Continuous Professional Development

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Continuing Your Professional Development

The University of Lincoln offer a wide range of taught modules which can be accessed throughout the year. These range from 15 credit single modules, through 60 and 120 credit post graduate certificates and diplomas up to full Master's degrees. Study can be undertaken part time or full time and may be delivered fully on site, blended on site and distance learning or fully distance learning. Our CPD offers are designed for health, allied health and social care professionals who are looking to increase or update their knowledge and skills in specific areas or develop broader skill sets in new areas.

Undergraduate Courses

BSc (Hons) Professional Practice

This is a professionally-orientated programme of study which has been developed as a ‘top-up’ option following discussions with partners, identifying a need for courses which are responsive to both national and local policy that aims to meet the educational needs of the local health professional population.

Postgraduate Courses 

MSc Advanced Clinical Practice

The MSc Advanced Clinical Practice offers registered practitioners a flexible, bespoke 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.

MSc Advanced Clinical Practice (apprenticeship)

The MSc Advanced Clinical Practice (apprenticeship) offers registered practitioners a flexible, bespoke 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.

MSc Integrated Professional Practice

The programme has been designed to provide opportunities for both early career and experienced workers within the health and care sector to explore the complexities of working in contemporary practice in depth. Students will be offered support to extend and enhance their professional knowledge and skills, with a range of modules appealing to those working across the range of providers.

MSc Contemporary Physiotherapy Practice

Physiotherapy is a scientific and evidence-based health profession that takes a ‘whole person’ approach to improving and maintaining wellbeing. Physiotherapists help people affected by injury, illness, or disability, using a range of interventions such as advice, education, exercise, and manual therapy and electrophysical agents.

This programme is designed for qualified physiotherapists who wish to enhance their knowledge, skills, autonomy, leadership, and critical thinking, to equip them for modern day evidence-based practice.

With an emphasis on applied theory and practical development, the programme aims to enhance both practical and research skills through critical engagement with evidence-based strategies for clinical practice.

Students will also be encouraged to undertake analytical reflections based on their clinical practice to direct their own personal and professional development. Students will receive support from academics who have specialist knowledge and experience in the field.

Postgraduate Certificates

PG Cert Health Professions Education

This programme has been designed to meet the needs of those working in academic and practice settings to teach and support the learning of health care professional students.

PG Cert Independent/Supplementary Prescriber Preparation

This Postgraduate Certificate is for NMC and HCPC registrants from eligible professions who wish to undertake an accredited Independent/Supplementary Prescribing qualification.

The programme considers the theoretical perspectives associated with evidence-based therapeutics and the consultation process, including concordance and the legal, ethical, and professional issues associated with the Independent/Supplementary prescribing role. Open for February 2022 Applications.

PG Cert Interprofessional Practice (Approved Mental Health Professional)

The programme aims to enable students to develop the knowledge, competences, and values needed to carry out the specific duties of an Approved Mental Health Professional (AMHP) under current mental health legislation.

PG Cert Pre Hospital Critical Care

This course aims to develop health care professionals as clinicians who can embark upon more specialised and practical training.

Short Courses

Assessment and Management of Minor Injuries

The aim of this module is to enable the experienced health care practitioner to develop proficiency in the skills of assessment, treatment, and management of minor injuries and apply this to their clinical context. It aims to provide the autonomous practitioner with the advanced knowledge base, communication skills, and safe clinical examination skills, to equip them to make confident autonomous, effective, and evidence based patient care decisions.

The syllabus for this module will include the following:

  • Interpretation of clinical investigation findings
  • Patient referral
  • Evidence-based care management planning
  • Inter-professional communication
  • Physical assessment techniques and approaches
  • Examination skills
  • History taking and documentation in the context of injuries
  • Consultation styles, and interpersonal skills
  • Clinical decision making for differential diagnosis
  • Evidence-based practice
  • Reflective practice
  • Scope of professional practice
  • Legal and ethical issues in practice.

 Assessment

Part A: Direct observation of clinical skills in practice; verified and assessed by appropriately experienced and competent medical practitioners and/or healthcare professionals in the student’s own professional service area, through a competence based portfolio.

