BSc Radiotherapy and Oncology
Clinical Education
Module Handbook
Module Leader: Jo McNamara
1
CONTENTS
Page
Rationale
3
Module Descriptor
4
Reading List
9
Assessment criteria marking grid
10
2
Welcome to the Clinical Education 1 module!
This module is a very large part of your training programme and I am sure this will
come as no surprise to you because this includes all of the practical clinical skills that
you will learn while you are based in a Radiotherapy Department.
This module runs in a same format for each of the three years of your training
allowing you to gain academic credit for increasingly complicated clinical skills.
Year 1, Level 4, 120 credits
Semester 1
Semester 2
Principles of Radiation Oncology 1
20 credits
Principles of Radiation Oncology 2
20 credits
Using Knowledge and Evidence to
Support Study and Practice
IPE 10 credits
Introduction to Interprofessional
Practice
IPE 10 credits
Principles of Anatomy & Image
Interpretation
10 credits
Radiotherapy Physics and Equipment 1
20 credits
Clinical Education 30 credits
This module will run from Sept 2012 until your final submission at the end of year 1
in August 2012. The submission at the end of this module will represent one full year
of your clinical experience.
How will you be supported?
Blackboard: There is a dedicated Blackboard site that contains information to help
you progress in this module. All the teaching materials will be housed on this site
allowing you to revisit them whenever you like and wherever you have access to the
internet. To aid you in managing your workload for this module the Blackboard site
contains information on a staged approach that breaks the content of the module into
bite sized pieces for you to complete throughout the year. The site also contains a
breakdown of the assessment process, content required and submission dates. The
3
discussion board is an additional tool where you can post queries to be accessed
either under specific clinical sites or on the main board.
Prior to attending the clinical placement you must visit the Blackboard site and look
under the ‘Supporting Resources’ tab, you must read the following policy
documents…

