http://www.educationprogrammes.bradford.nhs.uk/
Dear Applicant
Re: Postgraduate Diploma in Gastroenterology for Practitioners with a Special Interest
Thank you for your enquiry related to the Postgraduate Diploma in Gastroenterology for Practitioners with a Special
Interest. This document contains information about the above course, an application form for the programme, and
information for your future mentor, should you decide you wish to take this application further.
This Postgraduate Diploma is designed to encourage the development of the specialist practitioner role by establishing
collaborative clinical work-based training between the Practitioner and the Consultant. As it comprises a large element
of work-based learning, you do not need to be Bradford based to participate in the course.
The award made upon successful completion will either be a Postgraduate Diploma, in which case student completes
one service improvement and three clinical modules, or a Postgraduate Certificate, when the service improvement
module and one or two clinical modules are taken. The cost for the Diploma is £4,500, the cost for the 60 credit
Certificate is £2,250, and the cost for an individual module is £1,125. The awarding institution is the University of
Bradford.
Should you require any further information regarding the programme after you have read this pack, please contact us by
email on psi@bradford.nhs.uk with your query. Should you wish to apply for a place on the course, you should
approach a mentor of your choice. Your completed application form, together with the letter of support from your chosen
mentor as well as a copy of your mentor’s CV should then be returned to:
Belinda Perfitt
Education Programmes Team
NHS Airedale Bradford and Leeds
Douglas Mill
Bowling Old Lane
Bradford
BD5 7JR
All documents are required prior to the start date of the course. Should you be unsure of whether you meet the
requirements to join the programme, please contact the course team on psi@bradford.nhs.uk for advice.
We look forward to hearing from you in the near future.
Belinda Perfitt
Education Programmes Manager
Programme Aims
The programme is intended to:
 develop wider specialist knowledge and skills to enable you to practice gastroenterology at a higher level
and to deal with complex clinical situations systematically;
 develop a thorough understanding of the role and responsibilities of consultant specialists and the
multidisciplinary team in secondary care and to establish appropriate relationships with these professionals;
 position you at the forefront of your area of gastroenterology care to develop and establish the most
appropriate integrated care pathways between primary and secondary care for the patient within current
NHS guidelines;
 engage you in life-long learning through the enhancement of key skills, a thorough knowledge of critical
appraisal and reflective practice;
 provide you with transferable nationally recognised training in gastroenterology.
Programme Learning Outcomes
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Critically review and use current and emerging knowledge of the pathophysiology and epidemiology of
gastroenterological disorders and their complications.
Triage and appropriately refer patients whose symptoms may be due to gastroenterological disorders and
their complications.
Undertake appropriate investigations for patients presenting with symptoms of gastroenterological disorders
and their complications and interpret the results accurately.
Diagnose and appropriately manage patients who present with gastroenterological disorders and their
complications, by means of clinical interventions.
Undertake appropriate evaluation and preventative management of patients with gastroenterological
disorders, addressing lifestyle and other related issues.
Map and reflect on the entire patient pathway, and appropriately apply service improvement methods to
make improvements where necessary to the delivery of care.
Work autonomously and collaboratively, in a multidisciplinary context.
Critically appraise and update clinical knowledge.
Use information technology as a medium for communication and presentation of data.
Course Dates
These are the provisional dates of the teaching and assessment days, and an indication of the time available for
your placement. Attendance at the teaching days is mandatory, unless mitigating circumstances prevent it.
Dates
18 October 2012
19 October 2012
20 October 2012 to 17
April 2013
18 April 2013
19 April 2013
20 April 2013 to 16
October 2013
17 October 2013
18 October 2013
19 October 2013 to
April 2014
Element of course:
Introduction and Applied
Modular Assessment Day
Methodologies Module for
9.00 am to 5.00 pm
new starters
9.00 am to 5.00 pm
Modular teaching 9.00 am to 5.00 pm
Hepatobiliary
Work-based placement - one session per week for at
least 14 weeks
Introduction and Applied
Modular Assessment Day
Methodologies Module for
9.00 am to 5.00 pm
new starters
9.00 am to 5.00 pm
Work-based placement - one session per week for at
least 14 weeks
Modular teaching 9.00 am to 5.00 pm
Upper GI
Introduction and Applied
Methodologies Module for
new starters
9.00 am to 5.00 pm
Work-based placement - one session per week for at
least 14 weeks
Modular teaching 9.00 am to 5.00 pm
Lower GI
Location:
Bradford
Bradford
Locality
Further dates will be provided with as much notice as possible.
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The Curriculum
The Postgraduate diploma consists of four modules, three of which are clinical modules which last for 6 months
each, and the Applied Methodologies module which runs alongside the clinical modules over a period of 18
months. Each module is worth 30 credits and consists of 300 hours to cover lectures, seminars, directed study and
other work. The entire programme can be completed in 18 months, but practitioners may stagger the modules
over a period not exceeding 3 years, other than in exceptional circumstances, when this could be extended to 5
years. The Postgraduate Certificate consists of the Applied Methodologies module and one or two clinical
modules. The clinical modules taught alongside the Applied Methodologies module in this programme are the
following:
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Assessment, Diagnosis and Management of Upper Gastrointestinal Disorders
Assessment, Diagnosis and Management of Lower Gastrointestinal Disorders
Assessment, Diagnosis and Management of Hepatobiliary Disorders
An outline syllabus and learning outcomes for each of the modules is given below.
Assessment, Diagnosis and Management of Upper Gastrointestinal Disorders
Outline syllabus
 Epidemiology and pathophysiology of Upper GI disorders
 Differentiation between the varied presentations of Upper GI disorders
 Critical appreciation of the principles of screening for and diagnosis of Upper GI disorders
 The appropriate use and delivery of Endoscopy Services
 Dyspeptic disorders including reflux disease, H Pylori, gall stones
 Nausea, vomiting and oral lesions
 Iron deficiency anaemia
 Gastrointestinal Haemorrhage
 Reviewing and referral (gateway)
 Upper GI cancers
Learning Outcomes
In successfully completing this module, you will be able to:
1. Knowledge and Understanding
a. Synthesise the current evidence for the epidemiology and pathophysiology of Upper GI disorders and
differentiate between the varied presentations of Upper GI disorders.
b. Synthesise the evidence and show an advanced critical appreciation of the principles of screening,
diagnosis and the full range of treatment, management and monitoring options for Upper GI disorders.
2. Discipline Skills
a. Clinically interpret the result of upper gastrointestinal investigations and upper gastrointestinal endoscopy
and appropriately manage and/or refer the outcome.
b. Understand the breadth and presentation of various dyspeptic disorders such as reflux disease, H pylori
and gall stones.
c. Undertake assessment, investigate, diagnose and manage causes of oral lesions.
d. Undertake assessment, investigate, diagnose and manage causes of dysphagia.
e. Undertake assessment, investigate, diagnose and manage causes of nausea and vomiting.
f.
