Advanced Clinical Practice is a multi-professional level of practice carried out by experienced clinicians who independently manage the clinical care process from start to finish in partnership with individuals, families, and carers. By working across traditional health and social care boundaries, they combine expert clinical skills with research, education, and leadership, to create innovative solutions which enhance patient experience and improve outcomes.
This programme is designed to fully integrate the Health Education England (2017) Multidisciplinary Capability Framework. This framework enables registered healthcare practitioners to acquire an expert knowledge base, complex decision-making skills, and clinical competencies for expanded scope of practice. This is underpinned by the four Advanced Clinical Practice pillars of Clinical Skills, Management and Leadership, Education, and Research.
On this course, students can explore advanced practice on a personal, local, and national level. They may be opportunities to develop a substantial portfolio of evidence which illustrates a breadth of practice, while exploring relevant research and developing their own skill set. Across the course, students will be required to demonstrate core capabilities and area specific clinical competence.
Advanced Clinical Practice is a multi-professional level of practice carried out by experienced clinicians who independently manage the clinical care process from start to finish in partnership with individuals, families, and carers. By working across traditional health and social care boundaries, they combine expert clinical skills with research, education, and leadership, to create innovative solutions which enhance patient experience and improve outcomes.
This programme is designed to fully integrate the Health Education England (2017) Multidisciplinary Capability Framework. This framework enables registered healthcare practitioners to acquire an expert knowledge base, complex decision-making skills, and clinical competencies for expanded scope of practice. This is underpinned by the four Advanced Clinical Practice pillars of Clinical Skills, Management and Leadership, Education, and Research.
On this course, students can explore advanced practice on a personal, local, and national level. They may be opportunities to develop a substantial portfolio of evidence which illustrates a breadth of practice, while exploring relevant research and developing their own skill set. Across the course, students will be required to demonstrate core capabilities and area specific clinical competence.
Multi-professional approach to teaching and learning
A focus on theoretical knowledge, understanding, and practical experience
Student support network involving programme lead and stakeholder NHS trust
Emphasis on the development of professional and research skills
Complete a research project in a specialist area
Teaching is delivered over one day a week, with additional student learning activity in the workplace. Learning combines clinical skills sessions, workshops, and seminars with online live and directed study. Student learning is managed via a tripartite agreement between the student, the academic assessor, and the clinical supervisor.
In the context of this course, high-quality learning and teaching is characterised by the clear relationship between the programme learning outcomes, the professional application of the learning outputs and the innovative learning methods employed to achieve them.
Students will benefit from a blended teaching and learning experience in recognition that students on this programme are working professionals and that the nature of their engagement with this programme requires the student to take responsibility for their own learning.
Teaching is delivered over one day a week, with additional student learning activity in the workplace. Learning combines clinical skills sessions, workshops, and seminars with online live and directed study. Student learning is managed via a tripartite agreement between the student, the academic assessor, and the clinical supervisor.
In the context of this course, high-quality learning and teaching is characterised by the clear relationship between the programme learning outcomes, the professional application of the learning outputs and the innovative learning methods employed to achieve them.
Students will benefit from a blended teaching and learning experience in recognition that students on this programme are working professionals and that the nature of their engagement with this programme requires the student to take responsibility for their own learning.
The University of Lincoln has designed this programme in partnership with employers to prepare the workforce for working in primary and secondary care and integrated systems. This programme may suit registered clinicians currently employed in health or social care and third sector organisations working in the healthcare space.
This course is accredited by NHS England's Centre for Advanced Practice. All programmes successfully accredited by the Centre for Advanced Practice have been deemed to meet the capabilities and standards set out in Higher Education England's multi-professional framework for advanced clinical practice in England and Higher Education England's Standards for Education and Training (SET).
This is the first of three capability in practice modules, corresponding to the first year of study.
This module allows learners to demonstrate their capabilities in practice and growing levels of entrustment through a mix of core capability statements and individually negotiated capabilities. These capabilities will be assessed by a suitably qualified workplace supervisor meeting the minimum standards for advanced practice supervision (Health Education England, 2022)
Practitioners can develop and evidence the underpinning core and generic competencies required for a benchmark of practice to protect the public, alongside individually negotiated specialist competencies applicable to their specialty or subject area, i.e. the knowledge, skills, and behaviors relevant to their setting and job role.
These may be demonstrated in varying ways specific to the profession, role, population group, setting, and sector.
This module consolidates approaches to leadership which will have been introduced in other modules as part of your advanced practice journey.
