Clinical Engineering BSc PTP TM 2011-12 -Nov11

8/2/2019 Clinical Engineering BSc PTP TM 2011-12 -Nov11

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Healthcare Science PractitionerTraining Programme

Training Manual 2011/12

Physical Sciences andBiomedical Engineering:

Clinical Engineering

Specialisms:

Medical Engineering

Radiation Engineering

Renal Technology

Rehabilitation Engineering


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2BSc Clinical Engineering

Practitioner Training Programme Training Manual: 2011/12 updated Nov 11

CONTENTS

Page No

Section 1.0Healthcare Science Practitioner Training Programme in Clinical

Engineering1.1 Introduction 31.2 Role of a Healthcare Science Practitioner 41.3 Good Technical Practice 41.4 Overall Aim of the Training Programme 4

Section 2.0Programme Overview2.1 Generic Modules 62.2 Division Modules 62.3 Specialist Modules 6

Section 3.0Work-based Training Modules3.1 Introduction 83.2 Year 1 83.3 Year 2 and 3 for Medical Engineering 103.4 Year 2 and 3 for Radiation Engineering 153.5 Year 2 and 3 for Renal Technology 183.6 Year 2 and 3 for Rehabilitation Engineering 22

Section 4.0Assessment4.1 Assessment 264.2 Competency Log Book 264.3 Generic Module 284.4 Division /Theme Modules 294.5 Medical Engineering 304.6 Radiation Engineering 554.7 Renal Technology 674.8 Rehabilitation Engineering 98

AppendicesAppendix 1 Direct Observation of Practical/Procedural Skills Template 116Appendix 2 Case Based Discussion Template 118


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Section 1.0Healthcare Science Practitioner Training Programme (PTP) inClinical Engineering

1.1 Introduction

This manual provides an overview of the integrated 3-year BSc (Hons) in HealthcareScience and a more detailed description of the structure and function of the workplacemodules that form an integral part of the training programme for Healthcare SciencePractitioners (HCSP) in Clinical Engineering specialising in Medical Engineering, RadiationEngineering, Renal Technology or Rehabilitation Engineering. This training manual must beused in conjunction with the course handbook provided by the Higher Education Institutionwith whom each student is registered.

The BSc (Hons) programme has been developed to provide the knowledge, skills andexperience that underpins the role and function a Healthcare Science Practitioner isexpected to successfully perform at the end the programme. The concept of thisprogramme is shown in the diagram below.


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1.2 Role of a Healthcare Science Practitioner

A Healthcare Science Practitioner (HCSP) will have the necessary expertise in appliedscientific techniques underpinned by theoretical knowledge within a division or relatedspecialism and will work in a range of healthcare settings:

with a defined technologically based role in the delivery and technicalreporting of quality assured tests, investigations and interventions onpatients, samples or equipment;

in a number of specialisms, HCSP will provide therapeutic interventions,some of which may be specialist.

1.3 Good Technical Practice

Good Technical Practice sets out, for the profession and the public, the standards ofbehaviour and practice that must be achieved and maintained as a Healthcare Science

Practitioner. One of the ways to help set the benchmark for professionals and their practiceis to use the standards of professional regulators. This curriculum therefore:

broadly uses the generic Health Professions Council (HPC) Standards ofProficiency and HPC Standards of Conduct, Performance and Ethics, butcontextualises these for Healthcare Science.

The Domains of Good Technical Practice are:

1. Professional2. Scientific3. Clinical4. Technical5. Investigation and Reporting6. Quality7. Working with colleagues8. Research and development9. Probity10. Leadership11. Training and Developing Others

1.4 Overall Aim of the Training Programme

The overall aim of this HCSP training and education programme is to prepare the studentto fulfil the function of a HCSP working in a clinical healthcare setting in BiomedicalEngineering and the programme has been designed to have a strong patient and clinicalfocus.

The programme combines and integrates both academic and work place learning. Withinthe first year it is expected that the experiential component will start broad with shorttasters across Clinical Engineering with some exposure to other aspects of the patient

pathways for example a clinic, patient education programme, medical records and otherareas of healthcare science. This will give the student a wide appreciation of the manyspecialisms within healthcare science and a more holistic view of the areas, which


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contribute to high-quality care. At the end of the programme the student should be able tofulfil the role of a Healthcare Science Practitioner.

The diagram below depicts the broad framework around which all BSc (Hons) degreeprogrammes in Healthcare Science being implemented as part of the ModernisingScientific Careers (MSC) Programme are structured. Each of the three divisions within the

MSC Programme (Medical Physics and Clinical Engineering, Life Sciences andPhysiological Sciences) have interpreted and adapted this framework. Further refinementhas been undertaken by each Higher Education Institution to develop and deliver BSc(Hons) programmes that enable students to meet the learning outcomes of the course.

HIGH LEVEL FRAMEWORKINTEGRATED BSc (Hons) IN HEALTHCARE SCIENCE

Year 1

Scient i f ic

Basics

Scientific Basis of HealthcareScience - Integrated Module

across Body Systems will

usually include informatics,

maths and statistics[ 6 0 ]

Professional

Practice

[ 1 0 ]

Work-basedTraining

1 0 w e e k s

Generic Curriculum

Year 2Techniques

& Methods

Generic Curriculum

Professional

Practice

[ 1 0 ]

Specialism Specific Curriculum

Work-based

Training

1 5 w e e k s

[ 1 0 ]

Work-basedTraining

2 5 w e e k s[ 2 0 ]

Professional

Practice[ 1 0 ]

Division/Theme Specific Curriculum

ScientificBasis of Healthcare Science

ResearchMethods

[ 1 0 ]

Scientific Basis of Healthcare ScienceSpecialism

[ 6 0 ]

Principles of

Scientific

Measurement

[ 3 0 ]

Division/Theme Specific Curriculum

ScientificBasis of Healthcare Science

[ 5 0 ]

GenericCurriculum

* 3 6

w k s

* 4 0

w k s

* 4 6

w k sPractice Based

Project

[ 3 0 ]

Specialism

Year 3Appl icat ion

to Pract ice

Generic Modules: Common to all divisions of Healthcare Science

Division/Theme Specific Modules: Life Sciences; Physical Sciences andBiomedical Engineering (Medical Physics Technology; Clinical Engineering);Physiological Sciences (Cardiovascular, Respiratory and Sleep Sciences;Neurosensory Sciences)

Specialist Modules: Specific to a specialism

Section 2 provides an overview of the structure of the Generic, Division and Specialistmodules for students following the Clinical Engineering BSc.




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Section 2.0Programme Overview

2.1 Generic Modules

The 3-year degree has been designed with three key curriculum strands. The GenericCurriculum depicted in blue will be followed by all students undertaking HealthcareScience Practitioner BSc (Hons) degree and has three modules:

Years 1, 2 & 3 Professional PracticeYear 1 Scientific Basis of Healthcare ScienceYear 2 Research Methods

The professional practice module is a vertical theme running from Year 1 to Year 3. InYear 1 all students will study the Scientific Basis of Healthcare science with integratedwork-based learning and in Year 2 research methods.

