Advanced Leadership for Professional Practice

School of Health Sciences Division of Nursing, Midwifery & Social Work

Student Handbook 2024-2025

Version: August 2024

The contents of this handbook may be subject to change throughout the academic year. Please check Blackboard for any updates.

Division Contact Details

The Division of Nursing, Midwifery and Social Work
The University of Manchester
Jean McFarlane Building
Oxford Road
Manchester
M13 9PL

Division Website – Click Here 

This handbook is to be read in conjunction with the SHS Student Handbook.

Programme Staff

Programme Director | Simon Burrow | Room 6.305, Jean McFarlane Building | simon.burrow@manchester.ac.uk

Admissions Administration | Room G.314, Jean McFarlane Building | cpd.nursing@manchester.ac.uk

Programme Support Office | Room G.304, Jean McFarlane Building | shs.programmes@manchester.ac.uk

Assessment Support Office | Room G.313, Jean McFarlane Building | shs.assessment@manchester.ac.uk 

Introduction to the Programme

Programme Director’s welcome

Welcome to the MSc in Advanced Leadership for Professional Practice (ALPP). The duration of the programme can be undertaken over 1 year full time or between  2-5 years part time commencing at the start date of the first course unit following your registration onto the Programme, concluding at the Exam Board ratifying the Dissertation results. We hope you find this handbook helpful to you as you progress through your programme, and would strongly advise that you become familiar with the contents of the handbook, but you may also seek advice or clarification from the programme team at any time. The underpinning philosophy of the MSc ALPP is theory embedded in practice. Specialist pathways exist within the programme which offer a selection of course units designed to enhance your clinical specialist knowledge and skills. The programme design allows students to undertake individual course units for reasons of continual professional development, without registration for the award of a degree. The MSc programme is 180 academic credits with exit points at Post Graduate Certificate (60 Credits) and Post Graduate Diploma (120 Credits). Stand-alone level 7 units undertaken from the CPD portfolio may be counted towards the MSc ALPP programme provided that:

• They were commenced within three years from the date of registration on the MSc Programme
• A mark of 50% or above was awarded

Students may, in exceptional circumstances, as judged by the exam board and based on evidence, be permitted to have an additional exceptional interruption period of up to a maximum of 12 months.

There is no limit to the maximum number of stand-alone modules a student can complete before registering for the MSc ALPP Programme but if you would like to access Student Finance Loans you should check the Accreditation or Prior Experiential Learning (APEL) details as there are specific criteria for students who wish to use credits achieved previously as part of their current MSc pathway.

Simon Burrow

Programme Director MSc Advanced Leadership for Professional Practice

An Introduction to PGT Degree Regulations for Students is available at: Regulations | Academic-related regulations | Postgraduate Degree Regulations | The University of Manchester

Programme Director Role and Support

The role of the Programme Director is to ensure the smooth running of the programme. This includes chairing the Programme Committee, overseeing the student evaluation process, considering changes to the programme and ensuring adherence to the university’s guidelines for academic practice.

Your Programme Director will be pleased to meet with you at any time during your period of study, or to take suggestions or comments on any aspect of the programme through the contact details below:

Simon Burrow, Programme Director | Room 6.305, Jean McFarlane Building | Simon.burrow@manchester.ac.uk

Overall Programme Aims and Intended Learning Outcomes

The aims of the programme are designed to promote independence and lifelong learning and to meet the needs of healthcare professions in a variety of settings.  The programme aims have been developed in partnership with the professional body and service users and are driven by service needs.  The programme is embedded / applied to practice through partnership between you, the student, and we the educators.  The aims also provide for the specific characteristics of adult students who are also employees, through a part time flexible arrangement of study.

Aims of the Programme:

01	Provide aspiring health and social care professionals with a flexible coherent programme of professionally relevant postgraduate study to promote the growth of leaders who will be an expert resource predicated on research, advanced clinical scholarship and leadership
02	Advance clinical/professional practice and service delivery through enhancement of critical thinking and synthesis of a range of evidence relevant to clinical/health and social care practice to inform decision-making at an individual and/or organizational level
03	Facilitate practitioners to share ideas, experiences and strategies for innovation in clinical practice with other health and social care professionals
04	Further enhance, extend and acquire clinical and leadership skills to maintain and develop the delivery of high quality care across a range of settings
05	Meet the changing needs of patients/service users by critically evaluating current practice and leading developments for new accessible approaches to direct clinical care and service design
06	Equip students with key transferable skills in critical reasoning and reflection; effective communication; team and multi-disciplinary working; use of IT/ health informatics; logical and systematic approaches to problem-solving and decision-making.

