Neurophysiology STP Learning Guide 2011-12 - NHS Networks

DEVELOPING WORLD-CLASS

PERFORMANCE IN HEALTHCARE SCIENCE

A LEARNING GUIDE FOR

HEALTHCARE SCIENTISTS

Theme Neurosensory Sciences

Pathway Neurophysiology

Neurophysiology STP ‐ Learning Guide ‐ sections 1 –3 for version 1.0 for 20111/12 use only 10th November 2011


PREFACE

Learning Guide version 1.0 - (2011/12) This draft Learning Guide document provides initial information relating to trainees recruited onto the Neurosensory theme provides information for providers and trainees for the first phase of work based training. Section 4 contains detailed information on content of rotation modules, experiential learning and competences to be completed in the rotational phase of the programme (Year 1). Sections 1-3 contain general information about the programme structure and delivery and also an outline of specialist modules for years 2 and 3. Further development work will be undertaken between December 2011 and April 2012 in conjunction with the Professional Bodies to provide detailed modular information for specialist training and assessment. At that point a further updated copy of this Learning Guide will be produced to include detailed information on structure and content of specialist modules for Years 2 and 3 of the programme.

The Year 1 Learning Guides will also be reviewed and updated based on experience of their use with trainees


CONTENTS PAGE 1. Introduction

1.1 Learning and development for Healthcare Scientists, overview • The aim and content of Healthcare Scientist training • Description of Healthcare Science themed pathways • The Scope of Practice for Healthcare Scientists • Good Scientific and Technical Practice

1.2 How to use this learning guide • Providers of work based learning • Healthcare Scientists

2. Guidance for providers of work based learning 2.1 Programme structure, rotations and specialisms 2.2 Requirements for delivery

• Clinical Role • Managerial Role • Research/Training and Education • Professional Practice

3. Guidance for Healthcare Scientist trainees

3.1 The role of the Healthcare Scientist in Neurophysiology 3.2 About the programme –what the trainee will do

• Induction • Rotational Programme • Aim of Specialist training in Neurophysiology • Professional Practice

3.3 About the programme- how you will be assessed • Assessment • Online assessment and personal development management

system • Progression • Rotational Assessment

4. The Healthcare Scientist Programme in Neurophysiology The Learning Framework Learning modules – Learning outcomes, recommended clinical practice and assessment, competences, knowledge and skills, and behaviours for each module:

• Rotations • Specialist (to be provided later) • Professional practice

‐ Appendices • Good Scientific Practice • Scope of Practice for Healthcare Scientists • Related STP guidance documents and how to access them • Relevant National Occupational Standards (NOS)


• Reference – glossary of terms

SECTION 1

Introduction 1.1 Learning and development for Healthcare Scientists

The aim of this programme is to develop world class performance in Healthcare Science

The Healthcare Training Programme (STP) in Neurophysiology is designed to provide the Healthcare Scientist (HCS) with strong science-based, clinical training across all aspects of the specialism with an appropriate level of underpinning scientific knowledge to enable them to perform in a range of healthcare settings. The full curricula for can be found on this link www.networks.nhs.uk/nhs-networks/msc-framework-curricula. This Learning Guide describes the Healthcare Scientist work based training programme in Neurophysiology and should be read in conjunction with the Operational Framework for Modernising Scientific Careers (MSC) (planned for publication in December 2011), the University Handbook from relevant academic institution (MSc in Clinical Sciences Neurophysiology) and the manual for the Online Assessment and Personal Development Management System. The training will be delivered both in the work place and in the University and the trainee will also be part of the National School of Healthcare Science for the duration of their training. The National of Healthcare Science School will oversee the trainee performance using the online assessment function and will actively follow progression of all trainees throughout the programme. The National School will also work with the Strategic Health Authority Modernising Scientific Careers leads to ensure the smooth delivery of the programme.

At the end of the programme the successful trainee will receive an MSc in Neurosensory Science) Science – Neurophysiology and a Certificate of Competence for the work based programme.

Description of Healthcare Science themed pathways The Healthcare Science workforce consists of a diversity of specialisms. All involve the application of science, technology, engineering or mathematics to health. Traditionally, these specialisms have been divided into three broad divisional areas: life sciences, physical science and engineering and physiological science. However rapid advances in science and technology and changes in patient needs and service delivery are beginning to blur the lines between these divisions. In recognition of these changes, grouping the more than 45 specialisms into 7 themed pathways is proving to be a helpful way forward:

• Infection sciences • Blood Sciences


http://www.networks.nhs.uk/nhs-networks/msc-framework-curricula

http://www.networks.nhs.uk/nhs-networks/msc-framework-curricula

• Cellular Science • Neurosensory Sciences • Cardiovascular, Respiratory and Sleep Sciences • Clinical Engineering • Medical Physics

For Neurophysiology Science the indicative content of the 3 years is shown below. The rotational periods consist of the disciplines from Neurosensory theme. The order, and to some extent, the duration of the rotations may vary according to local availability.

Neurophysiology

Broadly, the scheme of the STP includes work based training in 4 specialist neurosensory rotations over the first period of training; each period of training will last for approximately 3 months depending on local arrangements and taking into account any periods of Annual leave.


At some point during the specialist training period there will be a 4-6 week elective period arranged by your local department but this may not always follow directly on from the initial rotational period. The aim of the elective period is to allow the trainees to experience other clinical departments, possibly in a different theme that has relevance to Neurophysiology.

The remaining time will be spent on specialist Neurophysiology training.

This work based component complements and utilises the parallel academic programme of training which results in a Masters degree in Neurosensory Science.

A generic module “Professional Practice” is included in the work based training element of the STP for all specialisms; this covers associated behaviours and professional practice common to all of Healthcare Science.

The Scope of Practice of a Healthcare Scientist (HCS)

Healthcare Scientists in Neurophysiology will have clinical and specialist expertise underpinned by theoretical knowledge and experience in the specialism, and by broader knowledge and experience within the healthcare themes. They will undertake complex scientific and clinical roles, defining and choosing investigative and clinical options, making key judgements about complex facts and clinical situations for patients who require expert genetic advice. They will work directly with medical colleagues, within the multidisciplinary team, to consult and advise patients. They will be involved, often in lead roles, in innovation and improvement, Neurophysiology research and development and education and training. Some will pursue explicit academic career pathways which combine clinical practice and activity in research, innovation and education.

