MSc Medical Imaging and Radiation Sciences: Medical Ultrasound

Key information

Course Leader: Naomi Brown

Level: 7

Start date: September 2024

Mode of delivery: Taught

School: Health & Social Work

Entry Requirements

You will need to be registered with the Health Care Professions Council (HCPC) or NMC (or equivalent professional registration).

The normal entry requirements for the programme are:

Normally candidates will have a UK honours degree in health care and be registered with the Health and Care Professions Council or equivalent in their respective health profession.

Employment in, or access to an appropriate clinical site whilst enrolled on the programme. Students are responsible for securing an appropriate placement.

Candidates normally will have some relevant clinical practice experience subsequent to qualification.

The Medical Ultrasound pathway of the Medical Imaging and Radiation Sciences course is for professionals who wish to develop competency in the field of ultrasound. Clinical modules are offered in the areas of obstetrics, gynaecology, abdominal and vascular ultrasound. The course is designed to enhance your current knowledge and understanding and give you opportunities to challenge and critically evaluate your professional practice.

Please ensure you upload completed Clinical Ultrasound Form, in downloads, with application.

The MSc Medical Imaging and Radiation Sciences course is accredited by the College of Radiographers. The Medical Ultrasound pathway is accredited by the Consortium for Accreditation of Sonographic Education (CASE).

Key strengths of our course are:

the opportunity to share ideas with other health professions in order to develop intellectual abilities and assist in the advancement of health care;

flexible study options based on a modular structure;

interprofessional learning;

teaching by experienced staff and visiting external specialists.

This course is for radiographers, midwives, nurses and other health care professionals who are involved in the performance and reporting of ultrasound examinations.

The course is flexible and modular allowing you to create a programme of study to meet your personal development and career aspirations. To attain a Master’s award you need to complete 180 credits. There are also interim awards available:

• Postgraduate certificate (PgC) (60 credits)

• Postgraduate diploma (PgD) (120 credits)

The rate and pace of study are up to you. You have up to 6 years to complete your master’s course.

The Master’s degree consists of three elements: core (to include 2 compulsory modules); research and optional modules (optional modules may comprise additional core modules or interprofessional modules). Please contact the Course Leader to discuss in more depth.

To obtain an award of Medical Ultrasound there is a minimum of 60 credits required to include

• Two Compulsory modules of

o Ultrasound image production and optimisation

o Principles of Ultrasound reporting

• 30 credits from a clinical module(s)

Optional modules:

• The Independent study modules allow you to gain an in depth understanding of a particular subject area in which you have a specific interest.

• It is advisable to consider your choice of optional modules carefully to reflect your personal strengths and potential career aspirations

Research modules:

The Research modules are compulsory for completion of the MSc

N.B Research Methods and Preparation for the Research Project must be successfully completed before the Research Project is undertaken.

•The compulsory modules must be studied first and the other modules can be studied in any order and Research investigation is normally the last module you study.

There are two modes of application:

Independent – you apply for a single module and are registered as an Independent student on the master’s programme. This is a useful approach if you are unsure about applying for a master’s course. It will give you an idea of the level of input required and the amount of time involved. You can undertake up to 45 credits as an independent student. If you decide to undertake more credits then you are transferred to the part-time route.

Postgraduate Diploma/ Masters – you apply for the master’s course and are registered as a part-time student. You will need to complete an application form and provide one reference.

On your application form you will need to indicate which module/s you intend to study in your first year. Then each academic year you will need to select subsequent modules that you plan to study by visiting this portal.

Fees

The masters course is modular and the fees are payable per module. Some modules are subject to non-standard fees (e.g. ultrasound clinical modules).

You retain the fee package which you commenced on when you joined the part-time master’s course (as long as you do not have a break in study). If you first studied a module as an“independent” student (see section on application) this may mean your fees will increase from your first module.

For NHS employees, the University works with NHS trusts, Clinical Commissioning Groups (CCGs) and Community Education Provider Networks (CEPNs) across the East of England under the recently configured Sustainability and Transformation Plans and their Local Workforce Advisory Boards’ transformational frameworks. It is therefore worth checking with the CPD lead for your Trust as part or all of your fees may be covered.

If you completed your undergraduate degree at UH, you are entitled to a fee deduction of 20% on all modules.

A postgraduate loan is available for this course. If you receive a loan the course needs to be completed within three years.

Modules

Leadership Education and Developing Others
The aim of this module is to enable students to continue to develop their knowledge, understanding and skills of leadership, education and professional development.

The module enables students to critically review leadership within the context of the advanced practice role, to understand the leaning and teaching approaches that support clinical development and to evaluate strategies to support and develop themselves and others.

The module will normally address:

•          Leadership theories and application to practice and understanding self as a leader.

•          Conceptual frameworks relating to leading and following, power and control, compliance and subversion.

•          Strategies for developing a learning culture within organisations.

•          Examination and application of skills to support leadership at an advanced practice level.

•          Evaluation of the role of the advanced clinical practitioner as a leader
Advanced Decision Making
This module is aimed at all registered and practicing nurses or midwives, and allied health and social care professionals.

This module evaluates and applies established theories and models relevant to decision making in the context of health and social care. These are drawn from a wide variety of disciplines including clinical reasoning, philosophy and ethics, legal frameworks, Service User involvement, Inter-professional and Values Based Decision Making. Throughout, students will develop their critical thinking skills, with an emphasis on applying their learning to decision making in the students’ own health and social care context.
Coaching Skills for Leading
The module will comprise of theoretical lectures, workshops, tutorials and seminar sessions to facilitate the development of the fundamental knowledge, understanding and skills underpinning the roles and responsibilities of coaching and its application within leadership.

