Advanced Clinical Practice
School of Health and Society
September 2019Next enrolment
In a nutshell
This course is aimed at health and social care practitioners who wish to develop the competencies of Advanced Clinical Practice and to facilitate change in patient and service outcomes. It uses a work-based learning approach to develop the higher level skills that will lead to advanced clinical practitioner status and enhance your career prospects.
This course has also been collaboratively developed to provide the Advanced Critical Care Practitioner training in line with the Faculty of Intensive care (FICM) curriculum.
- Study on a mult-professional course which places work at the centre of learning,
- Have access to expertise and skills from a wide range of professionals including non-medical consultants, advanced clinical practitioners, medical practitioners and guest lecturers at the cutting-edge of health and social care.
- Benefit from a multi-disciplinary course including care and design including being taught by credible dementia care and design educators, researchers, registered professionals, people with dementia and activists.
- Be supported in clinical practice by advanced clinical practitioners, consultants, specialist registrars or general practitioners
This is for you if...
You are a professional health and social care practitioner looking to enhance your career prospects
You are supported by your employing organisation in an advanced clinical practitioner training role
You want to facilitate change in patient and service outcomes
All about the course
The full course runs part-time over two years giving you the chance to exit with the following awards:
- Postgraduate Certificate: two modules over one year
- Postgraduate Diploma: four modules over one year six months
- Masters: six modules over two years
This course comprises a number of core and optional modules depending on which pathway you choose.
This module provides the scientific underpinning for the academic and clinical development of experienced and competent practitioners to facilitate the appropriate assessment, diagnosis, prescription and therapeutic management of clients/service users by the application of life sciences.
This module introduces the concepts and context of advanced practice and enhances students' current knowledge and skills to enable the development of core and bespoke advanced practice competencies.
Contextualising Advanced Practice (Optional) - MSc ACP
This module provides a framework enabling you to consolidate generic competencies of advanced clinical practice; critically reflect upon your development in the context of your professional role; develop leadership skills to identify and manage risk appropriately; use research and audit skills to lead service improvement in your clinical practice. You will critically examine your personal job description in conjunction with the national multi-professional framework for Advanced Clinical Practice which incorporates the fours pillars of Advanced Clinical Practice: Clinical Practice, Leadership and Management, Education, Research.
Non-medical Prescribing (Optional) - MSc ACP
This module has been integrated into the programme to enable those registered health professionals who will be able to prescribe as part of their Advanced Practice role. The module prepares the practitioner to prescribe safely, appropriately and cost-effectively. In order to undertake the module, it is essential there is additional learning time in practice in order to meet the required practice hours.
Project Management and Methods of Inquiry
This module helps you develop the skills needed in developing practice and policy. This module will develop your skills in different project management methodologies and methods of inquiry, enabling you to construct a business in relation to service improvement.
The skills required to complete a portfolio of high-quality evidence of achievement of the elements of advanced practice will be developed throughout this module.
Knowledge and skills related to client management and advanced clinical reasoning will be developed alongside justification for differential diagnoses, investigations and treatments.
Please note that it may not be possible to deliver the full list of options every year as this will depend on factors such as how many students choose a particular option. Exact modules may also vary in order to keep content current. When accepting your offer of a place to study on this programme, you should be aware that not all optional modules will be running each year. Your tutor will be able to advise you as to the available options on or before the start of the programme. Whilst the University tries to ensure that you are able to undertake your preferred options, it cannot guarantee this.
What will I be doing?
Assessment strategies have been developed to reflect the ethos and learning aims and objectives of individual modules and may include:
- Peer assessment
- Practice-based assessments
- Critical reflective commentaries
- Portfolio of evidence
- Viva Voce
- Poster presentations
- Service delivery and organisational assessment and redesign
- Assessed essays
- Client management plans
- Written reports
- Unseen examinations
The School of Health and Society
The School of Health and Society is a forward-thinking, dynamic school with a commitment to lifelong learning and real world impact.
We live in a rapidly changing world, and we’re keen to leave a productive legacy of helping people at all stages of their lives, improving their physical, psychological and social wellbeing.