Good Scientific Practice

Good Scientific Practice [GSP] sets out the principles and values on which good practice within Healthcare Science is founded. It makes explicit, for Healthcare Scientists the public and healthcare providers, the standards of behaviour and practice that must be achieved and maintained in the delivery of work activities and clinical care. GSP is designed to contextualise the standards of practice and proficiency set down by the Health Professions Council (HPC) in a way that is accessible to the profession and the public. It therefore uses as its basis the HPC Standards of Proficiency and HPC Standards of Conduct, Performance and Ethics, which have been further elaborated for Healthcare Scientists in Good Scientific Practice, details of which can be found in the Appendices to this Guide.


1.2 How to use this learning guide

1.2.1 Providers of work based-learning

Section 2 provides an initial reference tool to assist providers with the provision of the training programme. .Use of this reference tool will facilitate planning for the delivery of the programme, including the management of the required rotational experience within, or external to the main provider.

Following review of this reference tool, providers should ensure that they obtain and are fully familiar with details in several specialist areas of training, e.g;

• requirements for training workplace based trainers • assessment processes • quality assurance and monitoring requirements • the providers’ role in supporting equivalence programmes for individual

trainees This information will be available in the Operational Framework for Education and Training in Healthcare Science, due to be published in December 2011. Section 3 contains an overview of the Neurophysiology programme and its delivery.

. Section 4 contains detail on the work based learning outcomes, suggested clinical experience, competences, knowledge base and outcome performance measures (assessment criteria) and associated behaviours for each module associated with the Neurophysiology programme .

Appendices provide further reference materials related to development and assessment in skills, behaviours and expectations of Healthcare Scientists.

1.2.2 Healthcare Science Trainees

Section 3 contains an overview of the Neurophysiology programme and its delivery.

Section 4 is the Learning Framework, which provides the training details of the programme. This is presented in a modular format and represents, as measures of successful completion of the programme and its learning outcomes the;

• clinical experience/assessment criteria for development of competence with recommended assessment tools/methods/criteria

• competences associated with successful work performance • associated knowledge the trainee will be able to apply • skills and behaviours associated with effective performance

Appendices provide further reference materials related to development and assessment in skills, behaviours and expectations of Healthcare Scientists.


Other reference materials are available through the Learning and Development Manager at the providing institution/location e.g. assessment of training details, equivalence (of prior learning and experience) processes, and monitoring and quality assurance of training programmes. It is anticipated that this information will be available, by December 2011, in the Operational Framework for Education and Training in Healthcare Science.


SECTION 2 Guidance for providers of work based

learning in Neurophysiology

2.1 Programme structure and rotations

PROGRAMME STRUCTURE

The work based element of the Healthcare Scientist Training Programme (STP) in Neurophysiology takes place over the three years of the Programme. It commences with 4 rotations taken from those shown in the Neurophysiology Sciences Theme diagram;

The timings of these modules will depend of local availability and will be organised locally in conjunction with your Strategic Health Authority, Modernising Scientific Careers Leads.

In the second phase of the workplace based training trainees specialise in Neurophysiology based in the host Trust.

The Healthcare Scientist training programme also includes a specific research module which will be a combination of training in research methodology and a research project carried out in conjunction with the academic provider.

The Professional Practice element of the curriculum underpins both the academic and the work based training and is based on Good Scientific Practice (see Appendices).

This Guide describes in detail for trainees and providers the work based training for the 4 rotational placements and for the specialist programme in Neurophysiology, in particular the curriculum content of the work based training, the details of the assessment programme and the e- portfolio structure.

It is the role of the providers of work based training to take responsibility for organising their own delivery timetables, in conjunction with the academic providers.

It is important to recognise that in the delivery of these new training programmes trainees are essentially supernumerary to service provision and will need identified and protected time to undertake their academic studies. However an equally important part of this programme is clinical competence, wherever possible and under


appropriate supervision trainees should be involved directly in clinical and laboratory practice.

Each trainee should be assigned a trainer for the duration of the programme.

Throughout the early implementation of these new training programmes the National School of Healthcare Science will provide a national co-ordinating function to support departments in delivery. Assistance will be available in terms of organising specialist rotations that might need national coordination, successful implementation of the assessment tool and the provision of a train the trainer programme. The School will continue to function with a high level over sight of all the Neurophysiology trainees and co-ordinate mid term and final work based assessments in collaboration with the professional body. The School will also liaise with relevant academic institution to ensure the timely delivery of the academic programme.

2.2. Requirements for delivery

QUALITY OBJECTIVES AND MEASURES FOR PROVIDERS OF WORK BASED TRAINING

All training departments are responsible for the delivery of the workplace based training quality standards detailed in the Learning and Development Agreement (LDA) issued by their local Strategic Health Authority, Modernising Scientific Careers Leads.

This section provides a reference tool for work based training providers to assist with decision-making to deliver the full content of this training programme. Providers may need to include plans for working with other approved providers in order to meet the rotation and elective components, although the host provider continues to hold the responsibility for the overall quality of training provision for trainees, by regular contact e.g., weekly catch up sessions.

The table below draws providers’ attention to some of the challenging issues that must be addressed in the Neurophysiology training programme.


RESOURCE OBJECTIVES

Quality objective

Requirements

Staff resources The delivery and assessment of the Neurophysiology Healthcare Science programme requires an appropriate programme faculty across each component of the programme, all of whom have undertaken appropriate training for the role

• Trainers are appropriately trained and

qualified in training and assessment • Trainers are vocationally competent to

train and assess trainees in the learning outcomes of the curriculum.

• Trainers are given sufficient time to effectively fulfil all aspects of the role and ensure the quality of the programme

Physical Resources The provider will ensure that sufficient physical resources are available, operational and approved for the required training

• There are sufficient physical resources

to ensure that trainees can undertake the required rotations.

Rotations The range of clinical services to be available in each rotational site can be found by reference to the rotational modules in section 4

• This may require arrangements with

other providing institutions – with responsibility for ensuring quality and consistency of provision remaining with the originating provider

Electives The provider will ensure that sufficient resources and locations are available for the elective component for 4-6 weeks

• Available resources for electives in any

Healthcare Science specialism or related clinical service

Specialist Neurophysiology training The provider will ensure that sufficient physical resources are available for specialist training in Neurophysiology

• Available resources for single specialism

training in Neurophysiology, including the research module


SECTION 3

Guidance for Healthcare Scientist trainees in Neurophysiology

3.1 The role of the Healthcare Scientist in Neurophysiology

Healthcare Scientists in Neurophysiology fulfil all elements of the generic Scope of Practice outlined in section 1.2 and given in full in Appendix 2. They use knowledge and experience across a wide range of Neurophysiology including:

• Electromyography and Nerve conduction studies • Evoked potentials • Paediatric electroencephalography (EEG) • The electroencephalogram in the unconscious patient on the intensive care • Sleep and long term electroencephalography with video

