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Duration

MSc: Three years part-time | PgDip: Two years part-time

Application Deadline

Currently accepting applications

Location

St George's, University of London

UK only

Not open to non-EU (international) students

Start dates

September 2021

Our innovative portfolio of multi-professional Advanced Clinical Practice (ACP) programmes are aimed at experienced healthcare practitioners from diverse professional backgrounds who wish to expand their role and advance their level of practice towards Advanced Clinical Practitioner status. They are best suited to practitioners whose employer has agreed to support their development to ACP level in a specified role.

As well as the MSc and PgDip, this course is also available as a Master’s-level apprenticeship. Four different pathways are available: Generic, Critical Care, Musculoskeletal or Urgent and Emergency Care. The degree title you are awarded will depend on your pathway.

These pathways are normally taken part-time, over 2 years for the PgDip and 3 years for the MSc. You will attend St George’s 1 or 2 days per week during module weeks, with additional self-directed study time managed by you and negotiated with your employer, where required (eg for project work or supervised practice).

Our courses meet all the requirements set out within Health Education England’s Multi-professional Framework for Advanced Clinical Practice in England (HEE, 2017) and the Integrated Degree Apprenticeship Standard (ST0564).

This course is currently offered through a partnership with Kingston University, the Joint Faculty of Health Social Care and Education. For students enrolling from 2022, the course will be delivered through a structure which is the sole responsibility of St George's, University of London, our Institute of Medical and Biomedical Education. There will be no impact on the teaching or the award of the degree. See further information.

Pathways

Each pathway will develop your knowledge and skills of leadership, research and supervision, allowing you to apply these as you develop towards being an advanced clinical practitioner.

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Generic pathway

The generic ACP pathway is suitable for practitioners from all professional disciplines and allows you to take more option modules. This approach enables you to meet the Health Education England (HEE) multi-professional ACP standards across the four pillars of advanced clinical practice, with a personalised focus that enables you to advance your own disciplinary and service-related knowledge and skills.

Critical Care pathway

The Critical Care pathway is designed for hospital-based practitioners who work with critically ill and deteriorating patients, in ward-based or critical care settings. It aims to develop high quality, clinical decision making and reasoning skills.

Specialist modules cover clinical perspectives, such as the assessment, detection and early management of critical illness, as well as professional aspects of engagement with patients and care providers.

Musculoskeletal pathway

The musculoskeletal pathway covers the advanced clinical assessment and diagnosis of whole-body system disorders and aims to develop high-quality decision making in the management of both musculoskeletal and non-musculoskeletal conditions.

It develops the rehabilitation and manual therapy skills that underpin musculoskeletal practice, while also looking at the broader concepts integral to improving individual and population health.

Urgent and Emergency Care pathway

This pathway is intended for practitioners who work in settings that predominately deal with acute undifferentiated urgent and emergency care presentations. It may suit other professionals who work in autonomous roles, assessing and managing patients with undifferentiated diagnosis.

The assessment, early management, referral and navigation through urgent and emergency care services forms part of the capstone module, where students are required to demonstrate high quality, clinical decision making and reasoning in acute settings.

Fees and funding

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Funding your study

The course may be self-funded, employer funded (by invoice) or through part-employer/part-student funding. You may be eligible for:

For more information, see fees and funding.

Tuition fees

For 2020-21:

  • Advanced Clinical Practice MSc: £2,680 per year

  • Advanced Clinical Practice PgDip: £2,850 per year

Recognition of Prior Learning (RPL) administrative fee

An administrative fee is charged per module. For the 2019/20 academic year the per module charge is £200. This fee is applied regardless of whether the claim is successful or not.

Learn more about the RPL fee:

Fees are reviewed on an annual basis.

Additional costs

The following table gives you an indication of additional costs associated with your course.  These costs are not included in your tuition fees.

Item 

Description

Technology requirements

Find out more about technology requirements associated with online learning.

