Professional Practice (M)

Module title	Professional Practice (M)
Module code	RADM102DA
Academic year	2023/4
Credits	15
Module staff	Mrs Julie Mills (Convenor)

Duration: Term	1	2	3
Duration: Weeks	Please see note below*	Please see note below*	Please see note below*

Number students taking module (anticipated)	20

Module description

*Please note that Degree Apprenticeship programmes have variable start dates and modules are taught across the full year.

This module will rapidly develop your understanding of sociological and psychological aspects of healthcare that underpin contemporary patient and client care. As well as providing an understanding of current policies such as safeguarding and Duty of Candour, you will gain insight into the historical context and the human factors relating to the events and situations that gave rise to such policies. You will further develop your communication skills and learn how to support training, supervision and mentoring.

The module commences with an attendance block at the University of Exeter with an emphasis on face-to-face learning. The module then runs over a 12 month period with a series of six Masterclasses consisting of live online teaching. In the non-block weeks there will be protected ‘off the job’ learning (one day (7.5 hours) per week) supported by e-learning materials provided by the academic team. The full calendar of activities and assessment will be made available via the handbook. Annual leave may be booked in accordance with the requirements laid out in the handbook.

Module aims - intentions of the module

The aim of this module is to deepen your ability to use the evidence base so that you become an informed, evidence-based and compassionate practitioner.

With reference to the evidence base, you will learn about the impact of disability, and the impact upon the patient of trauma and chronic and acute disease. You will consider implications for the radiographer in order to ensure compassionate care. You will consider how healthcare practice can ensure it is fully inclusive. You will learn about events and situations that have arisen in healthcare, the human and situational factors involved, and how these have led to the introduction of policies, processes and initiatives in order to ensure patient safety and well-being. You will learn about the role of the radiographer in relation to such policies as safe-guarding and Duty of Candour. You will deepen your communication skills, to include giving feedback and managing conflict, and will learn about the skills needed to support training, supervision and mentoring.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

1. Evaluate and explain the concept of and need for reflective practice, continuing professional development and life-long learning
2. Critically discuss interprofessional working, including multidisciplinary review, and demonstrate awareness of the range of roles within healthcare including leadership and occupational health.
3. Demonstrate a critical awareness of the skills needed to support training, supervision and mentoring
4. Evaluate and explain the sociological and psychological concepts for healthcare and implications for individuals with disability, experiencing trauma, chronic and acute disease and their carers including patient centred care
5. Explain legal, ethical and professional principles relating to practice including consent and raising concerns
6. Critically discuss professional principles relating to both the practice and development of radiography including health promotion and targeted health screening

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

7. Demonstrate an in-depth awareness of leadership, associated skills, and its role within healthcare

ILO: Personal and key skills

On successfully completing the module you will be able to...

8. Demonstrate an in-depth knowledge of effective verbal and non-verbal communication skills for all age groups and cognitive abilities; including active listening skills, communicating professional opinion, challenging others and impact of self upon others
9. Demonstrate knowledge of educational theory and learning styles and communication strategies, including giving and receiving feedback, raising concerns, de-escalating conflict and conflict resolution
10. Demonstrate knowledge of resilience, self-care and emotional intelligence

Syllabus plan

Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:

REFLECTIVE PRACTICE AND LIFE LONG LEARNING

Models of reflection, reflective practice and learning journals

Continuing Professional Development and Life Long Learning

ROLES WITHIN HEALTHCARE

Interprofessional working and impact upon patient pathways and care

Role of other professions and services in healthcare

Role of occupational health

The role of the multidisciplinary team review (and other methods of patient review)

TRAINING, SUPERVISION, MENTORING

Relative roles / functions of training, supervision, mentoring

Skills needed to support training, supervision, mentoring

LEADERSHIP

Theories of leadership

Human factors and culture

Role of the advanced and consultation practitioner, and the practice educator including the CoR practice educator accreditation scheme.

Role modelling

PYSCHOLOGICAL AND SOCIOLOGICAL CONCEPTS RELATING TO HEALTHCARE

Psychology

Team working, group dynamics and influences upon individual behaviour

Prejudice and stigma including health stigma

Basic concepts in mental health.