Undertake assessment, investigate, diagnose and manage iron deficiency anaemia and related disorders.
g. Undertake assessment, investigate, diagnose and manage gastrointestinal haemorrhage.
h. Investigate, diagnose and appropriately manage or refer patients with GI cancers.
i.
Refer patients appropriately for a second opinion for a range of Upper GI disorders.
j.
Practise evidence based medicine.
3. Personal Transferable Skills
a. Practise critical effective problem solving skills.
b. Utilise effective team working skills with colleagues and peers.
c. Communicate effectively with patients, consultants, other hospital staff, peers and trainers.
Assessment, Diagnosis and Management of Lower Gastrointestinal Disorders
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Outline Syllabus
 The epidemiology and pathophysiology of Lower GI disorders
 Differentiation between the varied presentations of Lower GI disorders
 Critical appreciation of the principles of screening for and diagnosis of Lower GI disorders
 The appropriate delivery of Endoscopy Services
 Irritable Bowel Syndrome
 Inflammable Bowel Disease and manage or refer appropriately
 Stomas
 Coeliac Disease
 Diverticular Disease
 Wind
 Reviewing and referral (gateway)
 Lower GI cancers
 Anal lesions
 Rectal bleeding
Learning Outcomes
In successfully completing this module, you will be able to:
1. Knowledge and Understanding
a. Synthesise the evidence for the epidemiology and pathophysiology of Lower GI disorders and differentiate
between the varied presentations of Lower GI disorders.
b. Synthesise the evidence and show an advanced critical appreciation of the principles of screening,
diagnosis, and the full range of treatment, management and monitoring options for Lower GI disorders.
2. Discipline Skills
a. Clinically interpret the results of lower gastrointestinal investigations and lower gastrointestinal endoscopy
and appropriately manage and/or refer the outcome.
b. Investigate, diagnose and appropriately manage or refer patients with diarrhoea and constipation.
c. Understand the breadth and presentation of Irritable Bowel Syndrome and manage or refer appropriately.
d. Understand the breadth and presentation of Inflammatory Bowel Disease and manage or refer
appropriately.
e. Investigate, diagnose and appropriately manage or refer patients with Coeliac Disease.
f.
Investigate, diagnose and appropriately manage or refer patients with Diverticular Disease.
g. Investigate, diagnose and appropriately manage or refer patients with Lower GI cancers.
h. Investigate, diagnose and appropriately manage or refer patients with less common causes of rectal
bleeding.
i.
Investigate, diagnose and appropriately manage or refer patients with anal lesions.
j.
Practise evidence-based medicine.
3. Personal Transferable Skills
a. Practise critical effective problem solving skills.
b. Utilise effective team working skills with colleagues and peers.
c. Communicate effectively with patients, consultants, other hospital staff, peers and trainers.
Assessment, Diagnosis and Management of Hepatobiliary Disorders
Outline Syllabus
 The epidemiology and pathophysiology of Hepatobiliary disorders
 Presentations of Hepatobiliary disorders
 Principles of screening for and diagnosis of Hepatobiliary disorders
 Treatment, management and monitoring options for Hepatobiliary disorders
 Endoscopy services
 Liver disease:
Non invasive liver screening (NILS)
 Abnormal Liver Tests:
Alcohol related
Fatty liver disease
Cholangio pancreaticogrophy
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MRCP
Hepatitis C
Jaundice
Pancreatic Disease
Alcohol Strategies
Learning Outcomes
In successfully completing this module, you will be able to:
1. Knowledge and Understanding
a. Synthesise the evidence for the epidemiology and pathophysiology of Hepatobiliary disorders and
differentiate between the varied presentations these disorders.
b. Synthesise the evidence and show an advanced critical appreciation of the principles of screening,
diagnosis, and the full range of treatment, management and monitoring options for Hepatobiliary
disorders.
2. Discipline Skills
In successfully completing this module, you will be able to:
a. Clinically interpret the results of Hepatobiliary investigations and appropriately manage and/or refer the
outcome.
b. Understand the breadth and presentation of liver disease (including alcohol related) and to manage or
refer appropriately.
c. Understand the breadth and presentation of billiary and pancreatic disease and to manage or refer
appropriately.
d. Investigate, diagnose and appropriately manage or refer patients with abnormal liver tests.
e. Investigate, diagnose and appropriately manage or refer patients with viral hepatitis.
f.
Investigate, diagnose and appropriately manage or refer patients with jaundice.
g. To review and implement relevant alcohol strategies and manage hazardous drinking behaviour.
h. Practise evidence based medicine.
3. Personal Transferable Skills
In successfully completing this module, you will be able to:
a.
b.
c.
Practise critical effective problem solving skills.
Utilise effective team working skills.
Communicate effectively.
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APPLIED METHODOLOGIES
Outline syllabus
Critical appraisal
 research design, qualitative, quantitative, randomised, non-randomised, prospective and retrospective
& levels of evidence
 research analysis
 statistical analysis
 research evaluation
Process Mapping
 Current improvement techniques
 PDSA methodology (Plan Do Study Act)
 Capacity and demand management including batching and carve out
 Process mapping / pathway redesign
Patient involvement techniques
 Policy context of involving patients
 Types of patient involvement
 Methods of patient involvement including qualitative and quantitative methods
Clinical Audit
 Common approaches, national guidance
 Reflective model eg. Rolfe 2001
Learning outcomes
In successfully completing this module, you will be able to:
Knowledge and Understanding
a. Critically evaluate clinical research within their area of special interest and understand the implications of it
in practice.
b. Critically analyse your service in relation to the whole patient pathway, clinical governance and
methodologies for change.
c. Critically evaluate the evidence and methodologies for patient involvement in healthcare delivery.
Discipline skills
a. Reflect on and apply the above knowledge to their specific area of clinical practice.
Transferable skills
a. Reflect on their current practice, as it relates to service improvement.
b. Communicate effectively by use of C&IT, particularly in the area of electronic communication and data
presentation.
Learning and Teaching Methods
Your programme of study will start with two teaching days in Bradford (one for the Applied Methodologies module,
one for your first clinical module), followed by your clinical attachment and directed study for at least 14 weeks
(clinical modules). Alongside this, your directed study for the Applied Methodologies module will begin, for up to 18
months. For your clinical modules only, you will return to Bradford after placement for an assessment day,
followed by the next clinical module teaching day.
A large proportion of your study will be work-based learning. This learning is undertaken in your locality, under the
supervision of a clinical mentor. Mentors are GMC registered consultants in gastroenterology whose names
appear on a national register of practitioners. Your clinical mentor will receive a specific Mentor Guide which is
included in this pack, as well as advice and support from the course management team.
The tasks for your directed study on clinical attachment are as follows: the development and fulfilment of a
programme of activities with your mentor, in order to fulfil clinical competence-based learning outcomes; recording
your placement cases using a reflective learning diary, to record your learning progress and learning needs;
obtaining essential background information to the module studied to inform your practice and the preparation of
assessed work, through guided reading in the form of lists and website references; discussions concerning your
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learning needs and possible solutions through scheduled meetings with your mentor (eg. advice, further reading,
alteration of elements of your programme).
