MSc Advanced Clinical Practice

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 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.

The Master of Science Award at the University of Lincoln has been designed to reflect the Health Education England 2017 Framework (HEE), enabling registered practitioners to acquire an expert knowledge base, complex decision-making skills, and clinical competences for expanded scope of practice.

It is underpinned by the four Advanced Clinical Practice framework pillars as outlined by Health Education England 2017; Clinical Skills, Management and Leadership, Education, and Research. It is fundamental to this programme that each bespoke student pathway will contain a minimum level of each pillar in order to be deemed competent, however the individual route-way the practitioner takes will be determined by their own clinical practice role.

Within the award the ‘Clinical Skills’ pillar will always be the most prominent and each combination of modules aims to continuously promote the core principles of Advanced Clinical Practice; Autonomous practice, critical thinking, high levels of decision making and problem solving, values based care and improving practice.

The MSc Advanced Clinical Practice programme follows the updated national and regional ACP agenda, and national standards, alongside the provision of the academy of advanced practice. It is intended to be open to self-funding students and the Health Education England funded route, through speaking to your Trust ACP/Education lead.

The new programme has been designed to feature a linear approach, with the NMP (PPP) programme remaining an optional feature. Students can explore advanced practice on both a personal, local, and national level. They will be encouraged to develop a substantial portfolio of evidence illustrating a breadth of practice, while exploring relevant research and developing their own skill set. The programme will be designed to fully integrate the Health Education England national framework capabilities across all four pillars of advanced practice.

For further information please contact Programme Leader, Sharon Andrews: sandrews@lincoln.ac.uk

Evidencing Advanced Clinical Practice through Portfolio Development (Core)
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Evidencing Advanced Clinical Practice through Portfolio Development (Core)

This module provides an opportunity for those working in an advanced level of practice to integrate, synthesise, and demonstrate the application of knowledge around an area of specialism through clinical case presentation in the workplace.

The aim of this module is to provide students with the means to develop a professional recognition portfolio that demonstrates learning through a series of self-assessments, critical reflections and case studies.

The portfolio will be personal to each student and should challenge them to engage in a critical review on their own professional practice and demonstrate understanding of the limitations of their own role.

Exploring Leadership and Governance in Advanced Practice (Option)
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Exploring Leadership and Governance in Advanced Practice (Option)

This module has been designed to support students' understanding and application of legal, ethical, and professional perspectives, to inform future advancing practice.

Students will be given opportunities to relate the theoretical perspectives and new learning gained throughout the module to their own clinical area.

This module will support the development of a practice portfolio of evidence to demonstrate students’ achievement of ACP competencies.

Students are expected to work towards evidencing these competencies in clinical practice, contextualised to their clinical area, supported via a named supervisor and assessor.

Fundamentals In Advanced Clinical Practice (Core)
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Fundamentals In Advanced Clinical Practice (Core)

This module introduces key principles of advanced practice, based on the four pillars of clinical practice, education, leadership, and research. Students can explore and develop their understanding of the professional requirements of working at an Advanced Practice level.

The module provides students with opportunities to develop life-long self-directed learning and evidence that development. Students are expected to evaluate their own practice role, their development needs, and apply theories of education, teamwork, and collaboration to build their own linear developmental plan.

Individualised Consultation (Option)
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Individualised Consultation (Option)

This module is designed to develop sound underpinning knowledge in relation to pharmacology, pharmacokinetics, and pharmacodynamics. The emphasis is on applied therapeutic interventions, essential for safe, competent prescribing within a student's scope of practice and professional competence.

The module encompasses the main theoretical perspectives associated with consultation skills and styles, considering patient centred approaches to history taking, and building on pre-existing knowledge and expertise as healthcare professionals. The focus is on effective communications, shared decision-making, and enhancing safety by promoting the development of meaningful, concordant relationships with patient and carers.

Pathophysiology, Assessment & Diagnosis for Advanced Clinical Practice (Core)
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Pathophysiology, Assessment & Diagnosis for Advanced Clinical Practice (Core)

In this modules, students will be given the 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.

The module will provide students with the tools to integrate physical and mental health assessment and planning across the lifespan, incorporating complex case studies involving multiple comorbidities. Developing robust clinical reasoning skills across a wide field of practice will be assessed using OSCE examinations.

By the end of the module students are expected to have collaborated with their work-based supervisors to demonstrate clinical competence in managing complete episodes of care in a variety of clinical settings.

Pharmacological and Therapeutic Approaches Across the Lifespan (Option)
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Pharmacological and Therapeutic Approaches Across the Lifespan (Option)

This module enables students to examine a range of interventions and approaches to managing episodes of care across the lifespan.

It aims to develop students’ pharmacological knowledge to support effective medicines management across the lifespan. It will include consideration of motivational and psychological approaches to care delivery and gaining concordance in treatment plans, alongside consideration of the pharmacological and other therapeutic options available.

Students can explore how the evidence base for such interventions affects decision-making and consider the importance of empowerment and co-design in meeting health and care needs. The emphasis is on applied therapeutic interventions essential for safe, competent practice.

Prescribing Governance (Option)
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Prescribing Governance (Option)

This module has been designed to support students' understanding and application of legal, ethical, and professional perspectives to inform their future prescribing practice. Students can relate the theoretical perspectives and new learning gained throughout the programme to their own specialist field and clinical area.

The module supports the development of the practice portfolio of evidence to demonstrate students' achievement of their RPS competencies (RPS, 2016). Student can work towards evidencing the requirements of A Competency Framework for all Prescribers (RPS, 2016), contextualised to their clinical area, supported via a named Practice Supervisor and Practice Assessor.

Research and Evaluation for Service Transformation (Core)
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Research and Evaluation for Service Transformation (Core)

This module is designed to engage students in conducting care service evaluation and transformation through researching, understanding, and applying theory and evidence-based best practice to a transformation of an aspect of the student’s clinical service.

Values, culture, organisational imperatives and ethical issues affecting service users, their families and/or carers and healthcare staff will be considered during the module.

An introduction to evaluation techniques and the contemporary issues and theoretical principles associated with the undertaking of a service transformation project in health and social care will be introduced using a series of lectures and seminar sessions at the beginning of the module.

Students will be required to undertake independent study, design and deliver a review of contemporary literature associated with the topic, and progress towards completing a service transformation project with support from a member of the module team and their clinical supervisor, line manager, and employer.

† 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.

For further information and for details about funding your study, scholarships and bursaries, please see our Postgraduate Fees & Funding pages [www.lincoln.ac.uk/home/studyatlincoln/postgraduateprogrammes/feesandfunding/].

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.

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

Sharon joined the University of Lincoln in 2012 having previously worked at the Royal Brompton Hospital, Royal Marsden Hospital, The Heart Hospital (UCH) and GOSH across both cardio thoracic and respiratory directorates. She is involved in developing the biosciences teaching in both undergraduate and postgraduate programmes within the school of Health and Social care. She is programme lead for the MSc Advanced Clinical Practice (ACP). Sharon achieved a MA in International Higher Education at Nottingham in 2012, and is working towards completing her educational research studies with a PhD in Education at the University of Lincoln. She is an active member of AAPE, the BiNE network, and is a fellow of the HEA.

Contact: sandrews@lincoln.ac.uk


Your Future Career

Facilities

At Lincoln, 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. The building will also include advanced clinical simulation facilities for the School’s nursing courses.

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.