Everything you need to know...
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What is the fee?
Home: £10,940 for the course
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How long will I study?
3 Years
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Where will I study?
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When do I start?
September 2026
January 2027
April 2027
Course summary
- Study clinical skills, professional development and research.
- Explore service development, education, leadership and management.
- Develop your professional practice, building on your current expertise.
- Gain credit towards a postgraduate certificate, diploma or masters in Advanced Professional Development.
Continuing professional development is a key requirement of health and social care professionals. This flexible course allows you to tailor your studies according to your own development needs, helping you to progress to more advanced or specialist roles.
Please be advised that the MSc Advancing Professional Practice is not a programme that is aligned to the multi professional advanced practice framework. Sheffield Hallam University already has accreditation for the MSc Advanced Clinical Practice and the Degree Apprenticeship MSc Advanced Clinical Practice. The university is also now in the process of applying for accreditation for the speciality specific programmes in radiotherapy and oncology and MSK. Please follow the embedded links if this is a requirement.
Student satisfaction
This course scored 100% for overall student satisfaction in the Postgraduate Taught Student Satisfaction Survey 2025.
How you learn
You learn through
- distance learning
- block and day study
The full MSc (180 credits) is achieved by studying the two mandatory modules – the Dissertation (60 credits) and Researching for Practice (15 credits).
You’ll gain the remaining credit you need through your own individual module choices – with a wide range of modules available to support your personal development. You’ll be supported in your choices by a course tutor, underpinned by guidance on the pillars of advanced practice.
Alternatively you can finish the course earlier for a postgraduate certificate (60 credits) or postgraduate diploma (120 credits).
Applied learning
The flexible pathway of modular study means you can choose how and when you study – depending on your needs. So you can tailor the course to meet your personal and workplace goals.
Find out more about the advancing professional practice framework of modules by visiting our continuing professional development website.
Course leaders and tutors
Modules studied may differ depending on when you start your course.
Modules
Important notice: The structure of this course is periodically reviewed and enhanced to provide the best possible learning experience for our students and ensure ongoing compliance with any professional, statutory and regulatory body standards. Module structure, content, delivery and assessment may change, but we expect the focus of the course and the learning outcomes to remain as described above. Following any changes, updated module information will be published on this page.
Modules studied may differ depending on when you start your course.
Year 1
Elective modules
To enable you to advance your knowledge and understanding of high priority areas in practice, and develop your problem based learning skills, as a means of developing in-depth insights into given problems/issues in practice.
To facilitate your evaluation of local practice and identification of a specific area of care/practice that could be improved and/or further developed.
To develop your knowledge and skills regarding service improvement and developing a project proposal for change/development.
INDICATIVE CONTENT
High priority areas of relevance to current practice (possible examples listed below) will be covered:
o Sexual and erectile dysfunction
o Urinary dysfunction
o Radiation-Induced Pelvic Inflammatory Disease / bowel effects
o Psychological care and support
o Advanced/metastatic prostate cancer
o Support for living with and beyond prostate cancer and its treatment
o Care and support for Black men
o Care and support for men affected by hereditary prostate cancer
o Care and support of Gay and Bisexual men and trans-women affected by prostate cancer
o Identification of men at risk of developing/having aggressive disease
Learning resources on the following (examples) will also be provided:
- Service improvement (relevant guidance and documentation)
- Service development, evaluation and audit
- Outcome measures
- Problem based learning/analysis
- Project planning
- Stakeholder/service user involvement
For those studying on the apprenticeship route, the following KSB’s will be met through study of this module
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You will be able to: |
You will know and understand: |
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Knowledge |
Assess own learning needs and engage in self-directed learning to maximise potential to lead and transform care and services
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Your role, responsibility and motivation to manage your own learning; the range of tools and techniques that can be used to direct own learning, set goals and evaluate learning
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To provide practitioners working in health and social care settings, with a structured programme of study that will facilitate critical reflection on the application of advanced communication skills and develop insight into present and future practice.
