If you are a senior clinician or health care professional, the
MSc Advanced Practitioner course will give you the advanced
theoretical and clinical expertise you need to take your career to
the highest level and meet the ever-changing needs and challenges
of modern practice. As an experienced nurse, midwife, AHP or
radiographer, you must have the most up to date skills and
knowledge relevant to your own specific interests. Changes in
health care mean you now also need to have a more dynamic,
multidisciplinary understanding of all areas of practice – giving
you both generic and specialist expertise. This will ensure you can
provide the best and most appropriate health care to your
patients.
We use a broad, multidisciplinary approach to ensure that what you
learn is both relevant to your own interests as well as the demands
of modern health care. You will also meet regularly with students
from other schools within our Faculty of Health. This
interprofessional philosophy encourages good communication and a
greater understanding of different roles within the medical
profession.
Course Organiser:Mrs. Janice Mooney
- Undergraduate
- Postgraduate
- Postgraduate Taught Degrees
- Postgraduate Research Degrees
- Science Research Projects
- Apply
- Fees & Funding
- Request a prospectus
- Open Days
- International Students
- International Preparatory Courses
- Study Abroad
- Information for New Students
- myUEA
Entry Requirements Degree Subject: A degree, carrying with it a
qualification in a health care profession Degree Classification:
2.2 or above Alternative Qualifications: State registration with a
recognised health profession council together with appropriate
professional experience Special Entry Requirements: A suitable
mentor for clinical assessment (where required) must be identified
prior to the commencement of the course Entry Requirement
A degree carrying with it a qualification in a health care
profession or State registration with a recognised health
professions council together with appropriate professional
experience. Students need support from their employing organisation
(on completion of a Memorandum of Understanding).
Students for whom English is a Foreign language
We welcome applications from students whose first language is
not English or those whose degree was not taught in English. To
ensure such students benefit fully from postgraduate study, we
require evidence of proficiency in English. We also will require a
certain standard to be achieved on the written element of the test.
Our usual entry requirements are as follows:
- IELTS: 7.0 (minimum 7.0 in all component)
- TOEFL: Internet-based score of 98 (minimum 22 in all components
and 23 in speaking)
- PTE: 70 (minimum 70 in all components)
All scores must be less than two years old.
Compulsory Study (120 credits)
Students must study the following modules for 120
credits:
Name Code Credits CLINICAL ASSESSMENT NSC-M20F 20 This module aims
to: * prepare the student to manage complex clinical conditions
using scientific and contemporary clinical knowledge; * prepare the
student to practice safely and effectively; * facilitate the
development of advanced skills in the fields of physical assessment
and examination skills; * support the development of practitioners
who will advance the boundaries of clinical practice; * provide
in-depth knowledge and understanding of the principles of
assessment, the process of diagnosis, differential diagnosis, red
flags and appropriate planning of care; * facilitate the
interpretation of routine laboratory investigations and to
facilitate the development of critical understanding of risk
assessment strategies; * support critical awareness and
acknowledgement of the student's limitations and boundaries whilst
demonstrating knowledge and understanding of the contribution of
other professionals and agencies. INTRODUCTION TO RESEARCH METHODS
MED-M31D 20 The purpose of this module is to provide students with
a broad introduction to the methods used in Health Science
Research. . The skills to be developed include being able to 1:
recognise basic quantitative and qualitative research designs 2:
recognise different data collection techniques 3: acquire a basic
understanding of both statistical analysis and qualitative
analysis; 4: critically appraise of the research literature.
PATHOPHYSIOLOGY: A NATURE-NURTURE APPROACH NSC-M21E 20 This module
utilises the scientific knowledge base of the human genomic and
proteonomic projects to understand the basis of clinical knowledge.