The development of knowledge, skills, confidence and competence to select and apply a range of coaching skills within leadership practice.

Emphasis will be placed on how the skills of the professional leader may be utilised to coach peer practitioners to help them reach their full professional potential.

A key learning activity for this module is practical work in which students practise their coaching skills and through peer group learning develop a functional, supportive community of coaching practice.

The whole student group are required to participate in a collaborative, facilitative and supportive manner at each study day.
Enabling Learning in Contemporary Healthcare
Through this module, students will develop a wide range of transferable skills relating to the advancement of teaching, learning and assessment in practice and academic settings. Students will be enabled to articulate their understanding of pedagogic research and educational theories and their application to practice−based learning. This module facilitates students to advance their understanding of personal and professional development needs and lead strategic educational developments in the practice arena. Students are supported through tutorials with the module team as either group or individual sessions. Taught sessions will be utilised to offer a forum for professional debate and enquiry and as a means of bolstering personal and professional development in relation to the advancement of clinical skills and knowledge.

The module content will include teaching and learning activities relating to the learning outcomes associated with this module including:
- Enabling effective inter-professional teaching, learning and assessment in practice.
- Reviewing the current national and local educational standards related to education in practice.
- Evaluating pedagogical research and educational theories and their applicability in practice
- Developing and maintaining resilience in practice
- Inclusivity within the learning environment
- Enagaging in active learning and life-long approach to professional development.
Advanced Clinical Practice
The aims of the module are to gain understanding and skills in the legal, professional and ethical issues that inform advanced clinical practice.

This module introduces learners to the role of the Advanced Clinical Practitioner and the content is mapped to the Multiprofessional framework for Advanced Clinical Practice and the 4 pillars: Clinical, Education, Research and Leadership.

You will review and consider:

·         national and international drivers informing advanced practice;

·         examine risk and governance systems in advanced practice;

·         evaluate decision making and communication strategies that inform your practice.

The module requires you to develop both knowledge and skills, with a focus on interpersonal skills, multi-professional relationships and critical awareness of learning for self and others being demonstrated through module activities.

Students must be able to access supervision in practice over the duration of the module, in order to develop and apply their knowledge, understanding, and skills.

This module is a core element of the MSc Advanced Clinical Practice programme.
Advanced Health Assessment and Diagnostic Indicators
The aim of this module is to enable students to develop the knowledge and skills required in undertaking advanced health assessment and clinical examination, including diagnostic indicators, of patients & families in a wide range of clinical healthcare environments.
Leading Service Change
In these challenging times Health and Care services need to be developed to meet growing demands but with decreasing resources. This course explores models, theories and the evidence base to enable you to identify how to lead change within your service. 

Content

 

The course covers three main themes: the external context and health policy influencing change; service development and redesign; working with change and leadership.

The course explores questions such as: How do you involve service users and other stakeholders in service development? How to identify what to change? How do you prepare for the future? How can you facilitate change through people and process, creating a sense of urgency and commitment? What is leadership and how do you lead? What types of leaders are required in challenging times? How can leadership styles influence team motivation and outcomes?

Attendance dates and times

20/01/2025 - 10am-4pm - on campus UH

03/02/2025 - 9.30am-12 noon - online via Zoom

17/02/2025 - 9.30am-12 noon - online via Zoom

03/03/2025 - 10am-4pm - on campus UH

17/03/2025 - 9.30am-1pm - online via Zoom

31/03/2025 - 10.30am-11.30am - online via Zoom

07/04/2025 - 9.30am-1pm - online via Zoom
Palliative Radiotherapy

The aim of the course is to enable you to develop the necessary knowledge, understanding, clinical and evaluative skills required for the competent management of patients requiring palliative radiotherapy. The module includes the localisation and planning of palliative radiotherapy and considers the holistic needs and management of this patient group.

Content 

This module is designed to give practitioners the knowledge, understanding and skills required to undertake radiotherapy localisation of well-defined lung, bone and other relevant tumours requiring palliative radiotherapy treatment and support the holistic management of these patients.

A clinical placement in a radiotherapy localisation suite is required to undertake the module. 
 
Using an inquiry-based approach, students will gather a wide range of evidence and information in order to thoroughly explore the module topics which underpin palliative radiotherapy. Through critical evaluation and analysis of the evidence base they will consolidate their knowledge, understanding and skills relevant to palliative radiotherapy. Formative feedback and assessment embraces assessment activities so that students have the opportunity to develop the necessary skills for successful achievement 

 

This module can contribute to the following awards :

MSc / Pg. Dip Advanced RT and Oncology Practice

MSc Advanced Practice 

Postgraduate Certificate in Palliative Radiotherapy 

This is a work-based learning module that employs a variety of electronic resources and tasks, and virtual classroom sessions to support your learning. You are supported to become independent learners through contact with the module leader who guides you through your learner

Please note that if you apply for this module, it may be necessary to process your registration under module code 7HSK0364. This will not affect the content studied nor the assessment methods, it is purely for our administrative purposes.

Course content includes:

It is expected that approximately two thirds of the learning in this module will be experiential and based on students’ clinical practice. Throughout, the student will be supervised to become competent in palliative radiotherapy, in accordance with protocols in place in their place of employment. Students must be fully conversant with the scope of local protocols before commencing the module.

