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School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD University of Huddersfield Programme Specification 1. 2. 3. 4. Awarding institution Teaching institution School and Department Course accredited by 5. 6. 7. 8. 9. Mode of Delivery Final Award Course Title UCAS Code Subject benchmark statement 10. Date of Programme Specification Approval 11. Educational Aims of the Course 11.1 Operating Department Practice involves the holistic care of the perioperative patient’s physical and psychological care during surgical intervention that includes pre-operative, perioperative and post-operative care which meets the patient's specific needs and supports their personal values. Operating Department Practitioners work alongside and in conjunction with medical and nursing colleagues as well as other allied health professionals, to provide care and the course provides students the opportunity to experience and gain insight into this collaborative approach to professional practice. This course is designed to provide students with the academic knowledge, clinical skills and professional attitudes required to meet the Standards of Proficiency (Health and Care Professions Council 2008) and enable application for registration with the HCPC. 11.2 The main aims of the programme are to: University of Huddersfield University of Huddersfield Human and Health Sciences Health and Care Professions Council College of Operating Department Practitioners Full Time BSc (Hons) Operating Department Practice BSc (Hons) Operating Department Practice B992 CODP BSc (Hons) Operating Department Practice curriculum document (2011). HCPC Standards of Proficiency (2008). HCPC Standards of Education and Training (2009). Quality Assurance Agency Health Professions Framework benchmark statement for Operating Department Practice. (2004). HCPC Standards of Conduct Performance and Ethics (2008). CODP Standards, recommendations and guidance for mentors and practice placements. (2009). February 2013 1. Provide a structured programme of study which is relevant to the needs of employers, facilitates the professional development of the student and provides for the acquisition of relevant skills to promote patient safety and reduce risks during perioperative care. 2. Provide the academic and clinical environment to enable graduates to foster a critical awareness of the nature and scope of perioperative practice and in so doing learn and work alongside a range of health care professionals in order to develop a professional identity as Operating Department Practitioners. 3. Ensure that graduates meet the academic and practitioner standards as laid out in the QAA Benchmark Statement relevant to Operating Department Practice, and the HCPC Standards of Proficiency for the profession. 4. Enable graduates to develop academic and professional competence ensuring eligibility of application for registration with the Health and Care Professions Council as an Operating Department Practitioner and also to meet the academic requirements of the University of Huddersfield for the award of a BSc (Hons) in Operating Department Practice. 5. Ensure that the graduate will emerge with clinical competence and knowledge, the course promotes a reflective approach to practice and producing practitioners who can assess, plan and deliver high quality patient care and evaluate interventions and outcomes of care. Section: Programme Specification Issue No: 1 Date: February 2013 Page 1 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD 6. Ensure graduates will have skills in leadership and management to enable them to evaluate and develop practice. 12. Intended Learning Outcomes On completion of the course students will be able to: Knowledge and understanding 1. Evaluate the concepts, frameworks and professional issues to inform safe working practice within the perioperative environment, in the roles of circulating, scrubbed, anaesthetic and post-anaesthetic care practitioner, including advanced roles. 2. Analyse relevant areas of homeostasis, biological sciences, infection control, and the pharmacology and effects of anaesthetic drugs, gases and fluids. 3. Interpret perioperative patient care requirements, to include the perspective of patients, patients with advanced care needs, and relevant others. 4. Analyse the legal, moral, ethical, professional, socio-political and statutory basis of patient care in the operating environment. 5. Analyse perioperative practice for the management of acute and chronic pain, post-operative nausea and vomiting, as well as in response to clinical emergencies, clinical situations and patient needs. 6. Evaluate the processes involved in co-ordinating a safe and effective perioperative environment, including principles of leadership, management and risk management strategies within the healthcare context. 7. Analyse aspects of holistic care, with insight into anti-discriminatory practice, human rights, equality, and social inclusion. 8. Interpret areas of clinical governance and the maintenance and monitoring of standards relevant to the perioperative practice. 9. Evaluate the theory for advancing and developing evidence-based perioperative practice. 10. Appraise information and communication technology to support decision making in the context of care delivery. Skills and Other Attributes (practical) 1. Demonstrate the clinical outcomes and core knowledge specified in the Operating Department Practice Curriculum (CODP 2011) and Standards of Proficiency (HCPC), whilst recognising the scope of practice for the ODP and other healthcare professionals. 2. Investigate and develop the skills, knowledge and ability, under appropriate supervision, to carry out and modify safe, effective, evidence-based autonomous practice, as required of a registered Operating Department Practitioner. 3. Apply a systematic individual and multidisciplinary team approach to the planned assessment and care of patients in elective and emergency situations, based upon their individual needs. Transferable/Key Skills 1. Evaluate the performance of self and others, taking into account patients’ needs and service requirements, through reflective evidence-based practice. 2. Present clear, accurate and reliable communication skills. 3. Participate in and initiate effective team and collaborative working. 4. Interpret information and numerical data, and present written information in a clear and comprehensive manner. 5. Articulate the use of technology and other systems within learning environments. Section: Programme Specification Issue No: 1 Date: February 2013 Page 2 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD 6. Summarise perioperative risk and promote health and wellbeing. 7. Initiate change in the role of the change agent, leading quality improvement and service development. 8. Articulate the principles of managing time and resources to ensure quality of care is maintained and enhanced. 9. Participate in working across professional boundaries to allow effective transition within and between departments. 10. Advocate appropriate problem solving approaches in a variety of situations for example major incidents. 11. Justify methods of enquiry to understand, appraise and apply research evidence along with identification of areas for further investigation. 12. Establish skills for lifelong learning to maintain own personal and professional development. 13. Course Structures and Requirements, Levels, Modules, Credits and Awards 13.1 Currently, the course can only be accessed full-time. Awards within the Course Title of Award Cert HE Health Studies Dip HE Health Studies BSc Health Studies BSc (Hons) Operating Department Practice Usual duration of study Academic Credits 1 year FT Exit award no eligibility for professional registration 2 years FT Exit award no eligibility for professional registration 2.5 years FT Exit award no eligibility for professional registration 3 years FT Professional qualification and eligibility to apply for HCPC registration 120 Foundation (FHEQ level 4) 120 Foundation (FHEQ level 4) 120 Intermediate(FHEQ level 5) 120 Foundation (FHEQ level 4) 120 Intermediate(FHEQ level 5) 60 Honours (FHEQ level 6) 120 Foundation (FHEQ level 4) 120 Intermediate(FHEQ level 5) 120 Honours (FHEQ level 6) 13.2 Only students who successfully complete all the modules at Foundation, Intermediate and Higher level and gain the BSc (Hons) Operating Department Practice will be eligible to apply for registration with the HCPC. Students who do not achieve all credits or fail the course can receive an unnamed award in Health Studies. 13.3 The curriculum focuses on Operating Department Practice and inter-professional learning to meet the course learning outcomes. The course consists of five Operating Department academic modules four Inter-professional learning modules and three placement modules. Students undertake modules totalling 120 credits in each of the three years. 13.4 This course is full time, a minimum of 3 years with a maximum of 6 years from the first confirmation of results at a Course Assessment Board. Section: Programme Specification Issue No: 1 Date: February 2013 Page 3 of 90 School of Human and Health Sciences Academic Level Foundation Level (4) BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Module Title Credits HFO2000 Operating Department Practice 30 Foundation Level Module One Compulsory HFO2001 Operating Department Practice 30 Foundation Level Module Two Compulsory HFG1000 Research 1 20 Compulsory HFO2002 Introduction to perioperative practice 40 and patient care (placement 1) Award: Certificate of Higher Education Health Studies requirement: a minimum of 120 credits across assessments and associated coursework Intermediate Compulsory HIO2000 Operating Department Practice 30 level (5) Intermediate Level Module One Compulsory HIO2001 Operating Department Practice 30 Intermediate Level Module Two Compulsory HIG2000 Research 2 20 Compulsory HIO2002 Implementation of perioperative 40 practice (placement 2) Award: Diploma of Higher Education Health Studies requirement: a minimum of 240 credits across assessments and associated coursework Higher level Compulsory HHO2000 Development of advancing 30 (6) perioperative practice for Operating Department Practice Compulsory HHN2000 Frameworks for clinical leadership and 30 management Compulsory HHG2000 Research 3 30 Compulsory HHO2001 Managing enhanced and complex 30 perioperative practice (placement 3) Award: BSc (Hons) Operating Department Practice requirement: a minimum of 360 credits across assessments and associated coursework Compulsory 13.5 Clinical practice is central to the curriculum and extends throughout the programme, building from foundation through to honours level modules. Students undertake practice placements in each year of the programme in order to develop their core skills as an Operating Department Practitioner. Students will be allocated clinical placements, based upon appropriate learning opportunities, placement availability and individual student’s personal preference; however the students will be required to carry out clinical placement in a number of hospitals in order for them to gain insight into the complexity of patient experience and understand practice in alternative settings. 13.6 During placements in each year the students are assessed by qualified mentors who meet the requirements of CODP Standards, Recommendations and Guidance for Mentors and Practice Placements (2009). The mentors and students are also supported by Placement Education Facilitators and University Link Lecturers whilst on placements. Students are expected to attend placement for between 16 and 24 hours per week depending on the placement requirements and the area in which they are placed. These hours are over a seven day week and will involve shift work. 13.7 The structure and delivery of the programme reflects the integral and indispensable nature of practice-based learning and the vital role it plays in students’ educational and professional development. It also enables students to fulfil the requirements of the curriculum framework. As a consequence, this programme meets and exceeds the minimum standards set by CODP degree curriculum (2011) of three academic years in length, with students undertaking at least 60% of the programme hours in clinical practice. 13.8 The course has been structured to integrate theory and practice throughout the academic and placement elements of the course and the course structure encourages this by providing time for reflection and to develop the required skills to become a reflective practitioner. 13.9 Year one course structure. Students will have one week induction to the course and undertake the University and course induction programme. Section: Programme Specification Issue No: 1 Date: February 2013 Page 4 of 90 School of Human and Health Sciences 13.10 BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Students will undertake a three week study period which will prepare them for clinical placement and begin the theoretical delivery for the three academic modules. Academic and theoretical development will continue for a further 9 weeks during which time students will also attend placement for 16 hours a week (two 8 hour shifts) and develop formative clinical skills related to infection control, patient care and the circulating role. The delivery of theory will continue during these 9 weeks. On the 9th week students will undertake an interim review of their placement progress which will be reviewed by their personal tutor in the University. The student returns to University for two weeks for further academic/theoretical input and further preparation for practice. The student returns to placement for 15 weeks, for 24 hours a week (three 8 hour shifts) during which competence for year one will be completed, academic support and teaching for Inter Professional Learning continues and students have academic time to undertake research and assessment preparation. Year two course structure. For the first 13 weeks of the second year students will undertake alternate weeks in University and placement. While on placement they will undergo formative development of the clinical skills attending placement for 24 hours a week (three 8 hour shifts), and they will also attend University for one day a week for IPL teaching. During the theory weeks the students will receive input for all three academic modules. On the 13th week students will undertake an interim review of their placement experience and development which will be reviewed by their personal tutor in the University. The student returns to placement for 18 weeks, for 24 hours a week (three 8 hour shifts) during which competence for year two will be completed. Delivery of academic/theoretical modules continues with appropriate support, teaching for IPL also continues and students have assigned time to undertake research and assessment preparation. 13.11 Year three course structure. Students attend University for two weeks to start the academic delivery of all Year three modules. Following this for the subsequent 11 weeks students will undertake alternate weeks in University and placement. While on placement they will undergo formative development of clinical skills and they will attend placement for 24 hours a week (three 8 hour shifts). They will also attend University for one day a week for IPL teaching. During the academic/theory weeks the students will receive input for all three academic modules. On the 12th week students will undertake an interim review of their progress in placement which will be reviewed by their personal tutor in the University. The students attend University for one week to continue the academic delivery and further preparation for placement. The students return to placement for 16 weeks, for 24 hours a week (three 8 hour shift) during which competence for year three will be completed. Delivery of academic modules continues with academic support, teaching for IPL also continues and students have time to undertake research and assessment preparation. See appendix three for full course structure. 13.12 Overall contact hours. Academic contact hours Placement contact hours 13.13 Year one Year two Year three Total 192 192 192 576 Percentage course 27% 512 576 528 1616 73% of All students are required to comply with the regulations of the University regarding conduct. Operating Department Practitioner students are also required to comply with HCPC Guidance on Conduct and Ethics for Students (2010) at all times. Copies of this document are provided to the students at the beginning of the course via the course virtual learning environment. Section: Programme Specification Issue No: 1 Date: February 2013 Page 5 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD 13.14 Throughout the three year programme the following procedures are in place to ensure professional suitability: An enhanced Disclosure and Barring Service (DBS) check prior to admission to the course. The University reserves the right to undertake a formal check at any time during the length of the programme Yearly self-declaration of any criminal record. Students are obliged to inform the Course Leader of any conviction and/or caution obtained during the year Demonstration of appropriate professional conduct at all times in accordance with HCPC Standards of Conduct, Performance and Ethics. 13.15 Any allegation of student misconduct will be dealt with under the University’s Student Disciplinary Procedures, (Section 4 of Students’ Handbook of Regulations). http://www.hud.ac.uk/registry/regulationsandpolicies/studentregs/ 14. Teaching, Learning and Assessment 14. Teaching, learning and assessment on the course are designed to offer students opportunities to develop the required knowledge and understanding, practical skills and transferable skills via a variety of teaching and learning approaches, and assessment methodologies. The approaches aim to be inclusive of diversity, to allow students to actively engage in learning and be successfully assessed in a variety of ways. 14.1 Teaching and Learning 14.1.1 Learning and teaching is delivered through seminars, group work, practical experience, lectures, simulation, problem based learning and tutorial support. Student-centred learning is used and its role generally increases throughout the course with the expectation of student independent study developing to year three. Modules are designed to embed transferable skills and to allow students to progressively increase their knowledge and confidence. Thus initially the acquisition of fundamental skills and the confidence to perform academically and professionally is developed. Subsequently an element of student choice in learning delivery and assessment encourages students to have greater engagement with and control over their learning. As required by the CODP Curriculum (2011 p.5) “ODP students must be able to demonstrate a measure of progression that is indicative of the development in knowledge and understanding, as well as the acquisition of professional skills”. 14.1.2 Thus in the Foundation year the acquisition of fundamental skills and the confidence to perform academically and professionally is developed. In the second (Intermediate) year, the students demonstrate their ability to transfer these skills into new situations and also how to adapt practice, as required by clinical circumstance and patient needs. In the third year while studying at Honours level students will further develop analytical skills and critical analysis of professional, clinical leadership and management subject areas in preparation for working as a qualified and registered practitioner. 14.1.3 The teaching and learning delivery is undertaken throughout each year. Sessions within the University will explore key concepts and areas required to enable safe practice this is supported by attendance at the University during placement weeks to ensure links between theory and practice are emphasised. Inter professional modules and the profession specific modules will be coordinated to enable a consistent thematic approach to be engendered and related subjects to be delivered logically and sequentially. 14.1.4 The University Virtual Learning Environment will provide students with the opportunity to use shared learning resources and discussions via peer groups and tutor support, which will encourage the development of self-learning and development. The modules will involve interactive exercise using the VLE which will then be reviewed during attendance sessions. 14.1.5 Throughout the course the student is encouraged to undertake independent reading to supplement and consolidate what is being taught and to broaden their individual knowledge and understanding of the subject areas. This is aided by the placement structure which provides the student with opportunities to study independently every week and also attend tutorials and group support sessions. Section: Programme Specification Issue No: 1 Date: February 2013 Page 6 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD 14.1.6 Students will experience shared learning, with different professionals ( for example nurses, midwives, physiotherapists, occupational therapists, podiatrists) from different clinical and professional backgrounds and they will be working together during the inter-professional modules, helping to develop research and evidence based practice skills and leadership and management skills underpinned by a multi-professional ideology. 14.1.7 Intellectual skills are developed throughout the whole teaching and learning programme. Classroom-based methods aim to set cognitive development in motion; the practice-based elements then provide the prime opportunity for placing this knowledge into context. Through the use of the operating theatre skills laboratory, students are able to develop clinical skills and practice safely in a simulated situation before actual patient care takes place; this promotes patient safety whilst allowing the student to build confidence and ability. 14.1.8 Each module, whatever the teaching approach, involves discussions of key issues, practice in applying concepts both orally and in writing, analysis and interpretation of material, and individual feedback for learners on work produced. Tutorials are important in individual learning of cognitive skills, enabling the tutor and student to work at the individual student’s current level and to set appropriate and specific goals usually in relation to assignment preparation and feedback. 14.1.9 The development of personal skills that underpin all aspects of professional practice is an important aspect of the student experience of the course and permeates all modules. These skills are developed throughout the University based core skills modules and the Practicebased modules. The personal skills developed in year one include the development of communication and group-work skills and an introduction to the concept of reflective practice. During year two students build on these skills, particularly in practice environments. Additionally, students develop their ability to work independently; to relate theory to practice; to reflect and to work with, and communicate with others. In year three the professional skills, behaviour leadership and management and development of lifelong learning skills are developed. 14.1.10 There is a progressive approach to skills development throughout the course both academically and clinically. Clinically, the level of surgical speciality and complexity of skills increases throughout the course, and further develops the skills already undertaken from previous placements. Academically the study skills and ability to develop evidence-based practice research and understanding of academic writing are progressively developed throughout the course. 14.2 Assessment 14.2.1 Assessment aims to support learning and to measure achievement. Assessment methods are described in each module specification and module guide. All learning outcomes in a module are assessed and the mode of assessment is specified for each outcome. Assessment is a combination of coursework, practice competencies and examination. The nature of the assessment varies from module to module, and mirrors the modes of communication expected of graduates in this field which requires practitioners to deliver evidence based practice. 