Intended Learning Outcomes of the Programme:

A. Knowledge & Understanding
A1	Synthesise the theoretical and philosophical perspectives underpinning the range of knowledge relevant to their own clinical/health and social care professional practice
A2	Demonstrate an in-depth and critical understanding of the nature, purposes and value of different approaches to leadership, management and change management, and their application to clinical/health and social care practice and service delivery
A3	Critically evaluate the importance, methods and practicalities of engaging key stakeholders (including users and carers) in the development, design and execution of clinical/health and social care services
A4	Demonstrate an in-depth, critical knowledge and understanding of effective research and project management including quality assurance of policies and procedures
A5	Systematically and critically analyse a range of evidence that informs and underpins clinical/health and social care policy and practice
A6	Critically evaluate the principles and processes of ethics, clinical governance and other legal and policy frameworks relevant to delivery of care and services in clinical/health and social care settings
A7	Evaluate contemporary issues, needs and challenges in the management of health and social care giving due consideration to the specific needs of the various socio-cultural groups within the client population
A8	Critically appraise evidence in order to present analysis and apply this appropriately to ensure the clinical efficacy of own contribution to professional practice and resolve complex clinical problems through critical reasoning
A9	Consolidate, synthesise and critically apply the in-depth knowledge and understanding of research/project methods, design and analysis acquired through the taught components of the programme to the formulation, design and implementation of a clinical/health or social care project

 

B. Intellectual Skills
B1	Challenge orthodoxy
B2	Critically evaluate the limitations of current knowledge, evidence and/or practice at the forefront of their field
B3	Resolve complex clinical problems through critical reasoning and synthesis of information from a variety of sources relating to clinical/health and social care
B4	Within the context of current clinical/health or social care, critically appraise leadership and change strategies to enhance practice or service delivery
B5	Systematically understand knowledge and techniques relevant to a specific area of professionally relevant research endeavour and apply these with originality in their work
B6	Critically evaluate strategies to identify, retrieve, appraise and synthesise a range of evidence including published research studies and policies utilising established frameworks to assess the rigour of design, methods and outcomes, identifying implications for practice, service development and further research.
B7	Critically appraise strategies to enhance service user/carer involvement in service review and development
B8	Design, undertake and defend a chosen project through critical reflection and a coherent account of the aims, process, methods and findings, including strengths, weaknesses and implications for advancing practice and service development (MSc only)

 

C. Practical Skills
C1	Based on the selection of appropriate optional units, enhance specific skills as determined by developments in their own area of practice and in response to political and professional issues
C2	Practice skilfully existing and new skills underpinned by contemporary evidence in line with developments in practice
C3	Facilitate, manage and evaluate changes in practice to improve quality of care thereby contributing to the development of quality systems and frameworks which embrace the concept of clinical governance
C4	Identify and critically appraise the unique contribution their profession makes to effective care and service delivery.
C5	Contribute to meeting the educational and developmental needs of other health and social care workers and professionals
C6	Under supervision, undertake and manage a project using a design and methods appropriate to the purpose, in line with good practice principles and guidance (MSc only)

 

D. Transferable Skills and Personal Qualities
D1	Utilise skills in systematic and creative approaches to problem solving and decision making in relation to complex issues in practice and service delivery
D2	Demonstrate leadership and team working through effective communication, problem solving and decision making
D3	Effectively utilise technology, develop digital competence and IT skills
D4	Develop and demonstrate ability to articulate sound arguments using written and oral communication skills
D5	Exercise initiative, personal responsibility and independent learning through critical reflection of own academic performance

Programme Structure

 This is a Division-wide academic structure for continuing professional development which:

• Offers flexibility, choice and high quality postgraduate education that is responsive to individual and employer needs locally, nationally and internationally
• Facilitates an individual choice of units
• Shares teaching and research expertise from across the Division through inter-disciplinary provision and promotes opportunities for inter-disciplinary learning

This programme offers registrants from nursing, midwifery, social work and other allied health professionals an opportunity to engage in postgraduate education in order to deepen and enhance their practice through acquisition, extension and critical appraisal of their knowledge and skills.

The programme reflects professional, UK-wide government and international benchmarks for advanced level practice for the health and social care workforce to equip students with the contemporary knowledge, professional and leadership skills for advanced level practice.  Students will gain the contemporary knowledge and skills in the areas of clinical practice; leadership and collaborative practice; improving quality and developing practice and developing self and others (Department of Health, 2010).

The programme prepares students for the development of new efficient and ethical ways of working that offer better quality of life and quality of care by placing service users and carers at the centre of decision-making and service redesign.

