120 credits at level 1 and 2 relating to a health professional qualification
The BSc (Hons) Professional Practice programme is a professionally orientated programme of study, which has been developed as a ‘top-up’ option for non-graduate registered healthcare professionals. This programme has been developed following discussions with partners which identified a need for modules that are responsive to both national and local policy and that aim to meet the educational needs of the local health professional population.
The programme aims to provide a degree-level qualification from a structured and appropriate post-registration education portfolio consisting of practice focused and research modules. These are aligned with the NHS career framework, which supports the philosophy of Lifelong Learning and clearly links to the NHS Agenda for Change initiative. The focus of this programme will be on supporting learning in practice, whilst also developing knowledge and understanding of strategic service transformation and evidence based practice. The course provides the opportunity for learners to participate and engage in the academic experience, aiming to ensure that learners are able to apply learned theory to practice.
The programme is designed to meet the needs of experienced practitioners from a range of healthcare backgrounds, who wish to broaden their knowledge and understanding of theoretical and policy issues, including research methods and develop their skills to contribute to the changing health and social care system. This programme is suitable for the following professionals who are currently registered and practicing; Nurses, Paramedics, Physiotherapists, Occupational Therapists, Radiographers, as well as other allied health professionals.
The BSc programme consists of two core modules on Evidence Informed Practice and Enabling Service Transformation, Integration and Change. Further optional modules can be chosen from the existing continuous professional development portfolio run by the Professional Development Centre. Students will take an individual pathway through the modules available, depending on their current area of clinical practice, their ongoing professional development needs, and their previous training. Individual pathways will be agreed with the Programme Lead. Most modules are delivered in an 8-10 week block, where students will be required to attend University on one day per week. This day will be fixed in advance for each module block, but the actual day of the week will vary from module to module
Individual pathways will be agreed with the Employer and or programme leader. Most modules are delivered in a 5-8 week block using a combination of online and classroom-based learning where students will be required to study at least one day a week. Some of this study will be on campus and some will be private study. University days will be mostly fixed in advance for each module block, however, the actual day of the week will vary from module to module.
For further information please contact Programme Leader, Chris Breen: firstname.lastname@example.org
Contact hours may vary for each individual module. The composition and delivery for the course breaks down differently for each module and may include lectures, seminars, workshops, independent study, blended learning practicals, work placements, research and one-to-one learning.
University-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 two - three hours in independent study.
We want you to have all the information you need to make an informed decision on where and what you want to study. To help you choose the course that’s right for you, we aim to bring to your attention all the important information you may need. Our What You Need to Know page offers detailed information on key areas including contact hours, assessment, optional modules, and additional costs.
This module addresses the fundamentals of service delivery in health and social care in the context of local and national strategic policy and practice. The module aims to develop knowledge of the processes underlying evaluation and transformation of services, including leadership, change management, evidence-based service innovation, and delivery of high quality health care.
This module aims to equip practitioners with the skills and knowledge required to ensure that they remain responsive to the ever-changing body of knowledge and scientific rational for clinical decisions in health and/or social care practice. The module will enable students to enhance their existing knowledge and understanding of the research principles that underpin clinical practice. Through this module you will be introduced to the concept of evidenced based practice, and you will learn how to interpret and communicate research evidence as applied to a variety of healthcare settings.
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 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.
This module looks to further expand the concept that the case study methodology enables the nurse to analyse information and develop critical thinking and problem solving skills. It encourages an depth consideration of contemporary issues related to the management of critical illness and to the nurse’s role in implementing care. The module seeks to further develop skills of investigation, assimilation and dissemination of evidence to promote best practice. The module aims to provide students with insight into effective mentorship and leadership skills and also encourages further consideration of ethical decision making in critical care.
This module utilises a case study methodology and aims to promote a holistic approach to patient assessment. Students are expected to build on existing knowledge and develop the skills to draw on available evidence to formulate a plan of care based on their findings. This will necessarily include consideration of the psychosocial aspects of care alongside the physical needs. Students are encouraged to consider local and national directives and initiatives and their impact on the critical care patient and their family. The module looks to introduce students to some principles of effective and sensitive management in relation to the legal, cultural and ethical dilemmas that they are frequently exposed to in the critical care environment. Within this module students are expected to work with an identified mentor and begin compiling a portfolio of evidence to demonstrate clinical competence and the ability to apply theory to practice.
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.
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.
This module explores aspects of leadership and management in healthcare, alongside practical skills for facilitating practice learning, preparing you to become a practice educator of the future. You will gain an understanding of management and leadership theory and how human factors can impact upon organisational culture, service delivery and clinical practice. You will learn how to function effectively as a member of a team, motivating and supporting your colleagues. We will 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 your engagement in peer to peer education and buddying throughout the programme.
This module aims to develop practitioners' knowledge and skills to work proactively and collaboratively with the service user to manage mental ill health in older adults, 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, through personalised care planning, increased prevention strategies, and supported self-care.
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. The module aims 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.
† 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.
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.
Methods of Assessment
The way you will be assessed on this course may vary for each module. It could include coursework, such as a dissertation or essay, written and practical exams, portfolio development, group work or presentations to name some examples.
The University of Lincoln's policy on assessment feedback aims to ensure that academics will return in-course assessments to students promptly – usually within 15 working days after the submission date.
The way students are assessed on this course may vary for each module. Examples of assessment methods that are used include coursework, such as written assignments, reports or dissertations; practical exams, such as presentations, performances or observations; and written exams, such as formal examinations or in-class tests. The weighting given to each assessment method may vary across each academic year. The University of Lincoln aims to ensure that staff return in-course assessments to students promptly.
Going to university is a life-changing step and it's important to understand the costs involved and the funding options available before you start. A full breakdown of the fees associated with this programme can be found on our course fees pages.
For eligible undergraduate students going to university for the first time, scholarships and bursaries are available to help cover costs. The University of Lincoln offers a variety of merit-based and subject-specific bursaries and scholarships. For full details and information about eligibility, visit our scholarships and bursaries pages.
For each course you may find that there are additional costs. These may be with regard to the specific clothing, materials or equipment required, depending on your course.
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.
The entry criteria is for all students to have 120 credits at Level One and Two relating to a health professional qualification. It is a modular programme of study which incorporates the University’s credit accumulation and transfer scheme.
To apply for this course please email email@example.com
At Lincoln, Covid-19 has encouraged us to review our practices and, as a result, to take the opportunity to find new ways to enhance the student experience. We have made changes to our teaching and learning approach and to our campus, to ensure that students and staff can enjoy a safe and positive learning experience. We will continue to follow Government guidance and work closely with the local Public Health experts as the situation progresses, and adapt our teaching and learning accordingly to keep our campus as safe as possible.
Some courses require clinical hours in practice. These may take the form of supervised practice in your place of work, insight days, or a longer, formal placement.
Such placements are organised by the students themselves or with their employer. Students will cover the cost of transport and accommodation and meals costs, unless able to claim from their own employers. Tutors may provide students with support and advice on finding placements, should they require it.