PROGRAMME SPECIFICATION

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AWARD and ROUTE TITLE BSc (Hons) Diagnostic RadiographyINTERMEDIATE AWARD TITLES Diploma in Higher Education Assistant

Radiographic Practice

Certificate in Higher Education Assistant Radiographic Practice

Name of the Teaching Institution Sheffield Hallam University

Mode(s) of Attendance(e.g. FT/PT/SW/DL)

Full time/part time

UCAS CODEProfessional/Statutory/Regulatory Body Recognising this Programme

Health Professions Council

College of Radiographers

QAA Subject Benchmark Statement or other relevant external reference point

Radiography Subject Benchmarks and Standards of Education and Training are incorporated into this provision (see appendix)

Date of Validation December 2008

1 PROGRAMME AIMSOn successful completion of the programme

a) you will gain a BSc (Hons) Diagnostic Radiography leading to eligibility to apply for registration with the Health Professions Council (HPC), eligibility to practice and the achieve the requirements of first post employment

b) you will be able to integrate theory and practice through intellectual enquiry and reflective practice

c) you will be able to engage as valued members of the health care services; meeting patients' needs and delivering the highest quality service and patient centred care

d) inter-professional working and collaboration through inter-professional education is encouraged

e) you will have developed and be able to recognize of essential skills required for employment

f) you will understand your professional role and that of others within the health and social care team in delivering an effective user-focussed service

g) you will have a sound understanding of the value and application of evidence based practice through scholarly activities

h) You will be encouraged to have a commitment to life long learning through continued professional development (CPD), reflective practice and independent scholarship.

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2 PROGRAMME LEARNING OUTCOMES

2.1 KNOWLEDGE AND UNDERSTANDINGBy the end of the programme you will be able to:

2.1.1 critically evaluate safe practice in relation to self and others. Critically assess risk and appropriate remedial action.

2.1.2 critically discuss imaging scientific principles and the functions of a range of diagnostic equipment

2.1.3 critically discuss imaging scientific principles in optimising technique and image quality (including X-ray, Computerised Tomography -CT, Magnetic Resonance Imaging – MRI, Ultrasound – US and Radionuclide Imaging - RNI) while minimising radiation dose

2.1.4 critically discuss the principles of digital image acquisition, manipulation and the issues relating to image transmission and archiving.

2.1.5 critically appraise and discuss clinical imaging anatomy, normal variants, physiology and common pathology in relation to imaging appearances

2.1.6 critically explore the role of radiography and the radiographer in patient management and advocacy evaluating key concepts of professional communication, teamwork and professionalism

2.1.7 critically evaluate health and social care policy in the context of service delivery and practice

2.1.8 critically evaluate literature and research methods and apply the principles of rigorous research

2.1.9 critically explore the roles of other professionals in response to the needs of the patient/client/service user

2.2 INTELLECTUAL SKILLSBy the end of the programme you will be able to:

2.2.1 reflect critically on practice and consider implications for development of practice2.2.2 critically evaluate the quality of clinical images in relation to their diagnostic value2.2.3 critically evaluate and justify systems of work and your contributions2.2.4 critically evaluate and justify the appropriate choice of examination and protocols2.2.5 effectively formulate and sustain a debate using supporting valid and significant

evidence, critically evaluating the significance to practice.2.2.6 make and justify decisions in relation to imaging examinations which are complex

and unpredictable2.2.7 reflect critically on their own and others practice and consider development

needs2.2.8 apply critical thinking and problem solving skills to professional decision making

2.3 SUBJECT SPECIFIC SKILLSBy the end of the programme you will be able to:

2.3.1 justify his/her use of imaging equipment with due regard for patient safety and radiation protection

2.3.2 critically evaluate your knowledge and understanding of the role of image quality in providing adequate diagnostic information for radiography

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2.3.3 select and use appropriate clinical and scientific terminology2.3.4 relate the structure and function of the human body to normal and abnormal

clinical imaging appearances2.3.5 critically evaluate the importance of managing and communicating information

about a patient in his/her care.2.3.6 participate in and critically evaluate Quality Assurance procedures and audit2.3.7 interpret and assess information given on a referral in order to justify

examinations in accordance with national and local protocols2.3.8 take responsibility for your own professional development, implement and

record Continued Professional Development (CPD) throughout your professional life.