The range of topics covered is likely to include, but not be limited to: 

Anatomy, physiology and pathology of the relevant anatomical areas and their relation to adjacent structures with particular reference to organs at risk (OARs) 
Imaging methods for diagnosis and radiotherapy localisation 
Management of lung, bone and other relevant tumours requiring palliative radiotherapy 
Quality, legal and ethical issues associated with role extension, leadership and palliative radiotherapy practice; decision-making skills 
Legislation and professional codes of conduct 
Treatment prescriptions and radiobiology including acute and late side-effects 
Appreciation of holistic management and palliative care 
Evidence relating to the localisation, planning and palliative treatment of lung, bone and other relevant tumour. 
Overview of theories: methods of reflection; clinical reasoning and professional judgement; developing independent, creative thinkers; leadership   
Radiotherapy Dosimetry and Planning

This module aims to enhance your understanding of the principles of radiotherapy dosimetry and radiobiological factors affecting dose distribution.

This module will be run through a range of weekly lectures. The lectures will provide you with the basic knowledge and understanding of radiotherapy planning and the principles and regulations which govern planning practices. You will also learn to appreciate how radiobiology principals affect the choices we make with regards to plan choice, dose fractionation and how we know if a plan is clinically acceptable.

Course content includes:

Review of imaging anatomy 

Evidence supporting current radiotherapy techniques 

Terms used in radiotherapy planning  

Principles of radiotherapy planning including those related to IMRT and adaptive planning techniques and other areas of Radiotherapy 

Factors that affect isodose distribution and beam application for a variety of common treatment sites  

Methods of evaluating radiotherapy plans  

Use of evidence-base to support plan evaluation and dose prescription  

Radiobiological concepts related to radiotherapy planning, such as cell survival curves, response to radiation, OER, LET, radiation effects, fractionation, 5R's of radiobiology and future clinical applications.

Using an inquiry−based approach, students will gather a wide range of evidence and information in order to thoroughly explore the module topics. Through critical evaluation and analysis of the evidence base they will consolidate their knowledge and understanding of radiotherapy planning and dosimetry and the radiobiological concepts that inform dose prescription. Formative feedback and assessment embraces assessment activities so that students have the opportunity to develop the necessary skills for successful achievement. 
Radiotherapy Clinical Specialist

This module is for therapeutic radiographers who are looking to move into or are currently in an advanced practice role

The aim of the course is to develop knowledge, understanding and skills necessary to support contemporary specialist roles within a defined scope of radiotherapy practice.

The module permits individual students to critically reflect on the contemporary issues within specialist therapeutic radiography practice and evaluate the evidence base related to specific areas of practice. The potential roles for specialist radiographers will be explored through a range of case studies, with consideration of the wider professional context and responsibilities of specialist practice. You will build on existing skills and learning, so you are able to develop as a specialist practitioner demonstrating autonomy, professional judgement and skills appropriate to your specialist role.

The module can be studied on its own or as a module on the following educational pathways:

MSc / Pg. Dip / Pg Cert Advanced RT and Oncology Practice

MSc Advanced Practice

Pg Cert Radiotherapy Clinical Specialist
Preparation for Research Project

This module builds on Research Methods fostering a “research-tutored” approach where students critically appraise the evidence in relation to their own discipline in order to identify a feasible research question and an appropriate means to answer it.

The term “research” is used in its broadest sense to denote any form of inquiry focussed on an area of the student’s professional practice. This may include quantitative research, qualitative research, mixed methods, systematic reviews, literature reviews, retrospective data analysis, audit and evaluation of a healthcare innovation. The student will choose the focus of their project, develop the necessary academic skills and understand, critique and apply relevant theoretical approaches to formulate a research question and proposal in keeping with their chosen method of inquiry.

Teaching and learning will comprise of compulsory components to equip students with key skills, including identification, critique, synthesis and organisation of a relevant body of evidence, critical use of theoretical approaches, and Masters’ level academic writing, to enable them to prepare, plan and carry out their Research Project module.

Methods of inquiry and profession specific workshops will provide students with guidance relevant to their topic, and their chosen data collection method and data analysis, including processes of governance and ethical review where relevant. Students will also learn about the role of the research supervisor.
Research Project
This course is for paramedics, physiotherapists, radiographers, radiotherapists, nurses and midwives who have successfully completed master’s level research methods and preparation for research project modules and who wish to undertake a piece of original research in order to complete their Master’s award.  

 

 Students will have been provided with support to refine their research question and developed their methodology in the Preparation for Research Project module. They will be advised not to deviate significantly from the work developed in this prior module. Students must produce an individual written piece of work.

Support for ethical approval will be provided if necessary. You will receive support with statistical analysis including access and support to SPSS if required. You will also receive assistance with publication and presentation of completed work where appropriate. 
Course enquires are to your programme lead:
- Sarah Jardine for Paramedic Sciences: mscadvpara@herts.ac.uk
- Mindy Cairns/Andrea Moulson for Physiotherapy: mscadvphysio@herts.ac.uk
- Dr.Naomi Brown for Medical imaging: n.2.brown@herts.ac.uk
- Lesley Kay for Midwifery: l.kay4@herts.ac.uk
- Aileen Wilson for Nursing: a.wilson27@herts.ac.uk
- Kim Tran for Social Work: k.tran@herts.ac.uk
Research Methods
In this module students develop their skills and understanding of different methodologies and methods that can be used in healthcare research. Application of these skills will be invaluable to those looking to undertake MSc projects.

