MSc Advanced Clinical Practice

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 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 clinical practitioner as a leader

This module is designed for healthcare professionals in providing an overview of the pathophysiological processes that affect the musculoskeletal system. It will develop knowledge in areas of patient presentation in relation to the pathological processes occurring. Knowledge of imaging modalities utilised within patient management of pathological processes will be developed. It will also review imaging modalities and radiographic technique in relation to relevant legislation.

There will be an emphasis on the radiographic appearances of normal, normal variants and pathological disease processes within the musculoskeletal system.

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.

This module is designed for experienced health professionals to develop skills for autonomous/advanced practice.

It will provide participants with the knowledge and skills to assess, examine, diagnose, and treat a range of minor injury presentations.

The module will support students to learn the practical skills required in this setting such as; x ray interpretation, wound closure (including suturing), immobilising and minor procedures. 

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.

The development of knowledge, skills, confidence and competence to select and apply a range of coaching skills within leadership practice.

Emphasis will be placed on how the skills of the professional leader may be utilised to coach peer practitioners to help them reach their full professional potential. 

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.

The whole student group are required to participate in a collaborative, facilitative and supportive manner at each study day.

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. 

The aims of the module are to gain understanding and skills in the legal, professional and ethical issues that inform advanced clinical practice.

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

You will review and consider:

·         national and international drivers informing advanced practice;

·         examine risk and governance systems in advanced practice;

·         evaluate decision making and communication strategies that inform your practice.

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

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

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

The aim of this module is to enable students to develop the knowledge and skills required in undertaking advanced health assessment and clinical examination, including diagnostic indicators, of patients & families in a wide range of clinical healthcare environments.

The aims of this module are to enable students to develop clinical and evaluative skills for the competent performance of a prescribed area of clinical practice and evaluate the effectiveness of diagnostic indicators and diagnostic interpretation.

Knowledge and Understanding:

Successful students will typically:

1. Independently explore and critically evaluate the knowledge base pertaining to the scope of clinical skills which supports the development of advanced clinical practice.

2. Understand the importance of validity and reliability of diagnostic tests. 

Skills and Attributes:

Successful students will typically:

1. Demonstrate advanced critical thinking and clinical reasoning based on judgements made from analysing and evaluating pathophysiology and relevant patient information in informing diagnostic interpretation.

2. Provide evidence of their skills in advanced practice, and person−centred care, and reflect on development and application of skills within their chosen area of practice.

3. Effectively promote learning within the practice environment through the presentation of clinical information.

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 aim of this module is to enable students to continue to develop advanced knowledge, understanding and skills in advanced clinical practice relevant to the students’ scope of practice. The student will continue to develop person centred skills of consultation, diagnosis and care management with a focus on therapeutic interventions, caring for complex presentations and health promotion.

The module will normally address:

- Validity & reliability of therapeutic interventions

- Shared decision making

- Development of advanced clinical skills

- Caring for patients with complex and unpredictable presentations

- Promoting health promotion in clinical practice

The aim of this module is to enable students to continue to demonstrate the use of appropriate and systematic methods of inquiry and skills to critically analyse, develop and evaluate current practice and /or service through the process of undertaking a project in clinical practice.

The module will normally address:

• Quality improvement frameworks.
• Change management strategies.
• Analysis of research, evidence and the context of practice to inform improvement, development and change in practice.
• The role of the advanced practitioner in instigating, supporting and informing improvement and development in practice.

It is recommended that this module is studied alone to aid time management and self-directed study.

Please ensure that you also complete the pre-requisite checklist and submit with your application. 

All templates are to be found under "downloads" to the right of this page.

This module is suitable for all heath care professionals involved in the care of patients with a cancer diagnosis. Using an inquiry−based approach, students will gather a wide range of evidence and information in order to thoroughly explore the module topics. Through critical evaluation and analysis of the evidence base, they will consolidate their knowledge and understanding of the psychological conditions, methods of assessment and interventions of patients with cancer. 

Applications are open for 2024/25.  

