MSc Advanced Social Work 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.

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”

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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:

This module can be taken as standalone or as a core module of the MSc Advanced Social Work Practice.

This dynamic and thought-provoking module is designed to equip experienced social workers and healthcare professionals with the confidence and skills to navigate complex safeguarding situations in a variety of practice settings. You will critically explore the tensions between risk, protection, and empowerment, while enhancing your ability to make sound, ethical, and evidence-informed decisions that make a real difference in people’s lives.

The programme(s) this module can be linked to/contribute towards:
HSASWPM - MSc Advanced Social Work Practice

Key learning areas include:

• Understanding and applying key legislation and guidance to practice, including the Children Act 1989, Working Together to Safeguard Children (2018), the Care Act 2014 and related statutory guidance.
• Exploring professional roles in safeguarding processes, including information sharing and support for carers.
• Critically analysing the impact of your own interventions and judgments - and how these are shaped by personal values, biases, and the wider practice context.
• Examining how diversity and identity (e.g. ethnicity, sexuality, gender identity) intersect with safeguarding decisions, and how to promote inclusive, anti-discriminatory practice.
• Theories of risk, positive risk-taking, and person-centred approaches to service design and delivery.
• Reflecting on the lived experience of those at the centre of safeguarding - ensuring their voice remains central to your professional responses.
• Navigating ethical dilemmas and practice tensions, including issues like disguised compliance, cultural sensitivity versus cultural relativism, and domestic abuse dynamics.
• Strengthening collaborative working across disciplines and professional boundaries.

How you will learn:

You’ll engage in lively in-class discussions, case-based analysis, and online learning activities. Course content is delivered through a blend of class-based activities, online resources, and reflective exercises, with one-to-one tutor support available throughout. You'll be encouraged to draw directly from your own professional context, making learning immediately relevant and applicable.

Why take this module?

Whether you work with adults or children, this module will develop your reflective capabilities and enhance your practice leadership in safeguarding. You’ll leave with a solid understanding of risk, intervention, and empowerment, equipped to contribute to safer, more person-centred services.

Assessment Details:

The assessment for this module is made up of two components:

A short practical presentation, and
A case study (2,500 words) 

All individual elements of assessment must be passed.

Learning Outcomes:

Knowledge and Understanding

Successful students will typically:

• Demonstrate knowledge of and ability to synthesise the key principles and different approaches to safeguarding in relation to working with vulnerable people.
• Have critical understanding of the impact of risk and safeguarding strategies within one's professional role, the relevant legal frameworks and evidence including cultural awareness and recognition of diversity.
• Demonstrate knowledge of how to address power & knowledge imbalances in personal situations of people with lived experience, and with professionals.

Intellectual, Practical and Transferable Skills

Successful students will typically:

• Gather, analyse and review complex and/or contradictory information quickly and effectively, using it to reach professional decisions that are fully informed by the principles of person-centred care.
• Work collaboratively with the person or people concerned, their carers and other professionals to evaluate possible options and outcomes, to assess how they might understand what is happening and to ensure that as far as possible they are fully involved at each stage of the safeguarding process.
• Recognise and promote people's rights to autonomy and self−determination, willingness to support and challenge as appropriate with a clear understanding of when to intervene, when not to, and how to account for this, within positive risk-taking approaches.
  
  

What our students say:

"This module has been one of the most impactful parts of my postgraduate journey. It challenged me to think deeply about how I make safeguarding decisions and what influences my judgement in complex cases. I particularly valued the focus on diversity and lived experience—it gave me new insight into how to navigate cultural sensitivity while upholding professional standards. The tutors were supportive, and I’ve taken away practical tools that I use in my everyday practice".

"Completing the Safeguarding module was a turning point in my career. The critical reflection, in-depth legal knowledge, and focus on diverse experiences really strengthened my confidence and professional judgement. Shortly after completing the module, I secured a senior role within my organisation. I’m now continuing with the MSc Advanced Social Work Practice and currently studying the Practice Educator Module. The programme’s flexibility has allowed me to balance work, study, and personal commitments while progressing in my career. I highly recommend it to any social worker looking to step into advanced or strategic roles".

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. 

