If you are a senior clinician or health care professional, the MSc Advanced Practitioner course will give you the advanced theoretical and clinical expertise you need to take your career to the highest level and meet the ever-changing needs and challenges of modern practice. As an experienced nurse, midwife, AHP or radiographer, you must have the most up to date skills and knowledge relevant to your own specific interests. Changes in health care mean you now also need to have a more dynamic, multidisciplinary understanding of all areas of practice – giving you both generic and specialist expertise. This will ensure you can provide the best and most appropriate health care to your patients.
We use a broad, multidisciplinary approach to ensure that what you learn is both relevant to your own interests as well as the demands of modern health care. You will also meet regularly with students from other schools within our Faculty of Health. This interprofessional philosophy encourages good communication and a greater understanding of different roles within the medical profession.
Mrs. Janice Mooney
The School of Nursing and Midwifery is consistently commended for its teaching. This year our independent Annual Monitoring Review graded the school ‘outstanding’ in for Practice Learning, Resources and Quality Assurance. We take great pride in our learning environment and helping students meet their potential. We also aim to encourage your appetite for life-long learning and career development. And we also use our expertise to offer a host of continual professional development (CPD) courses if you are already qualified or working in health provision.
We are very proud of our research record - in the 2008 Research Assessment Exercise, overall, 40% of research in nursing and midwifery at UEA was rated as internationally excellent or above. This means that our team is at the forefront of new thinking and new teaching in the fast-paced and challenging delivery of health services.
We do not just offer a great academic environment, being part of our School is a great opportunity to experience university life. We have some of the best facilities and opportunities that you could wish for.
This module aims to: * prepare the student to manage complex clinical conditions using scientific and contemporary clinical knowledge; * prepare the student to practice safely and effectively; * facilitate the development of advanced skills in the fields of physical assessment and examination skills; * support the development of practitioners who will advance the boundaries of clinical practice; * provide in-depth knowledge and understanding of the principles of assessment, the process of diagnosis, differential diagnosis, red flags and appropriate planning of care; * facilitate the interpretation of routine laboratory investigations and to facilitate the development of critical understanding of risk assessment strategies; * support critical awareness and acknowledgement of the student's limitations and boundaries whilst demonstrating knowledge and understanding of the contribution of other professionals and agencies.
The purpose of this module is to provide students with a broad introduction to the methods used in Health Science Research. . The skills to be developed include being able to 1: recognise basic quantitative and qualitative research designs 2: recognise different data collection techniques 3: acquire a basic understanding of both statistical analysis and qualitative analysis; 4: critically appraise of the research literature.
This module utilises the scientific knowledge base of the human genomic and proteonomic projects to understand the basis of clinical knowledge. It provides a nature-nurture template to the understanding of a person's position on the health/illness continuum. The template is used to deepen the practitioner's understanding of the principles of the healthcare process. The module aims to facilitate the development of a practitioner who: * is critically aware of the limitations in providing 'holistic' care based upon contemporary scientific and clinical knowledge base; * can articulate and provide written evidence which demonstrates the ability to appraise, critically, academic material/literature in an intelligent and original way; * can synthesise ideas and demonstrate knowedge base, which explores the boundaries of current thinking; * can hypothesise future advances in healthcare.
This module is aimed at illustrating the depth of knowledge developed through the whole of the MSc and giving students practical experience in conducting research. All students will be encouraged to consider their dissertation work for publication either through the University or in refereed academic journals.
Option A Study (20 credits)
Students will select 20 credits from the following modules:
This module aims to support practitioners in promoting person-centered care for the patient with a long-term condition and explore emerging models of service provision for the patient with a long-term condition; to provide opportunities for enhanced collaboration between services in the heath and social care sectors, also across primary, secondary and tertiary care; to facilitate enhanced understanding of the psychosocial experience of long-term conditions for the patient and their carers; to explore inequalities in health and public health/ health promotion strategies related to long-term conditions and to support the development of leadership and service development for patients with long-term conditions.
This work based learning will facilitate the development of clinical practice through integrated learning. The student will seek, use evidence and knowledge of decision making and clinical practice for the development of advanced clinical practice in their own field. The student may initiate a change in practice, or develop an aspect of their practice whilst undertaking this module. They will need to identify these aspects of practice before the commencement of the module. Parameters for study will in most cases need to be negotiated by the student, together with their employer and academic adviser.
