UNIVERSITY OF BRADFORD
School of Health Studies
Programme/course title:
Certificate of Higher Education in
Professional Support (Health Studies)
Awarding and teaching
institution:
University of Bradford
Final award:
Certificate of Higher Education
[Framework for Higher Education Qualifications
level 4]
Programme title:
Professional Support (Health Studies)
Programme approved /
accredited by:
n/a
Duration:
1 year full-time
UCAS code:
n/a
Subject benchmark
statement:
n/a
Date produced:
June 2011
*This award does not confer eligibility to
apply for registration with the Health
Professions Council.
Introduction
There is widespread recognition nationally for the need to develop sustainable
learning opportunities for staff in the support workforce of the health care sector to
provide safe and effective care through new ways of working. In the report Learning
for a Change in Healthcare (Fryer 2006), the unacceptably low levels of participation
in learning through work amongst support staff were highlighted. It was reported that
increased engagement with learning is key to maximising the potential of staff in
these career bands. In order to meet this need, the Sector Skills Council (SSC) for
the UK health sector (Skills for Health) lead on the modernisation of education and
training across the health sector and now have a position statement and strategy
‘Higher Education within the Sector Skills Council for Health’ and Learning Design
Principles that are key to development of health care award pathways in Higher
Education (Skills for Health 2006). These principles highlight a commitment to design
and deliver learning opportunities that are developed in response to an analysis of
needs in the workplace.
The overall aim is to design awards that are accessible, inter-disciplinary and provide
a flexible framework that allows for multiple ‘step-on step off’ points. There is also
acknowledgement of the need to recognise and reward all learning, including workbased, experiential and formal learning. The position paper and strategy identify
several aims that are integral to the attainment of competence based learning
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provision, including working in partnership with Higher Education Institutions,
developing seamless and integrated educational pathways and standardising
mechanisms for design that address National Occupational Standards. The
development of this Framework of education for support workers, (see table 1) has
embraced the Learning Design Principles outlined above.
This Certificate of Higher Education in Professional Support (Model 3 in Table 1) has
been designed to enable staff currently employed in a Medical Imaging Department
to meet the demands of Support Worker and Assistant Practitioner roles. As a
student registered on this course you will study together with students on stage 1 of
the 3 year full-time BSc(Hons) in Diagnostic Radiography and share the same
programme of learning in respect of both their academic and clinical education,
which incorporates interprofessional learning in the ‘Principles of Collaborative
Professional Practice’ module. You will undertake clinical learning in your current
workplace, to facilitate the development of clinical and interpersonal skills necessary
to underpin your role as a support worker in a Medical Imaging Department. This
approach embraces the principles integral to education for sustainable development,
developing a holistic, interdisciplinary approach to developing the knowledge and
skills needed for a sustainable future in health care delivery.
Table 1 summarises the differing models of education for support workers available
at the School of Health Studies. All modules are at level 4 and are core for each
award.
Table 1 -The Framework for Programmes in Professional Support
Model 1
Certificate of
Continuing
Education in
Professional
Support
Principles of
Collaborative
Professional
Practice
Health Safety
& Security in
Health and
Social Care
Work-based
learning –
Professional
Support in
Practice
(60 credits)
(20 credits)
(20 credits)
(20 credits)
Model 2
Certificate of
Higher
Education in
Professional
Support
Principles of
Collaborative
Professional
Practice
Health Safety
& Security in
Health and
Social Care
Work-based
Learning –
Professional
Support in
Practice
Support Skills
in Specialist
Contexts –
(Work-based
learning)
Introduction to
Human
Biology for
Clinical
Practice
(120 credits)
(20 credits)
(20 credits)
(20 credits)
(40 credits)
(20 credits)
Model 3
Certificate of
Higher
Education in
Professional
Support (Health
Studies)
Principles of
Collaborative
Professional
Practice
Remainder of year 1 (level 4) profession-specific undergraduate
pre-registration course.
(120 credits)
(20 credits)
(100 credits)
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Programme Aims
The programme is intended to:

A1 Provide you with a recognisable and transferable qualification which
provides you with the knowledge and clinical competencies to enable you to
work safely as a Support Worker/Assistant Practitioner delivering care in a
Department of Diagnostic Imaging.