The Applied Methodologies module involves working within your healthcare community to apply three different
methodologies. Directed study comprises researching and reading information, planning, preparation and
application of these.
Peer learning is encouraged through peer contact in Bradford, and through participation in “Blackboard”, the virtual
learning environment accessed via the University of Bradford website.
It is anticipated that you will continue to work in your normal practitioner setting during the period of study, and it is
expected that ongoing learning will be applied in this context.
Assessment
You will be assessed in a variety of ways, including written case studies and oral presentations; however, there will
be no formal written exams.
Verification of clinical competence must be indicated by your consultant-mentor's signature on assessment day.
Clinical competence is a pass/fail element, with no mark attached to it. All written work and the critical appraisal
presentation must be presented on assessment day, in order for you to progress to the next module. All
assessment tasks must be passed by attaining 40% of the full marks. Masters level marking criteria will be made
available to you to help you check your work. One opportunity to resubmit work along the same lines as the
sessional assessment will normally be allowed.
The standard thresholds of distinction (minimum of 70% overall average) and merit (60-69% overall average) will
apply for marked work of an exceptional nature for the award of the Postgraduate Diploma and Postgraduate
Certificate. Participants who succeed in one module only, and who do not qualify for one of the above awards,
shall be eligible for the award of a Certificate of Continuing Education.
Admission Requirements
The application process is divided into two parts: 1. Submission of an application form indicating that you meet the
professional/educational criteria. 2. Submission of letters of support showing suitability for you to undertake this
course of study.
To be accepted onto the Diploma or Certificate, and to benefit from this course of study, you must meet the
admission requirements for Masters level, as outlined by the University of Bradford, in addition to those required by
NHS Bradford and Airedale. You should be a registered practitioner (GMC, NMC or HPC as appropriate) who falls
within the following groups: General practitioner; specialist nurse; nurse practitioner; nurse consultant; clinical
assistant; other suitably qualified registered primary care practitioner. GPs are additionally required to provide their
GP Qualification details and GMC registration number, and to show an interest or a background in
gastroenterology. It is desirable, but not essential, for GPs to be Members of the Royal College of General
Practitioners. If you are not a GP, you must have, and provide evidence of a Gastroenterology-related Diploma or
equivalent; several years' experience in gastroenterology; and 2-3 years post-qualifying practitioner experience. It
is desirable for candidates to have experience in post-graduate education. All applications will be judged on their
own merit and prior learning experience.
While making your application for the programme, you must obtain support from your local NHS hospital trust
consultant in gastroenterology (GMC Registered) for mentorship and the provision of a placement. Without this
evidence of support, you cannot be admitted on to the programme. Should you be unsure of whether you meet the
requirements to join the programme, please contact the course team on psi@bradford.nhs.uk for advice.
We can admit up to 12 participants per clinical module, with entry points in October and April.
Student support and guidance
The course study guide which will be issued to you at the beginning of the programme will support you in all
aspects of work-based learning and assessments. Tutor support will be provided by a system of email queries,
initially. Peer support is available to assist you with your clinical questions through participation in “Blackboard”. It is
anticipated that a significant amount of discussion relating to cases, working arrangements, progress and
approaches to study will result from this group. Support you can expect from your mentor is outlined within the
mentor guide. The guide also enables mentors to understand the support they will receive automatically, and can
gain if required, from the course tutors. You are invited and encouraged to express your opinions about the course
structure, materials, process etc throughout your training, and will have a formal feedback opportunity after the first
module is completed. Thereafter, participants may nominate a number of student representatives to join the
Course Management Committee and they may offer feedback through this committee. Each individual student is
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also asked to complete paper-based evaluation forms for end of unit (module) and stage (course) evaluation from
the University of Bradford.
You are also made aware of your responsibilities in the participant study guide: taking responsibility for organising
your own learning, ensuring your placement arrangements are acceptable; returning course forms/assessment
submissions on time; attendance at the first teaching day and the concluding assessment day for each clinical
module and at the initial teaching day for the core module; patient confidentiality; working to a professional code of
conduct; and alerting the course tutors to problems which will affect your training.
Disclaimer
Changes in the above specification may be made at any time by NHS Bradford and Airedale, but notification will
be made to you as appropriate. Elements of the programme are subject to University conditions including its status
as an approved course. The University reserves the right to alter or withdraw these elements at any time, and
notification will be made to you by NHS Bradford and Airedale should this occur.
Students with Disabilities
We endeavour to make our course accessible to everyone. Please indicate below if you require any information to be
presented in a different format (please specify):
June 2012
© NHS Bradford and Airedale
APPLICATION FORM
Postgraduate Diploma in Gastroenterology for Practitioners with a Special Interest
First name ________________________________________________________________________
Last name ________________________________________________________________________
Title _________________________________
Date of Birth _____________________________
Home Address ___________________________________________________________________
________________________________________________________________________________
_________________________________________________________________________________
______________________________________ Post Code __________________________________
Profession _______________________________________________________________________
Telephone (please specify work or home)
Landline __________________________________________________________________________
Mobile ___________________________________________________________________________
email address (PLEASE WRITE CLEARLY)_____________________________________________
Professional Qualifications
_________________________________________________________________________________
Other relevant Postgraduate Qualification(s) or Experience
_________________________________________________________________________________
GP registration number, Nursing and Midwifery council PIN or other professional registration number (if
relevant)
_________________________________________________________________________________
Briefly outline your interest in working as a PwSI or in developing specific clinical skills. Include
current/planned activities as appropriate.
_________________________________________________________________________________
_________________________________________________________________________________
Details of the hospital you will link your clinical training to
Hospital name _____________________________________________________________________
Address
____________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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Details of the registered consultant who will act as your mentor
Name ___________________________________________________________________________
Postal address _____________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Telephone number __________________________________________________________________
For invoicing purposes, please note the following:
Contact name: _____________________________________________________________________
Address __________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Email address: _____________________________________________________________________
Telephone number: _________________________________________________________________
Please circle the programme of study for which you wish to register
A) Diploma: 3 clinical modules and Applied Methodologies (AM) (£4,500)
B) Certificate: 2 clinical modules and AM (£4,500) (see next question)
C) Certificate: 1 clinical module and AM (£2,250) (see next question)
D) Single module (£1,125) (see next question)
For the Certificate or single module only, please circle the module(s) you wish to study
i
Assessment, Diagnosis and Management of Upper Gastrointestinal Disease
ii
Assessment, Diagnosis and Management of Lower Gastrointestinal Disease
iii
Assessment, Diagnosis and Management of Hepatobiliary Disorders
iv Applied Methodologies
Indicate your preferred start month and year (October or April). Please note that we cannot guarantee
your start date or the order in which clinical modules are undertaken. Places will be allocated with
priority to diploma students.