2.3.9 contribute to the evidence base of your profession through appropriate selection and justification of methods of enquiry and analysis to support professional practice

2.4 PROFESSIONAL / PRACTICAL SKILLS By the end of the programme you will be able to:

2.4.1 maintain the requirements of the professional, regulatory and statutory bodies and adhere to the Statements of Professional conduct

2.4.2 select and manipulate imaging equipment safely and operate safely and skilfully as radiographic practitioners (within current legislation applicable to diagnostic radiography), both independently and within a multi-disciplinary team

2.4.3 select, perform and critically evaluate the most appropriate strategies for undertaking imaging examinations of any patient at any stage in their life span (including for forensic purposes) including prioritisation of workload and effective time management

2.4.4 critically analyse problems and formulate solutions2.4.5 justify approaches taken in optimising imaging practice and critically assess

and evaluate the quality of images2.4.6 function as valued members of the health care services, to meet patients’

needs and deliver the highest quality service and patient centred care2.4.7 communicate ideas and support the learning, development and education of

others2.4.8 critically appraise the physical, psychological, social and cultural needs of

the patient relevant to clinical imaging2.4.9 apply and critically evaluate key concepts of inter-professional and inter-

agency approaches to the delivery of care2.4.10 practice within legal, ethical and professional frameworks required of a

health and social care practitioner2.4.11 communicate effectively and appropriately with those receiving care and

those providing it

2.5 KEY SKILLSBy the end of the programme you will be able to:

2.5.1 maintain records appropriately and communicate information effectively through written, electronic and verbal means

2.5.2 take responsibility for working independently and autonomously as well as in multi-disciplinary teams critically evaluating strategies adopted for successful team-working

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2.5.3 use appropriate ICT and health informatic skills2.5.4 use numerical and statistical analysis skills in practice situations2.5.5 use enquiry skills necessary for developing evidence based practice and

engage in valid and reliable research into current clinical practices2.5.6 critically reflect on your own experience and professional practice and

continue to develop your professional knowledge and skills meeting the obligation to maintain fitness for practice and the need for CPD

2.5.7 respond and adapt to change in the clinical environment2.5.8 locate and critically appraise literature2.5.9 critically evaluate and maintain your own health and that of peers raising an

awareness of the implications for clinical practice.

3 LEARNING, TEACHING AND ASSESSMENT

3.1 The approach to Learning and Teaching within the ProgrammeThe learning and teaching methods that will be adopted to develop your knowledge and understanding will range between didactic and empirical methods including:

keynote lectures, which will present theories, concepts and factual information. You will be directed to further study both in the academic and clinical setting which will broaden your knowledge base.

seminars, which will allow you to explore theories and concepts with your peer group

anatomical and practical demonstrations with particular reference to the radiographic anatomy and image in order to contextualise your learning

directed literature searching and reading will develop academic skills and a questioning and enquiry based approach to your knowledge development

small group exercises will allow you to discuss theories and concepts and work towards a common understanding

practical scientific experimentation in the X-ray room will be the foundation of all modules and will facilitate the integration of theory to your clinical practice.

Practice education whilst on clinical placement will be supported by tutorials and individual supervision from the clinical liaison officers and visiting lecturers

On-line and e-learning will be utilised to support self-directed learning and to monitor your progress, following up work in groups, seminars and lectures. You will be encouraged to develop Wikis and Blogs to build a learning resource.

Your learning will be developed throughout the course in a layering approach facilitated by small modules of learning that can allow assessment of your learning throughout the academic year and therefore facilitate timely remedial action and developmental feedback.

