Accessibility statement

Advanced Professional Practice - HEA00109M

« Back to module search

  • Department: Health Sciences
  • Module co-ordinator: Dr. Helen Anderson
  • Credit value: 10 credits
  • Credit level: M
  • Academic year of delivery: 2019-20

Module summary

This module is to support clinicians to develop their role as advanced clinical practitioners. It aims to facilitate the practitioner to develop professionalism and professional identity, to tolerate uncertainty and to manage clincial risk, to consider regulatory, legal and ethical principles, as well as prepare practitioners to take a leadership role in advanced clinical practice. This is underpinned by HEE's four pillars of advanced practice

Module will run

Occurrence Teaching cycle
A Autumn Term 2019-20 to Summer Term 2019-20

Module aims

This module aims to develop the student’s understanding of professional practice in order to support them to practice effectively as an advanced practitioner as per HEE (2017) definition of advanced clinical practice.

To do this the module will explore:

  • The development and establishment of advanced practice
  • The role of professionalism and professional identity in negotiating delivery of advanced practice in the workplace
  • Relevant regulatory, legal and ethical frameworks
  • Strategies to support the student to acquire the skills to develop and maintain professional wellbeing
  • Strategies to examine and evaluate evidence and begin to develop an academic style of writing commensurate with master's level. .
  • Teamwork and leadership


Module learning outcomes

On successful completion of the course, the student should be able to:

  1. Understand the current literature and evidence base in relation to advanced practice.
  2. Synthesize theories of professionalism and professional identity in order to value diversity within teams and to support inter and intraprofessional team working.
  3. Understand regulatory, legal and ethical principles in relation to advanced practice.
  4. Utilise strategies to develop tolerance to uncertainty in order to support professional well-being.
  5. Synthesize and apply theories of resilience to advanced practice.
  6. Understand and apply the principles of leadership to their area of advanced professional practice.
  7. Demonstrate an understanding of the fundamentals of academic writing as a means of communicating a persuasive, logical, fair and coherent argument.
  8. Critically engage with primary and secondary sources of information in order to identify, evaluate, synthesise and integrate information fairly and accurately into their work. Understand how to use, quote, paraphrase, cite and attribute sources appropriately.

Module content

Introduction to Advanced Practice
• Brief historical context
• Advanced Practice evidence base
• Regulation and support

Clinical Supervision and reflection

Strategies to develop tolerance to uncertainty

Professionalism and professional identity
• Brief historical context
• Relevance and importance
• Inter and intraprofessioanl working including collaborative education
• Delivering advanced practice in the workplace

Principles of leadership
Legal and ethical principles and their relevance to advanced practice

Research evidence and academic writing styles


Task Length % of module mark
2500 Word Essay
N/A 100

Special assessment rules


Additional assessment information

The summative assessment will ask the students to:

In the context of your area of advanced practice, write a critically reflective account of a real life event, experience or professional interaction. This may be clinically focused or relate to the establishment of advanced practice more broadly.


Task Length % of module mark
2500 Word Essay
N/A 100

Module feedback

Opportunity for classroom discussion and via the VLE of concepts and issues raised. A specific formative assignment of a 5-10 minute presentation, using a maximum of five slides, to the rest of the group on an aspect of your personal development informed by the module content. Students will get immediate feedback from the rest of the group and from the facilitator. This assignment will form the basis of the summative assignment.

Written feedback on the summative assessment will be provided on the standard proforma, within the timescale specified in the student handbook.

Indicative reading

  • Barton T, Allan D (2015) Advancing Nursing Practice: changing healthcare in a changing world, Palgrave: UK.
  • Clegg S., Kornberger M., & Pitsis T., (2016) Managing and Organisations, 4th Ed. Sage UK.
  • Edmonstone, J. (2009) When the Going Gets Tough: Personal Resilience for Healthcare Staff. London: Radcliffe
  • Gallagher, A. & Hodge, S. (2012) Ethics, law and professional issues: A practice based approach for health professionals. Baingstoke:Palgrave Macmillan.
  • Gardner F (2014) Being critically reflective, Palgrave MacMillian, UK.
  • Greenhalgh, T. (2014) How to read a paper. The basics of evidence-based medicine. Chichester. Wiley
  • NHS Improving Quality (2013) The NHS Change Model. Available at:
  • NHS Leadership Academy (2013) Healthcare Leadership Model. Available at:
  • Reb, J. and Atkins, P. W. B. (Eds.) (2015) Mindfulness in Organizations: Foundations, Research, and Applications Cambridge: Cambridge University Press
  • Abbott, P., Meerabeau, L. (1998) Chapter 1: Professionals, professionalization and the caring professions in The Sociology of the Caring Professions (2nd Ed) London. UCL Press
  • Lowe, G., Plummer, V., O’Brien, A.P., Boyd, L. (2011) Time to clarify- the value of advanced practice nursing roles in health care. Journal of Advanced Nursing 68(3) 677-685
  • Traynor, M. (2013) Nursing in context: policy, politics, profession. London. Palgrave MacMillan.
  • Traynor, M. (2017) Critical Resilience in nursing. An evidence-based guide to survival and change in the modern NHS. Oxon. Routledge
  • Anderson, Helen ; Adamson, Joy ; Birks, Yvonne (2018) Presenting the primary care team to the public: a qualitative exploration of general practice websites.The British journal of general practice : the journal of the Royal College of General Practitioners Volume 68Pages: e178-e186
  • Greenhalgh, T (2018) Of lamp posts, keys, and fabled drunkards: A perspectival tale of 4 guidelines. Journal of Evaluation in Clinical Practice. Volume:24 p1132-1138
  • Laurant et al (2018) Nurses as substitutes for doctors in primary care. Cochrane Database of systematic reviews

The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.

Coronavirus (COVID-19): changes to courses

The 2020/21 academic year will start in September. We aim to deliver as much face-to-face teaching as we can, supported by high quality online alternatives where we must.

Find details of the measures we're planning to protect our community.

Course changes for new students