This module consists of a 14-week work-based placement for clinical measurement science students and is designed as a specialist module for students taking one of the four disciplines, namely, cardiology, Respiratory & Sleep, Neurophysiology and Vascular Science as their major discipline in the final year of the degree programme. Students will further develop an understanding of the scope and practice of clinical measurement science, including impact on patients and carers whilst consolidating the skills and professional conduct of a healthcare science practitioner.
The Aim of this module is:
· To expose students to specialist aspects of their chosen discipline
· To provide a clinical workplace experience enabling students to become safe and competent Clinical
Measurement Physiologists who can function effectively in the clinical environment.
· To appraise the factors contributing to effective patient-centred care.
· To expose students to specialist aspects of their chosen discipline.
· To enable students to critically reflect on their approach when dealing with patients undergoing clinical measurement investigations.
During this time the student is exposed to a variety of clinical testing scenarios. The student participates and assists in patient set-up, clinical testing and result interpretation as required while under the supervision of a suitably qualified member of staff.
Requirements for student training during this time are included in the fourth year practice education clinical training manual which outlines in detail the specific competencies required for their chosen discipline. There is one clinical training manual per discipline.
As part of this placement students must keep a logbook and sit a practical competency assessment in accordance with guidelines laid out in the current training manual for fourth year placement in each specialist discipline.
Reflective practice is associated with learning from doing and is viewed as an important approach for healthcare professionals who embrace continuous professional development. Engaging in reflective practice closes the gap between theory and practice. Structured opportunities for reflection can enable learners to examine and form their beliefs, values, opinions, assumptions, judgements and practices related to an action or experience, gain a deeper understanding of them and construct their own meaning and significance for future actions (Moon 1999).
Students will be required to keep learning journals while on practice placement to demonstrate learning.
Syllabus is defined by the placement discipline of the student and is detailed in the relevant clinical placement handbook.
Knowledge and understanding of the subject is developed through lectures, practical’s, 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 and tutorials, 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.
Learning will be facilitated by placement educators. A variety of teaching and learning methods may include the following:
· Demonstration by a recognised clinical educator in the placement facility
· Supervised patient contact using mentorship
· Staff and student led presentations
· Case presentations
· Ward rounds
· Attendance at clinics and opportunities to observe specialist treatments.
· Departmental in-service programmes
· Peer support in the university and practice-based setting.
· Support from practice educators and visiting tutors.
· elearning resources: Blackboard site
· Learning resources in practice area.
· Practice Placement handbook.
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