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BSc(Hons) in Healthcare Science – Cardiovascular, Respiratory and Sleep Sciences 2011-12 (updated Oct 2011)

BSc (Hons) IN HEALTHCARE SCIENCE

Cardiovascular, Respiratory and Sleep Sciences

(Physiological Sciences)

Learning Outcomes

and Indicative Content

2011/12

Modernising Scientific Careers Programme

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Introduction to the Modernising Scientific Careers Healthcare Science Practitioner Training Programme

Following the publication of Modernising Scientific Careers – The UK Way Forward1, which set out the four UK countries’ policy and proposals to reform healthcare science training and careers for 21st century patient care, new curricula have been developed to inform academic programmes and work-base training for different stages of the healthcare science career pathway. Successful completion of the Practitioner Training Programme (PTP) will lead to qualification as a Healthcare Science Practitioner. The PTP comprises BSc (Hons) degree programmes in different aspects of healthcare science (Life Sciences, Physiological Sciences, Physical Sciences and Biomedical Engineering), which will be delivered, and quality assured by Higher Education Institutions (HEIs). The degree programmes will integrate academic and work-based learning. The PTP curricula comprise the knowledge, skills, experiential learning and associated personal qualities and behaviours (professionalism), which a Healthcare Science Practitioner will need to work safely and effectively in the NHS. HEIs will develop degree programmes based on the agreed framework and high-level curriculum content specified by the Modernising Scientific Careers programme working with colleagues in the profession. The degrees should deliver the specified learning outcomes and the requisite balance of academic and work-based learning. HEIs’ degree programmes should address equality and diversity issues, as is their responsibility as a public body.

The detailed curricula which will deliver the specified learning outcomes for the work–base learning are described in Training Manuals which further define the knowledge, skills and experience needed to work safely and effectively as a Healthcare Science Practitioner in the NHS. It is intended that work-based attainment will be assessed to national standards. The assessment methods will be used alongside Competency Logs or Portfolios of Learning, which will provide a record of the student’s attainment. An Implementation Guide has been developed for HEIs offering the new BSc (Hons) degree programmes for Healthcare Science Practitioner Training Programmes. The Guide sets out the requirements which new degree programmes will need to meet, to achieve accreditation by Medical Education England as meeting the standards defined in the new MSC curricula. A curriculum feedback and review process will be developed, involving all MSC stakeholders, to ensure that each curriculum addresses the current NHS agenda and takes account of scientific and technological advances.

1 Modernising Scientific Careers. The UK Way Forward Gateway Reference: 13494. February 2010. Access at: www.dh.gov.uk/cso

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CONTENTS Page 1.0 Background ………………….. 4 1.1 High Level BSc Framework ………………….. 4 1.2 Programme Outcomes ………………….. 5 1.3 Transferable Skills ………………….. 5 1.4 Physiological Sciences Route Map ………………….. 6 2.0 Generic Modules 2.1 Years 1 – 3: Professional Practice ………………….. 8 2.2 Year 1: Scientific Basis of Healthcare Science………………….. 12 2.3 Year 2: Research Methods ………………….. 14 3.0 Division Specific Modules 3.1 Year 1: Scientific Basis of Cardiovascular, ………………….. 17 Respiratory and Sleep Science including Work-based Training 3.2 Year 2: Instrumentation, signal processing ………………….. 22

and imaging 3.3 Year 2: Pathophysiology of common ………………….. 24 Cardiovascular and Respiratory Conditions 4.0 Specialist Modules for Cardiac Physiology 4.1 Interpretation of the high-level framework ………………….. 26 4.2 Year 2: Cardiac Physiology ………………….. 27 4.3 Year 2: Work-based Training ………………….. 29 4.4 Year 3: Applying Cardiac Physiology to ………………….. 30 Practice 4.5 Year 3: Research Project in Cardiac ………………….. 32 Physiology 4.6 Year 3: Work-based Training ………………….. 33 5.0 Specialist Modules for Respiratory and Sleep Physiology 5.1 Interpretation of the high-level framework ………………….. 37 5.2 Year 2: Respiratory and Sleep Physiology ………………….. 38 5.3 Year 2: Work-based Training ………………….. 41 5.4 Year 3: Applying Respiratory and Sleep ………………….. 41 Physiology to Practice 5.5 Year 3: Research Project in Respiratory ………………….. 43 or Sleep Physiology 5.6 Year 3: Work-based training ………………….. 44 Appendix 1 ………………….. 47 Contributors to BSc (Hons) Cardiovascular, Respiratory and Sleep Sciences curriculum

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1.0 Background This document sets out the proposed structure, high-level learning outcomes and indicative content for the Integrated Bachelor degree (Hons) in Healthcare Science in Cardiovascular, Respiratory and Sleep Sciences. This Practitioner Training programme combines and integrates both academic and work-based learning. Within the first year it is expected that the experiential component will provide broad experience with short ‘tasters’ in groups of specialisms within the division. This will give the student a wide appreciation of the many specialisms within a division and a more holistic view of the areas, which contribute to high-quality care. At the end of the programme the student will be able to fulfil the role of a Healthcare Science Practitioner. 1.1 High Level Framework The diagram below depicts the high level framework around which all Bachelor degree programmes must be structured. However, each healthcare science division has interpreted and adapted this Modernising Scientific Careers Programme (MSC) framework.

HIGH LEVEL FRAMEWORK INTEGRATED BSc (Hons) IN HEALTHCARE SCIENCE

Extended Academic Year *estimated duration [XX] = number of credits Generic Modules: common to all divisions of Healthcare Science

Division/Theme Specific Modules: Life Sciences; Medical Physics Technology; Clinical Engineering; Cardiovascular, Respiratory and Sleep Sciences; Neurosensory Sciences

Specialist Modules: specific to a specialism

Year 1 Scientific

Basics

Scientific Basis of Healthcare Science - Integrated Module

across Body Systems will usually include informatics,

maths and statistics [60]

Professional Practice

[10]

Work-based Training

10 weeks

Generic Curriculum

Year 2 Techniques & Methods

Generic Curriculum


[10]

Specialism Specific Curriculum

Year 3 Application to Practice

Work-base d Training

15 weeks

[10]

Work-based Training

25 weeks [20]


[10]

Division/Theme Specific Curriculum

Scientific Basis of Healthcare Science

[60]

Research Methods

[10]

Scientific Basis of Healthcare Science Specialism

[60]

Principles of Scientific

Measurement

[30]

Division/Theme Specific Curriculum

Scientific Basis of Healthcare Science

[50]

Generic Curriculum

*36 wks

*40 wks

*46 wks

Practice Based Project

[30]

Discipline

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1.2 Programme Outcomes Graduates receiving the Bachelor of Science (Hons) in Healthcare Science will possess the essential knowledge, skills, experience and attributes required of a newly qualified Healthcare Science Practitioner and should be able to:

1. Apply to healthcare science practice scientific principles, method and knowledge underpinning healthcare science and the programme specific healthcare science division and specialism;

2. Apply scientific method and approaches to healthcare science research, development and innovation;

3. Carry out technical investigations relevant to the healthcare science division and specialism safely and effectively as appropriate to the role of a Healthcare Science Practitioner;

4. Place the patient at the centre of care, communicate effectively with patients, carers and colleagues in a healthcare context; and use information effectively in a healthcare science context;

5. Behave according to professional, ethical and legal principles; reflect, learn and teach others; learn and work effectively within a multi-professional team; putting the patient at the centre of care;

6. Demonstrate a range of transferable generic academic skills and capabilities to promote life-long learning. These transferable skills will include study skills, independent learning, reflective practice, communication, team working, research and leadership skills;

7. Demonstrate the necessary skills and attributes for further professional development, through academic study and continual lifelong learning as a healthcare science professional.

1.3 Transferable Skills

It is expected that all BSc (Hons) Healthcare Science programmes will meet the descriptors for a higher education qualification at level 6 (Bachelor's degree with honours) outlined by The Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ). On graduation all students will have gained a range of transferable generic academic skills and capabilities including study skills, independent learning, problem solving, reflective practice, communication skills, team working, research, innovation and leadership skills. These transferable skills should be embedded in the curriculum developed by each HEI.

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1.4 Physiological Sciences Route Map

Physiological Sciences will offer a BSc (Hons) in two themes: 1. Cardiovascular, Respiratory and Sleep Sciences. This theme initially offers

two specialisms: i. Cardiac Physiology ii. Respiratory and Sleep Physiology

2. Neurosensory Sciences. This theme initially offers three specialisms: i. Audiology ii. Neurophysiology iii. Ophthalmic and Vision Science

The route map overleaf shows how the high-level framework has been interpreted for the Cardiovascular, Respiratory and Sleep Sciences BSc (Hons).

