MSc Advanced Leadership for Professional Practice (Nursing) / Course details

• To provide Qualification in Speciality (QIS) for Neonatal Nurses. Toolkit for High 
Quality Neonatal Services (DOH 2009) Standard 2 Markers of Good Practice 2.2.3 requires 70% QIS nursing staff as a minimum. 
• Enable staff to meet the complex needs of infants and families requiring Neonatal Intensive Care. (NICU) 
• To provide nursing expertise within networks and to local, national and international forums. 
• Encourage nurses to become an integral part of research strategies focused on neonatal management. 
• To ensure UoM remains competitive in the CPD education market and to enable students to continue their studies with relevance to practice at all times 
• To develop knowledge and skills to support the family unit at times of severe illness and stress. 
• To care for the neonate during the intensive and recovery phase of care 
• To develop skills to relate current research to present and future practice and to support the exploration of practice and development 
• To relate knowledge to practice at all times 
• To support the student's academic development to undertake and achieve L7 knowledge in the care of the neonate 
 

• Demonstrate a critical understanding of physiological adaptations at birth and how this impacts on neonatal disease process and normality. 
• Assimilate and systematically apply knowledge of the relevant physiology and 
pathophysiology into the care of the neonate/disease process in the intensive care 
setting 
• Critically analyse the current evidence for best practice and evaluate its implementation. 
• Demonstrate a critical knowledge and understanding of the rationale underpinning immediate and ongoing interventions. 
• Analyse the ethical and legal dimensions in neonatal care and critical evaluate governing guidelines and policies.

• Support the development of intellectual skills by assessment and critical analysis of 
professional, political and financial drivers that may impact on care, and to support 
exploration and debate of these issues and their integration into relevant health care. 
• Demonstrate leadership and initiative with decision making skills within a supportive multidisciplinary team context in the neonatal intensive care setting 
• To rationalise and evaluate and justify the development of the role of the parent in neonatal intensive care, to support the family centred care approach in the area of neonatal intensive care. 
• To understand the limits of your own role and how your role integrates into the team in the neonatal intensive care area to provide safe care at all times. 

• Develop the clinical knowledge and skills to apply and interpret and evaluate the care 
required to support the intensive care neonate in unpredictable/or emergency clinical 
situations within the team framework in the neonatal intensive care area as well as during times of stability. 
• To promote the development of practical skills that supports the coordination of 
initiation, management, facilitation and evaluation of care given to the NICU baby and 
family. 
• Provide suitable environments and competence in care and management for the neonate and family during IC episodes of care. 
• To understand and critically evaluate the potential iatrogenic sequelae of disease and be proactive in management to avert such occurrences, thereby minimising distress and discomfort for the neonate and family.

• To develop transferable skills of critical analysis, promotion and integration of 
management strategies that will empower the nurse to provide excellent holistic care and disseminate this knowledge to their colleagues. 
• To evaluate care strategies and be instrumental in evaluating standards and quality of care and management in Neonatal environments. 
• To provide nurses who will be ambassadors for the UoM School of Nursing,Midwifery and Social Work

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.