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 © University of Bradford 1 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) © University of Bradford 2 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, © University of Bradford 3 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. © University of Bradford 4 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). © University of Bradford 5 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. © University of Bradford 6 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. © University of Bradford 7 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. © University of Bradford 8 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 © University of Bradford 9 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. © University of Bradford 10 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. © University of Bradford 11