Students can select to study course units as stand-alone or build up units of study towards a PGCert or PGDip and undertake a dissertation to complete the Masters award.

Full time and part time study options will be available via face to face and blended learning models.

Programme Examples – please note these are examples and, as noted above below, students will meet with the Programme Director to plan an individual pathway through the programme.

MSc Advanced Leadership for Professional Practice: Full-time– for illustration purposes
Mth	Units of Learning	Credit Rating	Exit Award
3	Advanced Evidence Based Practice	15 15	PgC ALPP (60 credits)
	Choice from optional units	30
and
6	Choice from optional units	30	PgD ALPP (120 credits)
	Developing Practice, Managing Change and Leadership in Professional Practice	30
and
12	Dissertation	60	MSc ALPP (180 credits)

 

MSc Advanced Leadership for Professional Practice: Part-time – for illustration purposes
Year	Units of Learning	Credit Rating	Exit Award
1	Leadership in Professional Practice	15	PgC ALPP (60 credits)
	45 credits from a choice of optional units	45
and
2	Advanced Evidence Based Practice	30	PgD ALPP (120 credits)
	Developing Practice, Managing Change	15
	15 credits from a choice of optional units	15
and
3	Dissertation	60	MSc ALPP (180 credits)

The programme is delivered within the university two semesters of September and Jan/February start dates.

The majority of individual course units are offered once per year.

The strategy for learning and teaching is to utilise a variety of methods suited to adult learners.  Flexibility ensures that methods match the group profile.

The experience that you, the student, bring to the course unit and shares, is recognised as an excellent resource, and highly valued in student evaluations.

Teaching methods seek to give mature students transferable skills, which you are very likely to use outside the programme, and to develop the independent learning that is essential to lifelong learning.

The learning and teaching strategy utilised within the programme have been chosen to be reflect the learning and teaching strategy of the Faculty and Division.

Programme and Course Unit Evaluation

Programmes are continually developed to meet the needs of patient or service users, students, Public Services and government.  All programmes undergo an annual review where information from a range of sources are reflected upon to enhance the quality of the programme.  All staff develop the programme through their specialisms and research undertaken.

In addition to this, External Examiners are appointed to the programme, who are colleagues delivering similar programmes in other institutions throughout the UK.  They not only make recommendations but assist in ensuring that the programme is delivered to a similar standard as programmes in other Universities.

Students contribute to this process through completing programme related questionnaires, discussing matters with the External Examiner and through passing comments to your student representative which are then discussed at the Programme Committee Meeting, Quality Enhancement Days and the Teaching and Learning Committee (TLC).

Other sources outside the University that influence the development of programmes are practitioners within NHS Trusts, government departments, the private health sector and external agencies such as the Quality Assurance Agency, Nursing Midwifery Council and Health and Care Professions Council.

The Division operates a system of student evaluation of units, placements and programmes.  You will be asked to complete questionnaires and will be invited to participate in other evaluation exercises, such as group discussions. The results of evaluations are reviewed by the Unit Leaders, the Programme Director, the Programme Committee and the Head of Division.  All evaluations are reviewed together at the Quality Assurance Day. Any proposals for changes to the programme arising from the evaluations are considered by the Programme Committee. Student evaluations are an important part of the Division’s quality assurance and enhancement processes. Please complete and return questionnaires.

Unit Leaders will always welcome any additional comments that you may wish to make informally.

Programme Schedule: Key dates

The majority of course units are delivered within the two semesters of September to December and January/February to May.

The majority of course units are delivered one day per week with six hours contact per day.

For 15 credit course units this represents 7 days contact time, and this is doubled for a 30 credit course unit.

For information on start dates for specific course units please contact The Continuing Professional Development Admissions Office, Room G.314, Jean McFarlane Building (formerly Block 3, University Place).

Telephone numbers 0161 306 7746 / 7604 / 7605 or email cpd.nursing@manchester.ac.uk.

Specific Programme Regulations

Entry Requirements

A health or social work professional qualification relevant to selected programme or current registration with relevant professional, statutory or equivalent regulatory body

• AND A relevant honours first degree (2:2 or above or equivalent) from an approved higher education institution
• OR Evidence of previous advanced study, research or professional experience which the University accepts as qualifying the applicant for entry*
• AND for part-time students whose unit/s have practical components, the written support from their employer to attend and complete any practice requirements
• AND for applicants whose first language is not English, an IELTS score of 7 with no less than 6.5 on any one component

*UK applicants who do not hold a first degree (or equivalent qualification) may be admitted on the basis of a health/social work professional qualification. They must demonstrate the ability to study at postgraduate level. Such evidence may include a documented track record of innovative practice, leadership, service development, research projects and publications which are clearly underpinned by the academic skills required at level 6.

