BSc (Hons) IN HEALTHCARE SCIENCE

Transcription

1 Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Clinical Engineering (Physical Sciences and Biomedical Engineering) Learning Outcomes and Indicative Content 2011/12 1

2 Introduction to the Modernising Scientific Careers Healthcare Science Practitioner Training Programme Following the publication of Modernising Scientific Careers The UK Way Forward 1, which set out the four UK countries policy and proposals to reform healthcare science training and careers for 21 st century patient care, new curricula have been developed to inform academic programmes and workbased training for different stages of the healthcare science career pathway. Successful completion of the Practitioner Training Programme (PTP) will lead to qualification as a Healthcare Science Practitioner. The PTP comprises BSc (Hons) degree programmes in different aspects of healthcare science (Life Sciences, Physiological Sciences, Physical Sciences and Biomedical Engineering), which will be delivered, and quality assured by Higher Education Institutions (HEIs). The degree programmes will integrate academic and work-based learning. The PTP curricula comprise the knowledge, skills, experiential learning and associated personal qualities and behaviours (professionalism), which a Healthcare Science Practitioner will need to work safely and effectively in the NHS. HEIs will develop degree programmes based on the agreed framework and high-level curriculum content specified by the Modernising Scientific Careers programme working with colleagues in the profession. The degrees should deliver the specified learning outcomes and the requisite balance of academic and work-based learning. HEIs degree programmes should address equality and diversity issues, as is their responsibility as a public body. The detailed curricula which will deliver the specified learning outcomes for the work based learning are described in Training Manuals which further define the knowledge, skills and experience needed to work safely and effectively as a Healthcare Science Practitioner in the NHS. It is intended that work-based attainment will be assessed to national standards. The assessment will be used alongside Competency Logs or Portfolios of Learning, which will provide a record of the student s attainment. An Implementation Guide has been developed for HEIs offering the new BSc (Hons) degree programmes for Healthcare Science Practitioner Training Programmes. The Guide sets out the requirements which new degree programmes will need to meet, to achieve accreditation by Medical Education England as meeting the standards defined in the new MSC curricula. A curriculum feedback and review process will be developed, involving all MSC stakeholders, to ensure that each curriculum addresses the current NHS agenda and takes account of scientific and technological advances. 1 Modernising Scientific Careers. The UK Way Forward Gateway Reference: February Access at: 2

3 CONTENTS Page 1.0 Background High Level BSc Framework Programme Outcomes Transferable Skills Clinical Engineering Route Map Generic Modules 2.1 Years 1-3: Professional Practice Year 1: Scientific Basis of Healthcare Science Year 2: Research Methods Division Specific Modules 3.1 Year 1: Informatics, Maths and Statistics Year 1: Scientific Basis of Engineering.. 20 (Electronics) 3.3 Year 1: Scientific Basis of Engineering.. 22 (Mechanics) 3.4 Year 1: Work-based training Year 2: Innovation and Medical Device.. 26 Development 3.6 Year 2: Fluid mechanics, Biomechanics and.. 29 Materials 3.7 Year 2: The Medical Equipment Life Cycle Year 2: Principles of Scientific Measurement Specialist Modules for Medical Engineering Interpretation of High Level Framework Year 3: Science and Principles supporting.. 37 Medical Engineering 4.3 Year 3: Medical Engineering in the Clinical.. 39 Environment 4.4 Year 3: Research Project Year 2 & 3: Work-based Training Specialist Modules for Radiation Engineering Interpretation of High Level Framework Year 3: Science and Principles supporting.. 48 Radiation Engineering 5.3 Year 3: Radiation Engineering in the Clinical.. 50 Environment 5.4 Year 3: Research Project Year 2 & 3: Work-based Training Specialist Modules for Renal Technology Interpretation of High Level Framework Year 3: Science and Principles supporting

4 Renal Technology 6.3 Year 3: Renal Technology in the Clinical.. 60 Environment 6.4 Year 3: Research Project Year 2 & 3: Work-based Training Specialist Modules for Rehabilitation.. 68 Engineering 7.1 Interpretation of High Level Framework Year 3: Science and Principles supporting.. 69 Rehabilitation Engineering 7.3 Year 3: Rehabilitation Engineering in the Clinical.. 71 Environment 7.4 Year 3: Research Project Year 2 & 3: Work-based Training.. 76 Appendix Contributors to BSc (Hons) Clinical Engineering curriculum 4