Part B: Observed Structured Clinical Examinations (OSCEs); students will be expected to respond appropriately in a series of mock clinical situations. You will be asked to systematically assess, manage and escalate your findings within the context of your own personal and professional scope of practice and using best evidence to support your clinical decision-making and rationale.

Fundamentals in Tissue Viability

This module is designed to support health and social care practitioners to consolidate and develop their knowledge, skills and understanding of wound prevention, management and care.

The module will explore the anatomy, physiology and classification of wounds; including the clinical aetiology of arterial and venous leg ulcers. Learning will take place through a series of core lectures and seminar activities, where students will be supported to use enquiry-based learning methods. The structure of seminars and workshops has been designed to enable the practitioners to draw upon their theoretical knowledge and apply this to their experiences in clinical practice.

Students will be encouraged and supported to undertake an holistic assessment of individual user needs, including consideration of the bio-psycho-social factors, comorbidities, pain management and individual life-style choices that influence and impact upon healing and overall quality of life.

The planning of this module and the assessment strategy have been designed in collaboration with users of health and social care services and will be assessed in a clinically relevant manner through the production of a justified and evidence-informed clinical management plan, in response to a given case study.

The syllabus for this module will typically include the following:

  • Structure and composition of a range of tissue presentations
  • Infection prevention and control
  • Normal healing processes and factors affecting this
  • Aetiological changes, dermatological conditions and their clinical presentation in tissue viability
  • Prevention of deterioration
  • Assessment and management of complex wounds
  • Psychological, social and cultural factors influencing individual health
  • Holistic patient assessment and exploration of comorbidities
  • Quality of life and life choices affecting healing
  • Collaborative and interprofessional team working and decision making

 

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

Professional Practice in Primary Care (GPN1)

Coming soon

Clinical Skills for General Practice Nursing (GPN2)

Coming soon

Infection Control in Clinical Practice

This module is designed to support health and social care practitioners to explore the proactive prevention, responsive investigation, and appropriate control management of infections within clinical practice.

The syllabus for this module will include the following:

  • Contemporary policy and clinical guidelines for patient and public safety
  • The principles of microbiology and their application to clinical practice
  • Pathogenesis, with specific reference to health care associated infections
  • Contemporary communicable diseases and prevalence in the local healthcare community, including blood-borne viruses
  • Environmental factors and appropriate risk management
  • Patient and human factors in clinical practice settings
  • Practical and targeted management of a range of named pathogens, including outbreak management
  • Auditing of clinical practice areas • Clinical governance and risk recording and management
  • Collaborative, interprofessional team working and decision making in pursuit of safe and effective solutions

Students will be expected to independently develop, reflect upon and apply their clinical skills and knowledge to the context of their own professional practice.

Comprehensive Approach to History Taking and Physical Assessment

The aim of this module is to enable the experienced healthcare practitioner to develop their physical assessment skills and apply this to their own clinical context. As the independent practitioner, you will be equipped with the knowledge base, communication skills and safe clinical examination skills to make confident, effective and evidence based patient care decisions. You will also be able to undertake an independent assessment to start planning appropriate care or referral for your patients. The module learning outcomes are contextualised within the current health agenda, and as such you will take into account the context of your clinical assessment, demonstrating awareness of the implications of your care planning and/or referral decisions.

The syllabus for this module will include the following:

  • Anatomy and physiology:Systems covered - Respiratory, Cardiovascular, Abdomen, Neurology, Muscular Skeletal and ear, nose and throat
  • Pathophysiology and co-morbidities: Recognition of abnormalities within these systems
  • History taking and documentation techniques
  • Physical assessment skills - inspection, auscultation, percussion and palpation
  • Advanced communication and patient-centred decision making
  • Approaches to care planning and development of care management plans
  • Interprofessional boundaries, ethics and the legal implications of professional practice
  • Informed consent
  • Safeguarding
  • Role of the multidisciplinary team in care planning
  • Diversity and patient choice in care management

The assessment for this module is in two parts, both parts need to be passed in order to successfully complete the module:

1. OSCE (Objective Structure Clinical Examination). You will be expected to respond in a series of mock clinical situations. You will be asked to systematically assess, manage and escalate your findings within the context of your own personal and professional development and using best evidence to support your clinical decision-making and rationale. A pass mark of 80% is required.