The module has been designed to support the understanding and application of ethical and professional perspectives on leadership, to inform future advancing practice. Students can relate the theoretical perspectives and new learning gained throughout the module to their own clinical area.
This module will contribute to the development of a linear practice portfolio of evidence for students to demonstrate their achievement of ACP competencies.
This is the second of three capability in practice modules, corresponding to the second year of study.
This module aims to allow learners to demonstrate their capabilities in practice and growing levels of entrustment through a mix of core capability statements and individually negotiated capabilities. These capabilities will be assessed by a suitably qualified workplace supervisor meeting the minimum standards for advanced practice supervision (Health Education England, 2022).
This is the final of three capability in practice modules, corresponding to the last year of study.
This module allows learners to demonstrate their capabilities in practice and growing levels of entrustment through a mix of core capability statements and individually negotiated capabilities. These capabilities will be assessed by a suitably qualified workplace supervisor meeting the minimum standards for advanced practice supervision (Health Education England, 2022)
Learners whose capabilities in practice meet a pass level of entrusted activity in all three capabilities modules will be eligible to have their details submitted to the Health Education Centre for Advancing Practice as suitable for the Digital Badge confirmation of credential which is proof of practicing at this level.
This module is designed to consolidate the skills students have developed across the four pillars of advanced practice.
During this module students can critically evaluate how they undertake their advanced practice role in relation to their own practice, exploring their holistic understanding of the complexity, ambiguity, and uncertainty that characterises complex advanced professional practice. Students should also demonstrate critical thinking, high-level evidence-based decision-making, problem-solving, and patient-centred care.
This module also provides an opportunity for those working in an advanced level of practice to integrate, synthesise, and demonstrate the application of knowledge around an area of specialism through the development of a case study. The case study can exemplify clinical complexity and further demonstrate the advanced skills of clinical reasoning, differential diagnosis, formulating a management plan, including investigations, and evidence-based patient-centred care. The case study will demonstrate autonomous practice in relation to the pillars underpinning advanced clinical practice including clinical management, education, leadership, and research.
The case study will be presented to a panel who will have the opportunity to ask questions or seek clarification.
This module builds on the foundational knowledge and skills acquired in the introductory modules, focusing on preparation to apply research in clinical practice. Participants can outline a proposal to critically evaluate and audit their own and others' clinical practice, selecting and applying valid and reliable methods. They can also develop the ability to facilitate collaborative links between clinical practice and research through proactive engagement and networking.
The Research Methods module is designed as an introduction to research for healthcare professionals working at the level of advanced clinical practice. The module aims to develop students’ skills and knowledge in engaging in research activity and adhering to good research practice guidance. The module seeks to enable participants to critically evaluate and develop evidence-based strategies which can lead to enhanced quality, safety, productivity, and value for money in their clinical practice.
This practice-focused module aims to equip students with the skills and knowledge to take a comprehensive patient history and thorough physical and psychological assessment. It also allows students to recognise the interconnectivity of pathophysiology, physical symptoms, and psychological responses.
Developing these skills can allow you to meet the core and generalist capabilities in practice for a broadly based advanced healthcare professional. It may also enable you to contribute autonomously to the holistic management of acute and chronic disease states in both primary and generalist secondary care practice.
By the end of the module, you should feel comfortable to clinically examine the major systems of the body, assess psychological state, and develop an initial impression to inform clinical decision making.
This module provides an opportunity for those working in an advanced level of practice to integrate, synthesise, and demonstrate the application of knowledge around an area of specialism through clinical case presentation in the workplace.
The aim of this module is to provide students with the means to develop a professional recognition portfolio that demonstrates learning through a series of self-assessments, critical reflections and case studies.
The portfolio will be personal to each student and should challenge them to engage in a critical review on their own professional practice and demonstrate understanding of the limitations of their own role.
Clinical reasoning is central to the ability of an advanced practitioner to manage undifferentiated or undiagnosed presentations in healthcare practice and can be broken down into a range of different skills, processes, and philosophical perspectives.
Advanced practitioners need to be aware of the range and variety of information informing their decision making, and actively consider how they select and evaluate information, request additional data in the form of investigations and other perspectives, and finally integrate into a reasoned plan of action.
By blending physical examination skills and knowledge of biological processes within a range of information from different perspectives, this module supports the development of metacognitive skills and wider biopsychosocial perspectives to inform decision making. The module’s ultimate aim is to develop reflexive and considered decision making in partnership with people receiving care, and will encourage students to critically explore how they manage large volumes of contextual information to make decisions in the context of multiprofessional advanced practice.
This 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.
This 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.
