Faculty of Health & Life Sciences
BSc (Hons) Diagnostic Imaging
BSc (Hons) Radiotherapy
PROGRAMME HANDBOOK
2007 - 2008
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Contents
1.0
2.0
2.1
2.2
2.3
2.4
3.0
3.1.1
3.1.2
3.1.3
3.2.1
3.2.2
3.3.
3.4.1
3.4.2
3.5
3.6.1
3.6.2
3.7.1
3.7.2
3.7.3
3.8
3.9
4
Hello and Welcome
Course Philosophy
Principles
Course Aims
Learning outcomes
Students’ rights and responsibilities
Course Structure
Overview
Annual Leave
Working Hours
Academic Curriculum
Module sequence
Teaching methods
Clinical curriculum
Clinical placements
Practice Learning Unit
Staff structure
Clinical Assessment Personnel
Examinations and Assessment
Reading draft work
Assessment issues
Your Personal Tutor
Graduate Development Programme
Course Evaluation
Year Plan
School of Allied Health Professions
Radiography Staff Team
Appendix A. Health Professions Council Standards of Conduct,
Performance and Ethics
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Hello, and welcome from the staff of the diagnostic imaging and
radiotherapy undergraduate programmes
Who are the staff?
We are a small team within the School of Allied Health Professions (AHP). You will
meet the respective members of the diagnostic imaging and radiotherapy teams during
induction week. The programme leader for BSc (Hons) Radiotherapy is Jan Chianese
and for BSc (Hons) Diagnostic Imaging is Simon Messer. Names and details of team
members are listed on page 27.
Where are we situated?
The radiography lecturers' offices are situated in either E or K block, on the Glenside
site.
Julie Bellamy, our secretary is located in the admin office (room 2G24), with the Allied
Health Professions' Administrative support team.
What can we do for you?
The team is happy to help you with queries you may have related to any aspect that
might affect your studies. All lecturers on the team are module leaders and also act as
personal tutors and project supervisors. A list summarising all the modules appears on
page 9. Your personal tutor will meet with you in induction week. For more about the
personal tutor role see page 22.
Finally
These guidelines have been produced with the intention that they are read alongside
the Faculty and University Student Handbooks. The information contained within these
guidelines is relevant to the programmes stated on the front cover of this booklet.
We hope you enjoy your time here with us at UWE!
From “the team”
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2. Course Philosophy
As professional healthcare workers, Radiographers are committed to the development
of working and learning environments which are free from unlawful discrimination, in
accordance with the Health Professions Councils’ Standards of Conduct, Performance
and Ethics (see appendix A).
2.1 Principles: The radiography staff at UWE are committed to provide a challenging
and distinctive programme which successfully combines academic achievement with the
development of the highest standards of clinical care.
A BSc (Hons) in Diagnostic Imaging or Radiotherapy from UWE produces practitioners
who can, with sensitivity, assess the needs of patients and respond appropriately; it also
produces practitioners who are capable of analysing and evaluating their own practice in
terms of established scientific theory and current, evidence based research. Graduates
should also be able to contribute to the professional knowledge base, improve
professional practice and ultimately enhance the quality of the patient experience.
To achieve this, practitioners need to be competent in a number of skill areas and the
course is structured to provide and monitor opportunities for acquiring these
competencies in all of the following:
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Communication. Radiographers must be able to communicate effectively with
patients, members of the public and other healthcare professionals.
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Evaluation and response to Patient needs. Radiographers must be able to utilise
role specific technical skills and knowledge to implement all facets of the proposed
examination/treatment safely and accurately.
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Management skills. Radiographers must be able to effectively manage human
and other resources in order to respond to the needs of patients and of the service.
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Professional Growth. Radiographers must accept responsibility for their own
practice and for actively maintaining their personal and professional development.
2.2 Course Aims: The programmes aim to enable students to:
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Fulfil the requirements for certification/State registration/qualification
Appreciate the broader context of health and social care activities
Be self-aware, self-directed and sensitive to the needs of others
Evaluate knowledge which arises from practice.
Evaluate knowledge and practice in relation to theory.
Develop key skills.
Develop effective and appropriate relationships with service users, colleagues and
other agencies.
Function effectively within the interprofessional team
Be effective in self management approaches
Develop leadership potential
Develop and promote a value base in practice that respects diversity
Understand and implement research-based and evidence-based practice to the
field/scope of practice
Engage in the analysis of academic discourse
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2.3 Learning Outcomes
2.3.1 Knowledge and Understanding. Graduates should demonstrate understanding
of:
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The legislation which governs the delivery of ionising and non-ionising radiations
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The clinical and radiation science which underpins radiographic/oncology and
radiotherapy practice
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The legal and ethical frameworks within which they practice
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Current imaging technology and its most appropriate applications/current
management strategies for the patient with cancer
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The routine or most appropriate protocols and techniques which may be utilised to
demonstrate different anatomical structures and systems/the most appropriate
imaging modalities which may be utilised to diagnose malignant disease and are
implemented in radiotherapy localisation and planning techniques
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The implications of research evidence for professional practice in
radiography/radiotherapy
2.3.2 Intellectual Skills: Graduates should demonstrate
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The capacity for enquiry, inductive and deductive reasoning and critical analysis
The ability to analyse and present information in an appropriate format to inform
radiographic/radiotherapy practice
The capacity for evaluation of alternative strategies for examination or treatment
The ability to debate and apply the legal and ethical issues, which underpin
radiographic/radiotherapy practice and may influence decisions of investigation or
treatment
A proactive approach to future academic and/or professional development
2.3.3 Subject/practical skills: Graduates must demonstrate the ability to:
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Communicate effectively with users, general public and interprofessional groups
Work competently and independently within clinical or healthcare settings
Demonstrate a proactive approach to problem solving in a clinical setting
Organise and manage their own practice
Utilise radiographic/radiotherapy equipment appropriately and effectively
Reflect and evaluate their performance in radiographic/radiotherapy practice
Select and employ appropriate research methodologies for the retrieval and
production of data and demonstrate the ability to analyse and report the outcomes
Plan and manage the workload of themselves and/or others for an extended period
or more complex situation
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2.3.4 Transferable/Key skills:
Graduates from this programme should demonstrate the ability to
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Extract. evaluate, synthesise, summarise and present information gained from
primary and secondary sources (critical thinking)
Problem manage
Utilise investigative skills to research issues pertaining to radiographic practice
(research skills and methods)
Communicate effectively, via the relevant media, utilising appropriate professional
terminology (communication)
Manipulate the numerical data that underpins radiographic/radiotherapy practice
(application of number)
Use IT competently and effectively to support both academic studies and
radiographic/radiotherapy practice (information technology)
Organise and manage radiographic practice within a team framework (working with
others)
Plan and act independently in planning and effecting tasks (organisation)
Reflect on own practice and learning.
2.4.1 Students’ Rights. The staff in the Radiography School recognise the rights of the
individual. We operate under, and are committed to, a policy of equal opportunity and
seek to promote the acquisition and retention of good health.
In support of the above, we believe students have the right to:
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say “I don’t understand”
question and receive an informed answer
question educational methods and curriculum content
practice safely under supervision
decline responsibility for situations outside their sphere of practise of competence
bring to the attention of the appropriate authority any act of patient abuse or poor
standard of care
be treated as a responsible adult
express their feelings, opinions and beliefs
privacy in respect of their personal lives
state their individual needs, independent of their role as a student
2.4.2 Student responsibilities. Given the principles outlined in 2.4 above, we expect
students to:
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display a proactive attitude towards learning throughout the course
take responsibility for their own learning
contribute to the course/module evaluation process
conduct themselves with due regard to the feelings of others
give full attendance due to the professional nature of the course
act in such a manner as to uphold and enhance the good standing and reputation
of the profession
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2.4.3 The Clinical learning environment
2.4.3.1 Students’ responsibilities. In addition to the responsibilities outlined in 2.5
above, students should:
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be sensitive at all times to the welfare and needs of patients
contribute to the placement evaluation process
give full attendance
familiarise themselves with, and adhere to, the relevant legislation and local
protocols that relate to working in the clinical environment including:
The Health and Safety at Work Etc. Act 1974
The Ionising Radiations Regulations 1999
The Ionising Radiations (Medical Exposure) Regulations 2000
Manual Handling Operations Regulations 1992
Data Protection Act 1998
Reporting of Injuries Diseases and Dangerous Occurrences Regulations 1995
(RIDDOR)
The Personal Protective Equipment at Work Regulations 1992
Control of Substances Hazardous to Health Regulations 1994 (COSHH)
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respect the confidential nature of information gained through interaction with
patients peers and others.