2.2 Division/Theme Modules

The Division specific curriculum, depicted in yellow, will be followed by all studentsundertaking the BSc (Hons) programme in Clinical Engineering, and this part of theprogramme has seven modules:

Year 1 Informatics, Maths and StatisticsYear 1 Scientific Basis of Engineering ElectronicsYear 1 Scientific Basis of Engineering Basic Mechanics

Year 2 Innovation and Medical Device DevelopmentYear 2 Fluid Mechanics, Biomechanics and MaterialsYear 2 The Medical Equipment LifecycleYear 2 The Principles of Scientific Measurement

2.3 Specialist Modules

The specialism specific curriculum, depicted in orange, will be followed by studentsundertaking the Medical Engineering specialism and has four modules:

Year 3 Science and Principles Supporting Medical EngineeringYear 3 Medical Engineering in the Clinical EnvironmentYears 2 & 3 Work-based trainingYear 3 Research Project

The specialism specific curriculum, depicted in orange, will be followed by studentsundertaking the Radiation Engineering specialism and has four modules:

Year 3 Science and Principles Supporting Radiation EngineeringYear 3 Radiation Engineering in the Clinical Environment

Years 2 & 3 Work-based trainingYear 3 Research Project


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The specialism specific curriculum, depicted in orange, will be followed by studentsundertaking the Renal Technology specialism and has four modules:

Year 3 Science and Principles Supporting Renal TechnologyYear 3 Renal Technology in the Clinical EnvironmentYears 2 & 3 Work-based training

Year 3 Research Project

The specialism specific curriculum, depicted in orange, will be followed by studentsundertaking the Rehabilitation Engineering specialism and has four modules:

Year 3 Science and Principles Supporting Rehabilitation EngineeringYear 3 Rehabilitation Engineering in the Clinical EnvironmentYears 2 & 3 Work-based trainingYear 3 Research Project

Further details of the indicative content and high level learning outcomes for each moduleof the BSc in Healthcare Science (Clinical Engineering), including the work-based training,will be provided by the Higher Education Institution in the Student Handbook.


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Section 3.0Work-based Training Modules

3.1 Introduction

The BSc (Hons) programme integrates knowledge, skills and experience and a series ofwork placements enable students to gain the skills and attitudes to practice as aHealthcare Science Practitioner. This section describes the learning outcomes acrossknowledge, skills, experience and professionalism that a student should gain during work-based training. The professional practice module runs vertically throughout the programmeand many of the learning outcomes will be achieved in the workplace. Work-basedlearning should equate to a minimum of 10 weeks in Year 1 and a minimum of a further 40weeks across Year 2 and 3.

The work-based placement in Year 1 exposes the student to the clinical environmentsacross Clinical Engineering pathway. It is expected that the student will gain anunderstanding of how departments function, the range of investigations undertaken, theprofessional and inter-professional relationships, which exist, and a wider understanding ofthe NHS.

Section 3.2

Division: Clinical EngineeringYear 1: Work-based Training

The overall aim of the work-based learning within Year 1 is to provide the student with a

broad appreciation of the range of work undertaken within Healthcare Science. Studentswill begin the process of the development of the skills and attitudes relevant to theHealthcare Science Practitioner building on learning in the academic environmentincluding practical sessions, clinical skills sessions, reflection on development etc.Additionally it should help students learn in the context of practice and real life experienceand have a motivational element as they work towards a career in the NHS.

This module will provide a foundation from which the student will build their knowledge,skills, experience and attitudes throughout the three year programme of study and transferthese skills to employment in healthcare science. It is expected that this period of initialwork-based training will provide the opportunity to begin to integrate and embed many of

the professional practice learning outcomes and enable the student to practice safely inthe workplace.

Students will be expected to begin to maintain a portfolio of evidence and achievement inthe relevant sections of the Training Manual.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Describe the roles undertaken by a Healthcare Science Practitioner relevant to each

of their placements.2. Explain the range of technologies and procedures relevant to their placements.3. Describe the work of the healthcare science workforce and explain how it contributes


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to the patient pathways relevant to each area of their placement.4. Explain the need to ensure that the needs and wishes of the patient are central to

their care.5. Explain the importance of developing and maintaining the patient-professional

partnership.6. Explain the procedures relevant to the use of chaperones.

7. Explain the impact of adverse incidents on patients, carers and healthcareprofessionals.

8. Describe the procedures and need for evaluation of adverse incidents.9. Recognise the relevance of a Dress Code policy in the modern clinical environment.10. Recognise the standards of professional behaviour expected of a Healthcare

Science Practitioner.11. Explain why responsibility for infection control is a shared responsibility.12. Explain the structure of the organisation in which they undertake their work-based

placements and inter-relationship of primary care, outpatient and inpatient services.

Learning Outcomes: Practical Skills

On successful completion of this module the student will demonstrate:

1. Safe working in the clinical environment relevant to the relevant to each of theirplacements.

2. The six stage hand-washing technique.3. Basic Life Support in accordance with current Resuscitation Council (UK) guidelines.4. Appropriate professional practice at all times.5. Effective communication within the work-based environment and clinical team.6. In accordance with local health and safety regulations, the ability to undertake routine

investigations as defined in this training manual.

Learning Outcomes: Associated Personal Qualities and Behaviours(Professionalism)


1. Behave in a professional manner in matters of attendance, appearance, maintainingconfidentiality and infection control.

2. Respect and understand individuals beliefs and ways of coping with illness.3. Value social diversity and its relationship to service provision in healthcare4. Demonstrate the ability to work safely within each environment.5. Demonstrate the ability to treat patients with respect.6. Communicate effectively with the healthcare environment and clinical team and

develop appropriate interpersonal skills.7. Seek to adapt their communication style to meet the varying needs of different peers,

colleagues and patients in different contexts.8. Adopt a range of techniques to overcome barriers to communication.9. Develop and maintain professional relationships and effective team working10. Discuss and demonstrate safe and effective practice in a healthcare environment.

11. Begin to develop a balance between reflective practice and active exploration inpersonal learning.

12. Take responsibility for personal learning.


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Indicative Content and Suggested Experience

Observe the work of a range of Healthcare Science departments, technologies andprocedures

Observe the process for handling work requests from the receipt of the request tocompletion

Observe the patient journey from admission to discharge Gain an understanding of the skills required to work safely in the

clinical/laboratory/workshop/radiation environment Record keeping, data protection, confidentiality Gain an appreciation of how the NHS is structured Team working and the role of multi-disciplinary team meetings Meaning and role of professionalism and professions in healthcare Roles of different professional groupings in Healthcare Science Human and social diversity and its implications for relationships, behaviours and

service provision in healthcare Types of effective communication in the context of healthcare. Barriers to effective

communication and strategies to overcome them Interpersonal skills related to dealing with patients, carers and healthcare professionals The skills needed to work as part of a team Management and evaluation of adverse incidents Data management (paper and electronic) Infection control Basic Life Support Reflective practice and its application

Section 3.3

Division: Clinical EngineeringSpecialism: Medical EngineeringYears 2 and 3: Work-based Training [30 Credits]

The indicative content for the work-based training modules in Year 2 are defined in theYear 3 module content. This is to be achieved across Year 2 and 3.

Important Note: Work-based training does not have to be confined only to the work-base but elements may be taught in other environments for example a clinical skillslaboratory, simulation centre or science laboratory.

The overall aim of this module is to give the student experience of Medical Engineeringthat ensures that the student can undertake the full breadth of practice expected of anewly qualified Healthcare Science Practitioner in Medical Engineering. This is deliveredthrough work placements in years 2 and 3 of the BSc.



1. Demonstrate increased knowledge, understanding and confidence in application, ofthe core skills in communication skills and management, and quality assurance.


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2. Critically review and evaluate protocols in relation to the core skills in Health andSafety, communication skills, management and quality assurance when deliveringClinical Engineering solutions.

