FACULTY OF HEALTH & SOCIAL CARE Dip HE / BSc GastroenterologyThe Dip HE / BSc Gastroenterology is currently under development by the University of Hull and will beavailable from September 2005. Within the programme there are two pathways which cover either; 1.) theoryand practice of flexible sigmoidoscopy or 2.) patient care within gastroenterology. The previous courses heldwithin the University which covered either Upper GI Endoscopy (ENB A87) or Lower GI Endoscopy (ENB D03)have now been replaced by the new programme which still allows for direct entry into year 3 for registeredpractitioners.The programme covers two years of study for the diploma, and three years for the BSc. The pre-existentmodule 92170 Nursing for Gastro-lntestinal Endoscopy and Related Procedures (Level 5) has also beenupdated and is now complimented by the addition of a related practice module. These two modules alsoinclude all aspects delivered in Gastrointestinal Nursing courses. The inclusion of a new module coveringAnatomy and Physiology of the GI Tract now adds extra depth to the knowledge and understanding deliveredto students.The pathway for flexible sigmoidoscopy covers all aspects required for the development of a highly skilled, safeand competent practitioner in flexible sigmoidoscopy irrespective of initial background. This programme wasdeveloped following the successful pilot of non-medical endoscopy training at a local trust. One pathwayavailable within the third year allows for direct entrance and replaces the pre-existing ENB D03.The pathway for gastroenterology care welcomes applications from healthcare assistants, clinical supportworkers and newly qualified staff commencing within the field of gastroenterology, as well as experiencedpractitioners wishing to extend their role into that of advanced practice. One pathway available in the third yearallows for direct entrance and replaces the pre-existing ENB A87.The distinctive features of the programme are:• A high degree of relevance to the field of gastroenterology• Relevance to the student and potential employers• Allow for extended learning across professional groups• Potential access by other professional groups / employees within the healthcare environmentThe common aims of the programme are to enable the candidate to:• Become a competent, safe and motivated practitioner within the field of gastroenterology• Gain professional attitudes, values and perspectives in relation to self and others• Respond to changes within the context of professional practice• Develop cognitive, affective and psychomotor skills in relation to clinical practice in the context of research, critical awareness, and reflection• Embrace the principles of multidisciplinary working and the emerging roles within the NHSThe specific aims of the flexible sigmoidoscopy pathway are to enable the candidate to:• Develop skills to become a competent, safe and motivated endoscopic practitioner to perform flexible sigmoidoscopy• Recognize the limitations of their own endoscopic practice through experiential learning and reflective practice• Respond to changes within the field of endoscopy and the introduction of bowel screening
The specific aims of the Upper GI Endoscopy pathway are to enable the candidate to:• Develop skills to become a competent, safe and motivated endoscopic practitioner to perform upper gastrointestinal endoscopy• Recognize the limitations of their own endoscopic practice through experiential learning and reflective practiceA variety of teaching and assessment methods will be used which will engage students in the development ofcognitive, affective and psychomotor domain skills and attributes. The programme modules will be assessed ina variety of ways, which will embrace the various learning styles. The methods adopted within the programmeare identified within the table overleaf.OSCE assessments will assess knowledge, skills and understanding of the particular element. Multi-choiceassessments, case study preparation and written assignments will also be included.Where OSCE assessments are adopted, students must successfully achieve all outcomes / criteria to pass theassessment. Where a student is referred, they will be permitted to re-take the OSCE which was referred as astandalone. If the student is unsuccessful in over 50% of the OSCE assessments, they will be required toretake the whole series for that module.The common intended learning outcomes for the programme are as within the following:C1. Have recognition and understanding of the basic principles of anatomy and physiology of the main systems of the human bodyC2. Be able to critically apply knowledge of the normal structure and function of the GI tract within the clinical arenaC3. Will identify own communication abilities, develop competent communication skills and apply these to meet the needs of the patient and clinical situationC4. Will evaluate communication strategies and effectiveness and demonstrate effective liaison and support for patients, carers, their families and other healthcare professionalsC5. Analyse and apply the