14.2.2 Learning takes place in a variety of settings. Classroom based learning and the use of simulated patients allows students to practice skills in a safe and controlled environment. To allow students to learn and be assessed in a real practice setting, NHS Trusts, the private and independent sector settings are used, under the supervision of appropriately qualified mentors/supervisors. Assessment is centred on students achieving the standard of competency outlined by the professional awarding body so that they are fit to practice by the end of the course. It includes Objective Structured Clinical Examinations, the verification of practice competency by a qualified mentor/supervisor and integration with written modular assessment in the form of reports, case study analysis, applied assignment work and examinations. 14.2.3 As shown in the assessment criteria the variety of assessment methods are employed all place great emphasis on the students’ ability to demonstrate intellectual/cognitive skills, through the production of coherent written and /or oral responses either to problems or tasks set. Section: Programme Specification Issue No: 1 Date: February 2013 Page 7 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD HFO2000 Operating Department Practice Foundation Level Module One x HFO2001 Operating Department Practice Foundation Level Module Two x x x x x x x x x x x x x x x x x 14.2.5 For every module students will be provided with specific assessment information and guidance to ensure they have the opportunity to gain a pass mark for the work presented. 14.2.6 All assessed work will be marked against the University of Huddersfield School of Human and Health Sciences assessment criteria for Foundation, Intermediate and Higher level work (August 2008) and will be moderated internally and externally through the recognised University requirements to ensure equity and consistency of marking and feedback. 14.2.7 Placement competences are assessed by qualified practitioners who meet the CODP mentor standards for mentorship, this takes the form of students undertaking the role of the ODP relevant to the placement requirements under direct supervision at all times. Students are required to demonstrate safe and consistent practice in all required areas. Issue No: 1 Poster defence/verbal presentation x 14.2.4 The assessment strategy develops the student’s reflective skills and encourages analysis of their own professional responsibility in response to professional body guidance and the implications for practice development. It also enables the student to demonstrate the clinical and knowledge requirements for the HCPC standards of proficiencies. Section: Programme Specification Research Proforma Safe medicate drug calculation Dissertation Critical analysis Objective structured clinical examination PDP Placement competences x x HIO2000 Operating Department Practice Intermediate Level Module One HIO2001 Operating Department Practice Intermediate Level Module Two HHO2000 Development of advancing perioperative practice for Operating Department Practice HHN2000 Frameworks for clinical leadership and management HHG1000 Research 3 HHO2001 Managing enhanced and complex perioperative practice(placement module) Reflective essay x x HFG1000 Research 1 HFO2002 Introduction to perioperative practice and patient care (placement module) HIG1000 Research 2 HIO2002 Implementation of perioperative practice(placement module) Essay Online learning log Exam Data analysis workbook Assessment plan for BSc (Hons) Operating Department Practice Date: February 2013 Page 8 of 90 x School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD 14.2.8 Personal Development Planning (PDP) is defined as ‘a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, education and career development’ (QAA 2001) From September 2005 it has been a QAA requirement that all students have access to PDP. PDP enables the student to develop an awareness of their strengths and areas requiring development and construct a record of achievement. This documents their acquisition of knowledge, competencies and promotes reflection and promotes action upon their personal, professional and academic goals from a short, medium and longer term perspective. 14.2.9 The PDPs on the ODP degree take the form of the students’ clinical placement documents. These include evidence of clinical skills, personal and professional reflection, feedback from mentors, case logs of student experience, and time sheets for attendance, which can be used to demonstrate their professional abilities and skills. PDP developments are also integral to the Research One module and specifically the Framework for Clinical Leadership and Management module. 14.2.10 PDP is introduced to students at the commencement of the course and is integral to the placement modules and research one. Support for the development of the placement PDPs is through the personal tutor system. PDP also provides a medium for creating an effective Curriculum Vitae (CV). Learning opportunities are identified during the course and students are able to keep a record of their progress. During the Framework for Clinical Leadership and Management module students are aided with the development of their professional CV and portfolio. Dedicated support is also available at School level by the Careers Service to aid students in preparing for work. 15. Support for Students and their Learning 15.1 Support for students undertaking this course operates at University, School and Course level as follows: 15.2 University Level 15.2.1 Central to the provision of student support are Student Services. The range of services they offer include: Wellbeing and Disability Services Counselling Back on Track Disability Services Drop in (Counselling and Wellbeing) The Faith Centre Getting help Group workshops and courses Hate Crime Reporting Centre Self help Student parents Student wellbeing Welfare support Wellbeing events University Health Centre Careers and Employability Service Careers and Employability Service Jobshop More information on the range of student services can be found on their website at: http://www.hud.ac.uk/student-services/ 15.2.2 The Student Finance Office provides: Information and guidance regarding possible sources of funding for all courses in the University. Section: Programme Specification Issue No: 1 Date: February 2013 Page 9 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Budgeting advice to discuss a variety of options and strategies in order to manage on a budget. Facilities for the billing and payment of income to be collected by the University. Debt advice via personal and confidential sessions is available from trained staff along with mediation and resolution. Further information can be found on their website at: http://www.hud.ac.uk/students/finance/financeoffice/ 15.2.3 Computing services provide induction and ongoing support for all students. More information on the range of computing services can be found on their website at: http://www.hud.ac.uk/students/it/ 15.2.4 Library Services provide induction and ongoing support for all students. More information on the range of library services can be found on their website at: http://www.hud.ac.uk/library/ 15.3 School Level 15.3.1 The School of Human and Health Sciences provides additional student support using a variety of approaches: 15.3.2 The Learning Quality Support Unit (LQSU) in the School of Human and Health Sciences provides support, development and encouragement for students at all levels with help on a range of academic skills areas. Further information on the services provided can be found on the School pages in Unilearn in Shum Quick Links 15.3.3 Finally the School has a Student Support Centre with a Student Support Officer. The Student Support Centre provides a drop in service for all students in the School. They are based in Harold Wilson Building, Ground Floor, Room 24 and are open on Monday to Friday from 9am to 4pm. They offer the following services: Printing Binding Technical Support International Student Support Independent Services Confidential Advice Booking for academic staff appointments. No appointment is necessary for the Student Support Centre and they can be contacted on 01484 473092 or by email at: [email protected] 15.4 Course Level At course level support is provided by: Personal Tutor The personal tutor: The University has implemented a personal tutor system. This system aims to both improve the student experience of learning and teaching, and increase student retention and achievement rates. Specifically personal tutors: Provide a personal contact for the student within the University and the School. Act as a liaison between the student and course leaders to seek any improvements required Offer guidance, assistance and support in managing the students’ academic experience Recognise when the problems presented are beyond the personal tutors’ competence and seek guidance and support for the student through the University and/or School referral processes. Work with students to review and reflect upon their own progress and if necessary on ways to improve it. Take part in supportive training events. Section: Programme Specification Issue No: 1 Date: February 2013 Page 10 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Module Leader The module leader is responsible for teaching, learning and assessment of the module. Course Leader The course leader is responsible for the entire quality assurance arrangements for the course. Year Leader The year leader is responsible for a management of a particular year of a course. Link Tutors These are academics from the University who are allocated to clinical placements to provide support to the student, the mentors and PEF and the structure of the placement, to ensure students have the opportunity to experience the required areas of clinical experience is a fair and supportive environment. Placement Education Facilitators (PEF) These are employees of the placement sites who are responsible for the overall support of students on placement, supporting and developing mentors, and coordinating the student’s clinical experiences. The PEF is the link between the University, mentors and the student while they are on placement. Clinical Mentors These are employees of the placement sites who meet the requirements of the CODP Standards for mentorship and are responsible for supporting students in the clinical area and the development of their clinical skills, and assessment of these. These clinical staff are also responsible for providing feedback and support to the student in coordination with the PEF and personal tutor. The mentors are supported by other clinical staffs who contribute to the development and assessment of the student by associate and co-mentors. 15.5 Student attendance is monitored in accordance with the University Attendance Monitoring Policy. Absence is dealt with in accordance with the NHS funded students Sickness and Absence Procedure (Jul 05). It is expected that students will attend all scheduled classes and placements. Attendance at classes is closely monitored by the University electronic attendance system and absences recorded and students are written to by the University following absences. Attendance in practice is recorded using a timesheet signed by the student’s supervisor/mentor, which is reviewed by the personal tutor during visits to the clinical placement. All students are required to notify the school office of any sickness or reason for absence. 16. Criteria for Admission 16.1 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, although due to funding of the course there are requirements for residency and nationality to be eligible for the course.. http://www.hud.ac.uk/international/enquirer/whereareyoufrom/englishrequirements/ 16.2 The University provides opportunities for the accreditation of prior learning (APL) as stated at the following link: http://www.hud.ac.uk/registry/regulationsandpolicies/awards/ 16.3 Further information related to the School APL process can be found on the School pages in Unilearn. 16.4 The University’s general minimum entry requirements are specified in the ‘Regulations for Awards which can be found on the Registry website as follows: http://www.hud.ac.uk/registry/regulationsandpolicies/awards/ 16.5 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. All applications must be undertaken via UCAS, and all students applications are considered for Section: Programme Specification Issue No: 1 Date: February 2013 Page 11 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD academic grades or predicted grade, personal statement demonstrating understanding and commitment to the ODP profession. Applicants then attend a selection event which requires them to undertake tasks and interviews which demonstrate the profession requirements to undertake the course. 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: [email protected] Further information is available at their website at: http://www.hud.ac.uk/disability-services/ 16.6 In addition this course BSc (Hons) Operating Department Practice enables students who complete the course to apply for professional recognition with Health and Care Professions Council further advice on the specific skills and abilities needed to successfully undertake this course can be found by visiting the profession’s website at www.hcpc.org.uk and by contacting the admissions tutor. 16.7 However, the specific entry requirements and admission criteria for this course are detailed below. A Level, 240 accumulative UCAS points, with a minimum grade of CCC, excluding general studies and AS level credits. Access courses, students must achieve merits on all level three modules/units. BTEC, Merits in all areas. Applicants with higher level study than the minimum entry criteria must demonstrate currency of study skills. Those applicants who do not possess the necessary entry requirements might consider accessing the University of Huddersfield Foundation Course for Health Professionals or Science Foundation course which requires a pass mark of 65% 16.8 All applicants must demonstrate professional suitability via Enhanced Disclosure and Barring Service (DBS) clearance, for students who have criminal convictions the school panel will assess their suitability for the course, prior to being formally offered a place on the course. 16.9 All students must demonstrate Occupational Health clearance via the University Occupational Health Department prior to commencing the course. 16.10 All applicants for who English is not their first language must demonstrate written, verbal and listen skills via EILTS level 7 with no element less than 6.5. 17. Methods for Evaluating and Improving the Quality and Standards of Teaching and Learning 17.1 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: http://www.hud.ac.uk/registry/regulationsandpolicies/qa 17.2 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: . http://huddersfieldstudent.com/involve/content/166695/student_reps/ 17.3 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 for health courses ‘A West Yorkshire, web based evaluation tool is used to gain statistical evaluation of placement experience’. 17.4 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 Section: Programme Specification Issue No: 1 Date: February 2013 Page 12 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD statistical data about the course, is reported through the course committee structure and scrutinised through the University wide annual evaluation process. 18. Regulation of Assessment 18.1 University awards are regulated by the ‘Regulations for Awards’ on the Registry website as follows: http://www.hud.ac.uk/registry/regulationsandpolicies/awards/ and the ‘Students’ Handbook of Regulations’ on the Registry website as follows: http://www.hud.ac.uk/registry/regulationsandpolicies/studentregs/ 19. Indicators of Quality and Standards 19.1 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 he/she takes 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 study module guide 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. 19.2 The outcome of the most recent institutional audit can be found at: http://www.qaa.ac.uk/InstitutionReports/Reports/Pages/inst-audit-Huddersfield-10.aspx Section: Programme Specification Issue No: 1 Date: February 2013 Page 13 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Appendices Contents Appendix 1 Introduction and Rationale Appendix 2 Support for the Course Appendix 3 Course Structure Appendix 4 Mapping of Course Learning Outcomes to Modules Appendix 5 Standards of Proficiency Mapping Document to Course Appendix 6 Mapping of Quality Assurance Agency Standards for ODP Appendix 7 Standards of Education and Training (SETs) Cross-Mapping Document Appendix 8 Mapping of course against College of Operating Department Practice degree curriculum Appendix 9 Assessment Schedule Appendix 10 Placement Staff and Mentors Appendix 11 External Examiner Reports Appendices 12, 13 and 14 are separate documents: Appendix 12 Student Personal Development Portfolio: Year 1 Appendix 13 Student Personal Development Portfolio: Year 2 Appendix 14 Student Personal Development Portfolio: Year 3 Appendix 15 Students’ consent to act as models in the development of professional skills/ practical classes Section: Programme Specification Issue No: 1 Date: February 2013 Page 14 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Appendix 1 Introduction and Rationale 1. Introduction 1.1 Operating Department Practitioners (ODPs) are primarily involved with and responsible for the care of patients at all stages of the anaesthetic and surgical interventions that patients undergo within operating departments. However they can be found in any hospital setting which involves the care of the critically ill patient. In order to ensure the safety of patients, the ODP is regulated in the same way as other Allied Health Professionals. In October 2004, Operating Department Practice was the first additional profession to be included in the newly formed Health and Care Professions Council (HCPC), which is the overarching regulatory body for the allied health professions. Within this framework there is continued emphasis on the use of occupational standards, benchmark statements, standards of proficiency and standards of education, training and continuing professional development (CPD). Collectively, the above standards inform the development of a practitioner who is fit for purpose, fit for practice and fit for award. 1.2 The need for ODPs to be educated to degree level is emerging both locally and nationally. The need for graduate skills was summed up by practice colleagues at a recent meeting to review the current Diploma in Higher Education in ODP. Studying at degree level will develop students into the analytical, problem solvers practice partners are telling us they need. Local service provider partners indicated that the ODP course needs to be developed to include graduate skills so that the ODP workforce can respond to the changing context in theatres: • Changes to services and the role of the ODP requires the ability to lead and manage the perioperative environment by working closely with the multidisciplinary team in providing high quality care • Changing skill mix in theatres and the changes in junior doctor’s roles, experience and rotas. These inevitably impact on ODP roles and the need to further support medical staff in the provision of safe patient care. ODP skills and competencies that were previously viewed as additional or extended skills are increasingly required at point of registration. • Management skills are required by early career ODPs as the number of non-registered staff involved in the perioperative environment has increased and they require supervision and support. • The recruitment of team leaders and other senior roles is difficult. Despite the desire to recruit multi-skilled ODPs for such posts, many clinical colleagues find ODPs lack key leadership and management skills and therefore the only solution is to appoint theatre nurses who are educated to degree level but who are only able to work in either the surgical or PACU roles. 1.3 Work done at national level by the College of Operating Department Practitioners (2010,2011) and in consultation with clinical practice colleagues, Universities and the national developments in health care (Department of Health; 2008a, 2008b) identified the following clinical and generic skills as needing to be introduced into pre-registration training if ODPs were to be fit for modern perioperative practice at the point of registration: Clinical skills • Peripheral intravenous cannulation - to ensure patient treatment and care was appropriate and timely reducing the demand for medical staff. • Urinary Catheterisation - to promote more holistic care whilst also alleviating the work load of medical staff. • Life support skills to a minimum of Intermediate Life Support - due to the critical nature of working in theatre ODPs are frequently required to attend resuscitation calls. This was reiterated by a Joint Statement in 2012 in a review of resuscitation indicating practitioners needed extended skills and knowledge of managing critically ill patients. • Pain management and drug administration - pain assessment, management and control techniques are evolving and ODPs are now frequently involved in pain management Section: Programme Specification Issue No: 1 Date: February 2013 Page 15 of 90 School of Human and Health Sciences • • • • BSc (Hons) Operating Department Practice (Sep2013-Present) PSD activities. Advanced scrub practitioner skill -The Perioperative Care Collaborative (2012) have clear guidance on the need for this role and at the moment it is part of CPD, however with the reduced number of junior doctors to support surgeons the need for ODP staff to undertake these roles has increased. Caring for the critically ill patient - the assessment and interpretation of a broader range of physiological data related to the critically ill patient. Care of specialist patient groups - to provide the range of experience for the changing profile and demographics of patients. Pre-operative assessment - for some time pre-operative assessment has been undertaken by appropriately trained non-medical practitioners, and research by Kinsley et al (2002) indicated the outcomes are consistent with the work of junior doctors. This would enable theatre staff to support patients in this area and provide skilled assistance to the medical team. Generic skills • Inter-professional communication - the opportunity to engage with students from other professions and service users. • The principles and practice of clinical audit and research - the two year diploma provides little opportunity for students to engage with the principles and application of evidence and research. • Leadership/supervision - ODPs from the point of registration are involved in the delegation of tasks and the supervision of support and junior staff. • IT and health informatics – this crucial and increasing aspect of professional practice is not presently included the diploma curriculum. • Reflection – although reflection is part of the current curriculum, a three year course will provide greater opportunity for students to develop these skills and engage in personal and practice development in a more meaningful way. • Root cause analysis and human factors – not included in current curriculum but recommended to aid the student in gaining insight, contributing to future improvements in practice, reducing risk and ensuring patient safety (NPSA 2009). 1.4 Theory and practice At the moment the course structure involves students attending University for three weeks fulltime most days and then attending placement for between 12 and 22 weeks. As a result there is limited opportunities to link theory and practice as at the moment they are structured separately. With the new course structure the academic weeks would not be full time but involve lectures, practical sessions, simulation, tutorials, but also time to reflect on their learning and engage with reading materials. This development will continue while the students are on placement as there will be time in every week for lectures, reflection, tutorials, and for the academic team to link their experience to theory. 1.5 Academic experience With validation to a degree the team can engage in the Research IPL modules, thus enabling ODP students to engage with the other Healthcare students. In year three the team are linking with the Frameworks for Clinical Leadership and Management module which is part of the nursing degree to build further links with other professional groups. The proposed change will enable the academic team to support students throughout their academic development, and also to utilise the simulation opportunities throughout the year rather than in the three week study blocks currently employed. 