2. Clinical Assessment Portfolio (CAP). You will be required to complete a portfolio of evidence documenting progress against a series of competency standards, which will demonstrate the appropriate application of theory to practice. The portfolio will demonstrate the learning and progression achieved whilst on the module.

Paediatric Urgent Care

The aim of this course is to further develop healthcare practitioners’ skills and knowledge relating to the specific issues inherent in clinical decision-making, organisation and escalation when working with children and young people and their families. This module explores the fundamental and key aspects of assessing, managing and treating children and young people who present to a range of primary and acute healthcare settings.

Return to Practice 

This short course supports learners who are former NMC or UKCC registrants who qualified as Adult, Mental Health and Children's nurses who are looking to return to work and registration with the NMC. Successful completion of the course will enable the learner to demonstrate achievement of the NMC Standards for Proficiency and programme outcomes for the relevant part of the register. This will deem you eligible to reregister with the NMC.

Practice Education 1

The module is relevant for those who support, mentor and assess student social workers and/or qualified social workers engaging in formal and informal learning or development activities.

The module will enable qualified and experienced social workers to meet the requirements of Stage 1 of the Practice Educator Professional Standards for Social Work (Social Work Reform Board, 2010). The emphasis is on developing the knowledge, values and skills needed to support the development of professional capabilities of social work students and others, and on holistically assessing professional practice. Candidates will undertake the role of ‘Practice Educator in Training’, supervising a social work student on placement for the duration of the module. Candidates will be supported by a Mentor (a Stage 2 Practice Educator) identified by their agency, in addition to the support provided by University of Lincoln tutors. One observation of practice is required (normally a supervision session).

There is a minimum post qualification experience requirement of two years.

The module is made up of three blocks of study that are completed sequentially over the course of the social work student placement. Block One focuses on managing and developing opportunities for learning and assessment in practice, Block Two considers enabling learning and professional development and Block Three focuses on managing the assessment of learners in practice. There are five taught days.

The syllabus for this module will typically include the following:

  • The stages and features of effective planning and preparation for the demonstration of assessed competence in practice, including curriculum design
  • Analysing and applying theories of learning
  • Working with learners to identify individual learning needs and to support the development of self-directed learning
  • The practice educator role in supporting learning and professional development in practice with particular reference to supervision and promoting reflective practice
  • Supporting learners to develop and apply factual, theoretical and research knowledge in practice
  • Exploring how feedback can support and inform learning, including feedback from service users and others
  • Approaches and standards for equitable, robust and holistic assessment of learners’ practice

The assessment for this module will be:

  • A reflective and analytical commentary of 6000 words on practice education at Stage 1 (100%)
  • One direct observation of practice educator skills in practice verified and assessed by an appropriately qualified and experienced Stage 2 Practice Educator (Pass/refer)
  • Successful completion of practice curriculum (Pass/refer)

The assessment for this module will be: • A reflective and analytical commentary of 6000 words on practice education at Stage 1 (100%) • One direct observation of practice educator skills in practice verified and assessed by an appropriately qualified and experienced Stage 2 Practice Educator (Pass/refer) • Successful completion of practice curriculum (Pass/refer)

Practice Education 2

Practice Education 2 builds on Practice Education 1 and aims to enable qualified and experienced social workers to meet the requirements of Stage 2 of the Practice Educator Professional Standards for Social Work (BASW 2020).

This module is relevant for those who support, mentor and assess student social workers and qualified social workers engaging in formal and informal learning or development activities.

Candidates will explore how values, skills and knowledge gained through planning, teaching and assessing learning have become embedded within their practice. In doing this they will provide evidence of a range of methods used to evaluate their practice.

Candidates will take on the role of ‘Practice Educator in Training’ for the duration of the module, supervising a social work student on placement or a qualified social worker engaged in formal continuing professional development (for example, the Assessed and Supported Year in Employment).

