MSc Advanced Professional Practice

Full Time
Degree of Master of Science

"I would highly recommend studying at the UEA - the facilities are superb and there is excellent support."

In their words

Heather Hasthorpe, graduate

Key facts

(REF, 2014)

Aimed at experienced health and care professionals in all fields, this course is designed to help you meet the ever-changing needs and challenges of modern practice. You will develop your expertise in leadership, innovation and change management. You will also further your skills in research appraisal, evidence-based practice and decision-making, enabling you to deliver the best possible care.

You can pursue your professional interests by choosing to follow either a Leadership or Clinical Pathway at either PG certificate, PG diploma or Master’s level. You also have the option of studying full or part-time.


Take your career to the next level

Gain the advanced skills you need to take your career to the highest level on this innovative course. Whether you are working in a clinical or non-clinical role this programme will ensure you have the most up-to-date skills and experience in order to meet the ever-changing needs and challenges of modern practice.

You will benefit from a flexible approach to study and from innovative new teaching methods including interprofessional learning – studying alongside other health and care students. You will be taught by a range of academic, clinical, research and practice colleagues. You will also learn through a mix of seminars, classes, simulated practice, work-shops and distance virtual learning activities using both our campus and online facilities.

Our strong partnerships with health and care providers means you will have the chance to learn first-hand from the clinical expertise and professional experience of others. Throughout your studies you will have the support of a named Personal Advisor to help you ensure you reach your potential on the course.

You will join a community of like-minded professionals, academics and researchers – all of whom are dedicated to providing the best educational experience impacting on the quality of health and care possible.

Highlights of the course

  • Flexible approach to learning
  • Increase your expertise and skills in leadership or clinical practice, specific to your specialism
  • Be part of a community of driven, caring health and care professionals, researchers and academics
  • Interprofessional learning – learn alongside a range of health and care professionals
  • Access to excellent facilities across UEA, and located next to the NNUH and Norwich Research Park
  • Graduate ready to deliver the best possible care

Pathway options

You will have the choice of two pathways, Clinical or Leadership, each of which allows for a range of pathway specific and optional modules to be taken.

Each pathway comprises of core learning, addressing themes of self-management and leadership and using evidence to inform and advance practice. If you are studying to a full Master’s degree you will also complete your own Service Improvement Project on a topic relevant to your role and workplace.

Exit awards for PG certificate, PG Diploma or MSc Advanced Professional Practice are based on successful completion of the core, open and restricted modules specified within each of the pathways.

Career opportunities

You will graduate with excellent career prospects, ready to advance your practice and that of others. You will gain skills in areas such as leadership, innovation and change management. You will also gain expertise in research appraisal, evidence-based practice, critical thinking and decision-making. That means you will have the skills and experience you need to support organisational transformation and innovation at the point of care.

Who is this course for?

This course is open to all health and care professionals, including paramedics, nurses, therapists, physiotherapists, midwives, nutritionists, pharmacists and social workers. It is also open to those without a professional registration who work in a role influencing the provision and quality of care.

Course Modules 2017/8

Students must study the following modules for 80 - 120 credits:

Name Code Credits


The module aims to enable leaders to manage the business and resources (including people) to meet external targets and drivers by enhancing their understanding of the political, policy and business drivers impacting on the strategic operational management and leadership of their organisation and of healthcare per se. By the end of the module the practitioner will demonstrate: #Critical appraisal of the political, social, technical, economic, organisational and professional environment and its impact on service delivery; #Evaluation of current legislation, policy and evidence; #Utilisation of creative ways to influence the wider organisation/sector; #Expert application of assertiveness skills; #Expertise in identifying, developing and influencing networks to influence best practice in service delivery- #Critical appraisal of a diverse range of evidence and datasets to inform the development of a systematic and well-argued business case; #Evidence of effective decision-making with well-argued rationale; #Developing strategic awareness. These feed into the CLF competencies: 5.1Identifying the contexts for change #Demonstrate awareness of the political, social, technical, economic, organisational and professional environment; #Understand and interpret relevant legislation and accountability frameworks; #Anticipate and prepare for the future by scanning for ideas, best practice and emerging trends that will have an impact on health outcomes; # Develop and communicate aspirations. 5.3Making decisions #Participate in and contribute to organisational decision-making processes; #Act in a manner consistent with the values and priorities of their organisation and profession; #Educate and inform key people who influence and make decisions; #Contribute their unique perspective to team, department, system and organisational decisions.