1.6 Placement experience To meet the University requirements for module hours and to aid placements in managing the number of students they support, we have reviewed the number of hours on placement. At the moment the placement requirements are very specific for example in placement two of year one students must be in a placement where they can experience minor/intermediate procedures as defined by the University procedure classification, originally taken from BUPA costing classification. During the new course the placements will concentrate on specialities and completing the required competences. The team have worked closely with placements to develop Section: Programme Specification Issue No: 1 Date: February 2013 Page 16 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD outcome based competencies which are still progressive like the diploma course but now involve extended skills and leadership and management. 1.7 The Operating Department Practitioner course and academic team are part of the Division of Acute Care and the Dip HE in Operating Department Practice course has run successfully in the University since 2006. Pre-registration education in Operating Department Practice has been successfully delivered by the University since 1996 and previously by the West Yorkshire College of Health Studies since 1989. In its current format, Diploma of Higher Education (Dip HE), the award has been run successfully since 2000. The course is built upon the extensive expertise and experience of staff in the Division of Operating Department Practice, located within the School of Human and Health Sciences. The staff group represents a body of expertise in Operating Department Practice that is growing in strength, both in terms of experience and the developing scholarship of established staff members. The course will draw on the specialist theoretical, practice and research interests of staff in the team and will take a broad and inclusive definition of Operating Department Practice. 1.8 The course team at this validation are proposing to validate the Operating Department Practice course at degree / BSc (Hons) level as a result of a number of developments nationally and locally. In 2011 the College of Operating Department Practice released the curriculum document for BSc (Hons) in Operating Department Practice (CODP 2011) which reflected “the developments that have occurred since the introduction of the Dip HE curriculum (2006) and the input from those who currently deliver the curriculum both in clinical practice and academically” (p.2). They also state “the extent and speed of changes in healthcare provision in general and in ODP in particular, highlights the need for highly skilled, knowledgeable and flexible ODPs”(p.14), as such the new curriculum was developed to reflect the changing practices and leadership demands ODPs face in practice now and in the future. 1.9 Locally the University have engaged local employers in discussions on how the course can be developed to meet the changing demands of perioperative practice and what they require of future practitioners. This discussion demonstrated some of the issues highlighted by CODP (2010) when exploring the future roles of ODPs, in particular the development of extended clinical skills, leadership and management, and critical thinking skills. These discussions have also included the Yorkshire and Humber Strategic Health Authority (SHA) who following consultation are supporting the funding of a three year programme for the University of Huddersfield. 1.10 Operating Department Practice is important to the health of the nation and the local health economy. This course is therefore designed to meet the needs of those who have a commitment to this profession and who want to make a measurable impact on people’s health and wellbeing. In short, Operating Department Practice is a dynamic developing area of study and practice. With the critical nature of the care of surgical patients, this course aims to provide individuals with the knowledge and skills needed to contribute towards the health status of the population. 2. Rationale for the Course 2.1 The course is currently funded by the Yorkshire and Humber Strategic Health Authority, with the course placing students in Hospitals and Trusts across West Yorkshire both in the NHS and Private sector. The SHA have supported the development of the ODP degree and have been involved in consultation with the University and the local clinical providers, and the commissioned numbers from the SHA has remained constant at 56 in 2012. 2.2 The Division of Operating Department Practice is working within a constantly changing and increasingly competitive environment; we are therefore cognisant of the need to meet the future academic, professional and educational requirements for Operating Department Practitioners both within the region and nationally. The revalidation of the course, seeks to address and reflect these changes. Hence, the learning outcomes for this course have been developed in light of the National Qualifications Framework (NQF) (2000). The following documents have been key reference points in producing them: Section: Programme Specification Issue No: 1 Date: February 2013 Page 17 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD QAA Health Professions Framework benchmark statement for Operating Department Practice, HCPC Standards of Proficiency for Operating Department Practitioners, HCPC Standards of Conduct, Performance and Ethics, HCPC Standards of Education and Training, Bachelor of Science (Hons) in Operating Department Practice Curriculum Document 2011 Curriculum for pre-registration education from the Association of Operating Department Practitioners (; CODP, 2006b), Scope of Practice for Registered Operating Department Practitioners (CODP, 2006a), NHS Knowledge and Skills Framework. 2.3 Essentially, re-validation is dictated by the University’s 5 year life span of validation for this type of programme, as well as concurrent changes in the national curriculum for ODPs, and the publishing of benchmark statements by key monitoring bodies in healthcare education, both of which have occurred since the original course design and validation. 2.4 This radically different course has been devised to take account of academic, market and resource implications. The market for ODPs is changing as the location of surgical practice changes (Department of Health, 2006); re-direction of some services to primary care and other sites will alter the pattern of employment. The Division is planning to respond to these changes by incorporating knowledge and practice that is appropriate and will equip students for progressive roles within the rapidly changing healthcare setting. Overall, the course planning team has reflected carefully on both staff and current students’ experiences and opinions of existing provision and also taken the advice of external examiners and employers. 2.6 The first stage of the revalidation process actually began in summer 2011 when the course team planned to revalidate the Dip HE course, this validation was postponed while the opportunity of developing a degree course was explored. This involved a questionnaire being sent to all the theatre managers, placement education facilitators and clinical mentors via the Placement Education Facilitators (PEF) and existing and previous students, to gain their opinions regarding the current course structure and content. The above were then invited to an event in the University where the issues raised in the questionnaires were developed further and new structures and modules were instigated. The academic team then developed the first two years of the proposed course based on the feedback and the University requirements. The senior student groups on the current courses were asked for their opinions on the suggested changes before all parties involved in the course were invited into another event to present the new course. As the developments met the HCPC Standards Of Proficiency for the diploma course the course team have used these developments in this validation and developed a third year, via consultation, to reflect the additional areas in the CODP curriculum, for example leadership and management. This consultation has involved senior managers and divisional leads from local Trusts that are in support of the developments. The course team also held a meeting in October 2012 with the PEFs to discuss the developments. This has resulted in some amendments to the planned structure and modules “This builds on previous involvement of service and reflects the view of the Major review report (QAA, 2006) “a strong partnership approach to curriculum planning and design has been evident.” These close links with service providers and education purchasers have ensured that professional pathways are responsive to the needs of stakeholders. 2.7 The module content and structure has been written to provide a developmental route for students, progressing in terms of required knowledge and practical ability as they continues through the course. Whilst theory and practice are valued equally, the course meets the requirements of the CODP Curriculum in presenting the students with a minimum of 60% of course time in practice (CODP 2011 p.17). The need for students to demonstrate safe practice that is supported by sound theory is emphasised; this is reflected in the development of three practice modules that relate directly to the theoretical content delivered concurrently at each stage of the course. 2.8 Practice learning will involve students undertaking placement in a maximum of three different organisations. At the start of the course student will complete a placement preference form . The University placement department then allocates students to a placement which meets their course Section: Programme Specification Issue No: 1 Date: February 2013 Page 18 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD needs, however students are not guaranteed placements close to home. This model of placement allocation and experience has been undertaken for the last three years of the current course and enables students to experience a variety of clinical experiences and practices. 2.9 Students will have the opportunity to rehearse some practice skills by use of “risk free learning environments or skills laboratories…“ (Department of Health, 2001). The School opened a simulated Operating Theatre Skills Laboratory in November 2005 on the University campus, to offer students the opportunity to develop and enhance their practical skills. Since opening this has been used regularly by the division for teaching and practicing essential theatre skills. This will further strengthen the theory- practice link and will augment skills development within clinical placements. 2.10 Recruitment will continue to include service input into the interview and selection process. Rotation to different hospitals will be incorporated into placement planning to allow students to experience and evaluate a range of practice environments and processes, preparing them to work in a variety of settings. 2.11 Two intakes (in September and March) will be replaced by a single intake in September 2013. This change in recruitment pattern has been agreed with both the local service providers and the Strategic Health Authority (SHA). Commission of places for the course has been agreed upon by the SHA; numbers will be specified in an annual contract, currently awaiting confirmation, however, initial numbers are anticipated of around 56 per year. 2.12 The school are exploring and developing the further involvement of service users in the development of the course, recruitment, selection, and engagement with the students. The new course structure will enable the academic team to co-ordinate with other professions who have service user involvement in their teaching. For recruitment the ODP team are working with the service user team to explore opportunities to include their input in selection events. This is a process that will continue following the validation of the course. References AAGBI – The Association of Anaesthetists of Great Britain & Ireland (2005) The Anaesthesia Team. AAGBI, London Association of Operating Department Practitioners (2006a) The Scope of Practice for Registered Operating Department Practitioners. Wilmslow, Cheshire: AODP Association of Operating Department Practitioners (2006b) The Diploma in Higher Education in Operating Department Practice: Curriculum Document. Wilmslow, Cheshire: AODP College of Operating Department Practitioners 2010 Discussion paper- framing the future roles of Operating Department Practitioners College of Operating Department Practitioners 2011 Bachelor of Science (Hons) in Operating Department Practice-England, Northern Ireland and Wales Curriculum Document PCC (2012) Position Statement: First Surgical Assistant. Perioperative Care Collaborative Section: Programme Specification Issue No: 1 Date: February 2013 Page 19 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Appendix 2 University Support for the Course University of Huddersfield Computing and Library Services MEMORANDUM To: Mr Steven Brown, Senior Lecturer, Division of Acute Care, Human & Health Sciences, HW3/20 From: Sue White, Director of Computing and Library Services Ref: SW/AW/003 Date: 2ndt November 2012 Subject: Course Validation Computing and Library Resource Statement . Course: BSc (Hons) Operating Department Practice This is to confirm that I am satisfied there are sufficient computing and library facilities and resources to support the above course by the beginning of the next academic year. Sue White Director of Computing and Library Services Email: [email protected] Telephone: (01484) 472039 Section: Programme Specification Issue No: 1 Date: February 2013 Page 20 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Appendix 3 BSc (Hons) Operating Departments Practice Proposed Course Structure/Teaching Pattern/Placement Pattern The Placement hours which the students will undertake each week are indicated with a “P” and are either 16 (2x8 hours shift) or 24 (3x8 hour shift) the rest on the time on these weeks will involve attending lectures, seminars and tutorial, as well as private study. Year one September 13 Placement hours 0 1 2 3 23.9.13 Theory Induction 4 30.9.13 5 Year two September 14 ↓ 52 1 2 3 1.9.14 8.9.14 15.9.14 22.9.14 Theory 4 29.9.14 7.10.13 Theory 5 6.10.14 6 14.10.13 Theory 16 P 6 13.10.14 7 21.10.13 16 P 7 8 28.10.13 16 P 9 4.11.13 10 11.11.13 11 18.11.13 12 25.11.13 13 2.12.13 14 9.12.13 15 16 17 18 19 20 21 16.12.13 23.12.13 30.12.13 6.1.14 13.1.14 20.1.14 27.1.14 Theory/ Formative practice development Placement orientation/learning contract Theory/ Formative practice development Theory/ Formative practice development Theory/ Formative practice development Theory/ Formative practice development Theory/ Formative practice development Theory/ Formative practice development Theory/ Formative practice development Interim review Xmas Holiday Xmas Holiday Xmas Holiday Theory Theory Theory/practice Theory/practice Section: Programme Specification Issue No: 1 Year three September 15 Placement hours Holiday Resubmission CAB Holiday Induction/Theory Theory/ Formative practice 24 P development Placement orientation/learning contract Theory ↓ Theory/ Formative practice development Theory 24 P 20.10.14 Theory/ Formative practice development 24 P 8 27.10.14 Theory 16 P 9 3.11.14 24 P 16 P 10 10.11.14 Theory/ Formative practice development Theory 16 P 11 17.11.14 24 P 16 P 12 24.11.14 Theory/ Formative practice development Theory 16 P 13 1.12.14 24 P 16 P 14 8.12.14 Theory/ Formative practice development Interim review Theory 24 P 24 P 15 16 17 18 19 20 21 15.12.15 22.12.14 29.12.14 5.1.15 12.1.15 19.1.15 26.1.15 Xmas Holiday Xmas Holiday Xmas Holiday Theory/practice Theory/practice Theory/practice Theory/practice Date: February 2013 24 P 24 P 24 P 24 P 52 1 2 3 31.8.15 7.9.14 14.9.15 21.9.15 4 28.9.15 5 5.10.15 6 12.10.15 7 19.10.15 8 26.10.15 9 2.11.15 10 9.11.15 11 16.11.15 12 23.11.15 13 30.11.15 14 7.12.15 15 16 17 18 19 20 21 14.12.15 21.12.15 28.12.15 4.1.16 11.1.16 18.1.16 25.1.16 Page 21 of 90 Placement hours Holiday Resubmission CAB Holiday Induction/Theory Theory ↓ Theory/ Formative practice development Placement orientation/learning contract Theory 24 P Theory/ Formative practice development Theory 24 P Theory/ Formative practice development Theory 24 P Theory/ Formative practice development Theory 24 P Theory/ Formative practice development Theory 24 P Theory/ Formative practice development Interim review Xmas Holiday Xmas Holiday Xmas Holiday Theory Theory/practice Theory/practice Theory/practice 24 P 24 P 24 P 24 P School of Human and Health Sciences 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 3.2.14 10.2.14 17.2.14 24.2.14 3.3.14 10.3.14 17.3.14 24.3.14 31.3.14 7.4.14 14.4.14 21.4.14 28.4.14 5.5.14 12.5.14 19.5.14 26.5.14 2.6.14 9.6.14 16.6.14 23.6.14 30.6.14 44 7.7.14 45 14.7.14 46 21.7.14 47 48 49 50 51 52 28.7.14 28.7.14 4.8.14 11.8.14 18.8.14 25.8.14 BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Theory/practice Theory/practice Theory/practice Theory/practice Interim review Theory/practice Theory/practice Theory/practice Theory/practice Theory/practice Theory/practice Interim review Easter Holiday Easter Holiday Easter Holiday Exam Weeks Exam Weeks Exam Weeks Theory/practice Theory/practice Theory/practice Theory/practice Holiday CAB Holiday Reassessment of placement Holiday Reassessment of placement Holiday Reassessment of placement Holiday Reassessment of placement Re Exam Weeks Holiday Holiday Holiday Holiday Holiday Holiday Section: Programme Specification Issue No: 1 24 P 24 P 24 P 24 P 24 P 24 P 24 P 24 P 24 P 24 P 24 P 24 P 24 P 24 P 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 2.2.15 9.2.15 16.2.15 23.2.15 2.3.15 9.3.15 16.3.15 23.3.15 30.3.15 6.4.15 13.4.15 20.4.15 27.4.15 4.5.15 11.5.15 18.5.15 25.5.15 1.6.15 8.6.15 15.6.15 22.6.15 29.6.15 44 6.7.15 45 13.7.15 46 20.7.15 47 48 49 50 51 52 27.7.15 27.7.15 3.8.15 10.8.15 17.8.15 24.8.15 Theory/practice Theory/practice Interim review Theory/practice Theory/practice Theory/practice Theory/practice Theory/practice Easter Holiday Easter Holiday Easter Holiday Theory/practice Interim review Theory/practice Theory/practice Exam Weeks Exam Weeks Exam Weeks Theory/practice Theory/practice Theory/practice Theory/practice Holiday CAB Holiday Reassessment of placement Holiday Reassessment of placement Holiday Reassessment of placement Holiday Reassessment of placement Re Exam Weeks Holiday Holiday Holiday Holiday Holiday Holiday Date: February 2013 24 P 24 P 24 P 24 P 24 P 24 P 24 P 24 P 24 P 24 P 24 P 24 P 24 P 24 P 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 1.2.16 8.2.16 15.2.16 22.2.16 29.2.16 7.3.16 14.3.16 21.3.16 28.3.16 4.4.16 11.4.16 18.4.16 25.4.16 2.5.16 9.5.16 16.5.16 23.5.16 30.5.16 6.616 13.6.16 20.6.16 27.6.16 44 4.7.16 45 11.7.16 46 18.7.16 47 48 49 50 51 52 24.7.16 24.7.16 1.8.16 8.8.16 15.8.16 22.8.16 Page 22 of 90 Theory/practice Theory/practice Theory/practice Interim review Theory/practice Theory/practice Theory/practice Easter Holiday Easter Holiday Easter Holiday Theory/practice Theory/practice Theory/practice Interim review Theory/practice Exam Weeks Exam Weeks Exam Weeks Theory/practice Theory/practice Theory/practice Holiday Holiday CAB Holiday Reassessment of placement Holiday Reassessment of placement Holiday Reassessment of placement Holiday Reassessment of placement Re Exam Weeks Holiday Holiday Holiday Holiday Holiday Holiday 24 P 24 P 24 P 24 P 24 P 24 P 24 P 24 P 24 P 24 P 24 P 24 P 24 P School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Proposed teaching plan for year one Since the submission of the documents the team have developed a plan for the structure of the academic delivery of the four year one modules which we thought the panel may find useful. 3 4 5 6 7 8 9 10 11 12 13 14 23.9.13 30.9.13 7.10.13 14.10.13 21.10.13 28.10.13 4.11.13 11.11.13 18.11.13 25.11.13 2.12.13 9.12.13 15 16 17 18 19 20 21 22 23 24 25 16.12.13 23.12.13 30.12.13 6.1.14 13.1.14 20.1.14 27.1.14 3.2.14 10.2.14 17.2.14 24.2.14 26 27 28 29 30 31 3.3.14 10.3.14 17.3.14 24.3.14 31.3.14 7.4.14 32 33 34 35 14.4.14 21.4.14 28.4.14 5.5.14 Induction Theory Theory Theory Theory/ practice Theory/ practice Theory/ practice Theory/ practice Theory/ practice Theory/ practice Theory/ practice Theory/ practice Interim review Xmas Holiday Xmas Holiday Xmas Holiday Theory Theory Theory/practice Theory/practice Theory/practice Theory/practice Theory/practice Theory/practice Interim review Theory/practice Theory/practice Theory/practice Theory/practice Theory/practice Theory/practice Interim review Easter Holiday Easter Holiday Easter Holiday Exam Weeks 36 37 12.5.14 19.5.14 Exam Weeks Exam Weeks 38 39 40 41 42 43 26.5.14 2.6.14 9.6.14 16.6.14 23.6.14 30.6.14 44 7.7.14 45 14.7.14 46 21.7.14 47 48 49 50 51 28.7.14 4.8.14 11.8.14 18.8.14 25.8.14 Theory/practice Theory/practice Theory/practice Theory/practice Holiday CAB Holiday Reassessment Holiday Reassessment Holiday Reassessment Holiday Reassessment Re Exam Weeks Holiday Holiday Holiday Holiday Holiday Section: Programme Specification HFO2000 HFO2001 10 Hours L/S 10 Hours L/S 10 Hours L/S 3 Hours L/S 3 Hours L/S 3 Hours L/S 3 Hours L/S 3 Hours L/S 3 Hours L/S 3 Hours L/S 6 Hours L/S 6 Hours L/S 6 Hours L/S 3 Hours L/S 3 Hours L/S 3 Hours L/S 3 Hours L/S 3 Hours L/S 3 Hours L/S 3 Hours L/S HFO2002 2 Hour Lecture HFG1000 2 Hour Lecture 2 Hour Lecture 2 Hour Lecture 2 Hour Lecture 2 Hour Lecture 2 Hour Lecture 2 Hour Lecture 2 Hour Lecture 30 minute tutorial Exam 2 Hour Lecture 2 Hour Lecture Directed study Directed study Directed study Directed study Directed study 2 Hour Lecture Log submission 6 Hours L/S 6 Hours L/S 10 Hours L/S 10 Hours L/S 4 Hours L/S 3 Hours L/S 3 Hours L/S 3 Hours L/S Log submission 3 Hours L/S 3 Hours L/S 30 minute tutorial 3 Hours L/S 2 Hour Lecture 2 Hour Lecture 2 Hour Lecture 2 Hour Lecture 2 Hour Lecture Log submission 30 minute tutorial PDP 2000 word Report Log submission 2 Hour seen exam PDP Issue No: 1 Date: February 2013 Page 23 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Description of the three year course structure Year one course structure. 23rd September You will have one week induction to the course and undertake the University induction programme. This is a chance to familiarise yourself with the University facilities and meet the other students on your course. 30th September You will undertake a three week study block which will prepare you for clinical placement and begin the theoretical delivery for the three academic modules. Please refer to the proposed teaching plan for the module requirements in terms of hours. HFO2000 Operating Department Practice Foundation Level Module One HFO2001 Operating Department Practice Foundation Level Module Two HFG1000 Research 1 Module (IPL Module) 21st October Academic and theoretical development will continue for a further 8 weeks with attendance at the University or guided study for two days a week. During this period you will also attend placement for 16 hours a week (two 8 hour shifts) and develop formative clinical skills related to infection control, patient care and the circulating role and an introduction to the scrub and anaesthetic roles. These relate to the year one PDP and the placement module HFO2002 Introduction to Perioperative Practice and Patient Care On the 8th week you will undertake an interim review with your clinical mentor of you placement progress which will be reviewed by their personal tutor in the University. 6th January You will return to University for two weeks for further academic/theoretical input and further preparation for practice. 20th January You will return to placement for 15 weeks, undertaking 24 hours a week (three 8 hour shifts) during this period you will continue to formatively develop the required clinical skills for year one and by the end of the placement be assessed as being competent by demonstrating repeated safe practice. During this period you will complete a further two interim reviews with your clinical mentor. Academic support and teaching for the ODP modules and the Inter Professional Learning continues with attendance at the University for one day a week and you will also have academic time to undertake research and assessment preparation. 