• For Entry: January | September
  • Duration: 42 months
  • School: Nursing & Health Sciences
  • Study Mode: Part Time+Distance Learning

The MSc Nursing is a flexible award, tailored to your needs with learning focused on practice. For ambitious and enquiring nurses who want to study further.

TEF Gold - Teaching Excellence Framework

This is an exciting programme designed to offer postgraduate education of nurses in a range of clinical environments and geographical contexts. It meets the needs of both UK based and international nurses and offers a range of clinically relevant named awards at Certificate, Diploma and Master's level. The programme is invaluable for all nurses who want to develop excellence and share good practice.

QS logo
Ranked in the Top 100
Universities for Nursing
(QS World University Rankings
by Subject 2018
)

This exciting programme offers nurses working in a range of clinical environments and geographical contexts opportunities to develop personally and professionally. The programme has been designed to meet the needs of both UK based and international nurses and can be studied at Certificate, Diploma and Master's level depending on your needs. The programme is invaluable for all nurses who want to develop excellence and share good practice.

There are two intakes per year, September and January and the programme is delivered on a modular basis over a period of 3 and half years. You will undertake four taught modules that will expand your thinking and expertise in current and clinically focused topics.  These are followed by a research based dissertation. 

Over the first two years of the programme you will study a module each semester (September and January). You will study a core module for the programme, one of six professional modules, one of two research modules and a final module from our portfolio. Students can exit after the first year (2 modules) with a Postgraduate Certificate or at the end of the second year (4 modules) with a Postgraduate Diploma.  For students completing the MSc, in the final year you will work on the dissertation module with a supervisor.  There are two options: a small research project or an evidence review.

We have an international reputation for providing flexible programmes designed to offer a student-centred approach to postgraduate education. Most programmes are offered on a part-time basis and delivered through high quality online distance learning. A small number of modules are also delivered partly face-to-face for locally based students.

 

Cohort Graduates Continuing students Withdrawn
2013/14 Cohort
Master of Nursing
83% * - 17%
2014/15 Cohort
MSc Nursing
9% ** 69% 22%
2015/16 Cohort
MSc Nursing
3% *** 87% 10%

*PG Diploma/MN

**PG Certificate / Diploma

***PG Certificate

As of September 2017

I would highly recommend the MSc Nursing (Clinical Practice) award to any nurse wishing to extend their clinical role. I was well supported by a medical supervisor who really stretched my clinical thinking and allowed my to apply the theory to practice. Having a greater depth of clinical knowledge helps in daily conversations I have with patients and their relatives when discussing clinical diagnosis, investigations or disease management plan options.

Margaret Swankie
Advanced Nurse Practitioner

Teaching Excellence Framework (TEF)

The University of Dundee has been given a Gold award – the highest possible rating – in the 2017 Teaching Excellence Framework (TEF).

Read more about the Teaching Excellence Framework

TEF Gold - Teaching Excellence Framework

This course is accredited by the Accreditation Commission for Education in Nursing (ACEN)

ACEN logo

How you will be taught

The programme is mainly delivered online using the University of Dundee virtual learning environment, My Dundee. We use approaches such as:

  • online content including video
  • discussion boards and web conferences
  • web based activities and quizzes.

Some modules are delivered in a blended format and these are limited to local students. There is no requirement to come to the University to study with us and an online induction is provided to all students.

How you will be assessed

The programme is assessed using a variety of traditional and more innovative approaches. Depending on your module choice you may be assessed by:

  • essays and reports
  • portfolio
  • research proposal
  • exams
  • assessed online activities such as debates and team work
  • research-based dissertation

What you will study (full time)

Module choices vary according to the award.

 CoreOptionalProfessionalPathwayResearchDissertation

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MSc

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Core module

SCQF Level: 11
SCQF Credits: 30
Total student effort:  300 hours

Delivery details

The module is intended to be interactive and supportive, allowing you the opportunity to share ideas, knowledge and experience and to discuss and debate ethical issues, promoting professional dialogue across professional, geographical and cultural boundaries. You will engage in discussions and debate on pre-set topics and exercises provided by the module team. To facilitate this, you will have access to journal articles that will be available as part of the resources provided. The learning material including all resources is delivered online via My Dundee.