• For all enquiries relating to the application process and finance, please email the CPD Health Team at  cpdhealth@herts.ac.uk    
• For all enquiries relating to the delivery and assessment of the Programme, please email the teaching team at nmp@herts.ac.uk
• For all enquiries relating to NHSe funded Pharmacists please contact NHScontracts@herts.ac.uk

Programmes that this module can contribute towards:

·        MSc Specialist Community Public Health Nursing - Health Visiting / School Nursing

·        MSc Specialist Community Nursing - Community Children’s Nursing/ Community District Nursing/General Practice Nursing

·        MSc Advanced Paramedic Practice

·        MSc Contemporary Nursing

·        PgDip Pharmacy Practice

·        MSc Advanced Physiotherapy

·        MSc Advanced Midwifery

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

NHS ENGLAND FUNDED PHARMACY APPLICANTS PLEASE NOTE THE FOLLOWING:

* At this point it has not been confirmed nationally whether there will be NHSe funded places for Pharmacists for 2024/25. Please still apply and we will hold your application until we have received confirmation. 

Group 1 (Pharmacy Integration Programme – PhIP)

• Community pharmacists (including locum pharmacists) – To Prove Eligibility for funding you will need an email from your employer confirming you are working as a Community Pharmacist
• Pharmacists employed in General Practice who are not eligible for, or enrolled on, the Primary Care Pharmacy Education Programme (PCPEP) To Prove Eligibility for funding you will need an email from your employer confirming you are working as a Pharmacist in General Practice
• Pharmacists working to provide primary care services (e.g., working in primary care) who are not employed in ARRS roles - To Prove Eligibility for funding you will need an email from your employer confirming you are working as a Pharmacist in Primary Care and not employed in an ARRS Role
• Health and Justice pharmacists   - To Prove Eligibility for funding you will need an email from your employer confirming you are working as a Pharmacist in Health an Justice related role

If you are unsure if you are employed via the ARRS please contact your employer. Further information on ARRS roles can be found here.

Group 2 - PCPEP

• You need to be enrolled on CPPE’s Primary Care Pharmacy Education Pathway (PCPEP) and meet the PCPEP criteria to enrol on an Independent Prescribing Course.  – to prove eligibility, you will need to apply for a funding certificate through CPPE site and upload this with your application. www.cppe.ac.uk/career/pcpep/independent-prescribing

Our Interprofessional Programme for qualified Nurses, Midwives, Pharmacists, and Allied Health Professionals is designed to develop the skills, knowledge and attributes required for safe, appropriate, and cost-effective prescribing practice within the context of their specialist professional roles and the legislative and professional frameworks that govern their specific role. Our Programme involves blended learning strategies to facilitate effective inter-professional learning and the sharing of differing professional perspectives and expertise. Reflective discussions and prescribing analyses are held to enable students to integrate their learning within the context of their professional practice and to ensure that the specific requirements of the professional and statutory regulatory body (GPhC, HCPC and NMC) are fully addressed.

The Programme Certificate in Independent or Supplementary Prescribing Programme (Non-medical Prescribing (NMP)) consists of four 30 credit modules (students’ study one of the available four modules dependent upon their discipline) which have been accredited by either the GPhC, HCPC or NMC, they are:

• AHP Independent Prescribing Module (Physiotherapists, Paramedics, Podiatrists & Therapeutic Radiographers)

• AHP Supplementary Prescribing (Dietitians & Diagnostic Radiographers) 

• Nurse and Midwife Independent Prescribng (V300)

• Pharmacist Independent Prescribing

Currently Diagnostic Radiographers and Dietitians can only prescribe as a Supplementary Prescriber.

In accordance with regulatory body requirements students are required to complete 26 mandatory days of blended theoretical learning incorporating a combination of: 

• 3-4 interprofessional taught days either on-campus or online (Hybrid) at either our College Lane or De Havilland Campuses in Hatfield, Hertfordshire

• 10 live online interprofessional days delivered between 09.30-16.00 on Wednesdays (September 24 and March 25 Cohorts) or Thursdays (January 25 Cohort)

• Monthly online small group tutorials led by an identified Personal Tutor

• 1 live online assessment and diagnostic development day (Pharmacist students only)**

• 1 on-campus physical skills development day in a simulation laboratory on our College Lane Campus (Pharmacist and Supplementary AHP NMP students only)**

• Guided study days

* Requirements of at least 85% monitored attendance at live sessions which amounts to a maximum of 2 permitted absence days. 

