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The University of Southampton

HPRS3024 Work-based Training 3 BSc Healthcare Science (Respiratory and Sleep Physiology)

Module Overview

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

Module Aims

• demonstrate the ability to transfer and build on knowledge and skills gained prior to this placement • to communicate effectively with patient/client, carer and other professionals and vary your approach according to identified needs. • extract information from a range of sources, utilise a range of assessment methods appropriately and analyse and synthesise independently relevant information. • justify decisions made in relation to patient/client management using evidence-based practice • be proficient and confident in the choice of, and application of appropriate therapeutic and management skills • plan and manage time and resources effectively and to prioritise actions Independence in achieving these aims is reached under the supervision 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 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 log book 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 6 are contained in the Practice Placement Education Student Handbook with an example of the proposed template.

Learning Outcomes

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

  • Explain the underpinning principles of routine respiratory and sleep physiology investigations integrating knowledge of basic and clinical science.
  • Adopt systematic approaches to the analysis, evaluation and synthesis of published research evidence and demonstrate an ability to draw reasoned conclusions concerning its’ significance to the practice of healthcare science
  • Analyse the inter-relationships of ventilation, diffusion and perfusion in respiration.
  • Understand the basic concepts of breathlessness and the relationship between physiological events and the patient’s perception of breathlessness.
  • Evaluate the test selection process.
  • Understand the difference between obstructive, restrictive and mixed respiratory disorders and different disorders that affect lung function.
  • Critically review and evaluate departmental protocols in relation to the core skills in health and safety, human rights, patient identification, communication skills and management and quality assurance.
  • Critically review and evaluate routine tasks in relation to respiratory measurement and sleep science.
  • Produce a “Record of Experience” which cumulatively records/provides evidence of the skills, knowledge and attitudes gained.
  • Engage with research activity by evaluating research outcomes in respiratory & sleep physiology and judiciously applying them to professional practice
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.
  • Critically evaluate the skills necessary for effective leadership & management in the NHS
  • Summarise leadership & management theory and show if, and how, it has contributed to policy formation and decision-making in the NHS
  • Review your own leadership & management knowledge base and style and acknowledge how you can contribute to future service enhancements
  • Challenge discriminatory behaviour 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-centred 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 Respiratory & Sleep including: • Dynamic lung volumes and flows • Assessment of bronchodilator responses • Static lung volumes • Measurement of Transfer Factor for Carbon Monoxide • Overnight pulse oximetry • CPAP machine function • Calibration and quality control of equipment
  • 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 contained in the Practice Placement Education Student Handbook. Development of and building upon PDP process, including developing learning outcomes, producing 2 case studies to form the basis of a CbD and reflecting on learning experiences. Critically evaluating an area of practice, responding to the needs of a learner within a specific setting and taking responsibility for personal and professional development.

Special Features

Learners have opportunity for independent work based practice, with supervision from a placement educator. Learners can take a leading, independent role and full responsibility for a caseload. Parallel Practice Learning During the scheduled period of the Work-based Training 3 Module (only), students who are employed in NHS departments on Trainee Contracts (only) have the opportunity to apply, via the Recognition of Prior Learning Learning policy and procedure, to count the hours 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. 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. Part-time students should be mindful that undertaking their Work-based Training 3 placement on a part-time basis will result in their studies entering a fifth year. 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 clinical 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 time937

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 placement learning.. 


Assessment Strategy

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 MEE 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.




MethodPercentage contribution
Graded competencies 100%

Repeat Information

Repeat type: External


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

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