A2 Develop your interpersonal, team working and communication skills,

A3 Develop your problem solving skills based on a range of sources of
information with awareness of relevant, social, psychological and ethical
issues influencing patient needs and care delivery when undergoing
diagnostic imaging investigations.

A4 Develop your study, information technology and lifelong learning skills

A5 Promote your personal and professional development through self directed
learning.

A6 Encourage you to evaluate your practice through reflection in order to
improve patient care
Programme Learning outcomes
When you have completed the programme you will be able to:

LO1 Apply anatomical, physical, pathological concepts and psychosocial
theories relevant to your scope of practice.

LO2 Outline relevant, current developments in the structure, policies and
practices of the National Health Service (NHS), Social Care and voluntary
services, and how these apply to provide care for the well being of the
community and service users at local and national level.

LO3 Evaluate the role of the Support Worker/Assistant Practitioner

LO4 Apply problem-solving and critical thinking skills in academic and practice
settings taking account of relevant social, cultural, psychological and ethical
issues.,

LO5 Safely perform a limited range of radiographic examinations and
procedures on patients under the direction of a registered practitioner or other
suitably qualified person, within defined guidelines and agreed protocols.

LO6 Demonstrate competence in a range of relevant clinical, technical and
administrative procedures relevant to your scope of practice

L07 Use effective communication skills, in order to deal with a variety of both
straightforward and complex subjects, and patients with different cultural and
socioeconomic needs.

LO8 Apply interdisciplinary skills to both straightforward and complex work, in
one-to-one and group situations,
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
LO9 Work effectively in a team to plan, organise, allocate, review and
evaluate your own practice in a variety of settings

LO10 Apply information technology skills to suit different purposes including:
finding, exploring, developing and presenting information.

