The MSc Advanced Clinical Practice course is subject to re-approval for delivery from January 2021 in order to align fully with both the ‘Multi-professional framework for Advanced Clinical Practice’ (Health Education England, 2017) and the Advanced Clinical Practitioner Master’s Degree Apprenticeship standards. Please note we will only accept applications for the full MSc for this course.
Therefore the details shown are from the current course, are indicative only and are subject to change. The updated course specifications will be available on our website no later than the 31 July 2020.
Advanced clinical practitioners are experienced clinicians who demonstrate expertise in their scope of practice (Institute for Apprenticeships and Technical Education, 2018). Advanced clinical practice is delivered by experienced, registered health and care practitioners and is a level of practice characterised by a high degree of autonomy and complex decision making (Health Education England (HEE), 2017).
If you have any questions or queries about the course, please contact Sharon Bishop before applying. You can email Sharon.Bishop@bcu.ac.uk or call 0121 202 4548.
Through evolving professional roles, practitioners are increasingly encouraged to develop advanced clinical skills, critical thinking and problem solving which enables them to meet the changing needs of patients through the development of new, accessible approaches to care and service delivery. This innovative course is designed to inform, enhance and develop practitioners’ advancing clinical roles, incorporating the four pillars of advanced practice; clinical practice; leadership and management; education and research (HEE, 2017).
You will be supported within the University setting as well as your own organisation to build on existing professional skills, knowledge and experience in order to develop the advanced skill set required of an autonomous practitioner, whilst meeting the complexity of modern healthcare challenges. Provision of opportunities to investigate, critically appraise and understand the evidence base for practice will develop your critical awareness, in order to further improve and advance practice through strategic development, leadership, education and innovation. You will be required to identify a clinical supervisor who will be able to support you throughout the course.
We are committed to providing excellent, innovative, learning, teaching and assessment experiences. We use technology to enhance your learning, through lectures, seminars, skills, simulation and virtual learning. Engagement of practice partners and service users in all areas of learning, teaching and assessment is integral to our approach. Our evidence based curriculum will empower you to develop and maintain high quality, safe and effective interdisciplinary advanced clinical practice provision.
Completion of this Masters course and successful integration of the advanced practice capabilities into the workplace provides you with the foundation for further career and academic development and progression, such as the attainment of Consultant Practitioner status and further doctoral studies.
“I've been educated, trained and supported throughout my entire career by Birmingham City University. I've been very impressed right from my first days as an undergraduate, and they seem to be very focused on what nursing requires in terms of skills, knowledge and a critical ability out there in the clinical practice ”
You may be able to take advantage of the government’s plans to make loans of up to £10,906 available for postgraduate study.
|Current registration with the Nursing and Midwifery Council (NMC) or Health and Care Professions Council (HCPC) or the General Pharmaceutical Council (GPhC)|
3 years post-registration clinical experience will be required. This experience needs to be related to the clinical environment within which you will be working at an advanced practice level
Evidence of study at level 6 in relevant subject area gained within the previous 5 years
Be employed in a role where there is an agreement from the employing organisation that the applicant will be supported and developed to work at an advanced practice level. This will include the need to allow protected learning time for both attendance at University and additional time for practice learning
Identification of a clinical supervisor
Consideration may be given for applicants with significant clinical experience who have not completed a first degree, or applicants whose academic level 6 credits were awarded more than 5 years prior to applying to complete the course. Candidates will be required to complete pre-offer work for assessment by the course team to deem suitability for entry onto the course.
Qualifications and clinical experience that are not listed will be considered on an individual basis.
All applicants will be interviewed.
Applicants must provide a completed and signed clinical manager support form completed at interview.
Starting: Jan 2021
Sorry, this course is not available to International students.
If you're unable to use the online form for any reason, you can complete our PDF application form and equal opportunities PDF form instead. The University reserves the right to increase fees in line with inflation based on the Retail Prices Index or to reflect changes in Government funding policies or changes agreed by Parliament up to a maximum of five per cent.
Students are required to submit a personal statement as part of their application for this course.
Your postgraduate personal statement is going to shine a light on your personal experience, academic success, personal skills and any other factors that will support your application for further study.
