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MSc
Integrated Professional Practice MSc
Integrated Professional Practice

Postgraduate Events
Postgraduate Events

Key Information

Campus

Brayford Pool

Typical Offer

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Part-time

3 to 6 years

Campus

Brayford Pool

Start Date

September 2025

Typical Offer

See More

Part-time

3 to 6 years

Academic Years

Course Overview

Continuing professional development (CPD) is a mandatory component for over one and a half million regulated professionals working across health and social care in the UK.

Both nationally and internationally, health and care systems are shifting towards integrated outcomes focused, person-centred preventative models of care. This way of working will require interagency, interdisciplinary collaborative skills and the ability to work with people who use services, their families and communities to continuously improve the quality of care provision and to coproduce better outcomes for all concerned. This award has been structured to enable students to take a flexible approach to build their learning within its framework according to changing development and career needs.

This MSc places a firm focus on inter-professional learning, work based and practice-focused development and academic growth.

Course Overview

Continuing professional development (CPD) is a mandatory component for over one and a half million regulated professionals working across health and social care in the UK.

Both nationally and internationally, health and care systems are shifting towards integrated outcomes focused, person-centred preventative models of care. This way of working will require interagency, interdisciplinary collaborative skills and the ability to work with people who use services, their families and communities to continuously improve the quality of care provision and to coproduce better outcomes for all concerned. This award has been structured to enable students to take a flexible approach to build their learning within its framework according to changing development and career needs.

This MSc places a firm focus on inter-professional learning, work based and practice-focused development and academic growth.

Why Choose Lincoln

Inter-professional approach

A focus on professional and personal development

Choose from a range of optional modules

Complete a research project in a specialist area

Three nurses sat outside

How You Study

The programme has been designed to provide opportunities for both early career and experienced workers within the health and care sector to explore the complexities of working in contemporary practice in depth.

Students will be offered support to extend and enhance their professional knowledge and skills, with a range of modules appealing to those working across the range of providers.

The total duration of the programme will be dependent on how students choose to access the optional modules. If the MSc modules are studied consecutively the duration is 3 years part-time, however if studied on a module-by module/collection of short course awards basis the duration can be up to 6 years part-time. For more information, please contact us.

How You Study

The programme has been designed to provide opportunities for both early career and experienced workers within the health and care sector to explore the complexities of working in contemporary practice in depth.

Students will be offered support to extend and enhance their professional knowledge and skills, with a range of modules appealing to those working across the range of providers.

Modules within the course are delivered through a blended method where some sessions are delivered online and others face-to-face or self directed. The total duration of the programme will be dependent on how students choose to access the optional modules. If the MSc modules are studied consecutively the duration is 3 years part-time, however if studied on a module-by module/collection of short course awards basis the duration can be up to 6 years part-time. For more information, please contact us.

The course also has exit awards within the programme where students will exit with a Postgraduate Certificate or Postgraduate Diploma.

Modules

              † Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.

