HPRS1025 Work-Based Training 1 Healthcare Science (Cardiac Physiology and Respiratory & Sleep Physiology)
The practice placement component provides practice based experience in the treatment/management of patients/clients. Learners build upon prior laboratory skills experience; integrate theoretical knowledge and skills learnt in academic modules into the practice environment and utilise transferable cognitive, affective and practical skills.
Aims and Objectives
This module has two components: work-based training and the log book. Work-based Training This component provides practical work-based experience with patients/clients. Learners apply the theoretical knowledge and skills learnt in academic module/s, in the practice environment and utilise their transferable cognitive, affective and practical skills. The aims of practice placement are to: • enable learners to develop their communication and interpersonal skills with patients/clients and colleagues • enable learners to apply aspects of theoretical study to clinical practice • develop skills in the assessment and treatment/management of patients/clients and in the evaluation of the effectiveness of their intervention with guidance from the placement educator. • develop self-management skills and an appreciation of the expectations of professional practice • enable learners to reflect on aspects of practice in the light of experience and advice These aims are achieved under the guidance of the practice educator/mentor. Log Book The competencies detailed within the logbook form the foundation of the work-based training modules and are an important part of the student’s record of experience. Completion of the competencies enables learners to link theory to practice and practice to theory. The National School of Healthscience requires practitioners to take responsibility for their own learning and to collect evidence of this development along the way. A ‘Record of Experience for Good Technical Practice’ encourages learners to achieve and maintain these skills and become familiar with the process of collecting evidence. The aim is to capture and document learners’ personal learning outcomes utilising Direct Observation of Practical Skills (DOPS), Case Based Discussions (CbDs), Observed Clinical Events (OCEs), graded competencies and record of experience (See learning outcomes below). Learners should complete the Record of Experience whilst on practice placement and include this within their portfolio. They should discuss this with their practice educator/mentor during practice and their academic personal tutor during the Academic and Personal Review (APR) cycle. The Record of Experience documentation is located in the Assessment and Learning in Practice Setting (ALPS) Placement Information Blackboard site. The APR system and documentation is located in the Staff Student Liaisons Blackboard site. Log Book The competencies detailed within the logbook form the foundation of the work-based training modules and are an important part of the student’s record of evidence. Competencies are transferable across learning outcomes and do not need to be undertaken twice where they are repeated in the programme. Where they are repeated reference should be made to the point at which this competency has been previously completed. Competencies are cumulative and as such not all competencies have to be completed within the relevant module. All competencies should be completed by the end of the programme. Students are expected to utilise different tools, resource and media within the local clinical environment to demonstrate each area of competence. Some competencies are exit competencies. These are described as such in the recognition that they require a longer time and experience to acquire and therefore cannot be limited to one specific module or individual learning outcome. Competencies for level 4 are detailed in the Practice Placement Education Student Handbook with an example of the proposed template.
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- Describe the roles undertaken by a ‘Healthcare Science Practitioner’ relevant to Cardiovascular, Respiratory and Sleep Science.
- Explain the standards of professional behaviour expected of a ‘Healthcare Science Practitioner’
- Explain the importance and responsibility for infection control.
- Explain the structure of the organisation and inter-relationship of primary care, outpatient and inpatient services in their placement
- Become recipients of research evidence in healthcare science by using formal search strategies to scope the research evidence underpinning modern healthcare science / cardiac physiology / respiratory & sleep physiology
- Become recipients of research evidence in healthcare science by considering the range of research activity in healthcare science / cardiac physiology / respiratory & sleep physiology by accessing professional journals and associated literature
- Explain a range of technologies and procedures relevant to Cardiovascular, Respiratory and Sleep Science
- Describe the work of the healthcare science workforce and how it contributes to the patient pathways relevant to Cardiovascular, Respiratory and Sleep Science
- Explain the need to ensure that the needs and wishes of the patient are central to their care
- Explain the importance of developing and maintaining the patient-professional partnership
- Explain procedures relevant to the use of chaperones.
- Explain the impact of adverse incidents on patients, carers and healthcare professionals
- Describe procedures and need for evaluation of adverse incidents.
- Explain the relevance of a Dress Code policy in the modern clinical environment.
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- Behave in a professional manner in matters of attendance, appearance, maintain confidentiality and infection control.
- Discuss and demonstrate safe and effective practice in a health care environment.
- Begin to develop a balance between reflective practice and active exploration in personal learning.
- Take responsibility for personal learning.