Consent and confidentiality

Health and Safety

Personal Radiation Monitoring

SHU Placement Policies (Attendance and Uniforms)
Key note lectures: Each session will have a specific dedicated section on the
Blackboard site here you will be able to find any PowerPoint’s used or taught
materials from the lecture. You will also find additional materials here selected by the
lecturer to enhance your learning; this may include research papers, protocols or
website links. Taught sessions include the ‘Module Introduction’, ‘Portfolio
Development’, ‘Working in Teams’, ‘Professionalism and Social Networking Sites’
and ‘Preparation for Clinical’.
Seminar Sessions: These are sessions when you will often have time to work in
smaller groups and consider the application of topics that you have covered so far in
the module. You will be directed on aspects to consider or questions to discuss by
your lecturer and often you will share this information with the group as a whole at
the end. This will be the time to get your thinking caps on! Sessions include
‘Reflective Practice’ and ‘How to be a good Mentee’.
Practical Sessions: There are several hands on sessions that are included in this
module. This module is assessed by the creation of a personal electronic webfolio
(DON’T PANIC! You will know what this is by the end of the module). We will give
you dedicated training sessions in the University IT labs to ensure that you are ready
to use the software. You will also have some hands on sessions in our Virtual
Learning Environment (VERT) where you can begin to develop clinical skills.
4
It is important that you attend the lectures and seminars, as your attendance will be
monitored. At each lecture/ seminar or practical you will be asked to sign an
attendance log that will be stored in your personal records.
Professional Development Facilitators: Each clinical department has a named
member of staff who supports the students that are placed there. They will visit at
least once a week while you are on placement supporting your learning. They are…
Name
Role
Tel Number
Email
Mel Clarkson
PDF Middlesbrough
0164 285 4278
m.clarkson@shu.ac.uk
Jo Doughty
Module Leader and
Overall BSc Course
Leader
0114 225 4410
j.p.doughty@shu.ac.uk
Heather Drury Smith
PGD Course
LeaderModule Leader
/ PDF at Derby
0114 225 2523
h.drury-smith@shu.ac.uk
Andrew Duncun
Link Tutor at Lincoln
0152 257 2238
Andrew.duncan@ulh.nhs.uk
Laura Pattinson
PDF at Leicester
0114 225 2230
l.pattinson@shu.ac.uk
Nicola Freeman
Link Tutor at Leicester
0116 254 1414
Nicola.freeman@uhl-tr.nhs.uk
David Green
Module Leader / PDF
at Leeds
0113 206 7728
david.green@shu.ac.uk
Cath Holborn
MSc Course Leader /
0114 225 2310
c.holborn@shu.ac.uk
5
PDF at Nottingham
Rachel Clements
Link Lecturer at
Nottingham
0115 969 1169 ext
59705
Rachel.Clements@nuh.nhs.uk
Anne Jessop
Module Leader/ PDF
at Hull
0114 225 5579
a.jessop@shu.ac.uk
0148 246 1280
(Hull)
Jo McNamara
Module Leader /
Admissions Tutor /
Clinical Lead / BSc
Year 1 Course Leader
0114 225 5589
joanna.mcnamara@shu.ac.uk
Sheela Macwan
Module Leader/ PDF
at Lincoln
0114 225 5573
s.macwan@shu.ac.uk
Keeley Rosbottom
Module Leader / PDF
at Derby
0114 225 2423
k.rosbottom@shu.ac.uk
Amy Taylor
PDF at Sheffield
0114 225 4344
a.taylor@shu.ac.uk
Gillian Thompson
PDF at Newcastle
0114 225 5579
g.thompson@shu.ac.uk
Newcastle 0191
2138650
6
Module Leader: In terms of my commitment to you as the module leader, please
feel free to post queries on the module Blackboard site or email me direct if you have
any queries or problems.
Email: joanna.mcnamara@shu.ac.uk
Hope you enjoy the module!
Jo McNamara
7
Assessment and Activities
As with all modules on this programme you will be assessed at the end to check for
your level of knowledge and understanding. There are several different aspects of
assessment for this module and this section outlines what they are, you will receive
additional information in taught sessions.
Webfolio Submission: In July you will submit an electronic portfolio (webfolio)
which will record your clinical activity and illustrate how you have achieved the
module learning outcomes, these are…
1.
Demonstrate understanding of safe working practices in general and with
ionising radiation’s in particular
2.
Outline emergency procedures and locate, identify and demonstrate
understanding of the safe and correct use of emergency equipment
3.
Correctly identify and receive patients and communicate and interact effectively
with patients and colleagues in a professional manner
4.
Take an active role in the delivery of radiotherapy techniques including patient
and equipment manipulation commensurate with placement opportunities
5.
Follow departmental protocols on hygiene and the disposal of clinical waste
6.
Show an awareness of the appointment system and the way in which the
department integrates into the day to day running of the hospital
7.
Accurately undertake and record simple treatment calculations using prescribed
data
AND…
1.
identify and demonstrate understanding of the safe use of controls and
accessory equipment utilised on the simulator
2.
greet patients, put them at their ease and explain procedures for simple
simulator procedures and beam direction shell production
3.
demonstrate a sound knowledge of surface and radiographic anatomy
(including cross sectional anatomy)
4.
outline the steps involved in the pre-treatment process
5.
contribute to the production of a clinically acceptable beam direction shell and
appreciate the patients' perspective of the impression process
8
The wording of these learning outcomes will not
mean much to you when you start the course but
you will be fully supported in selecting evidence to
meet these learning outcomes and also in how to
write statements to meet the learning outcomes.
You will submit through some software called
pebblePAD+, all students will be given dedicated
accounts and all students receive training sessions
with additional drop in sessions offered through the year. Although the drop in
sessions are optional I do recommend that you attend them whenever possible.
The assessment grid is on page 9 and 10, this is what we use to decide on the mark
allocation for your webfolio submission. You must achieve 40% for the webfolio to
pass this section of the module assessment.
Case Discussion: By the final submission date you will have completed one case
discussion. This is when you discuss a type of treatment technique with a specially
trained member of staff from your clinical department. In year one you will need to
complete the palliative techniques case discussion. I am sure that the idea of a
verbal assessment is a little bit scary but you will be fully prepared to complete this in
the summer. You will receive a separate handbook that covers the case discussion