5th May This is the University exam period and you will have an assessment to submit or an exam to undertake in each week. 16th June If at this stage you have passed all your academic work and placement you can progress to the summer period development period. For students who have referred any element For academic work the resubmission/exam week is the 21st July. For placement you will have an opportunity to undertake 4 weeks on placement to retake the areas of competence you have not achieved. However id you do not pass in this period you will have to retake the year. Section: Programme Specification Issue No: 1 Date: February 2013 Page 24 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD 23rd June For all this is the period for resubmissions, holidays, and preparation for year two, which will include some reading and reflection set by the course team. The aim is to enable you to reflect on your academic and clinical development in the first year and plan strategies to improve areas that you have concerns about. There will also be some pre-reading to prepare for your next modules. Year two course structure. 15th September For the first 13 weeks of the second year students will undertake alternate weeks in University and then a week in placement to develop clear links between the theoretical principles and the reality of perioperative practice. During the weeks in University you will undertake formal lecture and practical session for the three year two academic modules as well as having time to undertake further reading and research for the subject areas being studied. HIO2000 Operating Department Practice Intermediate Level Module One HIO2001 Operating Department Practice Intermediate Level Module Two HIG1000 Research 2 Module (IPL Module) While on placement you will undergo formative development of the clinical skills attending placement for 24 hours a week (three 8 hour shifts), this period enables you to consolidate the skills you develop in year one which will have been in a different organisation, and develop the required skills required for year two. There is no summative assessment of these competences until the period between January and June. The skills development relates to PDP2 and placement module HIO2002 Implementation of Perioperative Practice. On the 13th week you will undertake an interim review of their placement experience and development which will be reviewed by their personal tutor in the University. 5th January You will return to placement for 18 weeks, undertaking 24 hours a week (three 8 hour shifts) during this period you will continue to formatively develop the required clinical skills for year two and by the end of the placement be assessed as being competent by demonstrating repeated safe practice. During this period you will complete a further two interim reviews with your clinical mentor. Academic support and teaching for the ODP modules and the Inter Professional Learning continues with attendance at the University for one day a week and you will also have academic time to undertake research and assessment preparation. 4th May This is the University exam period and you will have an assessment to submit or an exam to undertake in each week. 15th June If at this stage you have passed all your academic work and placement you can progress to the summer period development period. For students who have referred any element For academic work the resubmission/exam week is the 21st July. For placement you will have an opportunity to undertake 4 weeks on placement to retake the areas of competence you have not achieved. However id you do not pass in this period you will have to retake the year. 22nd June Section: Programme Specification Issue No: 1 Date: February 2013 Page 25 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD For all this is the period for resubmissions, holidays, and preparation for year three, which will include some reading and reflection set by the course team. The aim is to enable you to reflect on your academic and clinical development in the first and second year and plan strategies to improve areas that you have concerns about. There will also be some pre-reading to prepare for your next modules. Year three course structure. 14th September For the first 13 weeks of the third year you will undertake alternate weeks in University and then a week in placement to develop clear links between the theoretical principles and the reality of perioperative practice. During the weeks in University you will undertake formal lecture and practical session for the three year two academic modules as well as having time to undertake further reading and research for the subject areas being studied. HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice. HHG1000 Research 3 Module (IPL Module). HHN2000 Framework for Clinical Leadership and Management. While on placement you will undergo formative development of the clinical skills attending placement for 24 hours a week (three 8 hour shifts), this period enables you to consolidate the skills you develop in year one which will have been in a different organisation, and develop the required skills required for year two. There is no summative assessment of these competences until the period between January and June. The skills development relates to PDP3 and placement module HHO2001 Managing Enhanced and Complex Perioperative Practice. On the 13th week you will undertake an interim review of their placement experience and development which will be reviewed by their personal tutor in the University. 4th January You will attend University for one week for further academic development and then return to placement for 18 weeks, undertaking 24 hours a week (three 8 hour shifts) during this period you will continue to formatively develop the required clinical skills for year one and by the end of the placement be assessed as being competent by demonstrating repeated safe practice. During this period you will complete a further two interim reviews with your clinical mentor. Academic support and teaching for the ODP modules and the Inter Professional Learning continues with attendance at the University for one day a week and you will also have academic time to undertake research and assessment preparation. 2nd May This is the University exam period and you will have an assessment to submit or an exam to undertake in each week. 13th June If at this stage you have passed all your academic work and placement your results will be presented to the Course assessment Board on week commencing 20 th June and you will qualify and be eligible to apply for registration with the Health and Care Professions Council. If you have referred any element For academic work the resubmission/exam week is the 18th July. Section: Programme Specification Issue No: 1 Date: February 2013 Page 26 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD For placement you will have an opportunity to undertake 4 weeks on placement to retake the areas of competence you have not achieved. However if you do not pass in this period you will have to retake the year. These results will be presented to the Course assessment board week commencing 31 st August Section: Programme Specification Issue No: 1 Date: February 2013 Page 27 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Placement Structure Guide This flow chart represents the placement experience of a first year student while on clinical placement. Placement Structure – this must include an initial planning meeting, a minimum of three interim feedback meetings and a final feedback meeting. This is an example of how a 25-week placement can be structured. First Day Week 1 Orientation to the placement by any supervising member of staff – complete the orientation document The student carries out a self-assessment – the mentor/co-mentor(s) complete the Initial Learning Contract and the Placement Plan – this must be done in the first week. During the 9 weeks the student learns and practices skills, whilst developing their knowledge and understanding – continually evaluating their readiness for assessment Week 8 Week 15 Week 21 The Personal Tutor sees the student in University to check progress - prior to this the student completes the Personal Development Planning doc Prior to finishing placement for Christmas Holiday The student carries out a self-assessment – mentor/co-mentor(s) review progress, complete an interim feedback document and amend the Placement Plan if necessary – identify further learning needs – identify any areas now ready for assessment – plan accordingly During the 6 weeks when the student returns to placement the student learns and practices skills, whilst developing their knowledge and understanding – continually evaluating their readiness for assessment – the mentor/co-mentor(s) also carry out assessment of the skills planned at the previous review, looking for evidence of repeated, safe, consistent practice The Personal Tutor sees the student in University to check progress – prior to this the student completes the Personal Development Planning doc The student carries out a self-assessment – mentor/co-mentor(s) review progress, complete an interim feedback document and amend the Placement Plan if necessary – identify further learning needs – identify any areas now ready for assessment – plan accordingly The Personal Tutor visits in weeks 14 to 16 of the placement to check progress – prior to this the student completes the Personal Development Planning doc During the 6 weeks the student learns and practices skills, whilst developing their knowledge and understanding – continually evaluating their readiness for assessment – the mentor/co-mentor(s) also carry out assessment of the skills planned at the previous review, looking for evidence of repeated, safe, consistent practice The “Formative Development” column in the skills inventory is signed as the student demonstrates they are ready for assessment. Mentors/co-mentors sign the “Knowledge & Ability Assessment” column in the skills inventory when the student has carried out repeated examples of consistent, safe practice with appropriate levels of underpinning knowledge The student carries out a self-assessment – mentor/co-mentor(s) review progress, complete the Final interim feedback document and amend the Placement Plan if necessary – identify further learning needs – identify any further areas now ready for assessment – plan accordingly – review in last week of placement During the 4 remainder of the placement the student learns and practices skills, whilst developing their knowledge and understanding – continually evaluating their readiness for assessment – the mentor/comentor(s) also carry out assessment of the skills planned at the previous review, looking for evidence of repeated, safe, consistent practice Week 25 Actions At this stage they must also identify and record any areas that the student may not achieve – they must then plan remedial activities to promote student achievement, in discussion with the PEF, and record the details on the review document The “Formative Development” column in the skills inventory is signed as the student demonstrates they are ready for assessment. Mentors/co-mentors sign the “Knowledge & Ability Assessment” column in the skills inventory when the student has carried out repeated examples of consistent, safe practice with appropriate levels of underpinning knowledge Last week of placement – the student carries out their final self-assessment – mentor(s) review progress and Section: Programme Specification Issue No: 1 Date: February 2013 Page 28 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD complete the final feedback document – there are two possible outcomes to the placement: If all skills have been achieved – the student has PASSED the placement and a result of pass will be presented to the Assessment Board for this module If all skills have not been achieved – the student has FAILED the placement and a result of fail will be presented to the Assessment Board for this module On the last day of the placement the student will attend the University to provide evidence of completing the placement – all of the documentation must be signed and completed by this day for the student to progress Important: to make valid judgements of the student’s ability, the mentor/co-mentor(s) must have worked with the student for at least 50% of the time upon which the judgement is made – this is not 50% of the placement; but 50% of the days or weeks where the student is demonstrating their skills and knowledge for the assessment process Section: Programme Specification Issue No: 1 Date: February 2013 Page 29 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Appendix 4 11. Evaluate the concepts, frameworks and professional issues to inform safe working practice within the perioperative environment, in the roles of circulating, scrubbed, anaesthetic and post-anaesthetic care practitioner, including advanced roles. x 12. Analyse relevant areas of homeostasis, biological sciences, infection control, and the pharmacology and effects of anaesthetic drugs, gases and fluids. x 13. Interpret perioperative patient care requirements, to include the perspective of patients, patients with advanced care needs, and relevant others. x 14. Analyse the legal, moral, ethical, professional, socio-political and statutory basis of patient care in the operating environment. x 15. Analyse perioperative practice for the management of acute and chronic pain, post-operative nausea and vomiting, as well as in response to clinical emergencies, clinical situations and patient needs. 16. Evaluate the processes involved in co-ordinating a safe and effective perioperative environment, including principles of leadership, management and risk management strategies within the healthcare context. and developing Issue No: 1 Date: February 2013 x x x x x Page 30 of 90 x HHO2001 HHG1000 HHN2000 x x x x x x x x x x HHO2000 HIO2002 x x x x x x x x x x x HIG1000 HIO2001 HIO2000 HFO2002 x evidence-based 20. Appraise information and communication technology to support decision making in the context of care delivery. Section: Programme Specification x x 18. Interpret areas of clinical governance and the maintenance and monitoring of standards relevant to the perioperative practice. advancing x x 17. Analyse aspects of holistic care, with insight into anti-discriminatory practice, human rights, equality, and social inclusion. 19. Evaluate the theory for perioperative practice. HFG1000 Knowledge and understanding HFO2001 HFO2000 Mapping of Course Learning Outcomes to Modules x x x x x x x x x x School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD HHO2001 x HHG1000 HHO2000 x HHN2000 HIO2002 x HIG1000 HIO2000 x HIO2001 HFO2002 HFG1000 HFO2001 HFO2000 Skills and Other Attributes (practical) x 4. Demonstrate the clinical outcomes and core knowledge specified in the Operating Department Practice Curriculum (CODP 2011) and Standards of Proficiency (HCPC), whilst recognising the scope of practice for the ODP and other healthcare professionals. 5. Investigate and develop the skills, knowledge and ability, under appropriate supervision, to carry out and modify safe, effective, evidence-based autonomous practice, as required of a registered Operating Department Practitioner. x 6. Apply a systematic individual and multidisciplinary team approach to the planned assessment and care of patients in elective and emergency situations, based upon their individual needs. x Section: Programme Specification Issue No: 1 Date: February 2013 Page 31 of 90 x x x x X x 13. Evaluate the performance of self and others, taking into account patients’ needs and service requirements, through reflective evidence-based practice. 14. Present clear, accurate and reliable communication skills. x x x x x x x x HHO2001 HHG1000 HHN2000 HHO2000 x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x 22. Advocate appropriate problem solving approaches in a variety of situations for example major incidents. 23. Justify methods of enquiry to understand, appraise and apply research evidence along with identification of areas for further investigation. Date: February 2013 x x 20. Articulate the principles of managing time and resources to ensure quality of care is maintained and enhanced 21. Participate in working across professional boundaries to allow effective transition within and between departments. Issue No: 1 x x x 19. Initiate change in the role of the change agent, leading quality improvement and service development. Section: Programme Specification HIO2002 x x 18. Summarise perioperative risk and promote health and wellbeing. 24. Establish skills for lifelong learning to maintain own personal and professional development. HIG1000 HIO2001 HIO2000 x 15. Participated in and initiate effective team and collaborative working. 16. Interpret information and numerical data, and present written information in a clear and comprehensive manner. 17. Articulate the use of technology and other systems within learning environments. HFO2002 HFG1000 Key/Transferable Outcomes HFO2001 BSc (Hons) Operating Department Practice (Sep2013-Present) PSD HFO2000 School of Human and Health Sciences x x x x x x x x x x x x x x x x x x x x x x Page 32 of 90 x x x x x x x x x x School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Appendix 5 Standards of proficiency mapping document to course Standards of proficiency (SOPs) Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. programme handbook, Page 6-8) Expectations of a registrant 1a: Professional autonomy and accountability. Registrant operating department practitioners must:: 1a.1 be able to practise within the legal and ethical boundaries of their profession Module Specification Document HFO2000 Operating Department Practice Foundation Level Module One pages 3-5 HIO2000 Operating Department Practice Intermediate Level module one pages 12 -14 HIO2001 Intermediate Level module two pages 15-17 HFG1000 Professional Development and Research one pages 28-30 HHN2000 Framework For Clinical Leadership And Management pages 37-39 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 As above understand the need to act in the best interests of service users at all times understand what is required of them by the Health and Care Professions Council As above understand the need to respect, and so far as possible uphold, the rights, dignity As above Plus and autonomy of every service user including their role in the diagnostic and Module Specification Document therapeutic process and in maintaining health and wellbeing HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences Competences pages 74-92 Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Section: Programme Specification Issue No: 1 Date: February 2013 Page 33 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of proficiency (SOPs) Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. programme handbook, Page 6-8) Competences pages 65-85 be aware of current UK legislation applicable to the work of their profession As above 1a.2 be able to practise in accordance with relevant medicines legislation be able to practise in a non-discriminatory manner As above 1a.3 1a.4 1a.5 1a.6 understand the importance of and be able to maintain confidentiality understand the importance of and be able to obtain informed consent be able to exercise a professional duty of care be able to practice as an autonomous professional, exercising their own professional judgement As above As above As above Module Specification Document HIO2001 Intermediate Level module two pages 15-17 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 HHN2000 Framework For Clinical Leadership And Management pages 37-39 Section: Programme Specification Issue No: 1 Date: February 2013 Module Specification Document HFO2000 Operating Department Practice Foundation Level Module One pages 3-5 HFG1000 Professional Development and Research one pages 28-30 HIO2000 Operating Department Practice Intermediate Level module one pages 12 -14 HHN2000 Framework For Clinical Leadership And Management pages 37-39 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences Competences pages 74-92 Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 Page 34 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of proficiency (SOPs) Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. programme handbook, Page 6-8) HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 be able to assess a situation, determine the nature and severity of the problem and call upon the required knowledge and experience to deal with the problem be able to initiate resolution of problems and be able to exercise personal initiative Section: Programme Specification Issue No: 1 Date: February 2013 Module Specification Document HIO2001 Intermediate Level module two pages 15-17 HIO2002 Implementation of Perioperative Practice pages 18-20 HHG1000 Research 3 pages 34-36 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year Three PDP and Competences Competences pages 65-85 Module Specification Document HIO2001 Intermediate Level module two pages 15-17 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 HHN2000 Framework For Clinical Leadership And Management pages 37-39 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences Competences pages 74-92 Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 Page 35 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of proficiency (SOPs) Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. programme handbook, Page 6-8) know the limits of their practice and when to seek advice or refer to another professional As above recognise that they are personally responsible for and must be able to justify their decisions recognise the need for effective self-management of workload and resources and be able to practise accordingly As above 1a.7 1a.8 Module Specification Document HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 HHN2000 Framework For Clinical Leadership And Management pages 37-39 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences Competences pages 74-92 Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 understand the obligation to maintain fitness to practise understand the need to practice safely and effectively within their scope of practice Module Specification Document HIO2000 Operating Department Practice Intermediate Level module one pages 12-14 HIO2001 Intermediate Level module two pages 15-17 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 understand the need to maintain high standards of personal conduct Module Specification Document HFO2000 Operating Department Practice Foundation Level Module One pages 3-5 HIO2000 Operating Department Practice Intermediate Level module one pages 12-14 Section: Programme Specification Issue No: 1 Date: February 2013 Page 36 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of proficiency (SOPs) Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. programme handbook, Page 6-8) 1b: 1b.1 understand the importance of maintaining their own health understand both the need to keep skills and knowledge up to date and the importance of career-long learning Professional relationships. Registrant operating department practitioners must:: be able to work, where appropriate, in partnership with other professionals, support staff, service users and their relatives and carers Section: Programme Specification Issue No: 1 Date: February 2013 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 HHN2000 Framework For Clinical Leadership And Management pages 37-39 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences Competences pages 74-92 Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 Module Specification Document HFO2000 Operating Department Practice Foundation Level Module One pages 3-5 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 Course handbook Programme specification Section sixteen Module Specification Document HFO2000 Operating Department Practice Foundation Level Module One pages 3-5 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 Module Specification Document HFO2000 Operating Department Practice Foundation Level Module One pages 3-5 HFG1000 Professional Development and Research one pages Page 37 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of proficiency (SOPs) Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. programme handbook, Page 6-8) understand the need to build and sustain professional relationships as both an independent practitioners and collaboratively as a member of a team understand the need to engage service users and carers in planning and evaluating diagnostics, treatments and interventions to meet their meet and goals be able to make appropriate