MSc Contemporary Nursing

Key information

Course Leader: Aileen Wilson

Level: 7

Start date: Semester A, B or C

Mode of delivery: Blended

Entry Requirements

Applicants will normally need a degree in a health-related discipline. Applicants with evidence of professional development or academic proficiency equivalent to level 6 (degree level) study will be considered but will first need to meet with the admissions tutor, Aileen Wilson, to discuss their application.
Applicants with no previous level 6 study, or equivalent, will be required to complete a level 6 bridging module.
If you have non-UK academic qualifications, you will need to supply evidence of comparability. The organisation ECCTIS will supply this for a reasonable fee https://www.enic.org.uk/
You should also have current registration with the Nursing and Midwifery Council and be employed as a health care professional in setting which is appropriate for the modules you plan to complete.

This programme enables nurses and nursing associates to undertake a range of clinical and professional modules that reflect their current Continuing Professional Development needs. The MSc Contemporary Nursing will develop the students’ knowledge and skills in leadership, teaching, and/or management and promote the use of evidence and technology to improve nursing care in innovative ways.

If you have qualified as a nurse or nursing associate and wish to enhance your skills and knowledge in your specific area of practice or study modules in management, leadership, coaching or education this is the course for you.

Why should I choose this course?

This is a flexible modular programme which offers a wide range of optional modules and can be tailored to your individual needs and those of your employer. Funding for modules can be secured from a range of sources including your employer or the <post-graduate student loan>.

It is possible to take this pathway as a Post Graduate Diploma or Post Graduate Certificate award.

The MSc Contemporary Nursing should normally take 2-5 years to complete. The PgDip Contemporary Nursing or PgCert Contemporary Nursing should normally take 1-3 years to complete.

To attain a Master’s award, you need to complete 180 credits of which 150 must be at level 7. There are also interim awards available:

Postgraduate Certificate Leadership in Health and Social Care (PgCert) (60 credits)
Postgraduate Certificate Contemporary Nursing (PgCert) (60 credits)
Postgraduate Diploma Contemporary Nursing (PgDip) (120 credits)

To obtain your award you will accumulate your credits from the compulsory and optional modules available on the programme. Additionally, up to 30 relevant credits may be studied from amongst other UH delivered modules or short course provision, or used as Accredited Prior Credited Learning (APCL) from another university.

Students will select option modules in conjunction with their employers and the Programme Leader that reflect their personal and professional career aspirations and their area of practice.

Students can study up to a maximum of 45 credits as standalone modules prior to registering on the programme.

The student will have Knowledge and Understanding of:

The ethical debates and legal imperatives that inform health and social care.
The national and local strategies that inform the provision of health and social care.
The international policy and drivers that inform the provision of health and social care.
The critical role of the nurse within multi professional teams.
The complex frameworks and theories that underpin nursing care delivery and management.
The ways in which nurses lead and innovate in their own practice.

The student will be able to:

Critique and evaluate current evidence to support health and social care.
Appraise, analyse, and recognise patients’ healthcare needs.
Evaluate service provision in line with contemporary. government policy, guidelines and developments in nursing care.
Identify effective change strategies required to support and direct nursing care.

The student will develop the following practical skills:

Evaluate a range of evidence in order to justify decisions made to enhance nursing care in complex situations.
Initiate, plan, undertake and evaluate a project related to individual nursing care.
Reflect on clinical decision making in relation to an identifiable aspect of nursing, demonstrating the ability to critically evaluate personal contribution to complex problem-solving activity.
Respond to current policy by developing the critical ethical dimension to their practice.
Systematically design and undertake a substantial investigation into nursing practice.

The student will develop the following transferrable skills:

Is effective in professional and interpersonal communication demonstrating effective oral, written and presentation skills in a wide range of settings.
Utilise a range of IT skills to support learning activities.
Use a range of evidence to solve problems in a logical manner.
Critically reflect on their own work to improve practice.
Demonstrate advanced skills of independent learning.

