Advanced Practice in Healthcare MSc

A clinical skill is defined as any discrete and observable act within the overall process of patient care and may contain one or several different domains such as: physical examination skills, practical procedure, communication skills, and management.
This multiprofessional module is aimed at experienced health and social care professionals wanting to develop or build on their current clinical skills and knowledge in order to meet the needs of their patient/client group in a variety of clinical settings.
This module is intended to provide an opportunity for a critical exploration of clinical skills and management of the consultation process for Advanced Practitioners to include public health prevention and promotion strategies . Apprentices, students and trainee advanced practitioners will be able to enhance their professional practice by developing a knowledge and understanding of the evidence base that underpins effective history taking, physical and social assessment techniques utilising a red flag approach and accurately interpreting clinical findings.
The module will be delivered using a mixture of eLearning resources, interactive lectures, tutorials and practical sessions using simulation and peers to enable peer support and critique in a safe environment. Delivery is designed to enhance the knowledge and understanding of clinical skills development by all learners.
This module will be assessed by an Objective Structure Clinical Exam (OSCE) and a written exam.

Research-connected teaching is embedded in the module through a focus on the appraisal of published literature and application of current evidence to practice.
Active learning will take place during collaborative practical sessions which will challenge learners throughout the learning process to respond to feedback by assessing the extend of their learning and identifying what they need to learn next.
Learners will also effectively utilise digital platforms to connect and collaborate in academic and professional contexts by preparing for interactive practical sessions facilitated through the University of Liverpool VLE.
The module assessment is designed to authentically reflect the requirements of the Advanced Clinical Practitioner in a constantly changing inclusive global health and social care environment. Assessment of practical clinical skills using a case based approach will ensure authentic assessment whilst anabling confidence building for Advanced Clinical Practitioners. There will be both formative and summative assessment opportunities which will also provide the opportunity for personal development and to build confidence through assessment.
Learners will gain a knowledge and understanding of local and global perspectives related to clinical skills necessary for the application of these skills in their professional role in delivering inclusive health and social care to a diverse population.

The module is aimed at all health and social care professionals working towards becoming Advanced Clinical Practitioners and is reflective of Health Education England’s (HEE) Multi-professional Framework (HEE, 2017). This module will facilitate the apprentice, student, or trainee advanced practitioner to develop knowledge of the changing context of Advanced Practice and what is an Advanced Practitioner in the current culturally and socially diverse global healthcare environment.
Delivery of the module will encourage active learning and will adopt a blended approach including some face-to-face interactive sessions, synchronous and asynchronous online teaching sessions. Material will be made available on the University’s Virtual Learning Environment (Canvas).

The module assessment comprises two elements the first is a poster which is produced to articulate the development and implementation of Advanced Practitioner roles. The second element is the production of a Personal Development Plan whose aim is to challenge the apprentice, student or trainee advanced practitioner to reflect and examine their current practice across all four pillars of Advanced Practice and identify key learning needs that must be met in order to progress to Advanced Practice on completion of the programme.

The module has been designed in line with the University of Liverpool’s Curriculum Framework Hallmarks. Research-connected teaching is embedded in the module through a focus on the appraisal of published literature and application of current evidence . The module assessment is designed to authentically reflect the requirements of the Advanced Clinical Practitioner in a constantly changing global health and social care environment.

This multiprofessional module is aimed at experienced healthcare professionals wanting to develop or build on their current clinical skills and knowledge in order to meet the needs of their patient/client group in a variety of clinical settings. Students will be required to participate in structured work-based learning to advance their clinical skills and therefore, all students will require a suitably qualified supervisor in practice.
This module is intended to allow and support the students to identify key learning needs in relation to the clinical skills required by their area of practice and within their scope of practice enabling a bespoke learning experience.
The student will be supported to develop a detailed Personal Development Plan which will identify the skills to be developed and how this will be achieved through experiential learning in the workplace.
The module will be delivered mainly using work-based learning supported by the module staff and the supervisor who will meet at points throughout the module to monitor the learner’s progress.
Much of the learning on the module will be student led and take place in the learner’s clinical site.
This module will be assessed by a 2500-word Personal Development Plan and a completed clinical competency tool.