Find out more

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Entry criteria

Applicants will need to meet all of the following criteria:

  • hold an Honours degree (2:2 or above) from a UK or Republic of Ireland university

  • hold a recognised health-related professional qualification and current professional registration

  • have a minimum of two years’ full-time clinical experience (or the equivalent in part-time hours) in health or social care employment, within a clinical service area relevant to Advanced Clinical Practice or the specified pathway they wish to follow (specific requirements and entry criteria apply to some modules and these will be indicated in the module outlines)

  • be employed in a senior clinical role (normally Agenda for Change Band 6 or 7)

  • demonstrate they are working in a practice setting which enables the achievement of the advanced clinical practice outcomes relating to the National Health Education England (HEE) multi-professional ACP Standards

  • provide written evidence that their employer supports their learning and there is the opportunity to develop into a role of Advanced Clinical Practice level

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Non-standard applications

Non-standard applications will be considered where applicants can demonstrate the following certificated learning:

  • a DipHE from a UK or Republic of Ireland university or equivalent qualification from an approved institution of higher education outside the UK and Republic of Ireland and one of the following completed within the last five years:
    • successful completion of a standalone module at level M (modules that contribute towards postgraduate study) or

    • a minimum of 30 credits from standalone modules at level 6, at or above grade B (60%).

Advice on equivalence of overseas awards should be obtained from the National Recognition and Information Centre for the UK (NARIC).

Personal statement and references

You will be asked to outline your reasons for applying for the course in a brief personal statement on the application form. Applicants will also be asked to provide one employer reference and one academic reference confirming suitability for the ACP programme and M level (postgraduate) study.

See the Apply tab for more information. 

The PgDip consists of stages 1 and 2. The MSc consists of stages 1, 2 and 3.

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Before you start

You will need to complete an:

  • an Individual Learning Needs Assessment (see the Apply tab for more information)

  • an induction.

Stage 1

  • Advanced Clinical Reasoning in Health Assessment: Lifespan Perspective (30 credits).

  • Advancing Clinical Education and Supervision (15 credits).

  • One 15 credit optional module.

Stage 2

  • Improvement and Implementation Science (15 credits).

  • Leadership in Advanced Clinical Practice (15 credits).

  • EITHER:

    • Non-Medical Prescribing (NMC or HCPC) (30 credits) OR

    • Drugs and Patient Group Directions (15 credits) PLUS one 15 credit option module.

Stage 3

  • Evidence-Informed Quality Improvement in Advanced Practice (30 credit).

  • Two 15-credit option modules.

If you are completing a named pathway award, one of your option modules in stage 2 or 3 must be the following:

  • Critical Care pathway: Intensive Care of the Polytrauma Patient OR Intensive Care Patient Management

  • Musculoskeletal pathway: Advanced Musculoskeletal Practice

  • Urgent and Emergency Care pathway: Advanced Practice in Urgent and Emergency Care.

Core and pathway modules

Please note modules are subject to change, and are dependent on adequate numbers to run. We do not guarantee to offer all option modules every year.

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Advanced Clinical Reasoning in Health Assessment: Lifespan Perspective (30 credits)

This is a core module that provides in-depth knowledge to develop your critical thinking in complex health environments. It will enhance your ability to respond efficiently to the rapidly changing health landscape and will allow you to make balanced clinical decisions when formulating differential diagnoses, based on systematic patient assessment. The module also provokes thinking about a personalised care strategy when managing health conditions and the wider population needs that impact on health services.

The educational delivery and ethos of this module emphasises and builds on autonomous self-directed learning for independent practice.

Please note: this module has additional prerequisites, learn more here: Advanced Clinical Reasoning in Health Assessment: Lifespan Perspectives 

Advanced Musculoskeletal Management (15 credits)

This module gives clinicians the opportunity to develop and apply advanced musculoskeletal knowledge and skills in a clinical setting. The focus is on work-based learning – you are encouraged to work closely with your employer to develop a framework that supports learning and development under the guidance of a clinical mentor. This development time is likely to differ according to your clinical practice environment and will be supported by the module team via a variety of technology-enhanced learning approaches.

The module offers the flexibility to develop skills and competence in a role appropriate to your practice and developmental needs. As such, it provides an opportunity to develop both role-specific and core attributes of an advanced musculoskeletal practitioner.

The module is compulsory for students on the Musculoskeletal pathway.

Advanced Practice in Urgent and Emergency Care (15 credits)

This module will help you develop advanced skills in assessment, reasoning and early management planning for patients presenting with undifferentiated acute injuries or illnesses, or acute exacerbations of chronic conditions, in an urgent or emergency setting. It will focus on the effective assessment, referral, safeguarding and health promotion of a range of vulnerable or complex patient groups through the network of urgent and emergency care services in the UK.

The module is compulsory for students on the Urgent and Emergency Care pathway.

Pre-requisites: Programme entry requirements and successful completion of the following modules, or equivalent:

  • Advanced Clinical Reasoning in Health Assessment: Lifespan Perspective

  • Advanced Practice: Minor Ailment Management

  • Advanced Practice: Minor Injuries Management

  • Non-medical Prescribing or Drugs and Patient Group Directions.