Module aims

To enable you to analyse ethical issues related to your professional practice, engage in informed decision-making and develop moral sensitivity that you can then impact on your future health care practice.

Module overview

Intended learning outcomes

By the end of this module you should be able to :

  1. Evaluate critically, classic ethical and moral philosophy.
  2. Using a recognised framework to evaluate various ethical issues that arise in the delivery of health care in your area of practice.
  3. Apply an appropriate analytical framework to evaluate critically, competing ethical challenges within your workplace.
  4. Analyse critically, the ethical issues involved in individual and collective decision-making processes.

Defend with sound rationale ethical judgments about right and wrong action or policy in the face of competing ethical judgments.

Indicative content:

You will be encouraged to critically appraise ethical frameworks as codified as duties in comparison to an internal moral code as espoused through moral courage.

This will be achieved through studying a range of clinical case-based scenarios based on contemporary challenges in current practice. The following topic areas will be addressed:

  • Virtue Ethics
  • Ethical Principles
  • Duty Based Ethics
  • Moral Sensitivity
  • Moral Courage

Key concepts in healthcare law; Autonomy, Accountability, Informed Consent, and Duty of Care.

Frameworks will be used to facilitate this critical analysis e.g. Courage, Obligations to honour, Danger management and Expression and action through negotiation (CODE); or Situation, Background, Assessment and Recommendation (SBAR).

Assessment strategy

 4,500 word essay. You will explore and analyse an ethical issue relating to their sphere of professional practice. This will address all of the module learning outcomes.

Module requirements

Educated to first degree level or equivalent. 

Further information

For more information please contact the module leader Dr Gordon Maclaren g.maclaren@dundee.ac.uk

Research core

SCQF Level:  11 (Masters level)
SCQF Credits:  30
Total student effort:  300 hours

Target Audience

Any health and social care practitioner focused on developing their knowledge and skills in research

Mode of Delivery

Blended delivery: E-learning and one-to-one supervision

The module is delivered online via My Dundee with supervisory support on a one-to-one basis. The module discussion boards will provide an opportunity for students to share information with each other as well as receive support from the module team; Supervisory support will be in the form of online discussion, email, Adobe Pro Connect and/or telephone.

Module Aim(s)

This module allows you to explore healthcare research and evaluation in your own context. This will include as an example critical appraisal skills and consideration of the spectrum of evidence available in healthcare. This will then lead into various study designs which will include traditional approaches to research, evaluation methodologies and the importance of rigor. You will then move on to consider for example sampling, data collection tools approaches to data analysis and statistics. The final stage of this module will be to consider research and evaluation in practice.

Module Overview

This module is designed to support students wishing to learn and advance their research knowledge and skills to facilitate the application of such skills in practice.

Assessment Strategy

Formative assessment

By the end of week three, students are required to submit an outline (no more than one-two sides of A4) detailing the context of the defined practice issue or problem and a specific and focused research question

Summative assessment

In 4500 words identify and justify an ethical research design to answer a specific and focused research question.

Module Requirements

Educated to relevant first degree level or equivalent. Students are required to have access to a computer with broadband internet access.

SCQF Level: 11 (Masters level)
SCQF Credits: 30
Total student effort: 300 hours
 

Target Audience

This is a core module for the Masters Framework. It will also be useful to any health or social care practitioners who wish to develop their skills of critical evaluation of evidence.

Mode of Delivery

This module is delivered entirely online through My Dundee (the University virtual learning environment). All materials are provided through this medium. E-learning offers students easy access to web resources and documents needed for their studies, as well as facilitating discussions and the exchange of ideas with fellow students and tutors. Anyone with access to the internet and basic IT skills will be able to use My Dundee.

Module Aim(s)

The aim of this module is to enable students to develop critical appraisal skills so that they may undertake rigorous evaluation of evidence and relate this to practice.

