Nursing MSc

This module will provide an opportunity for students to critically explore wider, global, perspectives in health and social care.   Models of health and social care service provision will be discussed which will include exploration of the UK National Health Service, but will also comprise discussion of other types of service organisation and delivery.   There will be a focus on the impact of globalisation on health and social care.   It is anticipated that through the exploration of different models of health and social care service delivery, students will be able to think critically about key aspects of their own organisation.   To facilitate this, students will require critical thinking skills, therefore critical thinking and critical reflection will be explored as part of the module.    A blended approach to learning will be adopted, lectures will be used to introduce key concepts and seminars will provide opportunity for further discussion and exploration. The module will be assessed by a 4,500 word assignment and a 20 minute oral presentation accompanied by a 750 word handout. ​

The purpose of a Masters level dissertation is to provide evidence of academic study involving critical engagement with ideas at the forefront of professional knowledge, which meets the requirements of the QAA level descriptors for a Masters degree. In the dissertation module students have the opportunity to carry out their own supervised study through which they can apply their knowledge, develop or test ideas, and gain skills and understanding of how the boundaries of professional knowledge are advanced through research. Dissertation projects in the School of Health Sciences may be evidence reviews, empirical studies, structured service evaluations or clinical audit studies. Students undertaking the dissertation module work with a designated supervisor, who is  normally a member of academic staff from their professional  discipline. The supervisor guides and supports students in the development of their dissertation proposal, the execution of the study, and the writing of the dissertation report. Individual supervison is complemented by a series of group tutorials which provide a revision of key methodological principles, and an opportunity for peer discussion and support in the development of the dissertation ideas and project plan.     ​

The module will introduce students/apprentices to the problems facing practitioners who have to assess risk and make decisions about how to respond to the needs of high risk and vulnerable patients and service users in complex situations. The delivery will focus on the need for robust clinical assessment and decision making utilising various risk assessment and clinical decision making tools available in clinical practice. Throughout, emphasis will be placed upon understanding of the value of the multidisciplinary team in high risk and high uncertainty environments. The module will be delivered over a three month period and will include half day contact delivery, delivered on a weekly basis for 11 consecutive weeks. The contact sessions will consist of lectures and interactive face to face seminars. Theoretical content will be supported by sessions from clinical experts and online support (eg discussion boards ) through the Virtual Learning Environment. The module team will facilitate, moderate, and guide the community of learners through the discussion topics. There will be a single piece of assessed coursework in the form of a 4500 word case report, to be submitted at the end of the module.

There is currently a strong drive throughout many agencies within the NHS and Government to improve the healthcare experience of LGBTQ+ individuals, especially within cancer care. There is a wide range of issues related to cancer including incidence patterns, communication, support, information and highly complex technical challenges arising from the TG postoperative group. A common theme in the published literature and at oncology conferences is the issue of training in order to better support our patients and prepare the workforce for the steadily increasing LGBTQ+ cancer patients. This unique online Masters module is designed to help address this theme by providing cancer care professionals with theoretical learning across a range of themes including gender identity, post-operative changes, impact of treatment on sexuality and holistic care implications. Learners will gain the necessary knowledge and skills to devise evidence-based solutions to improve the lives of their LGBTQ+ cancer patients.

The module delivers a series of fascinating 90-minute podcasts from a range of clinical experts and researchers across a range of LGBTQ+ themes. This research-connected teaching provides understanding of the module content and encourages learners to reflect on the implications of relevant theories on their practice.

These are supported by a series of live online Case Discussions where service users, health professionals and academic experts discuss anonymised case histories in online synchronous Microsoft Teams discussions. These provide context for the theoretical content and enable learners to engage in discourse with peers and a range of stakeholders. Learners are tasked with reading through the case notes prior to the discussion and providing suggestions related to potential challenges and solutions. This teaching method is designed to align holistic care principles with complex LGBTQ+ challenges and issues relevant to living with, and beyond, cancer. The online case discussions provide learners with the opportunity to collaborate with peers and experts. They are encouraged to reflect on their own experience and integrate this into the discussion of potential solutions and care plans.

The module assessments challenge students to locate and appraise emerging evidence in order to synthesise clinically appropriate guidelines and care plans. The assessments tasks are grounded in real-world clinical cases and ensure that learners not only demonstrate achievement of the learning outcomes but also develop tools that can impact on their future clinical practice.