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Cardiovascular, Respiratory and Sleep Sciences Route Map

Year 1 Year 2 Year 3 Scientific Basics Techniques and Methods Application to Practice Professional Practice [10] Professional Practice [10] Professional Practice [10]

Scientific Basis of Healthcare Science - integrated module across Body Systems [60]

Research Methods [10]

Scientific Basis of Cardiovascular [25 credits], Respiratory and Sleep Science [25 credits] including work-base training. Total [50 credits]

Instrumentation, Signal Processing and Imaging [20]

Pathophysiology of Common Cardiovascular and Respiratory Conditions [20]

EITHER Cardiac Physiology

Cardiac Physiology [50] Applying Cardiac Physiology to Practice [60]

Work-based Training [10] Research Project in Cardiac Physiology [30]

Work-based Training [20]

Or Respiratory and Sleep Physiology

Respiratory and Sleep Physiology [50] Applying Respiratory and Sleep Physiology to Practice [60]

Work-based Training [10] Research Project in Respiratory or Sleep Physiology [30]

Work-based Training [20]

Credits

Generic 70 20 10

Division/Theme 50 40

Specialism 10 60 110

Total 120 120 120

Route map of PTP in Cardiovascular, Respiratory and Sleep Sciences with specialisation in either Cardiac Physiology or Respiratory and Sleep Physiology. In Year 1, students follow a generic curriculum across the whole of the Practitioner Training Programme (blue) together with some division/theme-specific modules (yellow). In Year 2, students start to specialise (orange) and by Year 3, the majority of the curriculum is focused on their chosen specialism.

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2.0 Generic Modules

This section covers the three generic modules that will be studied by all Healthcare Science students:

• Professional Practice • Scientific Basis of Healthcare Science • Research Methods

Section 2.1 Years 1- 3: Professional Practice [10 credits in each year] The overall aim of this module is to ensure that the student has the underpinning knowledge and gains the accompanying skills and attitudes to work as a Healthcare Science Practitioner. Learning Outcomes: Knowledge and Understanding On successful completion of this module the student will: 1. Describe the structure, management and legal framework for health

and social care services including local healthcare systems in the United Kingdom and funding flows.

2. Describe current quality improvement structure and processes within the NHS.

3. Explain the need to ensure that the needs and wishes of the patient are central to their care and the importance of prioritising the patient’s wishes encompassing their beliefs, concerns, expectations and needs.

4. Explain the importance of developing and maintaining the patient-professional partnership.

5. Explain the current regulations relevant to practice as a Healthcare Science Practitioner with respect to the use of chaperones, child protection and safeguarding.

6. Explain the patient and carer perspective considering the diversity of the patient experience, healthcare systems, illness and disability including the impact of life threatening and critical conditions.

7. Explain how health inequalities impact on the quality of care provided by the NHS at national and local level and the legal requirements with respect to equality and diversity.

8. Explain the importance of promoting patient centred care and self-care by the patient.

9. Explain the principles that underpin effective verbal and written communication including; verbal and non-verbal communication, communication with patients across the age spectrum, communication with users of the NHS who do not have English as a first language and communication with people with disabilities.

10. Explain the concept of shared leadership and the associated personal qualities and behaviours that promote shared leadership and apply knowledge within the work-base.

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11. Describe the importance of feedback and describe a range of feedback frameworks for giving and receiving feedback.

12. Explain the underpinning principles of effective team work and the importance of integration across professions, cross division, specialism and boundary working.

13. Explain the principles, guidance and laws regarding medical ethics, confidentiality and obtaining valid consent from the patient.

14. Describe best practice requirements for record keeping within the NHS including accuracy of information recording within patient records and the framework that underpins data security practice in the NHS.

15. Explain the basic principles of infection control and the importance of current infection control measures within the work-base.

16. Explain the protocols and practice of basic life support. 17. Explain the fundamental principles of Quality Management Systems in

relation to relevant to areas of healthcare science. 18. Explain the need for regulations with respect to patient safety and safe

systems within the work-base including Regulatory frameworks such as EU directives and MHRA requirements.

19. Define Standard Operating Procedure, Protocol and Guidelines and understand the purpose of and difference between each document.

20. Explain the regulations and current procedures in place with respect to equipment safety.

21. Explain the common causes of error and understand the critical incident reporting process recognising the importance of promoting a no blame culture.

22. Recognise and accept the responsibilities and roles of the Healthcare Science Practitioner in relation to other healthcare professionals.

23. Explain the importance of good time management and the techniques underpinning good time management and organisational skills.

24. Explain the importance of maintaining own health and well being. 25. Explain local guidelines for responding to unacceptable behaviour by

patients, carers, relatives, peers and colleagues including harassment, bullying and violent behaviour.

26. Explain the core theories of learning particularly those applied to the adult learner and the independent adult learner including the theory of reflective practice.

27. Explain the importance of public engagement in science and its role in health and society.

28. Describe a history taking, clinical examination framework and process of differential diagnosis and how the information is used to develop clinical management plans.

29. Explain the importance of innovation across healthcare science in particular in the improvement of quality and patient care.

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Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism) On successful completion of this module the student will: 1. Demonstrate practice that considers the perspective of the patient and, if

appropriate, the carer of the patient establishing and maintaining the patient-professional partnership and promoting patient well-being and self-care.

2. Contribute to quality improvement and productivity initiatives within the work-base including service improvement.

3. Recognise the need for, and accept change working across different provider landscapes as required.

4. Develop and demonstrate self-awareness, self-management, and self-development.

5. Demonstrate accurate record keeping adhering to current data security regulations.

6. Accept the responsibility and role of the Healthcare Science Practitioner in relation to other healthcare professionals, working with others whilst developing and maintaining relationships and networks.

7. Communicate effectively and sensitively with patients, relatives and carers across the age spectrum utilising clear explanations/descriptions, listening to others and take other viewpoints into consideration.

8. Communicate succinctly and effectively with other professionals as appropriate.

9. Communicate information about the work of the healthcare science workforce to the public in clear, understandable language.

10. Demonstrate the ability to give effective feedback. 11. Apply appropriately the principles, guidance and laws regarding medical

ethics and confidentiality and demonstrate the ability to gain informed consent.

12. Ensure that personal practice is always provided in line with the legal framework, acting with integrity at all times.

13. Work within appropriate equality and diversity frameworks at all times. 14. Apply current regulations with respect to patient safety and safe systems

within the work-base including child protection, safeguarding and the use of chaperones.

15. Demonstrate basic life support skills. 16. Demonstrate the ability to work in accordance with a range of Standard

Operating Procedures, Guidelines and Protocols. 17. Work within a variety of teams, encouraging and valuing contributions

from all team members and contribute to discussion on the team’s role in patient safety ensuring that the team are aware of risks and work together to minimise risk and take actions that always promote patient safety.

18. Observe the role of the multi-disciplinary team in patient care. 19. Demonstrate adherence to current infection control regulations at all

times. 20. Demonstrate adherence to the regulations and current procedures in

place with respect to equipment safety.

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21. Maintain own health and well-being. 22. Demonstrate the ability to prioritise and organise academic and work

based tasks in order to optimise own work and the work of the department.