2.4.3.2 Students’ Rights. Students are entitled to:
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fair and equitable treatment at all times
regular feedback – on the basis of regular informal meetings with senior
radiographers in each placement area and through clinical documentation.
opportunity to practice for and to undertake clinical assessments with suitable
trained and experienced staff
access to suitable library and study facilities – to include wherever possible, use of
word processing facilities.
study leave at a rate of one day per placement. This will be taken at a mutually
convenient time by arrangement with the responsible supervising radiographer or
head of department.
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3. Course Structure
3.1.1 Overview. As students, you are expected to become accountable professional
members of healthcare teams. In order to fulfil this expectation, the course has been
designed to integrate theory and practice very closely and has been carefully planned to
ensure a progressive development of knowledge, skills and competencies required for
professional practice.
The course is spread over three academic years with some extension into what are
normally considered vacation periods. This enables students to acquire the necessary
clinical experience. Each clinical placement lasts for 14 weeks.
Autumn semester
Spring semester
Summer semester
(Mid September – Mid December)
(Early January – Late March)
(Mid April to Mid June)
Year 1
Academic
Academic
Year 2
Academic
Year 3
Clinical
Clinical
(Finishes Early April)
Academic
Clinical
(Finishes late July)
Academic
Academic/clinical
3.1.2 Annual Leave: This is in accordance with the traditional university’s pattern
although there will be deviation from this to accommodate the clinical placements.
3.1.3 Working Hours. The academic working day commences at 09:30 and finishes at
17:30. Wednesday afternoons are allocated for study/sport. There may be some
evening sessions arranged until 18:30.
During clinical placement, students will usually work a 7 hour day, five days a week
although local working policies may be applied whilst on placement. There is one day off
allowed during the placement.
3.2.1 Academic Curriculum. The academic content of the course has been broken into
units referred to as modules. A team of lecturers work together to plan and deliver the
module. These teams are led by the module leader who has overall responsibility for the
planning, implementation and assessment of the module. At the commencement of
each module, a module handbook will be made available giving details of the learning
outcomes, the assessments and a reading strategy. A number of modules are common
to both disciplines, however approximately half are specific to the skills required by
either diagnostic or therapy radiographers. These are designated uniprofessional or
profession specific modules. Within each year, there is also a profession specific
practice module.
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3.2.2 Module Sequence. The order the modules are delivered in is led by the needs of
clinical practice. A summary of the modules is given below:
First Year
Module
Credits
Module Leader
Interprofessional module 1
20
Patricia White
(Standard Module. Diagnostic and Therapy)
Syllabus Outline
Orientation to Enquiry Based Learning and Personal Learning
Group work; working collaboratively; problem solving; communication skills; engagement; active listening; facilitation;
negotiation; personal learning and sharing;
Interprofessional working
Factors that influence an individuals willingness and commitment to work interprofessionally. Relational skills within
interprofessional working. Organisational factors that influence interprofessional working. Difficulties in
interprofessional working.
Professional Roles and Collaborative Working
Contemporary roles of a range of professional groups within health and social care. Ethical issues. Collaborative
working; opportunities and constraints. User centred service provision
Social Policy
Health and social care policies advocating interprofessional working. User and carer perspectives and professional
power
Module
Credits
Module Leader
Radiographic Science
30
Sally Perry
(Standard Module. Diagnostic and Therapy)
Syllabus Outline
Physical principles:
Concept of energy and electromagnetic radiation. Ionising and non-ionising radiations in the environment. Interaction
of ionising radiation with matter. Inverse square law; half value-thickness. Biological effects of ionising radiation.
Radiation protection: principles; diagnostic or radiotherapy. Detection and measurement of ionising radiation.
Radioactivity; decay process; half-life
Radiographic equipment:
Imaging principles; film screen systems. Rotating anode/metal-ceramic x-ray tube. x-ray geometry. Image intensifier.
Digital/computed radiography. Basic/full wave rectified x-ray generator circuit; voltage ripple. High frequency x-ray
generator circuit. Principles of basic filament circuit/timer circuit. Uses of ionising radiation in medicine; role of
imaging modalities; image viewing. Diagnostic imaging equipment or radiotherapy equipment. General x-ray
equipment or megavoltage equipment. Static equipment design or superficial/orthovoltage equipment. Computerised
tomography and radionuclide imaging: principles; equipment; radiation protection/typical radiation doses;
advantages/limitations. Magnetic resonance and ultrasound imaging: principles; equipment; biological effects/safety;
advantages/limitations
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Module
Foundation Clinical Sciences
(Standard Module. Diagnostic and Therapy)
Credits
Module Leader
30
Rob Stewart
Syllabus Outline
Introduction
Regions of the body and surface anatomy, definition of terms and language, overview of the organs and systems of
the body. How to study the module, guidelines on note taking and student centred learning.
Locomotor System
Introduction to the skeleton and the study of osteology and arthrology. Osteology and arthrology related myology,
bone growth and development, fractures and healing processes, common pathologies.
Transportation and Defence
Cardio-vascular and respiratory systems, the lymphatic system and associated organs, defence and immunity,
common pathologies. Integumentary system, effects of radiation on the skin.
Cell Biology, Growth and Division
The chemical level of organisation. Cell structure, cell membranes, transport across membranes, structure and
function of organelles. Classification of tissues, mitosis, cell cycle, meiosis. Cell dysplasia, introduction to oncology
and related pathological processes. Effects of radiation on the cell.
Control Systems
Neural and hormonal control of homeostatic mechanisms. Central nervous system, sensory motor and integrative
systems, autonomic nervous system & endocrine system, related pathologies. Special senses.
Digestive System
Metabolism, energy relationships and role of enzymes.
The digestive tract, physiology of digestion, absorption and assimilation, elimination. Common pathologies.
Urinary System
Anatomy and physiology, common pathologies.
Reproductive System
Anatomy and physiology of male and female systems, to include female breast and life cycle changes, embryology,
pregnancy, effects of radiation on the foetus.
Module
Principles of Diagnostic Imaging
(Standard Module. Diagnostic only)
Credits
Module Leader
20
Karen Dunmall
Syllabus Outline
Study Skills
Guidelines on note taking, student centred-learning, case studies and student seminars.
Professional Skills
Theoretical principles of: Radiographic technique and protocols including the qualitative assessment of the resulting
radiographic appearances for: Axial and appendicular skeleton; Thoracic and abdominal cavities; Respiratory and
cardiovascular systems; Patient preparation and care prior to, during and after specific imaging procedures;
Management of electronic and non-electronic patient data
Radiation Protection
Practical methods of dose measurements, dose reduction and the radiation dose received from specific
examinations.
Applied radiation protection to incorporate; Core of knowledge, Schemes of work and local rules.
Radiographic Imaging
Theoretical principles of: The imaging process and methods of producing, manipulation and viewing images in
analogue and digital formats. Storage and transferral of images. Quality control tests on radiographic and processing
equipment (Sensitometry) and the interpretation of the quality of radiographic images. Environmental issues relating
to imaging processes.
Departmental routine
Overview of the main areas in a diagnostic department. Clinical placement practice in General radiography, Accident
and Emergency, Fluoroscopy Experiential learning of the process for the management and care of patients in a
radiography department.