Interpersonal communication lies at the core of all health-related professional activity and managing the emotional impact of diagnosis and the psychosocial consequences of serious illness are essential components of effective clinical practice. Additionally, the development of therapeutic relationships with clients and an ability to reflect critically upon effective clinical practice are crucial attributes for advanced practitioners. The advanced professional role encompasses such diverse tasks as clinical consultation, health information giving, teaching practical and therapeutic health behaviour. Advanced practitioners require the capacity to select appropriate communication skills and initiate strategies to manage complex situations as well as the ability to critically appraise the need for additional professional support is a key feature effective advanced practice. The skills required to effectively assess individual client need and to implement appropriate and effective communication strategies are essential pre-requisites to effective clinical care and may be acquired through strategically planned and delivered educational interventions. Through the facility of an interactive, evidence-based learning model, which utilises a variety of teaching methods including student led seminars and role play, students will acquire advanced knowledge and skills to enable the effective assessment, intervention and evaluation of communication and supportive strategies in a range of clinical care settings. The module assessment consists of a 5000-word written assignment which directs the students to reflect on their current practice, complete a self-assessment and SWOT analysis, critically evaluate the evidence base and finally produce a detailed action plan to discuss how the evidence base will be applied in their own future practice.

The module enables the student to enhance their knowledge and skills in the assessment, care and management of critically ill adults. The learning and assessment focuses upon revising and reinforcing knowledge of relevant physiology and pathophysiology in critical illness in order to develop the student’s confidence in conducting a competent assessment and deliver care and management of an acutely/critically ill patient safely and effectively.

The teaching consists of lectures and seminars to enable discussion, coupled with simulation to enable practise of scenarios which demands an Airway, Breathing, Circulation, Disability, Exposure (ABCDE) approach to assess and treat the critically ill patient. This approach is intended to shape appropriate, effective decision-making, clinical judgment and problem-solving skills to assess, plan, implement, and evaluate therapeutic interventions in collaboration with the multidisciplinary team. Lectures and seminars are delivered face to face; however, each session is also captured on a virtual platform and each session recorded to enable a student to attend remotely and to watch over the recorded session outside of scheduled session.

The module is assessed via an objective structured clinical skills examination, to assess clinical skills and decision making, and a short answer unseen exam which assesses the practitioner’s theoretical knowledge which underpins their clinical approach to care delivery. The students is also required to undertake a range of critical care competencies whilst working in practice which are assessed by a suitably qualified supervisor.

This module aims to prepare students for their role in supporting the mental health and wellbeing needs of themselves as practitioners and the people they care for in healthcare practice. Students will critically explore the evidence and practice conducive to effective mental health promotion which seeks to empower individuals to actively engage in enhancing their own wellbeing. Students will investigate mental health promotion models and strategies, and scrutinise and deliberate how these might be adapted to a variety of individual and environmental contexts. Students will be expected to rehearse and critically reflect upon a number of promotional activities in the learning environment thus providing a vehicle to enhance their future healthcare practice, regardless of discipline or setting. Assessment is by means of an evidence-based presentation of an artefact that seeks to assist in addressing the mental health and wellbeing needs of an individual or group, and a critical reflective narrative exploring the student’s own maintenance of wellbeing.

This module is designed to provide health and social care professionals with the opportunity to acquire knowledge and skills to become competent and effective leaders and educators. You will work collaboratively with fellow professionals to explore new and contemporary theories and concepts of leadership, management and education with respect to the advanced clinical practitioner role. Apprentices, students and trainee advanced practitioners will explore critically the importance of creating an environment conducive to learning, which includes the establishment of effective working relationships. You will investigate political and professional perspectives of leadership and management, education and the influences on your own style and behaviour as an advanced clinical practitioner. You will assess your own learning needs and apply teaching and learning theories and models in health and care to contribute to the development of an organisational culture that supports lifelong learning, development, evidence-based practice, and succession planning.

The assessment will comprise of two elements.

1.Creation of an educational resource suitable for use in the apprentice, student and trainee advanced practitioner’s area of practice to demonstrate a critical understanding of leadership in health and social care.

2. Following the production of the educational resource each apprentice, student and trainee advanced practitioner will enter into a professional conversation with peers and academic staff to explain and justify the processes involved with the design and content of the resource, including which learning and teaching strategies were engaged with during planning, making and implementation of the educational resource, being mindful of the potential diverse requirements of the audience.

