MSc Advanced Practitioner: Physiotherapist (Part Time)


Attendance
Part Time
Award
Degree of Master of Science



If you are a senior clinician or health care professional looking to advance your career, you will recognise the importance of, ensuring you have the most up-to-date skills and experience needed to meet the ever-changing needs and challenges of modern practice.

This highly-regarded course is aimed at experienced physiotherapist looking to progress their careers. It offers a flexible approach, and will give you the advanced theoretical and clinical expertise you need to take your career to the next level.

You will learn alongside other health professionals to gain both generic and specialist expertise - meaning that you'll be able to respond more dynamically, have a multi-disciplinary approach to all areas of practice, and provide the best and most appropriate care to your patients.

Overview

A leading provider of health education

The School of Health Sciences is widely regarded as one of the leading health educators. Our academics are at the forefront of innovative new teaching methods which have been recognised nationally. Our researchers are widely renowned for producing world-class research which underpins all our courses, 92% of our research is world leading (REF 2014), and our strong partnerships with healthcare providers in the region enable access to first-hand practical experience while working in collaboration with other healthcare students. 

When you choose to study the course, you’ll join a community of like-minded health care professionals – all of whom are dedicated to providing the best health care through gaining the best possible education and advancing their careers. 

Highlights of the course

  • Flexible approach to learning
  • Increase your general and specific area of practice, theoretical knowledge and clinical expertise
  • Be part of a community of driven, caring health care professionals, researchers and academics
  • Interprofessional learning – learn alongside a range of health care professionals
  • Access cutting-edge facilities across UEA, and located next to the NNUH and Norwich Research Park
  • Excellent career prospects

Who is this course for?

You’ll be an experienced health professional who is keen to progress your career to become an autonomous advanced level practitioner. You’ll need to be an ambitious, caring professional who is passionate about delivering the highest level of care. You will value a multi-professional and clinical approach, and be keen and capable of taking on the responsibilities and competencies required to function at this level. 

Course Modules

Students must study the following modules for 80 credits:

Name Code Credits

ENHANCED CLINICAL ASSESSMENT

This module fosters practitioners with effective skills in decision-making, critical analysis of rapidly changing situations, promotes analysis of clinical judgements through reflective processes such as clinical supervision, and promotes the philosophy of caring for patients as unique individuals. It is envisaged that students undertaking this unit will develop a deeper understanding of clinical situations and eventually operate at the level of an expert practitioner within their field.

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INTRODUCTION TO RESEARCH METHODS

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INTRODUCTION TO RESEARCH METHODS

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PATHOPHYSIOLOGY: A NATURE-NURTURE APPROACH

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 knowledge base, which explores the boundaries of current thinking; * can hypothesise future advances in healthcare.

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Students will select 20 - 40 credits from the following modules:

Name Code Credits

ACUTE AND CRITICAL CARE

There is a need for a more generic approach toward the provision of Critical Care education following the publication of national guidance. Guidance indicates the future work force needs universal core competencies and knowledge- best achieved via a multidisciplinary critical care module. The development of an all graduate workforce necessitates the level of delivery to be increased to 6 and 7. Currently, it is compulsory for all students to complete both the clinical assessment and specialist modules as core elements of the ACE BSc Hons programme, and both must be completed if accessing specialist modules outside the ACE pathway. The splicing of the two modules into one makes for a more robust approach to student entry and requirement. The module will consist of monthly system themes: 1 cardiology 2 respiratory 3 nephrology 4 neurology 5 gastrointestinal 6 end of life issues Each system will be supported by information delivered electronically, formative tests and attendance days

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INDEPENDENT AND SUPPLEMENTARY PRESCRIBING

This module is based on the Standards for proficiency for nurse and midwife prescribers and leads to a recordable qualification (NMC 2006). Core Content:- #Consultation, decision making and therapy, including referral. This includes assessment, history taking, formulation of a working diagnosis with consideration of differential diagnosis and 'red flags' and the development of an individual management plan. #Influences on and psychology of prescribing #Prescribing in a team context #Clinical pharmacology, including the effects of co-morbidity #Evidence based practice and clinical governance #Legal, policy and ethical aspects #Professional accountability and responsibility #Prescribing in a public health context ALL APPLICANTS MUST MEET THE NMC CRITERIA

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INNOVATION IN PRACTICE

The module provides you with the opportunity to study aspects of service improvement and practice innovation in depth. It is designed to help you to develop your knowledge of current approaches to quality and governance in healthcare and specifically, to enable you to acquire new skills in the application of available frameworks for service improvement and practice innovation within the current context of the Health and Social Care Quality Agenda.