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Module
Principles of Radiotherapy & Oncology
(Standard Module. Therapy only)
Credits
Module Leader
20
Sarah Zelley
Syllabus Outline
Study skills:
How to retrieve information, using sources of evidence effectively, developing a portfolio
Principles of Oncology:
Epidemiology and aetiology of cancers. Characteristics of tumours, classification of malignant tumours, staging and
grading. The biological basis of cancer formation, routes of spread
Pre-treatment work up:
Role of clinical investigations in diagnosis. Basic imaging principles, role of imaging in oncology radiotherapy
planning and monitoring tumour response
Aim of cancer management tools:
Overview of how cancer services are organised and delivered in a multicultural society; the multidisciplinary nature of
cancer care. Radiotherapy modalities and overview of radiotherapy equipment, concept of radical, palliative,
prophylactic and adjuvant treatments. Overview of the role of surgery, chemotherapy and hormone therapy.
Radiotherapy procedures:
Oncological principles related to anatomical sites. Standard non-complex treatment models for radical and palliative
applications and their use in relation to anatomical location; head and neck, thorax, abdomen and pelvis, skeleton
External beam dosimetry:
Isodose charts, applied dose, mid-plane dose, multifield techniques electrons; methods of beam modification, wedge
filters, tissue compensators, bolus, build-up; immobilisation devices.
Radiation protection:
Current ionising radiation regulations; professional responsibilities of the radiotherapy radiographer within the context
of the multidisciplinary health care team
Health and Safety:
Principles of infection control; manual handling; basic life skills
Communication skills:
Importance of appropriate communication skills, impact of a cancer diagnosis for patient, family and friends
Code of Conduct:
Professional behaviour; ethical and legal responsibilities; data protection, health infomatics
Module
Foundation Diagnostic Imaging Practice
(Practice Module. Diagnostic only)
Credits
Module Leader
20
Angela Bailey
Syllabus Outline
Study Skills
How to study for this module, guidelines on note taking, student centred-learning, case studies and student
seminars.
Professional Skills
Practical application of : Radiographic technique and protocols including the qualitative assessment of the resulting
radiographic appearances for: Axial and appendicular skeleton; Thoracic and abdominal cavities; Respiratory and
cardiovascular systems; Patient preparation and care prior to, during and after specific imaging procedures;
Management of electronic and non-electronic patient data
Radiation Protection
Practical methods of dose measurements, dose reduction and the radiation dose received from specific
examinations. Applied radiation protection to incorporate; Core of knowledge, Schemes of work and local rules.
Health & Safety at Work Act, to include COSHH legislation and professional codes of conduct, basic life skills and
manual handling.
Radiographic Imaging
Practical application of : The imaging process and methods of producing, manipulation and viewing images in
analogue and digital formats. Storage and transferral of images. Quality control tests on radiographic and processing
equipment (Sensitometry) and the interpretation of the quality of radiographic images. Environmental issues relating
to imaging processes.
Departmental routine
Overview of the main areas in a diagnostic department. Clinical placement practice in General radiography, Accident
and Emergency, Fluoroscopy, Experiential learning of the process for the management and care of patients in a
radiography department.
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Module
Foundations of Radiotherapy Practice
(Practice Module. Radiotherapy only)
Credits
Module Leader
20
Jan Chianese
Syllabus outline
Cancer classification in relation to radiotherapy practice
Classification of malignant tumours, staging, grading and relevance to radiotherapy management and treatment
prescription. Concept of radical, palliative, prophylactic or adjuvant treatment.
Pre-treatment work up
Role of clinical investigations in diagnosis, interpretation of results relevant to practice. Observation of the role of
imaging in oncology and pre-treatment in practice.
Cancer management
The Multidisciplinary team (MDT) in radiotherapy, interprofessional communication.
Multimodality approaches
Adjuvant roles of surgery, chemotherapy and hormone therapy.
Professional personal development
Portfolio construction and development.
Practice in relation to:
Standard non-complex treatment models for radical and palliative applications, use of treatment accessories and
immobilisation devices.
Radiobiology:
Principles of radiobiology, recognition of standard fractionation schedules. Side effects of radiotherapy and their
management in relation to anatomical site, commonly used medications in the radiotherapy department and
oncology, methods of administration and dosage. Principles of fractionation, concept of tolerance doses.
Application of external beam dosimetry:
Use of patient data and isodose plans in the delivery of radiotherapy treatment.
Radiation protection:
Current ionising radiation regulations [IR(MER)]; professional responsibilities of radiotherapy radiographer within the
context of the multidisciplinary health care team.
Health and Safety:
Application of Infection control procedures, safe manual handling techniques and basic life skills.
Communication skills:
Utilisation of appropriate communication skills in practice, the giving of information and advice to patients under
supervision, recognition of the important and ethical issues behind obtaining informed consent. Communicate in the
context of a multidisiplinary team. Recognition of the impact of a cancer diagnosis for patient, family and friends.
Code of Conduct:
Adoption of appropriate professional behaviour; ethical and legal responsibilities; data protection, health informatics.
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Second Year
Module
Interprofessional module 2
(Standard Module. Diagnostic and Therapy)
Credits
Module Leader
20
Helen Martin
Syllabus Outline
Knowledge, Understanding & Intellectual Skills:
Professional Identity, Power and Responsibility. Research and quality assurance. Working in Partnership.
Professional identity, power and responsibility. Equal Opportunities. User Perspective. Ethical issues
Skills for Professional Practice to include:
Client centered practice. Communication within groups
Introduction to Management of Personal Practice to include:
Professional accountability. Reflective practice. Problem solving and decision making process. Information retrieval
and research
Module
Credits
Research Methods for Radiography
20
Module Leader
Stuart Grange
(Standard Module. Diagnostic and Therapy)
Syllabus Outline
Accessing research literature:
Use of databases and other sources
Understanding research design:
Qualitative and quantitative methodologies - their differences and potential integration. Evaluating research and its
potential for informing practice. Developing research questions and devising methods for their investigation. Ethical
issues in research
Analysis:
Analysis of qualitative and quantitative data. Utilisation of appropriate software to assist in the retrieval of information
and data analysis
Clinical audit:
Distinctiveness of research and audit processes and their function
Module
Patient Health and Wellbeing in Radiography
(Standard Module. Diagnostic and Therapy)
Credits
Module Leader
20
Mandy Harbottle
Syllabus Outline
The disease process and the patients journey
Clinical and imaging investigations that assist in diagnosis of diseases and conditions. Common pathological
conditions and the biological basis for pathological change. Recognising common signs and symptoms of
pathological change.
Diagnostic and radiotherapy radiographers roles in the patient management process
Examining the links between diagnostic and radiotherapy radiographer’s respective roles and their places in the
healthcare team. Preparing patients for investigations, their results and treatment. Communicating effectively with
patients and the healthcare team. Breaking bad news. Professional behaviour and working within professional
boundaries.
Health promotion, education and screening
Health promotion and screening: e.g. breast and prostate cancer, aneurysm screening. Psychosocial issues related
to screening. Sources of evidence available to patients and health care professionals, user involvement. Health and
disease. Public health. Aetiological factors linked to some of the commoner Western pathologies e.g. diet and
cardiovascular disease, bowel cancer. Examining sources of information including the use of IT in radiographic
practice.
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Module
Intermediate Diagnostic Imaging Studies
(Practice Module. Diagnostic Only)
Credits
Module Leader
40
Simon Messer
Syllabus Outline
Anatomy, disease and clinical applications in radiography
Promote a broad understanding of anatomy/physiology, common clinical applications/pathologies, patient care and
radiographic procedures that involve the use of contrast media; evaluate the efficacy of these procedures alongside
alternative examinations utilising other imaging modalities: to demonstrate the following anatomical systems:
digestive; reproductive; nervous and endocrine; urinary; hepato-biliary; cardio-vascular; musculo-skeletal; respiratory.
Specialised imaging areas:
accident and emergency; mammography; neuroradiography; interventional procedures; maxillo-facial/orthodontic
procedures; operating theatre and mobile radiography.
