MSc Medical Imaging and Radiation Sciences – Advanced Radiotherapy and Oncology Practice

The aim of this module is to enable students to continue to develop their knowledge, understanding and skills of leadership, education and professional development.

The module enables students to critically review leadership within the context of the advanced practice role, to understand the leaning and teaching approaches that support clinical development and to evaluate strategies to support and develop themselves and others.

The module will normally address:

•          Leadership theories and application to practice and understanding self as a leader.

•          Conceptual frameworks relating to leading and following, power and control, compliance and subversion.

•          Strategies for developing a learning culture within organisations.

•          Examination and application of skills to support leadership at an advanced practice level.

•          Evaluation of the role of the advanced clinical practitioner as a leader

This module is aimed at all registered and practicing nurses or midwives, and allied health and social care professionals.

This module evaluates and applies established theories and models relevant to decision making in the context of health and social care. These are drawn from a wide variety of disciplines including clinical reasoning, philosophy and ethics, legal frameworks, Service User involvement, Inter-professional and Values Based Decision Making. Throughout, students will develop their critical thinking skills, with an emphasis on applying their learning to decision making in the students’ own health and social care context.

The module will comprise of theoretical lectures, workshops, tutorials and seminar sessions to facilitate the development of the fundamental knowledge, understanding and skills underpinning the roles and responsibilities of coaching and its application within leadership.

The development of knowledge, skills, confidence and competence to select and apply a range of coaching skills within leadership practice.

Emphasis will be placed on how the skills of the professional leader may be utilised to coach peer practitioners to help them reach their full professional potential. 

A key learning activity for this module is practical work in which students practise their coaching skills and through peer group learning develop a functional, supportive community of coaching practice.

The whole student group are required to participate in a collaborative, facilitative and supportive manner at each study day.

Through this module, students will develop a wide range of transferable skills relating to the advancement of teaching, learning and assessment in practice and academic settings. Students will be enabled to articulate their understanding of pedagogic research and educational theories and their application to practice−based learning. This module facilitates students to advance their understanding of personal and professional development needs and lead strategic educational developments in the practice arena. Students are supported through tutorials with the module team as either group or individual sessions. Taught sessions will be utilised to offer a forum for professional debate and enquiry and as a means of bolstering personal and professional development in relation to the advancement of clinical skills and knowledge.

The module content will include teaching and learning activities relating to the learning outcomes associated with this module including:

• Enabling effective inter-professional teaching, learning and assessment in practice.
• Reviewing the current national and local educational standards related to education in practice.
• Evaluating pedagogical research and educational theories and their applicability in practice
• Developing and maintaining resilience in practice
• Inclusivity within the learning environment
• Enagaging in active learning and life-long approach to professional development.

The aims of the module are to gain understanding and skills in the legal, professional and ethical issues that inform advanced clinical practice.

This module introduces learners to the role of the Advanced Clinical Practitioner and the content is mapped to the Multiprofessional framework for Advanced Clinical Practice and the 4 pillars: Clinical, Education, Research and Leadership.

You will review and consider:

·         national and international drivers informing advanced practice;

·         examine risk and governance systems in advanced practice;

·         evaluate decision making and communication strategies that inform your practice.

The module requires you to develop both knowledge and skills, with a focus on interpersonal skills, multi-professional relationships and critical awareness of learning for self and others being demonstrated through module activities. 

Students must be able to access supervision in practice over the duration of the module, in order to develop and apply their knowledge, understanding, and skills.

This module is a core element of the MSc Advanced Clinical Practice programme.

The aim of this module is to enable students to develop the knowledge and skills required in undertaking advanced health assessment and clinical examination, including diagnostic indicators, of patients & families in a wide range of clinical healthcare environments.

In these challenging times Health and Care services need to be developed to meet growing demands but with decreasing resources. This course explores models, theories and the evidence base to enable you to identify how to lead change within your service.  

 Content  

In this module students develop their skills and understanding of different methodologies and methods that can be used in healthcare research. Application of these skills will be invaluable to those looking to undertake MSc projects.  

The term "research" is used in its broadest sense to denote any form of inquiry including quantitative research, qualitative research, mixed methods, systematic reviews, literature reviews, audit and service evaluation.  

The module aims to develop the student's knowledge and understanding of research approaches applicable to Health and Social Care. It is designed to advance students' knowledge of research design and data interpretation. There is a focus on the critical appraisal of published evidence, enabling students to appraise research literature and evaluate the relevance to their own clinical practice and in a wider healthcare context.   

