PROGRAMME SPECIFICATION

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AWARD and ROUTE TITLE BSc (Hons) in Radiotherapy and OncologyINTERMEDIATE AWARD TITLES Certificate of Higher Education in Oncology

Science & Technology

Diploma of Higher Education in Oncology Science & Technology

BSc in Oncology Science & Technology Name of the Teaching Institution Sheffield Hallam University

Mode(s) of Attendance Full Time

UCAS CODE B822

Professional/Statutory/Regulatory Body Recognising this Programme

Health Professions Council

The College of Radiographers

QAA Subject Benchmark Statements or other relevant external reference point

Subject Benchmark Statements for Therapeutic Radiography. The Quality Assurance Agency for Higher Education, 2001

The Health Profession Council Standards of Proficiency for Therapeutic Radiography and Standards of Education and Training

The College of Radiographers Education Strategy: Scope of Practice 2003

The College of Radiographers Education and Training :Guidance and strategies for effective relationships between education providers, placement providers and learners, 2005

The College of Radiographers: Approval and Accreditation Board Annual Report 2007

The College of Radiographers: Career Progression Framework for Radiography 2007

The NHS Knowledge and Skills

Framework, (NHS KSF) 2004

Emerging Skills for Health Framework 2005

Legislation and health and social care policy, National Occupational Standards and National Service Frameworks

Date of Validation 4th December 2008

1 PROGRAMME AIMS

The course aims to...

1.1 enable you to become a competent, safe and proactive Therapy Radiographer with a professional qualification that confers eligibility for registration with the Health Professions Council.

1.2 provide you with a sound understanding of scientific, technological, interpersonal and research principles that underpin safe practice.

1.3 develop your specialist knowledge and clinical reasoning skills to be able to plan and deliver radiotherapy and work effectively in oncology services within legal, ethical and professional frameworks.

1.4 help you develop into an emotionally intelligent practitioner responsive to patients needs by fostering in you an appreciation of the value of teamwork and collaboration with other professionals, service users and carers.

1.5 prepare you as a critically reflective practitioner who can make effective use of information and communication technology applications and strategies to support your professional practice and develop your independent learning ability to underpin the philosophy of life-long learning and continual professional development.

1.6 provide you with a range of academic, social and transferable skills which contribute to your personal, intellectual and career development; thereby enabling you to demonstrate enterprise skills and employability.

2 PROGRAMME LEARNING OUTCOMES

2.1 Knowledge and understanding covered within the Course. By the end of the course you will be able to...

2.1.1 identify and explain the physical principles involved in the production, use and interaction of ionising radiations; the technology and techniques used in the radiotherapy process and relevant radiation protection legislation.

2.1.2 critically appraise the relationship between anatomy, physiology, pathology, histology, the malignant disease process, radiobiology and the application of treatment in clinical practice to the management of cancer.

2.1.3 demonstrate the principles and practice of professionalism and communication that support collaboration with other professionals and service users.

2.1.4 demonstrate understanding and apply the theories and principles underpinning the effective use of evidence in practice.

2.2 Intellectual skills covered within the Course: by the end of the course you will be able to...

2.2.1 critically evaluate and reflect upon professional practice in radiotherapy and oncology and its theoretical base using an analytical and evidence based approach.

2.2.2 appraise recent developments and advances in the field of oncology in general and radiotherapy practice in particular.

2.2.3 synthesise learning from a variety of settings/sources and draw reasoned conclusions and sustainable arguments through consideration of a range of appropriate knowledge and evidence.

2.2.4 employ skills of awareness to reflect upon situations and devise an appropriate course of action.

2.2.5 make and justify professional judgements in the context of professional and interprofessional collaboration

2.3 Subject/Professional skills covered within the Course: by the end of the course you will be able to...

2.3.1 practise competently, accurately and safely exhibiting appropriate professional attitudes and behaviour expected within the boundaries of legal, ethical and professional frameworks.

2.3.2 demonstrate the skills that underpin professional and interprofessional practice including an awareness of cultures; ethical user and carer centred practice in which advocacy and strategies to challenge oppression are key components and an understanding and application of evidence based practice.

2.3.3 appreciate the patient experience in the wider context of your professional development by conveying empathy and understanding whilst endeavouring to demonstrate technical excellence.

2.3.4 critically evaluate the work place in terms of its potential to promote positive outcomes for all stakeholders through effective collaborative practice.

2.3.5 exercise sound clinical reasoning skills in order to provide appropriate, person centred and context specific care in a broad range of situations within radiotherapy and oncology settings.

2.3.6 critically reflect upon your own practice and demonstrate how this has contributed to your personal and professional development.

2.3.7 display adaptability to varying professional/practical situations and the confidence to deal with the clinical problems you encounter.

2.3.8 engage in self-directed learning that promotes continual personal and professional development.

2.4 Key skills covered within the Course: by the end of the course you will be able to...

2.4.1 demonstrate the skills and attributes required in a modern employment setting, including reflective practice, autonomy, entrepreneurship, effective mentorship, coaching and clinical supervision.

2.4.2 communicate ideas and information effectively through a variety of media and consistently demonstrate good verbal, non-verbal and written forms of communication in your involvement with patients and carers.

2.4.3 apply appropriate skills in the interpretation of evidence, recognise ethical practice in using and generating evidence and undertake systematic enquiry.

2.4.4 demonstrate self management of time and resources, working independently and as a member of a group.

2.4.5 apply problem solving skills to address academic and practice issues.

2.4.6 analyse personal contributions to working collaboratively and relate this to underpinning theories of effective interprofessional team working.

2.4.7 critically reflect upon your learning, appraise the performance of others and demonstrate how this has contributed to your personal and professional development.