3. Critically review and evaluate routine tasks in relation to legislative compliance,equipment evaluation and commissioning, quality assurance and the maintenance,repair, calibration and operation of equipment.

4. Produce a Professional portfolio which cumulatively records / provides evidence of:- skills, knowledge and understanding, ability to use reflective practice and personaland professional development.

5. Display an expanding knowledge of the construction of the equipment for which aclinical engineer will be responsible.

6. Demonstrate a good knowledge of maintenance, repair, calibration and qualityassurance techniques.

7. Demonstrate an increasing knowledge of commonly found faults and issues withequipment in the clinical engineers scope of practice.

8. Demonstrate a good and expanding knowledge of the impact engineering taskssuch as maintenance, repairs, calibration and quality assurance has on the clinical

delivery of healthcare and resultant affect on patient outcomes so that effective andefficient planning of service delivery can be determined.

9. Explain the implications of legislation, regulations and guidance on thedecommissioning and disposal of equipment.


When medical devices are highlighted below it may include but is not limited to,

anaesthetic equipment, blood pressure measuring equipment, defibrillators, gasanalysis and monitoring equipment, multi parameter monitors, single or multi-parameter display equipment, Electocardiogram or other recording equipment, infusiondevices, Pulse Oximetry, temperature measuring equipment, ventilation equipment.

On successful completion of this module the student will be able to:

1. Demonstrate a practical understanding of the Equipment Life Cycle in Healthcaredelivery and the role of the Medical Engineering Technologist.

2. Apply health and safety and risk management principles to all aspects of themedical engineering technologists role.

3. Participate in the procurement process.4. Complete equipment acceptance procedures and where appropriate additional

installation procedures for a range of medical devices managed by MedicalEngineering Technologists.

5. Perform a range of electrical safety tests and calibration checks and adjustments onmedical devices with and with patient applied parts.

6. Operate equipment management and quality management systems both electronicand manual to support all aspects of equipment management activities.

7. Apply equipment management processes to assist in the management of rental andloan equipment.

8. Provide basic teaching/training on the use, operation, accessories and storage of a

number of simple medical devices to other healthcare staff.9. Demonstrate the understanding/skills and ability to perform planned preventative

maintenance (PPM) procedures on a range of medical devices.


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10. Demonstrate the understanding/skills and ability to perform repair procedures on arange of medical devices.

11. Decommission and dispose of equipment in a safe and appropriate manneraccording to local procedures.

12. Recognise and identify common artefacts, hazards, interference and faults that areassociated medical devices and suggest and/or perform corrective action.

13. With reference to the relevant standards, specify, design and build a simpleelectronic device using appropriate test and development equipment.


On successful completion of the module the student will:

1. Present complex ideas in simple terms in both oral and written formats.

2. Challenge discriminatory behaviour and language.3. Adapt communication style and language to meet needs of listeners.4. Respect and uphold the rights, dignity and privacy of patients.5. Establish patient-centred rapport.6. Consistently focus on professional duty of care.7. Reflect and review own practice to continuously improve personal performance.8. Consistently operate within sphere of personal competence and level of authority.9. Manage personal workload and objectives to achieve quality of care.10. Actively seek accurate and validated information from all available sources.11. Select and apply appropriate analysis or assessment techniques and tools.12. Evaluate a wide range of data to assist with judgements and decision making.13. Contribute to and co-operate with work of multi disciplinary teams.

Indicative Content

CE Marking and Routes to Compliance

Good equipment design

Working within Quality Management Systems relating to medical devices and systemsdesign

Safety Requirements for Programmable Medical Electrical Systems

o Risk concepts relating to software controlled devices Specifications

o Establishing a user specificationo Establishing a technical and environmental specificationo Determining applicable standards and legislation

Design Evaluationo Analysing designso Failure modes and effects analysis

Design, Manufacture, Testing and Documentation

Design verification and validation testing

Modifications of existing device

Record keeping - applies to all aspects of the Equipment Life Cycle (Electronic orPaper)


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o Equipment information, including Warranty documents, Manuals, certificates of conformity, Protocols,

Safety Test Records, Acceptance Test Records Maintenance andRepair Records, Decontamination records, Risk assessments

Pre purchaseo Assessment of need.

o Defining or evaluation of Specificationo Relevant Standards,o Compliance with legislationo Identification of suitable equipmento Application of risk management to selection

Purchaseo Purchasing processeso Purchasing authority

Acceptance and Safety Testingo Visual Inspections, Electrical Safety Testing, Mechanical Safety Tests,

Appropriate test equipment, Functional testing, Purpose of Measurements,Performing measurements, Assessing results

Planned Preventative Maintenance and Repairo Basic maintenance techniques.o Repair process and post repair quality control requirementso Range of planned technical support activities relevant to the equipmento Factors affecting decisions on maintenance activity; including urgency, time,

impact on services and the availability of other equipment

Calibration/Quality assuranceo Calibration procedureso Appropriate calibration equipmento Quality systems, Audit, Documentation

Decontaminationo Infection controlo Decontamination techniques

Decommissioning and Disposal

Incident investigation/reports

Use of a range of medical devices and the common faults or problems that may be

experienced.o Pressure measurement Invasive Non Invasive

o Temperature Measuremento Monitoring or recording of Physiological signals which are electrical in origin

Electrocardiogram (ECG), Electroencephalogram (EEG),Electromyogram (EMG)

o Respiratory measurementso Pulse Oximetryo Electrosurgery

o Infusion procedureso Gas analysis and Monitoringo Endoscopic Procedures


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o Physiotherapy Treatmentso Life support procedures

Defibrillators, ventilators, Anaesthetic equipment

Safety controls and systems associated with the device operation

Typical set up procedures including, limits and alarms, and how they may affect thepractical operation of the equipment


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Section 3.4

Division: Clinical EngineeringSpecialism: Radiation EngineeringYears 2 and 3: Work-based Training [30 Credits]



The overall aim of this module is to give the student experience of Radiation Engineeringthat ensures that the student can undertake the full breadth of practice expected of anewly qualified Healthcare Science Practitioner in Radiation Engineering. This is delivered

through work placements in years 2 and 3 of the BSc.


On successful completion of this module the student will:1. Demonstrate increased knowledge, understanding and confidence in application, of

the core skills in communication skills and management, and quality assurance.2. Critically review and evaluate protocols in relation to the core skills in Health and

Safety, communication skills, management and quality assurance when delivering

Radiation Engineering solutions.3. Critically review and evaluate routine tasks in relation to legislative compliance,equipment evaluation and commissioning, quality assurance and the maintenance,repair, calibration and operation of equipment.

4. Produce a Professional portfolio which cumulatively records / provides evidence ofskills, knowledge and understanding, ability to use reflective practice and personaland professional development.

5. Display an expanding knowledge of the construction of the equipment for which aradiation engineer will be responsible.


7. Demonstrate an increasing knowledge of commonly found faults and issues withequipment in the radiation engineers scope of practice.

8. Demonstrate a good and expanding knowledge of the impact engineering taskssuch as maintenance, repairs, calibration and quality assurance has on the clinicaldelivery of healthcare and resultant affect on patient outcomes so that effective andefficient planning of service delivery can be determined.

9. Explain the implications of legislation, regulations and guidance on thedecommissioning and disposal of equipment.


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1. Identify, explain and work within the safety restrictions that apply to a range ofradiation equipment and environments.

2. Demonstrate understanding of radiation equipment specification and procurementprocesses.

3. Demonstrate understanding of the procedures involved in installation,commissioning and bringing into service radiation equipment.