INDICATIVE CONTENT
Self awareness
Support for professional carers
Advanced communication skills
Theories of communication
Client assessment
Structure for assessment interview
Levels of psychological interaction
Responding to challenging situations
Sharing significant information
Boundaries and ethics of therapeutic relationships
Clinical Supervision
Continuing professional development
This module will provide you with the skills to use autonomous clinical reasoning when applying evidence based, holistic and systematic approaches to history taking and physical examination to achieve diagnostic accuracy and devise appropriate care plans.
INDICATIVE CONTENT
A holistic assessment and patient centred approach to clinical reasoning, differential diagnosis and safety netting.
Comprehensive health history taking and Problem focused history taking
Oral case presentation technique.
Physical examination and interpretation of findings of the following systems :
Head and neck including lymphatics and thyroid , Eye examination and Examination of the ears.
Neurological system: including cranial nerve and neuromotor/sensory examination
Cardiovascular and peripheral vascular systems
Respiratory system
Examination of the Abdomen
Examination of the musculoskeletal system
Examination of the skin
Mental health assessment
The History taking skills and physical assessment skills will be brought together to enable the formation of differential diagnosis of patient problems.
For those studying on the apprenticeship route, the following KSB’s will be met through study of this module
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You will be able to: |
You will know and understand: |
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Knowledge |
4.4 Critically appraise and synthesise the outcomes of research, evaluation and audit; apply this within your own and others’ practice; act as a bridge between clinical and research practice; promote the use of evidence-based standards, policies and clinical guidelines |
4.4 Critical appraisal techniques and how to apply new knowledge effectively to own and others’ clinical practice; the importance of integrating research into clinical practice; the range of evidence-based standards, policies and clinical guidelines which apply to own and others’ practice |
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Skills |
1.1 Practise with a high level of autonomy and be accountable for your decisions and omissions; work in line with your code of professional conduct, professional standards and scope of practice |
1.1 Local, national policies and procedures within your scope of practice, the professional and regulatory codes of conduct relevant to your advanced clinical practice; the importance of working within boundaries of practice; the range of physical, psychological, pharmacological, diagnostic and therapeutic interventions within your scope of practice |
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1.2 Assess individuals and families using person-centred approaches and a range of assessment methods, for example including history taking, holistic examination, requesting and interpreting diagnostic tests or conducting health and care needs assessments |
1.2 The range of physical, psychological and population based assessment methods used within your area of practice and the application of pathophysiology to underpin assessment and diagnosis |
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1.3 Use multi-agency and inter-professional resources, critical thinking, independent decision-making skills, problem solving skills and professional judgement to formulate and act on potential diagnoses |
1.3 The causes, signs, symptoms and impact of physical and mental health conditions within your scope of practice; how to draw on a diverse range of knowledge and critical thinking in your decision-making to determine evidence- based therapeutic interventions |
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1.5 Use expertise in clinical reasoning to plan and manage day to day, complex and unpredictable episodes of care; evaluate events to improve future care and service delivery; discharge or refer appropriately to other services |
1.5 How to plan and manage a defined episode of care within your area of clinical practice, which may include admission, referral or discharge, to other services; methods and techniques to evaluate interventions and how to use the outcomes to instigate service development |
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Behaviour |
3.6 Establish and exercise your individual scope of practice within legal, ethical, professional and organisational policies, procedures and codes of conduct to manage risk and enhance the care experience |
3.6 The range of legal, ethical, professional and organisational policies, procedures and codes of conduct that apply to your practice |
To provide you with the opportunity to critically analyse and create new insights into your role as educator in the work place in relation to the professional construction, delivery and evaluation of educational provision.
INDICATIVE CONTENT
• Role of the health care educator (including personal, professional responsibilities, supporting, learners and peers)
• Context of health care education and learning culture
• Application of critical thinking and reflection in and on practice
• Critical and considered use of appropriate research, literature and evidence to support educational underpinning.
• Self as change agent as work place educator
• Strategic and policy imperatives in curriculum design and development.
• Quality enhancement (including professional and academic standards) and ethical conduct
• Collaborative working across professional and organisational boundaries.
• Learning communities, networking, and support for the health care educator role.
• Continuing Professional Development for healthcare educators, engagement with the HEA UKPSF and other professional body requirements and appropriate.
• Empowerment
To provide you with the opportunity to critically analyse and create new insights into your role as educator in the work place in relation to the professional construction, delivery and evaluation of educational provision.
