modernising scientific careers programme bsc (hons) in ... · modernising scientific careers...

89
1 BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011) Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes and Indicative Content 2011/12 (Physiological Sciences)

Upload: others

Post on 24-Jun-2020

6 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

1

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Modernising Scientific Careers Programme

BSc (Hons) IN HEALTHCARE SCIENCE

Neurosensory Sciences

Learning Outcomes and

Indicative Content 2011/12

(Physiological Sciences)

Page 2: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Introduction to the Modernising Scientific Careers Healthcare Science Practitioner Training Programme

Following the publication of Modernising Scientific Careers – The UK Way Forward1, which set out the four UK countries’ policy and proposals to reform healthcare science training and careers for 21st century patient care, new curricula have been developed to inform academic programmes and work-base training for different stages of the healthcare science career pathway.

Successful completion of the Practitioner Training Programme (PTP) will lead to qualification as a Healthcare Science Practitioner. The PTP comprises BSc (Hons) degree programmes in different aspects of healthcare science (Life Sciences, Physiological Sciences, Physical Sciences and Biomedical Engineering), which will be delivered, and quality assured by Higher Education Institutions (HEIs). The degree programmes will integrate academic and work-base learning.

The PTP curricula comprise the knowledge, skills, experiential learning and associated personal qualities and behaviours (professionalism), which a Healthcare Science Practitioner will need to work safely and effectively in the NHS. HEIs will develop degree programmes based on the agreed framework and high-level curriculum content specified by the Modernising Scientific Careers programme working with colleagues in the profession. The degrees should deliver the specified learning outcomes and the requisite balance of academic and work-base learning. HEIs’ degree programmes should address equality and diversity issues, as is their responsibility as a public body.

The detailed curricula which will deliver the specified learning outcomes for the work–based learning are described in Training Manuals which further define the knowledge, skills and experience needed to work safely and effectively as a Healthcare Science Practitioner in the NHS. It is intended that work-base attainment will be assessed to national standards. The assessment methods used alongside Competency Logs or Portfolios of Learning which will provide a record of the student’s attainment.

An Implementation Guide has been developed for HEIs offering the new BSc (Hons) degree programmes for Healthcare Science Practitioner Training Programmes. The Guide sets out the requirements which new degree programmes will need to meet, to achieve accreditation by Medical Education England as meeting the standards defined in the new MSC curricula.

A curriculum feedback and review process will be developed, involving all MSC stakeholders, to ensure that each curriculum addresses the current NHS agenda and takes account of scientific and technological advances.

1 Modernising Scientific Careers. The UK Way Forward Gateway Reference: 13494. February 2010. Access at: www.dh.gov.uk/cso

2

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 3: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

CONTENTS

1.0 Background 1.1 High Level BSc Framework ………………….. 5 1.2 Programme Outcomes ………………….. 6 1.3 Transferable Skills ………………….. 6 1.4 Physiological Sciences Route Map ………………….. 8

2.0 Generic Modules2.1 Years 1-3: Professional Practice ………………….. 9 2.2 Year 1: Scientific Basis of Healthcare Science ………………….. 13 2.3 Year 2: Research Methods ………………….. 15

3.0 Division Specific Modules 3.1 Year 1: Applied Physics and Measurement ………………….. 18 3.2 Year 1: Applied Anatomy, Physiology and ………………….. 19

Pathophysiology 3.3 Year 1: Clinical Measurement and Treatment including work-based training 3.4 Year 2: Applied Physiological Measurement

and Instrumentation

4.0 Specialist Modules for Audiology4.1 Interpretation of the High Level Framework ………………….. 28 4.2 Year 2: Audiological Science I ............................ 29 4.3 Year 3: Audiological Science II ............................ 31 4.4 Year 3: Audiological Science II

............................ 32Option Modules4.5 Year 3: Introduction to Tinnitus4.6 Year 3: Vestibular Assessment …………………… 34 4.7 Year 3: Paediatric Assessment …………………… 36 4.8 Year 3: Specialist Hearing Instruments …………………… 37 4.9 Year 3: Research Project in Audiology ............................ 39 4.10 Year 2: Work-base training …………………… 404.11 Year 2 and Year 3: Work-based training ............................ 40

5.0 Specialist Modules for Neurophysiology 5.1 Interpretation of the High Level Framework ………………….. 48 5.2 Year 2: Applied basic and clinical science ............................ 49

Page

………………….. 21

………………….. 25

…………………… 33

5.3 Year 2: Pathophysiology of common conditions ....................... affecting the Central and Peripheral nervous

system 5.4 Year 2: Clinical Neurophysiology I5.5 Year 2: Work-based training ............................ 58 5.6 Year 3: Clinical Neurophysiology II ............................ 58 5.7 Year 3: Research Project in Neurophysiology ………………….. 60 5.8 Year 2 and Year 3: Work-based training ………………….. 61

............................ 55

3

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

51

Page 4: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

6.0 Specialist Modules for Ophthalmic and Vision Science 6.1 Interpretation of the High Level Framework ............................ 68 6.2 Year 2: Pathology of the visual system ………………….. 69 and systemic disease 6.3 Year 2: Optics ………………….. 706.4 Year 2: Ophthalmic imaging and measurement ………………….. 71 6.5 Year 2: Assessment of the ophthalmic patient ............................ 73 6.6 Year 2: Work-based training ........................... 74 6.7 Year 2: Neurophysiology of vision and ........................... 75

vision assessment6.8 Year 3: Assessment and monitoring of ophthalmic disease 6.9 Year 3: Ophthalmic pharmacology 6.10 Year 3: Optional Specialist Modules ............................ 796.11 Year 3: Ocular angiography ............................ 806.12 Year 3: Visual electrophysiology ............................ 816.13 Year 3: Ocular ultrasound ............................ 836.14 Year 3: Low vision ............................ 846.15 Year 3: Research project in Vision ............................ 856.16 Year 3: Work-based training ........................... 86

Appendix 1 ………………….. 89

............................. 77

…………………... 78

Contributors to BSc (Hons) Neurosensory Sciences curriculum

4

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 5: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

1.0 Background

This document sets out the proposed structure, high-level learning outcomes and indicative content for the Integrated Bachelor degree (Hons) in Healthcare Science in Neurosensory Sciences. This practitioner training programme combines and integrates both academic and work-based learning. Within the first year it is expected that the experiential component will provide broad experience with short ‘tasters’ in groups of specialisms within the division. This will give the student a wide appreciation of the many specialisms within a Division and a more holistic view of the areas, which contribute to high-quality care. At the end of the programme the student will be able to fulfil the role of a Healthcare Science Practitioner.

1.1 High Level Framework

The diagram below depicts the high level framework around which all Bachelor honours degree programmes must be structured. However, each healthcare science division has interpreted and adapted this Modernising Scientific Careers Programme (MSC) framework.

HIGH LEVEL FRAMEWORK INTEGRATED BSc (Hons) IN HEALTHCARE SCIENCE

Year 1

[60]

[10] 10 weeks

Year 2

[10]

Year 3

to Practice

15 weeks

[10]

25 weeks [20]

[10]

[60][10]

[60]

[30]

[50]

Cu culum

*36 wks

*40 wks

*46 wks

[30]

Scientific Basics

Scientific Basis of Healthcare Science - Integrated Module

across Body Systems will usually include informatics,

maths and statistics

Professional Practice

Work-based Training

Generic Curriculum

Techniques & Methods

Generic Curriculum

Professional Practice

Specialism Specific Curriculum

Application

Work-based Training

Work-based Training

Professional Practice

Division/Theme Specific Curriculum

Scientific Basis of Healthcare Science

Research Methods

Scientific Basis of Healthcare Science Specialism

Principles of Scientific

Measurement

Division/Theme Specific Curriculum

Scientific Basis of Healthcare Science

Generic rri

Practice Based Project

Specialism

Extended Academic Year *estimated duration [XX] = number of credits

Generic Modules: common to all divisions of Healthcare Science Division/Theme Specific Modules: Life Sciences; Medical Physics Technology; Clinical Engineering; Cardiovascular, Respiratory and Sleep Sciences; Neurosensory Sciences Specialist Modules: specific to a specialism

5

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 6: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

1.2 Programme Outcomes

Graduates receiving the Bachelor of Science (Hons) in Healthcare Science will possess the essential knowledge, skills, experience and attributes required of a newly qualified Healthcare Science Practitioner and should be able to:

1. Apply to healthcare science practice scientific principles, method and knowledge underpinning healthcare science and the programme specific healthcare science division and specialism;

2. Apply scientific method and approaches to healthcare science research, development and innovation;

3. Carry out technical investigations relevant to the healthcare science division and specialism safely and effectively as appropriate to the role of a Healthcare Science Practitioner;

4. Place the patient at the centre of care, communicate effectively with patients, carers and colleagues in a healthcare context; and use information effectively in a healthcare science context;

5. Behave according to professional, ethical and legal principles; reflect, learn and teach others; learn and work effectively within a multi-professional team; putting the patient at the centre of care;

6. Demonstrate a range of transferable generic academic skills and capabilities to promote life-long learning. These transferable skills will include study skills, independent learning, reflective practice, communication, team working, research and leadership skills;

7. Demonstrate the necessary skills and attributes for further professional development, through academic study and continual lifelong learning as a healthcare science professional.

1.3 Transferable Skills

It is expected that all BSc (Hons) Healthcare Science programmes will meet the descriptors for a higher education qualification at level 6 (Bachelor's degree with honours) outlined by The Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ). On graduation all students will have gained a range of transferable generic academic skills and capabilities including study skills, independent learning, problem solving, reflective practice, communication skills, team working, research, innovation and leadership skills. These transferable skills should be embedded in the curriculum developed by each HEI.

6

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 7: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

1.4 Physiological Sciences Route Map

Physiological Sciences will offer a BSc (Hons) in two curricular themes:

1. Cardiovascular, Respiratory and Sleep Sciences. This curricular theme currently offers two specialisms:

i. Cardiac Physiology ii. Respiratory and Sleep Physiology

2. Neurosensory Sciences2. This curricular theme currently offers three specialisms:

i. Audiology ii. Neurophysiology iii. Ophthalmic and Vision Science

The route map overleaf shows how the high level framework has been interpreted for the Neurosensory Sciences BSc (Hons).

2 Throughout this document, where the term ‘Neurosensory Science’ is used, this should be understood to mean: Audiology, Neurophysiology, Ophthalmic and Vision Science

7

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 8: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Neurosensory Sciences Route Map

Year 1 Scientific Basics

Professional Practice [10] Scientific Basis of Healthcare Science - Integrated Module across Body Systems [60] Applied Physics and Measurement [20]

Applied Anatomy, Physiology and Pathophysiology [20] Clinical Measurement and Treatment (including Work-based training) [10]

Generic 70 Division 50

Specialism 0 Total 120

Route map of PTP in Neurosensory Sciences with specialisation in either Audiology, Neurophysiology or Ophthalmic and Vision Science. In Year 1, students follow a curriculum common across the whole of the Practitioner Training Programme (blue) together with some division-specific modules (yellow). In Year 2, students start to specialise (orange) and continue in their speciality in Year 3.

Year 2 Techniques and Methods

Professional Practice [10] Research Methods [10]

Applied Physiological Measurement and Instrumentation Either Audiology

Audiological Science I [70]

Work-based Training [10]

Or Neurophysiology Applied Basic and Clinical Sciences [20]

Pathophysiology of common conditions affecting the Central and Peripheral nervous Clinical Neurophysiology I [30]

Work-based Training [10] Or Ophthalmic and Vision Science Pathology of the visual system and systemic disease [20] Optics [20]

Ophthalmic imaging and measurement [20] Assessment of the Ophthalmic Patient [10]

Work-base Training [10]

20 20 80 120

Year 3 Application to Practice

Professional Practice [10]

Audiological Science II (including a 10 credit optional module) [60] Research Project in Audiology [30] Work-based training [20]

Clinical Neurophysiology II [60]]

Research Project in Neurophysiology [30] Work-based Training [20]

Neurophysiology of vision and vision assessment [20] Assessment and monitoring of ophthalmic disease [20] Ophthalmic pharmacology [10] Research Project in Ophthalmic and Vision Science [30] Option Module [10] Work-based Training [20

10

110 120

8

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 9: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

2.0 Generic Modules

This section covers the three generic modules that will be studied by all Healthcare Science students:

• Professional Practice • Scientific Basis of Healthcare Science • Research Methods

Section 2.1

Year’s 1- 3: Professional Practice [10 credits in each year]

The overall aim of this module is to ensure that the student has the underpinning knowledge and gains the accompanying skills and attitudes to work as a Healthcare Science Practitioner.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Describe the structure, management and legal framework for health and social care services including local healthcare systems in the United Kingdom and funding flows.

2. Describe current quality improvement structure and processes within the NHS.

3. Explain the need to ensure that the needs and wishes of the patient are central to their care and the importance of prioritising the patient’s wishes encompassing their beliefs, concerns, expectations and needs.

4. Explain the importance of developing and maintaining the patient-professional partnership.

5. Explain the current regulations relevant to practice as a Healthcare Science Practitioner with respect to the use of chaperones, child protection and safeguarding.

6. Explain the patient and carer perspective considering the diversity of the patient experience, healthcare systems, illness and disability including the impact of life threatening and critical conditions.

7. Explain how health inequalities impact on the quality of care provided by the NHS at national and local level and the legal requirements with respect to equality and diversity.

8. Explain the importance of promoting patient centred care and self-care by the patient.

9. Explain the principles that underpin effective verbal and written communication including; verbal and non-verbal communication, communication with patients across the age spectrum, communication with users of the NHS who do not have English as a first language and communication with people with disabilities.

10. Explain the concept of shared leadership and the associated personal qualities and behaviours that promote shared leadership and apply knowledge within the work-base.

9

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 10: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

11. Describe the importance of feedback and describe a range of feedback frameworks for giving and receiving feedback.

12. Explain the underpinning principles of effective team work and the importance of integration across professions, cross division, specialism and boundary working.

13. Explain the principles, guidance and laws regarding medical ethics, confidentiality and obtaining valid consent from the patient.

14. Describe best practice requirements for record keeping within the NHS including accuracy of information recording within patient records and the framework that underpins data security practice in the NHS.

15. Explain the basic principles of infection control and the importance of current infection control measures within the work-base.

16. Explain the protocols and practice of basic life support. 17. Explain the fundamental principles of Quality Management Systems in

relation to relevant to areas of healthcare science. 18. Explain the need for regulations with respect to patient safety and safe

systems within the work-base including Regulatory frameworks such as EU directives and MHRA requirements.

19. Define Standard Operating Procedure, Protocol and Guidelines and understand the purpose of and difference between each document.

20. Explain the regulations and current procedures in place with respect to equipment safety.

21. Explain the common causes of error and understand the critical incident reporting process recognising the importance of promoting a no blame culture.

22. Recognise and accept the responsibilities and roles of the Healthcare Science Practitioner in relation to other healthcare professionals.

23. Explain the importance of good time management and the techniques underpinning good time management and organisational skills.

24. Explain the importance of maintaining own health and well being. 25. Explain local guidelines for responding to unacceptable behaviour by

patients, carers, relatives, peers and colleagues including harassment, bullying and violent behaviour.

26. Explain the core theories of learning particularly those applied to the adult learner and the independent adult learner including the theory of reflective practice.

27. Explain the importance of public engagement in science and its role in health and society.

28. Describe a history taking, clinical examination framework and process of differential diagnosis and how the information is used to develop clinical management plans.

29. Explain the importance of innovation across healthcare science in particular in the improvement of quality and patient care.

10

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 11: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Demonstrate practice that considers the perspective of the patient and, if appropriate, the carer of the patient establishing and maintaining the patient-professional partnership and promoting patient well being and self-care.

