Senior Lecturer in Diagnostic Radiography

Diagnostic Radiography - UH-000818

Compulsory for eligibility to apply for registration with the HCPC.

Compulsory for eligibility to apply for membership of the Society of Radiographers

The University of Huddersfield seeks and encourages applicants in order to widen participation, improve access and apply the principles of equal opportunities.  We provide support for applicants who require additional assistance in order to select the right course of study and make a successful transition to studying at University.  We encourage local, national and international applications.  Further information for <a href="http://www.hud.ac.uk/international">International Students can be found on their website</a>.
If you were educated outside the UK, you are required to have International English Language Testing System (IELTS) at a score of 7.0 with a minimum score of 6.5 in all single components. If you have alternative qualifications or do not meet the IELTS requirement we also offer a range of <a href="http://www.hud.ac.uk/international/pre-sessionalenglishprogramme/">Pre-Sessional English Programmes.</a>
The University provides opportunities for the accreditation of prior learning (APL) as stated in <a href="https://www.hud.ac.uk/policies/registry/awards-taught/section-c/">Section 3 of the Regulations for Awards.</a> 
The University’s general minimum entry requirements are specified in Section 1.5 of the <a href="https://www.hud.ac.uk/policies/registry/awards-taught/section-1/">Regulations for Awards</a>.
Every person who applies for this course and meets the minimum entry requirement – regardless of any disability – will be given the same opportunity in the selection process.  General advice and information regarding disability and the support the University can give can be found by contacting student services as follows:
Telephone: 01484 472675
Email: disability@hud.ac.uk
Further information is available on the <a href="http://students.hud.ac.uk/wellbeing-disability-services/disabilityservices">disability services website.</a>    
Further advice on the specific skills and abilities needed to successfully undertake this course can be found by contacting the admissions tutor and by visiting our <a href="http://www.hud.ac.uk/courses/">course finder website page</a>.
However, the specific entry requirements and admission criteria for the courses are detailed below:
Diagnostic Radiography BSc(Hons)
<ul>
<li>ABB-BBB at A Level including a relevant Science subject (Biology, Chemistry, Physics, Maths, Human Biology or Applied Science) and excluding General Studies. If you are studying Science A Level, the endorsement for practical work is essential and a requirement for entry to our degree course.</li>
<li>128-120 UCAS tariff points from a combination of Level 3 qualifications, excluding General Studies, and including one of the following: A Level Biology, Chemistry, Physics, Maths, Human Biology or Applied Science, BTEC Subsidiary Diploma/National Extended Certificate/Diploma in Applied Science, Medical Science or Biomedical Science. If you are studying Science A Level, the endorsement for practical work is essential and a requirement for entry to our degree course.</li>
<li>DDM in BTEC Level 3 Extended Diploma in Applied Science, Medical Science or Biomedical Science.</li>
<li>Merit at T Level in Health or Healthcare Science.</li>
<li>Access to Higher Education Diploma with at least 45 level 3 credits at Merit or above, 30 of which must be passed at Distinction including at least 15 credits at Distinction in a relevant Science.</li>
<li>[IB]128-120 UCAS tariff points from International Baccalaureate qualifications including a relevant Science at Higher Level at grade 6.</li>
</ul>
Additional Content
In addition, you must have GCSE English Language or Literature and Maths at grade 4 or above, or grade C if awarded under the previous GCSE grading scheme, or equivalent Ofqual regulated qualification.