Option B Study (20 credits)
Students will select 20 credits from the following modules:
The purpose of this module is to build on the coverage of qualitative methods and critical appraisal skills that were introduced and described in the Introduction to Research Methods module. The skills to be developed further include being able to 1: gain further knowledge of the conduct of qualitative studies 2: negotiate and acquire the practical skills needed in the planning and design, the data collection, the data analysis, and the data interpretation of a qualitative study.
The purpose of this module is to build on the coverage of quantitative methods and critical appraisal skills that were introduced and described in the Introduction to Research Methods module. The skills to be developed further include being able to 1: add depth to the basic knowledge already acquired in that module on measurement, survey instruments, trial design and statistics, 2: begin to acquire a basic understand of the concept of systematic reviews and meta analysis.
Option C Study (20 credits)
Students will select 20 credits from the following modules:
The importance of communication skills as the cornerstone of care has been reinforced by the development of the Connected Advanced Communication skills Training Programme. Originally designed by subject leaders in response to the NHS Cancer Plan (2000) and NICE guidance ‘Improving Supportive and Palliative Care for Adults with Cancer’ (2004). The Connected three day programme forms the centre piece of the experiential component of this module. By the end of the unit of study the student will be able to: • Critically analyse and evaluate the range of barriers, including own professional behaviour, known to inhibit effective communication within a health and social care setting. • Demonstrate, describe in depth and analyse the specific skills required to facilitate expression of the patients and carers perspective. • Critically evaluate the potential benefits of using a recognised structure and systematic approach to assessing patients/clients needs. • Demonstrate both knowledge and understanding of how the Calgary Cambridge framework as a recognised structure (see appendix 1) can be developed and used in practice settings • Demonstrate expertise in empowering patients/clients to be active participants in their care, promoting holistic change (cognitive, affective and behavioural) and adjustment, recovery and growth. • Critically analyse and evaluate current research and evidence in relation to the importance of effective communication within health and social care. Demonstrate an awareness of how to disseminate findings from the literature and apply to practice. • Critically evaluate the effects of both disease and illness on the patient, their families/carers and on the practitioner-patient relationship Demonstrate a comprehensive understanding of the complexities and challenges of communication and the particular strategies that may overcome them. • Demonstrate in-depth knowledge of the specific information giving skills which increase patient/client satisfaction, maximise recall &promote concordance.
Health care law and ethics is now part of the pre-registration curricula in nursing, medicine and in allied health professions, so it is also important to update the knowledge of those professionals who were not given this opportunity in their original training programme. The interrelationship between health care law and health care ethics provides breadth and depth to the taught component and reflects the required multi faceted approach to complex issues encountered daily in practice. Subject areas covered: • Overview of health care law in relation to the law generally. • Overview of health care ethics. Theories, principles, frameworks, models, the language and history of health care ethics. • Medical Negligence and the Standard of Care. • Regulation of health professionals – law and ethics • Paternalism versus autonomy – law and ethics • Confidentiality and Data Protection – law and ethics • Consent to treatment and research – law and ethics • Legal and ethical issues at the beginning and end of life. • The law relating to children including child protection issues • Human Rights • Organ and tissue donation and transplantation - law and ethics. • Ethical and legal issues in resource allocation in health care • Ethical concept of personhood • Ethical Issues in Health Promotion • Legal and Ethical Issues in Reporting Concerns in Practice – whistle blowing, public interest disclosure. • Ethical decision-making in practice. • Ethical and emotional issues in practice – the work and role of clinical ethics committees. • Clinical governance – law and ethics.
This module will prepare non-medical practitioners to meet the competencies for Independent and Supplementary Prescribing as laid down by the Nursing and Midwifery Council (NMC) and RPSGB. The programme will comprise 26 theory days and 12 supervised practice days - NMC 2006. Once students have completed the programme they will be expected to maintain their prescribing competence according to the requirements of their professional body.