referrals Section: Programme Specification Issue No: 1 28-30 HIG1000 Research 2 pages 31-33 HIO2001 Intermediate Level module two pages 15-17 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences Competences pages 74-92 Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 Module Specification Document HFO2000 Operating Department Practice Foundation Level Module One pages 3-5 HFG1000 Professional Development and Research one pages 28-30 HIO2001 Intermediate Level module two pages 15-17 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 HHN2000 Framework For Clinical Leadership And Management pages 37-39 As above Module Specification Document HIO2001 Intermediate Level module two pages 15-17 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year Three PDP and Competences Competences pages 65-85 Date: February 2013 Page 38 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of proficiency (SOPs) 1b.2 Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. programme handbook, Page 6-8) be able to contribute effectively to work undertaken as part of a multidisciplinary team 1b.3 be able to use effective communication skills when sharing information about patients with other members of the multi-disciplinary team Module Specification Document HFO2000 Operating Department Practice Foundation Level Module One pages 3-5 HFG1000 Professional Development and Research one pages 28-30 HIG1000 Research 2 pages 31-33 HIO2001 Intermediate Level module two pages 15-17 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 HHN2000 Framework For Clinical Leadership And Management pages 37-39 HIO2002 Implementation of Perioperative Practice pages 18-20 Year Two PDP and Competences Competences pages 76-95 be able to demonstrate effective and appropriate skills in communicating information, advice, instruction and professional opinion to colleagues, patients, clients, users, their relatives and carers be able to communicate in English to the standard equivalent to level 7.0 of the International English Language Testing System, with no element below 6.51 understand how communications skills affect the assessment of service users, and how the means of communication should be modified to address and take account of factors such as age, physical ability and learning ability Section: Programme Specification Issue No: 1 Date: February 2013 Programme Specification Section 16 University assessment regulations www.hud.ac.uk/registry/regulationsandpolicies/studentregs / Module Specification Document HIO2000 Operating Department Practice Intermediate Level module one pages 12-14 HFG1000 Professional Development and Research one pages 28-30 HHN2000 Framework For Clinical Leadership And Management pages 37-39 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year Two PDP and Competences Page 39 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of proficiency (SOPs) Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. programme handbook, Page 6-8) Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 Module Specification Document be able to select, move between and use appropriate forms of verbal and nonverbal communication with service users and others HFG1000 Professional Development and Research one pages 28-30 HHN2000 Framework For Clinical Leadership And Management pages 37-39 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 Module Specification Document be aware of the characteristics and consequences of non-verbal communication and how this can be affected by culture, age, ethnicity, gender, religious beliefs HFG1000 Professional Development and Research one pages and socio-economic status 28-30 HHN2000 Framework For Clinical Leadership And Management pages 37-39 HIO2000 Operating Department Practice Intermediate Level module one pages 12-14 HIO2001 Intermediate Level module two pages 15-17 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 understand the need to provide service users (or people acting on their behalf) As above with the information necessary to enable them to make informed decisions Module Specification Document understand the need to use an interpreter to assist service users whose first language is not English, whenever possible HFG1000 Professional Development and Research one pages 28-30 Section: Programme Specification Issue No: 1 Date: February 2013 Page 40 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of proficiency (SOPs) Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. programme handbook, Page 6-8) recognise that relationships with service users should be based on mutual respect and trust, and be able to maintain high standards of care even in situations of personal incompatibility be able to identify anxiety and stress in patients, carers and others, and recognise the potential impact upon communication Section: Programme Specification Issue No: 1 Date: February 2013 HIO2001 Intermediate Level module two pages 15-17 HHN2000 Framework For Clinical Leadership And Management pages 37-39 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences Competences pages 74-92 Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 Module Specification Document HIO2000 Operating Department Practice Intermediate Level module one pages 12-14 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 HHN2000 Framework For Clinical Leadership And Management pages 37-39 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences Competences pages 74-92 Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 Module Specification Document HIO2000 Operating Department Practice Intermediate Level module one pages 12-14 Page 41 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of proficiency (SOPs) Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. programme handbook, Page 6-8) HIO2001 Intermediate Level module two pages 15-17 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences Competences pages 74-92 Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 1b.4 understand the need for effective communication throughout the the service user care of recognise the need to use interpersonal skills to encourage the active participation service users be able to use effective communication skills in the reception and identification of patients, and in the transfers of patients to the care of others Section: Programme Specification Issue No: 1 Date: February 2013 Module Specification Document HFG1000 Professional Development and Research one pages 28-30 HIO2000 Operating Department Practice Intermediate Level module one pages 12-14 HHN2000 Framework For Clinical Leadership And Management pages 37-39 Module Specification Document HFO2001 Operating Department Practice Foundation Level module two pages 6-8 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 7 Year One PDP and Competences Competences pages 74-92 Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Page 42 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of proficiency (SOPs) Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. programme handbook, Page 6-8) Competences pages 65-85 The skills required for the application of practice 2a: Identification and assessment of health and social care needs. Registrant operating department practitioners must:: 2a.1 be able to gather appropriate information 2a.2 be able to effectively gather information relevant to the care of patients in a range of emotional states Module Specification Document HFO2001 Operating Department Practice Foundation Level module two pages 6-8 HIO2000 Operating Department Practice Intermediate Level module one pages 12-14 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences Competences pages 74-92 Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 be able to select and use appropriate assessment techniques be able to undertake and record a thorough, sensitive and detailed assessment, using appropriate techniques and equipment Section: Programme Specification Issue No: 1 Date: February 2013 Module Specification Document HIO2000 Operating Department Practice Intermediate Level module one pages 12-14 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences Competences pages 74-92 Page 43 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of proficiency (SOPs) 2a.3 2a.4 2b: be able to undertake or arrange investigations as appropriate be able to analyse and critically evaluate the information collected Formulation and delivery of plans and strategies for meeting health and social care needs. Registrant operational department practitioners must: 2b.1 Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. programme handbook, Page 6-8) Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 As above As above Module Specification Document HIO2000 Operating Department Practice Intermediate Level module one pages 12-14 HIO2001 Intermediate Level module two pages 15-17 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 HHN2000 Framework For Clinical Leadership And Management pages 37-39 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences Competences pages 74-92 Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 be able to use research, reasoning and problem solving skills to determine appropriate action recognise the value of research to the critical evaluation of practice Section: Programme Specification Issue No: 1 Date: February 2013 Module Specification Document HFG1000 Professional Development and Research one pages 28-30 HIG1000 Research 2 pages 31-33 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 HHG1000 Research 3 pages 34-36 Page 44 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of proficiency (SOPs) 2b.2 Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. programme handbook, Page 6-8) Module Specification Document be able to engage in evidence-based practice, evaluate practice systematically, and participate in audit procedures HFG1000 Professional Development and Research one pages 28-30 HIG1000 Research 2 pages 31-33 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 HHG1000 Research 3 pages 34-36 HIO2001 Intermediate Level module two pages 15-17 Module Specification Document be aware of a range of research methodologies HFG1000 Professional Development and Research one pages 28-30 HIG1000 Research 2 pages 31-33 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 HHG1000 Research 3 pages 34-36 Module Specification Document be able to demonstrate a logical and systematic approach to problem solving HIO2001 Intermediate Level module two pages 15-17 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 As above be able to evaluate research and other evidence to inform their own practice Module Specification Document be able to adapt and apply problem-solving skills to clinical emergencies HIO2001 Intermediate Level module two pages 15-17 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year Three PDP and Competences Competences pages 65-85 be able to draw on appropriate knowledge and skills in order to make professional judgements Module Specification Document be able to change their practice as needed to take account of new developments HIO2001 Intermediate Level module two pages 15-17 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 Section: Programme Specification Issue No: 1 Date: February 2013 Page 45 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of proficiency (SOPs) Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. programme handbook, Page 6-8) 2b.3 2b.4 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year Three PDP and Competences Competences pages 65-85 Module Specification Document demonstrate a level of skill in the use of information technology appropriate to their practice HIO2000 Operating Department Practice Intermediate Level module one pages 12-14 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences • Competences pages 74-92 Year Two PDP and Competences • Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 be able to formulate specific and appropriate management plans including the setting of timescales Module Specification Document understand the requirement to adapt practice to meet the needs of different client groups distinguished by, for example, physical, psychological, HIO2000 Operating Department Practice Intermediate Level environmental, cultural or socio-economic factors module one pages 12-14 HIO2001 Intermediate Level module two pages 15-17 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year Three PDP and Competences Competences pages 65-85 be able to conduct appropriate diagnostic or monitoring procedures, treatment, therapy or other actions safely and skilfully Module Specification Document understand the need to maintain the safety of both service users and those involved in their care HIO2000 Operating Department Practice Intermediate Level module one pages 12-14 Section: Programme Specification Issue No: 1 Date: February 2013 Page 46 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of proficiency (SOPs) Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. programme handbook, Page 6-8) • • be able to undertake appropriate aesthetic, surgical and post-anaesthesia care interventions • • be able to modify and adapt practice to emergency situations Section: Programme Specification Issue No: 1 Date: February 2013 HIO2001 Intermediate Level module two pages 15-17 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences Competences pages 74-92 Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 Module Specification Document HFO2001 Operating Department Practice Foundation Level module two pages 6-8 HIO2000 Operating Department Practice Intermediate Level module one pages 12-14 HIO2001 Intermediate Level module two pages 15-17 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences Competences pages 74-92 Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 Module Specification Document HIO2000 Operating Department Practice Intermediate Level Page 47 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of proficiency (SOPs) Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. programme handbook, Page 6-8) be able to promote and comply with measures designed to control infection be able to position patients for safe and effective interventions Section: Programme Specification Issue No: 1 Date: February 2013 module one pages 12-14 HIO2001 Intermediate Level module two pages 15-17 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year Three PDP and Competences Competences pages 65-85 Module Specification Document HFO2000 Operating Department Practice Foundation Level Module One pages 3-5 HFO2001 Operating Department Practice Foundation Level module two pages 6-8 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences • Competences pages 74-92 Year Two PDP and Competences • Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 Module Specification Document HFO2000 Operating Department Practice Foundation Level Module One pages 3-5 HFO2001 Operating Department Practice Foundation Level module two pages 6-8 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences Page 48 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of proficiency (SOPs) Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. programme handbook, Page 6-8) • 2b.5 be able to receive and identify patients and their care needs Competences pages 74-92 Year Two PDP and Competences • Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 Module Specification Document HFO2000 Operating Department Practice Foundation Level Module One pages 3-5 HFO2001 Operating Department Practice Foundation Level module two pages 6-8 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences • Competences pages 74-92 Year Two PDP and Competences • Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 be able to maintain records appropriately be able to keep accurate, legible records and recognise the need to handle these records and all other clinical information in accordance with applicable legislation, protocols and guidelines • • Section: Programme Specification Issue No: 1 Date: February 2013 Module Specification Document HIO2000 Operating Department Practice Intermediate Level module one pages 12-14 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences Competences pages 74-92 Year Two PDP and Competences Competences pages 76-95 Page 49 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of proficiency (SOPs) 2c: 2c.1 understand the need to use only accepted terminology in making records Critical evaluation of the impact of, or response to, the registrant's actions. Registrant operating department practitioners must: be able to monitor and review the ongoing effectiveness of planned activity and modify it accordingly Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. programme handbook, Page 6-8) Year Three PDP and Competences Competences pages 65-85 As above Module Specification Document HIO2001 Intermediate Level module two pages 15-17 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences • Competences pages 74-92 Year Two PDP and Competences • Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 Module Specification Document be able to gather information, including qualitative and quantitative data, that helps to evaluate the responses of service users to their care HFG1000 Professional Development and Research one pages 28-30 HIG1000 Research 2 pages 31-33 HHG1000 Research 3 pages 34-36 HIO2000 Operating Department Practice Intermediate Level module one pages 12-14 HIO2001 Intermediate Level module two pages 15-17 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 be able to evaluate intervention plans using recognised outcome measures and As above revise the plans as necessary in conjunction with the service user recognise the need to monitor and evaluate the quality of practice and the value As above of contributing to the generation of data for quality assurance and improvement Section: Programme Specification Issue No: 1 Date: February 2013 Page 50 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of proficiency (SOPs) Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. programme handbook, Page 6-8) programmes 2c.2 be able to make reasoned decisions to initiate, continue, modify or cease treatment or the use of techniques or procedures, and record the decisions and reasoning appropriately be able to audit, reflect on and review practice As above understand the principles of quality control and quality assurance be aware of the role of audit and review in quality management, including quality As above control, quality assurance and the use of appropriate outcome measures As above be able to maintain an effective audit trail and work towards continual improvement Module Specification Document participate in quality assurance programmes, where appropriate Research 2 pages 20-22 Module Specification Document understand the value of reflection on practice and the need to record the outcome of such reflection HIO2000 Operating Department Practice Intermediate Level module one pages 12-14 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences • Competences pages 74-92 Year Two PDP and Competences • Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 Module Specification Document recognise the value of case conferences and other methods of review Section: Programme Specification Issue No: 1 Date: February 2013 Module Specification Document HIO2000 Operating Department Practice Intermediate Level module one pages 12-14 HIO2001 Intermediate Level module two pages 15-17 HIG1000 Research 2 pages 31-33 HHN2000 Framework For Clinical Leadership And Management pages 37-39 Page 51 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of proficiency (SOPs) Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. programme handbook, Page 6-8) 3a: HIO2000 Operating Department Practice Intermediate Level module one pages 12-14 Knowledge, understanding and skills Registrant operating department practitioners must: know and understand the key concepts of the bodies of knowledge which are relevant to their profession-specific practice 3a.1 understand the structure and function of the human body, relevant to their practice, together with a knowledge of health, disease, disorder and dysfunction be aware of the principles and applications of scientific enquiry, including the evaluation of treatment efficacy and the research process recognise the role of other professions in health and social care understand the theoretical basis of, and the variety of approaches to, assessment and intervention Section: Programme Specification Issue No: 1 Date: February 2013 Module Specification Document HFO2000 Operating Department Practice Foundation Level Module One pages 3-5 HFO2001 Operating Department Practice Foundation Level module two pages 6-8 HIO2001 Intermediate Level module two pages 15-17 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 Module Specification Document HIO2001 Intermediate Level module two pages 15-17 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 HFG1000 Professional Development and Research one pages 28-30 HIG1000 Research 2 pages 31-33 Module Specification Document HFO2000 Operating Department Practice Foundation Level Module One pages 3-5 HIO2000 Operating Department Practice Intermediate Level module one pages 12-14 HIO2001 Intermediate Level module two pages 15-17 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 Module Specification Document HIO2001 Intermediate Level module two pages 15-17 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year Three PDP and Competences Page 52 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of proficiency (SOPs) Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. programme handbook, Page 6-8) Competences pages 65-85 Module Specification Document HFO2000 Operating Department Practice Foundation Level Module One pages 3-5 HFO2001 Operating Department Practice Foundation Level module two pages 6-8 HIO2001 Intermediate Level module two pages 15-17 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 As above be aware of the main sequential stages of normal development, including cognitive, emotional and social measures of maturation through the human lifespan understand that aspects of psychology and sociology are fundamental to the practitioner’s role in developing and maintaining effective working relationships understand normal and altered anatomy and physiology throughout the human life-span understand relevant physiological parameters and how to interpret changes from As above the norm HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences • Competences pages 74-92 Year Two PDP and Competences • Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 As above recognise disease and trauma processes, and how to apply this knowledge to the planning of the patient’s peri-operative care Module Specification Document understand how to store, issue, prepare and administer prescribed drugs to patients, and monitor the effects of drugs on patients HFO2001 Operating Department Practice Foundation Level module two pages 6-8 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 Section: Programme Specification Issue No: 1 Date: February 2013 As above Page 53 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of proficiency (SOPs) Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. programme handbook, Page 6-8) • • understand the principles of operating department practice and their application to peri-operative patient care in the anaesthetic, surgical and post- anaesthesia phases know the types, properties, function, effect and contra-indications of the drugs, gases, liquids and solutions commonly used within operating department practice • • understand the principles underpinning the safe and effective utilisation of Section: Programme Specification Issue No: 1 Date: February 2013 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences Competences pages 74-92 Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 Module Specification Document HFO2000 Operating Department Practice Foundation Level Module One pages 3-5 HFO2001 Operating Department Practice Foundation Level module two pages 6-8 HIO2000 Operating Department Practice Intermediate Level module one pages 12-14 HIO2001 Intermediate Level module two pages 15-17 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 Module Specification Document HFO2001 Operating Department Practice Foundation Level module two pages 6-8 HIO2000 Operating Department Practice Intermediate Level module one pages 12-14 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences Competences pages 74-92 Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 Module Specification Document Page 54 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of