Everything you need to know...
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What is the fee?
Home: £10,620 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?
January 2026
Course summary
- Develop your skills in decision-making, diagnostics, therapeutics, and clinical management.
- Study in a vibrant and challenging learning environment.
- Gain the knowledge, skills, competencies and professional behaviours required to function as an Advanced Clinical Practitioner.
This course is aimed at applicants who are training to become an advanced clinical practitioner in a wide variety of healthcare settings. It is intended for experienced healthcare professionals and for those wishing to formalise and develop their role as an advanced clinical practitioner.
Student satisfaction
This course scored 91% for overall student satisfaction in the Postgraduate Taught Student Satisfaction Survey 2025.
Employability
100% of our graduates are in work or further study fifteen months after graduating, with 100% in highly skilled employment or further study (2021/22 Graduate Outcomes Survey).
Come to an open day
Find out more at our postgraduate open days. Book now for your place.
How you learn
Learning in multi-professional groups and being taught by a multi-professional teaching team creates a vibrant and challenging learning environment to enhance and extend your knowledge of working in transformational roles such as Advanced Clinical Practice.
You learn through
- practical sessions
- workshops
- seminars
Applied learning
Applied learning is the ethos at the heart of all Sheffield Hallam courses, meaning that you are given the opportunity to put your study into practice.
You'll be taught by professionals who are active in their field - so you'll get cutting edge, industry focused knowledge of your subject. You'll gain real-world skills through placements, workshops and live projects, often getting the opportunity to work with big global brands.
Work experience is also embedded into every year of the course, so you polish your workplace skills alongside building a solid knowledge of your subject. Applied learning means that when you do start work, you can dive in and make things happen.
Course leaders and tutors
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.
Year 1
Compulsory modules
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 |
Elective modules
This module will address the following issues, pertinent to prescribing as a non-medical practitioner, meeting regulatory requirement that typically include:
- Consultation, Assessment and decision making skills
- Models and frameworks used in prescribing
- Clinical Pharmacology
- Pharmacokinetics and Pharmacodynamics
- Prescribing governance
- Ethical and legal issues of prescribing
- Current issues in prescribing
- Evidence based practice
- Professional accountability and responsibility
- Consent & Adherence
- Prescribing In the public health context
- Toxicology
- Leadership in prescribing
- Human factors
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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1.6 Initiate and evaluate a range of interventions which may include prescribing of medicines, therapies and care |
1.6 Local and national policies, regulatory frameworks and guidelines for prescribing where appropriate; knowledge of pharmacotherapeutics relative to your scope of practice |
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1.7 Ensure safety of individuals and families through the appropriate management of risk |
1.7 Strategies to mitigate risk |
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1.8 Seek out and apply contemporary, high-quality evidence-based resources and existing and emerging technology as appropriate. |
1.8 The importance of evidence-based practice and technology, such as genomics, to underpin and inform decisions made about care and treatment. |
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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 |
This module aims to develop your skills in the critical appraisal of pathophysiology and pharmacology, relevant to those service users presenting with often undifferentiated and undiagnosed or complex medical conditions encountered.
INDICATIVE CONTENT
- Pharmacology, pharmacokinetics and pharmacodynamics
- Understanding & Developing Patient Group Directions (PGD’s)
- Pharmacology of commonly prescribed drugs,
- Understanding the effects of polypharmacy
- Adverse drug reactions
- Pathophysiology of chronic conditions
- Differential diagnosis
- Common chronic conditions and co morbidities
- Clinical Decision Making in relation to Pharmacology
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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1.3 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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1.6 Initiate and evaluate a range of interventions which may include prescribing of medicines, therapies and care |
1.6 Local and national policies, regulatory frameworks and guidelines for prescribing where appropriate; knowledge of pharmacotherapeutics relative to your scope of practice |
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1.7 Ensure safety of individuals and families through the appropriate management of risk |
1.7 Strategies to mitigate risk |
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1.8 Seek out and apply contemporary, high-quality evidence-based resources and existing and emerging technology as appropriate. |
1.8 The importance of evidence-based practice and technology, such as genomics, to underpin and inform decisions made about care and treatment. |
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This module will equip the individual pharmacist with the necessary skills and knowledge to meet the learning outcomes and to practice safely and effectively as a prescriber.
Students undertaking this module will already be employed as pharmacists. It is aimed at experienced practitioners in primary, intermediate, or secondary care. Individuals will have identified an area of clinical practice in which they wish to prescribe & have up-to-date clinical knowledge.