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COURSE STRUCTURE BSc (Hons) Diagnostic Radiography

St Step off

Cert HE

Step off Dip

HE

Semester 1 Semester 2 Semester 1 & 2

Level 4

120 Credit

(C)

Level 5

120Credit

(C)

Level 6

120Credit

(C)

Science ofImaging

TechnologyOne

10 C

Science ofImaging

TechnologyTwo

10 C

Musculo- SkeletalImaging

One

30 C

Using Knowledge

and Evidence to

Support Study and Practice

10 C

PracticeEducation

One

30 C

ProfessionalIssuesOne

10 C

Science of ImagingTechno-logyThree

10 C

MusculoSkeletalImaging

Two

10 C

Science ofImaging

TechnologyFour

10 C

ProfessionalIssuesTwo

10 C

SoftTissue

ImagingTwo

20 C

PracticeEducation

Two

30 C

Musculo-Skeletal ImagingThree

10 C

ProfessionalIssuesThree

10 C

Soft Tissue ImagingThree

10 C

Generating and

evaluating Evidence

for Practice

30 C

Practice Education

Three

30 C

SoftTissue

ImagingOne

10 C

Employability and Advancing

Practice

10 C

Introduction to Inter-

Professional Practice

10C

Using and Evaluating Evidence to

Inform Practice

10 C

Developing

Collaborative

practice

20 C

Capable Collaborative

Working

20 C

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Self directed learning will be supported by computer based learning packages and tests that are accessible by the web. The overall purpose of the e-learning packages is to provide you with a resource that can be accessed at any point and at your convenience and will encourage you to link knowledge and underpinning theory with your clinical practice. Computer based Assessment (CBA) tests will provide feedback on your progress throughout the module and the learning that you have achieved as well as directing you to address learning needs identified.

A student-centred strategy for the learning and teaching of intellectual skills will be applied, including self-appraisal and action planning facilitating the development of skills to encourage you to become reflective and proactive practitioners and to be able to use evidence in an effective way. These skills will be developed through:

individual and group reflective tasks use of electronic resources and on-line discussion inter-professional learning sets which facilitate enquiry based learning,

through the use of learning scenarios discussion groups small group seminars workshops analysis and interpretation of clinical images literature critiques

The learning and teaching strategies for the development of subject specific skills will include:

lectures which illustrate the underlying principles in developing subject specific skills

seminars that facilitate in-depth exploration of the skills before being put into practice

anatomical and practical demonstrations with particular reference to the radiographic image which will enhance the development of the subject specific skills

practical scientific experimentation in the X-ray room, which will provide a valuable learning experience for you to practice the skills prior to and after attending clinical placement.

On-line learning Small group exercises Directed literature searching and reading

Professional and practice skills will be developed through learning and teaching strategies that will be delivered in both the academic and clinical setting. You will follow an attendance pattern that will facilitate the delivery of theory within the university that is then applied into practice in the clinical setting. You will be supported in the clinical setting by a team of trained Clinical Liaison officers (CLO) and visiting academic lecturers who will provide group and individual tutorials whilst in the clinical setting.

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Due to legal requirements you will be allocated a radiation monitoring badge that is to be worn at all times within the clinical environment and the university X-ray suite. It is your responsibility to ensure that radiation monitoring badges are returned for assessment, if you consistently fail to return your radiation monitoring badges you may be referred due to the fitness for practice/ professional suitability procedures.

Pattern of Study

Proposed pattern of attendance for Full time BSc (Hons) UG DRAD Course

WEEK

Week beginning

Diagnostic Radiography Attendance Pattern

No. Level 4 Level 5 Level 6 Comments

1 27 Jul C C Pre-enrolment days for CRB and health checks

2 3 Aug V V3 10 Aug V V4 17 Aug V V

5** 24 Aug V V6 31 Aug C C7 7 Sep C C8 14 Sep C C End of clinical placement,

level 5 and 69 21 Sep Inducti

onENROL/

AEnrol/

IPLCLO MTG meet y2 + Y1??