2. Contribute to quality improvement and productivity initiatives within the work-base including service improvement.

3. Recognise the need for, and accept change working across different provider landscapes as required.

4. Develop and demonstrate self-awareness, self-management, and self-development.

5. Demonstrate accurate record keeping adhering to current data security regulations.

6. Accept the responsibility and role of the Healthcare Science Practitioner in relation to other healthcare professionals, working with others whilst developing and maintaining relationships and networks.

7. Communicate effectively and sensitively with patients, relatives and carers across the age spectrum utilising clear explanations/descriptions, listening to others and take other viewpoints into consideration.

8. Communicate succinctly and effectively with other professionals as appropriate.

9. Communicate information about the work of the healthcare science workforce to the public in clear, understandable language.

10. Demonstrate the ability to give effective feedback. 11. Apply appropriately the principles, guidance and laws regarding medical

ethics and confidentiality and demonstrate the ability to gain informed consent.

12. Ensure that personal practice is always provided in line with the legal framework, acting with integrity at all times.

13. Work within appropriate equality and diversity frameworks at all times. 14. Apply current regulations with respect to patient safety and safe systems

within the work-base including child protection, safeguarding and the use of chaperones.

15. Demonstrate basic life support skills. 16. Demonstrate the ability to work in accordance with a range of Standard

Operating Procedures, Guidelines and Protocols. 17. Work within a variety of teams, encouraging and valuing contributions

from all team members and contribute to discussion on the team’s role in patient safety ensuring that the team are aware of risks and work together to minimise risk and take actions that always promote patient safety.

18. Observe the role of the multi-disciplinary team in patient care. 19. Demonstrate adherence to current infection control regulations at all

times. 20. Demonstrate adherence to the regulations and current procedures in

place with respect to equipment safety.

11

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 12: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

21. Maintain own health and well being. 22. Demonstrate the ability to prioritise and organise academic and work

based tasks in order to optimise own work and the work of the department.

23. Develop skills of an independent learner and demonstrate a commitment to Continuing Professional Development.

24. Apply skills of reflection to continually improve performance, acknowledging and acting on feedback.

Indicative Content

• Structure and management of health and social care services in the UK including funding flows

• Patient-professional partnerships with the patient at the centre of care • Patient and carer perspectives and the diversity of the patient experience • Use of chaperones • Current child protection/safeguarding regulations relevant to practice as a

Healthcare Science Practitioner • Health inequalities • Disability including learning disabilities • Patient wellbeing and self care • High Quality Care for All • Evidence based practice • Audit • Service Improvement • Leadership and management within the NHS • Verbal and non-verbal effective communication • Effective written communication • Communication with colleagues and cooperation • Communication within patients across the age spectrum • Time management and decision making • Principles of medical ethics and confidentiality • Valid consent • Equality and diversity • Legal framework for practice including fitness to practice • Safety - prioritisation of patient safety in practice • Safety - team working and patient safety • Safety - equipment management • Safety - safety testing • Processes for the distribution of documentation for example the

Department of Health (DH), Central Alerting System (CAS), Medical Device Alerts (MDA)

• Introduction to the fundamental principles of Quality Management Systems (QMS) in relation to Good Laboratory Practice, Good Clinical Practice, Good Medical Practice etc

• Quality, Risk and Audit • Regulatory frameworks such as EU directives and MHRA requirements. • Standard Operating Procedures, Guidelines and Protocols • Basic life support

12

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 13: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

• Infection control • Complaints • Scientific error including critical incident reporting • Personal health and behaviour • Local guidelines for responding to unacceptable behaviour by patients,

carers, relatives, peers and colleagues including harassment, bullying and violent behaviour

• Principles of quality and safety improvement including quality audit, quality assurance and quality management

• Equipment safety • Health and well-being • Continuing Professional Development • Reflective practice • Independent adult learning • Clinical skills, differential diagnosis and clinical management plans

Section 2.2

Year 1: Scientific Basis of Healthcare Science [60 credits]

The overall aim of this module is to ensure that the student has the underpinning knowledge of anatomy, physiology, pharmacology, pathology, biochemistry, immunology, epidemiology, public health medicine, genetics, microbiology and the psychosocial dimensions of health to provide the foundations for study in any of the three divisions of healthcare science namely Physical Sciences and Biomedical Engineering, Life Sciences, and Physiological Sciences.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Explain the process by which embryonic development occurs from conception to birth.

2. Explain the chemical, cellular and tissue level of organisation of the body and the structure and function of the cell.

3. Describe the anatomy, physiology and pathology of the body across the Brain, Integumentary, Skeletal, Nervous, Cardiovascular (including blood, blood vessels and lymphatic system), Respiratory, Endocrine, Renal, Gastrointestinal (including nutrition), Urinary and Reproductive systems - see footnote.

4. Explain the principles of inheritance, DNA and genetics including carrier status, genetic crosses/pedigree/punnet squares/cross diagrams.

5. Explain the cellular, tissue and systems responses to disease including cell death, inflammation, neoplasia, hypertrophy, hyperplasia, tissue responses to injury and repair.

6. Describe the pathophysiology of disease development in common diseases across the body systems.

7. Explain the basic principles of histology. 8. Explain the basic principles of microbiology including natural defences,

13

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 14: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

infection control, bacteria, recognition of extracellular pathogens, virus types and structures, viral infection and replication.

9. Explain the principles of immunology, biochemistry and metabolism. 10. Describe the factors that affect the health of the population and explain

how these may be addressed to improve health. 11. Describe how factors affecting health may contribute to inequalities in

health between populations. 12. Explain basic mathematical concepts. 13. Understand basic epidemiological and statistical concepts and how

these contribute to evidence-based medicine. 14. Know the basis of health protection including principles of surveillance,

infectious disease control and emergency planning; a basic understanding of how epidemiology is used in planning health services; how epidemiology relates to individual patients and how chronic disease may impact on a patient.

15. Explain the principles of screening programmes in healthcare and be aware of current screening programmes in a relevant Division.

16. Examine patients' responses to illness and treatment and consider the impact of psychological and social factors, including culture, on health and health-related behaviour.

17. Recognise the difference between pharmacology, clinical pharmacology, therapeutics and prescribing and medicine management.

18. Explain the basic principles of pharmacology, pharmacokinetics and therapeutics including drug names and classifications, definitions of terms and basic mechanisms.

19. Explain the basic principles of physics that underpin healthcare science e.g. ultrasound, radiation

20. Explain how reference ranges are generated and their limitations. 21. Explain how the body changes from birth to old age. 22. Explain the role of genetics in medicine. 23. Be aware of potential new developments in the field of healthcare

science.

Footnote: This module should be taught at an introductory level with learning developed further in division and specialism specific modules

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Respect and understand individuals’ beliefs and ways of coping with illness.

2. Demonstrate knowledge of the influence of culture and beliefs on health. 3. Use a range of study skills including time management, organisational

skills, using the library, search engines, self-directed learning, critical analysis and avoiding plagiarism.

Indicative Content

• Basic principles of 14

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 15: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

o The Cell o Molecular Biology (Enzymes, Proteins, Metabolism) o Biochemistry o Microbiology/Infection Control o Immunology o Pharmacology, Therapeutics, Pharmacokinetics o Genetics o Epidemiology o Public Health Medicine

• Introduction to Anatomy, Physiology and Pathology across body systems • Cellular, tissue and systems responses to disease • Pathophysiology of disease development in common diseases across the

body systems • Health Protection • Introduction to screening in healthcare e.g. what is screening and when is a

screening programme justified and the organisation of screening • Basic principles of physics that underpin healthcare science • Response to illness, health beliefs, psychology and sociology of health and

illness, behavioural change theories – this should include the underpinning theoretical foundations and models e.g. Health Belief Model, World Health Organisaton (WHO) model of activity limitation (disability)

Section 2.3

Year 2: Generic Module Research Methods [10 credits]

The overall aim of this module is to ensure that the student has the underpinning knowledge of the importance of research, development and innovation across the NHS - and in healthcare science in particular - and to provide the underpinning knowledge for the final year research project.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Explain the importance of research, innovation and audit across the NHS and in healthcare science in particular to improve quality and patient care.

2. Explain the role of the healthcare science workforce in undertaking cutting edge translational research and innovation for patient benefit.

3. Explain the difference between research, audit and service improvement. 4. Explain the processes that underpin clinical trials and their potential

value, risks and benefits. 5. Explain how established methods of research and audit are used to

interpret and apply new knowledge in the NHS and healthcare science. 6. Explain the current ethical and legal frameworks within which human and

animal research can be conducted in the UK. 7. Explain the purpose of the research governance framework for health and

social care research and relevant key supporting legislation e.g. the Data

15

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 16: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Protection Act, Intellectual Property regulations. 8. Explain the principles of literature searching including the processes

involved in undertaking a literature review and systematic review. 9. Explain the value of reference manager systems in research, audit and

innovation. 10. Explain the principles of quantitative and qualitative study design. 11. Explain the importance of user involvement and peer review in research. 12. Extend knowledge and application of statistics gained in Year 1 and

explain common statistical techniques for dealing with quantative and qualitative data including sample size determination, application of statistics to parametric and non-parametric data.

13. Describe the role of statutory and advisory regulatory bodies e.g. National Institute for Health and Clinical Excellence (NICE) and explain the concept of evidence based practice.

14. Describe a range of dissemination methods for the output of research, audit and service improvement findings and understand the advantages and disadvantages of each method.

15. Explain quality assurance frameworks in research, audit and service improvement.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Begin to develop critical analytical skills. 2. Evaluate and apply research findings. 3. Work within ethical frameworks. 4. Formulate a research question. 5. Undertake a literature review. 6. Explain the output from a literature review to a non-scientific and

scientific audience. 7. Prepare a written report.

Indicative Content

• Literature searching, Systematic Review • Referencing (Vancouver, Harvard etc) • Reference Manager software • Ethical framework for human and animal research • Research governance framework • Difference between audit, research, service improvement • Quantitative research methods • Qualitative research methods including questionnaire design, focus groups • Intellectual Property • Roles and responsibilities of a researcher • Basic statistical techniques to deal with parametric and non-parametric

data • Sample size and power calculations

16

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 17: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

• Hypothesis testing • Type 1 and 2 error • Role of patients/service users in designing research studies • Dissemination methods for research, audit and service improvement

output • Quality assurance of research, audit and service review

17

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 18: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

3.0 Division Specific Modules

This section covers the three Division specific modules that will be studied by all students undertaking the Neurosensory theme:

(i) Applied Physics and Measurement (ii) Applied Anatomy Physiology and Pathophysiology (iii) Clinical Measurement and Treatment (iv) Applied Physiological Measurement and Instrumentation

Section 3.1

Division: Physiological Sciences Theme: Neurosensory Sciences Year 1: Applied Physics and Measurement [20 credits]

This module will provide students with a background of the concepts of instrumentation used in the Neurosensory Sciences together with an appreciation of the physical and mathematical principles that underpin these concepts and measurements.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Explain the principles of physics and mathematics that underpin physiological measurement.

2. Use appropriate units, prefixes and exponential notation when describing data.

3. Describe measuring systems in terms of their physical characteristics. 4. Discuss how these characteristics affect the quality of measured data. 5. Apply analytical techniques to solve a range of physical problems. 6. Recognise the importance of physics and measurement in the clinical

environment. 7. Recognise issues of safety in physiological measurement.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Discuss information in ways that can be understood by others, including patients.

2. Use correct terminology when discussing scientific issues. 3. Develop, maintain and improve personal knowledge and skills. 4. Demonstrate a good level of observational skills. 5. Demonstrate a good level of manual dexterity. 6. Listen and extract relevant information. 7. Identify, collect and record relevant information. 8. Interpret information. 9. Apply logical thought processes.

18

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 19: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

10. Have the ability to problem solve.

Indicative Content

• Atomic structure: the Bohr atom, charge, concept of free electrons, isotopes.

• Electricity: current, potential difference, resistance, Ohm’s Law, resistivity, capacitors, rectification, circuits with resistors and capacitors, AC/ DC, period, RMS values, static and dynamic instrument characteristics, measurement errors

• Magnetism and electromagnetism: Induction, electromagnetic radiation • Light and lasers: Electromagnetic spectrum, wave and quantum

theories, polarisation, lasers, refraction, reflection • Sound & ultrasound: Wave formation, simple harmonics, propagation,

transmission through different media, diffraction/scatter, absorption, frequency, amplitude, velocity, acoustic interface and impedance, intensity, gain, decibel scale, measurement of sound

• Fluid flow through tubes: Poiseuille’s Law, laminar and turbulent flow • Body mechanics: Limb movement and levers. BMR, energy power and

work • Statistics: descriptive, sampling, distribution, Parametric/Non-

parametric, errors, variance, logarithms, graphs: use of in clinical practice

• Safety relating to all aspects of applied physics i.e. electrical, ionising radiation, MRI, electromagnetic radiation

Section 3.2

Division: Physiological Sciences Theme: Neurosensory Sciences Year 1: Applied Anatomy, Physiology and Pathophysiology [20

credits]

This module will enable the student to build on learning in the scientific basis of Healthcare Science to gain a deeper understanding of anatomy, physiology, and pathophysiology within the Neurosensory Sciences.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Describe the anatomy and physiology of the auditory, visual, central and peripheral nervous systems.

2. Explain common pathophysiological changes occurring in these systems.

19

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 20: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Use correct terminology when discussing scientific issues. 2. Use a range of study skills including time management, organisational

skills, using the library, search engines, self-directed learning and critical analysis.

3. Discuss complex scientific information in ways that can be understood by practitioners in other areas.

Indicative Content

Overview of Nervous System • Organisation, structure and functions of the nervous system • Histology of nervous tissue • Electrical signals in neurons: biopotentials; resting potentials; action

potentials (neurone type, characteristics, propagation) • Signal transmission at synapses, neurotransmitters • Sensory, integrative and motor functions of the nervous system, afferent

and efferent pathways, reflex vs. voluntary activity

Central Nervous System • Anatomical components of the brain and their functions: brainstem

(medulla, pons and mid brain); cerebellum; diencephalon (thalamus and hypothalamus); cerebrum (limbic system, basal ganglia, cerebral hemispheres, lobes, cerebral white matter); cranial nerves

• The ventricles of the brain, brain membranes (meninges), cerebrospinal fluid circulation, blood - cerebrospinal fluid circulation barrier

• Blood supply to the brain and blood-brain barrier • Brain waves, principles of electroencephalography • Anatomical components and functions of the spinal cord

Peripheral Nervous System • Structure and function of the autonomic nervous system • Structure and function of the somatic nervous system, somatic motor

and sensory pathways, common peripheral nerves • Histology and function of skeletal, smooth and cardiac muscle • Excitation-contraction coupling of skeletal, smooth and cardiac muscle • Motor units and receptors, comparison of smooth and skeletal muscle

contraction • Common muscle groups

The Ear • Anatomy of ear including outer, middle and inner ear (osseous labyrinth

and membranous labyrinth)

20

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 21: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

• Afferent, efferent auditory pathways, cranial nerves with specific emphasis on vestibular-cochlear nerve

• Neural coding including the generation of action potentials and synaptic transmission

• Hair-cell and cochlear nerve physiology and sound transduction • Overview of pathophysiology, clinical and practical aspects of central,

peripheral and vestibular disorders

The Visual System • Anatomy of the eye and ocular adnexae: including lacrimal apparatus,

orbit, extraocular muscles, eyelids, conjunctiva, cornea, sclera, trabecular meshwork, iris, ciliary body, lens, vitreous, retina, choroid and optic nerve head

• Physiology of the eye and ocular adnexae: including production and drainage of tears, production and drainage of aqueous humour, pupil responses, retina receptor functioning and neural processing

• Optical functions of the eye: cornea, lens, accommodation, errors of refraction

• Visual pathway: optic nerve, chiasm, optic tract, optic radiation, visual cortex

• Visual Perception: visual acuity, colour vision, field of vision

Section 3.3

Division: Physiological Sciences Theme: Neurosensory Sciences Year 1: Clinical Measurement and Treatment including 10 weeks of

work-based training [10 credits]

The overall aim of this module is to ensure that the student understands the basic measurement procedures within the Neurosensory Sciences and is able to work safely and professionally within these environments. It is also expected that the student understands and gains experience of the importance of patient centred care, evidence based practice, clinical audit and multidisciplinary team working.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Describe the role of Audiology, Neurophysiology and Ophthalmic and Vision Science in relevant patient pathways.