Special patient needs:
psycho-social aspects of patients with special needs in a multi-cultural society (children, elderly, pregnancy,
physically challenged)
Pharmacology:
Pharmacodynamics. pharmacokinetics. Contrast media. Contrast reaction drugs; other drugs commonly used in
diagnostic imaging
Radiobiology:
cell development and disorders. neoplasia and oncogenesis. spread patterns of malignant disease. the effects of
radiation. cell survival curves. risk versus benefit of various techniques. dose and dose limitation
Health and safety issues:
Radiation protection, infection control, basic life skills. Legal and ethical frameworks e.g. Manual handling, Health
and Safety at Work, Ionising Radiation Regulations
Radiographic practice:
Development of skills on organisation and management of radiographic practice within a team framework
Module
Science and Instrumentation in Diagnostic Imaging
(Standard Module. Diagnostic Only)
Credits
Module Leader
20
Fiona Chamberlain
Syllabus Outline
Practical radiation applications:
Sources of Radiation. Industrial and medical uses of radiation.
Radiation dosimetry, dosimeters, and detectors
Digital Imaging:
Computerised Radiography and Digital Radiography systems. Post-processing of digital images. Digital Imaging and
Communication in Medicine (DICOM). Patient Archiving and Communication Systems (PACS) and networking
topologies. Teleradiography. Data security.
Radiographic equipment:
accident and emergency; mammography; neuroradiography; interventional procedures; maxillo-facial/orthodontic
procedures; operating theatre and mobile radiography; patients with special needs (children, elderly, pregnancy,
physically challenged)
Application of Radiographic Equipment:
Evaluate the technical performance and the "fitness for role" of radiographic equipment, and alternative imaging
modality/ies (e.g. ultrasound, nuclear medicine and PET, CT, MRI, digital radiography)
Quality and safety issues:
quality assurance testing, safety devices, automatic exposure devices
Health and safety issues:
e.g. radiation protection, Infection control, manual handling
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Module
Credits
Module Leader
Intermediate Radiotherapy Science and Technology
20
Ben Roe
(Standard Module – Radiotherapy only)
Syllabus Outline
Treatment simulator
Design, role; localisation and verification techniques
Imaging for radiotherapy
Radiography; fluoroscopy; digital systems; portal imaging; imaging recording; processing
Treatment planning
Role of imaging modalities; computer planning; methods of conformation therapy
External beam radiotherapy:
Multifield isocentric techniques and dosimetry; electron techniques and dosimetry; linear accelerator acceptance and
commissioning tests; quality control checks; treatment room design/radiation protection; mould room role/techniques;
superficial/orthovoltage techniques and dosimetry
Radiobiology:
Models of cell survival; factors affecting cell survival; principles of neutron and proton treatment beams; therapeutic
ratio; cell kinetics; fractionation schedules
Brachytherapy:
Principles; techniques; dosimetry
Module
Credits
Module Leader
Intermediate Radiotherapy Clinical Practice
(Practice Module – Radiotherapy only)
40
Mandy Harbottle
Syllabus Outline
Management of specific malignancies that require complex treatment strategies
Oncological management of tumours that may require complex treatment strategies e.g. malignancies of the
haemopoietic system & myeloproliferative systems, upper respiratory tract, cross sectional anatomy of the head and
trunk. Pharmacology, cytotoxic chemotherapy and hormone therapy, applications in practice and current regimes.
Potential side effects of treatment and strategies for patient care.
Management of diverse patient groups
Management of patients that may require specialised care. Consideration of psychological issues and appropriate
communication skills. Paediatric oncology and management of the child with cancer.
The radiographer as part of the healthcare team
The role of the radiographer within the healthcare team. Interprofessional relationships and team working, extended
roles. Professional boundaries and accountability
Clinical placement
Clinical placement providing opportunities for development of clinical competencies.: Structured experience with
more complex techniques, developing new strategies to successfully interact with patients, Discuss strategies used
in practice, adapting learned skills to new clinical environments. Delivery of care to meet diverse needs.
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Third Year
Module
Interprofessional Module 3
(Standard Module. Diagnostic and Therapy)
Credits
Module Leader
20
Matthew Hughes
Syllabus Outline
Research Skills and Management:
The role of evidence based practice within health and welfare
Critical Thinking:
The impact of contemporary government policies affecting health and welfare eg Governance
Problem Management:
The legal and ethical issues eg Resource Allocation, equal opportunities
Working with Others:
Human resource management eg Leadership, team working , user perspective
Planning and Organisation:
Total quality management eg accountability
Communication:
Education issues, CPD, interprofessional, advanced communication skills eg Mediation, ICT
Module
Advanced Diagnostic Imaging Studies
(Practice module - Diagnostic only)
Credits
Module Leader
40
Karen Dunmall
Syllabus Outline
Radiographic equipment and practice:
Design and function of equipment and accessories and their application to practice. The design specifications,
function and fitness for role of the modern imaging modalities and their application in practice. Interventional
procedures.
Ethical issues:
Patients rights, autonomy, empowerment, informed consent, confidentiality, screening, resource allocation.
Management:
Consider functions, activities and skills; applications for management of patients, ones own job, a unit/service, health
care needs of a population.
Health and social policy:
The role of radiography in supporting social policy, and in the promotion of health and social wellbeing, interventional
procedures, health screening and management of the patient.
Radiographer role:
Existing role and its extension, raising awareness of health issues, development, technical reporting, red dot
systems, continuing professional development. Strategies in parient-radiographer interactions. Intravenous
injections. Preparing for employment.
Health and safety issues:
Basic Life Skills, Manual Handling techniques, radiation protection.
Presentation of information:
Electronic presentation skills.
Module
Research Project for Radiography
(Standard Module – Diagnostic and Radiotherapy)
Credits
Module Leader
40
Julie Woodley
Syllabus Outline:
Current developments in research governance policy and practice for health and social care professionals .
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Module
Advanced Radiotherapy Studies
(Practice Module – Radiotherapy only)
Credits
Module Leader
40
Gill Springett
Syllabus Outline
Study skills:
critical literature review, presentation skills.
Biological basis of cancer:
proto-oncogenes, retro-viruses, oncogenesis, apoptosis, growth factors, development of metastases; gene therapy;
radioimmunotherapy.
Biology of radiation oncology:
radiation morbidity; radiotherapy errors.
Strategies for improving delivery of radiotherapy:
evaluation of current clinical trials and protocols; equipment and technical innovations; implications of research,
innovations and changes for the radiotherapy radiographer and service . Radiotherapy in the 21 st Century.
Implications of advances in imaging and modalities for oncology.
Ethical and legal responsibilities of a radiotherapy radiographer:
Clinical Governance; Role extension and CPD; patient assessment skills: implications of intercurrent disease for
patient management, pharmacology and drug interactions; decision making and the influence of attitudes and values.
Holistic approach to cancer management:
psycho-social issues, role of complementary therapies; empowerment, social support as a buffer, local and national
support networks; pain management; special needs of the terminally ill; bereavement; role of radiotherapy within the
context of a holistic, multidisciplinary approach; strategies for improving patient- radiographer interactions.
Health and Safety issues:
Manual Handling, Basic Life Skills, and Infection Control.
Practice Placement:
megavoltage equipment, simulator and treatment planning.
Module
Fundamentals of Radiographic Image Interpretation
(Standard Module – Diagnostic Only)
Syllabus Outline:
Credits
Module Leader
20
Marc Griffiths
Principles of radiographic image interpretation
Impact of disease processes and trauma on radiological appearances, critical image evaluation of frequent
conventional general radiological examinations, relevant terminology and abbreviations, normal and abnormal image
appearances of axial and appendicular images, pattern recognition, decision making, red dot reporting, image
interpretation criteria framework and associated impact upon patient management.
Current and future developments
Impact of digital imaging on patient management, role of the radiographer within forensic practice and cross sectional
image reporting.
Practitioner autonomy:
Legal and ethical responsibilities of practitioners, issues related to self-registration and professional indemnity,
competence, negligence, clinical governance, clinical supervision, risk management, record and document keeping,
quality control of general x-ray equipment
Reflection:
Reflection and utilisation of reflective skills within modern clinical practice, implementation of reflective models,
clinical decision making and self evaluation
Technology and management of information:
Impact of modern technology infrastructures upon working practice, potential influence on image quality and patient
care, health and safety issues, Government strategies, role development, data storage and security.
Interprofessional roles:
Fundamental interpretation of non-radiology medical tests, application of image interpretation in a multidisciplinary
environment.
