PROGRAMME SPECIFICATION
Please view the disclaimer.
AWARD and ROUTE TITLE
INTERMEDIATE AWARD TITLES
BSc (Hons) Diagnostic Radiography
Diploma in Higher Education Assistant
Radiographic Practice
Certificate in Higher Education Assistant
Radiographic Practice
Name of the Teaching Institution
Sheffield Hallam University
Mode(s) of Attendance
(e.g. FT/PT/SW/DL)
UCAS CODE
Full time/part time
Professional/Statutory/Regulatory Health Professions Council
Body Recognising this
College of Radiographers
Programme
QAA Subject Benchmark
Statement or other relevant
external reference point
Radiography Subject Benchmarks and
Standards of Education and Training are
incorporated into this provision (see
appendix)
Date of Validation
December 2008
1
PROGRAMME AIMS
On successful completion of the programme
a) you will gain a BSc (Hons) Diagnostic Radiography leading to eligibility to
apply for registration with the Health Professions Council (HPC), eligibility to
practice and the achieve the requirements of first post employment
b) you will be able to integrate theory and practice through intellectual enquiry
and reflective practice
c) you will be able to engage as valued members of the health care services;
meeting patients' needs and delivering the highest quality service and patient
centred care
d) inter-professional working and collaboration through inter-professional
education is encouraged
e) you will have developed and be able to recognize of essential skills required
for employment
f) you will understand your professional role and that of others within the health
and social care team in delivering an effective user-focussed service
g) you will have a sound understanding of the value and application of evidence
based practice through scholarly activities
h) You will be encouraged to have a commitment to life long learning through
continued professional development (CPD), reflective practice and
independent scholarship.
1
2
PROGRAMME LEARNING OUTCOMES
2.1
KNOWLEDGE AND UNDERSTANDING
By the end of the programme you will be able to:
2.1.1 critically evaluate safe practice in relation to self and others. Critically assess risk
and appropriate remedial action.
2.1.2 critically discuss imaging scientific principles and the functions of a range of
diagnostic equipment
2.1.3 critically discuss imaging scientific principles in optimising technique and image
quality (including X-ray, Computerised Tomography -CT, Magnetic Resonance
Imaging – MRI, Ultrasound – US and Radionuclide Imaging - RNI) while
minimising radiation dose
2.1.4 critically discuss the principles of digital image acquisition, manipulation and the
issues relating to image transmission and archiving.
2.1.5 critically appraise and discuss clinical imaging anatomy, normal variants,
physiology and common pathology in relation to imaging appearances
2.1.6 critically explore the role of radiography and the radiographer in patient
management and advocacy evaluating key concepts of professional
communication, teamwork and professionalism
2.1.7 critically evaluate health and social care policy in the context of service delivery
and practice
2.1.8 critically evaluate literature and research methods and apply the principles of
rigorous research
2.1.9 critically explore the roles of other professionals in response to the needs of the
patient/client/service user
2.2
INTELLECTUAL SKILLS
By the end of the programme you will be able to:
2.2.1
2.2.2
2.2.3
2.2.4
2.2.5
reflect critically on practice and consider implications for development of practice
critically evaluate the quality of clinical images in relation to their diagnostic value
critically evaluate and justify systems of work and your contributions
critically evaluate and justify the appropriate choice of examination and protocols
effectively formulate and sustain a debate using supporting valid and significant
evidence, critically evaluating the significance to practice.
2.2.6 make and justify decisions in relation to imaging examinations which are complex
and unpredictable
2.2.7 reflect critically on their own and others practice and consider development
needs
2.2.8 apply critical thinking and problem solving skills to professional decision making
2.3
SUBJECT SPECIFIC SKILLS
By the end of the programme you will be able to:
2.3.1 justify his/her use of imaging equipment with due regard for patient safety and
radiation protection
2.3.2 critically evaluate your knowledge and understanding of the role of image
quality in providing adequate diagnostic information for radiography
2
2.3.3 select and use appropriate clinical and scientific terminology
2.3.4 relate the structure and function of the human body to normal and abnormal
clinical imaging appearances
2.3.5 critically evaluate the importance of managing and communicating information
about a patient in his/her care.