Advancing Clinical Education and Supervision (15 credits)

This core module is designed to give you a comprehensive foundation in clinical pedagogy, practice education and approaches to continuing professional development. It will support your development as an advanced clinical practitioner.

It draws on contemporary research, opinion, and wider pedagogic and professional development theory to equip you with the knowledge and skills that underpin effective practice education. These include approaches to education, clinical, managerial and leadership supervision within and across traditional professional boundaries.

The focus on professional learning provides a foundation for your wider advancing practice development. You will have opportunities to learn with and from colleagues, including membership of multi-professional learning sets and pathway-specific tutorials which enable you to plan and contextualise learning within your clinical specialty. 

Pre-requisites: Programme entry requirements.

Drugs and Patient Group Directions (15 credits)

This module will explore the science behind medicine management and consider the safe practice of administration of medicines under PGDs in different clinical settings.

It is intended for clinical practitioners from a range of backgrounds who are administering medicines to patients in a range of settings. It is compulsory for those without a recognised non-medical prescribing qualification and who are not taking the non-medical prescribing module as part of their ACP studies. The module will serve as a foundation for aspiring future prescribers.

Pre-requisites: Programme entry requirements.

Evidence-based Quality Improvement in Advanced Practice (project) (30 credits)

On this module you will lead, design and deliver a small-scale, practice-based quality improvement project in your practice field, using the quality improvement project proposal you have learnt about in the Leadership in Advanced Clinical Practice module.

You will consider establishing baseline measures, selecting relevant quality improvement methodologies, and evaluation. You will produce a written project report which includes the rationale for your initiative, the methods and evaluation adopted, analysis and discussion of the outcomes achieved, and a reflection on what you have learnt from the project.

This is a compulsory core module for the full MSc Advanced Clinical Practice. 

Pre-requisites: Programme entry requirements.

Improvement and Implementation Science: Principles for Practice (15 credits)

This module is designed to introduce you to a relatively new and expanding science that is bringing about quality improvements and enhancing patient safety by encouraging more effective use of research evidence within practice. It draws on theory and practice from a broad range of other professional disciplines, such as sociology, management, behavioural psychology, science and technology.

You will be encouraged to critically explore a range of strategies to support the integration of research findings with practice, considering this within the context of an ever-changing working environment and policy landscape.

Throughout the module you will engage with a wide range of learning activities that aim to develop both knowledge and skills, offering practical insight into how to make best use of resources and evidence, and helping you to effectively implement ideas within the context of your own professional practice.

Pre-requisites: None.

Intensive Care of the Polytrauma Patient (15 credits)

This module explores, in detail, the principles and practice of polytrauma patient care throughout the patient journey, with a specific focus on critical care principles. It is suitable for experienced intensive care nurses and other acute healthcare practitioners involved in the care of critically ill polytrauma patients.

Pre-requisites: Programme entry requirements.

Intensive Care Patient Management (30 credits)

This module develops healthcare practitioners’ understanding and delivery of evidence-based clinical management of the adult critical care patient within the intensive care setting. It will enable the student to manage complex patients’ conditions based on current best practice.

Please note: this module has additional prerequisites, learn more here: Intensive care patient management

Leadership in Advanced Clinical Practice (15 credits)

This compulsory core module is designed to give you a comprehensive foundation in clinical leadership, which will support your ongoing development as a leader in advanced clinical practice. It draws on contemporary research, opinion and wider leadership theory to equip you with the knowledge and skills that 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 you to plan and contextualise learning within your clinical specialty. 

Pre-requisites: Programme entry requirements.

Non-Medical Prescribing (NMC or HCPC) (30 credits)

This module builds on existing physical assessment and clinical reasoning skills to develop the practitioner’s pharmacology knowledge base. 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 prerequisites for this module can be found via the links below:

The ACP Pathway’s philosophy of learning and teaching is to develop practitioners as self-reliant and autonomous learners, capable of independent and novel thinking. We use a broad range of learning and teaching approaches to meet differing aspects of personal and professional development, learning styles and learner preferences, with emphasis on participatory methods. The inter-professional nature of our modules provides excellent opportunities for collaborative learning across professional boundaries. We work jointly with practice supervisors and assessors to promote partnership in learning and to ensure there is a close connection between theory and practice.