Assessment:
A range of different assessment strategies are used across the programme, this includes essays, project reports, presentations, examinations, simulated assessments and portfolios of evidence.

What our students say:
“Student support by module leads has been excellent all round”

“Very well supportive team”

“Well organised and good delivery”

“Modules are well planned and delivery by lectures who are knowledgeable in their own field of work”

Modules

Return to Practice
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.

The learning outcomes for this programme will be achieved using a range of teaching and learning strategies including lectures, discussions, workshops, and enquiry-based learning approaches.

Knowledge gained will be further strengthened by the application of theory in the practice environment and by accessing appropriate learning opportunities as they arise.

Learners will be encouraged to work with their Practice Supervisor to identify suitable learning opportunities within the immediate clinical environment and the surrounding clinical areas, including opportunities to work with professionals from other healthcare disciplines.

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).

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

Documents required to attach to the application
•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)
•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.
•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.
•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.

The aims of this module are to enable learners to:
- Effectively update their skills and knowledge in order to re-join the professional register held by the Nursing and Midwifery Council.
- Understand the requirement to both provide and ensure safe, effective, compassionate care to service users.
- Employ reflection techniques to promote self-awareness and deeper learning. Regain confidence and autonomy in their clinical abilities and professional behaviours and to prepare for employment.
Learning Outcomes

Knowledge and Understanding
Successful students will typically...
•Show a deep understanding of the influence of health and social policy with regards to the organisation and practice of healthcare at both a national and local level.
•Demonstrate the ability to think critically about the provision of safe, evidence based, person centred care in different and complex care settings.
•Display the use of advanced skills when evaluating effective leadership and team working whilst participating in multi professional care.
•Critically evaluate influential trends in contemporary healthcare.

Intellectual, Practical and Transferable Skills
Successful students will typically...
•Demonstrate a deep understanding of what it means to be an accountable professional by reflecting on their own and others professional practice.
•Critically evaluate their own personal strengths and areas for development, recognising the importance of professional competence as a means of improving the safety and quality of healthcare.
•Display mastery in their understanding of the need to promote health and prevent ill health in contemporary healthcare.

Number of Learner Hours:
1. Scheduled - 40
2. Independent - 50
3. Placement/work-based learning - 225

Practice Hours and Placement Area
The module requires that a minimum of 225 practice hours are completed by all RtP students. However, you may have to complete more hours because of the length of time that you have been lapsed from the NMC register as follows:
9–12 years of lapsed practice = 300 hours
12+ years of lapsed practice = 375 hours

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.
Academic Skills for Postgraduate Study
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.

Learning Outcomes:
1. Demonstrate knowledge and understanding of how to source and utilise information and evidence for academic study.
2. Demonstrate knowledge and theoretical understanding of the evidence base relevant to their own area of practice.

Number of Learner Hours:
1.Scheduled 10
2.Directed independent: 85
3.Independent 55

Assessment:
The assessment for this module will be an of an annotated bibliography of evidence in relation to the student’s own area of practice.
Academic Skills and Writing for Postgraduate Study
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.

Learning Outcomes:
1. Demonstrate knowledge and understanding of how to source and utilise information and evidence for academic study.
2. Demonstrate knowledge and theoretical understanding of the evidence base relevant to their own area of practice.
3. Understand their own learning styles and recognise their own learning and development needs.

Number of Learner Hours:
1. Scheduled 18
2. Directed independent: 156
3. Independent 126

Assessment:
The assessment for this module will be a narrative literature review of the evidence in relation to an area of the student’s own practice.
Advanced Decision Making
This module is aimed at all registered and practicing nurses or midwives, and allied health and social care professionals.

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

Learning Outcomes

Knowledge and Understanding:
Successful students will typically...
-Identify and critique challenging decisions from health and social care practice.
-Critically evaluate and apply established decision-making theories and frameworks to complex decisions in health and social care.

Intellectual, Practical and Transferable Skills
Successful students will typically...
-Critically appraise influences on decision-making in health and social care contexts.
-Critically evaluate the role of own and others personal and professional values in decision making.

