MSc Nursing (Pre-registration - Child)

The next intake for this course is January 2020. Applications are now open for this intake, please apply directly to the University. Early applications are recommended.

The Course

Children's nurses are part of multidisciplinary teams that care for children of all ages. They play an essential role in assessing a child's needs and supporting children's families.

This Master's degree enables graduates from a range of backgrounds the opportunity to transfer their skills to become a registered nurse (child). The course is aimed at graduates of relevant degrees who aspire to qualify for eligibility to apply to the NMC Register.

The course is underpinned by the Nursing and Midwifery Councils's (NMC) core values and aims to promotes critical thinking skills and the spirit of inquiry.

Over the past few decades the nurse’s role has developed due to the changing context of health and social care, resulting in a wide range of new roles and services. Registered nurses (child) hold a significant role in terms of leading and coordinating care provision for people across the lifespan; aware of complex mental, physical, cognitive and behavioural care needs of those they look after.

This Master's degree aims to develop registered nurses (child) who prioritise people by providing safe and effective care, educating those in their care through the use of technology, promoting health literacy to prevent ill health, and supporting healthy choices and lifestyles. The course has been developed to raise the professional values and social conscience of students to prepare them for future healthcare roles.

Nurses translate evidence-based knowledge to improve healthcare delivery while maintaining and emphasising the ethics of person centred care. Modules on this course have been designed with this in mind and aim to stimulate innovation, improve quality, manage risk, and identify areas for productive change.

The University of Lincoln, together with our practice partners, share a vision to prepare students to become dynamic nurses that are fit for practice in rapidly changing and challenging care environments.

Collaboration is a key part of this Master's degree and students are encouraged to learn with and from other healthcare professionals. Students can work in collaboration and partnership with academics, practitioners, service users, and other students. The course aims to empower students to become nurses that are resilient, caring, reflective, and lifelong learners to facilitate knowledge of other roles and services, inter-agency cooperation, and the confidence to work across professional boundaries.

Student as Producer

Research-engaged and evidence-based learning and teaching is at the core of the student learning experience on this course. Student as Producer is a model of teaching and learning that encourages academics and undergraduate students to collaborate on research activities. It is a programme committed to learning through doing.

The principles of Student as Producer are discovery, collaboration, engagement, and production.


Students can learn through their own research. Independent learning is promoted on each module through both directed and self-directed study, enabling students to contextualise the taught content to their field of practice and promoting independent study as a process students can use throughout their professional career.


Interprofessional working is an important part of the course. Students can work together to develop their knowledge and understanding and students can collaborate amongst professional peer groups and staff. Students are seen as partners in the production and dissemination of knowledge.


Students can develop their confidence and identity as a member of a professional community. Students can transfer and apply their learning to nursing practice, fully engaging with reflection, and the proactive identification of their own learning needs.


The course focuses on the production of professionally relevant and innovative learning outputs that can be applied and implemented within nursing practice, as well as focusing on the achievement of academic learning outcomes. 

Students undertake a range of modules on the course.

First year modules:

  • Essential Interprofessional Practice
  • Assessing Needs, Planning and Coordinating Care
  • Providing and Evaluating Care
  • Leadership and Supervision in Nursing Practice

Second year modules:

  • Applied Health Improvement
  • Service Evaluation for Clinical Practice
  • Service Transformation
  • Being an Accountable Professional Registered Nurse (Child)
  • Managing Complex Care.

By the end of the programme students must be able to demonstrate competence against the Future nurse: Standards of proficiency for registered nurses. These include being an accountable professional, Promoting health and preventing ill health, assessing needs and planning care, providing and evaluating care, leading and managing nursing care and working in teams, improving safety and quality of care and, coordinating care.

Work Placements

Work placements are designed to prepare students to meet the challenges of a rapidly changing clinical environment, whether this be a hospital, GP surgery, or community healthcare setting.

Study Abroad

In the second year, students have the opportunity to undertake an elective placement either overseas or in the UK. Placements can enable students to focus on an alternative healthcare context and offer the opportunity to gain an insight into, and experience of, working alongside colleagues from a range of disciplines.