The following roles will be developed throughout the training programme by a combination of work based competencies, underpinning academic knowledge and clinical experience. They are not exhaustive, but are indicative of the multi-layered role of the Healthcare Audiologist

Clinical Role • Advise on patient investigation • Interpret results and offer clinical advice on follow up and management • Investigate the possible genetic causes and potential management of patients • Recognise the role and importance of the multidisciplinary team environment for

optimum patient care. Managerial Role • Provide an appropriate, modern range of services in a patient focussed environment

• Understand the legal framework for genetic testing including ethical, legal and social

implications • Conduct clinical audit Research/Training and Education



• Participate in relevant collaborative research

• Contribute to evidence based good practice guidelines

• Research the application of scientific investigation to one or more clinical situations

in Neurophysiology

• Lead or develop or participate in training and education of Healthcare Scientists in Neurophysiology

Professional Practice • Be a role model in excellent professional behaviours and practice as described by

Good Scientific Practice

3.2 About the programme – what the trainee will do

Healthcare Scientists in Neurophysiology work within the multidisciplinary clinical team to perform a number of functions. The following pages provide a broad overview of the role and functions related to the specialist Neurophysiology and rotational components of the work based part of this programme.

The detailed performance measures are included in Section 4 which serves as the basis for programme design, delivery and assessment

Induction

Each time a trainee begins work based training in a new clinical or laboratory environment, an induction will be provided and will include.

• Local hospital induction – local policies • Review of local service and functioning of the laboratory and any related

operations • Review of clinical users of the laboratory service • Review and more detailed description of health and safety, pertinent to the

modules and to the local department. • Basic knowledge about the function, operation of equipment appropriate to the

section(s) of the laboratory in which the trainee will be working


Rotational Programme The aim of the rotational programme is to introduce the breadth of underpinning knowledge necessary to fulfil the role of a Healthcare Scientist in Neurophysiology.

Within the Neurophysiology Programme the following rotational placements operate in the neurosensory theme. The following provides a broad outline of the aims of each rotation. Detailed learning outcomes, workplace competences and knowledge specification are included in the Learning Framework in section 4. The corresponding academic components of these modules are being delivered by relevant academic institution using a blended learning approach described in the Handbook for the MSc

Rotational Placements in

Neurophysiological sciences

Aim

Introduction to Audiology

This module will provide the trainee with the knowledge, understanding and awareness into the diversity of patients attending audiology services. Trainees will undertake a range of investigations and assist with the assessment and management of a wide range of patients experiencing hearing, tinnitus or balance difficulties

Introduction to Neurophysiology

This module will provide the trainee with the knowledge, understanding and awareness into the diversity of patients attending neurophysiology services. Trainees will undertake a range of investigations and assist with the assessment and management of a wide range of patients experiencing central or peripheral neurophysiological difficulties

Introduction to Ophthalmic and Vision science

This module will provide the trainee with the knowledge, understanding and awareness into the diversity of patients attending ophthalmic and vision science services. Trainees will undertake a range of investigations and assist with the assessment and management of a wide range of patients experiencing ophthalmic or vision difficulties

Clinical assessment and investigation

This workplace-based module will provide the trainee with the opportunity to apply their knowledge and some basic skills of clinical assessment and investigation used in the diagnosis, care and treatment of patients of all ages in a range of clinical settings and care


Aims of Specialist training in Neurophysiology

The Healthcare Scientist Programme in Neurophysiology provides work based training to complement the academic learning programme provided through the MSc in Neurosensory Science (Neurophysiology).

Clinical Module Aim

Electromyography, Nerve Conduction and Evoked Potentials

This module will provide the trainee with detailed knowledge and understanding of electromyography and nerve conduction studies and its clinical assessment, diagnosis and management. They will understand the aetiology, progression and management, gaining experience of assisting in performing and interpreting patient results using and evoked potentials

Paediatric EEG This module will provide the trainee with detailed knowledge and understanding of resting and sleeping electroencephalograms and its clinical assessment, diagnosis and management in children. They will understand the pathophysiology, clinical presentation and electrocephalographic findings in paediatric epileptic syndromes.

EEG on the Intensive Care

This module will provide the trainee with detailed knowledge and understanding the role of electroencephalograms and its clinical use and management as used in Intensive care units. They will understand sources of errors, effects of sedation and non-pathological effects during electroencephalogram monitoring

Sleep and Long Term Monitoring

This module will provide the trainee with the detailed knowledge and understanding of the physiology of sleep and the practical skills required to record sleep parameters during polysomnography and multi sleep latency recordings as well as the clinical uses and management. It will also provide detailed understanding of the uses of long term monitoring techniques, clinical uses and management in epileptic syndromes and sleep disorders

Research project in Neurophysiology

The overall aim of this module, building on the Research Methods module is for the trainee to undertake research that shows originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used


to create and interpret new information in a specialism of Healthcare Science.

During Years 2 and 3 the trainee will undertake a creative piece of research involving the application of scientific investigation to one or more clinical situations.

The trainee will also be expected to complete either one [single] large research project or three shorter health services research projects to gain an understanding of the health services contexts within which clinical research is undertaken.

Whichever is chosen they should include:

• Evidence-based practice • Clinical audit • Supporting service users

Trainees will complete a research project in Neurophysiology to show originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret new information in Neurophysiology. The research project will be carried out in conjunction with the relevant academic institution.

The generic ‘Professional Practice’ module underpins training and performance across the whole programme.


3.3 About the Programme - how you will be assessed

Assessment

There will be continuous assessment during the workplace-based training using a series of validated workplace based assessment tools. Trainees will be expected to keep a record of all assessments and competences in their e-training portfolio.

The overall workplace based assessment programme comprises a number of assessment tools.

• Case based discussion (CbD) o This tool is designed to demonstrate the trainee’s knowledge and

understanding of any aspect of an ‘output’ for which they have been wholly or partially responsible. This can range from discussion of the science behind the ‘output’ to ethical and communication issues arising in context.

• Direct observation of practical skills o This tool records an observation of a skill or procedure. Feedback is

given and learning needs identified. Each discipline will have a core list of skills with documentation of what is expected at the relevant stage of training

• Multi-source feedback o The tool enables feedback to be given to trainees by different

colleagues who work with them. The trainee and trainer nominate a range of colleagues who will be invited in accordance with agreed guidelines for who is eligible.

o Research has shown that 8-10 raters are necessary to achieve reliability.

o The trainee also rates him/herself. o This tool is also entirely on-line and there is no local paperwork. A

report is generated which should be discussed with the trainee by a trainer who has been trained in giving feedback. The report is placed in the online training portfolio.