4. Perform radiation equipment management procedures.5. Perform radiation equipment calibration and equipment quality assurance/control

processes.6. Perform planned maintenance procedures, equipment modification activities and

control checks and adjustments on radiation equipment.7. Apply the necessary processes and controls when investigating and rectifying a

radiation equipment breakdown.

8. Apply the relevant processes and procedures in the management of radiationequipment related incidents.

9. Conform to relevant legislation, regulations and guidance when participating in thedecommissioning and disposal of equipment.



1. Present complex ideas in simple terms in both oral and written formats.2. Challenge discriminatory behaviour and language.3. Adapt communication style and language to meet needs of listeners.4. Respect and uphold the rights, dignity and privacy of patients.5. Establish patient-centred rapport.6. Consistently focus on professional duty of care.7. Reflect and review own practice to continuously improve personal performance.8. Consistently operate within sphere of personal competence and level of authority.9. Manage personal workload and objectives to achieve quality of care.10. Actively seek accurate and validated information from all available sources.

11. Select and apply appropriate analysis or assessment techniques and tools.12. Evaluate a wide range of data to assist with judgements and decision making.13. Contribute to and co-operate with work of multi disciplinary teams.

Indicative Content

Practical safety that applies when working in a radiotherapy department.o Radiation - Safety standards and hazards that apply when working with

ionising and non-ionising radiation- national and local ruleso Electricalo Mechanicalo Radiotherapy and related equipment


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Structure of Equipment major component parts

Operation of Linear Accelerator Technologyo Beam generation

Flatness, Focussing, Symmetry, Energy, Dose rate and Dose accuracy,Alignment

o Waveguide

o RF system.o Cooling systems.o HT systems.o Vacuum systemso Interlocks systems and how they affect the operation of the equipment.o Control systems applied to the operation of radiation equipment.

Operation and use ofo Laser centring systemso Multi-leaf Collimation (MLC)o Wedgeso Image generation equipment

Computer systems used in Diagnostic and Treatmento Principles of operationo Importance in the modern Radiotherapy departmentso Patient Verification systems

Operation of Superficial Treatment

Operation of Imaging Equipmento Diagnostic x-ray equipmento Simulatorso CTo MRIo

PET Machine procedures

o Start, run-up and shut-down procedureso Maintenance and fault finding protocols and procedureso Calibrationo Safety testing

Quality Systemso Procedures and work instructions. ISO9000:2000o Importance of accurate recording of results, reports, certificates of

serviceability and other documentationo Quality control of measuring equipment

Introduction of other medical equipment into a Ionising or Non-ionising radiationenvironment

o Riskso Artefactso Interferenceo Possible impact on Patient Outcomes

Review the application of new and impending technology and techniques


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Section 3.5

Division: Clinical EngineeringSpecialism: Renal TechnologyYears 2 and 3: Work-based Training [30 Credits]



The overall aim of this module is to give the student experience of Renal Technology thatensures that the student can undertake the full breadth of practice expected of a newlyqualified Healthcare Science Practitioner in Renal Technology. This is delivered through

work placements in years 2 and 3 of the BSc.



1. Demonstrate increased knowledge, understanding and confidence in application, ofthe core skills in communication skills and management, and quality assurance.

2. Critically review and evaluate protocols in relation to the core skills in Health andSafety, communication skills, management and quality assurance when delivering

Renal Technology solutions.3. Critically review and evaluate routine tasks in relation to legislative compliance,

equipment evaluation and commissioning, quality assurance and the calibration andoperation of equipment.

4. Produce a Professional portfolio, which cumulatively records / provides evidence of: -skills, knowledge and understanding, ability to use of reflective practice and personaland professional development.

5. Demonstrate a good and expanding knowledge of Anatomy and Physiology as wellas the disease pathologies and clinical prognosis relevant to renal replacementtherapy.

6. Display an expanding knowledge of the construction of the equipment for which arenal engineer will be responsible.


8. Demonstrate an increasing knowledge of commonly found faults and issues withequipment in the clinical engineers scope of practice.

9. Demonstrate a good and expanding knowledge of the impact engineering tasks suchas maintenance, repairs, calibration and quality assurance has on the clinicaldelivery of healthcare and resultant affect on patient outcomes so that effective andefficient planning of service delivery can be determined.

10. Recognise the implications of legislation, regulations and guidance on the

decommissioning and disposal of equipment.


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1. Demonstrate a practical understanding of the Equipment Life Cycle in the delivery ofRenal Healthcare and the role of the Renal Technologist.

2. Apply health and safety and risk management principles to all aspects of the renaltechnologists role.

3. Participate in the procurement process.4. Complete equipment acceptance procedures and where appropriate additional

installation procedures for a range of medical devices managed by the RenalTechnologists.

5. Perform a range of electrical safety tests and calibration checks and adjustments onmedical devices with and with patient applied parts used within renal services.

6. Operate equipment management and quality management systems both electronic andmanual to support all aspects of equipment management activities that apply to renalservices.

7. Apply equipment management processes to assist in the management of rental andloan equipment.

8. Provide basic teaching/training on the use, operation, accessories and storage of renalreplacement therapy equipment and consumables to other healthcare staff.

9. Demonstrate the understanding/skills and ability to perform planned preventativemaintenance (PPM) procedures on a range of medical devices and systems used inthe delivery of renal services including taking, preparing, analysing and interpretingsamples.

10. Demonstrate the understanding/skills and ability to perform repair procedures on arange of medical devices and systems used in the delivery of renal services.

11. Be able to perform maintenance and repair procedures on water treatment equipment.12. Be able to take samples from water treatment plants for quality control purposes and

review and interpret quality control results.13. Be able to decommission and dispose of equipment in a safe and appropriate manner

according to local procedures.14. Recognise and identify common artefacts, hazards, interference and faults that are

associated medical devices and suggest and/or perform corrective action.15. With reference to the relevant standards, specify, design and build a simple electronic

device using appropriate test and development equipment.



1. Present complex ideas in simple terms in both oral and written formats.2. Challenge discriminatory behaviour and language.3. Adapt communication style and language to meet needs of listeners.4. Respect and uphold the rights, dignity and privacy of patients.5. Establish patient-centred rapport.6. Consistently focus on professional duty of care.

7. Reflect and review own practice to continuously improve personal performance.8. Consistently operate within sphere of personal competence and level of authority.9. Manage personal workload and objectives to achieve quality of care.


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10. Actively seek accurate and validated information from all available sources.11. Select and apply appropriate analysis or assessment techniques and tools.12. Evaluate a wide range of data to assist with judgements and decision making.13. Contribute to and co-operate with work of multi disciplinary teams.

