PgCert/PgDip/MSc MEDICAL ULTRASOUND

MENTOR HANDBOOK

SEPTEMBER 2015


CONTENTS

Page

1INTRODUCTION1

1.1Contacts1

2PROGRAMME OVERVIEW AND PHILOSOPHY1

3PRACTICE PLACEMENT UNIT3

3.1Practice Placement Unit Criteria4

3.2Practice Placement Unit Site Visits4

4PRACTICE MENTOR4

5MENTOR TRAINING DAY5

6CLINICAL EDUCATION5

6.1Core Competencies5

6.2The Triggered Final Assessment (Tripartite)6

6.3Clinical Hours/Experience6

7STUDENT SUPPORT7

7.1Programme Leader7

7.2The Personal Tutor7

7.3Module Leader7

7.4 Clinical Support7

7.5Peer Support 7

8USING THE ULTRASOUND MACHINES8

9PROGRAMME EVALUATION8

APPENDICES

Appendix 1PgCert Programme Structure and Routes10

Appendix 2PgDip Programme Structure and Routes11

Appendix 3MSc Programme Structure and Routes13

Appendix 4Clinical Module Core Competencies15

Appendix 5Core Competency and Final Assessment, Assessment17

Criteria and Documentation18

Appendix 6The Use of Ultrasound Equipment to Scan HealthyVolunteers25

during Teaching Sessions at Teesside University

DISCLAIMER

The information contained in this handbook is, as far as possible, accurate and uptodate at the time of printing. The express permission ofTeesside University must be obtained to reproduce any, or all of this publication, other than for personal use or for those purposes permitted by law.

1INTRODUCTION

On behalf of the medical ultrasound team I would like to welcome and thank you for agreeing to be a Mentor for students undertaking medical ultrasound education at Teesside University. This handbook is written as a guide, but should you have any queries then please contact a member of the programme team identified below.

1.1Contacts

Name / Site / Tel/Email
Simon Richards
Programme Leader / CG0.16c
Constantine Building /
01642 342589
Vanessa Ashton
Module Leader / CG0.16c
Constantine Building /
01642 384145
Susan Nixon
Principal Lecturer Medical Imaging / H1.18
Centuria Building /
01642 384921
Margaret Trevor
Module Leader / H1.19
Centuria Building /
01642 384907
Other Useful Numbers / Site / Tel/Email
SOHSC
Student IT Helpdesk / 1st Floor
Centuria Building /
01642 384148
SOHSC
Information Desk / Ground Floor
Centuria Building / 01642 384100

2OVERVIEW AND PHILOSOHPHY OF THE PROGRAMMES

We currently offer three programmes here at TeessideUniversity - with routes contained within each:

  • Postgraduate Certificate (PgCert) Medical Ultrasound
  • Postgraduate Diploma (PgDip) Medical Ultrasound
  • Master of Science (MSc) Medical Ultrasound

All programmes are designed to enable healthcare professionals from varying clinical backgrounds to become safe, effective, autonomous practitioners, who place the person at the centre of care. Students attend the University foracademic teaching blocks - the timing of these blocks will vary depending on the route and modules they chose to study. The rest of their time is spent in the clinical environment with the support of mentors and clinical staff. The team work closely with the practice placement staff to ensure that the student has a balanced experience.

PgCert

The PgCert comprises of 60 credits at Level 7 (Master’s level). It runs for one academic year starting 16September2015. Students on all routes will be expected to study the module Principles of Ultrasound Science and Technology (20 credits). This module ensures students fully understand the underpinning scientific principles required for safe and effective practice. The remaining 40 credits consist of one or two clinical modules relevant to the student’s area of practice (See Appendix 1).

PgDip

The PgD comprises of 120 credits at Level 7 and runs for two academic years, starting 16 September 2015. The first year mirrors the PgC. The second year of study gives the student the opportunity to increase both their breadth and depth of clinical knowledge. Students are also required to undertake a 20-credit research or leadership module, relevant to their ultrasound practice. For a detailed explanation of the PgD programme structure please see Appendix 2.

MSc

The MSc runs for three academic years starting 16September 2015. The first two years mirror the PgD. The third year of study provides an opportunity to undertake a major research project. For a detailed explanation of the MSc programme structure please see Appendix 3.

Philosophy

Medical ultrasound is a real-time, dynamic, imaging modality which plays a vital role in the patient’s journey from diagnosis to discharge. It is performed in a diverse number of clinical environments by a wide range of health care professionals, each bringing individual skills relevant to their area of practice, which allows safe, effective, timely and personalised care. It is this mix of professionals performing the examinations which allows the right examination, to be performed by the right person, at the right time, allowing swift and effective referral, diagnosis and treatment.

To safely and effectively perform a medical ultrasound examination takes a wide range of practical expertise, knowledge and inter-personal skills. The practitioner must have the technical skills and knowledge to perform the examination effectively, but also due to the dynamic, nature of the modality they must have an attention to detail to allow them to adhere to best practice, and to share this information effectively to other health care providers involved in the care of the person. As the examinations are always performed under the close observation of the person the practitioner must also have excellent inter-personal and communication skills to ensure a positive experience centred around the person’s needs. The professionals using medical ultrasound should aspire to the highest standards of excellence and professionalism, and have a commitment to innovation and research, with the courage to act swiftly to eliminate poor quality care.