topics and how they are assessed and marked. You must achieve a minimum of
40% to pass this section of the module assessment.
Activities (or Etivities!): We give you some small staged activities to complete
throughout the year because they are completed electronically these are called
etivities. The etivities will form part of your final webfolio submission and they are an
excellent opportunity for you to get some feedback on your work and identify if you
need any additional one to one support. All etivities have deadlines set and it is vital
that you meet these deadlines to receive timely feedback.
Marking and moderation: All submissions are first marked and then moderated by
a second member of staff. A selection of these submissions are then seen by the
external examiner, all students who fail to achieved the 40% pass mark and are
9
referred in this submission will have been first marked, moderated and the
submission is seen by the external.
Confidentiality Guidance Notes
All students must read the Sheffield Hallam University
Confidentiality policy and be aware of the procedures that
should be followed in the case of a breach of confidentiality
in academic submissions.
ALL students MUST read and understand the confidentiality
statements on the clinical Blackboard site. On the site there
are extensive examples of how to use information within
your clinical webfolio submission.
10
BSc Clinical Education Module Assessment Grid (Year 1)
<40%
40 - 49%
50 - 59%
60 - 69%
70%+
Overall impression
including planning,
presentation and
clarity.
Limited awareness and
application of the
concepts associated
with portfolio
production. Poorly
organised and
structured portfolio,
difficult to navigate.
Demonstrates some
awareness and
application of the
concepts associated
with portfolio
production. Limited
evidence of customising
approach to portfolio
development.
Reasonable level of
organisation and
structure.
Demonstrates effective
engagement with the
application of the
concepts associated
with portfolio
production. Some
evidence of customising
approach to portfolio
development.
Organisation and
structure facilitates
navigation with ease.
Increasing engagement
with the concepts
associated with portfolio
production. Customising
approach to portfolio
development. Well
organised structure that
is easy to navigate.
Full engagement with
the concepts associated
with portfolio
production. Offers
personal insights and
perspectives. Original
and novel approaches
to portfolio presentation.
Exceptionally well
organised and
structured.
Accuracy and
relevance of
information
presented.
Many inaccuracies and
limited knowledge and
comprehension of
topics. Poor
explanation. Irrelevant
material included.
Failure to meet all the
learning outcomes.
Basic knowledge
demonstrated. Most
information is relevant
and accurate.
Adequate explanation
and summarising. All
learning outcomes have
been addressed.
Evidence of accurate
and relevant material
with good knowledge of
main principles.
Aspects generally well
explained and
summarised. All
learning outcomes have
been addressed with a
range of evidence.
Accurate and relevant
material included that
has been well explained
and summarised. All
learning outcomes have
been addressed with a
wide range of evidence.
Evidence of highly
relevant knowledge of
principles that have
been very well
explained and
summarised. All
learning outcomes have
been met with a
comprehensive range of
relevant evidence.
Limited attempts to
reflect on learning and
development. Lacking
ability to identify
learning experiences.
Some evidence of
reflection on clinical
practice but limited
continuity and little
application.
Consistent attempts to
reflect on practice with
logical progression
evident. Identifies and
acts on key learning
experiences.
Reflects on practice in a
variety of scenarios.
Makes links between
reflections. Identifies
and acts on learning
experiences.
Ability to clarify and
explore a wide variety
learning experiences in
depth.
Understanding of
main principles.
Reflection on
professional
development.
Identification of key
learning experiences.
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<40%
40 - 49%
50 - 59%
60 - 69%
70%+
Critical evaluation and
reflection on
placements
Partially accurate and
very descriptive
approach with no
attempts at appraisal of
self or departmental
practices. .
Descriptive/narrative
approach. Limited
appraisal generating
simplistic solutions.
Accurately describes
major issues and
identifies
merits/limitations of
placements. Some
evidence of appraisal.
Accurately describes
various facets of
placements and can
identify
strengths/weaknesses.
Evidence of appraisal.
Evidence of critical
appraisal of placements
with major and minor
issues identified.
Evidence of some
independent thinking
that begins to
synthesise information.
Ability to action plan
and implement
resultant learning
No evidence of action
planning.
Relates some learning
to development and
attempts to action plan.
Logical action planning
with evidence of
implementation.
Logical action planning
based on variety of
feedback. Action plan
clearly implemented.
Logical action planning
that is implemented and
evaluated.
Interaction with
published sources
and accuracy of
referencing
No evidence of
referencing literature/
published sources.
Some relevant
published material used
from limited sources to
illustrate points.
Generally accurate
referencing.
Relevant published
material used to support
claims and illustrate
points. Accurate
referencing.
Published sources well
used throughout.
Accurate referencing.
Wide range of
published material
used effectively.
Accurate referencing.
12
BSc Radiotherapy & Oncology - Clinical Assessment Flowchart
Competency Profiles (with case discussions):
Year One
Year Two
Year Three
1. Palliative Techniques
1. Radical Isocentric Techniques: Chest
OR Pelvis
2. Radical Isocentric Techniques: Breast
3. Pre-treatment [Palliative Techniques]
4. Skin Apposition Techniques
1. Radical Techniques: Head and Neck
2. Patient Information
3. Pre-treatment [Radical Techniques]
Competency Profiles (with NO case discussions):
Communication and Interpersonal Skills
Treatment Calculations
Year 1
Planned Isocentric and Electron Checking
Procedures
Year 3
Year 2
Assessment:
Assessment:
Assessment:
1) Portfolio
1) Portfolio
1) Portfolio
2) Completion of one case discussion
2) Completed FOUR case discussions
Monitoring/ recommendation:
3) Competency for Practice 1 module (6
competency profiles in total)
2) Completed THREE case discussions
(EIGHT in total at completion of training)
1) Three competency profiles by Sept
13
3) Competency for Practice 2 module (11
competency profiles in total)
First Day and Week in Clinical
We hope that you will be excited about going into the clinical department for
the first time but we understand that you might be a little nervous. On the first
