APPENDICES FOR BSc (HONS) & MSc DIAGNOSTIC … · 2016. 2. 2. · bsc (hons) & msc diagnostic...

APPENDICES

FOR

BSc (HONS) & MSc

DIAGNOSTIC RADIOGRAPHY

CLINICAL HANDBOOK FOR

STUDENTS AND MENTORS

JANUARY 2016

CONTENTS

Page The Appendices contain the following documentation relevant to clinical Practice: Appendix 1 - Demographic Information 1 The student should complete this form and give it to the Clinical Site Co-ordinator on the first day of placement. This record contains confidential information and must be kept in a safe place. Upon completion of the placement the information needs to be destroyed or returned to the student. Appendix 2 - Attendance Sheet 2 This form should be signed by the student and countersigned by the Practice Mentor/Clinical Site Co-ordinator each month. Appendix 3 - Student Sickness/Absence Reporting Form 3 This form should be completed after each period of absence and given to the visiting lecturer on their next visit or sent to them at the University. If the student is required to make up extended periods of absence, this must be agreed with the Clinical Site Co-ordinator and the visiting lecturer informed. Appendix 4 - Out-of-Hours Record 4 This form should be completed by the student and signed off by the Mentor or Clinical Site Co-ordinator. Appendix 5 - Orientation to Work Area 5 The student should complete this form on their first day in each new work area and place it in their portfolio. Appendix 6 - Forensic Practice for Student Radiographers 7 These are included to ensure clinicians and students are aware of the protocol for forensic radiography. Appendix 7 - Dress Code for Student Radiographers on Clinical 8 Placement This identifies the protocol that has been agreed between the Clinical Site Co-ordinators and the University. Appendix 8 – Clinical Site Co-ordinator (CSCo) Mentor Concern Form 9 This form must be used if you have any issues or concerns about the student. You must identify your concerns to the student, document the issues and work with the student to identify a way of trying to address your concerns. Appendix 9 - Requesting Additional Clinical Hours in Practice 12 In exceptional circumstances students may request up to two weeks’ additional time on clinical placement. This document outlines the procedure. Appendix 10 - Additional Forms available to Students from the School 13

Intranet

Request to Change Placement Form

Placement Concern Form

Request for Leave of Absence Form

Placement Safeguarding and Whistleblowing Policy Appendix 11 – 360° Student Progress Form including Radiographer 15 Assessment of the Student’s Communication and Interpersonal Skills. This form should be completed at the end of each week and forwarded to the Clinical Site Co-ordinator. The student should always keep copies of the forms And take them along to the meetings with their Mentor where their progress will be reviewed and Action Plans agreed. This form contributes towards the 360° assessment of the student’s communication and interpersonal skills. Appendix 12 – Student’s Weekly Self-report Clinical Progress Form. 17 This form should be completed at the end of each week and emailed to your Mentor with a copy to the Clinical Site Co-ordinator.

Appendix 13 - 360° Patient Assessment of the Student’s Communication 18 and Interpersonal Skills This is a form for the patient to complete. This must be given to the patient by the radiographer. At least two should be completed per placement. Appendix 14 - 360° Student Assessment of Student’s Communication 19 and Interpersonal Skills This is a self-evaluation form for the student with an action plan to complete based on all the results of the 360° feedback. The student will take these along to the final bi-partite meeting. Appendix 15 – Clinical Placement Competence/Experience 23 This outlines the areas in which the student will gain competence in each placement plus additional experience they will gain. Appendix 16 - Specialist and Negotiated Placement Form 24 This form should be completed for each specialist placement the student attends and also for the negotiated summer placement (BSc) and final four week placement (MSc) They should be placed within the student’s portfolio and can be used as evidence towards the achievement of competency (BSc). Appendix 17 – Example Objectives for ‘Specialist’ Placement Areas 28 This includes some example objectives that the students may wish to set prior to experience in the following areas:

MUS

MRI

RNI

Cardiology

Neurology

Breast Screening

Private Hospital

Independent Sector

Appendix 18 - Documentation for the First Clinical Placement 33

Learning outcomes mapped to assessments

Competency statements

Examples of evidence

Formative Feedback Sheet

The tripartite

Tripartite marking criteria

Appendix 19 - Documentation for the Second Clinical Placement 49




CT Head Scan - Evidence Form

Using an Image Intensifier – Evidence Form

Mobile Radiography – Evidence Form

Appendix 20 - Documentation for the Third Clinical Placement 69




Management of a Session – Evidence Form# Appendix 21 – Placement Charter 84 DISCLAIMER

The information contained in this handbook is, as far as possible, accurate and up to

date at the time of printing. The express permission of Teesside University must be

obtained to reproduce any, or all of this publication, other than for personal use or for

those purposes permitted by law.

S:\Modularity\Documentation Department\Approval Documentation\Programmes\Diagnostic Radiography, BSc MSc\Approved June 2015\Updated Documentation\Appendices.docx

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DIAGNOSTIC RADIOGRAPHY - APPENDIX 1

DEMOGRAPHIC INFORMATION

Name

Date of Birth

Address (whilst on placement) Telephone number University email address

Address (home) Telephone number

Mobile telephone number

Car Details:

Registration number Make and Model


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DIAGNOSTIC RADIOGRAPHY - APPENDIX 2 ATTENDANCE SHEET

PRE-REG NURSING, MIDWIFERY, RADIOGRAPHY, PHYSIOTHERAPY, OCCUPATIONAL THERAPY & DENTAL CERT HE

Surname ………………………………………………………………………………………

Forename …………….…………………………………………..

Student Number

Cohort …………….

Month ………………

Year ……….………

Date

Shifts Total Hours

Worked/ Sick

Code Clinician / Mentor

Sign to Verify

Shift worked with mentor /

supervisor? () (for Nursing,

Midwifery, Dental Cert HE only)

Code Time Started

Time Finished

1 ND – Night Duty DO – Day Off AL – Annual Leave S – Sick A – Absent U – University / Theory P – Placement Hours Relate to placements only and should include the time started and finished. Please note that you must subtract your meal break from the total hours worked column. Hours per week Nursing 37.5 Midwifery 3yr 35 Midwifery 78wk 37.5 Radiography 28 Physiotherapy 36 Occ Therapy 37.5 MSc Rehab 37.5 Dental

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

Student Signature …………………………………………………………………………………….

Date …………………………………………………….

Practice Mentor / Educator / Supervisor’s Signature

……………………………………..................................................…………………...............

Date ……………………………………………………. The form should be signed by the student and countersigned by the Practice Mentor / Educator / Site Co-ordinator each month. In addition they will

be checked by the Academic Mentor at the end of the tripartite meeting (nursing / midwifery) / at the end of the placement (OT) / at the final bipartite meeting (DR). Note: Nursing / Midwifery / DR - the student must keep a copy of the completed “Student Attendance Sheet” in their portfolio as well as submit a copy of this with their travel expense form to verify eligibility of claim. OT/PT – the original must be submitted with the Assessment Form and a copy submitted with travel expenses.


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SICKNESS/ABSENCE/RETURN TO PLACEMENT REPORTING FORM This form should be completed whenever you have time off for sickness from CLINICAL PLACEMENT. The form should be completed upon return to work and given to your Clinical Site Co-ordinator who will forward it to your Personal Tutor at the University. It is expected that you complete 100% of your practice placement. If any time is missed you will need to make it up before your competencies can be signed off. This will need to be negotiated with the Clinical Site Co-ordinator.

Student Name:

Dates absent:

Number of days absent:

Reason for absence:

If you are absent for more than seven days you need to include a fitness certificate from your GP. This form is confidential and will be kept in your

personal folder.

Processed by student records:

Date:

Name:


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OUT OF HOURS RECORD

Name

Intake Year

Placement 1 2 3 (please circle)

Date Number of

Hours

Date Lieu Time Taken

Mentor’s or Site Co-ordinator’s Signature

Out of hours refers to working beyond 5pm, weekends and bank holidays.

Placement 1 – A minimum of 7 out of hours towards the end of placement.

Placement 2 – A minimum of 14 out of hours.

Placement 3 – A minimum of one Bank Holiday (or Saturday or Sunday) plus one

“Over-Night”.


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ORIENTATION TO WORK AREA The student should complete this form on their first day in each new work area and place it in their portfolio.