Sharing Information

The University may share appropriate information relating to your health and/or conduct with external organisations such as your professional employer(s) (for example, relevant NHS Trust Professional and Statutory Regulatory Bodies (PSRB), placement and training providers and/or regulator (such as [Note – ideally this should be tailored for each programme handbook, with the name of the relevant regulator included]). This may occur where concerns in relation to your health and/or conduct arise and the University considers it necessary for them to be disclosed to one or more of the above organisations.

The University’s Privacy Notice for Registered Students (which is accessible via this link: http://www.regulations.manchester.ac.uk/data-collection-notice/) includes further information about how the University may use and process your personal data, including the legal basis and conditions which may be relevant to such processing (see section 6 of the Privacy Notice).

The University will only disclose special category data (such as data relating to your health) to a third party organisation where one of the additional conditions are satisfied (see section 9 of the Privacy Notice), including where processing is necessary for reasons of substantial public interest.

Sharing of information between the University and Employers

Students who are seconded to the University from their employer or who hold a registration with a professional body i.e. the NMC for a Programme of study should note the following: The University reserves the right to share information about student progress and attendance with seconding employers.

• The University will respond to reasonable requests by employers for such information and may on occasion seek information from employers.
• Agreement to the sharing of such information for seconded students is a pre-requisite for entry and continuation on programmes of study.
• Students who wish to be excluded from this agreement should formally notify the Programme Director in writing, who will relay this information to the seconding employer.

Clinical Skills Laboratory Student Conduct

The following regulations must be followed by students when using the Clinical Skills laboratories:

• Shoulder length hair must be neatly tied back and preferably off the collar.
• No rings with stones, bracelets or wrists watches to be worn.
• Wear suitable non-restrictive clothing (sleeves above the elbow; no coats or scarves).
• Wear appropriate footwear (closed toes and heels, secure on foot, flat or broad low heel).
• Students who turn up late to a skills session may be refused entry at the discretion of the facilitator / lecturer (the student may have missed important health and safety instructions at the start of the session).
• On entering the laboratory bags, coats scarves and hats are to be placed in the area designated by the facilitator / lecturer.
• Mobile telephones must be switched off.
• No food or beverages to be consumed in the laboratory, including chewing gum.
• Immediately report breakages or faulty equipment to the facilitator / lecturer.
• Immediately report accidents or other adverse incidents to the facilitator / lecturer and complete the appropriate incident reporting form.

Charges for extensions to length of programme

Students who go beyond the standard programme length and for whom we stop getting funding will be charged extension tuition fees. Additional fees will be charged based on the proportion of the Bench Mark Price (as set by SHA) effective at the date when the extension is required. The full policy and details of fees will be posted on the Student Community area on Blackboard during Semester one.

Defer/Suspend 

Students may under exceptional circumstances be able to defer completion of a module up to 4 weeks after commencement. Students must request this in writing to the Programme Director and provide supporting independent 3rd party evidence. If approved, the student will be able to enrol on the next available intake without additional tuition fees being imposed. Any requests for deferral may result in the University contacting the student’s employer for clarification if appropriate.

Credits and Student Effort

In order to ensure parity and equity throughout the programme, course unit specifications are standardised for the MSc degree.   From the first day of attendance to the handing in of course work, the length of time is normally 15 weeks for a 15-credit unit and 20 weeks for 30 credits (with the exception of the dissertation unit). For each 15 credit unit there is a standard 200 hours of student effort and this is 400 hours for 30 credits. Student effort consists of contact time, which is normally 42 hours for a 15 credit unit and 84 hours for a 30 credit unit, directed, and self-directed study.

An example of student effort for a 15 credit unit:

Contact time	Lectures, tutorials, seminars, group discussion, PBL Personal tutorial time	40 hours 2 hours
Directed study	Completion of practical and/or theoretical assessment	79 hours
Self-directed study	Reading and other scholarly activity chosen to achieve the learning outcomes.	79 hours

Currency of Credits

There is no limit to the number of stand-alone units a student can do before registering for the MSc programme. Stand-alone units undertaken in the CPD portfolio will be counted towards the MSc programme, provided they were commenced within three years from the date of registration with the degree programme and provided a mark of 50% or above was awarded. Units commenced outside the three year time frame will not be counted towards the MSc. A student who fails a stand-alone unit below the compensatable mark (i.e. 39%) would have to wait until three years had elapsed from the date of commencing that unit before they could register for the MSc programme. They would be entitled to continue with other stand-alone units during that period. Students on the programme can achieve a compensatable mark (i.e. 40-49%) for up to 30 credits and continue towards the MSc. This could comprise two 15 credit units or one 30 credit unit. Students can fail and re-sit up to 60 credits (this includes compensated credit) and still progress towards the MSc.