Number of Learner Hours:
1. Scheduled - 25
2. Independent - 125
3. Placement/work-based learning - 0

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

Students will develop a specific aspect of healthcare, e.g. development or a practice improvement initiative, practitioner-led clinics, health promotion or patient education, addressing a response need to a patient complaint or poor audit results.

It is designed to develop skills in critically evaluating current care provision, reviewing the evidence which supports the initiative and developing a plan for improving care to the satisfaction of the intended clients. Students will further develop their skills in project management, decision-making, communication, negotiating, and team working. They will demonstrate through their project a systematic understanding of their pivotal role in role modelling dynamic and responsive leadership in the Post Francis Inquiry era.

Using a problem-solving approach to their work, students will determine a practice initiative designed to enhance care for clients or the families they care for in their area of work. Students will agree on meeting targets to disseminate their findings to peers. Using a range of e-learning resources, students will discuss strategies for extending their learning and developing autonomy to support personal learning with each other. This will be considered in terms of the context of their role within the organisation.

Learning Outcomes

Knowledge and Understanding
Successful students will typically...
•Critically review the evidence and strategic policies that determine the need for a change in current practice.
•Select and justify proposed changes in the context of their workplace.
•Demonstrates a critical, ethical self-awareness in relation to their practice and role modelling.
•Demonstrate a deep understanding of contemporary theory relevant to nursing and apply it in a practice-based project.

Intellectual, Practical and Transferable Skills
Successful students will typically...
•Critically evaluate alternative solutions to enhance care delivery.
•Lead the planning and project management of a work-related initiative to improve care or practice.
•Evidence of their team working abilities, communication and negotiation skills with a range of staff members.
•Critically evaluate the projects impact on the workplace.
•Critically reflect upon personal development arising from this project and formulate a personal development plan.

Number of Learner Hours:
1. Scheduled - 50
2. Independent - 250
3. Placement/work-based learning - 0

Assessment:
Presentation – 50%
Reflective assignment (2000 words) – 50%
Enabling Learning in Contemporary Healthcare
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.
Leadership Education and Developing Others
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”
Leading Service Change
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”
Musculoskeletal Trauma: Image Recognition for Healthcare Professionals
Course Description/Details
This module is designed for healthcare professionals in providing an overview of the pathophysiological processes that affect the musculoskeletal system.
It will also review imaging modalities and radiographic technique in relation to relevant legislation.
Students will be encouraged to develop their image recognition skills of musculoskeletal radiographs within clinical practice.
Delivery of this module will be by university staff and may include relevant external lecturers.
It will incorporate blended learning which aims to combine e-learning opportunities and traditional campus-based learning to enhance the student learning experience.

Course dates
All teaching and assessment dates are face to face on College Lane Campus.

Tuesday 23rd and Wednesday 24th September 2025
Wednesday 22nd and Thursday 23rd October 2025
Thursday 18th December 2025
Wednesday 14th January 2026 (In-course test)

Assessment details
Practical 100% a timed OSCE.

Learning Outcomes
- Demonstrate the knowledge of relevant legislation, general radiographic technique and other imaging modalities used to image trauma in relation to the musculoskeletal system.
- Demonstrate a depth of knowledge and systematic understanding of normal and traumatic appearances involving the musculoskeletal system.
- Demonstrate critical awareness of the importance of patient presentation for traumatic processes involving the musculoskeletal system.
- Analyse and critically evaluate plain radiographic images to differentiate between normal, normal variant and traumatic appearances of the musculoskeletal system.
Who Teaches the course
James Busby (Module Lead), Phil Regelous (Senior Lecturer), Michelle Clooney (Senior Lecturer)

What our students say...
"Teaching was of excellent quality, always interesting and understandable."
"James always gave plenty of time for questions and answered them promptly."
"Lots of additional resources posted to the canvas site, very useful and easy to find!"
Paediatric Urgent and Emergency Care
Course Description: 

This course aims to enhance the students’ knowledge, understanding and confidence in approaching a range of Paediatric Urgent and Emergency Care presentations. The course will look in detail at effective assessment and clinical management of minor and major illness and injury.   
 The course will use a blend of online and face-to-face teaching, workshops and discussion forums to explore the theory underpinning paediatric practice. Practical simulation activity will allow the student to gain additional exposure to this complex group of patients.  
 