The module will typically include the following:

  • Critically reviewing professional development as a practice educator, drawing on feedback from others
  • Assessing how practice educator knowledge, skills and learning have been applied to new roles
  • Models of supervision including developing supervisory relationships
  • Different approaches to assessment, with particular reference to feedback from service users, carers and professionals
  • Critically appraising research findings and knowledge to explore contemporary ‘best practice’ in practice education, mentoring and work-based assessment

Assessment

The assessment for this module will be:

  • Reflective and analytical commentary on practice education at Stage 2 (2000 – 3000 words)
  • Podcast presentation or poster (contemporary ‘best practice’ in practice education, mentoring or work-based assessment)
  • Direct observation report from a Stage 2 Practice Educator
  • Line manager verification of practice statement

Interprofessional safeguarding across the life course - £1,400.00

This module aims to promote collaborative, interprofessional practice around safeguarding in health and social care settings

An introduction to public health - £700.00

This module aims to provide learners with an introduction to public health systems, policy and strategy.

Person-centred cancer care - £700.00

Cancer is an umbrella diagnosis for many diseases caused by cellular change and involving a variety of causative factors, affecting as many as 1 in 2 people at some point in their lives. This module explores how cancer affects people and their families from a range of perspectives, allowing health and care professionals to increase collaboration and integrated team working. This module is designed for health and care professionals who are working with people with a cancer diagnosis at any stage in their condition.

The module core content will include:

  • Aetiology and epidemiology of cancers
  • Prevention and detection
  • Diagnostic pathways
  • Staging of disease
  • Treatment modalities
  • Acute oncology emergencies

Additional content to include:

  • Holistic needs assessment
  • Symptom management including pain management
  • Complementary treatments
  • Managing concurrent healthcare problems
  • Supporting families affected by cancer
  • Collaborative working and Care navigation
  • Integrated service provision and planning
  • ReSPECT and DNACPR decision making

The assessment for this module is a poster presentation- you will design an evidence-informed poster on an area of cancer care relevant to your practice and present it to the cohort (15mins)

An interprofessional approach to diabetes care - £700.00

This module will enable students to develop the core knowledge necessary to apply an evidence-informed, holistic approach to individualised care for people at risk of or living with diabetes.

New directions in integrated health and social care - £700.00

Health and Social care is constantly changing due to new evidence and new policy decisions. This short course allows you to explore the political and theoretical landscape of how such decisions are made, looking at global, national and local decision making. Learning alongside colleagues from other professions, you’ll consider the progress towards integrating health and social care, what barriers there might be in doing this, and how interdisciplinary working might help progress towards this integration. This course is also a core module for the MSc Integrated Professional Practice award.

The content for this course is likely to include

  • Contemporary Health and Social Care systems, in countries within the UK
  • Contemporary international Health and Social Care systems
  • Current and future service delivery landscapes: NHS, local authority, private, voluntary / charitable, independent, not – for - profit sectors
  • Current policies for integrated health and social care
  • Analysis of relevant Health and Social Care data sets
  • Personalisation, person centred care and service user involvement.
  • Concepts such as empowerment, advocacy, partnership working and relevant models of partnership working.

This course is delivered in a blended learning style with most activity taking place in online workshops, supported by learning materials you can access at a time to suit you. Key concepts will be introduced using introductory face to face days followed by online groups allowing you to interact and talk with other students. The course runs for 6 sessions over 6 weeks.

The assessment for this course is a group presentation and an individual written summary of your contribution to the work (1500 words).

Evidencing ongoing professional development - 15 credit version £700.00 / 30 credit version - £1,400.00

This module allows students to re-examine prior learning from individual study, short courses and non-accredited learning opportunities as well as conference proceedings, professional reading and occupational activity. The module is suitable for all working in health and care services, providing the opportunity to apply a deeper level of critical reflection and application of theoretical perspectives to practical or work-focused learning. Students will be able to further develop their academic reading and writing skills whilst exercising autonomy in their applications of the learning outcomes to their own personalised circumstances. The module offers students choice in assessment approaches to demonstrate achievement of the learning outcomes.