              Dissertation 2024-25HEA9455MLevel 72024-25This module allows students to undertake focused further exploration of an area of professional interest, applying their understanding of the research process to design and conduct a research project or service investigation related to their area of professional practice. Students will work autonomously to write up the findings of the research project, further developing their academic writing.CoreResearch Methods - distance learning 2024-25HEA9454MLevel 72024-25The module will support students to deepen their understanding of qualitative and quantitative research approaches that can be used to address research questions in the health and social care sector. This will build understanding and appraisal of research in order to develop practice from being a consumer of evidence towards being a creator of knowledge.CoreIndividualised Consultation 2024-25NUR9045MLevel 72024-25OptionalAn interprofessional approach to diabetes care 2024-25HEA9447MLevel 72024-25This module is designed to enable all health and care professionals to work effectively with people who have diabetes and their families. This module will enable students to develop the core knowledge necessary to apply an evidence-informed, holistic approach to individualised care for people at risk of or living with diabetes. Students will then be supported to explore how this impacts on their own practice and present their perspectives to their peers, deepening interprofessional understanding and enabling collaboration.OptionalAn introduction to Public Health 2024-25HEA9443MLevel 72024-25This module aims to provide learners with an introduction to public health systems, policy and strategy. Students will have the opportunity to develop knowledge of the four domains of public health and develop a deeper understanding of the public health outcomes framework, as well as build on their skills in collaboration and interprofessional working.OptionalApproved Mental Capacity Professional 2024-25HEA9439MLevel 72024-25The module will meet the training requirements for a new role of Approved Mental Capacity Professional ( AMCP). This role has been created by changes to the Mental Capacity Act 2005 which occurred in 2019. Part of the previous act - The Deprivation of Liberty Safeguards- have been replaced by Liberty Protection Safeguards ( LPS) and the role of Best Interests Assessor (BIA) has been replaced by AMCP.OptionalApproved Mental Health Professional Practice Placement 2024-25SOW9089MLevel 72024-25A forty day placement is central to AMHP training. Whilst supervised by an experienced AMHP, the placement allows the practitioner to observe and then undertake Mental Health Act Assessments and to be exposed to all of the other elements of day-to-day AMHP practice. Practitioners are expected to compile a portfolio of evidence which enables them to demonstrate the competencies for AMHP practice set out in The Mental Health (Approved Mental Health Professionals) (Approval) (England) Regulations 2008. In addition to practice-based work, a number of university-based classroom days are scheduled at intervals throughout the placement, to allow for consolidation of knowledge.OptionalAssessment and evaluation for learning 2024-25HEA9428MLevel 72024-25This module will examine the principles and practice of assessment and feedback and encourage you to reflect on the assessment methods you use and how these might be developed to support learning. We will discuss the challenges of making judgements about student learning and practice competence and the techniques that can be used for both assessment and feedback in different learning environments. As well as looking at how we assess student learning, this module will also explore ways we can assess and evaluate our own teaching practice. In addition to models of reflection, we will look at a range of sources of information and what these can tell us about teaching, learning and the student experience. Quality assurance and enhancement processes will be examined and we will discuss the ways in which these are used to ensure continual improvement in learning, teaching and assessment practice.OptionalBest Interests Assessor 2024-25SOW9049MLevel 72024-25This module is designed to prepare professionals to carry out best interest assessments of individuals residing in local authority and Primary Care Trust premises, and who may be at risk of being deprived of their liberty. For this module there is a minimum requirement of two years’ in-post experience.OptionalCircumstances of Prehospital Critical Care 2024-25HEP9006MLevel 72024-25Situations giving rise to the need for prehospital critical care will be looked at in terms of frequency and the hazards of scenes encountered. By its nature prehospital care can be hazardous, involving practitioners at scenes which have often been the cause of significant harm to others, and there are good reasons for preserving the safety of responders, both philosophical and economic (Calland, 2000). Making significant decisions quickly and accurately is important and these high complexity, high acuity situations must be prepared for (Collen, 2017). The process of making these decisions is important to consider whilst not under pressure within these situations and must be prepared for in advance using systems such as the Joint Emergency Service Interoperability Programmes’ (2021) principles. Human factors, crew resource management and command and control will also be covered, as there is frequently a disparate team of people involved in the care of a patient from many different backgrounds and potentially with competing principles. Being able to command such a team is a skill important in prehospital critical care to work collaboratively in the interests of the patient. This also helps reduce the stress of the incident for all concerned (Davis, 2014) as can temporary relief to recover cognitive bandwidth to enhance performance (Prottengeier et.al., 2019). There will be a significant focus on leadership throughout and a focus on enhancing situations to provide better care and optimised results for patients.OptionalClinical Skills for General Practice Nurses (GPN2) 2024-25HEA9442MLevel 72024-25This module allows students who are registered healthcare professionals to develop a deeper understanding of the fundamental skills required for effective practice as a General Practice Nurse. Adopting a population-health approach, students will work alongside supervisors in their practice area to apply their knowledge and demonstrate increasing competence in the workplace. Alongside these practical skills students will learn related theory and professional approaches to service delivery, preparing them to work effectively in the General Practice Nurse role. Students who undertake this module must be employed in a Primary Care setting for a minimum of 20 hours a week and have a nominated Primary Care clinical supervisor in order to be able to meet the occupational competencies.OptionalCritical and Reflective Application of Knowledge 2024-25SOW9090MLevel 72024-25Advanced Mental Health Practitioners (AMHPs) have to make decisions which can have far reaching consequences for vulnerable individuals and for families and communities. AMHPs are required by statute to bring a 'social perspective' to this decision making process. This module provides an opportunity for an in-depth scrutiny of the evidence relating to social perspectives, and of the most-up-to-date evidence about human decision-making, particularly in situations of uncertainty. Risk assessment and risk management are central to much of practice in mental health services. These concepts will be critically assessed and set within the framework of values and legal requirements which AMHPs are required to follow.OptionalDelivering Contemporary Critical Care L7 2024-25HEA9435MLevel 72024-25This module focusses on utilising existing clinical experience and knowledge from previous modules to learn how to manage a patient with a critical illness and lead the delivery of contemporary evidenced-based critical care provision for that patient.OptionalDeveloping learning and teaching practice 2024-25HEA9429MLevel 72024-25This year long module has been designed to challenge and enable participants to develop their teaching and learning practice through reflection and evaluation. In addition, we will examine concepts of leadership in education, inter-professional working and explore how learning, teaching and assessment can be developed and facilitated in an online environment. The module will adopt a blended learning strategy combining both face-to-face and online learning opportunities, this will be supplemented by teaching observations to encourage and develop reflective practice and individual tutorials throughout the year. Emphasis will be placed on autonomous learning and developing the skills for continuing professional development beyond the end of the programme.OptionalEnhanced ECG Interpretation 2024-25HEA9444MLevel 72024-25The module provides existing health professionals with the opportunity to consolidate and advance their knowledge of ECGs. The module refreshes the students’ knowledge around cardiac anatomy, histology and physiology. It visits the general principles of the normal ECG and provides a systematic approach to ECG interpretation before taking an in depth look at a range of cardiac arrhythmias commonly encountered in practice. The module will enable a deeper understanding of clinically relevant abnormalities in order to improve the management of people presenting to care settings with suspected problems of cardiac origin. Students undertaking this module must work in a setting where they are routinely recording and interpreting ECGs.OptionalEnhanced practice in acute mental health care 2024-25NUR9023MLevel 72024-25This module is designed to enable the practitioner to develop the requisite capabilities to work autonomously at an advanced level within the current context of acute mental health care services. The module will focus on the knowledge and skills required to promote recovery orientated care, within the established processes and constraints that exist within an acute care context. Practitioners will develop their ability to