UNIVERSITY OF BRADFORD

School of Health Studies

Programme/course title:Certificate of Higher Educationin Professional Support (Health Studies)

Awarding and teaching institution: / University of Bradford
Final award: / Certificate of Higher Education
[Framework for Higher Education Qualifications level 4]
Programme title: / Professional Support (Health Studies)
Programme approved / accredited by: / n/a
Duration: / 1 year full-time
UCAS code: / n/a
Subject benchmark statement: / n/a
Date produced: / June 2011
*This award does not confer eligibility to apply for registration with the Health Professions Council.

Introduction

There is widespread recognition nationally for the need to develop sustainable learning opportunities for staff in the support workforce of the health care sector to provide safe and effective care through new ways of working. In the report Learning for a Change in Healthcare (Fryer 2006), the unacceptably low levels of participation in learning through work amongst support staff were highlighted. It was reported that increased engagement with learning is key to maximising the potential of staff in these career bands. In order to meet this need, the Sector Skills Council (SSC) for the UK health sector (Skills for Health) lead on the modernisation of education and training across the health sector and now have a position statement and strategy ‘Higher Education within the Sector Skills Council for Health’ and Learning Design Principles that are key to development of health care award pathways in Higher Education (Skills for Health 2006). These principles highlight a commitment to design and deliver learning opportunities that are developed in response to an analysis of needs in the workplace.

The overall aim is to design awards that are accessible, inter-disciplinary and provide a flexible framework that allows for multiple ‘step-on step off’ points. There is also acknowledgement of the need to recognise and reward all learning, including work-based, experiential and formal learning. The position paper and strategy identify several aims that are integral to the attainment of competence based learning provision, including working in partnership with Higher Education Institutions, developing seamless and integrated educational pathways and standardising mechanisms for design that address National Occupational Standards. The development of this Framework of education for support workers, (see table 1) has embraced the Learning Design Principles outlined above.

This Certificate of Higher Education in Professional Support (Model 3 in Table 1) has been designed to enable staff currently employed in a Medical Imaging Departmentto meet the demands ofSupport Worker and Assistant Practitioner roles. As a student registered on this course you will study together with students on stage 1 of the 3 year full-time BSc(Hons) in Diagnostic Radiography and share the same programme of learning in respect of both their academic and clinical education, which incorporates interprofessional learning in the ‘Principles of Collaborative Professional Practice’ module. You will undertake clinical learning in your current workplace, to facilitate the development of clinical and interpersonal skills necessary to underpin your role as a support worker in a Medical Imaging Department.This approach embraces the principles integral to education for sustainable development, developing a holistic, interdisciplinary approach to developing the knowledge and skills needed for a sustainable future in health care delivery.

Table 1 summarises the differing models of education for support workers available at the School of Health Studies.All modules are at level 4 and are core for each award.

Table 1 -The Framework for Programmes in Professional Support

Model 1
Certificate of Continuing Education in Professional Support
(60 credits) / Principles of Collaborative Professional Practice
(20 credits) / Health Safety & Security in Health and Social Care
(20 credits) / Work-based learning – Professional Support in Practice
(20 credits)
Model 2
Certificate of Higher Education in Professional Support
(120 credits) / Principles of Collaborative Professional Practice
(20 credits) / Health Safety & Security in Health and Social Care
(20 credits) / Work-based Learning – Professional Support in Practice
(20 credits) / Support Skills in Specialist Contexts – (Work-based learning)
(40 credits) / Introduction to Human Biology for Clinical Practice
(20 credits)
Model 3
Certificate of Higher Education in Professional Support (Health Studies)
(120 credits) / Principles of Collaborative Professional Practice
(20 credits) / Remainder of year 1 (level 4) profession-specific undergraduate pre-registration course.
(100 credits)

Programme Aims

The programme is intended to:

  • A1 Provide you with a recognisable and transferable qualification which provides you with the knowledge and clinical competenciesto enable you to work safely as a Support Worker/Assistant Practitioner delivering care in a Department of Diagnostic Imaging.
  • A2 Develop your interpersonal, team working and communication skills,
  • A3 Develop your problem solving skills based on a range of sources of information with awareness of relevant, social, psychological and ethical issues influencing patient needs and care deliverywhen undergoing diagnostic imaging investigations.
  • A4Develop your study, information technology and lifelong learning skills
  • A5 Promote your personal and professional development through self directed learning.
  • A6 Encourage you to evaluate your practice through reflection in order to improve patient care

Programme Learning outcomes

When you have completed the programme you will be able to:

  • LO1 Apply anatomical, physical, pathological concepts and psychosocial theories relevant to your scopeof practice.
  • LO2 Outline relevant, current developments in the structure, policies and practices of the NationalHealth Service (NHS), Social Care and voluntary services, and how these apply to provide carefor the well being of the community and service users at local and national level.
  • LO3 Evaluate the role of the Support Worker/Assistant Practitioner
  • LO4 Apply problem-solving and critical thinking skills in academic and practice settings taking account of relevant social, cultural, psychological and ethical issues.,
  • LO5 Safely perform a limited range of radiographic examinations and procedures on patients under the direction of a registered practitioner or other suitably qualified person, within defined guidelines and agreed protocols.
  • LO6 Demonstrate competence in arange of relevant clinical, technical and administrative procedures relevant to your scope of practice
  • L07 Use effective communication skills, in order to deal with a variety of both straightforward and complex subjects, and patients with different cultural and socioeconomic needs.
  • LO8 Apply interdisciplinary skills to both straightforward and complex work, in one-to-one and group situations,
  • LO9 Work effectively in a team to plan, organise, allocate, review and evaluate your own practice in a variety of settings
  • LO10 Apply information technology skills to suit different purposes including: finding, exploring, developing and presenting information.
  • LO11 Participate in the planning and review of your own learning toimprove your performance

Curriculum

Module Code / Module Title / Type / Credits / Level / Study period
HEA- / Principles of Professional Practice / Core / 20 / 4 / S1 & S2
HR- / Radiography of the Appendicular Skeleton and Chest / Core / 30 / 4 / S1
HR- / Safe and Professional Radiographic Practice / Core / 20 / 4 / S1
HR- / Radiography of the Axial Skeleton / Core / 30 / 4 / S2
HR- / Introduction to Abdominal Imaging / Core / 20 / 4 / S2

You will study the equivalent of 120 credits across a range of modules. A distinctive feature of the course is the way in which it integrates theory and practice. The course does not have separate clinical practice modules, instead each module that you study has integrated academic and clinical practice components which we believe will best prepare you for the demands of working as a Support Worker/Assistant Practitioner in a Diagnostic Imaging Department. This curriculum is identical to that of level 1 of the University’s BSc. (Hons) in Diagnostic Radiography.

The curriculum may change, subject to the University's course approval, monitoring and review procedures.

Main subject areas

During the course will be introduced to the profession of radiography and the principles of being a collaborative health care practitioner. Major topic areas are anatomy, physiology, pathology and radiographic techniques of the: cardiopulmonary and respiratory system; appendicular skeleton (upper and lower limbs); axial skeleton (skull, spine, and pelvis) and; abdominal organs. In support of the safe use and application of radiographic techniques you will gain and apply knowledge of the fundamentals of X-ray production, radiation protection and imaging technologies. Teaching will be delivered in lectures which will be supported by tutorials and practical sessions which will take place in the radiography clinical skills laboratory which comprises a fully functioning X-ray room, digital acquisition system, and a picture archiving and communication system (PACS) suite. This will enable you to undertake simulated X-ray examinations and view images from our medical imaging library. To prepare you for collaborative professional practice you will be assigned to a group with students studying on other pre-registration health courses. Together you will study professional issues, teamwork and study skills utilising face-to-face contact and on-line discussions. Clinical placement occurs in blocks throughout the academic year. Whilst on placement you will undertake routine radiographic examinations under the supervision of qualified clinical radiographers in order to develop your competence.

Teaching and Assessment Strategies

The Certificate of Higher Education in Professional Support complies with The University of Bradford’s Teaching, Learning and Assessment Strategy.

Applicants whose previous experience has met the learning outcomes of particular modules (APEL, APL, or APCL) may apply for their experience to be accredited against parts of the programmefor up to 50% of the balance of the award in accordance with University regulations (see the full text of the University importation of credit regulations is on the Web at Students will be actively encouraged to apply for APEL. Guidance for students on how to claim credit for prior learning is available from the School of Health Studies.

It is recognised that you may not have studied at a HE level before, therefore, a high level of initial support is offered during semester 1 of year 1. This is, however, progressively reduced as your confidence grows.

A high proportion (50%) of learning takes place in the work place, where you will be supervised in your clinical practice by a qualified radiographerwho will also offer honest and constructive feedback essential for your personal and professional development. The curriculum is delivered in a block release system combining 18 weeks of academic study in the University, with 18 weeks of clinical placement education. Every effort will be made to allow you to undertake this within your place of employment although specific placement requests may also be considered. There are clinical placements in each semester and an extended consolidation and assessment placement at the end of the academic year.

During academic blocks you are expected to spend on average 30 hours per week for study. Whilst you are on placement you will attend for 37.5 hours per week which includes 3½ hours for personal reflection and study. This provides a total of approximately 1200 hours of study over the duration of the course.

As part of your induction to the course and studying at university, the first module you will be involved in is Safe and Professional Radiographic Practice. Staff from the Division of Radiography, the School of Health Studies (SoHS) and Learner Support Service will introduce you to the course and the resources which are available to support you in your learning (LO11).

