MSc Advanced Clinical Practice (Primary Care)

The School of Health and Social Care School has established an enviable regional, national and international reputation for its teaching, its research and its broad educational opportunities.

The Course

The MSc Advanced Clinical Practice (Primary Care) offers registered practitioners working within urgent care services a flexible and student-centred programme of study that aims to meet their personal and professional development needs as they progress within their role towards advanced expert practice.

The Master of Science Award at the University of Lincoln is underpinned by the four framework pillars of advanced clinical practice as outlined by Health Education East Midlands (HEEM). These are: Clinical Skills, Management and Leadership, Education and Research.

It is fundamental to this programme that the urgent care pathway, through the MSc Advanced Clinical Practice, contains a minimum level of each pillar in order to be deemed competent.

Within the Award the ‘Clinical Skills’ pillar is the most prominent and all of the modules within the pathway seeks to promote the core principles of Advanced Clinical Practice as defined by HEEM (2014):

  • Autonomous practice
  • Critical thinking
  • High levels of decision making and problem solving
  • Values based care
  • Improving practice.

All modules outlined below are available as stand-alone, credit bearing, short course in order to support flexibility in professional development:

Stage 1

  • Pathophysiology for Healthcare (30 credits)
  • Assessment, Diagnosis and Clinical Judgement in Practice (30 credits)

Stage 2

  • Assessment and Management of Minor Illness and Minor Injury (30 credits)
  • Proactive Management of Long Term Conditions (30 credits)

Stage 3

  • Service Evaluation for Clinical Practice (15 credits)
  • Service Transformation Project (45 credits)


  • Non-Medical Prescribing (60 credits)

Blended teaching and learning is used wherever possible in recognition that students on this programme are working professionals and students are expected to take responsibility for their own learning.

As a student on the MSc Advanced Clinical Practice (Primary Care) you will be allocated a named Personal Tutor who will endeavour to support you throughout the programme.

Students are expected to nominate a named Clinical Supervisor who will act as a critical friend, teacher, mentor and assessor throughout the programme. This is designed to provide you with a framework of stability and support in order to fully contextualise your learning and role within your professional service area.

This individual may, if appropriate, act as the Designated Medical Practitioner should you undertake the Non-Medical Prescribing certificate as part of your overall Award. The University will provide the opportunity for your nominated Clinical Supervisor and/or Designated Medical Practitioner to undertake training, guidance and ongoing support to help fulfil their role.

Contact Hours and Independent Study

Due to the nature of this programme weekly contact hours may vary. Postgraduate level study involves a significant proportion of independent study, exploring the material covered in lectures and seminars. As a general guide, for every hour in class students are expected to spend at least two - three hours in independent study. For more detailed information specific to this course please contact the programme leader.

Taught Days module 1: Pathophysiology for Healthcare (30 credits)

Fridays commencing 23 February 2018.

Further module timetables to be confirmed.

Assessment and management of minor illness and minor injury (Core)
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Assessment and management of minor illness and minor injury (Core)

This module provides the experienced health care practitioner with the opportunity to develop advanced skills in the assessment, diagnosis and management of minor illness and minor injuries and apply these skills to their clinical service environment.

It explores the underpinning theoretical knowledge base, communication skills, and safe clinical examination skills, aiming to develop your ability to make confident, autonomous and evidence based patient care decisions and inform the development of effective care management plans.

Students will be expected to independently synthesise and apply their clinical skills and knowledge to the context of their own professional practice.

Assessment, Diagnosis and Clinical Judgement in Practice (Core)
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Assessment, Diagnosis and Clinical Judgement in Practice (Core)

This module provides you with the opportunity to develop your ability to perform focused and accurate clinical assessment with increasingly complex patients and in challenging circumstances. Students will be expected to relate physical and holistic findings to clinical history and best evidence, in order to establish a differential diagnosis and inform their development of care management plans.

The overall aim of this module is to progressively develop the ability to formulate a diagnostic judgement and make appropriate clinical decisions, based on best-evidence and a sound interpretation of the knowledge base.

Students will be expected to independently synthesise and apply their clinical skills and knowledge to the context of their own professional practice.

Pathophysiology for Healthcare (Core)
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Pathophysiology for Healthcare (Core)

This module is designed for the experienced health care practitioner who wishes to enhance their existing knowledge of pathophysiology, in order to provide a solid foundation for further study and underpin their role as an advanced practitioner.

The aim of this module is to consolidate your knowledge of anatomy, homeostasis and holistic physiology and enable you to develop an in-depth understanding of pathophysiology. This aims to provide the basis for understanding disease, enabling you to apply your knowledge within your own professional practice.

Prescribing Effectively (Option)
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Prescribing Effectively (Option)

This module focuses on the critical evaluation of the ethical, legal and professional issues associated with all aspects of the prescribing role. Codes of conduct, standards of practice, professional responsibility and accountability are explored in relation to prescribing, in addition to the recognition of the importance of an up-to date knowledge of the current evidence base for practice and implications for students' own on-going professional development.

Prescribing in Context (Option)
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Prescribing in Context (Option)

This module encourages students to explore the implications of their own and others’ prescribing practice and to consider the health policies, processes and systems which shape and inform the wider context in which they work. The module aims to provide students with the chance to relate the conceptual frameworks and knowledge learned throughout the programme to their own practice area and clinical experience.

It is intended that the practice learning in this module will be used to provide regular opportunities to consolidate some of the concepts and ideas and through observation, evaluation of practice, discussion with colleagues and individual reflection, with the aim of developing practical skills as well as extending knowledge and critical understanding of both pharmacological principles and values associated with safe, appropriate and effective prescribing practice.

