Programme Specification

Transcription

1 Specification Final Award and Title Exit Award(s) and Title(s) Name of Route / Pathway / Framework Professional Qualifications Accreditation Modes of Study Delivery Sites Length Work Based Learning Graduate Diploma in Healthcare Science (Radiotherapy Physics) Graduate Diploma in Healthcare Science (Radiation Physics) Graduate Diploma in Healthcare Science (Nuclear Medicine) None There are three separate pathways, involving specialisation in the second year. These are Radiotherapy Physics, Radiation Physics, Nuclear Medicine. Awaiting guidance from professional bodies, pending introduction of new processes for Modernising Scientific Careers (MSC) programmes. Modernising Scientific Careers (MSC) Practitioner Training (PTP), Department of Health (DoH), pending accreditation from the Institute of Physics and Engineering in Medicine (IPEM). Part time, with block release for duration of one week at a time. Flexible and distance learning will be used to minimise travel requirements. University of Cumbria campuses, Gateway sites and approved partner locations 2 years part time. The programme is aimed at part time students employed within a healthcare science setting; the students will engage in work based learning in their normal place of employment. 1. Educational Aims of the The programme will prepare students for a career in healthcare science, under the Modernising Scientific Careers (MSC) programme of the Department of Health (DoH). Successful graduates will possess the essential knowledge, skills, experience and attributes required of newly qualified Radiotherapy Practitioners, Radiation Practitioners or Nuclear Medicine Practitioners. This meets the needs of the interim provision under the Graduate Diploma award. All rights including copyright in the content of this programme are owned or controlled by the University of Cumbria. Except as otherwise expressly permitted under copyright law or by the University of Cumbria, the content of the programme may not be copied, duplicated, reproduced, republished, posted, distributed or broadcast in any way without the written permission of the University of Cumbria. 1

2 The programme aims to develop the student s interest in and knowledge and understanding of the continually expanding field of Healthcare Science. Apart from the underpinning physical, biological, psychological and social sciences background that the student of the programme will require, the programme will develop those generic and transferable skills expected of the graduate in health care. This will be achieved through a wide and varied delivery approach that recognises the interface between academic and applied clinical working and through inter-professional co-operation. Through recognising the rapidly changing technological, medico-legal and ethical frameworks of the National Health Service, the programme aims to assure the professionals it produces are both safe and proficient for first post both in a subject specific way and having the evidence based techniques in their grasp to practise into the future as lifelong learners. At the point of graduation students will be able to: Practise competently according to the standards described in the MSC programme for the Graduate Diploma; Critically evaluate the quality of the evidence-base and articulate difficulties related to its implementation in complex clinical situations; Demonstrate clear supervision, leadership and management abilities through appropriate decision-making, resource allocation and team working Undertake research, development and innovation in practice To understand and apply the values enshrined within the NHS Constitution in all aspects of their professional practice 2. Features and Requirements The programme was developed in partnership with clinical practitioners in Medical Physics at Christie Hospital Foundation Trust. The programme has a strong emphasis on the application of scientific methods and approaches to medical physics research, development and innovation. Students who qualify from this programme are sought after by employers in the NHS and independent care settings because they are fit for purpose and make excellent future employees. There are three separate pathways, Radiotherapy Physics, Radiation Physics and Nuclear Medicine and on commencing the programme, students will be committed to their chosen pathway. Modernising Scientific Careers (MSC) Practitioner Training (PTP) s accredited under the PTP programme combine and blend academic and workbased learning to enable graduates to fulfil the role of a healthcare science practitioner. The objectives of accreditation are to ensure that each programme: 1. Meets the requirements of the MSC ethos, framework, educational and training standards, curriculum and learning guides specifications; 2. Involves NHS staff, patients and the public; 3. Has sufficient academic and clinical expertise and resources; 4. Continues to develop and evolve in response to NHS developments, curriculum changes and feedback from employers, students, lay people and other partners. Registration It is planned that successful completion of the programme will provide eligibility for registration with the voluntary register of the Academy for Healthcare Science (AHCS) and 2