INDICATIVE CONTENT
• Role of the health care educator (including personal, professional responsibilities, supporting, learners and peers)
• Context of health care education and learning culture
• Application of critical thinking and reflection in and on practice
• Critical and considered use of appropriate research, literature and evidence to support educational underpinning.
• Self as change agent as work place educator
• Strategic and policy imperatives in curriculum design and development.
• Quality enhancement (including professional and academic standards) and ethical conduct
• Collaborative working across professional and organisational boundaries.
• Learning communities, networking, and support for the health care educator role.
• Continuing Professional Development for healthcare educators, engagement with the HEA UKPSF and other professional body requirements and appropriate.
• Empowerment
The aim of this module is to facilitate advanced understanding of CNS function, damage and recovery through which you will develop advanced clinical reasoning and interventions.
INDICATIVE CONTENT
Central Nervous System function
- Examples may include:
- Hierarchical motor control
- Dynamic systems model of motor control
- Systems model of motor control
- Neuroplasticity and motor learning
Neurological impairments
- Examples may include:
- Neuroplasticity following neurological lesion
- Low tone and weakness
- Interpreting MRI and CT scans
- Increased tone
- Verticality problems and neglect
- Ataxia
- Dyspraxia
- Theories of locomotion
Advanced clinical skill for the assessment and treatment of people with neurological lesion
- Approaches to Neurological Rehabilitation
- Applied movement analysis
- Treatment of the hand
- Treatment of the foot
- Treatment of trunk, head and neck
There is a strong focus on clinical application within the module as it is important that your learning has a direct impact on your practice. Once the taught element of the module is complete you will be required to identify key learning/development objectives that you wish to go on to develop within your future clinical practice.
If you are undertaking the programme as a part time student working as a Physiotherapist you will need to discuss how you plan to apply the learning within your own practice. You will be expected to identify specific learning objectives and opportunities in order to critically discuss your learning from the module and develop further practical / clinical skills.
Your learning and reflections around clinical application are key to your on-going development and will feed into the assessment task for the module
Sharing experiences underpins the ethos of the course. You will therefore be expected to engage in activities to share from your own learning e.g. from clinical and service contexts. This may either be in the form of a conference-style presentation on-campus, or online presentations and web discussions. This acts to expand your learning experiences providing greater insight into the range of contexts in which physiotherapists practice as well as developing your presentation skills.
The aim of this module is to facilitate advanced understanding of CNS function, damage and recovery through which you will develop advanced clinical reasoning and interventions.
INDICATIVE CONTENT
Central Nervous System function
- Examples may include:
- Hierarchical motor control
- Dynamic systems model of motor control
- Systems model of motor control
- Neuroplasticity and motor learning
Neurological impairments
- Examples may include:
- Neuroplasticity following neurological lesion
- Low tone and weakness
- Interpreting MRI and CT scans
- Increased tone
- Verticality problems and neglect
- Ataxia
- Dyspraxia
- Theories of locomotion
Advanced clinical skill for the assessment and treatment of people with neurological lesion
- Approaches to Neurological Rehabilitation
- Applied movement analysis
- Treatment of the hand
- Treatment of the foot
- Treatment of trunk, head and neck
There is a strong focus on clinical application within the module as it is important that your learning has a direct impact on your practice. Once the taught element of the module is complete you will be required to identify key learning/development objectives that you wish to develop within your clinical practice; you will be allocated a specific module tutor to discuss and agree how you plan to apply your learning within your own practice. You will be expected to identify specific learning objectives and opportunities in order to embed your learning from the module and develop further practical / clinical skills.
Your learning and reflections from the clinical application are key to your on-going development and will feed into the assessment task for the module
The VLE will be used throughout the module to introduce the content, structure and assessment strategy of the module. In addition, the VLE will be used as an interactive working environment in support of the module to facilitate collaborative and group working and to facilitate learning activities; provide links to internal and external learning resources The Blackboard site for the module will be used for all the above points as a means of facilitating student learning and communication.
To provide students with the knowledge to undertake their role as Best Interests Assessors in the implementation of the Deprivation of Liberty Safeguards.
