• Approaching development of a new education programme in diagnostic radiography.

      Partner, Alexandra; University of Derby (International Society of Radiographers and Radiological Technologists (ISRRT), 2018-04)
      Introduction: Developing a new Diagnostic Radiography education programme is a large project, and is a multi-facetted complex process. Reviewing the most innovative ways to undertake learning, teaching and assessment and embed them into the University is crucial to enhance the quality of education. Preparing graduates adequately for practice is vital to meet the demands of the workforce. In the UK, removal of NHS Bursaries following the Comprehensive Spending Review (HM Treasury, 2015) has led to a more competitive environment where providers need to look for unique selling points. Methods: A review of current legislation, national guidance and policies was undertaken to check for relevant alterations. A thorough appraisal of all Professional Statutory and Regulatory Body (PSRB) documentation and national level organisations was completed. Project planning started between 2 years and 18 months prior to the planned delivery date. Stakeholders were invited to a number of on-site sessions to brain storm what employers need from graduates over the next 5 years. It’s important that views are sought from a variety of interested parties including; academics, placement providers, employers, service users, students and external examiners. After this the follow-up sessions were divided into placement, curriculum and assessment. Strengths and weaknesses were identified in the current programme and brain storming exercises looking at what new curricula needed implementing. Conclusion: The programme was approved by the University the PSRB’s. The programme was designed using innovative learning and teaching methods and a variety of assessment methods. Having themes which built on topics throughout the programme allowed these to be embedded more effectively. Looking at ways to offer placement in a more creative way and supporting this with simulation allows for increased capacity. Having the right programme impacts on recruitment, student experience, student attainment and employability. Once the programme has been delivered in its first year an evaluation of the individual modules and the year as an overview will be evaluated. It is necessary to keep up to date with new guidance and currency of practice and continually improve educational programmes to be able to produce competent graduates and compete as a business.
    • Evaluation of shared placements between MSc Pre-Registration and BSc (Hons) Diagnostic Radiography students.

      Partner, Alexandra; Shiner, Naomi; Hyde, Emma; University of Derby (National Association Educators in Practice (NAEP), 2018-04-20)
      Background A new two year Masters (pre-registration) Diagnostic Radiography programme was introduced in 2016 at the University. It is one of only 4 courses of this type in the country. To date no literature has been published to evaluate the impact of such a course. The Masters students (level 7) share multiple teaching sessions with the undergraduate students (level 4); mixed level teaching is a new development for the current academic team. These cohorts undertake their clinical placement at the same NHS site over the same time period. This has provided an opportunity to evaluate the perceptions, expectations and experiences of the students learning together on placement. Aims To evaluate the shared placement experience of MSc (Pre-Registration) Diagnostic Radiography and BSc (Hons) Diagnostic Radiography from their perspective Method The study used a questionnaire design to gather quantitative and qualitative data from all groups. Both the MSc (n=5) and BSc (n=38) students were included to provide comparative data. This will be enriched with qualitative data gained from small focus groups undertaken at the end of the MSc shared placement block. Analysis: Analysis is ongoing but provisional results from the BSc students is that the presence of level 7 MSc students within the classroom is enjoyable and adds depth to the learning as they pose more challenging questions. Working together on placement has been a positive experience. Conclusion Mixed level teaching enriches discussion within the classroom, is more time and cost efficient. The addition of the MSc Pre-Registration Fast Track Diagnostic Radiography has increased student numbers without significantly impacting on capacity, whilst addressing the local workforce needs. The results of the study will form part of the programme evaluation and provides opportunity to develop the curriculum in close partnership with placement providers.
    • Fitness to practise: Incident reporting and professional behaviour

      Partner, Alexandra; Hyde, Emma; University of Derby (College of Radiographers, 2016-11-25)
      Fitness to Practise is a complex, multi-faceted issue which impacts on both clinical and academic staff. It can be challenging to manage Fitness to Practise issues and reach a satisfactory outcome for all parties. Fitness to Practise issues are often complicated by a lack of evidence, or a failure to follow the correct process for managing the case. A key element of this is ‘Failing to Fail’ clinical assessments. This can lead to cases being taken to appeal with the Office for the Independent Adjudicator (OIA). This workshop will discuss the issues affecting Fitness of Practise cases, and share ideas and strategies for managing these situations more effectively. The experience of participating in a HCPC Fitness to Practise panel will be shared, in order help workshop participants understand the Fitness to Practise issues from the regulatory perspective.
    • New options for placement provision

      Partner, Alexandra; University of Derby (International Society for Radiographers and Radiological Technologists (ISRRT), 2014-06-12)
      Diagnostic Radiography is facing many challenges due to the current economic climate. According to NHS choices (2013) the National Health Service (NHS) has been undergoing major changes since April 2013 which has impacted on all vital services. There is an emphasis to become cost-efficient, more effective and more streamlined. The imaging department is one such service, the College of Radiographers (COR) (2007:17) state that there is a “pressure on clinical departments” and provide authoritative guidance, placing educators with the responsibility of design and development of practice based learning with an “increasing emphasis…placed on work-based learning” (COR, 2007:16).This is having an impact, not just on service delivery but on the quality of the learning experience for student radiographers.
    • Using social media to promote the radiography subject area

      Partner, Alexandra; Hyde, Emma; University of Derby (United Kingdom Radiological Congress, 2014-06-09)
      • Aims/Objectives - To share our experiences of using social media to raise the profile of the Radiography Subject Area . -To illustrate how social media can be used promote a team’s authority to teach, and support recruitment • Content of presentation The Radiography Subject Area Facebook page was launched in January 2013. It was designed to raise our profile with potential students, current students, and stakeholders such as clinical partners. The Facebook page is used by the team to showcase innovative teaching sessions, and key events that the subject area is involved in. Alongside the Facebook page, a number of staff created their own LinkedIn profiles. These profiles allow staff to showcase their skills & expertise, and create links to work they have done e.g. publications. • Relevance/Impact The reach of the Facebook page is proving substantial, with some posts (such as the heart dissection) being seen by over 400 people. The use of LinkedIn profiles has aided in networking by allowing staff to connect with both senior academics within our own institution, and key figures within the radiography profession. • Outcomes The careful use of social media has many potential benefits to HE programmes, in particular for communication and networking (Jadu, 2009). As such it was part of our strategy for 2012-13 to embed social media into our subject area. • Discussion There are plans to extend the use of Social Media to include a YouTube channel and to look at Twitter, Pinterest and Flickr. Promotion of our Facebook page is on-going.