3 LEARNING, TEACHING AND ASSESSMENT

Learning, teaching and assessment for your course are based firmly on the principles set out in the University's Learning and Teaching Strategy (2006). The aim of the strategy is to:

"foster collaboration between students and staff to ensure that successful learning takes place in a diverse and vibrant learning community".

This is achieved by a focus on the following three themes:

THEME 1: to be forward-thinking in the design of our courses and programmes in supporting lifelong learning and anticipating and responding to changes in demand and need, providing vibrant and challenging learning opportunities.

THEME 2: to enhance students’ learning experience, making assessment activities, support and feedback a powerful integrated feature of learning.

THEME 3: to introduce a comprehensive professional development framework that raises the base, improves practice and promotes excellence in learning, teaching and assessment.

The following sub-sections describe the ways in which these themes will impact on your experience of learning, teaching and assessment.

3.1 The Design of Learning ExperiencesLearning experiences are designed to establish a framework of lifelong learning. The principle of lifelong learning requires that you will systematically acquire the skills required for you to learn autonomously (independently). A vibrant, challenging and supportive learning environment has been designed by the course team the key characteristics of which are described below:

3.1.1 Tutor led, Tutor directed and Student directed learning

The design and delivery of this course emphasises the need for you to be active in your own learning, we will help you develop skills to work autonomously throughout the course. The balance of face to face learning led by tutors and learning activities you will practise individually or in groups with other students transforms as you move towards qualification. A range of specialist services are also available to help, such as student support officers, learning centre staff etc. Normally 100 hours of learning are planned for each 10 credits of study. You will be supported in your learning with a range of online resources and communication with tutors.

Lectures are largely tutor led. Seminars and Workshops blend tutor led and student led learning, usually combining activities and discussions. A range of tutorials are also provided either in small groups or individually both in the classroom and using online discussion forums to promote a questioning approach to learning and facilitate flexible, creative thinking.

Problem based learning is used throughout the course to help you develop higher level cognitive (thought process) skills (acquiring knowledge by the use of reasoning, intuition or perception). Case studies, service user experiences and clinical scenarios encourage you to synthesise and evaluate information, think critically and creatively.

The development of your personal and professional development portfolio (PPDP) throughout the course (supported by development workshops, tutor support and the interprofessional education modules) encourage you to question how you learn, to

integrate theory and practice, to critically reflect on your experiences and to construct logical action plans to drive your own development. Your learning and development will be evidenced in your PPDP using an e-portfolio platform.

Professional Development Facilitators, Link Lecturers or Clinical Learning facilitators will work with you each week during clinical placement to facilitate an enquiry based approach to your learning in the clinical environment by exploiting relevant clinical learning opportunities as they arise and promoting the integration of knowledge, theory and practice.

Service user involvementUsers of radiotherapy & oncology services for example patients, their families or carers have been involved in designing the programme and some of the resources you will use. These resources give an authentic ‘voice’ to service users and will help you develop a greater understanding of the patient experience and the value of involving service users in all aspects of practice. It will help you to appreciate the patients’ pathway and the physical and psychosocial issues they are faced with. Service users are involved in the delivery of the curriculum in a variety of ways for example face-to-face delivery, workshops, the use of role play and e-learning.

3.1.2 Interprofessional learning

Your university based interprofessional learning will take the form of modules undertaken in groups with students from the range of health, social care and social work professions in the Faculty of Health and Wellbeing they, are delivered by a team of tutors from this interprofessional group. Each module aims to help you to achieve a specific set of learning outcomes.

Within each year of your course you will undertake two interprofessional modules one with the theme of interprofessional working (collaboration) in health, social care and social work to improve practice and the experience of service users. The other will focus on developing your knowledge of evidence based practice and skills of research.

The learning from these modules is not isolated; you will need these aspects of knowledge and skills in order for you to complete your radiotherapy and oncology course and practice successfully. We recognise the immense value of learning with, from and about each other interprofessionally and the skills these modules help you to develop such as; being able to reflect on practice, evaluate the evidence base, understand research, identify problems and develop innovative solutions. Also to be able to identify your skills; to realise the value and transferability of these skills to different work roles and plan your personal and professional development etc.

Learning will be 'active' wherever possible, for example group work and collaborative case studies, with an emphasis on autonomous (student directed, independent) learning is supported by online resources (see section 3.1.4)

This learning will continue in clinical practice both in the interprofessional working environment of the radiotherapy department and via a range of experiential

placements to other work areas involved in the patients’ pathway. Learning activities within the interprofessional modules are integrated into your clinical practice learning and the personal and professional development portfolio for example; through planned work place activities and observations, reflection on and evaluation of practice.

3.1.3 Clinical experience

Clinical experience and training is a key element of this course as it provides you with the necessary skills and knowledge to work as an effective and competent Therapy Radiographer within the boundaries of legal, ethical and professional frameworks.

To acknowledge the value and importance of clinical practice within the course structure 90 credits (30 at each level of study) are dedicated to clinical education during the course. These credits along with your academic credits and two additional modules which assess your competence for practice ensure you progressively acquire the knowledge and skill competence required for professional registration and allow you to make a positive contribution to the service.

Structured clinical placements with supervision and tutorial support are the means to integrate knowledge, theory and practice. You will be based in one radiotherapy centre for the majority of your training; with experiential placements in other hospital areas to help appreciate the patients’ pathway e.g. ward placements, diagnostic imaging, nuclear medicine etc. You will spend a few weeks working in another of our partner radiotherapy centres (cross site placement) to be able to evaluate different approaches to treatment and patient support as well as working practices, facilities and resources.

You will be actively involved in negotiating and evaluating your learning during clinical placements and are encouraged to plan elective placements to meet your own identified personal and professional development needs throughout the programme.