Please outline below any information you wish to give to support your application. If you wish to stagger
your modules across more than 18 months, please refer to that and the factors influencing your planned
study, ie consultant availability, personal circumstances, service delivery commitments.
_________________________________________________________________________________
_________________________________________________________________________________
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_________________________________________________________________________________
_________________________________________________________________________________
Non-native English speakers:
As the assessment elements of the postgraduate diploma require a substantial amount of written work at
masters level, in accordance with regulations from the University of Bradford we ask that non-native
speakers complete an IELTS English Language Exam before they begin their studies.
Please indicate here if you have completed the IELTS exam and if so also include your result (further
details can be found at www.ielts.org)
__________________________________________________________________________________
Please indicate where you heard about our course:
Article (please specify which) __________________________________________________________
Advertisement (please indicate where this was) ____________________________________________
Website ___________________________________________________________________________
Other _____________________________________________________________________________
Please ensure that the following completed letters of confirmation have been attached to this form.
i.
Consultant Mentor
ii.
Mentor’s CV
Please note that in order to confirm your place and start date the completed documentation as detailed
above would need to be received one month prior to your requested start date. Should you be unsure of
whether you meet the requirements to join the programme, please contact the course team on
psi@bradford.nhs.uk for advice.
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EQUAL OPPORTUNITIES INFORMATION (confidential)
Course applied for:
Start date
1.
Please tick the appropriate age range
20 – 30 __
30 – 40 __
40 – 50 __
50 – 60 __
over 60 __
2.
Please note your gender __________
3.
Please note the number of years you have been qualified
4.
Please note the number of years you have been practicing _______
5.
Please note your ethnicity _______________________________________
6.
Do you consider yourself to be disabled? yes/no
7.
If you have answered yes to the previous question, please provide further details of your disability
______________________________________________________________
8.
Please note any further comments you wish to make
_______
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
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NOTES AND COSTS
Practitioners to undertake the course
A Postgraduate Diploma costs £4,500 (all 4 modules)
A 90 credit Postgraduate Certificate costs £4,500 (2 clinical modules and AM)
A 60 credit Postgraduate Certificate costs £2,250 (1 clinical module and AM)
A single 30 credit module costs £1,125
In undertaking this course, the candidate is making a commitment to update their professional knowledge after
the course is finished. This will probably occur through the professional appraisal process, and is required by the
University to retain a valid award.
Travel
For a full course, this will require 3 trips of two days and a last single day to Bradford.
Accommodation
For a full course, 3 overnight stays, unless local to Bradford
(Possibly 8 if the candidate cannot travel to Bradford to commence a taught day at 9.00am).
Time: Locum cover / backfill costs for at least 14 clinical sessions per module, and two days attendance per
clinical module and one for introduction/AM module. Personal study above these sessions is an issue for local
agreement and the module descriptors give information regarding time allocation for study.
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Dear Consultant
Re: Postgraduate Diploma/Certificate for Practitioners with a Special Interest in Gastroenterology
The practitioner presenting you with this letter wishes to apply for the above-named course. It is mainly a
competence-based course and seeks to extend the training of the Practitioner with a Special Interest (PwSI) to an
advanced level. This complies with developments and guidance issued through the Modernisation Agency and
the Royal College of General Practitioners and advice from the Royal College of Physicians. In order for them to
be selected, they must undertake to work with a named mentor, who is a consultant in Gastroenterology at their
local NHS trust hospital. They have chosen you to mentor them for the duration of the course, and you must
therefore understand the commitment you are undertaking, if you choose to support them.
You should consider whether you are prepared in principle to support this individual for training at a more
advanced level in Gastroenterology. If you know them already, this judgment should be made on the basis of your
information regarding their professional capability to be trained in this manner. If you do not know them, you may
wish to speak to them about their professional background, current interests in Gastroenterology and future plans.
Advanced Nurse Applicants
Our experience from these practical, clinical courses so far is that many secondary care nurses achieve well in the
Diploma. However, some nurses may have difficulty in accessing patients for the modules which are outside their
area of practice. They may also require prior training in clinical history taking and physical examination. Please
can you discuss these areas with the applicant and ensure that you are satisfied that they will be able to undertake
the Postgraduate course.
During their training, you will engage in creating a programme of activities with them. This will identify their learning
needs and permit them to acquire the knowledge and experience, and perform the skills required for their workbased learning in gastroenterology. The practitioner has a copy of the syllabus and learning outcomes for the
modules they plan to undertake, as well as a mentor guide, a copy of which you should receive. For each clinical
module the candidate will need at least one session per week to train in the work-based clinical attachment within
the hospital over a minimum of a 14 week period. During this time, as a mentor, you and members of your team
will be observing the candidate's work with patients, offering advice, support and opportunities for learning by
reflection. Time to discuss problems and to offer constructive feedback should be part of this process. During and
at the end of the training, you will assess the clinical and professional competence of the candidate. Your signature
of competence against the modular learning outcomes and the agreed programme will carry great weight in the
overall assessment of the candidate. Together with the outcome of their course work, he or she will pass or fail the
course on this signature. Ultimately, the benefits of working in this mentoring relationship will affect your service
directly, as patient access in gastroenterology is improved.
Please give your worthy consideration to this matter and fill in the attached response form accordingly. You may
wish to inform the candidate of your response separately. If you are willing to act as a mentor, to comply with the
University of Bradford regulations, please could you attach a copy of your CV to this letter, or email it directly to
belindajane.perfitt@bradford.nhs.uk .
Yours faithfully
Belinda Perfitt
Education Programmes Manager
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CONSULTANT RESPONSE OF SUPPORT
Please complete the form below and send to:
Belinda Perfitt
PwSI team
NHS Bradford and Airedale
Douglas Mill
Bowling Old Lane
Bradford
BD5 7JR
I (name) ……………………………………………………………………………………….
GMC Number ………………………………………………………………………………….
of the (name and address of hospital) …………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
Telephone contact number .…………………………………………………………………
Email address ………………………………………………………………………………..
am willing to support (candidate's name):………………………………….…………..
and recognise their suitability for participation in the Postgraduate Diploma/Certificate in Gastroenterology for
Practitioners with a Special Interest, having discussed their clinical experience and their experience/training in
diagnosis, clinical history taking and physical examination,
for the module (s):
Applied Methodologies
Assessment, Diagnosis and Management of Upper Gastrointestinal Disease
Assessment, Diagnosis and Management of Lower Gastrointestinal Disease
Assessment, Diagnosis and Management of Hepatobiliary Disorders
I am willing to engage in the creation of the learning programme, to offer mentor observation, advice, support and
opportunities for learning by reflection, and to assess the clinical competence of the candidate. I have forwarded a
copy of my CV to The Education Programmes Team Co-ordinator.
Signed:……………………………………………….
Date:……………………………………………
Hospital
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Information To Advanced Level Nurses Regarding:
POSTGRADUATE AWARDS FOR PRACTITIONERS WITH A SPECIAL INTEREST (Bradford)
The following advice is available to help direct your study options.