Completion of Course Units

Normally each unit must be completed and ratified as passed within two years of the commencement of the course unit.

Failure to Achieve in Clinical Practice

You are expected to achieve all the standards or competencies and practice skills specified for each unit. Failure to achieve one of the outcomes specified will constitute a fail grade being awarded. If you are not making satisfactory progress at any time you should be informed. These events must be documented within an intermediate report and your personal teacher contacted.

Practice Assessment

Like academic assessments, all practice assessments need to be passed in order for an award to be conferred.

• Assessment documentation is your personal and professional responsibility and should not be given to clinical staff for safe keeping or to take away and complete. You will be fully responsible for document loss.
• You will need to secure a mentor prior to commencing the unit. A mentor will have responsibility to assess you in practice making both verbal and written comment.  Each mentor should have a copy of the Programme Specific guidelines/mentors handbook.  This can be obtained from your Course Unit Leader if required.
• Another appropriately qualified member of staff, working in that clinical placement, may carry out the function of the associate mentor for individual aspects of practice but the mentor will have overall responsibility for assessment. Placement Mentor Alone Determines a Pass / Fail.
• The mentor will give verbal and written comments on your progress in achieving the desired outcomes and practice skills. This will be assessed continuously as you move through the units and specifically both midway and at the end of the unit. The mentor signs the standards document to verify success in the practical aspects of the unit.
• The Course Unit Leader should be contacted if you encounter difficulty in being able to organise these meetings.
• Both mentor and student need to be familiar with the documentation before any entries are made. Should there be any problems associated with the understanding of this documentation the Course Unit Leader should be contacted.
• Completed practice assessment documents should be returned by the specified date to the receiving office.
• There is a word limit set for the evidence and reflection recorded within the Practice Assessment Document. The required word limit will be indicated on the document guidelines.

It is important to ensure that the practical assessment document is adequately completed.  The Verification Sheet must be signed and dated by your mentor and by you.  If you are experiencing any difficulty in completing the practice assessment document you are strongly advised to talk to your Course Unit Leader or to contact the Examinations Office rather than submit the document incomplete or incorrectly recorded.

External Examiners

External Examiners are individuals from another institution or organisation who monitor the assessment processes of the University to ensure fairness and academic standards. They ensure that assessment and examination procedures have been fairly and properly implemented and that decisions have been made after appropriate deliberation. They also ensure that standards of awards and levels of student performance are at least comparable with those in equivalent higher education institution External Examiners

Reports

External Examiners’ reports relating to this programme will be shared with student representatives at the Staff Student Liaison Committee (SSLC)/programme committee/other appropriate forum (specify), where details of any actions carried out by the programme team/Division in response to the External Examiners’ comments will be discussed. Students should contact their student representatives if they require any further information about External Examiners’ reports or the process for considering them.

The External Examiners for the core units within this programme are:

Name: Dr Louise Shorney

Name of Institution: University of Liverpool

Position at current Institution:  Senior Lecturer

and

Name: Dr Nicola Clarke

Name of Institution: Birmingham City University

Position at current Institution: Senior Lecturer

Please note that it is inappropriate for students to make direct contact with External Examiners under any circumstances, in particular with regards to a student’s individual performance in assessments.  Other appropriate mechanisms are available for students, including the University’s appeals or complaints procedures and the UMSU Advice Centre. In cases where a student does contact an External Examiner directly, External Examiners have been requested not to respond to direct queries. Instead, External Examiners should report the matter to their Division contact who will then contact the student to remind them of the other methods available for students. If students have any queries concerning this, they should contact their Programme Office (or equivalent).

Harassment is unwanted conduct that may create the effect (intentionally or unintentionally) of violating a person’s dignity or creating an intimidating, hostile, degrading, humiliating or offensive environment which interferes with an individual’s learning, working or social environment or induces stress, anxiety or sickness on the part of the harassed person.

Discrimination takes place when an individual or a group of people is treated less favourably than others because of their race, gender, gender reassignment, marital status, status as a civil partner, disability, age, religion or belief, sexual orientation or other factors unrelated to their ability or potential.

Bullying can be defined as repeated or persistent actions, criticism or personal abuse, either in public or private, which (intentionally or unintentionally) humiliates, denigrates, undermines, intimidates or injures the recipient. It should, in particular, be borne in mind that much bullying occurs in the context of a power imbalance between victims and alleged perpetrators.