5 1.0 Background This document sets out the proposed structure, high-level learning outcomes and indicative content for the Integrated Bachelor degree (Hons) in Healthcare Science in Clinical Engineering. The programme combines and integrates both academic and work-based learning. Within the first year it is expected that the experiential component provide broad experience with short tasters in groups of specialisms within the division. This will give the student a wide appreciation of the many specialisms and a more holistic view of the areas, which contribute to high-quality care. At the end of the programme the student will be able to fulfil the role of a Healthcare Science Practitioner. 1.1 High Level Framework The diagram below depicts the high level framework around which all Bachelor degree programmes must be structured. However, each healthcare science division has interpreted and adapted this Modernising Scientific Careers Programme (MSC) framework. HIGH LEVEL FRAMEWORK INTEGRATED BSc (Hons) IN HEALTHCARE SCIENCE Year 3 Application to Practice Year 2 Techniques & Methods Year 1 Scientific Basics Professional Practice [10] Generic Curriculum Professional Practice [10] Generic Curriculum Professional Practice [10] Scientific Basis of Healthcare Science Specialism Research Methods [10] [60] Scientific Basis of Healthcare Science - Integrated Module across Body Systems will usually include informatics, maths and statistics [60] Generic Curriculum Specialism Specific Curriculum Scientific Basis of Healthcare Science [60] Practice Based Project [30] Division/Theme Specific Curriculum Principles of Scientific Measurement [30] Scientific Basis of Healthcare Science [50] Work-based Training 25 weeks [20] Work-based Training 15 weeks [10] Specialism Work-based Training 10 weeks Division/Theme Specific Curriculum *46 wks *40 wks *36 wks Extended Academic Year *estimated duration [XX] = number of credits Generic Modules: Common to all divisions of Healthcare Science Division/Theme Specific Modules: Life Sciences; Medical Physics Technology; Clinical Engineering; Cardiovascular, Respiratory and Sleep Sciences; Neurosensory Sciences Specialist Modules: Specific to a specialism 5

6 1.2 Programme Outcomes Graduates receiving the Bachelor of Science (Hons) in Healthcare Science will possess the essential knowledge, skills, experience and attributes required of a newly qualified Healthcare Science Practitioner and should be able to: 1. Apply to healthcare science practice scientific principles, method and knowledge underpinning healthcare science and the programme specific healthcare science division and specialism; 2. Apply scientific method and approaches to healthcare science research, development and innovation; 3. Carry out technical investigations relevant to the healthcare science division and specialism safely and effectively as appropriate to the role of a Healthcare Science Practitioner; 4. Place the patient at the centre of care, communicate effectively with patients, carers and colleagues in a healthcare context; and use information effectively in a healthcare science context; 5. Behave according to professional, ethical and legal principles; reflect, learn and teach others; learn and work effectively within a multiprofessional team; putting the patient at the centre of care; 6. Demonstrate a range of transferable generic academic skills and capabilities to promote life-long learning. These transferable skills will include study skills, independent learning, reflective practice, communication, team working, research and leadership skills; 7. Demonstrate the necessary skills and attributes for further professional development, through academic study and continual lifelong learning as a healthcare science professional. 1.3 Transferable Skills It is expected that all BSc (Hons) Healthcare Science programmes will meet the descriptors for a higher education qualification at level 6 (Bachelor's degree with honours) outlined by The Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ). On graduation all students will have gained a range of transferable generic academic skills and capabilities including study skills, independent learning, problem solving, reflective practice, communication skills, team working, research, innovation and leadership skills. These transferable skills should be embedded in the curriculum developed by each HEI. 6

7 1.4 Clinical Engineering Route Map Clinical Engineering will offer a BSc (Hons) in four specialisms namely: i. Medical Engineering ii. Radiation Engineering iii. Renal Technology iv. Rehabilitation Engineering The route map overleaf shows how the high level framework has been interpreted for Clinical Engineering. 7

8 Year 1 - Scientific Basics Year 2 - Techniques and Methods Year 3 - Application to Practice Professional Practice [10] Professional Practice [10] Professional Practice [10] Scientific Basis of Healthcare Science - Integrated Module across Body Systems [60] Research Methods [10] Informatics, Maths and Statistics [10] Innovation and Medical Device Development [25] Scientific Basis of Engineering - Electronics [25 Fluid mechanics, Biomechanics & materials [10] credits] and Basic Mechanics [15 credits] incl Workbased Training Total [40] The Medical Equipment Life Cycle [25] Principles of Scientific Measurement [30] Route map of BSc (Hons) in Either Medical Engineering Work-based Training [10] Science and Principles supporting Medical Engineering[30] Clinical Engineering Medical Engineering in the Clinical Environment [30] specialisation in either Medical Engineering, Research Project [30] Radiation Engineering, Work-based Training [20] Renal Technology or Or Radiation Engineering Work-based Training [10] Science and Principles supporting Radiation Engineering [30] Rehabilitation Engineering. In Year 1, students follow a Radiation Engineering in the Clinical Environment [30] curriculum common across Research Project [30] the whole of the Practitioner Work-base Training [20] Training Programme (blue) together with some divisionspecific modules (yellow). Renal Technology in the Clinical Environment [30] Or Renal Technology Work-based Training [10] Science and Principles supporting Renal Technology [30] In Year 2, students start to Research Project [30] specialise (orange) and by Year 3, the majority of the Work-base Training [20] curriculum is focused on Or Rehabilitation Engineering Work-based Training [10] Science and Principles supporting Rehabilitation Engineering [30] their chosen specialty. Rehabilitation Engineering in the Clinical Environment [30] Credits Research Project [30] Work-base Training [20] Generic Division Specialism Total

9 2.0 Generic Modules This section covers the three generic modules that will be studied by all Healthcare Science students: Professional Practice Scientific Basis of Healthcare Science Research Methods Section 2.1 Years 1-3: Professional Practice [10 credits in each year] The overall aim of this module is to ensure that the student has the underpinning knowledge and gains the accompanying skills and attitudes to work as a Healthcare Science Practitioner. Learning Outcomes: Knowledge and Understanding 1. Describe the structure, management and legal framework for health and social care services including local healthcare systems in the United Kingdom and funding flows. 2. Describe current quality improvement structure and processes within the NHS. 3. Explain the need to ensure that the needs and wishes of the patient are central to their care and the importance of prioritising the patient s wishes encompassing their beliefs, concerns, expectations and needs. 4. Explain the importance of developing and maintaining the patientprofessional partnership. 5. Explain the current regulations relevant to practice as a Healthcare Science Practitioner with respect to the use of chaperones, child protection and safeguarding. 6. Explain the patient and carer perspective considering the diversity of the patient experience, healthcare systems, illness and disability including the impact of life threatening and critical conditions. 7. Explain how health inequalities impact on the quality of care provided by the NHS at national and local level and the legal requirements with respect to equality and diversity. 8. Explain the importance of promoting patient centred care and self-care by the patient. 9. Explain the principles that underpin effective verbal and written communication including; verbal and non-verbal communication, communication with patients across the age spectrum, communication with users of the NHS who do not have English as a first language and communication with people with disabilities. 10. Explain the concept of shared leadership and the associated personal qualities and behaviours that promote shared leadership and apply knowledge within the work-base. 9

10 11. Describe the importance of feedback and describe a range of feedback frameworks for giving and receiving feedback. 12. Explain the underpinning principles of effective team work and the importance of integration across professions, cross division, specialism and boundary working. 13. Explain the principles, guidance and laws regarding medical ethics, confidentiality and obtaining valid consent from the patient. 14. Describe best practice requirements for record keeping within the NHS including accuracy of information recording within patient records and the framework that underpins data security practice in the NHS. 15. Explain the basic principles of infection control and the importance of current infection control measures within the work-base. 16. Explain the protocols and practice of basic life support. 17. Explain the fundamental principles of Quality Management Systems in relation to relevant to areas of healthcare science. 18. Explain the need for regulations with respect to patient safety and safe systems within the work-base including Regulatory frameworks such as EU directives and MHRA requirements. 19. Define Standard Operating Procedure, Protocol and Guidelines and understand the purpose of and difference between each document. 20. Explain the regulations and current procedures in place with respect to equipment safety. 21. Explain the common causes of error and understand the critical incident reporting process recognising the importance of promoting a no blame culture. 22. Recognise and accept the responsibilities and roles of the Healthcare Science Practitioner in relation to other healthcare professionals. 23. Explain the importance of good time management and the techniques underpinning good time management and organisational skills. 24. Explain the importance of maintaining own health and well being. 25. Explain local guidelines for responding to unacceptable behaviour by patients, carers, relatives, peers and colleagues including harassment, bullying and violent behaviour. 26. Explain the core theories of learning particularly those applied to the adult learner and the independent adult learner including the theory of reflective practice. 27. Explain the importance of public engagement in science and its role in health and society. 28. Describe a history taking, clinical examination framework and process of differential diagnosis and how the information is used to develop clinical management plans. 29. Explain the importance of innovation across healthcare science in particular in the improvement of quality and patient care. 10

11 Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism) 1. Demonstrate practice that considers the perspective of the patient and, if appropriate, the carer of the patient establishing and maintaining the patient-professional partnership and promoting patient well being and self-care. 2. Contribute to quality improvement and productivity initiatives within the work-base including service improvement. 3. Recognise the need for, and accept change working across different provider landscapes as required. 4. Develop and demonstrate self-awareness, self-management, and selfdevelopment. 5. Demonstrate accurate record keeping adhering to current data security regulations. 6. Accept the responsibility and role of the Healthcare Science Practitioner in relation to other healthcare professionals, working with others whilst developing and maintaining relationships and networks. 7. Communicate effectively and sensitively with patients, relatives and carers across the age spectrum utilising clear explanations/descriptions, listening to others and take other viewpoints into consideration. 8. Communicate succinctly and effectively with other professionals as appropriate. 9. Communicate information about the work of the healthcare science workforce to the public in clear, understandable language. 10. Demonstrate the ability to give effective feedback. 11. Apply appropriately the principles, guidance and laws regarding medical ethics and confidentiality and demonstrate the ability to gain informed consent. 12. Ensure that personal practice is always provided in line with the legal framework, acting with integrity at all times. 13. Work within appropriate equality and diversity frameworks at all times. 14. Apply current regulations with respect to patient safety and safe systems within the work-base including child protection, safeguarding and the use of chaperones. 15. Demonstrate basic life support skills. 16. Demonstrate the ability to work in accordance with a range of Standard Operating Procedures, Guidelines and Protocols. 17. Work within a variety of teams, encouraging and valuing contributions from all team members and contribute to discussion on the team s role in patient safety ensuring that the team are aware of risks and work together to minimise risk and take actions that always promote patient safety. 18. Observe the role of the multi-disciplinary team in patient care. 19. Demonstrate adherence to current infection control regulations at all times. 20. Demonstrate adherence to the regulations and current procedures in 11