Fri10 22 Sep A A C11 5 Oct IPL A C12 12 Oct A A C13 19Oct A IPL C14 26 Oct A IPL A15 2Nov A A A16 9 Nov A A A Clin ed 1 practical

assessment week

17 16 Nov C A A Clin ed 2 and 3 practical assessment

18 23 Nov C C C19 30 Nov C C C20 7 Dec C C C21 14 Dec C C C22 22 Dec V V V

23*/**

28 Dec PS PS PS

24 4 Jan RR RR PS

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25 11 Jan Ex Ex Ex S1 Exams(11 – 15 Jan; 18 – 20 Jan 2010)

26 18 Jan A C A27 25 Jan A C A28 1 Feb A C A29 8 Feb IPL C C30 15 Feb A C C31 22 Feb A C C32 1 Mar A C C Clin ed 1 practical

assessment33 8 Mar C C C34 15 Mar C A A

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22 Mar C A A

36 29 Mar C A A37 5 Apr V V V38 12 Apr PS PS RR START OF SPECIAL PL

ROTA? 39 19 Apr C A A Clin ed 3 pracitcal

assessment40 26 Apr C A RR/A Clin ed 2 practical

assessment41** 3 May RR RR PS42 10 May Ex/PS C C S2 Exams43 17 May C C C S2 Exams

44** 24 May C C C S2 Exams45 31 May C PS C46 7 Jun C C C47 14 Jun C C C

48 21 JunC C C Results

49 28 Jun A RR (C*)- Y1 PREP FOR Y250 5 Jul C A (C*) Y2 PREP FOR Y351 12 Jul C C (C*)52 19 Jul C C (C*)-1 26 Jul C C (C)2 2 Aug V V (V)3 9 Aug V V (V)4 16 Aug V V (C )5 23 Aug V V (C )6 30

Aug**C C ( C)

7 6 Sept C C (C )8 13 Sept C C (C ) SEPT BOARD?

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No of weeks

èyr2

C=19A= 16V=6

PS= 7RR=1

Ind = 1Ex = 3

èyr3

C =23A = 15V = 6

PS = 5RR = 2

C = 19A = 13V = 2

PS = 5RR= 2

C = clinical placement

A = academic attendance

V = vacation

PS = private study

Ex = examinations

IPE – inter-professional education

RR = read and revision

Resources for learning

Subject specific skills such as professional and psychomotor skills are introduced and developed throughout the course by the extensive use of the specialist teaching facilities at the University. The facilities include the digital X-ray room, processing facilities, ward area, theatre simulation mobile x-ray equipment and ultrasound scanners. Extensive use of theses facilities are embedded in all module delivery. Skills are further developed during clinical practice placement.

Placement learning will form an important link between classroom based learning and the clinical environment, enabling you to apply knowledge and understanding to your own practice and to explore the broader context of the health and social care team. Reflection on and comparison of clinical practices are encouraged through small group work, on-line discussion and the electronic Personal Development Portfolio (e-PDP).

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Active and experiential learning is key to your clinical placement and is achieved by participation in and observation of clinical practices, completion of structured guidance sheets and the clinical assessment scheme. Professional development is facilitated and monitored by the completion of an electronic Personal Development Portfolio (ePDP), which has close links to the professional body requirements for Continued Professional Development (CPD).

An enquiry-orientated approach to practice helps you to develop a professional identity, and increasing clinical competence. Problem solving approaches will be adopted to allow for the development of critical thinking skills

Inter-professional learning will be facilitated through multi-disciplinary groups and will encourage sharing of values, philosophies

and experience in caring for the patient/client/service user case studies and learning scenarios with particular emphasis on the service

user which will encourage you to apply theoretical principles to real situations

Medical images are used throughout lectures and seminars in all modules to provide a focus for developing skills in assessing image quality, identifying radiographic anatomy and pathological appearances. Specialist software packages and on-line resources are used to further enhance these skills.

