The document outlines a framework for educational support in advancing practice for therapy radiographers, detailing a structured MSc program that includes core and optional modules focused on expert practice, research methods, and professional development. It emphasizes the importance of organizational support and a tripartite agreement between managers, learners, and the university, ensuring that the learners' scope of practice aligns with their learning outcomes and service needs. Key themes from a study on therapy radiographers reveal the impact of competence development, staffing, and evolving autonomy on professional growth within the clinical environment.

1. Advancing Practice: A framework of educational
support for therapy radiographers.
Angela Eddy MSc, PgC, DCR(T).
Senior Lecturer
.
Figure 1. MSc Advancing Practice in Radiotherapy
and Oncology. Highlighted in bold are core modules
Post Graduate Certificate in
Advancing Practice
(Radiotherapy and Oncology)
• Expert Practice
Module (30C)
• Plus 30 optional
credits that align with
the scope of practice
and tripartite
agreement
Post Graduate Diploma in
Advancing Practice
(Radiotherapy and Oncology)
• Advancing Practice
Profile (15C)
• Research Methods
(15C)
• Work Based
Learning or
Personalised Study
Module (15C)
• Plus15 optional
credits that align with
the scope of practice
MSc Advancing Practice
(Radiotherapy and Oncology)
• Research/service
evaluation/ service
development
project (60C)
• Based around scope
of practice as part of
the tripartite
agreement
References
1. Learning and Development Framework for Clinical Imaging and Oncology (2007) College of Radiographers
2. Education and professional development strategy: New Directions (2010) College of Radiographers
3. Eddy A. Work Based Learning and Role Extension; A Match Made in Heaven? Radiography (2010) 16, 95-100
4. Benner P. From Novice to Expert: Excellence and Power in Clinical Nursing Practice. Prentice Hall 2000.
Philosophical and Pedagogical approach.
The MSc Advancing Practice in Radiotherapy and Oncology (Figure 1) maps competencies from the Learning and Development Framework1 and reflects components of advanced
practice identified in the College of Radiographers Educational and Professional Development Strategy2. The modules combine to develop advanced practice skills such as
expert practice, professional leadership and consultancy; education, training and development; practice and service development; as well as research and evaluation1,2 The
learning design and pedagogical approach of the programme have been informed by research exploring the experiences of therapy radiographers undergoing work based
learning to support role extension and professional development3 .The educational framework is a mixture of on line distance and work based learning and builds a portfolio of
evidence which reflects the ongoing professional development of an individual based on Benner's novice to expert practice continuum4
Development of a supportive framework for individuals undertaking the MSc
Advancing Practice (Radiotherapy and Oncology)
A study exploring the experiences of therapy radiographers undertaking work based learning to support
role extension identified three key themes that impact up on learning and professional development in
the clinical environment3 (see table below).Supportive strategies were subsequently adopted to enable
the successful progression of students on the program, key features can be seen in Box 1.
Organisational resource Role and practice issues related to
competence development
The Individual
Staffing Skill acquisition Previous experience
Time Practice differences and tensions Evolving autonomy in practice
Power balance and medical dominance Perceived value of study
Support and mutual respect
Role definition ( learner and mentor)
The scope of practice
Box 1
Admission Process:
First module studied is Expert Practice. Interview to establish the individual is in a
suitable role, and has managerial and clinical support. Expert Practice focusses on
the acquisition of extended clinical competencies which have been authorised and
approved by the department. These will be reflected in the individual's scope of
practice and negotiated learning outcomes.
Tripartite agreement between manager, learner and the University, Key components:
• Define scope of practice, check aligns with individually negotiated learning
outcomes and service requirements.
• Self assessment of learning needs and agree individual learning plan.
• Workplace mentors and clinical supervision to be in place before module starts.