Our Plinth rooms and Clinical Practice Wards are located in the Mary Seacole Building on the first and second floor. The rooms are furnished with patient's beds, lockers, chairs, sinks and curtains as well as audio-visual equipment, internet and a teaching area.
The patient simulation laboratory provides you with the opportunity to tackle real-life scenarios in a safe and supported environment. Set up like a hospital ward or community-based environment, the lab contains hi-tech patient simulators that can mimic everything from the common cold to a major heart condition.
The equipment includes:
- Emergency Care Patient Simulators: Anatomically correct, feature-rich mannequins, which can be used for the physical demonstration of various clinical signs including bleeding, breathing, blinking eyes and convulsions.
- iStan Patient Simulators: A step up from the ECS, the iStan adds an essential human element to patient simulation. It moves, breaths, can cry out or moan with pain, providing a realistic patient for you to practice on
- Pedia Patient Simulator: A complete reproduction of a six-year-old child enabling you to practice paediatric scenarios
- Baby simulator: This mannequin makes it possible to interact with our most vulnerable patients - in a safe, realistic learning environment
The programme team includes staff from different professional backgrounds that have both clinical and academic expertise in a wide range of specialist fields. All are members of the Association of Advance Practice Educators (AAPE UK) and contribute to the National agenda for advanced clinical practice. Staff regularly publish their work in journals and at conferences.
Annabella joined the University of Salford in 2005. She qualified as a nurse and spent over 13 years working in Emergency Nursing, covering areas of clinical practice, management and leadership, and education. Her career has led her to fulfil many roles such as Nurse Practitioner/Senior Nurse in a tertiary centre. Current research includes advanced clinical practitioners decision making in end of life care and educational support for advanced practitioners in primary care.
What about after uni?
On completion of this course, you will be eligible for a non-medical advanced clinical practitioner role in your own specialist fields such as midwifery, emergency medicine, critical care, mental health, acute medicine or surgery, and primary care.
Graduates of this course have undertaken a wide variety of advanced practice roles within their own field of practice. Many have made a significant contribution to improving services for their patient group and have demonstrated evidence of the impact of their role.
Whilst many advanced clinical practitioners remain in post, some have chosen to become non-medical consultants and hold leadership roles within Clinical Practice.
The emphasis on work-based learning rather than classroom teaching distinguishes this course from more traditional taught courses. The collaboration between the workplace and academic facilitators is innovative and embraces the ethos of overall course philosophy and design and is in accordance with the University strategic objective of strengthening partnerships with partner organisations.
A learning facilitator will be employed with a particular remit to work with practice-based assessors and mentors in order to assure the quality of clinical and work-based learning/assessments.
What you need to know
When undertaking the clinical modules there is a requirement for you to have access to a relevant and sufficient clinical patient/client case-load for the duration of the course.
As part of the requirements for admission to clinical modules, you must identify and have the agreement of a service manager and clinical expert mentor/assessor to facilitate access to the case load.
The mentor/assessor will provide practical training, supervision and ongoing formative assessment via a log of clinical cases. All students on this course are registered or regulated health and social care professionals who are accessing the clinical training within their own work-place.
English language requirements
International applicants will be required to show proficiency in English. An IELTS score of 6.0 (no element below 5.5) is proof of this.
You will normally be a graduate in health and/or social care and be working in an area that will support and facilitate the development of advanced practice and have a written agreement with your employer for minimum learning and financial support.
Accreditation of Prior Learning (APL)
We welcome applications from students who may not have formal/traditional entry criteria but who have relevant experience or the ability to pursue the course successfully.
The Accreditation of Prior Learning (APL) process could help you to make your work and life experience count. The APL process can be used for entry onto courses or to give you exemptions from parts of your course.
Two forms of APL may be used for entry: the Accreditation of Prior Certificated Learning (APCL) or the Accreditation of Prior Experiential Learning (APEL).
|Type of study||Year||Fees|
|Part-time||2019||£2810 per 30 credit module|
You should consider additional costs which may include books, stationery, printing, binding and general subsistence on trips and visits.