On-line resources such as Key skills on-line will support the development of a range of key skills alongside the support provided by the Learning, Information Technology team (LITS). Computer based learning packages are a key feature in developing literature searching skills and data production and analysis and this is further supported by individual and group tutorials. You will be encouraged and facilitated through group and on-line discussions to explore the professional responsibility for managing and promoting good health individually and for others

Workshops, group discussions and enquiry based learning will all contribute to developing your skills in problem solving and critical thinking.

Clinical simulation and practice placement enables you to develop teamwork, written, verbal and electronic communication skills and will help you identify boundaries and limitations to your practice, raising a professional awareness.

3.2 The approach to Assessment and Feedback within the Programme

The approach to assessment will ensure that a range of assessment activities are used appropriately.

The assessment strategy incorporates both formative and summative assessment. Summative assessments, which are used for grading purposes, provide evidence of the degree to which key learning outcomes have been achieved. Summative assessment does have a 'feed-forward' effect in the

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sense that the feedback provided can be used to inform and enhance later stages of your learning process. Formative assessment is used to assist the learning process by providing you with feedback on the extent to which you are progressing towards the attainment of the learning outcomes and also to aid tutors to identify if you require further support.

Knowledge and understanding is assessed in a variety of ways with an emphasis on ensuring that theory is integrated with and applied to practice. Knowledge and understanding is assessed both summatively (at the end of a package of learning that provides you with credit towards your award) and formatively (throughout a package of learning that provides you with feedback on your progress and how to develop but does not affect your end award) using the following methods:

Computer based assessments Practical assessment Written examination by phased tests Essays Case studies Clinical workbooks E-portfolio Presentation, i.e., scientific posters and oral Viva Voce examination with particular emphasis on image

interpretation

In addition the subject specific skills will also be assessed formatively and summatively enabling progression from basic skills, to the production of significant pieces of work in the final year.

This work will include: The electronic personal portfolio which enables you to record and plan

your progression and development. Written assignments will support the development of reflective skills,

self appraisal and action planning Professional modes of communication such as scientific poster

presentations and oral presentations. Practical assessments Viva voce with particular emphasis on image interpretation

The Professional/practice skills assessments will be linked to your staged development of professional skills and will include both academic and practical modes of assessment. Integration of theory and practice is key to the development of professional skills; the methods that will be used are:

clinical assessment scheme that will assess your competence to practice in a particular examination area

Practice placement review which will provide you with valuable feedback concerning professional areas of competency and progression

practical assessments at the university to help develop your basic skills that progress in complexity throughout the course prior to and after clinical placement

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clinical workbooks that help to consolidate learning from placement and link theory to practice.

e-professional development portfolio enables you to reflect, self assess and action plan thus exploring your own practice and the practice of others, this will also facilitate you in becoming an autonomous learner that can manage your own CPD

written assignments will closely link the professional development portfolio and enhance professional skills.

Key skills such as communication will be assessed throughout the course with a particular emphasis on practice placement and the clinical assessment scheme. Clinical simulation and practical assessments will test the application of key skills in mock and real clinical situations.

If you demonstrate unsafe practice within any assessment task then a mark of 1% will be awarded and an automatic referral of that module.

Feedback will be given at timely intervals by academic tutors and clinical placement supervisors, which will enable you to identify your own learning needs. The feedback may take the format of verbal or written comments from lecturers, academic tutors, clinical placement supervisors, peers or in the form of automated computer based feedback.

Feedback will be both formative (provided throughout the module by peers, lecturers and module leaders giving you guidance and direction) and summative (providing constructive information as to how you have met the learning outcomes by the module leader).You will receive feedback by

computer based learning packages which will be available electronically. You will have access to a virtual learning environment which will have a gradebook area that is personal to you. You will be able to access grades and feedback from both summative and formative assessment tasks.