The aim of this module is to develop your role as interprofessional educators and facilitators. This will enable you to enhance the personal and professional development of the learners in your work place allowing them to make a positive contribution to the delivery of high quality care.
INDICATIVE CONTENT
IPE theory, educational theories, sociological theories concerning professional boundaries and identities.
Policy and strategic imperatives driving modern health care education
Theories of coaching, mentoring and facilitation
Conflict resolution theories
The aim of this module is to develop your role as interprofessional educators and facilitators. This will enable you to enhance the personal and professional development of the learners in your work place allowing them to make a positive contribution to the delivery of high quality care.
INDICATIVE CONTENT
IPE theory, educational theories, sociological theories concerning professional boundaries and identities.
Policy and strategic imperatives driving modern health care education
Theories of coaching, mentoring and facilitation
Conflict resolution theories
The aim of this module is to develop specialist knowledge and skills to implement prehabilitation and rehabilitation interventions across the pathway to help patients living with cancer manage side effects from cancer treatments. The module will develop specialist knowledge and skills to implement prehabilitation screening, assessment and rehabilitation interventions utilising a range of evidence-based practice and evaluation tools.
Final year
Compulsory modules
This module will enable you to develop a proposal and plan and conduct an in depth investigation of a topic that contributes to your professional practice. This will take the format of a critical literature review or service evaluation. It provides the opportunity to apply an understanding of research methods to the investigation and allows you to demonstrate your ability to work with relative autonomy in undertaking a sustained, in-depth piece of independent learning. It will also support the dissemination of findings to your professional community.
- Proposal development
- Ethics and research governance
- Project planning
- Data Management
- Dissemination opportunities
This module will enable you to develop a proposal and then plan and conduct an in-depth investigation of a topic that contributes to professional practice. It provides the opportunity to apply an understanding of research methods to the investigation and allows you to demonstrate your ability to work with relative autonomy in undertaking a sustained, in-depth piece of independent learning. It promotes the dissemination of findings to your professional community.
INDICATIVE CONTENT
This module is essentially an individual, self-directed piece of work the contents of which will be specific to your professional area and interests. You will be expected to demonstrate a knowledge base relevant to the topic of interest as well as knowledge and understanding of appropriate research methods.
Students must submit a proposal for approval and this is a mandatory element of this module. You will be advised and supported through the proposal stage and necessary internal and external ethical and scientific approval processes. Approval from the reviewers on behalf of the Faculty Research Ethics Committee is essential before students can progress with their study.
You will be advised about the necessity of obtaining SHU ethical and scientific approval for your project. This and other ethical approvals outside of SHU e.g. NHS will be supported.
The module aims to provide you with an introduction to research design and methods relevant to an applied area of investigation. It will enable you to consider factors that will impact on future planning and management of their investigation.
INDICATIVE CONTENT
- Identifying a research question
- Research methods to support quantitative and qualitative research
- Research ethics
- Literature based studies
- Service evaluation - design and methods
- Project planning and management
For those studying on the apprenticeship route, the following KSB’s will be met through study of this module
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You will be able to: |
You will know and understand: |
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Knowledge |
2.2 Assess own learning needs and engage in self-directed learning to maximise potential to lead and transform care and services |
2.2 Your role, responsibility and motivation to manage your own learning; the range of tools and techniques that can be used to direct own learning, set goals and evaluate learning |
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4.2 Evaluate and audit your own and others’ clinical practice and act on the findings |
4.2 The range of valid and reliable evaluation and audit methods used in clinical practice |
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4.3 Alert individuals and organisations to gaps in evidence; initiate and/or lead evidence-based activity that aims to enhance clinical practice and contribute to the evidence base; support others to develop their research capability |
4.3 The range of quantitative and qualitative research methodologies relevant for use in health and social care; the roles and responsibilities of those involved in research; the range of legal, ethical, professional, financial and organisational policies and procedures that will apply to your research activities; the importance and impact of research on advancing clinical practices |
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4.4 Critically appraise and synthesise the outcomes of research, evaluation and audit; apply this within your own and others’ practice; act as a bridge between clinical and research practice; promote the use of evidence-based standards, policies and clinical guidelines |