Teaching is delivered using a variety of methods to support different learning styles, and may include:

  • blended learning, discussion boards, interactive web pages, electronic resources and databases;

  • the use of a portfolio, including personal learning contracts and action plans;

  • independent work, enabling you to undertake in-depth projects in a relevant area, supported with small interactive tutorials and one-to-one support;

  • self-directed activities and tasks, independent presentations and student-led seminars;

  • presentations of original work, interactive discussions and debates;

  • case study analyses of situations encountered in professional practice;

  • one-to-one tutorials.

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Assessment methods

You will be assessed using a variety of methods. Examples include:

  • reflection and critical analysis of achievement

  • case studies, essays, literature reviews and reports

  • examinations

  • practice based assessments, simulations and Objective Structured Clinical Examinations (OSCEs)

  • oral presentations

  • project proposal and project

  • portfolio

  • work-based learning.

This programme is aimed at qualified health or social care practitioners who have the support of their employer to develop as an advanced clinical practitioner.

All routes within the programme promote your personal and professional development and will contribute to your career advancement within the relevant health and social care sector. They will provide you with the opportunity to articulate and evidence your own scope of practice, and to work towards the Health Education England Framework for Advanced Clinical Practitioner (HEE, 2017).

St George’s University of London is the only UK university, which specialises in healthcare education and is based on a hospital site, namely St George’s Hospital, where the Channel 4 television series 24 hours in A&E is filmed. We offer a unique opportunity to study and work alongside the full range of clinical professionals and their patients. Based in the thriving multi-cultural hub of Tooting in South West London, our location has the added advantage of being just a short tube ride from Central London and all the city lifestyle has to offer.

We also have a range of specialist health and academic facilities to support your learning, listed below.

Image Resource Facility (IRF)

First established in 1979, the IRF has developed to encompass Light Microscopy, Electron Microscopy, and sample preparation for both, all housed in a single department providing a range of imaging analysis options and the expertise to compliment them. Users of the IRF have the ability to image histology samples, cells and molecules of all varieties, and model organisms such as zebrafish using any of the light microscope, slide scanning, or electron microscope systems we maintain, supported by experienced staff at all stages of analysis.

Laboratories

Our teaching laboratories are fully fitted with equipment for biological, chemistry, biomedical, molecular biology and pharmacy practicals. This includes microscopes, spectrophotometers, DNA amplifiers, organ baths and specialist glassware. We also have audio visual equipment installed, so that microscope images can be projected on to large screens.

Museum of Human Disease

Our on-site museum houses a collection of over 2,000 pathological specimens, including a number of original specimens donated by Sir Benjamin Collins Brodie in 1843. This space is used for small group tutorials by students across all of our courses as an educational tool to help you understand the mechanisms of disease.

Dissection room

The dissection room is where present and future healthcare professionals and scientists in the hospital and University learn or refresh their anatomy knowledge directly from the human body, through access to cadaveric material and models, and plastinated (preserved) specimens.

IT facilities

We have five computer suites housing 260 workstations. Three of these suites are accessible 24 hours a day. It’s easy to find a free space with our handy real-time computer locator. We also have 75 self-service laptops available. Free Wi-Fi covers the whole campus, including all accommodation. You can use these resources to access your course materials, discussion boards and feedback through Canvas.

Library and learning technology

Our modern health sciences library offers a wide range of books, e-books, academic journals and other resources to support you. You will also have access to online resources, such as the Canvas virtual learning environment and our Hunter discovery service to help you find the information you need. The library is open 24 hours a day, seven days a week, and comprises silent, quiet and group learning areas, as well as four group discussion rooms.

Student support

Whether you are heading off to university straight from school or college, or returning to education as a mature student, we want to ensure your experience is positive from the outset. At St George’s, you’ll be welcomed by a multicultural student and staff body of different ages, ethnicities, nationalities and backgrounds, all with one thing in common – an interest in healthcare, science and medicine.

Students frequently tell us they greatly appreciate the diversity of our student and staff body, as well as the patients who access healthcare services in the borough of Tooting. The University attracts a substantial number – over two-thirds – of ‘mature’ students, aged 21 or over when they start; many have family and caring responsibilities.

We offer a full range of academic support and student services across all institutes, departments and faculties, some of which are listed below. We take pride in offering a transformative educational experience underpinned by cooperation and collaboration between staff and students. Our innovative Student-Staff Partnership Grants (SSPGs), for example, provide funding for small projects led jointly by students and staff, which included the co-creation by one of our students of an art exhibition inspired by the Pathology Museum collection.

Personal tutor

On arrival, you will be allocated a personal tutor – someone with whom you can have regular contact, who you ask questions and discuss problems with, both academic and personal. The main purpose of a personal tutor is to monitor your progress, pick up and help you resolve any problems, whether academic or welfare related. Even if they don’t have the answer they will point you in the right direction towards the best people to deal with specific problems.