2.3.6 participate in and critically evaluate Quality Assurance procedures and audit
2.3.7 interpret and assess information given on a referral in order to justify
examinations in accordance with national and local protocols
2.3.8 take responsibility for your own professional development, implement and
record Continued Professional Development (CPD) throughout your
professional life.
2.3.9 contribute to the evidence base of your profession through appropriate
selection and justification of methods of enquiry and analysis to support
professional practice
2.4
PROFESSIONAL / PRACTICAL SKILLS
By the end of the programme you will be able to:
2.4.1 maintain the requirements of the professional, regulatory and statutory
bodies and adhere to the Statements of Professional conduct
2.4.2 select and manipulate imaging equipment safely and operate safely and
skilfully as radiographic practitioners (within current legislation applicable to
diagnostic radiography), both independently and within a multi-disciplinary
team
2.4.3 select, perform and critically evaluate the most appropriate strategies for
undertaking imaging examinations of any patient at any stage in their life
span (including for forensic purposes) including prioritisation of workload and
effective time management
2.4.4 critically analyse problems and formulate solutions
2.4.5 justify approaches taken in optimising imaging practice and critically assess
and evaluate the quality of images
2.4.6 function as valued members of the health care services, to meet patients’
needs and deliver the highest quality service and patient centred care
2.4.7 communicate ideas and support the learning, development and education of
others
2.4.8 critically appraise the physical, psychological, social and cultural needs of
the patient relevant to clinical imaging
2.4.9 apply and critically evaluate key concepts of inter-professional and interagency approaches to the delivery of care
2.4.10 practice within legal, ethical and professional frameworks required of a
health and social care practitioner
2.4.11 communicate effectively and appropriately with those receiving care and
those providing it
2.5
KEY SKILLS
By the end of the programme you will be able to:
2.5.1 maintain records appropriately and communicate information effectively
through written, electronic and verbal means
2.5.2 take responsibility for working independently and autonomously as well as in
multi-disciplinary teams critically evaluating strategies adopted for successful
team-working
3
2.5.3 use appropriate ICT and health informatic skills
2.5.4 use numerical and statistical analysis skills in practice situations
2.5.5 use enquiry skills necessary for developing evidence based practice and
engage in valid and reliable research into current clinical practices
2.5.6 critically reflect on your own experience and professional practice and
continue to develop your professional knowledge and skills meeting the
obligation to maintain fitness for practice and the need for CPD
2.5.7 respond and adapt to change in the clinical environment
2.5.8 locate and critically appraise literature
2.5.9 critically evaluate and maintain your own health and that of peers raising an
awareness of the implications for clinical practice.
3
LEARNING, TEACHING AND ASSESSMENT
3.1
The approach to Learning and Teaching within the Programme
The learning and teaching methods that will be adopted to develop your
knowledge and understanding will range between didactic and empirical methods
including:
 keynote lectures, which will present theories, concepts and factual
information. You will be directed to further study both in the academic and
clinical setting which will broaden your knowledge base.
 seminars, which will allow you to explore theories and concepts with your
peer group
 anatomical and practical demonstrations with particular reference to the
radiographic anatomy and image in order to contextualise your learning
 directed literature searching and reading will develop academic skills and
a questioning and enquiry based approach to your knowledge
development
 small group exercises will allow you to discuss theories and concepts and
work towards a common understanding
 practical scientific experimentation in the X-ray room will be the foundation
of all modules and will facilitate the integration of theory to your clinical
practice.
 Practice education whilst on clinical placement will be supported by
tutorials and individual supervision from the clinical liaison officers and
visiting lecturers
 On-line and e-learning will be utilised to support self-directed learning and
to monitor your progress, following up work in groups, seminars and
lectures. You will be encouraged to develop Wikis and Blogs to build a
learning resource.
 Your learning will be developed throughout the course in a layering
approach facilitated by small modules of learning that can allow
assessment of your learning throughout the academic year and therefore
facilitate timely remedial action and developmental feedback.
4
COURSE STRUCTURE BSc (Hons) Diagnostic Radiography
Semester 1
Science of
Imaging
Technology
One
Level
4
120
Credit
(C)
10 C
off
Semester 2
Using
Knowledge
and
Evidence to
Support
Study and
Practice
10 C
Semester 1 & 2
Science of
Imaging
Technology
Two
Professional
Issues
One
Introduction
to InterProfessional
Practice
10 C
10 C
10C
Soft
Tissue
Imaging
One
MusculoSkeletal
Imaging
One
Practice
Education
One
10 C
30 C
30St
C
Step
Cert
HE
Level
5
120
Credit
(C)
Science
of
Imaging
Technology
Three
Using and
Evaluating
Evidence
to Inform
Practice
10 C
HE 10 C
Level
6
120
Credit
(C)
Develop
ing
Collabor
ative
practice
MusculoSkeletal
Imaging
Three
20 C
Professional
Issues
Three
Musculo
Skeletal
Imaging
Two
Science of
Imaging
Technology
Four
Professional
Issues
Two
Soft
Tissue
Imaging
Two
Practice
Education
Two
10 C
10 C
10 C
20 C
30 C
Capable
Collaborative
Working
Employability
and Advancing
Practice
10 C
Generating
and
evaluating
Evidence
for
Practice
Practice
Education
Three
30 C
30 C
10 C
20 C
10 C
Soft Tissue
Imaging
Three
10 C
5
Step off
Dip
Self directed learning
will be supported by computer based learning
packages
and tests that are accessible by the web. The overall purpose of the elearning packages is to provide you with a resource that can be accessed at
any point and at your convenience and will encourage you to link knowledge
and underpinning theory with your clinical practice. Computer based
Assessment (CBA) tests will provide feedback on your progress throughout
the module and the learning that you have achieved as well as directing you
to address learning needs identified.
A student-centred strategy for the learning and teaching of intellectual skills
will be applied, including self-appraisal and action planning facilitating the
development of skills to encourage you to become reflective and proactive
practitioners and to be able to use evidence in an effective way.
These skills will be developed through:
 individual and group reflective tasks
 use of electronic resources and on-line discussion
 inter-professional learning sets which facilitate enquiry based learning,
through the use of learning scenarios
 discussion groups
 small group seminars
 workshops
 analysis and interpretation of clinical images
 literature critiques
The learning and teaching strategies for the development of subject specific
skills will include:
 lectures which illustrate the underlying principles in developing subject
specific skills
 seminars that facilitate in-depth exploration of the skills before being
put into practice
 anatomical and practical demonstrations with particular reference to
the radiographic image which will enhance the development of the
subject specific skills
 practical scientific experimentation in the X-ray room, which will provide
a valuable learning experience for you to practice the skills prior to and
after attending clinical placement.
 On-line learning
 Small group exercises
 Directed literature searching and reading
Professional and practice skills will be developed through learning and
teaching strategies that will be delivered in both the academic and clinical
setting. You will follow an attendance pattern that will facilitate the delivery
of theory within the university that is then applied into practice in the
clinical setting. You will be supported in the clinical setting by a team of
trained Clinical Liaison officers (CLO) and visiting academic lecturers who
will provide group and individual tutorials whilst in the clinical setting.
6
Due to legal requirements you will be allocated a radiation monitoring
badge that is to be worn at all times within the clinical environment and the
university X-ray suite. It is your responsibility to ensure that radiation
monitoring badges are returned for assessment, if you consistently fail to
return your radiation monitoring badges you may be referred due to the
fitness for practice/ professional suitability procedures.
Pattern of Study
Proposed pattern of attendance for Full time BSc (Hons) UG DRAD
Course
Diagnostic Radiography
Week
Attendance Pattern
beginni
WE
ng
EK
No.
Level 4 Level 5
Level 6
Comments
1
27 Jul
C
C
2
3
4
5**
6
7
8
3 Aug
10 Aug
17 Aug
24 Aug
31 Aug
7 Sep
14 Sep
V
V
V
V
C
C
C
V
V
V
V
C
C
C
9
21 Sep
10
11
12
13
14
15
16
22 Sep
5 Oct
12 Oct
19Oct
26 Oct
2Nov
9 Nov
Inducti
on
A
IPL
A
A
A
A
A
ENROL/
A
A
A
A
IPL
IPL
A
A
Enrol/
IPL
C
C
C
C
A
A
A
17
16 Nov
C
A
A
18
19
20
21
22
23*/
**
23 Nov
30 Nov
7 Dec
14 Dec
22 Dec
28 Dec
C
C
C
C
V
PS
C
C
C
C
V
PS
C
C
C
C
V
PS
7
Pre-enrolment days for
CRB and health checks
End of clinical placement,
level 5 and 6
CLO MTG meet y2 + Y1??
Fri
Clin ed 1 practical
assessment week
Clin ed 2 and 3 practical
assessment
24
25
4 Jan
11 Jan
RR
Ex
RR
Ex
PS
Ex
26
27
28
29
30
31
32
18 Jan
25 Jan
1 Feb
8 Feb
15 Feb
22 Feb
1 Mar
A
A
A
IPL
A
A
A
C
C
C
C
C
C
C
A
A
A
C
C
C
C
33
34
8 Mar
15 Mar
22 Mar
C
C
C
C
A
A
C
A
A
35
36
37
38
29 Mar
5 Apr
12 Apr
C
V
PS
A
V
PS
A
V
RR
39
19 Apr
C
A
A
40
26 Apr
C
A
RR/A
41**
42
43
44**
45
46
47
3 May
10 May
17 May
24 May
31 May
7 Jun
14 Jun
RR
C
C
C
PS
C
C
C
PS
C
C
C
C
C
C
C
48
49
50
51
52
1
2
3
4
5
6
21 Jun
28 Jun
5 Jul
12 Jul
19 Jul
26 Jul
2 Aug
9 Aug
16 Aug
23 Aug
30
Aug**
6 Sept
13 Sept
A
C
C
C
C
V
V
V
V
C
RR
A
C
C
C
V
V
V
V
C
(C*)(C*)
(C*)
(C*)(C)
(V)
(V)
(C )
(C )
( C)
C
C
C
C
(C )
(C )
7
8
RR
Ex/PS
C
C
C
C
C
C
8
S1 Exams
(11 – 15 Jan; 18 – 20 Jan
2010)
Clin ed 1 practical
assessment
START OF SPECIAL PL
ROTA?
Clin ed 3 pracitcal
assessment
Clin ed 2 practical
assessment
S2 Exams
S2 Exams
S2 Exams
Results
Y1 PREP FOR Y2
Y2 PREP FOR Y3
SEPT BOARD?
yr2
yr3
C=19
A= 16
V=6
PS= 7
RR=1
Ind = 1
Ex = 3
C =23
A = 15
V=6
PS = 5
RR = 2
9
No of
weeks
C = 19
A = 13
V=2
PS = 5
RR= 2
C = clinical placement
A = academic attendance
V = vacation
PS = private study
Ex = examinations
IPE – inter-professional education
RR = read and revision
Resources for learning
Subject specific skills such as professional and psychomotor skills are
introduced and developed throughout the course by the extensive use of the
specialist teaching facilities at the University. The facilities include the digital
X-ray room, processing facilities, ward area, theatre simulation mobile x-ray
equipment and ultrasound scanners. Extensive use of theses facilities are
embedded in all module delivery. Skills are further developed during clinical
practice placement.
Placement learning will form an important link between classroom based
learning and the clinical environment, enabling you to apply knowledge and
understanding to your own practice and to explore the broader context of the
health and social care team. Reflection on and comparison of clinical
practices are encouraged through small group work, on-line discussion and
the electronic Personal Development Portfolio (e-PDP).
9
Active and experiential learning is key to your clinical placement and is
achieved by participation in and observation of clinical practices, completion
of structured guidance sheets and the clinical assessment scheme.
Professional development is facilitated and monitored by the completion of an
electronic Personal Development Portfolio (ePDP), which has close links to
the professional body requirements for Continued Professional Development
(CPD).
An enquiry-orientated approach to practice helps you to develop a
professional identity, and increasing clinical competence. Problem solving
approaches will be adopted to allow for the development of critical thinking
skills


Inter-professional learning will be facilitated through
multi-disciplinary groups and will encourage sharing of values, philosophies
and experience in caring for the patient/client/service user
case studies and learning scenarios with particular emphasis on the service
user which will encourage you to apply theoretical principles to real situations
Medical images are used throughout lectures and seminars in all modules to
provide a focus for developing skills in assessing image quality, identifying
radiographic anatomy and pathological appearances. Specialist software
packages and on-line resources are used to further enhance these skills.
On-line resources such as Key skills on-line will support the development of a
range of key skills alongside the support provided by the Learning,
Information Technology team (LITS). Computer based learning packages are
a key feature in developing literature searching skills and data production and
analysis and this is further supported by individual and group tutorials. You
will be encouraged and facilitated through group and on-line discussions to
explore the professional responsibility for managing and promoting good
health individually and for others
Workshops, group discussions and enquiry based learning will all contribute
to developing your skills in problem solving and critical thinking.
Clinical simulation and practice placement enables you to develop teamwork,
written, verbal and electronic communication skills and will help you identify
boundaries and limitations to your practice, raising a professional awareness.
3.2
The approach to Assessment and Feedback within the Programme
The approach to assessment will ensure that a range of assessment activities
are used appropriately.
The assessment strategy incorporates both formative and summative
assessment. Summative assessments, which are used for grading purposes,
provide evidence of the degree to which key learning outcomes have been
achieved. Summative assessment does have a 'feed-forward' effect in the
10
sense that the feedback provided can be used to inform and enhance later
stages of your learning process. Formative assessment is used to assist the
learning process by providing you with feedback on the extent to which you
are progressing towards the attainment of the learning outcomes and also to
aid tutors to identify if you require further support.
Knowledge and understanding is assessed in a variety of ways with an
emphasis on ensuring that theory is integrated with and applied to practice.
Knowledge and understanding is assessed both summatively (at the end of a
package of learning that provides you with credit towards your award) and
formatively (throughout a package of learning that provides you with feedback
on your progress and how to develop but does not affect your end award)
using the following methods:
 Computer based assessments
 Practical assessment
 Written examination by phased tests
 Essays
 Case studies
 Clinical workbooks
 E-portfolio
 Presentation, i.e., scientific posters and oral
 Viva Voce examination with particular emphasis on image
interpretation
In addition the subject specific skills will also be assessed formatively and
summatively enabling progression from basic skills, to the production of
significant pieces of work in the final year.
This work will include:
 The electronic personal portfolio which enables you to record and plan
your progression and development.
 Written assignments will support the development of reflective skills,
self appraisal and action planning
 Professional modes of communication such as scientific poster
presentations and oral presentations.
 Practical assessments
 Viva voce with particular emphasis on image interpretation


The Professional/practice skills assessments will be linked to your staged
development of professional skills and will include both academic and
practical modes of assessment. Integration of theory and practice is key to
the development of professional skills; the methods that will be used are:
clinical assessment scheme that will assess your competence to practice in a
particular examination area
Practice placement review which will provide you with valuable feedback
concerning professional areas of competency and progression
11




practical assessments at the university to help develop your basic skills that
progress in complexity throughout the course prior to and after clinical
placement
clinical workbooks that help to consolidate learning from placement and link
theory to practice.
e-professional development portfolio enables you to reflect, self assess and
action plan thus exploring your own practice and the practice of others, this
will also facilitate you in becoming an autonomous learner that can manage
your own CPD
written assignments will closely link the professional development portfolio
and enhance professional skills.
Key skills such as communication will be assessed throughout the course with
a particular emphasis on practice placement and the clinical assessment
scheme. Clinical simulation and practical assessments will test the
application of key skills in mock and real clinical situations.
If you demonstrate unsafe practice within any assessment task then a mark of
1% will be awarded and an automatic referral of that module.
Feedback will be given at timely intervals by academic tutors and clinical
placement supervisors, which will enable you to identify your own learning
needs. The feedback may take the format of verbal or written comments from
lecturers, academic tutors, clinical placement supervisors, peers or in the form
of automated computer based feedback.
Feedback will be both formative (provided throughout the module by peers,
lecturers and module leaders giving you guidance and direction) and
summative (providing constructive information as to how you have met the
learning outcomes by the module leader).