day in the department you will be met by your Professional Development
Facilitator/Link Lecturer who will show you round the department, introduce
you to staff and then get you settled on your first placement.
You will also have a third year student as a buddy/ mentor and they will help
you get settled into your department with lots of insider hints and tips!
Many students worry about what they should be doing while they are in
clinical and the honest answer is that we don’t really expect you to achieve
very much in that first placement. To help you feel comfortable we have
created a list of things that we think are appropriate for your first few weeks,
these include…
1. To be familiar with the layout of the radiotherapy department;
2. Familiarise yourself with the hospital environment and be aware of the
location of various departments and facilities;
3. Translate theory into practice with regard to radiation protection by
observing and recording elements of protection evident within the department;
4. Locate emergency equipment and understand emergency procedures;
5. Record basic information about some of the treatment units/simulator and
undertaken elementary experience on these;
6. Recognise some individual members of the department and be familiar with
the staffing structure and particular roles/responsibilities;
7. Appreciate the importance of the staff/patient interactions in achieving high
standards of patient care;
8. Begin to appreciate the stresses experienced by patients attending for
radiotherapy.
There are a number of small tasks for you to complete during your first
few weeks and they are located over the next few pages.
14
Task 1: The role of the therapy radiographer
The role of the therapy radiographer comprises a diverse range of skills. In each of the
areas shown below list the skills you have seen the staff demonstrate.
Technical skills
Interpersonal and communication skills
15
Caring skills
Administrative/organisational skills
16
Task 2: The Wider Radiotherapy Team. You will be working as part of an extended team
alongside many other health care professionals in the management of cancer patients. Use
the spaces below to identify some, briefly explaining their role
The cancer patient
17
Task 3: Communication within the hospital and department
Communication between radiographers, patients and other departments and hospitals is a
vital element of the work of the radiotherapy department. During your visits observe the
following:
The correct manner to answer the telephone
The method of using the intercom
Locate the point of post collection
How to 'bleep' someone using the telephone
Note down these important telephone numbers:
FIRE:
CARDIAC ARREST:
Ensure you are aware of the correct procedures to follow in the event of an
emergency.
Make a note of where the telephone points are in the department so that you can access
them quickly in an emergency.
It is vital that if you cannot attend the department for any reason or if you are going to be late
you contact the department. Make a note below the hospital telephone number and the
extension numbers of the placement for this block. Why not add these numbers into your
mobile!
18
Task 4: Identifying a patient
Of course, one of the other main forms of communication observed in the department is the
interpersonal interactions between radiographers and patients. As you progress through
your course and your clinical experience, you will see that this is a vital part of the work of
the radiographer and well-conducted interactions with patients can be crucial to developing
relationships which will encompass trust and empathy. A sound and caring relationship
between staff and patients can vastly improve the experience of radiotherapy for the patient
who will feel that they have been supported and cared for to a high clinical standard.
Observe the Radiographers as they correctly identify the patient during their first visits to the
department. This section can be used to meet some of your first learning outcomes. Make
notes on the correct way that a Radiographer fetches a patient from a waiting area.
Observe the Radiographers as they welcome and receive patients into the treatment rooms.
Make some notes on how this is achieved effectively, using the following criteria.
VERBAL COMMUNICATION: (i.e. content, tone etc.)
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
19
NON-VERBAL COMMUNICATION (i.e. body language/facial expressions etc.):
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Task 5: Emergency drugs
Within the radiotherapy department there is a collection of emergency drugs, which are
usually contained in a moveable trolley in association with other emergency apparatus.
Make a note of the usual position for this trolley within your department AND make a list of
the usual drugs that are stored here:
20
Task 6: Radiation protection
As you will already know from your lectures, radiation protection for yourselves, other health
care professional and patients/public is a vital element of the design and working practices of
the radiotherapy department. On your orientation visits you should observe and identify
aspects of radiation protection and list them under the following headings. Ask the staff for
help where necessary.
WARNING SIGNS
______________________________________________________________
______________________________________________________________
ROOM DESIGN
______________________________________________________________
______________________________________________________________
SAFETY LOCKS
______________________________________________________________
______________________________________________________________
PERSONNEL AND PATIENT MONITORING
______________________________________________________________
______________________________________________________________
21
MATERIALS KEPT IN THE ROOM AND USED FOR PATIENT PROTECTION
______________________________________________________________
______________________________________________________________
WORKING PRACTICES
______________________________________________________________
______________________________________________________________
Find the name of the Radiation Protection Supervisor (This is usually a Senior member of
the Radiotherapy Department Team).
______________________________________________________________
Find the name of the Radiation Protection Advisor (This is usually a member of staff from
the Medical Physics Department).
______________________________________________________________
22
There are two sets of regulations currently in force in the UK. Both are statutory instruments
of law produced by the Government that need to be implemented in our practice. Failure to
follow them would lead to prosecution.