Proactive management of long term conditions (Core)
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Proactive management of long term conditions (Core)

This module aims to develop the knowledge and skills required to proactively support the holistic care and treatment of individuals with long term health and social care needs, within students' own field of professional practice.

The module focuses on enabling individuals to take greater control of their care practices. Students will have the opportunity to develop an understanding of better health and wellbeing, through personalised care planning, increased prevention strategies and supported self-care.

Students will be expected to independently synthesise and apply their clinical skills and knowledge to the context of their own professional practice.

Service Evaluation for Clinical Practice (Option)
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Service Evaluation for Clinical Practice (Option)

This module aims to develop the knowledge and skills required to systematically evaluate an area of service delivery within your field of professional practice.

The module will provide you with the opportunity to critically examine current practices and conduct a literature review to find alternative ways of working, based on best evidence. You will then be expected to prepare a proposal for change within your service area.

Service transformation project (Core)
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Service transformation project (Core)

This module provides the practitioner with the opportunity to develop the knowledge and skills required to systematically undertake a service transformation project in order to improve service delivery within their area of professional practice.

This module aims to enhance students’ underpinning knowledge, project management and problem solving skills in order to undertake a process of service improvement within the delivery of healthcare. The main focus of the taught content is to ensure that care standards, quality assurance mechanisms, improvement process and strategies are fully considered and incorporated into the project.

The Consultation (Option)
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The Consultation (Option)

This module is designed to assist students in developing a solid underpinning knowledge base in relation to pharmacology and pharmacokinetics, essential for safe, competent prescribing within their own field of expertise and clinical practice. The module investigates the main theoretical perspectives associated with effective consultation, exploring the interpersonal skills required, and promoting the concept of concordance, including shared decision-making and establishing a meaningful partnership with the service user.

In line with the learning and teaching strategy for the MSc Advanced Clinical Practice (Primary Care) the assessment and feedback strategy is also based upon the pedagogical philosophy of Student as Producer. The work assessed throughout this Award will be topical, current and will endeavour to be relevant to the student’s professional working practices. Assessments have been designed to be robust, innovative and fit for purpose; thus allowing you the opportunity to demonstrate that you are consistently competent and capable of the role, both academically and in real-life, complex and dynamic service environments.

Assessments will be undertaken by a range of appropriately experienced and competent assessors, including academic staff, medical practitioners and experienced healthcare professionals, and it is through this collaborative and inter-professional assessment process that the University seeks to gain full assurance that the student is fit for practice as an Advanced Practitioner in their clinical service area.

Assessment methods are likely to include, but are not limited to, written assignments, exams, presentations and projects to test theoretical knowledge, Objective Structured Clinical Examinations (OSCEs), case based assessments, direct observation of clinical skills and the development of a clinical competence portfolio. Formative assessments will be conducted whenever possible, aiming to prepare you for the assessment process and to provide developmental feedback to support the learning process. Formative assessment activities are integrated into the programme and focus crucially on developing the autonomy and research capacities of students in line with the Student as Producer ethos. The formative assessment process will promote student engagement and collaboration, to enable peer learning and knowledge discovery and exchange to take place between students, staff and professional colleagues in service areas.

Assessment Feedback

The University of Lincoln's policy on assessment feedback aims to ensure that academics will return in-course assessments to you promptly – usually within 15 working days after the submission date.

Applicants will be screened in terms of professional suitability, professional references and eligibility for funding and sponsor approval (if required) prior to being made an offer on the programme.

If an applicant has applied for Non-Medical prescribing as part of the programme they will need to also undergo an interview process and meet the individual entry criteria for that programme.

 2017/18 Entry*2018/19 Entry*
Home/EU & International £3,600 per year £3,600 per year
Home/EU & International
(including Alumni Scholarship**reduction)
£2,520 per year £2,700 per year

* Academic year September- July
** Subject to eligibility

For further information and for details about funding your study, scholarships and bursaries, please see our Postgraduate Fees & Funding pages [].

Other Costs

For each course you may find that there are additional costs. These may be with regard to the specific clothing, materials or equipment required.

With regards to text books, the University provides students who enrol with a comprehensive reading list and you will find that our extensive library holds either material or virtual versions of the core texts that you are required to read. However, you may prefer to purchase some of these for yourself and you will be responsible for this cost.

In order to fulfil the requirements of the programme students must be a registered healthcare professional and currently employed within a UK healthcare setting. You are also required to have access to a named Clinical Supervisor who will act as a critical friend, teacher, mentor and assessor throughout the programme.

Students who have previously undertaken credits within the MSc Advanced Clinical Practice framework at the University of Lincoln will be able to transfer these credits on to this framework.

Students are required to act in accordance with their own professional registration maintain the confidentiality of their clients and employers throughout the programme.

Learn from Experts

Throughout this degree, students may receive tuition from professors, senior lecturers, lecturers, researchers, practitioners, visiting experts or technicians, and they may also be supported in their learning by other students.

Sharon Andrews

Programme Leader


Your Future Career


We constantly invest in our campus as we aim to provide the best learning environment for our students. Whatever the area of study, the University strives to ensure students have access to specialist equipment and resources, to develop the skills, which they may need in their future career.

An exciting new development for the School, the Sarah Swift Building, is a £19m investment into a dedicated facility for the Schools of Health and Social Care and Psychology. The building houses high-quality teaching, research, social and learning spaces for both Schools.

Students can study and research in the University's Great Central Warehouse Library, which provides more than 250,000 printed books and approximately 400,000 electronic books and journals, as well as databases and specialist collections. The Library has a range of different spaces for shared and individual learning.

The University intends to provide its courses as outlined in these pages, although the University may make changes in accordance with the Student Admissions Terms and Conditions.