Offers will be subject to an interview and references. Please note all the information provided in support of your application may be checked and must be verifiable as a true record.  You will also need a satisfactory enhanced Disclosure and Barring Service (DBS) and occupational health clearances prior to registration on the course. We arrange these as part of the application process. You will be required to sign a self-declaration at the start of each year and at the end of the course. All police contact during the course must be reported to the course leader as a matter of urgency and may lead to suspension or termination.  We will request an Overseas Police Check if you have lived in a country outside of the UK for 6 months or more (whether continuously or in total) in the last 10 years before applying to us and whilst aged 18 or over.
Placement providers for this course require students to have received a number of vaccinations, unless medically exempt, and provide evidence of these. As a student on a course with a clinical or healthcare placement, we strongly recommend that you complete any course of vaccinations required under current guidelines for your future profession. Failure to do so may result in your inability to undertake a placement in certain clinical settings. Therefore impacting upon your academic progression, and may result in academic failure of your course.
Please note places are limited and attainment of the minimum entry requirements does not guarantee an interview or offer. You must include details of any previous study.
If your first language is not English, you will need to meet the minimum requirements of an English Language qualification. The minimum of IELTS 7.0 overall with no element lower than 6.5, or equivalent. Read more about the University’s entry requirements for students outside of the UK on our International Entry Requirements page. If you have alternative qualifications or do not meet the IELTS requirement we also offer a range of Pre-Sessional English Programmes.
Applications are reviewed on merit and other suitable experience and qualifications will be considered. For further information please see the University's minimum entry requirements.
The Selection Process
The recruitment and selection process endeavours to ensure a good match between the abilities and aptitudes of the applicants and the demands of the course. The aim is to facilitate widening participation whilst ensuring applicants who are selected can reasonably be expected to be successful in their studies. The process for both recruitment and selection will be reviewed annually to ensure the system is consistent and fair, meets the needs of applicants, and is in keeping with current guidelines. The selection interviews employ a values-based recruitment approach by ensuring students are selected on the basis that their values, behaviours, skills and attitude align with the NHS constitution. This ensures that our students are selected with the right values to support effective team-working in delivering excellent service user care and experience. The selection interviews involve scenarios developed with service-users, and, where possible, practice partners are also invited to be involved in the selection process.
The selection process aims to provide both the applicant and the selection team with the details required to make an informed decision. It is for this reason that all suitable candidates will be invited for interview which will take place as a selection event. They will be given the opportunity to review an introductory narrated presentation (e.g. Powerpoint) to raise awareness of the teaching facilities and detail of the course before the selection event, and be provided with the broad themes of questioning and selection activities ahead of the event in the spirit of inclusive practice. 
As per HCPC (2023) ‘Standards of Proficiency’, students must be able to ‘understand and be able to apply appropriate moving and handling technique’. Having a disability should not be seen as a barrier to becoming a health and care professional. As such the University will consider reasonable adjustments, in line with any disclosed application. Further guidance relating to becoming a health and care professional is found in the HCPC (2015) ‘Health, disability and becoming a health and care professional’ guidance.

