MSc Contemporary Nursing

This module will examine the epistemology of research, the principles of ethical research and a critical analysis of how it is used in practice. Key aspects of content will address data collection and analysis methods and concepts of validity, reliability, rigour and trustworthiness. It will also incorporate other forms of evidence including audit and service evaluation. The emphasis throughout this module will be on the use and relevance of research skills to practitioners seeking to assess, improve or evaluate services. The module will harness students existing personal and life skills and knowledge of care as a basis for developing learning that is relevant and focussed on their practice needs and stage of professional development.

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 learning and teaching approaches that support clinical development and to evaluate strategies to support and develop themselves and others.

The module consist of:

• 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 advance practice level.
• Evaluation of the role of the advanced clinical practitioner as a leader.

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.

This module is designed for already experienced health professionals to prepare them for autonomous/advanced practice. It will provide participants with the knowledge and skills to treat, advise and discharge/refer patients presenting with a minor injury based on a systematic assessment and diagnosis. Trainees/learners are encouraged to undertake a minimum of 50 hours of clinical practice dedicated to taking of patient histories and appropriate physical examination. 

This module requires the student/learner to successfully complete identified practice-based competencies. It will be the learner’s responsibility to ensure that they are working in an appropriate role or have access to an appropriate area of clinical practice to enable completion of the competencies.

This module is aimed at health care professionals working in acute areas. It focuses upon the physiological processes that underpin the assessment process; explaining why these physiological changes are happening and enabling students to effectively assess the acutely ill individual, prevent deterioration and prioritise care decisions. 

Building on the student's fundamental specialist skills, an emphasis will be placed on developing the knowledge and expertise required to effectively assess the acutely ill individual and recognise and prevent deterioration. 

Teaching will include lectures, practical workshops and tutorials. There will also be a variety of materials such as videos, quizzes, and PowerPoints which will be put up onto the module site prior to a synchronous session with the module tutors.

The module will focus on a specific assessment with attendant, interventions, patient management, health advice and health promotion for patients presenting with minor illness. You will consider your approaches in caring for adults and/or children drawing on advanced communication skills and techniques. The course requires you to develop both knowledge and skills, with practical clinical skills being developed in a minor illness field.  

Learners are required to secure an appropriate clinical field of practice and have access to a supervisor or practice assessor. 

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

A key learning activity for this module is practical trio 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

This module is aimed at contemporary nurses who wish to develop their leadership skills and role modelling aspect of their role by designing, implementing and evaluating a clinical practice change to improve care for or the experience of clients, carers or those supporting them.

 Using a problem-solving approach to their work, students will determine a practice initiative that will enhance care for clients or the families they care for in their area of work. Students will agree on targets to be met to implement and evaluate the project and disseminate their project to their peers. Making use of a range of e-learning facilities and peer group support, students will discuss with each other strategies for extending their learning and developing autonomy to support personal learning and development. This will be considered in terms of their role within an organisation.

This is a core module on the PgDip and MSc Contemporary Nursing programmes. Students must be registered on one of these programmes to be eligible.

Induction Days for new starters is 4th, 5th, 6th, 7th and 8th September 2023 - attendance is required.

The aims of the module are to:

• Develop a critical, in-depth and systematic understanding of effective leadership and management to encourage innovation in practice.
• Demonstrate creativity in the application of leadership and management skills appropriate to the practitioner’s role and context.

This level 7 module will equip practitioners the skills and knowledge required for service innovation within the context of a commissioning environment. Marketing strategies will be explored together with creative approaches to service planning and innovation to support the health and well-being of individuals.

If you are undertaking the GPN Foundation course - please Apply Here

Induction Days for Semester B new starters will be 3rd, 4th and 5th January 2024- attendance is required.

The aim of the module is to develop a critical understanding and perspective in relation to the management of complex health needs both at the individual and population levels across a range of community care settings.

This module will enable practitioners to consider their role in relation to the assessment and promotion of health and well-being of patients and families with complex and challenging needs. Data relating to complex care at individual, local and population level will be evaluated.

This module introduces the student to the complex aetiology and epidemiology of leg ulceration. It focuses on the holistic assessment and management of people with lower limb ulcers and discusses the controversies and evidence base surrounding effective leg ulcer management services. In addition, the student will have the opportunity to demonstrate competence in skills to effectively clinically assess and manage a person who has a leg ulcer, or is at risk of developing one. 

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. 

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

The module is now closed till the portal reopens for September 2024

The Return to Practice module is part of the Contemporary Nursing Programme and was revalidated at the University of Hertfordshire in October 2019 in line with the new Nursing and Midwifery Council standards relating to proficiency, education, supervision and return to practice. All of these various standards can be found on the NMC website at: NMC Standards

The module is designed to help lapsed registrants get back on to the NMC register and reactivate their NMC registration and we welcome applicants from all fields of nursing. Please note that if you are also a health visitor or midwife, you will need to complete further competencies subsequent to this module in order to take up these posts again.