reflect upon, develop and change their own practices, based on best evidence, as well as influence the practices of others’ within a multi-professional team.OptionalEvidencing ongoing professional development 2024-25HEA9450MLevel 72024-25Continuing Professional Development is a core activity for all working in health and care services. Development activities can take many forms outside of formal higher education programmes. Reflect on and re-evaluate developmental activities undertaken in your career in depth and apply personal development planning to work out the next steps in your progression with this individually focused module.OptionalEvidencing ongoing professional development 2024-25HEA9449MLevel 72024-25Continuing Professional Development is a core activity for all working in health and care services. Development activities can take many forms outside of formal higher education programmes. Reflect on and re-evaluate developmental activities undertaken in your career to date and apply personal development planning to work out the next steps in your progression with this individually focused module.OptionalExpanding Understanding of Mental Health 2024-25HEA9471Level 72024-25This module is designed to provide participants with a comprehensive understanding of mental health conditions, person-centred care delivery, and the legal and ethical frameworks crucial for safe practice. The overarching aim is to equip health and social care workers with the knowledge and skills necessary for seamless integration into mental health settings.OptionalIndependent/Supplementary Prescribing Module 2024-25HEA9306Level 72024-25This module is designed to provide a sound underpinning knowledge base in relation to pharmacology, pharmacokinetics, and pharmacodynamics. The emphasis is on applied therapeutic interventions, essential for safe, competent prescribing within the student’s scope of practice and professional competence. Pre-existing knowledge and skills will be built upon to develop consultation skills and styles. Students can explore and develop effective communication and evaluation of evidence-based practice and shared decision making to ensure safe, meaningful, and concordant relationships with patients and carers. Students may further develop an understanding and application of legal, ethical, and professional perspectives to inform future prescribing practice related to their own specialist field and clinical area. Learning in practice is central to the module with the formulation of a portfolio of practice learning to demonstrate achievement of the Royal Pharmaceutical Society competency framework and provide a tool for future continued professional development. The module has been mapped to the RPS Competency Framework.OptionalInterprofessional Safeguarding across the life course 2024-25HEA9440MLevel 72024-25Contemporary health and care practice rely on effective communication and collaboration between a wide range of professionals, increasingly working with complex needs and circumstances. This module allows exploration of the shared values and cross-cutting approaches needed to effectively safeguard recipients of services across the life course. The impact of early adverse experience throughout the lifespan will be acknowledged, alongside the potential for intergenerational impact and the need for ‘joined-up’ approaches. Building on learning from high profile case reviews it will examine themes such as vulnerability, holism, professional competency and curiosity to deepen understanding of safeguarding regardless of occupational role.OptionalInterprofessional working and behaviour change 2024-25HEA9453MLevel 72024-25This module provides an opportunity for all programme participants to engage in critical inter-disciplinary thinking about the direction of travel for their own profession and others in changing and developing health and social care landscapes, structures, services, and practicesOptionalLevel 7 Foundations in Adult Critical Care 2024-25NUR9035MLevel 72024-25This module focusses on using a structured approach to patient assessment. Learners can build upon their existing knowledge and understand how to create evidence-based plans of care which consider the holistic needs of a critically ill patient. Learners will demonstrate application of theory to practice by working alongside a Practice Assessor.OptionalMental Health: Law and Policy 2024-25SOW9092MLevel 72024-25The Mental Health Act (2007) is central to the processes with which Approved Mental Health Professionals must engage, including mental health act assessments, compulsory admissions to psychiatric hospitals, applications to court, and production of reports for review tribunals. This module aims to develop detailed knowledge of and guidance to the Mental Health Act and related legislation.OptionalNegotiated work-based learning 2024-25HEA9452MLevel 72024-25The module seeks to facilitate individual responsibility for learning and evaluation of progression within the planned activity, fully embracing the concept of ‘Student as Producer’ of their own knowledge. Students will be required to discuss their ideas for the area of study with the programme lead prior to beginning the module to ensure access to suitable support. Students will share their learning in a live assessment allowing them to evidence application of learning to practice.OptionalNegotiated work-based learning 2024-25HEA9451MLevel 72024-25OptionalNew Directions in Integrated Health & Social Care 2024-25HEA9448MLevel 72024-25This module provides an opportunity for all programme participants to engage in critical inter-disciplinary thinking about the direction of travel for their own profession and others in changing and developing health and social care landscapes, structures, services and practices.OptionalPaediatric Urgent Care Level 7 2024-25NUR9037MLevel 72024-25This module explores the fundamental and key aspects of assessing, managing and treating children and young people who present to a range of primary and acute healthcare settings. The module aims to further develop healthcare practitioners’ skills and knowledge relating to the specific issues inherent in clinical decision-making, organisation and escalation when working with children and young people and their families.OptionalPatients in Prehospital Critical Care 2024-25HEP9004MLevel 72024-25Students will begin to analyse their own practice in light of the information imparted and discussed within the module and also become ready to embark on further training towards practical competency in some areas, where applicable. All students will become familiar with the indications, contra-indications, and methods of prehospital emergency anaesthesia (PHEA). The National Institute for Health and Care Excellence recommends PHEA should be available to patients in need within 45 minutes of their injury (NICE, 2016), but PHEA carries a high risk of death or harm if carried out incorrectly (Hooper and Lockey, 2013). PHEA should be undertaken by highly skilled operators and specially trained assistants, in practice this is usually a physician and paramedic team (Caruana et.al. 2015), often with tasks shared between the physician and the paramedic or other such assistant (Price et.al., 2022). Time-critical illness or injury can strike almost anyone at almost any time. It is important for students of this field of practice to be familiar with the patient populations they may encounter and the injury or disease progressions that may have led to the patient being in need (Boylan and Nutbeam, 2013). It must be borne in mind that, in this context, students will already have significant experience of their own and this requires augmenting to this field, rather than ab-initio education to complex health needs. The evidence base for many prehospital critical care interventions is marginal (Hepple et.al., 2019) but improving, as is the methodology being used (Lyons et.al, 2021) and it is important that practitioners are able to justify their practice appropriately and utilise the evidence base effectively. Similarly, there are a plethora of devices, equipment, and diagnostics that are being manufactured to be practical to use out-of-hospital, but their use must be considered in a rational and patient-centred way (Fevang et.al., 2011) High quality evidence such as the randomised control trials which, when meta-analysed, inform so much practice in health and medicine, are impractical for many of the situations practitioners in prehospital care may find themselves and much is made of this area of medicine being more used to guidance rather than protocol, with consensus statements being used routinely in areas of routine practice (Faculty of Prehospital Care, 2017). In this way, it is anticipated that on completion of this module students will have received a significant amount of evidence and instruction on current, state-of-the-art thinking on how to care for patients in need of critical care in the prehospital arena. Students will be able to apply their skills and knowledge to their own practice and potentially be aspirant in their approach towards becoming clinically competent in certain procedures relative to their position; a doctor undertaking this programme may use this programme as part of a portfolio demonstrating readiness for a certificate of anaesthetic competency, for example, or a paramedic towards being authorised within their system of governance to carry out thoracostomies autonomously.OptionalPerson Centred Cancer Care 2024-25HEA9446MLevel 72024-25Cancer is an umbrella diagnosis for many diseases caused by cellular change and involving a variety of causative factors, affecting as many as 1 in 2 people at some point in their lives. This module explores how cancer affects people and their families from a range of perspectives, allowing health and care professionals to increase collaboration and integrated team working. This module is designed for health and care professionals who are working with people with a cancer diagnosis at any stage in their condition.OptionalPlanning and facilitating learning 2024-25HEA9427MLevel 72024-25This module has been designed to give you the opportunity to develop an in-depth yet practical understanding of how to plan and deliver effective