The term "research" is used in its broadest sense to denote any form of inquiry including quantitative research, qualitative research, mixed methods, systematic reviews, literature reviews, audit and service evaluation.

The module aims to develop the student's knowledge and understanding of research approaches applicable to Health and Social Care. It is designed to advance students' knowledge of research design and data interpretation. There is a focus on the critical appraisal of published evidence, enabling students to appraise research literature and evaluate the relevance to their own clinical practice and in a wider healthcare context.
Psychology of Cancer
This module is suitable for all heath care professionals involved in the care of patients with a cancer diagnosis. Using an inquiry−based approach, students will gather a wide range of evidence and information in order to thoroughly explore the module topics. Through critical evaluation and analysis of the evidence base, they will consolidate their knowledge and understanding of the psychological conditions, methods of assessment and interventions of patients with cancer.

The module aims to raise awareness of the psychological experience of cancer so that professionals in diverse cancer care settings can work within their scope of practice to better support patients.

This is an ONLINE module that requires no attendance on UH Campus
Radiotherapy Breast Localisation

Description

This is a work-based learning module for therapeutic radiographers that can be studied on its own or as a module on the following educational pathways:

• MSc / Pg. Dip / Pg Cert Advanced RT and Oncology Practice

• MSc Advanced Practice

• Pg Cert Pre-treatment

Course Aim

The aim of the course is to enable you to develop the necessary knowledge, understanding, clinical and evaluative skills required for the competent performance of independent breast localisation

Content

This module is designed around a work-based learning model, whereby students will learn independent breast localisation skills during a programme of supervised clinical practice. Their clinical learning will be supported by independent study of a range of learning materials so that they can develop clinical reasoning and justification skills and be able to reflect on and evaluate their own practice specifically with reference to independent breast localisation practice. 

Course content includes:

 It is expected that approximately two thirds of the learning in this module will be experiential and based on students’ clinical practice. Throughout, the student will be supervised to become competent in independent localisation of patients with breast cancer, in accordance with protocols in place in their place of employment. Students must be fully conversant with the scope of local protocols before commencing the module. 

Clinical learning will be supported by adoption of an inquiry-based approach allowing students to critically evaluate and analyse the relevant evidence base. The range of topics covered is likely to include, but not be limited to: 
 
Holistic approach to individual patient management; 
Anatomy, physiology and pathology of the breast and region, including the lymphatic system; 
Imaging and diagnostic procedures; 
The place of radiotherapy within the management of primary breast cancers; 
Quality, professional, legal and ethical issues associated with role extension and practice; 
Advanced communication and decision-making skills; 
Localisation, planning and dosimetry and radiotherapy techniques for primary breast tumours; 
Treatment prescription and radiobiology, acute and chronic radiation side-effects; 
Rehabilitation and survivorship issues, including management of long-term side effects and palliative care; 
 
A selection of appropriate resources are available to the student via the virtual learning environment (VLE) and it is expected that the student will supplement with their own background research. Tutor support will be by student request. Module tutors will use the VLE module site for communication and monitoring to ensure and encourage student engagement
Supporting Practice Education

This module has been developed to support practitioners in their role as educators and assessors. It is suitable for any health or social care professional who has a practice supervisor role and is intended to develop skills in providing education within the practice environment.

The aim of the module is to develop the appropriate knowledge, understanding and skills to supervise others in their professional learning within the practice setting.

This module explores the application of the skills of mentorship, supervision and teaching within the practice environment. The application of the theories of teaching and learning, models of supervision and learning are explored, identifying evidence and using evidence for best effect.

Teaching sessions and a work-based portfolio will be used to develop the students' understanding of learning and the factors which influence individual learning. These will include learning styles; reflection; facilitating development; creating a learning environment; models of supervision; assessment; evaluation and managing challenges faced by learners in practice. Students will be required to draw upon their practical experience and theoretical knowledge to discuss, develop and evaluate their roles as facilitators of professional development in the work place. In addition to their personal development, all students must be responsible for the development of others over the duration of the module.

The course is delivered by online synchronous teaching sessions:

Wednesday 27^th March 2025 10-4
Wednesday 10^th April 2025 10- 4
Wednesday 7^th May 2025 10-4
Wednesday 21^stMay 2025 10-4
Wednesday 4^th June 2025 10-4
Wednesday 18th June 2025 10-4
Wednesday 2^nd July 2025 10-4
Wednesday 16^th July 2025 (Assessment) 10-4
Evidence Based Practice – Online Learning
This module covers skills in literature searching, information retrieval, and provides the opportunity to use electronic search databases and critical appraisal of evidence. You will be expected to challenge current practice by conducting a literature search and producing critique of a published study. These skills will inform your clinical decision making.

Content:

Includes the following:

• Understanding of the importance of evidence to inform practice and the impact of the hierarchy of evidence

• Efficient and systematic searching of appropriately identified databases

• Retrieval of research evidence to answer an agreed research question relevant to the student's programme of study

• Development of critical appraisal skills

• Applying the evidence identified to the student's own area of practice

Full time students should have had relevant and recent work experience

Note: no attendance at the University is required. This is an online module. You will need to have access to a computer from between 1230 and 1430 hrs GMT on each of the above dates to access live online taught sessions by academic staff. These sessions will be recorded for repeat viewing but it is better if you participate in person as there will be opportunity to ask questions.