Indicative Content

As applied to Renal Replacement Technology including:o Haemodialysiso Haemofiltrationo Haemodiafiltrationo Haemoperfusiono Peritoneal Dialysis

CE Marking and Routes to Compliance

Working within Quality Management Systems relating to medical devices and systemsdesign

Safety Requirements for Renal Replacement Technology

Specificationso Establishing a user specificationo Establishing a technical and environmental specificationo Determining applicable standards and legislation

Record keeping - applies to all aspects of the Equipment Life Cycle (Electronic orPaper)

o Equipment information, including Warranty documents, Manuals, certificates of conformity, Protocols,

Safety Test Records, Acceptance Test Records Maintenance andRepair Records, Decontamination records, Risk assessments

Pre purchaseo Assessment of need.o Defining or evaluation of Specificationo Relevant Standards,o Compliance with legislationo Identification of suitable equipmento Application of risk management to selection

Purchase

o Purchasing processeso Purchasing authority

Acceptance and Safety Testingo Visual Inspections, Electrical Safety Testing, Mechanical Safety Tests,

Appropriate test equipment, Functional testing, Purpose of Measurements,Performing measurements, Assessing results

Planned Preventative Maintenance and Repairo Basic maintenance techniques.o Repair process and post repair quality control requirementso Range of planned technical support activities relevant to the equipmento Factors affecting decisions on maintenance activity; including urgency, time,

impact on services and the availability of other equipment


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Calibration/Quality assuranceo Calibration procedureso Appropriate calibration equipmento Quality systems, Audit, Documentation

Decontaminationo Infection controlo Decontamination techniques

Decommissioning and Disposal

Incident investigation/reports

Water Treatment and Quality, Biochemistry Microbiology and Virology at the point ofDialysis

o Hospital dialysis unit, satellite unit, home

Maintenance of Water Treatment plants


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Section 3.6

Division: Clinical EngineeringSpecialism: Rehabilitation EngineeringYears 2 and 3: Work-based Training [30 Credits]



The overall aim of this module is to give the student experience of RehabilitationEngineering that ensures that the student can undertake the full breadth of practiceexpected of a newly qualified Healthcare Science Practitioner in Rehabilitation

Engineering. This is delivered through work placements in years 2 and 3 of the BSc.



1. Demonstrate increased knowledge, understanding and confidence in application,of the core skills in communication skills and management, and quality assurance.

2. Demonstrate knowledge of the use and operation of a range of assistivetechnology equipment including mobility, posture, environmental controls, andcommunication aids equipment.

3. Critically review and evaluate protocols in relation to the core skills in Health andSafety, communication, management and quality assurance when deliveringRehabilitation Engineering solutions.

4. Critically review and evaluate routine tasks in relation to legislative compliance,equipment evaluation and commissioning, quality assurance and the calibrationand operation of equipment.

5. Produce a Professional portfolio which cumulatively records / provides evidenceof: - skills, knowledge and understanding, ability to use reflective practice andpersonal development.

6. Demonstrate a good and expanding knowledge of Anatomy and Physiology aswell as the disease pathologies and clinical prognosis.7. Demonstrate a good knowledge of maintenance, repair, calibration and quality

assurance techniques.8. Demonstrate an increasing knowledge of commonly found faults and issues with

equipment in the Rehabilitation Engineers scope of practice.9. Demonstrate a good and expanding knowledge of the impact engineering tasks

such as maintenance, repairs, calibration and quality assurance has on the clinicaldelivery of healthcare and resultant affect on patient outcomes so that effectiveand efficient planning of service delivery can be determined.

10. Explain the implications of legislation, regulations and guidance on the

decommissioning and disposal of equipment.


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1. Demonstrate competence for routine tasks / situations in Rehabilitation Engineeringincluding knowledge of assistive technology devices, quality assurance, calibration

and operation of equipment.2. Critically applies the scientific principles covered in the academic module within own

practice.3. Communicate on a wide range of levels appropriate to the needs of the listener.4. Identify a wide range of assistive technology equipment.5. Make the appropriate choice of equipment / procedure.6. Perform and document appropriate risk analysis to the patients needs, assistive

technology and the environment.7. Set-up and adjust equipment to ensure it meets the needs of the individual including

mobility, posture, environmental, and communication equipment.8. Use the controls of the equipment to produce the highest quality patient outcome.

9. Perform patient assessments, interventions and equipment handovers in safe mannerwhilst undertaking appropriate infection control techniques and other Health andSafety best practice.

10. Perform measurements, checks and tests required in order to prescribe or designassistive technology solutions.

11. Perform audit and checks on the work of third party service providers.12. Specify, design and facilitate the manufacture of new devices or modification to an

existing device.13. Assess the solution identified against outcome requirement, financial viability time

constraints and resource implications.14. Can practically apply all aspects of the equipment management life cycle to the

Rehabilitation Engineering service.15. Demonstrate an increasing knowledge of commonly found faults and issues with

equipment in the Rehabilitation Engineers scope of practice.16. Assess equipment to ensure it meets or continues to meet individual needs and the

equipment remains fit for purpose.

Learning Outcomes: Associated Personal Qualities and Behaviours Professionalism


1. Present complex ideas in simple terms in both oral and written formats.2. Challenge discriminatory behaviour and language.3. Adapt communication style and language to meet needs of listeners.4. Respect and uphold the rights, dignity and privacy of patients.5. Establish patient-centred rapport.6. Consistently focus on professional duty of care.7. Reflect and review own practice to continuously improve personal performance.8. Consistently operate within sphere of personal competence and level of authority.9. Manage personal workload and objectives to achieve quality of care.10. Actively seek accurate and validated information from all available sources.11. Select and apply appropriate analysis or assessment techniques and tools.

12. Evaluate a wide range of data to assist with judgements and decision making.13. Contribute to and co-operate with work of multi disciplinary teams.


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Indicative Content

Equipment management applied to Rehabilitation Engineering and AssistiveTechnology

Quality systems and controls

Product Knowledgeo Researching methodso Principles of device operationo Manuals, protocols and training informationo Accessorieso Availabilityo Costingo Construction of device, including transportation requirementso Controlso Control of infectiono Operation implications

Safety, suitability, running costs, additional resource implications

Clinical Practiceo Rehabilitation Engineering in The Health Serviceo The RE in the professional healthcare teamo Psychosocial aspects and classification of disabilities (ICF etc)o Assessment Methodso Other Professional Roles (OT, PT, ST, Rehab Consultant)o Communication With Client and Carero Postural Managemento Development and Prevention of Deformity

Assessmento Disabling Pathologies and prognosis

o Psychological stateo Communication abilities/limitationso Physical abilities/limitationso Musculo-skeletal abilities/limitationso Neuro muscular abilities/limitationso Social goals/limitationso Mobility goals/limitationso Postural management/needso Carer needs/abilities

Measurementso Types and range of Measurementso Measurement limitationso Anatomical measurementso Specialist Measuring Equipmento Use of Photography

Prescribingo Limitationso Multi-disciplinary Team

Roles, Scope of practiceo Fundingo Services ability to deliver solution

Trialling devices Modification

o Risk assessments


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o Specificationo Designingo Manufactureo Legislation, regulations and guidanceo Testingo Documentation

o CE markingo Outsourcingo Inspectiono Acceptance

Repairso Protocolso Knowledge of equipmento Outsourcingo Monitoringo Inspectiono Acceptanceo Documentation

Testingo Mechanical testso Electrical testso Functional Tests

Risk assessmentso Environment, local, widero Users/Carerso Device specifico In relation to other devices


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Section 4.0Assessment

4.1 AssessmentThe responsibility for designing and assessing student learning lies with the Higher

Education Institution and will be explained in the Course Handbook. However, there willalso be continuous assessment across the 3-year training period in the workplace, using aseries of Directly Observed Procedures / Direct Observation of Practical Skills (DOPs),Case Based Discussions (CbDs) and Mini Clinical Examinations (mini-Cex). Examples ofCbDs, DOPS and mini-Cex can be found in Appendix 1 and 2.

Direct Observation of Practical Skills (DOPS) is the observation and evaluation of aprocedural/technical or practical skill performed by a student in a live environment.

