Ii Our Student Charter

Faculty of Health & Wellbeing

BSc (Hons) Radiotherapy and Oncology

COURSE HANDBOOK Levels 4, 5 and 6

(2017-18)

11 i. Purpose: This handbook aims to give you an overview of the programme and is updated each year to reflect the latest course developments. It is available on the Course Organisation BB site and if you have any issues with accessing this content for example you require a large print version please contact Jo Doughty ii Our student Charter Our student charter was developed jointly by the University and Sheffield Hallam Students' Union. It is an example of the working partnership which exists between our staff, students and student representatives. The charter embodies our commitment to delivering a high-quality student experience and sets out the expectations and responsibilities we have for our community of students and staff.

A copy of the current University Student Charter can be found at http://www.shu.ac.uk/university/overview/governance/studentcharter/index.html iii. Attendance Statement The following statement has been agreed to communicate the University's expectations on student attendance and to encourage you to gain the most from the planned learning activities on your course.

It is essential that all students take responsibility for their learning by engaging fully with their course and that as a minimum students should:

 attend punctually all scheduled and timetabled learning and teaching activities and sessions, unless unable to do so for reasons of illness or other extenuating circumstances;  engage with and participate in all learning activities;  submit all assessments by scheduled hand in dates;  attend all scheduled assessments (for example, in class tests, presentations, exams);  reflect on and act on feedback on assessed work;  undertake independent learning in support of teaching delivery as directed by academic staff.

Please also view the RONC specific attendance policy that is available under the ‘Mandatory Training’ tab of the Course Organisation site. iv. University Regulations: As a student at Sheffield Hallam University you agree to abide by the University regulations upon enrolment to the University. Please note regulations can change during the year and the latest version can be found on SHUSpace under Rules and Regulations, you should therefore read this handbook in conjunction with these Academic Regulations and Student Policies. These can be found at the foot of the page online at https://shuspace.shu.ac.uk/webapps/portal/frameset.jsp under Rules and Regulations.

Exemptions that apply specifically to the BSc (Hons) Radiotherapy and Oncology Programme include exemption from…

22 - normal credit loading for an award (See regulation 12 for standard credit requirements at each award) - minimum credit requirements for intermediate and final awards (See regulation 12 for minimum credit requirements at each award) - calculation methods of award classification and grades of achievement (See regulation 12 for standard methods of calculation) - standard assessment model for a module (Standard assessment model is where a pass is achieved by an overall module mark of 40% with a valid attempt made at each task) - compensation at each UG level (Compensation rule: Up to 20 credits at each UG level can be compensated provided that an overall level average of 40% has been achieved AND a valid attempt has been made at all tasks AND a minimum of 30% has been achieved in each failed module) - reassessment entitlement (See regulation 3, 4 and 9 for standard entitlements to IMR, re- ferral and retake opportunities) - maximum task limits (Maximum task limits are:- - Maximum of 2 tasks for 20 credit point modules, maximum of 12 tasks across the level for UG or 18 tasks for PG. Maximum of 3 tasks per module cannot be exceeded.) - APCL/APEL regulations (See separate APCL/APEL regulations) - Standard academic calendar - Continuing Re-assessment with attendance v. Disclaimer: While every effort has been made to ensure the accuracy of information contained in this handbook at the time of production, information can change in year. If this is the case these changes will be communicated to you in a timely manner and links are provided where appropriate to sources of current online information.

33 Table of Contents

1. Welcome

2. Course Information

3. How to get the most from your course

4. Academic Integrity, Assessment, Standards and Fairness

5. What previous students said about the course

44 1. Welcome messages:

1.1 It is a great pleasure to welcome you to Sheffield Hallam University and the Department of Al- lied Health Professions. A career in health and social care can be very rewarding but it is also very demanding. It will require all of your energy and commitment to succeed. The NHS is striving to deliver the best possible patient care for all of us and you will have a huge contribution to make to that care. Support will be available when things get tough as they no doubt will along the way. We do expect you to work hard but please take every opportunity that life at university offers you. I hope that you enjoy studying with us and achieve all that you want from university life.

Best Wishes

Ruth Allarton MSc, MCSP, PGL+T, SFHEA Head of Department of Allied Health Professions Faculty of Health and Wellbeing Robert Winston Building 11-15 Broomhall Road Sheffield S10 2BP

1.2 A very warm welcome to the Radiotherapy and Oncology programme, as a team we are very proud of our programme and very passionate about our profession. We are so pleased that you have chosen Radiotherapy as your profession and Sheffield Hallam University as your place of study. We have very high standards on this programme and we will support you all the way to be- coming the Radiographer that you can be, we are focused on the development and progression of all students. The NHS is a demanding environment but we are confident that we can provide you with the training to excel in your chosen field. We aim to be an open and responsive team and if you have any queries or concerns that please do not hesitate to contact me. Good luck with your studies, Kind Regards,

Laura Charlesworth BSc Course Leader Faculty of Health and Wellbeing Robert Winston Building 11 – 15 Broomhall Road Sheffield S10 2 BP

1.3 A message from your Sheffield Hallam Students’ Union Education Officer

I was elected to represent you and your views as your Education Officer. I hope you’ll enjoy being part of your course and I’ll be working closely with your course representatives, so if you ever need any help or advice on anything associated with your course and your education then get in touch at uuse- [email protected]. If you want to share any of your experiences on your course or are facing any problems then come and talk to me as the Students’ Union is here to support you. I’m based in the HUBS but you can also contact me via email, on Facebook or via Twitter @hallameducation. I look forward to meeting you soon!

Davey Silver 55 Education Officer, Sheffield Hallam Students’ Union

2. Course Information:

2.1 PROGRAMME AIMS

a) enable you to become a competent, safe and proactive Therapy Radiographer with a professional qualification that confers eligibility for registration with the Health Care Profes- sions Council

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

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

d) help you develop into an compassionate practitioner responsive to patients needs by foster- ing in you an appreciation of the value of teamwork and collaboration with other professionals, service users and carers

e) prepare you as a critically reflective practitioner who can strategise and make effective use of information and communication technology applications support professional practice and develop your independent learning ability which underpins the philosophy of life-long learning and continual professional development

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

PROGRAMME LEARNING OUTCOMES

Knowledge and understanding covered within the Programme. By the end of the programme you will be able to

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

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

c) practice effectively by critically applying the principles and practice of professionalism and communication that support collaboration with other professionals and service users.

d) identify and effectively use high quality evidence for both academic and professional practice

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

a) demonstrate skills of information literacy, critically evaluate and reflect upon professional practice in radiotherapy and oncology and its theoretical base using an analytical and evidence based approach 66 b) appraise recent developments and advances in the field of oncology in general and radiotherapy practice in particular

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

d) employ skills of awareness to reflect upon situations and devise an appropriate course of action

e) make and justify professional judgements in the context of professional and interprofessional collaboration

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

a) practice competently, accurately and safely exhibiting appropriate professional attitudes and behaviour expected within the boundaries of legal, ethical and professional frameworks.