Peer and tutor feedback which will take place within action learning sets and within the clinical environment. Within the clinical environment you will be provided with continual verbal feedback on your professional practice by your clinical supervisors and within the university setting you will be encouraged to provide peer feedback within your action learning sets.

Written and verbal feedback will be given for all course work throughout the course. You will be supported by tutorials from the academic delivery team which will provide you with verbal feedback on your progression. Written feedback, where possible, will be available 3 weeks after submission of your work and will be subject to ratification of the award board. The written feedback will entail an assessment grid which will identify how well you have achieved the module learning outcomes and further individual comments will be provided by the module leader as well as an agreed overall mark.

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The clinical assessment scheme will generate regular formative feedback by tutors and clinical placement supervisors on your professional/practice skills development. Practical and image interpretation assessments in a focused area of study will provide both formative and summative feedback from lecturers and clinical supervisors throughout the course within the Practice education modules.

4 PROGRAMME DESIGN AND STRUCTURE

The programme is designed not only to ensure that your learning progresses linearly but also that there is linkage of module content horizontally. The modules are designed to progress from basic concepts to more complex theories and to provide synthesis of knowledge in building blocks of learning. Scientific modules will be linked to practice modules providing a more rounded and holistic approach to imaging concepts. All modules are mandatory ensuring that your learning incorporates the professional body’s requirement for first post competency for registered Diagnostic Radiographers and will also facilitate “step off” awards for Assistant Radiographic Practitioners at the completion of each academic level. The mandatory modules also meet current legislation requirements. The programme is also designed for multi-professional learning with the incorporation of the inter-professional education modules.

The intended mode of delivery will be to ensure there is a variety of content delivery and teaching styles throughout the academic block within a specific area of learning; the academic delivery days will involve a mix of subjects for instance Science of Imaging Technology, Soft Tissue imaging and Professional Issues rather than focusing on one subject area, this will facilitate you in linking theories and concepts and will ensure that your preferred different learning styles will be met by the different teaching styles. The mix of module delivery will also ensure that there is explicit linkage between modules therefore providing a more holistic approach to radiography teaching.

At the end of each academic block you will be assessed formatively by a practical and image interpretation assessment within the Practice education module. This formative assessment will assess the learning you have achieved from all of the module delivery and how you apply the learning to your practice. You will be provided with feedback that you will be encouraged to take forward into your clinical placement and share with the clinical liaison officers ensuring linkage from the university setting into the clinical setting. The feed forward strategy for practice education will ensure that the learning experience within the clinical setting is appropriate and individual.

The programme is designed to facilitate a flexible approach to learning content which will enable the course to be proactive meeting the demands of an ever evolving profession and service requirements.

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5 PROGRESSION/CAREER ROUTESPossible progression or career routes after you have completed this programme include

Upon successfully completing the BSc (Hons) Diagnostic Radiography course you will be eligible to apply to enter the Health Professions Council (HPC) register as a Diagnostic Radiographer. Upon registration you will be able to seek employment undertaking Diagnostic Radiography within the health service. There is potential for you to be able to progress into postgraduate study such as Medical Imaging and Medical Ultrasound once you have successfully completed the BSc (Hons) Diagnostic Radiography course.

If you fail to complete the full course you might be eligible for interim awards; Certificate in Higher Education Assistant Radiographic Practice upon completion of level 4, Diploma in Higher Education Assistant Radiographic Practice upon completion of level 5. The interim awards will enable you to seek employment within a focussed area of radiographic practice.

Furthermore to enable the programme to be proactive to service demands and market forces the commissioning of Assistant Radiographic Practice education will be facilitated through this programme of delivery as opposed to a separate Assistant Radiographic Practitioner programme.