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Module
Communication in Cancer and Palliative Care
(Standard Module –Radiotherapy only)
Credits
Module Leader
20
Hillary Holman
Syllabus Outline
Ethical and Professional Issues
Support/supervision. Boundary setting inc consent and confidentiality. Models for reflection and critical incident
analysis
Psychological/Social/Spiritual
Psychosocial responses to acute and chronic illness including a cultural perspective. Frameworks of loss, transition
and grief. Models of grief theory and bereavement care. Use of narrative and metaphor
Communication
Information needs of people with cancer and their carers. Overview of major theories of communication
Approaches to specific emotions including anger/depression/sadness. Coping styles - patients and carers
Barriers to listening. Practical skills - active listening, reflecting, paraphrasing, summarising. Frameworks for
managing bad news and collusion
Multi-professional working
Communication skills within the context of multidisciplinary and inter-professional working
.
3.3 Teaching Methods. It is your responsibility to organise your own learning. The key
to success is to achieve a balance between the social and academic aspects of the
course.
Modules vary in their teaching and learning methods and some have a higher proportion
of lectures than others. Lectures are supplemented by the use of self directed learning
centred on the medium of student-led seminars and group workshops.
As the course progresses, students’ analytical skills develop and you will move towards
independence in your learning. This is recognised and indeed encouraged by the
changing emphasis of the teaching methods, which moves from a high proportion of
lectures in the first year to a much greater proportion of student led seminars and
workshop session in the third year.
3.4.1 Clinical curriculum. The clinical component of the course consists of three
fourteen week placements. During the course of their training, you will rotate between at
least two departments to allow you to gain a very wide range of clinical experience.
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3.4.2 Clinical placements. The following centres are used for clinical placement:
Radiotherapy
Hospital
Link Lecturer
Bristol Haematology & Oncology Centre
Ben Roe
Royal United Hospital, Bath
Sally Perry
Royal Devon & Exeter Oncology Centre
Mandy Harbottle
Plymouth Oncology Centre
Jan Chianese
Petra Jacobs
Truro Hospital,
Sarah Zelley
Poole Hospital
Jan Chianese
Petra Jacobs
Cheltenham General Hospital
Gill Springett
Torbay
Mandy Harbottle
North Bristol Trust (Frenchay & Southmead)
Sub hospitals:
Cheltenham General Hospital
Sub hospital:
Sub hospitals:
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Rob Stewart
Bristol Oncology Centre
Bristol Children’s Hospital
Bristol General Hospital
Bristol Dental Hospital
Breast Screening Unit, Bristol
The Great Western Hospital, Swindon
Sub hospital:
Simon Messer
Dilke
Lydney
Stroud
United Bristol Trust (Bristol Royal Infirmary)
Diagnostic Imaging
Jeanne Scolding
Cirencester hospital
Gloucester Royal Hospital
Sub hospitals:
Fiona Chamberlain
Cosham
Karen Dunmall
Savernake, Marlborough
Royal United Hospital, Bath
Angela Bailey
Weston General Hospital
Suzanne Easton
Salisbury Hospital
Marc Griffiths
19
3.5 Practice Learning Unit (PLU). The following Student Allocation Policy has been
provided by the PLU:
All practice placements for Nursing, Midwifery, Physiotherapy and Radiography students
are arranged through the academically led Practice Learning Unit (PLU). The
administrative staff responsible for the “allocation” function of the unit work to ensure
that each student has a practice placement arranged for them, which is appropriate to
the programme and the students learning needs. Currently the allocation officers deal
with approximately 2000 placement areas and/or providers per year, across all of the
above professions.
The aim of the PLU is to ensure that students receive a fair and transparent allocation of
practice placements. In order to achieve this, students will be placed within appropriate
Quality Assured practice placements on the basis of programme learning needs, but
with due regard to:
The student’s selected zone (Nursing and Midwifery )
Placement availability
Capacity of the placement
Student’s profile/additional information
Student’s term time and / or home address
Number of students already in the placement
Previous practice placement location
Extenuating / special circumstances
Previous travel to placements
Student numbers
Student’s willingness to use their own transport whilst on placement
In order to achieve the above, the PLU:

Liaises with practice placement providers to ensure the placements can
accommodate the number of students placed

Liaises with the Practice Education Facilitators (for Nursing and Midwifery or
equivalent in the Allied Health Professions) to confirm the appropriateness of the
placements identified and understand the implications, of any service changes.

Acts on student evaluation of practice placements to ensure the quality of the
placement experience is maintained

Acts on the outcomes of practice placement Audit to ensure the quality of the
learning environment is maintained

Endeavours to notify students a minimum of 6-8 weeks in advance of their
practice placement, with regard to location information and contact details, once
the allocation of placements has been confirmed.
Once published the allocation list will not normally be altered. However if a student
has exceptional circumstances, they should bring this to the attention of the
appropriate allocation officer as soon as possible. The allocation officer may discuss
the student issues with the Director of the Practice Learning Unit and appropriate
programme leader.
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20
The PLU is always willing to listen to student concerns but as general principles :

Students will not be allowed to swap/change their placement without the
express agreement of the designated allocations officer.

Under exceptional circumstances students may request a change of
placement allocation, but only through the designated Allocation Officer.

Unless it is a specific requirement of the programme, the PLU can no longer
support a placement request service. However requests can be made to the
appropriate allocation officer on the basis of exceptional individual
circumstances, and again where appropriate the advice and support will be
sought from the Director of the PLU.

Students will not be allowed to swap placements across zones (Nursing and
Midwifery) however students may request a change of zone through the
approved change of zone policy (reference student practice placement
information manual).

Because of the complexity of placements and the need to ensure
transparency, tracking and equity, students will not be allowed to contact
and/or organise their own placements.
The PLU expects students to take holiday leave entitlement during the periods stated
within the programme handbook, and students are therefore not permitted to negotiate
a change of holiday directly with the practice placement. In exceptional circumstances a
request can be made through the programme leader who will then discuss the possibility
of a change with the Director of the PLU.
 Until we have signed agreements from Nursing and Midwifery community
placement providers and Physiotherapy we cannot guarantee this.
3.6.1 Staff Structure The academic staff at the School of Radiography are qualified
teachers who have worked as clinical radiographers/specialists before moving into
teaching.
The current academic staffing consists of:
The Head of School (Allied Health Professions) – who is responsible for the strategic
planning and management of the school of Allied Health Professions.
Programme Leaders for Diagnostic Imaging and Radiotherapy who are responsible for
the planning, implementation and monitoring of their particular programmes.
Module Leaders who are responsible for the planning, implementation and monitoring of
their particular modules.
Senior Lecturers who, together with the above, are responsible for the planning and
delivery of individual modules. They also have a role as clinical link lecturers, supporting
students whilst they are on placement.
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21
3.6.2 Clinical Personnel. Each clinical department has named radiographers who are
responsible for supervising students whilst on placement and arranging clinical
assessments.
3.7.1 Examinations and Assessment. Examinations occur at several points during the
academic year as detailed in the year plan on page 25. However, these are only a part
of the assessment process and in order to pass from one year to the next and
eventually receive their degree, students are required to pass all of the academic and
clinical components of the course.
Much thought has been given to the appropriate assessment method in each module.
Coursework is used extensively throughout the course and includes essays, poster and
seminar presentations and Objective Structured Clinical Examinations (OSCE’s).
3.7.2 Reading Draft Work. Feedback on draft work is available. The precise nature of
what constitutes a draft submission will vary from module to module, according to the
nature of the coursework, and will be detailed, along with the feedback process, in the
module handbook.
3.7.3 Assessment Issues. Please read the section on Assessment in the Faculty
Student Handbook, which refers to the Modular Assessment Regulations given in
the UWE Student Handbook.
Use the year plan on pages 26 and 27 to organise your study around assessment
dates. N.B. some of these dates may be subject to change. Note some
resit/resubmission dates are during the summer holidays. Please note that if you are
required to undertake a reassessment it is your personal responsibility to verify the date,
time and nature of such assessment.
