Healthcare Practice PgCert/PgDip/MSc
Why choose this course?
This course is designed for practising healthcare professionals, including nurses, midwives, paramedics and other allied health professionals, working across a range of settings.
It offers personal and professional development and will contribute to career advancement within the health and social care sector. There is a mix of compulsory core modules and optional modules. Most modules are available to study on a free-standing basis.
Healthcare Practice MSc
| Mode | Duration | Start date |
|---|---|---|
| Part time | 3 years |
September 2023 September 2024 |
Healthcare Practice PgDip
| Mode | Duration | Start date |
|---|---|---|
| Part time | 2 years |
September 2023 September 2024 |
Healthcare Practice PgCert
| Mode | Duration | Start date |
|---|---|---|
| Part time | 1 year |
September 2023 September 2024 |
Cardiac Care PgCert
| Mode | Duration | Start date |
|---|---|---|
| Part time | 1 year |
September 2023 September 2024 |
Intensive Care PgCert
| Mode | Duration | Start date |
|---|---|---|
| Part time | 1 year |
September 2023 September 2024 |
Reasons to choose Kingston University
- Our full range of programmes includes free-choice modules, enabling you to create personalised study plans to meet your professional development needs.
- The course is delivered by experienced and practising clinicians and experts in acute and critical care and advanced practice.
- This is a flexible programme that recognises your prior learning.
What you will study
You will study two core modules, totalling 45 credits. There is a range of optional modules from which to select the remaining 135 credits to personalise learning to your sphere of professional practice, career aspirations and service needs.
Core modules
Option modules: 15 credits
Option modules: 30 credits
Option modules: 60 credits
Core modules
Applied Research Methods
15 credits
This module is a core compulsory module within the MSc Healthcare Practice programme. It will foster an in-depth understanding of the processes, stages and management of research, enable students to demonstrate critical appraisal and develop research skills applicable to both quantitative and qualitative approaches. The module introduces the theories of research and provides flexible opportunities for students to apply and synthesise newly developed knowledge. It allows the students to practically follow the early stages of research by developing a research proposal, the design and corresponding methodologies for research projects as well as the late stages of research by analysing, discussing, interpreting and presenting data provided by the module leader(s). Emphasis will be placed on ethical principles, which students will discuss and apply in their research proposal. The module will also enhance literacy skills, oral and written communication skills, numerical and data analysis skills, information technology (ICT) skills, and independent learning skills. Competence in research will enhance the healthcare professional's ability to develop and implement research projects, appraise projects, evaluate reported findings, effectively communicate information, collaborate with other professionals and work in or manage a multidisciplinary team.
Capstone Project
30 credits
This module is a core compulsory module and is essential for students undertaking MSc Healthcare Practice and MSc Advanced Clinical Practice programmes. The module provides students with the opportunity to work on a substantial piece of independent project work which consolidates and further develops the skills and knowledge they have acquired across the whole of their degree. In doing so they will develop their critical reflective, analytical, and transferable employability skills. Healthcare professionals are expected to be able to critically review research and to evaluate the evidence underpinning specific aspects of their own practice. Students will implement the knowledge and skills developed during the Research Methods Module by conducting a project of their choice with the support of a research supervisor. A project can be a systematic literature review, a work-based project an evaluation or a research project. The topic needs to be related to an identified gap, problem or need for improvement related to healthcare practice, clinical intervention/practice, healthcare education and professional development, clinical leadership, service-redesign or service-improvement.
15-credit option modules
12 Lead ECG Interpretation
15 credits
This module is suitable for nurses and others registered healthcare professionals wishing to develop their ability to use a 12 Lead Electrocardiogram (ECG) as an assessment tool in clinical practice. It will enable students to gain confidence in ECG interpretation through the development of knowledge relating to cardiac physiology, the principles of electrocardiography and the criteria associated with conditions commonly observed on the ECG.
Adult Critical Care Polytrauma: Assessment and Management
15 credits
This module is suitable for experienced adult critical care nurses and other healthcare practitioners involved in the care of polytrauma patients during their critical care phase. The module addresses Critical Care Trauma Competencies, Sections 1 to 12 , as specified in the National Major Trauma Nursing Group (2017) National Competency Framework for Adult Critical Care Nurses: Trauma, Version 1.