Completion of the module will provide role development of the individual extending practice to effective prescribing. The programme will advance clinical practice and enhance career opportunities.
The organisation will benefit from the increased flexibility of a pharmacist workforce with advanced practitioner skills (independent Non-medical prescribing).
General areas covered
· Knowledge of medical conditions that impact on scope of prescribing practice, including an understanding of the pathophysiology of disease and the ability to recognise signs and symptoms, monitor response to treatment and review working diagnoses
· Roles and responsibilities of independent prescriber, working within own area of competence whilst being aware of when to refer on
·Clinical skills including history taking, consultation and physical assessment using relevant diagnostic aids to develop a treatment plan
· Effective communication both with patients and carers and within the health care team, demonstrating good record keeping skills
Skills gained for the workplace, technical skills or academic skills
· Advanced clinical assessment / examination skills
· The principles of safe and effective prescribing
· Critical analysis and synthesis
· Reflective practice skills
Entry onto the course and the course standards, syllabus and delivery are outlined by the GPhC in the document ‘Standards for the education and training of pharmacist independent prescribers’ (the Standards), last updated in October 2022.
The GPhC has outlined 32 learning outcomes for prescribing courses within the 2019 standards:
General Pharmaceutical Council (GPhC) Learning outcomes:
1. Recognise the psychological and physical impact of prescribing decisions on people (Knows how)
2. Understand and meet their legal responsibilities under equality and human rights legislation and respect diversity and cultural differences (Does)
3. Take responsibility for ensuring that person-centred care is not compromised because of personal values and beliefs (Does)
4. Demonstrate appropriate history-taking techniques through effective consultation skills (Does)
5. Demonstrate an understanding of the role of the prescriber in working in partnership with people who may not be able to make fully informed decisions about their health needs (Shows how)
6. Support individuals to make informed choices that respect people’s preferences (Does)
7. Demonstrate a critical understanding of their own role and the role of others in multi-professional teams (Does)
8. Recognise their own role as a responsible and accountable prescriber who understands legal and ethical implications (Does)
9. Apply relevant legislation and ethical frameworks related to prescribing, including remote prescribing and the handling and sharing of confidential information (Shows how)
10. Recognise and manage factors that may influence prescribing decisions (Does)
11. Apply local, regional and national guidelines, policies and legislation related to healthcare (Does)
12. Reflect on and develop their own prescribing practice to ensure it represents current best practice (Does)
13. Apply an understanding of health economics when making prescribing decisions (Shows how)
14. Understand the clinical governance of the prescriber, who may also be in a position to supply medicines to people (Knows how)
15. Recognise other professionals’ practice and raise concerns related to inappropriate or unsafe prescribing by other prescribers (Shows how)
16. Apply evidence-based decision-making in all aspects of prescribing (Does)
17. Manage the risks and benefits associated with prescribing decisions (Does)
18. Demonstrate the application of pharmacology in relation to their own prescribing practice (Does)
19. Demonstrate clinical and diagnostic skills in clinical settings appropriate to their scope of practice (Does)
20. Create and maintain appropriate records which ensure safe and effective care and align with relevant legislation (Does)
21. Identify relevant investigations and interpret results and data in their prescribing practice (Does)
22. Utilise current and emerging systems and technologies in safe prescribing (Does)
23. Identify and respond to people’s need when prescribing remotely (Shows how)
24. Apply the principles of effective monitoring and management to improve patient outcomes (Does)
25. Recognise and manage prescribing and medication errors (Shows how)
26. Recognise the public health issues in promoting health as part of their prescribing practice (Does)
27. Work collaboratively with others to optimise individuals’ care, understanding their roles in the prescribing process (Does)
28. Recognise their own role and responsibilities, and those of others, in safeguarding children and vulnerable adults (Knows how)
29. Recognise when and where to refer people appropriately (Shows how)
30. Collaborate with people to encourage them to take responsibility for managing care (Does)
31. Demonstrate appropriate consultation skills to get information from individuals who are either unaware of or guarded about their health needs, to inform safe prescribing (Does)
32. Recognise when to seek guidance from another member of the healthcare team or an appropriate authority (Does)
Year 2
Compulsory modules
On successful completion of the module a student will have demonstrated a critical and evaluative insight to the context of the interp
INDICATIVE CONTENT
- Legal and ethical principles and frameworks including DOLS, capacity, consent, vicarious liability etc. (directed learning)
- Positive risk-taking e.g. authority gradients, supporting requests to decline and withdraw care and treatment (leading to formative task)
- Complex decision making and clinical reasoning (Including the value of leadership skills, situational awareness, bias, and a flag to the link with diagnostic error in APACS & other modules)
- Socio-political elements of advancing practice (directed learning)
- Taking a leadership role in safeguarding procedures, responding to complaints, near misses, never events and serious case reviews (leading to formative task)
- The implications and impact of government policy and major reports e.g. Five Years Forward, Vanguards, Willis, Francis, Laming, NATSSIPS
- CPD & psychological and emotional self-care for practitioners (directed learning)
- Community of practice and learning professional community of people who are leading and delivering advanced or advancing practice roles.