Name

Hospital

Work Area

Type of work undertaken in the area

Placement Mentor or supervisor

Dates of allocation to area

Yes No

I know my responsibilities in the event of fire, cardiac arrest or untoward incident

I know the location of the resuscitation equipment

I have been shown the following special equipment

I have been shown and understand the implications of the local rules which apply specifically to this area

I understand the need for and when to complete the ‘holding record’

I have been told of the policy for reporting technical problems

I know where to find stocks of contrast media, laundry and cleaning materials

I have had the control of infection policy explained to me

I have had the waste disposal policy explained to me

I have been shown the patient hoist and aids for moving patients

I know the procedure for the safe keeping of valuables

I understand patient confidentiality issues

I have been shown how to access Trust policies and protocols

PTO


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Other Comments:

Signature of Student:

Date:

Signature of Mentor/ Supervisor:

Date:


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FORENSIC PRACTICE FOR STUDENT RADIOGRAPHERS

Under NO circumstances are student radiographers permitted to undertake any forensic radiography. This includes deceased as well as living cases such as NAI patients. There are many additional complex issues to such cases, for which students are not trained. Even someone merely observing a case is a potential witness and as such may be called to a court of law to testify. Again, students are not trained or prepared to deal with this. The recommendation that student radiographers should not participate in forensic radiography examinations was developed by the Policy and Research Subcommittee of the International Association of Forensic Radiographers (IAFR). This is in line with the Society of Radiographer’s Guidelines on Forensic Radiography Services 2014.


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DRESS CODE FOR STUDENT RADIOGRAPHERS ON CLINICAL PLACEMENT

When on clinical placement you are representing Teesside University and have a professional obligation to dress appropriately. There may be local uniform protocols within your hospital trust and these should be acknowledged and discussed with the Site Co-ordinator.

Uniforms must be worn. These should be clean and not be worn for travelling

to and from placement. Cardigans and sweatshirts should not be worn when providing patient care (there is a “bare below the elbow” policy).

Specific hospital trust identity badges should be clearly visible.

TLD (radiation monitoring badge) must be worn at all times in line with medical physics guidelines.

Hair should be back from the face. If longer than shoulder length, it should be tied up. Students should be well groomed. Males should be either clean shaven or have neatly trimmed beards/moustaches. A good standard of personal hygiene is expected. Hair colour should be of natural appearance and consistent.

Closed back and toe, easy wipe, shoes should be worn i.e. not canvas. These should be comfortable, flat or low-heeled. Sandals and trainers are not permitted. Colours recommended are black, brown, white or burgundy.

Jewellery should be limited to a plain wedding band (no stones) and if earrings are worn, a small pair of studs is recommended. No other body piercings should be worn for health and safety reasons.

Make-up should be of a natural appearance. Nails should be short, clean and unvarnished. Perfume and aftershave can be worn in moderation.

Prior to commencement of your first clinical placement you will be expected to buy:

Radiographic markers (these can be purchased from the University). Students may be required to purchase a pair of theatre clogs for their own use when in theatre. This varies between Trusts and must be discussed with the Clinical Site Co-ordinator. If required, the clogs must be bought in plenty of time for the first theatre placement.


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CLINICAL SITE CO-ORDINATOR (CSCo)/MENTOR CONCERN FORM

Student Name: Date:

Clinical Site Co-ordinators Comments: – nature of concern, including dates and supplementary evidence from third parties if necessary. Please continue on a separate sheet if required.

Mentor’s Comments (if in attendance):


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Student’s Comments:

Agreed Plan of Action: Date for follow-up review:

CSCo signature: Date:

Mentor’s signature (if applicable): Date:


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Student’s signature: Date:

Follow-up review – to be completed by Clinical Site Co-ordinator/Mentor.

CSCo Signature: Date:

Mentor’s signature: Date:

Student’s signature: Date:

A copy of this form should be kept by the student, Clinical Site Co-ordinator and Mentor to inform the follow-up review. Once the issue has been resolved the form should be kept by the Clinical Site Co-ordinator until the end of placement when it will be forwarded to the visiting lecturer at the University who will place it in the student file. If the issue has not been resolved then a meeting to explore the matter further should be arranged with the following members in attendance:

Clinical Site Coordinator

Visiting Lecturer

Mentor

Student


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REQUESTING ADDITIONAL CLINICAL HOURS Under exceptional circumstances students may request up to two weeks’ additional clinical placement after completion of their competencies. The student should:

Speak to the Clinical Site Co-ordinator at their base hospital/s and discuss why they would like additional clinical time.

Write a small reflective piece of work to support their application, including proposed outcomes. This should be sent to the relevant Programme Leader stating the requested dates during which this practice would be undertaken.

The Programme Leader will then contact the Clinical Site Co-ordinator to discuss the application and will then inform the student of the outcome. This request will be dependent upon numbers of students on placement and staffing levels.

A copy of all the documentation will be kept in the student’s personal file. Upon completion of the placement the student should complete a reflection on the learning that has occurred and should include comments and a signature from the Clinical Site Co-ordinator. This will be placed in the student’s portfolio.


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The following forms can be obtained by the student electronically from the student e-directory (part of the Student Intranet). 1 Request to Change Placement Form This can be done at any time. The form will be filed until the end of a block of clinical placement. The Programme Leader will then assess any vacant placements, and will contact the Clinical Site Co-ordinators with the request for change. If the department is willing to accommodate the request, the Programme Leader will inform the student and their existing placement of the proposed change. Under no circumstances should the student contact any department requesting a change of placement. 2 Placement Concern Form This form may be used by the School of Health & Social Care staff and students to record concerns that they may have regarding a student’s educational experience in a practice placement area. This form must not be used to record issues of concern which relate to client care, safety or wellbeing. In those instances, the School’s whistleblowing procedure must be followed. Most concerns and queries should normally be raised with a student’s practice Clinical Site Co-ordinator or Mentor in the first instance. However, the nature of some concerns may be of a sensitive nature. If this is the case the student may feel that they wish to discuss this with the academic member of staff linked to that placement. If the issue is not resolved, the above members of staff have not been seen, or the issue is of serious concern, the student should also complete and return this form to Susan Nixon in a sealed envelope to Room H1.18 Centuria Building, Teesside University. This form will be treated in the strictest of confidence. However, the student should be aware that the relevant person will have a professional responsibility to follow up the concern with the placement area. It will be necessary for a member of staff to discuss the issue further with the student in order to clarify the situation or discuss any further implications which may follow e.g. enquiries into staff conduct. In the very unlikely event that the student would be required to attend any hearing/disciplinary meeting, they will be offered full support from the School of Health & Social Care, Teesside University. 3 Request for Leave of Absence Form This form should be completed by the student and forwarded to the Clinical Site Co-ordinator whilst on placement, and Programme Leader whilst in the University. Authorised absence can be granted for the following reasons:


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In case of death of a near relative In the case of illness in the home Other urgent domestic reasons However, this time will need to be made up in order that the 100% attendance competency can be signed off. This will be negotiated between the Clinical Site Co-ordinator and student (and the Programme Leader, if required).

4 Placement Safeguarding and Whistleblowing Policy This policy has been developed according to Department of Health and General Social Care Council guidance on Whistleblowing. It is intended to guide students and staff on procedures to follow in exceptional situations where concern is expressed that patients/clients are at risk from exceptionally low standards of individual organisational practice or competence, and when abuse, malpractice or negligence is suspected.


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Feedback Tool

STUDENT PROGRESS FORM INCLUDING RADIOGRAPHER ASSESSMENT OF THE STUDENT’S COMMUNICATION AND INTERPERSONAL SKILLS

This form should be completed at the end of each week and forwarded to the Clinical Site Co-ordinator. You should always keep copies of the forms and take them along to the meetings with your Mentor where your progress will be reviewed and Action Plans agreed.

Student name:

Programme: BSc MSc

Clinical placement: 1 2 3

Area of practice/room:

Dates: From: To:

Radiographic Practice Good Satisfactory Needs Improvement

N/A

Demonstrates the ability to perform a range of radiographic examinations, safely, effectively and in a timely manner, specific to their level of clinical practice.

Patient Care Good Satisfactory Needs Improvement

Demonstrates good communication and listening skills whilst respecting their privacy and dignity.