Advanced Practice: Minor Ailment Management
15 credits
This module is designed for nurses and other registered healthcare practitioners who wish to develop skills and knowledge in the holistic assessment and evidence based treatment of patients with minor health problems in first contact, urgent and primary care settings.
A suitably qualified practice supervisor/assessor is required for completion of the practice competencies.
Advanced Practice: Minor Injury Management
15 credits
The module is designed for nurses and other registered healthcare professionals working at/or towards advanced levels of practice, who wish to develop knowledge and skills in managing minor injuries in children and adults. It is intended to enhance independent practice through the efficient use of resources and will enable practitioners to implement management plans for patients with minor injuries presenting to walk-in clinics, urgent care centres, accident & emergency or other community settings.
A suitably qualified practice supervisor/assessor is required for completion of the practice competencies.
Cardiac Arrhythmias: Interpretation and Management
15 credits
The module is suitable for nurses and other registered healthcare professionals working with adult patients in a range of acute clinical settings including cardiology, cardiac surgery, pre-hospital and emergency care, intensive care and acute medicine. Successful completion of the module will enable the practitioner to effectively use cardiac monitoring to facilitate clinical assessment and deliver evidence-based care for adults with cardiac arrhythmias.
Improvement and Implementation Science: Principles for Practice
15 credits
This module is designed to introduce students to this relatively new and expanding science that has grown from national and international ambition to bring about quality improvements and enhance patient safety by closing the theory practice-gap, encouraging more effective use of research evidence within practice. Implementation and Improvement Science examines the practice of generating evidenced based innovations and approaches to facilitating and sustaining effective implementation of policy and interventions in practice. It draws on theory and practice from a broad range of other professional disciplines (e.g. sociology, management, behavioural psychology, science and technology). The module encourages students to critically explore a range of strategies to support the integration of research findings with practice, whilst considering this within the context of an ever changing working environment and policy landscape.
Throughout the module, students engage with a wide range learning activities which aim to develop both knowledge and skills; offering practical insight into how to make best use of resources and evidence, subsequently optimising chances of success in effectively implementing ideas within the context of their own professional practice.
Leadership in Advanced Clinical Practice
15 credits
This module is designed to support the learner to establish a comprehensive foundation in clinical leadership which will support the ongoing development of self and others as leaders in advanced clinical practice. It may also be taken as a free-standing or option module. The module draws on contemporary research, opinion and wider leadership theory to equip aspiring advanced clinical practitioners with the knowledge and skills which underpin effective clinical leadership, including approaches to operational and strategic service configuration and quality improvement within and across traditional professional and operational boundaries. Opportunities to learn with and from colleagues include membership of multi-professional learning sets and pathway-specific tutorials for individual learners to plan and contextualise learning within clinical specialty.
Respiratory Care for the Acute Setting
15 credits
This module is suitable for nurses and other registered healthcare professionals working with respiratory patients in an acute setting. It is designed to equip students with the knowledge and skills to assess and manage patients with acute respiratory presentations.
Trauma Care: Initial Assessment and Management
15 credits
This module is suitable for nurses and other registered healthcare professionals directly involved in the emergency care of polytrauma patients. A range of traumatic injuries will be explored but the focus will be upon initial assessment and management of these patients in the context of the emergency department. The module learning outcomes, indicative content and assessment strategy are aligned to the National Major Trauma Nursing Group (NMTNG) National Curriculum and Competency Framework (NMTNG 2016)i and The National Service Specification for Major Trauma D15/S/a (NHS England 2013).
Applicants will usually be working in an environment where trauma patients are cared for.
Work based learning (15 credits)
15 credits
This module is designed for registered healthcare practitioners who are undertaking work related projects. This may include clinical audit, producing clinical guidelines, role development, in-service study programmes or other experiential learning. It offers a flexible approach that is primarily for recognition of learning in the clinical environment/employment setting. By formulating a learning agreement between the participant, clinical supervisor/ employer and module leader, a range of work-based activities or related study can be used and presented in a written form for assessment and the award of academic credit.