and inclusive teaching sessions. We will examine the multitude of factors that influence our approach to planning in both academic and practice settings and apply the principles of constructive alignment and active learning to guide choices in relation to learning and teaching methods and assessment techniques. You will be encouraged to evaluate a range of methods for supporting student learning, from strategies to meet individual need, to the Universal Design approach which aims to make learning accessible to all. There will be an emphasis throughout the module on reflecting on, and applying the evidence base to your own area of practice.OptionalPractice Education 1 2024-25SOW9040MLevel 72024-25This module aims to equip practitioners with the necessary skills, values and knowledge to enable them to become effective Practice Educators. The concepts of learning and teaching are core to this. The module involves an examination of key areas in developing the learning partnership, including: roles, responsibilities, preparation, planning, and managing the practice learning opportunity. For this module there is a minimum post qualification experience requirement of two years. Students must have a social work student on placement with them during this module. One observation of practice is required.OptionalPractice Education 2 2024-25SOW9039MLevel 72024-25In this module, students will be encouraged to examine, reflect on and consider their experiences of being practice educators from within the context of their agencies, making use of feedback from observations. The module focuses on: reflexive practice, the ‘learning organisation’, and contemporary issues in practice education. Practice Education 2 looks to build on Practice Education 1 and meets the requirements for becoming a ‘Stage Two Practice Educator’ under the Post Qualifying Practice Education Framework. Only Stage Two Practice Educators will be able to take final placement students. For this module there is a minimum post qualification experience requirement of three years. Students must have a social work student on placement with them during this module. One observation of practice is required.OptionalPrescribing Effectively 2024-25NUR9003MLevel 72024-25OptionalPrescribing Governance 2024-25NUR9051MLevel 72024-25OptionalPrescribing in Context 2024-25NUR9004MLevel 72024-25OptionalPrinciples of Learning & Teaching in Health & Social Care Professions Education 2024-25HEA9051MLevel 72024-25This module has been designed to provide individuals working in Health and Social Care with a solid understanding of the principles of learning, teaching, and assessment. These principles can help participants to effectively carry out their educational duties in both academic and practice settings, to both peers and service users. The content has been mapped to the UK Professional Standards Framework (UK PSF) for teaching and supporting learning in higher education (2011) and the Academy of Medical Educators (AoME) Professional standards for medical, dental, and veterinary educators (2014).OptionalProactive management of long term conditions 2024-25NUR9021MLevel 72024-25This module provides the practitioner with the knowledge and skills required to proactively support the holistic care and treatment of individuals with long term health and social care needs, within their field of professional practice. The module will focus on enabling individuals to take greater control of their care and offering opportunities for better health and wellbeing, through personalised care planning, increased prevention strategies and supported self-care (NHS, 2014). Students will be expected to independently synthesise and apply their clinical skills and knowledge to the context of their own professional practice.OptionalProfessional Midwifery Advocate 2024-25MID9057Level 72024-25The Professional Midwifery Advocate (PMA) module aims to equip midwives with essential knowledge and skills, emphasising leadership and clinical supervision, and strives to empower midwives to enhance the quality of care for mothers and infants while prioritizing their own and colleagues' well-being. Through this module, students can delve into the development of supervisory and leadership abilities, gaining proficiency in facilitating restorative clinical supervision within the midwifery profession. The focus extends to intrinsic connections between restorative clinical supervision, quality improvement, and service enhancement, ensuring the delivery of safe and effective maternity care. Aligned with the A-EQUIP model, the module aims to address key aspects: 1. Advocating for the well-being of both the mother and the midwifery staff. 2. Implementing clinical supervision with a restorative approach. 3. Empowering midwives to take personal action for continuous quality improvement. 4. Promoting the education and professional development of midwives.OptionalProfessional Nurse Advocate 2024-25NUR9057Level 72024-25The PNA model aims to provide Nurses with the knowledge and skills including leadership and clinical supervision to enable nurses to continuously improve the care they provide to patients and their families, as well as to protect their own and their colleagues’ health and wellbeing. This module aims to enable students to expand and explore their own supervisory and leadership skills, equipping students with the knowledge and skills to facilitate restorative clinical supervision to colleagues and teams within the profession. Students will be supported to intrinsically link restorative clinical supervision to quality improvement and service enhancement initiatives ensuring the provision of safe and effective care. This module will focus on the A-EQUIP model that includes: 1. advocating for the patient, the nurse and healthcare staff 2. providing clinical supervision using a restorative approach 3. enabling nurses to undertake personal action for quality improvement 4. promoting the education and development of nurses.OptionalProfessional Practice in Primary Care (GPN1) 2024-25HEA9441MLevel 72024-25Primary care is an increasingly complex environment where professionals need to be able to work collaboratively and make effective decisions. The NHS Long Term Plan (2019) and People Plan 2020-21 cement the development of the multidisciplinary workforce in such settings in order to provide person centred care. This module discusses what influences contemporary primary care practice and how that affects those choosing to work in the sector, allowing exploration of new and established roles that contribute to safe and effective person centred care.OptionalService Evaluation for Clinical Practice 2024-25NUR9019MLevel 72024-25This module aims to develop the knowledge and skills required to systematically evaluate an area of service delivery within your field of professional practice. The module will provide you with the opportunity to critically examine current practices and conduct a literature review to find alternative ways of working, based on best evidence. You will then be expected to prepare a proposal for change within your service area.OptionalSystems Involved in Prehospital Critical Care 2024-25HEP9005MLevel 72024-25Situations giving rise to the need for prehospital critical care will be looked at in terms of frequency and the hazards of scenes encountered. By its nature prehospital care can be hazardous, involving practitioners at scenes which have often been the cause of significant harm to others, and there are good reasons for preserving the safety of responders, both philosophical and economic (Calland, 2000). Making significant decisions quickly and accurately is important and these high complexity, high acuity situations must be prepared for (Collen, 2017). The process of making these decisions is important to consider whilst not under pressure within these situations and must be prepared for in advance using systems such as the Joint Emergency Service Interoperability Programmes’ (2021) principles. Human factors, crew resource management and command and control will also be covered, as there is frequently a disparate team of people involved in the care of a patient from many different backgrounds and potentially with competing principles. Being able to command such a team is a skill important in prehospital critical care to work collaboratively in the interests of the patient. This also helps reduce the stress of the incident for all concerned (Davis, 2014) as can temporary relief to recover cognitive bandwidth to enhance performance (Prottengeier et.al., 2019). There will be a significant focus on leadership throughout and a focus on enhancing situations to provide better care and optimised results for patients.OptionalTechnology Enhanced Care 2024-25HEA9445MLevel 72024-25The provision of health and care services is increasingly entwined with the use of digital systems and assistive devices to enable care closer to home and to support independent living. This module will support deeper understanding of how technology can be used to support service users and to work towards improved health and social care experiences.OptionalThe Consultation 2024-25NUR9005MLevel 72024-25This module is designed to assist students in developing a solid underpinning knowledge base in relation to pharmacology and pharmacokinetics, essential for safe, competent prescribing within their own field of expertise and clinical practice. The module investigates the main theoretical perspectives associated with effective consultation, exploring the interpersonal skills required, and promoting the concept of concordance, including shared decision-making and establishing a meaningful partnership with the service user.OptionalTheories and Perspectives on Mental Disorder 2024-25SOW9096MLevel 72024-25Mental health legislation has explicit statutory guidance which requires an Approved Mental Health Professional to apply a 'social perspective' in any Mental Health Act assessment in which they are involved. This module provides the underpinning theoretical and practice knowledge to enable the AMHP to thoroughly understand and critique the medical perspectives which will be brought to the assessment by the assessing doctor, and to offer a well-informed social perspective.Optional