23. Develop skills of an independent learner and demonstrate a commitment to Continuing Professional Development.

24. Apply skills of reflection to continually improve performance, acknowledging and acting on feedback.

Indicative Content • Structure and management of health and social care services in the UK

including funding flows • Patient-professional partnerships with the patient at the centre of care • Patient and carer perspectives and the diversity of the patient experience • Use of chaperones • Current child protection/safeguarding regulations relevant to practice as a

Healthcare Science Practitioner • Health inequalities • Disability including learning disabilities • Patient wellbeing and self care • High Quality Care for All • Evidence based practice • Audit • Service Improvement • Leadership and management within the NHS • Verbal and non-verbal effective communication • Effective written communication • Communication with colleagues and cooperation • Communication within patients across the age spectrum • Time management and decision making • Principles of medical ethics and confidentiality • Valid consent • Equality and diversity • Legal framework for practice including fitness to practice • Safety - prioritisation of patient safety in practice • Safety - team working and patient safety • Safety - equipment management • Safety - safety testing • Processes for the distribution of documentation for example the

Department of Health (DH), Central Alerting System (CAS), Medical Device Alerts (MDA)

• Introduction to the fundamental principles of Quality Management Systems (QMS) in relation to Good Laboratory Practice, Good Clinical Practice, Good Medical Practice etc

• Quality, Risk and Audit • Regulatory frameworks such as EU directives and MHRA requirements. • Standard Operating Procedures, Guidelines and Protocols • Basic life support

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• Infection control • Complaints • Scientific error including critical incident reporting • Personal health and behaviour • Local guidelines for responding to unacceptable behaviour by patients,

carers, relatives, peers and colleagues including harassment, bullying and violent behaviour

• Principles of quality and safety improvement including quality audit, quality assurance and quality management

• Equipment safety • Health and well-being • Continuing Professional Development • Reflective practice • Independent adult learning • Clinical skills, differential diagnosis and clinical management plans

Section 2.2 Year 1: Scientific Basis of Healthcare Science [60 credits] The overall aim of this module is to ensure that the student has the underpinning knowledge of anatomy, physiology, pharmacology, pathology, biochemistry, immunology, epidemiology, public health medicine, genetics, microbiology and the psychosocial dimensions of health to provide the foundations for study in any of the three divisions of healthcare science namely Physical Sciences and Biomedical Engineering, Life Sciences, and Physiological Sciences. Learning Outcomes: Knowledge and Understanding On successful completion of this module the student will: 1. Explain the process by which embryonic development occurs from

conception to birth 2. Explain the chemical, cellular and tissue level of organisation of the body

and the structure and function of the cell. 3. Describe the anatomy, physiology and pathology of the body across the

Brain, Integumentary, Skeletal, Nervous, Cardiovascular (including blood, blood vessels and lymphatic system), Respiratory, Endocrine, Renal, Gastrointestinal (including nutrition), Urinary and Reproductive systems - see footnote.

4. Explain the principles of inheritance, DNA and genetics including carrier status, genetic crosses/pedigree/punnet squares/cross diagrams.

5. Explain the cellular, tissue and systems responses to disease including cell death, inflammation, neoplasia, hypertrophy, hyperplasia, tissue responses to injury and repair.

6. Describe the pathophysiology of disease development in common diseases across the body systems.

7. Explain the basic principles of histology. 8. Explain the basic principles of microbiology including natural defences,

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infection control, bacteria, recognition of extracellular pathogens, virus types and structures, viral infection and replication.

9. Explain the principles of immunology, biochemistry and metabolism. 10. Describe the factors that affect the health of the population and explain

how these may be addressed to improve health. 11. Describe how factors affecting health may contribute to inequalities in

health between populations. 12. Explain basic mathematical concepts. 13. Understand basic epidemiological and statistical concepts and how

these contribute to evidence-based medicine. 14. Know the basis of health protection including principles of surveillance,

infectious disease control and emergency planning; a basic understanding of how epidemiology is used in planning health services; how epidemiology relates to individual patients and how chronic disease may impact on a patient.

15. Explain the principles of screening programmes in healthcare and be aware of current screening programmes in a relevant Division.

16. Examine patients' responses to illness and treatment and consider the impact of psychological and social factors, including culture, on health and health-related behaviour.

17. Recognise the difference between pharmacology, clinical pharmacology, therapeutics and prescribing and medicine management.

18. Explain the basic principles of pharmacology, pharmacokinetics and therapeutics including drug names and classifications, definitions of terms and basic mechanisms.

19. Explain the basic principles of physics that underpin healthcare science e.g. ultrasound, radiation.

20. Explain how reference ranges are generated and their limitations. 21. Explain how the body changes from birth to old age. 22. Explain the role of genetics in medicine. 23. Be aware of potential new developments in the field of healthcare

science.

Footnote: This module should be taught at an introductory level with learning developed further in division and specialism specific modules

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism) On successful completion of this module the student will: 1. Respect and understand individuals’ beliefs and ways of coping with

illness. 2. Demonstrate knowledge of the influence of culture and beliefs on health. 3. Use a range of study skills including time management, organisational

skills, using the library, search engines, self-directed learning, critical analysis and avoiding plagiarism.

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Indicative Content • Basic principles of

o The Cell o Molecular Biology (Enzymes, Proteins, Metabolism) o Biochemistry o Microbiology/Infection Control o Immunology o Pharmacology, Therapeutics, Pharmacokinetics o Genetics o Epidemiology o Public Health Medicine

• Introduction to Anatomy, Physiology and Pathology across body systems • Cellular, tissue and systems responses to disease • Pathophysiology of disease development in common diseases across the

body systems • Health Protection • Introduction to screening in healthcare e.g. what is screening and when is a

screening programme justified and the organisation of screening • Basic principles of physics that underpin healthcare science • Response to illness, health beliefs, psychology and sociology of health and

illness, behavioural change theories – this should include the underpinning theoretical foundations and models e.g. Health Belief Model, World Health Organisation (WHO) model of activity limitation (disability)

Section 2.3 Year 2: Research Methods [10 credits] The overall aim of this module is to ensure that the student has the underpinning knowledge of the importance of research, development and innovation across the NHS - and in healthcare science in particular - and to provide the underpinning knowledge for the final year research project. Learning Outcomes: Knowledge and Understanding On successful completion of this module the student will: 1. Explain the importance of research, innovation and audit across the NHS

and in healthcare science in particular to improve quality and patient care.2. Explain the role of the healthcare science workforce in undertaking

cutting edge translational research and innovation for patient benefit. 3. Explain the difference between research, audit and service improvement. 4. Explain the processes that underpin clinical trials and their potential

value, risks and benefits. 5. Explain how established methods of research and audit are used to

interpret and apply new knowledge in the NHS and healthcare science. 6. Explain the current ethical and legal frameworks within which human and

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animal research can be conducted in the UK. 7. Explain the purpose of the research governance framework for health and

social care research and relevant key supporting legislation e.g. the Data Protection Act, Intellectual Property regulations.

8. Explain the principles of literature searching including the processes involved in undertaking a literature review and systematic review.

9. Explain the value of reference manager systems in research, audit and innovation.

10. Explain the principles of quantitative and qualitative study design. 11. Explain the importance of user involvement and peer review in research. 12. Extend knowledge and application of statistics gained in Year 1 and

explain common statistical techniques for dealing with quantative and qualitative data including sample size determination, application of statistics to parametric and non-parametric data.

13. Describe the role of statutory and advisory regulatory bodies e.g. National Institute for Health and Clinical Excellence (NICE) and explain the concept of evidence based practice.

14. Describe a range of dissemination methods for the output of research, audit and service improvement findings and understand the advantages and disadvantages of each method.

15. Explain quality assurance frameworks in research, audit and service improvement.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism) On successful completion of this module the student will: 1. Begin to develop critical analytical skills. 2. Evaluate and apply research findings. 3. Work within ethical frameworks. 4. Formulate a research question. 5. Undertake a literature review. 6. Explain the output from a literature review to a non-scientific and

scientific audience. 7. Prepare a written report. Indicative Content • Literature searching, Systematic Review • Referencing (Vancouver, Harvard etc) • Reference Manager software • Ethical framework for human and animal research • Research governance framework • Difference between audit, research, service improvement • Quantitative research methods • Qualitative research methods including questionnaire design, focus groups • Intellectual Property • Roles and responsibilities of a researcher

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• Basic statistical techniques to deal with parametric and non-parametric data

• Sample size and power calculations • Hypothesis testing • Type 1 and 2 error • Role of patients/service users in designing research studies • Dissemination methods for research, audit and service improvement

output • Quality assurance of research, audit and service review

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3.0 Division Specific Modules

This section covers the three division specific modules that will be studied by all students undertaking the Cardiovascular, Respiratory and Sleep Sciences theme:

i. Scientific Basis of Cardiovascular, Respiratory and Sleep Science (Year 1)

ii. Instrumentation, signal processing and imaging (Year 2) iii. Pathophysiology of common cardiovascular and respiratory conditions

(Year 2). Section 3.1 Division: Physiological Sciences Theme: Cardiovascular, Respiratory and Sleep Sciences Year 1: Scientific Basis of Cardiovascular [25 credits] Respiratory

and Sleep Science [25 credits] including Work-based Training [Total of 50 credits]

The overall aim of this module is to ensure that the student understands the breadth of the application of science across Cardiovascular, Respiratory and Sleep Science and is able to work safely and professionally within these environments. Learning Outcomes: Knowledge and Understanding On successful completion of this module the student will:

1. Describe the role of Cardiology, Vascular, Respiratory and Sleep Science in relevant patient pathways.

2. Extend broad basic and clinical sciences knowledge and apply that knowledge with respect to the Cardiology, Vascular, Respiratory and Sleep Science.