Here are the key areas you’ll need to address:
Studying a postgraduate course usually means you want to specialise in something. So what’s driving you?
Show that you’ve researched the course offering. What is it about this particular course that appeals to you? Is it the lecturers? The modules? Etc.
Tutors want to know that you can handle postgraduate study, so show them how your undergraduate experiences or work life has equipped you for a more advanced level of study. Key areas to address are research and group work but this can vary depending on your chosen course.
Add anything relevant that relates back to your chosen course and shows how your skills will contribute towards your learning. What extra-curricular activities have you taken part in? What awards have you won? What employment or voluntary experience do you have that has helped you develop transferable skills? How do these specifically relate to the course you are applying for?
You should also mention your future plans and how a postgraduate qualification fits in. Try to look beyond your postgraduate study – do you plan to jump straight into a specific career or follow your studies with a research degree? Lastly, use plain, professional English and, where possible, utilise the language of your chosen industry.
Get more information on writing personal statements.
We offer a wide range of professionally accredited and vocational courses that require the purchase of, among other things, uniforms, equipment, subscriptions, professional body memberships and DBS checks, and may require you to pay to attend conferences or participate in placements.
The link below provides our estimate of the possible costs associated with key activities on specific courses. Please bear in mind that these are only estimates of costs based on past student experience and feedback. The actual costs to you could vary considerably (either greater or lower than these estimates) depending on your choices as you progress through the course. We set out where we can, based on experience, where these indicative costs are for activities that are optional or compulsory.
All our students are provided with 100 free pages of printing each year to a maximum total value of £15.
The cost of accommodation and other living costs are not included within your course fees. More information on the cost of accommodation can be found in our accommodation pages.
In order to complete this course a student must successfully complete all the following CORE modules (totalling 140 credits):
Principles of Advanced Practice
This core module will introduce you to the context and positionality of working at an advanced practice level. You will be introduced to the four pillars of advanced practice (clinical practice; leadership and management; education; and research) and the distinct capabilities attributed within these. You will be supported to consider how these may be developed and applied within your own specific environments. Through a critical reflective approach, you will develop self-awareness of your own practice and how this can be enhanced as you develop your autonomous advanced practice. This will be done in context of legal, professional and ethical frameworks, ensuring that your professional practice is underpinned within these considerations.
Assessment and Clinical Reasoning for Advancing Practice
This core module will enable you to effectively apply knowledge and underpinning theory of health and pathophysiology in performing your role within the advanced practice pillar of direct clinical care. Key features of this module are:
Innovation and Advanced Clinical Practice
This core module aims to facilitate the development of knowledge and skills in order that you are able to work at the level of advance practice. This module will support you in leading and managing complex situations, where you will be making decisions that impact on service delivery and outcomes for a wide range of stakeholders. The module will address the key learning required in relation to the three pillars of leadership, research, and education and how these influence service improvements and innovations within clinical practice. This module will explore the need for change and innovation in healthcare with particular insight towards quality and effectiveness of service provision, and will closely relate to your real world of work.
Advancing Practice Through Service Progression
This module provides you with the opportunity to complete a piece of work around a chosen topic in order to demonstrate competence in the planning, implementation, analysis and evaluation of a service progression and improvement project. The aim of a service development project is to bring about an organisational change for which there is existing evidence, or in response to policy/practice drivers. Any data collection and analysis, associated with a service development project, aims specifically to inform the local development and is not intended to have wider generalisability or transferability, although there will likely be recommendations that other practices may benefit from. Effective use of change management theory and methods will be central to a service development project.
Transitions to Advanced Clinical Practice
This final core module of the MSc Advanced Clinical Practice course is designed to enable you to critically reflect on the skills, knowledge and behaviours you have developed across all four pillars of advanced practice. You will be expected to consolidate your learning and experience, developed on the course and in practice, ensuring your professional portfolio is up to date. You will be directed to ensure critical reflection and evaluation of your own scope of practice. The module assessment is designed to reflect the key academic and practice based knowledge, skills and behaviours you have developed during the course aligned to the four pillars of advanced clinical practice.
In order to complete this course a student must successfully complete at least 40 credits from the following indicative list of OPTIONAL modules.