12 place with respect to equipment safety. 21. Maintain own health and well being. 22. Demonstrate the ability to prioritise and organise academic and work based tasks in order to optimise own work and the work of the department. 23. Develop skills of an independent learner and demonstrate a commitment to Continuing Professional Development. 24. Apply skills of reflection to continually improve performance, acknowledging and acting on feedback. Indicative Content Structure and management of health and social care services in the UK including funding flows Patient-professional partnerships with the patient at the centre of care Patient and carer perspectives and the diversity of the patient experience Use of chaperones Current child protection/safeguarding regulations relevant to practice as a Healthcare Science Practitioner Health inequalities Disability including learning disabilities Patient wellbeing and self care High Quality Care for All Evidence based practice Audit Service Improvement Leadership and management within the NHS Verbal and non-verbal effective communication Effective written communication Communication with colleagues and cooperation Communication within patients across the age spectrum Time management and decision making Principles of medical ethics and confidentiality Valid consent Equality and diversity Legal framework for practice including fitness to practice Safety - prioritisation of patient safety in practice Safety - team working and patient safety Safety - equipment management Safety - safety testing Processes for the distribution of documentation for example the Department of Health (DH), Central Alerting System (CAS), Medical Device Alerts (MDA) Introduction to the fundamental principles of Quality Management Systems (QMS) in relation to Good Laboratory Practice, Good Clinical Practice, Good Medical Practice etc Quality, Risk and Audit Regulatory frameworks such as EU directives and MHRA requirements. Standard Operating Procedures, Guidelines and Protocols 12

13 Basic life support Infection control Complaints Scientific error including critical incident reporting Personal health and behaviour Local guidelines for responding to unacceptable behaviour by patients, carers, relatives, peers and colleagues including harassment, bullying and violent behaviour Principles of quality and safety improvement including quality audit, quality assurance and quality management Equipment safety Health and well-being Continuing Professional Development Reflective practice Independent adult learning Clinical skills, differential diagnosis and clinical management plans Section 2.2 Year 1: Scientific Basis of Healthcare Science [60 credits] The overall aim of this module is to ensure that the student has the underpinning knowledge of anatomy, physiology, pharmacology, pathology, biochemistry, immunology, epidemiology, public health medicine, genetics, microbiology and the psychosocial dimensions of health to provide the foundations for study in any of the three divisions of healthcare science namely Physical Sciences and Biomedical Engineering, Life Sciences, and Physiological Sciences. Learning Outcomes: Knowledge and Understanding 1. Explain the process by which embryonic development occurs from conception to birth 2. Explain the chemical, cellular and tissue level of organisation of the body and the structure and function of the cell. 3. Describe the anatomy, physiology and pathology of the body across the Brain, Integumentary, Skeletal, Nervous, Cardiovascular (including blood, blood vessels and lymphatic system), Respiratory, Endocrine, Renal, Gastrointestinal (including nutrition), Urinary and Reproductive systems - see footnote. 4. Explain the principles of inheritance, DNA and genetics including carrier status, genetic crosses/pedigree/punnet squares/cross diagrams. 5. Explain the cellular, tissue and systems responses to disease including cell death, inflammation, neoplasia, hypertrophy, hyperplasia, tissue responses to injury and repair. 6. Describe the pathophysiology of disease development in common diseases across the body systems. 7. Explain the basic principles of histology. 13

14 8. Explain the basic principles of microbiology including natural defences, infection control, bacteria, recognition of extracellular pathogens, virus types and structures, viral infection and replication. 9. Explain the principles of immunology, biochemistry and metabolism. 10. Describe the factors that affect the health of the population and explain how these may be addressed to improve health. 11. Describe how factors affecting health may contribute to inequalities in health between populations. 12. Explain basic mathematical concepts. 13. Understand basic epidemiological and statistical concepts and how these contribute to evidence-based medicine. 14. Know the basis of health protection including principles of surveillance, infectious disease control and emergency planning; a basic understanding of how epidemiology is used in planning health services; how epidemiology relates to individual patients and how chronic disease may impact on a patient. 15. Explain the principles of screening programmes in healthcare and be aware of current screening programmes in a relevant Division. 16. Examine patients' responses to illness and treatment and consider the impact of psychological and social factors, including culture, on health and health-related behaviour. 17. Recognise the difference between pharmacology, clinical pharmacology, therapeutics and prescribing and medicine management. 18. Explain the basic principles of pharmacology, pharmacokinetics and therapeutics including drug names and classifications, definitions of terms and basic mechanisms. 19. Explain the basic principles of physics that underpin healthcare science e.g. ultrasound, radiation. 20. Explain how reference ranges are generated and their limitations. 21. Explain how the body changes from birth to old age. 22. Explain the role of genetics in medicine. 23. Be aware of potential new developments in the field of healthcare science. Footnote: This module should be taught at an introductory level with learning developed further in division and specialism specific modules Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism) 1. Respect and understand individuals beliefs and ways of coping with illness. 2. Demonstrate knowledge of the influence of culture and beliefs on health. 3. Use a range of study skills including time management, organisational skills, using the library, search engines, self-directed learning, critical analysis and avoiding plagiarism. 14