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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2.4 Advocate and contribute to the development of an organisational culture that supports life-long learning and development, evidence-based practice and succession planning. |
2.4 The importance and impact of organisational culture in learning and development; techniques to influence organisational culture. |
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Skills |
1.4 Assess individuals for risk factors and their impact on health and wellbeing; facilitate and encourage individuals to manage their own health and make informed choices; support individuals with an ongoing plan for preventative and rehabilitative measures |
1.4 How to assess risk in relation to health and wellbeing; the principles of health promotion and prevention; strategies to engage and influence people; the range of health promotion tools available including the importance of therapeutic communication and behavioural change |
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1.7 Ensure safety of individuals and families through the appropriate management of risk |
1.7 Strategies to mitigate risk |
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Behaviour |
3.2 Use your advanced clinical expertise to provide consultancy across professional and service boundaries; drive service development and influence clinical practices to enhance quality productivity and value |
3.2 The implications and applications of epidemiological, demographic, social, political and professional trends and developments appropriate to your clinical 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. |
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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. |
Elective modules
This module supports students to acquire the knowledge, skills and attributes necessary to conduct a diagnostic mental health assessment, develop a biopsychosocial formulation and create a recovery orientated treatment plan. It will cover the following indicative content:
•Diagnostic assessment
• Biopsychosocial formulation
• Trauma informed assessment, formulation and treatment planning
• Recovery orientated assessment, formulation and treatment planning
• Legislation and ethics
• Risk assessment and management
• Effective communication with people with mental health needs
• Interprofessional working and leadership
• Decision making processes (clinical reasoning)
These above themes will structure the module and have been purposefully selected to incorporate the key areas of advancing practice that you will require in your role as an Advanced Clinical Practitioner when undertaking advanced mental health assessment, formulation and treatment planning. The module encourages you to take ownership of your professional practice and your academic and work-based learning to support your ongoing development as an expert clinician. As well as the taught aspect of the module looking at your theoretical development, the work-based learning element to this module will explore the application of this body of knowledge in (a) relevant clinical setting(s). Supported by your clinical supervisor and academic supervisor you complete a variety of holistic assessments exploring a person’s mental health needs and developing corresponding plans of treatment, evidencing the development of your practice as you progress. This will be done initially via direct clinical supervision and feedback, followed by autonomous delivery with retrospective reflection / supervision and finally proceeding to full independent practice. The module considers the totality of the learning experience and the learning outcomes rather than the specific individual themes, so it is not encountering / delivering all of the indicative content in the work place that matters, but the ability to appropriately apply and transfer primary principles. This module will generate evidence that can contribute to your e-portfolio, the demonstration of the knowledge, skills and behaviours required to complete the Advancing Clinical Practice Apprenticeship and will ultimately feed forward to your end point assessment.
For students to acquire the knowledge, skills and attributes necessary to initiate, collaborate on and lead advanced clinical practice, and develop this practice through education and research.
LEARNING OUTCOMES
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LO Ref |
Learning Outcome |
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To critically evaluate the theory / evidence base of how a range of advanced interventions are initiated, modified and evaluated. |
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To demonstrate a critical understanding of team working, leadership, resilience and determination in managing clinical situations that are complex or unpredictable. |
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To critically appraise evidence-based psychologically and occupationally informed strategies and approaches to facilitate advanced person-centred care. |
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To critically appraise research, governance and quality improvement methods aimed towards enhancing evidence-based mental health interventions and methods of evaluation |
INDICATIVE CONTENT
- Leading care and treatment planning;
- Strengths-based occupational, environmental, and social interventions;
- Psychologically-informed interventions;
- Prescribing and collaboratively managing interventions in complex situations;
- Lead on collaboratively evaluating interventions;
- Leadership, resilience, effective relationships, role clarity;
- Quality improvement techniques;
- Clinical supervision;
- Advancing knowledge, understanding and expertise.