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

c) practice with empathy and understanding appreciating the patient experience in the wider context of your professional development by conveying empathy and understanding whilst endeavouring to demonstrate technical excellence.

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

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

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

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

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

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

a) demonstrate the skills and attributes required in a modern employment setting, including reflective practice, autonomy, entrepreneurship, effective mentorship, coaching and clinical supervision. 77 b) communicate ideas and information effectively through a variety of media and consistently demonstrate good verbal, non-verbal and written forms of communication in your involvement with patients and carers.

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

d) demonstrate self-management of time and resources, working independently and as a member of a group.

e) apply problem solving skills to address academic and practice issues.

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

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

2.2 Key course contacts

Name Role Tel Number Email Laura BSc Course 0114 2255768 [email protected] Charlesworth Leader

PDF Leicester

Gemma Burke PgD Course 0114 225 5437 [email protected] Leader

Mark Collins MSc Radiotherapy 0114 225 6516 [email protected] and Oncology course leader

Module Leader Mel Clarkson PDF 0164 285 4278 [email protected] Middlesbrough/ PgD Clinical module leader/Clinical Lead

Rob Appleyard Module Leader 0114 225 2402 [email protected]

Heather Drury - Senior 0114 225 2523 [email protected] Smith Lecturer/MSc Course Leader

Jo Doughty Discipline Leader, 0114 225 4410 [email protected] Senior Lecturer, 88 Module leader

David Green Module Leader / 0113 206 7728 [email protected] PDF at Leeds

Cath Holborn PDF at Nottingham 0114 225 2310 [email protected] Module leader, MSc course leader

Jo McNamara Admissions Tutor / 0114 225 5589 [email protected] PDF Sheffield Sheela Macwan Module Leader/ 0114 225 5573 [email protected] PDF at Lincoln, MSc course leader

Keeley Module Leader / 0114 225 2423 k [email protected] Rosbottom PDF at Derby

Alex Robinson PDF at Hull/Module 0114 225 5956 [email protected] Leader

Sarah Smith Senior Lecturer, 0114 225 5588 [email protected] module leader

Gillian PDF at Newcastle 0114 225 5579/ [email protected] Thompson Clinical module 0191 2138650 leader Lucy Cambell Student Support 0114 225 5479 [email protected] Officer

99 2.3 Academic Calendar

SHU Week Year Year 1 BSc Year 2 BSc Year 3 BSc week beg 9 18-Sept 2017 Enrolment/ Induction Study IPE 10 25-Sep 2017 Academic Academic (Prof Dev) Academic (Prof Dev) 11 02-Oct 2017 Academic Academic Academic 12 09-Oct 2017 Academic IPE Academic 13 16-Oct 2017 Academic Academic Academic 14 23-Oct 2017 Academic Academic Placement 15 30-Oct 2017 Practice Wk and Academic Placement Mandatory training 16 06-Nov 2017 Academic Academic Placement 17 13-Nov 2017 Study Academic Placement 18 20-Nov 2017 Placement Study Placement 19 27-Nov 2017 Placement Placement Study 20 04-Dec 2017 Placement Placement Study 21 11-Dec 2017 Placement Study Study 22 18-Dec 2017 Holiday 23 25-Dec 2017 24 01-Jan 2018 Study Study Study 25 08-Jan 2018 Exam/study Placement Exam/Study 26 15-Jan 2018 Academic Placement Placement 27 22-Jan 2018 Academic Placement Placement 28 29-Jan 2018 Academic Placement Placement 29 05-Feb 2018 Academic Academic Placement 30 12-Feb 2018 Academic Academic Placement 31 19-Feb 2018 Academic Academic Study 32 26-Feb 2018 Academic Academic Placement 33 05-Mar 2018 IPE Academic Placement 34 12-Mar 2018 Academic Academic Placement 35 19-Mar 2018 Study Study Placement 36 26-Mar 2018 Holiday Holiday Holiday 37 02-Apr 2018 Holiday Holiday Holiday 38 09-Apr 2018 Placement Placement Study 39 16-Apr 2018 Placement Placement Placement 40 23-Apr 2018 Placement Placement Placement 41 30-Apr 2018 Exam/Study Exam/Study Placement 42 07-May 2018 Exam/Study Exam/Study Placement 43 14-May 2018 Exam/Study Exam/Study Placement 44 21-May 2018 Placement Placement Employability week 45 28-May 2018 Placement Placement Employability week 46 04-Jun 2018 Placement Placement 47 11-Jun 2018 Placement Holiday 48 18-Jun 2018 Placement Holiday 49 25-Jun 2018 Holiday Placement 50 02-Jul 2018 Holiday Placement 51 09-Jul* 2018 Placement/ RESIT Placement/ RESIT 52 16-Jul* 2018 Placement/ RESIT Placement/ RESIT 1 23-Jul 2018 Placement Placement 2 30-Jul 2018 Placement Holiday 3 06-Aug 2018 Placement Holiday 4 13-Aug 2018 Holiday Placement 5 20-Aug 2018 Holiday Placement 6 27-Aug 2018 Placement Placement 7 03-Sep 2018 Placement ELECTIVE 8 10-Sep 2018 Placement ELECTIVE

2.4 Course timetable All components of the course combine to provide a cohesive pattern of clinical experience and academic study that are inter-dependent. Which facilitate student development to an appropriate level of fitness for practice and the academic award providing a solid foundation to make the transition into practice and continual professional development.

1010 The course is three academic years in length e.g. September 2017 intake will graduate in June 2020.

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

. Year 1 46 weeks . Year 2 46 weeks . Year 3 33 weeks.

The course comprises of 120 credits at each level 4, 5 & 6 (years 1, 2 & 3). These study credits are organised into modules of either 20 or 40 credits. All modules on this course are 'core' (therefore compulsory) modules.

The curriculum is organised into modules, which are delivered either in a single semester (6-8 weeks) e.g. RONC Principles of Oncology 1, 2, 3 & 4 or over two semesters e.g. RONC Applica- tions of Radiotherapy Science and RONC Imaging and Treatment Planning. Interprofessional Edu- cation (IPE) modules in years 1 & 2 (levels 4 & 5) are undertaken in a single semester but in year 3 (level 6) the module is introduced at the start of semester 1 with some assessment activity taken forward across the year to support the links between theory and clinical practice.

The Clinical Education programme spans each entire year 1, 2 & 3 in a pattern of blocks. This structure enables modules to be assessed where appropriate and not only at the end of the semester. Year 3 (level 6) of the course is undertaken mainly in clinical placement with significantly less attendance to the university, students are supported by a distance learning approach using a variety of technology enhanced leaning approaches in modules and with support from Professional Development Facilitators. As well as Academic Advisors, research supervisors and on-going avail- ability of student support services and the course leader.

This arrangement of study ensures a balanced programme of academic and clinical assessment throughout the year, thereby spreading the burden for the student, and avoiding concentrated peri- ods of intense assessment activity or significant overlap in aspects of learning. The sequence of academic blocks and clinical placements maximises the opportunities for linking theory and practice. Student placements are staggered as much as possible to avoid increased numbers of students in clinical placement however there times when this is deliberate for example between year 3 and year 1 students to facilitate the development of Practice Educator/ mentorship skills.

Timetables are subject to amendments and you should therefore check regularly for changes. You are advised to check daily during the first two weeks of teaching, and at least once a week throughout the academic year. Any clashes or problems should be reported to your Faculty Help- desk immediately.If you would like to change seminar/practical groups please contact your Help- desk for guidance on the process and deadlines.

Viewing your timetable The most reliable method of checking both your personal and exam timetables is via your Timetables channel on your My SHU tab. If for some reason you can't see this channel, go to the "Add channel" button at the top left of any of the tabs and search for the channel, then re-add it.

You can also view your timetable on SHUgo via the 'my schedule' module.

1111 2.5 Course Structure

Year 1, Level 4, 120 Credits Semester 1 Semester 2

RONC Principles of Radiation Oncology 1 RONC Principles of Radiation Oncology (20 Credits) 2 (20 Credits)

RONC Principles of Anatomy and Image In- Foundations for Effective Collaborative terpretation (20 credits) Practice (20 Credits)

RONC Applications of Radiotherapy Science (20 Credits)

RONC Clinical Education 1 (20 Credits)

Year 2, Level 5, 120 Credits Semester 1 Semester 2

RONC Principles of Radiation Oncology 3 RONC Principles of Radiation Oncology (20 credits) 4 (20 credits)

Developing Capability for Effective Collabor- RONC Introduction to Research Meth- ative Practice (20 Credits) ods (20 credits)

RONC Imaging and Treatment Planning (20 credits)

RONC Clinical Education 2 (20 credits)

Year 3, Level 6, 120 Credits

Semester 1 Semester 2

RONC Dissertation (20 credits)

Enhancing Quality of Services through Effective Collaborative Practice (20 Credits)

RONC Preparation for Practice (20 credits)

RONC Accuracy and Reproducibility (20 credits)

RONC Clinical Education 3 (40 credits)

1212 Module Details Year 1: RONC Principles of Radiation Oncology 1

To introduce you to information, knowledge and research evidence about cancer and its management and enable you to practice patient communication and key study skills that underpin professional practice.

INDICATIVE CONTENT

This module is the first you will study on your course and is designed to develop your knowledge, understanding and practice of the important skills you will need to support all future activity in both your academic study and clinical practice.

It will introduce Oncology (the study and treatment of cancer) and cover the fundamental terminology used in practice. You will develop your knowledge and understanding of Radiotherapy and other types of treatment and a range of patient management issues. Alongside this you will develop the practice of searching for and working with study materials and research evidence and how to use this appropriately in your study and assessments. This is the start of a theme of information literacy you will be supported to develop through all three years of the programme.

Year 1: RONC Principles of Anatomy and Image Interpretation

1 To help you develop a fundamental knowledge of relational macroscopic, radiographic and cross-sectional anatomy to underpin academic study and radiotherapy practice.

INDICATIVE CONTENT

Terminology associated with anatomy, physiology and fundamental radiotherapy techniques/patient positioning. This will cover the anatomical structures, systems and modalities listed below with a relevance to oncology in general and radiotherapy in particular.

Anatomical systems including Skeletal, Integumentary, Cardiovascular, Respiratory, Lymphatic, Digestive, Urinary, Reproductive and Neurological

Radiographic anatomy including structure identification on conventional X-ray, MVI and CT Year 1: RONC Principles of Radiation Oncology 2

To facilitate the development of your knowledge and understanding of the anatomy, physiology, pathology, oncology and management of patients with malignant disease in the body systems studied.

INDICATIVE CONTENT

1313 Haematology, study of the blood and the cardiovascular system and its role in the malignant disease process, the lymphatic system and its role in the malignant disease process, the locomotor system, study of the skeletal system (bones) and skeletal muscles, the lower respiratory system, common diseases (malignant and non-malignant) and treatment of tumours in the lung, pleura and trachea.

Holistic care of patients Relevant psychological, social and political influences in relation to specific malignancies and their management/care will be explored.

Principles of radiotherapy techniques, Factors affecting dose prescription and Safe practice in the radiotherapy department

Management of metastatic disease and palliative and supportive care

Year 1: RONC Applications of Radiotherapy Science

To provide you with knowledge and understanding of the scientific, technological, and le- gislative principles that underpin safe practice.

INDICATIVE CONTENT

Basic mathematical skills and SI units: SI units and measurement, Indices, Standard form, Terminology, Similar triangles

Basic physical principles: Atomic structure, Processes of heat transfer, Electromagnetic spectrum and nature of ionising radiations, Wave particle duality

Production of X-rays: Bremsstrahlung and characteristic radiation production, The X-ray spectrum, Spatial distribution of X-rays around a target, Intensity, quality and factors affecting them, Target angle, Tube basic components

The Linear Accelerator: Basic principles of MV X-ray production, Principles of equipment conversion for electron production

Interaction of ionising radiations with matter: Attenuation and absorption of ionising radiations, Attenuation and absorption coefficients, Half Value Thickness/Tenth Value Thick- ness, Interaction processes, and the importance and practical relevance of them

Radiation protection and legislation: Rationale and principles of radiation protection, Ef- fects of radiation, Current legislation, Dose limits, the ALARA principle, Design of rooms in the radiotherapy department, factors to consider in calculating barrier thickness

Detection and measurement of ionising radiations: Primary and secondary standards, Radiation exposure, absorbed dose and KERMA, Dose equivalent and its relationship to absorbed dose, Principles of operation, practical uses and important characteristics of de- tectors

Introduction to treatment modalities: Overview of stereotactic radiosurgery, proton therapy, IMRT, IGRT, SABR.

1414 Principles of dose calculation: Characteristics of treatment beams, Definition of depth dose, isodose curves, build-up, backscatter, Equivalent Square, Factors affecting percent- age depth dose, Dose prescription, Treatment dose calculations

Year 1: RONC Clinical Education 1

To provide you with the essential foundation upon which you will acquire the necessary knowledge and understanding of radiotherapy treatment delivery to develop clinical skills and competence.

INDICATIVE CONTENT

This module is designed to support your clinical practice skills by developing your knowledge and understanding of the theory of portfolio development allowing you to evidence your clinical skills. During clinical placements you will develop your knowledge and understanding of Radiotherapy terminology, techniques, procedures and policies implemented in clinical practice making vital theory practice links.

Year 1: Foundations for Effective Collaborative Practice

To introduce you to the concept of professionalism and collaborative practice and the potential impact on diverse populations and communities.

