The course is available on a full and part time basis.
All units of study provide credits which are built up to offer exit routes at the following stages:
For more information on applying for this programme, please contact our Academic Admissions lead, Clair Tourish, firstname.lastname@example.org
Units can be spread over more than one year, but typically students will take a core unit of Collection and Analysis of data in September of the first year.
Please be advised that the option unit availability will differ and these options are no guaranteed to be offered once you start the course.
The overall aim of this unit is to provide students with practical experience in relation to the collection, and analysis of data; and enable them to make informed choices in relation to the theoretical and practical strengths and weaknesses of a range of methods of data collection and analysis when considering research design.
This unit has been designed to introduce students to the principles of projects and project management in the practice area.
Typically the unit will cover:
Students will examine models of applied research for practice evaluation and different evaluation perspectives. “Audit culture‟ and the risks of evaluation strategies will also be reviwed and there will be an examination of current evaluation strategies in health and social care. Successful completion of this unit will enable students to develop creative, reflective and critical thinking skills that can be used in effective practice problem solving and practice development.
The overall aim of this unit is to develop the practitioner’s knowledge and systematic understanding of the principles of assessment and management of patients/ clients presenting at the first point of contact within a range of professional settings.
A minimum of 2 years’ experience in clinical practice is required.
This unit supports the development of knowledge and understanding of practitioners in managing the complex nutritional care of adult patients. The wide-ranging nutritional options available for adult patients will be examined in conjunction with robust mechanisms to support the assessment, planning, implementation and evaluation of evidenced based care. This unit will enhance practitioner’s ability to support and manage nutritional care in the clinical environment. The focus on clinical decision-making will be threaded throughout the unit highlighting the complexity of contemporary nutritional support. This will be explored within the context of a multi-professional framework
Basic sciences in relation to the normal and disordered eye, which will include elements of anatomy and physiology, microbiology, embryology, pharmacology, psychology, optics. The experience of the person with ophthalmic problems in relation to the science underpinning the pathology. Pathologies and interventions.
The historical background to the development of communicable disease control services in the UK. Issues relating to the development of collaborative/multi-disciplinary team (MDT) working associated with communicable disease control. The key documents, current public health law and other associated guidance underpinning current communicable disease control practice. The implications of outbreaks of infection. The management of outbreaks of infection The impact of outbreak of infection on the wider community. The national burden of infectious disease. The global burden of infectious disease. The future of Communicable Disease Control.
The background to the development of infection control and infection control services. The issues relating to the development of collaborative / multi-disciplinary team (MDT) working associated with infection control. The key documents, current legislation and guidance, and the evidence underpinning current infection control practice. The implications of infection outbreak in healthcare settings. The management of outbreaks of infection in healthcare settings. The future of infection control.
This unit explores issues around the development of ophthalmic practice and ophthalmic services.
The overall aim of this unit is to gain an in-depth understanding of professional and personal experience of stuttering through evaluation of current research in the field.
This unit offers speech and language therapists (SLT), nurses and other interested professionals the opportunity to reflect on their assessment practices within the field of dysphagia. Dysphagia spans many client groups across developmental and acquired domains and the content covers the breadth of these domains.
This unit offers speech and language therapists (SLT), nurses and other interested professionals the opportunity to develop evidence based management and intervention practice within the field of dysphagia. Dysphagia spans many client groups across developmental and acquired domains and the content covers the breadth of these domains.
This unit will cover core concepts of the acute stroke journey. Utilising case based learning, the unit will facilitate qualified Health Care professionals to critically evaluate the current policy, guidelines and literature that underpins stroke assessment and management within the acute phase. This unit will help qualified Health Care professionals from a range of disciplines to gain an in-depth understanding of the causes, nature, assessment and identification of stroke, including: investigations, emergency treatment, common stroke mimics, scoring systems, stroke thrombolysis and intra-arterial and surgical interventions. The unit will also cover post stroke care including early mobilisation, positioning, nutrition, mood, medication, monitoring and end of life care. Participants attending this unit must be registered health care professionals who have worked within stroke services for a minimum of one year
This unit offers experienced speech and language therapists (SALT) the opportunity to reflect on their assessment practices within the field of AAC. AAC is an intervention and therefore spans many client groups across developmental and acquired domains. This unit has relevance to any SALT with a caseload that includes complex communication need where aided communication techniques may be relevant (e.g. the aphasias, dysarthrias, specific language impairment, learning difficulties). This unit is usually only available to practitioners with considerable clinical experience in the area of complex communication need. In discussion with tutors, exceptions may be made.