3. Explain the application of safe and effective clinical practice in physiological measurement.

4. Explain the basic principles underpinning the routine investigations and procedures carried out in the diagnosis and treatment of cardiovascular and respiratory diseases.

5. Recognise the importance of patient-centred care. 6. Recognise the range of needs of people with disabilities. 7. Explain the importance of effective multidisciplinary team working in the

investigation and treatment of patients. Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism) On successful completion of this module the student will:

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1. Apply knowledge of professional practice within the work-base at all times.

2. Discuss complex scientific information in ways that can be understood by patients and by practitioners in other areas.

3. Use correct terminology when discussing scientific issues. 4. Work safely in relevant areas.

Indicative Content Anatomy, physiology and pathophysiology applied to Cardiology, Vascular, Respiratory and Sleep Sciences

• Cardiac and vascular system • Respiratory system • Sleep wake cycle and common sleep disorders • Pathophysiology of key body systems related to physiological sciences

Application of safe and effective clinical practice in physiological measurement

• Risk management • Infection control • Team working • Partners in the management of disease • Patient-centred care • Disability including learning disabilities • Children and adults • Communication skills • Team Working

Introduction to Cardiac Physiology

• Investigations and procedures carried out in the diagnosis and treatment of cardiac disease

• Characteristics of recording equipment and their evaluation • Basic cardiac electrophysiology • Recognition and interpretation of normal ECG waveforms • Control of the circulation • Cardiac embryology and foetal heart development • Atherosclerosis and its relationship with cardiovascular disease • Heart failure and its effect on the cardiovascular and other body

systems

Introduction to Respiratory and Sleep Physiology • Anatomy and physiology of the respiratory system • Anatomy and physiology of central and autonomic nervous systems • Control of respiration during sleep • Control of sleep wake cycle • Pathophysiology of lung diseases • Pharmacology and therapeutics

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• Investigations and procedures carried out in the diagnosis and treatment of respiratory disease including sleep disorders

• Characteristics of equipment and their evaluation • Calibration and quality control procedures • Communicable disease and microbiological hazards in the respiratory

laboratory • Methods of sterilisation and disinfection • Physiological measurement systems in the evaluation of lung function • Dynamic lung volumes and transfer factors: mechanics and

measurement • Physiological measurement systems used to measure respiration

during sleep • Calculation of normal ranges

Introduction to Vascular Science

• Investigations and procedures carried out in the diagnosis and treatment of vascular disease

• Characteristics of recording equipment and their evaluation • Anatomy of the vasculature and blood flow • Diseases of the vascular system • Ultrasound and physiological measurement systems in the evaluation

of the vascular system • Common abbreviations and units

Division: Physiological Sciences Theme: Cardiovascular, Respiratory and Sleep Sciences Year 1: Work-based Training (10 weeks) The overall aim of the work-based placements within Year 1 is to provide students with a broad appreciation of the range of work undertaken within healthcare science. Students will begin the process of the development of the skills and attitudes relevant to the Healthcare Science Practitioner, building on learning in the academic environment including practical sessions, clinical skills sessions, reflection on development etc. Additionally the placements should help students learn in the context of practice and real life experience and provide a motivational element as they work towards a career in the NHS. This module will provide a foundation from which students will build their knowledge, skills, experience and attitudes throughout the three year programme of study and enable them to transfer these skills to employment in healthcare science. It is expected that this period of initial work-based training will provide the opportunity to begin to integrate and embed many of the professional practice learning outcomes and enable students to practise safely in the work-base. Students will be expected to begin to maintain a portfolio of evidence and complete relevant sections of the Training Manual.

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Learning Outcomes: Knowledge and Understanding On successful completion of this module the student will: 1. Describe the roles undertaken by a Healthcare Science Practitioner

relevant to Cardiovascular, Respiratory and Sleep Science. 2. Explain a range of technologies and procedures relevant to

Cardiovascular, Respiratory and Sleep Science. 3. Describe the work of the healthcare science workforce and explain how it

contributes to the patient pathways relevant to Cardiovascular, Respiratory and Sleep Science.

4. Explain the need to ensure that the needs and wishes of the patient are central to their care.

5. Explain the importance of developing and maintaining the patient-professional partnership.

6. Explain procedures relevant to the use of chaperones. 7. Explain the impact of adverse incidents on patients, carers and

healthcare professionals. 8. Describe procedures and need for evaluation of adverse incidents. 9. Explain the relevance of a Dress Code policy in the modern clinical

environment. 10. Explain the standards of professional behaviour expected of a Healthcare

Science Practitioner. 11. Explain why responsibility for infection control is a shared responsibility. 12. Explain the structure of the organisation in which they undertake their

work-base placements and inter-relationship of primary care, outpatient and inpatient services.

Learning Outcomes: Practical Skills On successful completion of this module the student will demonstrate: 1. Safe working in the clinical environment relevant to Cardiology, Vascular,

Respiratory and Sleep Science. 2. The six stage hand-washing technique. 3. Basic Life Support in accordance with current Resuscitation Council (UK)

guidelines. 4. Appropriate professional practice at all times... 5. Effective communication within the work-based environment and clinical

team. And 6. The ability to perform, under direct supervision, basic investigations in

accordance with local health and safety regulations: • Routine electrocardiogram in an adult patient • Measurement of blood pressure using an automatic device • Dynamic Lung Volumes (Spirometry) in an adult patient • Measurement of oxygen saturation (SpO2).

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Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism) On successful completion of this module the student will: 1. Behave in a professional manner in matters of attendance,

appearance, maintaining confidentiality and infection control. 2. Respect and understand individuals’ beliefs and ways of coping with

illness. 3. Value social diversity and its relationship to service provision in

healthcare. 4. Demonstrate the ability to work safely within each environment. 5. Demonstrate the ability to treat patients with respect. 6. Communicate effectively with the healthcare environment and

clinical team and develop appropriate interpersonal skills. 7. Seek to adapt their communication style to meet the varying needs

of different peers, colleagues and patients in different contexts. 8. Adopt a range of techniques to overcome barriers to communication. 9. Develop and maintain professional relationships and effective team

working. 10. Discuss and demonstrate safe and effective practice in a healthcare

environment. 11. Begin to develop a balance between reflective practice and active

exploration in personal learning. 12. Take responsibility for personal learning.

Indicative Content and Suggested Experience

• Observe the work of a range of Healthcare Science departments, technologies and procedures

• Observe the process for handling work requests from the receipt of the request to completion

• Observe the patient journey from admission to discharge • Gain an understanding of the skills required to work safely in the

clinical/laboratory/workshop/radiation environment • Record keeping, data protection, confidentiality • Gain an appreciation of how the NHS is structured • Team working and the role of multi-disciplinary team meetings • Meaning and role of professionalism and professions in health care • Roles of different professional groupings in Healthcare Science • Human and social diversity and its implications for relationships,

behaviours and service provision in health care • Types of effective communication in the context of health care. Barriers to

effective communication and strategies to overcome them • Interpersonal skills related to dealing with patients, carers and health care

professionals • The skills needed to work as part of a team • Management and evaluation of adverse incidents • Data management (paper and electronic)

22


• Infection control • Basic Life Support • Reflective practice and its application Section 3.2 Division: Physiological Sciences Theme: Cardiovascular, Respiratory and Sleep Sciences Year 2: Instrumentation, Signal Processing and Imaging [20 credits] The overall aim of this module is to ensure that the student understands the underpinning principles and properties of the measurement techniques that underpin investigations in Cardiology, Vascular, Respiratory and Sleep Sciences. Learning Outcomes: Knowledge and Understanding On successful completion of this module the student will: 1. Explain the basic equipment/techniques used within Cardiology,

Vascular, Respiratory and Sleep Sciences. 2. Use the correct terminology. 3. Describe and explain the principles of operation of equipment and

techniques in each specialism. 4. Describe and explain the role of each modality in the patient pathway

including the main clinical applications. 5. Describe and explain the possible health effects of equipment and

techniques used in each specialism. 6. Describe and explain the quality assurance framework for equipment and

techniques in each specialism. 7. Describe and explain the legislative framework surrounding the use of

equipment and techniques in each specialism. 8. Critically evaluate the risks and benefits related to equipment and

techniques. Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism) On successful completion of this module the student will: 1. Demonstrate safe and precise technical skills. 2. Use the correct terminology. 3. Develop and demonstrate analytical skills. 4. Develop and demonstrate problem-solving skills. 5. Demonstrate clear written and verbal communication skills. 6. Communicate complex ideas in simple terms.