Active learning will take place during work based learning as the learner will be required to reflect and collaborate in the development of their own knowledge and clinical skills through experiential learning.
Learners will also effectively utilise digital platforms to link and communicate with the academic environment whilst working remotely in the clinical environment via the University of Liverpool VLE for support with their learning.

Assessment of practical clinical skills in the clinical environment will ensure authentic assessment whilst enabling confidence building for Advanced Clinical Practitioners. There will be opportunities for both formative feedback prior to the summative assessment which will provide the opportunity for personal development and to build confidence through assessment.

Students will be required to consider the local and global perspectives related to the clinical skill identified whilst delivering inclusive health and social care to a diverse population.

Students will be informed that, in exceptional circumstances (e.g. global pandemics), plans for assessment may be subject to change. Contact will be made via the VLE and an e-mail will be sent to each of the students informing them of any changes that prove to be necessary. The Health and Life Sciences FAQSC will be informed in advance of any such changes, so that approval can be given.

This module is designed to provide health and social care professionals with the opportunity to acquire knowledge and skills to become competent and effective leaders and educators. You will work collaboratively with fellow professionals to explore new and contemporary theories and concepts of leadership, management and education with respect to the advanced clinical practitioner role. Apprentices, students and trainee advanced practitioners will explore critically the importance of creating an environment conducive to learning, which includes the establishment of effective working relationships. You will investigate political and professional perspectives of leadership and management, education and the influences on your own style and behaviour as an advanced clinical practitioner. You will assess your own learning needs and apply teaching and learning theories and models in health and care to contribute to the development of an organisational culture that supports lifelong learning, development, evidence-based practice, and succession planning.

The assessment will comprise of two elements.

1.Creation of an educational resource suitable for use in the apprentice, student and trainee advanced practitioner’s area of practice to demonstrate a critical understanding of leadership in health and social care.

2. Following the production of the educational resource each apprentice, student and trainee advanced practitioner will enter into a professional conversation with peers and academic staff to explain and justify the processes involved with the design and content of the resource, including which learning and teaching strategies were engaged with during planning, making and implementation of the educational resource, being mindful of the potential diverse requirements of the audience.

The module has been designed in line with the University of Liverpool Curriculum Hallmarks . Research-connected teaching is embedded in the module through a focus on the appraisal of published literature and application of current evidence . The module assessment is designed to authentically reflect the requirements of the Advanced Clinical Practitioner in a constantly changing inclusive global health and social care environment.

Students will be informed that, in exceptional circumstances (e.g. global pandemics), plans for assessment and teaching and learning may be subject to change. Contact will be made via the VLE and an e-mail will be sent to each of the students informing them of any changes that prove to be necessary. The Health and Life Sciences FAQSC will be informed in advance of any such changes, so that approval can be given.

As modern healthcare becomes increasingly complex and individual service users have increasingly complex healthcare needs, it is impossible that any particular healthcare professional will have the required knowledge and expertise to meet all of the requirements of the patient or service.
This module will, therefore, support the learner to critically evaluate the drivers for Interprofessional Working (IPW) and critically appraise the knowledge, skills, and attitudes required for effective IPW despite the challenges for the benefit of both the service and the service user.
By completing this module learners will be supported to develop the knowledge, skills, and attitudes required for effective, integrated IPW having identified the enablers for effective collaborative practice and developed strategies to overcome some of the challenges to IPW.
Apprentices/learners will work collaboratively in a series of seminars with fellow professionals undertaking the module, some including service users, to explore new and contemporary theories and concepts of Interprofessional Working with respect to the advanced clinical practitioner role. Learners will be expected to share their own experiences of IPW in the debate and discussions that take place.
This module is assessed by means of a 25 minute presentation, followed by ten minutes of questions. The presentation will provide a critical evaluation of a suitable activity of the learner’s choice planned and delivered in practice to promote IPW in their own area of practice. The presentation will be expected to include a justification of the need and rationale for the activity along with the intended benefits to the service and service user.
There will be opportunities for formative feedback prior to the summative assessment and learners will have a resit opportunity in the resit period if required.