It provides a nature-nurture template to the understanding of a
person's position on the health/illness continuum. The template is
used to deepen the practitioner's understanding of the principles
of the healthcare process. The module aims to facilitate the
development of a practitioner who: * is critically aware of the
limitations in providing 'holistic' care based upon contemporary
scientific and clinical knowledge base; * can articulate and
provide written evidence which demonstrates the ability to
appraise, critically, academic material/literature in an
intelligent and original way; * can synthesise ideas and
demonstrate knowedge base, which explores the boundaries of current
thinking; * can hypothesise future advances in healthcare. RESEARCH
DISSERTATION NSC-M10X 60 This module is aimed at illustrating the
depth of knowledge developed through the whole of the MSc and
giving students practical experience in conducting research. All
students will be encouraged to consider their dissertation work for
publication either through the University or in refereed academic
journals. Option A Study (20 credits)
Students will select 20 credits from the following
modules:
Name Code Credits LONG TERM CONDITIONS NSC-M14D 20 This module aims
to support practitioners in promoting person-centered care for the
patient with a long-term condition and explore emerging models of
service provision for the patient with a long-term condition; to
provide opportunities for enhanced collaboration between services
in the heath and social care sectors, also across primary,
secondary and tertiary care; to facilitate enhanced understanding
of the psychosocial experience of long-term conditions for the
patient and their carers; to explore inequalities in health and
public health/ health promotion strategies related to long-term
conditions and to support the development of leadership and service
development for patients with long-term conditions. WORK BASED
LEARNING NSC-M18D 20 This work based learning will facilitate the
development of clinical practice through integrated learning. The
student will seek, use evidence and knowledge of decision making
and clinical practice for the development of advanced clinical
practice in their own field. The student may initiate a change in
practice, or develop an aspect of their practice whilst undertaking
this module. They will need to identify these aspects of practice
before the commencement of the module. Parameters for study will in
most cases need to be negotiated by the student, together with
their employer and academic adviser. Option B Study (20 credits)
Students will select 20 credits from the following
modules:
Name Code Credits FURTHER QUALITATIVE RESEARCH METHODS MED-M33E 20
The purpose of this module is to build on the coverage of
qualitative methods and critical appraisal skills that were
introduced and described in the Introduction to Research Methods
module. The skills to be developed further include being able to 1:
gain further knowledge of the conduct of qualitative studies 2:
negotiate and acquire the practical skills needed in the planning
and design, the data collection, the data analysis, and the data
interpretation of a qualitative study. FURTHER QUANTITATIVE
RESEARCH METHODS MED-M32E 20 The purpose of this module is to build
on the coverage of quantitative methods and critical appraisal
skills that were introduced and described in the Introduction to
Research Methods module. The skills to be developed further include
being able to 1: add depth to the basic knowledge already acquired
in that module on measurement, survey instruments, trial design and
statistics, 2: begin to acquire a basic understand of the concept
of systematic reviews and meta analysis. Option C Study (20
credits)
Students will select 20 credits from the following
modules:
Name Code Credits Advanced Communication Skills NSC-M22F 20 The
importance of communication skills as the cornerstone of care has
been reinforced by the development of the Connected Advanced
Communication skills Training Programme. Originally designed by
subject leaders in response to the NHS Cancer Plan (2000) and NICE
guidance ‘Improving Supportive and Palliative Care for Adults with
Cancer’ (2004). The Connected three day programme forms the centre
piece of the experiential component of this module. By the end of
the unit of study the student will be able to: • Critically analyse
and evaluate the range of barriers, including own professional
behaviour, known to inhibit effective communication within a health
and social care setting. • Demonstrate, describe in depth and
analyse the specific skills required to facilitate expression of
the patients and carers perspective. • Critically evaluate the
potential benefits of using a recognised structure and systematic
approach to assessing patients/clients needs. • Demonstrate both
knowledge and understanding of how the Calgary Cambridge framework
as a recognised structure (see appendix 1) can be developed and
used in practice settings • Demonstrate expertise in empowering
patients/clients to be active participants in their care, promoting
holistic change (cognitive, affective and behavioural) and
adjustment, recovery and growth. • Critically analyse and evaluate
current research and evidence in relation to the importance of
effective communication within health and social care. Demonstrate
an awareness of how to disseminate findings from the literature and
apply to practice. • Critically evaluate the effects of both
disease and illness on the patient, their families/carers and on
the practitioner-patient relationship Demonstrate a comprehensive
understanding of the complexities and challenges of communication
and the particular strategies that may overcome them. • Demonstrate
in-depth knowledge of the specific information giving skills which
increase patient/client satisfaction, maximise recall &promote
concordance. HEALTH CARE LAW AND ETHICS NSC-M28F 20 Health care law
and ethics is now part of the pre-registration curricula in
nursing, medicine and in allied health professions, so it is also
important to update the knowledge of those professionals who were
not given this opportunity in their original training programme.