1. Ionising Radiations Regulations
1999 (IRR 1999)

Superseded previous IRR 1985
Covers any situation involving ionising
radiation
Includes Ministry of Defence, power
stations, research, transport and
disposal
Overview:
 Definitions – ensure that all the terms in the regulations are understood
 When the regulations apply
 Duties and responsibilities
 When to use radiation / keeping doses low
 Advice
 Equipment
 Training
2. Ionising Radiation (Medical
 Superseded previous IR (Protection of
Exposure) Regulations 2000
persons undergoing medical
(IR(ME)R 2000)
examination or treatment) (POPUMET)
1988
 Covers specifics regarding medical use
of ionising radiation
 IR(ME)R 2000 is used along with IRR
1999
 IRR 1999 covers all uses of ionising
radiation.
Overview:
 Organisational arrangements and procedures
 Dose limits and personal monitoring
 Arrangements for control of radioactive items
 Duties of employers
 When to report an incident
 How radioactive quantities of different substances are
Briefly describe the role of the Radiation Protection Supervisor in your department.
23
Task 7: Introduction to radiotherapy equipment
If you are placed on a treatment unit complete the following details.

Name and function of the unit:

Type and energy(s) of radiation produced:

What does 'FSD' stand for and what is the standard FSD for this machine?

How is the treatment beam defined?

What shielding materials may be used?

At what depth is the maximum dose (100%) for each energy used?

List any immobilisation aids commonly used on this unit.

How many emergency stop buttons are there and where are they situated?

List any interlocks which may be found on this machine.