Team-working/Interprofessional Skills Good Satisfactory Needs Improvement

Works effectively as a member of the radiographic team, communicating appropriately with healthcare colleagues

Professionalism Good Satisfactory Needs Improvement

Has a professional attitude adhering to ‘codes of conduct’, departmental and university protocols

Range of examinations undertaken this week (student to complete)


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Radiographer/Supervisor’s Comments

Areas of Strength: Areas for Development:

Student’s Reflection on the Week:

Radiographer/Supervisor (please print name): Radiographer/Supervisor (signature): Date: Student’s Signature: Date:


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Feedback Tool

STUDENT’S WEEKLY SELF-REPORT CLINICAL PROGRESS FORM

This form should be completed at the end of each week and emailed to your Mentor with a copy to the Clinical Site Co-ordinator.

Student name: Date:

Programme: BSc MSc

Clinical placement: 1 2 3

Areas worked:

Radiographers worked with:

Autonomous examinations signed off:

Other examinations assisted with:

Other areas developed e.g. cross infection/ adapted techniques/ communication/ meetings attended.

Reflection on the week including key achievements and areas for development.


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Feedback Tool Student Initials:

PATIENT ASSESSMENT OF THE STUDENT’S COMMUNICATION AND INTERPERSONAL SKILLS

The aim of this form is to help the student radiographer develop their skills in talking to you, listening to you and explaining things to you during your visit at the hospital.

This form helps you to give your opinion on what the student did well and where the student needs to improve.

This form is completely anonymous. You do not have to complete this form if you choose not to. If you would like to complete this form, there is a box at reception where you can post it or alternatively, the radiographer who gave you the form can discuss it with you and complete it on your behalf.

How well did the student do in

Poor

Okay

Good

Excellent

1. Making you feel that your views, decisions and choices were respected.

2. Treating you in a caring and compassionate manner.

3. Explaining things in a way that you could understand.

4. What did the student do that was good? 5. What could the student do to improve?

Thank you for taking the time to complete this feedback form.


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DIAGNOSTIC RADIOGRAPHY – APPENDIX 14

Feedback Tool

STUDENT ASSESSMENT OF THEIR COMMUNICATION AND INTERPERSONAL

SKILLS Name of Student:

Please comment on how effective you feel in relation to the following areas:

Poor

Okay

Good

Excellent

1. Listening and attending skills Comment

2. Giving information Comment

3. Receiving information Comment

4. Following instructions Comment

5. Receiving feedback Comment

6. Working in a team Comment


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What aspects of your communication and interpersonal skills do you think are good? How can you develop or improve your communication and interpersonal skills? Student’s Name: Signature: Date:


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COMMUNICATION AND INTERPERSONAL SKILLS Summary and Action Plan: To be completed by the student for implementation prior to the bi-partite meeting. Summarise the feedback you have received from Radiographers (via your progress forms) and patients (via the patient questionnaire). How does this compare with your own assessment of your communication and interpersonal skills? What have you learnt from this comparison? Identify what aspects of your communication and interpersonal skills are good. Identify areas that you would like to develop below and formulate an Action Plan for you to facilitate your development. You will need to implement this Action Plan over the course of the academic year and discuss your progress at the final tripartite meeting. Areas for development:


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COMMUNICATION AND INTERPERSONAL SKILLS ACTION PLAN Once you have received your feedback from patients and staff you can review this feedback and produce an Action Plan that identifies the areas you need to develop. An example of an area for development has been included on the Action Plan below e.g. telephone skills. This completed form should be placed in your portfolio.

Area for Development Issue to Address Resources/Strategy Evaluation

Example Telephone Skills

Example Difficulty in using answer-phones. Do not like leaving messages.

Example Practice talking into an answering machine. Prepare any messages that need to be left before making the call.

Example Make calls to check on progress. Seek feedback.


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CLINICAL PLACEMENT COMPETENCE/EXPERIENCE

Placement 1 Placement 2 Placement 3

Competence on adult cooperative patients in:

Competence in:

Competence in:

Hand

Fingers/thumb

Wrist/carpal bones/ forearm

Elbow/humerus

Shoulder

Chest

Foot/toes/tarsal bones

Ankle

Tibia and fibula

Femur

Pelvis

Abdomen

Cervical spine

Thoracic spine

Lumbar Sacral Spine

CT head

Mobiles

Theatre

Trauma

Pantomography

Management of two sessions from e.g. CT, fluoroscopy, US, theatre

Patients requiring complex care e.g.

paediatrics

hearing impairment

visual impairment

learning disabilities

bariatric

dementia

Experience in: Experience in: Experience in:

Reception and clerical area

IT procedures

‘Nursing’ procedures

CT (2 days)

MSc students – service improvement

Cardio-radiology (2 d)

Neuro-radiology (2 d)

Fluoroscopy

Angiography

Interventional

Quality assurance processes / clinical governance

Audit

CT (2 weeks)

MUS (2 days)

MRI (2 days)

RNI (1 day)

Mammography (females) (2 days)

Private hospital (2 d)

Reporting

CT (2 weeks)

MUS (2 days)

MRI (2 days)

RNI (1 day)

MDT meetings BSc students – service Improvement


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BSc (Hons) Diagnostic Radiography and

PgDip/MSc Diagnostic Radiography (pre-registration)

SPECIALIST AND NEGOTIATED PLACEMENT FORM

Student Name:

Hospital: Placement:

Agreed number of days in placement:

Dates from/to:

Actual number of days in placement:

Placement Objectives


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To be completed by the student prior to the placement and discussed with the head of department or department Supervisor at the beginning of the placement. Head of Department/Supervisor’s Comments on Objectives The following section should be completed by the head of department/Clinical Supervisor at the end of the placement after discussion with other appropriate clinical staff and the student.


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Relationship with staff, users and carers

Commitment

Attendance

Punctuality

Involvement in clinical activities

Willingness to learn and accept constructive criticism

Any additional comments: Signature: Position: Date:


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Student Comments/Reflection upon Completion of Placement:

Student’s Signature: Date:


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DIAGNOSTIC RADIOGRAPHY – APPENDIX 17

EXAMPLE OBJECTIVES FOR ‘SPECIALIST’ PLACEMENT AREAS

MUS Objectives by Placement

Placement 2 Placement 3

Welcome patients and bring them to the US scan area.

Understand the patient preparation for abdominal and pelvis examinations.

Prepare the patient for the examination changing them into a gown if necessary

Assist with US examinations of the abdomen and pelvis

Escort the patient to the US scan room and help to position them for the scan.

Discuss the need for different transducers according to area imaged

On completion of the examination help the patient down from the table.

Describe the gross normal anatomy of the abdomen and pelvis.

Recognise the different transducers available within the department.

Archive images to the network under supervision.

Understand how US images are acquired.

Recognise the limitations of US

MRI Objectives by Placement


Welcome patients and bring them to the MRI scan area.

Understand the patient preparation for common MRI examinations.


Go through the ‘patient safety checklist’ with the patient

Escort the patient to the MRI scan room and help to position them for the scan.

Assist with positioning the patient and placing of MRI coils


Discuss the need for different coils according to area imaged

Recognise the safety requirements for staff and patients entering into the MRI scan room.


Identify the types of contrast agent used for MRI scans

Understand how MRI images are acquired.

Recognise the limitations of MRI


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RNI Objectives by Placement


Welcome patients and bring them to the RNI scan area.

Understand the patient preparation for common RNI examinations.


Go through the examination with the patient (i.e. what is going to happen etc.)

Escort the patient to the RNI scan room and help to position them for the scan.



Understand how RNI images are acquired.

Recognise the safety requirements for staff when preparing radiopharmaceuticals.

Recognise the limitations of RNI studies and articulate the difference between physiological and anatomical imaging.

Identify the types of radiopharmaceuticals used for RNI scans

Cardiology

Compare the working environment with peripheral angiography suite

Appraise the role of the radiographer within a multi-professional team and debate their extended role

Review normal angiographic anatomy of the cardiac vessels

Revise aseptic technique as it relates to the angiographic procedure

Compare consumables used in cardiac angiography with peripheral angiography

Review current evidence and guidelines from e.g. NICE

Neurology

Debate the necessity for a tertiary referral centre

Identify and discuss the range of examinations and procedures employed in a neuroradiology centre

Evaluate the imaging modalities available

Evaluate the benefits of MR in the role of spinal imaging

Recognise the needs of the individual patient

Evaluate why skill mix and inter-professional team working is so important in vascular imaging


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Breast Screening

Review alternative definitions of screening and evaluate the importance of several key principles, including the natural history of the disease, detection points, intervals for screening

Screening test requirements e.g. simple to perform, reproducible, easy to interpret, variety of personnel

Acceptability of screening e.g. uptake

Sensitivity/Specificity

Yield of cancer detected

Selection process e.g. high risk groups, ageism.

Private Hospitals/Independent Sector

Reflect upon the similarities and differences in the ways in which the private/independent sector to the National Health Service.

Recognise and evaluate the factors that affect team working in the private/independent sector.

Evaluate and analyse protocols and working practices in the private/independent sectors.

Evaluate the software applications and other devices/modalities used in the private/independent sector.


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CT Objectives by Placement

Placement 1 Placement 2 Placement 3

Welcome patients and bring them to the CT scan area.

Discuss clinical indications and contraindications for CT.

Assist with CT examinations of the spine, chest and abdomen in acute trauma.

Be shown how to prepare (prep) and give the following to the patient – water and contrast media

Undertake a CT head scan unaided – as per the requirements of the ‘evidence form’.

Describe the normal anatomy found on sectional images of the thorax, pelvis and abdomen.

Prepare the patient for the examination – changing them into a gown if necessary

Assist with CT examinations of the spine. Recognise abnormal appearances on sectional images of the thorax, pelvis and abdomen.

Escort the patient to the CT scan room and help to position them for the scan.

Help the patient down from the table and explain about any after care and how they can obtain the results.

Contribute effectively to other CT studies.


Describe the normal anatomy found on sectional images of the head and spine.

Operate equipment safely under

supervision.

Evaluate the images of the head scan for diagnostic quality, recognising normal and abnormal appearances.

Understand how cross sectional images are acquired.

Recognise abnormal appearances on sectional images of the spine.


Discuss the range of contrast examinations undertaken in CT.

Recognise the limitations of CT, differentiating the application of CT to MRI.

Explain the contrast media employed in different CT examinations and the volume and method of administration.


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Additional Objectives for Mobile Vans

Safety aspects of operating in a mobile environment e.g. operation of lift



Emergency procedure – awareness of emergency equipment on board and the evacuation of patient who becomes unwell




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DIAGNOSTIC RADIOGRAPHY - APPENDIX 18 FIRST CLINICAL PLACEMENT The Learning Outcomes associated with the first clinical placement are assessed in two ways; competency statements and a tripartite (or Viva Voce). Note the physics exam in the BSc module is undertaken prior to clinical placement.

MIM1016-N Radiographic Practice One (BSc) Assessments: Competencies, Tripartite, Physics exam MIM1020-N Clinical Placement One (MSc) Assessments: Competencies, Tripartite

Outcomes Competencies Tripartite Physics exam (BSc Only)

Knowledge and Understanding

1. Identify the key elements of the scientific basis for imaging examinations

2. Describe the key concepts that will support the safe and successful radiographic examination of the appendicular skeleton, chest, shoulder and pelvis.

3. Explain the risk benefit philosophy and principles involved in the practice of diagnostic radiography (justification)

4. Identify and describe the need to ensure the physical and radiation safety of all individuals in the environment at all times.

5. Identify and describe where applicable the role of ethics in the discipline

Cognitive and Intellectual Skills

1. Recognise the changing nature of knowledge and demonstrate a positive attitude to learning

2. Apply acquired knowledge appropriately in order to ensure successful completion of the clinical examination

3. Recognise, with guidance, the need to adapt radiographic technique according to patient type and evolution of the imaging service

Practical and Professional Skills

1. Act in accordance with health and safety legislation, demonstrating safe practice

2. Act with limited autonomy using accepted departmental protocols when practicing the radiographic technique of the appendicular skeleton, chest, pelvis and shoulder


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3. Appraise images for radiographic anatomy, technical accuracy and presence/absence of disease/trauma within a limited and defined context

4. Recognise the factors that contribute to effective team-working within the clinical environment

5. Act on and respond to the needs of the individual patient/client/carer acting within their scope of practice

6. Operate ethically in defined contexts and behave in accordance with the ‘Code of Conduct and Ethics’ as published by the Society and College of Radiographers

7. Adhere to departmental protocols for the documentation of patient information and images using the information technology available

8. Demonstrate effective workflow within their scope of practice

9. Remove and reapply dressings, when appropriate, in a safe, effective and considerate manner

Key Transferable Skills

1. Discuss the process of reflection and how this informs their learning

2. Communicate effectively both orally and in writing


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DIAGNOSTIC RADIOGRAPHY COMPETENCY STATEMENTS – PLACEMENT 1 (Updated June 2014)

Student name: Mentor name: Trust:

Intake year: Programme: BSc MSc N.B NLC – no longer competent

At the end of the placement the student should be able to: √

Date

Mentor’s Signature

Initial if NLC


1 Identify and describe where applicable the role of ethics in the study of the discipline

Discuss and recognise how personal attitudes can influence the patient experience and/or colleagues

Recognise the legal basis for introducing themselves to the patient and gaining consent


2 Recognise the changing nature of knowledge and demonstrate a positive attitude to learning

Identify their own learning needs and demonstrate how feedback has developed their learning

Recognise there are differences in practice and use these opportunities to gain a variety of experiences

Demonstrate the emergence of clinical reasoning and decision making


3 Act in accordance with health and safety legislation, demonstrating safe practice in:

o Waste disposal and disposal of sharps and assembly of sharps containers

o Dealing with COSHH substances (including bodily fluids)

o Working within RIDDOR in radiographic practice

o Reporting of equipment faults and untoward incidents

o Manual handling and load management

o Infection control

Demonstrate knowledge of and follow the local rules on radiation protection

o Identify the patient, using departmental protocols

o Extract the relevant information from the referral

o Employ LMP protocols and shields appropriately

o Collimate the beam


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Date


Initial if NLC

4 Act with limited autonomy using accepted departmental protocols when practicing the radiographic technique of the appendicular skeleton, chest, abdomen, pelvis and shoulder

Demonstrate the ability to undertake standard radiographic examinations of

o Hand

o Fingers/thumb

o Wrist

o Forearm

o Elbow

o Humerus

o Shoulder girdle

o Foot

o Toes

o Ankle

o Tibia & Fibula

o Knee

o Femur

o Pelvis

o Chest

o Abdomen

5 Appraise images for radiographic anatomy, technical accuracy, and presence/absence of disease/trauma within a limited and defined context

Conduct image appraisal using the prescribed systematic checklist

Identify any gross pathology or abnormalities

Describe the radiographic anatomy seen on images of the appendicular skeleton, chest, abdomen, pelvic and shoulder girdles


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Date


Initial if NLC

6 Recognise the factors that contribute to effective team working within the clinical environment

Recognise the roles and responsibilities of different staff within the imaging department

Demonstrate the ability to work effectively with others

Demonstrate appropriate verbal and non-verbal communication skills using the correct medical terminology

Discuss issues in a professional manner with other health care workers

Adhere to departmental protocols in relation to telephone answering and message taking

7 Act on, and respond to the needs of individual patient/client/carer acting within their scope of practice

Demonstrate good communication skills with patients, clients, and carers.

Demonstrate awareness of diversity on delivery of effective care.

Demonstrate anti-discriminatory practice

Ensure privacy and dignity is maintained for all patients

Adhere to the trust policy on confidentiality and discloser of information

Adhere to the departmental policy on discharge of patients

Adhere to the Trust policy on obtaining and recording patient consent

Act as the patient’s advocate

8 Operate ethically in defined contexts and behave in accordance with the ‘Code of Conduct and Ethics’ as published by the Society and College of Radiographers

Discuss and work within the ethical scope of practice of the SCoR/HCPC codes of practice

9 Adhere to departmental protocols for the documentation of patient information and images using the information technology available

Complete documentation in line with departmental protocols

Use the computer/booking system effectively

Use the RIS and PACS system according to departmental protocols within their scope of practice

10 Demonstrate effective work flow within their scope of practice

Describe and adhere to departmental working procedures for the imaging of patients


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Date


Initial if NLC

Recognise the need for effective workflow within the clinical environment

Recognise the need to meet deadlines

11 Remove and reapply dressings, when appropriate, in a safe, effective and considerate manner.

Demonstrates removal and application of dressing at the appropriate time

Demonstrates a caring, safe manner.