The interrelationship between health care law and health care
ethics provides breadth and depth to the taught component and
reflects the required multi faceted approach to complex issues
encountered daily in practice. Subject areas covered: • Overview of
health care law in relation to the law generally. • Overview of
health care ethics. Theories, principles, frameworks, models, the
language and history of health care ethics. • Medical Negligence
and the Standard of Care. • Regulation of health professionals –
law and ethics • Paternalism versus autonomy – law and ethics •
Confidentiality and Data Protection – law and ethics • Consent to
treatment and research – law and ethics • Legal and ethical issues
at the beginning and end of life. • The law relating to children
including child protection issues • Human Rights • Organ and tissue
donation and transplantation - law and ethics. • Ethical and legal
issues in resource allocation in health care • Ethical concept of
personhood • Ethical Issues in Health Promotion • Legal and Ethical
Issues in Reporting Concerns in Practice – whistle blowing, public
interest disclosure. • Ethical decision-making in practice. •
Ethical and emotional issues in practice – the work and role of
clinical ethics committees. • Clinical governance – law and ethics.
INDEPENDENT AND SUPPLEMENTARY PRESCRIBING NSC-M16F 40 This module
will prepare non-medical practitioners to meet the competencies for
Independent and Supplementary Prescribing as laid down by the
Nursing and Midwifery Council (NMC) and RPSGB. The programme will
comprise 26 theory days and 12 supervised practice days - NMC 2006.
Once students have completed the programme they will be expected to
maintain their prescribing competence according to the requirements
of their professional body. LEADERSHIP AND MANAGEMENT IN PRACTICE
AHP-M45F 20 Overview The learning outcomes for the course have been
developed to enable the students to extend and integrate their
knowledge and practical skills of leadership within the heath care
sector to an advance level. The learning outcomes are mapped
against the Leadership framework within the NHS Knowledge and
Skills framework (October 2004) which is used by NHS staff to
review and develop their career progression and the national
Leadership Qualities Framework (LQF). Objectives • To provide
education on leadership and management skills for health
professionals who are involved in the care of patients during their
rehabilitation phase. • To encourage interdisciplinary learning and
provide a multidisciplinary educational programme. • To enable
clinicians to critically analyse complex problems and issues within
practice related to policy, planning and leadership. • To develop
personal leadership skills including problem solving and the
development of service improvement packages through evidence based
practice. Learning outcomes At the end of the module the student
will be able to; • Demonstrate the ability to critically evaluate
and discuss complex leadership, management and organisational
issues in healthcare relevant to their own organisation and the
influence of these on quality and performance to employees, service
users and stakeholders. • Critically appraise their leadership and
management qualities and capability and develop these skills
required for professional success within the healthcare sector. •
Respond to changing situations using appropriate and effective
personal leadership styles to manage risk, protect staff, service
users and stakeholders. • Critically examine the underlying
theories, concepts, nature and approaches to team work and apply
knowledge of relevant team work skills to work situations. •
Critically examine the meaning, nature and source of organisational
development, culture, conflict and change. • Develop appropriate
strategies for managing organisational conflict and change that
improves quality in practice performance related to employees,
service users and stakeholders. • Apply critical evaluation skills
to assess risk associated with aspects of management and leadership
related to change. • Develop, articulate and disseminate a service
improvement plan of new and innovative methods and practices which
improves quality of healthcare though evidence based practice.