30-credit option modules
Acutely Unwell Adult
30 credits
This module is suitable for nurses and other registered healthcare practitioners who wish to develop their knowledge and skills in caring for acutely ill patients. Using a flexible, technology enhanced approach, this core module will enable the practitioner to deliver high quality, evidence-based care which focuses on the timely recognition, effective assessment, and appropriate management of this challenging patient group.
Adult Critical Care: Patient Assessment
30 credits
This module is for nurses working in level 3 adult critical care areas and will equip students with the necessary knowledge and skills to undertake and interpret a comprehensive assessment of an adult patient with complex care needs. It is intended to build on the knowledge and skills previously gained from achievement of the Step 1 Competencies, part of the National Competency Framework for Registered Nurses in Adult Critical Care (2015). When taken in conjunction with the Adult Critical Care Patient Management module, these modules meet the requirements for the Step 2 and Step 3 competencies which form part of the National Standards for Adult Critical Care Nurse Education (2016).
Adult Critical Care: Patient Management
30 credits
This module is for nurses working in level 3 adult critical care areas and will explore the management of complex conditions seen in level 3 patients, using contemporary evidence and patient-centred care. It will enable students to manage critically unwell patient conditions appropriately. It is intended to build on the knowledge and skills previously gained from achievement of the Step 1 Competencies, part of the National Competency Framework for Registered Nurses in Adult Critical Care (2015). When taken in conjunction with the Adult Critical Care: Patient Assessment module, these modules meet the requirements for the Step 2 and Step 3 competencies which form part of the National Standards for Adult Critical Care Nurse Education (2016).
Advanced Clinical Reasoning in Health Assessment: Lifespan Perspectives
30 credits
This module prepares health and social care professionals with advanced knowledge, skills and capabilities to expertly make clinical decisions through assessment, diagnosis and management of patients presenting with an undifferentiated illness. A minimum of 50 hours clinical supervision is required from an appropriately qualified practitioner.
Anaesthetic Practice
30 credits
This module is suitable for registered healthcare professionals working in the perioperative environment who wish to develop a career in anaesthetics to enhance the care given to patients in the operating department. Practitioners should be on the anaesthetic rota full time at the beginning of the module.
Cardiac Care: Patient Assessment and Management
30 credits
This module is suitable for nurses and other registered healthcare professionals working with adult patients in a range of acute clinical settings including cardiology, cardiac surgery, acute medicine, pre-hospital and emergency care. It will enable students working within such areas to develop the in-depth knowledge and skills to appraise evidence-based interventions and to optimise patient care. However, the course can also be undertaken by practitioners working as paramedics, in A&E or in cardiac research units who would like to expand their knowledge in the care and management of cardiac patients. This is a compulsory specialist module within the PgCert Cardiac Care pathway.
Emergency Practice
30 credits
This module is suitable for nurses and other registered healthcare practitioners working in the Emergency Department who wish to develop their knowledge and skills in caring for patients attending the ED. A variety of areas reflecting the diverse nature of emergency care, are covered including trauma, mental health, paediatrics, minor injuries and contemporary professional issues. The module learning outcomes, indicative content and assessment strategy are aligned to the Royal College of Nursing / Emergency Care Association (ECA) National Curriculum and Competency Framework (NCCF) (RCN, 2017).
Examination of the Newborn
30 credits
This module will enable midwives and other registered healthcare professionals to explore issues related to examination and assessment of the newborn baby. The module is designed to enable participants to develop competence which will lead to autonomous practice in the examination and assessment of the newborn and to make appropriate referral in accordance with the Newborn & Infant Physical Examination Standards 2021.
General Practice Nursing: Fundamentals of Care
30 credits
This module suitable for registered nurses wishing to gain insight into the knowledge and skills required to provide evidence-based care within a primary care setting. The module content reflects the diverse nature of this area of practice and includes the exploration and critical analysis of contemporary professional issues, screening and health promotion, skills-based competencies and the management of long-term conditions.
Applicants must work in a primary care environment that provides relevant learning opportunities.
High Dependency Issues in Maternity Care
30 credits
This module is intended for registered midwives/nurses working in an obstetric unit and will enable participants to explore issues related to the provision of care to women in high dependency situations. The module will enable the participants to reflect on their current skills developing further skills as necessary. Inter-professional working will be highlighted.