2. Extend basic clinical sciences knowledge and apply that knowledge to Audiology, Neurophysiology, Ophthalmic and Vision Science in relevant patient pathways.

3. Explain the basic principles underpinning the routine investigations and procedures carried out in the diagnosis, treatment and rehabilitation of patients referred to Audiology, Neurophysiology, Ophthalmic and Vision

21

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 22: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Science. 4. Demonstrate an understanding and experience of the importance of patient

centred care and the steps that can be taken within the Neurosensory Sciences to facilitate this policy.

5. Demonstrate understanding and experience of the value of multidisciplinary team working in the investigation of patients.

6. Demonstrate understanding and experience of the use of evidence based medicine in the Neurosensory Sciences.

7. Demonstrate understanding and experience of the value of clinical audit in optimising services.

8. Identify the skills necessary for successful team working in Physiological Sciences.

9. Demonstrate appropriate communication using different methods and media both within the educational environment and the workplace.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Discuss complex scientific information in ways that can be understood by practitioners in other areas.

2. Use correct terminology when discussing scientific issues. 3. Work safely. 4. Use data securely, respect confidentiality and maintain consent in the

use of data. 5. Begin to manipulate, analyse and present clinical data appropriately. 6. Demonstrate good communication skills. 7. Respect and uphold the rights, dignity and privacy of patients. 8. Begin to use critical appraisal skills in the assessment of the quality of

scientific and clinical data.

Indicative Content

Audiology • Investigations and procedures carried out in the diagnosis, treatment

and rehabilitation of hearing disorders • Physiological measurement systems in the evaluation of hearing and

balance • Reasons for referral • Analysis of patient needs

Neurophysiology • Investigations and procedures carried out in the diagnosis and

treatment of neurological disease • Physiological measurement systems in the evaluation of brain and

nervous system function • Reasons for referral

22

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 23: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

• Analysis of patient needs

Ophthalmic and Vision Science • Investigations and procedures carried out in the diagnosis and

treatment of disorders of the visual system • Physiological measurement systems in the evaluation of vision • Reasons for referral • Analysis of patient needs

Division: Physiological Sciences Theme: Neurosensory Sciences Year 1: Work-based Training (10 weeks)

The overall aim of the work-base training placements within Year 1 is to provide the student with a broad appreciation of the range of work undertaken within Healthcare Science. Students will begin the process of the development of the skills and attitudes relevant to the Healthcare Science Practitioner building on learning in the academic environment including practical sessions, clinical skills sessions, reflection on development etc. Additionally it should help students learn in the context of practice and real life experience and have a motivational element as they work towards a career in the NHS.

This module will provide a foundation from which the student will build their knowledge, skills, experience and attitudes throughout the three year programme of study and transfer these skills to employment in healthcare science. It is expected that this period of initial work-based training will provide the opportunity to begin to integrate and embed many of the professional practice learning outcomes and enable the student to practise safely in the work-base.

Important Note: Work-based training does not have to be confined only to the work-base but elements may be taught in other environments, e.g. a clinical skills laboratory, simulation centre or science laboratory.

Students will be expected to begin to maintain a portfolio of evidence and the relevant sections of the Training Manual.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Describe the roles undertaken by a Healthcare Science Practitioner relevant to each area of their placements.

2. Explain the range of technologies and procedures relevant to their placements.

3. Describe the work of the healthcare science workforce and explain how it contributes to the patient pathways relevant to each area of their

23

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 24: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

placement. 4. Explain the need to ensure that the needs and wishes of the patient are

central to their care. 5. Explain the importance of developing and maintaining the patient-

professional partnership. 6. Explain the procedures relevant to the use of chaperones. 7. Explain the impact of adverse incidents on patients, carers and healthcare

professionals. 8. Describe the procedures and need for evaluation of adverse incidents 9. Recognise the relevance of a Dress Code policy in the modern clinical

environment. 10. Recognise the standards of professional behaviour expected of a

Healthcare Science Practitioner. 11. Explain why responsibility for infection control is a shared responsibility. 12. Explain the structure of the organisation in which they undertake their

work-base placements and inter-relationship of primary care, outpatient and inpatient services.

Learning Outcomes: Practical Skills

On successful completion of this module the student will demonstrate:

1. Safe working in the clinical environment relevant to Neurosensory Sciences.

2. The six stage hand-washing technique. 3. Basic Life Support in accordance with current Resuscitation Council (UK)

guidelines. 4. Appropriate professional practice at all times. 5. Effective communication within the work-based environment and clinical

team. 6. In accordance with local health and safety regulations, the ability to

undertake routine investigations as defined in the accompanying Training Manual.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Behave in a professional manner in matters of attendance, appearance, maintaining confidentiality and infection control.

2. Respect and understand individuals’ beliefs and ways of coping with illness.

3. Value social diversity and its relationship to service provision in healthcare.

4. Demonstrate the ability to work safely within each environment. 5. Demonstrate the ability to treat patients with respect. 6. Communicate effectively with the healthcare environment and

clinical team and develop appropriate interpersonal skills. 24

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 25: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

7. Seek to adapt their communication style to meet the varying needs of different peers, colleagues and patients in different contexts.

8. Adopt a range of techniques to overcome barriers to communication. 9. Develop and maintain professional relationships and effective team

working. 10. Discuss and demonstrate safe and effective practice in a healthcare

environment. 11. Begin to develop a balance between reflective practice and active

exploration in personal learning. 12. Take responsibility for personal learning.

Indicative Content and Suggested Experience

• Observe the work of a range of Healthcare Science departments, technologies and procedures

• Observe the process for handling work requests from the receipt of the request to completion

• Observe the patient journey from admission to discharge • Gain an understanding of the skills required to work safely in the

clinical/laboratory/workshop/radiation environment • Record keeping, data protection, confidentiality • Gain an appreciation of how the NHS is structured • Team working and the role of multi-disciplinary team meetings • Meaning and role of professionalism and professions in healthcare • Roles of different professional grouping in Healthcare Science • Human and social diversity and its implications for relationships,

behaviours and service provision in healthcare • Types of effective communication in the context of healthcare. Barriers to

effective communication and strategies to overcome them • Interpersonal skills related to dealing with patients, carers and healthcare

professionals • The skills needed to work as part of a team • Management and evaluation of adverse incidents • Data management (paper and electronic) • Infection control • Basic Life Support • Reflective practice and its application

Section 3.4

Division: Physiological Sciences Theme: Neurosensory Sciences Year 2: Applied Physiological Measurement and Instrumentation [20 credits]

This module builds upon the Year 1 ‘Applied Physics and Measurement’ module.

25

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 26: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

The overall aim of this module is to ensure that the student understands the principles of physiological and psychophysical measurements within the Neurosensory Sciences and is able to work safely within these environments. The module also investigates the principles and applications of a wide range of physiological techniques, delivers descriptive methodology and application of digital signal acquisition, storage and analysis.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Discuss the effects of amplifier characteristics on the quality of the recorded signal, and their influence on recording methodology.

2. Discuss the operation, specification, advantages and limitations of filters. 3. Outline the principles of signal digitisation. 4. Explore the methods and applications of computer acquisition, storage,

and analysis of signals in clinical physiology. 5. Explain the principles and methods of electrophysiological measurement. 6. Explain the principles and methods of psychophysical measurement. 7. Investigate principles and applications of biomedical imaging techniques.

Learning Outcomes: Associated Personal Qualities and Behaviours Professionalism

On successful completion of this module the student will:

1. Discuss information in ways that can be understood by others, including patients.

2. Use correct terminology when discussing scientific issues. 3. Develop, maintain and improve personal knowledge and skills. 4. Demonstrate a good level of observational skills. 5. Demonstrate a good level of manual dexterity. 6. Listen and extract relevant information. 7. Identify, collect and record relevant information. 8. Interpret information. 9. Apply logical thought processes. 10. Demonstrate ability to problem solve.

Indicative Content

Instrumentation • Electronic circuits: definition, basic concepts • Amplifiers: power supply, gain, dynamic range, single-ended, differential,

CMRR, internal impedance, source impedances, impedance-matching

26

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 27: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

• Noise: biological, non-biological, random, deterministic, methods of noise reduction (e.g. screening, buffer amplifiers, active cancellation, twisted pairs, filters, averaging), signal-to-noise ratio, Fourier Analysis

• Filters: active, passive, digital, frequency response, corner frequency, bandwidth, advantages, disadvantages

• Digitisation: ac/dc, dc/ac, sampling theories, x-resolution, y-resolution, aliasing, sampling skew

• Computer acquisition, analysis of data, storage, and archiving • Different type of biological and non-biological artefacts • Non biological; electrical interference; electrode • Biological; Movement; Myogenic potentials; physiological factors i.e.

pulse; respiration; sweat; sway; eye movement • Principles of calibration and maintenance of test equipment following

national and international standards

Imaging • Techniques: ultrasound, X-ray, CT, MRI, isotopes, laser, biological

hazards, safety

Basic principles and methods of electrophysiology • Biological generation of electrical fields • Signal detection theory • Electrodes • Recording techniques • Electrophysiology measures i.e. cochlear, visual, brain and nerve

pathways

Basic principles and methods of psychophysics, psychoacoustics and sound perception • Stimulus/response • Detection threshold • Discrimination, resolution • Travelling wave theory • Tuning curves • Application to audiological measurements

o Acoustic reflexes o Loudness and intensity coding

27

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 28: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

4.0 Specialist Modules for Audiology 4.1 Interpretation of the high level framework for Neurosensory Sciences, specialising in Audiology

Module Title Year 3

Application to Practice

Professional Practice

[10]

(to include a 10 credit option module)

[60]

Research Project

[30]

Work-based training 25 weeks

[20] Year 2

Technologies and

Methodologies

Professional Practice

[10]

Research Methods

[10]

Applied Physiological Measurement and

Instrumentation

[20] [70]

Work-based training

15 weeks

[10] Year 1 Scientific

Basics Professional

Practice

[10]

Scientific Basis of Healthcare Science – Integrated module across body systems

[60]

Applied Physics

and Measure­

ment

[20]

Applied Anatomy,

Physiology and Pathophysiology

[20]

Clinical Measurement and Treatment

(including Work-based

training) [10]

Audiological Science II

Audiological Science I

Generic Modules: Common to all divisions of Healthcare Science Division/Theme Specific Modules: Life Sciences; Medical Physics Technology; Clinical Engineering; Cardiovascular, Respiratory and Sleep Sciences; Neurosensory Sciences Specialist Modules: Specific to a specialism

28

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 29: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Section 4.2

Division: Theme: Specialism: Audiology Year 2: Audiological Science I [70 credits]

Physiological Sciences Neurosensory Sciences

The aim of this module is to ensure that the student has the subject specific underpinning knowledge and understanding to undertake the role of a Healthcare Science Practitioner in Audiology. This module develops and extends the learning from Year 1.

Learning Outcomes: Knowledge and Understanding

On successful completion of this theme the student will:

1. Explain the fundamental principles of adult aural audiological rehabilitation. 2. Explain psychophysical methods and the psychophysics of hearing and

perceptual effects of deafness and their impact on speech detection and processing.

3. Explain the fundamental principles of audiological assessment and demonstrate their application.

4. Explain the developmental milestones in the development of hearing in children.

5. Explain the fundamental principles of assessment for balance disorders.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this theme the student will:

1. Demonstrate appropriate interaction skills with patients, carers and colleagues.

2. Demonstrate the ability to reflect on the application of theory to practice. 3. Demonstrate the ability to be a self-directed learner.

Indicative Content

• Process of adult aural rehabilitation including: o A patient centred relationship, the role of behavioural change in

managing chronic illness/disability, and the identification of the learning needs of patients

o Particular needs of hearing impaired groups (deafness vs. hearing impairment, dual and multi-sensory impairment, communication disability, and tinnitus)

o Communication skills of practitioners working with hearing impaired people

o Communication disability and its impact on hearing impaired peoples’ lives

o Technological needs of hearing impaired people 29

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 30: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

o Hearing impairment in the context of the World Health Organisation International Classification of Functioning, Disability and Health (WHO ICF)

o Goal setting and outcome measures in rehabilitation • Psychophysical methods and the psychophysics of hearing and perceptual

effects of deafness • Models of pitch perception and frequency selectivity; the perception of

loudness, masking, temporal processing, and the perceptual effects of binaural stimulation

• Speech production and speech perception • Clinical assessment of auditory function, appropriate selection of test

strategy, test procedures and interpretation of results according to recommended clinical procedures including BSA/BAA recommended procedures. Test procedures include:

o Tuning fork tests o Pure tone audiometry o Uncomfortable loudness levels o Stenger test o Acoustic admittance tests o Speech audiometry o Otoacoustic emissions and evoked response audiometry

• Hearing aid provision and patient/client pathways including the NHS and commercial sector:

o The role of hearing aid provision within a patient management plan

o Impression taking: ear mould acoustics, selection and modification o Hearing aid types, technology and performance including routine

and specialist aids; features of hearing aids; assessment of candidacy for hearing aids

o Selection, fitting and verification of hearing aids, including prescription formulae, real ear measurements and objective/subjective testing of hearing aid performance

o Assistive devices including loop systems and FM systems o Evaluation and follow-up of hearing aid fitting, including outcome

measures, problem solving, fine tuning, maintenance and servicing, with reference to the patient management plan

• Calibration and maintenance of auditory test equipment following national and international standards

• Normal developmental milestones in hearing in children including the development of communication, speech and language, motor control and social development

• Routine tests used in assessing balance disorder • Physiology and principles of normal balance function • Introduction to nystagmus • Methods of monitoring eye movement during vestibular testing, including

electronystagmography and video nystagmography • Oculomotor testing • Static and dynamic position testing • Caloric testing

30

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 31: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

• Basic ‘bedside’ testing and ’office’ testing • Common causes of balance disorders.

Section 4.3

Division: Theme: Specialism: Audiology Year 3:

[Can include 10 credit option module – see sections 4.4 – 4.8]

Physiological Sciences Neurosensory Sciences

Audiological Science II [60 credits]

The aim of this module is to ensure that the student has the specialist underpinning knowledge and understanding and gains the accompanying graduate transferable skills and attitudes to undertake the role of a Healthcare Science Practitioner in Audiology.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Analyse the psychosocial implications of hearing loss and demonstrate their application.

2. Evaluate advanced features of hearing aids and demonstrate their application.

3. Discuss the basic principles of epidemiology in relation to hearing/balance disorders and tinnitus.

4. Discuss the assessment and management needs of particular specialist populations in Audiology.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Demonstrate the interpersonal and communication abilities used to set up and maintain an appropriate atmosphere where patients can be assessed effectively and rehabilitation can be facilitated.

2. Demonstrate practical skills such as the performance of assessment and the implementation of rehabilitative methods, treatments and materials.