Induction programme

Within your first week at St George’s, you’ll take part in an induction programme to help with your orientation and introduce you to various study skills, including interprofessional learning and use of the Dissecting Room. Additional sessions provide advice and guidance about the Registry, Students’ Union, personal tutor system, safety, occupational health and sexual health awareness.

Academic staff support

You’ll have access to your lecturers, usually by arrangement via email.

Mums and dads scheme

‘Mums and dads’ is a buddy scheme organised by the Students’ Union. Every fresher (first year student) has the choice of being assigned a ‘parent’ from the year above in their respective course. The returning student then acts as a ‘go to’ for advice about courses and university life, providing an additional support system during your first year, both academically and socially. They have been in your position and know the struggles of starting university; they also know all of the best pubs, clubs, restaurants, gyms and will help introduce you to your new St George’s family.

Student Life Centre

Our Student Centre team can help you with almost any aspect of student life: finances, accommodation, exams and assessment, academic procedures, admissions, international queries, careers, disability and wellbeing, even finding your way around – whatever it takes to make you feel at home.

Careers service

Our careers service works to support current students and recent graduates to find and maintain a rewarding and successful career. As well as general workshops on topics such as writing a CV and developing interview skills, the service works with the academic lead for Biomedical Science employability to ensure there are careers activities specific to your programmes and future profession. You will also be able to book a one-to-one appointment with a careers consultant to discuss all aspects of careers and employability. This might include investigating options and making career decisions, gaining advice and guidance on where to look for jobs, CV and application checking, or booking in for a practice interview.   

How to apply 

Select the relevant link and create an account: 

Once you've created an account, you will then be able to complete the application form and upload any relevant documents. You can save a partly completed form and return to it later. Please make sure you complete all sections. Please make sure that the information you provide is accurate, including the options you select in menus.

Individual Learning Needs Assessment 

In addition to the standard application, admission to ACP requires the completion of an Individual Learning Needs Assessment which is designed to ensure that the applicant’s module choice and sequencing is appropriate to their needs and experience.

The assessment involves working with the applicant’s employer to ensure the requirements for practice-based learning will be supported. It typically takes place through telephone interviews with the applicant and includes the applicant’s employer as appropriate.

Covid-19 safety guidelines

  1. Get your shot 
    • Get vaccinated as soon as you can to protect yourself and others
    • Vaccinations services are available in the Atkinson Morley Wing of St George's hospital.
  2. Wear a mask
    • Use a face covering when in communal or crowded areas to protect our community
    • Type II masks are required on campus and available on site
  3. Make space
    • Keep your distance when possible to reduce the risk of Covid-19 transmission
  4. Take a test
    • Get tested twice a week to keep our community safe.
    • LFD test kits are available from the University reception Mon-Fri 10am-4pm

Mild symptoms? Stay home and contact the Registry at coronavirusconcern@sgul.ac.uk with any dates and locations on site.

Our priority is to keep our students and staff safe and support their wellbeing, while protecting our community from the risks of Covid-19 on our site, based inside a hospital. We have listened to feedback and preferences from our student community about St George’s as a place to study. 

We won’t be making any significant changes to the content of our programmes, but there will be some changes to the way they are delivered. Please see below for further details of how this may affect this course. 

If government advice changes, we may need to update our plans, but our approach is designed to make it possible to continue with much of the on-campus teaching planned. If we do need to make changes, we will update this information, and will keep current students and offer holders informed by email

We will also continue to update our frequently asked questions page for applicants and offer holders and current students as more information becomes available.

Course content

We are not making any significant changes to the content of the Advanced Clinical Practice (non-apprenticeship) programme.

There is a possibility that government advice on social distancing may change in the future and this may restrict access to the campus. Even if this were to be the case, we expect to be able to continue to deliver the core modules of the programme and the option modules and specialist sub-pathway modules, as planned.

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Module changes

Module/component

Academic year to which the change will apply

Description of change

AHP 701 Advanced Clinical Reasoning in Health Assessment: Lifespan Perspectives

2019/20; 2020/21

Usual assessment: Essay and OSCE with Viva

Temporary assessment change: This module will be assessed via Essay and Clinical Logs. This will apply from September 2020 and will remain in place until social distancing requirements can be sufficiently relaxed to allow on-site, face-to-face assessment.