6 ENTRY REQUIREMENTS AND ENTRY PROFILE

6.1 Specific Entry Requirements for entry to the initial stage of this programme are

Academic Qualifications (including A / AS level grades and subjects, where applicable)

A minimum of 3 GCSE passes at Grade C including Mathematics, English and a Science subjectKey Skills 2, Level 2 Numeracy, and Application of Number may be considered in lieu of the Grade C MathematicsNormally 260 points at level 3 will be required from one or more of the following:

GCSE/VCE A levels preference will be given to applicants with a pass in a Science (AS level credits will only normally be taken into consideration in conjunction with full “A” levels)

BTEC National Certificate/Diploma in Health Sciences or Science, with a specified overall mark of Distinction

European or International

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Baccalaureate Certificate QAA recognised Access course in

Science subjects at an appropriate level

Advanced GNVQ in Science or Health and Social Care with Merit

Irish Leaving Certificate passes in at least 5 approved subjects including Mathematics, English Language and a Science subject (all 5 at Grade C or above)

Scottish Higher Certificate with at least 3 subjects at Grade C or above

Those already holding graduate status including Foundation Degree

Level of English language capability

Candidates from non-English speaking countries are required to have passed the English Language Test of the British Council with 7 points or more, IELTS standard with 7 points or more, or equivalent

Previous relevant work or work-related experience

Applicants must have attended a major imaging department for a minimum of 2 days or 1 day with a completed workbook

Any other specific entry requirements

A well rounded individual who is committed to Diagnostic Radiography

Applicants must have reached the age of 18, by 31st December in the year of entry

All suitable candidates will be invited to attend a group interview, for an offer to be made attendance is compulsory

Students must supply a supportive reference indicating that he/she is motivated to study and does not have a record of repeated absence and/or sickness

Undergo “enhanced” checking by the Criminal Records Bureau prior to commencement of clinical placement

Undergo Occupational Health Screening following an offer of a place.

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6.2 APPLICANT ENTRY PROFILE: the knowledge, skills and qualities etc. required to enable you to benefit from, and succeed on the programme of study are

General and intellectual skills and abilitiesYou are expected to demonstrate ability to:

Study in depth a range of subjects appropriate to the course of study. Contribute to class/group discussions. Formulate and present cohesive arguments. Approach study in a planned and organised way. Study independently. Use IT appropriately in their studies i.e., accessing the internet, using

word processing packages.

Required knowledge and experienceYou will normally be required to have pre-entry knowledge of:

Cell structure and function. Biological concepts underlying physiological processes and their

control. Basic physical concepts of electricity and magnetism. Structure of matter. Diagnostic Radiography as a career and the particular demands of

radiography. The nature and structure of the radiography course at Sheffield Hallam

University including clinical placements.

As part of your course you will be required to develop professional skills both in the academic setting and in the clinical environment. Therefore, in order to recreate an authentic learning experience within the academic setting you will be required to take part in role play and learning scenarios and be prepared to act as both patient and practitioner when practicing radiographic positioning. If you feel that you are unable to undertake any of the skills tasks then you can discuss this with the module leader or staff member; and, if appropriate, a learning contract can be agreed to guide your further participation in any professional skills development exercises. For terms of reference and moderation of assessment of professional skills these activities may be recorded.

You will be required to sign a consent form during induction to the course for the participation in role play and clinical learning simulation. Normally you will confirm your ongoing compliance regarding consent by completing a new form each year. In accordance with the Data Protection Act this confidential form will be stored in your student personal file, which is kept in a secure place. (Please see appendix 5 for an example of the consent form)

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Personal QualitiesYou must demonstrate the following qualities:

Good communication skills. A caring personality. Awareness of the needs of others. Ability to function as part of a team. Initiative, reliability, honesty and responsibility.

Radiographers are required to be physically fit for undertaking potentially strenuous work within the clinical environment and responsibility for the safety of patients in their care; therefore you will be required to satisfy certain criteria for Health Service employment.