3. Demonstrate the ability to utilise clinical reasoning strategies in the management of patients.

4. Demonstrate the ability to critically evaluate and apply relevant theoretical knowledge to clinical practice.

Indicative Content

31

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 32: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

• Advanced hearing aids to include: o Features of hearing aids; signal processing (compression, multi­

channel processing, feedback suppression, noise reduction algorithms, directional microphones); outcome measures

o Recent developments in hearing aid technology o Hearing aids for specialist groups (e.g. learning difficulties, severe to

profound losses, tinnitus etc) o Clinical decision making

• Epidemiology of hearing/ balance disorders and tinnitus to include: population demographics: age, gender, socioeconomic status, ethnic background

• Public health problems related to demography • Prevalence of hearing/ balance disorders and tinnitus in relation to

demographic characteristics (including age, gender, socioeconomic status, ethnic background)

• Prevention of common disorders • Health screening and application to hearing/balance/tinnitus • Health education principles to improve health of the population, related to

hearing/balance/tinnitus • Psycho-social aspects of hearing loss to include:

o Communication needs of hearing impairment people (lip-reading, communication skills training, assertiveness training, hearing tactics); involvement of significant others

o Impact on family, social relationships and employment o Implications for mental health and well being o Societal attitudes to disability

Section 4.4

Division: Theme: Specialism: Audiology Year 3:

Physiological Sciences Neurosensory Sciences

Audiological Science II Option Modules [10 credit option]

Option Modules: Students will choose one subject (notionally 10 credits) as an optional study module from one of these topic areas, shown in sections 4.5 – 4.8 to gain further knowledge.

The purpose of these modules is to enable students to explore the management of particular groups of patients with more complex needs in Audiology.

32

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 33: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Section 4.5

Division: Theme: Specialism: Audiology Year 3:

Physiological Sciences Neurosensory Sciences

Optional Specialist Module: Introduction to Tinnitus [10 credits]

This optional module can be provided by guided student learning and will provide the student with knowledge about current day theories of tinnitus, its assessment, management and its effect on sufferers.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Describe the current theories of tinnitus generation and perception. 2. Describe methods used to assess and evaluate the impact of tinnitus

on individuals. 3. Explain habituation and psychological management models. 4. Describe the role of hearing aids and sound therapy in tinnitus

management. 5. Describe the role of stress management in tinnitus management. 6. Identify the services available to people who experience tinnitus. 7. Identify the functions and roles of other healthcare and social care staff

involved in the assessment and management of tinnitus.

Learning Outcomes: Practical Skills

On successful completion of this module the student will:

1. Select and apply appropriate analysis or assessment techniques and tools. 2. Apply the scientific principles covered in the academic modules to practice. 3. Perform patient investigations in a safe manner. 4. Perform patient rehabilitation techniques. 5. Make the appropriate choice of equipment/procedures. 6. Use equipment appropriately to produce high quality results. 7. Demonstrate the ability to treat patients with respect. 8. Recognise the educational needs of patients and their families in managing

their condition. 33

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 34: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Respect and uphold the rights, dignity and privacy of patients. 2. Establish patient-centered rapport. 3. Actively seek accurate and validated information from all available sources. 4. Communicate effectively within the healthcare environment and clinical

team.

Indicative Content

• Epidemiology of tinnitus • Theories of tinnitus generation and perception • Pathophysical / pathophysiological aspects of tinnitus • Methods of assessment and evaluation of tinnitus • Psychosocial effects of tinnitus • Psychological management of tinnitus • Role of amplification and sound therapy in tinnitus management • Stress management and relaxation therapies • Drug therapies in tinnitus management

Section 4.6

Division: Theme: Specialism: Audiology Year 3:

Physiological Sciences Neurosensory Sciences

Optional Specialist Module: Vestibular Assessment [10 credits]

This optional module will mainly be provided by guided student learning and will provide the student with knowledge about current day theories of Vestibular dysfunction, its assessment, management and its effect on sufferers.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Describe the anatomy and physiology of the vestibular system and current theories of vestibular dysfunction.

2. Describe the essential components of a comprehensive history and its role in assisting diagnosis.

3. Explain the role of basic testing and the difference between ‘bedside’ and ‘office’ testing.

34

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 35: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

4. Describe the different forms of management or treatment of vestibular disorders.

5. Explain the role of assessment and treatment of Benign Paroxysmal Positional Vertigo (BPPV).

6. Explain the role of specialist testing in diagnosing vestibular disorder. 7. Describe the different forms of management or treatment of vestibular

disorders. 8. Describe the role of the multidisciplinary team in diagnosing and

treating balance disorders.

Learning Outcomes: Practical Skills

On successful completion of this module the student will:

1. Select and apply appropriate analysis or assessment techniques and tools.

2. Apply the scientific principles covered in the academic modules to practice.

3. Perform patient investigations in a safe manner. 4. Perform patient rehabilitation techniques. 5. Make the appropriate choice of equipment/procedures. 6. Use equipment appropriately to produce high quality results. 7. Demonstrate the ability to treat patients with respect.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Respect and uphold the rights, dignity and privacy of patients. 2. Establish patient-centered rapport. 3. Actively seek accurate and validated information from all available sources. 4. Select and apply appropriate analysis or assessment techniques and tools.

Indicative Content

• Anatomy, physiology, pathophysiology of the vestibular system • Essential component of history taking and their relationship to

pathology set-up / calibration of equipment • Infection prevention and control and Health & Safety issues • Routine tests of vestibular function and balance – Oculomotor testing,

Caloric, Positional, Vestibuloocular Reflex (VOR) testing ‘office’ and ‘bedside’ testing

• Assessment and treatment of BPPV • Vestibular rehabilitation • Interpretation of assessment findings

35

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 36: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

• Management of vestibular disorders, vestibular rehabilitation, stress management, relaxation therapies and drug therapies

Section 4.7

Division: Theme: Specialism: Audiology Year 3:

Physiological Sciences Neurosensory Sciences

Optional Specialist Module: Paediatric Assessment [10 credits]

This optional module will mainly be provided by guided student learning and will provide the student with knowledge about current day theories of paediatric assessment and management.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Explain the different paediatric hearing test procedures used in the assessment of a child’s hearing.

2. Describe the relationship between developmental age and hearing test selection.

3. Discuss the differences between behavioural testing and objective measures.

4. Describe the ethos of new-born hearing screening. 5. Describe the management options available for hearing impaired

children. 6. Describe the links between health, education and social services on

providing services for hearing impaired children. 7. Explain the role of the multidisciplinary team in the assessment and

management of hearing impaired children.

Learning Outcomes: Practical Skills

On successful completion of this module the student will:

1. Select and apply appropriate analysis or assessment techniques and tools.

2. Apply the scientific principles covered in the academic modules to 36

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 37: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

practice. 3. Perform patient investigations in a safe manner. 4. Perform patient rehabilitation techniques. 5. Make the appropriate choice of equipment/procedures. 6. Use equipment appropriately to produce high quality results. 7. Demonstrate the ability to treat patients with respect.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Respect and uphold the rights, dignity and privacy of patients. 2. Establish patient-centered rapport. 3. Actively seek accurate and validated information from all available sources. 4. Select and apply appropriate analysis or assessment techniques and tools.

Indicative Content

• Developmental Milestones • Distraction and Performance testing • Visual Reinforced Audiometry • Co-operative and McCormack toy tests:

o Essential components history from Parent /Carer o The role of the first tester and the second tester o Different test stimuli and conditioning techniques o Determination of audible levels o Recognise errors o How to use dB (A); dB (SPL); correction factors o Different services involved in the care of children with hearing

impairment o Management options for hearing impaired children

Section 4.8

Division: Theme: Specialism: Audiology Year 3:

Physiological Sciences Neurosensory Sciences

Optional Specialist Module: Specialist Hearing Instruments [10 credits]

This optional module will mainly be provided by guided student learning and will provide the student with knowledge about current day theories and use of specialist hearing instruments, their assessment and management.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will be able to: 37

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 38: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

1. Describe the referral options for hearing impaired adults and children who do not benefit from conventional hearing instruments.

2. Describe the role of implantable auditory prostheses. 3. Discuss the assessment protocols of candidature for implantation. 4. Describe the assessment, fitting and management of bone-anchored

hearing aids (BAHA). 5. Discuss the advantages and disadvantages of cochlear implants and

brainstem implants. 6. Describe the current range of specialist hearing instruments available. 7. Discuss the use of specialist hearing instruments and assistive

technologies. 8. Identify methodologies used to evaluate the effect of specialist hearing

instruments on communication needs of hearing impaired adults and children.

9. Discuss the role of the multidisciplinary team in the assessment and management of adults and children eligible for specialist hearing instruments.

Learning Outcomes: Practical Skills

On successful completion of this module the student will:

1. Select and apply appropriate analysis or assessment techniques and tools.

2. Apply the scientific principles covered in the academic modules to practice.

3. Perform patient investigations in a safe manner. 4. Perform patient rehabilitation techniques. 5. Make the appropriate choice of equipment/procedures. 6. Use equipment appropriately to produce high quality results. 7. Demonstrate the ability to treat patients with respect.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Respect and uphold the rights, dignity and privacy of patients. 2. Establish patient-centered rapport. 3. Actively seek accurate and validated information from all available sources. 4. Select and apply appropriate analysis or assessment techniques and tools.

Indicative Content

• Referral criteria and pathways for consideration of specialist hearing instruments and/or implantation

38

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 39: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

• Range of specialist hearing devices and their advantages and disadvantages

• Assessment processes including audiological, psychosocial, psychological, communication needs of hearing impaired adults and children

• Speech testing • Assistive technologies • Benefit and outcomes

Section 4.9

Division: Theme: Specialism: Audiology Year 3:

Physiological Sciences Neurosensory Sciences

Research Project in Audiology [30 Credits]

The overall aim of this module is to ensure that the student undertakes a research or audit project that provides an opportunity to demonstrate the knowledge, skills and experience gained in the Research Methods module in Year 2.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Work with a supervisor to propose a research or audit hypothesis/question. 2. Critically review the literature and use a reference manager system. 3. Refine a research/audit question. 4. Design a research protocol to test a hypothesis/question. 5. Gain the necessary ethical, audit and/or R&D approvals. 6. Undertake a research/audit project from conception to completion. 7. Construct a database and analyse the data using appropriate statistical

techniques. 8. Prepare a written project report and analyse the findings and identify

strengths and weaknesses of the research/audit project. 9. Prepare and present a poster.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Begin to develop critical analytical skills. 2. Evaluate and apply evidence. 3. Work within an ethical framework.

39

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 40: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

4. Demonstrate effective time management and organisation.

Indicative Content

• One or more pieces of work for which the student is responsible. These should involve originality in the sense that the outcome is not predictable and/or known in detail

• Examples could include: o Evaluation of method new to department o Comparison of methods for same analysis, within or across

department o Investigation to improve performance of a method o Evaluation of new/modified quality assurance of a method o Audit of method performance across a range of departments o Critical analysis of evidence-base underpinning a specified

procedure o Audit of specified laboratory users to assess functionality, range,

and/or quality of services provided

Section 4.10

Division: Theme: Specialism: Audiology Year 2: Work-base Training [10 Credits]

Physiological Sciences Neurosensory Sciences

The indicative content for the work-base training modules in Year 2 is defined in the Year 3 module content to be achieved across Year 2 and 3.

Section 4.11

Division: Theme: Specialism: Audiology

Physiological Sciences Neurosensory Sciences

Year 2 and Year 3: Work-based Training [20 Credits]

Important Note: Work-based training does not have to be confined only to the work-base but elements may be taught in other environments, e.g. a clinical skills laboratory, simulation centre or science laboratory.

The indicative content for the specialist work-based training modules in Year 2 is defined in the Year 3 module content to be achieved across Year 2 and 3.

The overall aim of this module is to give the student experience of Audiology that ensures that the student can undertake the breadth of practice expected of a newly qualified Healthcare Science Practitioner in Audiological Science. This is delivered through work placements in Years 2 and 3 of the degree

40

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 41: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

course and should highlight how the audiology relies on contemporary ideas to inform clinical practice.

Further work developing the framework for the accompanying Professional Portfolio across Healthcare Science and in the Specialist Pathways will define the levels of competency.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Demonstrate increased knowledge, understanding and confidence in application of the core skills in clinical, patient identification, communication skills and management, and quality assurance.

2. Explain why patient should be assessed and managed using national and international standards, and recommended procedures and guidelines.

3. Demonstrate competence for tasks / situations in Audiology in: • Hearing assessments • Anatomical ear impressions • Hearing aid measurements, selection, programming and fitting • Simple hearing aid maintenance • Communication training.

4. Critically review and evaluate departmental protocols in relation to the core skills in Health and Safety, human rights, patient identification, communication skills and management, quality assurance.

5. Critically review and evaluate routine tasks in relation to Audiology. 6. Produce a Professional portfolio which cumulatively records / provides

evidence of the skills, knowledge and attitudes gained.

Learning Outcomes: Practical Skills

On successful completion of this module the student will:

1. Critically apply the scientific principles covered in the academic modules within own practice.

2. Make the appropriate choice of equipment/procedure. 3. Use equipment to produce the highest quality results. 4. Perform patient investigations in safe manner whilst undertaking

appropriate infection control techniques. 5. Undertake and document measurement and assist in the production of a

factual report.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Present complex ideas in simple terms in both oral and written formats. 2. Challenge discriminatory behaviour and language.

41

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 42: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

3. Adapt communication style and language to meet needs of listeners. 4. Respect and uphold the rights, dignity and privacy of patients. 5. Establish patient-centred rapport. 6. Consistently focus on professional duty of care. 7. Reflect and review own practice to continuously improve personal

performance. 8. Consistently operate within sphere of personal competence and level of

authority. 9. Manage personal workload and objectives to achieve quality of care. 10. Actively seek accurate and validated information from all available

sources. 11. Select and apply appropriate analysis or assessment techniques, tools

and rehabilitative management plans. 12. Evaluate a wide range of data to assist with judgements and decision

making. 13. Contribute to and co-operate with work of multi-disciplinary teams.

Indicative Content

Students are expected to gain knowledge, skills and experience of routine Audiology investigations across the range of conditions.