The Practice Educator course is designed in line with the Practice Education Professional Standards (PEPS) 2022 to equip trainee Practice Educators (PEs) with the knowledge, skills, and confidence to support, supervise, teach, and assess social work learners in practice settings. Being a combined Stage One and Stage Two Course, it prepares trainee PEs to deliver high-quality learning experiences, reflective supervision, and fair assessment, while embedding adult learning theories, research evidence, supervision models, and assessment frameworks into practice.

Trainee PEs complete 70 hours of direct learning and gain practical experience by supporting two social work learners, alongside regular supervision and observations with a Practice Educator Mentor/Assessor. The course also promotes EDI, anti-oppressive, anti-discriminatory, and anti-racist practices throughout practice education.
In addition to structured teaching, trainee PEs benefit from monthly support groups, one-to-one support from course tutors, academic resources from the university, and strong collaboration between the university and their employers, a well-supported learning journey and successful development into confident, reflective Practice Educators.

This 30 credit short course can be studied as part of the  MSc Advanced Social Work Practice

Course Description:

This module can be taken as standalone course or as part of the MSc Advanced Social Work Practice.

This taught course enables students to develop comprehensive understanding of, and the ability to apply:

• Legislations, national and local policy guidance, adult safeguarding law and policies, relevant case law.
• The principles and processes involved in assessing an individual’s capacity to make decisions.
• Concepts of risk and risk assessment in the context of deprivation of liberty.
• The concept of ‘best interest’, the DolS assessment process, the role of BIA assessment and the role of key stakeholders such as the MH Assessor and IMCA,
• The scope of recommendations a BIA can make.

The programme(s) this module can be linked to/contribute towards:

HSASWPM - MSc Advanced Social Work Practice

Why choose this course?

Our BIA course has been comprehensively updated to align with the new BIA Standards (July 2024). This means you will be supported within a high-quality learning environment designed to equip you with the essential knowledge and skills to become a registered Best Interests Assessor. The course offers a reflective, practice-focused curriculum aimed to meet your individual learning needs while supporting your work–study–life balance. It  is delivered by dedicated team of BIA experts, including experienced BIA practitioners, lecturers, and PWLE.

Course Aims:

The course is designed enable candidates to become registered Best Interest Assessors, meeting the requirements of the role as set out in relevant legislations and the six BIA Capabilities.

Where is the course taught?

The course will be mainly delivered online, with optional group and one-to-one support sessions available in person  at the University of Hertfordshire’s campus sites.

Assessment Details:

Course work - PASS/FAIL:

Record of evidence - Documentation of two practice observations involving a Best Interests Assessment (BIA) or a community Deprivation of Liberty Safeguards (DoLS) assessment. 

Coursework - 100%:

A 2000-word essay - A comprehensive analysis of the key practice issues identified during the two observations. This assignment will require critical reflection and evaluation of the observed practices, drawing on relevant legislation, policies, values and ethics, professional frameworks, and theories.

Formative assessment opportunities will be provided.

Learning Outcomes:

Successful students will typically:

• Be able to conduct evidence-based DoLS assessment and provide well-rationalised decisions/recommendations that critically reflect and apply relevant legislations, research, and case law.
• Be able to apply professional values and ethics to address issues of diversity, actively promoting the rights, dignity and self-determination of the relevant person.
• Be able to articulate the DoLS process and the BIA’s role; communicate effectively and confidently during DoLS or mental capacity assessment, engaging with relevant people and offering them support throughout the process.
• Be able to balance the promotion of choice and autonomy with the need to assess risks and ensure proportionality in decision making.
• Be able to assess and manage risk effectively, taking necessary action when an application to the Court of Protection is needed.

What our students say:

“This course was incredibly well-structured and thought-provoking. It gave me the confidence and knowledge I need to carry out the BIA role effectively.” (a BIA graduate in June 2024). 

“The support from the course team was outstanding. They were approachable and responsive.” (a BIA graduate in June 2024).

“The course has strengthened my understanding of the legal and ethical frameworks underpinning best interest decisions. I feel much more confident navigating complex cases.” (a BIA graduate in January 2025). 

“Being taught by experienced professionals who are still practicing as BIAs was a real bonus. Their insight added huge value to the learning experience.” (a BIA graduate in January 2025).

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