Some modules are prerequisite to modules in the following year. This means you must
pass either the initial or resit/resubmission assessment opportunity in order to enrol on
certain modules in the following year.
If you are unsuccessful at the first attempt, you may be given a second attempt (with
two assessment opportunities) at the same time as the intake of students below you.
This may delay your eventual graduation and have fee/bursary implications.
A second assessment opportunity at Professional practice modules is at the discretion
of the Award Board.
If you have any problems, please ask for help sooner rather than later
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22
3.8 Your Personal Tutor. All students are allocated a personal tutor to provide
guidance and advice in respect of students' academic and personal well being (see
Faculty Student Handbook).
If you are ill you need to inform:
Julie Bellamy,
Tel: 0117 328 8435
email: Julie.Bellamy@uwe.ac.uk
Office: 2G24
and also your clinical area if you are on placement (see Faculty Student Handbook
for more details). However, if you anticipate that you are going to miss a significant
amount of time for whatever reason it is important that you inform the programme leader
and also maintain contact with your personal tutor.
A progress review is undertaken each year with your personal tutor, who is also
responsible for writing a reference for your future employer.
If you want to see your tutor, you must make an appointment. This can be done either
by email or phone or alternatively sign up to an available slot on their door.
Remember you do not have to be in crisis to see your tutor, we would rather see you
before you ever get to that stage. In fact your personal tutor may ask to see you in the
first instance, just to see if you’re getting on OK!
There is a University Counselling Service should you need it (see your UWE Student
Handbook).
Telephone:0117 328 2561
Also there are student advisors on Campus.
Telephone either:John Benefield on 0117 328 8828
Annette Britton on 0117 328 8864
Jo Spencer on 0117 328 8419
Sue Ollis on 0117 328 8779
Study skills tutor Elizabeth Langford, telephone 0117 328 8883
Study Skills tutor Carolyn Britton, telephone 0117 328 8813Information can also be
found on the student net – click on student intranet UWE homepage  H&S Care –
quick link to HSC student net.
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23
3.9 Graduate Development Programme (GDP). All undergraduate students at UWE
participate in GDP. This has been developed for students by the University and the
Student Union. GDP is an essential and integral part of your course and we hope very
much that you will enjoy and benefit from participating in GDP sessions. GDP has been
planned to enable you to:
 Manage the transitions from pre-entry to your first year at UWE and between your
different stages and levels at UWE
 Feel a valued member of UWE and your subject group
 Develop your ‘learning skills and styles’
 Learn how to work effectively within a peer group
 Develop a rounded appreciation of radiography and to see the connections between
your modules and further afield
 Plan your own ‘preferred future’ and develop those graduate skills, abilities and
attributes that you feel you need; and last, but certainly not least
 Recognise, describe and demonstrate your academic achievements and
development of graduate skills
3.9.1 What happens in GDP? GDP operates in two ways – firstly, by identifying where
personal development activities happen in your course and then making these explicit to
students and staff and secondly, by supporting student progression via small peer-group
sessions facilitated by a staff tutor. These ‘FLAG’ (facilitated learning group) sessions
aim to develop group and cohort identity, encourage peer-group activities and prompt
you to think about your personal development planning. These sessions will be
timetabled either within or outside subject module time.
3.9.2 What’s GDP about? The key educational aims of GDP (see the GDP
Specification) relate to Student Experience; Learner Development; Personal
Development and Employability and ‘preferred futures’ and GDP Outcomes are listed
under the headings Knowledge and understanding; Intellectual skills; Subject,
professional and practical skills and Transferable skills and other attributes.
3.9.3 How long is GDP and how much time does it involve? GDP lasts throughout
all your course, with the focus changing at different stages – for example, recognizing
and developing your learning styles and skills is emphasised in the first year (Level
One), whereas ‘employability’ is a predominant focus in the second year (Level Two)
and academic achievement and ‘the future’ are obviously important for Level Three.
FLAG sessions are timetabled for a minimum of 12 hours in Level One, eight in Level
Two and four at Level Three, but details vary with each programme and there will be the
chance to organize your own student-led sessions.
3.9.4 What happens in FLAG sessions? An important aspect of GDP is the small
peer-group FLAG sessions. You’ll meet your fellow student FLAG members and your
FLAG tutor (from your course) at the beginning of the year. FLAG sessions are not like
lectures or seminars but are places where ‘students learn with and from each other’.
They are designed to give you the chance to discuss and reflect on important aspects of
graduate development, how GDP relates to your subject programme and on topics
relevant to you and your own personal development and progression at UWE. FLAG
sessions will be themed on specific GDP topics – sometimes planned by tutors but also
with opportunities for you to decide what the FLAG topic should be. Clearly your
participation in and contributions to FLAG sessions are expected and essential – not
just for you but for your fellow students.
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24
3.9.5 Attendance and achievement on GDP. It’s essential that you attend the FLAG
sessions – really important not just for you but for the rest of the group as well (you’ll be
meeting the same group every session). Successful completion of GDP requires
attendance at the FLAG sessions (minimum attendance of 75%) and completion of the
‘GDP Record of Engagement’. Details of when and how this is to be completed will be
discussed by your FLAG tutor. A GDP Certificate will be awarded to successful students
at the end of each year. In addition, students who complete all three years of GDP will
be awarded a ‘UWE GDP Certificate of Achievement’ with their degree certificate
4 Course Evaluation.
All courses within UWE are subject to annual and periodic review and the process of
evaluation is seen as continuous and dynamic. As a student, you are expected to
participate in this evaluation process.
4.1 Module Evaluation. Learning and teaching, resources, support and assessment of
each module is reviewed by the students at the end of each module run.
4.2 Clinical Placement Evaluation. At the end of each placement, students will be
asked to complete a confidential questionnaire addressing the following issues:
The departments’ environs and resources
Accommodation
Support from clinicians
Support from UWE
4.3 Programme evaluation. On completion, you will be invited to comment on your
experiences of the whole course.
4.4 Programme Management Committee. This is a group consisting of staff and
student representatives from each year. The PMC meets every six months and allows
you the opportunity to express your views through the student representatives.
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25
Radiography/School of Allied Health Professions
2006/2007 Year Plan
NB assessment dates to be confirmed: check in module handbooks/with module
leaders
Radiography Timetable 2007/8
Week
No.
1
Date
Year 1
Year 2
06.08.07
Holiday
2
3
4
5
13.08.07
20.08.07
27.08.07
03.09.07
Holiday
Holiday
Holiday
Holiday
Holiday
Resit
Holiday
Holiday
Holiday
Holiday
Holiday
Holiday
Holiday
Resit
Holiday
Holiday
Holiday
Holiday until 5th.
