PRACTICE EDUCATION 4

SHE Level 4
SCQF Credit Points 40.00
ECTS Credit Points 20.00
Module Code MHB822657
Module Leader Karen Cameron
School School of Health and Life Sciences
Subject Radiotherapy
Trimester
  • A (September start)-B (January start)

Pre-Requisite Knowledge

Meeting programme requirements to proceed to level 4

Summary of Content

This module complements the Level 4 academic modules and builds upon the expertise gained in the previous practice education modules and aims to provide the student with the opportunity to consolidate their knowledge and skills to demonstrate confidence and competence to practise in their chosen profession. The module also aims to develop the students' problem solving skills to successfully resolve technical and patient care issues that arise in the course of radiotherapy practice. Special care issues relating to palliation and the care of vulnerable adults are included along with the management of adverse events. Students will be given the opportunity to mentor a student at a lower level of the programme and apply their practice educator training.

Syllabus

1. Clinical decision making and problem solving 2. Multiprofessional working 3. Extended scope of practice - review, imaging, IV injections, 4. Clinical assessment of the patient 5. Advanced radiotherapy technique and verification 6. Errors and near-misses in radiotherapy 7. End of life care 8. Small animal radiotherapy 9. Management of clinical incidents and near misses 10. Practice Education 11. Mentorship

Learning Outcomes

On successful completion of this module the student should be able to:-1. Demonstrate the professional skills, attitudes and behaviours of a registered practitioner.2. Demonstrate sound knowledge of palliative care with patients who are nearing the end of their disease trajectory.3. Discuss, evaluate and contribute to the care and support of vulnerable adults in the radiotherapy department.4. Demonstrate appropriate assessment of patients in order to assess suitability for treatment and further care and support required.5. Evaluate departmental procedures for the reporting and handling of adverse incidents and near misses.6. Evaluate the implications of technical and patient care complications that arise in routine radiotherapy practice and identify strategies for their resolution.7. Recognise the limitations of their knowledge and expertise and seek advice and assistance as required.8. Demonstrate effective mentorship of students in lower levels of the programme.9. Discuss the role of the practice educator and factors that impact on the successful education of radiotherapy students in the placement setting. 10. Evaluate the role and required attributes of the effective practice educator and demonstrate knowledge and understanding of practice education theory and principles.

Teaching / Learning Strategy

This module builds upon the knowledge and skills acquired from the Level 1, 2 and 3 practice modules. It also complements the academic modules delivered in Level 4. The students benefit from working with and learning from the clinical staff on radiotherapy planning, simulation, pre-treatment, follow up clinics, paediatric cancer unit and treatment areas and attend specialist placements to the Small Animal Hospital and local hospices. 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 module materials. Students obtain direct feedback on their professional performance throughout their placement via formative and summative assessment.

Indicative Reading

-360 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: -360 a. Radiotherapy and Oncology b. International Journal of Radiation, Oncology, Biology and Physics c. Radiography d. Journal of Radiotherapy in Practice -360 8. Internet sources such as: -360 a. http://www.sor.org b. http://www.hpc-uk.org c. <http://www.dh.gov> -360 9. Textbooks such as: -360 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. Brown, R.A. (1995) Portfolio Development and Profiling for Nurses, Central Health Studies. c. Lilyman S., Merrix P. (2012) Portfolios and Reflective Practice (Nursing and Health Survival Guides) Pearson d. Cooper, C.L. & Watson, M. (eds.) (1991) Cancer and stress. London, John Wiley. e. Dickson, D. Hargie, O. & Morrow, N. (1997) Communication Skills Training for Health Professionals. Chapman and Hall. f. Sorbone A., Zwitter M., Rajer M., Stiefel (2013 New Challenges in communicating with cancer Patients . Springer g. Ghaye, T & Lilleyman, S (2010) Reflection: principles and practice for healthcare professionals, Quay Books 2nd Edition. h. Healey, J. & Spencer, M. (2008) Surviving your Placement in Health and Social Care: A Student Handbook, Open University Press i. Hull C. Redfern, L. & Shuttleworth, A. (2005) Profiles and Portfolio's: A Guide for Health & Social Care, (2nd edition), Palgrave Macmillan. j. Moon, J. (2004) A Handbook of Reflective and experiential Learning - theory and practice. Routledge Farmer. k. Rolfe, G. (2011) Critical reflection in practice : generating knowledge for care l. Schon, D. A. (1987) Educating the Reflective Practitioner, Jossey-Bass. m. Schon, D. A. (1991) The Reflective Practitioner (2nd edition),Temple Smith. Boud D, Keogh R, Walker D (Eds) 1985, Reflection : Turning Experience into Learning

Transferrable Skills

-108 1. Reflect on their experiential learning and performance and identify further areas for development/learning goals to take into their first professional post. 2. Critically analyse own performance and display responsibility for own learning requirements. 3. Practice portfolio completion and use. 4. Demonstrate the use of IT resources to research and present coursework according to School policy. 5. Further develop psychomotor, team working, data processing and clinical reasoning skills.

Module Structure

Activity Total Hours
Tutorials (FT) 20.00
Assessment (FT) 30.00
Placement 250.00
Directed Learning 20.00
Private Study 80.00

Assessment Methods

Component Duration Weighting Threshold Description
Clinical Exam 2.00 40.00 40% Clinical Exam - 2 hours
Portfolio n/a 10.00 40% Portfolio
Techniques Report n/a 30.00 40% Techniques Report x 2
Staged Assessment n/a 20.00 40% Staged Assessment x 2