Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 7 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

The MSc Advanced Practice course at the University of South Wales robustly develops the?3Es, Enterprise, Employability, and Engagement through a?challenge-based learning?approach that integrates academic rigor with real-world healthcare practice. 

Enterprise is fostered through modules such as?Applied Research and Audit for Advanced Practice Leadership, Education and Change Management for Advanced Practice and Contemporary Issues in Advanced Practice which require students to critically evaluate and innovate within their own clinical environments. Learners are encouraged to identify service gaps and propose solutions, cultivating entrepreneurial thinking and leadership. The course also includes developing skills in  strategic and operational leadership essential for driving change in complex healthcare settings. 

Employability is embedded throughout the curriculum via?work-based learning,?clinical simulation, and?OSCEs/ISCEs. Students are required to be in substantive clinical roles and are supported by?clinical DPP/mentors/practice assessors?who assess competencies in real-time practice. The course’s alignment with PSRB principles for advanced practice and Independent Prescribing (e.g., NMC) ensuring graduates meet national expectations for advanced roles. Assessments such as?OSCE’s/ISCEs and oral and poster presentations mirror professional tasks, enhancing readiness for advanced clinical roles. 

Engagement is achieved through?strategic partnerships?with healthcare employers. The health division of the Faculty of Life Science and Education maintains?quarterly partner forums?and invites?visiting clinicians?to assist in delivering course content and assessing OSCE’s/ISCE’s ensuring the curriculum remains responsive to industry needs. Students benefit from?working within their clinical area with other advanced practitioners, interdisciplinary learning, and?simulation-based training, which replicate real-world scenarios and foster collaborative problem-solving. 

The course uses?problem-based learning,?peer presentations, and?simulation exercises?to immerse students in complex clinical challenges. These activities require learners to integrate theory with practice, make autonomous decisions, and reflect critically on healthcare outcomes. This pedagogical approach not only enhances clinical reasoning but also supports the development of the 3Es in a cohesive and applied manner. 

Means of Assessment

Assessments within the Advanced Practice programme is strategically aligned with the intended learning outcomes at each level, ensuring that students progressively demonstrate the integration of theory, clinical reasoning, and professional competencies. Each assessment method is selected to reflect the complexity and depth of learning expected at each stage. 

In Year 1, students undertake a research proposal, examinations and Objective Structured Clinical Examinations (OSCEs). These assessments focus on academic and clinical skills, encouraging evidence-based thinking and safe, effective practice. The research proposal fosters critical appraisal and academic writing, while OSCEs assess practical competencies in a controlled environment whereas the examinations measure a range of higher order cognitive skills. 

Year 2 introduces Integrated Structured Clinical Examinations (ISCEs), an oral and poster presentation, and microteaching. These methods promote synthesis of knowledge and communication skills. ISCEs integrate clinical scenarios with decision-making, while the oral, poster and microteaching tasks develop students’ ability to disseminate knowledge and teach others which are key skills in advanced roles. 

In Year 3, students’ complete examinations, reflections, and a project. These summative assessments require high-level critical thinking, self-awareness, and the ability to apply learning to complex advanced practice contexts. The project consolidates the pillars of advanced practice especially research and leadership skills, while reflections support professional growth and ethical reasoning. 

Across all years, there is a deliberate balance between formative and summative assessment. Formative opportunities such as peer feedback, draft submissions, and rehearsal OSCEs and ISCE’s support learning and skill development, while summative tasks ensure rigorous evaluation of achievement. 

Academic integrity is embedded through clear guidance, use of originality checking tools, and assessments that require personal reflection and application to practice. The varied assessment types also support development of transferable skills including communication, critical analysis, teaching, and leadership, essential for advanced practitioners. 

A  pass mark of 50% is required for all assessed components within this Advanced Practice programme. This threshold exceeds standard University guidance for MSc level study but is essential to uphold the professional, clinical, and patient-safety responsibilities associated with advanced-level practice. Students enrolled on this programme are experienced practitioners who will undertake complex decision-making, exercise high levels of autonomy, and manage risk in unpredictable clinical environments. Maintaining a 50% pass mark ensures that graduates demonstrate the depth of critical thinking, clinical reasoning, and applied knowledge required for safe and effective advanced practice. A lower threshold would compromise the assurance that learners have achieved the robust competence needed to meet national Advanced Practice expectations, employer requirements, and the professional accountability standards expected at Level 7.This higher pass mark therefore reflects the clinical significance of the role, aligns with sector expectations for advanced-level programmes, and supports public protection by ensuring that all graduates consistently meet a safe and professionally defensible standard of performance. 

Learning Support

Student Support 

• Consultation with Student Support Officers (SSOs) regarding Individual Support Plans (ISPs), reasonable adjustments, accessibility needs and patterns of support commonly required by postgraduate healthcare learners. 

• Information from Digital Services and Library Services on accessible learning technologies, academic skills support, and availability of online/blended resources to reduce barriers for students with disabilities or socio-economic constraints. 

Programme Level Evidence 

• Feedback from current and past students across postgraduate health programmes, including Loop module evaluations, programme feedback, and informal module level feedback discussions. 

• Analysis of progression, attainment and engagement data, including identification of differential outcomes where relevant. 

• Patient actor feedback and simulation-based assessment reflections that highlight learner experience, inclusivity and barriers within practical learning environments. 