The aim of this module is to support practitioners to develop a critical understanding of efficient and effective leadership in order to manage yourself and lead others. The overall objective of the module is to empower them to lead innovative change and organisational development through the fostering of a sense of shared sense of leadership and responsibility for the success of the organisation and the development of quality services.




This module will equip students to negotiate and design a small scale service improvement project appropriate to their scope of advanced practice. The service improvement project will be outlined in detail within a written project proposal and approved by the module lead and the student's manager within practice.




This module provides the opportunity for practitioners to complete a substantial project and to evaluate its impact or likely impact on care provision and the patient experience This module offers student further opportunity to develop: #Engagement of staff, service users and carers and other agencies and disciplines to inform service review and development #Resourcefulness and creativity in problem-solving and solution finding #Ways to motivate staff and promote resilience #Expertise in facilitating transformation and leading change #Evaluation of the impact of service transformation on patient safety and the quality of the patient experience #Ability to communicate the case for change and to disseminate good practice




This module will introduce the concepts and skills of evidence-based practice. In doing so, it will explore and critically analyze core theories, policies and models that support and underpin evidence-based practice. Students will be facilitated to turn clinical and leadership queries into advanced practice focused questions, from which they can search the evidence. Students will be supported to identify effective strategies for identifying and communicating the need for change associated with national and international quality standards and findings from research. They will also be introduced to a range of quantitative and qualitative research data collection and data analysis methods that can be used to measure the impact of change in terms of quality improvement and transformation at the point of care within their area and scope of advanced practice.



Students will select 100 - 160 credits from the following modules:

LEADERSHIP PATHWAY FOR UK STUDENTS must choose: Professional Recognition Portfolio (20 credits) OR Enhancing Teaching Learning and Assessment in Clinical Practice (20 credits) plus one further 20 credit module. CLINICAL PATHWAY FOR UK STUDENTS must choose: Professional Recognition Portfolio (20 credits) OR Enchancing Teaching Learning and Assessment in Clinical Practice (20 credits) OR Diagnostic Interpretation (20 credits) plus 90 credits from the option range. LEADERSHIP PATHWAY FOR INTERNATIONAL STUDENTS must choose: 60 credits from the option range. CLINICAL PATHWAY FOR INTERNATIONAL STUDENTS must choose: 120 credits from the option range. PLEASE NOTE SOME MODULES HAVE PRE-REQUISTIES, SO ENSURE YOU CHECK THE MODULE DESCRIPTIONS BEFORE MAKING YOUR CHOICE.

Name Code Credits


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




It is widely acknowledged that effective communication skills are central to the delivery of high quality health and social care and a decisive factor in determining patient satisfaction, concordance, resilience and recovery. This module aims to explore and describe the theoretical background and frameworks underpinning this essential area of practice, whilst at the same time providing students with an opportunity to evaluate and develop their own communication skills further. Utilising a number of different teaching methods such as role play, video examples, case studies and discussion this module will enable students to consider in-depth some of the common communication challenges found in the work environment whilst at the same time developing strategies to manage these. This module underpins the four pillars of advanced practice: management and leadership, education, research and advanced clinical practice. It reinforces the core principle that advanced practice is a level of practice rather than a particular role.




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).




This module is about developing the skills and knowledge of health and social care practitioners working with people living with dementia across a wide range of community and inpatient settings. The focus of the module is on improving knowledge about and advancing practice in dementia, person-centred care and care interactions.




This module is designed for health professionals who use diagnostic tests in their current role, including diagnostic and therapeutic radiographers, physiotherapists, nurses, and advanced nurse practitioners. The module allows you to develop and apply skills to recognise normal and abnormal appearances of diagnostic imaging, have the ability to interpret laboratory investigations. By the end you will be able to synthesise clinical information commonly seen in health care settings with radiographic appearances, enabling you to describe the radiographic appearances in a written format.




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.