3.1.4 E-learning E-learning is an integral part of the learning, teaching and assessment strategy.  E-learning within the radiotherapy and oncology programme encompasses:

Virtual Learning Environment (VLE) – a.k.a. Blackboard Virtual Environment for Radiotherapy Training (VERT) immersive visualisation

facility (see section 3.1.5) Radiotherapy planning software- ECLIPSE (see section 3.1.5) Introduction to Radiotherapy Planning for Students (IRPS) version 4. (see

section 3.1.5) e-portfolio platform (See also Personal and Professional Development Section

3.3)

Support in making the most of these e-learning opportunities is provided by the teaching team and learning centre staff.

The virtual learning environment (VLE) –BlackboardThe virtual learning environment (Blackboard) is used to support and enhance face-to-face and autonomous learning and will enrich your learning experience.  It will allow you to:

access learning materials undertake learning activities to prepare for face to face sessions undertake follow up work where specified undertake additional private study to address personal learning needs participate in group activities and discussion communicate with peers and tutors submit assessed work and receive feedback

All modules have an accompanying Blackboard site that can be accessed on and off campus. 

The Radiotherapy and Oncology Blackboard Organisation site is an overarching course site which provides continuous access to students in all years of the course. It is used to provide you with a variety of useful information such as how to claim for travel expenses, assessment hand in dates, academic calendars and other guidance. This site also helps you communicate easily with tutors, the course leader, student support officer and student year group representatives. The VLE will be an invaluable tool to support you during your clinical placements.

3.1.5 Practical/distinctive learning environments

Anatomy laboratories & Skills SuiteSpecialist teaching rooms and resources are used to support and enhance your learning experience such as anatomical models, interactive software packages and equipped suites to simulate practice environments.

VERT immersive visualisation facilityVERT (Virtual Environment for Radiotherapy Training) is a sophisticated learning facility that is used to enhance your academic and clinical experience.  VERT allows you to visualise environments in stereoscopic 3-D.  For example you will be able to learn how to operate a virtual linear accelerator to simulate practice or explore anatomical images in 3-D. 

e-portfolio platformAn e-portfolio platform is used to build your Personal and Professional Practice Portfolio that evidences your practice and development throughout the course and develops your skills to prepare for lifelong learning and mandatory continuing professional development (CPD) after qualification which is a requirement for all health professionals to maintain their registration with the Health Professions Council. 

Radiotherapy planning software-ECLIPSECommercial radiotherapy planning software is used to develop your knowledge and understanding of the radiotherapy process as well as enabling you to develop

essential practical skills in radiotherapy planning.  Use of this software is integrated into a number of modules on the programme, it will also be possible to view the plans you develop in 3D using the VERT facility.

Introduction to Radiotherapy Planning for Students version 4. (IRPS)This is an online tutorial that helps you to learn the principles of treatment planning and dose calculation. You are able to create treatment plans on a series of patient outlines; the software package automatically evaluates your attempts and provides feedback. This package is supported in modules in year 1 and 2 of the course but can be accessed online through blackboard at anytime to also support your learning during clinical placement.

3.1.6 Consent for participation in practical and clinical teaching.

As you can see from the outlines of course activities above there are many occasions when you will be asked to participate in practical activities in both the academic and clinical environment. Sometimes you will be asked to adopt the role of the patient in "hands on" practical activities such as practising safe moving and handling; sometimes in order to appreciate the patients experience or in for example role play scenarios. We ask you to confirm you will take part in these activities by signing a consent form which also details what you should do if you choose to opt out of any of these activities. A copy of this form provided to you each year and the information remains confidential and is kept in your university student file. You can see a copy of this form below.

SHEFFIELD HALLAM UNIVERSITY

BSc (Hons) Radiotherapy & Oncology

STATEMENT OF CONSENT

I agree to participate in classes and on clinical placements in a variety of settings and locations.

I understand that should any information regarding my health status be discovered during the course it is my responsibility to seek appropriate advice. This may include referral to my General Practitioner or other appropriate health professional.

I understand that it is my responsibility to inform the department / University of any disability. The University / department cannot be liable where there has been inaccurate / incomplete or non-declaration of any disability.

I understand the range of practical activities I will be expected to participate in and that I will be required to dress appropriately.

I understand as part of the practical nature of the course I will perform practical skills (under supervision) on my peers and will be expected to reciprocate.

I understand that it is my responsibility to be aware of the precautions and contraindications for each of the practical skills.

I understand it is my responsibility to inform either the module leader or the staff member who is teaching that particular skill if I feel unable to undertake any of the skills for whatever reason. Should this occur I will discuss this with the module leader / staff member.

I understand it is my responsibility to inform the practitioner should I wish not to take part in the practical event or if I experience any untoward symptoms during a procedure. I acknowledge that it is the responsibility of the practitioner to stop immediately should I indicate such symptoms or request that it should be stopped. I also understand that any such event will be followed up by a member of staff who will ensure appropriate action is taken.

I have read and understood the above and declare that I am willing and able to take part in practical activities and professional skills development in the undergraduate Radiotherapy & Oncology programme.

Signature of student Date

Student name

Student number

Year of study

Witness countersignature Date

Post held

Normally students confirm their ongoing compliance regarding consent by completing a new form each year. In accordance with the Data Protection Act this confidential form will be stored in the student’s personal file, which is kept in a secure place.

3.1.7 Learner AutonomyEach module has specific learning outcomes for you to achieve through a range of tutor led, student led and student directed learning activities and support. Each of these modules covers specific topics from the curriculum to develop your knowledge and understanding but also help you become more confident and develop skills to progress towards becoming autonomous or independent in how you learn.

We recognise that you may need help to bridge the gap between your previous educational or work experiences and the expected level in higher education. Year 1 (level 4) of the course is very much a foundation year when you will study aspects of radiotherapy and oncology alongside other learning activities to help develop your interaction with literature and electronic resources, information technology skills, academic writing and other study skills. You will receive feedback on the range of assessment activities to help you assess your progress and work on areas identified as in need of further development.