HP7015Y Intensive Care Patient Assessment

2019/20; 2020/21

Usual assessment: Unseen exam and Competency Assessment Document

Temporary assessment change: This module will be assessed via Online Essay Questions and Competency Assessment Document. This will apply from September 2020 and will remain in place until social distancing requirements can be sufficiently relaxed to allow on-site, face-to-face assessment. At the time of writing, it is not known when this will be.

HP7022X 12 Lead ECG Interpretation

2020/21

Usual assessment: Unseen examination

Temporary assessment change: This module will be assessed via Clinical Logs with evidence-based review. This will apply from September 2020 and will remain in place until social distancing requirements can be sufficiently relaxed to allow on-site, face-to-face assessment.

HP7002Y Acutely Unwell Adult

2019/20; 2020/21

Usual assessment: Unseen examination and Competency Document

Temporary assessment change: This module will be assessed via Online Essay Questions and Competency Document. This will apply from September 2020 and will remain in place until social distancing requirements can be sufficiently relaxed to allow on-site, face-to-face assessment.

HP7021X Trauma Care: Initial Assessment and Management

2020/21

Usual assessment: Essay and Moulage

Temporary assessment change: This module will be assessed via Essay with case study. This will apply from September 2020 and will remain in place until social distancing requirements can be sufficiently relaxed to allow on-site, face-to-face assessment.

HP7073X Cardiac Arrhythmias: interpretation and management

2019/20; 2020/21

Usual assessment: Unseen exam

Temporary assessment change: This module will be assessed via Online Essay Questions. This will apply from September 2020 and will remain in place until social distancing requirements can be sufficiently relaxed to allow on-site, face-to-face assessment.

EDU 701 Advancing Clinical Education and Supervision

2020/21

Usual assessment: Poster presentation

Temporary assessment change: The presentation of posters and question and answer session will be conducted via an online platform (e.g. BBB or Teams) due to government advice on social distancing. The modified assessment will apply to module runs starting from September 2020 and will remain in place until social distancing requirements can be sufficiently relaxed to allow on-site, face-to-face assessment.

Cardio-neuro Care in Prehospital Care

2020/21

Usual assessment: Unseen MCQ examination

Temporary assessment change: This module will be assessed via case series via an online viva voce. This will apply from September 2020 and will remain in place until social distancing requirements can be sufficiently relaxed to allow on-site, face-to-face assessment.

Transition to Specialist Practice: Prehospital Critical Care

2020/21

Usual assessment: Summative OSCE

Temporary assessment change: This module will have a single assessment building on the Practice Portfolio (4,500 words). This will apply to module runs starting from September 2020 and will remain in place until social distancing requirements can be sufficiently relaxed to allow on-site, face-to-face assessment.

Supporting vulnerable students

Students considered to be most at risk from Covid-19 should work at home wherever possible in line with government advice. Students who are going on placement will be required to complete an individual risk assessment and others may choose to do so. In addition, students from vulnerable groups, including care leavers, students estranged from their families and students with disabilities, are prioritised for help from the University’s Hardship Funds and for accommodation in Horton Halls. Priority for loans of laptops from the University will be given to those eligible to receive a hardship grant; those registered as disabled, care leavers or with caring responsibilities; and international students who may have difficulty sourcing an appropriate device on arrival in the UK.

We recognise the impact that the current circumstances may have on mental health and have expanded our counselling provision, offering remote appointments to any student. In addition, every student will be allocated a personal tutor to offer individual pastoral and academic support from the start of their studies. (Further information about health and wellbeing advice during Covid-19 is available here.)

Priority consideration has been given to support for students with disabilities when accessing teaching and learning online, through the provision of automatic live captioning and British Sign Language within our primary technologies of Panopto, MS Teams and Big Blue Button. These can benefit a range of students, especially those who are deaf or hard of hearing, as well as students with an Autistic Spectrum Condition (ASC), memory processing issues, and for whom English is an additional language.

Human-level captioning is also available where a need has been established through the Disability Advisory team. Human-level captioning requests are processed by the Learning Technology Services (LTS) section and can be requested by email to lts@sgul.ac.uk.  

How the course will be delivered

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Incoming students (starting September 2020)

The existing learning outcomes for our modules and courses will remain in place. From September to December 2020 all students will primarily access their learning, including learning materials, via the Virtual Learning Environment (VLE), Canvas. Hands-on practical teaching and learning activities will be delivered on campus with appropriate social distancing and personal protective equipment (PPE) measures put in place, and with controls on the number of people in each location.

The online components of the course will be designed to balance interactive real-time sessions with lecturers and other students, with self-paced independent study. Students will have clear learning pathways through the activities they are expected to engage with, and there will be opportunities to check learning and progress.

