It is the aim of this that a student should develop a conceptual and applied understanding of the role of cardiac
measurements in the evaluation of a patient’s condition. A student should acquire the necessary skills to enable
them to work in a cardiac laboratory environment. Students should be able to: apply healthcare science practice
scientific principles, method and knowledge to produce competent, safe and proactive healthcare scientists with
a professional qualification that confers eligibility for registration with the Academy of Healthcare Scientists; to
provide a sound understanding of the scientific, technological, research and interpersonal principles that
underpins effective healthcare science practice.
The module aims to develop the specialized knowledge and skills that can be utilized to plan, deliver and
evaluate physiological science applications within the legal, ethical and professional frameworks as appropriate
to the role of a healthcare science practitioner, and to develop the communication and interpersonal skills
required to be able to identify with and respond to the physical and psychosocial needs of the patient, their
carers and other healthcare professionals; putting the patient at the center of care.
Attention is also given to the need to be flexible and responsive to change with respect to patient needs,
technology, working practices and legislation and to encourage them to appreciate their future role in
contributing to knowledge transfer, innovation and entrepreneurship through the application of research and
evidence based practice, and to develop as reflective practitioners, capable of effective critical evaluation and
who can make effective use of Information Technology to support their professional practice and are committed
to the philosophy of lifelong learning and Continued Professional Development.
1. Electrocardiography Theory: Einthoven’s Triangle, Wilson’s central terminal, Goldberger’s terminal,
Electrical Axis.
2. Recording: Calibration, indications for ECG, preparation of equipment, standard settings, electrodes, lead
positions, skin preparation, patient awareness, noise and interference, reduction of artefacts.
3. Interpretation: The relationship between the ECG and the electrical events of the cardiac
Cycle ,Waveform Shapes, intervals and normal ranges, variations (related to age, activity, body build and
ethnic origin). Heart rate, QRS axis, atrial/ventricular arrhythmias, conduction defects, myocardial infarction,ischemia, drug and electrolyte effects, hypertrophy, Review of sinus rhythms.
4. Exercise ECG: Indications and contraindications; Exercise protocols; Patient awareness and preparation;
Electrode positions; BP Measurement; Safety issues; Exercise, heart rate and BP; End points; ECG changes
normal and abnormal; Complications; and Clinical results.
5. Ambulatory Monitoring: Principles and indications; Choice of appropriate device for patient; Instructions to patient; Application of monitor; Removal of; Appropriate results; and Identification of artefacts.
Cardiology Laboratory During placement the student should be able to conduct the following:
· 12-Lead Resting ECG
The student should be able to explain the test to a patient.
Apply the ECG electrodes and record a 12-lead resting ECG. Student should be able to interpret a normal ECG and identify certain abnormalities on ECG, identify artefacts and how to correct them. How to deal with patients of different needs (infectious, etc.).
Student should perform ECG on outpatients, wards, CCU and ICU. ·
Exercise ECG
The student should act only in an assisting and observational role during exercise testing.
The student should be able to set up the patient for an exercise test. o Explain the test to the patient.
Recognize artefacts and know how to correct them. o Be familiar with the safety equipment in the exercise room.
Should be able to record a manual blood pressure recording. o Be familiar with the various exercise protocols.
Be knowledgeable of the indication, contraindications, and end points of exercise testing.
The student needs to spend approximately two weeks performing ECGs. During this time they will also learn to put on a Holter monitor and an ambulatory BP monitors. ·
Holter monitoring to Able to put a monitor on a patient. o Explain the test to the patient. o Be able to recognize artefacts and know how to correct them. o Analyze the 24 hr tapes under supervision. ·
Ambulatory Blood Pressure monitoring to Explain the test to the patient.
o Able to put on a 24 hr blood pressure monitor.
o Remove the monitor and check that it works correctly.
o Be able to trouble shoot.
o Record a manual blood pressure using a spygmanometer and a dinamap.
o Analyze the monitor recording on the computer under supervision.
· Event Recorders
These recorders are not always in use. However the student should be shown how the monitor works and the principle of the test should be explained.
Knowledge and understanding of the subject is developed through lectures, practicals, tutorials and seminars.
Direct teaching methods are supported by directed study of textbooks and journal articles (hard copy or electronic) and web base resources. An active, student centred approach to learning is emphasised.
Engagement with patients and their carers in the academic setting facilitates insight of the patient perspective.
Computer assisted learning, problem based learning scenarios, case studies and experiential learning during professional practice placement all enhance knowledge and understanding. Specialist lecturers contribute at appropriate points during the course.
Knowledge and understanding is gained in the clinical environment and is supported by professional practice educators who are well placed to exploit the learning opportunities that arise and relate theory to practice.
Intellectual skills such as analysis, synthesis, evaluation, and problem solving are practised and demonstrated through active learning processes involving assignments, group-learning activity such as a seminars andtutorials, workshops and professional practice placement.
The teaching and learning methods place emphasis on experiential learning in the skills laboratory and whilst on professional practice placement. Practical assessments, case studies, role-playing exercises, reflective practice and student-led seminars play a significant part in both learning and teaching.
| Module Content & Assessment | |
|---|---|
| Assessment Breakdown | % |
| Formal Examination | 50 |
| Other Assessment(s) | 50 |