Pre-Entry Advice:
1. You will need to be working at a level of advanced practice in order to be able to clinically assess
patients to achieve the competencies.
2. In order to start the course with the clinical assessment skills necessary, you are strongly advised to
attend short courses or gain experience in diagnosis/differential diagnosis and clinical examination (ie.
before the diploma begins).


M&K currently offer a three day course on Clinical History Taking and Physical Examination;
similar courses may also exist elsewhere.
You may be able to spend time alongside a general practitioner to gain practical experience of
diagnosis skills, use of a stethoscope etc.
Entry Advice
1. You may wish to enrol in the first instance for the 60 credit Postgraduate Certificate (the Applied
Methodologies module and the clinical module which relates to your specialist area), with the option of
expanding your studies to the two clinical module Certificate (with Applied Methodologies), or to the
Diploma (Applied Methodologies and three clinical modules), as appropriate. These additional clinical
modules would be agreed with the course team, subject to the complete submission of work each
assessment day for the previous module. These could be paid for separately, at an agreed time before
the start of each new module.
2. You are free to enrol on the Diploma from the outset, if you have every intention of studying for it, in
which case the whole fee should be paid at the beginning of the course as normal.
3. For those taking the Diploma it is best to start your course with the module relating to your own specialist
area. There are fewer issues to overcome in your own clinical area, whilst you get used to the structure
and demands of the course. This is the recommendation of all the secondary care based nurses in the
pilot groups and we would therefore recommend this pattern as beneficial, whether you are working in
secondary or primary care.
4. Often, specialist nurses cannot find time to attend clinics outside their specialist area. It can also be an
issue within the specialist area itself, as there are usually restrictions to your location. Therefore, a letter
is available to give to your nurse manager, in order to establish whether an agreement can be obtained
for you to visit and work outside your clinic for placement sessions. This agreement should be
established at the outset, so that you do not get into difficulties with your studies during the course.
5. You may also wish to obtain designated support in the form of free time/designated study time. Without
this, there can be pressures on studying due to catching up ordinary workloads.
6. Where you are expecting to study more than one clinical module, you should plan for studies in future
modules whilst you are studying your first clinical module. This will require talking to colleagues within
those areas and asking the mentor to negotiate suitable clinics.
7. To make the most of your programme of study, you are likely to need negotiation skills and to be proactive in your approach. You will need to ensure that placement session times are made available and
that support with workload is received.
8. The Diploma programme can be extended to a Master of Science award. Any successful graduate from
the diploma programme is eligible to undertake this programme of study, providing other entry criteria
can be met. Please email us on psi@bradford.nhs.uk for more information.
June 2012
© NHS Bradford and Airedale
Letter for Nurse Managers:
Nurse Manager
c/o Nurse applicant for Postgraduate Diploma in Gastroenterology for Practitioners with a Special Interest
Dear Sir/Madam
Re: Postgraduate Certificate/Diploma for Practitioners with a Special Interest
We are glad to accept the application for your nurse practitioners/nurse consultants/specialist nurse onto our
Postgraduate Certificate and Diploma programme.
Having undertaken pilots for similar nurses on these courses, we are conscious that successful training requires
the following:



Time out of their own clinic/work to undertake the mandatory 1 session per week on “placement”
within the hospital and other appropriate clinics for a minimum of 14 sessions per clinical module.
Recognition that even within their specialist area, there will be need to observe and be involved in
other related areas to gain a breadth of experience, also necessitating cover for their ordinary
work
Consultant supervision/observation of nurses working “hands on” with patients in areas within,
but particularly outside their specialism is vital. This enables nurses to gain the experience
required for Postgraduate level, to demonstrate clinical competence in diagnosis, investigation
and management of other conditions, rather than be judged by what their service may require.
Other elements of support which would significantly enhance the training opportunity would include time given for
the nurse to pursue supporting academic studies (preparation of written clinical cases, guided reading and
journaling, and the preparation of presentation of clinical papers), and for discussion with the supervising
consultant specialist.
As line manager to this applicant, would you discuss with him/her the possibilities of ensuring the above as they
relate to the programme of study undertaken.
By all means, contact me by email on belindajane.perfitt@bradford.nhs.uk in order to discuss issues surrounding
the viability of study or the best approach to it.
Yours sincerely
Belinda Perfitt
Education Programmes Manager
June 2012
© NHS Bradford and Airedale
Hospital Manager - RESPONSE OF SUPPORT
(for secondary care nurses) Please fill in the form below and send to:
Belinda Perfitt
Education Programmes Team PwSI
Bradford and Airedale teaching Primary Care Trust
Douglas Mill
Bowling Old Lane
BRADFORD
BD5 7JR
I (name and position):………………………………………………………………..
of the (name of Hospital) :………………………………………………………………..
am willing to support (candidate's name): …………………………………….………
for participation in the Postgraduate Diploma/Certificate in Gastroenterology for Practitioners with a Special
interest
For the module (s):
Applied Methodologies
Assessment, Diagnosis and Management of Upper Gastrointestinal Disease
Assessment, Diagnosis and Management of Lower Gastrointestinal Disease
Assessment, Diagnosis and Management of Hepatobiliary Disorders
We hereby commit support time for study and practical clinical experience as is necessary for the above
candidate (once accepted onto the course) to complete the Postgraduate Award.
Further comments (please indicate any further support offered, information about the candidate etc)
Signed:………………………………………………
Hospital stamp/authenticating mark
June 2012
Date…………………………
© NHS Bradford and Airedale
MENTOR GUIDE
Postgraduate Diploma in Gastroenterology for PwSI
List of Contents
Page number
Introduction
1
What we ask of you
Roles of mentor and assessor
1
What is in the course
2
Establishing the learning programme
Four stage process
Clinical competence forms
6
Student learning, reflection and discussion
10
Assessing clinical competence
How to sign a student off
11
What we can do for you
Bradford-based support
Contact details
June 2012
13
© NHS Bradford and Airedale
June 2012
© NHS Bradford and Airedale
Introduction
Thank you for your interest in being a mentor for a student on the Postgraduate Diploma in
Gastroenterology for PwSI. This course is one of a series of NHS run courses which provides
accredited competence based training for Practitioners with a Special Interest. If you require
further information about the course, your student has a comprehensive study guide. Alternatively,
contact us by email: psi@bradford.nhs.uk. Your feedback about the course is very valuable to us,
and will be welcomed in any form throughout the programme.
As a consultant your help is needed to ensure that your student, who will learn locally in your
clinics, is adequately trained to an agreed level of competence. It is our expectation that
following the course, the collaborative relationship between yourself and your student will
continue.
What we ask of you
You will have two roles within the programme.
 Mentor
 Assessor
Mentor role
We anticipate that all mentors will be GMC registered specialists and that you have been through a
recognised body for training to undertake mentorship. We draw your attention to the fact that whilst
you are called upon to direct and assess the overall programme, other clinicians may be involved
with the provision of training activities for the student.