LO11 Participate in the planning and review of your own learning to improve
your performance
Curriculum
Module Title
Type
Credits
Level
Study
period
Module
Code
HEA-
Principles of Professional
Practice
Core
20
4
S1 & S2
HR-
Radiography of the
Appendicular Skeleton and
Chest
Core
30
4
S1
HR-
Safe and Professional
Radiographic Practice
Core
20
4
S1
HR-
Radiography of the Axial
Skeleton
Core
30
4
S2
HR-
Introduction to Abdominal
Imaging
Core
20
4
S2
You will study the equivalent of 120 credits across a range of modules. A distinctive
feature of the course is the way in which it integrates theory and practice. The
course does not have separate clinical practice modules, instead each module that
you study has integrated academic and clinical practice components which we
believe will best prepare you for the demands of working as a Support
Worker/Assistant Practitioner in a Diagnostic Imaging Department. This curriculum is
identical to that of level 1 of the University’s BSc. (Hons) in Diagnostic Radiography.
The curriculum may change, subject to the University's course approval, monitoring
and review procedures.
Main subject areas
During the course will be introduced to the profession of radiography and the
principles of being a collaborative health care practitioner. Major topic areas are
anatomy, physiology, pathology and radiographic techniques of the: cardiopulmonary
and respiratory system; appendicular skeleton (upper and lower limbs); axial
skeleton (skull, spine, and pelvis) and; abdominal organs. In support of the safe use
and application of radiographic techniques you will gain and apply knowledge of the
fundamentals of X-ray production, radiation protection and imaging technologies.
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Teaching will be delivered in lectures which will be supported by tutorials and
practical sessions which will take place in the radiography clinical skills laboratory
which comprises a fully functioning X-ray room, digital acquisition system, and a
picture archiving and communication system (PACS) suite. This will enable you to
undertake simulated X-ray examinations and view images from our medical imaging
library. To prepare you for collaborative professional practice you will be assigned to
a group with students studying on other pre-registration health courses. Together
you will study professional issues, teamwork and study skills utilising face-to-face
contact and on-line discussions. Clinical placement occurs in blocks throughout the
academic year. Whilst on placement you will undertake routine radiographic
examinations under the supervision of qualified clinical radiographers in order to
develop your competence.
Teaching and Assessment Strategies
The Certificate of Higher Education in Professional Support complies with The
University of Bradford’s Teaching, Learning and Assessment Strategy.
Applicants whose previous experience has met the learning outcomes of particular
modules (APEL, APL, or APCL) may apply for their experience to be accredited
against parts of the programme for up to 50% of the balance of the award in
accordance with University regulations (see the full text of the University importation
of credit regulations is on the Web at
http://www.brad.ac.uk/admin/acsec/QA_Hbk/import_credit.html). Students will be
actively encouraged to apply for APEL. Guidance for students on how to claim credit
for prior learning is available from the School of Health Studies.
It is recognised that you may not have studied at a HE level before, therefore, a high
level of initial support is offered during semester 1 of year 1. This is, however,
progressively reduced as your confidence grows.
A high proportion (50%) of learning takes place in the work place, where you will be
supervised in your clinical practice by a qualified radiographer who will also offer
honest and constructive feedback essential for your personal and professional
development. The curriculum is delivered in a block release system combining 18
weeks of academic study in the University, with 18 weeks of clinical placement
education. Every effort will be made to allow you to undertake this within your place
of employment although specific placement requests may also be considered. There
are clinical placements in each semester and an extended consolidation and
assessment placement at the end of the academic year.
During academic blocks you are expected to spend on average 30 hours per week
for study. Whilst you are on placement you will attend for 37.5 hours per week which
includes 3½ hours for personal reflection and study. This provides a total of
approximately 1200 hours of study over the duration of the course.
As part of your induction to the course and studying at university, the first module
you will be involved in is Safe and Professional Radiographic Practice. Staff from
the Division of Radiography, the School of Health Studies (SoHS) and Learner
Support Service will introduce you to the course and the resources which are
available to support you in your learning (LO11).
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During the course you will have the opportunity to learn from and alongside students
and clinical staff from a wide range of health and social care disciplines. It is an
essential aspect of modern health care that practitioners do not see their profession
in isolation and can understand the role and communicate effectively with everyone
involved in patient care. The core module ‘Principles of Professional Practice’ will
give you the opportunity to collaborate with students from other School of Health
Studies pre-registration courses (LO2, 3, 8, 9). Many of the sessions delivered as
part of this module will find you alongside students from other SoHS courses and
you will be introduced to a mixed group of pre-registration health care students.