15 Indicative Content Basic principles of o The Cell o Molecular Biology (Enzymes, Proteins, Metabolism) o Biochemistry o Microbiology/Infection Control o Immunology o Pharmacology, Therapeutics, Pharmacokinetics o Genetics o Epidemiology o Public Health Medicine Introduction to Anatomy, Physiology and Pathology across body systems Cellular, tissue and systems responses to disease Pathophysiology of disease development in common diseases across the body systems Health Protection Introduction to screening in healthcare e.g. what is screening and when is a screening programme justified and the organisation of screening Basic principles of physics that underpin healthcare science Response to illness, health beliefs, psychology and sociology of health and illness, behavioural change theories this should include the underpinning theoretical foundations and models e.g. Health Belief Model, WHO model of activity limitation (disability) Section 2.3 Year 2: Research Methods [10 credits] The overall aim of this module is to ensure that the student has the underpinning knowledge of the importance of research, development and innovation across the NHS - and in healthcare science in particular - and to provide the underpinning knowledge for the final year research project. Learning Outcomes: Knowledge and Understanding 1. Explain the importance of research, innovation and audit across the NHS and in healthcare science in particular to improve quality and patient care. 2. Explain the role of the healthcare science workforce in undertaking cutting edge translational research and innovation for patient benefit. 3. Explain the difference between research, audit and service improvement. 4. Explain the processes that underpin clinical trials and their potential value, risks and benefits. 5. Explain how established methods of research and audit are used to interpret and apply new knowledge in the NHS and healthcare science. 6. Explain the current ethical and legal frameworks within which human and animal research can be conducted in the UK. 7. Explain the purpose of the research governance framework for health and 15

16 social care research and relevant key supporting legislation e.g. the Data Protection Act, Intellectual Property regulations. 8. Explain the principles of literature searching including the processes involved in undertaking a literature review and systematic review. 9. Explain the value of reference manager systems in research, audit and innovation. 10. Explain the principles of quantitative and qualitative study design. 11. Explain the importance of user involvement and peer review in research. 12. Extend knowledge and application of statistics gained in Year 1 and explain common statistical techniques for dealing with quantative and qualitative data including sample size determination, application of statistics to parametric and non-parametric data. 13. Describe the role of statutory and advisory regulatory bodies e.g. National Institute for Health and Clinical Excellence (NICE) and explain the concept of evidence based practice. 14. Describe a range of dissemination methods for the output of research, audit and service improvement findings and understand the advantages and disadvantages of each method. 15. Explain quality assurance frameworks in research, audit and service improvement. Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism) 1. Begin to develop critical analytical skills. 2. Evaluate and apply research findings. 3. Work within ethical frameworks. 4. Formulate a research question. 5. Undertake a literature review. 6. Explain the output from a literature review to a non-scientific and scientific audience. 7. Prepare a written report. Indicative Content Literature searching, Systematic Review Referencing (Vancouver, Harvard etc) Reference Manager software Ethical framework for human and animal research Research governance framework Difference between audit, research, service improvement Quantitative research methods Qualitative research methods including questionnaire design, focus groups Intellectual Property Roles and responsibilities of a researcher Basic statistical techniques to deal with parametric and non-parametric data Sample size and power calculations 16

17 Hypothesis testing Type 1 and 2 error Role of patients/service users in designing research studies Dissemination methods for research, audit and service improvement output Quality assurance of research, audit and service review 17

18 3.0 Division Specific Modules This section covers the seven Division specific modules that will be studied by all students undertaking Clinical Engineering. i. Year 1 Informatics, Maths and Statistics ii. Year 1 Scientific Basis of Engineering Electronics iii. Year 1 Scientific Basis of Engineering Basic Mechanics iv. Year 2 Innovation and Medical Device Development v. Year 2 Fluid Mechanics, Biomechanics and Materials vi. Year 2 The Medical Equipment Life Cycle vii. Year 2 Principles of Scientific Measurement. Section 3.1 Division: Theme: Year 1: Physical Sciences and Biomedical Engineering Clinical Engineering Informatics, Maths and Statistics [10 Credits] The overall aim of this module is to ensure that the student has the underpinning knowledge of medical informatics, mathematics and statistics required for the workplace. Learning Outcomes: Knowledge and Understanding 1. Describe and explain the need for data security and confidentiality within the medical environment. 2. Demonstrate skills in the analysis and interpretation of data within a workbased context. 3. Manipulate and present medical information by the use of spreadsheets, databases and presentation software. 4. Demonstrate the appropriate use of number, algebra, trigonometry, exponential, graphs and linear relationships to solve medical problems. Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism) 1. Use data securely, respects confidentiality and maintains consent in the use of data. 2. Manipulate, analyse and present data appropriately. 3. Apply appropriate mathematical and statistical techniques to clinical data. 4. Demonstrate good communication skills, supported by the ability to present data appropriately. 5. Computer literate with good keyboard skills. 18