Induction

Induction days are provided and timetabled for all modules within this course which will allow students the chance to settle and get to know academic staff and these will be via face to face on campus sessions. 

Learner Analytics

USW uses a learning analytics system which can track engagement with the VLE i.e. log in attempts and can also monitor students’ attendance etc. Reports can be accessed by module leaders and the Course Leader in order to identify if there is any concern about participation or student engagement with the module or course. Student Support Officers can also assist in determining engagement of students and provide support where and when needed.? 

Office Hours

Office hours are communicated to the students at the start of each academic year and within each module induction. This is further enforced within the course handbook. Announcements will be placed on Unilearn/Blackboard Ultra for when staff are on annual leave and there are key dates for each of the modules where it shows clearly when the University is closed.? 

Tutorials

When tutorials are identified as used within modules they will take the form of small group work which are facilitated by module staff which encourages independent development. The format of the tutorials is flexible and tailored to work with the subject under discussion and students’ needs.? 

Seminars

Seminars/Webinars that would be useful for the students to attend are placed on blackboard as announcements. These would not be linked to the university course but are external webinars/conferences.

Formative Assessment

Modules throughout the courses incorporate formative learning and assessment in order to support an ongoing dialogue with students as they develop their knowledge, skills and proficiency.? 

Progressing Meetings

There will be contact days arranged throughout each of the modules where students are able to get in touch to discuss their own progression and development both academically and clinically 

Research/Academic Supervision

Supervisors will be allocated for each academic assessment in order to facilitate the academic and personal relationships needed to allow the student to maximise their potential during the course. Students will be encouraged to be active in the supervision process and will be supported by a number of different academics as they move through modules.? 

Online Resources and Digital Support

All modules are linked to UniLearn/Blackboard Ultra, the USW integrated system, which supports assessment, learning and teaching activities through technology. Video capture, podcasts and short video clips and Panopto sessions and recorded sessions will be used alongside face to face sessions providing context and additional learning to support student’s development.? 

Library Services

Students have access to all USW resources both on and off campus. The Health Division of the Faculty has a subject specialist librarian available to help and support students. Students have access to Findit and online resources. Online reading lists will be set up for each module. Students will have a library introduction session, so they are aware of the facilities and functions available to them before they start the course.?Students on this course will also be able to access library resources within specific health boards where a number of students will be employed. 

Learner Development Services

Course team members will actively signpost learners to relevant Learner Development Services at key transition points, including induction, early assessment periods and programme milestones, and work collaboratively with professional service colleagues to ensure support is aligned with the intensively practice-based, work-integrated nature of the MSc Advanced Practice programme. 

Advice Zone

Students are able to self-refer or be directed to the USW Advice Zone, where staff are able to offer advice about the circumstances where extenuating circumstances are offered. The Advice Zone is available online whereby staff can help with a wide range of students queries and point students in the direction of additional support services. Advice Zone Online | University of South Wales Instruction on the services available and how to make an appointment are included in course handbooks and on the USW website. Subject Support Officers are also available to assist and support students depending on individual need

Disability Advice Team

The Disability Support Service provides a confidential and professional service where students can discuss individual requirements relating to disability. Advice and support are available for all students who have additional learning needs or those that require reasonable adjustments to be made. Students are encouraged to discuss additional needs or support with personal tutors, module and course leader.  

Mental Wellbeing

Students will have access to Wellbeing and Mental Health Services, which offer confidential, professional and inclusive support to students experiencing mental health, emotional or wellbeing-related concerns. These services are delivered as part of USW’s integrated student support provision and are accessible throughout a learner’s period of study. 

Student Success

Student success on the course needs to be  understood within the context of advanced, work-integrated postgraduate study and is supported through coordinated academic, professional and wellbeing interventions. Student success is underpinned by an early intervention and preventative approach, delivered through close collaboration between academic teams and SSO’s. This approach enables early identification of learners who may be experiencing academic, professional or personal challenges and facilitates timely access to appropriate support, helping to sustain engagement and prevent escalation of issues that could impact progression or retention. 

Careers Advice

Careers and employability support at USW is delivered through the Careers and Employability Service and the Progression Advice Team, providing tailored advice that reflects learners’ individual career stages and aspirations. Students on the MSc Advanced Practice are typically already employed in health and care settings and this support focuses on career development, role progression, leadership pathways, and consolidation of advanced and consultant-level practice roles rather than initial entry to employment. 

Course Exit Points

Progression Route

Entry Requirements

Admission to the course is typically through the following qualifications:

Applicants must have an active registration with the NMC, HCPC or GPhC and have a minimal of 3 years post registration experience.?? 

Applicants should have a first degree?( or?equivalent) of 2:2 or above.??? 

If English is not the first language of the applicant, then a certificate in English Language Proficiency is needed (e.g. IELTS at least 6.5) or an OET. (equivalent international qualifications are acceptable).??? 

Selection?occurs through a review of the applicant’s personal statement and confirmation that the applicant meets the University requirements for admission to the programme and is supported through their employer or commissioners for health education in Wales?(HEIW).?? 

Recognition of prior learning that is capable of being mapped to modules within the programme will be considered in line with USW RPL/RPEL processes.??? 

Applicants need to confirm they have the character and good standing?required?to uphold the values of their?Professional Codes.?? 

Inclusive Curriculum Statement

The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/

Addendum for Delivery at a Partner Institution

N/A