The module leader is Rebecca Penzer-Hick - r.penzer-hick@herts.ac.uk

Madeleine Flanagan is Programme Lead for MSc Dermatology - m.flanagan@herts.ac.uk and Kathy Radley is Programme Lead for MSc Skin Lesion Management - k.radley@herts.ac.uk
Negotiated Learning 1
This module is designed for AHP health professionals who want to gain an in depth understanding of a particular subject area in which they have a specific interest and that is not provided through taught modules. There are no specific days when you are required to attend the University. Communication is with an allocated supervisor and arranged to suit your needs.

 This module enables you to explore, reflect upon and develop your learning and skills associated with an aspect of your professional practice. It allows students to negotiate the scope of study to either enhance the depth of knowledge, develop and evaluate practical skills or evidence impact upon learning on personal and professional practice.

 This is a module is tailored to your own area of interest that will enable you to explore, reflect upon and develop your learning and skills associated with an aspect of your professional practice. Guidance is provided throughout the module by an academic supervisor who will enable you to shape the module to your individual needs. 

The topic chosen will be relevant to the student’s professional practice. The choice of topic and learning outcomes will be the subject of negotiation between the student and the academic tutor. The student will be expected to clearly identify the aims, objectives and methodology to be employed in their study as well as the assessment type and format.

Delivery of the module will incorporate independent learning supported by an academic tutor who will guide the student through the module.  Supervision may take place through MS Teams, zoom, telephone or email as agreed by the student and the academic tutor.

The nature of the assessment and the number of elements is dependent upon the topic under study and the learning outcomes identified for the proposed study. You will be expected to negotiate the assessment of the module in conjunction with your supervisor. 

The modules can be studied with any module within the framework and particularly complement the following courses to provide a bespoke area of study: 7HSK2130 Negotiated Learning 2

 

You must submit the topic of choice form in the downloads section on this page with your application.

This negotiated learning module is facilitated by academic tutors with experience in this area. You will be supported throughout the period of study.

If you are not sure which is the most suitable option, we will be happy to advise you.
Negotiated Learning 2

This module is designed for AHP health professionals who want to gain an in depth understanding of a particular subject area in which they have a specific interest and that is not provided through taught modules. There are no specific days when you are required to attend the University. Communication is with an allocated supervisor and arranged to suit your needs.

 This module enables you to explore, reflect upon and develop your learning and skills associated with an aspect of your professional practice. It allows students to negotiate the scope of study to either enhance the depth of knowledge, develop and evaluate practical skills or evidence impact upon learning on personal and professional practice

 

 This is a module is tailored to your own area of interest that will enable you to explore, reflect upon and develop your learning and skills associated with an aspect of your professional practice. Guidance is provided throughout the module by an academic supervisor who will enable you to shape the module to your individual needs. 

  

The topic chosen will be relevant to the student’s professional practice. The choice of topic and learning outcomes will be the subject of negotiation between the student and the academic tutor. The student will be expected to clearly identify the aims, objectives and methodology to be employed in their study as well as the assessment type and format.  

 

Delivery of the module will incorporate independent learning supported by an academic tutor who will guide the student through the module.  Supervision may take place through MS Teams, zoom, telephone or email as agreed by the student and the academic tutor.  

 

The nature of the assessment and the number of elements is dependent upon the topic under study and the learning outcomes identified for the proposed study. You will be expected to negotiate the assessment of the module in conjunction with your supervisor. 



The modules can be studied with any module within the framework and particularly complement the following courses to provide a bespoke area of study: 7HSK2129 Negotiated Learning 1

  

You must submit the topic of choice form in the downloads section on this page with your application.

This negotiated learning module is facilitated by academic tutors with experience in this area. You will be supported throughout the period of study.

If you are not sure which is the most suitable option, we will be happy to advise you.
Imaging for Radiotherapy and Oncology
The aim of the course is to help you critically evaluate the role that contemporary imaging plays in the diagnosis, staging and management of cancer with specific reference to radiotherapy.

The module is designed to enable you to advance your knowledge and understanding of a range of imaging modalities and their use in the management of cancer. You will study a range of equipment and imaging techniques and reflect on their use with respect to your own clinical practice. Topics typically include: imaging modalities used in cancer staging and diagnosis. Radiotherapy imaging practices in localisation, verification and treatment.

This distance learning module can be studied on its own or as a module on the following educational pathways:

MSc / Pg. Dip / Pg Cert Advanced RT and Oncology Practice ·

MSc Advanced Practice

Pg Cert in Imaging for Radiotherapy

Course content includes:

The course is designed to enable practitioners to advance their knowledge and understanding of a range of imaging modalities and their use in the management of cancer. Students will gain a knowledge and understanding of the most up to date equipment and imaging techniques and be able to reflect on them with respect to their own clinical practice experience.

The learning outcomes will be achieved through online based learning, drawing on the student's professional knowledge and experience.

Topics will include:

Contemporary issues in imaging practice as they apply to:

Cancer diagnosis and staging;

Tumour localisation

Treatment verification

Treatment delivery.

Developments in Imaging modalities utilised in the above processes including:

Magnetic Resonance Imaging(MRI), Computerised Tomography (CT), Positron Emission Tomography(PET), Ultrasound (US) On−Board Imaging KV, MV, CBCT, Surface guided(OBI), Tomotherapy and the MRLinac for example

The exact content will be dictated by the most recently available peer reviewed research and literature.

Canvas will be used to facilitate the students' study and communication between the students and the tutors throughout the module.