Module Overview

The module will enable students to:

  • Critique the nature of the evidence base in relation to practice
  • Develop and evaluate information gathering strategies
  • Evaluate critically the quality of the evidence base underpinning practice
  • The indicative content includes:
    • Hierarchies of evidence
    • Developing questions
    • Information gathering strategies
    • Critical appraisal tools
    • Reviewing evidence

Assessment Strategy

'Mini review' of the literature (4500 words).

Module Requirements

Educated to relevant first degree level or equivalent. Students are required to have access to a computer with broadband internet access.

Student Reviews

Students undertaking this module report that their skills in formulating questions, retrieving and analysing evidence have improved significantly. This has enhanced their experience of other Masters modules, including the dissertation module.

 

Professional core

This module forms part of the MSc Advanced Practice. It can be taken as an option or stand-alone module. (£1,200)
 
SCQF Level: 11 (Masters level)
SCQF Credits: 30
Total student effort: 300 hours
 

Target audience

Nurse /midwife/specialist community public health nurses who meet the NMC entry criteria for eligibility to undertake the module. Physiotherapists, radiographers and chiropodists/podiatrists who meet the HCPC entry criteria for eligibility to undertake the module.

Mode of delivery

There are 26 days of theoretical content delivered over one semester. University attendance is required for 11 days and the remaining 15 days equivalent is available online. In addition, students are required to log 78 hours (12 days) of learning in practice to achieve prescribing competencies. These are ratified by the designated medical practitioner.

Module aims

To prepare nurses, midwives and specialist community public health nurses, physiotherapists and podiatrists,  to prescribe safely, appropriately and cost effectively as independent and supplementary prescribers and radiographers to prescribe safely, appropriately and cost effectively as supplementary prescribers.

Module overview

  • Consultation, decision-making and therapy including referral
  • Influences on and psychology of prescribing
  • Prescribing in a team context / Prescribing in the public health context
  • Clinical pharmacology including the effects of co-morbidity
  • Evidence-based practice and clinical governance in relation to non- medical prescribing
  • Legal, policy and ethical aspects /Professional accountability and responsibility

Assessment Strategy

  1. Learning in practice portfolio demonstrating achievement of NMC prescribing competencies confirmed by Designated Medical Practitioner (DMP) and completion of 12 days learning in practice
  2. Systematic and detailed examination of practice – assessment of consultation skills by the DMP
  3. Written examination - Pharmacology (80% pass mark) / Numeracy (100% pass mark)

Module requirements

Educated to relevant first degree level or equivalent. Students are required to have access to a computer with broadband internet access. The applicant must have the support of their employer and a Designated Medical Practitioner who will facilitate learning in practice and assess prescribing competence. The NMC requires employers to appraise nurse /midwife applicants as suitable to prescribe in their clinical field. This includes competence in history taking, assessment, diagnosis and ability to apply prescribing principles.

Student Reviews

Comments from students from the Non-medical Prescribing Module:

"I have a greater understanding of medicine management and pharmacology."

"Assignments throughout the module kept me focused and contributed towards my portfolio."

"It made me evaluate my professional practice and gave focus to my professional practice."

 

This module is a professional module as part of our MSc Programmes and can also be taken as a stand-alone module.

SCQF Level: 11 (Masters level)
SCQF Credits: 30
Total student effort: 300 hours

Target Audience

Health and social care practitioners interested in expanding their understanding and application of leadership capabilities within contemporary care settings.

Mode of Delivery

This module is delivered entirely online through My Dundee (the University virtual learning environment). All materials are provided through this medium. E-learning offers students’ easy access to web resources and documents needed for their studies, as well as facilitating discussions and the exchange of ideas with fellow students and tutors. Anyone with access to the internet and basic IT skills will be able to use My Dundee.

Module Aim(s)

This module encourages students to examine relationships between politics, power and leadership within an organisational setting. Additionally, the module will focus on uncovering and developing the students’ awareness and regulation of their own and others’ leadership qualities within the context of their practice, and engage them in an outward looking analysis of their organisation.

Module Overview

Modular content includes:

  • Critical analysis of the concept of leadership in today’s society.
  • Experiential exploration of internal individual influences as well as external influences that impact on leadership personally and globally.
  • Critical evaluation of the dynamics of leadership and management in the student’s organisation.
  • Constructive evaluation of the strengths and weaknesses of personal leadership behaviour.
  • Critical examination of the individual’s leadership contribution in relation to management of change.

Assessment Strategy

Organisational analysis together with reflective account and consequent personal and professional development plan (4,500 words)

Module Requirements

Educated to relevant first degree level or equivalent. Students are required to have access to a computer with broadband internet access.

Student Reviews

Learners undertaking this module have reported gaining significantly improved understandings of the organisations in which they work, wider understandings of strategic issues relating to leadership and improved insight into their personal leadership capabilities and development areas.

Module code: PN50113
SCQF Level: 11 (Masters level)
SCQF Credits: 30
Total student effort: 300 hours


Target Audience

Nurses, Midwives, and Allied Health Professionals (AHPs) with an interest in Practice Education.

Mode of Delivery

Distance via e-learning with option of synchronous and asynchronous discussion boards

Module Aim(s)

To promote exploration of the role of the practice teacher within the wider context of the education of nurses, midwives and allied healthcare professionals.
To foster expertise in the critique and application of teaching, learning, assessment and evaluation strategies in the practice setting.

Module Overview

Within the module students will review critically local and national education strategies that impact on learning and teaching in the practice setting. There will be an exploration and critical appraisal of educational approaches and their application to the practice setting as a learning environment. The concept of assessment will be analysed and the methods applied to the practice setting.

Assessment Strategy

Assignment of a maximum of 4.500 words.

Module Requirements

Educated to relevant first degree level or equivalent. Students are required to have access to a computer with broadband internet access.

SCQF Level: 11
SCQF Credits: 30
Total student effort: 300 hours

Delivery details

The module is delivered entirely online and a facilitative approach to learning and teaching is adopted through the use of Blackboard, the e-learning environment supported by the University of Dundee.

Module aims

The aims of the module are to enable participants to:

  • Critically evaluate the concept of quality and clinical governance and appraise its impact on the delivery of safe, effective and person-centred care.

Optimise their contribution to driving forward the quality and clinical governance agenda.

Module overview

Intended learning outcomes

On completion of the module, you will be able to:

Knowledge and Understanding

  1. Examine critically, the national and international drivers for and the context within which the quality and clinical governance agenda was developed.
  2. Critically evaluate how culture and infrastructure impacts on the delivery of high quality health services at individual, team and organisational levels.
  3. Compare and contrast the effectiveness of different approaches to achieving high quality, patient-centred care and best value in healthcare delivery.
  4. Examine and debate the concepts of sustainability and future proofing in relation to the quality and clinical governance agenda. 

Subject-specific practical and intellectual skills and attributes

  1. Examine critically, the national and international drivers for and the context within which the quality and clinical governance agenda was developed.
  2. Critically evaluate how culture and infrastructure impacts on the delivery of high quality health services at individual, team and organisational levels.
  3. Compare and contrast the effectiveness of different approaches to achieving high quality, patient-centred care and best value in healthcare delivery.
  4. Examine and debate the concepts of sustainability and future proofing in relation to the quality and clinical governance agenda.

Indicative content

Unit 1: Introducing Quality and Clinical Governance

  • The concept of quality
  • Definition of clinical governance
  • Drivers for introduction of and continued emphasis on clinical governance 
  • Implementing the quality and clinical governance agenda

Unit 2: The Culture Supporting Clinical Governance

  • Organisational culture
  • Culture required for clinical governance.
  • The influence of sub-cultures on the delivery of high quality services
  • Measuring culture

Unit 3: Approaches to Quality Improvement

  • Exploration of the concepts of quality improvement and quality assurance 
  • Improving the quality of our services
  • Monitoring quality
  • Person-centredness as a key theme in quality and clinical governance

Unit 4: Sustaining Quality and Clinical Governance

  • Exploration of the impact of clinical governance

Final analysis of the need for good governance and whether clinical governance systems are working

Assessment strategy

Online debate (33%)

Active participation in an online debate about a specific theme within the module. Topics may change and will include issues such as the debate between the importance of quality assurance and quality improvement. 1500 word-equivalent.

