Professional Practice 2
Module title | Professional Practice 2 |
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Module code | RAD2002DA |
Academic year | 2024/5 |
Credits | 30 |
Module staff | Dr Mike Gundry (Convenor) Dr Rosey Davies (Convenor) |
Duration: Term | 1 | 2 | 3 |
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Duration: Weeks | Please see note below* | Please see note below* | Please see note below* |
Number students taking module (anticipated) | 50 |
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Module description
Please note that Degree Apprenticeship programmes have variable start dates and modules are taught across the full year.
This module will deepen your understanding of sociological and psychological aspects of healthcare. As well as providing an understanding of current policies such as safeguarding and Duty of Candour, you will gain insight into the historical context and the human factors relating to the events and situations that gave rise to such policies. You will deepen your communication skills and learn about the skills needed to support training, supervision and mentoring.
You will also further develop your skills in evidence-based practice by developing a sound understanding of research terminology, methods and principles and further develop your ability to both critically evaluate published research and to apply it to practice.
The module commences with an attendance block at the University of Exeter with an emphasis on face-to-face learning. The module then runs over a 12 month period with two further block attendances across the year for further face-to-face learning. In the non-block weeks there will be protected ‘off the job’ learning (one day (7.5 hours) per week) supported by e-learning materials provided by the academic team. The full calendar of activities and assessment will be made available via the handbook. Annual leave may be booked in accordance with the requirements laid out in the handbook.
Module aims - intentions of the module
The aim of this module is to deepen your ability to use the evidence base so that you become an informed, evidence-based and compassionate practitioner.
With reference to the evidence base, you will learn about the impact of disability, and the impact upon the patient of trauma and chronic and acute disease. You will consider implications for the radiographer in order to ensure compassionate care. You will consider how healthcare practice can ensure it is fully inclusive. You will learn about events and situations that have arisen in healthcare, the human and situational factors involved, and how these have led to the introduction of policies, processes and initiatives in order to ensure patient safety and well-being. You will learn about the role of the radiographer in relation to such policies as safe-guarding and Duty of Candour. You will deepen your communication skills, to include giving feedback and managing conflict, and will learn about the skills needed to support training, supervision and mentoring.
You will gain an understanding and appreciation of a variety of research techniques in order to both improve your ability to critically evaluate current research and to enable you to effectively plan an audit, service evaluation or research project either individually or in a team.
This module develops your academic writing skills and your ability to use IT for statistical analysis and data presentation.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Explain the value of research to the critical evaluation of practice.
- 2. Present a rationale for an evaluation of an aspect of practice
- 3. Demonstrate an awareness of the skills needed to support training, supervision and mentoring
- 4. Explain the sociological and psychological implications for individuals with disability, experiencing trauma, chronic and acute disease and their carers
- 5. Explain legal, ethical and professional principles relating to practice including raising concerns
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 6. Demonstrate academic skills to support stage 2 work including data handling
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Manage time, and with some guidance, prioritise workloads
- 8. Awareness of educational theory and learning styles and communication strategies, including giving and receiving feedback, raising concerns, de-escalating conflict and conflict resolution
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
HEALTHCARE RESEARCH
Ethical issues in clinical research
Research, audit and service evaluation - definitions and role
Quantitative and qualitative data analysis and hypothesis testing
AUDIT, SERVICE EVALUATION OR RESEARCH
Use appropriate resources for a literature search;
Undertake a literature review
Formulate a question for an audit, service evaluation or piece of research, identify the appropriate research paradigm, select an appropriate methodology
Consider Ethical issues
Select an appropriate method of data analysis for the planned project.
Present a plan for the project
TRAINING, SUPERVISION, MENTORING
Relative roles / functions of training, supervision, mentoring
Skills needed to support training, supervision, mentoring
PYSCHOLOGICAL AND SOCIOLOGICAL CONCEPTS RELATING TO HEALTHCARE
How disease and trauma processes impact upon the patient, and their carers
Implications of an individual impacted by disease or trauma for radiography practice, adapting practice
Disability awareness, LDA awareness, Dementia awareness
Weight stigma and providing compassionate care for the bariatric patient, adapting practice
Patient information – wording, formats (including Easy Read)
Mental Capacity Act and consent
Service User cases
LEGAL, ETHICAL AND PROFESSIONAL PRINCIPLES RELATING TO HEALTHCARE
Principal findings of key reports (including Francis 2013, Keogh 2013 etc)
Cultural and human factors that might lead to poor care
Current initiatives and policies aiming to ensure competent, compassionate practice including Freedom to Speak Guardians, Duty of Candour, Professional and HCPC Codes of Conduct.
Safeguarding – children and the vulnerable adult.
Raising concerns
Confidentiality and limits to confidentiality
Professionalism, implications for self (personal and health, professional conduct), and relation to role of HCPC
Inter-professional working and benefits for patients.