Common content across test and management protocols • Ensures that all the required equipment is working correctly • Ensures the test room is safe i.e. in accordance with Health and Safety

policies • Checks the patient identification details in line with Placement Centre

protocols • Indications and contra-indications for testing • Graphical representation of results and interpretation • Safe decontamination of equipment • Quality standards, control and assurance for all activities • Professional, Statutory guidelines or protocols • Care Pathways for patients with hearing and balance dysfunctions

Elemental skills • Patient History

o Obtains a comprehensive patient history o Decides initial management strategy based on the history and any

other information collected and that is justified o Records the results/gives information to patient

• Otoscopy o Applies hygiene standards (safely at all times)

42

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 43: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

o Performs otoscopy in a safe and systematic manner (considering the patient and themselves)

o Includes examination of the Pinna and Auditory canal o Modifies according to patient age, disability or needs o Reports observations and/or findings o Initiates initial management strategy

• Ear Impression taking o Recognises contraindications o Correct and safe insertion of ear tamp / otoblock o Impression technique o Modification of technique to patient requirements o Assesses critically the quality of ‘finished’ impression

• Hearing Aid repair o Identifies nature of problem o Problem solving and repair rectification o Further management and or guidance /advice giving o Debriefing

• Real Ear Measures [REM] o Set-up and calibration of equipment o Insertion of probes tubes o Perform REM measurements o Comparison of results to hearing thresholds o Troubleshoot

• Hearing Aid test box Measures o Set-up and calibration of equipment o Perform a range of appropriate tests of hearing aid performance and

output o Contrast hearing aid results to manufacturers specifications o Make adjustments to meet patient need

Hearing assessment The student should be able to demonstrate their learning, comprehension and practical competency skills to select from the following investigation procedures to assess, manage and decide upon a suitable healthcare plan for the patient:

• Tuning Fork tests • Pure tone Audiometry

o Not masked / masked thresholds • Speech Audiometry

o Different formats i.e. headphone / speaker • Tympanometry

o Middle ear pressure, compliance and volume • Acoustic Reflex Thresholds

o Unilateral and contra-lateral measures 43

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 44: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

The student should be able to describe, demonstrate and apply each of the following components when undertaking the above procedures:

• Clinical calibration of the audiological equipment • Hygiene requirements and standards for each • Placement of:

o Supra aural air conduction transducer o Bone vibrator o Masking Earphone o Free field Speakers

• Threshold determination • Performs the hearing test and reports/plots the results • Awareness of errors/factors which may affect the results • Modifies technique to meet patient performance or ability • Assimilates test results • Integrates multiple audiological test results • Relates results to potential pathologies

Hearing Rehabilitation and Management The student should be able to demonstrate their learning, comprehension and practical competency skills in the following rehabilitative management procedures:

• Hearing Assessment • Hearing Aid Selection and Fitting • Hearing aid verification • Hearing aid evaluation • Hearing Aid Reassessment • Hearing Aid long term care i.e. follow-up • Communication strategy guidance or advice

The student should be able describe, demonstrate and apply their knowledge and competencies for each of the following components when undertaking any of the above procedures: • Management strategy in collaboration with the patient using

the o Patient history o Any reported or established changes in history o Results or observations from any test, or intervention

• Information and guidance giving • Communication needs and available strategies • Reasons for results • Feedback to the patient and/or parent or carer • Need for onward referral to other agencies or healthcare

providers • Concise, accurate reporting of results

44

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 45: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

• Outcome measures • Action plans

Gains an awareness of: The student should be able to describe other electro-physiology procedures that are used in audiological practice

These should be included, but not exclusively:

• Evoked Response Audiometry: • Auditory Brainstem Responses

o Latencies; inter-peak intervals; wave amplitude • Threshold Auditory Brainstem Responses

o Threshold determination; o Latencies; latency-intensity function

• Oto-acoustic Emissions o Normative data; abnormal findings

• Auditory State Response audiometry

The student under supervision should be able to describe and demonstrate how to: • Set-up and calibrate equipment • Apply electrodes appropriately for optimum recording • Apply the Health & Safety requirements • Apply Infection control[s] • Describe how to take a patient history

o Non-auditory contra-indications • Be aware of the test protocols • Be aware of recording parameters • Relate results to potential pathologies

Balance The student should be aware of and able to discuss the various balance tests and related procedures, which are used in the assessment of balance disorders.

These should include, but not exclusively:

• Caloric testing • Dix-Hallpike Manoeuvre • Vestibular rehabilitation

o Management/counselling strategies /Goal setting

The student under supervision should be able to describe and demonstrate how to: • Set-up and calibrate equipment

45

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 46: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

• Apply electrodes appropriately for optimum recording • Consider the Health & Safety issues and Infection control • Describe how to take a patient history

o Consider non-auditory contra-indications • Relate results to potential pathologies

Paediatric Hearing Assessment The student should be aware of and able to discuss the different paediatric hearing test procedures, which are available in the assessment of a child’s hearing.

These should include, but not exclusively: • Distraction testing • Performance testing • Visual Reinforced Audiometry • Co-operative and McCormack toy tests

The student whilst under supervision should be able to describe: • The importance of history from Parent /Carer • The role of the first tester and the second tester • How to develop a rapport with child • Ensures child understands the test requirements • How using different test stimuli can maintain the child’s attention • Different conditioning techniques • How to determine the lowest audible levels • Recognise errors • How to correctly records results and make suitable comments on the validity of the results • How to use dB (A); dB (SPL); correction factors

Tinnitus / Hyperacusis The student should be aware of and able to discuss the current best practice in the management of Tinnitus and Hyperacusis Patients

• Consider possible mechanisms for tinnitus generation • Be aware of the effects of tinnitus / hyperacusis on lifestyle

Hearing Science and Patient Management • Link theory to practice • Apply the scientific principles covered in the academic

modules to own practice. • Make the appropriate choice of equipment/procedures. • Use equipment appropriately to produce high quality results

(reliable and repeatable). 46

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 47: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

• Perform patient investigations in a safe manner whilst undertaking appropriate infection control techniques.

• Perform patient rehabilitation techniques in a safe manner whilst undertaking appropriate infection control techniques.

• Record and document measurements and assists in the production of a factual report.

• Produce a Professional portfolio which cumulatively records / provides evidence of the skills, knowledge and attitudes gained demonstrating clear evidence of reflection.

47

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 48: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Section 5.0 Specialist Modules for Neurophysiology Section 5.1 Interpretation of the high level framework for Neurosensory Sciences specialising in

Neurophysiology

Module Title Year 3

Application to Practice

Professional Practice

[10]

l

[60]

Research Project

[30]

Work-based training

25 weeks [20]

Year 2 Technologies

and Methodologies

Professional Practice

[10]

Research Methods

[10]

Applied

Measurement and Instrumentation

[20]

Applied Basic and Clinical Sciences

[20]

Pathophysiology of common

Central and Peripheral

nervous system [20]

Clinical Neurophysiology I

[30]

Work-based

training 15 weeks

[10]

Year 1 Scientific

Basics

Professional Practice

[10]

Scientific Basis of Healthcare Science – Integrated module across body systems

[60]

Applied Physics and

Measurement

[20]

Applied Anatomy,

Physiology and Pathophysiology

[20]

Clinical Measurement and Treatment

(including Work-based

training) [10]

Clinical Neurophysio ogy II

Physiological conditions

affecting the

Generic Modules: Common to all divisions of Healthcare Science Division/Theme Specific Modules: Life Sciences; Medical Physics Technology; Clinical Engineering; Cardiovascular, Respiratory and Sleep Sciences; Neurosensory Sciences Specialist Modules: Specific to a specialism

48

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 49: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Section 5.2

Division: Theme: Specialism: Neurophysiology Year 2:

Physiological Sciences Neurosensory Sciences

Applied basic and clinical sciences [20 credits]

This module will build on learning in Year 1, enabling the student to develop knowledge and understanding of basic and clinical sciences and their application to neurophysiology.

The module aims to: i. Provide a learning experience soundly based on scientific principles

and practice; ii. Provide an environment which encourages an enquiring and

investigative approach to learning; iii. Deliver a body of factual knowledge; and iv. Illustrate by example the contribution of these topics to a better

understanding of the vocational modules.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Discuss physiological principles of major organ systems and their importance in health and disease with particular emphasis on conditions in patients commonly referred to clinical neurophysiology.

2. Examine interrelationships between the functions of organs in homeostatic processes.

3. Interpret data illustrating principles of physiological and homeostatic mechanisms.

4. Investigate the principles of drug action and pharmacokinetics and correlate these to drug therapy with particular emphasis on conditions in patients commonly referred for clinical neurophysiology investigations.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Apply the abbreviations and units used in Neurophysiology. 2. Discuss complex scientific information in ways that can be understood by

patients and practitioners in other areas. 3. Use correct terminology when discussing scientific issues.

49

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 50: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Indicative content

Building on learning in the Generic Module ‘Basis of Healthcare Science’ as applied to the practice of Neurophysiology.

• Body fluids, renal and circulatory systems, subdivisions, volumes, composition

• Microcirculation o Capillaries o Forces acting across capillary wall o Exchange between plasma and interstitial fluid.

• Lymphatic system o Capillaries o Drainage of interstitial spaces o Lymphatic circulation o Oedema.

• Renal system o Components of renal system and their functions o Role of the renal system in homeostasis and excretion o Structure of kidney and nephron o Formation of urine o Osmoregulation o Loop of Henle system o Role of the renal system in body fluid volume and blood pressure

control • Hormonal control of fluid volume/relationship to disease states • Role of the kidneys in glucose, electrolyte and acid base homeostasis • Circulatory control: Components of blood pressure control • Cardiac output control

o Rate, stroke volume o Starling o Venous return o Venous capacity, contractility

• Resistance: arterioles as variable resistors / examples of nervous and chemical control

• Reflex control o Baroreceptors o Chemoreceptors o Central Nervous System ischaemic response etc. o Hypertension and circulatory collapse and their common causes

• Respiratory system o Gas laws: partial pressures o Alveolar membrane o Diffusion o Fick’s law o Gas carriage by the blood: oxygen and carbon dioxide carriage o Acid base balance: buffers, respiratory and renal control o Respiratory and metabolic acidosis and alkalosis o Respiratory movements

50

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 51: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

o Control of ventilation o Respiratory centres o Chemoreceptors and other receptors

• GI tract and liver o Structure and function of regions of Gastro–intestinal tract including

associated glands o Liver structure, function and circulation and the effects of malfunction

• Endocrine Physiology o Pituitary, brain relationships, stress and the endocrine system o Thyroid glands o Glucose homeostasis and control, diabetes mellitus o Adrenal glands, glucocorticoids, mineralocorticoids o Effects of stress on body physiology o Calcium control

Section 5.3

Division: Theme: Specialism: Neurophysiology Year 2:

Physiological Sciences Neurosensory Sciences

Pathophysiology of common conditions affecting the Central and Peripheral nervous system [20 credits]

The module is designed to build on the learning in Year 1 and provide a basis for the exploration of cell biology, immunology, microbiology and genetics related to disease processes, and to provide the necessary background in physiology, pathology and pharmacology, relevant to Neurophysiology.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Recall the normal structure and function of the brain and spinal cord. 2. Discuss the immunological basis of diseases, with particular emphasis on

conditions in patients commonly referred to clinical neurophysiology, e.g. epilepsy.

3. Describe major abnormalities of physiological control mechanisms in diseases of the brain and spinal cord.

4. Describe cellular, tissue and systems responses to diseases of the brain and spinal cord, e.g. brain haemorrhage, cerebral infarction, brain tumours and dementia.

5. Describe the basis of common infections of the brain and spinal cord, e.g. meningitis, encephalitis, brain abscess.

6. Investigate the genetic errors responsible for common abnormalities affecting the brain and spinal cord.

51

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 52: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On completion of this module the student will:

1. Establish a vocabulary of terminology used in the classification, investigation and description of disease.

2. Integrate information from different clinical environments.

Indicative Content

• Cell biology, immunology, microbiology and genetics related to disease processes

• Immunology • Innate immunity

o Physical o Chemical and cellular (including; skin, mucous membranes, cilia,

connective tissue, inflammation, natural killer cells, acute phase proteins, complement, interferons, fever)

• Adaptive immunity o Humoral o Cellular o Naturally acquired o Artificially acquired

• Immunoglobulins o Types o Structures and functions o Antigens o Epitopes o Haptens o Detection and measurement

• Essential cells and their roles o Macrophages o Neutrophils o Monocytes o B-cells o T-cells o Dendritic cells o Self and non-self o Clonal selection theory o Central and peripheral lymphoid tissues o Tolerance o Autoimmunity

• Hypersensitivities: types I, II, III, IV and V allergic reactions • Transplant immunology

o Types of graft o Histocompatibility o Graft rejection o Immunosuppression

52

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 53: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

• Immunodeficiency: e.g. HIV • Neoplasia: tumour immunity. Immunotherapy • Diagnosis

o Immunohistochemistry o Immunocytochemistry o Production of monoclonal and polyclonal antibodies o Labelling techniques for the identification of organisms, tissues,

receptors or chemicals • Treatment

o Antibodies o Gamma globulins o Serum therapy o Vaccination o Production of vaccines o Adjuvant o Administration

• Genetics o Heredity: Mendelian genetics o Genotype o Phenotype o Inheritance of genetic defects o Linkage o Sex-linked defects o Non-Mendelian inheritance

• Cell division o Cell cycle control o Mitosis o Differentiation o Growth o Repair o Meiosis o Production of gametes o Cell response to stress and ageing o Apoptosis

• Mutations o Causes of mutations o Chromosomal mutations o Gene (point) mutations

• Organisation of chromosomes o Structure of DNA and RNA in relation to function and duplication of

genes o Stuttering genes o Control of gene expression.

• Chromosomal abnormalities o Naturally occurring and induced abnormalities including

� Euploidy� aneuploidy� polyploidy � deletions � duplications

53

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 54: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

� inversions � translocations � isochromosomes

• Stem cell biology o Embryonic stem cells o Somatic stem cells o Control of differentiation and role as therapeutics o Somatic cell cloning

• Cancer o Neoplasia o Oncogenesis o Benign and malignant tumours

• Molecular biology techniques o Recombinant DNA technology o Cloning o PCR o Electrophoresis o In situ hybridisation o Cytogenetics o DNA fingerprinting o Gene therapy o Diagnostics

• Microbiology • Infective agents

o Bacteria o Fungi o Viruses o Prions o Pathogens, virulence factors o Normal flora

• Routes of transmission o Airborne o Body fluids o Direct and indirect contact

• Infection control o Nosocomial infections o Infection control – sterilisation and disinfection

• Diagnosis o Microbial cultures o Microscopy and identification of microorganisms

• Treatment o Antibiotics (naturally occurring and synthetic) o Actions of antibiotics o Resistance o Plasmids o Antimetabolites

• oCauses and mechanisms of cell injury 

Physical injury (extremes of temperature, electricity, radiation, trauma – acute and chronic)

54

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 55: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

o Chemical agents (free radicals, hypoxia, drugs, toxins) o Nutritional imbalances (deficiencies and excesses) o Metabolic diseases e.g. abnormal carbohydrate, lipid and protein

metabolism, for example cirrhosis, diabetes mellitus o Accumulation of materials (fatty changes, haemosiderin, calcification,

amyloidosis) o Degenerative disorders e.g. atherosclerosis, aging (mechanisms and

diseases of aging) o Mental disorders

• Cell death o Autolysis o Apoptosis o Necrosis

• Therapeutics o Pharmacology: types of agents, mechanisms, including side effects

and drug interactions o Surgical interventions o Biofeedback mechanisms and treatments o Mechanical or electrical intervention o Counselling

Section 5.4

Division: Theme:

Neurophysiology

Physiological Sciences Neurosensory Sciences

Specialist Route: Year 2 Specialist Module: Clinical Neurophysiology I [30 credits]

This module will give the student an appreciation of the fundamental skills and attitudes required by all healthcare professionals. The module will provide the student with a background of the concepts of instrumentation used in clinical neurophysiology at a block diagram level, together with an understanding of the methodology of recording practices in electroencephalography (EEG) and visual evoked potentials (VEP). The module will support and develop the work-base training by providing a description of normal EEG phenomena together with the effect of routine activation procedures.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Explain the basic concepts of instrumentation used in clinical neurophysiology.

2. Draw block diagram layouts of instrumentation used in clinical neurophysiology.

3. Describe recording techniques in electroencephalogram (EEG) and Visual Evoked Potential (VEP).

55

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 56: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

4. Describe the normal EEG and the effect of activation techniques, drugs, level of awareness.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Discuss complex scientific information in ways that can be understood by practitioners in other areas.

2. Use correct terminology when discussing scientific issues. 3. Manipulate information and convey ideas in an MS WINDOWS

environment. 4. Work safely under supervision.