23


Indicative Content

• Equipment functions and characteristics • Equipment safety • Application and choice of equipment • Amplifier characteristics and functions • Noise and noise reduction • Operation, specifications, advantages and limitations of filters • Fluid flow through tubes: Poiseuille’s Law, laminar and turbulent flow,

blood flow • Digitisation of signals • Computer acquisition, storage and analysis of physiological signals • Measurement techniques underpinning the measure of

o Volume and flow measuring devices used to measure dynamic lung volumes and flows and static lung volumes

o Respiratory Gas Analysis o Pulse oximetry o Airflow, respiratory effort, body position, sound during sleep o Electrocardiography o Blood pressure measurement o Imaging techniques including ultrasound, X-Ray, Computerised

Tomography, Magnetic Resonance Imaging, isotopes • Hazards and safe of use of imaging techniques

24


Section 3.3 Division: Physiological Sciences Theme: Cardiovascular, Respiratory and Sleep Sciences Year 2: Pathophysiology of Common Cardiovascular and

Respiratory Conditions [20 Credits] The overall aim of this module is to ensure that the student knows the pathophysiology of common Cardiovascular, Respiratory and Sleep conditions that often result in referral for investigation to a Cardiovascular, Respiratory or Sleep service. Learning Outcomes: Knowledge and Understanding On successful completion of this module the student will: 1. Recall the normal structure and function of the Cardiac, Vascular, and

Respiratory systems and blood cell types. 2. Describe major abnormalities of physiological control mechanisms in

diseases of the Cardiac, Vascular and Respiratory systems. 3. Describe cellular, tissue and systems responses to diseases of the

Cardiac, Vascular and Respiratory systems concentrating on disorders of growth, tissue responses to injury, cell death, inflammation, neoplasia, normal and abnormal immune responses, atheroma, thrombosis, embolism and infarction.

4. Describe the basis of common infections of the Cardiac, Vascular and Respiratory systems.

5. Describe common diseases that affect the Cardiac, Vascular, Respiratory and Sleep Physiology.

6. Gain an awareness of primary and secondary autonomic disorders. Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism) On successful completion of this module the student will: 1. Establish a vocabulary of terminology used in the classification,

investigation and description of disease. 2. Integrate information from different laboratory disciplines. Indicative Content Cellular, tissue and systems response to common Cardiac, Vascular and Respiratory diseases including:

• Tissue response to injury • Cell death • Inflammation • Neoplasia • Normal and abnormal immune responses

25


• Atheroma • Thrombosis • Embolism • Infarction • Anatomical airway obstruction • Genetic Mutations • The effect of the ageing process

Basis of common infections affecting the Cardiac, Vascular and Respiratory systems Common diseases of the Cardiac, Vascular and Respiratory system including the epidemiology, public health and psychosocial aspects including: Cardiac Disease

• Ischaemic heart disease and myocardial infarction • Acquired valvular disease • Hypertensive heart disease • Cardiomyopathy • Congenital heart disease • Autonomic disorders

Vascular Disease • Peripheral arterial disease • Venous disease • Cerebrovascular disease

Respiratory Diseases • Chronic obstructive pulmonary disease • Asthma • Restrictive lung disease • Congenital lung conditions • Pneumonia • Lung cancer • Pulmonary Vascular Disorders • Cystic fibrosis • Obstructive sleep apnoea • Central sleep apnoea

This module will also consider the impact of smoking on health and introduce the common risk factors for cardiovascular disease and the concept of risk assessment.

26


Section 4.0 Specialist Modules for Cardiac Physiology Section 4.1 Interpretation of the high level framework for Cardiovascular, Respiratory and Sleep

Sciences specialising in Cardiac Physiology

Module Title

Year 3 Application to

Practice


[10]

Applying Cardiac Physiology in Practice

[60]

Research Project

[30]

Work-based Training 25 weeks

[20]

Year 2 Technologies

and Methodologies


[10]

Research Methods

[10]

Instrumentation, Signal

Processing and Imaging

[20]

Pathophysiology of Common

Cardiovascular and Respiratory

Conditions [20]

Cardiac Physiology

[50]


[10] Year 1 Scientific

Basics Professional

Practice

[10]

Scientific Basis of Healthcare Science – Integrated module across body

systems

[60]

Scientific Basis of Cardiovascular [25 credits] and Respiratory and Sleep Science [25 credits] including

Work-based Training

Total [50] [xx] = Credits

Generic Modules: Common to all divisions of Healthcare Science


Specialist Modules: Specific to a specialism

27


Section 4.2 Division: Physiological Sciences Theme: Cardiovascular, Respiratory and Sleep Sciences Specialism: Cardiac Physiology Year 2: Cardiac Physiology [50 Credits] The overall aim of this module is to ensure that the student understands the breadth of the application of science within Cardiac Physiology, and building on previous learning develops and applies knowledge and understanding in Cardiac Physiology. Learning Outcomes: Knowledge and Understanding On successful completion of this module the student will: 1. Know the abbreviations and units used in Cardiac Physiology and

demonstrate the ability to apply these to clinical situations. 2. Describe the concept of “normal” and the calculation and use of normal

ranges in the interpretation of cardiac investigations and demonstrate the ability to apply these to clinical situations.

3. Explain the normal physiological variability in humans. 4. Demonstrate how to utilise normal ranges to define normal and abnormal

test results across a range of relevant cardiac investigations. 5. Explain the need for calibration and quality assurance for all

measurements undertaken in Cardiac Physiology. 6. Explain the clinical framework for, and basic principles of:

• Clinical Electrocardiography • The normal Electrocardiogram from birth to old age • Common arrhythmias • Interpretation of Electrocardiograms • Blood pressure measurement • Ambulatory blood pressure monitoring • Ambulatory electrocardiography • Cardiac exercise stress testing.

7. Recognise life-threatening arrhythmias. 8. Discuss and analyse procedure limitations with cardiac physiology for

example sensitivity and specificity of exercise stress testing. 9. Justify the importance of effective communication skills and respect for

the rights, dignity and privacy of patients. 10. Explain the implications of working in multidisciplinary teams identifying

the behaviours that contribute to effective team working.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism) On successful completion of this module the student will: 1. Apply the abbreviations and units used in Cardiac Physiology.

28


2. Discuss complex scientific information in ways that can be understood by patients and practitioners in other areas.

3. Use correct terminology when discussing scientific issues. 4. Work safely under supervision. Indicative Content In this module students will build on Year 1 learning and begin detailed learning that underpins routine practical techniques

• Clinical Electrocardiography o Characteristics of recording equipment o Components and functions o Settings and adjustments made based on patient category o Recommended recording and measurement technique

• Development of a framework for interpretation of Electrocardiograms

o The Normal Electrocardiogram from birth to old age Anatomy Physiology Leads Rate Rhythm Cardiac Axis Terminology Normal findings (Sinus Rhythms)

• Recognition of life threatening arrhythmias o Ventricular fibrillation o Asystole o Ventricular tachycardia

• Recognition of o Common arrhythmias

Sinus arrhythmia Sinus bradycardia Sinus tachycardia Atrial fibrillation Atrial ectopics Atrioventricular conduction blocks Ventricular arrhythmias

o The effect of myocardial infarction and ischaemia on the electrocardiogram

• Routine Blood Pressure Measurement o Principles and limitations of range of recording equipment

used to measure blood pressure Analogue and digital devices Device calibration Selection of cuff size

o Indications for blood pressure measurement o Factors affecting blood pressure including blood pressure

variability and white coat hypertension

29


o Recommended measurement technique o Common errors in blood pressure measurement

Observer Equipment Patient Cardiac Arrhythmias

o Normal blood pressure ranges o Definition of hypertension

• Ambulatory blood pressure monitoring o Characteristics of recording equipment o Indications o Contra-Indications o Recommended measurement technique o Normal Ranges o Common problems o Analysis, presentation and evaluation of results

• Ambulatory electrocardiography o Characteristics of recording equipment o Indications o Contra-Indications o The effect of exercise on the circulatory system o Recommended measurement technique o Common problems o Analysis, presentation and evaluation of results

• Cardiac Exercise stress testing o Characteristics of recording equipment o Indications o Contra-Indications and end-points o Recommended measurement technique o Common problems o Protocols e.g. Bruce o The effect of exercise on the heart, lungs and circulation o Electrocardiographic findings in ischaemic heart disease o Cardiac arrhythmias and exercise o Differential diagnosis of cardiac and non-cardiac outcomes

• Communication skills and team working

Section 4.3 Division: Physiological Sciences Theme: Cardiovascular, Respiratory and Sleep Sciences Specialism: Cardiac Physiology Year 2: Work-based Training [10 Credits] Important Note: Work-based training does not have to be confined only to the work-base but elements may be taught in other environments, e.g. a clinical skills laboratory, simulation centre or science laboratory.