The module is designed for experienced health practitioners who are legally eligible to train as non-medical prescribers and, who can support the initiatives in service delivery via new roles and new ways of working to improve clinical outcomes for patients.

The module runs on half-days throughout two consecutive semesters and meets the Health and Care Professions Council (HCPC) and Nursing and Midwifery Council (NMC) requirements for Non-Medical Prescribing. The module includes themed content each week, following a format of pharmacology, patient and service users’ perspectives, prescribing consultation and governance. The academic content of the module is predominantly delivered online. The online resources which accompany the theory are available to students at any time and can be revisited throughout the non-medical prescribing modules. Module content also addresses key pharmacological concepts and drug actions, interactions and adverse reactions, and safe calculation of drug doses. The module content is organised to reflect the structure of the British National Formulary (BNF).

The module includes 90 hours supervised prescribing practice with the Designated Prescribing Practitioner (DPP), which are to be completed within the time frame of the module. Practice learning enables the student to apply their prescribing knowledge and skills and demonstrate that they have achieved the prescribing competencies described by the Royal Pharmaceutical Society (RPS) (2021) in the Competency Framework for all Prescribers. The Designated Prescribing Practitioner is responsible for supporting and supervising prescribing practice learning and is accountable for signing the statement of prescribing competency which makes up part of the assessment portfolio. Students are supported by the module leader throughout their module, coupled with their designated academic assessor- an academic member of staff at the University of Liverpool, who supports their practice progression.

In August 2022 The Department of Health and Social Care (DHSC) published the first Women’s Health Strategy for England which sets out a range of commitments to improve the health of women (DHSC, 2022). In response, this module is aimed at a range of registered healthcare professionals working in a variety of healthcare settings allowing ‘healthcare professionals to have the initial and ongoing training they need to treat their patients knowledgeably and empathetically’ (DHSC, 2022).

The module uses a blended approach to learning by including online learning for anatomy and physiology, face-to-face sessions and the inclusion of the patient voice. Involving service users will allow for exploration of the patient experience for those diagnosed with conditions such as endometriosis, Polycystic Ovary Syndrome or experiencing perimenopause or menopause. In addition, the module will provide an overview of common female cancers including breast, ovary, uterus, and cervix. The multidisciplinary taught sessions in the School of Health Sciences will be utilised to encourage shared learning and discussion.

The assessment for this module requires the learner to produce an educational poster for colleagues and a corresponding infographic for patients and/or carers. The educational poster will be designed to be displayed in the workplace for their colleagues to raise awareness of a condition of the learner’s choice related to the content of this module whilst the infographic will be designed to be displayed in a waiting room within the trust.

On completion of this module, the learner will have a greater understanding and knowledge of common conditions affecting women’s health and be better able to support patients diagnosed and living with those conditions covered in this module.

All health and social care professionals, particularly those working in Advanced Practice roles, need a critical understanding of how research relates to professional knowledge and practice. Research is generated and used by health professionals to maintain clinical currency and to deliver patient centred care safely. This module offers the student enhanced skills for generating, interpreting, and using the findings of professional research to apply to their practice. The module serves as an important foundation module for postgraduate students wishing to develop or change practice in the workplace, and for those progressing to dissertation. This module aims to ensure students have an in-depth knowledge and understanding of the research methods typically used in health and social care. Learning will be facilitated by online lectures and activities, seminars, tutorials, and participation in collaborative reflective learning which engages and challenges learners in the learning process through activities, not only inside but also outside the classroom.

Assessment comprises of two components:

1) A critical appraisal of a given mixed methods research paper using an adapted critical appraisal tool.

2) A written report, intended for the relevant Research Lead or appropriate other within the students’s area of practice, to outline the current methods and effectiveness of dissemination and implementation of research in the student’s area of practice area with recommendations for improvement.