Indicative Content

In this module students will build on the Year 1 learning and begin detailed learning that underpins the following routine practical techniques:

• Recording of the Encephalogram (EEG) o Electrode placement systems o Use of machine controls o Application of localisation techniques to EEG practice o Sources of artefact and elimination

• Activation procedures, their effect on the EEG and indications / contraindications for their use o Hyperventilation o Photic stimulation o Sleep

� Sleep deprivation � Drug induced sleep

• The effects of the EEG on patient safety and the effects of drugs on the EEG

• How to obtain a clear and concise patient history • The origin of the EEG and its maturation from paediatric to adult • Describing and annotating the normal phenomena and normal variants in

the awake and sleep EEG o The normal EEG from paediatric to adult o Normal waveforms – awake and sleep o Normal variants o Waveform annotations

• The effect of stimulus characteristics on the visual evoked potential o Contrast o Luminance o Check size o Field size

• The recording of a visual evoked potential

56

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 57: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

o Electrode placement o Electrode impedance o Artefacts and their elimination o Patient vigilance o Waveform reproduction o Monitoring input signal

• The major components of a normal pattern reversal visual evoked potential o Latency o Amplitude o Morphology o Interoccular latency difference

• Derivation and montage design o Bipolar derivation o Common reference derivation o Common average reference derivation o Source derivation o Montage design

• Electrode characteristics • Components of a digital EEG machine and post acquisition of data

• Schematic of digital EEG machine • Post signal acquisition

o Remontaging� Sampling skew � Basic Fourier analysis

• The components of an evoked potential (EP) system and their function • Schematic of EP machine

� Signal averaging � Artefact rejection

• The recording parameters used for evoked potentials and the reason for their use o High frequency filters o Low frequency filters o Sensitivity o Time base

• The function of visual stimulators used in Clinical Neurophysiology o Pattern stimulators o Photic stimulators

• The internal and external calibration on equipment used in clinical neurophysiology to national standards as specified by ANS o EEG machine

57

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 58: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Section 5.5

Division: Theme: Specialism: Year 2:

Physiological Sciences Neurosensory Sciences Neurophysiology Work-based Training [10 Credits]

The indicative content for the work-based Training Modules in Year 2 is defined in the Year 3 module content to be achieved across Year 2 and 3.

Section 5.6

Division: Theme: Specialism: Year 3:

Physiological Sciences Neurosensory Sciences Neurophysiology Clinical Neurophysiology II [60 Credits]

The aim of this module is to ensure that the student has the specialist underpinning knowledge and understanding, and gains the accompanying graduate transferable skills and attitudes to undertake the role of a Healthcare Science Practitioner in Neurophysiology.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Correlate stimuli characteristics with the effect on recorded waveforms. 2. Distinguish normal from abnormal waveforms and phenomena in EEG. 3. Review the current definition and classification and treatment of epilepsy. 4. Demonstrate an advanced knowledge of common neurological conditions

and treatments. 5. Describe the detailed anatomy and physiology of the brain and its

circulation. 6. Explain, in detail, the relationship between the dysfunction of subcortical

structures and neurological symptomology. 7. Reflect on the way in which their personal skills in communication have

developed to the advantage of patient care. 8. Evaluate the effect of an abnormally altered patient psyche on the reliable

measurement of physiological variables. 9. Explain how to interpret an EEG. 10. Demonstrate an understanding of the adult Visual Evoked Potential, the

annotation of the waveforms and abnormal findings. 11. Describe a range of neurological conditions, their pathology and treatment. 12. Explain the process of factual report writing and EEG interpretation.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

58

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 59: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

On successful completion of this module the student will:

1. Respect and uphold the rights, dignity and privacy of patients. 2. Critically discuss the problems associated with the care of patients

undergoing cardiac investigations or treatments. 3. Establish patient-centred rapport. 4. Appreciate the empathy and sensitivity needed when dealing with the

patient experience of long term conditions and terminal illness. 5. Actively seek accurate and validated information from all available sources

with respect to cardiac investigations. 6. Select and apply appropriate analysis or assessment techniques and tools.

Indicative Content

• Neuro-anatomy and physiology and pathophysiology • Major and sub-divisions of the brain • Peripheral nervous system: cranial and peripheral nerves, neuropathies

and myopathies, roots and muscles • Embryology: neural tube, origins of neurones and glia, neural crest, cell

migration, formation of brain and spinal cord, myelination • Cerebral circulation: control of cerebral circulation, effect of altered blood

gases, measurement of cerebral blood flow, cerebro-spinal fluid production, constituents, circulation and pressure

• Control of consciousness; reticular activating system, sleep / wake circulation, influence of brainstem, levels of consciousness defined by electroencephalogram

• Functions of subcortical structures: extrapyramidal and pyramidal systems, cerebellum and related pathways, disorders of movement

• The adult EEG and recording of other physiological variables and common adult EEG abnormalities o Waveform measurement and annotation: o Common Adult EEG abnormalities o Generalised o Focal o Repetitive / intermittent o Localisation of abnormalities o Polygraphy – respiration, movement, ECG, eye movement.

• Factual report and the interpretation of the EEG • Visual Evoked Potential and the annotation of the waveforms and

abnormal findings • Neurological conditions, their pathology and treatment

o Epilepsy

59

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 60: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

o Classification o Treatment o Infective o Degenerative o Cerebro-vascular o SOL o Metabolic o Demyelinating conditions o Non organic disorders

• Psychology of disease • Psycho-Social • Psychological

Section 5.7

Division: Theme: Specialism: Year 3:

Physiological Sciences Neurosensory Sciences Neurophysiology Research Project in Neurophysiology [30 Credits]

The overall aim of this module is to ensure that the student undertakes a research or audit project that provides an opportunity to demonstrate the knowledge, skills and experience gained in the Research Methods module in Year 2.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Work with a supervisor to propose a research or audit hypothesis / question.

2. Critically review the literature and use a reference manager system. 3. Refine a research/audit question. 4. Design a research protocol to test a hypothesis / question. 5. Gain the necessary ethical, audit and / or R&D approvals. 6. Undertake a research / audit project from conception to completion. 7. Construct a database and analyse the data using appropriate statistical

techniques. 8. Prepare a written project report and analyse the findings and identify

strengths and weaknesses of the research / audit project. 9. Prepare and present a poster.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

60

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 61: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

On successful completion of this module the student will:

1. Begin to develop critical analytical skills. 2. Evaluate and apply evidence. 3. Work within an ethical framework. 4. Demonstrate effective time management and organisation.

Indicative Content

• One or more pieces of work for which the student is responsible. These should involve originality in the sense that the outcome is not predictable and / or known in detail

• Examples could include: o Evaluation of method new to department o Comparison of methods for same analysis, within or across

department o Investigation to improve performance of a method o Evaluation of new / modified quality assurance of a method o Audit of method performance across a range of departments o Critical analysis of evidence-base underpinning a specified

procedure o Audit of specified laboratory users to assess functionality, range,

and / or quality of services provided

Section 5.8

Division: Theme: Specialism: Neurophysiology

years]

Physiological Sciences Neurosensory Sciences

Year 2 and 3: Work-based Training [30 Credits in total across both

Important Note: Work-based training does not have to be confined only to the work-base but elements may be taught in other environments, e.g. a clinical skills laboratory, simulation centre or science laboratory.

The indicative content for the work-base training modules in Year 2 is defined in the Year 3 module content to be achieved across Year 2 and 3.

The overall aim of this module is to give the student experience of Neurophysiology that ensures that the student can undertake the breadth of practice expected of a newly qualified Healthcare Science Practitioner in Neurophysiology. This is delivered through work placements in Years 2 and 3 of the degree course.

61

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 62: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Further work developing the framework for the accompanying Professional Portfolio across Healthcare Science and in the Specialisms will define the levels of competency.

Learning Outcomes: Practical Skills

On successful completion of this module the student will:

1. Demonstrate competence for tasks / procedures in Neurophysiology according to the Association of Neurophysiological Science standards including: • Plan and prepare for EEG-dedicated environment • Plan and prepare equipment • Prepare patient for EEG

o Measure and apply electrodes accurately o Monitor and record routine Adult EEG with appropriate

polygraphy o Implement and monitor activation procedures o Complete and report Adult EEG

• Assess and record visual acuity • Assist with VEP.

2. Demonstrate good communication skills with respect to: • Clinical history taking • Counselling • Methods of communication • Listening and interpersonal skills.

3. Critically apply the scientific principles covered in the academic Module within own practice.

4. Make the appropriate choice of equipment / procedure. 5. Use equipment to produce the highest quality results. 6. Perform patient investigations in safe manner whilst undertaking

appropriate infection control techniques. 7. Undertake and document measurements and assist in the production of

a factual report.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Present complex ideas in simple terms in both oral and written formats. 2. Challenge discriminatory behaviour and language. 3. Adapt communication style and language to meet needs of listeners 4. Respect and uphold the rights, dignity and privacy of patients. 5. Establish patient-centred rapport. 6. Consistently focus on professional duty of care. 7. Reflect and review own practice to continuously improve personal

performance.

62

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 63: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

8. Consistently operate within sphere of personal competence and level of authority.

9. Manage personal workload and objectives to achieve quality of care. 10. Actively seek accurate and validated information from all available

sources. 11. Select and apply appropriate analysis or assessment techniques and

tools. 12. Evaluate a wide range of data to assist with judgements and decision

making. 13. Contribute to and co-operate with work of multi-disciplinary teams.

Indicative Content

Students are expected to gain knowledge, skills and experience of routine adult EEG and assisting the Healthcare Practitioner in recording VEPs.

Common content across test and management protocols • Ensure that all the necessary recording equipment for the investigation is

working correctly. • Ensure that the recording room is appropriate and safe to use in

accordance with local Health and Safety rules. • Verify the correct patient identification in accordance with local practice. • Record adult routine EEG with activation procedures. • Ascertain indications and contra-indications for the test being performed. • Produce concise factual and numerical data pertinent to the recordings. • Adhere to local infection control policies at all times. • Maintain quality standards, assurances and controls for all activities

performed.

Essential Skills

Calibration • Preparation of equipment such as the EEG machines, electrodes and

transducers. • Preparation of the equipment includes the calibration of the recording

system

Patient history • Obtain a relevant history from the patient, record the patient’s state at the

time of the investigation and to document the current medication, results of other relevant investigations

Prepare adult patient for EEG • Plan the EEG taking into account the relevant physical and clinical and

medical history. • Prepare the patient an EEG in accordance with International standards

63

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 64: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Monitor and record adult EEG • Modify the investigation, taking into account the clinical problem and the

EEG findings, in order to obtain accurate and useful results. • Adjustment of controls, the application of additional electrodes or

modification of the state of the patient.

Activation procedures • Carry out activation procedures including hyperventilation and photic

stimulation

Artefacts • Recognise and minimise and eliminate any artefacts the may occur

Factual report writing • Produce a factual report of the results on completion of normal and

abnormal EEGs investigations

The student should be able to describe, demonstrate and apply each of the following components when undertaking a routine adult EEG.

Anatomy and Physiology Relevant to EEGs • Basic functional division of the nervous system • Major anatomical divisions of the nervous system, brain, cerebellum,

brainstem and spinal cord • Anatomy and physiology of cerebral circulation, cerebro-spinal fluid (CSF),

cortical and sub-cortical structures, ventricles, meninges, reticular formation, cranial nerves, and thalamus and other body systems and their physiology

• Clinical features of disease of the nervous system • The aetiology and symptomology of common pathological processes and

the role of EEG in their investigation • Effect of cardio-respiratory and metabolic disorders on the adult EEG • Effect and use of prescribed and non-prescribed drugs in relation to adult

EEG recordings

EEG equipment characteristics, calibration and classification • Electrical safety classification of EEG equipment • Specifications and characteristics of digital EEG recording systems • The principles and purpose of internal and external calibration and testing

of a complete recording system • Principles underlying the use of basic test equipment, including multimeters

and external signal generators and attenuators for calibration, and fault identification

64

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 65: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

• Detection and identification of equipment faults and procedures for the rectification of simple equipment faults

• The correct procedures for reporting faults • The characteristics of electrodes and transducers used in neurophysiology

o Characteristics of photic stimulators

EEG equipment operation • The principles underlying the operational requirements of a recording

system • The structure and function of the component parts of a digital EEG

recording system including: o Amplifiers o Filters and their effect on the recorded electrical activity o Principles of digitisation

• Methods of derivation and design of montages • Amplifier input connections for bipolar and referential (common reference,

average reference and source derivation) recording techniques. • The use of machine controls, including their effect on the original signal

and their use in highlighting salient features of the adult EEG. • Principles and procedures for the selection and use of additional electrodes

and transducers • Relationship of the annotation to data on recording

Preparation and placing of electrodes for adult EEG • Selection and choice of electrodes and transducers for neurophysiological

recordings • Electrode characteristics and maintenance • Standard measurement/placement systems of electrodes and application in

accordance with the International 10-20 system • Application of various electrodes and transducers to record

neurophysiological variables during the adult EEG • Impedance measurement

EEG patterns • Origin of the EEG signal • Details of normal EEG activity and variants in adults • Details of abnormal EEG activity and variants in adults • Methods or relating the findings of routine adult EEG recordings to

common pathological conditions and non-organic disorders • Effects of medication on the adult EEG • Effects of natural sleep on the EEG in adults

Activation procedures • Rationale of the procedures for hyperventilation and photic stimulation

during the EEG recording • The physiology of hyperventilation and the physiological basis of photic

stimulation 65

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 66: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

• Normal EEG variations of responses to hyperventilation and to photic stimulation in adults

• Atypical and abnormal EEG responses to hyperventilation and to photic stimulation in adults

• Contraindications to activation procedures in adults

Artefacts • Characteristics and origins of physical and biological artefacts, methods of

identification and means of elimination • Characteristics and origins of non-biological, methods of identification and

means of elimination

Factual report writing • Organisational requirements for writing factual reports • Definitions of standard terms used to describe data • Normal values for frequency and amplitude, effects of medication

(prescribed or not) on normal values and effects of aging • The correlation of normal frequencies and amplitude to the normal

rhythms/variants/phenomena of adult EEG • The correlation of frequency and amplitude in pathological conditions and

diseases: in relation to epilepsy, space occupying lesions, infection, metabolic disorders, cerebrovascular disease, head injury and psychiatric disorders.

• Describe accurately any clinical events and the EEG features associated with them.

• Effect of activation procedures on normal and abnormal values • Effect of patient state on normal and abnormal values, including anxiety

and drowsiness.

The student should be able to describe, demonstrate and apply each of the following components when assisting a competent practitioner performs a Visual Evoked Potential Assist in the planning of recordings of VEPs • Check the equipment to be used is in a safe condition, including relevant

peripheral devices • Characteristic and specifications of the EP machine and stroboscope and

pattern reversal stimulator are appropriate • Electrode characteristics and selection including:

o Electrode potential o Silver/silver chloride electrodes o Maintenance of electrodes

• Ensure the environmental conditions are suitable for the planned investigation

Assist in the preparing of the patient for VEPs

66

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 67: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

• Ensure that all available data pertinent to the investigation upon the patient is available and checked for validity.

• Selection of the electrodes, methods of application and position appropriate to the VEP being tested.