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LONG TERM CONDITIONS

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.

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MINOR INJURIES FOR ADVANCED PRACTITIONERS

This 6 week module has been designed for health care professionals, whose practice involves the assessment and management of patients with minor injuries. These professionals may include any health professional involved in the provision of urgent care, e.g. practice nurses, community nurses, nurses working in A and E departments/minor injury units, walk-in centres, Emergency Care Practitioners and paramedics. By the end of the module the student will be able to: 1.Demonstrate comprehensive physical assessment of relevant body systems e.g. musculoskeletal, neurological 2.Develop a critical and empathic understanding of the psychosocial and cultural factors affecting patient presentation with minor injuries 3.Demonstrate a deep level knowledge of the principles of assessment, recognition of red flags and consideration of the differential diagnosis in planning care of patients with minor injury 4.Demonstrate a comprehensive understanding of the complexities of multiple pathologies in patients presenting with minor injuries 5.Demonstrate critical appreciation of safe prescribing conventions and the supply of medicines including the pharmacology of any medications that the student may be able to supply 6.Demonstrate critical awareness of ethical and legal issues that may impact on practice 7.Demonstrate the ability to communicate and negotiate effectively to empower the patient in the management of an episode of care, this will encompass enhanced consultation skills and development of a therapeutic relationship ( history taking, negotiation, planning and safety netting are impicit to the consultation) 8.Demonstrate advanced clinical and decision making skills in managing patients presenting with minor injury 9.Demonstrate effective collaboration with other health professionals and other agencies, making appropriate patient referrals whilst acknowledging lmitations to service provision. 10.Critically evaluate current research and evidence in relation to managing minor injury presentations and apply to practice.

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WORK BASED LEARNING

Work-based learning enables you to focus on an aspect of your practice that you would like to develop or explore further. It enables you to claim credit for meaningful learning undertaken in the workplace. This work based learning module 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 practice in their particular field. It is likely to be beneficial for students who work in new, evolving or advanced practitioner roles, for whom taught clinical modules may not be appropriate or available

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Students will select 20 credits from the following modules:

Name Code Credits

CLINICAL DECISION MAKING

The module adopts a problem based learning approach and explores the application of theories and frameworks to clinical judgement and clinical decision making in practice; related legal, professional and ethical issues; reasoning and the management of uncertainty in patients with undifferentiated and undiagnosed conditions. To ensure that students are effective practitioners making clinical decisions with patients and clients many times during their health and care journey.

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FURTHER QUALITATIVE RESEARCH METHODS

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.

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FURTHER QUANTITATIVE RESEARCH METHODS

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.

MED-7013E

20

NEWBORN INFANT PHYSICAL EXAMINATION

The purpose of this module is to prepare midwives and neonatal nurses to undertake the physical examination of the newborn within 72 hours of birth. The newborn examination complies with UK National Screening Committee Standards and Competencies (UK National Screening Committee 2008) and is overseen by PublicHealth England. The module has been developed in conjunction with Neonatologists, Paediatricians, Heads of Midwifery, Practice Development Midwives and current and previous students who have undertaken Newborn Infant Physical Examination (NIPE) modules. The module satisfies the need of local NHS Trusts to train staff in examination of the newborn, in keeping with the criteria set in the NIPESC (2008) and the National Institute for Health and Clinical Excellence Routine post natal care of women and their babies guideline (NICE 2006). 1. Demonstrate a systematic understanding of the maternal health and family history, antenatal, birth and the perinatal influences which may impact on the health of the newborn. 2. Critically appraise research and other literature in the evidence base of this specialist area of midwifery/neonatal nursing practice. 3. Demonstrate comprehensive understanding of care which applies specialist knowledge, skills and expertise of inspection, palpation and auscultation in relationship to the assessment of the newborn. 4. Critically evaluate all aspects related to the assessment of the newborn including detection of abnormalities. 5. Critically evaluate effective communication skills with parents within a multi-cultural society, health care professionals and other agencies involved with the care of the newborn. 6. Identify and demonstrate critical awareness of the legal and ethical issues associated with Newborn Infant Physical Examination (NIPE) 7. Evaluate critically the midwife's/neonatal nurse's changing role in relationship to the holistic assessment of the newborn.