Independent/Supplementary Prescribing for Nurses and Midwives (V300)
30 credits
The Independent and Supplementary Prescribing module is suitable for NMC registrants from all fields of nursing practice (adult, mental health, learning disabilities and children's nursing), midwifery and specialist community public health nursing (SCPHN). It builds on existing physical assessment and clinical reasoning skills, to develop the practitioners' pharmacology knowledge base, as well as the theory and practice of prescribing to meet the NMC Standards for prescribing programmes (NMC, 2018).
The module is delivered using a blended learning approach, which incorporates both face-to-face and online activities. A variety of strategies and techniques are employed, including simulation-based learning, to encourage critical enquiry and problem solving, in recognition of the complexities that may be encountered in prescribing practice.
The module forms the second part of the Postgraduate Certificate in Independent/ Supplementary Prescribing award, with the first part comprising the ‘Advanced clinical reasoning in health assessment: lifespan perspectives' module, or equivalent 30 credits at Level 7.
Mentoring and Coaching in Professional Practice
30 credits
This module aims to equip students to mentor and coach fellow professionals at post-registration levels. It promotes critical evaluation of theoretical, professional and policy approaches to mentoring and coaching in professional practice in social work and health and social care. The knowledge, understanding, values and skills necessary for, mentoring and coaching professional practice in social work and health and social care and related settings are examined. Students are assisted to develop strategies and techniques to enhance their skills in professional self-development, developing services, coaching and mentoring professional colleagues in different practice settings. Students are required to provide a minimum of four mentoring or coaching sessions to a colleague as part of the practicum for this module.
Perinatal Mental Health
30 credits
This module will enable registered midwives and other registered healthcare professionals to critically appraise the intersectionality of the socio-political, racial, economic and cultural context of the care of women and birthing people with antenatal and postnatal mental health problems. It will look at the history and underlying paradigms that inform care and approach this from a feminist and critical social theory perspective. It will equip students with the knowledge, skills and attitudes to meet current challenges in improving outcomes for vulnerable and disadvantaged families and to critique services in order to advocate for them. It will enable students to understand the importance of providing effective high-quality care through effective interprofessional collaboration and development of managed care pathways.
Post Anaesthetic Care: Principles and Practice
30 credits
This module is for nurses and other registered healthcare professionals working in the post-anaesthetic care unit (PACU) of main operating theatres or day surgery environments, who wish to develop the knowledge and skills required to give appropriate and effective care to patients recovering from surgery and anaesthesia.
Applicants must be working in a PACU setting, in order to achieve the assessment learning outcomes.
Professional Advocate
30 credits
This module is designed for health and social care professionals who have been locally selected to act as professional advocates. The professional advocate role is underpinned by the Advocating-Educating for Quality ImProvement model (NHS, 2017). This model supports health and social care staff to evaluate their working environment through a continuous improvement process and to support individuals to build professional resilience.
The A-EQUIP model works for the people cared for by through supporting staff to act as advocates, facilitating staff to develop through restorative clinical supervision processes and in developing opportunities for quality improvement.
Participants will identify a small quality improvement project which may include undertaking an audit, developing a poster, or presenting at a conference, producing guidelines or introducing ideas for improving staff wellbeing such as identifying ‘safe spaces'. Participants will then write a rationale for their project which can be a reflection, report, or essay.
The academic team offer participants support with their written work and project development through group tutorials and formative assessment. As the Professional Advocate (PA) role is practice and work based, it is expected that the participants will be supported by either a professional advocate in their workplace or line manager to support them in completing the project and negotiating time to participate in the role. Participants will keep a portfolio of evidence to record their activities as PA in their workplace. This portfolio is not marked but is a requirement for module completion along with the e-learning for health (e-lfh) modules.
Renal Dialysis: Principles of Care
30 credits
This module is for registered nurses and other registered healthcare professionals who wish to become adeptly skilled in the care and management of the service users receiving renal replacement therapy, either haemodialysis (HD) or peritoneal dialysis (PD). It will also enhance knowledge in relation to the pathophysiology and treatment of acute kidney injury. The module will incorporate psychosocial, ethical, legislative, professional guidance and risk management dimensions to provide the practitioner with a comprehensive knowledge of the service user's lived experience.
Applicants must be working in an appropriate renal services setting.