Students will be informed that, in exceptional circumstances (e.g. global pandemics), plans for assessment may be subject to change. Contact will be made via the VLE and an e-mail will be sent to each of the apprentices, students and trainee advanced practitioners informing them of any changes that prove to be necessary. The Health and Life Sciences FAQSC will be informed in advance of any such changes, so that approval can be given.

The module will enable clinicians to gain in-depth knowledge and understanding to undertake effective systematic clinical examinations of the cardiovascular and respiratory systems and demonstrate clinical reasoning to direct further patient management. In addition, the module will enable clinicians to reflect on their professional practice and demonstrate an understanding of the limitations of their role. The module will cover history taking; physical examination; common respiratory and cardiovascular conditions (both acute and long-term); formulation of differential diagnoses and critical analysis of clinical decision-making and management of those conditions. It will be delivered using a blended-learning approach including interactive lectures, small group discussions, clinical case discussions, practical sessions including simulation and clinical teaching in with work place. Material will be made available on the Virtual Learning Environment.   It is assessed via a 3000 word written assignment (clinical case study incorporating both respiratory and cardiovascular aspects) and a 45 minute practical assessment assessing both subjective and objective examination of the cardiovascular and respiratory systems.

This new and innovative module adopts methods to address theoretical knowledge and clinical components that enable the learner to develop critical appraisal skills and clinical competencies associated with the administration of chemotherapy and systemic agents in solid and haematological tumours. Module content will be delivered by both academics and clinical experts. Content and assessment align closely to the Systemic Anti-Cancer Therapy (SACT) Competency Passport, encompassing key safety principles. The emphasis is on interactive case-based discussions and reflection on clinical skill development in practice.
Students are supported in their clinical setting through close supervision, support and feedback on skill development to achieve the required clinical competencies. They will critically evaluate their own chemotherapy service, chemotherapy management guidelines and explore current evidence to identify a service gap and develop a service improvement strategy, presenting their developed strategy to peers. Students will engage in critical debate with clinical experts and peers on current and emerging issues in the area of safety, chemotherapy and systemic agent administration. Effective engagement with supported and self-directed study will further develop life-long learning skills relevant to students’ professional development. Students will be assessed by completion of competency- based portfolio demonstrating achievement of clinical competencies in SACT administration (Pass/Fail). Also, a critical analysis of current practice in relation to a service improvement need and potential improvement strategy. The second element of assessment encompasses a verbal presentation to peers, of their identified service need and improvement strategy which is directed at service leads in their Trust asking for funding/support for the service development idea they have identified.

This module is multi-professional and it is primarily designed for the Advanced Health Care Professional already working in the area of diagnosis and triage. The module focuses on current concepts of assessment, diagnostic testing and management pathways for musculoskeletal lower limb conditions. The module will be taught using an interactive style with a combination of interactive lectures on key content, group work sessions, tutorials and self-study appropriate to an essentially problem solving approach designed for post graduate students. The module is assessed by a clinical case study assignment with a supporting portfolio of evidence.

The module will introduce students/apprentices to the problems facing practitioners who have to assess risk and make decisions about how to respond  to the needs of vulnerable individuals/groups and the psychological processes involved in making these complex decisions.The delivery will  focus on the need for robust clinical assessment  and understanding of the psychology of decision making. In addition, students/apprentices will be introduced to the psychopharmacology of the substances which are misused by humans, and personality disorders such as psychopathy.  Throughout, emphasis will be placed upon understanding of the value of the multidisciplinary team in high risk and high uncertainty environments. The module will be delivered over a three month period and will include half  day contact delivery, delivered on a weekly basis for 11 consecutive weeks. The contact sessions will consist of lectures and interactive face to face seminars.  Theoretical content will be supported  by sessions from clinical experts and online support (eg discussion boards ) through the Virtual Learning Environment. The module team will facilitate, moderate, and guide the community of learners through the discussion topics. There will be a single piece of assessed coursework in the form of a 4500 word case report, to be submitted at the end of the module.