There are four main tasks as mentor:
1
2
3
4
establish and oversee a learning programme with your student based on mandatory
learning outcomes and their learning needs;
encourage your student to develop their skills and knowledge by reflection, reading and
discussion about cases, with you and other colleagues;
provide time in which to discuss cases and reflect on learning;
provide opportunity for hands-on work.
Assessor role
This role requires you to:
Assess the student’s clinical competence given the appropriate opportunities.
All of these roles are outlined with examples in the next sections.
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The Award
The Postgraduate Diploma for Practitioners with a Special Interest is a masters level award. The
candidate can gain credits for each module undertaken towards a full award (Diploma), a semiaward (Certificate) or a credited transcript of work. The value of each module is 30 masters level
credits. This approximates to 300 hours total learning time for the participant per module, 70 hours
or more of which is undertaken on practical placement in clinic across a minimum of 14 sessions.
The Modules
There are four modules on the diploma course. Three of these are concerned with clinical
competence, based on a series of learning outcomes which are listed below, and will be
undertaken in the student’s locality on placement in your hospital. Each takes six months to
complete. The fourth module (Applied Methodologies) is a written module relating to service
improvement and is studied throughout the 18 month period.
In addition to work-based learning, the course includes teaching and assessment days in Bradford
at the beginning and end of every module, guided reading lists to support learning and an
interactive virtual learning environment on the University of Bradford website.
The Training Programme
On the clinical attachment with you, the student will develop, run and evidence their training
programme. The training programme is based on a series of mandatory learning outcomes to
which you and the student will attach appropriate activities.
The Procedures
The course has been developed by The Education Programmes Team at NHS Bradford.
Accreditation is provided by the University of Bradford. The teaching, learning and assessment
criteria are all in line with University of Bradford regulations and come under the University quality
control procedures.
Course contents
The Curriculum
The Postgraduate diploma consists of four modules, three of which are clinical modules which last
for 6 months each, and the Applied Methodologies module which runs alongside the clinical
modules over a period of 18 months. Each module is worth 30 credits and consists of 300 hours
to cover lectures, seminars, directed study and other work. The entire programme can be
completed in 18 months, but practitioners may stagger the modules over a period not exceeding 3
years, other than in exceptional circumstances, when this could be extended to 5 years. The
Postgraduate Certificate consists of the Applied Methodologies module and one or two clinical
modules. The clinical modules taught alongside the Applied Methodologies module in this
programme are the following:



Assessment, Diagnosis and Management of Upper Gastrointestinal Disorders
Assessment, Diagnosis and Management of Lower Gastrointestinal Disorders
Assessment, Diagnosis and Management of Hepatobiliary Disorders
An outline syllabus and learning outcomes for each of the modules is given below.
Assessment, Diagnosis and Management of Upper Gastrointestinal Disorders
Outline syllabus
 Epidemiology and pathophysiology of Upper GI disorders
 Differentiation between the varied presentations of Upper GI disorders
 Critical appreciation of the principles of screening for and diagnosis of Upper GI
disorders
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






The appropriate use and delivery of Endoscopy Services
Dyspeptic disorders including reflux disease, H Pylori, gall stones
Nausea, vomiting and oral lesions
Iron deficiency anaemia
Gastrointestinal Haemorrhage
Reviewing and referral (gateway)
Upper GI cancers
Learning Outcomes
In successfully completing this module, you will be able to:
1. Knowledge and Understanding
c. Synthesise the current evidence for the epidemiology and pathophysiology of Upper GI
disorders and differentiate between the varied presentations of Upper GI disorders.
d. Synthesise the evidence and show an advanced critical appreciation of the principles of
screening, diagnosis and the full range of treatment, management and monitoring options
for Upper GI disorders.
2. Discipline Skills
k. Clinically interpret the result of upper gastrointestinal investigations and upper
gastrointestinal endoscopy and appropriately manage and/or refer the outcome.
l.
Understand the breadth and presentation of various dyspeptic disorders such as reflux
disease, H pylori and gall stones.
m. Undertake assessment, investigate, diagnose and manage causes of oral lesions.
n. Undertake assessment, investigate, diagnose and manage causes of dysphagia.
o. Undertake assessment, investigate, diagnose and manage causes of nausea and
vomiting.
p. Undertake assessment, investigate, diagnose and manage iron deficiency anaemia and
related disorders.
q. Undertake assessment, investigate, diagnose and manage gastrointestinal haemorrhage.
r.
Investigate, diagnose and appropriately manage or refer patients with GI cancers.
s. Refer patients appropriately for a second opinion for a range of Upper GI disorders.
t.
Practise evidence based medicine.
3. Personal Transferable Skills
d. Practise critical effective problem solving skills.
e. Utilise effective team working skills with colleagues and peers.
f.
Communicate effectively with patients, consultants, other hospital staff, peers and
trainers.
Assessment, Diagnosis and Management of Lower Gastrointestinal Disorders
Outline Syllabus
 The epidemiology and pathophysiology of Lower GI disorders
 Differentiation between the varied presentations of Lower GI disorders
 Critical appreciation of the principles of screening for and diagnosis of Lower GI disorders
 The appropriate delivery of Endoscopy Services
 Irritable Bowel Syndrome
 Inflammable Bowel Disease and manage or refer appropriately
 Stomas
 Coeliac Disease
 Diverticular Disease
 Wind
 Reviewing and referral (gateway)
 Lower GI cancers
 Anal lesions
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
Rectal bleeding
Learning Outcomes
In successfully completing this module, you will be able to:
1. Knowledge and Understanding
a. Synthesise the evidence for the epidemiology and pathophysiology of Lower GI disorders
and differentiate between the varied presentations of Lower GI disorders.
b. Synthesise the evidence and show an advanced critical appreciation of the principles of
screening, diagnosis, and the full range of treatment, management and monitoring
options for Lower GI disorders.
2. Discipline Skills
d. Clinically interpret the results of lower gastrointestinal investigations and lower
gastrointestinal endoscopy and appropriately manage and/or refer the outcome.
b. Investigate, diagnose and appropriately manage or refer patients with diarrhoea and
constipation.
c. Understand the breadth and presentation of Irritable Bowel Syndrome and manage or
refer appropriately.
d. Understand the breadth and presentation of Inflammatory Bowel Disease and manage or
refer appropriately.
e. Investigate, diagnose and appropriately manage or refer patients with Coeliac Disease.
f.
Investigate, diagnose and appropriately manage or refer patients with Diverticular
Disease.
g. Investigate, diagnose and appropriately manage or refer patients with Lower GI cancers.
h. Investigate, diagnose and appropriately manage or refer patients with less common
causes of rectal bleeding.
i.
Investigate, diagnose and appropriately manage or refer patients with anal lesions.
j.
Practise evidence-based medicine.
3. Personal Transferable Skills
a. Practise critical effective problem solving skills.
e. Utilise effective team working skills with colleagues and peers.
f. Communicate effectively with patients, consultants, other hospital staff, peers and
trainers.