** Pharmacist students are required to attend the mandatory assessment and diagnostic skills day, and students will not be able to complete the programme unless these days have been attended.

Assessment

In accordance with regulatory body requirements students are required to successfully complete the following five assessments to complete the programme:

• Online Numeracy assessment (pass or fail with a minimum pass mark 100%).

• Direct observation of practice assessed in practice by your PA/PE/DPP and write up of this consultation with an example FP10 (pass or fail).

• Prescribing Essay written assignment, (minimum pass mark 50 (level 7) - the mark for this element determines the overall grade for this module.

• Unseen 1 hour Applied Pharmacology Examination (pass or fail with a minimum pass mark 80%).

• Prescribing Practice Portfolio (incorporating demonstration of the student’s achievement of the competences outlined in the Royal Pharmaceutical Society (RPS) A Competency Framework for All Prescribers) (pass or fail)

The length of registration for this module is normally one year and therefore each of the five assessments should be completed by this point other than in exceptional circumstances.

Prescribing Practice, Practice Supervision and Assessment

Alongside theoretical sessions students are also required to complete an additional compulsory additional period of 90 hours of supervised prescribing practice learning supported by a:

 The amount of virtual consultation (telephone or video) allowed in supervised practice are limited. 

To be eligible to undertake these roles supporting professionals must meet the following criteria:

• Hold current registration with their professional regulator (NMC, HCPC, GPhC or GMC)

• Have been qualified as an independent or supplementary prescriber for a minimum period of 3 years within the student’s intended field of prescribing practice and prescribe regularly

• Meet all competencies within the Royal Pharmaceutical Society (RPS) A Competency Framework for All Prescribers and Royal Pharmaceutical Society (RPS) A Competency Framework for all Designated Prescribing Practitioners 

• Have experience or training in teaching, assessing and/or supervising in practice.

• Engage in on-going professional development to reflect and develop in my role

• Have the support of their employing organisation to act as the PE, DPP or PA for the student.

In undertaking this role supporting professionals agree to:

• Support the student/apprentice in their development of the competencies outlined in the Royal Pharmaceutical Society (RPS) A Competency Framework for All Prescribers and to collaborate effectively with the Students Practice Supervisor (nursing and midwifery students/apprentices only) and Personal Tutor and/or Academic Assessor to enable a valid assessment of the competencies achieved.

• Supervise, support, and assess the student/apprentice, facilitating them to spend a minimum of 25 of the required 90 hours of period of learning in practice with them during the programme.

• Appropriately raise to the Personal Tutor and/or Academic Assessor at the earliest opportunity and respond to any concerns regarding student/apprentice conduct, competence, and achievement, and understand I will be supported by the University of Hertfordshire in doing so.

• Not to support more than 2 Non-medical prescribing students undertaking a prescribing programme at any UK university at the same time.

To allow the student to be sufficiently supported in practice, the Designated Prescribing Practitioner is required to be within a 30-mile radius from the student. 

Community Pharmacists: Designated prescribing practitioners for community pharmacists must work either in primary or secondary care. This is to enable community pharmacists to gain the breadth and depth of experience to develop assessment and diagnostic skills relevant to their scope of intended prescribing practice.

Prerequisites and Admissions Process

Admission to the NMP Programme is achieved through a comprehensive process, that meets all GPhC, HCPC or NMC standards as applicable.  As part of this process, applicants are required to complete an online application and to submit an additional Supporting Admissions Form (SAF) (Downloaded from section - 'Non-Medical Prescribing' within application) that provides the team with the evidence that applicants have: 

• met the essential entry criteria for the programme required by their regulatory body (GPhC, HCPC or NMC) outlined below

• identified an intended scope of prescribing practice

• the appropriate and required support available to enable them, to successfully develop as safe and appropriate prescribers within their intended scope of prescribing practice.

The SAF needs to be downloaded and completed and signed with handwritten signatures. Your application will be rejected without a fully completed SAF.