This module will cover:

  • Further development of academic reading, writing and discussion skills
  • Analysis and application of theoretical discourse to professional knowledge
  • Approaches to critical reflection and the development of metacognition
  • Application of professional values, ethics and inclusive approaches to care
  • Recording learning using reflexive learning logs
  • Goal-setting and evaluation of outcomes of professional learning in practice

This module will also typically include:

  • Exploration of the concepts of critical thinking, reflection and sources of professional knowledge.
  • Evidence-informed practice and the relevance of research to professional knowledge
  • Situating own practice within wider governance, legislative, political and cultural influences.
  • Analysis of personal learning, the influence of working practices and cultures on individual thinking.
  • Collaborative approaches to professional working
  • Skills for the dissemination of good practice to a range of audiences.
  • Career and personal development planning

The assessment for this module offers students a choice between EITHER a patchwork in the form of a collated portfolio OR a presentation, allowing students to select the medium in which they feel best able to express their ongoing development journey. This will form 60% of the summative assessment. All students are also required to submit a personal development plan as a written assignment, forming the remaining 40% of the summative assessment (1500 words).

Negotiated work-based learning - 15 credit version £700.00 

In this short course you choose the focus of your learning, giving you the opportunity to explore subjects that are truly relevant to your personal professional practice. Using the University of Lincoln ‘Student as Producer’ ethos, you will negotiate a topic, produce a written learning or project plan and agree your own learning outcomes with the module leader, who will then use workshops, guided study and individual tutorial support to facilitate you meeting these.

The content in the workshops will typically include

  • Theoretical approaches to professional learning as an adult
  • Selection and synthesis of relevant literature
  • Development and implementation of a learning contract
  • Project planning and coordination
  • Approaches for evaluating impact
  • Negotiating complexity in work environments
  • Self-efficacy and critical reflection
  • Advanced communication
  • Leading project work

The assessment for this course is a live discussion-based assessment (viva) where you will discuss your learning with tutors from the School to demonstrate your understanding.

This course is a blended learning course with workshops over 4 weeks followed by individual support from your tutor and the assessment 4 weeks after the end of the workshops.

 

Negotiated work-based learning - 30 credit version - £1,400.00

In this short course you choose the focus of your learning, giving you the opportunity to explore subjects that are truly relevant to your personal professional practice. Using the University of Lincoln ‘Student as Producer’ ethos, you will negotiate a topic, produce a written learning or project plan and agree your own learning outcomes with the module leader, who will then use workshops, guided study and individual tutorial support to facilitate you meeting these.

The content in the workshops will typically include

  • Theoretical approaches to professional learning as an adult
  • Selection and synthesis of relevant literature
  • Development and implementation of a learning contract
  • Project planning and coordination
  • Approaches for evaluating impact
  • Negotiating complexity in work environments
  • Self-efficacy and critical reflection
  • Advanced communication
  • Leading project work

The assessment for this course is a live discussion-based assessment (viva) where you will discuss your learning with tutors from the School to demonstrate your understanding and a written report (1000 words)

This course is a blended learning course with workshops over 6 weeks followed by individual support from your tutor. The live assessment takes place 2 weeks after the end of the workshops with your report submitted in a further 2 weeks.

Integrated professional practice research methods £700.00 

The module will support students to deepen their understanding of qualitative and quantative research approaches that can be used to address research questions in the health and social care sector. This will build understanding and appraisal of research in order to develop practice from being a consumer of evidence towards being a creator of knowledge.

This module will cover

Key components of research design Determining and formulating a research question Qualitative and quantitative research methods Literature searching and appraisal Approaches to data collection Ethical considerations and approval processes Identification of an area for independent study development of a research proposal This module will also typically cover recording the research process coproduction, patient and public involvement with research clinical and research governance.

This module will be delivered as a remote learning module with both synchronous and asynchronous teaching to support students who will be approaching the research methods with varying levels of pre-existing knowledge. The philosophical stances surrounding contemporary health and social care research will be broadly introduced, before focussing on the knowledge and skills necessary to enable practitioners to design research that is directly relevant to the contemporary workplace.

Assessment:

Formative- students will be formatively assessed as they work up their literature search strategy, allowing for scaffolding of fundamental research skills, Summative- a written piece of work in 2 parts- 1)a reflective discussion of qualitative, quantative and alternate methodologies and what influenced their choice in selection (1000 words) and 2)a research proposal plan (1000 words) which will encourage a deeper understanding of how new studies are developed, whilst providing an opportunity for students who intend to progress to a dissertation to begin the development of their project.

Proactive management of long-term conditions - £1,400.00

This module provides the practitioner with the knowledge and skills required to proactively support the holistic care and treatment of individuals with long term health and social care needs, within their field of professional practice. The module will focus on enabling individuals to take greater control of their care and offering opportunities for better health and wellbeing, through personalised care planning, increased prevention strategies and supported self-care (NHS, 2014). Students will be expected to independently synthesise and apply their clinical skills and knowledge to the context of their own professional practice.

The syllabus for this module will typically include the following:

  • Integrated care and collaborative inter-professional working
  • Case management and personalisation
  • Health promotion
  • The wellbeing principle
  • Empowerment of individuals
  • Self-management
  • The psychological impact of long term conditions
  • Concept of the self
  • Motivation
  • Choice, advocacy and the role of the carer in decision making

Musculoskeletal Assessment, Diagnosis and Management for First Contact Practice - £1400

Musculoskeletal complaints form a large body of presentations in healthcare. This module will build on previous MSK related learning and experience to an advanced level. It will cover the skills required for advanced musculoskeletal practice, aligned to the knowledge skills and attributes within the FCP MSK roadmap. Existing knowledge and skills around assessment, diagnosis and management of musculoskeletal patients will be built upon and developed. Students will develop critical thinking and patient centred care, demonstrating skills in shared decision making. Indications and justification for the use of further investigations, including MRI, CT, diagnostic ultrasound, x-ray and blood tests, will be critically reviewed with focus on when to refer patients appropriately and how to respond to the results. Management of patients with both chronic and acute conditions will be explored, including persistent pain and a knowledge of common orthopaedic surgery and indications.

 

This module will cover:

Assessment

  • Multisystem assessment relevant to musculoskeletal practice, including cardiac, vascular, neurological, respiratory, GI, and GU
  • Exploring different assessment and clinical reasoning approaches and tools, including outcome measures.
  • Justifying the use of further investigations, including MRI, Ultrasound, X-Ray, CT, NCS and blood tests and responding appropriately to the results in the context of the individual and the evidence base. Diagnosis
  • Use information gathered from different sources to come to a range of differential diagnosis.
  • Decide upon likely diagnosis and common diagnostic errors.
  • Consider both musculoskeletal causes and conditions that masquerade as musculoskeletal problems, including red flags.

Management

  • Develop advanced clinical reasoning relevant to musculoskeletal practice.
  • Demonstrate shared decision making, utilising advanced communication skills and making management decisions individualised to patients.
  • Identification of potential red flags and knowledge of action to be taken and local pathways.
  • Knowledge of common elective orthopaedic surgery with indications and contraindications, taking into account NICE guidelines, pathways and CCG criteria.
  • Knowledge of types and application of rehabilitation in the management of musculoskeletal conditions

Assessment in practice

A practice supervisor will be required. For alignment with the FCP MSK Roadmap (Health Education England, 2021), in primary care this needs to be either a GP educational supervisor, or HEE recognised roadmap supervisor. In secondary care this needs to be at medical consultant or a suitably qualified MSK professional. The portfolio will utilise the documentation for stage 2 from the Roadmap and needs to be verified in practice. Pass / Fail

A minimum of 37.5 hours of experience outside of your normal clinical environment within the wider interprofessional team in different health settings and reflecting on the learning gained.

Formative assessment will include practice OSCE attempts Summative assessment is in 2 parts- 1. 3,000 word care study demonstrating advanced musculoskeletal assessment, diagnosis and management. More than one case can be included to demonstrate difference in approach. Critically review the assessment, diagnostic and management decisions in respect to the current evidence, shared decision making and collaborative working. 2. In class test (OSCE Assessment).

Injection Therapy for Musculoskeletal Practice - £850

The module introduces the theory and practice of musculoskeletal injection therapy, including the safety, ethical and legal aspects of practice in the context of the evidence base. This module will suit those healthcare professionals aiming to move into advanced practice roles related to MSK or rheumatology practice. It is suitable for healthcare professionals such as HCPC registered physiotherapists, podiatrists, occupational therapists, and registered GPs, doctors, and nurses who are experienced in orthopaedics, rheumatology, or musculoskeletal practice.