This unit complements the Evidence Based Intervention in Complex Communication Needs but may be taken as a stand-alone unit.
This unit offers experienced speech and language therapists (SALT) the opportunity to reflect on their intervention practices within the field of AAC. AAC is an intervention and therefore spans many client groups across developmental and acquired domains. This unit has relevance to any SALT with a caseload that includes complex communication need where aided communication techniques may be relevant (e.g. the aphasias, dysarthrias, specific language impairment, learning difficulties).
This unit is usually only available to practitioners with considerable clinical experience in the area of complex communication need. In discussion with tutors, exceptions may be made.
This unit complements the Evidence Based Assessment in Complex Communication Needs but may be taken as a stand-alone unit.
The terms ‘practice development’ and ‘excellence in practice’ can be interpreted in many different ways, yet there is an assumption that we all know what we mean by them. The purpose of this unit is to stimulate discussion and critical thinking about what excellence in practice might mean, how it might be recognised and how it can be achieved. This unit is for those practitioners who wish to develop their own practice or those who wish to engage with policy development in the pursuit of excellence in practice.
This unit aims to guide the student to explore and examine the current evidence and rationale-governing evidence based interventions for problem substance misuse in relation to health and/or social care. The unit will discuss and critique justifications for the adoption of approaches to tackling substance use and examine practice and policy in the context of health and social care values. The student will have the opportunity to investigate the application of policy and strategy approaches in a chosen field of care.
The overall aim of this unit is to provide students with the theoretical concepts through which they can critically reflection upon, and appraise the management of change within their organisation. They will be able to critically evaluate the problematic nature of change management and scrutinise the strengths and limitations of current practice. From this, they will be able to construct and develop insights into what might constitute good practice in the management of change within their organisation and identify implications for their personal, professional practice, and operational practice within the organisation too.
The overall aim of this unit is to develop the practitioners’ knowledge and understanding of the principles underpinning the holistic management of common long-term condition within the context of health and social care.
The overall aim of this unit is to provide students with practical experience in relation to the collection, management and analysis of data; and enable them to make informed choices in relation to the theoretical and practical strengths and weaknesses of a range of methods of data collection and analysis when considering research design.
This unit provides the candidate with an opportunity to explore and discuss contemporary policy contexts and in doing so encourages them to take the ‘long view’ in respect of a selected practice area.
The candidate is encouraged to select a single issue or topic that is current in their chosen area or field, and to discuss how and why this issue has become prevalent (or is in decline) in respect of policy and political positions.
The overall aim of this unit is to enable students to develop their own understanding of a particular tradition of research. It will introduce various factors that influence the development of research that is designed to be carried out by practitioners, into their own field of practice.
This unit is designed to enable practitioner/students to explore health economics and equip them with the basic principles of economics. The unit covers fundamental economic principles and their application to health care. These include the supply of and demand for health and health care, scarcity, choice and opportunity cost. It also examines, economic evaluation of health care systems and health care reforms, methods of economic evaluation in healthcare, and priorities setting using health economics. The unit will also examine economic analysis of healthcare technologies and valuation of health.
This unit is designed for clinicians, clinical educators and lecturers in academia involved in, or considering providing, simulation-based education within a number of contexts. It will provide participants with the opportunity to critically evaluate the pedagogical principles underpinning the use of a wide range of simulation-based education available to support diagnostic, formative and summative assessment activities. The unit will encourage participants to adopt a design framework to critically justify and evaluate holistic formative and summative learning, teaching and assessment strategies, which is supported by the appropriate use of technology. The participants will reflect on these theories and apply them to the context of their own practice.