12 Discuss the process of reflection and how this informs learning

Discuss the process of reflection and how this informs their learning

Receive and act upon formative feedback

Identify their own strengths and weaknesses

Identify areas for improvement in their clinical practice

Manage their time effectively

Keep an up-to-date portfolio

If no to ‘maintaining competence’ please initial the relevant competencies in the final column above and explain why below.


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Additional Professional Issues. This must be signed off on the last day of placement by either the clinical site coordinator or a nominated deputy.

Yes Signature No Signature

The student has attended 100% of their clinical placement

The student has been punctual

The student has adhered to University and departmental protocols

The student has maintained all competencies at the end of placement

If no to any of the additional professional issues please explain why and what action has been taken.


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COMPETENCY STATEMENTS – PLACEMENT 1 EXAMPLES OF EVIDENCE – please note this list is not exhaustive and other forms of evidence can be agreed between student and mentor at the initial bi-partite meeting

At the end of the placement the student should be able to:

Some examples of evidence that can be used:


1. Identify and describe where applicable the role of ethics in the study of the discipline

Witness statements

Discussions with the students around hypothetical scenarios

Discussions around journal articles

Reflections within their portfolio relevant to this area or written evidence

Other



Discussions around the different radiographic practices the student has seen

Discussions of two or three technique books and comparing with the departmental protocol

Discussions of their portfolio including a time management plan and a Strengths Weaknesses Opportunities and Challenges (SWOC) analysis with an Action Plan

Other



Discussions of departmental policies

Role-play

Witness statements

Observations

Other

4. Act with limited autonomy using accepted departmental protocols when practicing the radiographic technique of the appendicular skeleton, chest, abdomen, pelvis and shoulder

Log book

Witness statements

Observation

Discussion

Other


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5. Appraise images for radiographic anatomy, technical accuracy, and the presence/ absence of disease/trauma within a limited and defined context

Witness statements

Discussion

Image interpretation session

Other

6. Recognise the factors that contribute to effective team-working within the clinical environment

Written account – discussion

Discussion of a journal article/section from textbook

Witness statements

Other

7. Act on, and respond to the needs of individual patient/ client/carer acting within their scope practice

Discussion

Observation

Witness statements

Other

8. Operate ethically in defined contexts and behave in accordance with the ‘Code of Conduct and Ethics’ as published by the Society and College of Radiographers

Reflections within their portfolio relevant to this area of written evidence

Discussions around a hypothetical scenario

Discussions/reflections on the Society and College of Radiographers (SCoR) Code.

9. Adhere to departmental protocols for the documentation of patient information and images using the information technology available

Discussion of protocols

Observation

Witness statements

Other

10. Demonstrate effective work flow within their scope of practice

Discussion

Observation

Witness statements

Other

11. Remove and reapply dressings, when appropriate, in a safe, effective and considerate manner

Witness statements

Discussion

Other


12. Discuss the process of reflection and how this informs their learning.

Discussion

Reflections in portfolio

Other


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PLACEMENT 1 – FORMATIVE FEEDBACK SHEET

Student’s Name:

Mentor’s Name:

Date:

1. Identify and describe where applicable the role of ethics in the study of the discipline




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4. Act with limited autonomy using accepted departmental protocols when practicing the radiographic technique of the appendicular skeleton, chest, abdomen, pelvic and shoulder girdles employing appropriate image receptors and exposure factors

5. Appraise images for radiographic anatomy, technical accuracy and presence/absence of disease/trauma within a limited and defined context

6. Recognise the factors that contribute to effective team working within the clinical environment


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7. Act on, and respond to the needs of the individual patient/client/carer acting within their scope of practice

8. Operate ethically in defined contexts and behave in accordance with the ‘Code of

Conduct and Ethics’ as published by the Society and College of Radiographers

9. Adhere to departmental protocols for the documentation of patient information and

images using the information technology available


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10. Demonstrate effective workflow within their scope of practice

11. Remove and reapply dressings, when appropriate, in a safe, effective and considerate manner.

12. Discuss the process of reflection and how this informs learning.


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Agreed Action Plan:

Student’s signature: Mentor’s signature: Date of next bi-partite meeting (if appropriate):


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THE TRIPARTITE The tripartite dialogue will occur at the University towards the end of clinical placement. An academic member of staff, a Practice Mentor and the student undertakes it. If you are involved you will not assess your own student. The tripartite assesses the underpinning theoretical principles related to practice, including: Radiographic technique of the appendicular skeleton, chest, abdomen, pelvis

and shoulder. Image appraisal including radiographic anatomy. Clinical histories and medical terminology. Recognition of alternate imaging strategies with a realistic understanding of

their accessibility. Health and safety issues and the principles of radiation protection. Patient consent. Evidence-based practice.

TRIPARTITE MARKING CRITERIA

Mark Criteria

80-100%

The student has:

Demonstrated an excellent/outstanding standard of theoretical knowledge for this stage of education and training.

Clearly demonstrated the ability to apply clinical reasoning skills to patient care.

Shown initiative in responding to the questions asked requiring no or little prompting.

60-79%

The student has:

Demonstrated a very good/excellent standard of theoretical knowledge for this stage of education and training.

Clearly demonstrated the ability to apply clinical reasoning skills to patient care.

Shown some initiative in responding to the questions asked requiring some prompting.

40-59%

The student has:

Demonstrated a satisfactory/average standard of theoretical knowledge for this stage of education and training.

Demonstrated the ability to apply clinical reasoning skills to patient care.

Shown average initiative in responding to the questions asked requiring some prompting.


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20-39%

The student has:

Demonstrated an unsatisfactory standard of theoretical knowledge for this stage of education and training.

Demonstrated some ability to apply clinical reasoning skills to patient care.

Shows little initiative in responding to the questions asked and needs continuous prompting.

Less than 20%

The student has not successfully engaged with the assessment, showing little evidence of knowledge and understanding and requires continuous prompting.


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SECOND CLINICAL PLACEMENT

The Learning Outcomes associated with the second clinical placement are assessed in two ways; competency statements and an OSCE (written exam). Note the summer placement documentation in the BSc module is submitted after clinical placement.

MIM2023-N Radiographic Practice Two (BSc) Assessments: Competencies, OSCE, Summer docs MIM2022-N Clinical Placement Two (MSc) Assessments: Competencies, OSCE

Outcomes Competencies OSCE Summer docs (BSc Only)


1. Demonstrate a detailed knowledge of anatomy and pathophysiology to encompass the range of radiographic examinations undertaken

2. Critically review the range of positive and negative contrast media, their composition and their physiological and toxic effects enabling safe administration and calculation of quantities

3. Discuss the choice of radiographic equipment and accessories

4. Advise patients and the general public on the relative risks of radiographic procedures.

5. Demonstrate a detailed knowledge of the theory of intravenous contrast and drug administration including the legal and professional requirements.


1. Critically analyse the variety and scope of service user information to encompass the range of radiographic examinations undertaken at the student's base hospital

2. Appraise the effects of local and national policies on patient management

3. Employ a problem-solving approach to practice


1. Demonstrate the ability to manipulate images using available technology

2. Practice a range of radiographic examinations of the axial and appendicular skeleton, adapting radiographic technique where appropriate.

3. Critically review radiographic images for image quality and diagnostic acceptability

4. Employ safe practice in the preparation of drugs and contrast media for administration by other health care professionals


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5. Recognise and respond to any adverse events in the Imaging Department and know how to report these events

6. Practice in a caring and professional manner within a legal and ethical framework

7. Discuss how effective communication and teamwork has an impact on patient management

8. Assist in CT, MRI, RNI and Ultrasound examinations whilst on placement.

9. Organise and plan the negotiated summer placement to meet individual student needs


1. Reflect upon working practices to identify learning needs in order to progress with confidence in self-directed study


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DIAGNOSTIC RADIOGRAPHY COMPETENCY STATEMENTS – PLACEMENT 2 (Updated June 2014)


Intake year: Programme: BSc MSc N.B NLC – no longer competent

At the end of the placement the student should be able to:- √

Date


Initial if NLC


1. Demonstrate a detailed knowledge of anatomy, cross sectional anatomy and patho-physiology to encompass the range of radiographic and contrast examinations undertaken

Demonstrate a detailed anatomical knowledge of related systems examined

Demonstrate a detailed knowledge of the physiology of related systems examined

Review cross sectional images of the neck, thorax, abdomen and pelvis identifying key anatomical structures

Demonstrate a detailed knowledge of how pathologies manifest themselves on the images within the scope of their practice.