List the common conditions you have seen treated/planned on this machine.
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Task 8: Reflection
As a final task following the first week or so of your orientation placement and whilst it is still
fresh in your mind you should reflect on your initial experience and evaluate what you have
achieved. Essentially you need to consider what you have experienced, did it meet your
expectations (and if not, why not), what have you gained from it and how you will use this
information in your forthcoming placements. Write your reflective account below.
25
Appendix 1: BSc Clinical Education Module Year 1 Final Submission
Checklist…
It is a good idea to revisit the blackboard site and read the relevant sections
including all the initial PowerPoints from Semester 1 teaching.
Essentially your webfolio should contain a collection of material that demonstrates:
evidence of your clinical experience
reflections on your experience
the learning that has occurred as a result of your experience
the possible implications for your professional development
What is included and how it is organised and presented is mostly up to you (it is
YOUR webfolio) but it is essential that you negotiate this with your Professional
Development Facilitator [PDF]/Allocated Marker. This is mainly to ensure its
relevance in demonstrating that the learning outcomes for clinical education will be
met. You are strongly encouraged to approach your PDF/Allocated Marker at a very
early stage to discuss how to approach your submission. Furthermore you are
advised to refer to the suggested texts on portfolios and e-portfolio development to
assist you.
Although your submission is personal to you and you are free to include any relevant
forms of evidence, a number of activities and proforma’s have been included.
Completion of these is expected and along with your placement report book and
clinical assessment profiles should ensure that you are able to demonstrate
evidence of having achieved at least most of the learning outcomes.
Therefore you will need to include at least…
The clinical induction package
Notes: This can be in paper or electronic format. If this is in paper format
you must arrange submission with your PDF in advance
Evidence to demonstrate achievement of the year 1 clinical learning
outcomes including the pre treatment area.
Situational analysis and self appraisal
Notes: Don’t just complete the questionnaires make sure that you interact
with the results
Review of semester 1 modules
Notes: It is important that you consider any module feedback, what areas
do you have to improve for your next submission?
26
Placement report book
Action Plans
Clinical assessment competency profiles for year 1
Notes: You must complete the palliative case discussion for year 1
Evidence of participation (including learning that occurred as a result) of
any relevant in-house education/training sessions
Reflective reports on experience in additional placements
For example clinics/ patient information centres/ Diagnostic etc.
A record of pre treatment placement experience including mould room
placement activities
Reflections on clinical blocks and summary of performance reviews
Case reports
Notes: Only include if you have referred to them as evidence. Paper
copies must be submitted to your PDF
Reflections on pivotal incident reflections
However this does NOT mean that this is all you have to include.
In order that your webfolio is as relevant to you as possible you should include
additional/alternative evidence. You should negotiate with your PDF/Allocated
Marker as to the appropriateness of anything you include within your webfolio and
remember to interact and justify the inclusion of any evidence that you include.
Any evidence included needs to demonstrate that you have met the
learning outcomes specified earlier and your own developmental needs.
27
Appendix 3: Module Descriptor
MODULE TITLE
Clinical Education 1
MODULE LEVEL
4
MODULE CREDIT POINTS
30
SI MODULE CODE (if
known)
23-4055-00C
MODULE JACS CODE
SUBJECT GROUP
Radiotherapy and Oncology
MODULE DELIVERY PATTERN
( as applicable or give dates for non-standard delivery)
NB "Semester 3" ends on 31 July each year
LONG (2 semesters)
SHORT (1 semester)
NON-STANDARD DELIVERY
Sem 1 & 2
Sem 1
Start Date
September 2009
Sem 2 & 3
Sem 2
End Date
September 2010
Sem 3
MODULE ASSESSMENT PATTERN ( as applicable - also complete Table A, Section 5,
below)
Single Module Mark with Overall Module Pass Mark of 40%
Single Module Mark - Pass/Fail only
Up to Three Assessment Tasks with Pass Mark of 40% for each Task and Overall
Module Pass Mark of 40%

Up to Three Assessment Tasks - Pass/Fail only
Other - if choosing "Other" please give further details of assessment pattern in the
blank space below. "Other" should be chosen where, for example, a PSRB has
specified an overall Module Pass Mark of higher than 40% - if so, give details
below and specify higher pass mark. Or, e.g., where PSRB has specified an
Individual Task Pass Mark of higher than 40% give details in space below and
complete final column in Table A, Section 5)
Overall Module Pass Mark if other than 40% (subject to approval)
28
%
MODULE INFORMATION ( as applicable - also complete Table A, Section 5
Is a timetabled examination required for the assessment of this module?
Is a timetabled examination required for the reassessment of this module?
Is the module delivered wholly by Distance Learning (i.e. not timetabled at SHU)
Are any staff who are responsible for teaching on this module non-SHU employees?

