Advanced Clinical Practice PgDip/MSc

Why choose this course?

This programme will prepare you for an advanced clinical practitioner role. It has been designed to meet the capabilities specified by Health Education England's Multi-professional Framework for Advanced Clinical Practice in England (HEE, 2017). During the programme you will develop your skills and specialist knowledge to advance your career within your relevant healthcare sector.

This programme is aimed at employed, experienced registered health care professionals, and has been designed in partnership with healthcare employers, ensuring currency and relevance to the workplace. It reflects contemporary healthcare and provides an integrated programme of university-based education applied to professional practice.

The programme has four core modules addressing the four pillars of Advanced Clinical Practice: Clinical Practice, Leadership and Management, Education and Research. You will also be able to select optional modules relevant to your professional development needs or sphere of practice.

Advanced Clinical Practice MSc

Mode Duration Start date
Part time 3 years September 2022

Advanced Clinical Practice PgDip

Mode Duration Start date
Part time 2 years September 2022

Reasons to choose Kingston University

  • This course meets all the requirements set out by Health Education England's Multi-professional Framework for Advanced Clinical Practice in England (HEE, 2017).
  • It has been designed in partnership with healthcare employers, ensuring it is relevant to the workplace.
  • You can personalise the qualification by including option modules to suit your professional practice, career aspirations and sector requirements.

What you will study

You will study six core compulsory modules (135 credits) which address the core pillars of advanced clinical practice and develop you as a practitioner to meet your career aspirations and service needs. The remaining 45 credits are fulfilled through option modules (15 or 30 credit modules) selected from the published list. Your sponsoring employer may advise you on your option module choice according to their service needs.

Theory and workplace learning are interlinked throughout the course in the classroom, and through the development of a workplace portfolio showcasing your development as an advanced clinical practitioner.

View in-depth module information and book individual modules through your employer with the Kingston University CPD Health Online Prospectus and Application Portal.

Modules

Core modules

Advanced Clinical Reasoning in Health Assessment: Lifespan Perspectives

30 credits

This module prepares health and social care professionals with advanced knowledge, skills and capabilities to expertly make clinical decisions through assessment, diagnosis and management of patients presenting with an undifferentiated illness. A minimum of 50 hours clinical supervision is required from an appropriately qualified practitioner.

Mentoring and Coaching in Professional Practice

30 credits

This module aims to equip students to mentor and coach fellow professionals at post-registration levels. It promotes critical evaluation of theoretical, professional and policy approaches to mentoring and coaching in professional practice in social work and health and social care. The knowledge, understanding, values and skills necessary for, mentoring and coaching professional practice in social work and health and social care and related settings are examined. Students are assisted to develop strategies and techniques to enhance their skills in professional self-development, developing services, coaching and mentoring professional colleagues in different practice settings. Students are required to provide a minimum of four mentoring or coaching sessions to a colleague as part of the practicum for this module.

Applied Research Methods

15 credits

This module is a core compulsory module within the MSc Healthcare Practice programme. It will foster an in-depth understanding of the processes, stages and management of research, enable students to demonstrate critical appraisal and develop research skills applicable to both quantitative and qualitative approaches. The module introduces the theories of research and provides flexible opportunities for students to apply and synthesise newly developed knowledge. It allows the students to practically follow the early stages of research by developing a research proposal, the design and corresponding methodologies for research projects as well as the late stages of research by analysing, discussing, interpreting and presenting data provided by the module leader(s). Emphasis will be placed on ethical principles, which students will discuss and apply in their research proposal. The module will also enhance literacy skills, oral and written communication skills, numerical and data analysis skills, information technology (ICT) skills, and independent learning skills. Competence in research will enhance the healthcare professional's ability to develop and implement research projects, appraise projects, evaluate reported findings, effectively communicate information, collaborate with other professionals and work in or manage a multidisciplinary team.

Leadership in Advanced Clinical Practice

15 credits

This module is designed to support the learner to establish a comprehensive foundation in clinical leadership which will support the ongoing development of self and others as leaders in advanced clinical practice. It may also be taken as a free-standing or option module. The module draws on contemporary research, opinion and wider leadership theory to equip aspiring advanced clinical practitioners with the knowledge and skills which underpin effective clinical leadership, including approaches to operational and strategic service configuration and quality improvement within and across traditional professional and operational boundaries. Opportunities to learn with and from colleagues include membership of multi-professional learning sets and pathway-specific tutorials for individual learners to plan and contextualise learning within clinical specialty.