This 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).
This 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.
† 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.
This is the first of three capability in practice modules, corresponding to the first year of study.
This module allows learners to demonstrate their capabilities in practice and growing levels of entrustment through a mix of core capability statements and individually negotiated capabilities. These capabilities will be assessed by a suitably qualified workplace supervisor meeting the minimum standards for advanced practice supervision (Health Education England, 2022)
Practitioners can develop and evidence the underpinning core and generic competencies required for a benchmark of practice to protect the public, alongside individually negotiated specialist competencies applicable to their specialty or subject area, i.e. the knowledge, skills, and behaviors relevant to their setting and job role.
These may be demonstrated in varying ways specific to the profession, role, population group, setting, and sector.
This module consolidates approaches to leadership which will have been introduced in other modules as part of your advanced practice journey.
The module has been designed to support the understanding and application of ethical and professional perspectives on leadership, to inform future advancing practice. Students can relate the theoretical perspectives and new learning gained throughout the module to their own clinical area.
This module will contribute to the development of a linear practice portfolio of evidence for students to demonstrate their achievement of ACP competencies.
This is the second of three capability in practice modules, corresponding to the second year of study.
This module aims to allow learners to demonstrate their capabilities in practice and growing levels of entrustment through a mix of core capability statements and individually negotiated capabilities. These capabilities will be assessed by a suitably qualified workplace supervisor meeting the minimum standards for advanced practice supervision (Health Education England, 2022).
This is the final of three capability in practice modules, corresponding to the last year of study.
This module allows learners to demonstrate their capabilities in practice and growing levels of entrustment through a mix of core capability statements and individually negotiated capabilities. These capabilities will be assessed by a suitably qualified workplace supervisor meeting the minimum standards for advanced practice supervision (Health Education England, 2022)
Learners whose capabilities in practice meet a pass level of entrusted activity in all three capabilities modules will be eligible to have their details submitted to the Health Education Centre for Advancing Practice as suitable for the Digital Badge confirmation of credential which is proof of practicing at this level.
This module is designed to consolidate the skills students have developed across the four pillars of advanced practice.
During this module students can critically evaluate how they undertake their advanced practice role in relation to their own practice, exploring their holistic understanding of the complexity, ambiguity, and uncertainty that characterises complex advanced professional practice. Students should also demonstrate critical thinking, high-level evidence-based decision-making, problem-solving, and patient-centred care.
This module also provides an opportunity for those working in an advanced level of practice to integrate, synthesise, and demonstrate the application of knowledge around an area of specialism through the development of a case study. The case study can exemplify clinical complexity and further demonstrate the advanced skills of clinical reasoning, differential diagnosis, formulating a management plan, including investigations, and evidence-based patient-centred care. The case study will demonstrate autonomous practice in relation to the pillars underpinning advanced clinical practice including clinical management, education, leadership, and research.
The case study will be presented to a panel who will have the opportunity to ask questions or seek clarification.
This module builds on the foundational knowledge and skills acquired in the introductory modules, focusing on preparation to apply research in clinical practice. Participants can outline a proposal to critically evaluate and audit their own and others' clinical practice, selecting and applying valid and reliable methods. They can also develop the ability to facilitate collaborative links between clinical practice and research through proactive engagement and networking.
The Research Methods module is designed as an introduction to research for healthcare professionals working at the level of advanced clinical practice. The module aims to develop students’ skills and knowledge in engaging in research activity and adhering to good research practice guidance. The module seeks to enable participants to critically evaluate and develop evidence-based strategies which can lead to enhanced quality, safety, productivity, and value for money in their clinical practice.
This practice-focused module aims to equip students with the skills and knowledge to take a comprehensive patient history and thorough physical and psychological assessment. It also allows students to recognise the interconnectivity of pathophysiology, physical symptoms, and psychological responses.
Developing these skills can allow you to meet the core and generalist capabilities in practice for a broadly based advanced healthcare professional. It may also enable you to contribute autonomously to the holistic management of acute and chronic disease states in both primary and generalist secondary care practice.
By the end of the module, you should feel comfortable to clinically examine the major systems of the body, assess psychological state, and develop an initial impression to inform clinical decision making.
Clinical reasoning is central to the ability of an advanced practitioner to manage undifferentiated or undiagnosed presentations in healthcare practice and can be broken down into a range of different skills, processes, and philosophical perspectives.
Advanced practitioners need to be aware of the range and variety of information informing their decision making, and actively consider how they select and evaluate information, request additional data in the form of investigations and other perspectives, and finally integrate into a reasoned plan of action.