This unit is designed for clinicians, healthcare workers, clinical educators, managers and lecturers in academia involved in, or considering the provision of simulation-based education within a number of contexts. It will provide participants with the opportunity to demonstrate their knowledge and application of pedagogical principles underpinning the development of simulation scenarios, facilitation and debriefing for learning, teaching, assessment and research purposes. The unit will require students to practically demonstrate an evidence-based approach to scenario design, facilitation and debriefing.
This unit is for those practitioners without a speech and language therapy background but for whom working with patients or clients with communication difficulties can be a common aspect of their clinical activity, e.g. following stroke. This unit will provide students with an understanding of the causes and implications of the communication
difficulties observed and offer practice based solutions to more effective support of these patients. Students would be expected to have some experience of working with clients or patients who had speech and communication difficulties as part of their clinical picture, e.g. following stroke, RTA. Students would not be expected to have expert knowledge in speech, language and communication difficulties.
During September of the second year, students typically chose one of two units
In the January the following options are available
In April, students can chose from the following options:
The overall aim of this unit is to present a project undertaken in practice related to:
Students must normally complete Phase one of the MSc Professional Practice Development before undertaking the Phase 2 Project.
The final 60 credit unit will commence in the September of the final year, students should discuss their particular focus and project outline with the course leader.
Each programme of study that we offer undergoes an annual review to ensure an up-to-date curriculum supported by the latest online learning technology. In addition, we undertake a major review of the programme, normally at 6-yearly intervals, but this can take place at a more frequent interval where required. Applicants should note that the programme currently provided may be subject to change as a result of the review process. We only make changes where we consider it necessary to do so or where we feel that certain changes are in the best interests of students and to enhance the quality of provision. Occasionally, we have to make changes for reasons outside our control. Where there are changes which may materially affect the current programme content and/or structure, offer holders will be informed.
MSc Advanced Practice in Health and Social Care is a modular programme, the method of assessment will depend on the combination of units selected and be relative to the application of the unit to practice.
Your studies are supported by a team of committed and enthusiastic teachers and researchers, experts in their chosen field. We also work with external professionals, many of whom are Manchester Met alumni, to enhance your learning and appreciation of the wider subject. Details of departmental staff can be found at: http://www2.mmu.ac.uk/health-professions/staff/
The quickest and most efficient way to apply for this course is to apply online. This way, you can also track your application at each stage of the process.
If you are unable to apply online, you can apply for full- and part-time taught courses by completing the postgraduate application form. There are exceptions for some professional courses – the course information on our on-line prospectus will give you more information in these cases.
Please note: to apply for this course, you only need to provide one reference.
This versatile programme aims to equip you to apply to study at MPhil, Professional Doctorate or PhD level on completion. The programme also enables Career practitioners to effect changes in practice to the benefit of service users, as well as enhance the skills and knowledge associated with your chosen route through the programme.
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The Higher Education Funding Council for England is the principal regulator for the University.
This online prospectus provides an overview of our programmes of study and the University. We regularly update our online prospectus so that our published course information is accurate and up to date. Please note that our programmes are subject to review and development on an ongoing basis. Changes may sometimes be necessary. For example, to comply with the requirements of professional or accrediting bodies or as a result of student feedback or external examiners’ reports. We also need to ensure that our courses are dynamic and current and that the content and structure maintain academic standards and enhance the quality of the student experience.
Please check back to the online prospectus before making an application to us.
The provision of education by the University is subject to terms and conditions of enrollment and contract. The current Terms and Conditions Applicable to the provision of the University’s Educational Services are available online. When a student enrolls with us, their study and registration at the University will be governed by various regulations, policies and procedures. It is important that applicants/students familiarize themselves with our Terms and Conditions and the Key Contract Documents referred to within. Applicants will be provided with access to an up to date version at offer stage. This can be found within the Information for Offer Holders document.