safe and competent manner. 

What our students say

“Very good lectures, made a difficult subject interesting to learn. Very supportive and knowledgeable staff. Presentation advice and support very good before the day. Would recommend module and staff to fellow colleagues.”
“I found this module challenging but very interesting. The way in which the module has been taught (good notes, enthusiastic lecturers) has really made my understanding of physics stronger. The lecturers were extremely helpful and I felt I could approach them at any time with queries which they answered very clearly. This really helped.”  

Delivery of the module will embody the Herts learning principles.

You should be available to attend all days as advertised.

This course is designed for health care professionals particularly radiographers, midwives and nurses who wish to develop the necessary clinical and evaluative skills for the competent performance and accurate reporting of obstetric ultrasound examinations. The course is taken in combination with Ultrasound Image Production & Optimisation and Principles of Ultrasound Reporting in order to achieve an ultrasound qualification. It may only be studied as a standalone course by qualified sonographers who have not previously studied Obstetric ultrasound.  

This module forms part of a medical ultrasound programme which is accredited by Consortium for the Accreditation of Sonographic Education (CASE). 

Course aims  

This course aims to enable students to develop the necessary clinical and evaluative skills for the competent performance and accurate reporting of obstetric ultrasound examinations.  
 
Course Notes 

The course is facilitated by university staff and external lecturers. Delivery of the course incorporates blended learning which aims to combine practical, simulation and classroom-based learning. 

Assessment

 
Coursework 1:                40%            50/100 pass mark

Test:                                60%            50/100 pass mark 

Compulsory Information and Further Details:

Coursework 1, 40% 2000-word evaluation of a patient pathway

In class test, 60% 2 hours

Coursework 1, & In class test must be passed and clinical portfolio completed before the Practical Pass/Fail can be attempted.
This may result in some student having a third sitting to allow two attempts at the Practical pass/fail element.

Practical (Pass/Fail)
Practical skills assessment: P/F
Comprising a session of 3 patients, one from each trimester of pregnancy.

The clinical portfolio is a compulsory gateway to the practical skills assessment.

Ultrasound Image Production and Optimisation and 7H5K0343 Principles of Ultrasound Reporting must be passed before the practical skills assessment is attempted.

All individual elements of assessment must be passed

Learning Outcomes - Knowledge and Understanding  

Successful students will typically...  
1. Demonstrate a depth of knowledge and critical understanding of normal and abnormal pregnancy from conception to birth including maternal complications and common foetal developmental anomalies that may arise during pregnancy.  
2. Have a comprehensive understanding of techniques applicable for ultrasound investigation of normal and abnormal pregnancy from conception to birth including maternal complications and common foetal developmental anomalies that may arise during pregnancy.  

Learning Outcomes - Skills and Attributes  

Successful students will typically...  
1. Demonstrate critical awareness in synthesising clinical information and evaluative skills for the competent performance of ultrasound examinations of the pregnant uterus and related abdominal and pelvic structures.  
2. Demonstrate a range of advanced communication and decision-making skills and engage confidently in academic and professional communication appropriate to their professional practice.  
3. Demonstrate technical expertise in competently performing obstetric ultrasound examinations with precision and effectiveness.  

Delivery of the module will embody the Herts learning principles.

You should be available to attend all days as advertised.

This module is designed for health care professionals particularly radiographers, midwives and nurses who wish to develop the necessary clinical and evaluative skills for the competent performance and accurate reporting of female pelvic ultrasound examinations. The module is taken in combination with Ultrasound Image Production & Optimisation and Principles of Ultrasound Reporting in order to achieve an ultrasound qualification. It may only be studied as a standalone course by qualified sonographers who have not previously studied Gynaecological ultrasound. 
 
This module forms part of a medical ultrasound programme which is accredited by Consortium for the Accreditation of Sonographic Education (CASE) 

This course aims to enable students to develop the necessary clinical and evaluative skills for the competent performance and accurate reporting of female pelvic ultrasound examinations.  

