Professional Practice 2

Module title	Professional Practice 2
Module code	RAD2002DA
Academic year	2021/2
Credits	30
Module staff	Dr Robert Meertens (Convenor) Dr Abasiama Dick Obotiba (Convenor)

Duration: Term	1	2	3
Duration: Weeks	Please see the note below

Number students taking module (anticipated)	36

Module description

Please note that Degree Apprenticeship programmes have variable start dates and modules are taught across the full year.

This module will deepen your understanding of sociological and psychological aspects of healthcare. As well as providing an understanding of current policies such as safeguarding and Duty of Candour, you will gain insight into the historical context and the human factors relating to the events and situations that gave rise to such policies. You will deepen your communication skills and learn about the skills needed to support training, supervision and mentoring.

You will also further develop your skills in evidence-based practice by developing a sound understanding of research terminology, methods and principles and further develop your ability to both critically evaluate published research and to apply it to practice.

The module commences with an attendance block at the University of Exeter with an emphasis on face-to-face learning. The module then runs over a 12 month period with two further block attendances across the year for further face-to-face learning. In the non-block weeks there will be protected ‘off the job’ learning (one day (7.5 hours) per week) supported by e-learning materials provided by the academic team. The full calendar of activities and assessment will be made available via the handbook. Annual leave may be booked in accordance with the requirements laid out in the handbook.

Module aims - intentions of the module

The aim of this module is to deepen your ability to use the evidence base so that you become an informed, evidence-based and compassionate practitioner.

With reference to the evidence base, you will learn about the impact of disability, and the impact upon the patient of trauma and chronic and acute disease. You will consider implications for the radiographer in order to ensure compassionate care. You will consider how healthcare practice can ensure it is fully inclusive. You will learn about events and situations that have arisen in healthcare, the human and situational factors involved, and how these have led to the introduction of policies, processes and initiatives in order to ensure patient safety and well-being. You will learn about the role of the radiographer in relation to such policies as safe-guarding and Duty of Candour. You will deepen your communication skills, to include giving feedback and managing conflict, and will learn about the skills needed to support training, supervision and mentoring.

You will gain an understanding and appreciation of a variety of research techniques in order to both improve your ability to critically evaluate current research and to enable you to effectively plan an audit, service evaluation or research project either individually or in a team.

This module develops your academic writing skills and your ability to use IT for statistical analysis and data presentation.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

1. Explain the value of research to the critical evaluation of practice.
2. Present a rationale for an evaluation of an aspect of practice
3. Demonstrate an awareness of the skills needed to support training, supervision and mentoring
4. Explain the sociological and psychological implications for individuals with disability, experiencing trauma, chronic and acute disease and their carers
5. Explain legal, ethical and professional principles relating to practice including raising concerns

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

6. Demonstrate academic skills to support stage 2 work including data handling

ILO: Personal and key skills

On successfully completing the module you will be able to...

7. Manage time, and with some guidance, prioritise workloads
8. Awareness of educational theory and learning styles and communication strategies, including giving and receiving feedback, raising concerns, de-escalating conflict and conflict resolution

Syllabus plan

Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:

HEALTHCARE RESEARCH

Ethical issues in clinical research

Research, audit and service evaluation - definitions and role

Qantitative and qualitative data analysis and hypothesis testing

AUDIT, SERVICE EVALUATION OR RESEARCH

Use appropriate resources for a literature search;

Undertake a literature review

Formulate a question for an audit, service evaluation or piece of research, identify the appropriate research paradigm, select an appropriate methodology

Consider Ethical issues

Select an appropriate method of data analysis for the planned project.

Present a plan for the project

TRAINING, SUPERVISION, MENTORING

Relative roles / functions of training, supervision, mentoring

Skills needed to support training, supervision, mentoring

PYSCHOLOGICAL AND SOCIOLOGICAL CONCEPTS RELATING TO HEALTHCARE

How disease and trauma processes impact upon the patient, and their carers

Implications of an individual impacted by disease or trauma for radiography practice, adapting practice

Disability awareness, LDA awareness, Dementia awareness

Weight stigma and providing compassionate care for the bariatric patient, adapting practice

Patient information – wording, formats (including Easy Read)

Mental Capacity Act and consent

Service User cases

LEGAL, ETHICAL AND PROFESSIONAL PRINCIPLES RELATING TO HEALTHCARE

Principal findings of key reports (including Francis 2013, Keogh 2013 etc)

Cultural and human factors that might lead to poor care

Current initiatives and policies aiming to ensure competent, compassionate practice including Freedom to Speak Guardians, Duty of Candour, Professional and HCPC Codes of Conduct.

Safeguarding – children and the vulnerable adult.

Raising concerns

Confidentiality and limits to confidentiality

Professionalism, implications for self (personal and health, professional conduct), and relation to role of HCPC

Inter-professional working and benefits for patients.

Health and Care Professions Council Standards of Conduct, Performance and Ethics

Society and College of Radiographers Code of Professional Conduct

ACADEMIC SKILLS

Appropriate sources of information to develop own knowledge

Professional literature

Citation of literature

EDUCATIONAL THEORIES & COMMUNICATION SKILLS

Learning styles, assessment and recognising good and poor practice

Communication strategies including giving and receiving feedback, raising concerns, de-escalating conflict, conflict resolution

Group dynamics, discussions, communication of information effectively

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching Activities	Guided independent study	Placement / study abroad
58	29	0

Details of learning activities and teaching methods

Category	Hours of study time	Description
Scheduled learning and teaching activities	9	9 x 1 hour lectures
Scheduled learning and teaching activities	9	3 x 3 practical sessions/seminars
Scheduled learning and teaching activities	40	40 x 1 hour e-learning resources
Guided independent study	29	Directed reading, private study and revision

Formative assessment

Form of assessment	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Online self-assessment (including data handling)	30 minutes	1-2, 6	Written

Summative assessment (% of credit)

Coursework	Written exams	Practical exams
75	25	0

Details of summative assessment

Form of assessment	% of credit	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Coursework	50	3000 words	3-5,7-8	Written
Project proposal	25	1500 words	1-2, 7-8	Written
Examination (including data handling)	25	90 minutes	1-2,6	Written

Details of re-assessment (where required by referral or deferral)

Original form of assessment	Form of re-assessment	ILOs re-assessed	Timescale for re-assessment
Course-work (50%)	Coursework (3000 words)	3-5,7-8	6 weeks after mark release
Resubmission of project proposal (25%)	Service evaluation proposal (1500 words)	1-2, 7-8	6 weeks after mark release
Examination (including data handling) (25%)	Examination (data handling) (90 minutes)	1-2, 6	6 weeks after mark release

Re-assessment notes

This programme runs to a non-standard timetable; assessment weeks and Assessment, Progression & Awarding Committees (APACs) for both initial and deferred assessments are held as per the programme’s published timetable.

Each component of this module must be passed. Reassessment should be resubmission of the original work with revisions made to bring it up to passing standard or of a referred exam with additional preparation being made to bring performance up to passing standard. The referred assessment will be capped at the pass mark. The module mark will not be capped. If any component is not passed at the final referral attempt, the module is capped at 39%.

Indicative learning resources - Basic reading

Gross R, Kinnison N, (2007), Psychology for Nurses and Allied Health Professionals, Hodder Arnold ISBN 978-14441-16755 (UL: 150 GRO) electronic version also available

Polgar S. and Thomas S.A. (2013), Introduction to Research in the Health Sciences (6^th edition), Churchill Livingstone, ISBN 978-0702041945

Ramlaul, A. (2014), Medical Imaging and Radiotherapy Research: Skills and Strategies, Churchill Livingstone, ISBN 9780702048289 electronic version also available

Indicative learning resources - Web based and electronic resources

Standards of conduct performance and ethics https://www.hcpc-uk.org
Code of Professional Conduct, College of Radiographers (2013), Society and College of Radiographers, https://www.sor.org/
Principles for continuing professional development and lifelong learning in health and social care, Society and College of Radiographers, https://www.sor.org/
Obtaining consent: a clinical guideline for the diagnostic imaging and radiotherapy workforce, Society and College of Radiographers, https://www.sor.org/
Guidance on mental capacity decisions in diagnostic imaging and radiotherapy, Society and College of Radiographers https://www.sor.org/

Indicative learning resources - Other resources

Aveyard H. (2018), Doing a literature review in health and social care (4^th edition), Open University Press, ISBN 978-0335248001
Braun V & Clarke V (2013), Successful Qualitative Research: A Practical Guide for Beginners, Sage, ISBN 9781847875815
Bowling A. (2014), Research Methods in Health: Investigating Health and Health Services (4th edition), Open University Press, ISBN 9780335262748
Denscombe M. (2014), The Good Research Guide: for Small-scale Social Research Projects (5^th edition), Open University Press, ISBN 978-0335264704
Field A. (2017), Discovering statistics using IBM SPSS Statistics (5^th edition), Sage, ISBN 978-1526419521
Johns C. (2013), Becoming a Reflective Practitioner (4^th edition), Wiley-Blackwell, ISBN 9780470674260
Meads G.et al. (2005), The case for Interprofessional Collaboration in Health and Social Care, Blackwell, ISBN: 978-1-405-11103-4
Sarafino E.P. (2014), Health Psychology, Biopyschosocial interactions (8^th edition), Wiley, ISBN 9780470873694
Sheaff M. (2005), Sociology and Health Care, Open University Press, ISBN 0-335-21388-X

Key words search

Medical Imaging; Research; Literature; Levels; Data; Project; Data analysis; Analysis; Issue; Audit. Care; Diseases; Trauma; Patient; Implications; Contrast; Procedures; Health.

Credit value	30
Module ECTS	15
Module pre-requisites	RAD1002DA, RAD1003DA, RAD1004DA
Module co-requisites	RAD1002DA, RAD1003DA, RAD1004DA
NQF level (module)	5
Available as distance learning?	No
Origin date	06/06/2019
Last revision date	14/09/2021