During this module, which spans both semesters you will investigate the generic
principles of becoming a collaborative health care practitioner. You will remain in
contact and work with your group throughout the year giving you the chance to share
developing professional knowledge and understanding. Learning about and from
other health care professionals occurs throughout the course and is particularly
encouraged whilst you are at your practice placements.
Radiography specific modules integrate all aspects of knowledge required to
undertake the examinations or procedures being studied (LO1,2, 3, 4, 5, 6,7,9). For
example in the module Radiography of the Appendicular Skeleton and Chest you will
study the anatomy, physiology, common pathology and radiographic technique
(which includes care of the patient) of the appendicular skeleton (which is the upper
and lower limb) and chest. You will be introduced to physical concepts such as
fundamentals of X-ray production and exposure factors. This integrated approach
ensures that you will acquire all relevant knowledge to be able to undertake X-ray
examinations of the body systems being studied. Being able to observe X-ray
examinations being performed in practice and then have the opportunity to
undertake examinations is an essential element of this course (LO3, 5, 6, 7). As part
of all modules in the course, clinical placements are integrated into the learning,
teaching and assessment strategy.
A blended learning approach is used to deliver the programme and support your
learning whilst in practice. This means that, in addition to face to face clinical
supervision, lectures and tutorials, learning materials will be provided via the virtual
learning environment (VLE) (LO10). In order to participate in this type of learning you
need to have the use of a computer. We acknowledge that you may require support
to access the VLE and other electronic resources, and this support will be provided
wherever necessary. Part of this support will be a self assessment of your familiarity
with the use of information technology, so that we can identify how best to support
you (LO11).
Your development will be facilitated through the use of a reflective portfolio,
completing this reflective journal provides the opportunity to gain experience in
critical thinking and reflection ‘in’ and ‘on’ learning to inform your personal and
professional development (LO11).
The assessment strategy is designed to enable you to demonstrate achievement
appropriate to the individual module and programme of learning outcomes, the high
degree of focus on your learning in the workplace allows you to demonstrate skills,
competencies and knowledge specific, and relevant to your designated scope of
practice. Assessment takes a wide variety of formats and you will be informed of
these in advance via your Coursebook. Academic assessments take the form of
either computer-based examination, written examination or written assignments.
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Your placement learning is monitored and assessed via weekly formative feedback
on your skill development, objective assessment of your competence in performing a
range of routine x-ray examinations and summative assessment of your competence
during the final clinical placement of the academic year (LO1-11). Throughout the
course 100% attendance is required for placement learning and any deficit accrued
has to be made good before you can pass and graduate.
Academic module credit is awarded based upon successful demonstration of
achieving the module and course learning outcomes. This is achieved by a
combination of successful written assessment and the successful completion of a
clinical learning portfolio, which includes a record of your achievement of a range of
clinical competencies.
Assessment Regulations
This Programme conforms to the general principles set out in the standard University
Assessment Regulations which are available at the following link:
http://www.brad.ac.uk/admin/acsec/QA_Hbk/Undergrad_Regs_.html
Details of any exceptions to these regulations in this programme are available from
the Course Leader.
Automatic right to 2nd submission (whichever comes first within 3 months of 1st
submission or the next assessment period 1st)
Pass at 40% for all elements of assessment as appropriate.
When you successfully complete the course (i.e. 120 credits) you will be awarded
the Certificate of Higher Education in Professional Support (Health Studies).
Successful students wishing to transfer to Stage 2 of the BSc (Hons) in Diagnostic
Radiography may be eligible to do so, depending on funding, availability of places
and the support of your Imaging Department Manager.
Admission Requirements
The University welcomes applications from all potential students regardless of their
previous academic experience; offers are made following detailed consideration of
each individual application. Most important in the decision to offer a place is our
assessment of a candidate’s potential to benefit from their studies and of their ability
to succeed on this particular programme. Entrance requirements for each
programme will vary but consideration of your application will be based on a
combination of your formal academic qualifications and other relevant experience. It
is essential; that you are currently working in a support worker role in health or social
care, that you have a mentor in the workplace, and that you have the support of your
employer to undertake this programme.
If you have prior certificated learning or professional experience which may be
equivalent to parts of this programme, the University has procedures to evaluate this
learning in order to provide you with exemptions from specified modules contained
within the curriculum. Please talk to us if you do not fit the standard pattern of entry
qualifications.