Medical Newborn Examination NSC-M25D 20 The aim of this module is
to prepare midwives and neonatal nurses to undertake the medical
examination of the newborn infant. A paediatrician or neonatal
nurse practitioner usually performs the medical assessment during
the first 24 hours of birth and/or after the baby is transferred
home. The 'medical assessment' refers to the examination of the
eyes, heart, lungs, abdomen, hips and the neurological reflexes. By
the end of the module the student should be able to: 1 Demonstrate
a systematic understanding of the maternal health and family
history, antenatal, labour and the perinatal influences which may
impact on the health of the newborn (Domain 1, 2; KSF: C1; level 4;
C2 level 4; C4 level 4; C5 level 4; C6 level 4; HWB2 level 4; HWB4
level 4; HWB6 level 4; IK1 level 4; IK2 level 4.) 2 Critically
appraise research and other literature in the evidence base of this
specialist area of midwifery/neonatal nursing practice (Domain 8;
KSF: C2 level 4;C4 level 4; HWB1 level 4; HWB 4 level 4; IK1 level
3; IK2 level 4; IK3 level 4) 3 Demonstrate comprehensive
understanding of care which applies specialist knowledge, skills
and expertise of inspection, palpation and auscultation in
relationship to the assessment of the newborn (Domain 2, 4; KSF: C1
– C6 level 4;; HWB1 - 8 level 4;) 4 Critically evaluate all aspects
related to the assessment of the normal newborn including detection
of abnormalities (Domain 2; KSF: C1; level 4; C2 level 4; C4 level
4; C5 level 4; C6 level 4; HWB1 - 7 level 4;; IK1 level 3; IK2
level 4; G1 level 3; G2 level 4) 5 Critically evaluate effective
communication skills with parents within a multi-cultural society,
health care professionals and other agencies involved with the care
of the neonate (Domain 1, 4, 6; KSF: C1; level 4; C2 level 4; C4
level 4; C5 level 4; C6 level 4; HWB2 level 4; HWB4 level 4; HWB6
level 4; IK1 level 3; IK2 level 4; IK3 level 4) 6 Identify and
demonstrate critical awareness of the legal and ethical issues
associated with the neuro-behavioural physiological assessment of
the newborn, which may impact on the role of the individual
practitioner (Domain 6; KSF: C2 level 4; G1 Level 3; G2 level 4;
IK1 level 4; IK2 level 4; IK3 level 4) 7 Evaluate critically the
midwife’s/neonatal nurses changing role in relationship to the
holistic assessment of the newborn (Domain 5; KSF: C1; level 4; C2
level 4; C4 level 4; C5 level 4; HWB1 level 4; HWB4 level 4; HWB6
level 4; IK1 level 4; IK2 level 4; IK3 level 4; G1 Level 3; G2
level 4) Medicines management in Mental Health Care NSC-M27F 20
This module provides the required preparation and access for a
mental health practitioner undertaking the Independent and
Supplementary Prescribing for Nurses, Midwives and Pharmacists at M
level (Level 4), but may also be taken by students undertaking the
MSc Mental Health programme who are not intending to undertake
prescribing, but whose patient care and its safety and
effectiveness would be enhanced by an in-depth knowledge of
medicines and their management in mental health. The module will
help you to promote safer and more effective medicines management,
drawing on current research related to service user perspectives
and approaches to enhance concordance and medication adherence. The
teaching team includes active researchers and prescribing
practitioners as well as expert pharmacists. The module can be
taken on a free-standing basis. • Promoting evidence-based practice
to support concordance and empowerment of clients including using
motivational interviewing techniques • Enhancing the effectiveness
of medicines management • The national and local policy and legal
context and guidelines; with specific reference to local policy,
use of PGDs and protocols and the law relating to prescribing,
supply and administration of medicines in relation to the MHA and
compulsory detention • Physiology related to the nervous system and
cell biology and the specific pharmacokinetics and pharmacodynamics
of drugs commonly used in mental health. • Mental health content
focused on the pharmacology and management of medication for people
with: schizophrenia, depression, bipolar disorder, , anxiety
disorders including post-traumatic disorder, sleep disorders etc. •
Medications and Older People including dementing illnesses and the
use of anticholinergics • Service user perspectives including the
use of Advanced Directives • Pharmacovigilance, patient safety and
medicines reconciliation WORK BASED LEARNING NSC-M18F 20 This work
based learning will facilitate the development of clinical practice
through integrated learning. The student will seek, use evidence
and knowledge of decision making and clinical practice for the
development of advanced clinical practice in their own field. The
student may initiate a change in practice, or develop an aspect of
their practice whilst undertaking this module. They will need to
identify these aspects of practice before the commencement of the
unit. Parameters for study will in most cases need to be negotiated
by the student, together with their employer and academic adviser.
Disclaimer
Whilst the University will make every effort to offer the
modules listed, changes may sometimes be made arising from the
annual monitoring, review and update of modules and regular
(five-yearly) review of course programmes. Where this activity
leads to significant (but not minor) changes to programmes and
their constituent modules, there will normally be prior
consultation of students and others. It is also possible that the
University may not be able to offer a module for reasons outside of
its control, such as the illness of a member of staff or sabbatical
leave. Where this is the case, the University will endeavour to
inform students.
Fees and Funding
Fees for students starting in the academic year 2013/14
will be:
- UK/EU Students: £6,800
- International Students: £15,525
International applicants from outside the EU may need to pay a
deposit.
For those applying under the SHA contract, contract prices will
apply.