3 the Voluntary Register of Clinical Technologists (VRCT). The latter is supported by accreditation through the Institute of Physics and Engineering in Medicine (IPEM). Although, at the time of writing, these registration processes are not finalised all graduates will be eligible to apply for these registrations. The Health and Care Professions Council (HCPC) The programme meets the standards of education and training required of HEIs by the HCPC even though there is no requirement for formal profession registration with the HCPC. Theory and practice time The programme requirement is that the programme takes place over 24 months. These weeks are split so that students spend 1200 hours studying theoretical aspects of the curriculum and simulated practice within the University setting or using online resources and the remainder of the time in clinical placement undertaking work based learning. The clinical elements will be managed and assessed by the student s NHS employer, with oversight of the assessment by the University. Each theoretical module will be delivered as a one week block, followed by typically a five week period in which the student will undertake self-study tasks, including some work based project work. Students are expected to attend all of the programme and any deviation from this must be approved by the programme team. Procedures for sickness and absence must be adhered to as outlined in the Handbook. Students must complete all the clinical work based assessment and it is expected that time lost will be made up over the course of the year. Should a student fail any Qualificatory Practice Units (QPUs) the student will not be eligible to progress on the programme and will become a confirmed fail at the next Module Assessment Board. It will be at the discretion of the clinical department concerned if the student is allowed to remain in practice once a clinical module has been failed for the second time prior to the examination board. Students will only have one reassessment opportunity should they fail a QPU. Good health and good character. The public has a right to expect the highest possible standards of behaviour and professionalism from all of its Healthcare Science Practitioners, and that qualifying Health Science Practitioners are fit to practise. This also relates to recruitment of students (see section 10), as well as conduct during the programme. All students are expected to comply with the Health and Care Professions Council (HCPC) Guidance for Conduct and Ethics for Students: and to demonstrate the skills, attitudes and behaviours that will enable them to comply with Standards of Conduct Performance and Ethics for Health Science Practitioner upon graduation: The University of Cumbria also has a Student Code of Conduct which all students are required to be familiar with and abide by: 3

4 Adjudication Procedure.pdf The Faculty of Health and Science has developed a well-established Fitness to Practise Policy which is aligned to the HCPC and the Student s Codes of Conduct. Students will be expected to read, familiarise themselves and adhere to the requirements for professional behaviour and attitude at all times in university; clinical practice settings and in their personal/public life. It is good practice that all applicants must demonstrate evidence of their good health and good character confirming their fitness to practise. Students will therefore be required to sign an annual declaration of their Good Health and Good Character thus demonstrating their continuing fitness to practice as a Student Health Science Practitioner. 3. Learning Teaching and Assessment The programme learning and teaching strategy has been developed with reference to the University of Cumbria Learning and Teaching Plan A variety of teaching and learning methods are used throughout the programme. These are designed to match the learning outcomes and to provide every student with some experience of methods best suited to their own learning style, supporting the move to an independent and mature learner. All these features are key in reducing attrition and increasing student satisfaction. Learning and teaching methods are designed to: instil the values of the NHS Constitution as fundamental in the delivery of care to service users and their relatives be student-centred, flexible and modern whilst being challenging and stimulating; support different learners needs at different stages of development; be fully supported by, and integrated with, technological approaches such as the Blackboard virtual learning environment (VLE). actively ensure the linkage of theory with practice; explicitly consider, value and incorporate service user and carer perspectives, involving service users and carers directly in formative assessment and the assessment of fitness to practise; to be fair, objective and impart academic rigour to the teaching and learning processes; develop the student as independent and self-directed, inculcating the ethos of lifelong and reflective learning; develop the student s abilities to learn effectively and progress academically, performing academically at level 6 in terms of achieving the programme aims and outcomes through a variety of assessments, including an in-depth evidence based literature review as well as the demonstration of student mentoring skills and leadership/change management. Modules use formative and summative assessment so that students progress through a module in a structured and constructive way and build knowledge for practice in a coherent and logical way. Formative assessments are designed so that feedback on the individual student s performance is provided prior to the submission of the final, summative assessment though this does not contribute to the final module mark or the credit awarded. The wordage or equivalent for both formative and summative 4