Independent / Supplementary Prescribing for Nurses, Midwives and Specialist Community Public Health Nurses (SCPHNs) – V300 OR
This module will prepare the student to safely, competently and compassionately undertake the role of an independent and supplementary prescriber to meet the needs of clients/patients and carers with whom they work. It is seen as the vehicle by which professional knowledge, skills, understanding, analysis and theoretical frameworks of prescribing can be examined, synthesised and re-considered. The fundamental assumption of the course is that becoming skilled in prescribing is as much about process as product. It is not just about adding new tasks but also about building upon previous knowledge, understanding and intellectual skills and re-defining and reviewing work processes.
Independent / Supplementary Prescribing for Allied Health Professionals OR
This module will prepare the student to safely, competently and compassionately undertake the role of a non-medical prescriber to meet the needs of clients/patients and carers with whom you work having met HCPC standards. It is seen as the vehicle by which professional knowledge, skills, understanding, analysis and theoretical frameworks of prescribing can be examined, synthesised and re-considered. The fundamental assumption of the course is that becoming skilled in prescribing is as much about process as product. It is not just about adding new tasks but also about building upon previous knowledge, understanding and intellectual skills and re-defining and reviewing work processes.
Supplementary Prescribing for Allied Health Professionals
The goal of non-medical prescribing is to enable swifter and speedier access to medicines for patients/clients and carers. It is an activity that requires the health care professional to expand their understanding, skills and knowledge in developing their prescribing role whilst adhering to relevant Professional Code of Conduct/Ethics.
2 x L7 Modules from Professional Practice or other HELS MSc Course
2 x 20 credits
Your first year involves an introduction to the context, frameworks and capabilities of advanced level practice. The four pillars of advanced practice (clinical practice; leadership and management; education; and research) will be integrated through the modules, and you will be expected to develop across all of the pillars through the academic and clinical practice elements of the year. You will be supported to develop your patient/ service user consultation, assessment and decision making processes, supported with through evidence based theoretical teaching and practice-based learning.
In the second year, you will further develop your advanced practice capabilities across the four pillars. Through completion of the core module, you will be able to identify and justify the need for new, evidence based innovative service provision. You will also complete Non-Medical Prescribing for Health (NMP) (V300) if this is appropriate for your role and allowed by your professional regulatory body. Where this is not appropriate, you will be able to select two optional modules from a range of level 7 modules within the Faculty. If you have credits from previously completing the NMP course, you may only need to take one optional module.
For your final year, you will undertake the service development project that you developed in Year 2. You will be supported by a designated academic supervisor, and you will have the opportunity for shared learning with other students through action learning sets as you progress. You will have the opportunity to share your innovation through a showcase event. In the last module, you will be expected to consider, evaluate and consolidate your progress across the capabilities of advanced level practice.
You must have the full support and agreement from your employers that you are in an appropriate role or a trainee role to work at an advanced level, with appropriate governance for you to practice. It is important you have protected time to attend the module teaching and to work with your mentor/ supervisors in order to develop your capabilities. Confirmation of this support will be required prior to commencing the course.
You will be expected to have an appropriate mentor for the duration of the course. In addition, there will be additional requirements for support, supervision and assessment during the ‘Assessment’ module in Year 1.
You will be expected to keep an ongoing professional portolio which will evidence your development across the four pillars. Elements from your portfolio will be key in many of the module assessments. Guidance will be provided about this. You may also be expected to maintain a portfolio by your credentialing body (such as RCEM). We will be able to guide you as to how these can complement each other.
Students may want to continue reading and research by registering for a PhD and continuing study into the subject selected for their Master’s Project or some prefer to explore a different topic.
Advanced clinical practitioners can move into a range of different fields within the health care sector, specialising in a number of areas. The assessment, clinical decision-making and differential diagnostic skills you’ll hone here will enable you to progress into roles as health care professionals, practising holistically in partnership with patients and their families.
Practice development takes place in your normal practice setting. Practice learning facilitators are identified to support you. These are normally a consultant or GP and a senior professional from your own discipline. They will work with you to assist you in achieving the required clinical competencies.