By blending physical examination skills and knowledge of biological processes within a range of information from different perspectives, this module supports the development of metacognitive skills and wider biopsychosocial perspectives to inform decision making. The module’s ultimate aim is to develop reflexive and considered decision making in partnership with people receiving care, and will encourage students to critically explore how they manage large volumes of contextual information to make decisions in the context of multiprofessional advanced practice.
This module provides an opportunity for those working in an advanced level of practice to integrate, synthesise, and demonstrate the application of knowledge around an area of specialism through clinical case presentation in the workplace.
The aim of this module is to provide students with the means to develop a professional recognition portfolio that demonstrates learning through a series of self-assessments, critical reflections and case studies.
The portfolio will be personal to each student and should challenge them to engage in a critical review on their own professional practice and demonstrate understanding of the limitations of their own role.
This 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.
This 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.
This 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).
This 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.
† 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.
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, and contact hours.
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, and contact hours.
Prior to coming to the University of Lincoln, Adele worked in the NHS for 29 years undertaking a variety of clinical roles in several settings.
Wanting to consolidate the learning she had gained from her various clinical roles and to expand her skills, Adele embarked on the MSc Advanced Clinical Practice. In doing this she found herself in a ‘community of practice’ which enabled her to reflect, learn, and develop.
Adele feels that the course gave her the confidence to explore and be successful in securing new opportunities such as a leadership role working for a Community Trust overseeing Clinical Governance and Quality for GP practices.
In 2020 Adele was also awarded the title of Queen’s Nurse something she is exceptionally proud of.
At Lincoln, we constantly invest in our campus as we aim to provide the best learning environment for our students. Whatever the area of study, the University strives to ensure students have access to specialist equipment and resources, to develop the skills, which they may need in their future career.
The Sarah Swift Building, is a £19m investment into a dedicated facility for the Schools of Health and Social Care and Psychology. The building houses high-quality teaching, research, social and learning spaces for both Schools. The building also includes advanced clinical simulation facilities for the School’s nursing courses.
Students can study and research in the University's Great Central Warehouse Library, which provides more than 250,000 printed books and approximately 400,000 electronic books and journals, as well as databases and specialist collections. The Library has a range of different spaces for shared and individual learning.
The Sarah Swift Building is home to clinical suites which simulate hospital and home environments, and feature specialist artificial patient technologies, including large plinth rooms and a new VR teaching suite, where you can build your confidence in practice.
Students will be assessed through a variety of methods including clinical examinations, written assignments, reflective writing, critical thinking, short format examinations, presentation of work to peers, and the University's 'Student as Producer' initiative.
Students will be assessed through a variety of methods including clinical examinations, written assignments, reflective writing, critical thinking, short format examinations, presentation of work to peers, and the University's 'Student as Producer' initiative.
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.
Applicants require current registration with relevant professional/regulatory organisations and a full support from their employing organisation to facilitate the requirements of the clinical supervision.
This means that:
• Must be a registered healthcare practitioner with one of the statutory regulators of health and care professions, i.e. NMC, HCPC or GPhC
• Normally qualified for a minimum of three years, with a minimum of one years' experience in your current speciality
• Must be working for a minimum of 30 hours per week, employed as a Trainee Advanced Clinical Practitioner / Advanced Clinical Practitioner
• Must have full support and engagement of your line manager
• Must have an identified senior clinical mentor and supervisor.
• Normally hold an honour's degree in a health-related discipline and evidence of continuing professional development that shows an ability to study at master's level.
• Applicants must provide, on application, two references, one should be academic and the other from your clinical/employer.
Please note, supervision is an essential element of training to be an advanced practitioner and students will only be able to commence study with a named and allocated co-ordinating education supervisor.
Health Education England and the Centre for Advancing Practice have published Minimum Standards for Advanced Practice Workplace Supervision. These can be found in full on the CFAP website under Reports and Publications. The minimum standards are to ensure high quality supervision for the trainee and for more details, please visit the Health Education England website for minimum standards for ACP supervision.
Please note, supervision for the trainee advanced practitioner is a mandatory element and:
- Trainees must have a named, allocated co-ordinating education supervisor before commencing training in advanced practice,
-Throughout the period of training, there must be a minimum of one hour of scheduled supervision every week, of which one in four (once a month) is a scheduled hour with the co-ordinating education supervisor,
-In certain practice context, where there may be high risk, it will be necessary to debrief/provide daily supervision to ensure patient and practitioner safety (Health Education England, 2022).