You will receive feedback by
 computer based learning packages which will be available
electronically. You will have access to a virtual learning environment
which will have a gradebook area that is personal to you. You will be
able to access grades and feedback from both summative and
formative assessment tasks.
 Peer and tutor feedback which will take place within action learning
sets and within the clinical environment. Within the clinical
environment you will be provided with continual verbal feedback on
your professional practice by your clinical supervisors and within the
university setting you will be encouraged to provide peer feedback
within your action learning sets.
 Written and verbal feedback will be given for all course work
throughout the course. You will be supported by tutorials from the
academic delivery team which will provide you with verbal feedback on
your progression. Written feedback, where possible, will be available 3
weeks after submission of your work and will be subject to ratification
of the award board. The written feedback will entail an assessment
grid which will identify how well you have achieved the module learning
12
outcomes and further individual comments will be provided by the
module leader as well as an agreed overall mark.
The clinical assessment scheme will generate regular formative feedback by
tutors and clinical placement supervisors on your professional/practice skills
development. Practical and image interpretation assessments in a focused
area of study will provide both formative and summative feedback from
lecturers and clinical supervisors throughout the course within the Practice
education modules.
4
PROGRAMME DESIGN AND STRUCTURE
The programme is designed not only to ensure that your learning progresses
linearly but also that there is linkage of module content horizontally. The
modules are designed to progress from basic concepts to more complex
theories and to provide synthesis of knowledge in building blocks of learning.
Scientific modules will be linked to practice modules providing a more
rounded and holistic approach to imaging concepts. All modules are
mandatory ensuring that your learning incorporates the professional body’s
requirement for first post competency for registered Diagnostic Radiographers
and will also facilitate “step off” awards for Assistant Radiographic
Practitioners at the completion of each academic level. The mandatory
modules also meet current legislation requirements. The programme is also
designed for multi-professional learning with the incorporation of the interprofessional education modules.
The intended mode of delivery will be to ensure there is a variety of content
delivery and teaching styles throughout the academic block within a specific
area of learning; the academic delivery days will involve a mix of subjects for
instance Science of Imaging Technology, Soft Tissue imaging and
Professional Issues rather than focusing on one subject area, this will facilitate
you in linking theories and concepts and will ensure that your preferred
different learning styles will be met by the different teaching styles. The mix of
module delivery will also ensure that there is explicit linkage between modules
therefore providing a more holistic approach to radiography teaching.
At the end of each academic block you will be assessed formatively by a
practical and image interpretation assessment within the Practice education
module. This formative assessment will assess the learning you have
achieved from all of the module delivery and how you apply the learning to
your practice. You will be provided with feedback that you will be encouraged
to take forward into your clinical placement and share with the clinical liaison
officers ensuring linkage from the university setting into the clinical setting.
The feed forward strategy for practice education will ensure that the learning
experience within the clinical setting is appropriate and individual.
The programme is designed to facilitate a flexible approach to learning
content which will enable the course to be proactive meeting the demands of
an ever evolving profession and service requirements.
13
5
PROGRESSION/CAREER ROUTES
Possible progression or career routes after you have completed this
programme include
Upon successfully completing the BSc (Hons) Diagnostic Radiography course
you will be eligible to apply to enter the Health Professions Council (HPC)
register as a Diagnostic Radiographer. Upon registration you will be able to
seek employment undertaking Diagnostic Radiography within the health
service. There is potential for you to be able to progress into postgraduate
study such as Medical Imaging and Medical Ultrasound once you have
successfully completed the BSc (Hons) Diagnostic Radiography course.
If you fail to complete the full course you might be eligible for interim awards;
Certificate in Higher Education Assistant Radiographic Practice upon
completion of level 4, Diploma in Higher Education Assistant Radiographic
Practice upon completion of level 5. The interim awards will enable you to
seek employment within a focussed area of radiographic practice.
Furthermore to enable the programme to be proactive to service demands
and market forces the commissioning of Assistant Radiographic Practice
education will be facilitated through this programme of delivery as opposed to
a separate Assistant Radiographic Practitioner programme.