Resources and links will be provided on Canvas but students will be required to seek additional resources to enhance their learning. Throughout, the learner is encouraged to undertake independent study both to supplement their learning and to broaden their individual knowledge and understanding of the subject.
Musculoskeletal Image Interpretation

The Musculoskeletal Image Interpretation course will be suitable for radiographers whose employment involves working with radiographic images.

This module is designed for radiographers to develop a comprehensive, experiential knowledge-based framework in plain radiograph musculoskeletal examinations. There will be emphasis on relating theory to practice in the clinical setting to contribute to patient diagnosis and management. It further develops communication skills to assist in the communication of findings or further investigations clearly to specialist and non-specialist audiences. There is further development of knowledge gained in the co-requisite modules within the image interpretation pathway. This is facilitated by monitoring, reflection, and self-audit and through a range of blended learning activities. The student is expected to research and undertake activities within the

clinical environment to supplement their radiographic knowledge.
Advanced Decision Making
This module is aimed at all registered and practicing nurses or midwives, and allied health and social care professionals.

This module evaluates and applies established theories and models relevant to decision making in the context of health and social care. These are drawn from a wide variety of disciplines including clinical reasoning, philosophy and ethics, legal frameworks, Service User involvement, Inter-professional and Values Based Decision Making. Throughout, students will develop their critical thinking skills, with an emphasis on applying their learning to decision making in the students’ own health and social care context.
Coaching Skills for Leading
The module will comprise of theoretical lectures, workshops, tutorials and seminar sessions to facilitate the development of the fundamental knowledge, understanding and skills underpinning the roles and responsibilities of coaching and its application within leadership.

The development of knowledge, skills, confidence and competence to select and apply a range of coaching skills within leadership practice.

Emphasis will be placed on how the skills of the professional leader may be utilised to coach peer practitioners to help them reach their full professional potential.

A key learning activity for this module is practical work in which students practise their coaching skills and through peer group learning develop a functional, supportive community of coaching practice.

The whole student group are required to participate in a collaborative, facilitative and supportive manner at each study day.
Advanced Clinical Practice
The aims of the module are to gain understanding and skills in the legal, professional and ethical issues that inform advanced clinical practice.

This module introduces learners to the role of the Advanced Clinical Practitioner and the content is mapped to the Multiprofessional framework for Advanced Clinical Practice and the 4 pillars: Clinical, Education, Research and Leadership.

You will review and consider:

·         national and international drivers informing advanced practice;

·         examine risk and governance systems in advanced practice;

·         evaluate decision making and communication strategies that inform your practice.

The module requires you to develop both knowledge and skills, with a focus on interpersonal skills, multi-professional relationships and critical awareness of learning for self and others being demonstrated through module activities.

Students must be able to access supervision in practice over the duration of the module, in order to develop and apply their knowledge, understanding, and skills.

This module is a core element of the MSc Advanced Clinical Practice programme.
Advanced Health Assessment and Diagnostic Indicators
The aim of this module is to enable students to develop the knowledge and skills required in undertaking advanced health assessment and clinical examination, including diagnostic indicators, of patients & families in a wide range of clinical healthcare environments.
Leading Service Change
In these challenging times Health and Care services need to be developed to meet growing demands but with decreasing resources. This course explores models, theories and the evidence base to enable you to identify how to lead change within your service. 

Content

 

The course covers three main themes: the external context and health policy influencing change; service development and redesign; working with change and leadership.

The course explores questions such as: How do you involve service users and other stakeholders in service development? How to identify what to change? How do you prepare for the future? How can you facilitate change through people and process, creating a sense of urgency and commitment? What is leadership and how do you lead? What types of leaders are required in challenging times? How can leadership styles influence team motivation and outcomes?

Attendance dates and times

20/01/2025 - 10am-4pm - on campus UH

03/02/2025 - 9.30am-12 noon - online via Zoom

17/02/2025 - 9.30am-12 noon - online via Zoom

03/03/2025 - 10am-4pm - on campus UH

17/03/2025 - 9.30am-1pm - online via Zoom

31/03/2025 - 10.30am-11.30am - online via Zoom

07/04/2025 - 9.30am-1pm - online via Zoom
Principles of Ultrasound Reporting
Delivery of the module will embody the Herts learning principles. You should be available to attend all days as advertised.

This course is designed for health care professionals who are interested in the principles of ultrasound reporting. It is a compulsory module within the Medical Ultrasound programme.

This module forms part of a medical ultrasound programme which is accredited by Consortium for the Accreditation of Sonographic Education (CASE)

The course is facilitated by university staff and external lecturers.

Course aims

The course aims to enable student to evaluate the fundamental principles used in reporting ultrasound images

This module provides the core skills required to consider the broader mangement and legal issues surrounding the topic of clinical reporting. Students will conceptualise the process of decision making around the ethical and legal issues that underpin clinical reporting. Students will develop their verbal and written communication skills.

Content

On completion of the module students will typically be able to:
- Critically review and analyse the ethical and legal requirements of clinical reporting and the impact on patient management.
- Critically analyse and apply the principles of clinical reporting in relation to the structure and significance of information given in a formal clinical report.
Preparation for Research Project

This module builds on Research Methods fostering a “research-tutored” approach where students critically appraise the evidence in relation to their own discipline in order to identify a feasible research question and an appropriate means to answer it.

The term “research” is used in its broadest sense to denote any form of inquiry focussed on an area of the student’s professional practice. This may include quantitative research, qualitative research, mixed methods, systematic reviews, literature reviews, retrospective data analysis, audit and evaluation of a healthcare innovation. The student will choose the focus of their project, develop the necessary academic skills and understand, critique and apply relevant theoretical approaches to formulate a research question and proposal in keeping with their chosen method of inquiry.