​Work-based learning is a way of facilitating university level education and training in the workplace.
Work-linked features permit learning to take place at work, through work and be centred upon the working environment.
The utilisation of a specific work role together with the organisation’s objective as the focus of enquiry, work-based learning provides students with the unique opportunity to design a bespoke learning experience which will benefit both themselves and their employer in health or social care.
The precise nature of the work-based learning may encompass elements of inter-professional working.
This is a predominantly work-based learning module with 3 x 1/2 day seminar sessions in the university with the majority of the learning taking place under the guidance of a convenor in the work place.
The module is assessed by way of a 3 part portfolio consisting of a learning contract, a critical reflection of practice and evidence of achievement. 

The module is designed for experienced health practitioners who are legally eligible to train as non-medical prescribers and, who can support the initiatives in service delivery via new roles and new ways of working to improve clinical outcomes for patients.

The module runs on half-days throughout two consecutive semesters and meets the Health and Care Professions Council (HCPC) and Nursing and Midwifery Council (NMC) requirements for Non-Medical Prescribing. The module includes themed content each week, following a format of pharmacology, patient and service users’ perspectives, prescribing consultation and governance. The academic content of the module is predominantly delivered online. The online resources which accompany the theory are available to students at any time and can be revisited throughout the non-medical prescribing modules. Module content also addresses key pharmacological concepts and drug actions, interactions and adverse reactions, and safe calculation of drug doses. The module content is organised to reflect the structure of the British National Formulary (BNF).

The module includes 90 hours supervised prescribing practice with the Designated Prescribing Practitioner (DPP), which are to be completed within the time frame of the module. Practice learning enables the student to apply their prescribing knowledge and skills and demonstrate that they have achieved the prescribing competencies described by the Royal Pharmaceutical Society (RPS) (2021) in the Competency Framework for all Prescribers. The Designated Prescribing Practitioner is responsible for supporting and supervising prescribing practice learning and is accountable for signing the statement of prescribing competency which makes up part of the assessment portfolio. Students are supported by the module leader throughout their module, coupled with their designated academic assessor- an academic member of staff at the University of Liverpool, who supports their practice progression.

There is currently a strong drive throughout many agencies within the NHS and Government to improve the healthcare experience of LGBTQ+ individuals, especially within cancer care. There is a wide range of issues related to cancer including incidence patterns, communication, support, information and highly complex technical challenges arising from the TG postoperative group. A common theme in the published literature and at oncology conferences is the issue of training in order to better support our patients and prepare the workforce for the steadily increasing LGBTQ+ cancer patients. This unique online Masters module is designed to help address this theme by providing cancer care professionals with theoretical learning across a range of themes including gender identity, post-operative changes, impact of treatment on sexuality and holistic care implications. Learners will gain the necessary knowledge and skills to devise evidence-based solutions to improve the lives of their LGBTQ+ cancer patients.

The module delivers a series of fascinating 90-minute podcasts from a range of clinical experts and researchers across a range of LGBTQ+ themes. This research-connected teaching provides understanding of the module content and encourages learners to reflect on the implications of relevant theories on their practice.

These are supported by a series of live online Case Discussions where service users, health professionals and academic experts discuss anonymised case histories in online synchronous Microsoft Teams discussions. These provide context for the theoretical content and enable learners to engage in discourse with peers and a range of stakeholders. Learners are tasked with reading through the case notes prior to the discussion and providing suggestions related to potential challenges and solutions. This teaching method is designed to align holistic care principles with complex LGBTQ+ challenges and issues relevant to living with, and beyond, cancer. The online case discussions provide learners with the opportunity to collaborate with peers and experts. They are encouraged to reflect on their own experience and integrate this into the discussion of potential solutions and care plans.

The module assessments challenge students to locate and appraise emerging evidence in order to synthesise clinically appropriate guidelines and care plans. The assessments tasks are grounded in real-world clinical cases and ensure that learners not only demonstrate achievement of the learning outcomes but also develop tools that can impact on their future clinical practice.