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The University of Bradford has always welcomed applications from disabled
students, and these will be considered on the same academic grounds as are
applied to all applicants. If you have some form of disability you may wish to contact
the programme leader before you apply.
A typical offer to someone seeking entry would be 120 UCAS points from any
combinations of A levels, Vocational A levels, BTEC, OCR and AS awards to include
at least 1 full A level or 1 vocational award of equal depth and volume plus English
GCSE grade C or above, or the key skills equivalent. However, applications are
welcome from mature students (those over 21 years of age on entry) and candidates
with non-standard qualifications or who, lacking academic qualifications, have
significant relevant experience.
All places offered on the Programme are also subject to the candidate’s ability to
meet non academic requirements; these include assessment by an occupational
health department and assessment via an enhanced Criminal Records Bureau
(CRB) check. These are to ensure you can meet the physical and emotional
demands of the programme and the requirements of the Schools Learning and
Development agreement with the Yorkshire and Humber Strategic Health Authority
for protection of the public. Where issues are identified during application in the CRB
or occupational health assessment the results will be notified to the applicant and/or
candidate as well as the actions proposed by a multi-professional panel.
If your first language is not English, you will need to provide proof of your English
proficiency before admission. You will need to satisfy the University that you meet
the International English Language Testing System (IELTS) with an overall band of
at least 6.0 with not less than 5.0 for any individual section.
You must have access to a computer and the internet, as the Programme is
delivered through a blended learning approach that includes on-line (computer
based) learning. This access may be via your workplace, local library or University
facilities.
Learning Resources
Your course will be based in the new School of Health Studies building which will
include state of the art clinical skills rooms. Students will have the added advantage
of being close the main library, student support centres and other on campus
facilities. Teaching areas in the campus have been upgraded over the last three
years to create more interactive learning areas as well as incorporating the latest
teaching aids with access to one line materials in most of the classroom spaces.
The JB Priestley Library on the city campus provides a wide range of printed and
electronic resources to support your studies. We offer quiet study space if you want
to work on your own, and group study areas for the times when you need to discuss
work with fellow students. Subject librarians for each School provide training
sessions and individual guidance in finding the information you need for your
assignment, and will help you organise your references properly.
Student PC clusters can be found in all our libraries and elsewhere on the campus.
Many of these are open 24/7. You can also use the University's wireless network to
access the internet from your own laptop. Most of our online journals are available
on the internet (both on and off campus), and you can also access your University
email account, personal information and course-related materials this way.
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Staff are on hand during the daytime to help you if you get stuck, and there is a 24/7
IT helpline available.
Student Support and Guidance
Course Team
Support for you personally and in your course of study, will be provided both by the
University and the Course Team. The Lead for Professional Support and individual
Module Leaders will be available to provide academic guidance about your studies.
You will be allocated a Personal Academic Tutor who is someone with whom you will
be able to talk about any academic or personal concerns. Your personal academic
tutor will support a group of students who have their clinical placements within a
group of hospitals. At the beginning of the course you will be assigned to a host
group of hospitals and a member of academic staff will assume the role of personal
tutor for the students within that group. Your personal tutor will therefore be in a key
position to liaise with staff in your host departments to ensure you gain the required
experience and monitor your progress whilst on placement. Your Personal
Development Portfolio is an essential tool to both direct and record your personal
development.
The School will ensure that there is someone available with whom you feel
comfortable to help and support you. You will be provided with a comprehensive
School and course handbook that you can consult on a range of learning and
assessment issues and your course tutors will be available to consult on subject
specific queries.
Clinical Placement Support Team
There are a number of people who will provide support for you whilst you are on
clinical placement. Clinical education is organised by a University lecturer, the
Clinical Education Co-ordinator. However, your Personal Academic Tutor will
organise your placement and undertake supervisory meetings with you and
members of the placement team.
Whilst undertaking any imaging procedures, you must be supervised at all times by a
qualified clinical radiographer. All radiographers will undertake this supervision;
however in each department there is a named radiographer who will undertake the
role of Clinical Supervisor. This person will support you by being a source of
information about any aspects of clinical radiography. They will help you complete
clinical learning objectives and assessments, which are part of your Professional
Development Portfolio. They will also liaise with your Personal Academic Tutor to