Please note, students are responsible for their own travel, accommodation and general living costs while on placement or studying abroad.

Applied Health Improvement (Core)
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Applied Health Improvement (Core)

Health improvement is a term used to describe the work done with individuals and communities to enable and encourage healthy lifestyle choices to be made regardless of health and social circumstances. It is one of the three key domains of public health practice.

This second year module has been designed to extend students’ knowledge of public health policy and practice and provide the opportunity to explore how psychological, social, behavioural and environmental factors influence health, illness and healthcare and how these shape the advice given to patients to improve their own health and the health of others around them. Students will be encouraged to question the ethical basis of and effectiveness of health improvement practice in the current health and social care context from global, national and local perspectives.

Assessing needs, planning and coordinating care (L7) (Core)
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Assessing needs, planning and coordinating care (L7) (Core)

This modules is designed to develop the knowledge and skills needed to undertake a detailed clinical history within a variety of settings within students' chosen fields. By the end of this module students should be able to interpret a number of investigations and assessments, document and communicate their findings, and apply their knowledge of pathophysiology, signs and symptoms and interventions recommend a person-centred evidence based plan of care. Students will be supported to develop the skills necessary to communicate the plan of care. Students can how to coordinate the delivery of care for people with a range of physical and mental health needs, and people with learning disabilities across the lifespan.

Being an Accountable Professional Registered Nurse (Child) (L7) (Core)
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Being an Accountable Professional Registered Nurse (Child) (L7) (Core)

This module will help you to focus on the transition from student nurse to a Registered Children’s Nurse in your chosen field of practice. You will be supported to develop the skills you will need to become more resilient and able to deal with the difficult decisions you will have to make in every day care situations, particularly in light of political and economic constraints. You will have the opportunity to reflect on your learning and develop a portfolio that will help you towards meeting the requirements of registration and revalidation, and identify your future career goals. The learning outcomes in this module reflect The Code: Professional standards of practice and behaviour for nurses and midwives (NMC, 2015, updated 2018).

Essential Interprofessional Practice (Core)
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Essential Interprofessional Practice (Core)

Healthcare professionals share key skills and characteristics around the legal, ethical and values base of professional practice. This first year inter-professional module has been designed to provide students with the opportunity to develop essential knowledge and understanding about the structure and function of health and social care in the UK; the role of different professional groups and how they can work together to maximise the care experience for service users and their families and the legal, ethical and professional body frameworks that govern practice. The module will also support students in making the transition to Masters level study and assist them in the development of key skills such as critical evaluation, reflection and using evidence to underpin practice.

Leadership and Supervision in Nursing Practice (Core)
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Leadership and Supervision in Nursing Practice (Core)

This first year module explores aspects of leadership and management in healthcare, alongside practical skills for facilitating practice learning and supervising students in a range of learning environments.

Students can gain an understanding of management and leadership theory and how human factors can impact upon organisational culture, service delivery, and clinical practice. Students can learn how to function effectively as a member of a team, motivating and supporting their colleagues.

Students can collectively explore the skills required for critical and constructive reflection as a registered professional, preparing for lifelong personal and professional development. This will include practicing coaching and mentorship techniques, to support and facilitate the development of others on the programme; reflecting the culmination of their engagement in peer to peer education and buddying throughout the programme.

Managing complex care (L7) (Core)
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Managing complex care (L7) (Core)

Care is becoming more multifaceted with increasing co-morbidities and an increase in the health and care complexities experience by some people, and whilst there are advances in treatments and technologies, there is a need to prioritise the care we provide in an increasingly complex care environment.

The aim of this second year module is to help students explore the needs of people with complex health needs across the lifespan, including coping with long-term illness and disability. Students will be expected to explore care delivery for individuals and groups of people, and building on the leadership theories learnt in year one to employ the skills of decision-making and delegation within a team or organisation. This is synonymous with the ability to make clinically sound decisions based on best evidence within complex and rapidly changing clinical environments. It is intended that by the end of this module students will have developed their confidence to lead and manage these complex care situations and decisions.

