PG Credit Advanced Clinical Skills (Short Course)

Year of entry: 2022

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Course unit details:
Emergency Medicine

Course unit fact file
Unit code PHAR60242
Credit rating 15
Unit level FHEQ level 7 – master's degree or fourth year of an integrated master's degree
Teaching period(s) Semester 2
Offered by Pharmacy
Available as a free choice unit? No


The “Advanced Clinical Skills Course” in the Division of Pharmacy & Optometry consists of 2 x 15 credit units (“Advanced Clinical Assessment” unit and “Emergency Medicine” unit) and introduces pharmacists to the underpinning knowledge and understanding of the assessment and management of patients who are requiring urgent care and who are at risk of becoming acutely unwell, in addition to supporting the development of innovative practice as an Advanced Pharmacist Practitioner in the Emergency Department or Acute Medicine setting.

This Emergency Medicine Unit will enable the student to apply practical skills gained in the Advanced Clinical Assessment Unit, or from previous training, to manage patients as an autonomous practitioner.

The student will also develop the necessary skills to develop innovative practice and enhance patient safety whilst working as part of the multidisciplinary team in the Emergency Department or Acute Medicine setting.



Unit title Unit code Requirement type Description
Advanced Clinical Assessment PHAR60231 Co-Requisite Compulsory


The unit aims to enable students to:

Demonstrate the ability to assess, formulate management plans and prescribe safely in patients who present to the Emergency Department.

Develop the role of the Advanced Pharmacist Practitioner as an autonomous advanced practitioner in the Emergency Department or Acute Medicine setting, as part of the multidisciplinary team, in addition to providing a traditional clinical pharmacy service and development of innovative practice. 


Teaching and learning methods

The programme will use a blended learning model.  Colleagues in the Division of Pharmacy & Optometry have used the blended model with other programmes (Clinical and Health Services Pharmacy programme) successfully after extensive work was undertaken with e-learning colleagues to teach the staff the use of e-learning tools to maximise the use of our Virtual Learning Environment (VLE) Blackboard™.

The blended learning approach will allow the students to continue to work in the NHS and study at a time that is convenient for them (self-directed learning). 

There will be on-campus study days planned to allow for face-to-contact, teaching in groups, interaction with the other students and practical skills demonstrations.  This will include the use of an advanced anatomy visualization system (Anatomage™ table) to teach anatomy.

Students will also have the opportunity to learn and practice clinical assessment skills in a safe environment by the use of simulated teaching with the SimMen™ in the Division of Pharmacy & Optometry at the University of Manchester.

The model will use tools from Blackboard including:

  • Self-directed learning via prepared reading lists.
  • Engagement with e-lectures recorded by clinical and academic experts.
  • Webinars which maximise the time with clinical experts, and which allow unit leads to interact directly with students (recorded and placed on Blackboard for revision)
  • Interaction with discussion boards to promote a community of practice and interaction
  • Videos from other organisations will be embedded or linked to appropriate skills-based subjects i.e oxygen prescribing, fluid prescribing, managing poisoning cases
  • Study day sessions will be recorded and made available to students on Blackboard for revision purposes.
  • Students will be prepared for the use of Blackboard™ during their tutorials on study days and guidance videos located in Blackboard™.

The student’s experience is enhanced by the constant interaction with materials and experts via electronic resources and a community of practice is achieved.

The programme lead can maximise the clinical expert’s face-to-face sessions during study days to interact and challenge the students more effectively as the pre-session work has been completed prior to the study day. This is then followed up by post-study day tasks and feedback.

The programme lead will continue to explore novel ways of interacting with students and preparing materials for online learning, and the use of Data Traveller™ equipment to record podcasts and lectures at home will promote the ease of preparing materials and transmitting them to the e-learning team.  The Programme Director attends a Curriculum Innovation group within the School.

Knowledge and understanding

  • Demonstrate the ability to understand the principles governing patient care in the NHS (autonomy, beneficence, non-maleficence, capacity and consent).
  • Understand and critically analyse the underpinning professional, ethical and legal aspects of emergency care.
  • Understand the laws and guidance around capacity and consent and what to do if there is uncertainty.
  • Demonstrate the ability to define what constitutes a risk to patient safety.
  • Understand local and national reporting mechanisms for patient safety.
  • Understand the principles of clinical audit and to contribute to departmental audits.