Practice Based Learning
A minimum of 1000 hours of supervised practice based learning (PBL) in Diagnostic Radiography has to be successfully completed.
In the event of a student referring or failing a PBL experience at the initial attempt, one further attempt in the same academic year will be given. To progress, all PBL experiences within a level of study must be passed. A student is not permitted to trail a PBL experience. More than one referral or fail of a PBL experience at the initial attempt within any one academic year will normally result in the student being withdrawn from the course.
Progression Regulations
Students will not normally be permitted to trail any module. Trailing of modules will only be considered in exceptional circumstances and on an individual case basis. 
During the course, the following procedures will be in place to ensure continuing professional suitability:
<ul>
<li>Annual signed self-declaration of any criminal record or fitness to practise procedures – in addition, students will be obliged to inform the Course Leader immediately of any conviction and/or caution obtained. The self-declaration records will be checked annually by the admissions team, with the Course Leader informed should any concerns arise.</li>
<li>Annual signed consent to act as “service-users” for peers in practical/teaching sessions - within this is the agreement that students will inform the teaching staff involved in a session if they are unfit to partially/fully participate in the session. </li>
</ul>

UH-000818 - Diagnostic Radiography

Honours Compulsory

Honours Core

Honours Level

Intermediate Compulsory

Intermediate Core

Intermediate Level

Foundation Core

Foundation Compulsory

Foundation Level

Structure

Specific assessment rules for BSc (Hons) Diagnostic Radiography
For the award of BSc (Hons) Diagnostic Radiography and eligibility to apply for registration with the Health and Care Professions Council (HCPC) and eligibility to apply for membership of the Society of Radiographers (SoR):
<ul>
<li>All modules must be passed and there is no condonement permitted on the modules on this course.</li>
<li>For compensable elements, please see the individual module assessment criteria</li>
<li>It is not normally permitted that a student can proceed from one level of the course to the next without having successfully completed all the pre-requisites to begin the subsequent level of the course</li>
<li>Progression is not normally permitted after two attempts to complete a module</li>
<li>Due to the nature of the learning on the course, all credits at each level must be gained in order to progress</li>
<li>Students must pass each practice based learning (PBL) module before they are permitted to progress to the next PBL module. Progression is not normally permitted after 2 attempts at the same PBL module. Following approval outside of the standard course assessment board (CAB) model, the second attempt at the same module can be made when students were scheduled for their following PBL module. Once both attempts at a PBL module have been completed and both were unsuccessful (failed), students will be withdrawn from the course. Failed PBL elements can not be trailed.</li>
<li>Interim awards do not provide eligibility to apply for HCPC registration or SoR membership</li>
</ul>

Diploma of Higher Education

Bachelor of Science

Certificate of Higher Education

reflect and evaluate the limits of their own scope of practice, working with and/or referring onto other healthcare professionals and agencies where appropriate.

critically evaluate ethical and legal issues, and socio-economic factors that impact on healthcare delivery in a diverse society.

critically evaluate how a range of leadership and management approaches are used to ensure efficiency in person-centred health and social care delivery.

apply a critical understanding of the signs and symptoms of disease and trauma and their image appearances within the context of radiographic practice. 

evaluate evidence-based practice and the varying research methodologies that may underpin effective service delivery in a variety of different emerging healthcare settings. 

effectively assess, prioritise, plan, perform and evaluate a range of radiographic examinations, adapting radiographic techniques as necessary, across a range of imaging services and to meet the needs of different populations. 

collaborate with service users to inform the delivery and development of healthcare services. 

apply a critical understanding of theoretical principles underpinning the appropriate use of technology required for safe and effective diagnostic radiography practice. 

communicate effectively in a professional manner with a range of stakeholders across and within settings to support service delivery, service transformation, and high-quality patient care.

work autonomously and effectively as a professional as part of a wider healthcare team, taking professional accountability and leadership responsibilities within own scope of practice. 

critically embed knowledge and understanding of core theories in effective diagnostic radiography practice.

critically evaluate relevant local clinical policies, regulations and guidelines to inform best practice and create a safe and effective care environment. 

maintain professional practice within the legislation which governs diagnostic radiographers, and understand the scope and limitations of own role and the role of others.

create and manage their own personal development planning (PDP) and continuing professional development (CPD), and review and reflect on practice to become lifelong learners.

critically evaluate the impact of national and local government, and transnational organisation policies on health and social care delivery.

contribute to the production of research and evidence, and use evidence-based practice to deliver effective radiographic interventions.

support and facilitate the learning of others to develop the healthcare workforce and maximise values-based care. 

apply a critical understanding of key theoretical concepts (physical principles, anatomy, physiology, image interpretation, psychology and sociological principles) to the context of diagnostic radiographic practice. 

safely and effectively work as an operator, practitioner or referrer as local protocols demand, in accordance with the Ionising Radiation (Medical Exposure) Regulations and Ionising Radiation Regulations.

The methods for the validation and annual evaluation of courses, including those validated by external bodies, and for the review of teaching and research and of academic support services are specified in the University’s Quality Assurance Procedures for Taught Courses which can be found on the Registry website as follows:
<a href="http://www.hud.ac.uk/registry/regulationsandpolicies/qa">http://www.hud.ac.uk/registry/regulationsandpolicies/qa</a>
The School is committed to comprehensive student engagement and works actively with the University of Huddersfield Student Union to support this through the student representative system see further information at:
<a href="http://www.huddersfield.su/courserephub">http://www.huddersfield.su/courserephub</a>
Within the School students are represented at committee level from Student Panels to the School Board. The School also has a Student Council. Individual feedback on the quality and standards of teaching and learning is received through module and course evaluations.
Professional and Statutory Regulatory Bodies
The Health and Care Professions Council, as the statutory regulatory body, undertakes a periodic institutional performance review process against its Standards of Education and Training and Standards of Proficiency. The course team is also required to provide monitoring submissions to the College of Radiographers when requested and engage in the School's Annual Evaluation process. 
Practice based learning environments are audited and monitored in line with regional procedures and systems, and reported to the School accordingly.