• Determination of the electrode placement with reference to the VEP being studied

• Principles and methods of calculation of the angular size of the pattern stimulator

• Measurement and accurate documentation of patients’ visual acuity

Assist in the recording of VEPs • Basic principles relevant to recording VEPs • Principle of derivation of montages and machine settings for recording

VEPs • Types and effects of physiological and non-biological artefacts and non-

pathological factors on the VE. • Components of the VEP and physiological origin • Morphology and nomenclature of VEPs

67

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 68: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Section 6.0 Specialist Modules for Ophthalmic and Vision Science Section 6.1 Interpretation of the high level framework for Neurosensory Sciences specialising in

Ophthalmic and Vision Science Module Title

Year 3 Application to

Practice

Professional Practice

[10]

Neurophysiology of vision and

vision assessment

[20]

Assessment and monitoring of

ophthalmic disease

[20]

Ophthalmic Pharmacology

[10]

Optional Module

[10]

Research Project

[30]

Work-based training 25 weeks

[20]

Year 2 Technologies

and Methodologies

Professional Practice

[10]

Research Methods

[10]

Applied Physiological Measurement and

Instrumentation

[20

Pathology of the visual

system and systemic disease

[20]

Optics

[20]

Ophthalmic imaging and

measurement

[20]

Assessment of the

Ophthalmic Patient

[10]

Work-based

training 15 weeks

[10] Year 1

Scientific Basics

Professional Practice

[10]

across body systems

[60]

Applied Physics and

Measurement

[20]

Applied Anatomy, Physiology and

Pathophysiology

[20]

Clinical Measurement and Treatment

(including Work-based

training) [10]

Scientific Basis of Healthcare Science – Integrated module

Generic Modules: Common to all divisions of Healthcare Science Division/Theme Specific Modules: Life Sciences; Medical Physics Technology: Clinical Engineering; Cardiovascular, Respiratory and Sleep Sciences; Neurosensory Sciences Specialist Modules: Specific to a specialism

68

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 69: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Section 6.2

Division: Theme: Specialism: Year 2:

Physiological Sciences Neurosensory Sciences Ophthalmic and Vision Science Pathology of the visual system and systemic disease

[20 credits]

The aim of this module is to provide students with knowledge and understanding of diseases and disorders of the eye, ocular adnexae and visual pathway; and systemic diseases that have important ophthalmic manifestations. The module also includes the principles of epidemiology and disease screening with particular reference to diabetes, and microbiology and infection control relevant to ophthalmic practice.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Classify and describe common diseases and disorders of the visual system.

2. Describe a range of systemic diseases that have ocular manifestations and explain the mechanism of this association.

3. Relate symptoms and signs of disease to clinical manifestations; understand impact on patient's health and well being.

4. Describe and explain the principles of screening of ophthalmic disease and diabetic retinopathy screening programmes.

5. Describe measures for infection control in clinical practice and explain how they reduce disease transmission.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Establish a vocabulary of terminology used in describing the anatomy and physiology of the eye.

2. Discuss complex scientific information in ways that can be understood by practitioners in other areas.

Indicative Content

• Basic principles of health, disease, illness, wellbeing, epidemiology, disease screening including diabetic retinopathy screening

• Embryology of the eye • Principles of pathological processes applied to diseases of the visual

system • Diseases and disorders of eye, ocular adnexae and visual pathway • Systemic diseases with ocular manifestations, e.g. diabetes,

69

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 70: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

cardiovascular disease, thyroid disease, giant cell arteritis, sarcoidosis, rheumatoid arthritis and other autoimmune diseases, multiple sclerosis, Herpes Zoster, AIDS, blood dyscrasias and metastatic carcinomas

• Common congenital and hereditary disorders affecting the visual system

Section 6.3

Division: Theme: Specialism: Year 2: Optics [20 credits]

Physiological Sciences Neurosensory Sciences Ophthalmic and Vision Science

This module will enable the student to learn about the physical properties of light and lasers, the laws governing refraction and reflection of light, and the optical properties of the eye, the errors of refraction and their correction with lenses.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Describe quantum and electromagnetic wave theories of light; electromagnetic spectrum, wavelength, amplitude and frequency; fluorescence, polarisation, coherence and lasers.

2. Describe refraction of light by prisms and lenses, index of refraction and Snell's Law, measurement of vergence power of lenses and prisms, formation of images by optical systems.

3. Explain image formation by plane and curved mirrors. 4. Explain refractive interfaces and optical media of the eye, accommodation,

and the different types of refractive error; correction of errors of refraction with spectacles and contact lenses.

5. Explain methods to determine refractive errors. 6. Describe principles and methods of keratometry.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Establish a vocabulary of terminology used in describing the application of optics.

2. Discuss complex scientific information in ways that can be understood by practitioners in other areas.

Indicative Content

• Physical properties of light, fluorescence, polarisation and lasers

70

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 71: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

• Laws of refraction, formation of images, prisms and lenses, spheres and cylinders.

• Laws of reflection, plane and curved mirrors optics of eye and errors of refraction; accommodation and presbyopia.

• Refraction, methods of assessment of refractive error, correction of refractive errors with spectacles and contact lenses, measurement of optical prescriptions.

• Keratometry.

Section 6.4

Division: Theme: Specialism: Year 2:

Physiological Sciences Neurosensory Sciences Ophthalmic and Vision Science Ophthalmic Imaging and Measurement [20 credits]

This module will give the student a comprehensive grounding in the function, operation and characteristics of instruments used to image and measure structures of the eye. The module also delivers descriptive methodology and application of computer acquisition, storage and analysis of data. In particular the student will learn principles and methods for capturing, recording, archiving and transmitting images and measurements of the eye using a variety of modalities and techniques including fundus photography, scanning laser tomography, topography and polarimetry, and A-scan ultrasonography. The student will learn how to assess the quality of the images and measurements and recognise artefacts, and to adjust techniques to obtain the most appropriate results for the clinical purpose. The student will also be introduced to the principles of B-scan ultrasonography.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Describe and explain the principles and techniques for obtaining images of the fundus with a fundus camera, digital processing of images, brightness, saturation and hue, additive and subtractive colour mixing / colorimetry.

2. Discuss the various principles, modalities and applications for imaging and measuring structures of the anterior and posterior segment of the eye with laser, including low coherence interferometry, tomographic imaging and polarimetry.

3. Discuss the principles of ultrasonography, A- and B- scan modalities, and applications for imaging and measuring structures of the anterior and posterior segment of the eye.

4. Describe methods and techniques for biometry (axial length measurement and calculation of power of intraocular lens) and pachymetry.

5. Explore the methods and applications of computer acquisition, analysis, storage, and disposal of ophthalmic imaging and measurement data.

71

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 72: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Actively seek accurate and validate information from all available sources. 2. Select and apply appropriate analysis or assessment techniques and tools.

Indicative Content

Imaging of the posterior segment • Fundus cameras: Instrumentation, technique, focusing, difficulties and

troubleshooting, artefacts, principles of angiography, use of filters, digital processing, principles of brightness, saturation and hue, additive and subtractive colour mixing / colourimetry

• Optical Coherence Tomography: Principles of low coherence interferometry, instrumentation, techniques, image acquisition, presentation and analysis, artefacts and troubleshooting; clinical applications and interpretation

• Scanning Laser Ophthalmoscopy: Confocal principle, instrumentation, image acquisition, presentation and analysis, artefacts and troubleshooting; clinical applications and interpretation

• Scanning Laser Polarimetry: Principles of polarisation and birefringence, instrumentation, image acquisition, presentation and analysis, clinical applications and interpretation, limitations, artefacts and troubleshooting

• Ultrasonography: Principles of ultrasound, A- and B- scan modalities, clinical applications

Imaging of the anterior segment • Principles and methods to include slit lamp photography, OCT,

Scheimpflug imaging

Measurement of ocular structures • Pachymetry and biometry

Data management and processing • Computer acquisition, analysis, storage, and disposal of ophthalmic

imaging and measurement data

72

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 73: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Section 6.5

Division: Theme: Specialism: Year 2:

Physiological Sciences Neurosensory Sciences Ophthalmic and Vision Science Assessment of the Ophthalmic Patient [10 credits]

The aim of this module is to provide the student with an understanding of how to take a clinical history, measure visual acuity, undertake an examination of the eye and supporting structures and perform tonometry, and understand the purpose and methods of triage of the ophthalmic patient.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Explain rights, expectations and needs of patients with sensory impairment, children and other patients with special needs.

2. Describe the purpose and methods for obtaining patient history. 3. Describe methods for assessment of visual acuity in adults, to include

Snellen, logMAR and near vision charts, including patients with low vision and communication difficulties.

4. Describe measurement of pupil size and assessment of pupil responses, including afferent pupil defect.

5. Describe principles and methods of slit lamp examination of the eye. 6. Describe principles and methods of tonometry. 7. Describe different methods of direct and indirect ophthalmoscopy. 8. Explain the purpose and methods for ophthalmic triage.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Respect and uphold the rights, dignity and privacy of patients. 2. Establish patient-centered rapport. 3. Actively seek accurate and validated information from all available sources. 4. Select and apply appropriate analysis or assessment techniques and tools.

Indicative Content

• The rights, expectations and needs of patients with sensory impairment, children and other patients with special needs.

• Purpose and procedures for taking a patient history. • Comprehensive ophthalmic examination, including external examination

of ocular adnexae and assessment of tear production and patency of nasolacrimal passage, assessment of pupil size and reactions,

73

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 74: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

examination of anterior segment with a slit lamp, fundus examination, and tonometry

• Different methods of direct and indirect ophthalmoscopy • Purpose and methods for ophthalmic triage, immediate management of

ophthalmic emergencies including chemical burns, penetrating or severe blunt trauma, sudden painless loss of vision, acute rapid onset of pain or discomfort

Section 6.6

Division: Theme: Specialism: Year 2:

Physiological Sciences Neurosensory Sciences Ophthalmic and Vision Science Work-based Training [10 Credits]

To facilitate work-based learning by encouraging students to reflect on past and current learning experiences with a focus on their developing patient-oriented, practical, technical and organisational skills. It is anticipated that the student at this level will be operating mainly under supervision. In addition, the module will guide the identification of those skills required to practice clinical skills safely with respect for the patient's and the organisation's needs, and with efficiency.

Important Note: Work-based training does not have to be confined only to the work-base but elements may be taught in other environments, e.g. a clinical skills laboratory, simulation centre or science laboratory.

Knowledge and Understanding

On successful completion of this module the student will:

1. Explain the professional relationship with patient, identifying and addressing any special needs and maintaining patient confidentially.

2. Recognise the need to guide and assist patients with vision impairment. 3. Explain how to obtain ophthalmic patient history. 4. Determine optical prescription of visual aids, determine refractive error of

the eye with an auto-refractor. 5. Demonstrate how to measure visual acuity. 6. Undertake a comprehensive ophthalmic examination, including external

examination of ocular adnexae, assessment of pupil size and reactions, examination of anterior segment with a slit lamp, fundus examination, and perform tonometry.

7. Demonstrate how to instill eye medication for the purpose of investigation or treatment.

8. Communicate effectively with patients, carers and staff members. 9. Document findings in patient records legibly and accurately. 10. Implement effective infection control measures.

74

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 75: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Respect and uphold the rights, dignity and privacy of patients. 2. Critically discuss the problems associated with the care of patients

undergoing ophthalmic investigations or treatments. 3. Establish patient-centred rapport. 4. Appreciate the empathy and sensitivity needed when dealing with the

patient experience of long-term conditions. 5. Actively seek accurate and validated information from all available

sources with respect to investigations. 6. Select and apply appropriate analysis or assessment techniques and

tools.

Indicative Content

The overall aim of this module is to give the student experience of ophthalmic and vision science that ensures that the student can undertake the breadth of practice expected of a newly qualified Healthcare Science Practitioner. Please see the Training Manual for further detail.

Section 6.7

Division: Theme: Specialism: Year 3: credits]

Physiological Sciences Neurosensory Sciences Ophthalmic and Vision Science Neurophysiology of vision and vision assessment [20

The aim of this module is to provide the student with understanding of the neurophysiology of vision, and the principles and methods of psychophysical assessment of visual function with particular emphasis on the assessment of the visual field and its relevance for glaucoma. The module will also enable students to obtain an understanding of binocular vision and its disorders, including strabismus and amblyopia, the principles of assessment of ocular movement and binocular vision.

75

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 76: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Describe the relationship between the anatomy of the retina and visual pathway and the various aspects of visual function, including visual acuity and contrast sensitivity, visual field, colour vision, dark adaptation and motion detection.

2. Describe concept of scotoma, spatial localisation and mapping of the visual field, and principles and methods of static and kinetic perimetry, manual and automated perimeter.

3. Describe the methods for assessment of contrast sensitivity, colour vision and dark adaptation.

4. Describe how diseases of the visual pathway affect visual function. 5. Explain visual development and describe common disorders including

strabismus, suppression and amblyopia. 6. Describe basic principles and methods of assessment of ocular movement,

binocular vision and stereopsis, and methods for assessing visual acuity in children.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Respect and uphold the rights, dignity and privacy of patients. 2. Establish patient-centered rapport. 3. Actively seek accurate and validated information from all available sources. 4. Select and apply appropriate analysis or assessment techniques and tools.

Indicative Content

• Visual functions, including visual acuity and contrast sensitivity, visual field, colour vision, dark adaptation and motion detection, and the neural structures and pathways that serve these functions

• Principles and methods for assessment of visual functions • Disease processes of the visual pathway and their effect on visual

functioning • Spatial localisation and mapping of the visual field, concept of scotoma,

principles of static and kinetic Perimetry, manual and automated Perimetry • Ocular movement: versions and vergence eye movements, higher motor

control systems, efferent pathways, binocular reflexes, fusion and stereopsis, visual development

• Disorders of visual development and binocular vision, including squint, suppression and amblyopia

• Principles and methods for assessment of ocular movement and binocular

76

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 77: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

vision, and assessment of visual acuity in children

Section 6.8

Division: Theme: Specialism: Year 3: credits]

Physiological Sciences Neurosensory Sciences Ophthalmic and Vision Science Assessment and monitoring of ophthalmic disease [20

This module will provide the student with an understanding of standard pathways and protocols for managing common ophthalmic conditions of cataract, glaucoma, medical retinal diseases including diabetic retinopathy and age-related macular degeneration, and low vision and vision rehabilitation. The student will learn methods and techniques for comprehensive assessment of patients with these conditions, and principles of treatment and management.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Describe different forms of cataract, their effects on vision and refraction, principles and techniques of cataract surgery and correction of refraction with intraocular lens insertion.

2. Describe methods, techniques, difficulties and sources of error in biometry and how to overcome them.

3. Describe methods and techniques for assessment of a patient with glaucoma, how these can distinguish different forms of glaucoma, and standard protocols for the medical and surgical (including laser) treatment and monitoring of glaucoma.

4. Describe methods and techniques for assessment of a patient with medical retinal diseases, including diabetic retinopathy and age-related macular degeneration, how these methods can distinguish different forms of medical retinal disease, and standard protocols for the medical and surgical (including laser) treatment of these conditions.

5. Describe initiatives such as UK Vision Strategy for reducing incidence of avoidable blindness, and understand how these may be implemented.

6. Describe registration for vision impairment and severe vision impairment, impact of vision loss on patients’ health and wellbeing, and know methods for assessment and delivery of low vision rehabilitation.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Respect and uphold the rights, dignity and privacy of patients. 2. Establish patient-centered rapport. 3. Actively seek accurate and validated information from all available sources.

77

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 78: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

4. Select and apply appropriate analysis or assessment techniques and tools.

Indicative Content

• Assessment of patient with cataract, including symptoms and types of cataract, methods of cataract surgery, assessment of visual acuity and effects of glare, principles and techniques of biometry with A-scan ultrasound and optical coherence interferometry and determination of power of intraocular lens insertion

• Assessment of patient with glaucoma: tonometry, different methods for assessment of anterior chamber angle, different methods for performing pachymetry and the relationship between corneal thickness and tonometry, assessment of retinal nerve fibre layer thickness and optic disc, assessment of visual field, use of different assessments for long term monitoring of glaucoma patient, different treatments for glaucoma

• Assessment of patient with medical retinal disease, to include assessment of macular function and imaging of the retina, and protocols for monitoring of medical retinal disease including diabetic retinopathy and age-related macular degeneration

• Prevalence of vision impairment in UK and initiatives for reducing the incidence of avoidable blindness, registration of patients with vision impairment and severe vision impairment, impact of vision loss on patients’ health and wellbeing, methods for assessment and delivery of low vision rehabilitation.

Section 6.9

Division: Theme: Specialism: Ophthalmic and Vision Science Year 3:

Physiological Sciences Neurosensory Sciences

Ophthalmic Pharmacology [10 credits]

The aim of this module is to provide students with an understanding of the principles of pharmacology, drugs used for the investigation and treatment of ophthalmic disease and interaction of some of these drugs with the function of the autonomic nervous system. The module will also provide students with a background in the chemical nature of biological reactions to support their understanding of pharmacology and the biological processes of diseases affecting the eye.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Explain the categories of drugs used for the assessment, diagnosis and treatment of eye diseases and describe the commonly used drugs and their modes of action.