proficiency (SOPs) Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. programme handbook, Page 6-8) equipment that is used for diagnostic, monitoring or therapeutic purposes in anaesthesia, surgery, post-anaesthesia care and resuscitation • • understand the principles and practices of the management of clinical emergencies • • 3a.2 know how professional principles are expressed and translated into action through a number of different approaches to practice, and how to select or Section: Programme Specification Issue No: 1 Date: February 2013 HFO2001 Operating Department Practice Foundation Level module two pages 6-8 HIO2000 Operating Department Practice Intermediate Level module one pages 12-14 HIO2001 Intermediate Level module two pages 15-17 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences Competences pages 74-92 Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 Module Specification Document HFO2000 Operating Department Practice Foundation Level Module One pages 3-5 HIO2001 Intermediate Level module two pages 15-17 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences Competences pages 74-92 Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 As above Page 55 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of proficiency (SOPs) Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. programme handbook, Page 6-8) modify approaches to meet the needs of an individual, groups or communities understand the need to establish and maintain, a safe practice environment 3a.3 be aware of applicable health and safety legislation, and any relevant safety policies and procedures in force at the workplace, such as incident reporting, and be able to act in accordance with these • • be able to work safely, including being able to select appropriate hazard control and risk management, reduction or elimination techniques in a safe manner in accordance with health and safety legislation • Section: Programme Specification Issue No: 1 Date: February 2013 Module Specification Document HFO2000 Operating Department Practice Foundation Level Module One pages 3-5 HIO2000 Operating Department Practice Intermediate Level module one pages 12-14 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences Competences pages 74-92 Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 Module Specification Document HIO2000 Operating Department Practice Intermediate Level module one pages 12-14 HIO2001 Intermediate Level module two pages 15-17 HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice pages 21-23 HHN2000 Framework For Clinical Leadership And Management pages 37-39 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences Competences pages 74-92 Page 56 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of proficiency (SOPs) • be able to select appropriate protective equipment and use it correctly • • be able to establish safe environments for practice, which minimise risks to service users, those treating them, and others, including the use of hazard control and particularly infection control • • Section: Programme Specification Issue No: 1 Date: February 2013 Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. programme handbook, Page 6-8) Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 Module Specification Document HFO2001 Operating Department Practice Foundation Level module two pages 6-8 HIO2000 Operating Department Practice Intermediate Level module one pages 12-14 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences Competences pages 74-92 Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 Module Specification Document HIO2000 Operating Department Practice Intermediate Level module one pages 12-14 HIO2001 Intermediate Level module two pages 15-17 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences Competences pages 74-92 Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 Page 57 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of proficiency (SOPs) understand the nature and purpose of sterile fields, and the practitioner’s individual role and responsibility for maintaining them • • understand and be able to apply appropriate moving and handling techniques • • Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. programme handbook, Page 6-8) Module Specification Document HFO2001 Operating Department Practice Foundation Level module two pages 6-8 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences Competences pages 74-92 Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 Module Specification Document HFO2000 Operating Department Practice Foundation Level Module One pages 3-5 HFO2002 Introduction to Perioperative Practice and Patient Care pages 9-11 HIO2002 Implementation of Perioperative Practice pages 18-20 HHO2001 Managing enhanced and complex perioperative practice pages 24-26 Year One PDP and Competences Competences pages 74-92 Year Two PDP and Competences Competences pages 76-95 Year Three PDP and Competences Competences pages 65-85 1 The International English Language Testing System (IELTS) tests competence in spoken and written English. Applicants who have qualified outside the UK, whose first language is not English and who are not nationals of a country within the European Economic Area (EEA), have to provide evidence that they have reached the necessary standard. We accept a number of other tests as equivalent to the IELTS examination. Please visit our website for more information. G:\Education\Approvals\SoPs cross referencing template for all professions\ODP SoPs cross-referencing template .doc Section: Programme Specification Issue No: 1 Date: February 2013 Page 58 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Appendix 6 Mapping of Quality Assurance Agency Standards for ODP Section: Programme Specification Issue No: 1 X X X X X X X X X X X X X X X X X X X X X Page 59 of 90 X X X Date: February 2013 X X X X X X X X X X X X X X X X HHO2001 HHN2000 X HHG2000 HHO2000 X HIO2002 X HIG1000 X HIO2001 HFG1000 HIO2000 X HIO2002 Manage oneself, one's practice, and that of others, in accordance with the Code of Conduct and the Scope of Practice for Registered Operating Department Practitioners; Transfer knowledge and skills to a variety of clinical specialities and unexpected situations Work in partnership with patients at all times and, where possible, carers, and recognise when this approach to patient care may be appropriate Provide support to patients, carers, families and colleagues in changing and stressful situations Practice in accordance with the professional ethical and legal framework Demonstrate sound clinical judgement across a range of situations Contribute to public protection by creating and maintaining a safe environment of care Delegate care to others, as appropriate, ensuring effective supervision and monitoring Demonstrate understanding of the roles of others, by participating in multidisciplinary care HFO2001 HFO2000 Working as a professional in health care: expectations X X X X X X X X X School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Section: Programme Specification Issue No: 1 HHO2000 HHN2000 HHG2000 HHO2001 HIG1000 HIO2001 HIO2000 HIO2002 HFG1000 X HIO2002 Apply theories, concepts and principles of operating department practice to deliver patient-centred care to a wide range of individuals Recognise potential risk and intervene to prevent, where possible, complications occurring; Analyse and interpret relevant health education/promotion information and use this knowledge to promote the health and well-being of patients Use appropriate research and other evidence to underpin patient care decisions that can be justified, even when made on the basis of limited information; Assess priorities in practice and deliver care competently to meet identified need Formulate and document a plan of care in partnership with, and with the consent of, patients and, where appropriate, their carers; Demonstrate personal and professional accountability for patient care Accurately document and evaluate the outcomes of care and other interventions Demonstrate knowledge and understanding of effective multidisciplinary working practices and participate respecting and using the contributions of members of the wider healthcare team HFO2001 HFO2000 Principles and concepts: application X X X X X X X X X X Date: February 2013 X X X X X X X X X X X X X X Page 60 of 90 X X X X X X X X X X X X X X School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Demonstrate knowledge and understanding of the subjects underpinning operating department practice (see section A above) through application to a range of practice settings Discuss the political and social context with in which the provision of health and social care takes place Understand and apply the values that underpin antidiscriminatory working practices Communicate effectively with patients, carers and other health care professionals; Demonstrate an understanding of research and other evidence and, where appropriate, apply findings to practice Provide safe and sensitive care through the use of practical skills and knowledge of current best practice Interpret and use data with the aid of technology to enhance the management of care Section: Programme Specification Issue No: 1 X Date: February 2013 X X X X HHO2001 X X X X X X X X X X X X X HHG2000 X X X HHN2000 HHO2000 HIO2002 HIG1000 HIO2001 HIO2000 HIO2002 HFG1000 HFO2001 HFO2000 Subject knowledge, understanding and associated skills X Page 61 of 90 X X X School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Appendix 7 Standards of Education and Training (SETs) Cross-Mapping Document Standards of education and training (SETs) Please indicate where the evidence relating to each SET can be located in the accompanying documentation. 1. Level of qualification for entry to the Register 1. 1 The Council normally expects that the threshold entry routes to the Register will be the following: . Programme Specification, which indicates the course being proposed, is at BSc (Hons) Level. Diploma of Higher Education for operating department practitioners. 2. Programme Admissions 2.1 The admissions procedures must give both the applicant and the education Programme Specification Section 16 provider the information they require to make an informed choice about whether to Online prospectus www.hud.ac.uk/courses/.../operating-department-practice take up or make an offer of a place on a programme. (Please note this web page will be updated following the school validation event in November, to say BSc (Hons)) 2.2 The admissions procedures must apply selection and entry criteria, including Programme Specification Section 16 evidence of a good command of reading, writing and spoken English. Online prospectus www.hud.ac.uk/courses/.../operating-department-practice (Please note this web page will be updated following the school validation event in November, to say BSc (Hons)) 2.3 The admissions procedures must apply selection and entry criteria, including Programme Specification Section 16 criminal convictions checks. Online prospectus www.hud.ac.uk/courses/.../operating-department-practice (Please note this web page will be updated following the school validation event in November, to say BSc (Hons)) 2.4 The admissions procedures must apply selection and entry criteria, including Programme Specification Section 16 compliance with any health requirements. Online prospectus www.hud.ac.uk/courses/.../operating-department-practice (Please note this web page will be updated following the school validation event in November, to say BSc (Hons)) 2.5 The admissions procedures must apply selection and entry criteria, including Programme Specification Section 16 appropriate academic and/or professional entry standards. Online prospectus www.hud.ac.uk/courses/.../operating-department-practice Section: Programme Specification Issue No: 1 Date: February 2013 Page 62 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of education and training (SETs) Please indicate where the evidence relating to each SET can be located in the accompanying documentation. 2.6 The admissions procedures must apply selection and entry criteria, including accreditation of prior (experiential) learning and other inclusion mechanisms. 2.7 The admissions procedures must ensure that the education provider has equality and diversity policies in relation to applicants and students, together with an indication of how these will be implemented and monitored. 3. Programme management and resources 3.1 The programme must have a secure place in the education provider’s business plan. 3.2 The programme must be effectively managed. 3.3 The programme must have regular monitoring and evaluation systems in place. 3.4 There must be a named person who has overall professional responsibility for the programme who must be appropriately qualified and experienced and, unless other arrangements are agreed, be on the relevant part of the Register. 3.5 There must be an adequate number of appropriately qualified and experienced staff in place to deliver an effective programme. 3.6 Subject areas must be taught by staff with relevant specialist expertise and knowledge. 3.7 A programme for staff development must be in place to ensure continuing professional and research development. 3.8 The resources to support student learning in all settings must be effectively Section: Programme Specification Issue No: 1 Date: February 2013 (Please note this web page will be updated following the school validation event in November, to say BSc (Hons)) Programme Specification Section 16 Online prospectus www.hud.ac.uk/courses/.../operating-department-practice (Please note this web page will be updated following the school validation event in November, to say BSc (Hons)) Programme Specification Section 16 Online prospectus www.hud.ac.uk/courses/.../operating-department-practice (Please note this web page will be updated following the school validation event in November, to say BSc (Hons)) Appendix One Introduction and Rationale Appendix 2 Supporting information from Dean, Marketing. Appendix One Introduction and Rationale Appendix 2 Supporting information from Dean, Marketing. Staff CVs Programme Specification Section Seventeen. http://www2.hud.ac.uk/registry/quality_assurance_regulations.php Steven Brown (Course Leader) Staff CVs Staff CVs The course has 3 fulltime senior lecturers, 1 senior lecturer who is .9, 1 senior lecturer.5, associates for teaching across IPL, with ODP staff involved. Staff CVs Staff CVs The University Staff Development team arrange events www.hud.ac.uk/hr/staffdevelopment/ Staffs as part of contracts are required to undertake academic development. Staff CVs Page 63 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of education and training (SETs) Please indicate where the evidence relating to each SET can be located in the accompanying documentation. used. Programme Specification section 15 PDPs and competency files, which indicate how staff in placement support students. 3.9 The resources to support student learning in all settings must effectively Staff CVs support the required learning and teaching activities of the programme. Programme Specification section 14 Programme Specification section 15 PDPs and competency files, which indicate how staff in placement support students. 3.10 The learning resources, including IT facilities, must be appropriate to the Programme Specification section 15 curriculum and must be readily available to students and staff. University statement www.hud.ac.uk/undergraduate/whatsitlike/facilities/ www.hud.ac.uk/courses/supporting/ehh/facilities/index.php 3.11 There must be adequate and accessible facilities to support the welfare and Programme Specification section 15 wellbeing of students in all settings. University statement www.hud.ac.uk/undergraduate/whatsitlike/facilities/ www.hud.ac.uk/courses/supporting/ehh/facilities/index.php 3.12 There must be a system of academic and pastoral student support in place. Programme Specification section 15 University statement www.hud.ac.uk/undergraduate/whatsitlike/facilities/ www.hud.ac.uk/courses/supporting/ehh/facilities/index.php 3.13 There must be a student complaints process in place. Programme Specification section 15 http://www2.hud.ac.uk/student_services/ 3.14 Where students participate as service users in practical and clinical teaching, Course handbook 2012/13 version appropriate protocols must be used to obtain their consent. 3.15 Throughout the course of the programme, the education provider must have Programme Specification section 15 identified where attendance is mandatory and must have associated monitoring Appendix three course structure mechanisms in place. The University uses an online timetabling system for lectures www.hud.ac.uk/students/keydates/timetableinformation/ University attendance policy www.hud.ac.uk/media/.../content/.../attendance_monitoring_policy.pdf Course specific information in Course handbook 2012/13 version 3.16 There must be a process in place throughout the programme for dealing with Programme Specification section 15 concerns about students’ profession-related conduct. Course handbook 2012/13 version 4. Curriculum 4.1 The learning outcomes must ensure that those who successfully complete the Appendix five mapping of Standards of Proficiency to course. programme meet the standards of proficiency for their part of the Register. Programme Specification sections eleven, twelve and thirteen. Appendix four mapping of course learning outcomes Section: Programme Specification Issue No: 1 Date: February 2013 Page 64 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of education and training (SETs) Please indicate where the evidence relating to each SET can be located in the accompanying documentation. 4.2 The programme must reflect the philosophy, core values, skills and knowledge Appendix five mapping of Standards of Proficiency to course. base as articulated in any relevant curriculum guidance. Programme Specification sections eleven, twelve and thirteen. Appendix four mapping of course learning outcomes Appendix eight mapping of course and CODP degree curriculum 4.3 Integration of theory and practice must be central to the curriculum. Programme Specification sections eleven, twelve and Thirteen. Appendix one introduction and rational Appendix four mapping of course learning outcomes Appendix eight mapping of course and CODP degree curriculum PDPs and competency files, which indicate how staff in placement support students 4.4 The curriculum must remain relevant to current practice. Appendix one introduction and rational Appendix Five mapping of Standards of Proficiency to course. Appendix Six QAA mapping Appendix Eight mapping of course and CODP degree curriculum Programme specification sections nine, eleven and twelve 4.5 The curriculum must make sure that students understand the implications of Programme specification fourteen the HCPC’s standards of conduct, performance and ethics. Appendix one Introduction and rational Modules document PDPs and competency files, which indicate how staff in placement support students 4.6 The delivery of the programme must support and develop autonomous and Programme specification fourteen reflective thinking. Appendix one Introduction and rational Modules Document Yrs 1, 2 & 3 PDP and competency booklets 4.7 The delivery of the programme must encourage evidence based practice. Programme specification fourteen Appendix one Introduction and rational Module Document PDPs and competency files, which indicate how staff in placement support students 4.8 The range of learning and teaching approaches used must be appropriate to Programme specification fourteen the effective delivery of the curriculum. Appendix one Introduction and rational Module Document PDPs and competency files, which indicate how staff in placement support students 4.9 When there is interprofessional learning the profession-specific skills and Programme specification fourteen knowledge of each professional group must be adequately addressed. Appendix one Introduction and rational Section: Programme Specification Issue No: 1 Date: February 2013 Page 65 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of education and training (SETs) Please indicate where the evidence relating to each SET can be located in the accompanying documentation. Module Document PDPs and competency files, which indicate how staff in placement support students 5 Practice placements 5.1 Practice placements must be integral to the programme. Programme specification fourteen Modules Documents HFO2002 Introduction to perioperative practice and patient care (placement module) HIO2002 Implementation of perioperative practice(placement module) HHO2001 Managing enhanced and complex perioperative practice(placement module) PDPs and competency files, which indicate how staff in placement support students 5.2 The number, duration and range of practice placements must be appropriate to Programme specification section fourteen support the delivery of the programme and the achievement of the learning Module documents outcomes. HFO2002 Introduction to perioperative practice and patient care (placement module) HIO2002 Implementation of perioperative practice(placement module) HHO2001 Managing enhanced and complex perioperative Appendix three course structure PDPs and competency files, which indicate how staff in placement support students 5.3 The practice placement settings must provide a safe and supportive Programme specification fourteen environment. Module documents HFO2002 Introduction to perioperative practice and patient care (placement module) HIO2002 Implementation of perioperative practice(placement module) HHO2001 Managing enhanced and complex perioperative Appendix three course structure PDPs and competency files, which indicate how staff in placement support students 5.4 The education provider must maintain a thorough and effective system for Evidence of support mechanisms in the following documents, plus the approving and monitoring all placements. Yorkshire and Humber SHA Placement audit and support systems. Section: Programme Specification Issue No: 1 Date: February 2013 Page 66 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of education and training (SETs) Please indicate where the evidence relating to each SET can be located in the accompanying documentation. www.healthcareplacements.co.uk Audits are undertake jointly with the University placement liaison facilitators and clinical educators Programme specification section fourteen Module documents HFO2002 Introduction to perioperative practice and patient care (placement module) HIO2002 Implementation of perioperative practice(placement module) HHO2001 Managing enhanced and complex perioperative Appendix three course structure PDPs and competency files, which indicate how staff in placement support students 5.5 The placement providers must have equality and diversity policies in relation to www.healthcareplacements.co.uk students, together with an indication of how these will be implemented and Audits are undertake jointly with the University placement liaison facilitators monitored. and clinical educators 5.6 There must be an adequate number of appropriately qualified and experienced www.healthcareplacements.co.uk staff at the practice placement setting. Audits are undertake jointly with the University placement liaison facilitators and clinical educators Appendix ten mentor register 5.7 Practice placement educators must have relevant knowledge, skills and Appendix ten mentor register experience. Statements in Programme specification section fifteen 5.8 Practice placement educators must undertake appropriate practice placement Appendix ten mentor register educator training. Statements in Programme specification section fifteen 5.9 Practice placement educators must be appropriately registered, unless other Appendix ten mentor register arrangements are agreed. Statements in Programme specification section fifteen 5.10 There must be regular and effective collaboration between the education Statements in Programme specification section fourteen and fifteen provider and the practice placement provider. PDPs and competency files, which indicate how staff in placement support students 5.11 Students, practice placement providers and practice placement educators Statements in Programme specification section fourteen and fifteen must be fully prepared for placement which will include information about an PDPs and competency files, which indicate how staff in placement support understanding of: students Module documents the learning outcomes to be achieved; HFO2002 Introduction to perioperative practice and patient care the timings and the duration of any placement experience and (placement module) associated records to be maintained; Section: Programme Specification Issue No: 1 Date: February 2013 Page 67 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of education and training (SETs) Please indicate where the evidence relating to each SET can be located in the accompanying documentation. expectations of professional conduct; the assessment procedures including the implications of, and any action to be taken in the case of, failure to progress; and communication and lines of responsibility. 