INDICATIVE CONTENT

 Reflection

 Self-awareness to inform personal and professional development

 Communication issues when working collaboratively

 Psychosocial and diversity perspectives and their relationship to the principles of anti- -oppressive and anti-discriminatory practice

 Professionalism common and shared:

o ethical and legal issues

o accountability

o Regulatory frameworks

 Behaviour / social class/lifestyle choices and their impact on health

 Service user and carer centredness - developing relationships

 Interprofessional Capability Framework

1515  National and international directives /contemporary policy drivers for collaborative working and integrated services

 Safeguarding

 Information search and retrieval strategies

 Producing a learning journal

Year 2: RONC Principle of Radiation Oncology 3

To provide you with the underpinning theory related to site specific anatomy, physiology, pathology, oncology, treatment and care to enable you to discuss and evaluate the multi-modality approach to disease and patient management and the radiotherapy techniques employed for a range of body systems studied

INDICATIVE CONTENT

 The Breast, associated tumours & their management

 The Urinary System (e.g. the kidney, prostate, bladder etc.) and associated tumours and their management

 The Nervous System (e.g. the brain etc.) and associated tumours and their management

 The Endocrine System, the Principles of Hormone Therapy and associated tumours and their management

 The Mid and Lower Digestive System (e.g. The oesophagus, stomach, bowel, rectum & anus) and associated tumours and their management

 Scientific/Academic/Conference Poster Development & Presentation skills

 Management of Terminal Disease and Palliative Care

 Service user involvement – breaking bad news role play covering breast and CNS scen- ario.

Year 2: RONC Principles of Radiation Oncology 4

To provide you with the underpinning theory related to site specific anatomy, physiology, pathology, oncology, treatment and care to enable you to discuss and evaluate the multi- modality approach to disease and patient management and the radiotherapy techniques employed.

INDICATIVE CONTENT

1616  Site specific anatomy, physiology, pathology and disease characteristics.

 Stages of the patient pathway from initial diagnosis and decision to treat to treatment delivery, patient care, symptom management and subsequent follow up.

 Contemporary approaches to both disease and patient management (including, hormone therapy, the use of sealed and unsealed source brachytherapy for both treatment and diagnosis) and the influence of psychological, social and political issues.

 Psychosocial issues surrounding cancer and associated treatments and side effects e.g. body image, sexual function, anxiety, depression & coping strategies.

 Communication skills and provision of information and care for service users.

 Current and emerging research and clinical trials and how they may shape the future of the management of cancer in the body systems studied.

 Issues surrounding cancer, its treatment and management of paediatric patients.

 The female and male reproductive systems, associated tumours & their management (e.g. gynaecological malignancies, testes etc.) excluding the Prostate ( covered separately in PRO3)

 Upper respiratory and digestive systems, i.e. the head & neck area, associated tumours & their management e.g. Larynx, Nasopharynx, oropharynx, oral cancers, tongue and or- gans of special sense e.g. the eye, ear etc.

 The locomotor system.

Year 2: RONC Imaging and Treatment Planning

To provide you with the opportunity to apply physical principles in developing a detailed understanding of the pre-treatment process, quality assurance procedures and the use of radioactive sources in radiotherapy.

INDICATIVE CONTENT

Imaging principles

 CT

 MR

 Ultrasound

 Simulation (conventional, Sim-CT, CT-Sim)

 Portal imaging

 Cone beam CT

1717 Planning

 Isodose and beam data

 Beam modelling

 Volume definitions and specification for dose reporting

 Algorithms

 Planning techniques and tools

 Planning evaluation

 Forward and inverse planning

 Radiobiological planning

Quality assurance

 Principles of QA and QC

 QA and QC procedures

 Detection and measurement of ionising radiations

 In vivo dosimetry

 Record and verify systems

Radioactivity and using radioactive sources

 Radioactivity

 Sealed sources (brachytherapy)

 Unsealed sources (nuclear medicine investigations and interventions)

Year 2: RONC Introduction to Research Methods

To prepare you for your final year dissertation through promoting the development of skills in critically appraising research evidence, and a fundamental understanding of research methods.

INDICATIVE CONTENT

This module continues the theme of information literacy you will be supported to develop through all three years of the programme. Building upon underpinning skills your developed in the RONC Principles of Radiation Oncology 1.

 Background skills for research.

1818  Reviewing the literature - Accessing and critically appraising evidence, literature searching, learning centre support.

 Systematic reviews.

 Ethics in health care and research governance.

 Introduction to research paradigms and methodologies.

 Developing a research question.

 Introduction to quantitative methods - experimental and quasi-experimental designs.

 Understanding measurement in a research context (including levels of measurement and consideration of reliability and validity)

 Introduction to statistics

 Questionnaire design

 Introduction to qualitative research (philosophical frameworks)

 Interviews in qualitative research, methods of analysing interview data

 Focus groups

To build on knowledge and previous clinical experiences to develop clinical competence and exhibit pro fessional attitudes and behaviours, including communication and team working. Enable you to reflect on your personal and professional development, identifying areas for development.

INDICATIVE CONTENT

This module is aimed at building upon knowledge and experience gained in year 1 of radiotherapy techniques and procedures, as well as the policies implemented within clinical practice. You will develop your knowledge around radiotherapy and various other cancer treatment modalities including a range of patient management issues. Students will also engage more with continual professional development and the process of action planning and reflection.

Themes/topics to be encompassed include:

Academic Taught Sessions

 Introduction to clinical education (overview of assessment process/ webfolio structure, building from year 1)

 Preparation for cross site and elective placements

 Caring for the carer, personal resilience

1919  PebblePAD and webfolio support

Clinical Placement Learning

 Demonstrate initiative and effective organisation skills in being actively involved in ar- ranging your clinical learning experiences

 Demonstrate knowledge and understanding of the information needs of patients undergoing a course of radiotherapy treatment

 Display a holistic approach to the care of the patient or the patients relatives/ carers

 Display a professional approach to your role in the radiotherapy team

 Take an active role in the delivery of radiotherapy techniques including patient and equipment manipulation commensurate with placement opportunities

 Accurately undertake and record all treatment calculations using prescribed data

Developing Capability for Effective Collaborative Practice

To promote your appreciation of the factors and processes that facilitate effective interprofessional team working and service user involvement to support the creation and mainten- ance of safe effective service delivery

INDICATIVE CONTENT

 Principles of team working, dynamics, structures, roles and responsibilities, conflict resolution

 Role clarification and appreciation of others

 Service user and carer involvement

 Reflection

 Collaborative decision making, active listening/negotiation/problem solving skills

 Governance

 Emotional resilience

 Contemporary policy drivers for integrated services and collaborative working

 Promoting safe and effective service environments

Year 3: RONC Accuracy and Reproducibility

2020 To enable you to critically assess issues that impact upon accuracy and reproducibility during the radiotherapy process and to debate how contemporary and leading edge technology can improve treatment delivery and verification, within the relevant legal, ethical and professional frameworks.