We also recognise that the clinical practice environment, its pressures and working practices may not be very familiar to you. So there are a number of activities timetabled to help you prepare; some learning activities focus on interpersonal communication skills with both staff and service users. Using patient experiences and case studies; as well as the wealth of practice experience of the teaching team will give you an appreciation of the needs of service users and your role in their care. Other activities focus on developing your spatial awareness and the ability to safely manipulate equipment and use technology in the radiotherapy department using simulations.

Learning experiences in modules in year 2 (level 5) and 3 (level 6) introduce new topics from the curriculum building upon this foundation to continue the development of your knowledge, understanding and skills. This is fostered through activities undertaken in seminars and workshops where you are encouraged to share ideas, experiences and develop new thinking and approaches. You will be regularly challenged by tutors, clinical staff and peers in relation to examining your existing and developing beliefs.

You are encouraged to link theory to practice in meaningful ways through a range of activities some of which are assessed using, for example; radiotherapy planning packages, report writing and clinical case discussions.

The expectations of your skills of critical thinking, innovation and ability to problem-solve increase as you move through the course and you are encouraged to take increasingly greater responsibility for your own learning and practice while still being supported by tutors.

Throughout the course service user involvement activities and interpersonal skills training will be incrementally developed to ensure you are responsive to service-user needs.

Throughout the course you will create and maintain your personal and professional development portfolio (PPDP) from the outset, when structured activities help you to

record and monitor your progress through self assessment and feedback. You will be increasingly challenged to take responsibility for planning your own learning experiences, reflecting on and evaluating your practice and planning and documenting your development.

3.1.8 Employability and EnterpriseStudents who graduate from this course have very good employment prospects and importantly employer and graduate feedback suggests a high level of satisfaction in the ‘product’ of the course i.e. the graduating students’ ability to perform all tasks expected of their role. However this is not the only aim for a graduate or employer and in an increasingly competitive workplace it is important that you develop a wide range of skills to support job applications as well as your ability to fulfil your professional role and manage your long term career development. These added value skills also make you more able to transfer to other, non traditional, areas of the service and other roles in modern practice. This course strongly encourages the development of ‘Employability’ skills and encourages you to demonstrate Entrepreneurship and to recognise the value of these skills.

You will develop skills in team working, project management, report writing, poster presentation and have opportunities to take part in conference organisation.

The development of additional skills of mentorship, clinical supervision and leadership are emphasised in the course and you are encouraged to practise these skills throughout your training for example by acting as mentors to level 4 (year 1) students during level 5 and 6 (year 2 and 3) of the course with opportunities for you to be awarded with credit towards the assessment of the Personal and Professional Development Portfolio.

The course will provide opportunities to explore competencies in for example first aid and public health such as smoking cessation intervention.

You are able to develop and demonstrate ‘Enterprise’ skills within the course by developing specialist areas of knowledge through individual research and designing your own development opportunities when in practice, linked to the interprofessional education and clinical education aspects of the course, as well as elective placements. Also by demonstrating innovative approaches to problem solving through reflection on and evaluation of practice.

By the end of the course your personal and professional development portfolio provides documentation of your knowledge and skills and provides a solid foundation to make the transition into preceptorship and support your continual professional development (CPD). The skills of portfolio development including self assessment, reflection on and evaluation of practice and development planning not only prepare you for employment, but effectively support the transition from student to qualified practitioner and underpin a life-long commitment to learning.

3.1.9 Student supportWe aim to provide you with comprehensive academic, pastoral and professional support and guidance.

Looking after yourselfThe university has support systems in place through the Student Academic Services department, the Porter Brook Medical Centre and also the Union of Students to help you manage your own Health and Wellbeing while at university. More information is available on the wide range of student support available in your course handbook and online via ‘shuspace’.

Academic supportYou are supported academically by a range of mechanisms including: module leader revision tutorials, exam preparation, feedback on draft assignments, online discussion and various assessment activities.

In addition to prearranged tutorials as part of a module’s timetable you are also invited to book tutorials with members of staff, either individually or in small groups.

You are provided with detailed module handbooks at the outset of each semester and a range of resources on each module Blackboard site.

Support on clinical placementDuring clinical placement you will be supported by either a Professional Development Facilitator or Clinical Learning Facilitator who are part of the course team but based within the placement department or a Link Lecturer who is a member of the university based course team that make regular visits, usually one day per week, to a designated placement department.

Personal tutorYou can be assigned a personal tutor upon request or if we identify you are in need of additional support. This tutor will provide academic and pastoral support although their primary responsibility will be to support you with your development, encouraging you to plan and reflect on your personal, academic and professional development. In addition to face-to-face meetings telephone and email will be used to ensure appropriate support.

Student support officerA dedicated member of staff is employed as a student support officer. To provide you with a contact service when you need advice and guidance on any issue.

The student support officer can provide assistance with extenuating circumstances applications and extensions to assessment deadlines when necessary.

Contact with tutorsThe course leader and student support officer regularly publicise their availability so you can contact them in person, via telephone or email. This is usually the first point of contact for you however you can approach any member of the course team for support and guidance or to discuss any academic or personal matters. We may help

you directly or refer you to specialist services available through the student and academic support service.

Student & Academic ServicesStudent & Academic Services has a range of facilities and services to help you be successful in your studies and make the most of your time at University.

The Advice and Information Service can provide initial advice and information and help you access appropriate services for your needs. Including:

Careers & Employment Disabled student support

Education guidance

International student support

Study Support

Multifaith chaplaincy

Counselling

Mentoring

Student financial support

Sheffield Hallam University Nursery

network – part time employment service

The service has two reception points:

The University entrance at City Campus Heart of the Campus, at Collegiate Crescent Campus

This service is available to all students, prospective or current, full-time, part-time and distance learning students and those studying on undergraduate and post-graduate programmes.