concept of clinical ecologyC6. Assess, plan and implement care and actions appropriately and monitor actions and care deliveredC7. Apply and critically analyse risk assessment strategies to ensure the safety of the patient and act upon adverse events and complications which may arise from planned interventionsC8. Describe the ethical and legal responsibilities pertaining to the duty of care appropriate to intended practiceC9. Demonstrate professional accountability and responsibility in respect of developing practice.C10.Identify the wider healthcare team and critically analyse the impact on practice and service deliveryThe specific intended learning outcomes for the Gastrointestinal care pathway are as follows:GC1.Meet recommended training and practice standards as set by the Joint Advisory Group (JAG) for endoscopyGC2.Will apply knowledge of the abnormal pathophysiological processes of diseases of the GI tractGC3.Will have recognition and understanding of disease processes in individuals, and evaluate the respective investigations performed, including their resultant effects/risks on/to individualsGC4.Be able to critically analyse and apply knowledge of acute and chronic conditionsGC5.Will apply models and approaches of health promotion and their effectsGC6.Will provide current, appropriate and adequate information and education in both hospital and community environments.GC7.Demonstrate safe management of the environment including during admission, procedure and recovery care and identification and management of post intervention complications.GC8.Modify practices appropriately to accommodate the requirements of special needs groups.The specific intended learning outcomes for the flexible sigmoidoscopy pathway are as follows:
FS1.Be able to critically apply knowledge of the normal structure and function of the colon and rectum within the clinical arena.FS2.Be able to recognise abnormal pathology and its clinical significance, and take appropriate actions to ensure that they are confirmed and reported in preparation for treatment and managementFS3.Will critically apply knowledge of the abnormal pathophysiological processes of colorectal diseaseFS4.Will undertake competently, safely and independently, flexible sigmoidoscopy including skills required to retrieve tissue for analysis and diagnosisFS5.Meet recommended training and practice standards as set by the Joint Advisory Group (JAG) for flexible sigmoidoscopyFS6.Will be able to achieve concise findings at flexible sigmoidoscopy and apply appropriate treatment and management actionsThe specific intended learning outcomes for the Upper GI Endoscopy pathway are as follows:UG1.Be able to critically apply knowledge of the normal structure and function of the upper GI tract within the clinical arenaUG2.Be able to recognise abnormal pathology and its clinical significance, and take appropriate actions to ensure that they are confirmed and reported in preparation for treatment and managementUG3.Will critically apply knowledge of the abnormal pathophysiological processes of diseases of the upper GI tractUG4.Will undertake competently, safely and independently, upper GI endoscopy including skills required to retrieve tissue for analysis and diagnosisUG5.Meet recommended training and practice standards as set by the Joint Advisory Group (JAG) for upper GI endoscopyUG6.Will be able to achieve concise findings at upper GI endoscopy and apply appropriate treatment and management actionsEntry CriteriaApplicants for the diploma programme should normally satisfy at least ONE of the following academic criteriaand have reached the age of 17.5 years when they enter the course;• 5 GCSE passes at grades A, B, C or equivalent, including English and maths• NVQ level 3 in care + maths• BTEC Courses in relevant subjects: BTEC National First Certificate + maths GCSE; BTEC National Diploma• An approved Access course in appropriate subject and level, with a specified overall mark - 48 credits at level 3 and 12 credits at level 2 + maths• Advanced level GNVQ with Merit grade• Those already holding diploma or graduate statusEvidence of literacy and Numeracy must be demonstrated. If the candidate has completed these subjects inother courses then these may be acceptable alternatives. Completion of a period of study within the last 3years will assist in the preparation of the demands that a nursing programme offers.For those students wishing to apply for the award of the BSc, they must have either;• Successfully achieved the Dip HE Gastroenterology• Have 120 credits at levels 4 and 5, and demonstrate relevant practice within the specialist field by personal statement in the admission application form and 2 relevant references.Students applying for practice pathways must hold a current position of employment within a relevanthealthcare centre which can provide training whilst at their base institution.Should students wish to terminate their studies at the end of the first year they will be awarded a Certificate inHigher Education providing they have successfully completed the level 4 modules.