INDICATIVE CONTENT

 Types and causes of errors in Radiotherapy

 Organ motion

 Immobilisation of patients

 Gating techniques

 Functional and biological imaging

 Image handling and fusion

 Image Guided Radiotherapy (IGRT) including electronic portal imaging

 Imaging dose and IRMER

 4-D Conformal Therapy

 Adaptive Radiotherapy Techniques

 Stereotactic Radiotherapy / Radiosurgery

 Particle Therapy

 Intensity Modulated Radiotherapy (IMRT) including; Tomotherapy and Arc Therapy

Year 3: RONC Preparation For Practice

To support you in the transition from student to qualified practitioner prepared for job application processes, future responsibilities as a Practice Educator and plan for lifelong learning with an understanding of how to maintain records meeting regulatory and professional body requirements.

INDICATIVE CONTENT

 Critical reflection and personal development

 Current Health Care Policies: Their Impact on Practice

 The Health and Care Professions Council: Their role and your role

 Continual Professional Development, lifelong learning and career planning

 Mentoring practice and supporting learners in the workplace

 CV development and interview techniques

2121  Preceptorship preparation

Acquire skills in reflective practice, patient care, multi-disciplinary team working and radiotherapy treatment delivery at a level of clinical competency allowing you to become a state registered practitioner with the Health Care Professions Council (HCPC)

INDICATIVE CONTENT

Academic Taught Sessions

 Introduction to year 3 clinical education: Links to the Preparation to Practice Module

 How to evidence experiential learning to illustrate clinical and personal progression

 Critical Reflective practice

 Support sessions for e-portfolio (webfolio) platform

Clinical Placement Learning

 Verification Image interpretation and Portal image review (links to accuracy and reproducibility module)

 The use of contrast agents in localisation and verification

 The production and critique of Radiotherapy plans

 Quality Assurance

Year 3: RONC Dissertation

To enable you to undertake a sustained in-depth piece of independent learning and demonstrate a critical understanding and use of appropriate research methods within a piece of work that contributes to professional practice. .

INDICATIVE CONTENT

This module represents the culmination of the development of your information literacy skills and as such incorporates learning from the RONC Principles of Radiation Oncology 1 module (in year 1 level 4) and the RONC Research Methods module (in year 2 level 5).

 Evidence-based practice

 Application of the research process

 Ethical issues in research

2222  Searching, reviewing and using literature within an in-depth investigation

 Correct use of referencing and citation methods

 Research design and methodology

 Analysis and interpretation of data

 Writing research reports

2.6 Clinical experience

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

To acknowledge the value and importance of clinical practice within the programme structure 80 credits (20 in both level 4 and 5 and a further 40 credits at level 6) are dedicated to clinical education during the programme, including work based assessment of students’ competence for practice. These credits along with academic module credits ensure students progressively acquire the knowledge and skill competence required for professional registration with the Health and Care Professions Council and to make a positive contribution to the service.

Structured clinical placements with supervision and tutorial support are the means to integrate knowledge, theory and practice. Students are based in one radiotherapy centre for the majority of training; with experiential placements in other hospital areas to help appreciate the patients’ pathway e.g. ward placements, diagnostic imaging, nuclear medicine etc.

Students also undertake a cross site placement for two weeks working in another of our partner radiotherapy centres, to encourage evaluation of different approaches to treatment and patient support as well as working practises, facilities and resources.

Students are actively involved in negotiating and evaluating their learning during clinical placements and are encouraged to plan elective placements to meet identified personal and professional development needs throughout the programme. These placements may be taken overseas through collaborative networks.

2.7 Course Specific Facilities

To support the teaching of the technology aspects of the course we have made significant investment in equipment and resources. Students have access to a state of the art radiotherapy suite, which houses 20 dedicated terminals with latest versions of Eclipse treatment planning software and Aria verification software. This will be used in practical sessions with real clinical cases and are incorporated into each level of the course.

This is supported by our Virtual Environment Radiotherapy Training (VERT) suite allowing students to simulate treating patients they have planned in a realistic 3D environment. The VERT suite is also an excellent resource to aid the teaching of anatomy and physiology.

The limitations of VERT in terms of simulating patient movement/positioning skills are overcome with the use of the diagnostic imaging suite in the Robert Winston Building. Within which we have fitted lasers as used in Radiotherapy patient positioning and purchased a range of patient immobilisation equipment. These new resources will be used to demonstrate and allow hands on practice for students in the preparation for practice (1st clinical placement) sessions in year 1 and can be used to work on an individual or small group basis with students in need of further practice of these fundamental skills, outside of the busy practice environment.

2323 Quality Assurance is a vital part of the radiotherapy process and to enable students to gain hands on experience of how the tests are carried out, we have purchased some custom modified equipment. This equipment uses light fields in place of radiation and allows students to carry out the tests and analyse the results in the same way they are done in a clinical department.

The purchase of a range of standard equipment used in quality assurance of radiotherapy and a number of supporting visualisation and simulation software packages, means we are able to provide active, practical sessions on this field of the curriculum for students. Ensuring good depth of understanding and practice of application in a safe and none pressured environment to better prepare students for practice.

These technical developments to the programme further supports the integration of learning about Human Factors in Radiotherapy practice and error reporting and reduction etc.

2.8 Course Specific Information

See section “iv. University Regulations”

To ensure that the graduate is eligible to apply for registration with the Health Care Professions Coun- cil, the programme and its management complies with the Standards of Education and Training and meets the Standards of Proficiency expected for Therapeutic Radiographers.

The graduate practitioner will primarily work in radiotherapy/cancer services in the NHS and as such the programme incorporates health and social care policy, the National Service Frameworks, National Occupational Standards and the NHS Knowledge and Skills Framework.

When working in practice, protection of the public is paramount so key important legislation is made reference to and incorporated in the curricular, for example, the Ionising Radiations Regulations, Hu- man Rights Act, 1998, The Children Act, 2004 Equality Act, 2006.

To meet the expectations of an individual operating as a therapeutic radiographer, the Society and College of Radiographers Scope of practice has also informed the design and curricular of this programme.

2.9 Student Support

The course strategy is to provide comprehensive academic, pastoral and professional support and guidance to all students. All members of the course team continue to be committed to providing a high level of support and guidance in academic and clinical blocks.

Academic Support a) Course Team Support

Students are supported academically by a range of mechanisms specifically within the module structure this includes Module Leader revision tutorials, exam preparation, feedback on draft assignments, online discussion and various formative assessment activities.

Lecturers contributing to subject specific knowledge to a module that are concerned about a student will approach the relevant Module Leader who will then be able to provide appropriate support. The Radiotherapy and Oncology team have extensive experience in distance learning and this is used by Module leaders to support students via the use of Blackboard this includes guidance on managing their time, providing revision resources and electronic activities that support the final summative assessments. Discussion boards are used to allow module groups to discuss queries and offer peer support, this is complemented by the use of Twitter in some of the modules.