Case Based Discussions (CbDs) are designed to provide structured teaching andfeedback in a particular area of clinical or technical practice by evaluating decision makingand the interpretation and application of evidence. They also enable the discussion of thecontext, professional, ethical and governance framework of practice, and in all instances,they allow students to discuss why they acted as they did. CbDs are used throughouttraining and should encourage a reflective approach to learning.

Mini Clinical Examinations (mini-Cex) are a short snapshot of practitioner/patientinteraction. They are designed to assess the clinical skills, attitudes and behaviours ofstudents essential to providing high quality care.

All DOPS, CbDs and mini-Cex have the potential to be completed electronically and

analysed on a central database. Each student will be required to complete a portfolio inwhich a record of these will be kept, further detail can be found overleaf.

The table below indicates the suggested number of formal work-based assessments thatshould be completed by the student in Year 1, Year 2 and Year 3.

Year 1 Year 2 Year 32 DOPS1 CBDCompetencies

4 DOPS1 CBD1 Mini-CexCompetencies

4 DOPS2 CBD2 Mini-CexCompetencies

It is the responsibility of the student to maintain their own portfolio and ensure allassessments are completed on time.

4.2 Competency Log Book

The competencies form the foundation of the work based training programme and are animportant part of the portfolio and the students record of competence. Competencies aretransferable across learning outcomes and do not need to be undertaken twice where theyare repeated. Reference should be made to the point at which this competency has been

completed.




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Competencies are cumulative and as such not all competencies have to be completedwithin the relevant module. All competencies should be completed by the end of thetraining programme.

This manual provides examples of areas of application or evidence required todemonstrate competence. Students are expected to utilise different tools, resource and

media within the local laboratory to demonstrate each area of competence.

Some competencies are exit competencies. These are described as such in therecognition that they require longer time and experience to acquire and therefore cannotbe limited to one specific module or individual learning outcome.


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Section 4.3

Generic ModuleYears 1: Work-based Training

Learning Outcome 1Performs the generic skills, demonstrates adherence to health and safety,professional behaviour and the knowledge and understanding define in the work-based module for Year 1.

Competency

The student will be able to:

Reviewer Date Comments/Evidence

Demonstrate the six stage hand-washing technique.

Demonstrate basic life support skills.

Demonstrate effectivecommunication skills within thehealthcare environment.

Demonstrate safe working practicein the workplace.

Demonstrate the standards of dressand professional behaviour requiredin the workplace.


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Section 4.4

Division: Clinical EngineeringYears 1: Work-based Training

Learning Outcome 2Demonstrate the ability to observe, assist and perform under direct supervision,some basic routine procedures whilst working in accordance with local rules andsafety regulations.

Competency



Observe a routine assessment ofgait.

Observe the assessment of apatient requiring assistivetechnology.

Observe the provision of appropriateaids for daily living.

Perform maintenance on a simplewheelchair under direct supervision.

Under direct supervision perform

basic equipment functional tests andcalibration.

Perform basic equipmentcommissioning under directsupervision.

Observe and assist in measuringthe performance characteristics ofan X-ray Tube or Linear Accelerator.

Observe the maintenance of an X-ray or Radiotherapy installation.

Observe the maintenance or RenalDialysis Equipment.

Observe the maintenance of a watertreatment plant.


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Section 4.5

Division: Clinical EngineeringSpecialism: Medical EngineeringYears 2 and 3: Work-based Training

Learning Outcome 3Demonstrate a practical understanding of the Equipment Life Cycle in Healthcaredelivery and the role of the Medical Engineering Technologist.

Competency



Describe the structure of thedepartment, noting the main

features including any controlled,restricted or storage areas.

Identify key roles within thedepartment and who performs them.

Access and demonstrate knowledgeof the organisational policies whichapply to the Medical EngineeringTechnologist.

Access and demonstrate knowledgeof the local procedures andprotocols which apply to the MedicalEngineering Technologist.

Maintain a professional andcourteous attitude at all times.

Follow the dress and behaviourcode applying any additionalrequirements when entering/workingin controlled areas or areas of

restricted access.


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Identify locations where equipmentlifecycle duties are performed andany restrictions that may apply.

Identify the types of healthcare staffthat Medical Engineering staff willliaise and work with whilstperforming their duties.

Follow the various equipmentmanagement process through thedepartment identifying, recordingand commenting on any appropriatedocumentation that may apply to

each stage.Work within their own knowledge,skills, ability and responsibility,being able and willing to seekassistance when it is necessary.

Follow data protection policy andlocal procedures to maintain datarecords and confidentiality.

Identify the passage of CentralAlerting System through thedepartment and explain theprocesses that are followed.

Explain the actions that would betaken in the event of an untoward

incident involving medicalequipment.


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Learning Outcome 4

Demonstrate the ability to apply health and safety and risk management principlesto all aspects of the Medical Engineering Technologists role.

Note: When performing a risk assessment all risk elements must be considered

Competency

The Student will be able to:


Read and comply with local Healthand Safety policy covering workbased activities.

Confirm all generic training

associated with Health and safetyand mandatory training has beencompleted and contextualise thistraining to the workplace (eg identifyFire escape routes, location ofAlarms and extinguishers, handwashing facilities etc.)

Identify what kind of riskassessments are performed, wherethey are kept and how to access

them.

Identify the following types ofsymbols and confirm what theymean and the implications thesemay have of any further action

Equipment classifications

Electrical symbols

Biological Hazards

Chemical HazardsReview a local Risk assessment andcomment on how it applies in theworkplace.

Perform two environmental riskassessment on areas where workactivities are performed, one labbased and one in a clinical setting(eg ICU).


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Perform a risk assessment of theacceptance testing procedure.

Perform two risk assessment on thePlanned Preventative Maintenanceprocedure for medical devices, onein a lab based setting and one in aclinical environment (eg Theatre,HDU).

Perform two risk assessmentcovering repair procedures formedical devices.

Perform a risk assessment coveringdecontamination procedure(s).

Review local Control of SubstancesHazardous to Health (COSHH)assessment and comment on how itapplies in the workplace.

Perform a COSHH assessment.

Identify risks associated with loneworking, working on live equipmentand the steps that are in place orneed to be put in place to mitigatethese risks.


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Learning Outcome 5

Demonstrate the ability to participate in the procurement process.

Competency

The Student will be able to:


Collect information to establish theneed for the equipment and whatequipment functions are required.

Draw up a basic specificationdetailing the main features requiredfrom the equipment.

Identify any key legislation orstandards the equipment wouldhave to comply with.

Determine if the organisation has arecommended standard piece ofequipment which may be suitable inmeeting the need identified.

Determine if there is any suitable

equipment within the organisationwhich is available and will meet theidentified requirement using theavailable record systems.Obtain manufacturer and/or otherliterature or data (includingevidence based evaluations) toselect suitable equipment optionsfor further consideration.Identify other sources of expertadvice.

Interpret, compare and contrastcommercial specifications of medicaldevice to meet the userrequirements. Explain why they areor are not appropriate devices (Thisshould be carried out for equipmentwhich has a direct electrical patient

connection and for equipment thatdoes not have a direct electricalpatient connection).


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Identify what the major ongoing costmight be eg Consumables,maintenance, repair, parts (includingbatteries, probes etc.).Explain the reasons why a PrePurchase Questionnaire (PPQ) form

may or may not be required for aparticular purchase.

Review a PPQ form and make ajudgement on the suitability of theinformation presented.

Assess any installationrequirements.