- Begin to consider ways that cardiac physiologists / respiratory & sleep physiologists can contribute to service improvements in healthcare science practice
- Explore the role of healthcare scientists in leadership and management of healthcare delivery
- Understand the roles and responsibilities of the members of the multi-professional team the student will be working alongside and respect their contributions in caring for the service user
- Respect and understand individuals’ beliefs and ways of coping with illness.
- Value social diversity and its relationship to service provision in health care.
- Demonstrate the ability to work safely within each environment.
- Demonstrate the ability to treat patients with respect.
- Communicate effectively within health care environment and clinical team and develop appropriate interpersonal skills
- Seek to adapt their communication style to meet the varying needs of different peers, colleagues and patients in different contexts.
- Adopt a range of techniques to overcome barriers to communication
- Develop and maintain professional relationships and effective team working.
Subject Specific Practical Skills
Having successfully completed this module you will be able to:
- Be able to work safely in the clinical environment relevant to the specialism of Cardiovascular, Respiratory and Sleep Science.
- Demonstrate the six stage hand washing technique
- Demonstrate Basic Life Support in accordance with current Resuscitation Council (UK) guidelines
- Demonstrate the ability to treat patients with respect
- Communicate effectively within the healthcare environment and clinical team.
- Demonstrate the ability to perform, under direct supervision, basic investigations in accordance with local health and safety regulations, including: • Routine electrocardiogram in an adult patient • Measurement of blood pressure using a manual device • Spirometry in an adult patient • Measurement of oxygen saturation (SpO2)
Practice Placement Integration of knowledge, skills and attitudes specific to the specialty area of the placement and reflecting the four sections of practice: safety, interpersonal, clinical and management skills as defined in the pre-set practice placement assessment criteria. A detailed indicative content is attached in Appendix 2. Introduction to the PDP process: including developing learning outcomes, recording competencies, reflecting on a learning experience and producing a practice case study which will form the basis for a CbD.
Over the 3-year degree programme, students will have the opportunity to undertake placements in a range of different clinical settings and will gain experience in all required areas of competency.
Learning and Teaching
Teaching and learning methods
Learning will be facilitated by practice educators/mentors. A variety of learning and facilitation methods may include the following: • Demonstration by a recognised practice educator/mentor in the clinical environment • Supervised patient/client contact using mentorship • Staff and learner led presentations • Case based discussion and presentations • Ward rounds • Attendance at clinics and opportunities to observe specialist treatments such as surgical interventions • Departmental in-service programmes • Peer support in the university and practice-based setting. • Support from practice educators and visiting tutors (locality contact). • E-Learning resources • Learning resources in practice area. • Practice Placement handbook.
|Total study time||375|
Resources & Reading list
Miller C, Freeman & Ross N (2001). Inter-professional Practice in Health and Social Care.
Learners use their student handbook and previous module notes to prepare and support their activity on placement..
Assessment Students will be graded using a validated, published assessment tool developed at the University of Southampton and currently used in other programmes. We believe that practice placement is such an important part of the students’ academic and professional development - and represents such a great deal of hard work on their behalf - that it should contribute to their degree classification. We are aware that the DoH and the National School of Health Science have been directive about the use of graded assessment tools so in the first instance we will pilot their use with these students. We hope to be able to demonstrate that a graded system can be employed which does not skew degree classification inappropriately. We have robust systems for preparing individual assessors for the grading role and careful scrutiny ensures that there is reliability in the grading. Our cohort studies have shown that the placement grades have matched the students’ other academic outputs and that the modal classification matches the modal placement assessment grade. There will also be continuous assessment across the 3-year training period in the workplace, using a series of Directly Observed Procedures / Direct Observation of Practical Skills (DOPs) and Case Based Discussions (CbDs). The table below indicates the number of formal work-based assessments that should be completed by the student in Year 1. Learners are required to pass the competencies, safety and professional aspects and achieve 40% for the graded components of the assessment.
Repeat type: Internal
Costs associated with this module
Students are responsible for meeting the cost of essential textbooks, and of producing such essays, assignments, laboratory reports and dissertations as are required to fulfil the academic requirements for each programme of study.
In addition to this, students registered for this module typically also have to pay for:
Travel Costs for placements
Staff travel costs: each student is allocated a locality visitor (member of academic staff) who will visit them half-way through the second placement block.
Please also ensure you read the section on additional costs in the University’s Fees, Charges and Expenses Regulations in the University Calendar available at www.calendar.soton.ac.uk.