Course content includes:  
- Anatomy, physiology and development of the child
-  Evidence based practice  
- Medical emergencies  
- Pathophysiology of common paediatric conditions  
- Clinical decision making  
- Trauma emergencies  
- Effective assessment of the child  
- Advanced life support  
- Palliative care and long-term conditions  
- Minor illness and minor injury  
- Recognising the seriously ill child  
The course is facilitated by UH staff and external experts. The faculty is interprofessional, with staff from paramedic, advanced paramedic and other allied health backgrounds. Whilst exposure to these subject areas is intended to increase understanding and knowledge, it does not change your scope of practice for clinical employment.  

Assessment details:

In-Class Test worth 60% of the module mark.   
  OSCE stations which may include written, verbal or practical elements, worth 40% of the module mark. 
  
Learning Outcomes:

Successful students will typically:
- Develop a systematic understanding of the anatomy, physiology and pathophysiology of paediatric patients.  
- Critically evaluate contemporary evidence and guidelines for the assessment and management of paediatric patients with urgent and emergency care needs. 
- Apply critical understanding regarding clinical assessment and decision-making skills required to manage paediatric patients. 
- Demonstrate the application of advanced level clinical skills used for the assessment of paediatric patients with urgent and emergency care needs.  
Return to Practice
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.

The learning outcomes for this programme will be achieved using a range of teaching and learning strategies including lectures, discussions, workshops, and enquiry-based learning approaches.

Knowledge gained will be further strengthened by the application of theory in the practice environment and by accessing appropriate learning opportunities as they arise.

Learners will be encouraged to work with their Practice Supervisor to identify suitable learning opportunities within the immediate clinical environment and the surrounding clinical areas, including opportunities to work with professionals from other healthcare disciplines.

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).

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

Documents required to attach to the application
•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)
•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.
•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.
•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.

The aims of this module are to enable learners to:
- Effectively update their skills and knowledge in order to re-join the professional register held by the Nursing and Midwifery Council.
- Understand the requirement to both provide and ensure safe, effective, compassionate care to service users.
- Employ reflection techniques to promote self-awareness and deeper learning.
- Regain confidence and autonomy in their clinical abilities and professional behaviours and to prepare for employment.
Learning Outcomes

Knowledge and Understanding
Successful students will typically...
•Show a deep understanding of the influence of health and social policy with regards to the organisation and practice of healthcare at both a national and local level.
•Demonstrate the ability to think critically about the provision of safe, evidence based, person centred care in different and complex care settings.
•Display the use of advanced skills when evaluating effective leadership and team working whilst participating in multi professional care.
•Critically evaluate influential trends in contemporary healthcare.

Intellectual, Practical and Transferable Skills
Successful students will typically...
•Demonstrate a deep understanding of what it means to be an accountable professional by reflecting on their own and others professional practice.
•Critically evaluate their own personal strengths and areas for development, recognising the importance of professional competence as a means of improving the safety and quality of healthcare.
•Display mastery in their understanding of the need to promote health and prevent ill health in contemporary healthcare.

Number of Learner Hours:
1. Scheduled - 40
2. Independent - 50
3. Placement/work-based learning - 225

Practice Hours and Placement Area
The module requires that a minimum of 225 practice hours are completed by all RtP students. However, you may have to complete more hours because of the length of time that you have been lapsed from the NMC register as follows:
9–12 years of lapsed practice = 300 hours
12+ years of lapsed practice = 375 hours

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.
Research Project

This course is for paramedics, physiotherapists, radiographers, radiotherapists, nurses and midwives who have successfully completed master’s level research methods and preparation for research project modules and who wish to undertake a piece of original research in order to complete their Master’s award.