MODULE STATUS ( as applicable to status of module in the context of current proposal)
Unchanged: an existing module, presented as unchanged from previous years

Modified: an existing module being modified as a result of this validation, e.g.
changes to delivery or assessment pattern, title, credit weighting etc
New: new module to be approved through current validation process
If status is 'Modified', please give date when modified
version is to be available from
Breakdown of notional
study hours by type
(Typically requires 10
hours of notional study
time for 1 CATS credit)
Modified Version Available
from 01/09/09
Tutor-Led
(Contact
Hours)
TutorDirected
SelfDirected
Study
Study
20
10
270
TOTAL STUDY
HOURS for
this Module
300
OTHER COURSES FEATURING THIS MODULE (please list below)
1
AIM OF THIS MODULE
To provide you with the essential foundation upon which you will acquire the
necessary knowledge and understanding of radiotherapy treatment delivery to
develop clinical competence.
29
2
BY ENGAGING SUCCESSFULLY WITH THIS MODULE YOU WILL BE ABLE TO
8.
Demonstrate understanding of safe working practices in general and with
ionising radiation’s in particular
9.
Outline emergency procedures and locate, identify and demonstrate
understanding of the safe and correct use of emergency equipment
10. Correctly identify and receive patients and communicate and interact effectively
with patients and colleagues in a professional manner
11. Take an active role in the delivery of radiotherapy techniques including patient
and equipment manipulation commensurate with placement opportunities
12. Follow departmental protocols on hygiene and the disposal of clinical waste
13. Show an awareness of the appointment system and the way in which the
department integrates into the day to day running of the hospital
14. Accurately undertake and record simple treatment calculations using prescribed
data
Pre-treatment placement learning outcomes for year 1
By the end of your first pre-treatment placement students will be able to:
6.
identify and demonstrate understanding of the safe use of controls and
accessory equipment utilised on the simulator
7.
greet patients, put them at their ease and explain procedures for simple
simulator procedures and beam direction shell production
8.
demonstrate a sound knowledge of surface and radiographic anatomy
(including cross sectional anatomy)
9.
outline the steps involved in the pre-treatment process
10. contribute to the production of a clinically acceptable beam direction shell and
appreciate the patients' perspective of the impression process
3
THESE ARE EXAMPLES OF THE CONTENT OF THE MODULE

Introduction to clinical education (overview of assessment process/ webfolio
structure and induction package)

Support sessions for e-portfolio (webfolio) platform
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4

What is evidence?

Reflective practice and your webfolio

Preparation for clinical (communication skills and professional conduct)

What is a case report and how to prepare for a case discussion?

Action planning in your clinical training
THESE ARE THE MAIN WAYS YOU WILL BE SUPPORTED IN YOUR LEARNING
TO ACHIEVE THESE OUTCOMES
Face to face key note lectures and group work will enable you to understand and
prepare for the clinical environment whilst in the university.
Key note sessions will be supported with small group work session based in your
clinical department. This work will be facilitated by your Link Lecturer, Professional
Development Facilitator or Clinical Learning Facilitator. Group work will consolidate
your knowledge from each academic block facilitating the link between theory and
practice.
E-enabled learning via Blackboard and the personal and professional development
e-portfolio platform will enable you to learn with and from your peers even whilst
placed remotely in clinical departments.
You will experience group work in the practical virtual environment of a radiotherapy
treatment room using VERT. VERT is a virtual environment of a radiotherapy
treatment room allowing life size visualizations for acquisition of practical
radiotherapy skills.
The virtual learning environment (VLE)
The ‘Blackboard’ virtual learning environment (VLE) is an integral part of the
learning, teaching and assessment. It will be available to support and enhance face
to face and independent learning.
The e-portfolio platform will allow you to record your clinical experiences and 'share'
these with your Link Lecturer, Professional Development Facilitator or Clinical
Learning Facilitator. In addition you will be encouraged to 'share' these experiences
with your peers.
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TUTOR-LED ACTIVITIES