Health and Care Professions Council Standards of Conduct, Performance and Ethics
Society and College of Radiographers Code of Professional Conduct
ACADEMIC SKILLS
Appropriate sources of information to develop own knowledge
Professional literature
Citation of literature
EDUCATIONAL THEORIES & COMMUNICATION SKILLS
Learning styles, assessment and recognising good and poor practice
Communication strategies including giving and receiving feedback, raising concerns, de-escalating conflict, conflict resolution
Group dynamics, discussions, communication of information effectively
Learning activities and teaching methods (given in hours of study time)
Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
---|---|---|
58 | 29 | 0 |
Details of learning activities and teaching methods
Category | Hours of study time | Description |
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Scheduled learning and teaching activities | 9 | 9 x 1 hour lectures |
Scheduled learning and teaching activities | 9 | 3 x 3 practical sessions/seminars |
Scheduled learning and teaching activities | 40 | 40 x 1 hour e-learning resources |
Guided independent study | 29 | Directed reading, private study and revision |
Formative assessment
Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
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Online self-assessment (including data handling) | 30 minutes | 1-2, 6 | Peer review |
Project proposal plan | 1 side of A4 | 1-2,7-8 | Written |
Summative assessment (% of credit)
Coursework | Written exams | Practical exams |
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75 | 25 | 0 |
Details of summative assessment
Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
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Oral presentation (individual) | 50 | 15 minutes | 3-5,7-8 | Written |
Project proposal | 25 | 1500 words | 1-2, 7-8 | Written |
Examination (including data handling) | 25 | 90 minutes | 1-2,6 | Written |
0 | ||||
0 | ||||
0 |
Details of re-assessment (where required by referral or deferral)
Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
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Oral presentation (individual) (50%) | Oral Presentation (15 minutes) | 3-5,7-8 | During the published assessment period (see ELE) |
Resubmission of project proposal (25%) | Project proposal (1500 words) | 1-2, 7-8 | During the published assessment period (see ELE) |
Examination (including data handling) (25%) | Examination (including data handling) (90 minutes) | 1-2, 6 | During the published assessment period (see ELE) |
Re-assessment notes
This programme runs to a non-standard timetable; assessment weeks and Assessment, Progression & Awarding Committees (APACs) for both initial and deferred assessments are held as per the programme’s published timetable.
Each component of this module must be passed. Reassessment should be resubmission of the original work with revisions made to bring it up to passing standard or of a referred exam with additional preparation being made to bring performance up to passing standard. The referred assessment will be capped at the pass mark. The module mark will not be capped. If any component is not passed at the final referral attempt, the module is capped at 39%.
Indicative learning resources - Basic reading
Gross R, Kinnison N, (2007), Psychology for Nurses and Allied Health Professionals, Hodder Arnold ISBN 978-14441-16755 (UL: 150 GRO) electronic version also available
Polgar S. and Thomas S.A. (2013), Introduction to Research in the Health Sciences (6th edition), Churchill Livingstone, ISBN 978-0702041945
Ramlaul, A. (2014), Medical Imaging and Radiotherapy Research: Skills and Strategies, Churchill Livingstone, ISBN 9780702048289 electronic version also available
Indicative learning resources - Web based and electronic resources
- Standards of conduct performance and ethics https://www.hcpc-uk.org
- Code of Professional Conduct, College of Radiographers (2013), Society and College of Radiographers, https://www.sor.org/
- Principles for continuing professional development and lifelong learning in health and social care, Society and College of Radiographers, https://www.sor.org/
- Obtaining consent: a clinical guideline for the diagnostic imaging and radiotherapy workforce, Society and College of Radiographers, https://www.sor.org/
- Guidance on mental capacity decisions in diagnostic imaging and radiotherapy, Society and College of Radiographers https://www.sor.org/
Indicative learning resources - Other resources
- Aveyard H. (2018), Doing a literature review in health and social care (4th edition), Open University Press, ISBN 978-0335248001
- Braun V & Clarke V (2013), Successful Qualitative Research: A Practical Guide for Beginners, Sage, ISBN 9781847875815
- Bowling A. (2014), Research Methods in Health: Investigating Health and Health Services (4th edition), Open University Press, ISBN 9780335262748
- Denscombe M. (2014), The Good Research Guide: for Small-scale Social Research Projects (5th edition), Open University Press, ISBN 978-0335264704
- Field A. (2017), Discovering statistics using IBM SPSS Statistics (5th edition), Sage, ISBN 978-1526419521
- Johns C. (2013), Becoming a Reflective Practitioner (4th edition), Wiley-Blackwell, ISBN 9780470674260
- Meads G.et al. (2005), The case for Interprofessional Collaboration in Health and Social Care, Blackwell, ISBN: 978-1-405-11103-4
- Sarafino E.P. (2014), Health Psychology, Biopyschosocial interactions (8th edition), Wiley, ISBN 9780470873694
- Sheaff M. (2005), Sociology and Health Care, Open University Press, ISBN 0-335-21388-X
Credit value | 30 |
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Module ECTS | 15 |
Module pre-requisites | RAD1002DA, RAD1003DA, RAD1004DA |
Module co-requisites | RAD1002DA, RAD1003DA, RAD1004DA |
NQF level (module) | 5 |
Available as distance learning? | No |
Origin date | 06/06/2019 |
Last revision date | 18/08/2023 |