Providing and evaluating care (L7) (Core)
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Providing and evaluating care (L7) (Core)

This first year module aims to help further develop the skills and knowledge in order to provide holistic care and evaluate the care that nurses and their teams provide to people to meet their health and wellbeing needs. By the end of this module students should be able to document and evaluate the effectiveness of care provided to people requiring treatment for physical and/or mental health conditions. This includes re-establishing treatment goals and prioritising the provision of care; facilitating shared decision-making on discharge or transition to other services. Students can also develop their skills to safely judge the use of medicines for people in their care, including therapeutic uses, effects, and modes of action, and students should be able to calculate medicines correctly.

Service Evaluation for Clinical Practice (Core)
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Service Evaluation for Clinical Practice (Core)

This second year module provides students with the opportunity to develop the knowledge and skills required to systematically evaluate an area of service delivery within their field of professional practice. The module will support students to critically examine current research and audit practices in order to conduct a literature review to find alternative ways of working to improve patient outcomes. Students are then expected to prepare a business case proposal for change within their professional area.

Service Transformation (Core)
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Service Transformation (Core)

This second year module provides the students with the chance to develop the knowledge and skills required to systematically propose a service transformation project in order to improve service delivery and patient safety within their area of professional practice.

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

† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.

Students are assessed both formally and informally throughout the course to develop learning and autonomy. Assessments can take place both within the University and practice placement environments. Practice-based learning will be assessed as either a pass or fail. Academic work contributes towards their final grade.

Some of the assessment on the course is led by tutors, however students are encouraged to engage in peer and self-assessment to help develop the skills of reflection and evaluation which are essential for lifelong learning and continued professional development, following registration as a nurse.

Some of the assessments focus on theoretical knowledge and the application of theory, and others on the practical performance of technical skills and patient management.

Assessments throughout the programme have been designed to be relevant to professional working practices. 

We will be looking for applicants committed to Child Nursing.

To apply for this programme, please submit your application via the University of Lincoln’s postgraduate online application form. Please ensure that you include a personal statement with your application. As a guide, this should be around 47 lines (or 4,000 characters) and it should evidence details below.

This course is for graduates of relevant degrees who aspire to qualify for eligibility to apply to the NMC Register. We will be looking for applicants with a good knowledge of, and a commitment to, undertaking adult nursing as a profession. This must be clearly demonstrated through experience of health and social care, and knowledge of the profession in your application and at interview.

All relevant work experience that you have undertaken to date should be included and, most importantly, how this work experience influenced your decision to pursue a career in adult nursing.

You must be able to evidence a good understanding of the breadth of care delivered by nurses and scope of the nursing profession, preferably indicated by some form of interactive or observational work experience. You must demonstrate an understanding of how nursing can bring about excellent health and wellbeing through quality of care, as well as the importance of and engagement with essential values and behaviours that bring about high quality, compassionate care. In addition, you should be able to articulate realistic expectations of the programme and the demands of practice-based learning placements.

We do not accept references from the following:

  • Friends
  • Family members
  • Peers
The University has invested £19 million in the Sarah Swift Building, a dedicated facility for the School of Health and Social Care and the School of Psychology. For those on nursing courses, the building has well-equipped clinical suites for clinical practice, with separate teaching and observation areas. There is also a range of high-quality teaching, research, social, and learning spaces.
 2019/20 Entry*
Home/EU Course Fee £7,161 per year
Placement Fee** £2,089 per year
Total tuition fee each year £9,250 per year


Fees (including Reductions)***

 2019/20 Entry*

Home/EU Course Fee 

(including Alumni Scholarship reduction)***

£5,729 per year
Placement Fee** £2,089 per year

Total tuition fee each year

(including Alumni Scholarship Course Fee reduction)***

£7,818 per year


*Academic year September- July

** The total tuition fees for the programme incorporate the £2,089 annual placement tariff

*** Subject to eligibility, students eligible for the Alumni Scholarship will have the 20% reduction applied to the Course Fee element only.