Learning Outcomes: Knowledge and Understanding  

Successful students will typically...  
•    Demonstrate a depth of knowledge and critical understanding of the anatomy, physiology, pathology of the female pelvis.  
•    Have a comprehensive understanding of techniques applicable for ultrasound investigation of the normal and abnormal female pelvis  

Learning Outcomes: Skills and Attributes  

Successful students will typically...  
•    Demonstrate critical awareness in synthesising clinical information and evaluative skills for the competent performance of ultrasound examinations of the female pelvis.  
•    Demonstrate a range of advanced communication and decision-making skills and engage confidently in academic and professional communication appropriate to their professional practice.  
•    Demonstrate technical expertise in competently performing female pelvic ultrasound examinations with precision and effectiveness. 

Assessment details 

The assessment is a combination of an evaluation of patient pathway, a 2 hour in class test, completion of a portfolio and a practical skills assessment comprising a session of 3 patients. The practical skills assessment is undertaken in your own department and marked by university staff and your clinical supervisors. A clinical placement in ultrasound is a requirement for the module.  

Coursework 1, 40%  
2000 word evaluation of a patient pathway (1)  
Practical, 60%  
2 hour in class test  
Coursework 1 and the Practical must be passed before the Practical Pass/Fail can be attempted.  
Practical (Pass/Fail)  
Practical skills assessment - Comprising a session of 3 patients. A full TA and full TV scan must be included 
The portfolio is a compulsory gateway to the practical skills assessment.  
  
All individual elements of assessment must be passed.  
 
 

Delivery of the module will embody the Herts learning principles. 

You should be available to attend all days as advertised.

This module is designed for health care professionals particularly radiographers, who wish to develop the necessary clinical and evaluative skills for the competent performance and accurate reporting of relevant abdominal and general ultrasound examinations. The module is taken in combination with Ultrasound Image Production & Optimisation and Principles of Ultrasound Reporting in order to achieve an ultrasound qualification. It may only be studied as a standalone module by qualified sonographers who have not previously studied Gynaecological ultrasound.  

The module is facilitated by University staff and external lecturers.  

Delivery of the course incorporates blended learning which aims to combine practical, simulation and classroom-based learning.  

Assessment details

The assessment is a combination of an evaluation of patient pathway, a 2 hour in class test, completion of a portfolio and a practical skills assessment comprising a session of 3 patients. The practical skills assessment is undertaken in your own department and marked by university staff and your clinical supervisors. A clinical placement in ultrasound is a requirement for the module.  

Coursework 1, 40%  
2000 word evaluation of a patient pathway (1)  
Practical, 60%  
2 hour in class test  
Coursework 1 and the Practical must be passed before the Practical Pass/Fail can be attempted.  
Practical (Pass/Fail)  
Practical skills assessment - Comprising a session of 3 patients. This must include two full upper abdominal scans 
The portfolio is a compulsory gateway to the practical skills assessment.  
  
All individual elements of assessment must be passed.  

Learning Outcomes

Learning Outcomes: Knowledge and Understanding  
Successful students will typically...  
1. Demonstrate a depth of knowledge and critical understanding of the anatomy, physiology, pathology of the relevant abdominal and general structures    
2. Have a comprehensive understanding of techniques applicable for ultrasound investigation of the normal and abnormal relevant abdominal and general structures  

Learning Outcomes: Skills and Attributes  
Successful students will typically...  
1. Demonstrate critical awareness in synthesising clinical information and evaluative skills for the competent performance of ultrasound examinations of the relevant abdominal and general structures  
2. Demonstrate a range of advanced communication and decision-making skills and engage confidently in academic and professional communication appropriate to their professional practice.  
3. Demonstrate technical expertise in competently performing relevant abdominal and general ultrasound examinations with precision and effectiveness.  