6
ENTRY REQUIREMENTS AND ENTRY PROFILE
6.1
Specific Entry Requirements for entry to the initial stage of this
programme are
 Academic
Qualifications
(including A / AS
level grades and
subjects, where
applicable)
A minimum of 3 GCSE passes at Grade C
including Mathematics, English and a
Science subject
Key Skills 2, Level 2 Numeracy, and
Application of Number may be
considered in lieu of the Grade C
Mathematics
Normally 260 points at level 3 will be
required from one or more of the
following:
 GCSE/VCE A levels preference will
be given to applicants with a pass
in a Science (AS level credits will
only normally be taken into
consideration in conjunction with
full “A” levels)
 BTEC National Certificate/Diploma
in Health Sciences or Science, with
14






 Level of English
language
capability
 Previous
relevant work or
work-related
experience
 Any other
specific entry
requirements
a specified overall mark of
Distinction
European or International
Baccalaureate Certificate
QAA recognised Access course in
Science subjects at an appropriate
level
Advanced GNVQ in Science or
Health and Social Care with Merit
Irish Leaving Certificate passes in
at least 5 approved subjects
including Mathematics, English
Language and a Science subject
(all 5 at Grade C or above)
Scottish Higher Certificate with at
least 3 subjects at Grade C or
above
Those already holding graduate
status including Foundation
Degree
Candidates from non-English speaking
countries are required to have passed the
English Language Test of the British
Council with 7 points or more, IELTS
standard with 7 points or more, or
equivalent
Applicants must have attended a major
imaging department for a minimum of 2
days or 1 day with a completed workbook





A well rounded individual who is
committed to Diagnostic
Radiography
Applicants must have reached the
age of 18, by 31st December in the
year of entry
All suitable candidates will be
invited to attend a group interview,
for an offer to be made attendance
is compulsory
Students must supply a supportive
reference indicating that he/she is
motivated to study and does not
have a record of repeated absence
and/or sickness
Undergo “enhanced” checking by
the Criminal Records Bureau prior
to commencement of clinical
15

6.2
placement
Undergo Occupational Health
Screening following an offer of a
place.
APPLICANT ENTRY PROFILE: the knowledge, skills and qualities etc.
required to enable you to benefit from, and succeed on the programme
of study are
General and intellectual skills and abilities
You are expected to demonstrate ability to:
 Study in depth a range of subjects appropriate to the course of study.
 Contribute to class/group discussions.
 Formulate and present cohesive arguments.
 Approach study in a planned and organised way.
 Study independently.
 Use IT appropriately in their studies i.e., accessing the internet, using
word processing packages.
Required knowledge and experience
You will normally be required to have pre-entry knowledge of:
 Cell structure and function.
 Biological concepts underlying physiological processes and their
control.
 Basic physical concepts of electricity and magnetism.
 Structure of matter.
 Diagnostic Radiography as a career and the particular demands of
radiography.
 The nature and structure of the radiography course at Sheffield Hallam
University including clinical placements.
As part of your course you will be required to develop professional skills both
in the academic setting and in the clinical environment. Therefore, in order to
recreate an authentic learning experience within the academic setting you
will be required to take part in role play and learning scenarios and be
prepared to act as both patient and practitioner when practicing radiographic
positioning. If you feel that you are unable to undertake any of the skills tasks
then you can discuss this with the module leader or staff member; and, if
appropriate, a learning contract can be agreed to guide your further
participation in any professional skills development exercises. For terms of
reference and moderation of assessment of professional skills these activities
may be recorded.
You will be required to sign a consent form during induction to the course for
the participation in role play and clinical learning simulation. Normally you will
confirm your ongoing compliance regarding consent by completing a new
16
form each year. In accordance with the Data Protection Act this confidential
form will be stored in your student personal file, which is kept in a secure
place.
(Please see appendix 5 for an example of the consent form)
Personal Qualities
You must demonstrate the following qualities:
 Good communication skills.
 A caring personality.
 Awareness of the needs of others.
 Ability to function as part of a team.
 Initiative, reliability, honesty and responsibility.
Radiographers are required to be physically fit for undertaking potentially
strenuous work within the clinical environment and responsibility for the safety
of patients in their care; therefore you will be required to satisfy certain criteria
for Health Service employment.