This module will enable the student to develop the theoretical understanding required to interpret specified medical images according to their particular scope of practice and the nature of the service delivery they provide. Consequently, this module is aimed at supporting the practice of all allied health professionals and state registered nurses who regularly review radiographic images. This module will also include content related to clinical governance and risk management. The material will be taught through lectures and image interpretation tutorials. It will be delivered by academics with a reporting background and research interests, current reporting radiographers, radiologists and other healthcare professionals, such as nurses and physiotherapists. The assessment will consist of an electronic written examination (60 minutes) using a range of medical images along with a written analysis on a provided clinical scenario demonstrating the role of the advanced clinical practitioner in image interpretation within their scope of practice (3000 words). This module will prepare the student to undertake clinically focussed modules enabling the student, once completed, to interpret medical images.    ​

Interpersonal communication lies at the core of all health-related professional activity and managing the emotional impact of diagnosis and the psychosocial consequences of serious illness are essential components of effective clinical practice. Additionally, the development of therapeutic relationships with clients and an ability to reflect critically upon effective clinical practice are crucial attributes for advanced practitioners. The advanced professional role encompasses such diverse tasks as clinical consultation, health information giving, teaching practical and therapeutic health behaviour. Advanced practitioners require the capacity to select appropriate communication skills and initiate strategies to manage complex situations as well as the ability to critically appraise the need for additional professional support is a key feature effective advanced practice. The skills required to effectively assess individual client need and to implement appropriate and effective communication strategies are essential pre-requisites to effective clinical care and may be acquired through strategically planned and delivered educational interventions. Through the facility of an interactive, evidence-based learning model, which utilises a variety of teaching methods including student led seminars and role play, students will acquire advanced knowledge and skills to enable the effective assessment, intervention and evaluation of communication and supportive strategies in a range of clinical care settings. The module assessment consists of a 5000-word written assignment which directs the students to reflect on their current practice, complete a self-assessment and SWOT analysis, critically evaluate the evidence base and finally produce a detailed action plan to discuss how the evidence base will be applied in their own future practice.

I ndividuals presenting with prostate cancer have complex and diverse needs requiring a holistic approach to care provided by all members of the allied health professional team. This module adopts an on-line approach to address theoretical knowledge and critical appraisal skills associated with the management of prostate cancer. Module content will be delivered by both academics and clinical experts. The emphasis is on interactive case based on-line discussions. Students are supported in their development of critical reflection and appraisal skills. They will critically evaluate prostate management guidelines and explore current evidence relevant to their own professional practice. Students will engage in critical debate with clinical experts and peers on current and emerging issues in the area of prostate cancer management.​​ Effective engagement with supported and self-directed study will further develop life- long learning skills relevant to students’ professional development. Students  will be supported in writing an article suitable for publication in a professionally relevant journal and a critical reflection of their own learning journey.​ 

This module is multi-professional and it is primarily designed for the Advanced Health Care Professional who encounters neurological patients, but this does not need to be their main client group. This module facilitates the acquisition of in-depth knowledge and understanding of effective clinical examination of the neurological system and involves 12 contact sessions. It utilises a combination of interactive lectures, tutorials, hands on practical classes, clinical cases and clinical teaching in the workplace as well as self-study and all activities focus on linking theory to practice, Assessment is via completion of one 3000 word clinical case study, one 1500 word written reflection and completion of a portfolio of 10 clinical cases to demonstrate competencies. 

​The module is multi-professional in nature and it is primarily designed for the Advanced Healthcare Professional who already works within the area of musculoskeletal trauma assessment and management in an emergency department, orthopaedic ward or outpatient setting. The module focuses on current concepts of assessment and management of soft tissue trauma, bony trauma and complications arising from musculo-skeletal trauma with exploration of relevant evidence base and ethical dilemmas. The module is delivered by clinical experts working within the region and will be delivered online using e-lectures, interactive tutorials webinars and group work. The module is assessed by a reflective assignment and a scientific poster. It is hoped that the students will also consider submitting their scientific  posters at trauma study days or conferences.