Assessment, Diagnosis and Management of Hepatobiliary Disorders
Outline Syllabus
 The epidemiology and pathophysiology of Hepatobiliary disorders
 Presentations of Hepatobiliary disorders
 Principles of screening for and diagnosis of Hepatobiliary disorders
 Treatment, management and monitoring options for Hepatobiliary disorders
 Endoscopy services
 Liver disease:
Non invasive liver screening (NILS)
 Abnormal Liver Tests:
Alcohol related
Fatty liver disease
Cholangio pancreaticogrophy
MRCP
 Hepatitis C
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


Jaundice
Pancreatic Disease
Alcohol Strategies
Learning Outcomes
In successfully completing this module, you will be able to:
1. Knowledge and Understanding
a. Synthesise the evidence for the epidemiology and pathophysiology of Hepatobiliary
disorders and differentiate between the varied presentations these disorders.
b. Synthesise the evidence and show an advanced critical appreciation of the principles of
screening, diagnosis, and the full range of treatment, management and monitoring
options for Hepatobiliary disorders.
2. Discipline Skills
In successfully completing this module, you will be able to:
i.
Clinically interpret the results of Hepatobiliary investigations and appropriately manage
and/or refer the outcome.
j.
Understand the breadth and presentation of liver disease (including alcohol related) and
to manage or refer appropriately.
k. Understand the breadth and presentation of billiary and pancreatic disease and to
manage or refer appropriately.
l.
Investigate, diagnose and appropriately manage or refer patients with abnormal liver
tests.
m. Investigate, diagnose and appropriately manage or refer patients with viral hepatitis.
n. Investigate, diagnose and appropriately manage or refer patients with jaundice.
o. To review and implement relevant alcohol strategies and manage hazardous drinking
behaviour.
p. Practise evidence based medicine.
3. Personal Transferable Skills
In successfully completing this module, you will be able to:
d.
e.
f.
Practise critical effective problem solving skills.
Utilise effective team working skills.
Communicate effectively.
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Establishing the learning programme
This section covers the development, running and evidencing of the training programme.
The use of clinical competence forms
These forms are used to plan, and later assess the learning which has taken place for your student.
There is one clinical competence form for each learning outcome to be undertaken on clinical
attachment for each of the clinical modules.
There are two types of forms:
 training programme forms
 evidence forms
All activities are to be recorded by the student on the training programme form. Towards the end of
the module, students will complete their evidence forms to show how their learning programme has
been achieved.
With your student, you will agree a training programme for his/her clinical attachment sessions, to
be documented on each form. The forms are then used as an active training document to inform
the initial and continued training programme whilst on clinical attachment and as such, must always
be made accessible to you, as mentor, and to any relevant clinician with whom your student is
working.
The evidence form is to be used to document the ways in which the training programme has been
fulfilled. Here, comments and signatures will be required from you as mentor and other members of
staff to authenticate the training under each learning outcome.
Finally, you will decide whether to sign the student off as 1) competent, 2) not yet competent and
requiring an extension of time or 3) not competent, despite having had opportunity to become so.
This will be based on your and others’ experience and assessment of working with the student.
These forms provide the greatest part of the student’s summative assessment for the module,
because on this element alone they can pass or fail the module.
This process is undertaken in four stages, as described below.
Stage One: Induction/Preparation
Explain the practical hospital details affecting the student, in particular lines of communication/ your
whereabouts and procedures in case of emergency situations.
Please cover appropriate aspects of:




occupational health and safety
indemnity cover
dealing with emergencies
patient confidentiality
The student will prepare suggested activities for the training programme.
Stage Two: First meeting
Meet with the student to discuss the learning outcomes and his/her proposals for training activities
to fulfil those, using the training programme forms.
Together, devise a programme of activities covering each learning outcome which is satisfactory to
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you and your student, and which covers the essential requirements stated above.
These activities should include:



The types of clinic to be attended
The types of patient cases to be seen
Other types of input eg. Meetings, visiting or shadowing relevant staff; external
input; tutorials by a mentor or hospital team member etc
The student should write up the proposed activities on the forms and should send a copy of the
form signed by you, to the Education Programmes Management Team, by post within 2 weeks of
commencement of each of the clinical modules.
Plan when and where (eg specialist clinic) the student will start their clinical attachment, and when
and where you can be located. You should expect to meet most clinic sessions and the student
should certainly be adequately supervised when you are not available.
There are a number of models which can be followed to ensure that your student gains sufficient
experience to become competent. These include; observing you in clinics, working hands on with
you in your clinics and ultimately seeing patients on their own.
NB Students may work with more than one consultant colleague, but for the purposes of
the course, they should consider only one consultant to be their mentor, and this is the
individual whose name appears on the initial letter of support, and who will sign their
evidence forms.
Stage Three: Once activities have started
Your oversight will be required for the following student activities:





Practical activities as they work through their training programme
Recording cases of note in their clinical learning diary.
Seeing you and/or another team member as appropriate, each session
Obtaining signatures/comments as appropriate for work done.
Obtaining evidence (copies or originals) as appropriate for work done.
Stage Four: Evidencing the learning outcomes
When a learning outcome has been completed, the task of writing up evidence is to be
undertaken by the student.
Using the evidence form for each learning outcome, ensure that the following evidence is included
by the student to show they have fulfilled their learning activities:




A list showing how many patients have been seen for each learning outcome.
Reference to other areas of the activities shown on the student’s initial training
programme which have been fulfilled.
Description of other activities undertaken to support the student’s learning not
listed on the initial training programme.
Where activities from the student’s initial training programme have not been
fulfilled, justification or explanation: where these are rarer conditions which have
not been seen, you should indicate clearly your opinion of the student’s ability to
manage such a condition.
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CLINICAL COMPETENCE FORM
TRAINING PROGRAMME
Name: TO BE COMPLETED BY STUDENT
Learning Outcome: AS PER THE MODULE DESCRIPTOR
Self Developed Learning Outcome (optional): TO BE COMPLETED BY STUDENT
Training programme outline:
TO BE COMPLETED BY STUDENTS
To include
CLINICS
CLINICAL ACTIVITIES
OTHER ACTIVITIES
Confirmation that this training programme outline aims to fulfil the above learning outcome
Please sign only when this programme is confirmed between student and mentor:
Mentor name:
Mentor signature
Date:
YOUR NAME
YOUR SIGNATURE
For use by NHS Bradford and Airedale only: checked by ……………………………………………. Date…………………………………………..
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EVIDENCE
Name: TO BE COMPLETED BY STUDENT
Learning outcome: AS PER THE MODULE DESCRIPTOR
Evidence of activities undertaken for this training programme listed below (see handbook section 4 for instructions on completion)
Activity
Type of patient
No of patient cases Reading materials eg guidelines
To be completed by mentor only
I am satisfied that in the above learning outcome ……………………………………………………………….……… (student’s name)
A
Is competent
B
requires and extension of time to become fully
competent
C
Is not competent
Signature of Mentor (please sign one box only)
YOUR SIGNATURE IN ONE BOX ONLY
Mentor’s Name (please print)
PRINT YOUR NAME HERE
YOUR SIGNATURE IN ONE BOX ONLY
Date:
……………………………………………
YOUR SIGNATURE IN ONE BOX ONLY
For use by NHS Bradford and Airedale only: checked by ……………………………………………. Date…………………………………………..
