HPRS2026 Work-based Training 2 Healthcare Science (Cardiac Physiology)
The practice placement component provides practice based experience in the treatment/management of patients/clients. Learners build upon prior practice placement 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
These aims are achieved with the guidance and prompting of the practice educator. 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 Healthcare Science 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. 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 Info 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 laboratory 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 5 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:
- Critically review and evaluate department protocols in relation to the core skills in health and safety, human rights, patient identification, communication skills and management and quality assurance.
- Understand the underpinning principles of routine cardiac investigations integrating knowledge of basic and clinical science.
- Critically review and evaluate routine tasks in relation to cardiac physiology.
- Understand the test selection process.
- Produce a “Record of Experience” which cumulatively records/provides evidence of skills, knowledge and attitudes gained.
- Identify a topic related to practice which will become the focus of the research project at level 6.
- Become informed recipients of research evidence in healthcare science by systematically analysing available data sets (quantitative and qualitative) which underpin the practice of healthcare science and with particular reference to this module’s content
- Become informed recipients of research evidence in healthcare science by critically appraising professional journals and associated literature using established appraisal tools
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- Present complex ideas in simple terms in both oral and written formats.
- Actively seek accurate and validated information from all available sources.
- Select and apply appropriate analysis or assessment techniques and tools.
- Evaluate a wide range of data to assist with judgments and decision making.
- Contribute to and co-operate with the work of multi-disciplinary teams.
- Appraise the management and leadership issues in modern healthcare science with reference to published literature
- Analyse the influence of external factors on the management of healthcare
- Challenge discriminatory behavior and language.
- Adapt communication style and language to meet the needs of each listener.
- Respect and uphold the rights, dignity and privacy of patients.
- Establish patient-centered rapport.
- Consistently focus on their professional duty of care.
- Reflect and review their own practice to continuously improve personal performance.
- Consistently operate within a sphere of personal competence and level of authority.
- Manage their personal workload and objectives to achieve quality of care.
Subject Specific Practical Skills
Having successfully completed this module you will be able to:
- Demonstrate increased knowledge, understanding and confidence in application of the core skills in clinical practice, patient identification, communication skills, self-management and quality assurance.
- Demonstrate competence for routine tasks/situations in Cardiology including: • Electrocardiography • Blood pressure measurement • Ambulatory electrocardiographic monitoring • Ambulatory blood pressure monitoring • Cardiac stress testing
- Critically apply the scientific principles covered in the academic module within your own practice.
- Make the appropriate choice of equipment for the procedure.
- Use the equipment to produce the highest quality results.
- Perform patient investigations in a safe manner whilst undertaking appropriate infection control techniques.
- Undertake and document measurements and assist in the production of a factual report.
- Produce a “Record of Experience” which cumulatively records/provides evidence of the skills, knowledge and attitudes gained.
The integration of knowledge, development of skills and attitudes specific to the specialty area of the placement, building on previous experience. Components reflect the four sections of practice - safety, interpersonal, clinical and management skills as defined in the practice placement assessment criteria. A detailed indicative content is located in the Practice Placement Education Student Handbook. Development of and building upon PDP process, including developing learning outcomes, competencies, producing a case study to form the basis of a CbD and reflecting on learning experiences.
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. Learners receive prompted work based practice from a placement educator and take an active role and responsibility for a caseload under their supervision. Parallel Practice Learning During the scheduled period of the Work-based Training 2(or 3 as appropriate) Module (only), students who are employed in NHS departments relevant to the pathway taken and who are employed on Trainee Contracts (only) have the opportunity to apply, via the Recognition of Prior Learning (RPL) policy and procedure, to count the hours normally worked in their departments as trainee employees towards their placement hours. Students may only apply to accredit the number of hours per week normally worked as part of their trainee contract. Students will undertake the balance of placement hours at an allocated practice placement location which will not be their employing department. To avoid any conflict of interest during assessment, students who successfully apply to use this approach will be assessed in the placement setting only. As part of the Recognition of Prior Learning Learning process, students will need to demonstrate that the learning undertaken in their employing department contributes towards meeting the module’s learning outcome. All other students will be required to fulfil the full number of placement hours within their allocated practice placement location. Part-time students who do not meet the criteria specified above will have the opportunity to complete their placement on a full-time basis should they so wish. Students should contact the Programme Lead for details about the Recognition of Prior Learning policy and procedure.
Learning and Teaching
Teaching and learning methods
Learning will be facilitated by placement educators. A variety of teaching and learning methods may include the following: • Demonstration by a recognised placement educator in the placement facility • Supervised patient contact using mentorship • Staff and student led presentations • Case 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. • E-learning resources: Blackboard site • Learning resources in practice area. • Practice Placement handbook.
|Total study time||562.5|
Resources & Reading list
Due to the variety of possible specialist practice settings students take advice regarding set texts from their placement educator. Students will utilise their placement handbooks and level one and two module resources to prepare and support their placeme.
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 Healthcare 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 matches the students’ other academic outputs and that the modal classification matches the modal placement assessment grade. There will 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), Case Based Discussions (CbDs) and Observed Clinical Events (OCE). The table below indicates the number of formal work-based assessments that should be completed by the student at Level 5.
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.