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

Course Content:

This module is designed for health care professionals to provide an overview of the pathophysiological processes that affect the thoracic cavity, with emphasis being on their radiographic appearance. Pattern recognition and its relation to patient presentation will be considered.

There will be an emphasis on the imaging appearances of normal and the common traumatic and pathological processes identified within the thoracic cavity. Additional imaging modalities of pathological processes will be discussed as appropriate to broaden student’s knowledge of patient management.

Students will be encouraged to develop their image recognition skills of chest 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:

90 minute in-class test

Learning Outcomes:

Successful students will typically: 

• Demonstrate knowledge and understanding of the normal anatomical and pathological appearances of the thoracic cavity. 
• Demonstrate knowledge of supporting imaging modalities that may be used within a clinical environment. 
• Demonstrate a critical awareness of the signs, symptoms and patient presentation for a range of pathological and traumatic changes of the thoracic cavity. 
• Be able to identify and differentiate between normal, pathological, and traumatic appearances presented on a radiographic image of the chest. 

This module is taught by - Matthew Stannard (Senior lecturer – Reporting Radiographer) plus support staff including visiting lectures.

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: 

•  Scheduled - 25
•  Independent - 125
•  Placement/work-based learning - 0

Assessment:

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

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

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

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

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

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

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

Learning Outcomes

Knowledge and Understanding

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

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

Intellectual, Practical and Transferable Skills

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

Number of Learner Hours:

1. Scheduled: 30

2. Independent: 120

3. Placement/Work based learning: 0

Assessment:

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

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

“All sessions have been inspiring”

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

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

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

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

The 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 Content:

This module covers the core skills to equip students with the knowledge and attributes for the interpretation of radiographic images. Students will be encouraged to apply the principles to manage and independently report complex caseloads autonomously and within their scope of practice. Current and emerging standards relating to the role of the reporting radiographer will be discussed. The content will typically include pattern recognition, report structure to provide interpretive and actionable reports for musculoskeletal plain film imaging.

Professional responsibilities such as reflection, engagement with quality assurance procedures and engagement within research and education to develop into an advanced practitioner will be discussed. Understanding of an individual’s scope of practice and recognition of the standards and guidance associated with clinical radiographic reporting are vital aspects that will be discussed to underpin a student’s understanding of the legal issues surrounding this role. Organisational issues such as quality assurance, audit and engaging in inter-professional team working, education and research will also be discussed.

Delivery of the module will embody the Herts learning principles – using a blended and flexible learning approach. You should be available to attend all days as advertised.

The module is facilitated by Selina Fowler Senior lecturer – Reporting Radiographer, Clare Cameron- Senior Lecturer-Ultrasonographer, Michelle Clooney-Senior Lecturer-Reporting Radiographer and supporting staff including visiting lecturers 

Learning Outcomes:

The aim of this module is to enable students to critically evaluate the fundamental principles that underpin clinical radiographic reporting in order to develop a deep and systematic understanding of the role of a reporting practitioner.

Students will typically:

• Critically review and analyse the professional, ethical, organisational and legal requirements of clinical radiographic reporting and the impact of the radiographic report on patient diagnosis and case management.
• Have a comprehensive understanding of the quality assurance procedures applied in clinical radiographic reporting
• Critically analyse and apply the principles of clinical radiographic reporting in relation to the structure and significance of information given in a formal radiographic report and its role in patient diagnosis and case management.

Assessment:

Assessment involves a narrated PowerPoint presentation.

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. 

Course Content:

This module is designed for health care professionals to provide an overview of the pathophysiological processes that affect the thoracic cavity, with emphasis being on their radiographic appearance. Pattern recognition and its relation to patient presentation will be considered.

There will be an emphasis on the imaging appearances of normal and the common traumatic and pathological processes identified within the thoracic cavity. Additional imaging modalities of pathological processes will be discussed as appropriate to broaden student’s knowledge of patient management.