5.12 Learning, teaching and supervision must encourage safe and effective practice, independent learning and professional conduct. HIO2002 Implementation of perioperative practice(placement module) HHO2001 Managing enhanced and complex perioperative PDPs and competency files, which indicate how staff in placement support students Module documents HFO2002 Introduction to perioperative practice and patient care (placement module) HIO2002 Implementation of perioperative practice(placement module) HHO2001 Managing enhanced and complex perioperative 5.13 A range of learning and teaching methods that respect the rights and needs PDPs and competency files, which indicate how staff in placement support of service users and colleagues must be in place throughout practice placements. students Module Documents HFO2002 Introduction to perioperative practice and patient care (placement module) HIO2002 Implementation of perioperative practice(placement module) HHO2001 Managing enhanced and complex perioperative 6 Assessment 6.1 The assessment strategy and design must ensure that the student who successfully completes the programme has met the standards of proficiency for their part of the Register. Programme Specification section fourteen Module document Appendix four mapping of learning outcomes Appendix Nine assessment schedule. 6.2 All assessments must provide a rigorous and effective process by which Programme Specification section fourteen compliance with external-reference frameworks can be measured. Module document 6.3 Professional aspects of practice must be integral to the assessment Programme Specification section fourteen procedures in both the education setting and practice placement setting. Module document 6.4 Assessment methods must be employed that measure the learning outcomes. Programme Specification section fourteen Module document Appendix three mapping of learning outcomes Appendix nine assessment schedule. Section: Programme Specification Issue No: 1 Date: February 2013 Page 68 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Standards of education and training (SETs) Please indicate where the evidence relating to each SET can be located in the accompanying documentation. 6.5 The measurement of student performance must be objective and ensure fitness to practise. Programme Specification section fourteen Registry handbook regarding assessments regulations www.hud.ac.uk/registry/regulationsandpolicies/studentregs/ All intermediate and honours level work is moderated by and external examiner www.hud.ac.uk/registry/qualityassurance/externalexaminers/ Programme Specification section fourteen Registry handbook regarding assessments regulations www.hud.ac.uk/registry/regulationsandpolicies/studentregs/ All intermediate and honours level work is moderated by and external examiner www.hud.ac.uk/registry/qualityassurance/externalexaminers/ 6.6 There must be effective monitoring and evaluation mechanisms in place to ensure appropriate standards in the assessment. 6.7 Assessment regulations must clearly specify requirements for student progression and achievement within the programme. Course handbook, plus unilearn course site which contains links to university regulations including www.hud.ac.uk/registry/regulationsandpolicies/studentregs/ 6.8 Assessment regulations, or other relevant policies, must clearly specify requirements for approved programmes being the only programmes which contain any reference to an HCPC protected title or part of the Register in their named award. 6.9 Assessment regulations must clearly specify requirements for an aegrotat award not to provide eligibility for admission to the Register. 6.10 Assessment regulations must clearly specify requirements for a procedure for the right of appeal for students. Programme specification section thirteen 6.11 Assessment regulations must clearly specify requirements for the appointment of at least one external examiner who must be appropriately experienced and qualified and, unless other arrangements are agreed, be from the relevant part of the Register. Section: Programme Specification Issue No: 1 Date: February 2013 Programme specification section thirteen Course handbook, plus unilearn course site which contains links to university regulations including www.hud.ac.uk/registry/regulationsandpolicies/studentregs/ www.hud.ac.uk/registry/regulationsandpolicies/studentregs/ Page 69 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Appendix 8 Mapping of course against College of Operating Department Practice degree curriculum Section: Programme Specification Issue No: 1 Date: February 2013 x x x x x x x x x x x x x x x x x x x x x x x x x x x Page 70 of 90 x x x x x x x x x x x x x HHO2001 x x x HHG2000 x x x x x x HHN2000 HHO2000 x x x x HIG2000 x x x HIO2001 HIO2000 HFO2002 HFG1000 x x x x x x HHO2002 1. Demonstrates personal accountability for and evaluates their own Continuing Professional Development 1.1 Evaluates own limitations in relation to professional practice 1.2 Demonstrates personal accountability for ensuring own clinical competence 1.3 Critically analyses and manages own personal development plan 1.4 Maintains an evaluative portfolio of professional learning 1.5 Engages with appropriate personal and professional development resources 1.6 Demonstrates commitment to professional development to enhance competence to practice. 1.7 Uses reflection on and in practice, to appraise and evaluate the effectiveness of care 1.8 Embraces the concept of lifelong learning, developing and applying new skills and knowledge relevant to changing technology, practice and patterns of healthcare 2. Demonstrates personal and professional accountability and applies this in their role as an Operating Department Practitioner 2.1 Promotes an awareness of, and evaluates practice in the context of, Health and Safety requirements. 2.2 Applies protocols to ensure the safety and well being of patients and staff 2.3 Uses equipment appropriately and effectively to reduce risk of harm 2.4 Promotes an evidence based approach to practice which minimises the risk of harm to patients, staff carers and others. 2.5 Interacts effectively with the multidisciplinary team and maintains the confidentiality of information 2.6 Accepts responsibility and promotes accountability, whilst simultaneously acknowledging the limitations of their professional competence 3. Monitors, reflects on and evaluates the quality in Operating Department Practice and contributes to quality assurance processes 3.1 Applies and evaluates quality assurance mechanisms in order to monitor and enhance the quality of practice HFO2001 HFO2000 A. PROFESSIONAL AUTONOMY, ACCOUNTABILITY & GOVERNANCE x x x x x x x x x x Section: Programme Specification Issue No: 1 Date: February 2013 x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x Page 71 of 90 x x x x x x x x x x x x x x x x x x x x x x x HHN2000 x HHO2001 x x x x x x HHG2000 x HHO2000 x HIG2000 HIO2001 HIO2000 HFO2002 HFG1000 x x HHO2002 3.2 Participates in the collection and interpretation of clinical data 3.3 Promotes the importance of quality and audit processes 3.4 Engages with the process of clinical audit 4. Supports and promotes clinical effectiveness by applying an evidence based approach to Operating Department Practice 4.1 Demonstrates a detailed knowledge and understanding of the research process. 4.2 As part of the multidisciplinary team, discusses and promotes the application of evidence based practice 4.3 Critically evaluates practice to support enhanced quality of care 4.4 Critically evaluates research and other evidence that may support enhanced quality of care 4.5 Demonstrates a detailed knowledge and understanding of the principles and practice of research ethics 5. Evaluates and effectively manages risks and hazards associated with the patient and the perioperative environment 5.1 Understands and applies the principles, issues and factors associated with risk management in the care setting 5.2 Demonstrates the safe management of clinical, non-clinical waste in accordance with national and local guidelines 5.3 Evaluates risks to the patient, staff and others 5.4 Recognises unacceptable behaviours, such as bullying, harassment and discrimination, and initiates appropriate actions 5.5 Promotes and maintains health, safety and security in the workplace 5.6 Understands and contributes to clinical governance and the process of risk management and audit 5.7 Understands and demonstrates the process and procedure for accurate critical incident reporting 5.8 Creates and maintains environments, which promote the health, safety and well being of patients, carers and staff 6. Demonstrates and promotes professional, ethical and legal approaches to Operating Department Practice 6.1 Ensures all relevant documentation is completed correctly in accordance with national and local guidelines HFO2001 BSc (Hons) Operating Department Practice (Sep2013-Present) PSD HFO2000 School of Human and Health Sciences x x x x x x x Section: Programme Specification Issue No: 1 Date: February 2013 x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x Page 72 of 90 x x x x x x x x HHO2001 x x HHG2000 x x x x HHN2000 x HHO2000 x x HHO2002 x x HIG2000 HIO2001 x x HIO2000 HFG1000 x x HFO2002 6.2 Promotes and maintains confidentiality. 6.3 Implements and complies with legislative frameworks and organisational policy 6.4 Promotes and applies the principles of informed consent 6.5 Adheres to the professional and regulatory codes of practice and conduct for Operating Department Practitioners 6.6 Understands the legal responsibilities, ethical and professional responsibilities of practice 6.7 Appreciates the significance of professional self-regulation 6.8 Demonstrates an awareness of moral and ethical dilemmas in healthcare and applies appropriate solutions to complex problems 6.9 Respects and cares for patients to promote and maintain their dignity and rights 6.10 Promotes and applies a non-discriminatory approach to practice 7. Demonstrates leadership and the ability to manage their workload and that of the team 7.1 Applies appropriate leadership skills and techniques in the management of people and resources 7.2 Contributes and responds constructively to change 7.3 Adapts to and demonstrates problem solving skills in complex and unpredictable situations 7.4 Evaluates and justifies clinical decisions relating to care provided to the patient 7.5 Critically evaluates own role within personal sphere of responsibility 7.6 Promotes the application of an evidence based approach to care delivery 7.7 Critically evaluates and manages the variations in available resources 7.8 Identifies and manages conflicts and challenging behaviours 7.9 Demonstrates the capability to act autonomously and collaboratively, within multidisciplinary care teams 7.10 Manages and prioritises workload effectively within the multidisciplinary team HFO2001 BSc (Hons) Operating Department Practice (Sep2013-Present) PSD HFO2000 School of Human and Health Sciences x x x x x x x Section: Programme Specification Issue No: 1 Date: February 2013 x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x Page 73 of 90 x x x x x x x x x x x x x x x HHO2001 x x HHG2000 x HHN2000 x HHO2000 x HHO2002 x HIG2000 x HIO2001 HIO2000 8. Applies appropriate communication skills in order to promote clinically effective perioperative patient care 8.1 Promotes and applies the principles of good communication 8.2 Manages the communication of relevant information to the appropriate member of the perioperative team 8.3 Promotes high quality care for patients by providing accurate and concise verbal or written information related to their care and treatment 8.4 Arranges effective formal and informal channels of communication within and outside the perioperative team 8.5 Formulates plans to enhance the quality of care 8.6 Assess the evidence base using research and literature databases and other electronic information resources 8.7 Promotes the use of appropriate patient information systems and perioperative records (electronic where available), to assure patient safety 8.8 Understands the delivery of healthcare within the UK and structure and responsibilities of healthcare organisations 8.9 Understands the role of external agencies in directing and influencing clinical 9. Establishes and promotes effective professional relationships with patients, carers and members of the healthcare team practice 9.1 Maintains relationships through the use of appropriate communication and interpersonal skills 9.2 Uses interpersonal skills to optimise patient and professional relationships 9.3 Adapts communication strategies appropriately when dealing with individual patients and carers 9.4 Uses verbal and non-verbal communication skills to develop a rapport with patients and carers 9.5 Recognise anxiety and stress in patients, carers and others, and act appropriately 10. Promotes a multidisciplinary approach to practice 10.1 Contributes effectively to multidisciplinary approaches to healthcare, in a range of clinical settings 10.2 Promotes and applies the principles of effective team working 10.3 Collaborates with professional and support staff, delegating care appropriately 10.4 Promotes the ODP role within multidisciplinary care teams 10.5 Appraises current knowledge and works collaboratively with the multidisciplinary team to improve care provision HFO2002 HFO2000 B . Professional Relationships HFG1000 BSc (Hons) Operating Department Practice (Sep2013-Present) PSD HFO2001 School of Human and Health Sciences x x x x x x x x x x x x x x x x x x x x x x x Section: Programme Specification Issue No: 1 Date: February 2013 HHO2001 HHG2000 HHN2000 x x x x HHO2000 x HHO2002 HIO2001 x HIG2000 HIO2000 11. Utilises current evidence and guidance to provide an optimum environment for the care and treatment of the peri-operative patient 11.1 Actively seeks out and evaluates current evidence and guidance that may impact on the provision of care for patients within the practitioner’s sphere of practice 11.2 Applies ethical principles to all aspects of the provision of patient care within the practitioner’s sphere of practice 11.3 Manages environmental and resource factors to meet individual patient needs 11.4 Demonstrates the understanding and ability to manage the progress of the operating list 11.5 Demonstrates a comprehensive understanding of the principles relating to the design of operating departments and related areas 11.6 Complies with local and national guidance in relation to decontamination, tracking and traceability of medical devices 11.7 Promotes and applies measures designed to prevent or control infection 11.8 Demonstrates a comprehensive understanding of the sources, transmission routes and methods of destruction of pathological organisms 12. Identifies and assesses individual needs of patients 12.1 Promotes patients’ autonomy and dignity during assessment of clinical 12.2 Applies a detailed knowledge and understanding of social and psychological principles to individualised patient care 12.3 Demonstrates a detailed knowledge and understanding of normal human anatomy and physiology, including normal physiological parameters for all vital systems, across the lifespan 12.4 Identifies changes to physiological systems brought about by disease and trauma processes and adapts care appropriately 12.5 Accurately collects and records relevant patient information from a variety of sources, including the patient’s own account, results from clinical investigations and previous clinical documentation 12.6 Uses appropriate physiological measurement techniques, and identifies the limitations and potential failings of any of these techniques 12.7 Demonstrates a systematic approach to the physical and psychological assessment of individual patients in elective and emergency situations. To include: HFO2002 HFO2000 C. Operating Department Practice HFG1000 BSc (Hons) Operating Department Practice (Sep2013-Present) PSD HFO2001 School of Human and Health Sciences x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x Page 74 of 90 Section: Programme Specification Issue No: 1 Date: February 2013 HHO2001 x HHG2000 x HHN2000 HIG2000 HIO2001 HIO2000 HFG1000 HFO2002 x HHO2000 x HHO2002 12.7.1 Airway patency, to include: Mallampati grading; classification and recognition of airway obstruction; pre-existing conditions, anatomical abnormalities and clinical procedures that may potentiate airway difficulties; patency of artificial airways 12.7.2 Respiratory function. To include assessment of rate, depth, symmetry, rhythm, breath sounds and peak flows; blood-gas and acid-base analysis; identification of common pre-existing medical conditions and physiological factors that may affect respiration; recognition of potentially life-threatening respiratory conditions 12.7.3 Cardiovascular function. To include assessment of perfusion, blood pressure, pulses; common cardiac arrhythmias; fluid and electrolyte balance; commonly encountered haematological and biochemical values; classifications of shock; pre-existing and acute conditions that may affect perfusion 12.7.4 Neurological function, to include: assessment of psychological and emotional needs, sensory and motor function, pupil size, levels of consciousness (AVPU, GCS); care of peripheral nerves during positioning for clinical interventions HFO2001 BSc (Hons) Operating Department Practice (Sep2013-Present) PSD HFO2000 School of Human and Health Sciences x x x x x x x x x x x x x Page 75 of 90 x 12.7.5 Integumentary system. To include: assessment of skin integrity and pressure care, nutritional status, maintenance of normothermia and adequate perfusion 12.7.6 Physiological and behavioural responses to pain 12.7.7 Renal function, to include: monitoring of urine output and urinalysis 12.8 Analyses information gathered from a variety of sources to contribute to problem solving and clinical decision making within the practitioner’s sphere of practice 12.9 Interprets and evaluates information gathered from assessment activities, and exercises clinical judgement in initiating further treatment or investigations, or referring to other professionals as appropriate 13. Plans and delivers evidence based, individualised care to patients 13.1 Promote patients’ autonomy and dignity during clinical interventions 13.2 Recognises and responds appropriately to emotional needs of patients 13.3 Applies clinical skills in a competent, safe and timely manner 13.4 Exercises professional knowledge and judgement in the continuing assessment of patient needs in order to prioritise actions 13.5 Involves patients, family, carers and other members of the multidisciplinary team in the formulation of plans of care, wherever possible or appropriate 13.6 Evaluates wounds and applies principles of wound management 13.7 Exercises clinical judgement in the assessment and management of pain for patients within the practitioner’s sphere of practice 13.8 Administers medication to patients in a timely and safe manner, in accordance with relevant policies, procedures and protocols 13.9 Demonstrates sound clinical judgement in the positioning of patients in order to prevent musculoskeletal or nerve damage and to promote optimum tissue perfusion 13.10 Identifies changes in the patient’s physiological condition and initiates appropriate action to restore homoeostasis 13.11 Applies knowledge of human anatomy and physiology during clinical procedures 13.12 Identifies, and initiates appropriate management for, clinical emergencies 13.13 Critically evaluates the effects of interventions in individual patients’ care 14. Evaluates and reflects on care provided and own professional actions 14.1 Utilises an evidence-based approach to inform practice and enhance the quality of patient care Section: Programme Specification Issue No: 1 Date: February 2013 x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x Page 76 of 90 x x x x x x x x x x x x x x x x x HHO2001 x HHG2000 x HHN2000 x HHO2000 x x x HHO2002 x x HIG2000 x HIO2001 x HIO2000 HFO2002 HFG1000 HFO2001 BSc (Hons) Operating Department Practice (Sep2013-Present) PSD HFO2000 School of Human and Health Sciences x x x x x x x x x x x x x 14.2 Demonstrates professional autonomy in ensuring practices and clinical judgments are consistent with the best available evidence. 14.3 Promotes a culture in which the safety and wellbeing of service users are paramount 14.4 Identifies and makes appropriate responses to situations in which the quality of care might be compromised 15. Applies knowledge of pharmacology within operating department practice 15.1 Promotes and applies statutory, national and local guidance relating to the ordering, storage, checking and administration of medicines 15.2 Demonstrates proficiency in the preparation of prescribed medications prior to administration to patients 15.3 Accurately calculates drug dosages 15.4 Administers prescribed medications using a variety of approved techniques 15.5 Monitors the effects of drugs on patients and takes appropriate and prompt action in the event of adverse reactions 15.6 Consistently records and completes appropriate documentation relating to the administration of medicines 15.7 Demonstrates a comprehensive and evidence based understanding of the pharmacokinetic and pharmacodynamic effects of drugs encountered within the practitioner’s sphere of practice. To include: 15.7.1 Indications and contraindications for use 15.7.2 Complications and side effects 15.7.3 Interactions, especially in relation to normal and altered physiology 15.8 Critically evaluates techniques for the management of acute and chronic pain and post operative nausea and vomiting, and applies findings to the care of individual patients 16. Demonstrates proficiency and safe practice in the use of medical devices within the practitioner’s sphere of practice 16.1 Promotes and applies good practice in the introduction and use of medical devices; to include: 16.1.1 Statutory and professional guidance, especially with regard to the participation of patients in clinical trials and product evaluations 16.1.2 Compliance with the principles of product liability and the role and responsibilities of manufacturers in facilitating the safe use of devices 16.1.3 Ensuring that appropriate records and tracking systems are maintained at all times Section: Programme Specification Issue No: 1 Date: February 2013 x x x x x HHO2001 x x x x x x x x HHG2000 HHN2000 x x x x HHO2000 HHO2002 HIG2000 HIO2001 HIO2000 HFO2002 HFG1000 HFO2001 BSc (Hons) Operating Department Practice (Sep2013-Present) PSD HFO2000 School of Human and Health Sciences x x x x x x x x x x x x x x x x x x x x x x x x x x x x Page 77 of 90 Section: Programme Specification Issue No: 1 Date: February 2013 x HHO2001 HHG2000 HHN2000 HHO2000 HHO2002 x HIG2000 x HIO2001 HFG1000 HIO2000 x HFO2002 16.1.4 Exercises professional judgement in supervising the performance and correct use of medical devices in accordance with regulations, local policies and manufacturer’s recommendations 16.2 Demonstrates proficiency in the selection, preparation and, where necessary, calibration of a variety of medical devices (including invasive monitoring) 16.3 Utilises medical devices to measure and record patients’ physiological parameters within the practitioner’s sphere of practice 17. Demonstrates proficiency in the role of the ODP in anaesthesia, post anaesthesia and critical care Year 1: In conjunction with the registered practitioner: Prepares the anaesthetic room and equipment Contributes to the care of the patient undergoing anaesthesia throughout elective procedures Year 2: Under the supervision of the registered practitioner, and in addition to Year 1 competences: Demonstrates skill in planning care for patients undergoing elective procedures Ensures the safe and appropriate preparation of equipment and environment Safely demonstrates the skills required when undertaking the role of the anaesthetic practitioner throughout the care of patients undergoing elective procedures of varying