Improvement and Implementation Science: Principles for Practice

15 credits

This module is designed to introduce students to this relatively new and expanding science that has grown from national and international ambition to bring about quality improvements and enhance patient safety by closing the theory practice-gap, encouraging more effective use of research evidence within practice. Implementation and Improvement Science examines the practice of generating evidenced based innovations and approaches to facilitating and sustaining effective implementation of policy and interventions in practice. It draws on theory and practice from a broad range of other professional disciplines (e.g. sociology, management, behavioural psychology, science and technology). The module encourages students to critically explore a range of strategies to support the integration of research findings with practice, whilst considering this within the context of an ever changing working environment and policy landscape.

Throughout the module, students engage with a wide range learning activities which aim to develop both knowledge and skills; offering practical insight into how to make best use of resources and evidence, subsequently optimising chances of success in effectively implementing ideas within the context of their own professional practice.

Capstone Project

30 credits

This module is a core compulsory module and is essential for students undertaking MSc Healthcare Practice and MSc Advanced Clinical Practice programmes. The module provides students with the opportunity to work on a substantial piece of independent project work which consolidates and further develops the skills and knowledge they have acquired across the whole of their degree. In doing so they will develop their critical reflective, analytical, and transferable employability skills. Healthcare professionals are expected to be able to critically review research and to evaluate the evidence underpinning specific aspects of their own practice. Students will implement the knowledge and skills developed during the Research Methods Module by conducting a project of their choice with the support of a research supervisor. A project can be a systematic literature review, a work-based project an evaluation or a research project. The topic needs to be related to an identified gap, problem or need for improvement related to healthcare practice, clinical intervention/practice, healthcare education and professional development, clinical leadership, service-redesign or service-improvement.

Optional modules

12 Lead ECG Interpretation

15 credits

This module is suitable for nurses and others registered healthcare professionals wishing to develop their ability to use a 12 Lead Electrocardiogram (ECG) as an assessment tool in clinical practice. It will enable students to gain confidence in ECG interpretation through the development of knowledge relating to cardiac physiology, the principles of electrocardiography and the criteria associated with conditions commonly observed on the ECG.

Adult Critical Care Polytrauma: Assessment and Management

15 credits

This module is suitable for experienced adult critical care nurses and other healthcare practitioners involved in the care of polytrauma patients during their critical care phase. The module addresses Critical Care Trauma Competencies, Sections 1 to 12 , as specified in the National Major Trauma Nursing Group (2017) National Competency Framework for Adult Critical Care Nurses: Trauma, Version 1.

Advanced Practice: Minor Ailment Management

15 credits

This module is designed for nurses and other registered healthcare practitioners who wish to develop skills and knowledge in the holistic assessment and evidence based treatment of patients with minor health problems in first contact, urgent and primary care settings.

A suitably qualified practice supervisor/assessor is required for completion of the practice competencies.

Advanced Practice: Minor Injury Management

15 credits

The module is designed for nurses and other registered healthcare professionals working at/or towards advanced levels of practice, who wish to develop knowledge and skills in managing minor injuries in children and adults. It is intended to enhance independent practice through the efficient use of resources and will enable practitioners to implement management plans for patients with minor injuries presenting to walk-in clinics, urgent care centres, accident & emergency or other community settings.

A suitably qualified practice supervisor/assessor is required for completion of the practice competencies.

Cardiac Arrhythmias: Interpretation and Management

15 credits

The module is suitable for nurses and other registered healthcare professionals working with adult patients in a range of acute clinical settings including cardiology, cardiac surgery, pre-hospital and emergency care, intensive care and acute medicine. Successful completion of the module will enable the practitioner to effectively use cardiac monitoring to facilitate clinical assessment and deliver evidence-based care for adults with cardiac arrhythmias.

Cardiac Care: Patient Assessment and Management

30 credits

This module is suitable for nurses and other registered healthcare professionals working with adult patients in a range of acute clinical settings including cardiology, cardiac surgery, acute medicine, pre-hospital and emergency care. It will enable students working within such areas to develop the in-depth knowledge and skills to appraise evidence-based interventions and to optimise patient care. However, the course can also be undertaken by practitioners working as paramedics, in A&E or in cardiac research units who would like to expand their knowledge in the care and management of cardiac patients. This is a compulsory specialist module within the PgCert Cardiac Care pathway.