All selection and recruitment procedures follow the University Code of Practice concerning Equal Opportunitiesin recruitment and selection of students. Questions of professional suitability also feature in the selectionprocess.Each module within the programme is mapped against the NHS Knowledge and skills framework against thelevel descriptor for each related dimension. The following table highlights each level descriptor for each of thedimensions identified within the framework.Knowledge and skills framework dimensions and level descriptor outcomesDIMENSIONS LEVEL DESCRIPTORSCORE 1 2 3 41. Communication Communicate with a Communicate with a Develop and maintain Develop and maintain limited range of people range of people on a communication with communication with on day-to-day matters range of matters people about difficult people on complex matters and / or in matters, issues and difficult situations ideas and / or in complex situations2. Personal & people Contribute to own Develop own skills and Develop oneself and Develop oneself anddevelopment personal development knowledge and provide contribute to the others in areas of information to others to development of others practice help their development3. Health, safety & Assist in maintaining Monitor and maintain Promote, monitor and Maintain and develop ansecurity own and others’ health, health, safety and maintain best practice in environment and culture safety and security security of self and health, safety and that improves health, others security safety and security4. Service improvement Make changes in own Contribute to the Appraise, interpret and Work in partnership with practice and offer improvement of services apply suggestions, others to develop, take suggestions for recommendations and forward and evaluate improving services directives to improve direction, policies and services strategies5. Quality Maintain the quality of Maintain quality in own Contribute to improving Develop a culture that own work work and encourage quality improves quality others to do so6. Equality & diversity Act in ways that support Support equality and Promote equality and Develop a culture that equality and value value diversity value diversity promotes equality and diversity values diversityHEALTH & 1 2 3 4WELLBEINGHWB1. Contribute to promoting Plan, develop and Plan, develop, Promote health andPromotion of health and health and wellbeing and implement approaches implement and evaluate wellbeing and preventwellbeing and prevention preventing adverse to promote health and programmes to promote adverse effects onof adverse effects on effects on health and wellbeing and prevent health and wellbeing and health and wellbeinghealth and wellbeing wellbeing adverse effects on prevent adverse effects through contributing to health and wellbeing on health and wellbeing the development, implementation and evaluation of related policiesHWB2. Assist in the assessment Contribute to assessing Assess health and Assess complex healthAssessment and care of peoples health and health and wellbeing wellbeing needs and and wellbeing needs andplanning to meet health wellbeing needs needs and planning how develop, monitor and develop, monitor andand wellbeing needs to meet those needs review care plans to review care plans to meet specific needs meet those needsHWB3. Recognize and report Contribute to protecting Implement aspects of a Develop and lead on theProtection of health and situations where there people at risk protection plan and implementation of anwellbeing might be a need for review its effectiveness overall protection plan protectionHWB4. Help people meet daily Enable people to meet Enable people to Empower people toEnablement to address health and wellbeing ongoing health and address specific needs realise and maintainhealth and wellbeing needs wellbeing needs in relation to health and their potential in relationneeds wellbeing to health and wellbeingHWB5. Undertake care activities Undertake care activities Plan, deliver and Plan, deliver andProvision of care to meet to meet individuals’ to meet the health and evaluate care to meet evaluate care to addresshealth and wellbeing health and wellbeing wellbeing needs of peoples health and peoples complex healthneeds needs individuals with a greater wellbeing needs and wellbeing needs degree of dependencyHWB6. Undertake tasks related Contribute to the Assess physiological Assess physiologicalAssessment and to the assessment of assessment of and / or psychological and / or psychologicaltreatment planning physiological and / or physiological and / or functioning and develop, functioning when there psychological psychological monitor and review are complex and / or
