Advanced Clinical Practice PgDip/MSc

Why choose this course?

This course is aimed at employed, experienced registered health care professionals, preparing them for an advanced clinical practitioner role. 

The course consists of a mix of core modules, which address the four pillars of advanced clinical practice, and a selection of clinical option modules, which allow students to build a programme relevant to their area of practice. You will prepare a portfolio of practice showcasing your application of learning towards the advanced clinical practitioner role.

Advanced Clinical Practice MSc

Mode Duration Start date
Part time 3 years September 2025

Advanced Clinical Practice PgDip

Mode Duration Start date
Part time 2 years September 2025

Reasons to choose Kingston University

Centre for Advancing Practice: Accredited Course

  • This MSc course is accredited by Health Education England's Centre for Advancing Practice.
  • It has been designed in partnership with healthcare employers, ensuring currency and relevance to the workplace.
  • Our full range of programmes includes free-choice option modules, enabling you to create personalised study plans to meet your professional development needs. The compulsory modules are Applied Research Methods and the Capstone Project.

What you will study

You will study six core compulsory modules (a total of 135 credits) which address the core pillars of advanced clinical practice and develop you as a practitioner to meet your career aspirations and service needs. The remaining 45 credits are fulfilled through option modules (15-credit or 30-credit modules) selected from the published list. Your sponsoring employer may advise you on your option module choice according to their service needs.

Theory and workplace learning are interlinked throughout the course in the classroom, and through the development of a workplace portfolio showcasing your development as an advanced clinical practitioner.

View in-depth module information and book individual modules through your employer with the Kingston University CPD Health Online Prospectus and Application Portal.

Modules

Core modules

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.

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.

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.

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.

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.

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.

Optional 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.

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.

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.

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.

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.

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.

Safeguarding Adults at Risk

15 credits

This module has been developed to enable professionals in health and social care settings to develop their knowledge and skills in supporting adults at risk. The introduction of the Care Act 2014 and ‘Making Safeguarding Personal', developed by the Local Government Association and the Association of Directors of Adult Social Services, promotes a cultural shift towards outcome-focused, person-centred approaches in how we support adults at risk. The Care Act 2014 puts safeguarding adults on a statutory footing and sets out the legal responsibilities for all partner agencies across health and social care in supporting adults at risk. Safeguarding Adults Reviews alongside Serious Untoward Incidents within the NHS have identified that practitioners and organisations need to understand their legal roles and responsibilities in relation to safeguarding adults. This module will develop practitioner confidence, enabling them to critically reflect on their practice to ensure it is person-centred, legally literate and informed by current research, legislation and policy. This module will explore key topics in contemporary practice, including working with people who self-neglect, ‘Making Safeguarding Personal', the legal framework for adult safeguarding (which includes but is not limited to the Care Act 2014).

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.

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.

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.

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.)

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

Typical offer

Additional requirements

Alternative routes

Teaching and assessment

You will learn through a variety of learning, teaching and assessment strategies which require students to critically analyse, evaluate and reflect on their practice experiences in the workplace. You will have opportunities to discuss the wide range of challenges within healthcare. You will gain practical skills, such as advanced decision making, creative problem solving and critical thinking.

Guided independent study (self-managed time)

Support for postgraduate students

Your workload

How you will be assessed

Feedback summary

Your timetable

Course fees and funding

2025/26 fees for this course

2024/25 fees for this course

Tuition fee information for future course years

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 (for example, art, design, engineering), security checks such as DBS, uniforms, specialist clothing or professional memberships.

Textbooks

Computer equipment

Photocopying and printing

Travel

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

This course will help you:

  • Move into an advanced practice role.
  • Improve your ability to manage others
  • Lead changes and improvements into practice
  • Develop credibility in your area of clinical expertise
  • Gain confidence and advanced communication skills in the workplace
  • Present at conferences
  • Write for publication

Research areas

Many of our staff are research active, often in partnership with NHS trusts. This ensures they are in touch with the latest thinking and bring best practice to your studies.

Research themes and programmes include:

  • Children and families
  • Midwifery
  • Emergency and critical care
  • Healthcare education
  • Integrative and collaborative working
  • Health and social care for people with long term conditions and their family carers - research that informs policy and practice to support people with long term conditions
  • Innovation and development in the healthcare workforces and organisation - addressing a broad range of workforce questions, including how best to educate and train people for their current and future work in health and social care.

Find out about research in the Faculty.

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.