3.1.10 Support for international students

The university has a comprehensive range of support available for international Students this service is dedicated to helping all non-UK students, both EU and international, to manage their arrival, student life and studies including:

Pre-arrival and welcomeProviding e-mail advice to new students before your arrival in the UK, and advice about travel arrangements. A mentoring scheme is available. This allows new international students to ask existing students questions and find out what it’s really

like to be a student at Sheffield Hallam University.  An airport pick-up service is provided for students from Manchester Airport and various welcome events take place such as the orientation programme and trips to Chatsworth House and gardens.

Advice and guidanceA range of specialist advice and guidance is provided. If you need assistance with visa extensions or immigration issues you can book an appointment. We can check and dispatch visa application forms to the Home Office. We can also help with other issues such as applying for leave to remain under the International Graduates Scheme and for post-graduate students seeking work in the UK.

Financial problemsYou can arrange an appointment with an adviser if you start experiencing financial hardship due to an emergency or to unexpected circumstances. Your adviser will be able to offer advice on how to deal with the situation.

Learner developmentWe offer study workshops each semester to help you adjust to UK study methods and teaching styles. If you are having difficulty coping with adapting to new teaching and learning methods, or you are unhappy with your course, we can help. We have education advisers who provide guidance on course and assessment issues and can help you to work through any concerns you might have. We have also developed an on-line study guide to further support you in adjusting to UK teaching and learning methods.

Other supportWe work closely with the International Office and other agencies in Student & Academic Services to ensure all our international students can access quality support from application, through your course and after graduation. We also work with the Students’ Union and other groups to provide a range of social activities and events throughout the year.

Support for Learning University English Scheme - English language courses for international

students. University Language Scheme - A wide range of foreign language courses

including French, German and Chinese for students who wish to take a 10 or 20 credit foreign language module.

Education Guidance - one-to-one advice and guidance on course and academic issues

Drop-in Language Support - experienced tutors are available in the Learning Centres to offer general support with the practise and development of study methods

Living and working in the UK Accommodation Information for disabled international students

Careers information for international students

Looking after yourself National Health Service (NHS) charges and medical insurance

If you are studying in the UK for less than six months and are not from a European Union country you are not eligible for free health care. We strongly advise you to take out your own medical insurance cover - check this section to see if your country is covered.

Multifaith Chaplaincy Spiritual wellbeing and support for a wide range of faiths.

Counselling Help with a range of issues including homesickness, depression and anxiety.

Student Health at SHU UKCISAThe UK Council for International Student Affairs, UKCISA, provides advice and a range of free, downloadable information sheets. You can view hard copies of these notes at Student & Academic Services reception points.

3.2 Assessment ExperiencesA range of assessment activities and tasks are employed to support your learning and help you to evaluate and develop your skills using grading (marks) and feedback. Some of these are used to specifically test that you have achieved the learning outcomes for the modules which make up your course. This means that all assessment activity supports your learning but only some assessments are used for grading.

Activities and tasks are clearly related to specific module learning outcomes stated in module descriptions and handbooks. They are designed to support your learning by helping you assess your knowledge and understanding of a topic area or concept or application of skills such as clinical practice skills, working with published literature, writing reports and essays or presentations using PowerPoint or posters as well as verbal communication and practical skills etc.

3.2.1 Assessment for LearningIt is important to help you appreciate that your learning and development is progressive, developmental and continuous and the aim is to become a skilled practitioner, not only to achieve a ‘pass mark’ at the end of the module. So assessment activities and tasks are designed primarily to facilitate learning and skill development. Examples of ‘formative/assessment for learning’ activities include the use of online e-tivities, quizzes, learning packages, student-led seminars both face to face and in online discussion forums, presentations, role play, problem solving activity, group work and practical tasks. You are also encouraged to submit a draft outline of assignments for feedback prior to submission. These ‘formative’ or ‘assessment for learning’ approaches are used throughout all aspects of the course.

3.2.2 Feedback for assessment for learning activities/tasksFeedback is normally provided very soon after completion or as in the case of clinical feedback both during and shortly after a period of placement activity. You will receive feedback from tutors but also from your peers, with the aim of helping you develop both personally and professionally, evidence suggests that providing feedback to

and receiving it from your peers is very helpful in the learning process. Feedback on assessment for learning activities or tasks allows students, academic and clinical staff to reflect on the progress and achievement of both you as an individual and the student group. It provides a mechanism by which learning problems may be identified and appropriate remedial action for example tutorials and further study can be planned. Feeding this forward into your development planning helps you to improve your skills and achievement in future assessment.

During clinical placements, ongoing informal feedback will be given as well a formal feedback on your development by clinical staff, professional development facilitators, link lecturers or clinical learning facilitators. You will share your placement area at times with other students and you will be encouraged to mentor fellow students within the clinical area, which facilitates active debate and exchange of ideas.

3.2.3 Assessment for GradingSome assessments are designed to establish the degree to which module/course learning outcomes have been achieved. These activities and tasks (sometimes called summative assessments) are usually allocated a mark or grade and are clearly identified in each module and relate to specific module learning outcomes as well as assessing some key skills such as academic writing etc.

Summative (marked) assessments are designed to ensure you can demonstrate the fundamental knowledge and understanding necessary to ensure you can meet the required standard required for competent and safe practice. Whilst also having the opportunity to demonstrate higher-level skills of synthesis, analysis and evaluation.

Clinical assessments and the completion of the competence for practice skill profiles ensure you can operate safely within the clinical environment.

Some modules are assessed by coursework in the form of a written essay, work-package, case study, conference poster design, computer planning and evaluation and other practical assessments. These assessment strategies facilitate your learning and development and require you to challenge ideas and concepts, reflect on practice, critically explore the literature and relate theory to clinical practice.