ensure you are gaining the appropriate clinical experience and feedback on your
personal development. Your Clinical Supervisor is there to ensure you get
appropriate clinical learning. If you have any problems they are on site and can be
approached in confidence about any issues you might encounter. They may refer
you to your Personal Academic Tutor for further advice.
It is important to note that each medical imaging department has its rules,
regulations and protocols which you must abide by. The imaging department and its
staff are there to provide a service to the public and their primary duty is to ensure
the safety of patients and other service users. Therefore whilst on placement you
are accountable to the Medical Imaging Services Manager for your placement
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hospital. The Division of Radiography maintains close liaison with medical imaging
services staff.
As part of our protection of the public and to facilitate your wellbeing you may be
referred back to Occupational health and/or the School’s Fitness to Practice panel if
significant issues arise during your course.
Students’ Union
We value the feedback provided by students and collaborate with the Students’
Union, through a system of course representatives and formal staff student liaison
committees, so that any issues you wish to raise are addressed rapidly.
The Students’ Union and the University of Bradford work in partnership to provide
confidential counselling and welfare services where you can get help with any aspect
of your personal or academic life. Student Financial and Information Services
(based in the Hub) will provide you with information about a diverse range of issues
such as council tax, personal safety and tourist information. International Students
can access a range of additional advice and support services through the Student’s
Union.
Careers and Employability
The University is committed to helping students develop and enhance employability
and this is an integral part of many programmes. Specialist support is available
throughout the course from Career Development Services including help to find part
time work while studying, placements, vacation work and graduate vacancies.
Students are encouraged to access this support at an early stage and to use the
extensive resources on the web site www.careers.brad.ac.uk.
The specific provision on this programme enhances employability through the
development of knowledge and skills that underpin the core competencies defined
by Skills for Health in the National Transferable Role of Assistant Practitioner, Level
4 on the NHS career framework. All Support Worker/Assistant practitioner roles have
these core competences, additional competencies will be developed specific to your
designated area of work, and will be identified through agreement of a learning
contract. WBL is supported by your mentor in the workplace, on-line support and
visiting tutors.
As part of our protection of the public and to facilitate your wellbeing you may be
referred back to occupational health and or the School’s Fitness to Practice panel if
issues arise during your Programme.
Learner Development Unit (LDU)
The Learner Development Unit provides support in all aspects of academic, maths,
numeracy and interpersonal skills. A programme of interactive workshops is
delivered during both semesters which compliments individual support available from
Advisers and the wide range of interactive online materials available from the LDU
website.
Disability
Disabled students will find a supportive environment at Bradford where we are
committed to ensuring that all aspects of student life are accessible to everyone.
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The Disability Service can help by providing equipment and advice to help you get
the most out of your time at Bradford and is a place where you can discuss any
concerns you may have about adjustments that you may need, whether these relate
to study, personal care or other issues. For more information contact the Disability
Service by phoning: 01274 233739 or via email: disabilities@bradford.ac.uk
Students of the School of Health Studies who are supported through the disability
office and/or following an occupational health assessment will have a learning
support report that also includes reasonable adjustment advice for clinical practice
settings.
University policies and initiatives
Ecoversity:
Ecoversity is a strategic project of the University which aims to embed the principles
of sustainable development into our decision-making, learning and teaching,
research activities campus operations and lives of our staff and students. We do not
claim to be a beacon for sustainable development but we aspire to become a leading
University in this area. The facilities we create for teaching and learning, including
teaching spaces, laboratories, IT labs and social spaces, will increasingly reflect our
commitments to sustainable development. Staff and student participation in this
initiative is crucial to its success and its inclusion in the programme specification is a
clear signal that it is at the forefront of our thinking in programme development,
delivery, monitoring and review. For more details see
www.bradford.ac.uk/ecoversity.
Further Information:
For further information, please check the University prospectus or contact
Admissions.
The Admissions Office
The University of Bradford
Richmond Road
Bradford, BD7 1DP
UK
+44 (0)1274 233054
http://www.brad.ac.uk/courses/
The Admissions Office
School of Health Studies
The University of Bradford
Trinity Road
Bradford, BD5 0BB
UK
+44 (0)1274 236330
http://www.brad.ac.uk/acad/
The contents of this programme specification may change, subject to the University's
regulations and course approval, monitoring and review procedures.
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