The module has been designed in line with the University of Liverpool Curriculum Hallmarks . Research-connected teaching is embedded in the module through a focus on the appraisal of published literature and application of current evidence . The module assessment is designed to authentically reflect the requirements of the Advanced Clinical Practitioner in a constantly changing inclusive global health and social care environment.

Students will be informed that, in exceptional circumstances (e.g. global pandemics), plans for assessment and teaching and learning may be subject to change. Contact will be made via the VLE and an e-mail will be sent to each of the students informing them of any changes that prove to be necessary. The Health and Life Sciences FAQSC will be informed in advance of any such changes, so that approval can be given.

This module has been designed to support health professionals working and managing in a variety of clinical environments. The module provides an opportunity for critical engagement with complex clinical situations. Definitions of complexity and how this applies to patient care will be discussed during workshops, and students will be encouraged to consider how this applies to their own experience. The role of human factors in understanding complex situations will be explored. There will be 7 whole day workshops, which will comprise a combination of lectures, simulated practice (including de-briefing) and tutorials. Online resources will be provided as appropriate to support learning, and the overall teaching approach is one of blended learning. Reading material will be provided in advance of the sessions (via Canvas) to ensure students are prepared for participation in the workshops. A key feature of this module is that the students will have an opportunity to explore an area of complexity relevant to their own environment. Tutorial support will be provided to facilitate this. Students will be assessed by completion of a 3,000 word written assignment and an online video based simulated practical assessment.

The purpose of a Masters level dissertation is to provide evidence of academic study involving critical engagement with ideas at the forefront of professional knowledge, which meets the requirements of the QAA level descriptors for a Masters degree. In the dissertation module students have the opportunity to carry out their own supervised study through which they can apply their knowledge, develop or test ideas, and gain skills and understanding of how the boundaries of professional knowledge are advanced through research. Dissertation projects in the School of Health Sciences may be evidence reviews, empirical studies, structured service evaluations or clinical audit studies. Students undertaking the dissertation module work with a designated supervisor, who is  normally a member of academic staff from their professional  discipline. The supervisor guides and supports students in the development of their dissertation proposal, the execution of the study, and the writing of the dissertation report. Individual supervison is complemented by a series of group tutorials which provide a revision of key methodological principles, and an opportunity for peer discussion and support in the development of the dissertation ideas and project plan.     ​

Effective nursing practice in contemporary healthcare services requires a robust theoretical and philosophical foundation; one that identifies both the unique disciplinary contribution of nursing to the care process and further advances the rigour of nursing science. This module focuses on qualitative research as an important way of engaging with, and critically exploring, current issues in healthcare politics, social policy, and professional practice. Qualitative inquiry is an umbrella term that embraces a range of perspectives and approaches, where the defining feature is an interest in understanding the human actor in her/his socio-cultural context. In this module the student will be afforded an opportunity to explore a number of methodological positions in the practice of ‘real world’ research; integrating intellectual traditions with the pragmatic issues of study design, data collection and data analysis. It will be suggested that qualitative research is congruent with the humanistic, and holistic, values of nursing practice and signals an emancipatory and empowering potential for service-users, carers, and vulnerable populations. Central to this process is accessing the ‘lived experience’ of individuals through observation, narrative, story-telling, and discourse, in a naturalistic setting. Module content will explore the role of social research, within a global nursing community, in promoting ethically sensitive and professionally relevant knowledge(s). Teaching is facilitated by the use of lectures, workshops and tutorials, the module is assessed by completion of a 5,000 word assignment.

This blended teaching and learning module is aimed at Health Care professionals who provide care for people with a cancer diagnosis within their care setting; who wish to develop their critical understanding of palliative and end of life care of the person with cancer. Learners will have the opportunity to critically align knowledge, skills and attitudes to personal practice, in a way that supports personal development that can positively impact on practice and ultimately influence person-centred approaches in meeting the needs of those who are living with progressive life-limiting illness.
In order to inform the learners clinical practice approaches to care, learners will have the opportunity to develop critical knowledge and understanding of: approaches to palliative and end of life care, local, national and international drivers, ethics and legalities, holistic care and the impact of team working.
Assessment will encompass two elements: a written critical review exploring theory versus practice, where learners identify a practice issue/gap and devise a proposal for development and use of a practice- based resource that aims to address the gap/need.
The second element of assessment encompasses a critical reflection of their own knowledge, skills and attitudinal approaches acquired and applied in practice.