- Developing critical thinking and complex decision making.
You will develop an in-depth understanding of pre-hospital critical and emergency care practices.
You will demonstrate knowledge and perform comprehensive skilled clinical examinations and patient management processes.
This module will prepare the student to undertake the role as an autonomous / advanced practitioner in pre-hospital critical care.
INDICATIVE CONTENT
- Advanced diagnostics skills
- Advanced clinical skills
- Application of pharmacology for the critically unwell service user
Management of the critically unwell patient
Building on prior knowledge of managing paediatrics in primary care and the acute sector, this module aims to develop a workforce that is capable of addressing more complex problems with competence, confidence and mindful of patient safety.
INDICATIVE CONTENT
Allergies including dermatology, immunology and vasculitis
Orthopaedics and rheumatology, including the genu valgus (knock Knees)
Minor Injuries
Cardiac problems, including heart murmurs, arrhythmias and chest pain
Haematology including anaemia and clotting abnormalities
Endocrine and Metabolic disorders including diabetes
Neurological and developmental problems
Behavioural and psychiatric conditions.
Module Aim:
This module will enable you to critically appraise positive risk taking, legislation, safeguarding and advocate for reasonable adjustments to meet the needs and wishes of people with learning disabilities, ensuring equality and inclusion. (LO4 and meet the capabilities 14-17for Domain D, Advanced Practice Credential specification).
The module will be delivered utilising a range of delivery options including in person on campus learning, online platforms (Zoom and Microsoft teams). Practice learning.
Indicative content:
- Key legislation, regulations and policies that underpin the protection of people with learning disabilities and/or autism.
- Key legislation relevant to mental capacity, deprivation of liberty, equality, and human rights.
- Law, ethics and safeguarding, including equality, diversity, and inclusion.
- Discrimination, stigma, and unconscious bias.
- Risk assessment applied to protected characteristics.
- Evaluate the links between risk-taking and responsibility, empowerment, and social inclusion, considering the needs and abilities of people with learning disabilities and /or Autism.
- Legislation, regulations, and policies that underpin equality, diversity, and human rights.
This module is designed to develop essential knowledge and skills required to assess manage and provide appropriate treatment for children and young people in the primary and acute sector. The acquisition of essential knowledge and the associated skills will contribute to the development of your practice relating to; recognition, potential diagnostic management, decision making and effective referral skills when working within a bio-psycho-social framework.
INDICATIVE CONTENT
Progress and contemporary paediatric medicine
Assessing children
The use of investigations
Paediatric pharmacodynamics
Growth and stages of development
Differences in physiology
Altered physiological conditions
Child and Young person's mental health
Safeguarding
Accident Prevention
Vaccination
Bop-psycho-social frameworks
Ethics
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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Skills |
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 |
To identify and critically evaluate a specific work based service improvement project. Evaluation of service improvement has direct benefits for your organisation, and will enhance your understanding of the underpinning improvement methodologies whilst further developing your personal and professional skills.
INDICATIVE CONTENT
The content of the module will be driven by personal and organisational goals negotiated at the start of the module. Key areas will be:
- Organisational structures
- Project management and evaluation
- Change management
- Selecting and using evidence
- reflective practice
- action planning
- work based learning and organisational goals
- Action learning set methodology to support learning and progression through the module.
The module is designed to help students build upon prior learning they have undertaken through non-accredited means. It provides the opportunity to enhance personal and professional development through planning & justifying a package of evidence to demonstrate achievement of 15 level 7 academic credits.
Application to and reflection upon learning and practice are a key focus of the module alongside academic writing skills and targeting dissemination of outcomes to a relevant audience.
INDICATIVE CONTENT
The module content will be unique and individually determined, negotiated and justified by each student, however, it is anticipated that the following aspects will provide a core foundation for achievement of the learning outcomes:
- Forming personal and professional goals & learning outcomes, driving your CPD.