78

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 79: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

2. Describe different forms of preparation and composition of drugs, routes of administration, and how topically applied drugs penetrate into the eye and are absorbed systemically.

3. Explain the principles of drug adverse effects and describe common ocular and systemic adverse effects of commonly used ophthalmic drugs.

4. Explain the regulations for prescription, supply and administration and storage of drugs.

5. Discuss the principles of patient concordance and compliance.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Respect and uphold the rights, dignity and privacy of patients. 2. Establish patient-centered rapport. 3. Actively seek accurate and validated information from all available sources. 4. Select and apply appropriate analysis or assessment techniques and tools.

Indicative Content

• Cholinergic and adrenergic receptors and neurotransmission in the eye • Categories of drugs used in ophthalmic practice • Drug preparations, administration, absorption and penetration into the eye • Systemic and topical drug adverse effects: side effects, toxicity and allergy • Regulations for prescription, supply and administration and storage of

ophthalmic drugs • Patient concordance and compliance

Section 6.10

Division: Theme: Specialism: Year 3:

Physiological Sciences Neurosensory Sciences Ophthalmic and Vision Science Optional Specialist Modules [10 credits]

Optional Specialist Modules: Students will choose one subject (notionally 10 credits) as an optional study module from one of the four topic areas, shown in sections 6.11 – 6.14 to gain further knowledge.

79

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 80: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Section 6.11

Division: Theme: Specialism: Year 3:

credits]

Physiological Sciences Neurosensory Sciences Ophthalmic and Vision Science Optional Specialist Module: Ocular angiography [10

This module will provide the student with knowledge of methods and techniques to undertake angiographic investigations with the ophthalmic patient, including angiographic imaging of the anterior and posterior segment using fluorescein sodium and indocyanine green contrast mediums. The student will also learn how to perform angiographic imaging using fundus camera and confocal scanning laser ophthalmoscope. The student will gain an understanding of anatomic concepts of angiography, angiographic principles and the clinico/pathological correlation of the angiographic image. In addition the module will provide the student with knowledge of pharmacology of contrast medium for ocular angiography, intravenous cannulation, administration of IV Contrast medium and management of adverse reactions and anaphylaxis.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Describe and explain the principles and techniques for obtaining angiographic images of the anterior segment and fundus with a fundus camera and scanning laser ophthalmoscope, digital processing of images and image analysis for treatment.

2. Discuss the anatomic concepts of fluorescein and ICG angiography. 3. Discuss the physical and pharmacological properties of fluorescein sodium

and indocyanine green fluorescent contrast media. 4. Describe methods and techniques for angiographic recording. 5. Gain an understanding of angiographic interpretation. 6. Describe the method for IV Cannulation and administration of IV contrast

medium. 7. Describe methods and techniques for assessment of a patient with medical

retinal disease including diabetic retinopathy and age-related macular degeneration, how these can distinguish different forms of medical retinal disease, and standard protocols for the medical and surgical (including laser) treatment of these conditions.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Respect and uphold the rights, dignity and privacy of patients. 2. Establish patient-centered rapport. 3. Actively seek accurate and validated information from all available

80

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 81: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

sources. 4. Select and apply appropriate analysis or assessment techniques and

tools.

Indicative Content

Angiographic Imaging of the posterior segment • Fundus camera & Scanning laser ophthalmoscope: Instrumentation,

technique, focusing, difficulties and troubleshooting, artefacts, principles of angiography, use of filters, digital processing

• Scanning Laser Ophthalmoscopy: Confocal principle and its application in angiography. Still and video angiographic technique

• Fluorescein and ICG angiography of the Ocular fundus

Angiographic Imaging of the anterior segment • Principles and methods of fluorescein and ICG angiography

Measurement of ocular structures • Identification of lesions and measurement for AMD therapy.

Section 6.12

Division: Theme: Specialism: Year 3:

Physiological Sciences Neurosensory Sciences Ophthalmic and Vision Science Optional Specialist Module: Visual electrophysiology

[10 credits]

This module will provide the student with knowledge of the methods and techniques to undertake visual electrophysiological investigation of an ophthalmic patient. The student will also learn how to perform the following electrophysiology tests; visual evoked potential (VEP), electroretinogram (ERG), electro-oculogram (EOG) and may include more specialised tests. The student will gain an understanding of the anatomic and physiological concepts of electrophysiology, electrophysiology principles and the clinico-pathological correlation of the results. In addition the module will provide the student with knowledge of the range of equipment and electrodes used in electrophysiological testing.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Describe and explain the principles, which underlie the recording of a VEP, ERG, EOG and other specialised tests.

2. Discuss anatomic concepts of electrophysiological tests. 3. Describe the methods, techniques and technologies of the

electrophysiology tests (VEP, ERG, EOG etc).

81

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 82: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

4. Describe the electrode types available, their characteristics and how to recognize and rectify artefacts during testing.

5. Describe the types and purposes of stimulators and their correct use. 6. Describe the possible confounding effects of factors such as co-operation

or age on electrophysiology test results and know how to check response reproducibility.

7. Demonstrate understanding of electrophysiology test result interpretation. 8. Describe the likely electrophysiological consequences of a range of clinical

conditions that are investigated (medical retina, neuro-ophthalmology, age-related macular degeneration etc).

Learning Outcomes: Associated Personal Qualities/Behaviours (Professionalism)

On successful completion of this module the student will:

1. Respect and uphold the rights, dignity and privacy of patients. 2. Establish patient-centered rapport. 3. Actively seek accurate and validated information from all available

sources. 4. Select and apply appropriate analysis or assessment techniques and

tools.

Indicative Content

Electrophysiological assessment of visual function • VEP, ERG, EOG: instrumentation, techniques, difficulties and

troubleshooting, normal findings, artefact reduction, principles of electrophysiology

• Patient preparation: electrode selection, correct positioning and application, removal and sterilization

• Test selection and protocols: consider clinical question, patient age, co­operation and ability

Data preparation for reporting • Annotate recordings with relevant settings, clinical status etc. • Prepare data to provide factual assessment of the results

82

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 83: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Section 6.13

Division: Theme: Specialism: Year 3:

Physiological Sciences Neurosensory Sciences Ophthalmic and Vision Science Optional Specialist Module: Ocular ultrasound [10 credits]

This module will provide the student with knowledge of the A-mode and B-mode ultrasound principle and methods of scanning of the eye with B-mode ultrasound for the diagnosis of common and important eye disorders. The student will also learn the normal anatomical features of the eye and orbit as seen on ultrasound images and the common artefacts encountered during ultrasound examination, in order to distinguish them from abnormal findings. The module will provide the student with understanding of the basic principles of ultrasound, how it is emitted and received and how the image is amplified and displayed. The student will gain knowledge and experience in general handling and care of the instruments as well as safety and hygiene aspects of ultrasound examination of the eye, including the installation of anaesthetic eye drops and coupling gel.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Discuss and explain the principles of ultrasound physics. 2. Describe the principle of A mode and B mode ultrasound. 3. Describe the methods and protocols for screening the globe with B scan. 4. Describe the normal B scan features and artefacts in the eye. 5. Describe techniques of assessment and diagnostic features of patients

with dense cataract, vitreous haemorrhage, retinal detachment and ocular tumours.

Learning Outcomes Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Respect and uphold the rights, dignity and privacy of patients. 2. Establish patient-centered rapport. 3. Actively seek accurate and validated information from all available

sources. 4. Selects and apply appropriate analysis or assessment techniques and

tools.

Indicative Content

• Principles of ultrasound physics • Principles of A mode and B mode ultrasound • Methods and techniques for examining the globe with B scan, and normal

83

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 84: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

B scan features and artefacts. • Techniques of assessment and diagnostic features of patients with ocular

pathology including dense cataract, vitreous haemorrhage, retinal detachment and ocular tumours.

Section 6.14

Division: Theme: Specialism: Year 3:

Physiological Sciences Neurosensory Sciences Ophthalmic and Vision Science Optional Specialist Module: Low vision [10 credits]

This module will provide the student with knowledge of the methods and techniques for assessment of patients with low vision, and for training low vision patients in the use of optical and electronic low vision aids. The student will gain understanding of the impact of vision loss on the health and wellbeing of the patient, the role of rehabilitation officers and other professionals in supporting patients to develop daily living and mobility skills, and the agencies that provide financial and practical support for patients with low vision. Students will also acquire knowledge of the epidemiology of vision impairment in the United Kingdom and worldwide, the social and economic consequences of vision impairment, and national and international initiatives to reduce the incidence of preventable vision loss.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Explain the different forms of vision impairment, how they are assessed, and different strategies and methods for vision rehabilitation.

2. Perform comprehensive assessment of vision of patients with vision impairment.

3. Train patients in the use of prescribed optical and electronic low vision aids.

4. Know the criteria for registration for vision impairment and severe vision impairment.

5. Recognise the consequences of vision loss to the patients’ health, wellbeing and social interaction and seek advice about further action from other members of the rehabilitation team or other professionals or services as appropriate.

6. Know and explain the role of Social Services and other agencies that provide financial and other support to patients with vision impairment.

7. Know the epidemiology of vision impairment in the UK and worldwide, the social and economic consequences of vision impairment, and national and international initiatives to reduce the incidence of preventable vision loss.

84

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 85: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Respect and uphold the rights, dignity and privacy of patients. 2. Establish patient-centered rapport. 3. Actively seek accurate and validated information from all available sources. 4. Select and apply appropriate analysis or assessment techniques and tools.

Indicative Content • Causes and forms of vision impairment and strategies and methods for

vision rehabilitation • Assessment of vision in low vision patient including visual acuity, contrast

sensitivity, field of vision • Types of optical and low vision aid and training of patients in their use • Criteria for registration for vision impairment and severe vision impairment • Impact of vision loss on health, wellbeing and social interaction of patients • Rehabilitation for vision impairment including mobility and daily living skills,

and role of professions and social agencies • Epidemiology of vision impairment, economic and social consequences,

initiatives to reduce incidence of preventable blindness

Section 6.15

Division: Theme: Specialism: Year 3:

Physiological Sciences Neurosensory Sciences Ophthalmic and Vision Science Research Project in Vision [30 Credits]

The overall aim of this module is to ensure that the student undertakes a research or audit project that provides an opportunity to demonstrate the knowledge, skills and experience gained in the Research Methods Module in Year 2.

Learning Outcomes: Knowledge and Understanding

On successful completion of this module the student will:

1. Work with a supervisor to propose a research or audit hypothesis / question.

2. Critically review the literature and use a reference manager system. 3. Refine a research / audit question. 4. Design a research protocol to test a hypothesis / question. 5. Gain the necessary ethical, audit and / or R&D approvals. 6. Undertake a research / audit project from conception to completion. 7. Construct a database and analyse the data using appropriate statistical

85

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 86: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

techniques. 8. Prepare a written project report and analyse the findings and identify

strengths and weaknesses of the research / audit project. 9. Prepare and present a poster.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Begin to develop critical analytical skills. 2. Evaluate and apply evidence. 3. Work within an ethical framework. 4. Demonstrate effective time management and organisation.

Indicative Content

• One or more pieces of work for which the student is responsible. These should involve originality in the sense that the outcome is not predictable and / or known in detail

• Examples could include o Evaluation of method new to department o Comparison of methods for same analysis within or across

department o Investigation to improve performance of a method o Evaluation of new /modified quality assurance of a method o Audit of method performance across a range of departments o Critical analysis of evidence-base underpinning a specified

procedure o Audit of specified laboratory users to assess functionality, range,

and / or quality of services provided

Section 6.16

Division: Theme: Specialism: Year 3: Work-based Training [20 Credits]

Physiological Sciences Neurosensory Sciences Ophthalmic and Vision Science

To facilitate work-based learning by encouraging students to reflect on past and current learning experiences with a focus on their developing patient-oriented, practical, technical and self-organisational skills. It is anticipated that the student at this level will be operating mainly under supervision. In addition, the module will guide the identification of those skills required to practice clinical skills safely with respect for the patient's and the organisation's needs, and with efficiency.

86

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 87: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Important Note: Work-based training does not have to be confined only to the work-base but elements may be taught in other environments, e.g. a clinical skills laboratory, simulation centre or science laboratory.

Learning Outcomes: Practical Skills

On successful completion of this module the student will:

1. Assess visual field. 2. Assess other psychophysical measures of visual function. 3. Obtain structural measurements of the eye. 4. Obtain images of the eye and supporting structures using light or lasers. 5. Critically apply the scientific principles covered in the academic module

within own practice. 6. Make the appropriate choice of equipment / procedure. 7. Use equipment to produce the highest quality results. 8. Perform patient investigations in safe manner whilst undertaking

appropriate infection control techniques. 9. Undertake and document measurements and assist in the production of

a factual report.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism)

On successful completion of this module the student will:

1. Present complex ideas in simple terms in both oral and written formats. 2. Challenge discriminatory behaviour and language. 3. Adapt communication style and language to meet needs of listeners. 4. Respect and uphold the rights, dignity and privacy of patients. 5. Establish patient-centred rapport. 6. Consistently focus on professional duty of care. 7. Reflect and review own practice to continuously improve personal

performance. 8. Consistently operate within sphere of personal competence and level of

authority. 9. Manage personal workload and objectives to achieve quality of care. 10. Actively seek accurate and validated information from all available

sources. 11. Select and apply appropriate analysis or assessment techniques and

tools. 12. Evaluate a wide range of data to assist with judgements and decision

making. 13. Contribute to and co-operate with work of multi-disciplinary teams.

87

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 88: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Indicative Content

The overall aim of this module is to give the student experience of ophthalmic and vision science that ensures that the student can undertake the breadth of practice expected of a newly qualified Healthcare Science Practitioner. Please see the Training Manual for further detail.

88

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)

Page 89: Modernising Scientific Careers Programme BSc (Hons) IN ... · Modernising Scientific Careers Programme BSc (Hons) IN HEALTHCARE SCIENCE Neurosensory Sciences Learning Outcomes

Appendix 1

Contributors to BSc (Hons) in Neurosensory Sciences

The BSc curriculum for Physiological Sciences in the Neurosensory Sciences theme has been coordinated by the Modernising Scientific Careers (MSC) professional advisors and curriculum development team with valued contributions throughout the development process from the following professionals in each specialism:

Audiology specialism working group Ms Amanda Casey Dr. Nick Thyer Professor Mark Lutman

Neurophysiology specialism working group Ms Joanne Horrocks Mr Richard Pottinger Mr Nigel Hudson Mr Peter Walsh

Ophthalmic and vision specialism working group Professor Graham Holder Miss Rosalind Harrison Dr Vikki McBain

In addition the professionals detailed above who have worked close with the MSC professional advisors have utilised the skills and knowledge of a wider reference group relevant to their specialism.

The BSc (Hons) curriculum for Physiological Sciences in the Neurosensory Sciences theme has also been circulated to the following professional bodies and societies for their comments and contributions:

BAA British Academy of Audiology BSA British Society of Audiology ANS The Association of Neurophysiological Scientists BSCN British Society for Clinical Neurophysiology RCCP The Registration Council for Clinical Physiologists IPS Institute of Physiological Sciences AOSP Association of Ophthalmic Science Practitioners BriSCEV British Society for Clinical Electrophysiology of Vision BARS The British Association of Retinal Screeners OIA The Ophthalmic Imaging Association AHPO The Association of Health Professions in Ophthalmology

89

BSc(Hons) in Healthcare Science – Neurosensory Sciences 2011-12 (updated Oct 2011)