OpportUNIty: Student Jobs on Campus ensures that our students are given a first opportunity to fill many part-time temporary positions within the University. This allows you to work while you study with us, fitting the job around your course commitments. By taking part in the scheme, you will gain valuable experiences and employability skills, enhancing your prospects in the job market.
It will also allow you to become more involved in University life by delivering, leading and supporting many aspects of the learning experience, from administration to research and mentoring roles.
Graduates from this programme are employed in a variety of settings as non-medical consultants, advanced practitioners and nurse practitioners. Some have then continued to be promoted into a variety of senior management and education roles.
We are constantly investing in our estate and are currently in the process of spending £340 million on new learning facilities.
We boast up-to-date, innovative facilities that simulate the real situations that medical staff may come across.
These resources are essential in offering students a hands-on introduction to health and social care practice. Much of our teaching is carried out within our state-of-the-art, £30m Seacole Building, which houses cutting-edge learning facilities.
In a sector where new techniques are constantly being discovered, we work hard to ensure that students learn using the most up-to-date equipment available. These include the only mock operating theatre in an English university and a cutting-edge radiography virtual clinical training facility, virtual ward and virtual case creator.
For pre-registration midwives, Virtual Case Creator software contains a range of scenarios to let you experience birthing situations and decide on appropriate interventions in a safe environment.
Our mock wards enable you to get a feel of what a ward is really like before you head out for your first placement. They contain ‘Sim Men’, which are demonstration dummies that develop ailments, allowing you to treat them as you would a real patient and build your confidence in reacting to the changing needs of patients.
The Hospital Ward can be adapted from a low care to high dependency care environment with the necessary monitoring equipment.
Part of the package is our SIM baby, SIM man and Mega code kid. There are also nursing manikins for fundamental skills teaching and various equipment to support essential skills teaching, such as blood pressure monitoring venepuncture and cannulation equipment.
The SPACE (Skills Practice And Clinical Enhancement) learning facility lets you further practice the skills taught in class, at your own pace and convenience.
It is fully stocked with the specialist items and equipment needed for procedures such as taking blood pressure, giving an injection, abdominal examination of a pregnant woman and caring for ill babies in an incubator.
We have recently installed new laboratory facilities to help you explore understand the scientific principles underpinning many of our courses. The physiology laboratory is equipped to help you learn about the way the human body works by performing investigative experiments. The biomedical science laboratory is undergoing an upgrade over the summer and will allow you to learn about anatomy, cellular processes, immunology and enzymology in a hands-on way that links directly to day-to-day health care.
We have several Simulation men (SIM men) and Simulation babies (SIM babies) which are leading edge, anatomically correct mannequins used for teaching specific techniques such as advanced adult and paediatric life support skills, acute and high dependency clinical skills, first aid and communication skills.
The SIM men and SIM baby mannequins are complete with software, which is used to replicate real symptoms, and are enhanced by the manipulation of for example blood pressure, pulse and heart rate for extra realism. SIM Man can also “talk” to the students which adds another dimension to their use in teaching clinical skills and in simulation exercises.
The Seacole library, based at City South Campus, is one of the UK's largest specialist health education libraries. The state-of-the art facility offers an extensive range of range of information and reference materials set out in a relaxing environment, conducive to studying. There are comfortable seating areas, group study areas, a silent study area and private study rooms.
You will have access to all of the University’s libraries.
The Seacole building houses a large open access IT Suite which comprises of 96 PCs, full colour printers, photocopiers and scanners. Our PCs utilise the latest Intel i5 core technology, all with:
Our PCs are also designed to support students who may have difficulties with reading and writing, featuring specialised software with zooming/magnification and screen reading capabilities, which may also be customised for individual student needs.
The IT Suite offers extended opening hours and is supported by a specialist Open Access Assistant during term time. In addition to the open access PCs within the IT Suite, there are 12 networked student PCs available within Seacole library.
Helen has spent 25 years as a consultant running her own business, helping organisations nationally and internationally improve their practice and innovate. She has an HR and Organisational Development background and is a keen advocate of change. Focused on effective, engaging and innovative teaching, Helen is the acting Course Lead for the MSc In Transforming and Leading in Health Care. Helen has worked in universities since 2011 near London, Coventry and at BCU since 2019. Helen has an MBA and an MA in Personal and Organisational Development.