30


The learning outcomes and indicative content for the work-based training modules in Year 2 is defined in the Year 3 module content to be achieved across Year 2 and 3. Section 4.4 Division: Physiological Sciences Theme: Cardiovascular, Respiratory and Sleep Sciences Specialism: Cardiac Physiology Year 3: Applying Cardiac Physiology to Practice [60 Credits]

The overall aim of this module is to ensure that the student begins to gain wider knowledge of investigations undertaken in a Cardiology Department particularly provocative electrocardiography, pacing and diagnostic cardiac catheterisation in adults and children. This module will also build on earlier work to develop the themes of public health and epidemiology of cardiovascular disease, risk factors, risk assessment and primary prevention including behavioural change management.

Learning Outcomes: Knowledge and Understanding On successful completion of this module the student will: 1. Explain the physiology, pathophysiology and pharmacology related to

provocative electrocardiography, pacing and diagnostic cardiac catheterisation.

2. Explain the practice and principles of provocative testing. 3. Explain the underpinning principles and practice of invasive pressure

measurement and cardiac interventions. 4. Explain the principles and application of management of bradycardia. 5. Discuss and analyse the value of clinical audit in optimising services. 6. Explain the differences between children and adults with respect to cardiac

physiology investigations and demonstrate the ability to apply this to clinical situations.

7. Critically evaluate the importance of patient-centred care and recognise the needs of people with disabilities within this care pathway.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism) On successful completion of this module the student will: 1. Respect and uphold the rights, dignity and privacy of patients. 2. Critically discuss the problems associated with the care of patients

undergoing cardiac investigations or treatments. 3. Establish patient-centred rapport and demonstrate effective

communications skills. 4. Appreciate the empathy and sensitivity needed when dealing with the

31


patient experience of long-term conditions and terminal illness. 5. Actively seek accurate and validated information from all available

sources with respect to cardiac investigations. 6. Select and apply appropriate analysis or assessment techniques and

tools.

Indicative Content Patient Centred Care • Communication skills • Consent • Confidentiality • Disability including learning disabilities • Care Pathways for patients with cardiovascular disease Physiology, pathophysiology and pharmacology related to provocative electrocardiography, pacing and diagnostic cardiac catheterisation • Circulatory control • Cardiac cycle and potentials • Cardiac output control • Heart failure and its effect on the heart and circulation • Cardiac drugs: effects, functions and application • Changes to invasive measurement and interventions associated with Heart disease • Acquired heart disease and its effect of the heart and circulation • Basic overview of congenital heart disease

o Embryology o Circulatory changes at birth o Common abnormalities which may include

Atrial Septal Defects Ventricular Septal Defects Patent Ductus Arteriosus Coarctation of the Aorta Tetralogy of Fallot

Practice and principles of provocative testing • Stress testing • Head Up tilt testing • Valsalva manoeuvres Principles and practice of invasive pressure measurement and cardiac interventions • Principles and practice of invasive pressure measurement • Equipment and set up • Procedures and angiography • Operation of equipment and safe use • Catheter use and design • Identification and measurement of intracardiac pressures (normal and

abnormal)

32


Principles and application of management of bradycardia • Indications and contraindications for bradycardia device implantation • Implantation techniques and asepsis • Bradycardia pacing modes • Simple Electrocardiographic troubleshooting This module will also build on earlier work to develop the themes of public health and epidemiology of cardiovascular disease, risk factors, risk assessment and primary prevention including behavioural change management. Section 4.5 Division: Physiological Sciences Theme: Cardiovascular, Respiratory and Sleep Sciences Specialism: Cardiac Physiology Year 3: Research Project in Cardiac Physiology [30 Credits]

The overall aim of this module is for the student to undertake a research or audit project that provides an opportunity to demonstrate the knowledge, skills and experience gained in the Research Methods module in Year 2.

Learning Outcomes: Knowledge and Understanding On successful completion of this module the student will:

1. Work with a supervisor to propose a research or audit hypothesis/question. 2. Critically review the literature and use a reference manager system. 3. Refine a research/audit question. 4. Design a research protocol to test a hypothesis/question.

Learning Outcomes: Practical Skills On successful completion of this module the student will: 1. Undertake a research/audit project from conception to completion. 2. Gain the necessary ethical, audit and/or Research & Development

approval. 3. Assemble a body of data and analyse the data using appropriate statistical

techniques. 4. Prepare a written project report and analyse the findings and identify

strengths and weaknesses of the research/audit project. 5. Prepare and present a poster.

33


Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism) On successful completion of this module the student will:

1. Further develop critical analytical skills. 2. Evaluate and apply evidence. 3. Work within an ethical framework. 4. Demonstrate effective time management and organisation.

Indicative Content

• One or more pieces of work for which the student is responsible. These should involve originality in the sense that the outcome is not predictable and/or known in detail

• Examples could include o Evaluation of method new to department o Investigation to improve performance of a method o Evaluation of new/modified quality assurance of a method o Audit of method performance across a range of departments o Critical analysis of evidence-base underpinning a specified

procedure o Audit of users to assess functionality, range, and/or quality of

services provided

Section 4.6 Division: Physiological Sciences Theme: Cardiovascular, Respiratory and Sleep Sciences Specialism: Cardiac Physiology Years 2 and 3: Work-based Training [20 Credits] The indicative content for the work-base training modules in Year 2 is defined in the Year 3 module content to be achieved across Year 2 and 3. Important Note: Work-based training does not have to be confined only to the work-base but elements may be taught in other environments, e.g. a clinical skills laboratory, simulation centre or science laboratory. The overall aim of this module is to give the student experience of Cardiovascular Physiology that ensures that the student can undertake the full breadth of practice expected of a newly qualified Healthcare Science Practitioner in Cardiology. This is delivered through work placements in years 2 and 3 of the degree course. Further work developing the framework for the accompanying Professional Portfolio across healthcare science and in the specialisms will define the levels of competency.

34


Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Critically review and evaluate departmental protocols in relation to the core skills in health and safety, human rights, patient identification, communication skills and management and quality assurance.

2. Discuss the underpinning principles of routine cardiac investigations integrating knowledge of basic and clinical science.

3. Critically review and evaluate routine tasks in relation to cardiology. 4. Explain the test selection process. 5. Produce a Professional portfolio which cumulatively records/provides

evidence of the skills, knowledge and attitudes gained. Learning Outcomes: Practical Skills On successful completion of this module the student will: 1. Demonstrate increased knowledge, understanding and confidence in

application of the core skills in clinical, patient identification, communication skills and management, and quality assurance.

2. Demonstrate competence for routine tasks / situations in Cardiology including: • Electrocardiography • Blood pressure measurement • Ambulatory Electrocardiographic monitoring • Ambulatory blood pressure monitoring • Assisting with cardiac exercise stress testing.

3. Provide technical assistance during implantation of simple pacemaker systems for the treatment of bradycardia (NB: Not follow-up).

4. Undertake haemodynamic monitoring during coronary angiography and percutaneous coronary intervention (PCI procedures).

5. Critically apply the scientific principles covered in the academic module within own practice.

6. Make the appropriate choice of equipment/procedure. 7. Use equipment to produce the highest quality results. 8. Perform patient investigations in a safe manner whilst undertaking

appropriate infection control techniques. 9. Undertake and document measurements and assist in the production of

a factual report. 10. Produce a professional portfolio which cumulatively records/provides

evidence of the skills, knowledge and attitudes gained.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism) On successful completion of this module the student will: 1. Present complex ideas in simple terms in both oral and written formats.