This module is multi-professional and it is primarily designed for the Advanced Health Care Professional already working in the area of upper limb musculoskeletal rehabilitation. The module focuses on current concepts of management of musculoskeletal upper limb conditions. The module will be taught using an interactive style with a combination of interactive lectures, group work sessions, tutorials, wikis and self-study appropriate to an essentially problem solving approach designed for post graduate students. The module is assessed by a written clinical case study assignment (4500 words) with a supporting portfolio of evidence and a poster presentation with a focus on upper limb outcome measures (1500 words).

​This module provides students with high level knowledge and critical evaluation skills relevant to use of Magnetic Resonance Imaging (MRI) in radiotherapy. Content will be delivered by both academic staff and clinical experts. Online resources will provide teaching related to core knowledge of MRI equipment and theory. The physical principles underpinning MR imaging will be presented in an accessible format and will be applied to understanding the differences between different imaging sequences. MRI artefacts, safety and clinical usage will be presented and students will be guided to identify key indications for different MRI sequences and options. In addition to core knowledge, students will also engage in critical debate with clinical experts and peers on current issues in radiotherapy MR imaging and evaluate use of MRI across a range of case studies. Module learning outcomes will be assessed via submission of an article critique and an assignment evaluating the imapct of MRI on an aspect of modern clinical practice. 

​Work-based learning is a way of facilitating university level education and training in the workplace.
Work-linked features permit learning to take place at work, through work and be centred upon the working environment.
The utilisation of a specific work role together with the organisation’s objective as the focus of enquiry, work-based learning provides students with the unique opportunity to design a bespoke learning experience which will benefit both themselves and their employer in health or social care.
The precise nature of the work-based learning may encompass elements of inter-professional working.
This is a predominantly work-based learning module with 3 x 1/2 day seminar sessions in the university with the majority of the learning taking place under the guidance of a convenor in the work place.
The module is assessed by way of a 3 part portfolio consisting of a learning contract, a critical reflection of practice and evidence of achievement. 

This module is aimed at health professionals undertaking or developing into an advanced clinical practice role in Neuro-Ophthalmology and is designed to fulfil the clinical aspects of competency required by the relevant professional bodies (British and Irish Orthoptic Society & Royal College of Ophthalmologists) for this area of practice. This module is designed to be taken as a standalone CPD module, in conjunction with other relevant modules or as part of the MSc Advanced Clinical Practice programme.

The module adopts an on-line approach to address theoretical knowledge and critical appraisal and clinical reasoning skills associated with the management of neuro-ophthalmic conditions. Module content will be delivered by both academics and clinical experts. Students are supported in their development of critical reflection and appraisal skills, clinical reasoning and clinical competency. They will engage in interactive case-based discussions and critically evaluate current evidence relevant to their own professional practice. Students will engage in critical debate with clinical experts and peers on current and emerging issues in neuro-ophthalmology. Effective engagement with supported and self-directed study will further develop life- long learning skills relevant to students’ professional development. Students will be supported in critically appraising an area of practice, completing a portfolio of clinical activity and clinical competency sign off.

This module has been designed in line with the University of Liverpool Curriculum 2021 Hallmarks and offers a digitally innovative delivery through the use of a range of online resources and e-portfolio platform offering active learning opportunities both online and in clinical practice. Research connected teaching is embedded in the module through a focus on the appraisal of literature evidence and application of current evidence to clinical practice. The module assessment is designed to authentically reflect the requirements of health professionals to continuously record and reflect on clinical practice, seek verification of acquisition of new knowledge and skills in areas of extended practice and regularly consult and appraise the evidence base relevant to their area of practice.

This module is aimed at health professionals undertaking or developing into an Advanced Clinical Practice role in Neurology. It is designed to support a range of roles in the care of patients with neurological conditions working as part of a multidisciplinary team in a variety of settings and is designed to fulfil clinical aspects of the NHS multiprofessional framework for advanced clinical practice. This module has been developed to be taken as a standalone CPD module, in conjunction with other relevant modules or as part of the MSc Advanced Clinical Practice programme.