- Evidencing learning and development
- M-Level academic writing
- Reflecting on learning & development and models of reflection
- Considering impact of learning & development on practice
- Targeting dissemination of learning & practice/writing for publication
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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2.4 Advocate and contribute to the development of an organisational culture that supports life-long learning and development, evidence-based practice and succession planning. |
2.4 The importance and impact of organisational culture in learning and development; techniques to influence organisational culture. |
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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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4.6 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 |
1.8 Seek out and apply contemporary, high-quality evidence-based resources and existing and emerging technology as appropriate. |
1.8 The importance of evidence-based practice and technology, such as genomics, to underpin and inform decisions made about care and treatment. |
The module is designed to help students build upon prior learning they have undertaken through non-accredited means. It provides the opportunity to enhance personal and professional development through planning & justifying a package of evidence to demonstrate achievement of 15 level 7 academic credits as part of an identified postgraduate study course.
Application to and reflection upon learning and practice are a key focus of the module alongside academic writing skills and targeting dissemination of outcomes to a relevant audience.
INDICATIVE CONTENT
The module content will be unique and individually determined, negotiated and justified by each student, however, it is anticipated that the following aspects will provide a core foundation for achievement of the learning outcomes:
- Forming personal and professional goals & learning outcomes, driving your CPD.
- Evidencing learning and development
- M-Level academic writing
- Reflecting on learning & development and models of reflection
- Considering impact of learning & development on practice
- Targeting dissemination of learning & practice/writing for publication
This module will prepare you to complete a comprehensive frailty assessment competently and safely. You will develop the knowledge skills and behaviours to enable to assess the frail older adult, plan, evaluate and deliver their care.
Allowing you to recognise the complications inherent in this patient group and apply clinical reasoning to the formulation of management plans. Alongside giving you knowledge and ability to recognise frailty syndromes.
Indicative content includes:
- Approach(s) to the history taking and examination of the frail older adult.
- Acute and atypical presentations
- Frailty syndromes
- Trauma in the Frail older adult
- Care planning and end of life decision making
The aim of this module is to allow you to evaluate the normal and abnormal appearances of chest radiographs and formulate an interpretation of the findings and their relation to the patient pathway, with a particular emphasis on the acute and emergency setting
INDICATIVE CONTENT
A prior knowledge of the anatomy of the thorax is expected. The indicative module contents include:
- Development of a systematic approach to chest image interpretation
- The significance, availability, and use of clinical information
- Components and communication of an autonomous opinion
- Chest radiograph appearances of:
- Normal appearances / normal variants
- Acute respiratory conditions
- Common chronic lung disease
- Collapse, consolidation, and infection
- Respiratory and cardiac failure
- Trauma
- Malignancy
- Position of lines, tubes, and drains
- Common interventions and alternative imaging techniques relating to the chest.
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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2.3 Work collaboratively to identify and meet the learning and development needs of health or care professionals; support practice education; act as a role model and mentor |
2.3 The application of teaching and learning theories and models in health and care; how to identify learning needs; organisational and professional roles and responsibilities in relation to life-long learning |
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2.4 Advocate and contribute to the development of an organisational culture that supports life-long learning and development, evidence-based practice and succession planning. |
2.4 The importance and impact of organisational culture in learning and development; techniques to influence organisational culture. |
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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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Behaviour |
3.1 Demonstrate the impact of advanced clinical practice within your scope of practice and the wider community |
3.1 Methods and systems to measure impact of advanced clinical practice |
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3.2 Use your advanced clinical expertise to provide consultancy across professional and service boundaries; drive service development and influence clinical practices to enhance quality productivity and value |
3.2 The implications and applications of epidemiological, demographic, social, political and professional trends and developments appropriate to your clinical practice |
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3.5 Identify the need for change; generate practice innovations; act as a role model; lead new practice and service redesign solutions in response to individuals’ feedback and service need |
3.5 Theories, models and techniques which can be deployed across health and social care systems to affect change at individual, team and organisational level |
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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. |
The aim of this module is to allow you to interpret musculoskeletal radiographic appearances of the appendicular skeleton, with a particular emphasis on the acute and emergency setting
INDICATIVE CONTENT
A prior knowledge of the anatomy of the musculoskeletal system is expected. The indicative module contents include:
- Development of a systematic approach to musculoskeletal radiographic image interpretation
- The significance, availability, and use of clinical information
- Components and communication of an autonomous opinion