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Students will select 20 - 40 credits from the following modules:

Name Code Credits

Advanced Critical Care

This module in advanced critical care develops the specialist knowledge and clinical skills required to competently care for Level 2 and 3 (ventilated) critically ill patients (Intensive Care Society 2009 and CC3N 2015). It further develops the required advanced skills in communication, assessment techniques, interpretation of patient data, responding to rapid changes in patient status, and working closely with other members of the multi-disciplinary team in a highly technical clinical environment. Specific advanced skills include: renal replacement therapy (Haemofiltration), invasive haemodynamic monitoring, inotrope therapy, invasive/non-invasive ventilation techniques and end of life care. This module concurrently fosters critical care practitioners with effective skills in clinical judgements and decision-making in rapidly changing situations through reflective processes. It promotes the deliver high quality, compassionate, person-centred care to patients and their loved ones, embracing the culture espoused by the 6 'C's (DH 2012).

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HEALTH CARE LAW AND ETHICS

In order to maintain excellence in service provision it is essential that health professionals possess an deep understanding of law and ethics relating to health care. A well-structured, broad examination of this area of law and ethics will enable the professional to apply general legal and ethical principles to their own area of practice. This module has been designed to give health professionals a working knowledge of health care law and ethics as it relates to their practice. Since health care law and ethics is now part of pre-registration curricula in nursing, medicine and in allied health professions nationwide, it is important to update the knowledge of those professionals who were not given this opportunity in their original training programme.

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INDEPENDENT and SUPPLEMENTARY PRESCRIBING

This module is based on the Standards for proficiency for nurse and midwife prescribers and leads to a recordable qualification (NMC 2006). Core Content:- #Consultation, decision making and therapy, including referral. This includes assessment, history taking, formulation of a working diagnosis with consideration of differential diagnosis and 'red flags' and the development of an individual management plan. #Influences on and psychology of prescribing #Prescribing in a team context #Clinical pharmacology, including the effects of co-morbidity #Evidence based practice and clinical governance #Legal, policy and ethical aspects #Professional accountability and responsibility #Prescribing in a public health context ALL APPLICANTS MUST MEET THE NMC CRITERIA

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PAEDIATRIC CLINICAL ASSESSMENT SKILLS (PCAS)

This module aims to give healthcare professionals the necessary skills and knowledge to assess children presenting acutely unwell with potential serious and life threatening illness. Children require a different approach to adults and many healthcare professionals are anxious about assessing children. The Department of Health commissioned an interactive tool to support health professionals in the assessment of the acutely sick child. 'Spotting the Sick Child' offers a useful framework for guiding principles in the development of this module and will offer students a useful platform by which to consolidate their learning. The use of the Paediatric Early Warning Score (PEWS) will be applied to detect changes in the child's physiological status in the context of their vital signs e.g. pulse, respiratory rate and distress and conscious level. Participants will explore the use of PEWS in order to identify if a child's clinical condition is deteriorating and recognise this as an early indication that intervention may be required.

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WORK BASED LEARNING

Work-based learning enables you to focus on an aspect of your practice that you would like to develop or explore further. It enables you to claim credit for meaningful learning undertaken in the workplace. This work based learning module 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 practice in their particular field. It is likely to be beneficial for students who work in new, evolving or advanced practitioner roles, for whom taught clinical modules may not be appropriate or available

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Students must study the following modules for 60 credits:

Name Code Credits

RESEARCH DISSERTATION

The choice of options for the design and focus of the dissertation is determined by the programme of study. MSc Advanced Practitioner, MSc in Mental Health Design choice:- #Clinical audit #Service evaluation #Business case #Systematic Literature Review MSc in Midwifery Design choice:- #Clinical audit #Service evaluation #Business case #Systematic Literature review #Practical research-qualitative or quantitative

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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 degree, carrying with it a qualification in a health care profession
  • Degree Classification 2.2 or above
  • Special Entry Requirements State registration with a recognised health profession council together with appropriate professional experience. Must already be qualified as a Physiotherapist. A suitable mentor for clinical assessment (where required) must be identified prior to commencement of the course. Students need support from their employing organisation (on completion of a Memorandum of Understanding).

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)
  • PTE: 68 (minimum 68 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.

Course Open To

Currently the course is only open to Home/EU applicants who are living and working in the UK in a relevant professional role.

Fees and Funding

Fees for the full course for the academic year 2016/17 are:

  • UK/EU Students: £7,150

Part-time students can pay per module studied. However, module fees may be subject to an annual increase.

For those applying under the Health Education England contract, contract prices will apply.

How to Apply

Applications for Postgraduate Taught programmes at the University of East Anglia should be made directly to the University.

You can apply online.

Further Information

To request further information & to be kept up to date with news & events please use our online enquiry form.

If you would like to discuss your individual circumstances prior to applying please do contact us:

Postgraduate Admissions Office
Tel: +44 (0)1603 591515
Email: admissions@uea.ac.uk

    Next Steps

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    telephone +44 (0)1603 591515