SHE Level 3
SCQF Credit Points 40.00
ECTS Credit Points 20.00
Module Code M3B822609
Module Leader Louise Boyle
School School of Health and Life Sciences
Subject Radiotherapy
  • A (September start)-B (January start)-C (May start)

Pre-Requisite Knowledge

Meeting programme requirements to proceed to level 3

Summary of Content

This module builds upon the level 2 practice placement and develops the students' professionalism in addition to their technical, person centred care and communication skills. The students have the opportunity to actively participate in pre-treatment processes and procedures and treatment delivery (under supervision). Students also have the opportunity to visit PET/CT, Brachytherapy theatre and ward, sealed sources, radioisotope therapy. Students also have the opportunity to observe IMRT/VMAT planning and participate in image guided radiotherapy


-360 1. Pre-treatment procedures and documentation 2. IMRT and VMAT Planning 3. Radionuclide imaging including PET/CT 4. Brachytherapy 5. Intensity modulated radiotherapy 6. Image guided radiotherapy Radioisotope therapy

Learning Outcomes

On successful completion of this module the student should be able to:-1. Demonstrate safe and effective operation of radiotherapy equipment for complex procedures (under supervision) 2. Identify service user and carer needs and demonstrate appropriate care skills.3. Describe and discuss the flow and use of patient information and imaging in the treatment planning process.4. Discuss and evaluate the role of advanced planning and treatment techniques i.e. stereotactic radiotherapy, intensity modulated radiotherapy and image guided radiotherapy.5. Interpret planning images and use the information to contribute to treatment planning procedures.6. Contribute to the acquisition and interpretation of treatment verification images and display appropriate clinical decision making.7. Describe a range of brachytherapy techniques and evaluate the role of this modality in the management of malignant disease.8. Demonstrate knowledge and understanding of the diagnostic and therapeutic use of unsealed radionuclides and evaluate their contribution to the management of malignant disease.9. Describe and evaluate pre-treatment procedures and protocols.10. Recognise the limitations of their expertise and seek advice and assistance as required

Teaching / Learning Strategy

This module builds upon the knowledge and skills acquired from the Level 1 and 2 practice modules. It also complements the academic modules delivered in Level 3 and is constructively aligned to link theoretical principles to their practical applications. The students benefit from working with and learning from the clinical staff on radiotherapy simulation and treatment units and attend specialist placements to the treatment planning department, brachytherapy theatres and wards and the sealed sources unit. Students also gain experience in treatment planning and pre-treatment sections. Students are supported by tutorials and lectures from academic and specialist clinical personnel and have access to the virtual learning environment to facilitate communication and access to module materials. Students obtain direct feedback on their professional performance throughout their placement via formative and summative assessment.

Indicative Reading

-108 -108 1. Department of Health (2007) The Ionising Radiation (Medical Exposure) Regulations 2000 (together with notes on good practice) Department of Health, London. 2. British Institute of Radiology, the Institute of Physics and Engineering in Medicine and the Royal College of Radiologists (2008). A Guide to Understanding the Implications of the Ionising Radiation (Medical Exposure) Regulations in Radiotherapy. The Royal College of Radiologists. London. 3. The Society of Radiographers (2013) Code of Professional Conduct 4. Health and Care Professions Council (2008) Standards of Conduct, Performance and Ethics. 5. Health and Care Professions Council (2013) Standards of Proficiency (Radiographers). 6. Health and Care Professions Council (2010) Guidance on Conduct and Ethics for Students 7. Journals such as: a. Radiotherapy and Oncology b. International Journal of Radiation, Oncology, Biology and Physics c. Radiography d. Journal of Radiotherapy in Practice 8. Internet sources such as: a. b. c. <> -108 11. Textbooks such as: a. Alsop, A. 2000, Continuing Professional Development in Health Care, Blackwell Science, UK Bolton, G. (2010) Reflective Practice: Writing and Professional Development, Paul Chapman Publishing Ltd. b. Barrett A, Dobbs J., Morris S.,Roques T. (2009) Practical Radiotherapy Planning 4 th Edition , London, Hodder Arnold ebook c. Hoskin P (2013) External beam therapy 2 nd edition. Oxford, Oxford University Press d. Symonds P, Deehan C, Meredith C, Mills JA (2012) Walter and Miller's Textbook of Radiotherapy: Radiation Physics, Therapy and Oncology, 7 th Edition. London, Churchill Livingstone ebook e. Tobias J., Hochhauser (2010) Cancer and Its Management, 6 th Edition.Chichester Wiley Blackwell f. Brown, R.A. (1995) Portfolio Development and Profiling for Nurses, Central Health Studies. g. Lilyman S., Merrix P. (2012) Portfolios and Reflective Practice (Nursing and Health Survival Guides) Pearson h. Cooper, C.L. & Watson, M. (eds.) (1991) Cancer and stress. London, John Wiley. i. Dickson, D. Hargie, O. & Morrow, N. (1997) Communication Skills Training for Health Professionals. Chapman and Hall. j. Sorbone A., Zwitter M., Rajer M., Stiefel (2013 New Challenges in communicating with cancer Patients Springer k. Faulkner, A. & Maguire, P. (1994) Talking to Cancer Patients & their Relatives. London, OUP. l. Ghaye, T & Lilleyman, S (2010) Reflection: principles and practice for healthcare professionals, Quay Books 2nd Edition. m. Healey, J. & Spencer, M. (2008) Surviving your Placement in Health and Social Care: A Student Handbook, Open University Press n. Hull C. Redfern, L. & Shuttleworth, A. (2005) Profiles and Portfolio's: A Guide for Health & Social Care, (2nd edition), Palgrave Macmillan. o. Moon, J. (2004) A Handbook of Reflective and experiential Learning - theory and practice. Routledge Farmer. p. Rolfe, G. (2011) Critical reflection in practice : generating knowledge for care Palgrave. q. Schon, D. A. (1987) Educating the Reflective Practitioner, Jossey-Bass. r. Schon, D. A. (1991) The Reflective Practitioner (2nd edition),Temple Smith. s. Boud D, Keogh R, Walker D (Eds) 1985, Reflection : Turning Experience into Learning

Transferrable Skills

-359 Reflect on their experiential learning and performance and identify further areas for development/learning goals. 2. Critically analyse own performance and display responsibility for own learning requirements. 3. Practice portfolio development. 4. Demonstrate the use of IT resources to research and present coursework according to SHLS policy. 5. Further develop psychomotor, team working, data processing and clinical reasoning skills.

Module Structure

Activity Total Hours
Independent Learning (FT) 90.00
Directed Learning 20.00
Tutorials (FT) 10.00
Assessment (FT) 30.00
Placement 250.00

Assessment Methods

Component Duration Weighting Threshold Description
Exam (Exams Office) 2.00 40.00 40% OSRE
Reflective Blog n/a 10.00 40% A Level 3 component of the Practice Portfolio
Staged Assessment n/a 10.00 40% A Level 3 component of the Practice Portfolio
Clinical Assessment n/a 10.00 40% A Level 3 component of the Practice Portfolio
Technique Report x 2 n/a 30.00 40% A Level 3 component of the Practice Portfolio