Some modules are also assessed using examinations which may be multiple choice online tests, seen or unseen written examinations. These examinations usually aim to test the whole curriculum content of the module (all learning outcomes) to emphasise the importance of deep learning and skills of revision and retention and application of important information. 3.2.4 Feedback on assessment for grading activities/tasksFeedback is provided on the extent to which you have achieved specific learning outcomes and have met the assessment criteria (provided for each assessment task). The marks for summative assessment count towards the final module mark and marks from level 5 and 6 (in years 2 and 3) contribute towards your final degree classification. For more substantial pieces of work, such as the portfolio, feedback may be given in a staged approach over a period of time.

You will receive quality, typed feedback through the grade centre on each module blackboard site. You may receive verbal feedback either face to face or via an audio recording. In clinical education you will also receive ongoing written feedback from clinical mentors and end of placement appraisal. The feedback method to be used will be clearly stated in each module handbook. Normally you will receive a provisional mark within three weeks of submission, prior to the Award Board where the marks are ratified.

The variety and balance of both assessment for learning and assessment for grading methods ensure that the learning outcomes for each module and the overall course learning outcomes covering Knowledge and Understanding, Intellectual, Subject specific/Professional and Key skills (see section 2) are met, whilst providing you with feedback on your learning and development during the programme.

All learning outcomes are clearly expressed within the course handbook and are specified in each module handbook and module Blackboard site.

These learning, teaching and assessment strategies provide appropriate opportunities to give you constructive recommendations on how you might improve upon the standard you are currently achieving in both the academic and clinical environments and you are encouraged to reflect on this feedback and include it in your personal and professional development portfolio.

3.3 Personal and Professional DevelopmentThe intention of the degree programme is to prepare graduates for a professional career. Your programme includes a process of personal and professional development planning (PPDP) that will assist you in reviewing your progress towards the acquisition of key skills.

As previously described an e-portfolio platform will be used to build your Personal and Professional Practice Portfolio that evidences your practice and development throughout the course and develops your skills to prepare for lifelong learning, the transition to preceptorship and mandatory continuous professional development (CPD) after qualification. PPDP is further supported in interprofessional modules and clinical education, additional information and staged activities are provided within the VLE to support your portfolio development.

4 COURSE DESIGN AND STRUCTURE

The overall aim of the course is to produce competent and safe practitioners, with additional skills associated with a BSc degree level graduate. All components of the course combine to provide a cohesive pattern of clinical experience and academic study that are inter-dependent. Which facilitate student development to an appropriate level of fitness for practice and the academic award providing a solid foundation to make the transition into preceptorship and practice and continual professional development and life-long learning.

The course is three academic years in length e.g. September 2009 intake will graduate in June 2012. A specimen calendar detailing the sequence of academic and clinical placements is presented later in this section.

The total number of weeks per year (not inclusive of holidays) is:

Year 1 46 weeks Year 2 46 weeks Year 3 35 weeks.

The course comprises of 120 credits at each level 4, 5 & 6 (years 1, 2 & 3). These study credits are organised into modules of either 10, 20 or 30 credits. All modules on this course are compulsory. The course structure is later in this section.

The curriculum is organised into modules, which are delivered either in a single semester (6-8 weeks) e.g. Principles of Oncology 1, 2, 3 & 4 or over two semesters e.g. Radiotherapy Physics and Equipment 1 & 2. Interprofessional Education (IPE) modules in years 1 & 2 (levels 4 & 5) are undertaken in a single semester with some assessment activity taken forward into clinical blocks to support the theory practice link. In year 3 (level 6) IPE modules are introduced at the start of semester 1 and continue throughout the year.

The Clinical Education programme spans each entire year 1, 2 & 3 in a pattern of blocks. This structure enables modules to be assessed where appropriate and not only at the end of the semester. Year 3 (level 6) of the course is undertaken mainly in clinical placement with significantly less attendance to the university, students are supported by a distance learning approach in modules and professional development facilitators, link lecturers or clinical learning facilitators as well as personal tutors, research supervisors and ongoing availability of student support services and the course leader. This arrangement ensures a balanced programme of academic and clinical assessment throughout the year, thereby spreading the burden for the student, and avoiding concentrated periods of intense assessment activity or significant overlap in aspects of learning. The sequence of academic blocks and clinical placements maximises the opportunities for linking theory and practice.

Intermediate awards Intermediate awards for those students wishing to ‘step off’ the programme are available and designed to ensure students receive appropriate reward for credits achieved. These awards, while not conferring eligibility for registration with the HPC are appropriately named to facilitate students to use in further study or employment, potentially within the field of radiotherapy and/or cancer services.

We are not able to recruit to or run a specific part time cohort, however individual plans of study and tailored phasing arrangements are be created for students when required; to support individual circumstances which do not enable students to complete the full time course in the traditional way.

The curriculum of levels 4 & 5 of the BSc course are matched to a high degree with those of the Radiotherapy Assistant Programme to enable smooth progression of

assistant practitioners with appropriate skills and experience onto the degree programme. Conversely it may be possible for BSc students to APCL credits onto this course providing they fulfil the entry requirements e.g. gain employment within a radiotherapy department in an assistant post, have a good practical skill level, good references and agree funding and support. However it is not envisaged that BSc students will be taking intermediate awards other than in those circumstances where they currently decide to leave the course. The course team aim to maintain their record in keeping attrition rates at a low level and will not normally encourage full-time students to opt for leaving with intermediate awards.