This module is suitable for all heath care professionals involved in the care of patients with a cancer diagnosis. Using an inquiry−based approach, students will gather a wide range of evidence and information in order to thoroughly explore the module topics. Through critical evaluation and analysis of the evidence base, they will consolidate their knowledge and understanding of the psychological conditions, methods of assessment and interventions of patients with cancer. 

This module has been developed to support practitioners in their role as educators and assessors. It is suitable for any health or social care professional who has a practice supervisor role and is intended to develop skills in providing education within the practice environment. 

The aim of the module is to develop the appropriate knowledge, understanding and skills to supervise others in their professional learning within the practice setting.

This module explores the application of the skills of mentorship, supervision and teaching within the practice environment. The application of the theories of teaching and learning, models of supervision and learning are explored, identifying evidence and using evidence for best effect.

Teaching sessions and a work-based portfolio will be used to develop the students' understanding of learning and the factors which influence individual learning. These will include learning styles; reflection; facilitating development; creating a learning environment; models of supervision; assessment; evaluation and managing challenges faced by learners in practice. Students will be required to draw upon their practical experience and theoretical knowledge to discuss, develop and evaluate their roles as facilitators of professional development in the work place. In addition to their personal development, all students must be responsible for the development of others over the duration of the module.

The course is delivered by online synchronous teaching sessions:  

Wednesday 27^th March 2025 10-4
Wednesday 10^th April 2025 10- 4
Wednesday 7^th May 2025 10-4
Wednesday 21^st May 2025 10-4
Wednesday 4^th June 2025 10-4
Wednesday 18th June 2025 10-4
Wednesday 2^nd July 2025 10-4
 Wednesday 16^th July 2025 (Assessment) 10-4

This module covers skills in literature searching, information retrieval, and provides the opportunity to use electronic search databases and critical appraisal of evidence. You will be expected to challenge current practice by conducting a literature search and producing critique of a published study. These skills will inform your clinical decision making.

Content: 

Includes the following:

• Understanding of the importance of evidence to inform practice and the impact of the hierarchy of evidence

• Efficient and systematic searching of appropriately identified databases

• Retrieval of research evidence to answer an agreed research question relevant to the student's programme of study

• Development of critical appraisal skills

• Applying the evidence identified to the student's own area of practice

Full time students should have had relevant and recent work experience

Note: no attendance at the University is required. This is an online module. You will need to have access to a computer from between 1230 and 1430 hrs GMT on each of the above dates to access live online taught sessions by academic staff. These sessions will be recorded for repeat viewing but it is better if you participate in person as there will be opportunity to ask questions.

The module leader is Rebecca Penzer-Hick - r.penzer-hick@herts.ac.uk 

Madeleine Flanagan is Programme Lead for MSc Dermatology - m.flanagan@herts.ac.uk and Kathy Radley is Programme Lead for MSc Skin Lesion Management - k.radley@herts.ac.uk

This module is designed for AHP health professionals who want to gain an in depth understanding of a particular subject area in which they have a specific interest and that is not provided through taught modules. There are no specific days when you are required to attend the University. Communication is with an allocated supervisor and arranged to suit your needs.

 This module enables you to explore, reflect upon and develop your learning and skills associated with an aspect of your professional practice. It allows students to negotiate the scope of study to either enhance the depth of knowledge, develop and evaluate practical skills or evidence impact upon learning on personal and professional practice.

 This is a module is tailored to your own area of interest that will enable you to explore, reflect upon and develop your learning and skills associated with an aspect of your professional practice. Guidance is provided throughout the module by an academic supervisor who will enable you to shape the module to your individual needs. 

The topic chosen will be relevant to the student’s professional practice. The choice of topic and learning outcomes will be the subject of negotiation between the student and the academic tutor. The student will be expected to clearly identify the aims, objectives and methodology to be employed in their study as well as the assessment type and format.

Delivery of the module will incorporate independent learning supported by an academic tutor who will guide the student through the module.  Supervision may take place through MS Teams, zoom, telephone or email as agreed by the student and the academic tutor.

The nature of the assessment and the number of elements is dependent upon the topic under study and the learning outcomes identified for the proposed study. You will be expected to negotiate the assessment of the module in conjunction with your supervisor.  

The modules can be studied with any module within the framework and particularly complement the following courses to provide a bespoke area of study: 7HSK2130 Negotiated Learning 2

 You must submit the topic of choice form in the downloads section on this page with your application.

This negotiated learning module is facilitated by academic tutors with experience in this area. You will be supported throughout the period of study. 

If you are not sure which is the most suitable option, we will be happy to advise you.  

The aim of the course is to help you critically evaluate the role that contemporary imaging plays in the diagnosis, staging and management of cancer with specific reference to radiotherapy.