Health psychology including stress and concordance.

Relationship of psychological states to health and altered function.

Self-awareness, self-care and resilience

Sociology

Social inequalities and their impact upon health.

Health inequalities.

Equality and diversity, inclusivity within healthcare

How disease and trauma processes impact upon the patient, and their carers

Implications of an individual impacted by disease or trauma for radiography practice, adapting practice

Disability awareness, LDA awareness, Dementia awareness

Weight stigma and providing compassionate care for the bariatric patient, adapting practice

Patient information – wording, formats (including Easy Read)

Mental Capacity Act and consent

Service User cases and values based practice

Mental health awareness, including stress, burn out

LEGAL, ETHICAL AND PROFESSIONAL PRINCIPLES RELATING TO HEALTHCARE

Confidentiality, autonomy and patient rights, limits to confidentiality, raising concerns

Privacy and dignity

Equality and values

Informed consent, and processes for when consent cannot be obtained

Professionalism – implications for self (personal and professional conduct)

Professionalism – implications for self (maintaining health)

Professionalism and the role of the Health Care Professions Council

Professionalism – equitable care including situations of personal incompatibility

Health and Care Professions Council Standards of Conduct, Performance and Ethics

Society and College of Radiographers Code of Professional Conduct

Context of healthcare provision including structures and policies of the NHS

Role of the Care Quality Commission in regulating quality of service.

Financial management in an NHS Trust.

Personnel management in an NHS Trust.

Using incident reporting to improve practice

Knowledge of the legislative framework and local implementation to ensure the safe use of contrast media, radiopharmaceuticals and medicines used in imaging

Legal and ethical considerations

The role of the radiographer and suspected physical abuse in children

Empowering service users to participate in decision making processes relating to their own care

Health and Care Professions Council Standards of Conduct, Performance and Ethics

Society and College of Radiographers Code of Professional Conduct

Professional principles

Principal findings of key reports (including Francis 2013, Keogh 2013 etc)

Cultural and human factors that might lead to poor care

Current initiatives and policies aiming to ensure competent, compassionate practice including Freedom to Speak Guardians, Duty of Candour, Professional and HCPC Codes of Conduct.

Safeguarding – children and the vulnerable adult.

REFLECTIVE PRACTICE AND LIFE-LONG LEARNING

Concept of and need for reflective practice

Reflective cycle models

Concept of and need for continuing professional development

Need to maintain up-to-date skills and knowledge and need for life-long learning

Learning theory, cognition, individual differences, nature and nurture, emotion and motivation.

TRENDS AND DEVELOPMENTS IN MEDICAL IMAGING

Potential impact on practice (service level and individual) of current developments and trends

Recognition of need to change practice due to new developments, technologies, and service need

Development of radiography as a profession

Radiographer role in health promotion, health education and health screening

Preparing for practice

Transition from apprentice to practitioner (personal development)

Awareness of personal assumptions, values, beliefs, attitudes and potential impact upon appropriate patient interactions

Supervising other staff – understanding of supervision policies, scope of role etc

Immunisation requirements for practice

EDUCATIONAL THEORIES & COMMUNICATION SKILLS

Effective verbal and non-verbal communication skills for all age groups (including paediatrics) and cognitive abilities; including listening skills and communicating professional opinion (service evaluation findings)

Communication strategies including giving and receiving feedback, raising concerns, de-escalating conflict, conflict resolution

Contribution to group discussions, challenge other’s views and knowledge in a constructive manner

Reflection upon impact of self upon others

Learning styles, assessment and recognising good and poor practice

Group dynamics, discussions, communication of information effectively

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching Activities	Guided independent study	Placement / study abroad
58	20	0

Details of learning activities and teaching methods

Category	Hours of study time	Description
Scheduled learning and teaching activities	9	9 x 1 hour lectures
Scheduled learning and teaching activities	9	9 x 1 hour practical sessions / seminars
Scheduled learning and teaching activities	40	40 x 1 hour e-learning resources
Guided independent study	20	Directed reading, private study and revision
This module is delivered as part of an integrated degree apprenticeship programme. The total required study hours for the programme have been designed in accordance with the ESFA regulations.