• Observation of clinical events (based on Mini-Cex) o A clinical event is defined as any occasion when the trainee/student is

present with a patient as part of the clinical team. This is true for all patient-facing occasions whether the trainee only observes, or speaks to, touches, positions or examines a patient.

o The tool records aspects of the trainee’s communication and clinical skills as relevant. It also records professionalism


The assessment programme is an integral part of the curriculum. The curriculum in turn is based on Good Scientific Practice. This linkage is crucial to standard setting and to support review of the satisfactory progression of trainees through the programme. The assessment tools taken together therefore provide evidence/information about the trainee’s ability in relation to all aspects of the curriculum.

The evidence provided by the work place based assessments taken together provide evidence/ information about the trainee’s ability, demonstrated in the workplace, in relation to all aspects of the curriculum.

Assessment Tool

DOPS

MiniCex CbD MSF

Purpose

Observation

Observe and assess the conduct of a practical procedure

Observation

Observe and assess a clinical encounter

Conversation/ discussion

Discuss an outcome/ output from workplace activity using a record, result,

Review by others/colleagues

Professionalism

Interpersonal skills/Team working

Communication

Takes place

Process Reviewed and documented with feedback in the moment/ as it is happening

Process

Reviewed and documented with feedback in the moment/ as it is happening

Outcome/output

Discussing, explaining, justifying aspects of the report/record/result. Including aspects of professionalism

Reflecting on comments of others within the framework of constructive feedback

There is a requirement for each trainee to engage with the assessment process and to complete a minimum numbers of the different types of assessments within each module; these will be detailed in the assessment manual and on the tool.



Online assessment and personal development management system

An online assessment and personal development management system provides an electronic medium for completion and logging of all of the personal assessments related to the workplace elements for the Modernising Scientific Careers (MSC) training programmes and is available for the work place elements of the programme.

The electronic portfolio provides support to the trainees with their continuous professional development throughout the training programme and provides a mechanism through which their development and progress can be monitored and managed.

Progression

Maintaining the electronic portfolio is an integral part of the workplace based programme and its maintenance by the trainees is essential for progression. Trainees are responsible for maintaining their portfolio and keeping keep a record of all assessments and competences and information relating to their progression through the programme up to date.

The National School of Healthcare Science will use the assessment tool to consider the trainee’s progression at any time within the programme and to provide feedback around areas of development. The successful completion of the online assessments will form the main body of evidence for the School and the Professional bodies to award the Certificate of Competence.

Rotation Assessment

During the rotational periods there should be one DOP and one CBD completed for each rotation.

The clinical experiential learning should be recorded on the online tool as reflective learning and will form an important part of your portfolio.

The trainees must complete all competences by the end of the rotation.

SECTION 4 The Learning Framework

The following section provides the framework for the design, delivery and assessment of learning and

performance outcomes and associated knowledge and skills. The framework provides a specification for each rotation and then for the specialist component of the

programme All of the underpinning academic knowledge will be taught as part of the Masters programme delivered

by the academic provider

Rotational Modules

AUDIOLOGY


Rotation Module

MODULE TITLE Introduction to Audiology

COMPONENT Rotation

AIM This module will provide the trainee with the knowledge, understanding and awareness into the diversity of patients attending audiology services. Trainees will undertake a range of investigations and assist with the assessment and management of a wide range of patients of all ages experiencing hearing, tinnitus or balance difficulties

SCOPE On completion of this module, the learner will understand the fundamental principles and range of services and investigations within audiology. They will be able to describe the range of patients and their special needs together with the range of support services available. They will have gained experience of conducting or assisting with basic Audiology investigations in a range of patients of all ages including those with learning difficulties and with other impairments.

LEARNING OUTCOMES

On successful completion of this module the trainee will achieve the following work based learning outcomes;

1. Describe the diversity of patients attending audiology services and some of their special needs; this should include people

with cognitive and sensory impairment, physical disabilities, older people, paediatrics, intensive care. 2. Identify a range of routine audiological equipment and their use in the assessment of a range of cases. 3. Apply the fundamental principles of aural rehabilitation. 4. Summarise the investigation and likely management of routine audiological conditions 5. Understand basic principles and participate in some aspects of assessment and management of routine audiological

caseload, in particular adult rehabilitation

The following section provides detail of expected achievements in both practical and knowledge based learning outcomes for this module. Required achievements are cross-referenced to the above learning outcomes to ensure application of competence across all activities within this module and thus maintain an integrated and holistic approach to development and assessment.


CLINICAL EXPERIENTIAL LEARNING

The recommended examples of clinical experiential learning for this module are:

• Participate in different clinical approaches and strategies using Clinical reasoning, innovative approaches in complex situations and responding to differing priorities of a given situation.

• Participate in assessment and management of clinical audiology caseload.

• Observe and assist with examinations and test procedures and discuss with supervisor. Conduct a limited range of basic audiology procedures and tests.

All of these experiences in your their e-portfolio as reflective learning and discussions with your training officers

Requirements for Professional Practice are contextualised to ensure the application and assessment of broad descriptors contained within Good Scientific Practice


KEY LEARNING OUTCOMES

COMPETENCES KNOWLEDGE AND UNDERSTANDING

1 Use different communication strategies with patients that are appropriate to them and the situation.

How to communicate with people with a range of hearing and communication difficulties. Including the use of Verbal and non-verbal communication skills such as voice intonation, eye contact, and questioning and listening skills.

1 Identify the proportion of new to follow up patients, and any differences in age range or in different diagnostic groups.

1,2 Obtain a basic history of hearing difficulties in a routine adult patient and their use of hearing aids where appropriate.

1,2 Identify the most common reason for attendance in at least one age range.

The importance of identifying the source of referral including formal or opportunistic screening. The different referral routes and the range of diagnostic, assessment and management pathways. The range of diseases and conditions pertinent to history taking Factors relevant to developmental history, including social, speech, language. How to judge the reliability of information provided and the importance of recording these judgements. The range of symptoms relevant to the clinical question. The importance of obtaining information at a sufficient level of detail and the implications of insufficient or inaccurate information for diagnosis and management.

2 Undertake the daily checks of equipment used in adult rehabilitation, e.g. audiometers, tympanometers.

The range, purpose, basic principles and importance of equipment calibration. Health and Safety requirements including cross-infection techniques.

2 Perform the appropriate room set up for different appointment sessions.

The need for a conducive environment for a safe and efficient appointment. The combination of tests to be used and their efficacy. The type and range of measurements to be taken, their correct sequence and the importance of following relevant protocols. Protocols and procedures relevant to tests to be performed.