Students will have been provided with support to refine their research question and developed their methodology in the Preparation for Research Project module. They will be advised not to deviate significantly from the work developed in this prior module. Students must produce an individual written piece of work.

Support for ethical approval will be provided if necessary. You will receive support with statistical analysis including access and support to SPSS if required. You will also receive assistance with publication and presentation of completed work where appropriate.

Course enquires must be made to your programme lead:
Sarah Jardine for Paramedic Sciences: <s.a.jardine@herts.ac.uk>
Mindy Cairns/Andrea Moulson for Physiotherapy: <mscadvphysio@herts.ac.uk>
Dr. Naomi Brown for Medical imaging: <n.2.brown@herts.ac.uk>
Lesley Kay for Midwifery: <l.kay4@herts.ac.uk>
Aileen Wilson for Nursing <a.wilson27@herts.ac.uk>
Kim Tran for Social Work: <k.tran@herts.ac.uk>

Learning Outcomes
The aims of this course are to enable you to undertake a research project in an area relating to your professional practice in order to advance your profession development and contribute to the research evidence base.

Successful students will typically...
1. Understand the critical application of suitable methods of analysis to the research data.
2. Undertake a research project with appropriate and achievable aims and objectives.
3. Undertake appropriate data analysis, recognising the factors which affect the quality of health and social care research.
4. Synthesise and coherently present research findings.

Number of Learner Hours:
1. Scheduled - 14
2. Independent - 286
3. Placement/work-based learning - 0

Assessment:
You will produce an individually written piece of work to address a research question. This can be done by a range of options including quantitative research, qualitative research, mixed methods study, systematic review, literature review, retrospective data analysis, audit or evaluation of a health or social care innovation.
Preparation for Research Project
This module builds on Research Methods fostering a “research-tutored” approach where students critically appraise the evidence in relation to their own discipline in order to identify a feasible research question and an appropriate means to answer it.

The term “research” is used in its broadest sense to denote any form of inquiry focussed on an area of the student’s professional practice. This may include quantitative research, qualitative research, mixed methods, systematic reviews, literature reviews, retrospective data analysis, audit and evaluation of a healthcare innovation. The student will choose the focus of their project, develop the necessary academic skills and understand, critique and apply relevant theoretical approaches to formulate a research question and proposal in keeping with their chosen method of inquiry.

Teaching and learning will comprise of compulsory components to equip students with key skills, including identification, critique, synthesis and organisation of a relevant body of evidence, critical use of theoretical approaches, and Masters’ level academic writing, to enable them to prepare, plan and carry out their Research Project module.

Methods of inquiry and profession specific workshops will provide students with guidance relevant to their topic, and their chosen data collection method and data analysis, including processes of governance and ethical review where relevant. Students will also learn about the role of the research supervisor.

** Please note - application via this system is not confirmation of a place on this module. Applications are reviewed by the academic team and continuing students will be given priority over new students where a module is full ** 

Learning Outcomes
•The aims of this module are to enable students to effectively plan and develop a project proposal using established, appropriate methods of inquiry in preparation for their Research Project.  

Successful students will typically...
1. Further develop their critical knowledge and understanding of methodological approaches to research. 
2. Critically appraise, organise and synthesise research literature in order to identify a feasible research 
question and an appropriate means to answer it. 
3. Identify the necessary approval and governance processes including consideration and management of the ethical issues arising from the proposed project. 

Number of Learner Hours:
1. Scheduled - 30
2. Independent - 120
3. Placement/work-based learning - 0

Assessment:
A project proposal (3000 word equivalent)

What our students say:
‘Overall I felt the module was excellent, there was plenty of opportunity to hear from expert tutors, the module provided a good step by step approach to writing a successful research proposal which (hopefully) will provide a solid platform to deliver a successful research project.’ 
 