Essay (67%)

You will undertake a 3000 word critique of the culture within their area of work and the extent to which it supports the implementation of clinical governance. This will provide a critical analysis of the subject area and will address all the module learning outcomes.

This module is one of the professional core modules for the postgraduate framework and a pathway core module for the Leadership, Quality and Governance pathway.
 
SCQF Level: 11 (Masters level)
SCQF Credits: 30
Total student effort: 300 hours
 

Target Audience

Risk and patient safety are undeniably high on the quality agenda on a worldwide basis and there is a demand, especially within health care, for practitioners to have a good understanding of this subject area. This module is therefore applicable to all local, national and international healthcare professionals including nurses, midwives, medical staff and allied health professionals. The module is also suitable for non-clinical staff working within the health service, particularly risk management, patient safety, quality and clinical governance support staff. Due to the broad appeal of this module, it has been identified as a professional core module for the postgraduate programme as well as one of the three cores for the Leadership, Quality and Governance pathway.

Delivery Details

This module is delivered entirely online through My Dundee (the University virtual learning environment). All materials are provided through this medium. E-learning offers students easy access to web resources and documents needed for their studies, as well as facilitating discussions and the exchange of ideas with fellow students and tutors. Anyone with access to the internet and basic IT skills will be able to use My Dundee.

Module Aim

To provide students with the opportunity to develop their understanding of the relationship between risk management and patient safety and to apply this in the context of a framework for assuring high quality care.

Module Overview

The module addresses the ever-increasing worldwide emphasis on quality and safety and incorporates some more contemporary issues in relation to the influences on the delivery of safe care, such as human factors science and reliability theory. The module comprises four units:

Unit 1: The Emergence of Risk and Patient Safety

  • Historical and current context/drivers for risk and patient safety
  • Definitions of risk management and patient safety and their mutual relationship
  • Safety as a key dimension of quality

Unit 2: The Principles of Managing Risk and Patient Safety

  • A systems approach to managing risk and patient safety
  • The concept of systems reliability
  • Cultural influences on risk and patient safety 

Unit 3: The Influence of Human Factors on Patient Safety

  • The concept of human factors science
  • Exploration of a range of human factors and their impact on safety 
  • Embedding patient safety through team based working

Unit 4: Approaches to Managing Risk and Patient Safety

  • National and international patient safety programmes and approaches
  • Local structures and systems for managing risk and patient safety
  • Identification of local tools and techniques for managing risk and patient safety

Assessment Strategy

There are 2 parts to the module assessment:

  1. Assessment of each student’s participation in an online debate about a key theme from the module content
  2. 3000 word critique of an existing tool supporting the management of risk and/or patient safety from the student’s own area of practice 

The debate runs for a couple of weeks in the middle of the module and there is a mandatory requirement for good input into the discussions during that time. The essay is submitted at the end of the module.  

Module Requirements

Prior to undertaking this module students must be educated to degree level or equivalent. They must also have access to a computer and internet (preferably broadband) and have basic IT skills

SCQF Level: 11 (Masters level)
SCQF Credits:  30
Total student effort: 300 hours
 

Target Audience

All health and social care staff involved in the development of practice.

Mode of Delivery

The module is supported by My Dundee - the university's virtual learning environment. E-learning offers students easy access to web resources and documents needed for their studies, as well as facilitating discussions and the exchange of ideas with fellow students and tutors. Anyone with access to the internet and basic IT skills will be able to use My Dundee.

Module Aim(s)

This module aims at allowing students the opportunity to advance practice through the development of a unique study relevant to their sphere of professional practice.

Module Overview

The module is primarily self-directed with the student supported by a tripartite team of academic and clinical staff. The student negotiates a learning contract which identifies what it is they intend to learn about and the evidence they will provide that demonstrates this learning has taken place. The module is thus flexible in enabling students to pursue areas of individual interest, facilitating the development of advanced practice by allowing students the opportunity to engage with issues at the cutting edge of practice. Students will demonstrate critical engagement with the selected topic by using reflection to develop critical awareness of their learning needs, critically appraising various sources of evidence, synthesising available evidence to create new meanings and disseminating their findings to an appropriate audience.