35


2. Challenge discriminatory behaviour and language. 3. Adapt communication style and language to meet needs of listener. 4. Respect and uphold the rights, dignity and privacy of patients. 5. Establish patient-centred rapport. 6. Consistently focus on professional duty of care. 7. Reflect and review own practice to continuously improve personal

performance. 8. Consistently operate within sphere of personal competence and level of

authority. 9. Manage personal workload and objectives to achieve quality of care. 10. Actively seek accurate and validated information from all available

sources. 11. Select and apply appropriate analysis or assessment techniques and

tools. 12. Evaluate a wide range of data to assist with judgements and decision

making. 13. Contribute to and co-operate with work of multidisciplinary teams. Indicative Content Students are expected to gain knowledge, skills and experience of routine Cardiology investigations across the range of conditions referred for investigation. Common content across investigations • Indications and contra-indications for testing • Health and Safety including safe handling of reagents • Graphical representation of results and interpretation • Safe decontamination of equipment • Quality standards, control and assurance for all activities • Care Pathways for patients with cardiovascular disease Investigations • Electrocardiography including recognition of the changes related to

o Age, gender, ethnic origin and pregnancy o Atrial arrhythmias o Ventricular Arrhythmias o Conditions affecting the left side of the heart

Left atrial abnormalities Left ventricular hypertrophy

o Conditions affecting the right side of the heart Right atrial enlargement Right Ventricular Hypertrophy

o Conditions not primarily affecting the heart Hyperkalaemia Hypokalaemia Thyrotoxicosis Hyperthyroidism Hypocalcaemia

o Conduction Defects

36


Bundle Branch Blocks Hemiblocks

o Blood pressure measurement o Intermediate life support o Ambulatory Electrocardiography o Ambulatory blood pressure monitoring o Assisting in cardiac exercise stress testing o Haemodynamic monitoring during coronary angiography and

percutaneous coronary intervention (PCI) procedures o Providing technical assistance during implantation of simple

pacemaker systems for the treatment of bradycardia Gains an awareness of: • Principles and practice of:

o Echocardiography o Cardiac rhythm management

37


Section 5.0 Specialist Modules for Respiratory and Sleep Physiology Section 5.1 Interpretation of the high level framework for Cardiovascular, Respiratory and Sleep

Sciences specialising in Respiratory and Sleep Physiology

Module Title Year 3

Application to Practice


[10]

Applying Respiratory and Sleep Physiology to Practice

[60]

Research Project

[30]


[20]

Year 2 Technologies

and Methodologies


[10]

Research Methods

[10]

Instrumentation, Signal

Processing and Imaging

[20]

Pathophysiology of Common

Cardiovascular and Respiratory Conditions

[20]

Respiratory and Sleep

Physiology

[50]


[10] Year 1

Scientific Basics


[10]

Scientific Basis of Healthcare Science – Integrated module across

body systems

[60]

Scientific Basis of Cardiovascular [25 credits] Respiratory and Sleep Science [25 credits] including

Work-based Training

Total [50] [xx] = Credits

Generic Modules: Common to all divisions of Healthcare Science


Specialist Modules: Specific to a specialism

38


Section 5.2 Division: Physiological Sciences Theme: Cardiovascular, Respiratory and Sleep Sciences Specialism: Respiratory and Sleep Physiology Year 2: Respiratory and Sleep Physiology [50 Credits] The overall aim of this module is to ensure that the student understands the breadth of the application of science within Respiratory and Sleep Sciences and building on previous learning, develops and applies knowledge and understanding in Respiratory and Sleep Sciences. Learning Outcomes: Knowledge and Understanding On successful completion of this module the student will: 1. Know and apply the abbreviations and units used in Respiratory and

Sleep Science. 2. Explain the concept of “normal” and the calculation and use of reference

ranges. 3. Explain the normal physiological variability in humans. 4. Describe the generation and use of reference ranges to define normal

and abnormal lung function and apply knowledge to calculate normal ranges.

5. Explain the need for calibration and quality assurance for all measurements undertaken in Respiratory and Sleep Science.

6. Explain the application of dynamic lung volumes and flows in routine clinical practice.

7. Explain the methods that can be used to estimate static lung volumes. 8. Compare different techniques to estimate lung volumes and know the

limitations of each technique. 9. Discuss the role of inhaled drug therapy in the management of

respiratory disease. 10. Explain the principles of operation of respiratory gas analysers to

measure commonly used gases in respiratory measurement. 11. Explain the routine procedures for care and calibration of gas analysers. 12. Explain the structure-function relationship determining gas exchange and

Carbon Monoxide Transfer Factor. 13. Explain the principles and operation of pulse oximeters. 14. Explain the principles, concepts and basic operation of continuous

positive airway pressure equipment and modalities. 15. Recognise the need for effective communication skills and respect for

the rights, dignity and privacy of patients. 16. Recognise the implications of working in multidisciplinary teams with

respect to communications, safety and patient care.

39


Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism) On successful completion of this module the student will: 1. Discuss complex scientific information in ways that can be understood by

patients and practitioners in other areas. 2. Use correct terminology when discussing scientific issues. 3. Work safely in clinical areas. Indicative Content

• Pathophysiological changes that occur with common lung diseases including:

o Chronic obstructive pulmonary disease o Asthma o Restrictive lung disease o Pulmonary vascular disease o Congenital and genetic lung conditions o Respiratory muscle disorders o Occupational lung disease o Lung cancer o Cystic fibrosis o Obstructive sleep apnoea

• The role of respiratory mechanics in control of breathing • Effect of neuromuscular disease on the respiratory system Assessment of Lung Function • Techniques used in the assessment of lung function • Reference ranges

o Uses o Limitations

• Reporting Systems • Static Lung Volumes

o Characteristics of recording equipment o Indications o Contra-Indications o Recommended measurement technique o Calculations o Cleaning procedures o Common problems o Normal values and interpretation of results

• Dynamic Lung Volumes and Flow o Characteristics of recording equipment o Indications o Contra-Indications o Recommended measurement technique o Calculations

40


o Cleaning procedures o Common problems o Normal values and interpretation of results

• Reversibility Testing o Characteristics of recording equipment o Indications o Contra-Indications o Recommended measurement technique o Calculations o Common problems o Normal values and interpretation of results

• Measurement of Gas Transfer o Characteristics of recording equipment o Indications o Contra-Indications o Recommended measurement technique o Calculations o Cleaning procedures o Common problems o Normal values and interpretation of results

• Spot Check Pulse Oximetry o Characteristics of recording equipment o Indications o Contra-Indications o Recommended measurement technique o Common problems o Normal values and interpretation of results

• Overnight Pulse Oximetry o Characteristics of recording equipment o Indications o Contra-Indications o Recommended measurement technique o Common problems o Normal values

• Continuous Positive Airway Pressure Machines o Function/types/modalities o Cleaning & filter changing o Mask/interface types o Contraindications o Side effects/troubleshooting o Patient education

• Respiratory Muscle Assessment o Mouth pressures o Sniff pressures o Supine and sitting vital capacity (VC)

41


Section 5.3 Division: Physiological Sciences Theme: Cardiovascular, Respiratory and Sleep Sciences Specialism: Respiratory and Sleep Physiology Year 2: Work-based Training [10 Credits] The indicative content for the work-based training modules in Year 2 is defined in the Year 3 module content to be achieved across Year 2 and 3.

Important Note: Work-based training does have to be confined only to the work-base but elements may be taught in other environments, e.g. a clinical skills laboratory, simulation centre or science laboratory.

Section 5.4 Division: Physiological Sciences Theme: Cardiovascular, Respiratory and Sleep Sciences Specialism: Respiratory and Sleep Physiology Year 3: Applying Respiratory and Sleep Physiology to Practice [60 Credits]

The overall aim of this module is to ensure that the student develops knowledge and understanding of a wider range of investigations utilised within Respiratory and Sleep Sciences and their application in relevant care pathways. Learning Outcomes: Knowledge and Understanding On successful completion of this module the student will: 1. Review basic respiratory and sleep physiology investigations and apply

knowledge to typical clinical scenarios. 2. Explain the underpinning basic and clinical science with respect to:

• Blood Gas Analysis • Respiratory Sleep Studies including the neurological aspects of sleep • Challenge Testing.

3. Explain human development from birth to adulthood with respect to the respiratory system.

4. Explain the differences between children and adults with respect to respiratory physiology investigations and determine how these affect clinical practice.

5. Explain and evaluate the methods available for assessing respiratory function in children ≥ 8 years.

6. Recognise the value of clinical audit in optimising services. 7. Explain the importance of patient-centred care and recognise the needs

of people with disabilities within this care pathway.