Co-ordinating education supervisors must:
-Be an experienced practitioner
-Have completed some formal supervisor development. Examples include clinical educator programmes, PG Cert Clinical Education, practice educator programmes and local supervisor training courses.
Additional Requirements: Integrated Apprenticeship
• Evidence for selection is gained from applicant's personal statement, academic qualifications and employer's recommendation.
• Applicants must be registered with a statutory health and/or social care regulator with proof of current registration.
• Applicants must demonstrate achievement of English and Mathematics qualifications at a minimum of Level 2, as per general apprenticeship requirements.
• Students must remain in continuous appropriate employment throughout the life of the course.
In relation to entry requirements, applicants must meet the conditions laid out by their respective professional, statutory and regulatory bodies.
Applicants require current registration with relevant professional/regulatory organisations and a full support from their employing organisation to facilitate the requirements of the clinical supervision.
This means that:
• Must be a registered healthcare practitioner with one of the statutory regulators of health and care professions, i.e. NMC, HCPC or GPhC
• Normally qualified for a minimum of three years, with a minimum of one years' experience in your current speciality
• Must be working for a minimum of 30 hours per week, employed as a Trainee Advanced Clinical Practitioner / Advanced Clinical Practitioner
• Must have full support and engagement of your line manager
• Must have an identified senior clinical mentor and supervisor.
• Normally hold an honour's degree in a health-related discipline and evidence of continuing professional development that shows an ability to study at master's level.
• Applicants must provide, on application, two references, one should be academic and the other from your clinical/employer.
Please note, supervision is an essential element of training to be an advanced practitioner and students will only be able to commence study with a named and allocated co-ordinating education supervisor.
Health Education England and the Centre for Advancing Practice have published Minimum Standards for Advanced Practice Workplace Supervision. These can be found in full on the CFAP website under Reports and Publications. The minimum standards are to ensure high quality supervision for the trainee and for more details, please visit the Health Education England website for minimum standards for ACP supervision.
Please note, supervision for the trainee advanced practitioner is a mandatory element and:
- Trainees must have a named, allocated co-ordinating education supervisor before commencing training in advanced practice,
-Throughout the period of training, there must be a minimum of one hour of scheduled supervision every week, of which one in four (once a month) is a scheduled hour with the co-ordinating education supervisor,
-In certain practice context, where there may be high risk, it will be necessary to debrief/provide daily supervision to ensure patient and practitioner safety (Health Education England, 2022).
Co-ordinating education supervisors must:
-Be an experienced practitioner
-Have completed some formal supervisor development. Examples include clinical educator programmes, PG Cert Clinical Education, practice educator programmes and local supervisor training courses.
Additional Requirements: Integrated Apprenticeship
• Evidence for selection is gained from applicant's personal statement, academic qualifications and employer's recommendation.
• Applicants must be registered with a statutory health and/or social care regulator with proof of current registration.
• Applicants must demonstrate achievement of English and Mathematics qualifications at a minimum of Level 2, as per general apprenticeship requirements.
• Students must remain in continuous appropriate employment throughout the life of the course.
In relation to entry requirements, applicants must meet the conditions laid out by their respective professional, statutory and regulatory bodies.
Eligible students applying to this course will not be interviewed formally, however, there will be a pre-start informal interview with an academic before this takes place if candidates have alternative entry qualifications.
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.
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.
For each course you may find that there are additional costs. These may be with regard to the specific clothing, materials or equipment required.
With regards to text books, the University provides students who enrol with a comprehensive reading list and you will find that our extensive library holds either material or virtual versions of the core texts that you are required to read. However, you may prefer to purchase some of these for yourself and you will be responsible for this cost.
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.
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.
For each course you may find that there are additional costs. These may be with regard to the specific clothing, materials or equipment required.
With regards to text books, the University provides students who enrol with a comprehensive reading list and you will find that our extensive library holds either material or virtual versions of the core texts that you are required to read. However, you may prefer to purchase some of these for yourself and you will be responsible for this cost.
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.
Postgraduate study is an investment in yourself and your future. It can help you to further or completely change your career, develop your knowledge, enhance your salary, or even prepare you to start your own business. Postgraduate students at the University of Lincoln benefit from inspirational teaching combined with high-quality facilities and learning spaces, great industry links, and unique research opportunities, all of which are designed to help you stand out from the crowd and make the most of your time with us.
For more information about this course, please contact the Programme Leader.
Helen Chilvers
hchilvers@lincoln.ac.uk
To get a real feel for what it is like to study at the University of Lincoln, we hold a number of dedicated postgraduate events and activities throughout the year for you to take part in.