The module will provide the student with a critical understanding of the pathophysiology, evidence based clinical assessment, diagnosis and management of neurological conditions and related complications. It will focus on the application of theory and the current evidence base to clinical practice as well as examining the role of the multidisciplinary team and principles of patient centred care.

The module will be delivered wholly online with scheduled online synchronous and asynchronous activities including e-lectures, workbook completion, set reading and literature search tasks, group and one to one discussion and support. Students are supported in their development of critical reflection and appraisal skills with application to clinical cases. They will engage in interactive case-based discussions and critically evaluate the current evidence base relevant to their own professional practice. Effective engagement with supported and self-directed study will further develop life- long learning skills relevant to students’ professional development. Students will be supported in critically appraising an area of practice and in creating a presentation/ video log of their multiprofessional approach to clinical practice.

This module has been designed in line with the University of Liverpool Curriculum 2021 Hallmarks and offers a digitally innovative delivery through the use of a range of online resources offering active learning opportunities both online and in clinical practice.

Research connected teaching is embedded in the module through a focus on the appraisal of literature evidence and application of current evidence to clinical practice.

The module assessment is designed to authentically reflect the requirements of health professionals to regularly consult and appraise the evidence base relevant to their area of practice, as well as the demands for clinicians working in advanced clinical roles to develop advanced communication skills enabling them to present key issues/ deliver key messages to a wide audience.

This module aims to prepare practitioners for their role in supporting the learning and assessment of others.  Practitioners will explore critically the importance of creating an environment conducive to learning, which includes the establishment of effective working relationships.  Practitioners will investigate learning strategies, and consider critically how these might be adapted to a variety of individual and environmental contexts.  Evidence based practice will underpin the teaching strategy and practitioners will be expected to ensure all teaching interventions are supported by appropriate pedagogy. Assessment is by means of a 5,000 word portfolio.

​This module is multi-professional and it is primarily designed for the Advanced Health Care Professional already working in the area of diagnosis and triage. The module focuses on current concepts of assessment, diagnostic testing and management pathways for musculoskeletal spinal conditions. The module will be taught using an interactive style with a combination of synchronous and asynchronous e-lectures on key content, online group work sessions, online tutorials, wikis and self-study appropriate to an essentially problem solving approach designed for post graduate students. The module is assessed by a clinical case study assignment and a reflective assignment.

The purpose of a Masters level dissertation is to provide evidence of academic study involving critical engagement with ideas at the forefront of professional knowledge, which meets the requirements of the QAA level descriptors for a Masters degree. In the dissertation module students have the opportunity to carry out their own supervised study through which they can apply their knowledge, develop or test ideas, and gain skills and understanding of how the boundaries of professional knowledge are advanced through research. Dissertation projects in the School of Health Sciences may be evidence reviews, empirical studies, structured service evaluations or clinical audit studies. Students undertaking the dissertation module work with a designated supervisor, who is  normally a member of academic staff from their professional  discipline. The supervisor guides and supports students in the development of their dissertation proposal, the execution of the study, and the writing of the dissertation report. Individual supervison is complemented by a series of group tutorials which provide a revision of key methodological principles, and an opportunity for peer discussion and support in the development of the dissertation ideas and project plan.     ​

The purpose of a Masters level dissertation is to provide evidence of academic study involving critical engagement with ideas at the forefront of professional knowledge, which meets the requirements of the QAA level descriptors for a Masters degree. In the dissertation module students have the opportunity to carry out their own supervised study through which they can apply their knowledge, develop or test ideas, and gain skills and understanding of how the boundaries of professional knowledge are advanced through research. Dissertation projects in the School of Health Sciences may be evidence reviews, empirical studies, structured service evaluations or clinical audit studies. Students undertaking the dissertation module work with a designated supervisor, who is  normally a member of academic staff from their professional  discipline. The supervisor guides and supports students in the development of their dissertation proposal, the execution of the study, and the writing of the dissertation report. Individual supervison is complemented by a series of group tutorials which provide a revision of key methodological principles, and an opportunity for peer discussion and support in the development of the dissertation ideas and project plan.     ​