42


Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism) On successful completion of this module the student will: 1. Respect and uphold the rights, dignity and privacy of patients. 2. Establish patient-centred rapport. 3. Appreciate the empathy and sensitivity needed when dealing with the

patient experience of long-term conditions and terminal illness. 4. Actively seek accurate and validated information from all available sources

with respect to respiratory and sleep investigations. 5. Select and apply appropriate analysis or assessment techniques and tools. 6. Critically discuss the problems associated with the care of patients

undergoing respiratory investigations or treatments.

Indicative Content Patient Centred Care • Communication skills • Consent • Confidentiality • Disability including learning disabilities • Care pathways for patients with respiratory disease • Problems associated with care Blood gas measurement • Physiological processes that contribute to the maintenance of normal

blood gases • Gas exchange • Gas transport • Acid base balance and blood gases • Safety procedures • Characteristics and function of analysers • Sampling procedures • Normal values Sleep Studies • Sleep physiology including neurological aspects of sleep • Sleep pathophysiology • Lung function and sleep • Obstructive sleep apnoea • Overnight oximetry • Airflow and respiratory effort in sleep • Epworth sleepiness scale • Indications for polysomnography • Indications for Continuous Positive Airway Pressure therapy • Driver and Vehicle Licensing Agency regulations

43


Challenge Testing • Methods for assessing airway reactivity • Indications and contra-indications for testing • Safety precautions and safe handling of reagents • Presentation of results • Skin allergy testing Section 5.5 Division: Physiological Sciences Theme: Cardiovascular, Respiratory and Sleep Sciences Specialism: Respiratory and Sleep Physiology Year 3: Research Project in Respiratory and/or Sleep Physiology [30 Credits]

The overall aim of this module is for the student to undertake a research or audit project that provides an opportunity to demonstrate the knowledge, skills and experience gained in the Research Methods module in Year 2. Learning Outcomes: Knowledge and Understanding On successful completion of this module the student will:

1. Work with a supervisor to propose a research or audit hypothesis/question. 2. Critically review the literature and use a reference manager system. 3. Refine a research/audit question. 4. Design a research protocol to test a hypothesis/question.

Learning Outcomes: Practical Skills On successful completion of this module the student will: 1. Undertake a research/audit project from conception to completion. 2. Gain the necessary ethical, audit and/or Research and Development

approval. 3. Assemble a body of data and analyse the data using appropriate

statistical techniques. 4. Prepare a written project report and analyse the findings and identify the

strengths and weaknesses of the research/audit project. 5. Prepare and present a poster.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism) On successful completion of this module the student will:

44


1. Further develop critical analytical skills. 2. Evaluate and apply evidence. 3. Work within an ethical framework. 4. Demonstrate effective time management and organisation. Indicative Content

• One or more pieces of work for which the student is responsible. These should involve originality in the sense that the outcome is not predictable and/or known in detail

• Examples could include: o Evaluation of method new to department o Investigation to improve performance of a method o Evaluation of new/modified quality assurance of a method o Audit of method performance across a range of departments o Critical analysis of evidence-base underpinning a specified

procedure o Audit of specified laboratory users to assess functionality, range,

and/or quality of services provided

Section 5.6 Division: Physiological Sciences Theme: Cardiovascular, Respiratory and Sleep Sciences Specialism: Respiratory and Sleep Physiology Years 2 and 3: Work-based Training [20 Credits] The indicative content for the work-based training modules in Year 2 is defined in the Year 3 module content to be achieved across Year 2 and 3. Important Note: Work-based training does have to be confined only to the work-base but elements may be taught in other environments, e.g. a clinical skills laboratory, simulation centre or science laboratory. The overall aim of this module is to give the student experience of Respiratory and Sleep Physiology that ensures that the student can undertake the full breadth of practice expected of a newly qualified Healthcare Science Practitioner in Respiratory and Sleep Physiology. This is delivered through work placements in Years 2 and 3 of the degree course. Further work developing the framework for the accompanying Professional Portfolio across healthcare science and in the specialisms will define the levels of competency. Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

45


1. Explain the underpinning principles of routine respiratory physiology and sleep investigations integrating knowledge of basic and clinical science.

2. Explain the inter-relationships of ventilation, diffusion and perfusion in respiration.

3. Explain the basic concepts of breathlessness and the relationship between the physiological events and the patient’s perception of breathlessness.

4. Explain the test selection process. 5. Explain the difference between obstructive, restrictive and mixed

respiratory disorders, and different disorders that affect lung function. 6. Critically review and evaluate departmental protocols in relation to the

core skills in Health and Safety, human rights, patient identification, communication skills and management and quality assurance.

7. Critically review and evaluate routine tasks in relation to respiratory measurement and sleep science.

8. Produce a professional portfolio, which cumulatively records/provides evidence of the skills, knowledge and attitudes gained.

Learning Outcomes: Practical Skills On successful completion of this module the student will: 1. Demonstrate increased knowledge, understanding and confidence in

application, of the core skills in clinical, patient identification, communication skills and management, and quality assurance.

2. Demonstrate competence for routine tasks/situations in Respiratory and Sleep Science including: • Dynamic lung volumes and flows • Assessment for bronchodilator response • Static lung volumes • Measurement of Transfer Factor for Carbon Monoxide • Overnight pulse oximetry • CPAP machine function.

3. Critically apply the scientific principles covered in the academic module within own practice.

4. Make the appropriate choice of equipment/procedure. 5. Use equipment to produce the highest quality results. 6. Perform patient investigations in safe manner whilst undertaking

appropriate infection control techniques. 7. Undertake and document measurements and assist in the production of

a factual report. 8. Produce a professional portfolio, which cumulatively records/provides

evidence of the skills, knowledge and attitudes gained. Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

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On successful completion of this module the student will: 1. Present complex ideas in simple terms in both oral and written formats. 2. Challenge discriminatory behaviour and language. 3. Adapt communication style and language to meet needs of listeners. 4. Respect and uphold the rights, dignity and privacy of patients. 5. Establish patient-centred rapport. 6. Consistently focus on professional duty of care. 7. Reflect and review own practice to continuously improve personal

performance. 8. Consistently operate within sphere of personal competence and level of

authority. 9. Manage personal workload and objectives to achieve quality of care. 10. Actively seek accurate and validated information from all available

sources. 11. Select and apply appropriate analysis or assessment techniques and tools.12. Evaluate a wide range of data to assist with judgements and decision-

making. 13. Contribute to and co-operate with work of multidisciplinary teams.

Indicative Content Students are expected to gain knowledge, skills and experience of routine respiratory and sleep investigations across the range of conditions referred for investigation. Common content across investigations • Indications and contra-indications for testing • Health and Safety including safe handling of reagents • Graphical representation of results and interpretation • Safe decontamination of equipment • Quality standards, control and assurance for all activities • Quality standards, control and assurance for all activities • Care Pathways for patients with diseases of the respiratory system and

sleep disorders Investigations • Dynamic and Static Lung Volumes • Assessment of Gas Transfer • Assessment and response to bronchodilator therapy • Blood gas analysis • Pulse oximetry • Overnight pulse oximetry

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Appendix 1

Members of the Curriculum Development Group and Professional Bodies & Societies that have been sent the Curriculum

The BSc curriculum for Physiological Sciences in the Cardiovascular, Respiratory and Sleep Sciences theme has been coordinated by the MSC professional advisors with valued contributions throughout the development process from the following professionals in each specialism: Cardiac Physiology, Respiratory and Sleep Science curriculum working group Brian Campbell Chris Eggett Dave Richley Jacqui Howard Jane Allen Trefor Watts Martyn Bucknall Brendan Cooper Jacqueline Bennett Simone de Lacey Julie Lloyd Joanna Shakespeare Martin Allen In addition the professionals detailed above who have worked closely with the MSC professional advisors have utilised the skills and knowledge of a wider reference group relevant to their specialism. The BSc curriculum for Physiological Sciences in the Cardiovascular, Respiratory and Sleep sciences theme has also been circulated to the following professional bodies and societies for their comments: Cardiology SCST – Society for Cardiological Science and Technology RCCP - The Registration Council for Clinical Physiologists IPS - Institute of Physiological Sciences BHF – British Heart Foundation BSE - British Society of Echocardiography BCS – British Cardiovascular Society HRUK – Heart Rhythm UK Respiratory and Sleep ARTP - The Association for Respiratory Technology and Physiology BTS – British Thoracic society BSS - British Sleep Society

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In additional as this Practitioner Training Programme (PTP) may generate future entrants into STP programmes the following professional bodies and societies were also asked for their comments: SVT – Society for Vascular Technology SCCT – Society for Critical Care Technologists Autonomic Science

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