2. Critically review the range of positive and negative contrast media, their composition and their physiological and toxic effects enabling safe administration and calculation of quantities

Justify the indications and contra-indications of the range of contrast media used for a range of examinations undertaken at the base hospital for all modalities.

Discuss physiological and toxic effects of contrast media used including nephrotoxicity, neurotoxicity and haematological effects.

Check the administration requirements for contrast media i.e. patient history, clinical indications, patient size and age, co-morbidities, etc.

3. Discuss choice of radiographic equipment and accessories

Be able to choose effective radiographic equipment and accessories for the equipment in hand.

4. Advise patients and the general public on the relative risks of radiographic procedures.

Know the relative dose burdens/risks for examinations and procedures undertaken (including all modalities)


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At the end of the placement the student should be able to: √ Date Mentor’s

Signature

Initial if NLC

Cognitive and Intellectual

5. Critically analyse the variety and scope of service user information to encompass the range of radiographic examinations undertaken at the student’s base hospital.

Critically review the information provided to patients for the range of examinations undertaken

Discuss the issues around consent with regard to patient’s undergoing contrast examinations

Discuss the feedback and complaints procedures with the department and the role of the Patient Advice and Liaison Services (PALS)

6. Appraise the effects of local and national policies on patient management

Discuss how local and national policies affect waiting times and service delivery

7. Employ a problem solving approach to practice

Demonstrate the development of clinical reasoning and decision making skills.


8. Demonstrate the ability to review and manipulate images using available technology

Use regional appropriate windows for the range of examinations undertaken

Access dose delivered using exposure indices and act appropriately

9. Practice a range of radiographic examinations of the axial and appendicular skeleton, adapting radiographic technique where appropriate

Cervical Spine

Thoracic Spine

Lumbar sacral spine

Undertake additional and supplementary techniques of the appendicular and axial skeleton

Compare pathological conditions and discuss how they may necessitate modification of technique

Assist in mobile and theatre examinations demonstrating competence and safe use of the equipment

At the end of the placement the student should be able to: √ Date Mentor’s Signature

Initial if NLC


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Distinguish between different dose reduction strategies when undertaking mobile, theatre and fluoroscopic examinations.

Competently undertake a CT head examination unaided.

Assist in CT examinations of the neck, thorax, abdomen and pelvis.

10. Critically review radiographic images for image quality and diagnostic acceptability

Appraise images using a recognised system for the range of examinations undertaken

Evaluate images of a head CT scan for diagnostic accuracy, recognising normal and abnormal appearances.

Recognise gross abnormal appearances on CT examinations of the neck, thorax and abdomen

11. Employ safe practice in the preparation of drugs and contrast media for administration by other health care professionals

Demonstrate and apply safe aseptic technique

Complete all relevant checks and documentation regarding drug administration as stated in the departmental protocol

Adhere to departmental policy with regard to sharps and waste disposal

12. Recognise and respond to any adverse events in the Imaging Department and know how to report these events

Recognise and respond to adverse events as a result of contrast administration in the Imaging department

Demonstrate knowledge of the application and contraindications to the range of pharmacological drugs used in the Imaging department

Discuss how to contact the emergency team and detail the information that need to be given

Much greater than intended dose

DATIX (incident) reporting

Whistleblowing policies

13. Practice in a caring and professional manner within a legal and ethical framework

Understand the specific needs of different client groups e.g. visually impaired, disability etiquette and respond appropriately

At the end of the placement the student should be able to:- √ Date Mentor’s Signature

Initial if NLC

Care for patients and clients with due regard to human dignity


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14. Discuss how effective communication and team work has an impact on patient management

Recognise the roles and responsibilities of different staff within and out with the imaging department

Demonstrate the ability to work effectively as part of the multidisciplinary team (MDT)

Explore issues in a professional manner with other health care workers

Demonstrate appropriate verbal and non-verbal communication skills using the correct medical terminology

Explore the issues of equality and diversity in relation to the SCoR Statements of Professional Conduct and the HPC’s Standards of Conduct, Performance and Ethics

15. Assist in CT, MRI, RNI and Ultrasound examinations whilst on placement

Demonstrate the ability to appropriately prepare patients for MRI, CT, RNI & US.

Recognise the potential dangers to staff and patients within each modality and act in an appropriate safe and caring manner.


16. Reflect upon working practices to identify learning needs in order to progress with confidence in self-directed study

Critically review the importance of reflection as a learning tool

Provide and discuss examples of how reflection has informed their learning and development

Explore the different models of reflection and discuss the difference between reflection on action and reflection in action

If no to ‘maintaining competence’ please initial the relevant competencies in the final column above.

Additional Professional Issues. This must be signed off on the last day of placement by either the site coordinator or a nominated deputy.

Yes Signature

No Signature




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The student has maintained competence at the end of placement

If no to any of the additional professional issues please explain why and what action has been taken


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1 Demonstrate a detailed knowledge of anatomy, cross sectional anatomy and patho-physiology to encompass the range of radiographic and contrast examinations undertaken

Discussion with the student

Review of images and reports

Review of reasons for clinical requests

Anatomy worksheets

Other

2 Critically review the range of positive and negative contrast media, their composition and their physiological and toxic effects enabling safe administration and calculation of quantities

Discussion with student

Review of local protocols

Review of manufacturers information

Discussion of literature

Other

3 Discuss choice of radiographic equipment and accessories

Discussion with student


Other

4 Advise patients and the general public of the relative risks of radiographic procedures


Review of relevant websites e.g. RCR, HPA

Other


5 Critically analyse the variety

and scope of service user information to encompass the range of radiographic examinations undertaken at the student’s base hospital

Discussions of information provided to patients for a range of examinations

Review of relevant literature

Review of relevant websites e.g. RCR, HPA

Other

6 Appraise the effects of local

and national policies on patient management

Review of relevant guidelines e.g. RCR, NICE

Discussion of recent news/TV programmes

Discussion of literature/journal articles

Review of Trusts mission statements and vision

Discussion of NHS Constitution and reports such as Francis.

Other


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7 Employ a problem-solving

approach to practice

Discussion of clinical scenarios

Reflections

Other


8 Demonstrate the ability to review and manipulate images using available technology

Discussions of departmental policies

Role-play

Witness statements

Observations

Other

9 Practice a range of radiographic examinations of the axial and appendicular skeleton, adapting radiographic technique where appropriate

Log book

Witness statements

Observation

Discussion

Other

10 Critically review radiographic images for image quality and diagnostic acceptability

Witness statements

Discussion

Image interpretation session

Other

11 Employ safe practice in the preparation of drugs and contrast media for administration by other health care professionals

Written account – discussion

Discussion of a journal article/section from textbook

Witness statements

Other

12 Recognise and respond to any adverse events in the Imaging Department and know how to report these events

Discussion

Observation

Role play

Witness statements

Other

13 Practice in a caring manner within a legal and ethical framework


Discussion of ‘codes of conduct’

Observation

Witness statements

Patient 3600 review

Other


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14 Discuss how effective communication and team work has an impact on patient management

Discussion

Observation

Witness statements

Patient 3600 review

Other


15 Reflect upon working practices to identify learning needs in order to progress with confidence in self-directed study

Discussion


Review of SWOC analyses and action plans in portfolio

Other


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Student’s Name:

Mentor’s Name:

Date:

Demonstrate a detailed knowledge of anatomy, cross sectional anatomy and patho-physiology to encompass the range of radiographic and contrast examinations undertaken Critically review the range of positive and negative contrast media, their composition and their physiological and toxic effects enabling safe administration and calculation of quantities Discuss choice of radiographic equipment accessories


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Advise patients and the general public of the relative risks of radiographic procedures

Critically analyse the variety and scope of service user information to encompass the range of radiographic examinations undertaken at the student’s base hospital

Appraise the effects of local and national policies on patient management


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Employ a problem-solving approach to practice.