UWE 6th & 7th for Y3
intro and clinical docs
Placement 1
Holiday
Academic
Academic
Placement 2
Placement 3
Placement 4
Field Board
6
10.09.07
Year 3
Award Board
7
8
9
17.09.07
24.09.07
01.10.07
Holiday
Induction
Academic
10
11
12
13
14
15
16
08.10.07
15.10.07
22.10.07
29.10.07
05.11.07
12.11.07
19.11.07
Academic
Academic
Academic (IP1)
Academic (IP1)
Academic (IP1)
Academic
Academic
17
18
26.11.07
03.12.07
Academic
Academic
19
20
10.12.07
17.12.07
Academic
Academic
21
22
23
24.12.07
31.12.07
07.01.08
Holiday
Holiday
Reading/revision week
IP2 Conference
Academic
Academic
Academic
Academic
Academic
Academic
Academic
Placement 5
Placement 6
Placement 7
Placement 8
Placement 9
Placement 10
Placement 11
IP2 Submission
Academic
Academic
Placement 12
Placement 13
Academic
Clinical Skills
Placement 14
Reading Week
IP1 Submission
PHWR Assessment
24
14.01.08
Assessment
Holiday
Holiday
Placement 1
Holiday
Holiday
Academic
RM Critique
ADIS/ARTS
Portfolio Submission
Placement 2
Academic
ADIS/ARTS
RS1/FCS1/PODI1/PORO1
25
21.01.08
Academic
Placement 3
26
27
28.01.08
04.02.08
Academic
Academic
Placement 4
Placement 5
11.02.08
Academic
Placement 6
18.02.08
Academic
Placement 7
Placement 8
Placement 10
Academic
ADIS/ARTS
ADIS/ARTS
Field Board
28
29
Academic
Academic
Award Board
30
25.02.08
31
03.03.08
Academic
Assessment RS report
Academic
32
10.03.08
Academic
Placement 9
Academic
FRII/SRS/Comms
Academic
FRII/SRS/Comms
Academic
FRII/SRS/Comms
Academic IP3
FRII/SRS/Comms
ADIS/ARTS assignment
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Academic
FRII/SRS/Comms
26
33
34
35
36
17.03.08
24.03.08
31.03.08
07.04.08
Holiday
Holiday
Reading/revision week
Assessment
Placement 11
Placement 12
Placement 13
Placement 14
Holiday
Holiday
Academic
Academic
37
38
14.04.08
21.04.08
Clinical Skills
Placement 1
Holiday
Holiday
39
28.04.08
Placement 2
Directed self-study
Academic
Assessment FRII/SRS
Draft project
RS2/FCS2/PODI2/PORO2
Academic
Academic
Assessment FRII/SRS
40
05.05.08
Placement 3
Portfolio Submission
Academic RM2
41
12.05.08
Placement 4
Academic
Academic
IRCP Assignment
IDIS Assignment
Project Submission
Academic
Clinical Skills
42
19.05.08
Placement 5
Academic
PHWR Resit
43
26.05.08
Placement 6
Academic
Assessment
Final placement
IP3 Submission
SIDI/IDIS IRCP/IRTS
44
45
46
02.06.08
09.06.08
16.06.08
Placement 7
Placement 8
Placement 9
Field Board
47
23.06.08
Academic
Academic
Academic
Final placement
Final placement
Final placement
Research Proposal
Placement 10
Academic
Final placement
Research Proposal
Intro Y3 & Clinical
docs
48
30.06.08
Placement 11
Holiday
Placement 12
Placement 13
Placement 14
Holiday
Holiday
Holiday
Holiday
Holiday
Clinical portfolio submission
Resits
Holiday
Holiday
Common resit date
Common resit date
Award Board
49
50
51
0
07.07.08
14.07.08
21.07.08
28.07.08
1
04.08.08
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Degree Ceremonies
27
School of Allied Health Professions
Radiography Staff Team
Name
Role
Ext
Room
e-mail
88903
2E19
Angela.Bailey@uwe.ac.uk
Bellamy
Senior Lecturer
Clinical Coordinator (DI)
Admin Support
88435
2G23
Julie.Bellamy@uwe.ac.uk
Fiona
Chamberlain
Senior Lecturer
88825
2K16
Fiona.Chamberlain@uwe.ac.uk
Jan
Chianese
88529
2K05
Janette.Chianese@uwe.ac.uk
Karen
Dunmall
Programme Leader
BSc(Hons) Radiotherapy
Snr Lecturer
88903
2K02
Karen.Dunmall@uwe.ac.uk
Suzanne
Easton
Snr Lecturer
88898
1K17
Suzanne.Easton@uwe.ac.uk
Vivien
Gibbs
Snr Lecturer
88412
2K04
Vivien.Gibbs@uwe.ac.uk
Stuart
Grange
Snr Lecturer
88843
2E19
Stuart2.Grange@uwe.ac.uk
Marc
Griffiths
Snr Lecturer
88488
1K02
Marc.Griffiths@uwe.ac.uk
Mandy
Harbottle
Snr Lecturer
88509
2K06
Mandy.Harbottle@uwe.uk
Simon
Messer
88797
2E20
Simon.Messer@uwe.ac.uk
Petra
Jacobs
Programme Leader
BSc(Hons)Diagnostic
Imaging
Clinical Coordinator (RT)
88445
2E19
Petra.Jacobs@uwe.ac.uk
Sally
Perry
Snr Lecturer
88543
2K03
Sally.Perry@uwe.ac.uk
Rita
Phillips
Snr Lecturer
88789
2K17
Rita.Phillips@uwe.ac.uk
Ben
Roe
Snr Lecturer
88650
2K07
Benjamin.Roe@uwe.ac.uk
Antonio
Sassano
Snr Lecturer
88600
2K17
Antonio2.Sassano@uwe.ak.uk
Jeanne
Scolding
Snr Lecturer
88508
2K16
Jeanne.Scolding@uwe.ac.uk
Gill
Springett
Snr Lecturer
88615
1K01
Gillian.Springett@uwe.ac.uk
Rob
Stewart
Snr Lecturer
88920
1K18
Rob.Stewart@uwe.ac.uk
Julie
Woodley
Snr Lecturer
88528
2K01
Julie.Tonks@uwe.ac.uk
Sarah
Zelley
Snr Lecturer
88493
1K17
Sarah.Zelley@uwe.ac.uk
Angela
Bailey
Julie
To contact staff by telephone from outside UWE, dial 0117 for Bristol if necessary, then
32 followed by the extension number.
Fax
0117 328 8408 (admin office)
All academic staff have pigeon holes in which messages etc may be left.
These are situated on the second floor of E Block or the ground floor of K block.
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28
Appendix A Health Professions Council Standards of Conduct Performance and Ethics
(available at: http://www.hpc-uk.org/aboutregistration/standards/standardsofconductperformanceandethics/ )
1. You must act in the best interests of your patients, clients and users.
You are personally responsible for making sure that you promote and protect the best interests of
the people you care for. You must respect and take account of these factors when providing
care, and must not exploit or abuse the relationship with a patient, client, user or carer. You must
not allow your views about patients’, clients’ or users’ sex, age, colour, race, disability, sexuality,
social or economic status, lifestyle, culture or religious beliefs to affect the way you treat them or
the professional advice you give.
You must, at all times, act to protect the interests of patients, clients, users, carers and other
members of the public. You must try to provide the best possible care, either alone or with other
health and social-care professions. You must not do anything, or allow anything to be done, that
you have good reason to believe will put the health or safety of a patient, client or user in danger.
This includes both your own actions and those of others. When working in a team you are still
responsible for your professional conduct, any care or professional advice you provide, any
failure to act and any tasks you ask someone else to carry out. You must protect patients if you
believe that they are threatened by a colleague’s conduct, performance or health. The safety of
patients, clients and users must come before any personal and professional loyalties at all times.
As soon as you become aware of any situation that puts a patient, client or user at risk, you
should discuss the matter with a senior professional colleague. If you feel that you cannot raise
the matter with a senior colleague, you can contact the HPC Registrar.
2. You must respect the confidentiality of your patients, clients and users.
You must treat information about patients, clients or users as confidential and use it only for the
purpose for which it was given. You must not knowingly release any personal or confidential
information to anyone who is not entitled to it, and you should check that people who ask for
information are entitled to it. You must only use information about a patient, client or user:
– to continue to care for that person; or
– for purposes where that person has given you specific permission to use the information.
You must also keep to the conditions of any relevant data protection legislation and follow best
practice for handling confidential information relating to individuals at all times. Best practice is
likely to change over time, and you must stay up to date. You must be particularly careful not to
reveal, deliberately or accidentally, confidential information that is stored on computers.
3. You must keep high standards of personal conduct.
You must keep high standards of personal conduct, as well as professional conduct. You must
not do anything that may affect someone’s treatment by, or confidence in, you.
The HPC can take action against you if you are convicted of a criminal offence or have accepted
a police caution. But they will always consider each case individually and will take decisions in
the light of the circumstances of the case.
However, as guidance, the HPC will seriously consider rejecting an application for registration, or
striking you off if you are already registered, if you are convicted of a criminal offence that
involves one of the following types of behaviour.
– Violence
– Abuse
– Sexual misconduct
– Supplying drugs
– Drink-driving offences where someone was hurt or killed
– Serious offences involving dishonesty
– Any serious criminal offences which you received a prison sentence for
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This is not a complete list. The HPC will always look at any conviction or caution that they learn
of, and they have arrangements in place to be told about cautions and convictions involving
registrants.