You should meet the current requirements of the Health Profession’s Council
and the Department of Health in the following:
 Occupational health screening
 Criminal Records Bureau checking
 Immunisation
You are required to inform the university should any changes occur in health
or criminal records status. Appropriate risk assessments for fitness for
practice will be undertaken.
Acceptance on the course will be subject to


A satisfactory medical examination in compliance with the HGS (94)5 1
Absence of any health problems that may prevent participation in all
aspects of the course.
 A reference from a previous employer or place of study with a record of
time taken off on the grounds of sickness
 A declaration of having no criminal convictions involving bindings and
cautions involving children or vulnerable adults.
(All convictions must be declared prior to entry to the course so that their
significance may be considered)
 Prospective students will be required to attend an interview with other
prospective students. The interview panel will include present final
year students, clinical partners and academic staff, however the final
decision to offer a place on the Diangostic Radiography course lies
directly with Sheffield Hallam University
Criminal Records Bureau (CRB) checks
All healthcare students who enrol on the first year of the course, or are direct
entries, will be subject to an Enhanced Disclosure with the Criminal Records
Bureau. These checks are either undertaken prior to, or upon enrolment to the
17
course. Students will not be allowed to commence placement until a
satisfactory CRB disclosure is received.
During their course, students are also required to inform the Faculty of any
criminal conviction received whilst studying.
Students are also required to complete an annual disclosure confirming that
their criminal conviction status has not changed since the initial enhanced
CRB disclosure.
For any students who enrol after 12th October 2009, UG healthcare students
will also be subject to ISA (Independent Safeguarding Authority) registration.
------------------------------------------------------------------------------------------------------------------------------Due to recommendations from the Secretary of State for Health, the
University Medical Officer may ask you to provide evidence of their medical
history (from your GP) including eating disorders or other conditions that may
make you unsuitable for a career in Diagnostic Radiography.
You will not be allowed to attend clinical placment if you do not have a
negative CRB check or health clearance as defined in the Faculty policy. If
you have an incomplete or positive CRB check you will be subject to a
Professional Suitability Panel who will make considerations on your individual
case.
Clinical placment providers may need to be notified of your health and CRB
status and you will be withdrawn immediately from clinical placement if it is
deemed that there is potential risk to yourself and/or patients. This is
facilitated through a robust communication network with the placement
providers clinical liaison teams and academic staff; all information will be
treated as confidential wthin that network.
6.3
The University will select non-standard entrants to the programme in the
following ways
If you meet all of the entry requirements you will be required to attend for an
interview. Interviews will be conducted in groups.
If you are a mature candidate or you possess qualifications other than those
stated in the table you will be considered on your merit. Mature candidates
without evidence of recent study and in need of preparation may be required
to take a QAA approved Access course in Science subjects or the Foundation
Degree in Health.
Through the Credit Accumulation and Transfer Scheme (CATS) it will be
possible to consider applicants on an individual basis in terms of prior
learning.
6.4
Use of Prior Credit (APCL/APEL): prior certificated credit or prior
experiential credit may be used within the Programme in the following
ways
18
Accreditation of Prior Certificated Learning (APCL)
You can apply for exemption from course modules if you can provide
evidence of previous certificated learning.
Claims under the APCL regulations will be recorded by the Faculty of Health
and Wellbeing and considered by the course leader and other relevant
colleagues. You must provide evidence in the form of certification, the
successful completion of the assessment activity, its academic level and
credit rating. Outcomes of successful APCL claims will be ratified by the
Board of Examiners and details recorded in individual records.
Accreditation of Prior Experiential Learning
You can apply for exemption from course modules if you can provide
evidence of previous experiential learning thus allowing you to gain credit for
learning derived from real tasks and then substitute this credit for a university
taught module.
Claims under the APEL regulations will be recorded by the Faculty of Health
and Wellbeing and considered by the course leader and other relevant
colleagues. You must provide evidence in the form of professional records of
achievement or other acceptable evidence of prior experiential learning.
Outcomes of successful APEL claims will be ratified by the Board of
Examiners and details recorded in individual student records.
19