- The role of alternative imaging modalities
- Musculoskeletal radiographic appearances of:
- the normal skeleton and anatomical variants
- fractures, dislocations, and other traumatic skeletal conditions
- common non-traumatic musculoskeletal pathology
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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2.3 Work collaboratively to identify and meet the learning and development needs of health or care professionals; support practice education; act as a role model and mentor |
2.3 The application of teaching and learning theories and models in health and care; how to identify learning needs; organisational and professional roles and responsibilities in relation to life-long learning |
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2.4 Advocate and contribute to the development of an organisational culture that supports life-long learning and development, evidence-based practice and succession planning. |
2.4 The importance and impact of organisational culture in learning and development; techniques to influence organisational culture. |
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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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Behaviour |
3.1 Demonstrate the impact of advanced clinical practice within your scope of practice and the wider community |
3.1 Methods and systems to measure impact of advanced clinical practice |
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3.2 Use your advanced clinical expertise to provide consultancy across professional and service boundaries; drive service development and influence clinical practices to enhance quality productivity and value |
3.2 The implications and applications of epidemiological, demographic, social, political and professional trends and developments appropriate to your clinical practice |
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3.5 Identify the need for change; generate practice innovations; act as a role model; lead new practice and service redesign solutions in response to individuals’ feedback and service need |
3.5 Theories, models and techniques which can be deployed across health and social care systems to affect change at individual, team and organisational level |
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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. |
Module Aim:
This module will develop an in-depth knowledge and understanding of Domains B and C of the Advanced Practice Credential Specification. Exploring the health, wellbeing, personalised care, and support of people with learning disabilities and or autism. Analysing factors that may have a negative impact whilst promoting and advocating for collaborative person-centred care informed by all those significant to the person. This will include the critical appraisal of services developed, or necessary, to support these requirements, which should be consistent and appropriate for a person from birth to death.
The module will be delivered utilising a range of delivery options including in person on campus learning, online platforms (Zoom and Microsoft teams). Practice learning.
Indicative content:
The module will address the following.
- The requirement for powerful advocation for people with learning disabilities and, or autism. Capability - 4 HEE - 1.5, 1.7, 1.8.
- Health equality and inequality. The impact of reasonable adjustments, and how they can reduce any inequalities.
- Identification of how to maximise health and wellbeing, which will include, but not be limited too, nutrition and hydration, requirements at end of life, sensory needs, epilepsy, postural requirements, and life transitions. Capability – 5, 7, 8, 9, 10, 13 HEE – 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 2.7,1.10, 1.11, 2.7.
- The development of an advance knowledge and clinical expertise in positive behaviour support. Capability – 6 HEE – 1.4, 1.6, 1.8, 1.10.
- The importance of working across health and social care systems to ensure wellbeing and independence is upheld through person-centred, personalised care. Capability – 11 HEE – 1.4, 1.5, 1.7.
- Consideration and understanding the impact of relationships, sexuality, and sexual health for people with learning disabilities and how these impact upon individuals’ wellbeing. Capability – 12 HEE – 1.4, 1.5.
The module aims are:
- To develop leaders and practitioners who are able to critically reflect on their contribution in taking safeguarding forwards in the changing public sector architecture based on having a systematic and critical understanding of current developments in practice
- To develop leaders and practitioners who can work collaboratively within complex inter-agency networks at highly strategic levels
- To develop leaders and practitioners who can operate within a complex and specialised context to implement plans to support the needs of local populations
- To develop leaders and practitioners who have a critical understanding of the ethical issues and value base for adult safeguarding
INDICATIVE CONTENT
- Key concepts and theories of leadership and collaborative working in adult safeguarding
- Models of reflective practice and learning and application of recognised tools to reflect on
- and evaluate their leadership role in their working environment
- Comparative national, international law and local policy in adult safeguarding
- Ethical dilemmas in adult safeguarding and protection
- Theoretical approaches to adult safeguarding and research evidence that informs practice
- Human rights perspectives including diversity issues in decision making at strategic levels
This module aims to facilitate your reflection and critical appraisal of underpinning theories of learning, teaching and assessment of adults that enables the design, delivery and evaluation of education. The emphasis is on exploring how educational concepts and theories are implemented and how they impact on your professional practice and development in the health and social care setting.
INDICATIVE CONTENT
In the module, a framework is delivered by staff and is planned to promote discussion. The following is indicative of the content:
• Lesson planning and evaluation
• Theories of adult learning and teaching in higher education
• Teaching strategies
• Assessment and feedback
• Learner support
• M level academic writing
• Engagement with the HEA UKPSF and other professional body requirements as appropriate.
Additional aspects of education may be added depending on learning requirements.