              Modules

                          † Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.

                          Dissertation 2025-26HEA9455MLevel 72025-26This module allows students to undertake focused further exploration of an area of professional interest, applying their understanding of the research process to design and conduct a research project or service investigation related to their area of professional practice. Students will work autonomously to write up the findings of the research project, further developing their academic writing.CoreResearch Methods - distance learning 2025-26HEA9454MLevel 72025-26The module will support students to deepen their understanding of qualitative and quantitative research approaches that can be used to address research questions in the health and social care sector. This will build understanding and appraisal of research in order to develop practice from being a consumer of evidence towards being a creator of knowledge.CoreIndividualised Consultation 2025-26NUR9045MLevel 72025-26OptionalAn interprofessional approach to diabetes care 2025-26HEA9447MLevel 72025-26This module is designed to enable all health and care professionals to work effectively with people who have diabetes and their families. This module will enable students to develop the core knowledge necessary to apply an evidence-informed, holistic approach to individualised care for people at risk of or living with diabetes. Students will then be supported to explore how this impacts on their own practice and present their perspectives to their peers, deepening interprofessional understanding and enabling collaboration.OptionalAn introduction to Public Health 2025-26HEA9443MLevel 72025-26This module aims to provide learners with an introduction to public health systems, policy and strategy. Students will have the opportunity to develop knowledge of the four domains of public health and develop a deeper understanding of the public health outcomes framework, as well as build on their skills in collaboration and interprofessional working.OptionalApproved Mental Capacity Professional 2025-26HEA9439MLevel 72025-26The module will meet the training requirements for a new role of Approved Mental Capacity Professional ( AMCP). This role has been created by changes to the Mental Capacity Act 2005 which occurred in 2019. Part of the previous act - The Deprivation of Liberty Safeguards- have been replaced by Liberty Protection Safeguards ( LPS) and the role of Best Interests Assessor (BIA) has been replaced by AMCP.OptionalApproved Mental Health Professional Practice Placement 2025-26SOW9089MLevel 72025-26A forty day placement is central to AMHP training. Whilst supervised by an experienced AMHP, the placement allows the practitioner to observe and then undertake Mental Health Act Assessments and to be exposed to all of the other elements of day-to-day AMHP practice. Practitioners are expected to compile a portfolio of evidence which enables them to demonstrate the competencies for AMHP practice set out in The Mental Health (Approved Mental Health Professionals) (Approval) (England) Regulations 2008. In addition to practice-based work, a number of university-based classroom days are scheduled at intervals throughout the placement, to allow for consolidation of knowledge.OptionalAssessment and evaluation for learning 2025-26HEA9428MLevel 72025-26This module will examine the principles and practice of assessment and feedback and encourage you to reflect on the assessment methods you use and how these might be developed to support learning. We will discuss the challenges of making judgements about student learning and practice competence and the techniques that can be used for both assessment and feedback in different learning environments. As well as looking at how we assess student learning, this module will also explore ways we can assess and evaluate our own teaching practice. In addition to models of reflection, we will look at a range of sources of information and what these can tell us about teaching, learning and the student experience. Quality assurance and enhancement processes will be examined and we will discuss the ways in which these are used to ensure continual improvement in learning, teaching and assessment practice.OptionalBest Interests Assessor 2025-26SOW9049MLevel 72025-26This module is designed to prepare professionals to carry out best interest assessments of individuals residing in local authority and Primary Care Trust premises, and who may be at risk of being deprived of their liberty. For this module there is a minimum requirement of two years’ in-post experience.OptionalCircumstances of Prehospital Critical Care 2025-26HEP9006MLevel 72025-26Situations giving rise to the need for prehospital critical care will be looked at in terms of frequency and the hazards of scenes encountered. By its nature prehospital care can be hazardous, involving practitioners at scenes which have often been the cause of significant harm to others, and there are good reasons for preserving the safety of responders, both philosophical and economic (Calland, 2000). Making significant decisions quickly and accurately is important and these high complexity, high acuity situations must be prepared for (Collen, 2017). The process of making these decisions is important to consider whilst not under pressure within these situations and must be prepared for in advance using systems such as the Joint Emergency Service Interoperability Programmes’ (2021) principles. Human factors, crew resource management and command and control will also be covered, as there is frequently a disparate team of people involved in the care of a patient from many different backgrounds and potentially with competing principles. Being able to command such a team is a skill important in prehospital critical care to work collaboratively in the interests of the patient. This also helps reduce the stress of the incident for all concerned (Davis, 2014) as can temporary relief to recover cognitive bandwidth to enhance performance (Prottengeier et.al., 2019). There will be a significant focus on leadership throughout and a focus on enhancing situations to provide better care and optimised results for patients.OptionalClinical Skills for General Practice Nurses (GPN2) 2025-26HEA9442MLevel 72025-26This module allows students who are registered healthcare professionals to develop a deeper understanding of the fundamental skills required for effective practice as a General Practice Nurse. Adopting a population-health approach, students will work alongside supervisors in their practice area to apply their knowledge and demonstrate increasing competence in the workplace. Alongside these practical skills students will learn related theory and professional approaches to service delivery, preparing them to work effectively in the General Practice Nurse role. Students who undertake this module must be employed in a Primary Care setting for a minimum of 20 hours a week and have a nominated Primary Care clinical supervisor in order to be able to meet the occupational competencies.OptionalCritical and Reflective Application of Knowledge 2025-26SOW9090MLevel 72025-26Advanced Mental Health Practitioners (AMHPs) have to make decisions which can have far reaching consequences for vulnerable individuals and for families and communities. AMHPs are required by statute to bring a 'social perspective' to this decision making process. This module provides an opportunity for an in-depth scrutiny of the evidence relating to social perspectives, and of the most-up-to-date evidence about human decision-making, particularly in situations of uncertainty. Risk assessment and risk management are central to much of practice in mental health services. These concepts will be critically assessed and set within the framework of values and legal requirements which AMHPs are required to follow.OptionalDelivering Contemporary Critical Care L7 2025-26HEA9435MLevel 72025-26This module focusses on utilising existing clinical experience and knowledge from previous modules to learn how to manage a patient with a critical illness and lead the delivery of contemporary evidenced-based critical care provision for that patient.OptionalDeveloping learning and teaching practice 2025-26HEA9429MLevel 72025-26This year long module has been designed to challenge and enable participants to develop their teaching and learning practice through reflection and evaluation. In addition, we will examine concepts of leadership in education, inter-professional working and explore how learning, teaching and assessment can be developed and facilitated in an online environment. The module will adopt a blended learning strategy combining both face-to-face and online learning opportunities, this will be supplemented by teaching observations to encourage and develop reflective practice and individual tutorials throughout the year. Emphasis will be placed on autonomous learning and developing the skills for continuing professional development beyond the end of the programme.OptionalEnhanced ECG Interpretation 2025-26HEA9444MLevel 72025-26The module provides existing health professionals with the opportunity to consolidate and advance their knowledge of ECGs. The module refreshes the students’ knowledge around cardiac anatomy, histology and physiology. It visits the general principles of the normal ECG and provides a systematic approach to ECG interpretation before taking an in depth