‘As someone who was quite nervous about doing my research project, as soon as I started I wasn’t as I felt supported and the very clear structure and written expectation for the two modules was brilliant. To have something like that to work from made everything much easier’.
V300 Nurse and Midwife Independent Prescribing
THIS PAGE IS FOR INFORMATION ONLY

This Level 7 module is designed to enable nurses, midwives and specialist community public health nurses to develop the necessary knowledge, skills and attributes to demonstrate a critical, evidence−based approach to safe, appropriate and cost−effective practice as an independent/supplementary prescriber, in partnership with members of the multi−disciplinary prescribing team.
Students will be facilitated in the critical review and analysis of systematic approaches to assessment and diagnosis, drug actions and the use of evidence−based sources to inform prescribing practice, including the decision not to prescribe.
The legal and professional frameworks underpinning prescribing practice will be analysed critically to ensure governance of their prescribing practice and promote safe and accountable practice in team members.
The module involves a blended learning approach incorporating the University's managed learning environment, StudyNet. Inter−professional learning occurs with prescribing students from the allied health professions and pharmacist prescribing students.

Learning Outcomes
The intended learning outcomes of this module will be achieved through a combination of theoretical and practice−based learning linked to the following defined topic areas.
Students will be actively encouraged to explore and integrate theoretical knowledge and understanding derived from practice to adopt a critical and analytical stance to all phases of the prescribing process.
The curriculum is organised around the following themes: Systematic approaches to assessment and diagnosis. Pharmacology and prescribing practice. Medicines' optimisation and governance frameworks in independent and supplementary prescribing practice.
Supervised practice, involving a period of 90 hours engaged in practice learning.
The content will include:
- Assessment and diagnostic skills and the interpretation of clinical indicators.
- Pharmacokinetics and pharmacodynamics. Drug actions relevant to area of clinical expertise.
- Licensing and monitoring of medications including mechanisms for the reporting of adverse reactions.
  Influences on prescribing.
- Evidence based management strategies including non−pharmacological interventions.
- Effective and responsible partnership working with patients/carers, members of the multidisciplinary prescribing team and the pharmaceutical industry.
- Critical examination of the governance and medicines' optimisation frameworks associated with nurse and midwife prescribing.
Learner Hours
Scheduled 90 hours
Independent 210 hours
Placement 90 hours
Integrating Research with Contemporary Practice
The aims of this module are to enable the student to critically evaluate and analyse a range of research and practice-based evidence and consider how this may be used to enhance and inform practice.

Module Content
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 module learning outcomes will be met through a combination of activities including lectures, small group work and work-based activities designed to link theoretical perspectives with practice. Tutorials will be used to enable students to discuss specific issues that interest them in the context of their practice. Additionally, online and work-based activities will be used to enhance self-directed learning.

Learning and teaching will normally include:
- An introduction to research methodologies and methods, including secondary research (systematic review and meta-analysis).
- Critical examination of a range of ways of collecting qualitative and quantitative data.
- Critical examination of quantitative and qualitative data analysis techniques including commonly used statistics and qualitative methods such as thematic analysis.
- Methods of standardising measurement techniques and ensuring validity, reliability, credibility and trustworthiness.
- The principles of ethical research
Learning Outcomes

Knowledge and Understanding
Successful students will typically...
-Critically evaluate and discuss qualitative and quantitative research paradigms and relevant research theories.
-Demonstrate a critical awareness of quantitative and qualitative data collection and analysis methods, understanding their strengths, weaknesses, resource, and ethical implications.
-Critically discuss how research generates new knowledge and addresses shortfalls in existing knowledge in practice.
-Demonstrate understanding of how a complex web of evidence may be applied in professional practice.

Intellectual, Practical and Transferable Skills
Successful students will typically...
-Conduct a literature search and retrieve a range of international and national research evidence relevant to professional practice.
-Utilise a systematic and integrative approach to evidence, applying theories where appropriate
-Recognise the complex interactions between evidence, resources, and other organisational constraints

Number of Learner Hours:
1. Scheduled - 28
2. Independent - 122
3. Placement/work-based learning - 0

Assessment:
The assessment for this module is a presentation which critically appraises research relevant to a clinical issue from the students own area of practice.
The presentation should demonstrate a critical awareness of how research may be used to refine understanding of the clinical issue and facilitate evidence-based practice.
Managing Minor Injuries (Can only be studied after completing 7HSK2204 or equivalent)
The aims of this module are to enable the student to:

Develop professionally and academically within their role, to critically evaluate key factors underpinning advanced practice in the care of patient presenting with minor injury;

Apply knowledge and skills to make sound judgement in managing the need of patients presenting with minor injury;

Acquire a critical understanding to systematically examine and identify the effectiveness of clinical practice associated with autonomous management of minor injury presentations.
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.