5 assessments is counted towards the whole module assessment wordage. The learning and teaching strategy is based on the philosophy that Healthcare Science Practitioners occupy a privileged position within society. Patients, clients and members of the public have the right to expect the highest standards of professional behaviour; Healthcare Science lecturers and clinical partners are gatekeepers for the profession and safeguard entry to it. Training to be a Healthcare Science Practitioners, whilst working and studying for this highly-valued qualification is a challenging and stimulating process, on both personal and professional levels. The programme is designed to ensure that theory and practice are clearly linked throughout in order to enhance patient care. This includes the requirement for students to demonstrate the appropriate professional attitudes, values and character throughout their written work, their time on placement, and conduct on the programme. (i) Learning, Teaching and Assessment approaches, pedagogy and values that underpin LTA design throughout the programme The values found within the NHS constitution are central to the delivery of the programme at all levels. These start with recruitment of students all the way through to final day. The core values are: Respect and dignity: valuing each person as an individual. Commitment to the Quality of Care: striving to get the basics right every time (both from a technical and scientific standpoint as well as a psychosocial perspectives). Compassion: having empathy for patients and striving to support patients, not because it is part of our professional role but because we care. Improving Lives: a professional approach will improve health and well-being as well as people s experiences of the NHS. Working Together for Patients: putting the needs of patients before organisational boundaries. Everyone counts: NHS resources are for the whole community. No one must be left behind. Service user and carer involvement is viewed as an integral part of the programme and we are actively continuing to develop their involvement in curriculum development and delivery. Practice mentors involve service users, seeking their opinions when assessing students on placement contributing to the overall decision regarding competence. (ii) Contexts For Learning The programme will be delivered by a campus-based learning experience which includes a mixture of more formal learning and teaching experiences but an increased proportion of the curriculum delivered by practical scenario based and simulated learning using the University skills labs. This will be delivered by University based staff but will also be supported with contributions from clinically based staff (with fractional University contracts) or mentors/lecturers from clinical practice. Delivery of modules or parts of modules on University of Cumbria campuses away from Lancaster, gateway sites and approved partner locations, may enhance opportunities for learning by giving students access to additional facilities. The use of electronic learning to support modules is a key aspect of the modules which will allow students from different healthcare science settings to engage with each other outside of formal face to face learning contexts. A large proportion of the programme takes place within Clinical Practice settings (see year 5

6 planner in the Placement Handbook). Students are supported and assessed in practice by trained mentors and other individuals with a higher level of training (Clinical Tutors or equivalent). University staff support clinical learning and mentors via link tutor virtual meetings and scheduled telephone calls. (iii) Learning, Teaching and Assessment Methods Teaching and learning methods will include: discourse, discussion, debate, small group work, seminar presentations, reflection-on and in-practice, context-based learning (also referred to as problem-based learning), and flexible, distributed learning (FDL) using Blackboard. Each module will facilitate the further development of literacy and I.T. skills, as well as the development of other key lifelong learning skills, and both tutors and students will monitor and evaluate this development via personal academic tutor meetings and the use of formative assessment methods. Development of clinical skills through simulation will be used where possible. Simulation provides safe learning opportunities in basic as well as potentially complex situations and also helps students acquire important skills before going into a placement environment. Simulation will also be facilitated using role play, workshops and the Stilwell Community VLE. There is a work based training/practice module each year. This results in the production of a clinical portfolio and students are required to pass all aspects of the portfolio (including attendance requirements) in order to progress to the next year. Should a student show inadequate progress as evidenced by failure or a Qualificatory Practice Unit Module then progression on the course would be decided by the Module Assessment Board. Qualified mentors assess students acquisition of skills and achievement of the competences in clinical practice. In addition to this, only mentors who have satisfied additional criteria are able to make the final sign off assessment of a student s practice and confirm that the required competences for entry to the register have been achieved. Students professionalism, attitudes, good health and character are vital aspects of this assessment. University Link Tutors, Personal Academic Tutors and Placement Education Facilitators support both students and mentors in the placements. The majority of theoretical work is linked to practice in some way and mentors will explore students underpinning knowledge, and also how their personal and professional characteristics impact on their performance. (iv) Formative Assessment Formative assessment is an integral part within each module and is seen as requisite in the development of the University Learning and Teaching Plan. It is also central in enabling students to understand the needs of service users and carers in the context of developing the values found within the NHS constitution. 4. Outcomes The programme outcomes have been prepared in alignment with the Modernising Scientific Careers Practitioner Training programme for Healthcare Science. On completion of the programme students will:- (i) Knowledge and Understanding 1. Understand, apply and evaluate scientific principles, methods and knowledge 6

7 underpinning Healthcare Science, generically and within one of the three specialisms; 2. Understand, apply and evaluate scientific method and approaches to medical physics research, development and innovation; 3. Understand professional, ethical and legal principles; reflect, learn and teach others; work effectively within a multi-professional team; (ii) Employability Skills 4. Demonstrate an ability to carry out complex technical investigations relevant to Healthcare Science, safely and effectively as appropriate to their role; 5. Recognise the need to 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; (iii) Qualities, Skills and Other Attributes 6. Demonstrate a range of transferable generic academic skills and capabilities to promote life-long learning, including study skills, independent learning, reflective practice, communication, team working, research and leadership skills; 7. Demonstrate the necessary analytical skills and attributes for further professional development, through academic study and continual lifelong learning as a healthcare science professional. 5. Level Descriptors At HE Level 6: (Year 3 undergraduate), students will be able to demonstrate that they have the ability: to critically review, consolidate and extend a systematic and coherent body of knowledge; critically evaluate concepts & evidence from a range of resources; transfer and apply subject-specific, cognitive and transferable skills and problem solving strategies to a range of situations and to solve complex problems; communicate solutions, arguments and ideas clearly and in a variety of forms; exercise considerable judgement in a range of situations; accept accountability for determining and achieving personal and group outcomes; reflect critically and analytically on personal and work place experience in the light of recent scholarship and current statutory regulations. 7

8 6. Curriculum Map Structure Level Module Code Module Title and Aim Credit Points Core/ Compulsory/ Optional/ Qualificatory * Notes (eg pre/corequisites, core optional etc) YEAR 1 6 HMSP6009 Professional Practice 1 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. To understand the need for regulations and protocols within the NHS to maintain patient safety. 6 HMSP6010 Scientific Basis of Healthcare Science 1 The overall aim of this module is to provide the students with the knowledge of human anatomy, physiology and pathology and to be able to synthesise this with the effective performance of their future role as a health care scientist. 6 HMSP6011 Scientific Basis of Healthcare Science 2 On completion of the module students will be able to use their pre-existing knowledge of physics to develop and apply their knowledge and understanding of medical physics to a point whereby they can effectively undertake their role within their first post as a Healthcare Practitioner. 20 Core 20 Core 20 Core 6 HMSP9012 Qualificatory Practice Unit 1 0 Qualificatory 8

9 On completion of the module students will have demonstrated they are making sufficient progress toward developing the practical skills, clinical experience, personal qualities/behaviours and completion of the various practical competences associated with the relevant MSC Work based Training Learning Guide. YEAR 2 6 HMSP9013 Qualificatory Practice Unit 2 On completion of the module students will have demonstrated they developed the practical skills, clinical experience, personal qualities/behaviours and completion of the various practical competences associated with the relevant MSC Work based Training Learning Guide. 0 Qualificatory PATHWAY-SPECIFIC MODULES : Radiotherapy Physics 6 HMSP6014 Practice of Radiotherapy Physics The overall aim of this module is to ensure that the student has the requisite knowledge and critical understanding of Radiotherapy equipment, dose measurement, calibration and quality assurance, and how they affect patient treatment. 6 HMSP6015 Cancer, Radiobiology and Clinical Radiotherapy Physics The overall aim of this module is to ensure that the student has the underpinning knowledge and understanding to allow them to plan a range of Radiotherapy treatments and immobilisation devises. 30 Core 30 Core PATHWAY-SPECIFIC MODULES : Radiation Physics 6 HMSP6016 Practice of Radiation Physics 30 Core 9