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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2.3 Work collaboratively to identify and meet the learning and development needs of health or care professionals; support practice education; act as a role model and mentor |
2.3 The application of teaching and learning theories and models in health and care; how to identify learning needs; organisational and professional roles and responsibilities in relation to life-long learning |
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4.1 Engage in research activity; develop and apply evidence-based strategies that are evaluated to enhance the quality, safety, productivity and value for money of health and care |
4.1 National and international quality standards; the effect of policy on health and social care |
This module will provide you with a systematic and comprehensive understanding of holistic clinical assessment and clinical reasoning.
The module is underpinned by the development of a sound knowledge of anatomy, physiology, and pathophysiology. Emphasis will be placed upon the integration of knowledge, clinical assessment, and consultation skills into a competent and holistic patient consultation.
This will enable you to draw accurate clinical conclusions, which they can justify from a pathophysiological and psychosocial perspective
You’ll study topics such as:
- Advanced clinical assessment
- History taking
- Assessment of the main acute/same day conditions presenting in primary care
- Use of a systems-based approach to assessing and managing:
- CVS, respiratory, abdominal, CNS, MSK, head and ENT, ophthalmic, genito-urinary, men’s health, women’s health, child health, mental health, and dermatology
This module will provide you with an in-depth knowledge and understanding of the advanced level skills required for managing complex clinical situations in the primary care context.
It will enable you to carry out an advanced clinical assessment, and form a management plan, for individuals presenting with same day/acute conditions in the primary care context.
You’ll study topics such as:
- Clinical assessment
- History taking
- Differential diagnoses
- Clinical decision-making
- Clinical reasoning
- Illness scripts
- Referral pathways
- Polypharmacy
If you are a healthcare professional wishing to further develop a career pathway or specialist interest in caring for patients with long term conditions, this module will meet your specific continuing professional development needs when considering a variety of long term conditions and their impact on patients, carers and the wider community.
The module aims to:
· Equip you with the necessary knowledge and skills of critical evaluation, reasoned thinking
and robust decision-making to care for clients with LTCs.
· Provide you with an individualised programme of learning where the content can be adjusted in accordance with local conditions.
INDICATIVE CONTENT
· Long term condition management in the primary and secondary care settings.
· The aetiology of the disease processes and the brain and the treatments available.
· Mapping of learning outcomes session by session to fit with the indicators for the Quality Outcome Framework.
· Prevention of complications and improved outcomes for patients, both psychological
and physiological and in terms of life expectancy.
· Techniques to improve patient engagement, self- management and self-care.
· An understanding of how lifestyle choices can have both positive or negative impact
on the disease processes
The defined themes have been developed to frame the module and recognise the areas of advancing practice. The summative assessment of the module will consider the totality of the learning experience and the learning outcomes rather than the specific individual themes.
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 |
4.1 Engage in research activity; develop and apply evidence-based strategies that are evaluated to enhance the quality, safety, productivity and value for money of health and care |
4.1 National and international quality standards; the effect of policy on health and social care |
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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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4.4 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 |
1.3 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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1.4 Assess individuals for risk factors and their impact on health and wellbeing; facilitate and encourage individuals to manage their own health and make informed choices; support individuals with an ongoing plan for preventative and rehabilitative measures |
1.4 How to assess risk in relation to health and wellbeing; the principles of health promotion and prevention; strategies to engage and influence people; the range of health promotion tools available including the importance of therapeutic communication and behavioural change |
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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 |
If you are a healthcare professional working in primary or secondary care settings and wish to further develop a career pathway or specialist interest in caring for patients who are acutely unwell, this module will meet your specific continuing professional development needs by considering a variety of conditions and their impact on patients and carers.
The module aims to:
- Equip you with the necessary knowledge and skills of critical evaluation, reasoned
- thinking and judicious decision-making to care for clients with a variety of acute conditions.
Provide you with a structured programme of learning where the content can be contextualised to account for a variety of different clinical settings and local conditions.
INDICATIVE CONTENT
- Systematic approach in the medically ill patient
- ABC focussed approach to medical emergencies
- Cardiac emergencies
- Acute upper Gastro-intestinal haemorrhage
- Poisoning
- Diabetes
- Emergency treatment of Anaphylaxis
- Respiratory emergencies
- Acute renal failure
- Sepsis
- Thrombo-embolism
- Neurological stroke; meningism; fits
The defined themes have been developed to frame the module and recognise the areas of advancing practice. The summative assessment of the module will consider the totality of the learning experience and the learning outcomes rather than the specific individual themes.