The module is designed to enable you to advance your knowledge and understanding of a range of imaging modalities and their use in the management of cancer. You will study a range of equipment and imaging techniques and reflect on their use with respect to your own clinical practice. Topics typically include: imaging modalities used in cancer staging and diagnosis. Radiotherapy imaging practices in localisation, verification and treatment.

This distance learning module can be studied on its own or as a module on the following educational pathways:

MSc / Pg. Dip / Pg Cert Advanced RT and Oncology Practice ·

MSc Advanced Practice 

Pg Cert in Imaging for Radiotherapy

This module is aimed at all registered and practicing nurses or midwives, and allied health and social care professionals.

This module evaluates and applies established theories and models relevant to decision making in the context of health and social care. These are drawn from a wide variety of disciplines including clinical reasoning, philosophy and ethics, legal frameworks, Service User involvement, Inter-professional and Values Based Decision Making. Throughout, students will develop their critical thinking skills, with an emphasis on applying their learning to decision making in the students’ own health and social care context.

The module will comprise of theoretical lectures, workshops, tutorials and seminar sessions to facilitate the development of the fundamental knowledge, understanding and skills underpinning the roles and responsibilities of coaching and its application within leadership.

The development of knowledge, skills, confidence and competence to select and apply a range of coaching skills within leadership practice.

Emphasis will be placed on how the skills of the professional leader may be utilised to coach peer practitioners to help them reach their full professional potential. 

A key learning activity for this module is practical work in which students practise their coaching skills and through peer group learning develop a functional, supportive community of coaching practice.

The whole student group are required to participate in a collaborative, facilitative and supportive manner at each study day.

The aims of the module are to gain understanding and skills in the legal, professional and ethical issues that inform advanced clinical practice.

This module introduces learners to the role of the Advanced Clinical Practitioner and the content is mapped to the Multiprofessional framework for Advanced Clinical Practice and the 4 pillars: Clinical, Education, Research and Leadership.

You will review and consider:

·         national and international drivers informing advanced practice;

·         examine risk and governance systems in advanced practice;

·         evaluate decision making and communication strategies that inform your practice.

The module requires you to develop both knowledge and skills, with a focus on interpersonal skills, multi-professional relationships and critical awareness of learning for self and others being demonstrated through module activities. 

Students must be able to access supervision in practice over the duration of the module, in order to develop and apply their knowledge, understanding, and skills.

This module is a core element of the MSc Advanced Clinical Practice programme.

The aim of this module is to enable students to develop the knowledge and skills required in undertaking advanced health assessment and clinical examination, including diagnostic indicators, of patients & families in a wide range of clinical healthcare environments.

In these challenging times Health and Care services need to be developed to meet growing demands but with decreasing resources. This course explores models, theories and the evidence base to enable you to identify how to lead change within your service.  

Delivery of the module will embody the Herts learning principles. You should be available to attend all days as advertised. 

This course is designed for health care professionals who are interested in the principles of ultrasound reporting. It is a compulsory module within the Medical Ultrasound programme. 

This module forms part of a medical ultrasound programme which is accredited by Consortium for the Accreditation of Sonographic Education (CASE) 

The course is facilitated by university staff and external lecturers.

Course aims 

The course aims to enable student to evaluate the fundamental principles used in reporting ultrasound images 

This module provides the core skills required to consider the broader mangement and legal issues surrounding the topic of clinical reporting. Students will conceptualise the process of decision making around the ethical and legal issues that underpin clinical reporting. Students will develop their verbal and written communication skills.

Content 

On completion of the module students will typically be able to:

• Critically review and analyse the ethical and legal requirements of clinical reporting and the impact on patient management. 
• Critically analyse and apply the principles of clinical reporting in relation to the structure and significance of information given in a formal clinical report. 

In this module students develop their skills and understanding of different methodologies and methods that can be used in healthcare research. Application of these skills will be invaluable to those looking to undertake MSc projects.  

The term "research" is used in its broadest sense to denote any form of inquiry including quantitative research, qualitative research, mixed methods, systematic reviews, literature reviews, audit and service evaluation.  

The module aims to develop the student's knowledge and understanding of research approaches applicable to Health and Social Care. It is designed to advance students' knowledge of research design and data interpretation. There is a focus on the critical appraisal of published evidence, enabling students to appraise research literature and evaluate the relevance to their own clinical practice and in a wider healthcare context.   