functioning functioning related treatment plans undifferentiated abnormalities, diseases and disorders and develop, monitor and review related treatment plansHWB7. Assist in providing Contribute to planning, Plan, deliver and Plan, deliver andInterventions and interventions and / or delivering and evaluate interventions evaluate interventionstreatments treatments monitoring interventions and / or treatments and / or treatments when and / or treatments there are complex issues and / or serious illnessHWB8. Undertake tasks to Undertake and report on Plan, undertake, Plan, undertake,Biomedical investigation support biomedical routine biomedical evaluate and report evaluate and reportand intervention investigations and / or investigations and / biomedical complex / unusual interventions interventions investigations and / biomedical investigations interventions and / or interventionsHWB9. Assist in the production Produce and / or adapt Design, produce and Design, produce andEquipment and devices and / or adaptation of equipment and devices adapt equipment and adapt complex / unusualto meet health and equipment and devices to set requirements devices equipment and deviceswellbeing needsHWB10. Prepare simple products Prepare and supply Prepare and supply Support, monitor andProducts to meet health and ingredients routine products specialised products control the supply ofand wellbeing needs productsESTATES & FACILITES 1 2 3 4EF1 Carry out routine Contribute to the Monitor, maintain and Review, develop andSystems, vehicles and maintenance of simple monitoring and contribute to the improve systems,equipment equipment, vehicle and maintenance of systems, development of systems, vehicles and equipment system components vehicles and equipment vehicles and equipmentEF2 Assist with the Monitor and maintain Monitor, maintain and Plan, design andEnvironments and maintenance and environments, buildings improve environments, develop environments,buildings monitoring of and / or items buildings and / or items buildings and / or items environments, buildings and / or itemsEF3 Transport people and / Monitor and maintain the Plan, monitor and Plan, develop andTransport and logistics or items flow of people and / or control the flow of evaluate the flow of items people and / or items people and / or itemsINFORMATION & 1 2 3 4KNOWLEDGEIK1 Input, store and provide Modify, structure, Monitor the processing Develop and modify dataInformation processing data and information maintain and present of data and information and information data and information management models and processesIK2 Collect, collate and Gather, analyse and Gather, analyse, Plan, develop andInformation collection report routine and simple report a limited range of interpret and present evaluate methods andand analysis data and information data and information extensive and / or processes for gathering, complex data and analysing, interpreting information and presenting data and informationIK3 Access, appraise and Maintain knowledge and Organise knowledge and Develop the acquisition,Knowledge and apply knowledge and information resources information resources organisation, provisioninformation resources information and help others to and provide information and use of knowledge access and use them to meet needs and informationGENERAL 1 2 3 4G1 Assist with learning and Enable people to learn Plan, deliver and review Design, plan, implementLearning and development activities and develop interventions to enable and evaluate learningdevelopment people to learn and and development develop programmesG2 Appraise concepts, Contribute to Test an review new Develop new andDevelopment and models, methods, developing, testing and concepts, models, innovative concepts,innovation practices, products and reviewing new concepts, methods, practices, models, methods, equipment developed by models, methods, products and equipment practices, products and others practices, products and equipment equipment
G3 Monitor, order and check Assist in commissioning, Commission and Develop, review andProcurement and supplies of goods and / procuring and monitoring procure products, improve commissioningcommissioning or services goods and / or services equipment, services, and procurement systems and facilities systemsG4 Monitor expenditure Coordinate and monitor Coordinate, monitor and Plan, implement, monitorFinancial management the use of financial review the use of and review the resources financial resources acquisition, allocation and management of financial resourcesG5 Assist with organisation Organise specific Prioritise and manage Plan, coordinate andServices and project of services and / or aspects of services and / the ongoing work of monitor the delivery ofmanagement projects or projects services and / or services and / or projects projectsG6 Supervise other people’s Plan, allocate and Coordinate and delegate Plan, develop, monitorPeople management work supervise the work of a work and review and review the team people’s performance recruitment, deployment and management of peopleG7 Sustain capacity and Facilitate the Contribute to developing Work in partnership withCapacity and capability capability development of capacity and sustaining capacity others to develop and and capability and capability sustain capacity and capabilityG8 Assist with public Undertake public Market and promote a Plan, develop, monitorPublic relations and relations and marketing relations and marketing service / organisation and review publicmarketing activities activities relations and marketing for a service / organisationFor further information regarding the programme or individual modules within the programme please contactAngela Gardiner, either by Telephone on (01482) 463462 or (01482) 624039, or via email onA.B.Gardiner@hull.ac.ukAddress for correspondence:Angela Gardiner,Programme Lead,Room 213,Washburn Building,University of Hull,Cottingham Road,Hull.East Yorkshire