2,3 Obtain a non-masked pure tone audiogram [PTA] from routine adult

Principles of threshold measurements. Differentiate between tests of middle ear and cochlear function and apply the


patient knowledge to everyday clinical practice. The information needs of individuals relating to assessment of hearing. The range of concerns which may be experienced by patients and carers. How to identify concerns which fall outside the scope of planned investigations Selection of tests in relation to patient condition, level of responsiveness, level of development, age-appropriateness and clinical question. Techniques to maximise patient responsiveness and reliability of testing procedures. How to check reproducibility and accuracy of results. Appropriate stimuli for the purpose of the investigation and adjusted to avoid unnecessary patient discomfort. Relevant recording methods and systems and their correct use. Relevant terminology and symbols. General testing The range of tests available, their application, limitations and possible effects on patients. The purpose and effectiveness of each assessment technique. Factors influencing the effectiveness of assessment methods and how to manage these. Contra-indications to tests and appropriate action if found. How to judge presence and categorise type and degree of abnormality or pathology.


2,3,4,5 Perform a subjective listening test and comment on the performance of a hearing aid, identify common errors or malfunctions and action as appropriate

Range of devices to include hearing aids, assistive listening devices, implanted devices, white-noise generators. Relevant protocols and Standard Operating Procedures (SOPs). The range of common hearing aid problems and how to trouble shoot and fix. Principles of digital and analogue signal processing. Prescription, compression and programming rationales. Determine when additional or tests (such as hearing test if no problem with aid found) may be required and action appropriately. Accurately complete relevant recording action taken to address concerns of patient.

2,3,4 Identify normal landmarks of EAM and TM via otoscopy.

Normal and abnormal anatomy of the ear. Knowledge of basic abnormalities and pathologies. Safety requirements including cross-infection techniques.

2,3,4,5 Summarise a patient’s history and suggest suitable aural rehabilitation strategies and recommend an initial management plan with a supervisor

The type of hearing or balance disorders which can be assessed by interview and questionnaire. How to modify and pace assessment to meet individual needs. The range of abnormalities and pathologies associated with auditory and vestibular investigations, their likely prognosis and the implications of these for future patient management of patients of all ages. How to interpret test results and present these in terminology which can be understood by patients and careers. Options and choices for the treatment and management of conditions and their relevance to disorders including likely outcomes, benefits and limitations. The importance of facilitating patient choice in management. How to confirm arrangements for referral to other specialists, agencies or support groups. The range of support groups available for patients and carers and how to access current information concerning these. Ethical issues surrounding the provision of care options, including consent issues. The psychosocial implications of hearing and/or balance impairments and


related conditions. How to assess patients’ needs for advocacy or interpreting support.

2,3,4,5 Write-up findings and results from a basic adult patient with hearing difficulties. Discuss and evaluate any changes to previous results.

How to record information in a format which will enable further investigation. Importance and language used dependent upon to whom the report is sent. How to collate and record results of assessments ready for next action and treatment planning. The information needed prior to investigations. Next steps and possible treatment routes relating to hearing or balance disorders


Associated Behaviours and Professional Practice The Healthcare Scientist operates to high standards of professionalism and demonstrates essential behaviours and personal qualities. These are specified within Good Scientific Practice and map to the professional standards needed for registration with the appropriate regulatory bodies. These include areas such as communication and Health and Safety that complement and test application of the academic learning. These qualities need to be assessed throughout the work based assessment programme and will be demonstrated using appropriate assessment tools (DOPs and CBDs). Appendix 1 contains the summary of these professional qualities

The key professional qualities for this module are contextualised below. Communicate complex and technical information to patients and those with limited technical knowledge in terms that facilitate

understanding of issues Ensure validation of data, through use of appropriate sources of information including relevant databases and consultation

with senior colleagues Evaluate data from a range of analysis, information and personal support sources to assist with judgements and decisions on

interpretation, extended testing, reporting and communicating results Make use of suitable range of diagnostic, investigative and/or monitoring procedures when undertaking investigations Produce a range of written reports in accordance with personal level/sphere of responsibility Use the appropriate range of IT platforms and software to ensure effective and comprehensive data collection and analysis Audit scientific practice within all areas of practice associated with investigations to ensure application of ethical and

governance regulations Accept the responsibilities of the role of the scientist in relation to other health care professionals and with empathy and

sensitivity to patients, carers and families Prioritise and organise workload and duties with due regard for urgency, patient care, safe practice and the optimisation of

department workload. Work effectively and efficiently within a multi-disciplinary team with due regard for the needs, wishes, dignity and privacy of

patients and their families Present Quality Assurance data in compliance with principles of internal Quality Control and external Quality Assurance







Rotational Modules

NEUROPHYSIOLOGY


Rotation Module

MODULE TITLE Introduction to Neurophysiology

COMPONENT Rotation

AIM This module will provide the trainee with the knowledge, understanding and awareness into the diversity of patients attending neurophysiology services. Trainees will undertake a range of investigations and assist with the assessment and management of a wide range of patients experiencing central or peripheral neurophysiological difficulties

SCOPE On completion of this module the trainee will be able to describe the range and diversity of patients attending a general neurophysiology service for evoked potentials, their special needs including people with learning difficulties, cognitive and sensory impairment, physical disabilities, older people, paediatrics and intensive care.

LEARNING OUTCOMES


1. Evaluate the type of patient recording derivations and recording parameters used in the recording of evoked potentials

(Visual, Auditory or Somatosensory). 2. Recognise measure and label using the correct nomenclature the major components of a patient evoked potential (Visual,

Auditory or Somatosensory). Critically evaluate the causes of error encountered and the non-pathological effect in the recording of evoked potentials and their elimination.

3. Understand non NHS or external statutory, voluntary, charitable agencies or services that offer support to patients in the Community following discharge from hospital following receiving treatment from a neurophysiology service e.g. Social Services, MS society

The following section provides detail of expected achievements in both practical and knowledge based learning outcomes for this module. Required achievements are cross-referenced to the above Learning Outcomes to ensure application of competence across all activities within this module and thus maintain an integrated and holistic approach to development and assessment.



The recommended examples of clinical experiential learning for this module are

• Observe the calibration procedures undertaken on neurophysiological equipment and describing the effects of the recording characteristic of the equipment components.

• Plan and prepare for the recording of a patient evoked potential. • Assist experienced staff with the recording of a patient evoked potential. • Discuss and describe non NHS or external statutory, voluntary, charitable agencies or services that offer support to patients

in the community following discharge from hospital post Neurophysiological service.

All of these experiences should be recorded in your e-portfolio as reflective learning and discussions with your training officers.

Requirements for Professional Practice are contextualised to ensure the application and assessment of broad descriptors contained within Good Scientific Practice.