Teaching and learning will comprise of compulsory components to equip students with key skills, including identification, critique, synthesis and organisation of a relevant body of evidence, critical use of theoretical approaches, and Masters’ level academic writing, to enable them to prepare, plan and carry out their Research Project module.

Methods of inquiry and profession specific workshops will provide students with guidance relevant to their topic, and their chosen data collection method and data analysis, including processes of governance and ethical review where relevant. Students will also learn about the role of the research supervisor.
Research Project
This course is for paramedics, physiotherapists, radiographers, radiotherapists, nurses and midwives who have successfully completed master’s level research methods and preparation for research project modules and who wish to undertake a piece of original research in order to complete their Master’s award.  

 

 Students will have been provided with support to refine their research question and developed their methodology in the Preparation for Research Project module. They will be advised not to deviate significantly from the work developed in this prior module. Students must produce an individual written piece of work.

Support for ethical approval will be provided if necessary. You will receive support with statistical analysis including access and support to SPSS if required. You will also receive assistance with publication and presentation of completed work where appropriate. 
Course enquires are to your programme lead:
- Sarah Jardine for Paramedic Sciences: mscadvpara@herts.ac.uk
- Mindy Cairns/Andrea Moulson for Physiotherapy: mscadvphysio@herts.ac.uk
- Dr.Naomi Brown for Medical imaging: n.2.brown@herts.ac.uk
- Lesley Kay for Midwifery: l.kay4@herts.ac.uk
- Aileen Wilson for Nursing: a.wilson27@herts.ac.uk
- Kim Tran for Social Work: k.tran@herts.ac.uk
Research Methods
In this module students develop their skills and understanding of different methodologies and methods that can be used in healthcare research. Application of these skills will be invaluable to those looking to undertake MSc projects.

The term "research" is used in its broadest sense to denote any form of inquiry including quantitative research, qualitative research, mixed methods, systematic reviews, literature reviews, audit and service evaluation.

The module aims to develop the student's knowledge and understanding of research approaches applicable to Health and Social Care. It is designed to advance students' knowledge of research design and data interpretation. There is a focus on the critical appraisal of published evidence, enabling students to appraise research literature and evaluate the relevance to their own clinical practice and in a wider healthcare context.
Ultrasound Image Production & Optimisation
Delivery of the module will embody the Herts learning principles – using a blended and flexible learning approach, with some days of attendance in person on-campus and some of online learning off-campus. You should be available to attend all days as advertised. Please note that the online learning days may include a range of synchronous and asynchronous teaching sessions, and you will need to attend and engage with these on the days specified.

This course is designed for health care professionals who are interested in the application of the scientific principles of diagnostic ultrasound imaging and the safe practice of diagnostic ultrasound. It is a compulsory module within the Medical Ultrasound programme.

This module forms part of a medical ultrasound programme which is accredited by Consortium for the Accreditation of Sonographic Education (CASE)

On completion of the module students will typically:
- Have a comprehensive understanding of ultrasound image production and optimisation
- Have a comprehensive understanding of the range of scanning equipment currently available in order to justify and critically evaluate its use in medical ultrasound examinations.
- Have a comprehensive understanding of possible bioeffects and safety measures.
- Have knowledge of the Doppler effect and its applications.
- Be able to critically evaluate the principles of diagnostic ultrasound imaging and be able to utilise the information and knowledge to practice in a safe and competent manner.
This module forms part of a medical ultrasound programme which is accredited by Consortium for the Accreditation of Sonographic Education (CASE)

This course aims to enable students to apply the scientific principles underpinning safe clinical practice to diagnostic ultrasound imaging. The cou
Abdominal and General Ultrasound
Delivery of the module will embody the Herts learning principles. You should be available to attend all days as advertised.

This module is designed for health care professionals particularly radiographers, who wish to develop the necessary clinical and evaluative skills for the competent performance and accurate reporting of relevant abdominal and general ultrasound examinations. The module is taken in combination with Ultrasound Image Production & Optimisation and Principles of Ultrasound Reporting in order to achieve an ultrasound qualification. It may only be studied as a standalone module by qualified sonographers who have not previously studied abdominal ultrasound.

The module is facilitated by University staff and external lecturers.

Delivery of the course incorporates blended learning which aims to combine practical, simulation and classroom-based learning.

On completion of the module students will typically:
- Be able to demonstrate a depth of knowledge and critical understanding of the anatomy, physiology, pathology of the relevant abdominal and general structures
- Have a comprehensive understanding of techniques applicable for ultrasound investigation of normal and abnormal relevant abdominal and general structures
- Demonstrate critical awareness in synthesising clinical information and evaluative skills for the competent performance of ultrasound examinations of the relevant abdominal and general structures
- Demonstrate a range of advanced communication and decision-making skills and engage confidently in academic and professional communication appropriate to their professional practice.
- Demonstrate technical expertise in competently performing relevant abdominal and general ultrasound examinations with precision and effectiveness.
Gynaecological Ultrasound
Delivery of the module will embody the Herts learning principles. You should be available to attend all days as advertised.

This module is designed for health care professionals particularly radiographers, midwives and nurses who wish to develop the necessary clinical and evaluative skills for the competent performance and accurate reporting of female pelvic ultrasound examinations. The module is taken in combination with Ultrasound Image Production & Optimisation and Principles of Ultrasound Reporting in order to achieve an ultrasound qualification. It may only be studied as a standalone course by qualified sonographers who have not previously studied Gynaecological ultrasound.