Course StructureYear 1, Level 4, 120 credits

Semester 1 Semester 2

Principles of Radiation Oncology 120 credits

Principles of Radiation Oncology 220 credits

Using Knowledge and Evidence to Support Study and Practice IPE

10 credits

Introduction to Interprofessional Practice

IPE 10 credits

Principles of Anatomy & Image Interpretation

10 credits

Radiotherapy Physics and Equipment 120 credits

Clinical Education 30 credits

Year 2, Level 5, 120 creditsSemester 1 Semester 2

Principles of Radiation Oncology 320 credits

Principles of Radiation Oncology 420 credits

Developing Collaborative PracticeIPE 20 credits

Using and Evaluating Evidence to Inform Practice IPE 10 credits

Radiotherapy Physics and Equipment 220 credits

Clinical Education 30 credits

Competence for Practice 1

Year 3, Level 6, 120 creditsSemester 1 Semester 2

Generating and Evaluating Evidence for PracticeIPE 30 Credits

Capable Collaborative WorkingIPE 20 credits

Preparation for Practice20 credits

Accuracy and Reproducibility20 credits

Clinical Education 30 credits

Competence for Practice 2

Academic CalendarWk W/B Yr Year 1

(2009 cohort)

Year 2(2008

cohort)

Year 3(2007

cohort)9 21 Sep 09 Induction CLINICAL IPE

10 28 Sep 09 Induction & IPE

ACADEMIC ACADEMIC

11 5 Oct 09 ACADEMIC IPE ACADEMIC12 12 Oct 09 ACADEMIC IPE CLINICAL13 19 Oct 09 ACADEMIC ACADEMIC CLINICAL14 26 Oct 09 ACADEMIC ACADEMIC CLINICAL15 2 Nov 09 ACADEMIC ACADEMIC CLINICAL16 9 Nov 09 ACADEMIC ACADEMIC CLINICAL17 16 Nov 09 STUDY ACADEMIC CLINICAL18 23 Nov 09 CLINICAL STUDY CLINICAL19 30 Nov 09 CLINICAL CLINICAL ACADEMIC20 7 Dec 09 CLINICAL CLINICAL ACADEMIC21 14 Dec 09 STUDY CLINICAL STUDY22 21 Dec 09 HOL HOL HOL23 28 Dec 09 STUDY STUDY HOL24 4 Jan 10 STUDY STUDY STUDY25 11 Jan 10 Exam/Study Exam/Study STUDY26 18 Jan 10 Exam/Study Exam/Study ELECTIVE27 25 Jan 10 ACADEMIC CLINICAL PROJECT28 1 Feb 10 ACADEMIC CLINICAL PROJECT29 8 Feb 10 ACADEMIC CLINICAL PROJECT30 15 Feb 10 ACADEMIC CLINICAL PROJECT31 22 Feb 10 ACADEMIC CLINICAL PROJECT32 1 Mar 10 ACADEMIC ACADEMIC CLINICAL33 8 Mar 10 IPE ACADEMIC CLINICAL34 15 Mar 10 ACADEMIC ACADEMIC CLINICAL35 22 Mar 10 ACADEMIC ACADEMIC CLINICAL36 29 Mar 10 STUDY STUDY STUDY37 5 Apr 10 HOL HOL HOL38 12 Apr 10 CLINICAL ACADEMIC PROJECT39 19 Apr 10 CLINICAL ACADEMIC PROJECT40 26 Apr 10 CLINICAL ACADEMIC PROJECT41 3 May 10 *CLINICAL *ACADEMI

CPROJECT

42 10 May 10 STUDY STUDY CLINICAL43 17 May 10 Exam/Study Exam/Study CLINICAL44 24 May 10 Exam/Study Exam/Study CLINICAL45 31 May 10 STUDY HOL *CLINICAL46 7 June 10 CLINICAL HOL CLINICAL47 14 June 10 CLINICAL CLINICAL48 21 June 10 CLINICAL CLINICAL49 28 June 10 CLINICAL CLINICAL50 5 July 10 HOL CLINICAL

51 12 July 10 HOL CLINICAL52 19 July 10 CLINICAL HOL1 26 July 10 CLINICAL HOL2 2 Aug 10 CLINICAL CLINICAL3 9 Aug 10 *CLINICAL * CLINICAL4 16 Aug 10 *CLINICAL* CLINICAL5 23 Aug 10 HOL CLINICAL6 30 Aug 10 HOL CSP7 6 Sep 10 CLINICAL CSP8 13 Sep 10 CLINICAL STUDY

5 PROGRESSION/CAREER ROUTESOpportunities for your career progression within the Therapy Radiography profession are excellent. There remains a shortage of Therapy Radiographers in the UK (College of Radiographers Approval and Accreditation Board Annual Report 2007) therefore opportunities for employment and promotion are plentiful. However, it must be stated that promotion is dependent on ability and experience.

After completing the course you are able to take up vacant therapy radiographer positions, preferably, but not exclusively, within the Strategic Health Authorities that currently fund the education and training of Therapy Radiographers at Sheffield Hallam University and provide clinical placements. The National Health Service (NHS) employs the overwhelming majority of Radiographers. However, the independent health sector continues to grow and it is expected that there will be increased opportunities for Radiographers to work within this sector.

There is also scope to work overseas in hospitals, clinics and education or research establishments. UK radiography qualifications are recognised and respected by a number of countries such as Australia, Canada, Hong Kong and the Arab states.

Career progression is achieved by experience and often further qualifications, which typically lead to team leadership and opportunities in management within the National Health Service or through diversification into other areas of cancer or general health services and associated agencies. Geographic mobility may help your career progression, but is by no means essential.

As a Therapy Radiographers you will have a wide range of transferable skills, which are invaluable in the labour market, including psychosocial, organisational, managerial, technical and scientific skills.

Career opportunities are available in research, the teaching and training of Radiographers and specialist areas of practice, such as treatment review, information and support services, palliative care, technical practice and cancer site specialist Radiographers.

