MSc Advanced Leadership for Professional Practice (Nursing)

Fees for entry in 2027 have not yet been set. For reference, the fees for the academic year beginning September 2026 were as follows:

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

The fees quoted above are fully inclusive of tuition, administration and computational costs.

Fees for entry are subject to yearly review. The University reserves the right to increase your tuition fee by up to 7% each year for courses lasting more than one year, including to reflect rising costs associated with delivering our educational and wider student experience. Postgraduate fees information .

The postgraduate loan is only available 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.

Always contact the admissions team if you are unsure which fee applies to your qualification award and method of attendance.

International student CAS deposit

Self-funded international applicants are required to pay a deposit of £2500 towards their tuition fees before a confirmation of acceptance for studies (CAS) is issued. Some applicants will be required to pay a higher deposit. More information on tuition fee deposits .

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).

Students will be provided with an opportunity to examine a range of literature, research and policy relevant to change management and practice development within organisational contexts. Students will critically analyse core theories and strategies for change management and leadership, considering the application of these to the development and implementation of evidence based practice, service improvement/ re-design and innovation. 

• Enable students to develop an in depth understanding of leadership, change management theory and strategies, and factors influencing the development and implementation of evidence based practice and service models in the context of health and social care settings.
• Equip students with the knowledge and skills to contribute to the implementation of evidence based, patient and carer focussed, service developments, change and innovation within a range of health and social care contexts.

This unit of learning utilises a range of learning methods to enable students to develop their knowledge and skills and meet the outcomes of the unit. These include online keynote podcasts/videos to provide an insight into key concepts and guide further study (directed study), guided discussion around practice related issues and proposed strategies for dealing with them; helping students to make the links between theory and practice (group-based/action learning sets), opportunities to discuss their own personal goals and progress (individual tutorials) and opportunities to reflect on their own skills and project development (workbooks and directed study). Whilst it is not a requirement for the unit, students are also encouraged to make contact with someone within their locality who is specifically tasked with leading particular service developments/improvements; for example a local service manager, nurse consultant or other senior member of staff. If possible, students may wish to negotiate a short placement with them in order to shadow someone who is attempting to implement change in practice or at least arrange to discuss their project(s) with them focussing particularly on understanding the nature and processes they are using to bring about change. We also offer an optional journal club to help students develop their critical appraisal skills.

• Critically appraise research, policy and literature related to translation of research and evidence into routine health and social care practice.
• Critically appraise national and local policy pertaining to contemporary health and social care provision and service delivery, identifying barriers to implementation and critically appraising potential solutions to overcome them.
• Critically evaluate a range of service options and designs to promote evidence based, patient and carer centred services for individuals, families and communities.

• Critically evaluate change theories and strategies to manage change within organisations and apply these to the development of health and social care services
• Critically examine a range of leadership theories and styles relevant to the implementation of organisational change, service development and innovation
• Critically appraise concepts and measures of quality and quality assurance and their links with the effective and efficient management of resources

• Identify and analyse developments necessary within health and social care services to meet national and local policy directives for service development and change
• Utilise a range of tools and methods to critically analyse organisational readiness for change including the identification of driving and restraining forces and methods to overcome resistance.
• Contribute to the development and implementation of strategies for service development, change and innovation through the use of effective leadership and change management skills and the engagement of key stakeholders including patients and where appropriate their carers. 

• Communicate effectively (verbal, non-verbal, written) in a variety of settings with a range of individuals.
• Effectively utilise information technology/ health informatics.
• Demonstrate research and enquiry skills by accessing and analysing literature in order to inform and develop practice.
• Work co-operatively and effectively with others as a member of a team.
• Reflect on their own academic and clinical performance and utilise strategies to improve these.
• Use logical and systematic approaches to problem-solving and decision making

Students will normally have the opportunity to receive feedback on formative work submitted prior to the summative assessment. Other feedback opportunities will also be available in class and online discussion boards. Online feedback is provided in Grademark. Provisional feedback based on internal marking will be made available prior to the Exam Board on the basis that these marks are yet to be ratified at the Exam Board and therefore may be subject to change. A standard feedback mechanism in Grademark is utilised across all postgraduate programmes within the School which provides detailed and constructive feedback on each component and aspect of assessment and identifies areas of strength and those aspects which could be enhanced.

Student feedback is obtained through open discussion forums on blackboard, in class discussions, via formal University unit evaluation forms and also qualitative, in house evaluations at the end of the unit.