The following documents are critical to your application:

• Supporting Admissions Form (SAF) signed with handwritten signatures (please clearly name the uploaded document)
• Copy of your passport (please clearly name the uploaded document)
• Copies of your professional qualification(s) (please clearly name the uploaded document(s)
• Current Enhanced DBS (dated within the last 3 years) 

Applications will not be progressed until applicants have completed their online application and submitted their fully completed and signed SAF.  

Please ensure that the correct sections have been completed and signed with handwritten signatures.

Criteria for Entry to the NMP Programme for Allied Health Professionals

1. Registration with the HCPC in one of the relevant allied health professions.

2. Professionally practising in an environment where there is an identified need for the individual to regularly use independent /supplementary prescribing (physiotherapists, podiatrists, and therapeutic radiographers only) or supplementary prescribing (diagnostic radiographers and dietitians). 

3. Ability to demonstrate support from their employer/sponsor including confirmation that the entrant will have appropriate supervised practice in the clinical area in which they are expected to prescribe. 

4. Ability to demonstrate medicines and clinical governance arrangements are in place to support safe and effective supplementary and / or independent prescribing. 

5. Practice Educators must be a qualified prescriber, on the register of their statutory regulator with annotation(s) for prescribing where applicable and with the relevant skills, knowledge, and experience to support safe and effective learning. Practice Educators for Supplementary prescribing students (dietitians and diagnostic radiographers) must be a Doctor.

Criteria for Entry to the NMP Programme for Nurses & Midwives

1. Current registration as a first level nurse, midwife and/or specialist community public health nurse with the Nursing and Midwifery Council. The applicant’s registration status must not be subject to any cautions or interim suspension orders.

2. A minimum of one years’ experience (or equivalent in part time employment) as a practising nurse/midwife/specialist community public health nurse 

3. Evidence of the ability to study at the academic level of the module to be studied i.e. level 7, (postgraduate level) 

4. Evidence of current DBS clearance (enhanced disclosure) i.e., obtained within the last three years

5. Applicants must also provide:

• Written confirmation of support to undertake the prescribing programme from their employer, including NHS and non-NHS employers. The support available must include time to attend scheduled study days at the University, access to appropriate learning opportunities in practice and protected time to engage in practice development activities with an identified practice supervisor and practice assessor.

• Written confirmation from their employer that the applicant can demonstrate safe and effective practice within their intended field of prescribing practice in relation to:

• Clinical/health assessment

• Diagnostics/care management

• Planning and evaluation of care

• If the applicant is self-employed a comprehensive professional reference must be provided which details the applicant’s level of proficiency in practice. A separate statement must be provided by the applicant confirming the arrangements made for practice supervision and assessment.

• Written confirmation from the practice supervisor and assessor, providing evidence that they meet the required eligibility criteria and that they agree to collaborate to provide the required term of supervised practice and its assessment.

Criteria for Entry to the NMP Programme for Pharmacists

1. Current registration as a pharmacist with the General Pharmaceutical Council (GPhC) or, in Northern Ireland, with the Pharmaceutical Society of Northern Ireland (PSNI). 

2. Demonstration of good standing with the GPhC and/or PSNI and any other healthcare regulator with which they are registered. 

3. Applicants must have relevant experience in a UK pharmacy setting and be able to recognise, understand and articulate the skills and attributes required by a prescriber. This experience and awareness will act as the basis of their prescribing practice whilst training. 

4. For the purposes of developing their independent prescribing practice, applicants must identify an area of clinical or therapeutic practice on which to base their learning. 

5. A Designated Prescribing Practitioner (DPP) who has agreed to supervise their learning in practice. The DPP must:

• be a registered healthcare professional in Great Britain or Northern Ireland with legal independent prescribing rights who has been prescribing regularly for a minimum period of three years.

• be suitably experienced and qualified to carry out this supervisory role as defined in Royal Pharmaceutical Society (2021) A Competency Framework for Designated Prescribing Practitioners and have demonstrated CPD or revalidation relevant to this role.