complexity Contributes to the care of the patient in PACU Year 3: In addition to Year 1 and Year 2 competences and, as part of the multidisciplinary team: Demonstrates a holistic approach to the assessment, planning, implementation and evaluation of care for a diverse range of patients undergoing a range of procedures, including complex, non-scheduled and emergency Demonstrates skill in the management of a diverse range of patients’ airways, respiration and circulation; this must include the care of children, obstetric patients and patients undergoing shared airway procedures Demonstrates skill in managing the care of the patient in PACU and other areas of critical care Demonstrates skill in medicines management; to include drug administration, the recognition and appropriate treatment of any complications or side effects 17.1 Utilises an evidence based approach to the care of the patient in anaesthesia, postanaesthesia and critical care HFO2001 BSc (Hons) Operating Department Practice (Sep2013-Present) PSD HFO2000 School of Human and Health Sciences x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x Page 78 of 90 x x x x x x x x x x 17.2 Prepares and maintains a safe and appropriate environment for a variety of patients, acknowledging and implementing appropriate risk management strategies 17.3 Promotes the rights and wellbeing of the patient in anaesthesia, postanaesthesia and critical care 17.4 Promotes and implements local and national guidelines for anaesthetic, post anaesthetic and critical care, including those relating to infection prevention and control 17.5 Is proactive and, where appropriate, demonstrates clinical leadership in the functioning of multi-disciplinary teams within anaesthesia, post-anaesthesia and critical care 17.6 Safely prepares and utilises anaesthetic, post anaesthetic and critical care equipment in accordance with national and local guidelines 17.7 Correctly identifies patients and their individual care needs at the handover of care from other health professionals 17.8 Undertakes initial assessment and, where appropriate, treatment of patients in anaesthesia, post-anaesthesia and critical care as part of the multi-disciplinary team; 17.8.1 ABCDE approach to assessment 17.8.2 Principles of triage 17.9 Promotes best practice in and, where appropriate, manages the safe positioning of patients for clinical procedures 17.10 Provides informed, safe and timely support in a variety of situations, including the complex and unpredictable, for anaesthetists and other healthcare professionals working within anaesthesia, post-anaesthesia and critical care 17.11.1 Techniques for providing assisted respiration for a broad range of patients 17.11.2 Basic airway manoeuvres and insertion of oropharyngeal, nasopharyngeal and laryngeal mask airways 17.11.3 Pharyngeal and endo-bronchial suctioning 17.11.4 Comprehensive understanding of the principles relating to endotracheal intubation and tracheostomy, including the management of the difficult airway and the use of associated techniques and equipment 17.11.5 Recognition and understanding of the management of potential and actual problems that occur during induction, maintenance and reversal of anaesthesia Section: Programme Specification Issue No: 1 Date: February 2013 x x x x x x x x x x HHO2001 HHG2000 HHN2000 x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x HHO2000 x x x HHO2002 HIG2000 HIO2001 HIO2000 HFO2002 HFG1000 HFO2001 BSc (Hons) Operating Department Practice (Sep2013-Present) PSD HFO2000 School of Human and Health Sciences x x x x Page 79 of 90 x x x x x x x x x x x x x x Section: Programme Specification Issue No: 1 Date: February 2013 x x x x x x x x x x x x x x x x x x x x x x x x x x x x Page 80 of 90 x x x x x x x x x x x x x x x x x HHO2001 x x x x HHG2000 x x HHN2000 HIG2000 HIO2001 HFO2002 HFG1000 HIO2000 x x x HHO2000 x x HHO2002 17.11.6 Principles and techniques of oxygen therapy 17.11.7 Selection and preparation of equipment for supporting respiration (including NIV, CPAP etc.) 17.11 Demonstrates proficiency in airway management in anaesthetic, post anaesthetic and critically ill patients. To include; 17.11.8 Care of the ventilated patient including requirements for monitoring, sedation weaning etc 17.12 Monitor and interpret the patient’s vital signs, using both invasive and noninvasive techniques 17.12.1 Demonstrate understanding of the equipment and techniques utilised in non-invasive and invasive monitoring techniques 17.13 Demonstrate an understanding of the assessment and short-term treatment of critical illness 17.13.1 Demonstrate understanding of treatment methodologies for a range of acute and chronic cardiovascular conditions (to include management use of antiarrhythmic’s, inotropes, vasopressors, fluid resuscitation of electrolyte imbalance, anti-hypertensive’s etc) 17.14 Monitor and evaluate the patient’s fluid balance, in accordance with national and local guidelines: 17.14.1 Insertion and care of urinary catheters (male and female) 17.14.2 Monitor urine output and perform urinalysis; interpret results and undertake interventions (including referral) as appropriate 17.14.3 Principles and practice of renal replacement therapy 17.15 Demonstrate the safe preparation and administration of intravenous fluids (including blood products), in accordance with national and local guidelines: 17.15.1 Demonstrate understanding of the principles and practice of vascular access 17.15.2 Demonstrate proficiency in the preparation and administration of intravenous fluid therapy, including calculations of infusion rates using manual and automated devices 17.15.3 Safely and effectively perform peripheral venous cannulation 17.15.4 Demonstrate a detailed understanding and application of the principles of the administration of blood and blood products 17.15.5 Demonstrate a detailed understanding of the principles and practice of autologous transfusion 17.15.6 Monitor and respond to the effects of infusions, including blood and blood products HFO2001 BSc (Hons) Operating Department Practice (Sep2013-Present) PSD HFO2000 School of Human and Health Sciences x x x x x x x x x x x Section: Programme Specification Issue No: 1 Date: February 2013 x x x x x x x x x x x HHO2001 x x HHG2000 HHO2000 x HHN2000 HHO2002 x HIG2000 HIO2001 HFG1000 HFO2002 x x HIO2000 17.16 Monitor and assess the patient’s pain status, administering prescribed pain relief as appropriate, in accordance with national and local guidelines 17.17 Recognise and respond appropriately to adverse patient conditions or emergencies in anaesthesia, post-anaesthesia and critical care 17.18 Monitor the effects of prescribed medication and take appropriate action where necessary, in accordance with national and local guidelines 17.19 Monitor and manage the patient’s wounds, drains and supports 17.20 Contribute to the emotional and psychological support of patients and others in anaesthesia, post-anaesthesia and critical care 17.20.1 Ethical and legal issues associated with resuscitation and end of life care 17.20.2 Organ donation 17.21 Manage and record information relating to the care of the patient 17.22 Apply specified discharge criteria prior to handing over the care of the patient to other healthcare professionals 17.23 Communicate effectively with professionals in other healthcare settings to facilitate the safe transfer of patients between locations. 17.24 Develops clinical skills in line with the role of the ODP working in anaesthesia, post anaesthesia and critical care 18. Demonstrates proficiency in the role of the ODP within surgical environments Year 1: In conjunction with the registered practitioner: Demonstrates competence in generic surgical skills i.e. proficient in circulating skills and fundamental surgical skills; gowning, gloving, aseptic technique, preparation of instrument trolleys, maintaining the sterile field, safe disposal of contaminated items. Demonstrates proficiency whilst undertaking non-complex, surgical procedures Year 2: Under supervision of the registered practitioner and in addition to Year 1 competences Demonstrates competence in the scrubbed role for elective, non-scheduled, and unanticipated complex procedures for a diverse range of patients; this must include care of the paediatric, obstetric, trauma, and major emergency patients Year 3: In addition to Year 1 and Year 2 competences and as part of the multidisciplinary team: Demonstrates competence in enhanced surgical skills, this role provides competent and skilled surgical assistance to the operating surgeon or surgical care practitioner (SCP) under their direct supervision. HFO2001 BSc (Hons) Operating Department Practice (Sep2013-Present) PSD HFO2000 School of Human and Health Sciences x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x Page 81 of 90 x Practices as an accountable, responsible practitioner who works within their role limitations 18.1 Utilises an evidence based approach to the care of the patient undergoing surgical interventions 18.2 Promotes the rights and wellbeing of the patient and others in surgical care settings and enhances the communication link between theatre, patient and ward 18.3 Safely prepares and assists with appropriate positioning of the patient for surgical interventions 18.4 Develops clinical skills in line with the role of the scrub and circulating ODP 18.5 Establishes and maintains the integrity of sterile fields 18.6 Maintains an accurate status of identified accountable items in accordance with local and national guidelines 18.7 Prepares and utilises surgical equipment and medical devices in accordance with manufacturers' instructions, national guidelines and local policies 18.8 Demonstrates safe and skilled support for the surgeon and works effectively as part of the surgical team 18.9 Promotes and applies statutory, national and local guidance relating to surgical care 18.10 Effectively manages and documents information relating to the care of the patient to facilitate the safe transfer and handover to the post anaesthetic care unit 18.11 Prepares and maintains a safe and appropriate surgical environment for a diverse range of patients, acknowledging and implementing appropriate risk management strategies 18.12 Recognise and respond appropriately to the development of adverse surgical conditions or emergencies 18.13 Develop enhanced clinical skills in line with the role of the scrub and circulating ODP, to include: 18.13.1 Urinary catheterisation (male and female) 18.13.2 Skin preparation prior to surgery, including tissue viability assessment, and draping 18.13.3 Receives and handles surgical instruments relevant to area of working, this may include for example: camera holding for minimal invasive access surgery 18.13.4 Use of and maintenance of specialised surgical equipment relevant to area of working Section: Programme Specification Issue No: 1 Date: February 2013 x x x HHO2001 HHG2000 HHN2000 HHO2000 HHO2002 HIG2000 HIO2001 HIO2000 HFO2002 HFG1000 HFO2001 BSc (Hons) Operating Department Practice (Sep2013-Present) PSD HFO2000 School of Human and Health Sciences x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x Page 82 of 90 x x x x x x x x x x x x x x 18.13.5 Skin and tissue retraction including handling of tissue and manipulation of organs for exposure or access 18.13.6 Cutting of sutures and ties 18.13.7 Use of suction and assist with haemostasis in order to secure and maintain a clear operating field 18.13.8 Assistance with wound closure and application of dressings 5. Assessment of Learning 5.1 Assessment of Student Achievement Programme Specification Module Specification Document Appendix 9 Assessment Schedule Programme Specification Years 1, 2 & 3 PDP and competences 5.2 Supporting the Learner 6. Programme Management & Resources 6.1 Programme Resources in the University and Practice 6.2 The Simulated Perioperative Environment 6.3 Programme Leads 6.4 Entry Requirements 6.5 Recording of Learning Hours 6.6 Accreditation of Prior Learning 6.7 Title of Awards 6.8 Part-time Programmes Section: Programme Specification Issue No: 1 Date: February 2013 Programme Specification Curriculum Vitae Document Programme specification Curriculum Vitae Document Programme Specification Programme specification Years 1, 2 & 3 PDP and competences Appendix 3 course structure Programme Specification Programme specification N/A Page 83 of 90 HHO2001 HHG2000 HHN2000 HHO2000 HHO2002 HIG2000 HIO2001 HIO2000 HFO2002 HFG1000 HFO2001 BSc (Hons) Operating Department Practice (Sep2013-Present) PSD HFO2000 School of Human and Health Sciences x x x x x x x x School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Appendix 9 Assessment Schedule Year 1: Foundation Level Grid Module Code Module Title HFG1000 HFO2000 HFO2001 HFO20023 Research 1 20 ODP Found one HIO2000 HIO2001 HIO2002 30 Introduction to perioperative practice and patient care (placement module) TOTAL CREDITS Hand in Short answer 1.5 hour exam December Personal Development Plan2000 words March 2000 word Report March 2 Hour seen exam April/May Online Learning Log 4 x 1000 submissions December February March April Interim Reviews December February April Submission of proof of completion of Competences June 40 120 Credits Research 2 Assessment Strategy Hand in Data analysis workbook December Research proposal proforma April Essay March Unseen exam April/May Reflection April/May OSCE March Interim Reviews December February April Submission of proof of completion of Competences June 20 Operating Department Practice Intermediate Level Module One Operating Department Practice Intermediate Level Module Two 30 30 Implementation of perioperative practice(placement module) 40 TOTAL CREDITS 120 Section: Programme Specification Assessment Strategy 30 ODP Found two Year 2: Intermediate Level Grid Module Code Module Title HIG1000 Credits Issue No: 1 Date: February 2013 Page 84 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Year 3: Honours Level Grid Module Code Module Title Credits Assessment Strategy Hand in Dissertation- 6000 words HHG1000 Research 3 30 Part 1- 2000 words December Part 2- 4000 words March Poster defence or verbal conference presentation- 20 minutes May Critical analysis- 4000 words HHN2000 HHO2000 HHO2001 Frameworks for Clinical Leadership and Management Development of advancing perioperative practice for Operating Department Practice 30 30 Managing enhanced and complex perioperative practice(placement module) 30 TOTAL CREDITS 120 Section: Programme Specification Issue No: 1 Part 1- Interpretation and description - 1000 words December Part 2- Critical analysis 3000 words May Online Log One submission a month for 6 Months Essay April Safe Medicate April/May Interim Reviews December February April June Submission of proof of completion of Competences Date: February 2013 Page 85 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Appendix 10 List of Placement Staff and Mentors Mentor register The mentor register is currently held by the University, however it is proposed that by the start of the new degree the register will be incorporated fully in the Yorkshire and Humber SHA placement website www.healthcareplacements.co.uk Section: Programme Specification Issue No: 1 Date: February 2013 Page 86 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Appendix 11 External examiners report External Examiner Name: Academic session: Rita J Hehir 2011-1012 Course(s) examined: Award Title Operating Department Practice Are the standards set for the award(s) appropriate for qualifications at this level, in this subject? Are the standards of student performance comparable with similar programmes in other UK institutions with which you are familiar? Are the processes for assessment, examination and the determination of awards rigorous and fairly conducted? Have you seen a sufficient sample of work at all grade levels, including failure, which allows you to comment on the appropriateness of overall standards? Were the choices of subjects for dissertations or final projects appropriate? Were assessments marked in a manner which allowed you to see the reasons for the award of a given mark? Did you receive, and have opportunity to comment on, copies of assessment briefs, examination scripts and marking criteria? (If applicable) Are you satisfied that all standards are being achieved in the delivery of the award through the University’s collaborative partners? Are you satisfied that any comments made in your previous reports have been acted on as appropriate? Have all course amendments and regulatory changes been communicated to you? Have you received copies of documentation including regulations, handbooks and module descriptions? (If applicable) Were suitable arrangements made for you to conduct orals and/or moderate performances/recitals or professional placements? Yes √ No N/A √ √ √ √ √ √ √ √ √ √ n/a Please complete the following and comment under note f) in the body of your report if you tick ‘No’ for either 1 or 2: Yes No Are you satisfied that there are no matters which give you cause for: 1. General concern regarding the conduct or performance of the course? √ 2. Serious concern, putting at risk the standard of the award? √ Summary Please describe any particular strengths, distinctive or innovative features in relation to standards and assessment processes that you would like to highlight. The strengths of the programme: Strong current, robust curriculum with a variety of assessment methods. The course Team clearly know their students well. This is a very important element of a successful course. Especially during Year 1 which can pose very particular difficulties for students as they try to manage the transition from college to university and independent learning or from a more conventional place to work to the speed and stress of an operating theatre. Section: Programme Specification Issue No: 1 Date: February 2013 Page 87 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD I am always inclined to comment very favourably also on one particular aspect of the programme in particular and that is the modules that prepare the students for the reality of the political / legal l context in which a high standard of safe perioperative care has to be delivered. Signed: Rita J Hehir …………………………………………………………………………………… Please type your name if you are submitting the report electronically. Date: 18 / 10 /2012 …………………………………………………………………………………… Courses included in the report: Dip HE ODP DPS BSc (Hons) Perioperative Studies Advanced Scrub Practitioner November 2011 Upon receipt of the External Examiner’s report the ‘Issues identified’ are drawn out and the ‘Initial response and proposed actions’ section is completed and signed. The ‘Outcome of actions taken’ section is usually completed 6 months after receipt of the External Examiner’s report. Issues identified a. b. c. d. Good practice highlighted in health promotions material and presented with a confidence that illustrates a breakaway from restraints which have evolved as a professional culture OSCE continues to demonstrate that the majority of the students are knowledgeable and competent in their skills Need for students to develop reading and research for assessments instead of relying on lecturer materials Feedback on assignments is very good, it shows clearly why the mark was granted Section: Programme Specification Initial response and Person Outcome of actions Date action proposed actions responsible taken completed To continue with Module assessment leader approach To continue with assessment approach Module leader Develop reading lists via University systems and imbed in the Module Virtual Learning Environment To continue with feedback approach to students , and ensure this is represented in all assessments Module leaders Issue No: 1 Module leaders Date: February 2013 Page 88 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Appendix 15 Students’ consent to act as models in the development of professional skills/ practical classes Introduction The learning of any skill is perfected by experience, participation and practice and the learning of perioperative skills is no different. As part of the course students are required to learn, develop and practise practical skills both in the clinical practice and in University practical sessions. In order to do this, it is expected that students will undertake activities both as a student practitioner and as a subject. Participation in interactive classes involving experience, observation and feedback is an essential part of becoming an Operating Department Practitioner. At the beginning of each year module leaders will give you an overview of the theory and practice to be covered and the involvement expected of you. You will be given time for discussion and clarification of this information. At each practical session, the tutor will demonstrate safe procedure of practical activities, explaining indications, contraindications, hazards and safety aspects. You will be given time to ask questions before commencing practice. In order to undertake some practical procedures effectively, it may be necessary to remove appropriate clothing that may otherwise prevent the activity having reality to patient’s experience. As required with in the Professional Student Code of Conduct, students are required to respect and maintain the dignity of whomever they work on. Thus, when acting as a model, the dignity of the student will be maintained by everyone and monitored by teaching staff. You are not under any obligation to agree to be a model, and your refusal is in no way a barrier to your continued eligibility to participate in skills learning sessions. However you are expected to fully participate as a student practitioner and strongly encouraged to participate as a model for the teaching and learning processes involved in the acquisition of perioperative skills both in University sessions and during clinical placements. By doing this you will begin to appreciate how a particular skill ‘feels’ and be more empathetic towards the patient, as well as perfecting your own technique. It is important that you understand that you are responsible for your own health and safety. If you have any medical problem that might be made worse or otherwise prevent you from agreeing to model, it is your responsibility to inform your year tutor and/or the clinical educator. Also if any information regarding your health status is discovered during a practical procedure, it is your responsibility to seek appropriate advice. This may include referral to your General Practitioner or other appropriate health professional. Wherever possible, such information will remain confidential. If in any doubt as to your ability to participate in any practical session for whatever reason, you are strongly advised to discuss this with your Course Leader or other member of staff as soon as possible As standard practice, people who are not able to participate in practical activities are encouraged to see the Occupational Health team who are always pleased to help. Section: Programme Specification Issue No: 1 Date: February 2013 Page 89 of 90 School of Human and Health Sciences BSc (Hons) Operating Department Practice (Sep2013-Present) PSD Equally, if you have any moral, cultural or religious objections to acting as a model it is your responsibility to discuss this with your Course Leader. When participating in practical sessions as a student practitioner and/or a model you have certain responsibilities to your peers. If you are participating as a model it is your responsibility to: - Inform the student practitioner of any discomfort or untoward symptom during the procedure - Provide feedback to the student practitioner regarding the procedure. If you are participating as a student practitioner it is your responsibility to: - Stop the procedure immediately should the model indicate untoward symptoms or request that the procedure is stopped - Adhere to guidelines of good practice at all times i.e. o Appropriate assessment o Explanation of procedure o Appropriate handling and positioning of the model maintaining dignity at all times o Request and respond to feedback from the model Confirmation of acceptance of these Conditions Students will be required to sign this prior to each year of the course, one copy will be added to the students file, and the student must retain one copy as a reference when undertaking practical sessions. If you are unable to sign this form please contact the Course Leader. Students Name………………………………………….. Student Number………………………………………. Signature………………………………………………… Date……………………………………………………… Section: Programme Specification Issue No: 1 Date: February 2013 Page 90 of 90