1

Plan evoked potential recordings The range of conditions of patients referred for clinical neurophysiological testing. The referral system and the range of tests performed in a clinical neurophysiology department. The range and types of information required and its importance. How to check for validity of information. Appropriate action to be taken in the event of missing or invalid information. Types of investigation, their purpose and appropriateness for conditions presented. How to assess whether investigations requested are appropriate to clinical question and the reason for referral. Potential special needs of patients and their carers. Possible patient needs and requirements – environmental and personal. Contra-indications to each investigation. Factors which may influence the duration and quality of investigations.

1,2 Prepare environment, equipment and patient for evoked potential recordings

Safe and correct operation of the equipment to be used including all peripheral devices. The importance of confirming the patient’s identity from the referral document and correct entry on the recording system. How to establish and maintain effective communication with the patient, including explaining the test in a manner to ensure co-operation. Fault identification and appropriate action to rectify. The importance of checking that there is adequate storage volume for the investigation to be performed. The effects of sensitivity, time-base, filters, CMRR, S: N averaging.


2, Obtain a full patient history from an adult patient

Factors and information of key importance to patient history. How to record information and check for validity.

2, Assist in performing evoked potential recordings

The principles and importance of marking electrode sites, of placing electrodes and confirming the contact impedances are correct. The importance of ensuring that the patient is in a comfortable position and the effect on the quality of recording. Principles and importance of correct positioning of stimulator. How to provide the necessary level of support and reassurance to the patient throughout the investigation. Requirements and principles of recording of evoked potentials including monitoring the technical quality of raw data and identifying and eliminating artefacts (biological and non-biological). The importance of ensuring that sufficient samples are averaged to yield a waveform which is stable and contains minimal noise. How to check evoked potentials for reproducibility. Appropriate waveform marking.

2,3 Complete and annotate evoked potential recordings

How to remove electrodes and clean electrode sites avoiding discomfort to the patient. Importance of continued information and reassurance for the patient. Importance, methods and techniques for cleaning equipment in line with infection control policy. Correct annotation of recordings and other patient documentation and the importance of accuracy, legibility and completeness. How to identify the degree of urgency with which the investigation needs reporting. Information needs of the patient following evoked potentials. The range of hospital and community based services available to patients.


Associated Behaviours and Professional Practice The Healthcare Scientist operates to high standards of professionalism and demonstrates essential behaviours and personal qualities These are specified within Good Scientific Practice and map to the professional standards needed for registration with the appropriate regulatory bodies. These include areas such as communication and Health and Safety that complement and test application of the academic learning. These qualities need to be assessed throughout the work based assessment programme and will be demonstrated using appropriate assessment tools (DOPs and CBDs). Appendix 1 contains the summary of these professional qualities















Rotational Modules

OPHTHALMIC and VISION SCIENCE


Rotation Module

MODULE TITLE Introduction to Ophthalmic and vision science

COMPONENT Rotation

AIM This module will provide the trainee with the knowledge, understanding and awareness into the diversity of patients attending ophthalmic and vision science services. Trainees will undertake a range of investigations and assist with the assessment and management of a wide range of patients experiencing ophthalmic or vision difficulties.

SCOPE On completion of this module the trainee will be able to describe a range of methods and ophthalmic equipment used for the routine psychophysical assessment of patients’ vision and the principles and equipment used in a range of investigations including imaging and measurement .They will have gained experience of conducting or assisting with basic ophthalmic investigations and understand the special needs of a range of patients including those with learning difficulties, cognitive and sensory impairment, physical disabilities, older people, paediatrics, and intensive care

LEARNING OUTCOMES


1. Perform a range of basic visual assessment tests 2. Summarise the investigations and treatment of common ophthalmic disorders 3. Understand the ways that non NHS or external statutory, voluntary, charitable agency services in the Community can assist

with patient care in ophthalmic and vision services i.e. Social Services

The following section provides detail of expected achievements in both practical and knowledge based learning outcomes for this module. Required achievements are cross-referenced to the above Learning Outcomes to ensure application of competence across all activities within this module and thus maintain an integrated and holistic approach to development and assessment.




• Assist with a range of basic and common ophthalmic investigations involving imaging and measurement. • Discuss results and treatment/management options with supervisor. • Describe and discuss the range of services available for patients during or following treatment/management of

ophthalmic/vision disorders and disease. • Describe a range of imaging and measurement modalities used to assess ophthalmic diseases to include retinal photography,

OCT imaging, biometry (low coherence interferometry and ultrasound). • Observe and describe fundus fluorescein angiography, and demonstrate an understanding of how blood flows through the

eye. • Observe assessment of visual acuity in preliterate children and describe how it differs from testing visual acuity in adults. • Observe the processes of ophthalmic history taking in children and describe differences in history taking between adults and

children. • Observe and describe methods used to assess acquired disorders of binocular vision in adults. • Observe and describe methods used to assess disorders of development of binocular vision in children.

All of these experiences should be recorded in your e-portfolio as reflective learning and discussions with your training officers.

Requirements for Professional Practice are contextualised to ensure the application and assessment of broad descriptors contained within Good Scientific Practice.




1 Plan investigations for ophthalmic/vision referrals.

The range of conditions of patients referred for ophthalmology/vision testing. The referral system and the range of tests performed in an ophthalmology/vision testing department. The range and types of information required and its importance. How to check for validity of information. Appropriate action to be taken in the event of missing or invalid information. Types of investigation, their purpose and appropriateness for conditions presented. How to assess whether investigations requested are appropriate to clinical question and the reason for referral. Potential special needs of patients and their carers. Possible patient needs and requirements – environmental and personal. Contra-indications to each investigation. Factors which may influence the duration and quality of investigations. How to choose appropriate test strategy according to patient’s age, co-operation, ability and clinical condition.

1 Prepare environment, equipment and patient for basic ophthalmic/vision testing or measurement to include

• Visual acuity assessment

plus two others from

• assessment of colour vision with Ishihara chart,

Safe and correct operation of the equipment to be used including all peripheral devices. The importance of confirming the patient’s identity from the referral document and correct entry on the recording system. Steps and methods of routine clinical ophthalmic examination in adults to include visual acuity, colour vision, pupil assessment, visual field by confrontation and standard automated perimetry, slit lamp examination and tonometry. How to communicate effectively with patients, parents or carers including patients with a range of cultural and special needs.


• assessment of confrontation visual field and standard automated perimetry

• auto refraction

• pupil responses

• slit lamp examination

• tonometry

Requirements and protocols for maintenance and calibration of equipment. Relevant international and national recommendations for performance of investigation in addition to local protocols. How to maintain and calibrate equipment. Correct use of equipment. Principles of Perimetry. Different methods and equipment used for these measurements. Precautions and contra-indications to procedure and relevant personnel to contact for further advice.