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Student learning, reflection, and discussion about cases
1
Aims of your discussions
 structured time for the student to discuss cases/problems arising in clinic;
 regular constructive feedback for the student;
 encouragement to self-appraisal, helping the student to reflect on his/her practice and the relevant
evidence base
 confidential and focussed discussion of relevant patient cases.
You and your student should arrange contact time throughout the module in the way which best suits you
both.
This could include:
 during consultation: formative discussion held in consultant’s office about diagnosis and choice of
management of patients during clinic;
 regular planned debriefing of 10 minutes to half an hour every session or every fortnightly session, at
the end of each clinic;
 pre-arranged discussions or specially organised tutorial sessions.
2
Areas for discussion







feedback on student’s progress
issues arising out of cases seen or observed in your clinics;
issues arising out of cases seen in general practice;
interesting cases seen by consultant;
learning from wider reading or new clinical updating;
in depth learning about a topic which requires more input;
encouraging the student to complete their learning diary (here they must record a minimum of 14
cases which provide learning and/or action points) as soon after clinical experience as they can and
to focus on their understanding, knowledge and skills, and identify how these are changing.
3
Guided reading
Students will mainly read around their immediate coursework / assessed work requirements. Please make
your student aware of wider areas of knowledge from the reading list, or your own sources.
THINGS MENTORS AND STUDENTS SAY ABOUT CLINICAL ATTACHMENT
1
Student feedback continuously confirms that that the most effective form of training was
hands-on experience. This was expressed by very experienced practitioners, and those
with less clinical experience.
2
All mentors visited made efforts to select the most appropriate patient cases for trainees to
see.
3
Mentors want trainees to see them in between every, or most patients with proposed
diagnoses and management plans.
4
PwSIs want to see their mentor for every patient/most cases due to the learning
opportunity this represents and in light of their own understanding that their knowledge is
limited.
5
PwSIs want to be entrusted with patients in order to gain confidence, and recognise where
the limitations of their knowledge lie.
6
Mentor and PwSI discussion about patients highlights gaps in PWSI knowledge.
7 As students work in the hospital longer, they know staff better so hospital mechanisms
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Assessing clinical competence
Assessment is continuous throughout the clinical attachment and can be done in a number of ways, for
example:
 observation and note taking
 discussion about cases/perspectives/the fulfilment of learning needs
 looking at the clinical competence form (comments and signatures from other staff etc)
 examples of evidence and clinical pieces of work presented by the student
 reference to the learning diary
Assessing learning outcomes individually
Each learning outcome must be assessed during the clinical attachment. This covers both clinical and
transferable key skills. Please refer to the student's Clinical Competence Forms for details.
Ongoing sign-off of competence
Please check comments and signatures from other members of staff who may have signed off clinical
competence for individual activities.
Please also check the evidence being presented by the student to support his/her competence, before you
sign him/her off.
You can also sign off clinical activities, but only you may sign for the final satisfaction of clinical competence in
a given learning outcome (see overleaf).
It is likely that sign-off will occur throughout the clinical attachment rather than just at the end, as individual
outcomes are completed.
Week 20 progress
You and the student will be contacted separately by email to establish if there are any anticipated problems in
the student’s progress.
Learning diary sign-off
Please sign the learning diary which records a minimum of 14 cases seen. This can be signed throughout
clinical attachment following your discussions and at the end of clinical attachment when the record is
complete.
Information about other student assessed work
During the clinical attachment your student will prepare two case studies and critical appraisal of a clinical
paper. The case studies will be submitted as written pieces of work, the critical appraisal as a presentation.
Before the assessment day at the end of the module, it would be helpful to your student for you to read and
comment on the written work and to watch the presentation.
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Final sign-off (verification) of clinical competence
You may sign off a student in three ways. The three options shown on each clinical competence evidence
form are explained below.
Option 1
Competent.
You have observed the student undertaking appropriate activities relating to this outcome and are satisfied
that they are competent within this area.
Please note that competence should be assessed purely on the student’s ability as you record
it from extensive and appropriate observation of them on placement. Following the course,
continued competence will rely on the nature of the working arrangement within the healthcare
network.
Option
2
Requires an extension of time to become fully competent.
This option should be used for students who are clearly capable, but who, through lack of opportunity or other
mitigating circumstances, require more time to fulfil their learning outcomes adequately. This extension will be
for 8 weeks in the first instance, but can be reviewed thereafter, as long as progress continues to be made.
Option 3
Is not competent.
This option should be used for students who have had sufficient opportunity to demonstrate clinical
competence, but who have failed to do so within a certain element. Any student in this category will
automatically receive 8 further weeks to redeem their situation. Thereafter they will be deemed to have failed
the module.
Please note: The participant passes or fails the course on the basis of your signature for each
outcome.
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What we can do for you
Our support to you
Please use this manual as guidance to assist you in making the training process smooth for both you and
your student. If you have any questions or concerns please contact us.
Problems which arise for the student which may affect their training, the fulfilment of competency criteria or
their performance, should be addressed to the student first. Please take appropriate steps to avert or resolve
the problem at this level. (You may wish to make a record of the issue for your final comment, if appropriate.)
In the event that these issues cannot be resolved, or if serious concerns are raised eg. about professional
misconduct or incompetent practice, please contact us.
Contact details
The Education Programmes Manager and the course tutors can be contacted in the first instance at
psi@bradford.nhs.uk. All clinically based requests will be forwarded to the appropriate tutor. The postal
address for course returns is: Education Programmes Manager, NHS Bradford and Airedale, Douglas Mill,
Bowling Old Road, Bradford, BD5 7JR.
Definitions
The following terms are explained below:
Competence:
skill demonstrated by the participant in fulfilling a task effectively
and safely
Verification of competence:
proof of the above skills, indicated by mentor signature
Student:
candidate who has been accepted onto the course
Mentor:
consultant specialist in local hospital
Course Tutor:
clinical tutor based in Bradford, responsible for the delivery of this
module
Education Programmes Manager Manager (Bradford) overseeing course delivery
Preparation for clinical
attachment
Week 1
Weeks 1- 26
End of
module
Complete and send mentor
agreement letter
Set date for the week following
your student’s clinical teaching
session in Bradford to plan the
training programme.
Meet with student to
plan the training
programme
(learning for the clinical
competencies).
Training fully underway.
You will be contacted at weeks 8,
16 and 20 by email (as will the
student) regarding progress
Student
completes
evidence sheets
for clinical
competency
sign off by
Mentor
__________________________________
12/02/2016
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