 

Entry Requirements for this module:

  • Students require a suitable clinical mentor. This can be a medical practitioner in a secondary care specialty, a general practitioner in an appropriate primary care specialty, a physiotherapist or other registered health professional from an appropriate specialty who has qualified in injection therapy and has maintained competence and actively uses injection therapy in their current practice. The supervisor must have at least 12 months of injecting experience / qualification and agree to supervise intermodular clinical practice.
  • Have written confirmation from an employer that they are able to use injection therapy in the work environment
  • Work within a clinical environment covered by appropriate PGD / PSD / or be a qualified prescriber and have appropriate remit within your workplace (written confirmation required).
  • Must have current professional registration (e.g. HCPC)
  • Minimum of two years experience in musculoskeletal clinical practice (e.g. medical doctors, physiotherapists, osteopaths, chiropractors, podiatrists, occupational therapists)
  • Current certificate in resuscitation / basic life support
  • Current certificate of vaccination for Hepatitis B
  • Provide evidence of current appropriate indemnity insurance to practise.

 

This module will cover:

  • Clinical rationale for musculoskeletal injection therapy in the context of the evidence base.
  • Clinical reasoning and decision making for safe and appropriate injection therapy
  • The pharmacology of medicines used in injection therapy (namely injectable corticosteroid and local anaesthetic)
  • Patient selection - including precautions and contra-indications, and interactions with other medications.
  • Legal and ethical considerations of injectable medicine administration.
  • Treatment techniques and supervised practice; aseptic technique, management of anaphylactic shock.
  • Professional practice: communication and consent, competency, professional regulation, patient group directions, recording keeping.
  • Applied anatomy.

Advanced musculoskeletal practice portfolio - £700

This course offers registered Health Professionals the opportunity to build on previous MSK related learning and experience to an advanced level.

This course covers the following areas:

  • Evaluation of current advanced musculoskeletal knowledge and implementation into practice, including assessment, diagnosis and management.
  • Identification of individuals learning needs and developing skills to address these areas within theory and practice
  • Approaches of critical reflection and the development of metacognition
  • Further development of academic reading, writing and discussion skills
  • Application of professional values, ethics and inclusive approaches to care
  • Critically reflect on practice decisions within the MSK specialism, taking into account evidence, best practice and shared decision making

Entry Criteria: Must have current professional registration (e.g. HCPC). Minimum 3 years post graduate experience and a minimum 3 years in musculoskeletal, or other relevant practice. (e.g. medical doctors, physiotherapists, podiatrists, occupational therapists). Need to be working in advanced practice, or working towards advanced practice or FCP. Relevant MSc level education in the MSK specialism, or relevant clinical experience in the MSK specialism. A practice supervisor will be required. For alignment with the FCP MSK Roadmap (Health Education England, 2021), in primary care this needs to be either a GP educational supervisor, or HEE recognised roadmap supervisor. In secondary care this needs to be at medical consultant or a suitably qualified MSK professional. Completion of MSK Primary Care HEE E-Learning for health modules.

Assessment

Formative assessment will be provided by using peer assessed reflective writing opportunities to allow students to further develop not only academic writing but also skills in giving and receiving feedback.

Summative assessment is in 2 parts-

1. A portfolio of evidence that comprises a log of learning opportunities that have been undertaken during the program. These should include a range of reflective case studies, work-based assessments, critical appraisals, clinical placements, contributions to quality improvement / service development and audit.

2. A 2,000-word reflective commentary on the portfolio and implementation of learning into practice.

Best Interests Assessor - £650

This module provides the opportunity to acquire the qualification required for to carry out the duties of Best Interests Assessors, as required by the Deprivation of Liberty Safeguards (DOLS) regulations. It is open to professionals from social work, nursing, occupational therapy and psychology who have at least two years post-qualifying experience.

Pathophysiology, Assessment and Diagnosis for first contact practice

In this module students will be given opportunities to further develop their skills in applying a sound understanding of pathophysiology at a cellular level to the competent assessment of people presenting with a range of health needs.