Renal Dysfunction: Complexities of Care
30 credits
The module is for registered nurses and other registered healthcare practitioners who wish to become an adeptly skilled renal practitioner with enriched knowledge in relation to the pathophysiology of renal function and also the care, treatment and management of this client group. The module will incorporate psychosocial, ethical, legislative, professional guidance and risk management dimensions to provide the practitioner with a wide-ranging and thorough knowledge of the client's journey and lived experience.
Theatre Practice
30 credits
This module is suitable for registered healthcare professionals working in the perioperative environment who wish to build on their knowledge and skills in theatre practice. This module will allow the practitioner to appraise and evaluate specialist, evidence based knowledge and practice underpinning the issues and complexities of current theatre practice. The practitioner will be encouraged to critically reflect on their role and practice, and they will be able to develop their competencies and capabilities to utilise specialist knowledge and skills in caring for the client undergoing surgery.
Applicants should be able to rotate through different surgical specialities within perioperative care.
Working with Families, Carers and Significant Others
30 credits
The module is for nurses and other registered healthcare professionals and aims to equip mental health practitioners with an understanding of the theoretical background and research evidence, as well as the clinical skills, to undertake family intervention for psychosis in practice. Applicants must be able to work with at least one family/carer or significant other living with severe and enduring mental illness for the duration of the module. (Bespoke module for organisations.)
Work based learning (30 credits)
30 credits
This module is designed for registered healthcare practitioners who are undertaking work related projects. This may include clinical audit, producing clinical guidelines, role development, in-service study programmes or other experiential learning. It offers a flexible approach that is primarily for recognition of learning in the clinical environment/employment setting. By formulating a learning agreement between the participant, clinical supervisor/ employer and module leader, a range of work-based activities or related study can be used and presented in a written form for assessment and the award of academic credit.
60-credit option modules
Work based learning (60 credits)
60 credits
This module is designed for registered healthcare practitioners who are undertaking work related projects. This may include clinical audit, producing clinical guidelines, role development, in-service study programmes or other experiential learning. It offers a flexible approach that is primarily for recognition of learning in the clinical environment/employment setting. By formulating a learning agreement between the participant, clinical supervisor/ employer and module leader, a range of work-based activities or related study can be used and presented in a written form for assessment and the award of academic credit.
Please note
Optional modules only run if there is enough demand. If we have an insufficient number of students interested in an optional module, that module will not be offered for this course.
Entry requirements
Teaching and assessment
Students learn through a variety of learning, teaching and assessment strategies which require them to critically analyse, evaluate and reflect on their practice experiences in the workplace. Due to the interprofessional nature of this course, you will have opportunities to discuss the wide range of challenges within the healthcare profession. You will gain practical skills, such as advanced decision making, creative problem solving and critical thinking.
Course fees and funding
Additional costs
Depending on the programme of study, there may be extra costs that are not covered by tuition fees which students will need to consider when planning their studies. Tuition fees cover the cost of your teaching, assessment and operating University facilities such as the library, access to shared IT equipment and other support services. Accommodation and living costs are not included in our fees.
Where a course has additional expenses, we make every effort to highlight them. These may include optional field trips, materials (e.g. art, design, engineering), security checks such as DBS, uniforms, specialist clothing or professional memberships.
Facilities
There is a range of facilities available that will help you during your course including clinical teaching facilities, computing facilities including a range of software applications, plus free email and internet access and a dedicated Graduate Centre on each Kingston University campus, providing seminar rooms, computing facilities and social spaces.
You can also access libraries at the libraries at each of the Kingston University campuses - offering online database subscriptions, resource materials, PC clusters and a wireless network for laptop use, as well as subject libraries.
After you graduate
Completion of the course often brings additional role responsibilities within the workplace and career progression. This course will also help you:
- Develop your practical skills and knowledge.
- Lead changes and improvements into practice.
- Develop expertise in your clinical role.
- Move to a more senior role.
- Gain confidence and advanced communication skills in the workplace.
Course changes and regulations
The information on this page reflects the currently intended course structure and module details. To improve your student experience and the quality of your degree, we may review and change the material information of this course. Course changes explained.
Programme Specifications for the course are published ahead of each academic year.
Regulations governing this course can be found on our website.