Intellectual skills

  • Recognise the limits of clinical competence, responsibilities as a registered health care professional and when and how to seek advice
  • Critically reflect on practice and how it can be enhanced and developed through learning by experience.
  • Demonstrate innovation in practice through critical analysis and synthesis of the evidence base for practice.
  • Share and learn knowledge and skills with peers as part of group work and skills acquisition.
  • Demonstrate how developments in practice may be disseminated to the multidisciplinary team.
  • Demonstrate development in leadership by developing and disseminating innovative practice.
  • Recognise when an error has occurred and to understand the principles behind reporting and investigating this.
  • Contribute to strategies to improve patient safety (eg checklist development, IT systems).
  • Be aware of and keep up to date with national and local patient safety initiatives.

Practical skills

  • Demonstrate the ability to practice in accordance with local and national guidelines regarding infection prevention and control.
  • Demonstrate the ability to assess, plan, implement and critically evaluate the care of the adult emergency patient.
  • Demonstrate the ability to construct a management plan appropriate to the level of experience and training.
  • Using a systematic approach, demonstrate the ability to prioritise the management of care in the patient attending the emergency department. (adult or child depending on personal scope of practice).
  • Recognise a critically ill patient, know how to respond emergently and how to summon additional and senior help.
  • Recognise the need to discuss the management plan if there is any doubt or uncertainty.
  • Demonstrate the ability to recognise cases in which there may not be a single unifying diagnosis and construct a problem list appropriately.
  • Demonstrate the ability to refer patients to appropriate onward services from the Emergency Department, either by facilitating admission to hospital or signposting to appropriate Primary Care services e.g. Community Nursing or Community Pharmacy.
  • Practice in accordance with and enable the development of Antimicrobial Stewardship in the Emergency Department.
  • Demonstrate the ability to contribute where appropriate to the investigation of patient safety incidents, particularly in areas where medicines have played a role in either causation or by omission.
  • Learn to manage effective team working by carrying out tasks within a small group in a structured situation, and by preparing and giving an oral presentation of data, information or the solution to a team task.

Transferable skills and personal qualities

  • Identify individual learning needs and develop strategies to meet those needs.
  • Share and learn knowledge and skills with peers as part of group work and skills acquisition.
  • Learn effectively for the purpose of continuing professional development and in a wider context throughout their career.
  • Evaluate his/her own academic and personal progression.
  • Critically reflect on practice and how it can be enhanced and developed through learning by experience.
  • Manage change effectively and respond to changing demands

Assessment methods

Method Weight
Oral assessment/presentation 100%

Assessment tasks

Patient Case presentation *

*If undertaking the Advanced Clinical Skills Course, then this Patient Case presentation must be a different case to the Reflective Case from the Advanced Clinical Assessment Unit PHAR60232.

Length: 30 mins

Weighting:  100%


Reflective essay: Definition and scope for role of Advanced Pharmacist Practitioner in the Emergency Department or Acute Medicine setting, working as part of the MDT and developing innovative practice as part of reflective practice portfolio.

(If undertaking the Advanced Clinical Skills Course this is part of the Advanced Clinical Skills reflective practice portfolio relating to time in practice).

Length: 2000 words

Weighting:  Pass/Fail


“Sign off” by ED consultant to confirm satisfactory completion of total 60 hours of practice based learning as part of the reflective portfolio relating to time in practice.

(If undertaking the Advanced Clinical Skills Course this is part of the 113 hours of practice-based learning as part of Advanced Clinical Skills reflective portfolio relating to time in practice).

Weighting:  Pass/Fail


Feedback methods

Feedback will be given after the exam board.

Feedback will be given within 15 days as per University policy

Recommended reading

Required Reading:

Wyatt JP, editor. Oxford handbook of emergency medicine 4th ed. (2012) Oxford: Oxford University

Mahadevan SV & Garmel GM. An introduction to clinical emergency medicine guide for practitioners in the Emergency Department. 2nd ed (2012) Cambridge: Cambridge University Press

Markovchick VJ, Pons PT and Bakes KM editors. Emergency Medicine Secrets. 5th ed. (2011) St Louis: Elsevier Mosby

St Pierre M, Hofinger G and Buerschape C editors. Crisis Management in Acute Care Settings Human factors and Team Psychology in a high stakes environment. (2011) Berlin: Springer Berlin Heidelberg


Recommended Reading:

Cameron P, Jelinek G, Kelly AM, Brown A, Little M editors. Textbook of adult emergency medicine 4th ed. (2015) London: Churchill Livingstone Elsevier.

Malone ML, Capezuti EA and Palmer RM editors. Acute Care for Elders: A model for interdisciplinary care. (2014) New York: Humana Press

Study hours

Scheduled activity hours
Practical classes & workshops 30
Tutorials 50
Work based learning 60
Independent study hours
Independent study 10

Teaching staff

Staff member Role
Jillian Simpson Unit coordinator

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