Students will be encouraged to develop their image recognition skills of chest 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:

90 minute in-class test

Learning Outcomes:

Successful students will typically: 

• Demonstrate knowledge and understanding of the normal anatomical and pathological appearances of the thoracic cavity. 
• Demonstrate knowledge of supporting imaging modalities that may be used within a clinical environment. 
• Demonstrate a critical awareness of the signs, symptoms and patient presentation for a range of pathological and traumatic changes of the thoracic cavity. 
• Be able to identify and differentiate between normal, pathological, and traumatic appearances presented on a radiographic image of the chest. 

This module is taught by - Matthew Stannard (Senior lecturer – Reporting Radiographer) plus support staff including visiting lectures.

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: 

•  Scheduled - 25
•  Independent - 125
•  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.

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

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

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

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

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

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

Learning Outcomes

Knowledge and Understanding

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

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

Intellectual, Practical and Transferable Skills

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

Number of Learner Hours:

1. Scheduled: 30

2. Independent: 120

3. Placement/Work based learning: 0

Assessment:

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

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

“All sessions have been inspiring”

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

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

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

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

The 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.” 

Please note that if you apply for this module, it may be necessary to process your registration under module code 7HSK2130. This will not affect the content studied nor the assessment methods, it is purely for our administrative purposes.   

The aim of the course is to enable you to develop the necessary knowledge, understanding, clinical and evaluative skills required for the competent management of patients requiring palliative radiotherapy. The module includes the localisation and planning of palliative radiotherapy and considers the holistic needs and management of this patient group.

Content:

This module is designed to give practitioners the knowledge, understanding and skills required to undertake radiotherapy localisation of well-defined lung, bone and other relevant tumours requiring palliative radiotherapy treatment and support the holistic management of these patients. A clinical placement in a radiotherapy localisation suite is required to undertake the module.

Using an inquiry-based approach, students will gather a wide range of evidence and information to thoroughly explore the module topics which underpin palliative radiotherapy. Through critical evaluation and analysis of the evidence base they will consolidate their knowledge, understanding and skills relevant to palliative radiotherapy. Formative feedback and assessment embraces assessment activities so that students have the opportunity to develop the necessary skills for successful achievement   

This module can contribute to the following awards: 

•    MSc / Pg. Dip Advanced RT and Oncology Practice

This is a work-based learning module that employs a variety of electronic resources and tasks, and virtual classroom sessions to support your learning. You are supported to become independent learners through contact with the module leader who guides you through your learner

Course content includes:

It is expected that approximately two thirds of the learning in this module will be experiential and based on students’ clinical practice. Throughout, the student will be supervised to become competent in palliative radiotherapy, in accordance with protocols in place in their place of employment. Students must be fully conversant with the scope of local protocols before commencing the module.

The range of topics covered is likely to include, but not be limited to: 

• Anatomy, physiology and pathology of the relevant anatomical areas and their relation to adjacent structures with particular reference to organs at risk (OARs)
•  Imaging methods for diagnosis and radiotherapy localisation
•  Management of lung, bone and other relevant tumours requiring palliative radiotherapy
•  Quality, legal and ethical issues associated with role extension, leadership and palliative radiotherapy practice; decision-making skills
•  Legislation and professional codes of conduct
•  Treatment prescriptions and radiobiology including acute and late side-effects
•  Appreciation of holistic management and palliative care
•  Evidence relating to the localisation, planning and palliative treatment of lung, bone and other relevant tumour
• Overview of theories: methods of reflection; clinical reasoning and professional judgement; developing independent, creative thinkers; leadership   

Assessment Details:

Coursework 1, 100%   Portfolio of professional practice (typically practice based tasks and critical reflections) 6000 word equivalence 

Coursework (Pass/fail) 

Portfolio of professional practice (competencies) 

All individual elements of assessment must be passed.

A clinical placement in a radiotherapy localisation suite and supervision by a suitably qualified and experienced professional are required to fulfil the clinical practice requirement of the module. A minimum of 2 years post-qualification experience is recommended.