Assessment Strategy

  • 3,000 word assignment, the format and content to be negotiated with the academic support team
  • 1,500 word reflective summary and folder of evidence

Module Requirements

Educated to relevant first degree level or equivalent. Students are required to have access to a computer with broadband internet access.

 

Dissertation

This is the MSc Dissertation module.
 
SCQF Level: 11 (Masters level)
SCQF Credits: 60
Total student effort: 600 hours
 

Target Audience

This programme is targeted at professionals who work in health and social care who wish to extend their knowledge and understanding in relation to their own setting.

Mode of Delivery

This module is delivered online through My Dundee (the University virtual learning environment). Anyone with access to the internet and basic IT skills will be able to use My Dundee. You will also have the opportunity to link with your fellow students using customised discussion boards on My Dundee. You will also have a dissertation supervisor appointed.

Module Aim(s)

The aim of this module is for you to identify a specific topic or area of interest, carry out the research process and formally communicate why you chose the topic, the research design and results of the research

Module Overview

The dissertation involves

  • formulating an appropriate research project in conjunction with your supervisor
  • choosing and applying a method of enquiry and carrying out the research
  • relating the work to existing knowledge on the topic
  • producing a dissertation to specifications provided by the University.

Assessment Strategy

You will produce with supervision a 20,000 word dissertation that is terms of the identified topic area. Criteria used to evaluate the work are
Analytical ability and critical analysis, Communication skills, Knowledge and command of inquiry strategies and subject area. Impartiality and balance in argument and inference. Sharpness and appropriateness of judgments. Competence and commitment in developing theory from practice. Logic of the study. Suitability of the target group. Identification of an appropriate and systematic search of the literature. Wider reading and review of the literature with appropriate referencing. Reflection on the process to be self critical.

Module Requirements

You will require to have completed all relevant modules for your programme prior to progressing to dissertation.

 

Our MSc portfolio is designed to support students in achieving their career aspirations beyond their initial roles. While almost all of our students are already in professional roles, students who have completed our masters programmes in the past have gone on into management and other promoted posts as well as specialist roles such as hospital at night and clinical governance leads.

The core requirements of research and professional modules within the programmes ensure that graduates are equipped with a range of key transferable skills that promote excellence, innovation and leadership in practice. Our aim is to help students become the leaders and experts of the future in health and social care, to be adaptable, confident and challenging in their approach, and to become the change agents in their professions.

You'll normally need to have a degree or equivalent and work in a health or social care related area. We operate a flexible Recognition for Prior Learning (RPL) system by which students who do not have a degree may be eligible for entry.

 EU and International qualifications


English Language Requirement

IELTS Overall 6.5
Listening 6.0
Reading 6.0
Writing 6.0
Speaking 6.0

 Equivalent grades from other test providers

 

English Language Programmes

We offer Pre-Sessional and Foundation Programme(s) throughout the year. These are designed to prepare you for university study in the UK when you have not yet met the language requirements for direct entry onto a degree programme.

 Discover our English Language Programmes

Home fees 2018-19
Non EU fees 2018-19
30 credit module £1,150 30 credit module £2,700
60 credit module £2,300  60 credit module £5,400
Dissertation £2,300  Dissertation £5,400

Fees are charged on a per module basis. In many cases they can be paid in full or by instalments.

Your employer may be willing to cover all or part of these fees as part of a staff development programme 

Recognition for Prior Experiential Learning

£100
Recognition for Prior Credited Learning £100 per 10 credits

All prices are subject to an annual review. 

You apply for this course via the UCAS Postgraduate website which is free of charge. You can check the progress of your application online and you can also make multiple applications.

You'll need to upload relevant documents as part of your application. Please read the how to apply page before you apply to find out about what you'll need.

  Degree Course code
Apply nowNursing MScP060275
Apply nowNursing PGDipP060327
Apply nowNursing PGCertP060319

Course Contact

Pauline Horton
Nursing and Health Sciences
nursing-health-postqualifying@dundee.ac.uk
+44 (0)1382 388544

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