Demonstrate the ability to review and manipulate images using available technology.

Practice a range of radiographic examinations of the axial and appendicular skeleton,

adapting radiographic technique where appropriate.


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Critically review radiographic images for image quality and diagnostic acceptability.

Employ safe practice in the preparation of drugs and contrast media for administration by

other health care professionals.

Recognise and respond to any adverse events in the Imaging Department and know how to report these events


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Practice in a caring and professional manner within a legal and ethical framework.

Discuss how effective communication and team work has an impact on patient management.

Reflect upon working practices to identify learning needs in order to progress with

confidence in self-directed study.


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Agreed Action Plan: Student’s signature: Mentor’s signature: Date of next bi-partite meeting (if appropriate):


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DIAGNOSTIC RADIOGRAPHY CT HEAD SCAN – EVIDENCE FORM

Student Name: BSc/MSc (please circle) The student should be able to:

Competency √ Comments

Switch on the generator (power disruption)

Switch on the scanner and warm it up

Use the gantry and control table controls

Demonstrate knowledge and understanding of the principles of multi-slice CT

Correctly prepare the patient

Undertake patient registration and select

the appropriate work list

Demonstrate knowledge of IR(ME)R 2000 relating to the examination and discuss the roles of the operator/practitioner/referrer

Apply the appropriate radiation protection procedures

Interpret the CT scan request card information

Select the correct scan protocol

Undertake a routine head scan

Undertake a head scan with contrast

Identify the volume and type of contrast used and method of administration

Demonstrate knowledge of head anatomy and pathology

Undertake reconstructions

Ensure the images are correctly stored

Archive to the network

Radiographer (please print name): Radiographer (signature): Date:


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DIAGNOSTIC RADIOGRAPHY IMAGE INTENSIFIER – EVIDENCE FORM

Student Name: …………………………………………. BSc/MSc (please circle) Image Intensifier Name: The student should be able to: Movement and Set-up of Image Intensifier √ Comments

Identify the correct components that make up the Image Intensifier

Identify the correct items of Personal Protection Equipment (PPE) required for the examination (Personal and Patient)

Move the equipment to the required examination area from the storage area in a safe manner. Ensure the Image Intensifier is clean

Assemble the Image Intensifier and be able to correctly switch it on

Radiation Protection √ Comments

Follow the correct patient identification procedure specifically related to theatre

Correctly position radiation warning signs.

Identify the wearing of PPE by all staff present at the time of exposure

Describe the Local Rules pertaining to theatre and the specified examination

Demonstrate knowledge of IR(ME)R 2000 relating to the examination and discuss the roles of the operator/practitioner/referrer

Check the LMP and describe what actions are required to ensure correct implementation

Entering Patient Examination

Demographics

√ Comments

Correctly compile a request form (as per IR(ME)R) unless provided by requestor

Correctly enter the patient’s demographics onto the system

Correctly select the patient’s details from the work list

Correctly select the examination parameters for the specific examination

Correctly ensure that the exposure factors relate to the examination


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Examination √ Comments

Enable the unit to perform an exposure

Demonstrate the main functions buttons on the C-arm

Correctly orientate the image

Manipulate the C-arm in a safe and economic manner during the theatre procedure

Switch between automatic and manual settings during the examination and manipulate the image

Use the different types of collimation on the

unit

Discuss the correct procedure to be adopted when the time warning buzzer sounds

Save an image

Recall a saved image

Describe how to magnify an image during the procedure

Describe how to switch off the unit in an emergency/malfunction

Post-processing, Saving and Printing Images

√ Comments

Recall an image for post processing

Annotate, collimate, rotate and reverse images

Save post processed images and send to

PACS

Set up a print page and print images to film

Termination of Examination √ Comments

Record the examination details relating to dose and screening onto the request card

Switch the unit off, clean, and dissemble the

unit

Safely return the unit to the storage area

Post-examination Records and Procedures √ Comments

Record examination details, dose screening time, on the Radiology Management System or RIS, and any specific departmental theatre logs

Access the PACS system to ensure images are present and access the print queue

Please Note: The student may require small prompts to complete certain actions. They should also be able to discuss their actions and the reason relating to set procedures specifically used in their placement hospital.



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DIAGNOSTIC RADIOGRAPHY MOBILE RADIOGRAPHY – EVIDENCE FORM

Student Name: BSc/MSc (please circle) The student should be able to:

Objective √ N/A Comments

Demonstrate knowledge and understanding of the protocols/local rules for mobile use

Undertake quality control checks on the mobile unit

Demonstrate the infection control measures in place for the unit

Switch the unit on and off using the key lock/ key pad

Safely transport and manoeuvre the unit

Demonstrate geometry control i.e. locks,

brakes

Select the correct patient from the work list (if applicable)

Communicates effectively with patient, staff and family members (if applicable)

Correctly position the patient using appropriate manual handling techniques

Select an anatomical program in the DR mode

Manually set the correct exposure factors

Switch to cassette manual exposure control

Correctly utilise AED control

Collimate appropriately

Prepare and expose the tube

Undertake post processing protocols

Transfer images to PACS

Disable motorised drive

Park as required by local arrangements

Charge the mobile unit

Please Note: The student may require small prompts to complete certain actions. They should also be able to discuss their actions and the reason relating to set procedures specifically used in their placement hospital.



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THIRD CLINICAL PLACEMENT

The Learning Outcomes associated with the third clinical placement are assessed in two ways; competency statements and an OSCE (written exam). The competencies are the same for the two modules however the nature of the OSCE is different for the BSc and MSc students. Note the critical commentary in the BSc module is handed in on return to the University.

Outcomes MIM3045-N: Radiographic Practice Three (BSc (Hons) Diagnostic Radiography) Competencies OSCE Critical Commentary


1. Demonstrate a comprehensive and detailed knowledge of anatomy and pathophysiology for the range of radiographic examinations undertaken

2. Critically appraise the role of the radiographer in the intravenous cannulation and administration of contrast media within varied contexts.


1. Employ a problem-solving approach to practice utilising the best available evidence to inform solutions.

2. Synthesise, appraise and evaluate evidence from their portfolio in order to demonstrate personal and professional development


1. Demonstrate a holistic approach to patient care and management

2. Manage radiographic sessions autonomously with limited supervision within agreed guidelines.

3. Evaluate the pathological process and disease in order to tailor the radiographic examination to the condition

4. Undertake the range of radiographic examinations required of a newly qualified radiographer, safely, effectively and with a high degree of accuracy

5. Work as an operator, practitioner or referrer as local protocols demand, in accordance with the Ionising Radiation (Medical Exposure) Regulations

6. Collaborate effectively with other healthcare practitioners, patients and families to effectively manage health care delivery.

7. Achieve the level of first post competence as identified by the Health and Care Professions Council (HCPC)



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1. Reflect upon personal performance and learning needs in order to progress with confidence in Continuing Professional Development (CPD)

2. Demonstrate the ability to utilise information technology in a range of settings

Outcomes MIM3046-N: Clinical Placement Three (MSc/PgDip Diagnostic Radiography (Pre-Registration)) Competencies OSCE


1. Demonstrate a comprehensive and detailed knowledge of anatomy and pathophysiology for the full range of radiographic examinations undertaken

2. Demonstrate a comprehensive and detailed knowledge of CT head anatomy and pathophysiology


1. Employ a problem-solving approach to practice utilising the best available evidence to inform solutions

2. Analyse and evaluate the image for clinical manifestations of disease and technical accuracy


1. Demonstrate a holistic approach to patient care and management




5. Work as an operator, practitioner or referrer as local protocols demand, in accordance with the Ionising Radiation (Medical Exposure) Regulations

6. Collaborate effectively with other healthcare practitioners, patients and clients to manage health care delivery

7. Evaluate radiographic images for normal and abnormal radiographic appearances

8. Evaluate, interpret and comment on images in line with agreed protocols

9. Achieve the level of first post competence as identified by the Health and Care Professions Council


1. Reflect upon personal performance and learning needs in order to progress with confidence in self-directed study


3. Communicate relevant radiographic and clinical findings fluently and efficiently.


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DIAGNOSTIC RADIOGRAPHY COMPETENCY STATEMENTS – PLACEMENT 3


Intake year: Programme: BSc MSc

N.B NLC – no longer competent

At the end of this placement the student should be able to: √

Date


Initial if NLC



Upper and lower limbs (including shoulder and pelvic girdles)