Formative assessment

Form of assessment	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Written assignment - skeleton plan	1x A4 plan	1-5	Verbal

Summative assessment (% of credit)

Coursework	Written exams	Practical exams
75	0	25

Details of summative assessment

Form of assessment	% of credit	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Written assignment	75	2000 words	1-5	Written
Presentation	25	15 minutes (group)	6 - 10	Written

Details of re-assessment (where required by referral or deferral)

Original form of assessment	Form of re-assessment	ILOs re-assessed	Timescale for re-assessment
Written Assignment (75%) 2000 words	Written Assignment	1 - 5	During the published assessment period (see ELE)
Presentation (25%) 15 minutes (group)	Presentation (individual)	6 - 10	During the published assessment period (see ELE)

Re-assessment notes

All assessment components must be passed at 50% or above. Each component of this module must be passed. Reassessment should be of the original assessment with additional preparation and / or revisions to the original assignment made to bring performance up to passing standard. In the event of referral/deferral in presentation, guidance will be given by the module lead. The referred assessment will be capped at the pass mark. The module mark will not be capped. If any component is not passed at the final referral attempt, the module is capped at 49%.

This programme runs to a non-standard timetable; assessment weeks and Assessment, Progression & Awarding Committees (APACs) for both initial and deferred assessments are held as per the programme’s published timetable.

Indicative learning resources - Basic reading

Gross R, Kinnison N, (2007), Psychology for Nurses and Allied Health Professionals, Hodder Arnold ISBN 978-14441-16755 (UL: 150 GRO) electronic version also available

ELE – College to provide hyperlink to appropriate pages

Indicative learning resources - Web based and electronic resources

Standards of conduct performance and ethics https://www.hcpc-uk.org
Code of Professional Conduct, College of Radiographers (2013), Society and College of Radiographers, https://www.sor.org/
Principles for continuing professional development and lifelong learning in health and social care, Society and College of Radiographers, https://www.sor.org/
Obtaining consent: a clinical guideline for the diagnostic imaging and radiotherapy workforce, Society and College of Radiographers, https://www.sor.org/Guidance on mental capacity decisions in diagnostic imaging and radiotherapy, Society and College of Radiographers https://www.sor.org/
The College of Radiographers Research Priorities for the Radiographic Profession, Society and College of Radiographers https://www.sor.org/

Indicative learning resources - Other resources

Aveyard H. (2018), Doing a literature review in health and social care (4^th edition), Open University Press, ISBN 978-0335248001
Braun V & Clarke V (2013), Successful Qualitative Research: A Practical Guide for Beginners, Sage, ISBN 9781847875815
Bowling A. (2014), Research Methods in Health: Investigating Health and Health Services (4th edition), Open University Press, ISBN 9780335262748
Denscombe M. (2014), The Good Research Guide: for Small-scale Social Research Projects (5^th edition), Open University Press, ISBN 978-0335264704
Field A. (2017), Discovering statistics using IBM SPSS Statistics (5^th edition), Sage, ISBN 978-1526419521
Johns C. (2013), Becoming a Reflective Practitioner (4^th edition), Wiley-Blackwell, ISBN 9780470674260
Meads G.et al. (2005), The case for Interprofessional Collaboration in Health and Social Care, Blackwell, ISBN: 978-1-405-11103-4
Sarafino E.P. (2014), Health Psychology, Biopyschosocial interactions (8^th edition), Wiley, ISBN 9780470873694
Sheaff M. (2005), Sociology and Health Care, Open University Press, ISBN 0-335-21388-X

Key words search

Medical Imaging; Health care; Interprofessional working; Patient; Professionalism; Psychology; Roles; Sociology; Evidence Based Practice; Professional Practice

Credit value	15
Module ECTS	7.5
Module co-requisites	RADM101DA, RADM103DA, RADM104DA
NQF level (module)	7
Available as distance learning?	No
Origin date	17/11/2020
Last revision date	07/03/2023