Advanced Practice

The programme has three compulsory modules focusing on advancing practice, innovation and research.

You choose your remaining optional modules from a wide range of clinical-oriented, practice-orientated and more general modules.

You’ll be expected to progress to fully autonomous study and work. This includes completing an evaluative inquiry focusing on the impact of what you do and how the advanced practitioner can make a difference to the quality of patient care.

Please note that the range of optional modules available issubject to change

Course structure

These are typical modules/components studied and may change from time to time. Read more in our Terms and conditions.

Modules Year 2

Compulsory modules

• Issues and Concepts of Advancing Practice 15 credits
• Research Methods 15 credits

Year 3

Compulsory modules

• Advanced Practitioner Inquiry 45 credits

For more information on typical modules, read Advanced Practice MSc in the course catalogue

Learning and teaching

As a Masters programme for practitioners with considerable clinical experience, students undertaking this programme will have a capacity for independent study and self -management. The programme is designed to build on existing skills and knowledge at undergraduate and equivalent level and facilitate an independent approach to learning. Teaching methods will support students in becoming lifelong learners who take responsibility for their own learning.

Teaching and learning strategies will be focused on skill development for both the academic and clinical competences required for advanced practice roles. In particular, the tripartite arrangements set up for the Advanced Practitioner Inquiry module recognise the responsibility of the student, lecturer and practice-based mentor to provide and gain experiences and knowledge, which will ensure the student has developed the relevant competences by the end of the programme.

This is a flexible practice-orientated programme, which aims to use innovative ways of linking theory to practice and to encourage the development of higher level analytical skills which will be used to inform practice. A variety of teaching and learning strategies will be used such as case studies, problem-based learning, IT, student-led clinically based seminars, clinical supervision, following patients’/clients’ care pathways, reflection and skills simulations.

The research activities of staff inform our teaching at all levels in the School and also offer opportunities for our students to work with exceptional researchers in the research methods and dissertation modules.

Assessment

Assessment methods are linked to students’ practice and work requirements, meaning all learning bears greater returns in the workplace.

The programme aims to keep the assessment load at a manageable level and to use a range of assessment strategies. Whenever possible assessment methods will support day-to-day practice and will test / exam practice applicable knowledge and skills. The aim is for the assessment to be of use within the workplace, as well as providing evidence that the student has achieved the learning outcomes for the module.

A range of assessment methods are used in the various modules that make up this programme. An individual’s variety of assessments will depend to a large extent on the optional modules selected. However, all students will encounter unseen examinations, written assessments and OSCE.