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

Application Deadline



St George's, University of London

UK only

Not open to non-EU (international) students

We are currently updating the information about this course. Details of when and how to apply for this course for 2023 entry will be available here shortly.

Advanced Clinical Practice is the practice that involves autonomy and decision-making, carried out by highly-experienced registered health practitioners. It is underpinned by Health Education England’s four pillars: clinical practice, leadership and management, education and research.

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).

Our MSc ACP which includes the apprenticeship route is accredited by Health Education England Centre for Advancing Practice.


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.

Want to know more?

Find out more about postgraduate study at St George’s, University of London by clicking the button below to receive our free intro email series.

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 healthcare/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

Applicants will normally hold a recognised healthcare/ health-related professional qualification and current professional registration;

Applications will be considered from non-standard applicants who can demonstrate the following certificated learning:

(i) A relevant healthcare/healthcare-related postgraduate Certificate or Postgraduate Diploma 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. Or have successfully completed and achieved a minimum of 60 credits (equivalent to a Post-graduate Certificate) at Level 7 study in healthcare/ healthcare-related subjects within the last five years.


(ii) A healthcare/ health-related DipH.E. 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 5 years:

  • successful completion of a healthcare/ health-related standalone module at level M or
  • a minimum of 30 credits from healthcare/ health-related 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.

Go to the Apply tab for more information. 

Recognition of overseas awards

The National Recognition and Information Centre for the UK (NARIC) provides advice on the equivalence of overseas awards. Learn more by visiting their website.

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).


    • 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.


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.

Dissecting room

The dissecting 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.

Please note: The Dissecting Room is currently closed while we complete extensive improvement works. We hope we will be able to resume practical teaching in our facility in early 2023.

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.   

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, visit our fees and funding webpage.

Tuition fees

We are currently updating the information about tuition fees for this course. Details for 2023 entry will be available here shortly.

Recognition of prior learning (RPL) administrative fee

We are currently updating the information about administrative fees for this course. Details for 2023 entry will be available here shortly.

An administrative fee is charged per module. For the 2019/20 academic year the per module charge was £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.

Technology requirements Find out more about technology requirements associated with online learning.

At the moment there are no changes to our programmes due to Covid-19.

If you start at St George's in 2023 your course will be delivered in the normal way and you can expect the full university experience from us.

If you started prior to this and would like to see the changes that were made to your programme, please visit this webpage.

Apply now


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

Application Deadline


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