High Dependency Issues in Maternity Care

30 credits

This module is intended for registered midwives/nurses working in an obstetric unit and will enable participants to explore issues related to the provision of care to women in high dependency situations. The module will enable the participants to reflect on their current skills developing further skills as necessary. Inter-professional working will be highlighted.

Independent/Supplementary Prescribing for Nurses and Midwives (V300)

30 credits

The Independent and Supplementary Prescribing module is suitable for NMC registrants from all fields of nursing practice (adult, mental health, learning disabilities and children's nursing), midwifery and specialist community public health nursing (SCPHN). It builds on existing physical assessment and clinical reasoning skills, to develop the practitioners' pharmacology knowledge base, as well as the theory and practice of prescribing to meet the NMC Standards for prescribing programmes (NMC, 2018). The module is delivered using a blended learning approach, which incorporates both face-to-face and online activities. A variety of strategies and techniques are employed, including simulation-based learning, to encourage critical enquiry and problem solving, in recognition of the complexities that may be encountered in prescribing practice. The module forms the second part of the Post- Graduate Certificate in Independent/ Supplementary Prescribing award, with the first part comprising the ‘Advanced clinical reasoning in health assessment: lifespan perspectives' module, or equivalent 30 credits at level 7.

Perinatal Mental Health

30 credits

This module will enable registered midwives and other registered healthcare professionals to critically appraise the intersectionality of the socio-political, racial, economic and cultural context of the care of women and birthing people with antenatal and postnatal mental health problems. It will look at the history and underlying paradigms that inform care and approach this from a feminist and critical social theory perspective. It will equip students with the knowledge, skills and attitudes to meet current challenges in improving outcomes for vulnerable and disadvantaged families and to critique services in order to advocate for them. It will enable students to understand the importance of providing effective high-quality care through effective interprofessional collaboration and development of managed care pathways.

Professional Advocate

30 credits

This module is designed for health and social care professionals who have been locally selected to act as professional advocates. The professional advocate role is underpinned by the Advocating-Educating for Quality ImProvement model (NHS, 2017). This model supports health and social care staff to evaluate their working environment through a continuous improvement process and to support individuals to build professional resilience.

The A-EQUIP model works for the people cared for by through supporting staff to act as advocates, facilitating staff to develop through restorative clinical supervision processes and in developing opportunities for quality improvement.

Participants will identify a small quality improvement project which may include undertaking an audit, developing a poster, or presenting at a conference, producing guidelines or introducing ideas for improving staff wellbeing such as identifying ‘safe spaces'. Participants will then write a rationale for their project which can be a reflection, report, or essay.

The academic team offer participants support with their written work and project development through group tutorials and formative assessment. As the Professional Advocate (PA) role is practice and work based, it is expected that the participants will be supported by either a professional advocate in their workplace or line manager to support them in completing the project and negotiating time to participate in the role. Participants will keep a portfolio of evidence to record their activities as PA in their workplace. This portfolio is not marked but is a requirement for module completion along with the e-learning for health (e-lfh) modules.

Respiratory Care for the Acute Setting

15 credits

This module is suitable for nurses and other registered healthcare professionals working with respiratory patients in an acute setting. It is designed to equip students with the knowledge and skills to assess and manage patients with acute respiratory presentations.

Safeguarding Adults at Risk

15 credits

This module has been developed to enable professionals in health and social care settings to develop their knowledge and skills in supporting adults at risk. The introduction of the Care Act 2014 and ‘Making Safeguarding Personal', developed by the Local Government Association and the Association of Directors of Adult Social Services, promotes a cultural shift towards outcome-focused, person-centred approaches in how we support adults at risk. The Care Act 2014 puts safeguarding adults on a statutory footing and sets out the legal responsibilities for all partner agencies across health and social care in supporting adults at risk. Safeguarding Adults Reviews alongside Serious Untoward Incidents within the NHS have identified that practitioners and organisations need to understand their legal roles and responsibilities in relation to safeguarding adults. This module will develop practitioner confidence, enabling them to critically reflect on their practice to ensure it is person-centred, legally literate and informed by current research, legislation and policy. This module will explore key topics in contemporary practice, including working with people who self-neglect, ‘Making Safeguarding Personal', the legal framework for adult safeguarding (which includes but is not limited to the Care Act 2014).

Work based learning (15 credits)

15 credits

This module is designed for registered healthcare practitioners who are undertaking work related projects. This may include clinical audit, producing clinical guidelines, role development, in-service study programmes or other experiential learning. It offers a flexible approach that is primarily for recognition of learning in the clinical environment/employment setting. By formulating a learning agreement between the participant, clinical supervisor/ employer and module leader, a range of work-based activities or related study can be used and presented in a written form for assessment and the award of academic credit.