Participate in the procurement ofequipment, accessories orconsumables following theprocurement procedures including

Completing necessarydocumentation egrequisitions with ordercodes

Following the orderauthorisation process

Submitting the order request

for processing


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Learning Outcome 6

With reference to the relevant standards complete equipment acceptanceprocedures and where appropriate additional installation procedures for a range ofmedical devices managed by Medical Engineering Technologists with reference tothe relevant standards.

Competency



Demonstrate the preparation andorganisational skills required toperform acceptance testprocedures.Make a risk assessment of theacceptance task.

Examine packaging for damage.

Identify, collect and recordappropriate information frompackaging and delivery notescomparing it against the initial orderto ensure correct delivery.Unpack equipment in a safemanner.

Check and confirm all items are asper the delivery note and the originalorder.

Examine equipment, cables,accessories and consumables fordamage.

Ensures the equipment has

appropriate markings eg model,serial number, CE mark electricaltype and classification etc.

Complete acceptancedocumentation collecting all relevantinformation for the inventory system.


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Where necessary assemblesequipment and fits anyconsumables according toinstructions.

Determine what tests or checks are

necessary and appropriate.

Select appropriate test equipment.

Perform any appropriate electricalsafety test procedures followingmanufacturer or locally agreedSOPs/protocols.

Perform any appropriate mechanicalsafety tests procedures followingmanufacturer or locally agreedSOPs/protocols.

Perform any appropriate calibrationor setup procedures followingmanufacturer or locally agreedSOPs/protocols.

Perform any appropriate functional

tests where necessary followingmanufacturer or locally agreedSOPs/protocols.

Record clear and unambiguousinformation including test resultsand log them according to the localSOPs/protocols.

Demonstrate the ability to store theequipment and consumables

correctly to ensure the equipmentremains fit for purpose and ready touse.Confirm the suitability of theinstallation site for the equipment.

Install the equipment.

Perform a hand over of theequipment into service following

acceptance test.


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Learning Outcome 7

With reference to the relevant standards perform a range of electrical safety testsand calibration checks and adjustments on medical devices with and withoutpatient applied parts.

Competency



Apply good health and safetyprocedures including infectionprevention control techniques to thetesting procedures.

Select suitable test and simulation

equipment.

Use local systems assess andoperator, technical, service, qualitymanagement, local standingoperating procedures (SOPs)necessary.

Select and apply the appropriatestandards and limits for theequipment under test.

Perform a full range of visualinspections on the equipment.

Operate a range of test andsimulation equipment.

Operate a portable appliance tester(PAT).


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Operate a medical grade portableappliance tester.

Make appropriate measurements on

equipment with multiple patientconnections.

Demonstrate the effect of multipleEarth paths on medical systems.

Select earth bonding pointsexplaining why they are or are notappropriate for the test beingperformed.

Demonstrate how safetymeasurements may be made usingdiscrete test equipment (egvoltmeter, ammeter and voltagesource) and explain any differencesthat might occur compared to anautomatic PAT tester.

Where equipment hasprogrammable features, adjust orconfirm these with the agreedequipment setup.

Check the calibration of theequipment by confirming that theinput or output is within thespecification using test equipment orother means.

Perform any appropriate functionaltests where necessary followingmanufacturer or locally agreedSOPs/protocols.


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Learning Outcome 8

With reference to the relevant standards operate equipment management andquality management systems (QMS) both electronic and manual to support allaspects of equipment management activities.

Competency



Log on to electronic inventorysystem.

Find an individual item of equipmenton electronic inventory system.

Identify appropriate manuals,maintenance, calibration and repair

SOPs or SOPs/protocols using theelectronic/paper inventory/recordssystem.

Identify the document versioncontrol system in use and workwithin that system.

Identify any specialists roles andindividuals associated with theminvolved in equipment management

or QMS systems and processes.

Complete electronic records for newentry on to the inventory systemafter Planned PreventativeMaintenance (PPM), repair,calibration, decontamination,decommissioning etc.Update electronic records on theelectronic inventory system orquality management system.

Access any work schedules on theelectronic records system.

Search the electronic inventorysystem for particular types/groups ofequipment.


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Identify and operate any stockcontrol systems that are in place.

Participate in the management ofspares and consumables includingthe maintenance of stock levels.


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Learning Outcome 9

With reference to the relevant standards apply equipment management processesto assist in the management of rental and loan equipment.

Competency



Identify loan/rental equipmentthrough electronic and /or paperrecord systems.

List major types of equipmentobtained on loan/rental basis.

Access indemnity forms, NHSdelivery form.

Select appropriate indemnity form tobe completed for givencircumstances.

Access the register of suppliersthrough the Department of Health(DH) website and demonstrate theability to interpret and use theinformation appropriately.

Use record systems to determineequipment on rental or loan andrental/loan period that applies.

Determine the responsibilities of theorganisation with regards torental/loan equipment eg level ofmaintenance/repair activity,consumable replacements,decontamination etc. using recordsystems.


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Learning Outcome 10

Demonstrate the ability to provide basic teaching/training on the use, operation,accessories and storage of a number of simple medical devices to other healthcarestaff with reference to the relevant standards.

Competency



Explain to other healthcare staff thebasic function and operation of theequipment, including thereplacement of any consumables.

Explain to other healthcare staff anybasic set up criteria and ifappropriate, how to alter them and

the effect this will have on theoperation of equipment.Explain to other healthcare staff anyuser maintenance StandardOperating Procedures (SOPs).

Review the suitability of UserMaintenance Standard OperatingProcedure (SOP)/SOPs/protocols.

Present material effectively throughreports or presentations.

Report back from meetings ortraining courses.


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Learning Outcome 11Demonstrate the understanding/skills and ability to perform planned preventativemaintenance (PPM) procedures on a range of medical devices.

The range of medical devices may include but is not limited to

Anaesthetic equipment,

Blood pressure measuring equipment, Defibrillators,

Gas analysis and monitoring equipment,

Multi parameter monitors,

Single or multi-parameter display equipment,

Electocardiogram or other recording equipment,

Infusion devices,

Pulse Oximetry,

Temperature measuring equipment,

Ventilation equipment

Where appropriate follow local Standard Operating Procedures to:

Competency



Demonstrate preparation andorganisational skills to enable thePPM process to be carried-outsuccessfully.

Demonstrate effectivecommunication skills to obtain asmuch relevant and accurateinformation as possible from otherhealthcare staff, carers and patients.

Estimate the time and resourcesneeded to complete the PPM andassess the potential impact that itwill have on clinical service delivery.

Identify and access relevanttechnical documentation includingthe appropriate PPM StandardOperating Procedures.

Demonstrate the ability to interpretand follow the technicaldocumentation, including localStandard Operating Procedures, inorder perform PPM successfully.


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Review literature and previousservice information to ensure thereare no Field Service Notices orCentral Alerting System noticesoutstanding for the equipment.

Identify, remove and refit or renewconsumables as necessary whenperforming a PPM.

Select the correct tools and testequipment required to perform thePPM.

Demonstrate good infectionprevention control techniques duringthe PPM process.

Perform PPM following theappropriate protocol for theequipment under test, wherenecessary, dismantling andreassembling the equipment tomodule/component level.Identify the component parts of the

equipment indicating their purposewhere appropriate.

Identify any anomalies, errors ormalfunctions and take appropriateaction to correct these or put inplace arrangements to have themcorrected.

Adjust the equipment settings tothose previously agreed necessary

for the clinical setting in which it is tobe used.

Perform any appropriate electrical ormechanical safety testingprocedures.


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Perform any appropriate functionaltests where necessary followingmanufacturer or locally agreedStandard Operating Procedures.