Personal tutor support and all other student support, such as the Academic Success Centre, will also be online for this period, using a range of methods for staying in touch, such as telephone, email and the University’s web conferencing systems BigBlueButton and MSTeams.

Pending Health Education England (HEE) approval, placements are currently expected to resume from September 2020 with minimum changes to planned delivery or timings. All students on placement will be expected to undertake a risk assessment and adhere to local Trust working patterns and guidance.  

To get the most from online study, hardware requirements have been established and communicated to all existing students and offer holders. Students will need their own personal computer or laptop and an internet connection in their place of accommodation. This needs to be in place at the start of the course. Once enrolled, students will have the ability to use Office 365 as part of our institutional licence, and access software required for their modules/courses via AppsAnywhere. In addition, we offer Office for Mac via Ofice365, but only the following applications are available for Mac: Teams, Word, Excel, Powerpoint, Outlook, OneNote. Web-based Office applications are available on Mac. Full details are available here. There is a provision for students who may struggle to meet the hardware requirements to contact our IT Hardship team.

In the autumn term most modules will be delivered online. This may continue throughout the 2020/21 academic year, until social distancing requirements can be sufficiently relaxed to allow a greater proportion of on-site teaching.

Modules that have skills/clinical components will be delivered by blended learning (online and face-to-face teaching). For example, Advanced Clinical Reasoning in Health Assessment: Lifespan Perspectives combines online learning with face-to-face, on-site teaching of physical assessment skills. These skills are further developed and practised in the student’s own place of employment.

Risk assessment

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Incoming students (starting September 2020)

 

 

Students with pre-existing illnesses or disabilities, or who are shielding

If you suffer, or have suffered, from a serious illness (physical or psychological) or have a disability, or have been required to shield due to Covid-19, please let us know. St George’s is committed to supporting our students and will explore all reasonable adjustments to support you to thrive on your course.

Please contact our Disability Advisor as soon as possible with details to help us establish whether your health history or disability is likely to affect your ability to study or practise. This will also give us sufficient time to carry out a detailed assessment, obtain reports and organise additional expert assessments if required.

Attendance at site

Most of our courses include elements of teaching for which you will be required to attend the University site. Attendance at these sessions will be essential to enable you to engage with the course and undertake assessments.

Placements

You will be required to undertake a personal risk assessment before you can attend any placement that is part of your course (or undertake certain other activities, such as those which include the practice of clinical skills or require the use of PPE). Where a health concern arises, every effort will be made to identify alternative placement arrangements, but your health and safety will be the first priority, and alternative arrangements may not be possible. This may have implications for the continuation of your study. If you are clinically vulnerable or have been shielding, we strongly encourage you to contact the Disability Advisor now to undertake an assessment.

Current students

Students with pre-existing illnesses or disabilities, or who are shielding

If you're a student with a pre-existing illness or disability, or who is shielding, your course team will contact you to ask if you would like to complete a personal risk assessment before you return to the site. If you suffer from a serious illness which may increase your level of risk, or have been required to shield due to Covid-19, we recommend that you complete a personal risk assessment. St George’s is committed to supporting our students and will explore all reasonable adjustments to support you to thrive on your course. 

Attendance at site

For the majority of our courses, we will be delivering an element of face to face, hands-on teaching on campus in line with social distancing guidelines which you are required to attend. If you will be unable to attend teaching on-site due to a health reason, you must let us know by the start of the academic year so we can consider alternative arrangements to ensure you progress through the course. Mitigating Circumstances can still be submitted for unforeseen illnesses; however, being unable to attend the site due to shielding or being at heightened risk from a pre-existing illness or disability will not be accepted as grounds for Mitigating Circumstances. Please discuss this with your course team and complete a personal risk assessment so that all reasonable adjustment can be made.

Placements

You will be required to undertake a personal risk assessment before you can attend any placement (or undertake certain other activities, such as those including the practice of clinical skills or requiring the use of PPE) that is part of your course. Where a health concern arises, every effort will be made to identify alternative placements arrangements, but your health and safety will be the first priority, and where alternative arrangements are not possible, there may be implications for your studies. If you are clinically vulnerable or have been shielding, we strongly encourage you to contact your course team now to undertake a personal risk assessment.

Course length

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Incoming students (starting September 2020)

At this stage, we expect to deliver the course within the planned timescales to enable successful students to progress through the programme and to graduate without delay. Although some assessments (mainly exams) are designed to be taken on-site, we have developed an alternative strategy to enable students to complete assessments remotely without coming on to campus.