Those chosen to engage with the (PgCert/PgDip/MSc) Medical Ultrasound Programme will ordinarily be an aspiring registered health care professional, with significant clinical experience and afirst degree. All will be working confidently within an area of healthcare and be supported by a clinical placement. They must be a caring, compassionate individual with appreciable experience in patient centred care and an associated knowledge of anatomy, physiology and critical evaluation. These professionals will already be an articulate and effective member of a multi-disciplinary team, working within a clinical department, demonstrating signs of authentic leadership with a commitment to high quality care, centred around the people they serve

The PgCert Medical Ultrasound Programme will enable the participants to perform and report a medical ultrasound examination safely, and effectively, to local and national clinical guidelines. They will understand the need to keep accurate records, and medical ultrasound’s role in healthcare, to ensure the person is always at the centre of joined-up care allowing a positive experience. It will empower the participant with the courage and critical skills to recognise and promote high quality evidence, so they can act swiftly to eliminate poor quality care.

The PgDip Medical Ultrasound Programme will enable the participants to perform and report a wide range of medical ultrasound examinations safely, and effectively, to local and national clinical guidelines. They will understand the need to keep accurate records, and medical ultrasound’s role in healthcare, to ensure the person is always at the centre of joined-up care allowing a positive experience. It will empower the participant with the courage and critical skills to recognise and promote high quality evidence, so they can act swiftly to eliminate poor quality care. By developing their critical skills, their knowledge of service improvement or research, the programme will empower them to become leaders in the field of medical ultrasound.

The MSc Medical Ultrasound Programme will enable the participants to perform and report a wide range of medical ultrasound examinations safely, and effectively, to local and national clinical guidelines. They will understand the need to keep accurate records, and medical ultrasound’s role in healthcare, to ensure the person is always at the centre of joined-up care allowing a positive experience. It will empower the participant with the courage and critical skills to recognise and promote high quality evidence, so they can act swiftly to eliminate poor quality care. By developing their critical skills, their knowledge of service improvement and research, and by giving them the opportunity to complete a major project, the programme will empower them to become authentic sustainable leaders in the field of medical ultrasound.

3PRACTICE PLACEMENT UNIT

A Practice Placement Unit (PPU) is a healthcare unit that is able to provide appropriate experiential learning for the student. It should also foster the development of a problem-solving and reflective approach to clinical practice.

In order to ensure that the student’s clinical education is achievable they require the support of a PPU. As part of the application process a contract is made between the University and representatives of the PPU. The unit manager will be expected to complete part of the application form prior to the student being accepted on a programme, to demonstrate the PPU’s support.

It is normally the responsibility of the student to negotiate an appropriate PPU. However, the academic team will assist and give advice where possible. It is not the responsibility of the University to allocate a student to a placement.

It is recognised that not all units will be able to offer the full range of specialist clinical applications and it may be necessary for students to visit other placements for particular aspects of the programme. Those units, who are unable to provide the number of standard ultrasound examinations and procedures, will be expected to arrange visits to other appropriate departments for the student. These visits should be arranged by the student’s Mentor.

3.1Practice Placement Unit Criteria

The PPU will:

  • Provide protected student learning time in the clinical area of study
  • Provide a range of appropriate current ultrasound and archiving equipment to allow the student to fulfil the assessment criteria
  • Provide negotiated protected time for Mentors to engage in clinical teaching, tutorials and workshop attendance
  • Provide appropriate learning resources to support clinical training
  • Provide opportunities for study time and reflective practice
  • Demonstrate the use of departmental policies and guidelines for working practice that reflect current ultrasound evidence

3.2Practice Placement Unit Site Visits

Clinical site visits will be arranged to monitor the student experience and to support PPU staff. These visits will be pre-arranged with the Mentor and will occur at least once a year and more often where additional support is required.

4PRACTICE MENTOR

The Practice Mentor is responsible for the student’s learning in the clinical environment, ensuring that academic learning integrates with clinical practice in the nominated PPU.

It is expected that the mentor will work closely with the student. It is recognised that placement units may have several ultrasound practitioners who fulfil the role of mentor and will work with the student during the programme. However, only one will be the student’s ‘Nominated Mentor’ to ensure stability and progression.

A Mentor would normally:

  • Hold a PgDip Medical Ultrasound
  • Be a current practising sonographer
  • Have three years’ post-qualification experience
  • Practise in the chosen clinical area
  • Have attended the mandatory Mentor training day (see Section 5)

Mentors are expected to:

  • Ensure that safe, competent, ethical, ultrasound practice is upheld at all times
  • Ensure that the student is supported throughout the training period
  • Provide feedback and counselling, encouraging reflective practice
  • Organise further clinical experience to match the student’s needs
  • Undertake the core competencies with the student in preparation for the final assessment
  • ‘Trigger’ the final assessment
  • Inform the Programme Leader if a student is not progressing as expected
  • Participate in practice discussions and case presentations
  • Liaise with other relevant clinical and academic staff as appropriate
  • Attend update days at the University

5MENTOR TRAINING DAY

The prospective Mentor must attend a Mentor Training Day to gain essential advice and guidance before embarking on a tutoring role.