look at a range of cardiac arrhythmias commonly encountered in practice. The module will enable a deeper understanding of clinically relevant abnormalities in order to improve the management of people presenting to care settings with suspected problems of cardiac origin. Students undertaking this module must work in a setting where they are routinely recording and interpreting ECGs.OptionalEnhanced practice in acute mental health care 2025-26NUR9023MLevel 72025-26This module is designed to enable the practitioner to develop the requisite capabilities to work autonomously at an advanced level within the current context of acute mental health care services. The module will focus on the knowledge and skills required to promote recovery orientated care, within the established processes and constraints that exist within an acute care context. Practitioners will develop their ability to reflect upon, develop and change their own practices, based on best evidence, as well as influence the practices of others’ within a multi-professional team.OptionalEvidencing ongoing professional development 2025-26HEA9450MLevel 72025-26Continuing Professional Development is a core activity for all working in health and care services. Development activities can take many forms outside of formal higher education programmes. Reflect on and re-evaluate developmental activities undertaken in your career in depth and apply personal development planning to work out the next steps in your progression with this individually focused module.OptionalEvidencing ongoing professional development 2025-26HEA9449MLevel 72025-26Continuing Professional Development is a core activity for all working in health and care services. Development activities can take many forms outside of formal higher education programmes. Reflect on and re-evaluate developmental activities undertaken in your career to date and apply personal development planning to work out the next steps in your progression with this individually focused module.OptionalExpanding Understanding of Mental Health 2025-26HEA9471Level 72025-26OptionalIndependent/Supplementary Prescribing Module 2025-26HEA9306Level 72025-26This module is designed to provide a sound underpinning knowledge base in relation to pharmacology, pharmacokinetics, and pharmacodynamics. The emphasis is on applied therapeutic interventions, essential for safe, competent prescribing within the student’s scope of practice and professional competence. Pre-existing knowledge and skills will be built upon to develop consultation skills and styles. Students can explore and develop effective communication and evaluation of evidence-based practice and shared decision making to ensure safe, meaningful, and concordant relationships with patients and carers. Students may further develop an understanding and application of legal, ethical, and professional perspectives to inform future prescribing practice related to their own specialist field and clinical area. Learning in practice is central to the module with the formulation of a portfolio of practice learning to demonstrate achievement of the Royal Pharmaceutical Society competency framework and provide a tool for future continued professional development. The module has been mapped to the RPS Competency Framework.OptionalInterprofessional Safeguarding across the life course 2025-26HEA9440MLevel 72025-26Contemporary health and care practice rely on effective communication and collaboration between a wide range of professionals, increasingly working with complex needs and circumstances. This module allows exploration of the shared values and cross-cutting approaches needed to effectively safeguard recipients of services across the life course. The impact of early adverse experience throughout the lifespan will be acknowledged, alongside the potential for intergenerational impact and the need for ‘joined-up’ approaches. Building on learning from high profile case reviews it will examine themes such as vulnerability, holism, professional competency and curiosity to deepen understanding of safeguarding regardless of occupational role.OptionalInterprofessional working and behaviour change 2025-26HEA9453MLevel 72025-26This module provides an opportunity for all programme participants to engage in critical inter-disciplinary thinking about the direction of travel for their own profession and others in changing and developing health and social care landscapes, structures, services, and practicesOptionalLevel 7 Foundations in Adult Critical Care 2025-26NUR9035MLevel 72025-26This module focusses on using a structured approach to patient assessment. Learners can build upon their existing knowledge and understand how to create evidence-based plans of care which consider the holistic needs of a critically ill patient. Learners will demonstrate application of theory to practice by working alongside a Practice Assessor.OptionalMental Health: Law and Policy 2025-26SOW9092MLevel 72025-26The Mental Health Act (2007) is central to the processes with which Approved Mental Health Professionals must engage, including mental health act assessments, compulsory admissions to psychiatric hospitals, applications to court, and production of reports for review tribunals. This module aims to develop detailed knowledge of and guidance to the Mental Health Act and related legislation.OptionalNegotiated work-based learning 2025-26HEA9452MLevel 72025-26The module seeks to facilitate individual responsibility for learning and evaluation of progression within the planned activity, fully embracing the concept of ‘Student as Producer’ of their own knowledge. Students will be required to discuss their ideas for the area of study with the programme lead prior to beginning the module to ensure access to suitable support. Students will share their learning in a live assessment allowing them to evidence application of learning to practice.OptionalNegotiated work-based learning 2025-26HEA9451MLevel 72025-26OptionalNew Directions in Integrated Health & Social Care 2025-26HEA9448MLevel 72025-26This module provides an opportunity for all programme participants to engage in critical inter-disciplinary thinking about the direction of travel for their own profession and others in changing and developing health and social care landscapes, structures, services and practices.OptionalPaediatric Urgent Care Level 7 2025-26NUR9037MLevel 72025-26This module explores the fundamental and key aspects of assessing, managing and treating children and young people who present to a range of primary and acute healthcare settings. The module aims to further develop healthcare practitioners’ skills and knowledge relating to the specific issues inherent in clinical decision-making, organisation and escalation when working with children and young people and their families.OptionalPatients in Prehospital Critical Care 2025-26HEP9004MLevel 72025-26Students will begin to analyse their own practice in light of the information imparted and discussed within the module and also become ready to embark on further training towards practical competency in some areas, where applicable. All students will become familiar with the indications, contra-indications, and methods of prehospital emergency anaesthesia (PHEA). The National Institute for Health and Care Excellence recommends PHEA should be available to patients in need within 45 minutes of their injury (NICE, 2016), but PHEA carries a high risk of death or harm if carried out incorrectly (Hooper and Lockey, 2013). PHEA should be undertaken by highly skilled operators and specially trained assistants, in practice this is usually a physician and paramedic team (Caruana et.al. 2015), often with tasks shared between the physician and the paramedic or other such assistant (Price et.al., 2022). Time-critical illness or injury can strike almost anyone at almost any time. It is important for students of this field of practice to be familiar with the patient populations they may encounter and the injury or disease progressions that may have led to the patient being in need (Boylan and Nutbeam, 2013). It must be borne in mind that, in this context, students will already have significant experience of their own and this requires augmenting to this field, rather than ab-initio education to complex health needs. The evidence base for many prehospital critical care interventions is marginal (Hepple et.al., 2019) but improving, as is the methodology being used (Lyons et.al, 2021) and it is important that practitioners are able to justify their practice appropriately and utilise the evidence base effectively. Similarly, there are a plethora of devices, equipment, and diagnostics that are being manufactured to be practical to use out-of-hospital, but their use must be considered in a rational and patient-centred way (Fevang et.al., 2011) High quality evidence such as the randomised control trials which, when meta-analysed, inform so much practice in health and medicine, are impractical for many of the situations practitioners in prehospital care may find themselves and much is made of this area of medicine being more used to guidance rather than protocol, with consensus statements being used routinely in areas of routine practice (Faculty of Prehospital Care, 2017). In this way, it is anticipated that on completion of this module students will have received a significant amount of evidence and instruction on current, state-of-the-art thinking on how to care for patients in need of critical care in