2424 Group announcements and email are used extensively by the course team to highlight deadlines and pass vital information to students in a timely fashion.

Tutorial support is widely available to students, this can be compulsory and timetabled for the students or additional optional drop in sessions to support the consolidation of learning in smaller groups discussions or specialist training/ support sessions in ECLIPSE or on computer terminals.

Students are also able to access the VERT facility with training offered allowing students to use the equipment at a time of their choosing. Wide use of the VLE will continue to be made in providing academic support. Blackboard and email enable swift support and provide a vital resource – particularly for those on clinical placements. b) Academic Advisor

Every student is also allocated an Academic Advisor who will support their academic development at University, where possible this will remain as the same member of staff for the duration of the programme. This role is usually coincident with that of the Professional Development Facilitator (see below), who also supports students throughout clinical placements.

One to one sessions allow discussion around academic progress and development whilst encouraging students to be pro-active in their learning. Learning strategies are discussed and students are encouraged to use target setting to manage their expectations and time. Students can also be directed to additional forms of support that are available within the University structure for example:

 Student Advice and Information Services  Student Finance Support Centre  IT Help  Learning Centres  Hallam Union Support  Disabled Student Support  Student Wellbeing Service  Student Medical Centres

Students are encouraged to prepare for all meetings by reflecting on their progress and identifying areas for discussion, this is reflected in the approach to academic progression in the Personal and Professional Development webfolio. c) Student Support Officer

A dedicated member of staff is employed as a Student Support Officer (SSO) and they provide a contact service for students requiring advice, guidance and information on any issue. The student support officer can provide assistance with extenuating circumstances applications and extensions to assessment deadlines when necessary. SSO’s additionally offer pastoral support making referrals to specialist support services where appropriate.

Students make good use of this individual’s skills and expert advice in turn freeing up some time for Course Leaders, Module Leaders and subject tutors to be able to concentrate on follow up academic support.

Support on Clinical Placement

1. Professional Development Facilitators

These are academic members of the course team that have responsibility for a specific placement site. The scope of the role is responsive to the needs of the students in the specific department and covers several themed areas including:

2525 Providing a link between the University and the Clinical Department

 Aid in local recruitment events  Practice Educator and Student Assessor training / updates  Advise and support clinically based Radiotherapy staff in the assessment of achievement of clinical learning outcomes and levels of competency  Facilitate the completion of Clinical Audits  Feedback the course team any comments about individual students or aspects of the programme  Feedback to the course team any issues within the department that may impact on student training

Supporting Student Progression and Clinical Skill Acquisition

 On site visits to the Radiotherapy departments including one to one and group tutorial support for students that integrates theory and practice exploiting local resources to enhance the acquisition of clinical skills  Provide pastoral support on personal and professional matters making appropriate referrals and informing the Course Leader as appropriate  Monitor and support students’ progress for the Personal and Professional Development webfolio, including input into formative feedback and summative marking  Facilitate reflective learning encouraging students to explain and analyse their performance  Design, implement and monitor students placement rota’s taking into account individual student needs and overall numbers of students  Undertake with clinical staff performance reviews at the end of each block, meetings to discuss with individual students their progression and target setting  Act in the University Academic Advisor role (see above) allowing for a holistic approach to students’ academic and clinical progression

2. Practice Educators

As part of the revalidation process the course team intend to adopt The College of Radiographers definition of a Practice Educator to describe the “identified practitioner in practice placement who facil- itates student learning face to face on a daily basis and generally has responsibility for the formative and/or summative assessment” (College of Radiographers, 2006, page 7).

A clinical colleague from the Radiotherapy Department acts as the Practice Educator for individual student’s co-ordinating, advising, and assisting in the clinical learning for that placement. They also facilitate the completion of the students clinical report book and input into student performance reviews.

The role is supported by Professional Development Facilitators with formal training and on-going support. Staff can also be supported in applying for access to the College of Radiographers Practice Edu- cator register as part of their CPD activity.

3. Student Assessors

These are clinical colleagues that have specifically applied for the role as a Student Assessor and facilitate the case discussions undertaken within the clinical modules.

Initial training is delivered by the Professional Development Facilitator; they then sit in on an assessment facilitated by an experienced member of staff and have an opportunity to discuss processes and outcomes. Finally they then conduct a case discussion supervised by their Professional Development Facilitator or experienced Student Assessor.

Student Assessors are required to update their knowledge and skills once per annum, this can include update training or moderation of a clinical assessment by the Professional Development Facilitator.

2626 Co-Ordination of Academic and Clinical Support Structures

Students are encouraged to approach any member of the course team for support and guidance. In- deed students are invited to discuss any academic or personal matters with a staff member of their choice or who may be immediately available and approachable.

It is however important that student support is a co-ordinated approach to ensure that the student has access to the appropriate resources and overall progression is monitored. To complement the support outlined in the previous sections there are some management approaches that the team have suc- cessfully adopted.

1. Course Leader and Year Group Course Leaders

To offer a personalised approach to the management of students the team have adopted a Course Leader and Year Group Course Leader approach. Each cohort has an allocated member of staff who manages the students, feedback on performance, attendance, meetings and referrals are co-ordinated by this member of staff. Following exam boards summary information sheets are sent to the course team outlining any referrals and support processes for individual students that are created by the Course Leader and the Year Group Course Leaders.

At least one course meeting is timetabled between the Course Leader/ Year Group Course Leader and students (from each year) each semester as a way of eliciting student feedback and dealing with issues that may occur. Anonymous questionnaires are also completed by students attending these sessions to gather a balanced more comprehensive picture of student feedback enabling those less vocal students to have their views recognised. The Course Leader/ Year Group Course Leader then summarises these responses and provides feedback to the course team at staff meetings and individual module leaders/tutors where appropriate.

Interim meetings are held with the Course Leader/ Year Group Course Leader and the Student Representatives. Student representatives are asked to seek feedback from their peers and discuss any issues with the Course Leader/ Year Group Course Leader and asked to dissemination of information from this meeting to their peer group. Action plans are discussed with the students and they are updated on progression.

All meeting notes and action plans are available to all students on the Course Organisation site.

2. Traffic Light Monitoring System

A system of continual monitoring of the progress and achievement of students is in operation meeting the faculty approach to retention of students. Members of the academic team including Module Lead- ers and Professional Development Facilitators input into a holistic overview of an individual students progression.

A colour coded 'traffic light' system is used to highlight any student requiring urgent action (Red); those undergoing more close monitoring or support (Amber); and of course the vast majority of students who are progressing well (Green).

Reports on academic and clinical work and any pastoral issues which require some or all team members to be aware of, sympathetic to or to offer appropriate support are maintained. Also a range of other factors including blackboard usage, attendance, clinical performance reviews and levels of engage- ment with research tutors etc. are noted.

Confidentiality is maintained through a professional approach to documentation, login access and en- crypted data storage.