UH-000818

This programme specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if they take full advantage of the learning opportunities that are provided.  More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the module area in the VLE and course handbook.  The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.
The outcome of the most recent institutional audit can be found at:
<a href="http://www.qaa.ac.uk/InstitutionReports/Reports/Pages/inst-audit-Huddersfield-10.aspx">http://www.qaa.ac.uk/InstitutionReports/Reports/Pages/inst-audit-Huddersfield-10.aspx</a>
An effective external examination system is managed by Registry and all reports are viewed at University, School and course levels. External examiner and student feedback, as well as all  course metrics and graduate outcomes data is reported through the course committee structure and scrutinised through the University-wide annual evaluation process.
External examiners appointments are approved by the School Teaching and Learning Committee and then ratified at University-level. It is expected that all external examiner will have previous external examiner experience or they will be mentored by an experienced peer if they are new to the role of external examining. 
Practice Based Learning (PBL);
<ul>
<li>All PBL locations require a partnership agreement with the university that follows HCPC education standards, this is in addition to the NHS contract. </li>
<li>All PBL locations have regular audits via the PARE system (1 year post approval, then 2 yearly after that)</li>
<li>Clinical staff supporting PBL are required to complete practice educator training every 2 years. It is the PBL provider's responsibility to book the relevant staff onto these training sessions. Training sessions are run 2x yearly at the university by the academic team. </li>
<li>Students are provided with a pre and post placement information teaching/ debrief session. These typically include how to complete the PBL paperwork, how to use the PEMs and PARE systems, how to raise concerns, bursary claim information and clinical reflections. </li>
<li>Standards for insurance are set out in the partnership agreement document. </li>
<li>Each student is allocated a 'link tutor' from the university to provide support and guidance to both the student and clinical educator during the PBL experience. Support can be provided in person or remotely at any point during the PBL experience.</li>
<li>Students are required to complete PARE feedback for each PBL experience. </li>
</ul>

Course Level
At course level support is provided by:
Personal Academic Tutor (PAT)
Students will be allocated a PAT, who will be their named point of contact throughout the course and will see their PAT a minimum of 5 times a year. This system aims to both improve the student experience of learning and teaching and increase student retention and achievement rates.  Specifically, personal academic tutors:
<ul>
<li>Provide a personal contact for the student within the University and the School</li>
<li>Offer guidance, assistance and support in managing the students’ academic and placement experience</li>
<li>Recognise when the problems presented are beyond the PAT’s competence and seek guidance and support for the student through the University and/or School referral processes</li>
<li>Work with students to review and reflect upon their own progress and if necessary, on ways to improve it</li>
<li>Act as a liaison between the student and their named practice educator to ensure SMART objectives are set and identify any improvements that are required</li>
<li>There is a dedicated PAT module available for all students via the VLE. This allows for the PAT and student to identify their roles and responsibilities, PAT meetings to be documented, and for students and tutors to communicate and arrange meetings</li>
</ul>
Practice Educator
The role of the practice or clinical educator is key to students having a successful practice based learning experience. They are responsible for teaching, learning and assessment of the practice based learning.
A practice educator will be required to meet the following criteria:
<ul>
<li>Be a registered healthcare professional</li>
<li>Have undertaken appropriate Practice Educator training</li>
<li>Be willing and committed to provide a supportive learning environment</li>
</ul>
Practice Learning Facilitator
The Practice Learning Facilitator (PLF) supports students when they are in their practice based learning placement setting and also provides support to the practice educator as needed. The PLF is based in the placement setting in the clinical education team and works in partnership with the University and the practice educator to ensure that students receive excellent, quality assured practice-based learning.
Module Leader
The module leader is responsible for teaching, learning and assessment of the modules within this course.
Course Leader
The course leader is responsible for the entire quality assurance arrangements for the course.