Learning Outcomes

Knowledge and Understanding:
Successful students will typically...
- Critically evaluate the complexities of knowledge and evidence base relating to contemporary management of patients with a range of commonly presenting minor injuries.
- Systematically appraise complex evidence and apply to a range of interventions, treatment options, health advice and discharge arrangements for patients with minor injury.
- Analyse and synthesise evidence and evaluate the strategic context of minor injury services and the role of autonomous practitioner.
Intellectual, Practical and Transferable Skills
Successful students will typically...
- Critically interpret history, presenting symptoms and physical findings allowing for normal variations.
- Critically analyse findings to formulate a differential diagnosis and evaluate referral options available and refer appropriately.
- Instigate and implement accurate, comprehensive documentation and communication skills to ensure relevant information is transmitted accurately and effectively with the multi-professional team, patients, and their families.
- Apply appropriate health promotion in the context of patients with a minor injury.
- Effectively manage the patient/practitioner interaction.
Number of Learner Hours:
1. Scheduled - 40
2. Independent - 50
3. Placement/work-based learning - 60

Assessment:
Essay demonstrating clinical skills and knowledge of evidence-based practice in the management of minor injury presentations.

Coursework (Pass/Fail) - Practice Assessment of clinical competencies.

All elements of the summative assessment must be passed.
Managing the Acutely Ill Adult
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.

Learning and teaching strategies will normally address the following topics:
Pathophysiology of commonly occurring acute conditions, including:
Respiratory failure.
Cardiac arrest/MI.
Haematology (sickle cell, clotting, venous thromboembolism, pulmonary embolism).
Sepsis.
Diabetic Ketoacidosis.
Brain injury/stroke (Organ donation).
Acute Kidney Injury.
Allergic reaction/anaphylaxis.
Musculoskeletal conditions.
Hepatic conditions / oesophageal varices.
Gynaecological conditions.
Exploration of national and local policy initiatives.
Legal and ethical issues.
Psychological and social perspectives of care.
Patient and carer perspectives.

Learning Outcomes
Knowledge and Understanding:
Successful students will typically:
- Interpret the pathophysiological changes associated with a variety of complex medical conditions
- Critically examine the evidence for a range of investigations and potential interventions in the monitoring and management of acutely ill patients.
- Recognise the psychological and social impact of acute illness for patients and their families
Intellectual, Practical and Transferable Skills:
Successful students will typically:
- Develop an effective management plan relating to the acutely ill patient
- Analyse the effectiveness of the management plan for an acutely ill patient and family.
- Compare the alternative management approaches that could have been used in the acute patient.
Assessment:
Students will produce a presentation to the group demonstrating an understanding of the pathophysiological changes of a condition and the treatment options, based on a patient from practice.
Physiology Based Assessment
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.

Learning Outcomes

Knowledge and Understanding:
Successful students will typically:
- Recognise the importance of providing a thorough patient assessment.
- Interpret and apply the solutions suggested to recognise and prevent deterioration of the acutely ill patient.
- Identify normal complex physiology and recognise the pathophysiological changes associated with acute deterioration.
- Critically evaluate the complex physiological rationale which underpins the systematic assessment of an acutely ill patient.
Intellectual, Practical and Transferable Skills:
Successful students will typically:
- Demonstrate the ability to prioritise and differentiate between care decisions which ensure patient safety.
- Critically reflect upon decisions made in response to a comprehensive systematic assessment.
- Synthesise complex evidence and justify decisions in the assessment and management of patient care.
- Explain the normal complex physiology and articulate the pathophysiological changes associated with acute deterioration.
Assessment
The assessment will be a scenario-based viva.
Students will be tested on their ability to assess, recognise and intervene in an acutely unwell patient based on a scenario from practice.
Minor Illness-Diagnostics and Interventions (Can only be studied after completing 7HSK2204 or equivalent)
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.