2727 The Course Leader or Year Group Tutor collates the information, reports regularly to the Practice Edu- cator Group and liaises with the student and course team to implement an agreed support strategy.

3. Practice Educator Group

This group meets once every two months and is attended by Professional Development Facilitators, Module Leaders and the Course Leader with the traffic light monitoring process as a standing item.

Information Strategy

The Radiotherapy and Oncology Blackboard Organisation site is an overarching course site which provides continuous access to students in all years of the programme. It is used to provide a variety of useful information including a mandatory reading section that includes guidance on:

 CRB requirements  Immunisation requirements  Confidentiality policies  Codes of conduct and ethics  Disclosure of medical conditions  Personal Radiation Monitoring  SHU Placement Policies  Health and Safety Information  Social Networking Site Guidance

This site also helps students to communicate with easily with tutors, the course leader, student support officer and other students. Contact details for all staff are published on this site.

All modules have an accompanying Blackboard site that can be accessed on and off campus. Each site has a standard set of menu options for continuity of student use and contains module teaching materials, assessment details etc. Blackboard sites use online discussion forums for students to post questions and responded to be the academic team or their peers.

An external website is available that can be accessed by students and clinical staff containing information and resources to support clinical learning and assessment. This further enhances the flow of information between the university and clinical departments. It is also used as a tool to support staff in Practice Educator and student Assessor roles.

Course Management Committee Meetings

A course management committee meets annually; this is attended by representatives from each placement site, Professional Development Facilitators, members of the academic teaching team, student representatives, student support officer and representative’s administration teams.

The meeting presents two reports covering the BSc and PgD courses using standard templates to include:

 Clinical partner feedback  First post destination information  Module Review Forms  Action plans and progress on action plans  Students feedback and progress

2828 3. How to get the most out of your course:

3.1 The overall approaches to LTA for the course are based firmly on the principles set out in the University's Learning and Teaching Strategy (2011-13).

Each module has specific learning outcomes and covers topics from the curriculum largely using themed approaches e.g. the nervous system, the reproductive system etc. To develop students’ knowledge and understanding all modules are core and so must be completed and progression from one level of study to the next normally requires completion of all credits by the September award board. In exceptional cases students are able to continue until the following award board in February while trail- ing some credits if the reassessment process/period overlaps for example the assessment of clinical education.

Lectures are mainly tutor led. Seminars and workshops blend tutor led and student led learning, usually combining activities and discussions. A range of tutorials are also provided either in small groups or individually with the use of specialist support services where appropriate e.g. LITS, in both the classroom and using online discussion forums, to promote a questioning approach to learning and facilitate flexible, creative thinking.

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

3.2 The Students' Union and Representative System

Sheffield Hallam Students' Union represents the views of Sheffield Hallam students and aims to make their time at university enjoyable, engaging and rewarding. There is a strong emphasis on developing students and providing them with the opportunities to gain new skills and experiences to enhance their employability. Events, clubs and societies have also been established to enable students to meet new people and develop their skills and experiences.

All students of Sheffield Hallam University are members of the Students' Union. Being a member means having unlimited access to all the events, activities and services we provide. As a not-for- profit organisation, social enterprise and registered charity, we reinvest our income straight back into improving the services we offer for the 35,000 students of Sheffield Hallam University. We are committed to enhancing the student experience by making a positive difference through the development and delivery of student focused activities.

The Students’ Union is led by a dedicated and professional staff team. In addition, there are five full-time Officers who support 12 part-time Union Representatives, all of whom have been demo- cratically elected by the student body. Officers help to ensure that everything we do is student centred and liaise formally and informally to ensure their views are represented to the University, the community and nationally.

As a student, you can have a voice within your course and University through the Student Repres- entative system. Each course has several Course Representatives (Reps) who provide valuable feedback to the course team about the course from the students' point of view. Course Reps are jointly trained and supported by your Faculty and Sheffield Hallam Students' Union and work to-

2929 gether with the course team, Union and University to improve courses and your student experience.

Your course leader will arrange for Course Reps to be appointed during the first few weeks of your course. Any student can put themselves forward to be a Course Rep. and Course Reps are also eligible to apply for the Hallam Award, to recognise their developed skills, supporting their employability. To find out how to nominate yourself as a Course Rep. speak to your course leader or contact [email protected].

Once Course Reps have been appointed, it is their role to gather feedback and represent you and the rest of the student body. They will contact you to ask for feedback so make sure that you re- spond to give your views about your course. You can also contact your Course Reps at any time to ask for feedback or raise issues about your course. If you don't know who your reps are, ask your course leader or contact [email protected].

Current or former Course Reps can also put themselves forward to become Department Reps. This is an opportunity to represent the student view higher up in the University to enhance the wider SHU experience. Department Reps can participate in University and Students’ Union com- mittees and get involved in projects to improve the student experience

For more information on Student Reps, visit: https://www.hallamstudentsunion.com/your_union/youreducation/

3.3 Audio Recording lectures and other teaching sessions If you have a learning contract which allows you to make audio recordings, you have permission to record any of your lectures, seminars or tutorials using your own equipment. This is allowed on condition that the recording is solely for your own use. The rights belong to the University and the lecturer concerned, it must not be shared, published or otherwise made available to others for any reasons whatsoever.

Should academic staff wish to allow any other student to record their lecture for personal use, then they are free to do so; but there is no obligation to do so in any case other than those authorised by their learning contract. Students without a learning contract must request permission to make an audio recording from the relevant academic member of staff prior to the lecture taking place. Misuse of recording could potentially lead to action under the disciplinary procedure.

4. Academic Integrity, Assessment, Standards and Fairness:

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

It is important to help students appreciate that learning and development is progressive, development- al and continuous and the overall aim of undertaking the course is to become a skilled practitioner, not only to achieve a ‘pass mark’ at the end of each module. So formative or ‘assessment for learning’ activities and tasks used throughout the course are designed primarily to facilitate learning and skill development; for example problem solving activity, group work activities, practical tasks and discussion groups.

3030 Feedback on formative assessment is normally provided very soon after completion, to feed forward into student self-appraisal and future summative assessment. Students will receive tutor feedback and in many cases receive and provide peer feedback. This also provides a mechanism by which learning problems may be identified and appropriate remedial action for example tutorials and further study can be planned. Examples of ‘formative/assessment for learning’ activities include the use of online e-tivit- ies, quizzes, learning packages, student-led seminars both face to face and in online discussion forums, presentations and role plays. Students are able to submit a draft outline for feedback prior to the completion of summative assessments.

During clinical placements, on-going informal feedback will be given as well a formal feedback by clinical staff and Professional Development Facilitators/ Academic Advisors.

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

Summative assessments are designed to ensure students demonstrate the fundamental knowledge and understanding, necessary to ensure meeting the standard required for competent and safe practice. However they also provide students with the opportunity to demonstrate higher-level skills of syn- thesis, analysis and evaluation.

