MSc Specialist Practice (Cancer)

For entry in the academic year beginning September 2026, the tuition fees are as follows:

• MSc (full-time)
  UK students (per annum): £12,100
  International, including EU, students (per annum): £29,400

Further information for EU students can be found on our dedicated EU page.

The fees will be fully inclusive for the course tuition, administration and computational costs during your studies.

All fees for entry will be subject to yearly review and incremental rises per annum are also likely over the duration of courses lasting more than a year for UK/EU students (fees are typically fixed for international students for the course duration at the year of entry). For general fees information, please visit postgraduate fees . Always contact the department if you are unsure which fee applies to your qualification award and method of attendance.

Please be aware that you are only eligible for the postgraduate loan for English students if you choose the 1 year full-time or 2 year part-time course.

For part-time routes, full-time fees will be split over two or three years as appropriate.

International fees

Self-funded international applicants for this course will be required to pay a deposit of £1,000 towards their tuition fees before a confirmation of acceptance for studies (CAS) is issued. This deposit will only be refunded if immigration permission is refused. We will notify you about how and when to make this payment.

All students should normally be able to complete their programme of study without incurring additional study costs over and above the tuition fee for that programme. Any unavoidable additional compulsory costs totalling more than 1% of the annual home undergraduate fee per annum, regardless of whether the programme in question is undergraduate or postgraduate taught, will be made clear to you at the point of application. Further information can be found in the University's Policy on additional costs incurred by students on undergraduate and postgraduate taught programmes (PDF document, 91KB).

For the latest scholarship and bursary information please visit the fees and funding page.

Participants will be expected to collate and document a clear record of their continued Professional Development (CPD) hours. This is then verified by providing a signature from their manager. They will be required to submit critical reflections on how the ‘Professional Development’ has influenced their professional practice. The reflections will be mapped to the participant's professional code NMC, GMC, HCPC, or Social Work England Standards. The code will be used as a framework in which to position their critical reflection of the CPD activity which needs to be linked to improved patient care or improved staff/student education or support. The reflections will be marked using  FHEQ level 7criteria.  

This unit aims to

• Enable any health or social care practitioner to critically reflect and synthesise their experiences and demonstrate their advanced learning and  professional development, equivalent to Masters level competencies. 
• Promote the practitioner’s ability to demonstrate safe and competent Masters level competence in line with their own professional regulatory body’s code of practice (e.g. NMC, GMC, HCPC).
• Provide health or social care practitioners with an opportunity to demonstrate their advanced  learning and that their continued professional development and practice experiences have enabled them to improve patient/ service user experience, and/or improve staff and/or student education or support.
• Provide practitioners with a forum in which to demonstrate their critical, analytical, synthesis and advanced practice-based skills by articulating an academic rationale for why they are able to practice at Masters Level by application of Continued Professional Development into an academic framework.

Online asynchronous resources

Online synchronous workshops

Workshop one: what's critical reflection and how does this link to your profession code?

Workshop two: how does continued professional development improve our professional practice?

Workshop three: Reflective Account of Practice and mapping exercise

 

One to one assignment support

• Recognise and critically discuss the importance of CPD development in accordance with their own Professional Code and Standards.  
• Critically assess the value of learned information from relevant CPD elements in relation to their own professional practice.
• Explain how new knowledge and advanced understanding gained from CPD engagement will influence their own future practice.

• Apply critical understanding and original thought to illustrate how professional development is aligned to their own professional code and standards.  
• Critically evaluate and synthesis their own professional development opportunities and consider how these have positively improved patient/ client experience, and/or improve staff and/or student education/support.
• Critically appraise and synthesis their own academic and professional performance and consider how this can be further developed.

• Create and collate a critically reflective record of CPD learning which provides evidence of achievement and advanced knowledge.
• Apply reflective skills, analysis, and original thought to demonstrate continuing professional development.

• Communicate their own ideas effectively within a variety of contexts.  
• Participate in identification of individual learning needs and develop strategies to meet those needs.
• Promote independent learning through critically appraising and synthesising the evidence that supports practice.

Formative draft or critical reflection - 500 words

CPD activity captured and verified by the learner’s manager plus two linked critical reflections - 3500 word equivalent (100%)

• Bolton, G. and Delderfield, R. (2018) Reflective Practice: Writing and Professional Development 5th Ed. London Sage
• Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. London: Kogan Page
• Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), pp.506-522.
• Wallace, M., and Wray, A. (2016). Critical reading and writing for postgraduates. London Sage.
• Wyse, D., and Cowan, K. (2017). The good writing guide for education students. Sage.