Learning Outcomes

Knowledge and Understanding
Successful students will typically...
1. Critically appraise current knowledge relating to contemporary management of patients with a range of commonly presenting minor illnesses.
2. Critically analyse the evidence for a range of interventions, treatment options, health advice and discharge arrangements for patients with minor illness.
3. Critically explore varied referral pathways for onward treatment outside the scope of minor illness context of care
4. Critically evaluate the strategic context of minor illness services and the role of the advanced practitioner.

Intellectual, Practical and Transferable Skills
Successful students will typically...
1. Critically interpret history, presenting symptoms and physical findings allowing for normal variations
2. Critically analyse findings to formulate a differential diagnosis, evaluate referral options available and apply appropriate health promotion in the context of patients with minor illnesses.
3. Instigate and implement accurate, comprehensive documentation and communication skills to ensure relevant information is transmitted accurately and effectively with the multi-professional team, patients and their families.

Number of Learner Hours:
1. Scheduled - 45
2. Independent - 50
3. Placement/work-based learning - 0

Assessment:
There are two assessments for this module these are a written course work (essay) and a placement-based portfolio which requires a pass in individual components.
All elements of the summative assessment must be passed.

What our students say:
“Excellent speakers”
“Considers holistic assessment, incorporating advanced health assessment, diagnostics and treatment”
“Enjoyed Pharmaceutical Rep coming in to discuss inhaler therapy”
“Timely support when needed by tutors”
Coaching Skills for Leading
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.
Leg Ulcer Management Theory and Practice: A Competency Based Course
This module introduces the student to the complex aetiology and epidemiology of leg ulceration. It focused 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.

Learning Outcomes
Successful students will typically:
•Demonstrate a systematic in-depth understanding of the impact of leg ulceration on health services
•Critically analyse and evaluate the provision of services for the management of people with leg ulcers
•Critically analyse and evaluate research evidence for the effective care of people with leg ulcers

Intellectual, Practical and Transferable Skills:
Successful students will typically:
•Implement and evaluate effective clinical assessment and management plans for people with leg ulcers based on correct interpretation of underlying pathophysiological changes
•Articulate in-depth understanding of the principles of Doppler assessment of the lower limb and demonstrate use of the hand-held Doppler device
•Demonstrate effective communication of research outcomes for a complex and specialised area of lower limb management

Number of Learner Hours:
1. Scheduled - 36
2. Independent - 114
3. Placement/work-based learning - 0

Assessment:
The assessment for this module comprises a piece of coursework, a practical (assessed presentation) and practical competencies.
An aggregate score of the course work and practical is given as a combined score of both weighted components for the module grade. A pass is also required on the Practical (P/F) practice competencies.

What our students say:
"This really made a difference to my management of people with leg ulcers"

"My confidence increased so much during and after my course"

"This course made me rethink my skills and approach I got so much support from the module leader and my practice assessor, it was brilliant"
Supporting Practice Education
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

Prerequisites

Applicants will normally need a degree in a health-related discipline. Applicants with evidence of professional development or academic proficiency equivalent to level 6 (degree level) study will be considered but will first need to meet with the admissions tutor, Aileen Wilson, to discuss their application.
Applicants with no previous level 6 study, or equivalent, will be required to complete a level 6 bridging module.
If you have non-UK academic qualifications, you will need to supply evidence of comparability. The organisation ECCTIS will supply this for a reasonable fee https://www.enic.org.uk/
You should also have current registration with the Nursing and Midwifery Council and be employed as a health care professional in setting which is appropriate for the modules you plan to complete.

Level

Credits

180

Course Leader

Aileen Wilson

Start date

Semester A, B or C

Mode of delivery

Blended

Faculty

School of Health, Medicine and Life Sciences

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