This module aims to provide the student with knowledge of the theoretical basis underpinning complex decision making in healthcare practice. Students will critically explore the evidence and practice conducive to decision making which considers the factors impacting on their own and others’ actions and choices. Students will investigate ethical theory, cultural values and norms and scrutinise and deliberate how these affect the decisions people make with particular reference to healthcare decisions and their own practice. Students will be expected to rehearse and critically reflect upon several case studies and ethical dilemmas thus providing a vehicle to enhance their future healthcare practice, regardless of discipline or setting. Assessment is by means of a 5000 word case study.

​Work-based learning is a way of facilitating university level education and training in the workplace.
Work-linked features permit learning to take place at work, through work and be centred upon the working environment.
The utilisation of a specific work role together with the organisation’s objective as the focus of enquiry, work-based learning provides students with the unique opportunity to design a bespoke learning experience which will benefit both themselves and their employer in health or social care.
The precise nature of the work-based learning may encompass elements of inter-professional working.
This is a predominantly work-based learning module with 3 x 1/2 day seminar sessions in the university with the majority of the learning taking place under the guidance of a convenor in the work place.
The module is assessed by way of a 3 part portfolio consisting of a learning contract, a critical reflection of practice and evidence of achievement. 

This module aims to prepare practitioners for their role in supporting the learning and assessment of others.  Practitioners will explore critically the importance of creating an environment conducive to learning, which includes the establishment of effective working relationships.  Practitioners will investigate learning strategies, and consider critically how these might be adapted to a variety of individual and environmental contexts.  Evidence based practice will underpin the teaching strategy and practitioners will be expected to ensure all teaching interventions are supported by appropriate pedagogy. Assessment is by means of a 5,000 word portfolio.

A holistic critical care practitioner must be able to demonstrate leadership, management and team skills to ensure care delivery patient centred. Working as part of a multidisciplinary team is a fundamental aspect of critical care delivery. This module will focus upon leadership and management of a critically ill patient and the role of the multidisciplinary team in ensuring care is tailored to meet each patient’s specific needs. There will be a focus on analytical skills utilising a specified range of competencies related to critical care practice which serves to facilitate safe, effective quality care to critically ill patients. The module will pay particular attention to enhancing the student’s underpinning theoretical knowledge to develop confidence when contributing to complex decision making utilising a critical approach which is evidence based and well reasoned.

Teaching delivery will be provided using a blended approach.
Lectures will cover the holistic approach to critical care, incorporating leadership, human factors and patient safety-aspects which are integral to effective critical care delivery. Seminars and group work will follow which relate directly to the lecture topic and enable discussion and problem based learning to enhance understanding and confidence in critical discussion. These sessions will be held on campus but will also be offered simultaneously via the virtual platform Zoom to enable the student to attend remotely or face to face. Each session will be recorded as well to be available to students outside of the scheduled time of delivery.

Assessment for the module includes a 3000 word literature review and a presentation focusing on a quality improvement project that the student has conducted in critical care as part of the module. The value of leadership, human factors and risk management all focus upon improving the quality and safety of critical care provision. The quality improvement project will enable students to identify an area of care which they feel may benefit from a fresh approach, research it, and, following on from this, devise a project. The presentation will provide the opportunity for the student to showcase this and for their project to be further explored and rationalised during the question and answer session.
The student will also be required to undertake a range of critical care competencies whilst working in practice which will be assessed by a suitably qualified supervisor.​

Support for the student is offered by the module leader and their academic advisor when in University and by their nominated supervisor when in practice.

The purpose of a Masters level dissertation is to provide evidence of academic study involving critical engagement with ideas at the forefront of professional knowledge, which meets the requirements of the QAA level descriptors for a Masters degree. In the dissertation module students have the opportunity to carry out their own supervised study through which they can apply their knowledge, develop or test ideas, and gain skills and understanding of how the boundaries of professional knowledge are advanced through research. Dissertation projects in the School of Health Sciences may be evidence reviews, empirical studies, structured service evaluations or clinical audit studies. Students undertaking the dissertation module work with a designated supervisor, who is  normally a member of academic staff from their professional  discipline. The supervisor guides and supports students in the development of their dissertation proposal, the execution of the study, and the writing of the dissertation report. Individual supervison is complemented by a series of group tutorials which provide a revision of key methodological principles, and an opportunity for peer discussion and support in the development of the dissertation ideas and project plan.     ​