Record clear and unambiguousinformation relating to the PPMusing both written and electronicinformation processes and systems.

Store equipment and consumablescorrectly to ensure the equipmentand consumables remains fit forpurpose and ready for use.

Perform handover of equipmentback into clinical service.


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Learning Outcome 12

Demonstrate the understanding/skills and ability to perform repair procedures on arange of medical devices.

The range of medical devices may include but is not limited to:

Anaesthetic equipment,Blood pressure measuring equipment,

Defibrillators,

Gas analysis and monitoring equipment,

Multi parameter monitors,

Single or multi-parameter display equipment,

Electocardiogram or other recording equipment,

Infusion devices,

Pulse Oximetry,

Temperature measuring equipment,Ventilation equipment

Follow local Standard Operating Procedures to: -

Competency



Demonstrate preparation andorganisational skills to enable the

repair process to be carried-outsuccessfully.

Demonstrate effectivecommunication skills to obtain asmuch relevant and accurateinformation as possible from otherhealthcare staff, carers and patients.

Perform initial investigation of faultto determine what the cause of thefault might be.

Where the equipment is still in theclinical environment, make ajudgement as to whether the faultneeds to be found in situ or if theequipment needs to be removed.Make an initial risk assessment toidentify any potential risks inundertaking the repair.


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Estimate the time and resourcesneeded to complete the repair andassess the potential impact that itwill have on clinical service delivery.

Identify and access relevant

technical documentation includingthe appropriate repair StandardOperating Procedures.Interpret and follow the technicaldocumentation, including localStandard Operating Procedures, inorder perform repair successfully.Review literature and previousservice information to ensure thereare no Field Service Notices orCentral Alerting System notices

outstanding for the equipment.Identify, remove and refit or renewconsumables as necessary whenperforming a repair.

Select correct tools and testequipment required to perform therepair.

Use troubleshooting guide to

determine faults.

Use error codes to determineequipment faults.

Identify/confirm equipment faultusing fault finding methodology.

Perform the repair, wherenecessary, dismantling and

reassembling the equipment tomodule/component level usingappropriate technicaldocumentation.Where appropriate, identify thecomponent parts of the equipmentindicating their purpose.

Demonstrate good infectionprevention control techniques duringthe repair process.


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Perform any appropriate electrical ormechanical safety testingprocedures.

Adjust the equipment the settings tothose previously agreed necessaryfor the clinical setting in which it is tobe used.Perform any appropriate functionaltests where necessary followingmanufacturer or locally agreedStandard Operating Procedures.Record clear and unambiguousinformation relating to the repairusing written and/or electronicinformation processes and systems,including initial fault description,

actions taken, parts used etc.Perform handover of equipmentback into clinical service.


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Learning Outcome 13With reference to the relevant standards to decommission and dispose ofequipment in a safe and appropriate manner according to local procedures.

Competency



Demonstrate preparation andorganisational skills to enable thePPM process to be carried-outsuccessfully.Demonstrate effectivecommunication skills to ensurecorrect equipment is selected andthe reasons why it needs to bedisposed.Ensure access to the equipment.

Perform an initial risk assessment toidentify any potential risks anddetermine the type of disposal thatneeds to be followed and theregulations that apply.Identify routes of disposal.

Obtain authorisation for disposal.

Estimate time and resources andcost implications associated with thedisposal process.Select correct tools and equipmentrequired to perform the disposal.

Remove equipment from clinical

area if necessary.

Ensure that all data, especiallyconfidential or identifiable data isremoved or purged from theequipment according to localprocedures/protocols so that itcannot be recovered.Disable equipment according tolocal procedures/protocols.


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Ensure the equipment isdecontaminated or ifdecontamination is not possibleensure correct localprocedures/protocols are followed.Record clear and unambiguous

information relating to the disposalusing written and/or electronicinformation processes and systems.

Remove any unnecessaryequipment documentation accordingto local procedures/protocols.


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Learning Outcome 14

With reference to the relevant standards recognise and identify common artefacts,hazards, interference and faults that are associated medical devices and suggestand/or perform corrective action.

Competency



Identify possible sources ofinterference using a clinical setting.

Identify interference on a multi-parameter monitor or writer (eg ECGmonitor or recorder).

Demonstrate the effect of poorelectrode connections orapplication.

Identify potential cable faults(including patient cables) and thesuggest what faults may be seen asa result.

Demonstrate the effect ofinterference due to cable placement.

Demonstrate poor transducerplacement or interface (eg SpO2Monitor, Temperature sensors,Automatic BP devices).

Demonstrate hazards associated

with infusion devices, and themethods used to prevent them, (egsiphonage, free flow, occlusion,mechanical backlash, air in line,tampering, incorrect software setup,incorrect consumables).Identify poor user maintenance (egbattery (life, connectionsinstallation), contamination (egsuction devices, tympanic sensors)

Recognise artefacts due to patientmovement and suggest correctiveactions.


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Learning Outcome 15Demonstrate the ability to specify, design and build a simple electronic device usingappropriate test and development equipment with reference to the relevantstandards.

Competency



Produce a document outlining thespecifications for a simple electronicdevice (including powerrequirements, inputs, outputs andphysical requirements).Identify the relevant standards thatneed to be complied with for thedevice specified above.

Use a computer aided design (CAD)package to design the electroniccircuit.

Use a software simulation orhardware development system torefine the design and confirm thecircuit works as specified.

Use a CAD package to design thePCB layout for the electronic circuit.

Manufacture the PCB using localfacilities.

Produce a bill of materials andobtain parts required.

Populate the PCB using appropriatetools and materials.

Select appropriate test equipment.

Confirm the device functions are asrequired and to the specificationwritten using suitable tests.


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Design and manufacture a suitableenclosure with the use of drawingpackages and mechanical workshoptools (assistance in the manufacturemay be required where specialistmechanical equipment is required).

Check the device conforms with therelevant standards previouslyidentified.

Produce a complete set ofdocumentation (includingspecification, design, constructiondetails, test documentation Bill ofMaterials etc.).


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Section 4.6

Division: Clinical EngineeringSpecialism: Radiation EngineeringYears 2 and 3: Work-based Training

Learning Outcome 3Demonstrate the ability to identify, explain and work within the safety restrictionsthat apply to a range of radiation equipment and environments.

Competency



Comply with the local rules for work

with ionising radiation within the X-ray department.Comply with the local rules for workwith ionising radiation within theRadiotherapy department.Comply with ionising radiationregulations.

Comply with ionising radiation(medical exposure) regulations.

Comply with all other relevant healthand safety legislation and localpolicy in all work environments.Identify controlled areas and explainthe restriction that apply and why

Identify hazards and risks indiagnostic X-ray rooms.

Identify relevant safety features indiagnostic X-ray rooms.

Identify hazards and risks inradiotherapy treatment rooms.

Identify relevant safety features inradiotherapy treatment rooms.

Carry out a health and safety riskassessments in accordance withlocal procedures.


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Learning Outcome 4Demonstrate the ability to interpret a specification for radiation equipment and itsassociated accessories or parts and is able to explain the procurementprocesses.

Competency



Explain the principles supportingthe selection of radiationequipment and related accessoriesthat ensure they are fit for purpose.

Assist in the development andevaluation of basic specificationsto meet user and service

requirements.

Critically review assessment ofneed and equipment evaluationdocumentation in relation toequipment or accessoryprocurement.Critically review radiationequipment room designdocum

Documents

Clinical Engineering BSc PTP TM 2011-12 -Nov11