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

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

Some modules are also assessed using examinations which may be multiple choice online tests or un- seen written examinations. These examinations usually aim to test the whole curriculum content of the module (all learning outcomes) to emphasise the importance of deep learning and skills of revision, retention and application of important key information.

Feedback is provided on the extent to which students have achieved specific learning outcomes and have met the assessment criteria (provided for each module). The marks for summative assessment count towards the final module mark and marks from level 5 and 6 (in years 2 and 3) can contribute towards the final degree classification. For more substantial pieces of work, such as the PPDP, feedback will be given in a staged approach over a period of time.

Quality, typed feedback is normally provided within three weeks from submission, electronically via grade centre on each module blackboard site, along with a provisional mark/grade prior to the award board where the marks are ratified. Where pebblePAD is used in module assessment feedback and provisional marks are embedded into the student’s webfolio.

Verbal feedback either face to face or via an audio recording may also be used. Students can request a meeting/discussion with the module leader/marker to discuss feedback at any time. The feedback method to be used is clearly stated in each module description and handbook.

The variety and balance of both assessment for learning and assessment for grading methods ensure that the learning outcomes for each module and the overall programme learning outcomes covering Knowledge and Understanding, Intellectual, Subject specific/Professional and Key skills are met, whilst providing students with valuable feedback and constructive recommendations on how they may im-

3131 prove in both the academic and clinical environments students are encouraged to reflect on this feedback and action plan future development activity in a specific section of their PPDP.

4.2 How do we ensure all assessments are appropriate and fair for all students? All courses at Sheffield Hallam University are subject to the University's quality assurance processes which begin when courses are designed and approved. An important element in this is the input of external partners and professional bodies with subject expertise that inform course design. Subject experts from other Universities also act external examiners on our courses to ensure your course standards are comparable with other Universities.

Each year, all assessment tasks are reviewed by staff before they are released to students. This ensures they are appropriate and suitable for testing the learning outcomes agreed during course approval. The assessment(s) will be set by the module leader and/or module team subject to approval by both an internal moderator and, if the marks from the assessment contribute to your award classification, an external examiner. This will normally take place before they are given to you at the start of teaching.

Any work you submit for marking will go through a similar process to check and confirm that the standard of our marking and feedback is fair for all students and reflects the quality of the submitted work. Samples of student work for all assessments will again be checked by an internal moderator and, as above, if appropriate, by an external examiner. Project and dissertation modules and those involving a high level of independent research will normally all be marked by two mark- ers and an agreed mark arrived at prior to a sample being seen by an external examiner.

The purpose of these quality assurance processes is to ensure that no student is disadvantaged by our assessment practices, to ensure that our assessments allow all students to meet the learning outcomes of their modules to the best of their abilities, and to ensure that standards of marking and feedback are entirely appropriate and fair to all.

What happens if I submit my work late? You will receive a schedule of coursework submission deadlines via your Assessment Statement at the start of the year. You should use this schedule to plan your work programme and should regard coursework submission deadline dates and times as being almost immovable.

However, it is recognised that occasionally some students struggle to meet the deadline due to a range of circumstances. If your medical or personal circumstances (also known as extenuating circumstances) mean that submission by a due deadline becomes a problem, please talk to Faculty Student Services prior to the deadline. They will then review whether an extension to provide you more time to submit your work can be permitted.

If you submit your coursework late without an approved extension, then your mark will be reduced in line with the University’s policy for late submission of coursework:  Within one working day (i.e. 24 hours) of the deadline, your marks will be capped at the minimum pass mark. For students studying at levels 3-6 this is 40%. For students studying at level 7, this is 50%.  Any work submitted after this point will receive a zero mark.

24 hours is defined as the same time as the original submission deadline on the next University working day. Weekends and other days the University is not open are not counted as working days.

3232 Please note: there may be some coursework items which cannot support late submission for sound practice or operational reasons, e.g. time bound assessments such as a presentation or where feedback has already been provided to the class. Your Module Leader will make it clear to you in module documentation where this is the case.

Academic Integrity and misconduct Academic misconduct is committed when a student does not follow published assessment proto- cols or tries to gain an unfair advantage by breaking, or not following, the academic regulations concerning any part of the assessment process.

Sheffield Hallam University and your course team believe strongly in the importance of academic integrity and support the development of good academic practice. As such we take breaches of academic conduct very seriously and all allegations of academic misconduct will be investigated according to the University's Academic Misconduct policy which is available to students on SHUSpace under Rules and Regulations.

4.3 Keeping Your Course Up-to-date Each year your course team review your course, including student achievement and the courses' suitability to meet the needs of its students. Your feedback, changes in teaching practice and the external environment are all used to continually improve your course so it remains up to date and of the highest quality enabling you to fulfil your aspirations.

4.4 Extenuating Circumstances The University has a policy on extenuating circumstances that is intended to support you if you experience unexpected and unanticipated difficulties during your time as a student. Such circumstances may adversely impact on your studies and ability to complete assessments on time or complete them to your usual standard. If you find yourself in this type of situation you are encouraged to discuss your situation in confidence as soon as practical with a member of staff. You will then be advised on the best course of action to support you. Further information on the University's policy is available on SHUSpace under Rules and Regulations | Illness and Difficult Circum- stances.

4.5 Appeals, complaints and student conduct The University provides a process for you to appeal the decisions made by Progression and Award Boards, Extenuating Circumstances Panels and Academic Conduct Panels. An appeal can request a review of the decision reached by the board and information submitted in appeals is treated confidentially. You will not be disadvantaged as a result of making an appeal provided it is made in good faith. The criteria for appeals are published on SHUSpace under Rules and Regula- tions.

The University also operates a formal complaints process to address concerns raised by students. This process encourages early resolution by raising concerns locally with the member of staff most directly involved with the concern you have - this may be your module leader, course leader, academic adviser or student support officer. Early resolution is taken to mean the concern is ad- dressed by agreement with appropriate staff without the need to submit a Student Complaint Form. Complaints will be dealt with promptly and sympathetically with respect for your privacy and confidentiality. The detailed process and guidance on making a formal complaint is published on SHUSpace under Rules and Regulations.

3333 The University recognises that the vast majority of its students behave in a responsible manner and meet the expectations of the Code of Conduct for students. However, on occasions a small minority behave in ways which cause harm to the University, its students or its staff, or the public. In these cases it is the responsibility of the University to take action under its Disciplinary Regula- tions in order to protect the University community and the University’s reputation. These regulations are also published on SHUSpace under Rules and Regulations.

5 What previous students said about the course:

The NSS results for 2017 reveal a score of 92% overall satisfaction. Please see comments below from students.

Prepares for the job you're training, there's a nice balance between academic and clinical work. Staff are enthusiastic about student development, with a number of staff going above and beyond their expected duties to support student learning in academic practice. The staff on the course are amazing Support has always been accessible and more than adequate I feel overall satisfied with the course Honestly, this course has been truly amazing