You should meet the current requirements of the Health Profession’s Council and the Department of Health in the following:

Occupational health screening Criminal Records Bureau checking Immunisation

You are required to inform the university should any changes occur in health or criminal records status. Appropriate risk assessments for fitness for practice will be undertaken.

Acceptance on the course will be subject to

A satisfactory medical examination in compliance with the HGS (94)5 1 Absence of any health problems that may prevent participation in all

aspects of the course. A reference from a previous employer or place of study with a record of

time taken off on the grounds of sickness A declaration of having no criminal convictions involving bindings and

cautions involving children or vulnerable adults.(All convictions must be declared prior to entry to the course so that their significance may be considered) Prospective students will be required to attend an interview with other

prospective students. The interview panel will include present final year students, clinical partners and academic staff, however the final decision to offer a place on the Diangostic Radiography course lies directly with Sheffield Hallam University

Criminal Records Bureau (CRB) checks All healthcare students who enrol on the first year of the course, or are direct entries, will be subject to an Enhanced Disclosure with the Criminal Records Bureau. These checks are either undertaken prior to, or upon enrolment to the course. Students will not be allowed to commence placement until a satisfactory CRB disclosure is received. During their course, students are also required to inform the Faculty of any criminal conviction received whilst studying.

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Students are also required to complete an annual disclosure confirming that their criminal conviction status has not changed since the initial enhanced CRB disclosure. For any students who enrol after 12th October 2009, UG healthcare students will also be subject to ISA (Independent Safeguarding Authority) registration. --------------------------------------------------------------------------------------------------------------------------------

Due to recommendations from the Secretary of State for Health, the University Medical Officer may ask you to provide evidence of their medical history (from your GP) including eating disorders or other conditions that may make you unsuitable for a career in Diagnostic Radiography.

You will not be allowed to attend clinical placment if you do not have a negative CRB check or health clearance as defined in the Faculty policy. If you have an incomplete or positive CRB check you will be subject to a Professional Suitability Panel who will make considerations on your individual case.

Clinical placment providers may need to be notified of your health and CRB status and you will be withdrawn immediately from clinical placement if it is deemed that there is potential risk to yourself and/or patients. This is facilitated through a robust communication network with the placement providers clinical liaison teams and academic staff; all information will be treated as confidential wthin that network.

6.3 The University will select non-standard entrants to the programme in the following ways

If you meet all of the entry requirements you will be required to attend for an interview. Interviews will be conducted in groups.

If you are a mature candidate or you possess qualifications other than those stated in the table you will be considered on your merit. Mature candidates without evidence of recent study and in need of preparation may be required to take a QAA approved Access course in Science subjects or the Foundation Degree in Health.

Through the Credit Accumulation and Transfer Scheme (CATS) it will be possible to consider applicants on an individual basis in terms of prior learning.

6.4 Use of Prior Credit (APCL/APEL): prior certificated credit or prior experiential credit may be used within the Programme in the following ways

Accreditation of Prior Certificated Learning (APCL)

You can apply for exemption from course modules if you can provide evidence of previous certificated learning.

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Claims under the APCL regulations will be recorded by the Faculty of Health and Wellbeing and considered by the course leader and other relevant colleagues. You must provide evidence in the form of certification, the successful completion of the assessment activity, its academic level and credit rating. Outcomes of successful APCL claims will be ratified by the Board of Examiners and details recorded in individual records.

Accreditation of Prior Experiential Learning

You can apply for exemption from course modules if you can provide evidence of previous experiential learning thus allowing you to gain credit for learning derived from real tasks and then substitute this credit for a university taught module.

Claims under the APEL regulations will be recorded by the Faculty of Health and Wellbeing and considered by the course leader and other relevant colleagues. You must provide evidence in the form of professional records of achievement or other acceptable evidence of prior experiential learning. Outcomes of successful APEL claims will be ratified by the Board of Examiners and details recorded in individual student records.

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