The aim of the minor injury module is to enhance your knowledge and skills in the assessment, diagnosis and treatment of patients presenting with a minor injury.
The module will challenge you as an advanced practitioner to critically reflect upon your current practice and synthesise the knowledge gained from the module to develop, extend and improve your advanced practice working within a minor injury environment.
INDICATIVE CONTENT
Core knowledge. To include: the socio-political context of emergency and unscheduled care, advanced assessment skills and assessment tools. The legal, ethical and professional frameworks which govern advanced nursing practice. Theoretical frameworks for evidence-based advanced practice.
Practical knowledge and advanced core skills: The key principles of advanced patient assessment including history taking, clinical examination and management plan, including digital nerve blocks, suturing, wound management.
Specialist knowledge and skills. Includes: advanced clinical assessment of: head, neck and neurological system. Eye and ENT assessments, shoulder, elbow, wrist and hand assessments. Hip, knee, leg, ankle and foot assessment; treatment and management of minor injuries in relation to all these areas. X-ray interpretation.
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 |
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Skills |
1.7 Ensure safety of individuals and families through the appropriate management of risk |
1.7 Strategies to mitigate risk |
This module aims to provide you with the opportunity to plan and carry out a personally chosen study into an area of personal or professional development. The module will enable you to produce a written, verbal or visual format that is suitable for dissemination to a selected audience.
INDICATIVE CONTENT
Each Personalised Study module is unique, given that a key feature of this learning package is that the aim(s), learning outcomes and content are negotiated by students with the assigned supervisor and articulated on the Personalised Study Proposal Form (PSPF)
To identify and successfully plan a negotiated and critically justified work based service improvement project. The service improvement project will consider benefits for the organisation and will develop your understanding of service improvement methodologies whilst enhancing your personal and professional skills.
INDICATIVE CONTENT
The content of the module will be driven by personal and organisational goals negotiated at the start of the module. Key areas will be:
- Organisational structures
- Project management and evaluation
- Change management
- Selecting and using evidence
- Reflective practice
- Action planning
- Work based learning and organisational goals
- Action learning set methodology to support learning and progression through the module.
MODULE AIM
To identify and successfully complete a negotiated work based project which will enhance both your personal and professional skills and also benefit your organisation.
INDICATIVE CONTENT
The content of the module will be driven by personal and organisational goals negotiated at the start of the module. Key areas will be:
- Organisational structures
- Project management and evaluation
- Change management
- Selecting and using evidence
- reflective practice
- action planning
- work based learning and organisational goals
To identify and successfully complete a negotiated work based project which will enhance both your personal and professional skills and also benefit your organisation.
INDICATIVE CONTENT
The content of the module will be driven by personal and organisational goals negotiated at the start of the module. Key areas will be:
- Organisational structures
- Project management and evaluation
- Change management
- Selecting and using evidence
- reflective practice
- action planning
- work based learning and organisational goals
Final year
Elective 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.
Future careers
This course prepares you for a career as an advanced clinical practitioner in
- emergency departments
- specialist paramedics (emergency and urgent care)
- trainee pharmacist
- complex mental health needs in prison
- chartered physiotherapist
Successful completion of this course will prepare you to seek an Advanced Clinical Practitioner (ACP) post or if already employed as a trainee ACP, to formalise this post with a nationally recognised academic qualification.
Equipment and facilities
360 tour - nursing and midwifery facilities
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
Normally an honours degree recognised in the UK, 2.2 or above in a related health care subject. If the applicant does not hold a first degree, they will be required to submit a piece of written work with their application demonstrating their ability to write to level 6 standard. If you do not meet the entry criteria please contact the course leader in advance of applying.
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
3 years full-time (or equivalent part-time) experience in an appropriate field of practice.
You must be currently employed in a suitable practice setting and have an available supervisor who is able to undertake supervised clinical assessments.
A pre-agreement form is to be completed by the clinical manager, which confirms that the student will have an identified clinical supervisor. Applicants must provide written evidence in the form of a pre-course learning agreement that all parties,sponsoring managers, clinical mentors and students, are actively committed to supporting an advanced practice role.
If English is not your first language you will need an IELTS score of 6.5 with 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 2025/26 is £10,620 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 2025/26 is £3,540 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, 279KB)Legal information
Any offer of a place to study is subject to your acceptance of the University’s Terms and Conditions and Student Regulations.