This module will introduce students to the underpinning educational theory and practice required to enhance their clinical education role, particularly as a clinical supervisor, mentor, or practice educator. The module recognises the uniqueness of learning in clinical and practice settings and the importance of the role of the educator in facilitating learning which occurs in the context of client care. Learners develop skills and experience professional socialisation which cannot readily be acquired elsewhere. The overall aim of the module is to provide educators with a body of knowledge and principles to facilitate teaching, learning and assessment in practice-based settings. This will enable the educator to work effectively with learners who will become the workforce of the future and ultimately to improve services. This module is relevant to all health and social care professionals who supervise/mentor students, other clinicians who teach in higher education, whether they are new to these roles or new to studying at masters level. Nursing and midwifery professionals who are taking this module as a route to mentorship must have access to a pre-registration student on a recognised NMC program in order to teach, supervise and assess the learner.




This 40-credit module has been created in response to workforce feedback and in collaboration with the Norfolk and Suffolk Palliative Care Academy. This module has been developed to enhance the experience of patients and their families and carers during palliative and end of life care. The module builds on the key areas identified as being where practitioners lack confidence and competence and is the result of collaborative working with a range of partners, including service user representatives. The aim of this module is to provide confidence across all professions engaging with carers and service users in end of life discussions, advance care planning, symptom management and team working. The module will be provided at levels 6 and 7 there will be shared co teaching with additional level specific elements. The module aims to promote dignity, compassion and the 7 c's of palliative/end of life care namely communication, co-ordination, control of symptoms, continuity, continued learning, carer support and care of the dying. All participants will evidence their achievement of the National End of Life competencies as part of this module. The module will comprise a blended learning approach. This will draw on good practice and resources from the end of life sector accessed via Blackboard#, experiential learning, action learning sets, workplace learning and support and exposure to current best practice and evidence.




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




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




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.




The aim of the module is to enable health care practitioners to develop a holistic approach to the assessment and treatment of patients with minor health problems and to prepare healthcare practitioners to provide evidence-based care in primary care, urgent care and first contact settings. This module will enable students to develop a range of skills that reflect an individualised, empowering and holistic approach to patient health assessment, care management and treatment in a more advanced and autonomous clinical role.. Demonstrate evidence based practice in the care of a patient with a minor health problem, providing anticipatory guidance and educating patients in self care.




This 12 week module has been designed for health care professionals (HCP), whose practice involves the assessment and management of patients with minor injuries. These HCPs may include any health professional involved in the provision of urgent or unscheduled care, e.g. practice nurses, community nurses, nurses working in Emergency departments/minor injury units, walk-in centres, Emergency Care Practitioners and paramedics. The taught component will take place over 6 whole days in a 12 week period with a further day for OSCE examination Specialist lecturers will deliver the taught content and lecturer/practitioners may provide a source of support and supervision for the practice element of this module. These specialist lecturers are practitioners who are engaged mainly in clinical practice but who have robust teaching skills and are briefed on the specific outcomes for this module.




Children require a different approach to adults and many healthcare professionals are anxious about assessing children. This module aims to give healthcare professionals the necessary skills and knowledge to assess children presenting to them acutely unwell and be able to recognise those with potential serious and life threatening illness. 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.




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.







This module is about developing the skills and knowledge of health and social care practitioners working with older people across a wide range of community and inpatient settings. The focus of the module is on improving knowledge about and advancing practice in working with older people from biological, psychological and social perspectives.




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 related health and care subject
  • Degree Classification 2.2 or above
  • Special Entry Requirements Successful applicants will have recent experience of working in a professional role in a health, education or care setting. Students will typically hold a professional registration with a recognised health or care professional body.

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: 6.5 (minimum 6.5 in all component)
  • PTE: 62 (minimum 62 in all components)

All scores must be less than two years old.

Other tests, including Cambridge English exams and the Trinity Integrated Skills in English are also accepted by the university. The full list of accepted tests can be found here: Accepted English Language Tests.

INTO UEA also run pre-sessional courses which can be taken prior to the start of your course. For further information and to see if you qualify please contact

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 the full course for the academic year 2017/18 are:

  • UK/EU Students: £7,300
  • International Students: £14,800

International applicants from outside the EU may need to pay a deposit

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

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