On completion of the module students will typically:

• Have a comprehensive understanding of ultrasound image production and optimisation
• Have a comprehensive understanding of the range of scanning equipment currently available in order to justify and critically evaluate its use in medical ultrasound examinations.
• Have a comprehensive understanding of possible bioeffects and safety measures.
• Have knowledge of the Doppler effect and its applications.
• Be able to critically evaluate the principles of diagnostic ultrasound imaging and be able to utilise the information and knowledge to practice in a safe and competent manner.

This module forms part of a medical ultrasound programme which is accredited by Consortium for the Accreditation of Sonographic Education (CASE)

This course aims to enable students to apply the scientific principles underpinning safe clinical practice to diagnostic ultrasound imaging. The cou

Delivery of the module will embody the Herts learning principles. You should be available to attend all days as advertised. 

This module is designed for health care professionals particularly radiographers, who wish to develop the necessary clinical and evaluative skills for the competent performance and accurate reporting of relevant abdominal and general ultrasound examinations. The module is taken in combination with Ultrasound Image Production & Optimisation and Principles of Ultrasound Reporting in order to achieve an ultrasound qualification. It may only be studied as a standalone module by qualified sonographers who have not previously studied abdominal ultrasound.

The module is facilitated by University staff and external lecturers.

Delivery of the course incorporates blended learning which aims to combine practical, simulation and classroom-based learning.

On completion of the module students will typically:

• Be able to demonstrate a depth of knowledge and critical understanding of the anatomy, physiology, pathology of the relevant abdominal and general structures

• Have a comprehensive understanding of techniques applicable for ultrasound investigation of normal and abnormal relevant abdominal and general structures

• Demonstrate critical awareness in synthesising clinical information and evaluative skills for the competent performance of ultrasound examinations of the relevant abdominal and general structures

• Demonstrate a range of advanced communication and decision-making skills and engage confidently in academic and professional communication appropriate to their professional practice.

• Demonstrate technical expertise in competently performing relevant abdominal and general ultrasound examinations with precision and effectiveness.

Delivery of the module will embody the Herts learning principles. You should be available to attend all days as advertised. 

This module is designed for health care professionals particularly radiographers, midwives and nurses who wish to develop the necessary clinical and evaluative skills for the competent performance and accurate reporting of female pelvic ultrasound examinations. The module is taken in combination with Ultrasound Image Production & Optimisation and Principles of Ultrasound Reporting in order to achieve an ultrasound qualification. It may only be studied as a standalone course by qualified sonographers who have not previously studied Gynaecological ultrasound.

On completion of the module students will typically:

• Be able to demonstrate a depth of knowledge and critical understanding of the anatomy, physiology, pathology of the female pelvis.
• Have a comprehensive understanding of techniques applicable for ultrasound investigation of normal and abnormal female pelvis.
• Demonstrate critical awareness in synthesising clinical information and evaluative skills for the competent performance of ultrasound examinations of the female pelvis
• Demonstrate a range of advanced communication and decision-making skills and engage confidently in academic and professional communication appropriate to their professional practice.
• Demonstrate technical expertise in competently performing female pelvic ultrasound examinations with precision and effectiveness.

This module forms part of a medical ultrasound programme which is accredited by Consortium for the Accreditation of Sonographic Education (CASE)

This course aims to enable students to develop the necessary clinical and evaluative skills for the competent performance and accurate reporting of female pelvic ultrasound examinations. 

Delivery of the module will embody the Herts learning principles. You should be available to attend all days as advertised. 

This course is designed for health care professionals particularly radiographers, midwives and nurses who wish to develop the necessary clinical and evaluative skills for the competent performance and accurate reporting of obstetric ultrasound examinations. The course is taken in combination with Ultrasound Image Production & Optimisation and Principles of Ultrasound Reporting in order to achieve an ultrasound qualification. It may only be studied as a standalone course by qualified sonographers who have not previously studied Obstetric ultrasound. 

This module forms part of a medical ultrasound programme which is accredited by Consortium for the Accreditation of Sonographic Education (CASE) 

Course aims 

This course aims to enable students to develop the necessary clinical and evaluative skills for the competent performance and accurate reporting of obstetric ultrasound examinations. 

Course Notes

The course is facilitated by University staff and external lecturers. Delivery of the course incorporates blended learning which aims to combine practical, simulation and classroom-based learning.