10 The aim of this module is to give a detailed understanding of the applications of ionising radiation in medicine. 6 HMSP6017 Radiation Governance and Risk Management (Radiation Physics) The aim of this module is to understand hazards and risks from ionising and non-ionising radiation and to raise awareness and develop key skills in communicating the risks associated with different sources of radiation in the context of other lifetime risks. 30 Core PATHWAY-SPECIFIC MODULES : Nuclear Medicine 6 HMSP6018 Clinical Nuclear Medicine The overall aim of this module is to ensure that the student has the underpinning knowledge to allow them to carry out a range of Nuclear Medicine investigations. 6 HMSP6019 Physics and Instrumentation (Nuclear Medicine) The overall aim of this module is to ensure that the student has an understanding of the instrumentation used in the Nuclear Medicine department and understands the physical processes behind image formation, manipulation and display. 30 Core 30 Core Progression / Award requirements Module pass mark: 40% * All modules must be passed for the student to proceed on programme from Year 1 to Year 2 and to apply for VRCT registration on successful completion of the entire programme. Should a student fail any of these elements they will not be eligible for progression. Only students completing the entire programme and who meet all the clinical competence 10

11 requirements (as demonstrated by completion of the Clinical Portfolio) will be able to graduate with the named award in Healthcare Science. Students must maintain fitness to practise and their suitability for clinical placement throughout the programme. Should a student exhibit non-professional behaviour, irregular attendance, continuing failure to make satisfactory clinical progress or dangerous practise, they will not be eligible to progress the programme. In such cases the clinical placement concerned will alert the programme leader. An adjudication interview will be convened involving the programme leader and either the personal tutor or clinical placement co-ordinator and a representative of the clinical department hosting the placement. This meeting will consider evidence and make a recommendation to the next available module assessment board in relation to the student s ability to progress on the programme. Should the board not be scheduled within four weeks then chair s action will be taken. Each Module Assessment Board will consider all students fitness for clinical progression. Should a clinical department refuse to continue to host a placement for a particular student due to professional reasons, then the University will not be obliged to seek another placement if that student had ignored previous advice pertaining to their clinical and professional development. Students exiting with all six modules of academic credit but not completed the Qualificatory Practice modules (QPUs) will only be eligible to receive a transcript of academic credit (no exit award). (*) Note: Core Modules must be taken and successfully passed. Compulsory Modules must be taken but can be carried as fails (if the award permits). Optional Modules students would be required to take an appropriate number of optional modules Qualificatory Unit of study Non-credit bearing pass/fail components that are used to satisfy relevant professional, statutory or regulatory bodies professional components that are not credit bearing and are pass/fail. 11

12 outcome 7 outcome 6 outcome 5 outcome 4 outcome 3 outcome 2 outcome 1 7. Assessment Map This map charts the assessment of the Learning Outcomes across the different modules. It is designed to ensure that assessment tasks are focused on demonstrating achievement of the Learning Outcomes including knowledge, understanding, academic and vocational skills, and other qualities. The following letters denote the contribution of each module: D = programme outcome is developed in this module F = programme outcome, or aspects of the programme outcome, are formatively assessed on this module S = programme outcome, or aspects of the programme outcome, are summatively assessed on this module Module Code Module Name HMSP6009 Professional Practice 1 D D D,F,S D D,F,S D,F,S D,F,S HMSP6010 Scientific Basis of Healthcare Science 1 D,F,S D D D D D,F,S D,F,S HMSP6011 Scientific Basis of Healthcare Science 2 D D D D D D,F,S D,F,S HMSP9012 Qualificatory Practice Unit 1 D,F,S D,F,S D,F,S D,F,S D,F,S D,F,S D,F,S CORE MODULES FOR ALL HMSP9013 Qualificatory Practice Unit 2 D,F,S D,F,S D,F,S D,F,S D,F,S D,F,S D,F,S 12

13 outcome 7 outcome 6 outcome 5 outcome 4 outcome 3 outcome 2 outcome 1 7. Assessment Map This map charts the assessment of the Learning Outcomes across the different modules. It is designed to ensure that assessment tasks are focused on demonstrating achievement of the Learning Outcomes including knowledge, understanding, academic and vocational skills, and other qualities. The following letters denote the contribution of each module: D = programme outcome is developed in this module F = programme outcome, or aspects of the programme outcome, are formatively assessed on this module S = programme outcome, or aspects of the programme outcome, are summatively assessed on this module Module Code Module Name PATHWAY-SPECIFIC MODULES: Radiotherapy Physics HMSP6014 Practice of Radiotherapy Physics F,S F,S D,F F,S F,S D,F,S D,F,S HMSP6015 Cancer, Radiobiology and Clinical Radiotherapy Physics F,S F,S D F,S F,S D,F,S D,F,S PATHWAY-SPECIFIC MODULES: Radiation Physics HMSP6016 Practice of Radiation Physics F,S F,S D,F F,S F,S D,F,S D,F,S HMSP6017 Radiation Governance and Risk Management (Radiation Physics) F,S F,S D F,S F,S D,F,S D,F,S 13

14 outcome 7 outcome 6 outcome 5 outcome 4 outcome 3 outcome 2 outcome 1 7. Assessment Map This map charts the assessment of the Learning Outcomes across the different modules. It is designed to ensure that assessment tasks are focused on demonstrating achievement of the Learning Outcomes including knowledge, understanding, academic and vocational skills, and other qualities. The following letters denote the contribution of each module: D = programme outcome is developed in this module F = programme outcome, or aspects of the programme outcome, are formatively assessed on this module S = programme outcome, or aspects of the programme outcome, are summatively assessed on this module Module Code Module Name PATHWAY-SPECIFIC MODULES: Nuclear Medicine HMSP6018 Clinical Nuclear Medicine F,S F,S D,F F,S F,S D,F,S D,F,S HMSP6019 Physics and Instrumentation (Nuclear Medicine) F,S F,S D F,S F,S D,F,S D,F,S 14

15 8. Indicative Assessment Calendar Module Code Module Title Method(s) of Assessment Weighting (%) Approx assessment deadline (eg mid semester) HMSP6009 Professional Practice 1 Written assignment 100 Mid sem.1 HMSP6010 Scientific Basis of Healthcare Science 1 Exam 100 End sem.2 HMSP6011 Scientific Basis of Healthcare Science 2 Exam/computer based project 50/50 End sem. 2 HMSP9012 Qualificatory Practice Unit 1 Qualificatory only Pass/Fail Year 1 HMSP9013 Qualificatory Practice Unit 2 Qualificatory only Pass/Fail Year 2 PATHWAY-SPECIFIC MODULES: Radiotherapy Physics HMSP6014 Practice of Radiotherapy Physics Exam/assignment 50/50 End sem.1 HMSP6015 Cancer, Radiobiology and Clinical Radiotherapy Physics Assignment/assignment 50/50 End sem.2 PATHWAY-SPECIFIC MODULES: Radiation Physics HMSP6016 Practice of Radiation Physics Exam/assignment 50/50 End sem.1 HMSP6017 Radiation Governance and Risk Management (Radiation Physics) Exam/assignment 50/50 End sem.2 15

16 PATHWAY-SPECIFIC MODULES: Nuclear Medicine HMSP6019 Physics and Instrumentation (Nuclear Medicine) Exam/assignment 50/50 End sem.1 HMSP6018 Clinical Nuclear Medicine Assignment/assignment 50/50 End sem.2 16

17 9. Support for Students and their Learning Students are allocated a personal tutor at the start of the programme and a meeting is normally arranged during welcome week. Regular meetings are then arranged after a period of clinical placement. There will be three meetings scheduled per year. Students can at any time make appointments for a face to face, telephone or online (eg. Skype) meeting with their tutor if they have an issue or the tutor may arrange to see a student if concerns are raised e.g. as a result of poor academic progress noted at the exam board. During these meetings students and their tutor review all aspects of clinical and academic progress. Part of this process will be to review clinical progress via the On Line Assessment Tool (OLAT). The OLAT also serves as a means of charting the professional development of the student over the entire programme. It allows them to reflect on their practice and set personal objectives with both clinical and academic support and guidance. Clinical staff within the placement hospitals will act as Mentors to students undertaking placements after receiving training from university staff. The OLAT is a live document which is easily accessible to both course tutors and clinical supervisors/mentors. Students of the University of Cumbria will have access to Library and Student Services (LiSS) facilities; careers and employability, financial help, counselling, health and wellbeing, support for disabled students and those with specific learning requirements and taught sessions to develop a high level of information fluency, digital skills and academic skills. Students will have embedded skills interventions from LiSS as part of their induction experience and beyond. Typically the interventions have taken the form of workshops but equivalent online input could be chosen through liaison. Embedded induction input will cover IT network passwords, basic intro to Blackboard and webmail, library services and electronic resources (ebooks, ejournals, image collections etc). Later input will cover more advanced (including level 7) information fluency and critical reading and writing skills. LiSS will provide quantitative and qualitative feedback to the faculty on the impact of the skills support offered to participants on an annual basis. Students can access individual support from LiSS via guidance and by face to face advice throughout their student journey. Further LiSS Learning and skills development workshops may be requested by tutors or directly. These sessions focus on a range of skills including; preparing for the online TDA skills tests, using smartboards, planning for dissertations and introducing the requirements of academic research and writing at Masters level. In addition, students will have access to online tutorials and the skills@cumbria support area on Blackboard and on the LiSS website: Module leaders will collaborate with LiSS Learning Enhancement Advisers to ensure reading lists are current and that ebooks and electronic journal titles have been considered. Reading lists will be made available to LiSS Learning Enhancement Advisers who will transform them into interactive electronic lists using the Talislist tool. The finished lists will be made available on an open access basis (for prospective students) from the LiSS website (and other appropriate platforms). 10. Criteria for Admission Entry requirements are as flexible as possible in line with Equal Opportunities legislation and the underpinning philosophy to achieve inclusivity and diversity, and as stipulated by University of Cumbria regulations. 17

18 Applicants will be recruited by the MSC Graduate Diploma scheme and will be expected to have a Physics or Applied Physics degree and be employed within a healthcare science department within an NHS trust. Any students applying for the programme must have access to a suitable clinical placement to enable them to undertake the required 50 weeks of full time equivalent practice hours and six full weeks of block attendance. Also: Students must provide evidence that they have enhanced DBS clearance via the placement hospital. Students must have achieved occupational health clearance form their placement hospital Potential students with a disability will be invited to an additional interview during the application process. This will determine the level of additional support of and reasonable adjustments required to allow the student to fully engage with the programme. All applicants must be able to demonstrate an be able to communicate in English to the standard equivalent to level 7 of the International English Language Testing System, with no element below 6.5 All applicants will be required to meet the admission criteria for the programme. As this will be a condition of appointment through the Graduate Diploma Trainee scheme, it is anticipated that applicants will normally have physics or some similar science degree. Applicants will need to provide evidence to meet University of Cumbria regulations however APL entry onto this specific programme is not permitted. 11. Methods for Evaluating and Improving the Quality and Standards of Learning and Teaching Mechanisms for review and evaluation of LTA, the curriculum and outcome standards Committees with responsibility for monitoring and evaluating quality and standards Mechanisms for gaining (and responding to) student feedback on the quality of teaching and their learning experience Staff development priorities for staff teaching this programme Clinical Liaison Meetings, Clinical Audits, Student Module Evaluations, Feedback from Personal tutors to Module and Leader, Departmental Quality Committee, Staff Student forums. Departmental Quality Committees (DQCs), Faculty Academic Quality and Standards Committee (FAQSC), Academic Quality and Standards Committee (AQSC) etc Clinical Evaluation Forms, Student Module Evaluations, Feedback from Personal tutors to Module and Leader, Departmental Quality Committees, Staff Student forums. (i) scholarly and research activities, professional updating as evidenced in staff CVs; (ii) It is UoC policy that all staff have achieved, or are working towards Standard 2 of the National Professional Standards either through undertaking the PGCert in Academic Practice or through completion of a professional portfolio. 18