2 Obtain a full patient history from an adult patient (under supervision) Processes of ophthalmic history taking in adults to include presenting

complaint, current and past ophthalmic history, current and past general medical history, and social and occupational history. The purpose and relevant protocols for obtaining and documenting patient history. The anxieties or concerns which patients, parents or carers may experience and how to alleviate them. How to communicate effectively with patients, parents or carers including patients with a range of cultural and special needs. The relevance of patient history to ocular and systemic disease. The symptoms of common diseases affecting the visual system and the relationship between ocular/visual and non-ocular symptoms and diseases of the visual system and systemic disease. Ocular/visual manifestations of systemic disease. The differences in presenting symptoms and signs between children with developmental disorders of binocular vision and adults with acquired disorders of binocular vision. The symptoms of common diseases affecting the visual system and the


relationship between ocular/visual and non-ocular symptoms and diseases of the visual system and systemic disease.

2 Perform visual acuity assessment with Snellen chart in an adult, under supervision.

Relevant protocols for procedure and their correct interpretation. The principles of and relationship between visual acuity measurement and refractive error and how to estimate refractive error from unaided visual acuity Reasons for altering test distance. Different types of refractive error and their correction. The non-refractive causes of reduced visual acuity and how they affect the measurement of visual acuity. How to identify a spectacle optical prescription by inspection. The range of tests for visual acuity, including Snellen, LogMAR, E-test, Sheridan-Gardiner and tests for near vision. The principles and use of pinhole to correct reduced visual acuity and its limitations. How to measure visual acuity in patients with language or communication difficulties or illiteracy. How to measure visual acuity in patients with low vision. Different strategies and tests for measuring visual acuity in children of different ages, and the difficulties and limitations of these tests. Requirements for accurate and legible recording of information.


2

Perform one further assessment from the following; (under supervision)

• colour vision with Ishihara chart,

• confrontation visual field and standard automated perimetry,

• auto-refraction

• pupil responses

Relevant protocols and SOP’s for the investigation to be performed. Anatomy and physiology of the eye and visual pathway relevant to visual field examination. Range of clinical conditions that can give rise to defects in visual field and relevance of test to these conditions. How to instruct and reassure the patient to maximise effectiveness and compliance. Methods of judging reliability of patient response. The symptoms of common diseases affecting the visual system and the relationship between ocular/visual and non-ocular symptoms and diseases of the visual system and systemic disease. Common presenting symptoms or absence of symptoms in patients with glaucoma, cataract, diabetic retinopathy and age-related macular degeneration.

2 Complete investigation with patient and record results.

Importance of continued information and reassurance for the patient. Importance, methods and techniques for cleaning equipment in line with infection control policy. Correct annotation of recordings and other patient documentation and the importance of accuracy, legibility and completeness. How to identify the degree of urgency with which the investigation needs reporting. Information needs of the patient following investigation. The range of hospital and community based services available to patients.


Associated Behaviours and Professional Practice The Healthcare Scientist operates to high standards of professionalism and demonstrates essential behaviours and personal qualities These are specified within Good Scientific Practice and map to the professional standards needed for registration with the appropriate regulatory bodies. These include areas such as communication and Health and Safety that complement and test application of the academic learning. These qualities need to be assessed throughout the work based assessment programme and will be demonstrated using appropriate assessment tools (DOPs and CBDs). Appendix 1 contains the summary of these professional qualities















Rotational Modules

Neurosensory – Clinical Assessment and Investigations


Rotation Module

MODULE TITLE Neurosensory Clinical assessment/investigations

COMPONENT Rotation

AIM This workplace-based module will provide the trainee with the opportunity to apply their knowledge and some basic skills of clinical assessment and investigation used in the diagnosis, care and treatment of patients of all ages in a range of clinical settings and care

SCOPE On completion of this module, the trainee will have achieved understanding of the relationship between Neurosensory services in the context of clinical assessment and investigations, and be able to relate these services to relevant patient pathways. This will include a range of auditory, visual and central and peripheral neurological assessments and investigations, including related imaging and pathology, and their contribution to the holistic patient approach in terms of diagnosis, management, prognosis and care. The use of assessments and investigations in primary and secondary care services in both public and private sector will be reviewed and trainees will be able to characterise how different disease or disorders within neurosensory services can influence the differential diagnosis.

LEARNING OUTCOMES

In this rotational module, learning outcomes are related to three key areas

• Clinical assessment and investigation (neurosensory)

• Clinical assessment and investigation (imaging and pathology)

• Clinical assessment and investigation (patient pathways)


LEARNING OUTCOMES (2)


Clinical Assessment and Investigations (neurosensory)

1. Identify the range of auditory, or visual, or central and peripheral neurological assessments and investigations and the implications of the results on patient care in a variety of different environments e.g.: • Healthcare for older people

o Sensory, cognitive function and well-being • Primary Care

o Role of Health Visitors and District nurses o Post-natal clinics and assessments o Healthcare in the Community o Screening

• Independent Sector to include; Hearing acuity; Vision acuity; Colour acuity Neonatal Care Units ICT / Operating Theatres.

Imaging and Pathology Diagnostics (assessments and investigations)

2. Use screening or diagnostic ionizing and non-ionizing imaging equipment, observing current safety and legislative requirements.

3. Processing and analysis of samples in the pathology laboratory observing current safety and legislative requirements. 4. View and identify key anatomical landmarks of either auditory, or visual, or central and peripheral neurological systems

obtained using ionising and non-ionising imaging media. 5. View and identify common pathology test results compared to standard reference ranges and possible effect on either

auditory or visual, or central and peripheral neurological disease or disorder. 6. Recognise the errors or potential risks of using defective imaging and pathology equipment in clinical practice.


Clinical Assessment and Investigations within Patient Pathways

7. Undertake a range of procedures and understand the implications of the results on patient care in a range of clinical

environments; • Medical Assessment Unit of hearing, sight and neurological function in the community, primary care, healthcare for

older people, independent sector • ICU /CCU e.g. life sign measures, neurological monitoring, cognitive function • Neonatal Units • Work in partnership with colleagues, other professionals, patients and their carers to maximise patient care.

The following section provides detail of expected achievements in both practical and knowledge based learning outcomes for this module.

Required achievements are cross-referenced to the above Learning Outcomes to ensure application of competence across all activities within this module and thus maintain an integrated and holistic approach to development and assessment.