Learning Outcomes:

Learning Outcomes: Knowledge and Understanding 

Successful students will typically... 

• Demonstrate knowledge and understanding of the principles underpinning the independent localisation, planning and prescribing of palliative radiotherapy. 
• Critically appraise the holistic needs of patients receiving palliative radiotherapy identifying appropriate management based on evidence-based research. 

Learning Outcomes: Skills and Attributes

Successful students will typically... 

• Evidence clinical expertise and leadership in radiotherapy localisation of well-defined tumours identified for palliative treatment based on judgements made from analysing and evaluating appropriate information. 
• Reflect on their own practice with reference to the evidence-base, demonstrating clinical reasoning, justification and decision making when undertaking radiotherapy localisation of tumours considered for palliative radiotherapy. 

What our students say:

“My experience of the university is positive. It has facilitated my development through study without being prescriptive. The university is fulfilling my expectations of postgraduate study and I am happy with the service provided.”

Assessment Details: 

You will be able to tailor the assessment to your own area of specialist practice but typically assessment includes: a 4500-word written piece and a Presentation / Viva lasting no more than 30 minutes

What our practice partners say:  

“Having modules that align to advanced practice roles and that can be tailored to an individual practitioner’s requirement and local ways of working are a real asset”

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

Please note that if you apply for this module, it may be necessary to process your registration under module code 7HSK2129. This will not affect the content studied nor the assessment methods, it is purely for our administrative.

The aim of the course is to help you critically evaluate the role that contemporary imaging plays in the diagnosis, staging and management of cancer with specific reference to radiotherapy.

The module is designed to enable you to advance your knowledge and understanding of a range of imaging modalities and their use in the management of cancer. You will study a range of equipment and imaging techniques and reflect on their use with respect to your own clinical practice. Topics typically include: imaging modalities used in cancer staging and diagnosis. Radiotherapy imaging practices in localisation, verification and treatment.

This distance learning module can be studied on its own or as a module on the following educational pathways:
•    MSc / Pg.Dip / PgCert Advanced RT and Oncology Practice


Course content includes:

The module is designed to enable practitioners to advance their knowledge and understanding of a range of imaging modalities and their use in the management of cancer. Students will gain a knowledge and understanding of the most up to date equipment and imaging techniques and be able to reflect on them with respect to their own clinical practice experience. 
The learning outcomes will be achieved through online based learning, drawing on the student's professional knowledge and experience.

Topics will include:
Contemporary issues in imaging practice as they apply to:
Cancer diagnosis and staging;
Tumour localisation
Treatment verification
Treatment delivery.
Developments in Imaging modalities utilised in the above processes including:
Magnetic Resonance Imaging(MRI), Computerised Tomography (CT), Positron Emission Tomography(PET), Ultrasound (US) On−Board Imaging KV, MV, CBCT, Surface guided(OBI), Tomotherapy and the MRLinac for example

The exact content will be dictated by the most recently available peer reviewed research and literature.

Canvas will be used to facilitate the students' study and communication between the students and the tutors throughout the module.

Resources and links will be provided on Canvas but students will be required to seek additional resources to enhance their learning. Throughout, the learner is encouraged to undertake independent study both to supplement their learning and to broaden their individual knowledge and understanding of the subject. 

This distance-learning course is facilitated by Ruth Rowse who guides you through your learner journey, using on-line activities and tasks to support your learning.

Learning Outcomes
Students will typically:
1. Critically evaluate a range of literature regarding the imaging modalities used in the diagnosis and staging of cancer.
2. Critically evaluate the most recent technological developments in imaging related to radiotherapy localization, verification and treatment delivery.
3. Apply their knowledge of the scope and limitations of imaging and treatment equipment to examples of clinical radiotherapy practice.
4. Reflect on their own current clinical practice experience in order to suggest how current technologies and research may impact in the near future.   

Assessment

100% coursework, submitted on-line. Typically a 3000-word reflective case study

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