Key note lectures will be used to introduce the core knowledge and context

Workshop and seminar groups to prepare you for the clinical environment
focusing on communications skills and professional conduct

Specialist input from Learning and IT Services personnel will be available
TUTOR-DIRECTED ACTIVITIES

Support for the professional and personal development process by peer group
discussion and by your Link Lecturer, Professional Development Facilitator or
Clinical Learning Facilitator

Guidance to ensure assessments are completed in a planned way

VERT sessions specifically to support the practical aspects of equipment
manipulation

Completion of three formative electronic activities (e-tivities) that will support the
submission of a final piece of course work
STUDENT-DIRECTED LEARNING

You will be required to undertake staged activities supported through Blackboard
or a range of software packages that will support the assessment process. This
strategy will allow you to receive both peer and module leader support plus
manage your workload effectively

You will be expected to identify your own learning needs, assisted through taking
part in the module activities, and to seek out appropriate sources of help
THESE ARE EXAMPLES OF THE KEY LEARNING RESOURCES YOU WILL USE

Key note lectures will be used to introduce the core knowledge and context

Workshop and seminar groups to encourage reflection on previous life
experiences or building on current knowledge acquisition to make the link
between theory and practice

VERT sessions specifically to support the practical aspects equipment
manipulation

A variety of on-line packages (e.g. Key Skills Online) to support your own
learning needs

Support for the personal and professional development process from your Link
Lecturer, Professional Development Facilitator or Clinical Learning Facilitator.
32

Guidance to ensure assessments are completed in a planned way
THESE ARE THE WAYS WHICH WILL BE USED TO ENABLE YOU TO
DEMONSTRATE THAT YOU HAVE MET THE LEARNING OUTCOMES

You will submit a final clinical webfolio where you will demonstrate the
achievement of the all module learning outcomes.

You will be required to reflect on your clinical and personal development and
create an action plan for level 5 clinical education.

You will complete 1 viva style case discussion and receive a mark and
feedback.
TABLE A: ASSESSMENT TASK INFORMATION
ASSESSMENT TASK
%
weighting
of overall
module
mark
Duration
of task /
word
count /
Individually Written
Coursework (webfolio)
50
N/A
Case discussion
50
length of
exam
Inmodule
retrieval
available
?
Individual
task pass
mark ONLY
IF OVER
40%**
No
Yes
"In module retrieval" will not be available in the coursework (webfolio) task due to
timescales. In most cases students will submit the same assessment task to retrieve
failure of the first submission. However individualised assessment tasks may be
agreed as required in accordance with standard university assessment regulations.
In module retrieval is available for case discussion assessment. You will be able to
take up to 3 attempts at each case discussion assessment.
6
THIS IS HOW YOU WILL BE GIVEN FEEDBACK ON YOUR PERFORMANCE
During group sessions you will receive ongoing feedback on activities using both
verbal and written forms from tutors and peers.
33
Online resources accessed via the virtual learning environment (blackboard) allow
you to assess your progress.
You will be encouraged to reflect upon your clinical experiences and share these
with your Link Lecturer, Professional Development Facilitator or Clinical Learning
Facilitator allowing for ongoing formative feedback prior to final submission.
Assessment criteria are provided to you at the beginning of the module.
Feedback on the final coursework submission will normally be returned to you within
three weeks of submission.
THESE ARE EXAMPLES OF THE KEY LEARNING RESOURCES YOU WILL USE
Learning materials provided within teaching sessions and on Blackboard
Module handbook (online)
Radiotherapy and Oncology texts (see suggested reading lists)
Library catalogue (including Key skills on-line and referencing on-line package)
Module leader support
Text books such as:
Cooper, C.L. & Watson, M. (eds.) (1991) Cancer and stress. London, John Wiley.
Dickson, D. Hargie, O. & Morrow, N. (1997) Communication Skills Training for Health
Professionals. Chapman and Hall
Faulkner, A. & Maguire, P. (1994) Talking to Cancer Patients & their Relatives.
London, OUP.
Ghaye, T & Lilleyman, S (2000) Reflection: principles and practice for healthcare
professionals, Quay Books
Healey, J. & Spencer, M. (2008) Surviving your Placement in Health and Social
Care: A Student Handbook, Open University Press
34