• Review how different assessments and investigations are used in primary or secondary care services who undertake auditory, or visual, or central and peripheral neurological disorders e.g. healthcare for older people; neonatal care, (NICU) (SCBU), integrated care, critical care, primary care, independent sector

• Assist experienced imaging staff with the preparation, as appropriate, using screening or diagnostic ionizing and non-ionizing imaging equipment, observing current safety and legislative requirements.

• Assist in the processing and analysis of samples in the pathology laboratory observing current safety and legislative requirements.

• View and identify key anatomical landmarks of either auditory, or visual, or central and peripheral neurological systems obtained using ionising and non-ionising imaging media.

• View and identify common pathology test results compared to standard reference ranges and possible effect on either auditory or visual, or central and peripheral neurological disease or disorder.

• Discuss the needs of people with disabilities within neurosensory patient pathways • Describe the role different healthcare services play in the care of patients following neurosensory patient pathways e.g.

healthcare for older people; neonatal care, (NICU) (SCBU), integrated care, critical care, primary care, independent sector

Visit a range of healthcare environments / services to identify the key components in providing a holistic approach to patient care.

• Medical Assessment Unit Healthcare for older people service Primary Care • Healthcare in the Community Independent Sector Neonatal Care Units • ICT / Operating Theatres.

• All of these experiences should be recorded in your e-portfolio as reflective learning and discussions with your training officers Requirements for Professional Practice are contextualised to ensure the application and assessment of broad descriptors contained within Good Scientific Practice




Imaging Assist experienced imaging staff in the routine maintenance and checks on imaging equipment using local, or national or international standards

How different imaging tests and requests contribute to the holistic approach in the diagnosis, management of neurosensory patients Relevant Health and Safety Policies for the Imaging department The range of equipment within scope of learning its use, application, limitations Relevant National, International and local standards

Imaging View and identify key anatomical landmarks of auditory, or visual, or neurological systems obtained using ionising and non-ionising imaging media

the choice of test equipment, measurements and image quality used in diagnostic radiology departments

Imaging Recognise the errors or potential risks of using defective imaging and pathology equipment in clinical practice.

Methods of risk assessment relevant to work activity Hazards and risks associated with the working environment and with procedures to be performed How to check that equipment is operational and safe to use The type and range of defects associated with equipment

Neurosensory Investigate the relationship between a range of Neurosensory services and the impact on differential diagnosis

How different auditory, or visual, or neurological assessments can be combined in the differential diagnosis of disease, or disability. How different auditory, or visual, or neurological outcomes can impact on patient care The role of community optometrists and audiologists in the detection of ophthalmic and auditory disease.

Pathology Assist experienced pathology staff in the routine maintenance and checks on pathology test instrumentation using local, or national or international

Hazards and risks associated with the working environment and with procedures to be performed Methods of waste and hazardous material disposal and the implications of non-compliance


standards Types of corrective action relevant to risks The relevant range of health and safety records and how to complete them Safe lifting and handling techniques

Pathology Assist in performing: basic haematological pathology tests with relevance to physiological science, e.g. D-dimer blood test in the diagnosis of Deep Vein Thrombosis.

Pathology Assist in performing: basic biochemistry pathology tests with relevance to physiological science, e.g. Brain Natriuretic Peptide (BNP) or Troponin tests used in the diagnosis of heart damage and myocardial infarction.

Acceptance and rejection criteria for specimens Minimum data set required for specimen identification How to resolve discrepancies, omissions or errors in data How to dispose of damaged, unfit or unidentifiable specimens Your role, responsibilities, level of competence and personal authority in relation to confirming suitability of specimens for investigation Factors affecting health, safety and integrity in handling and processing of specimens. Relevance and importance of specificity, sensitivity, accuracy, precision and linearity in the evaluation of analytical methods Capabilities and limitations of methods, techniques and equipment Safe laboratory practices including principles of sterilisation and decontamination Specimen preservation, distribution, separation, storage and disposal procedures Use, care, monitoring, calibration and maintenance of laboratory equipment, relevant equipment may include; pipettes, balances, centrifuges, refrigerators, water baths, incubators, pH meters, freezers, radioactive counters, sample preparation units and automated and semi-automated analysers Methods and procedures to establish reference ranges and how to use reference ranges Principles and applications of techniques using different instrumentation Use and application of reagents for analysis Significance of SOPs, internal quality control and external quality assessment

Audiology Investigate the needs and options for patients with auditory disorders or disease

The patient demographic structure of audiology, or neurophysiology or ophthalmology services, referral patterns and appropriate onward referrals pathways The needs of people with disabilities within audiology, or neurophysiology or ophthalmology patient pathway.

Patient Work with multidisciplinary teams to The role that different healthcare services play in the care of patients


pathways support the investigation, treatment and management of patients with Neurosensory disorders

following an audiology, or neurophysiology or ophthalmology -patient pathway e.g. healthcare for older people; neonatal care, (NICU) (SCBU), integrated care, critical care, primary care, independent sector.

Patient pathways

Undertake or assist in a range of procedures performed by associated healthcare professionals Hearing acuity

•

The implications of the results of procedures on patient care e.g.

• Vision acuity • Colour acuity • Neurological signs • Neurological monitoring and function • Life sign measures, • Cognitive function and well-being • Role of Health Visitors and District nurses • Post-natal clinics and assessment • Screening



Associated Behaviours and Professional Practice The Healthcare Scientist operates to high standards of professionalism and demonstrates essential behaviours and personal

qualities These are specified within Good Scientific Practice and map to the professional standards needed for registration with the appropriate Regulatory Bodies.

These include areas such as communication and Health and Safety that complement and test application of the academic learning. These qualities need to be assessed throughout the work based assessment programme and will be demonstrated using appropriate

assessment tools (DOPs and CBDs). Appendix 1 contains the summary of these professional qualities The application of key professional qualities in this module is contextualised below.

Communicate complex and technical information to patients and those with limited technical knowledge in terms that facilitate understanding of issues

Ensure validation of data, through use of appropriate sources of information including relevant databases and consultation with senior colleagues

Evaluate data from a range of analysis, information and personal support sources to assist with judgements and decisions on interpretation, extended testing, reporting and communicating results

Make use of suitable range of diagnostic, investigative and/or monitoring procedures when undertaking investigations Produce a range of written reports in accordance with personal level/sphere of responsibility Use the appropriate range of IT platforms and software to ensure effective and comprehensive data collection and analysis Audit scientific practice within all areas of practice associated with investigations to ensure application of ethical and



laboratory workload. Work effectively and efficiently within a multi-disciplinary team with due regard for the needs, wishes, dignity and privacy of


Documents

Neurophysiology STP Learning Guide 2011-12 - NHS Networks