19 Indicative Content Informatics Informatics and Clinical Practice Clinical coding/terminology Clinical information systems and applications Healthcare Computer systems Database management Data protection/caldicott/information Governance Database: o Create a database o Understand the basic principles of database o Interrogate and produce reports o Evaluate and amend the database Spreadsheet: o Creating worksheets, names, ranges, addresses o o Copying, formatting, deleting, moving, text, data, series Using and creating a wide variety of charts, graphs and graphics (e.g. log linear graphs, 3 Dimensional (3D) bar charts) Presentation software: o Create a short presentation o Apply appropriate techniques and slides for presentation o Evaluate and amend the presentation Networking and messaging standards, e.g. Digital Imaging and Communications in Medicine (DICOM), Health Level 7 (HL7) Mathematics and Statistics Numerical representation and scientific calculator use: standard form, negative numbers, percentages, accuracy & precision, conversion of units of measure Algebra: review of basic concepts Graphs: linear and non-linear graphs in the x-y plane, plotting a graph of the function, solving equations using graphs, solving simultaneous equations graphically Logarithmic expressions: indices, laws of indices, laws of logs, combinations of logs, natural logs & base 10 logs, solving equations with logarithms, properties and graph of ln and log function Angles and Trigonometry: degrees, radians, trigonometry ratios (sin, cos, tan), solving trigonometric equations, maxima & minima, graphs and waves generated by trigonometry Complex numbers Determinants, matrices and vectors Types of Data: Discrete and continuous data Summarising data graphically: dot plot, stem and leaf, box and whisker, grouped frequency distribution, histogram, cumulative frequency distribution, cumulative frequency polygon, bar chart, one and two variable data. Correlation and regression. 19

20 Summarising data numerically: mean, median, mode, samples, when to use various averages, standard deviation, error, inter quartile range, box and whisker plots, variance, range, measures of skewness Normal distribution: mean, standard deviation, areas under the curve, standard normal transformation, solution of problems Simple probability. Samples and Population Distributions: reasons for sampling sample size, random sampling, biased sampling, quota sampling, systematic sampling and stratified sampling, relationship to normal distribution, primary and secondary data. Section 3.2 Division: Theme: Year 1: Physical Sciences and Biomedical Engineering Clinical Engineering Scientific Basis of Engineering Electronics, to include Work-based training (25 credits) Learning Outcomes: Knowledge and Understanding 1. Explain Electric and Magnetic fields and the basic laws, which underpin them. 2. Explain basic analogue electronic components, circuits and systems. 3. Explain basic amplifier circuits for linear and non-linear applications. 4. Explain a range of basic factors will influence the signal quality e.g. noise, bandwidth, and impedance. 5. Describe signal processing and signal manipulation. 6. Describe basic digital electronic components, circuit and systems. 7. Describe the architecture of microprocessors and programmable devices. 8. Explain the basic principles of interfacing a device to a Microprocessor or Programmable device. 9. Write a very simple microprocessor/programmable device program. 10. Interpret basic circuit diagrams, recognising some common configurations. Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism) 1. Discuss scientific and engineering information in ways that can be understood by others, including patients. 2. Use correct terminology when discussing scientific and engineering issues. 3. Develop, maintain and improve personal knowledge and skills. 4. Demonstrate a good level of observational skills. 20

21 5. Demonstrate a good level of manual dexterity. 6. Listen and extract relevant information. 7. Identify, collect and record relevant information. 8. Interpret information. 9. Validate information from all available sources 10. Apply logical thought processes. 11. Problem solve. Indicative Content Concepts of electricity and magnetism, structures of matter and its properties SI Units and Laws associated with electrical and electronic engineering. Conductors and Insulators Semiconductor Theory Circuit components and associated symbols Elementary Analogue Circuits o Resistive, Capacitive and inductive, oscillators, amplifiers, including op amps, power amplifiers, power circuits including transformers Feedback, stability and noise Basic transducer theory o Thermocouple, bridges etc Motors Alternating Current (AC), Direct Current (DC), Stepping, pumps and their control and feedback circuits and systems Elementary Digital systems Logic theory Digital circuits, functions programmable devices Microprocessor/Microcontroller Interfacing with Microprocessor/microcontroller Programming of Microprocessor/microcontroller Application to simple control problems Signal Processing and manipulation Signal conditioning o Amplification, filtering, clipping, modulation Signal sampling - simple sample-and-hold/track-and-hold devices Analogue to digital and digital to analogue converters. Voltage-to-frequency and frequency-to-voltage converters. Signal Isolation principles. Analogue line drivers and receivers. 21