During the course you will have the opportunity to learn from and alongside students and clinical staff from a wide range of health and social care disciplines. It is an essential aspect of modern health care that practitioners do not see their profession in isolation and can understand the role and communicate effectively with everyone involved in patient care. The core module ‘Principles of Professional Practice’ will give you the opportunity to collaborate with students from other School of Health Studies pre-registration courses (LO2, 3, 8, 9). Many of the sessions delivered as part of this module will find you alongside students from other SoHS courses and you will be introduced to a mixed group of pre-registration health care students. During this module, which spans both semesters you will investigate the generic principles of becoming a collaborative health care practitioner. You will remain in contact and work with your group throughout the year giving you the chance to share developing professional knowledge and understanding. Learning about and from other health care professionals occurs throughout the course and is particularly encouraged whilst you are at your practice placements.

Radiography specific modules integrate all aspects of knowledge required to undertake the examinations or procedures being studied (LO1,2, 3, 4, 5, 6,7,9). For example in the module Radiography of the Appendicular Skeleton and Chest you will study the anatomy, physiology, common pathology and radiographic technique (which includes care of the patient) of the appendicular skeleton (which is the upper and lower limb) and chest. You will be introduced to physical concepts such as fundamentals of X-ray production and exposure factors. This integrated approach ensures that you will acquire all relevant knowledge to be able to undertake X-ray examinations of the body systems being studied. Being able to observe X-ray examinations being performed in practice and then have the opportunity to undertake examinations is an essential element of this course (LO3, 5, 6, 7). As part of all modules in the course, clinical placements are integrated into the learning, teaching and assessment strategy.

A blended learning approach is used to deliver the programme and support your learning whilst in practice. This means that, in addition to face to face clinical supervision, lectures and tutorials, learning materials will be provided via the virtual learning environment (VLE) (LO10). In order to participate in this type of learning you need to have the use of a computer. We acknowledge that you may require support to access the VLE and other electronic resources, and this support will be provided wherever necessary. Part of this support will be a self assessment of your familiarity with the use of information technology, so that we can identify how best to support you (LO11).

Your development will be facilitated through the use of a reflective portfolio, completing this reflective journal provides the opportunity to gain experience in critical thinking and reflection ‘in’ and ‘on’ learning to inform your personal and professional development (LO11).

The assessment strategy is designed to enable you to demonstrate achievement appropriate to the individual module and programme of learning outcomes, the high degree of focus on your learning in the workplace allows you to demonstrate skills, competencies and knowledge specific, and relevant to your designated scope of practice. Assessment takes a wide variety of formats and you will be informed of these in advance via your Coursebook. Academic assessments take the form of either computer-based examination, written examination or written assignments. Your placement learning is monitored and assessed via weekly formative feedback on your skill development, objective assessment of your competence in performing a range of routine x-ray examinations and summative assessment of your competence during the final clinical placement of the academic year (LO1-11). Throughout the course 100% attendance is required for placement learning and any deficit accrued has to be made good before you can pass and graduate.

Academic module credit is awarded based upon successful demonstration of achieving the module and course learning outcomes. This is achieved by a combination of successful written assessment and the successful completion of a clinical learning portfolio, which includes a record of your achievement of a range of clinical competencies.

Assessment Regulations

This Programme conforms to the general principles set out in the standard University Assessment Regulations which are available at the following link:

Details of any exceptions to these regulations in this programme are available from the Course Leader.

Automatic right to 2nd submission (whichever comes first within 3 months of 1st submission or the next assessment period 1st)

Pass at 40%for all elements of assessment as appropriate.

When you successfully complete the course (i.e. 120 credits) you will be awarded the Certificate of Higher Education in Professional Support (Health Studies). Successful students wishing to transfer to Stage 2 of the BSc(Hons) in Diagnostic Radiography may be eligible to do so, depending on funding, availability of places and the support of your Imaging Department Manager.

Admission Requirements

The University welcomes applications from all potential students regardless of their previous academic experience; offers are made following detailed consideration of each individual application. Most important in the decision to offer a place is our assessment of a candidate’s potential to benefit from their studies and of their ability to succeed on this particular programme. Entrance requirements for each programme will vary but consideration of your application will be based on a combination of your formal academic qualifications and other relevant experience. It is essential; that you are currently working in a support worker role in health or social care, that you have a mentor in the workplace, and that you have the support of your employer to undertake this programme.

If you have prior certificated learning or professional experience which may be equivalent to parts of this programme, the University has procedures to evaluate this learning in order to provide you with exemptions from specified modules contained within the curriculum. Please talk to us if you do not fit the standard pattern of entry qualifications.

The University of Bradford has always welcomed applications from disabled students, and these will be considered on the same academic grounds as are applied to all applicants. If you have some form of disability you may wish to contact the programme leader before you apply.

A typical offer to someone seeking entry would be120 UCAS points from any combinations of A levels, Vocational A levels, BTEC, OCR and AS awards to include at least 1 full A level or 1 vocational award of equal depth and volume plus English GCSE grade C or above, or the key skills equivalent.However, applications are welcome from mature students (those over 21 years of age on entry) and candidates with non-standard qualifications or who, lacking academic qualifications, have significant relevant experience.