4. You must provide any important information about conduct, competence or health.
Normally, the police will contact the HPC about people claiming to be members of Allied Health
Professions who have been convicted or cautioned. Even so, you must also tell them (and other
relevant regulators and professional bodies) if you have any important information about your
conduct or competence, or about other registrants and health professionals you work with.
In particular, you must let them know straight away if you are:
– convicted of a criminal offence (other than a minor motoring offence) or accept a police caution;
– disciplined by any organisation responsible for regulating or licensing a health or social-care
profession; or
– suspended or placed under a practice restriction by an employer or similar organisation
because of concerns about your conduct or competence.
You should co-operate with any investigation or formal inquiry into your professional conduct, the
conduct of any other healthcare provider or the treatment of a patient, client or user, where
appropriate. If anyone asks, and they are entitled to it, you should give them any relevant
information in connection with your conduct or competence.
You should also provide information about the conduct or competence of other healthcare
providers if someone who is entitled to know asks you for it. This is related to your duty to act
in the best interests of your patients, clients and users, which is explained earlier in this
document.
You should also tell the HPC about any significant changes in your health, especially if you have
changed your practice as a result of medical advice. Theye will keep this information private but it
is vital that you tell them and if you do not, they could take action against you.
5. You must keep your professional knowledge and skills up to date.
You must make sure that your knowledge, skills and performance are of a high quality, up to
date, and relevant to your field of practice.
You must be capable of meeting the standards of proficiency that relate to clinical practice. You
have to meet these standards, whether you are in clinical practice or not, and this includes
managers, educators and researchers. However, it is important to recognise that the standards of
proficiency are minimum standards of clinical practice. If you want to be on the HPC Register and
use a professional title, you must maintain your clinical standards so that you are able to practise
the basic skills of your profession safely, even if this no longer forms the basis of your day-to-day
work.
You must stay up to date with the changes to the standards of proficiency that are made for your
profession as technology and techniques develop. The HPC cannot and will not test all
registrants to check that they are still meeting the standards of proficiency. However, they can
and will test you if they have reason to believe that you might not meet the standards of
proficiency any more.
6. You must act within the limits of your knowledge, skills and experience and, if
necessary, refer the matter to another professional.
You must keep within your scope of practice. This means that you should only practise in those
fields in which you have appropriate education, training and experience.
When accepting a patient, client or user, you have a duty of care. This includes the obligation to
refer them for further professional advice or treatment if it becomes clear that the task is beyond
your own scope of practice. A person is entitled to a referral for a second opinion at any time and
you are under an obligation to accept the request and do so promptly. If you accept a referral
from another health or social-care professional, you must make sure that you fully understand the
request. You should only provide the treatment or advice if you believe this is appropriate. If this
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is not the case, you must discuss the matter with the practitioner who has made the referral, and
also the patient, client or user, before you begin any treatment.
7. You must maintain proper and effective communications with patients, clients, users,
carers and other professionals.
You must take all reasonable steps to make sure that you can communicate properly and
effectively with your patients, clients and users, and their carers and family. You must also
communicate effectively, co-operate, and share your knowledge and expertise with
professional colleagues for the benefit of patients, clients and users.
8. You must effectively supervise tasks you have asked others to carry out for you.
People who consult you or receive treatment or services from you are entitled to assume that a
person who has the knowledge and skills to practise their profession will carry out their treatment.
Whenever you give tasks to another person to carry out on your behalf, you must be sure that
they have the knowledge, skills and experience to carry out the task safely and effectively. If they
are not health professionals, you must not ask them to do the work of health professionals. If
they are health professionals, you must not ask them to do work that is outside their scope of
practice. If they are training to be health professionals, you should be sure that they are capable
of carrying out the task safely and effectively.
Whoever you ask to carry out a task, you must always continue to give adequate and appropriate
supervision and you will stay responsible for the outcome. If someone tells you that they are
unwilling to carry out a task because they do not think they are capable of doing so safely and
effectively, you must not force them to carry out the task anyway. If their refusal raises a
disciplinary or training issue, you must deal with that separately, but you should not endanger the
safety of the patient, client or user.
9. You must get informed consent to give treatment (except in an emergency).
You must explain to the patient, client or user the treatment you are planning on carrying out, the
risks involved and any other treatments possible. You must make sure that you get their informed
consent to any treatment you do carry out. You must make a record of the person’s treatment
decisions and pass this on to all members of the health or social-care team involved in their care.
In emergencies, you may not be able to explain treatment, get consent or pass on information to
other members of the health or social-care team. However, you should still try to do all of these
things as far as you can.
If someone refuses treatment and you believe that it is necessary for their wellbeing, you must
make reasonable efforts to persuade them, particularly if you think that there is a significant or
immediate risk to their life.
You must keep to your employers’ procedures on consent and be aware of any guidance issued
by the Department of Health or other appropriate authority in the country in which you practise.
10. You must keep accurate patient, client and user records.
Making and keeping records is an essential part of care and you must keep records for everyone
you treat or who asks for professional advice or services. All records must be complete and
legible, and you should write, sign and date all entries. If you are supervising students, you
should also sign any student’s entries in the notes. Whenever you review the records, you should
update them and include a record of any arrangements you have made for the continuing care of
the patient, client or user. You must protect information in records against loss, damage or use
by anyone who is not authorised. You can use computerbased systems for keeping records, but
only if they are protected against anyone tampering with them (including other health
professionals). If you update a record, you must not erase information that was previously there,
or make that information difficult to read. Instead, you must mark it in some way (for example, by
drawing a line through the old information).
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11. You must deal fairly and safely with the risks of infection.
You must not refuse to treat someone just because they have an infection. Also, you must keep
to the rules of confidentiality when dealing with people who have infections. For some infections,
such as sexually transmitted infections, these rules may be more restrictive than the rules of
confidentiality for people in other circumstances.
You must take appropriate precautions to protect your patients, clients and users, their carers
and families, your staff and yourself from infection. In particular, you should protect your patients,
clients and users from infecting one another.
You must take precautions against the risks that you will infect someone else. This is especially
important if you suspect or know that you have an infection that could harm others, particularly
patients, clients and users. If you believe or know that you may have such an infection, you must
get medical advice and act on it. This may include the need for you to stop practising altogether,
or to change your practice in some way in the best interests of protecting your patients.
12. You must limit your work or stop practising if your performance or judgement is
affected by your health.
You have a duty to take action if your health could be harming your fitness to practise. The HPC
can take action against you if you do not take action and your physical or mental health is
harming your fitness to practise. You should get advice from a consultant in occupational health
or another suitably qualified medical practitioner and act on it. This advice should consider
whether, and in what ways, you should change your practice, including stopping practising if this
is necessary. You should also tell the HPC about significant changes to your health and any
changes you make to your practice as a result.
13. You must carry out your duties in a professional and ethical way.
You must carry out your duties and responsibilities in a professional and ethical way. Patients,
clients and users are entitled to receive good and safe standards of practice and care. We want
to protect the public from unprofessional and unethical behaviour, and we aim to make sure that
health professionals know all about the standards we expect them to meet. These standards are
needed to protect the public and, as a health professional, you have special responsibilities that
go beyond those expected of other people.
14. You must behave with integrity and honesty.
You must make sure that you behave with integrity and honesty and keep to high standards of
personal and professional conduct at all times.
15. You must follow our guidelines for how you advertise your services.
Any advertising you do in relation to your professional activities must be accurate. Any
advertisements must not be misleading, false, unfair or exaggerated. In particular, you should not
claim your personal skills, equipment or facilities are better than anyone else’s unless you can
prove that this is true.
If you are involved in advertising or promoting any product or service, you must make sure that
you use your scientific knowledge, clinical skills and experience in an accurate and professionally
responsible way. You must not make or support unjustifiable statements relating
to particular products. Any potential financial rewards to you should play no part at all in your
advice or recommendations of products and services that you give to patients, clients and users.
16. You must make sure that your behaviour does not damage your profession’s
reputation.
You must not get involved in any behaviour or activity which is likely to damage your profession’s
reputation or undermine public confidence in your profession.
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