22 Section 3.3 Division: Theme: Year 1: Physical Sciences and Biomedical Engineering Clinical Engineering Scientific Basis of Engineering Basic Mechanics, to include Work-based training (15 credits) Learning Outcomes: Knowledge and Understanding 1. Explain the fundamental principles of applied mechanics. 2. Solve basic mechanical problems using the application of force. 3. Explain how a range of simple machines use a single applied force to do work against a single load force. 4. Describe Simple Harmonic Motion in terms of the action of forces. 5. Have the knowledge to select the appropriate tools to perform basic mechanical tasks. 6. Explain safe working practice applied to basic mechanical processes. Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism) 1. Discuss scientific and engineering information in ways that can be understood by others, including patients. 2. Use correct terminology when discussing scientific and engineering issues. 3. Desire to develop, maintain and improve personal knowledge and skills. 4. Demonstrate a good level of observational skills. 5. Demonstrate a good level of manual dexterity. 6. Listen and extract relevant information. 7. Identify, collect and record relevant information. 8. Interpret information. 9. Validate information from all available sources. 10. Apply logical thought processes. 11. Problem solve. 12. Identify risks and dangers. Indicative Content Fundamental concepts; Units of measurements; International system of units; numerical calculations Force Mass and acceleration Work Energy and Power Effects of force on Materials 22

23 Moments o Equilibrium of a particle; free body diagram; force system resultants; principle of moments; moment of a force; moment of a couple; Resultant forces and couples; equilibrium of planar system of forces; graphical and analytical method Internal forces o Shear and moments; relation between distributed load, shear and moment; stress and strain; tensile and compressive stress and strain; factor of safety Hooke's Law and elastic constants Friction o Dry friction; frictional forces on screws, belts and bearing, rolling resistance, lubrication Moment of area o First and second moments; polar second moment of area; centroids; theorem of perpendicular axis Bending of beams o Stresses due to bending, neutral axis, radius of curvature, moment of resistance, general bending formula o Principles of finite element analysis Torsion of shafts o Stresses due to top twisting, angle of twist, general torsion formula, power and work. Simple Harmonic Motion Rigid body dynamics Simple Machines Heat, Energy and Transfer Tools o Tool types, selection and use Safe working mechanical engineering practice Section 3.4 Division: Theme: Year 1: Physical Sciences and Biomedical Engineering Clinical Engineering Work-based Training (10 weeks) The overall aim of the work-based placements within Year 1 is to provide the student with a broad appreciation of the range of work undertaken within Healthcare Science. Students will begin the process of the development of the skills and attitudes relevant to the Healthcare Science Practitioner building on learning in the academic environment including practical sessions, clinical skills sessions, reflection on development etc. Additionally it should help students learn in the context of practice and real life experience and have a motivational element as they work towards a career in the NHS. This module will provide a foundation from which the student will build their knowledge, skills, experience and attitudes throughout the three-year 23

24 programme of study and transfer these skills to employment in healthcare science. It is expected that this period of initial work-based training will provide the opportunity to begin to integrate and embed many of the professional practice learning outcomes and enable the student to practice safely in the workplace. Students will be expected to begin to maintain a portfolio of evidence and relevant sections of the Training Manual. Learning Outcomes: Knowledge and Understanding 1. Describe the roles undertaken by a Healthcare Science Practitioner relevant to each area of their placements. 2. Explain the range of technologies and procedures relevant to their placements. 3. Describe the work of the healthcare science workforce and explain how it contributes to the patient pathways relevant to each area of their placement. 4. Explain the need to ensure that the needs and wishes of the patient are central to their care. 5. Explain the importance of developing and maintaining the patientprofessional partnership. 6. Explain the procedures relevant to the use of chaperones. 7. Explain the impact of adverse incidents on patients, carers and healthcare professionals. 8. Describe the procedures and need for evaluation of adverse incidents 9. Recognise the relevance of a Dress Code policy in the modern clinical environment. 10. Recognise the standards of professional behaviour expected of a Healthcare Science Practitioner. 11. Explain why responsibility for infection control is a shared responsibility. 12. Explain the structure of the organisation in which they undertake their work-base placements and inter-relationship of primary care, outpatient and inpatient services. 24

25 Learning Outcomes: Practical Skills On successful completion of this module the student will demonstrate: 1. Safe working in the clinical environment relevant to relevant to each area of their placements. 2. The six stage hand-washing technique. 3. Basic Life Support in accordance with current Resuscitation Council (UK) guidelines. 4. Appropriate professional practice at all times. 5. Effective communication within the work-based environment and clinical team. 6. In accordance with local health and safety regulations, the ability to undertake routine investigations as defined in the accompanying Training Manual. Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism) 1. Behave in a professional manner in matters of attendance, appearance, maintaining confidentiality and infection control. 2. Respect and understand individuals beliefs and ways of coping with illness. 3. Value social diversity and its relationship to service provision in healthcare. 4. Demonstrate the ability to work safely within each environment. 5. Demonstrate the ability to treat patients with respect. 6. Communicate effectively with the healthcare environment and clinical team and develop appropriate interpersonal skills. 7. Seek to adapt their communication style to meet the varying needs of different peers, colleagues and patients in different contexts. 8. Adopt a range of techniques to overcome barriers to communication. 9. Develop and maintain professional relationships and effective team working. 10. Discuss and demonstrate safe and effective practice in a healthcare environment. 11. Begin to develop a balance between reflective practice and active exploration in personal learning. 12. Take responsibility for personal learning. 25