Thoracic and abdominal viscera

Axial skeleton and associated soft tissues

Central Nervous System (especially as demonstrated on CT head examination)


2. Employ a problem solving approach to practice utilising the best available evidence to inform solutions.

Demonstrate appropriate clinical reasoning

Evaluate the scope and identify the limitations of projection radiography

Able to make decisions and defend those decisions confidently

Identify alternative imaging strategies where appropriate and evaluate their relevance and

effectiveness


3. Undertake a holistic approach to patient care and management

Recognise patient capabilities in relation to the pathological process

Demonstrate anti-discriminatory practice

Recognise and respond to the needs of relatives and carers



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Manipulate CT equipment to successfully complete a scan of the head

Use an image intensifier to successfully complete the radiographic examinations on the ward and in

theatre


Date


Initial if NLC

Demonstrate the ability to manage workflow in within the imaging department

Liaise with departments outside of the imaging department to enhance workflow


Justify the range of radiographic examinations undertaken and adapt their technique to meet the individual patient needs

Evaluate the benefits and risks of alternate imaging modalities in the diagnostic process


Undertake a panoral tomography examination

Undertake the full range of projection radiographic examinations carried out in the Trust in a variety of settings

Know when to ask for help

Undertake the range of contrast media studies performed within the Trust relevant to first post-competence

7. Work as an operator, practitioner, or referrer as local protocols demand, in accordance with the Ionising Radiation (Medical Exposure) Regulations

Know and understand the scope of practice of the roles identified within the regulations

Work within their scope of practise at all times

Adhere to local rules at all times

Acknowledge their limitations and identify their own learning needs with regard to the regulations

8. Collaborate effectively with other healthcare practitioners, patients and families to effectively manage health care delivery.

Work as part of the multidisciplinary team and understand role and dynamics of inter-professional working.


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Identify the roles and responsibilities of members of the MDT


9. Reflect upon personal performance and learning needs in order to progress with confidence in Continuing Professional Development (CPD)

Demonstrate the capability of self-audit

At the end of this placement the student should be able to: √

Date


Initial if NLC

Recognise their own ethical stance and personal values and how these may affect their management of patients

Take constructive criticism and act on feedback

Begin to demonstrate use of legitimate influence and leadership within the MDT

Understand the consequences of their actions

Recognise the limitation of their knowledge and actively try to address shortcomings to meet the needs of the patients


Fully embrace clinical system usage to ensure data quality is of a high standard and up to date

Recognise the appropriateness of use of social media in a professional capacity

If no to ‘maintaining competence’ please initial the relevant competencies in the final column above and explain why.


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Additional Professional Issues. This must be signed off on the last day of placement by either the site coordinator or a nominated deputy.

Yes Signature

No Signature




The student has achieved and maintained the level of first post competence at the end of placement, as identified by the HCPC

If no to any of the additional professional issues please explain why and what action has been taken


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1 Demonstrate a comprehensive and detailed knowledge of anatomy and pathophysiology for the range of radiographic examinations undertaken.

Discussion with the student

Review of images and reports

Review of reasons for clinical requests

Anatomy worksheets

Other


2 Employ a problem-solving approach to practice utilising the best available evidence to inform solutions.

Discussion of clinical scenarios

Reflections

Witness statements

Other


3 Undertake a holistic approach to patient care and management

Discussion

Observation

Witness statements

Patient 3600 review

Other

4 Manage radiographic sessions autonomously with limited supervision within agreed guidelines.

Witness statements

Observation

Discussion

Other

5 Evaluate the pathological process and disease in order to tailor the radiographic examination to the condition.

Witness statements

Discussion

Review of image requests

Other


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6 Undertake the range of radiographic examinations required of a newly qualified radiographer, safely, effectively and with a high degree of accuracy.

Witness statements

Log book

Discussion

Observation

Role play

Other

7 Work as an operator, practitioner or referrer as local protocols demand, in accordance with the Ionising Radiation (Medical Exposure) Regulations.


Observation

Witness statements

Other

8 Collaborate effectively with other health care practitioners, patients, patients and clients to manage health care delivery.

Discussion

Observation

Witness statements

3600 review radiographer

3600 review patient

Other


9 Reflect upon personal performance and learning needs in order to progress with confidence in Continuing Professional Development (CPD).

Discussion


SWOC analyses and action plans

3600 review summary and action plan

Other

10 Demonstrate the ability to utilise information technology in a range of settings.

Witness statements

Observation

Other


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Student’s Name:

Mentor’s Name:

Date:


2. Employ a problem-solving approach to practice utilising the best available evidence to inform solutions.

3. Demonstrate a holistic approach to patient care and management.


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5. Evaluate the pathological process and disease in order to tailor the radiographic examination to the condition.

6. Undertake the range of radiographic examinations required of a newly qualified radiographer, safely, effectively and with a high degree of accuracy.


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7. Work as an operator, practitioner, or referrer as local protocols demand, in accordance with the Ionising Radiation (Medical Exposure) Regulations.

8. Collaborate effectively with other health care practitioners, patients and clients to manage health care delivery.

9. Reflect upon personal performance and learning needs in order to progress with confidence in Continuing Professional Development (CPD).


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10. Demonstrate the ability to utilise information technology in a range of settings.

Student comments

Mentor comments


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Professional progress to date, i.e. timekeeping, attitude, willingness to learn. Agreed Action Plan - discussion to include evidence that has already been brought or may be brought to support remaining competency statements and professional progress. Student’s signature: Date: Mentor’s signature: Date:


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DIAGNOSTIC RADIOGRAPHY MANAGEMENT OF A ..................................... SESSION (PLEASE INDICATE) Student Name…………………………… Programme BSc MSc

Before commencement of the session, the student:

GOOD SATIS- FACTORY

NEEDS IMPROVE

-MENT

N/A

Can discuss the rationale for the order of the examinations to be undertaken

Is aware of the medical conditions being investigated

Communicates effectively with health care colleagues and has organised arrival times for any inpatients with portering staff

Ensures the room is prepared, clean and safe from hazards

Ensures all patient data has been successfully entered into RIS

Ensures all trolleys are set correctly and all drugs, equipment and contrast are available for the session

During the session the student: GOOD SATIS- FACTORY

NEEDS IMPROVE

-MENT

N/A

Communicates effectively with patients/staff/carers

Introduces self to patient and gives clear explanation and instructions

Adheres to departmental policies and protocols for examinations undertaken

Demonstrates the ability to care for patients with a range of medical conditions

Demonstrates knowledge of examinations and procedures to be undertaken

All relevant drug and contrast checks are made prior to administration and documented after administration (within the scope of their practice)

Is aware of exposure factor requirements and can manipulate these and reconstruct images when required

Aware of capabilities and limitations of equipment:

Image capture and sending images

Adheres to the ALARP principle for radiographic examinations undertaken

Room is cleaned and tidied after each patient


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After the session the student: GOOD SATIS- FACTORY

MEEDS IMPROVE

-MENT

Ensures after each patient is completed, they know how to access their results and are fit to leave the department

Discharges the patient as stated in the departmental protocol (within the scope of their practice)

Ensures all documentation is complete

Ensures room is cleaned and tidied after completion of the session

Ensures that preparation areas and trolleys are all cleaned and tidy

Ensures that all drugs are checked and put away as per department protocol

Recognises own limitations and seeks and accepts advice when necessary

Professionalism – the student: GOOD SATIS-FACTORY

NEEDS IMPROVE

-MENT

Was punctual for the start of the session

Had a professional appearance

Adhered to code of conduct and ethics

Radiographer/Comments

Student Comments

Radiographer (please print name):

Radiographer (signature): Date:

Student Signature: Date:

This form is a guide to what students should achieve at the end of their management session. It can be adapted to departmental procedures and protocol.

APPENDICES FOR BSc (HONS) & MSc DIAGNOSTIC … · 2016. 2. 2. · bsc (hons) & msc diagnostic...

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Transcript of APPENDICES FOR BSc (HONS) & MSc DIAGNOSTIC … · 2016. 2. 2. · bsc (hons) & msc diagnostic...