6. Evidence of current DBS clearance (enhanced disclosure) i.e., obtained within the last three years.

Additional Entry Criteria Information Required for Nurses and Pharmacists working exclusively in Aesthetic Practice

We accept applicants onto the Programme who are Registered Nurses or Pharmacists working exclusively within the field of aesthetics providing that they meet the appropriate criteria above and can also demonstrate:

1. active and compliant membership of a Professional Standards Register (related to cosmetic/aesthetic medicine) or practice from a private healthcare environment that is regulated by the CQC

2. applicants are working full time within the field of aesthetic medicine for least 2 years (or part time equivalent)

3. applicants have completed an accredited level 7 Post Graduate Certificate in cosmetic and/or aesthetic medicine

Venue

Blended with the opportunity for online, hybrid and or/on campus learning and assessment at one of our Hatfield campuses as detailed above.

Learning Outcomes

• To prescribe safely, appropriately and cost effectively and to prescribe medications within your field of competence.

• On successful completion you will be awarded a Practice Certificate and be recommended to the relevant Professional Board as an independent or supplementary prescriber.

 Additional expenses 

This module aims to develop and consolidate understanding of the skills, knowledge and attributes required for safe, and effective treatment of dermatological conditions. Successful completion will provide a deeper knowledge and understanding of the pharmacokinetics of topical and systemic treatments used to treat skin disease. Students will gain an increased understanding of key factors to consider when choosing treatment options including risk, cost, evidence about efficacy, disease severity and patient's response to treatment, inlcuding potential adverse. 

The module will develop and enhance patient consultation skills to formulate effective patient centred treatment options for a range of dermatology conditions whilst focusing on specialist knowledge of systemic and topical drug therapies used to treat skin disease.

This module is compulsory for the MSc Clinical Dermatology. It is suitable for practitioners with an interest in dermatological conditions and will be of interest to FY1-2, GPs, Dermatology Nurses, Advanced Care Practitioners, hospital and retail Pharmacists who are managing people with skin conditions on a regular basis.

This course will explore the relationship between skin problems and their impact on mental health and well being and analyse a range of therapeutic approaches currently used to support individuals affected by a broad range of skin diseases.

The course will critically analyse the association between biological, psychological and social factors affecting people with a broad range of skin diseases to develop an understanding of the relationship between mental health and well-being and a range of skin conditions. It is taught by clinicians with experience of managing patients with psychocutaneous disorders and focuses on managing the delivery of appropriate care in primary and secondary settings.

This module will be of interest to a wide range of health professionals involved with psychological support of people with skin conditions and health professionals interested in psycho-dermatology.

The content will include:

• An introduction to neuroscience

• Relationship of skin disease to mental health & wellbeing

• Psychological factors: body image, self esteem

• Social factors: psychological well- being and quality of life

• Patient assessment & advanced communication skills

• Therapeutics & management approaches: pharmacological, psychotherapeutic complementary interventions

• Impact of interpersonal skills/engagement on therapeutic interventions

• Research & practice development related to skin disease & mental health

• Service user needs & carers role, health promotion and self help

• Multidisciplinary team working & specialist referral criteria.

This module provides practitioners with the skills required to effectively diagnose and manage skin conditions affecting the lower limb including management of patients with diabetic foot disease. It will develop knowledge of assessment and management of a range of skin conditions by promoting critical awareness, understanding and application of the current evidence base. It examines current national and international guidelines, and best practice in the assessment, treatment and management of patients with skin conditions affecting the lower limb. This course aims to consolidate and enhance professional competence and skill in managing patients with dermatological skin and nail conditions that affect the lower limb and any associated complications including those related to systemic diseases such as diabetes.

Content

Includes the following:

• Assessment of the lower limb

• Leg ulceration and associated dermatological conditions including eczema and allergic contact dermatitis

• Skin infections include bacterial, viral and fungal infections

• Cellulitis including management of underlying causes

• Nail conditions

• Skin lesions, benign and malignant, commonly presenting on the lower limb

• Plantar pustulosis and plantar psoriasis

• Diabetic Foot Disease

• Systemic diseases presenting as skin conditions on the lower limb such as pyoderma gangrenosum

• Models of service delivery, referral criteria.