the prehospital arena. Students will be able to apply their skills and knowledge to their own practice and potentially be aspirant in their approach towards becoming clinically competent in certain procedures relative to their position; a doctor undertaking this programme may use this programme as part of a portfolio demonstrating readiness for a certificate of anaesthetic competency, for example, or a paramedic towards being authorised within their system of governance to carry out thoracostomies autonomously.OptionalPerson Centred Cancer Care 2025-26HEA9446MLevel 72025-26Cancer is an umbrella diagnosis for many diseases caused by cellular change and involving a variety of causative factors, affecting as many as 1 in 2 people at some point in their lives. This module explores how cancer affects people and their families from a range of perspectives, allowing health and care professionals to increase collaboration and integrated team working. This module is designed for health and care professionals who are working with people with a cancer diagnosis at any stage in their condition.OptionalPlanning and facilitating learning 2025-26HEA9427MLevel 72025-26This module has been designed to give you the opportunity to develop an in-depth yet practical understanding of how to plan and deliver effective and inclusive teaching sessions. We will examine the multitude of factors that influence our approach to planning in both academic and practice settings and apply the principles of constructive alignment and active learning to guide choices in relation to learning and teaching methods and assessment techniques. You will be encouraged to evaluate a range of methods for supporting student learning, from strategies to meet individual need, to the Universal Design approach which aims to make learning accessible to all. There will be an emphasis throughout the module on reflecting on, and applying the evidence base to your own area of practice.OptionalPractice Education 1 2025-26SOW9040MLevel 72025-26This module aims to equip practitioners with the necessary skills, values and knowledge to enable them to become effective Practice Educators. The concepts of learning and teaching are core to this. The module involves an examination of key areas in developing the learning partnership, including: roles, responsibilities, preparation, planning, and managing the practice learning opportunity. For this module there is a minimum post qualification experience requirement of two years. Students must have a social work student on placement with them during this module. One observation of practice is required.OptionalPractice Education 2 2025-26SOW9039MLevel 72025-26In this module, students will be encouraged to examine, reflect on and consider their experiences of being practice educators from within the context of their agencies, making use of feedback from observations. The module focuses on: reflexive practice, the ‘learning organisation’, and contemporary issues in practice education. Practice Education 2 looks to build on Practice Education 1 and meets the requirements for becoming a ‘Stage Two Practice Educator’ under the Post Qualifying Practice Education Framework. Only Stage Two Practice Educators will be able to take final placement students. For this module there is a minimum post qualification experience requirement of three years. Students must have a social work student on placement with them during this module. One observation of practice is required.OptionalPrescribing Effectively 2025-26NUR9003MLevel 72025-26OptionalPrescribing Governance 2025-26NUR9051MLevel 72025-26OptionalPrescribing in Context 2025-26NUR9004MLevel 72025-26OptionalPrinciples of Learning & Teaching in Health & Social Care Professions Education 2025-26HEA9051MLevel 72025-26This module has been designed to provide individuals working in Health and Social Care with a solid understanding of the principles of learning, teaching, and assessment. These principles can help participants to effectively carry out their educational duties in both academic and practice settings, to both peers and service users. The content has been mapped to the UK Professional Standards Framework (UK PSF) for teaching and supporting learning in higher education (2011) and the Academy of Medical Educators (AoME) Professional standards for medical, dental, and veterinary educators (2014).OptionalProactive management of long term conditions 2025-26NUR9021MLevel 72025-26This module provides the practitioner with the knowledge and skills required to proactively support the holistic care and treatment of individuals with long term health and social care needs, within their field of professional practice. The module will focus on enabling individuals to take greater control of their care and offering opportunities for better health and wellbeing, through personalised care planning, increased prevention strategies and supported self-care (NHS, 2014). Students will be expected to independently synthesise and apply their clinical skills and knowledge to the context of their own professional practice.OptionalProfessional Midwifery Advocate 2025-26MID9057Level 72025-26OptionalProfessional Nurse Advocate 2025-26NUR9057Level 72025-26OptionalProfessional Practice in Primary Care (GPN1) 2025-26HEA9441MLevel 72025-26Primary care is an increasingly complex environment where professionals need to be able to work collaboratively and make effective decisions. The NHS Long Term Plan (2019) and People Plan 2020-21 cement the development of the multidisciplinary workforce in such settings in order to provide person centred care. This module discusses what influences contemporary primary care practice and how that affects those choosing to work in the sector, allowing exploration of new and established roles that contribute to safe and effective person centred care.OptionalService Evaluation for Clinical Practice 2025-26NUR9019MLevel 72025-26This module aims to develop the knowledge and skills required to systematically evaluate an area of service delivery within your field of professional practice. The module will provide you with the opportunity to critically examine current practices and conduct a literature review to find alternative ways of working, based on best evidence. You will then be expected to prepare a proposal for change within your service area.OptionalSystems Involved in Prehospital Critical Care 2025-26HEP9005MLevel 72025-26Situations giving rise to the need for prehospital critical care will be looked at in terms of frequency and the hazards of scenes encountered. By its nature prehospital care can be hazardous, involving practitioners at scenes which have often been the cause of significant harm to others, and there are good reasons for preserving the safety of responders, both philosophical and economic (Calland, 2000). Making significant decisions quickly and accurately is important and these high complexity, high acuity situations must be prepared for (Collen, 2017). The process of making these decisions is important to consider whilst not under pressure within these situations and must be prepared for in advance using systems such as the Joint Emergency Service Interoperability Programmes’ (2021) principles. Human factors, crew resource management and command and control will also be covered, as there is frequently a disparate team of people involved in the care of a patient from many different backgrounds and potentially with competing principles. Being able to command such a team is a skill important in prehospital critical care to work collaboratively in the interests of the patient. This also helps reduce the stress of the incident for all concerned (Davis, 2014) as can temporary relief to recover cognitive bandwidth to enhance performance (Prottengeier et.al., 2019). There will be a significant focus on leadership throughout and a focus on enhancing situations to provide better care and optimised results for patients.OptionalTechnology Enhanced Care 2025-26HEA9445MLevel 72025-26The provision of health and care services is increasingly entwined with the use of digital systems and assistive devices to enable care closer to home and to support independent living. This module will support deeper understanding of how technology can be used to support service users and to work towards improved health and social care experiences.OptionalThe Consultation 2025-26NUR9005MLevel 72025-26This module is designed to assist students in developing a solid underpinning knowledge base in relation to pharmacology and pharmacokinetics, essential for safe, competent prescribing within their own field of expertise and clinical practice. The module investigates the main theoretical perspectives associated with effective consultation, exploring the interpersonal skills required, and promoting the concept of concordance, including shared decision-making and establishing a meaningful partnership with the service user.OptionalTheories and Perspectives on Mental Disorder 2025-26SOW9096MLevel 72025-26Mental health legislation has explicit statutory guidance which requires an Approved Mental Health Professional to apply a 'social perspective' in any Mental Health Act assessment in which they are involved. This module provides the underpinning theoretical and practice knowledge to enable the AMHP to thoroughly understand and critique the medical perspectives which will be brought to the assessment by the assessing doctor, and to offer a well-informed social perspective.Optional