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

Other Costs

Please note, students are responsible for their own travel, accommodation and general living costs while on placement or studying abroad.

  • Applicants should hold an honours degree at 2.2 classification or above.
  • Normally 3 GCSEs at grade 4 (C) including English, Maths and Science, or equivalent qualifications. These GCSEs must be obtained prior to submitting an application. Applicants who completed an Access to HE in Health and Social Care will be required to provide evidence of undertaking science units at level 3.
  • Evidence of experience in a practice setting to include 650 hours of care related practice experience to be completed by the 31st October for January entry. Please see below for more information.

Certificates and degree transcripts of all previous qualifications will need to be provided before any offers are confirmed.

Other requirements include:

  • IELTS 7.0 with no element below 6.5.
  • Successful performance at an interview.
  • Knowledge of contemporary health and social care issues, and the role of the Mental Health Nurse in providing healthcare.
  • Understanding of written material and can communicate clearly and accurately in written and spoken English.
  • “Settled residential status” in the United Kingdom in line with the requirements of the 1977 Immigration Act.
  • Resident in the United Kingdom for at least three years.
  • All students will be required to sign the subject-specific Fitness to Practise Code of Conduct on entry, details of which will be forwarded with an offer letter.
  • Satisfactory completion of an Enhanced Disclosure from the Disclosure and Barring Service (DBS) (formerly the Criminal Records Bureau (CRB).
  • Entry on to the course is subject to meeting the requirements of a profession specific occupational health screening.

Evidence of Experience in a Practice Setting:

This section of the portfolio relates to the evidence you need to provide to show that you have undertaken 650 hours of care related practice experience. This will ensure that you are able to meet the required 2300 hours of practice at the end of your programme which is a stipulation of the NMC (Nursing and Midwifery Council).

What do we mean by care related practice?

For the purpose of recognition of prior experiential learning (RPEL), practice can be defined as:

‘A place of work that specialises in providing services to people requiring physical or psychological support or care’.

Experience can be in the following:

  • A hospital, care home, or community setting and can include people of any age;
  • Undertaken on a paid or voluntary basis
  • Within an NHS, private or voluntary organisation.

A practice supervisor will be required to verify practice hours completion, but if you have already completed 650 hours of practice, for example as a healthcare assistant, you will not have to complete an additional 650 hours. However, you will still have to ask a practice supervisor to verify that you have completed the required number of practice hours.

You are responsible for ensuring all sections of this document are completed and signed by a practice supervisor. Examples of appropriate supervisors may include the following:

  • Line manager
  • Registered health or social care practitioner
  • Voluntary work coordinator/leader.

Applicants with Disabilities

We take seriously our obligation to make reasonable adjustments to ensure that all students with disabilities can successfully complete their studies. All applicants will be assessed on the basis of the criteria outlined here regardless of any disability. If you declare a disability we will invite you to work with us to explore how best we can support your studies.

Other information:

You must declare all spent and unspent criminal convictions including (but not limited to) cautions, reprimands, final warnings, bind over orders or similar and details of any minor offences, fixed penalty notices, penalty notices for disorder, ASBO’s or VOO’s.

Further information can be found at

If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the admissions team on 01522 886097, or email

Learn from Experts

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

Ellie Forbes

Academic Contact

Ellie has worked as a Children's Nurse for 20 years in a range of clinical, academic, and managerial settings. Her research specialisms include children's critical care, infectious diseases in children, human factors, resilience, improvement methodology, and inter-professional teaching and learning. Ellie Forbes +44(0)1522 835836

Your Future Career

Career and Personal Development

Nursing graduates have an opportunity to work in a range of diverse health and social care settings from acute nursing to community settings or in education, research, and improvement.


The University's £19 million purpose-built Sarah Swift Building is equipped with advanced clinical simulation facilities that can be adapted to different healthcare situations, creating realistic simulations for the training of student nurses.

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.

Students can make the most of the University's Great Central Warehouse Library, which provides more than 250,000 journals and 400,000 print and electronic books, 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.