19 12. Additional Information A significant proportion of the programme is undertaken in clinical practice placement and students will undertake a minimum of 50 weeks in their clinical practice placement setting. As students will be NHS Trust employees, based in a medical physics department, they will in reality, undertake many more hours as a condition of their employment. Should a student miss a significant proportion of their clinical placement time each year or they will normally not be able to progress until they have recouped this lost time. Such cases will be considered by the Module Assessment Board following consultation with the clinical placement department. A learning contract may be granted to allow the students to carry outstanding placement hours from one year to the next providing the board is satisfied that sufficient clinical progress is being made and the student has a realistic chance of completing the programme. The University strongly advises clinical departments hosting placements to allow students one day per week for study to allow students to successfully integrate academic and clinical learning and to undertake practice based project work. Students who apply for the programme who have a disability will be offered preliminary interviews with university support services in order to assess individual needs. A period of clinical assessment and consultation may also be required. Following this, recommendations for reasonable adjustments (in both the clinical and academic sphere) will be made for the particular student concerned. This would thus allow them to engage with the programme. Potential students will then be able to make an informed choice when choosing their programme. QAA Quality Code Chapter B4: Student Support, Learning Resources and Careers Education, Information and Guidance Special Educational Needs and Disability Act (2001) (SENDA) Techdis 13. Administrative and Supporting Information Key sources of information about this programme and its development can be found in the following: Department: Faculty Teaching Institution Collaborative Learning Outcomes, Indicative Content for Graduate Diploma in Healthcare Science (Radiotherapy Physics, Radiation Physics and Nuclear Medicine) % %20Final%201.0% pdf Health and Care Professions Council (HCPC) Guidance for Conduct and Ethics for Students: rstudents.pdf Medical and Sport Sciences Health and Science University of Cumbria N/A 19

20 Partners Description of type of Collaboration JACS code: code (CRS): N/A F350 UG-MEDPHY UCAS code: (where applicable) Date of last engagement with external bodies (eg QAA, Ofsted, etc) Date of Specification validation Validated period of programme: April 2013 (National School for Healthcare Science). 24 th October years (January 2014 to December 2018) Date of changes to Specification: Reason for change: (eg minor changes) Change to assessment plan (HMSP6015/6018) Date: August 2014 The University of Cumbria is registered under the Data Protection Act 1998 to collect and process your personal data. The University may be required to disclose student data, but will only do so within the terms of this Act. Please see the University of Cumbria website for more information. About Specifications This programme specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided. More detailed information is provided in the Handbook and associated Module Guides. Specifications are written with the student audience in mind and are available to students. In addition, they are used in a number of ways: As a source of information for students and prospective students seeking an understanding of the programme. For the teaching team to ensure there is a common understanding about the aims and learning outcomes for a programme. As a reference point for audit, review and monitoring purposes As a source of information for employers, and professional bodies to provide evidence 20

21 that required skills or abilities are developed by the programme. For more details about Specifications, refer to the QAA Quality Code, Chapter A3: The Level. DEFINITIVE DOCUMENT Date: Record of Changes: Date Section(s) affected Actioned by SITS updated (Y/N/NA) 21