                          What You Need to Know

                          We want you to have all the information you need to make an informed decision on where and what you want to study. In addition to the information provided on this course page, our What You Need to Know page offers explanations on key topics including programme validation/revalidation, additional costs, contact hours, and our return to face-to-face teaching.

                          What You Need to Know

                          We want you to have all the information you need to make an informed decision on where and what you want to study. In addition to the information provided on this course page, our What You Need to Know page offers explanations on key topics including programme validation/revalidation, additional costs, contact hours, and our return to face-to-face teaching.

                          Placements

                          There are placement requirements in terms of suitably qualified supervising clinicians for some of the modules within this course. These requirements relate to the Approved Mental Health Professional, Approved Mental Capacity Professional, Prescriber Preparation, and Clinical Skills for General Practice Nurse modules.

                          These placements are usually arranged by sponsoring employers in the relevant area of healthcare that you practise in. If you are a self-funded student seeking to develop new competencies which require suitable placement and practice assessment, it is students' responsibility to arrange this and ensure these arrangements are in place before starting these modules. Students are responsible for their own travel, accommodation, and general costs associated with placement.

                          Please note, clinical areas supporting students in this way are subject to an educational audit of their suitability as a placement area.

                          You can get in touch with the programme leader for further details about requirements. 

                          Research Areas and Topics

                          The School of Health and Social Care will consider research ideas in all areas of health and social care and will endeavour to support prospective students wherever it can reasonably do so in terms of supervision capacity and expertise.

                          Particular expertise of our academic staff include but are not limited to addiction, health economics, mental health, musculoskeletal physiotheraphy, pre-hospital care, use of robotics in spinal injuries, sexual and reproductive health, and safeguarding.

                          Examples of previous research projects include:

                          • Prevalence of Mental Health Disorder in a Probation Population
                          • Self-management in People Living with and Beyond Cancer in a Rural and Urban Setting
                          • Improving Pain Management in Pre-hospital Care
                          • Supporting Asylum Seekers Through Effective Social Work Practice: A Case Study in São Paulo

                          How you are assessed

                          Students' knowledge and skills will be assessed through a range of tasks which seek to apply critical understanding of key theory to the contemporary practice setting. These include written assignments, presentations, academic posters with supporting written justification and panel discussions, as well as a formal academic dissertation.

                          How you are assessed

                          There will be a blended approach to assessment, and this will be module dependent, they can include written essays, reports, OSCES or presentations.

                          How to Apply

                          Postgraduate Application Support

                          Applying for a postgraduate programme at Lincoln is easy. Find out more about the application process and what you'll need to complete on our How to Apply page. Here, you'll also be able to find out more about the entry requirements we accept and how to contact us for dedicated support during the process.

                          How to Apply
                          A student listening in a seminar

                          Entry Requirements 2024-25

                          Entry Requirements

                          Applicants should hold an honours degree in a relevant discipline normally at 2.2 classification or above.

                          Applicants who hold a diploma or equivalent registration to practice qualification and have several years of professional practice experience and can demonstrate an ability to study a level 7 will be considered subject to an individual review of suitability.

                          Students who do not have English as a first language will require an IELTS 6.5 with no less than 5.5 in any element, or equivalent qualification.

                          Applications for certain modules are limited to certain professions or candidates due to PSRB or legislative restrictions on who is entitled to perform this occupational role.

                          These include the following :

                          -Modules comprising the Approved Mental Health Professional content.
                          -Modules comprising the Independent and Supplementary Prescribing content.
                          -Best Interests Assessor/Mental Capacity Act Professional module.
                          -Clinical Skills for General Practice Nursing module.

                          Applicants would ideally be working as registered nurses, midwives, paramedics, social workers, physiotherapists, occupational therapists or other allied health professions.

                          Entry Requirements 2025-26

                          Entry Requirements

                          Applicants should hold an honours degree in a relevant discipline normally at 2.2 classification or above.

                          Applicants who hold a diploma or equivalent registration to practice qualification and have several years of professional practice experience and can demonstrate an ability to study a level 7 will be considered subject to an individual review of suitability.

                          Students who do not have English as a first language will require an IELTS 6.5 with no less than 5.5 in any element, or equivalent qualification.

                          Applications for certain modules are limited to certain professions or candidates due to PSRB or legislative restrictions on who is entitled to perform this occupational role.

                          These include the following :

                          -Modules comprising the Approved Mental Health Professional content.
                          -Modules comprising the Independent and Supplementary Prescribing content.
                          -Best Interests Assessor/Mental Capacity Act Professional module.
                          -Clinical Skills for General Practice Nursing module.

                          Applicants would ideally be working as registered nurses, midwives, paramedics, social workers, physiotherapists, occupational therapists or other allied health professions.

                          Course Fees

                          You will need to have funding in place for your studies before you arrive at the University. Our fees vary depending on the course, mode of study, and whether you are a UK or international student. You can view the breakdown of fees for this programme below.

                          Course Fees

                          The University offers a range of merit-based, subject-specific, and country-focused scholarships for UK and international students. To help support students from outside of the UK, we offer a number of international scholarships which range from £1,000 up to the value of 50 per cent of tuition fees. For full details and information about eligibility, visit our scholarships and bursaries pages.

                          Course Fees

                          You will need to have funding in place for your studies before you arrive at the University. Our fees vary depending on the course, mode of study, and whether you are a UK or international student. You can view the breakdown of fees for this programme below.

                          Course Fees

                          The University offers a range of merit-based, subject-specific, and country-focused scholarships for UK and international students. To help support students from outside of the UK, we offer a number of international scholarships which range from £1,000 up to the value of 50 per cent of tuition fees. For full details and information about eligibility, visit our scholarships and bursaries pages.

                          Funding Your Study

                          Postgraduate Funding Options

                          Find out more about the optional available to support your postgraduate study, from Master's Loans to scholarship opportunities. You can also find out more about how to pay your fees and access support from our helpful advisors.

                          Explore Funding Options
                          Two students working on a laptop in a study space

                          Career Development

                          Postgraduate study is an investment in yourself and your future. The modules within this course link to a wide range of careers within the health and care sector. As a post-graduate student with existing employment you will have the opportunity to further your transferable skills in interprofessional collaboration and integrated teamworking. Examples of particular roles can include general practice nursing, enhanced or specialist practitioner positions, and clinical academic career pathways.

                          Why Postgraduate Study? 

                          Academic Contact

                          For more information about this course, please contact the Programme Leader. 

                          Sean Morton
                          smorton@lincoln.ac.uk

                          Postgraduate Events

                          To get a real feel for what it is like to study at the ÇéÉ«ÁùÔÂÌì, we hold a number of dedicated postgraduate events and activities throughout the year for you to take part in.

                          Upcoming Postgraduate Events
                          A group of students sat around a table, working together on a project
                          The University intends to provide its courses as outlined in these pages, although the University may make changes in accordance with the Student Admissions Terms and Conditions.