26 Indicative Content and Suggested Experience Observe the work of a range of Healthcare Science departments, technologies and procedures Observe the process for handling work requests from the receipt of the request to completion Observe the patient journey from admission to discharge Gain an understanding of the skills required to work safely in the clinical/laboratory/workshop/radiation environment Record keeping, data protection, confidentiality Gain an appreciation of how the NHS is structured Team working and the role of multi-disciplinary team meetings Meaning and role of professionalism and professions in healthcare Roles of different professional grouping in Healthcare Science Human and social diversity and its implications for relationships, behaviours and service provision in healthcare Types of effective communication in the context of healthcare. Barriers to effective communication and strategies to overcome them Interpersonal skills related to dealing with patients, carers and healthcare professionals The skills needed to work as part of a team Management and evaluation of adverse incidents Data management (paper and electronic) Infection control Basic Life Support Reflective practice and its application Section 3.5 Division: Theme: Year 2: Physical Sciences and Biomedical Engineering Clinical Engineering Innovation and Medical Device Development [25 Credits] Learning Outcomes: Knowledge and Understanding 1. Describe the scientific principles that support the development and implementation of innovative technical solutions to clinical problems. 2. Know the legislation, standards and guidelines applicable to medical devices. 3. Explain the purpose of CE marking and the routes to compliance. 4. Review existing products and draw conclusions for suitability and evaluation purposes. 5. Discuss a specification that meets user and environment requirements whilst adhering to the relevant standards and legislation. 6. Review equipment design. 7. Explain and demonstrate the application of quality management systems relating to design and development of medical devices. 26

27 8. Explain the application of risk management to medical devices. 9. Describe electromagnetic compatibility requirements and the tests that medical devices would require. 10. Discuss medical device design proposals. 11. Explain and demonstrate the application of the general requirements for safety of medical electrical equipment and systems during the design, manufacturing and implementation of medical electrical equipment. 12. Appreciate the range of tests that need to be performed when designing or manufacturing a medical device. 13. Systematically and methodically review basic medical device designs. Assess the implications and risks associated with the modification of an existing medical device. Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism) 1. Develop, maintain and improve personal knowledge and skills. 2. Identify and extract relevant information. 3. Be aware of the importance of accurate information and record keeping. 4. Be aware of how technical activity or solutions will impact in the clinical environment. 5. Be aware of the development processes that must be followed when meeting clinical needs. 6. Demonstrate risk awareness. 7. Demonstrate attention to detail. 8. Work using safe and precise technical skills. 9. Use and develop analytical skills. 10. Demonstrate problem solving. 11. Use clear written and verbal communication. 12. Communicate complex ideas in simple terms. Indicative Content Guidelines, regulations and legislation relevant to the design and development of medical devices Legislation (UK Law and European Directives) Standards: International Electrotechnical Commission (IEC), International Standards Organisation (ISO), European Normal (EN) and British Standards (BS) Medicines and Healthcare products Regulatory Agency (MHRA) Guidelines and Alerts CE Marking and Routes to Compliance Available product review Good equipment design o Interpret and evaluate a basic specification for a medical device 27

28 o The basic component parts used when constructing a piece of equipment to be used in a clinical environment and how they interact o Electromagnetic interference (EMI) and the effect it can have in a clinical environment o The methods, principle of operation and limitations in displaying results o Fail safe principles o Risk management Quality Management Systems relating to medical devices and systems design Safety Requirements for Programmable Medical Electrical Systems o Risk concepts relating to software controlled devices Specifications o Establishing a user specification o Establishing a technical and environmental specification o Determining applicable standards and legislation Design Evaluation o Analysing designs o Failure modes and effects analysis Design, Manufacture, Testing and Documentation o Design techniques including for Electromagnetic Compatibility (EMC) o Computer aided design tools o Prototyping, simulating, experimentation, modelling o Use of advanced test equipment o Engineering drawings Electrical Mechanical o Printed circuit manufacture o Constructional issues Materials, Components, Wiring, Physical layout o Electromagnetic Compatibility (EMC) Testing o Type Testing o Functional Calibration and Safety testing What, how and when o Design verification and validation testing Appropriate mathematical methods that can be used to analyse design o Systematic methodology that can be applied to solve problems in design Application of basic principles and tools used in analysis of design Systematic analysis of design o Documentation Specification, Operational Manual, Technical File, Test Documents Circuit analysis o Appropriate mathematical methods that can be used to analyse circuit behaviour and describe electrical signals. 28