The Mentor training day covers:

  • The programmes’ structures
  • The learning, teaching and assessment strategy
  • The role of the Mentor
  • Dealing with failing students
  • Performing core competencies
  • The final triggered assessment process

6CLINICAL EDUCATION

Clinical education is a major component of the programme. It is crucial that at the end of their period of learning, the students are competent to undertake a given range of ultrasound investigations. Clinical education is designed to ensure that the student is fittopractise as an ultrasound practitioner.

Clinical practice will integrate all aspects of academic learning including the professional and technical aspects. It is designed to be appropriate to need, being based on the local patient referral patterns. However, where this would produce a limited experience, arrangements must be made for the student to visit other clinical units to ensure that they obtain a complete clinical experience. The University team will provide individual guidance on this.

6.1Core Competencies

As part of each programme’s learning and teaching strategy the students are asked to engage with core competencies. These are an excellent learning opportunity and allow them and their Mentor to identify clinical progress, providing an excellent opportunity for constructive feedback.

The core competencies for each module are listed within Appendix 4. These examinations are negotiable with the Programme Leader, as not all departments will perform all examinations and clinical practice does change as new evidence is published; however, the breadth and depth of knowledge must be maintained.

When completing these competencies the final assessment proforma, shown in Appendix 5, should be used as this will help to prepare the student for their triggered final assessment.

For each area of competence three patients should be examined.

For common examinations we advise the student to complete the three examinations during one ultrasound session. For less common examinations the competency can be completed over several sessions.

How do you know when your student is ready for their Triggered Final Assessment?

Observing the student’s progress in practice, and using the core competencies as guidance, the Mentor will be able to identify when the student is ready to engage with the triggered final assessment. After the Mentor has determined the student’s readiness for the final assessment they will contact the programme team to trigger the assessment and arrange a mutually convenient time for it to take place.

6.2The Final Triggered Assessment (Tripartite)

The student’s ability to perform ultrasound examinations, competently and safely, will be determined using a final triggered assessment.

Normally a member of the programme team will perform this tripartite assessment with the student and their mentor to determine if they are fit-to-practise as a first-post competent ultrasound practitioner.The final assessment process and associated documentation is explained within Appendix 5 of this handbook.

The student will be informed of the outcome of the assessment immediately after the completion of the assessment following a brief discussion between their Mentor and the University representative.

6.3Clinical Hours/Experience

The medical ultrasound team recommend each participant has exposure to 500 hours of clinical practice, per 40-credit clinical module, to gain competence in a dedicated area of medical ultrasound; however, it is acknowledged that participants will gain competence at different rates.

  • It is expected that the Mentor will normally trigger the final assessment; this may be before or after the student has undertaken 500 hours of clinical practice.
  • It is recognised that some participants may require more than the 500 hours of clinical practice to gain competence and be able to undertake their final assessment.
  • If the student has significant clinical experience prior to commencing the programme, it is expected that they will require less clinical practice before their final assessment is triggered.

7STUDENT SUPPORT

7.1Programme Leader

The Programme Leader is responsible for the overall management of the programmes and monitoring the progress of all students.

7.2The Personal Tutor

At the beginning of their study the student will be assigned a Senior Lecturer from the Medical Ultrasound team as their Personal Tutor. The role of the Personal Tutor is to provide academic guidance and to advise and support the student in relation to their studies. Any problems or difficulties they may have with the programme should be discussed with their Personal Tutor in the first instance. If required the tutor may put the student in touch with wider University support mechanisms.

7.3Module Leader

The Module Leader is responsible for the organisation and delivery of the module(s) and in conjunction with the module team will provide academic guidance. The Module Leader is responsible for providing the student with feedback on module assessments.

7.4Clinical Support

The Practice Mentor will guide the student throughout their clinical training and be an invaluable source of support, providing constructive, formative feedback through continuous dialogue. It is within the clinical placement that the student will complete their core competencies, which are listed within Appendix 4. At the outset of the module the student and Mentor should identify if it is necessary for the student to gain supplementary experience at another clinical site, enabling them to achieve the full breadth and depth of practice experience necessary to fulfil their clinical module’s learning outcomes.

7.5Peer Support

Peers can be an invaluable source of support. From the start of a programme’s delivery we encourage and provide opportunities for peer support to occur.

8USING THE PORTABLE ULTRASOUND MACHINES & REGIONAL ULTRASOUND SIMULATION CENTRE

Throughout the student’s academic training they will have the opportunity to use ultrasound machines to practise basic and complex scanning techniques in a friendly, safe environment. The use of these machines in this role will be carefully managed using the guidelines presented in Appendix 6. Please note,the participants will be expected to keep all information obtained during these sessions strictly confidential. They will also engage with a dedicated simulation training package within the regional ultrasound training suite.

9PROGRAMME EVALUATION

Evaluation of the programmes will take place at the end of each academic year according to the University Regulations (for information on student representation, please refer to the current Student Essential Guide: