Professional Practice 3
| Module title | Professional Practice 3 |
|---|---|
| Module code | RAD3002DA |
| Academic year | 2023/4 |
| Credits | 30 |
| Module staff | Dr Rosey Davies (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | Please see note below* | Please see note below* | Please see note below* |
| Number students taking module (anticipated) | 50 |
|---|
Module description
Please note that Degree Apprenticeship programmes have variable start dates and modules are taught across the full year.
The aim of this module is to consolidate your prior learning and to prepare you for practice. This module will deepen your understanding of the legislative and professional framework that governs radiographers together with associated managerial, professional and interprofessional issues encountered in clinical practice. The resulting framework of knowledge and skills supports safe and equitable practice. This module enables understanding of mental health and further develops communication skills. You will get the opportunity to apply what you have learned about evidence-based practice by undertaking an audit, service evaluation or research project.
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 consolidate your prior learning so that you enter the profession of diagnostic radiography fully equipped to be an informed, evidence based, compassionate practitioner.
During this module you will develop the skills and knowledge to fulfil the non-clinical aspect of your role as a diagnostic radiographer. You will gain further knowledge of issues and processes relating to equitable provision, compliance, governance and professional responsibility. You will build upon the foundations of evidence-based practice and research already gained by planning, undertaking and evaluating a workplace-based audit or service evaluation project, or a research project (which might be in the workplace or at the university) written up to be suitable for publication. You will learn about mental health, resilience and self-care. You will further develop your communication skills and will learn how to communicate professional opinion (service evaluation findings).
This module further develops your academic writing skills and IT skills relating to data handling, analysis and presentation.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Discuss interprofessional working and demonstrate awareness of the range of roles within healthcare
- 2. Demonstrate awareness of improvement methodology, clinical audit, service improvement skills and service user involvement to ensure quality of practice
- 3. Demonstrate an awareness of leadership, associated skills, and its role within healthcare
- 4. Discuss key psychological and sociological concepts relating to healthcare both for patient and self as practitioner, including resilience, self-care and emotional intelligence.
- 5. Discuss professional principles relating to both the practice and development of radiography including health promotion and targeted health screening
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 6. Demonstrate conceptual understanding of radiography practice that enables you to devise and write an argument, use the evidence base and the ability to make use make use of scholarly reviews and primary resources.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Manage time and, with guidance, prioritise workloads
- 8. Demonstrate knowledge of effective verbal and non-verbal communication skills including communicating professional opinion
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
ROLES WITHIN HEALTHCARE
Interprofessional working and impact upon patient pathways and care
Role of other professions and services in healthcare
Role of occupational health
QUALITY IMPROVEMENT
Audit, service evaluation project or research, including collection and analysis of data
Improvement methodology, clinical audit to ensure service quality
Role of service users in improving services and in research
Experts by experience involvement in care strategy and research.
The role of Patient Advisory Liaison Services (PALS)
Using complaints and feedback to improve care
LEADERSHIP
Theories of leadership
Human factors and culture
Role of the advanced and consultation practitioner, and the practice educator
Role modelling
PYSCHOLOGICAL AND SOCIOLOGICAL CONCEPTS RELATING TO HEALTHCARE
How dis5ease and trauma processes might impact upon individuals providing care
Mental health awareness, including stress, burn out
Resilience
Self-care
Emotional intelligence
PROFESSIONAL PRINCIPLES
Context of healthcare provision including structures and policies of the NHS
Role of the Care Quality Commission in regulating quality of service.
Financial management in an NHS Trust.
Personnel management in an NHS Trust.
Using incident reporting to improve practice
Legal and ethical considerations
The role of the radiographer and suspected physical abuse in children
Empowering service users to participate in decision making processes relating to their own care
Health and Care Professions Council Standards of Conduct, Performance and Ethics
Society and College of Radiographers Code of Professional Conduct
Development of radiography as a profession
Radiographer role in health promotion, health education and health screening
Preparing for practice
Transition from student to practitioner (personal development)
Awareness of personal assumptions, values, beliefs, attitudes and potential impact upon appropriate patient interactions
Supervising other staff – understanding of supervision policies, scope of role etc
Immunisation requirements for practice
ACADEMIC SKILLS
Use appropriate sources of information to develop own knowledge
Demonstrate problem solving skills
Use appropriate IT skills for data acquisition, data analysis, presentation of results etc.
TIME MANAGEMENT
Manage time
Prioritise workloads
Organise a piece of work (service evaluation)
COMMUNICATION SKILLS
Effective verbal and non-verbal communication skills including communicating professional opinion (service evaluation findings)
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 40 | 47 | 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 hour practical sessions / SEMINARS |
| Scheduled learning and teaching activities | 15 | 15 x 1 hour e-learning resources |
| Scheduled learning and teaching activities | 7 | 7 hours project supervision (6 x 1 hour group, 2 x 30 minute individual) |
| Guided independent study | 47 | Directed reading, project preparation and write up, private study and revision |
| This module is delivered as part of an integrated degree apprenticeship programme. The total required study hours for the programme have been designed in accordance with the ESFA regulations. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Not applicable |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 75 | 0 | 25 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Service Evaluation report/Research Project | 75 | 3000 words | 2, 6-8 | Written |
| Viva | 25 | 25 minutes | 1-8 | 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 |
|---|---|---|---|
| Service Evaluation report/ Research Project (75%) | Service Evaluation report/ Research Project (3000 words) | 2, 6-8 | During the published assessment period (see ELE) |
| Viva (25%) | Viva (25 minutes) | 1-8 | During the published assessment period (see ELE) |
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 of the original assessment with additional preparation / revisions 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 - Other resources
- How to write and publish a scientific paper, Day R.A (2012), Cambridge University Press, ISBNA 0-521-36760-3 (UL:501.49 DAY)
- SPSS Survival Manual, Pallant J. (2016), Open University, ISBNA 978-0335242399 (UL: 005.55 PAL)
- Health Care Associated Infections (HCAIs) Practical Guidance and Advice, College of Radiographers (2006), Society and College of Radiographers, ISBN 1-87110-139-5 (UL: XXX)
- Managing Modern Healthcare, Bresnen, M, (2017) e-book,
- https://www.gov.uk/service-manual/helping-people-to-use-your-service/making-your-service-accessible-an-introduction
Society & College of Radiographers Current Policy and Guidance Document library including:
- 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/
- Professional supervision – Advice & Guidance Document, Society and College of Radiographers https://www.sor.org/
- The radiological investigation of suspected physical abuse in children https://www.sor.org/
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | RAD2001DA, RAD2003DA, RAD2004DA |
| Module co-requisites | RAD3003DA, RAD3004DA |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | 06/06/2019 |
| Last revision date | 24/07/2023 |