Work based learning (30 credits)

30 credits

This module is designed for registered healthcare practitioners who are undertaking work related projects. This may include clinical audit, producing clinical guidelines, role development, in-service study programmes or other experiential learning. It offers a flexible approach that is primarily for recognition of learning in the clinical environment/employment setting. By formulating a learning agreement between the participant, clinical supervisor/ employer and module leader, a range of work-based activities or related study can be used and presented in a written form for assessment and the award of academic credit.

Work based learning (60 credits)

60 credits

This module is designed for registered healthcare practitioners who are undertaking work related projects. This may include clinical audit, producing clinical guidelines, role development, in-service study programmes or other experiential learning. It offers a flexible approach that is primarily for recognition of learning in the clinical environment/employment setting. By formulating a learning agreement between the participant, clinical supervisor/ employer and module leader, a range of work-based activities or related study can be used and presented in a written form for assessment and the award of academic credit.

Working with Families, Carers and Significant Others

30 credits

The module is for nurses and other registered healthcare professionals and aims to equip mental health practitioners with an understanding of the theoretical background and research evidence, as well as the clinical skills, to undertake family intervention for psychosis in practice. Applicants must be able to work with at least one family/carer or significant other living with severe and enduring mental illness for the duration of the module. (Bespoke module for organisations.)

 

The information above reflects the currently intended course structure and module details. Updates may be made on an annual basis and revised details will be published through Programme Specifications ahead of each academic year. The regulations governing this course are available on our website. If we have insufficient numbers of students interested in an optional module, this may not be offered.

Entry requirements

Typical offer

Undergraduate honours degree 2:2 or above.

Non-standard applicants may be considered.

Additional requirements

All applicants will: ·

  • hold a recognised professional healthcare qualification and current UK professional registration
  • have a minimum of two years' full-time clinical experience (or part-time equivalent) in health or social care employment, and be working in a practice setting which enables the achievement of the Health Education England (HEE) Multi-professional Advanced Clinical Practice Standards
  • be employed in a senior clinical role (normally Agenda for Change Band 6 or 7)
  • provide written evidence of employer support and opportunity for development into an advanced clinical practitioner role
  • provide self-certification of Good Health and Good Character.

Additional entry criteria may apply to specified modules and will be indicated in the module outlines. 

A minimum Academic IELTS of 7.0 overall with 6.5 in writing and 7.0 in all other elements is required for non-native speakers who have not completed a UK degree/DipHE or who do not have the equivalent of GCSE English at grade 4 (formerly grade C) (e.g. Functional Skills Level 2 Literacy).

Applicants who do not meet the English language requirements could be eligible to join our pre-sessional English language course.

Applicants from a recognised majority English speaking countries (MESCs) do not need to meet these requirements.

Alternative routes

Short course applicants

Applicants may take modules from the programme as free-standing CPD without registering for an award. Short course enrolment leading to an accumulation of 60 (or more) free-standing credits will normally lead to programme enrolment. Applicants must meet programme entry requirements.

Entry with Advanced Standing and Recognition of Prior Learning (RPL)

Applicants may be given credit for prior certificated learning (free-standing credit or interim postgraduate awards) up to the credit values specified below: 

  • 120 credits of the 180 credits required for the MSc. 
  • 75 credits of the 120 credits required for the Postgraduate Diploma.

RPL claims are assessed to ensure prior learning is current (normally credit will have been gained no longer than 5 years prior to enrolment on the course) and matches specific modules in the programme. St George's University of London students who gained credit on the earlier Joint Faculty version of the programmes referred to in this Programme Specification may apply to RPL in both the credits awarded and the grades

Non-standard applications

Non-standard applications may be considered if they meet one of the following: ·

  • Diploma (HE) and free-standing level 6 credit* (minimum 30 credits B grade or above)
  • Third class or ordinary degree which includes a minimum of 30 credits at level 6, B grade or above
  • PGCert or 60 free-standing level 7 credits* without a diploma (HE).

*Free-standing credit normally awarded within the past 5 years.

Teaching and assessment

You will learn through a variety of learning, teaching and assessment strategies which require students to critically analyse, evaluate and reflect on their practice experiences in the workplace. You will have opportunities to discuss the wide range of challenges within healthcare. You will gain practical skills, such as advanced decision making, creative problem solving and critical thinking.