Overview The learning outcomes for the course have been developed to enable the students to extend and integrate their knowledge and practical skills of leadership within the heath care sector to an advance level. The learning outcomes are mapped against the Leadership framework within the NHS Knowledge and Skills framework (October 2004) which is used by NHS staff to review and develop their career progression and the national Leadership Qualities Framework (LQF). Objectives • To provide education on leadership and management skills for health professionals who are involved in the care of patients during their rehabilitation phase. • To encourage interdisciplinary learning and provide a multidisciplinary educational programme. • To enable clinicians to critically analyse complex problems and issues within practice related to policy, planning and leadership. • To develop personal leadership skills including problem solving and the development of service improvement packages through evidence based practice. Learning outcomes At the end of the module the student will be able to; • Demonstrate the ability to critically evaluate and discuss complex leadership, management and organisational issues in healthcare relevant to their own organisation and the influence of these on quality and performance to employees, service users and stakeholders. • Critically appraise their leadership and management qualities and capability and develop these skills required for professional success within the healthcare sector. • Respond to changing situations using appropriate and effective personal leadership styles to manage risk, protect staff, service users and stakeholders. • Critically examine the underlying theories, concepts, nature and approaches to team work and apply knowledge of relevant team work skills to work situations. • Critically examine the meaning, nature and source of organisational development, culture, conflict and change. • Develop appropriate strategies for managing organisational conflict and change that improves quality in practice performance related to employees, service users and stakeholders. • Apply critical evaluation skills to assess risk associated with aspects of management and leadership related to change. • Develop, articulate and disseminate a service improvement plan of new and innovative methods and practices which improves quality of healthcare though evidence based practice.
This module provides the required preparation and access for a mental health practitioner undertaking the Independent and Supplementary Prescribing for Nurses, Midwives and Pharmacists at M level (Level 4), but may also be taken by students undertaking the MSc Mental Health programme who are not intending to undertake prescribing, but whose patient care and its safety and effectiveness would be enhanced by an in-depth knowledge of medicines and their management in mental health. The module will help you to promote safer and more effective medicines management, drawing on current research related to service user perspectives and approaches to enhance concordance and medication adherence. The teaching team includes active researchers and prescribing practitioners as well as expert pharmacists. The module can be taken on a free-standing basis. • Promoting evidence-based practice to support concordance and empowerment of clients including using motivational interviewing techniques • Enhancing the effectiveness of medicines management • The national and local policy and legal context and guidelines; with specific reference to local policy, use of PGDs and protocols and the law relating to prescribing, supply and administration of medicines in relation to the MHA and compulsory detention • Physiology related to the nervous system and cell biology and the specific pharmacokinetics and pharmacodynamics of drugs commonly used in mental health. • Mental health content focused on the pharmacology and management of medication for people with: schizophrenia, depression, bipolar disorder, , anxiety disorders including post-traumatic disorder, sleep disorders etc. • Medications and Older People including dementing illnesses and the use of anticholinergics • Service user perspectives including the use of Advanced Directives • Pharmacovigilance, patient safety and medicines reconciliation
This work based learning will facilitate the development of clinical practice through integrated learning. The student will seek, use evidence and knowledge of decision making and clinical practice for the development of advanced clinical practice in their own field. The student may initiate a change in practice, or develop an aspect of their practice whilst undertaking this module. They will need to identify these aspects of practice before the commencement of the unit. Parameters for study will in most cases need to be negotiated by the student, together with their employer and academic adviser.
Disclaimer
Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules and regular (five-yearly) review of course programmes. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, there will normally be prior consultation of students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff or sabbatical leave. Where this is the case, the University will endeavour to inform students.
Entry Requirements
Degree Subject:
A health care profession
Degree Classification:
2.2 or equivalent
Special Entry Requirements:
Current professional registration with a minimum of 2 years post registration practice experience. A suitable mentor for clinical assessment (where required) must be identified prior to commencement of the course.
Entry Requirement
Applicants should normally have a good first degree from a recognised higher education institution.
Students for whom English is a Foreign language
We welcome applications from students whose first language is not English or those whose degree was not taught in English. To ensure such students benefit fully from postgraduate study, we require evidence of proficiency in English. We also will require a certain standard to be achieved on the written element of the test. Our usual entry requirements are as follows:
IELTS: 7.0 (minimum 7.0 in all component)
TOEFL: Internet-based score of 98 (minimum 22 in all components and 23 in speaking)
PTE: 70 (minimum 70 in all components)
All scores must be less than two years old.
Special Entry Requirements
You must submit a Memorandum of Understanding at the time of application. Your manager will need to confirm that you will be given the time and resources required for the programme.
Fees and Funding
Fees for students starting in the academic year 2013/14 will be:
UK/EU Students: £6,800
International Students: £15,525
International applicants from outside the EU may need to pay a deposit.
For those applying under the SHA contract, contract prices will apply.
Applications for Postgraduate Taught programmes at the University of East Anglia should be made directly to the University.