The programme does include practical/skills elements that are delivered in practical/cubicle teaching rooms. These will run as planned in 2020/21 with appropriate social distancing measures in place.  There is a possibility that government advice on social distancing may change, in which case we may need to change the mode of delivery of practical components of the programme to protect the safety of students.

Some modules within the programme (e.g. Minor Injuries; Minor Illness; Independent and Supplementary Prescribing; Prehospital Critical Care) require students to undertake a negotiated placement or practice experience in order to achieve the clinical competencies. In the event that students are unable to negotiate the required practice experience/placement due to Covid19 pressures, extensions will be considered on a case-by-case basis.

Current students

At this stage, we expect to deliver the course within the planned timescales to enable successful students to progress through the programme and to graduate without delay. Although some assessments (mainly exams) are designed to be taken on-site, we have developed an alternative strategy to enable students to complete assessments remotely without coming on to campus.

The programme does include practical/skills elements that are delivered in practical/cubicle teaching rooms. These will run as planned in 2020/21 with appropriate social distancing measures in place.  There is a possibility that government advice on social distancing may change, in which case we may need to change the mode of delivery of practical components of the programme to protect the safety of students.

Some modules within the programme (e.g. Minor Injuries; Minor Illness; Independent and Supplementary Prescribing; Prehospital Critical Care) require students to undertake a negotiated placement/practice experience in order to achieve the clinical competencies. In the event that students are unable to negotiate the required practice experience/placement due to Covid19 pressures, extensions will be considered on a case-by-case basis.

Additional costs

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Incoming students (starting September 2020)

 

 

We do not expect students to incur any extra costs over and above those that we have advertised on the course page.

As a result of our courses beginning with the majority of teaching online, you will need a personal laptop or computer and access to the internet to participate in online lectures. Information is available on recommended device specification. If you are worried you might struggle to meet these requirements, you should email IThardship@sgul.ac.uk so we can look at support options for you.

Personal protective equipment (PPE) will be provided for you if needed.

Current students

We do not expect students to incur any extra costs over and above the normal level, as previously advertised on the course page.

Personal protective equipment (PPE) will be provided for you if needed.

Assessment methods

Incoming students (starting September 2020)

We assess the knowledge, skills and attributes of our students in a variety of ways. These include formal written examinations, practical examinations and in-course assessments which might include essays, reflective essays, reports, oral presentations, dissertations and poster presentations.

Modules with formal written examinations or practical examinations (e.g. OSCE) were temporarily replaced by alternative assessments in 2019/20, to enable students to complete assessments remotely and without coming on to campus. For example, formal examinations were replaced by written essay-style answers and OSCEs replaced by clinical logs. We anticipate this approach will continue during the early part of 2020/21 academic year, possibly longer, until government advice on social distancing changes.

Award

The Advanced Clinical Practice MSc/PgDip is not a PSRB accredited programme and we are not implementing any changes that will impact on the qualification awarded.

The modules ‘Independent/Supplementary Prescribing for Nurses and Midwives’ (NMC approved) and ‘Independent and Supplementary Prescribing’ (HCPC approved) will be delivered online. This will not affect the professional accreditation of these modules.

Location of study

In the autumn term, due to Covid-19 social distancing requirements, most modules will be delivered online. This may continue throughout the 2020/21 academic year until social distancing requirements can be sufficiently relaxed to allow a greater proportion of on-site teaching.

Modules that have skills/clinical components will be delivered by blended learning (online and face-to-face teaching). Face-to-face teaching will take place at St George’s, University of London, on the campus that we share with St George’s Hospital in Tooting, with appropriate social distancing measures in place.  We have not explored alternative locations for teaching and have no immediate plans to do so. If government advice on social distancing changes, we will consider ways in which we can deliver teaching on-site in a manner that is safe for students and staff.

Consenting to these changes

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Incoming students (from September 2020)

The changes that we are making are the consequence of current public health advice, and our capacity to offer alternatives is limited by that advice. If you wish to avoid these changes by deferring your offer please contact admissions@sgul.ac.uk.

Current students

The changes that we are making are the consequence of current public health advice, and our capacity to offer alternatives is limited by that advice. You will be required to consent to these changes as part of your re-enrolment. If you wish to avoid these changes (e.g. by taking a year out from your studies) please discuss this directly with your course team in the first instance. We remain, as always, focused on the best experience and outcomes for our students.

Apply now

Duration

MSc: Three years part-time | PgDip: Two years part-time

Application Deadline

Currently accepting applications

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