Guided independent study (self-managed time)

When not attending timetabled sessions, you will be expected to continue learning independently through self-study. This typically will involve reading journal articles and books, working on individual and group projects, undertaking and preparing coursework assignments and presentations, and preparing for exams. Your independent learning is supported by a range of excellent facilities including online resources, the library and CANVAS – the online virtual learning platform.

Support for postgraduate students

As a student at Kingston University, we will make sure you have access to appropriate advice regarding your academic development. You will also be able to use the University's support services

Your workload

Contact hours will vary depending on your modules.

How you will be assessed

Assessment methods include module-related assignments, essays, presentations, work-based projects, clinical logs, critical reflections on care, OSCE practical examinations and a 'capstone' research project.

Feedback summary

We aim to provide feedback on assessments within 20 working days.

Your timetable

The structure of the course allows you to continue working while studying. The programme is offered through part-time day release. For the majority of modules, course participation is normally one day per week, using a blended learning approach which combines on-campus teaching days with days of directed learning.

Course fees and funding

2022/23 fees for this course

Home students

In 2022/23 the fees for this course are:

 Fee category Amount
MSc Advanced Clinical Practice (part time: 60 credits per year) £3,245
15-credit individual module £991
30-credit individual module £1,971
60-credit individual module £3,428
Independent / Supplementary Prescribing for Nurses and Midwives (V300)  £2,364

Tuition fee information for future course years

If you start your second year straight after Year 1, you will pay the same fee for both years.

If you take a break before starting your second year, or if you repeat modules from Year 1 in Year 2, the fee for your second year may increase.

Funding

Your employer may offer to sponsor you through your course, providing funding, day-release or guaranteed study leave. Please contact us with any queries.

A self-funded option is also available, however individual modules must be paid in full as a one-off payment via our secure payment portal during online enrolment.

There are opportunities to apply for funding offered by the Florence Nightingale Foundation.

Additional costs

Depending on the programme of study, there may be extra costs that are not covered by tuition fees which students will need to consider when planning their studies. Tuition fees cover the cost of your teaching, assessment and operating University facilities such as the library, access to shared IT equipment and other support services. Accommodation and living costs are not included in our fees. 

Where a course has additional expenses, we make every effort to highlight them. These may include optional field trips, materials (e.g. art, design, engineering), security checks such as DBS, uniforms, specialist clothing or professional memberships.

Textbooks

Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment. You may prefer to buy your own copy of key textbooks, this can cost between £50 and £250 per year.

Computer equipment

There are open-access networked computers available across the University, plus laptops available to loan. You may find it useful to have your own PC, laptop or tablet which you can use around campus and in halls of residence. Free WiFi is available on each of the campuses. You may wish to purchase your own computer, which can cost from £100 to £3,000 depending on your course requirements.

Photocopying and printing

In the majority of cases written coursework can be submitted online. There may be instances when you will be required to submit work in a printed format. Printing, binding and photocopying costs are not included in your tuition fees, this may cost up to £100 per year.

Travel

Travel costs are not included in your tuition fees but we do have a free intersite bus service which links the campuses, Surbiton train station, Kingston upon Thames train station, Norbiton train station and halls of residence.

Facilities

There is a range of facilities available that will help you during your course including clinical teaching facilities, computing facilities including a range of software applications, plus free email and internet access and a dedicated Graduate Centre on each Kingston University campus, providing seminar rooms, computing facilities and social spaces.

You can also access libraries at the libraries at each of the Kingston University campuses - offering online database subscriptions, resource materials, PC clusters and a wireless network for laptop use, as well as subject libraries.

After you graduate

This course will help you:

  • Move into an advanced practice role.
  • Improve your ability to manage others
  • Lead changes and improvements into practice
  • Develop credibility in your area of clinical expertise
  • Gain confidence and advanced communication skills in the workplace
  • Present at conferences
  • Write for publication

Research areas

Many of our staff in the Faculty of Health, Social Care and Education are research active, often in partnership with NHS trusts. This ensures they are in touch with the latest thinking and bring best practice to your studies.

Research themes and programmes include:

  • Children and families
  • Midwifery;
  • Emergency and critical care;
  • Healthcare education;
  • Integrative and collaborative working.
  • Health and social care for people with long term conditions and their family carers - research that informs policy and practice to support people with long term conditions;
  • Innovation and development in the healthcare workforces and organisation - addressing a broad range of workforce questions, including how best to educate and train people for their current and future work in health and social care.

Find out about research in the Faculty of Health, Social Care and Education.