Content 

On completion of the module students will typically: 

• Be able to demonstrate a depth of knowledge and critical understanding of normal and abnormal pregnancy from conception to birth including maternal complications and common fetal developmental anomalies that may arise during pregnancy.
• Have a comprehensive understanding of techniques applicable for ultrasound investigation of normal and abnormal pregnancy from conception to birth including maternal complications and common fetal developmental anomalies that may arise during pregnancy.
• Demonstrate critical awareness in synthesising clinical information and evaluative skills for the competent performance of ultrasound examinations of the pregnant uterus and related abdominal and pelvic structures.
• Demonstrate a range of advanced communication and decision-making skills and engage confidently in academic and professional communication appropriate to their professional practice.
• Demonstrate technical expertise in competently performing obstetric ultrasound examinations with precision and effectiveness. 

This module is aimed at all registered and practicing nurses or midwives, and allied health and social care professionals.

This module evaluates and applies established theories and models relevant to decision making in the context of health and social care. These are drawn from a wide variety of disciplines including clinical reasoning, philosophy and ethics, legal frameworks, Service User involvement, Inter-professional and Values Based Decision Making. Throughout, students will develop their critical thinking skills, with an emphasis on applying their learning to decision making in the students’ own health and social care context.

The module will comprise of theoretical lectures, workshops, tutorials and seminar sessions to facilitate the development of the fundamental knowledge, understanding and skills underpinning the roles and responsibilities of coaching and its application within leadership.

The development of knowledge, skills, confidence and competence to select and apply a range of coaching skills within leadership practice.

Emphasis will be placed on how the skills of the professional leader may be utilised to coach peer practitioners to help them reach their full professional potential. 

A key learning activity for this module is practical work in which students practise their coaching skills and through peer group learning develop a functional, supportive community of coaching practice.

The whole student group are required to participate in a collaborative, facilitative and supportive manner at each study day.

The aims of the module are to gain understanding and skills in the legal, professional and ethical issues that inform advanced clinical practice.

This module introduces learners to the role of the Advanced Clinical Practitioner and the content is mapped to the Multiprofessional framework for Advanced Clinical Practice and the 4 pillars: Clinical, Education, Research and Leadership.

You will review and consider:

·         national and international drivers informing advanced practice;

·         examine risk and governance systems in advanced practice;

·         evaluate decision making and communication strategies that inform your practice.

The module requires you to develop both knowledge and skills, with a focus on interpersonal skills, multi-professional relationships and critical awareness of learning for self and others being demonstrated through module activities. 

Students must be able to access supervision in practice over the duration of the module, in order to develop and apply their knowledge, understanding, and skills.

This module is a core element of the MSc Advanced Clinical Practice programme.

The aim of this module is to enable students to develop the knowledge and skills required in undertaking advanced health assessment and clinical examination, including diagnostic indicators, of patients & families in a wide range of clinical healthcare environments.

In these challenging times Health and Care services need to be developed to meet growing demands but with decreasing resources. This course explores models, theories and the evidence base to enable you to identify how to lead change within your service.  

In this module students develop their skills and understanding of different methodologies and methods that can be used in healthcare research. Application of these skills will be invaluable to those looking to undertake MSc projects.  

The term "research" is used in its broadest sense to denote any form of inquiry including quantitative research, qualitative research, mixed methods, systematic reviews, literature reviews, audit and service evaluation.  

The module aims to develop the student's knowledge and understanding of research approaches applicable to Health and Social Care. It is designed to advance students' knowledge of research design and data interpretation. There is a focus on the critical appraisal of published evidence, enabling students to appraise research literature and evaluate the relevance to their own clinical practice and in a wider healthcare context.   

This module covers the core skills to equip students with the knowledge and attributes for the interpretation of radiographic images. Students will be encouraged to apply the principles to manage and independently report complex caseloads autonomously and within their scope of practice.

Current and emerging standards relating to the role of the reporting radiographer will be discussed. The content will typically include pattern recognition, report structure to provide interpretive and actionable reports for musculoskeletal plain film imaging. Professional responsibilities such as reflection, engagement with quality assurance procedures and engagement within research and education to develop into an advanced practitioner will be discussed. Understanding of an individual’s scope of practice and recognition of the standards and guidance associated with clinical radiographic reporting are vital aspects that will be discussed to underpin a student’s understanding of the legal issues surrounding this role. Organisational issues such as quality assurance, audit and engaging in inter-professional team working, education and research will also be discussed.

Delivery of the module will embody the Herts learning principles – using a blended and flexible learning approach. You should be available to attend all days as advertised.

The module is facilitated by Selina Fowlder and involves both University and External Lecturers.

This module is suitable for all heath care professionals involved in the care of patients with a cancer diagnosis. Using an inquiry−based approach, students will gather a wide range of evidence and information in order to thoroughly explore the module topics. Through critical evaluation and analysis of the evidence base, they will consolidate their knowledge and understanding of the psychological conditions, methods of assessment and interventions of patients with cancer.