Expert Practice (Advanced and Consultant practice) roles continue to develop in to support all stages of the cancer patients’ treatment and care pathways and offer career development in a number of patient management roles; career progression is also supported by the expert practice postgraduate programme of study available from Sheffield Hallam University.

Once you have successfully completed the BSc course there are opportunities to further develop your skills with post graduate study. The MSc in Radiotherapy & Oncology at Sheffield Hallam University is accessible after a minimum of 12 months post-qualification experience. Advanced and Consultant practice roles have enhanced the service for patients. These career development opportunities exist in a number of hospitals and are supported by the MSc in Advanced Practice (Radiotherapy & Oncology) and the MSc in Supportive & Palliative Care both available from Sheffield Hallam University. You may also enrol on other post graduate education programmes.

6 ENTRY REQUIREMENTS AND ENTRY PROFILE

6.1 Specific Entry Requirements for entry to the initial stage of this programme are

Academic Qualifications (including A / AS level grades and subjects, where applicable)

Candidates should normally...

Hold 5 GCSE passes at grade C or above which must include English Language, Mathematics and a Science.

Have a minimum of 200 UCAS Tariff points from one of the following:

Two GCE/VCE A levels (2 x A2)

(to include at least one science subject, general studies excluded)

Advanced GNVQ at grade C or above.

BTEC National Diploma with overall pass with distinctions and 4 merits from final year.

Irish Leaving Certificate passes in at least five approved subjects including Mathematics, English Language and a Science subject at Grade C or above.

Scottish Certificate of Education- 5 Passes, 3 of which should be at higher level, including Mathematics, English Language and a Science.

Access – 63 credits at level 3 of an Open College Network-accredited course in science subjects.

International Baccalaureate with a specified overall number of points.

Assistant practitioner with a Diploma in Radiotherapy and Oncology. Students undertaking the accredited Radiotherapy Assistant's diploma in HE from SHU can gain entry to level 6 of the degree following completion of a bridging package. The APCL process will be used where individuals have completed accredited programmes for other institutions.

The 14-19 Diploma Level of English

language capability GCSE English Language

grade C or above. Candidates from non-English

speaking countries are required to have passed the English Language test of the British Council with seven points or more, or equivalent.

(IELTS level 7 or above). Any other specific,

formally certified qualifications

N/A

Any other specific entry requirements

Well rounded individuals who...

1. have some care experience and/or an understanding of the needs of people with cancer. Applicants must have spent at least one day in a working Radiotherapy department and provide the necessary evidence of this experience.

2. are fit and healthy and able to fully participate in clinical practice.

3. have one supportive reference indicating that he/she is motivated to study and does not have a record of repeated absence and/or sickness.

4. undergo 'enhanced' checking by the Criminal Records Bureau before commencement of placement.

5. demonstrate the ability to undertake an intensive course of professional and academic study.

6.2 APPLICANT ENTRY PROFILE: the knowledge, skills and qualities etc. required to enable you to benefit from, and succeed on the programme of study are...

6.2.1 You must be committed to and enthusiastic about a career in Radiotherapy and Oncology and demonstrate some knowledge of the role of the Therapy Radiographer. A visit to a Radiotherapy and Oncology department is needed to develop this understanding. Evidence of such a visit is required, the university team and our partner placement providers will help arrange this.

6.2.2 You are expected to demonstrate excellent communication skills and a caring personality with empathy for patients with cancer. You be able to work as part of a team, be reliable and show initiative. You should also have an interest in developing the skills required to safely apply the advanced technology employed to localise tumours and plan and execute treatment delivery.

6.2.3 We require an enhanced criminal records bureau (CRB) check, occupational health clearance and baseline immunisations before you are allowed onto placement. This procedure is described for you at the time of completing these forms this may be at application or interview or pre enrolment days.

6.2.4 Basic IT skills such as word processing; the ability to search for and access information and learning materials and use of communication tools such as email are essential.

6.3 The University will select non-standard entrants to the programme in the following ways

6.3.1 Mature candidates over the age of 21 years and others who possess certified qualifications other than those stated in section 6.1 will be considered on their individual merit.

6.3.2 Applicants without evidence of recent study may be directed to undertake a

recognised Access course in Science subjects.

6.3.3 Normally these candidates will have Maths and English Language at GCSE grade C or equivalent to ensure literacy and numeracy skills are of a good standard.

6.4 Use of Prior Credit (APCL/APEL): prior certificated credit or prior experiential credit may be used within the Programme in the following ways:

Through the University's Accreditation of Prior Certificated Learning (APCL) or Accreditation of Prior Experiential Learning (APEL) process it may be possible for applicants to be exempt from some modules of the programme.

A student will not normally be allowed exemption from all or part of the clinical education programme. (A student transferring from another Radiotherapy course may be allowed to gain exemption from all or part of a period of clinical education).

6.4.1 Accreditation of Prior Certificated Learning (APCL)

Students can apply for exemption from specific modules if they can provide evidence of previous certificated learning.

The process will commence with confirmation of student place, claims under the APCL regulations will be recorded by the Faculty of Health and Wellbeing and considered by the course leader and other relevant colleagues. Students must provide evidence in the form of certification, the successful completion of the assessment activity, its academic level and credit rating. Outcomes of successful APCL claims will be ratified by the Board of Examiners and details recorded on individual student records.

6.4.2 Accreditation of Prior Experiential Learning (APEL)

Students can apply for exemption from specific modules if they can provide evidence of relevant previous experiential learning.

Claims under the APEL regulations will be recorded by the Faculty of Health and Wellbeing and considered by the course leader and other relevant colleagues. Students must provide evidence in the form of professional records of achievement, portfolio of evidence or other acceptable evidence of prior experiential learning. Outcomes of successful APEL claims will be ratified by the Board of Examiners and details recorded on individual student records.