4.4 Critical appraisal techniques and how to apply new knowledge effectively to own and others’ clinical practice; the importance of integrating research into clinical practice; the range of evidence-based standards, policies and clinical guidelines which apply to own and others’ practice |
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4.5 Develop and implement robust governance systems and systematic documentation processes |
4.5 The importance of effective governance systems and methods that can be used to ensure systematic documentation is in place |
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4.6 Disseminate your work through appropriate media to further advance clinical practices. |
4.6 The value of disseminating research to advance clinical practice, enhancing the quality, safety, productivity and value for money of health and care; how to select and use media appropriately to optimise research impact. |
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Skills |
1.1 Practise with a high level of autonomy and be accountable for your decisions and omissions; work in line with your code of professional conduct, professional standards and scope of practice |
1.1 Local, national policies and procedures within your scope of practice, the professional and regulatory codes of conduct relevant to your advanced clinical practice; the importance of working within boundaries of practice; the range of physical, psychological, pharmacological, diagnostic and therapeutic interventions within your scope of practice |
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Behaviour |
3.6 Establish and exercise your individual scope of practice within legal, ethical, professional and organisational policies, procedures and codes of conduct to manage risk and enhance the care experience |
3.6 The range of legal, ethical, professional and organisational policies, procedures and codes of conduct that apply to your practice |
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3.7 Identify and manage risk in own and others’ clinical practice; be receptive to challenge and demonstrate the ability to challenge others. |
3.7 The range of evidence-based strategies to manage risk in clinical practice. |
Future careers
You’re able to tailor your learning towards your specific career aspirations. We’ll support the development of your clinical, professional and personal skills towards specialist or advanced practice roles.
Equipment and facilities
We’ve invested over £100m in new facilities to help you study how and when you want. This means 24-hour libraries and study spaces designed by our students.
Where will I study?
You study at Collegiate Campus through a structured mix of lectures, seminars and practical sessions as well as access to digital and online resources to support your learning.
Collegiate campus
Collegiate Campus can be found just off Ecclesall Road, a bustling student district.
Collegiate Campus map | Campus facilities
Collegiate library
Collegiate Library can be found just off Ecclesall Road. It's open 24 hours a day, every day.
Learn moreEntry requirements
All students
Entry requirements depend on your module choice. Normally you need a first degree or equivalent. You may also be able to claim credit points which can reduce the amount of time it takes to complete your qualification at Sheffield Hallam. Find out more
Some modules may require previous clinical or management experience.
If English is not your first language you will need an IELTS score of 6.5 overall and a minimum of 5.5 in all skills, or a recognised equivalent.
Additional information for EU/International students
This course is not open to international students who require a student visa to study in the UK. If you are an international applicant but do not require a student visa, email our Admissions Team to find out whether you’re eligible to apply.
Fees and funding
Home students
Our tuition fee for UK students starting part-time study in 2026/27 is £10,940 for the course. The tuition fee displayed above is for the full course. If the full course is more than one year in duration, the fee will be divided into annual payments which will then be rounded. This may mean the total fee you pay is slightly higher than the fee stated above. If you take a break in study or have to re-take part of the course, you may also be charged an additional fee and will be notified of this at the time. Our tuition fee for UK students starting part-time study in 2026/27 is £3,650 per year.
If you are studying an undergraduate course, postgraduate pre-registration course or postgraduate research course over more than one academic year then your tuition fees may increase in subsequent years in line with Government regulations or UK Research and Innovation (UKRI) published fees. More information can be found in our terms and conditions under student fees regulations.
Scholarships and financial support
Find information on scholarships, bursaries and postgraduate student loans.
International scholarships up to £3000 ›
Alumni scholarships up to £2000 ›
Postgraduate loans for UK students ›
Additional course costs
The links below allow you to view estimated general course additional costs, as well as costs associated with key activities on specific courses. These are estimates and are intended only as an indication of potential additional expenses. Actual costs can vary greatly depending on the choices you make during your course.
General course additional costs
Additional costs for Health and Social Care (PDF, 277.7KB)Legal information
Any offer of a place to study is subject to your acceptance of the University’s Terms and Conditions and Student Regulations.
