This module facilitates role expansion of individuals working in acute care, mental health and primary care settings. Accordingly, this module is practice-based and the development of clinical skills is guided by a clinical preceptor who is an expert in the student's clinical speciality. Underpinning theoretical knowledge is developed through classroom contact.

Content includes; Exploration of the concept of advanced practice; working with clinical guidelines and protocols; accountability and legal aspects of expanded role; ethical issues in advanced practice; critical reflection on issues arising from expanding practice roles; critical appraisal of evidence for best practice; portfolio development.

Independent learning which includes clinical practice accounts for the majority of time for this module - 258 hours. Supervised clinical practice by the student's preceptor will promote an individualised pathway. The student will negotiate clinical goals and formulate action plans to achieve their success. Use of the goal/action/planning process will act as a vehicle to structure clinical learning and assessment.

Structure of the module over three terms allows for clinical skill development that is critically informed by theoretical knowledge. Theoretical knowledge is developed to inform clinical learning in a variety of ways. Firstly, through exploration, analysis and evaluation of existing knowledge for advanced clinical practice, secondly through sharing, discussion and dissemination of knowledge during seminar activities, thirdly through interactive workshops and finally, through group and individual tutorial support. Personal knowledge will be enhanced through critical reflective enquiry that helps the student to develop altered perspectives on aspects of their expanding clinical role.

Clinical practice role expansion is supported by 12 hours of student directed seminars related to portfolio development. The seminars will enable the student to share ideas of advancing practice with colleagues from different specialities and act in the process of formative feedback.

Access to Library, Clinical Placement, Clinical Preceptor.

Bartter, K. (2001) (Ed) Ethical Issues in Advanced Nursing Oxford: Butterworth Heinemman. ISBN: 07050649550

Courtenay, M. (2000) Advanced nursing skills: principles and practice London, Greenwich Medical Media. ISBN: 1841100366

Dimond, B. (2002) Legal aspects of nursing Harlow, Longman. ISBN: 0582423597

McHale, J. & Tingle, J. (2001) Law and Nursing (2nd Ed) Oxford, Butterworth Heinemman. ISBN 07506 4806 6

Rolfe, G. (1998) Advanced Nursing Practice Oxford, Butterworth Heinemman. ISBN: 0750634049

Walsh, M. (2000) Nursing frontiers: Accountability and the boundaries of care Oxford, Butterworth Heinemman. ISBN: 0750643161

Woods, LP. (2000) The enigma of advanced nursing practice Dinton, Quay. ISBN: 1856421740

The identification of further relevant texts will be dependent on your specialist area of clinical practice.

Students must be clinically based and have the written support of a clinical preceptor to guide and assess competency in the development of clinical skills.

Production of a clinical portfolio of evidence supporting clinical practice role expansion, based on the learning outcomes for this module (100%)
Assessment meets all the learning outcomes.


The performance criteria for a pass grade include:
Proficient, fluently, presented arguments that demonstrate understanding of theoretical issues in the application of knowledge.
Work includes critical analysis that demonstrates breadth and depth of literature and knowledge in the subject area, and originality in presentation.
The use of evidence demonstrates an understanding of the advancement of the boundaries of knowledge and is used as a basis for problem - solving.

The performance criteria for a merit grade:
A piece of work which meets all the requirements of a pass grade and in addition:
Presents arguments which have been underpinned by a thorough exploration of data and conceptual - based evidence which may go beyond the boundaries of the discipline. Discussion communicates ideas and arguments logically, concisely, clearly and effectively.

The performance criteria for a distinction grade:
An outstanding piece of work which meets all of the requirements of a merit grade and in addition:
Demonstrates creativity and innovation.
There is substantial evidence of critique, challenge and original thought.
The arguments presented are compelling and authoritative and demonstrate synthesis to support new ideas.