Application requirements

You will need to fill out the online application and MUST also submit the following documents with the application - please note candidates will only be offered an interview once they have submitted all the correct documents.  

Please note it will take 4-6 weeks to process your application and to be invited for the interview.

• Copy of passport photo page
• Please see the downloads on the right hand side for the ID Documents checklist to provide TWO of the secondary ID Documents
• Copy of qualifications
• NMC statement of entry showing your lapsed status
• 2 Satisfactory References: (Please see the downloads on the right hand side for the reference template)

1. Professional Reference - This should be from your line manager at your current place of employment or most recent employer.  If this is not possible then two-character references are required.
2. Character Reference - This could be from your GP, voluntary work, a friend or colleague in a professional position, or a schoolteacher if you have children at school. 

Registration will be checked with the NMC to confirm that applicants are lapsed and eligible to re-enter their chosen field of professional practice. As part of the process, applicants will also have to pass an Enhanced DBS clearance as well as Occupational Health and NHS counter fraud screening.  You will not be able to practice until these have been cleared.

Upon successful completion of the module, applicants who are members of the European Union must present a letter of confirmation and a PRN from the Nursing and Midwifery Council (NMC). 

Module Format

The Return to Practice (RtP) module at the University of Hertfordshire consists of a block of 3 study days in university at the start of the module before you go out into practice. This is then followed by a further 4 study days approximately a month apart. The module is offered at level 6 and level 7, please note that 30 credits at level 6 can be put towards your level 7 study at this university if you wish to go on and do your master’s degree after completing the module.

Length of Module

The module is offered in semester A (September to January) and semester B (January to May). Most RtP students have found this time frame allows enough time to complete the required hours however, should you need more time to complete your practice hours, you have the option to take an extended module over semester A and B (September to May) or B and C (January to July).

Practice Hours and Placement Area

 
The module requires that a standard 225 practice hours are completed by all RtP students. However, if you do wish to complete more hours because of the length of time that you have been lapsed from the NMC register, the previously mandated practice hours (above the standard 225 hours) are shown below as a guide.

9–12 years of lapsed practice = 300 hours
12+ years of lapsed practice = 375 hours 

The returner is advised to apply for paid or voluntary employment prior to applying for this module in order to secure a placement throughout the module. However, the module leader can work with the returner to facilitate sourcing of placements before the module commences. Once a placement has been secured, this should be confirmed (by the Trust) in writing to the module leader prior to the module commencing. Uniform and ID will be provided by the University prior to going onto placement. An interview will be held with the module leader and placement provider. Further information about returning to practice can be found here.

 Assessment

Learning in this module is assessed by the delivery of a presentation which requires you to reflect critically on an aspect of practice that has changed, to find and analyse the underpinning evidence, guidance and policy and then critically reflect on how this will be incorporated into your future practice.  You will also be required to submit a practice assessment document to determine your clinical competency and sign off for returning to the register.

Please note, email is the preferred method of communication when contacting the Course Leader's Nathalie Pheasant and Anagha Sobha-Varghese -  returntopractice@herts.ac.uk

 Return to Practice (Nurses)

Return to Practice (Midwives)

This module is designed for students working within the acute setting. It aims to develop professional competence in managing the complex care of a variety of conditions.  In order to maximise potential success students should be able to demonstrate prior understanding of relevant underpinning anatomy and physiology and therapeutic interventions for patients requiring acute care.

Drawing on relevant research-based evidence this module explores the planning, implementation and evaluation of care for a range of acutely ill clients. It also explores the physical, social and psychological implications of acute illness for both the patient and significant others and how these impact upon the patient post recovery.

Students will be supported through a range of classroom-based learning strategies together with group and individual tutorials. Students will be expected to enhance their understanding of theoretical concepts through further reading and use of technology to access material. 

This module has been developed for motivated health care professionals who have not studied for some time. The module will enable students to develop key transferable skills through a range of online activities that prepares the student for transition to level 7 postgraduate study. This module will enable students to achieve the learning outcomes through guided activities that focus on: critical analysis and evaluation of research evidence, academic integrity and standards of academic writing for level 6 through to level 7. 

The units will direct students through a personalised journey of digital capabilities to develop knowledge and skills in referencing, literature searching and critical reading.  

This module has been developed for motivated health care professionals who have not previously studied at degree level. The module will enable students to acquire key transferable skills through a range of online activities that prepares the student for the transition to level 7 postgraduate study. This module will enable students to achieve the learning outcomes through guided activities that focus on: critical analysis and evaluation of research evidence, academic integrity and standards of academic writing for level 6 working through to level 7.  

The units will direct students through a personalised journey of digital capabilities to develop knowledge and skills in: referencing, literature searching, critical reading and academic writing.