On completion of the module students will typically:
- Be able to demonstrate a depth of knowledge and critical understanding of the anatomy, physiology, pathology of the female pelvis.
- Have a comprehensive understanding of techniques applicable for ultrasound investigation of normal and abnormal female pelvis.
- Demonstrate critical awareness in synthesising clinical information and evaluative skills for the competent performance of ultrasound examinations of the female pelvis
- Demonstrate a range of advanced communication and decision-making skills and engage confidently in academic and professional communication appropriate to their professional practice.
- Demonstrate technical expertise in competently performing female pelvic ultrasound examinations with precision and effectiveness.
This module forms part of a medical ultrasound programme which is accredited by Consortium for the Accreditation of Sonographic Education (CASE)

This course aims to enable students to develop the necessary clinical and evaluative skills for the competent performance and accurate reporting of female pelvic ultrasound examinations.
Obstetric Ultrasound
Delivery of the module will embody the Herts learning principles. You should be available to attend all days as advertised.

This course is designed for health care professionals particularly radiographers, midwives and nurses who wish to develop the necessary clinical and evaluative skills for the competent performance and accurate reporting of obstetric ultrasound examinations. The course is taken in combination with Ultrasound Image Production & Optimisation and Principles of Ultrasound Reporting in order to achieve an ultrasound qualification. It may only be studied as a standalone course by qualified sonographers who have not previously studied Obstetric ultrasound.

This module forms part of a medical ultrasound programme which is accredited by Consortium for the Accreditation of Sonographic Education (CASE)

Course aims

This course aims to enable students to develop the necessary clinical and evaluative skills for the competent performance and accurate reporting of obstetric ultrasound examinations.

Course Notes

The course is facilitated by University staff and external lecturers. Delivery of the course incorporates blended learning which aims to combine practical, simulation and classroom-based learning.

Content

On completion of the module students will typically:
- Be able to demonstrate a depth of knowledge and critical understanding of normal and abnormal pregnancy from conception to birth including maternal complications and common fetal developmental anomalies that may arise during pregnancy.
- Have a comprehensive understanding of techniques applicable for ultrasound investigation of normal and abnormal pregnancy from conception to birth including maternal complications and common fetal developmental anomalies that may arise during pregnancy.
- Demonstrate critical awareness in synthesising clinical information and evaluative skills for the competent performance of ultrasound examinations of the pregnant uterus and related abdominal and pelvic structures.
- Demonstrate a range of advanced communication and decision-making skills and engage confidently in academic and professional communication appropriate to their professional practice.
- Demonstrate technical expertise in competently performing obstetric ultrasound examinations with precision and effectiveness.
Musculoskeletal Image Interpretation

The Musculoskeletal Image Interpretation course will be suitable for radiographers whose employment involves working with radiographic images.

This module is designed for radiographers to develop a comprehensive, experiential knowledge-based framework in plain radiograph musculoskeletal examinations. There will be emphasis on relating theory to practice in the clinical setting to contribute to patient diagnosis and management. It further develops communication skills to assist in the communication of findings or further investigations clearly to specialist and non-specialist audiences. There is further development of knowledge gained in the co-requisite modules within the image interpretation pathway. This is facilitated by monitoring, reflection, and self-audit and through a range of blended learning activities. The student is expected to research and undertake activities within the

clinical environment to supplement their radiographic knowledge.
Advanced Decision Making
This module is aimed at all registered and practicing nurses or midwives, and allied health and social care professionals.

This module evaluates and applies established theories and models relevant to decision making in the context of health and social care. These are drawn from a wide variety of disciplines including clinical reasoning, philosophy and ethics, legal frameworks, Service User involvement, Inter-professional and Values Based Decision Making. Throughout, students will develop their critical thinking skills, with an emphasis on applying their learning to decision making in the students’ own health and social care context.
Coaching Skills for Leading
The module will comprise of theoretical lectures, workshops, tutorials and seminar sessions to facilitate the development of the fundamental knowledge, understanding and skills underpinning the roles and responsibilities of coaching and its application within leadership.

The development of knowledge, skills, confidence and competence to select and apply a range of coaching skills within leadership practice.

Emphasis will be placed on how the skills of the professional leader may be utilised to coach peer practitioners to help them reach their full professional potential.

A key learning activity for this module is practical work in which students practise their coaching skills and through peer group learning develop a functional, supportive community of coaching practice.

The whole student group are required to participate in a collaborative, facilitative and supportive manner at each study day.
Advanced Clinical Practice
The aims of the module are to gain understanding and skills in the legal, professional and ethical issues that inform advanced clinical practice.

This module introduces learners to the role of the Advanced Clinical Practitioner and the content is mapped to the Multiprofessional framework for Advanced Clinical Practice and the 4 pillars: Clinical, Education, Research and Leadership.

You will review and consider:

·         national and international drivers informing advanced practice;

·         examine risk and governance systems in advanced practice;

·         evaluate decision making and communication strategies that inform your practice.

The module requires you to develop both knowledge and skills, with a focus on interpersonal skills, multi-professional relationships and critical awareness of learning for self and others being demonstrated through module activities.

Students must be able to access supervision in practice over the duration of the module, in order to develop and apply their knowledge, understanding, and skills.

This module is a core element of the MSc Advanced Clinical Practice programme.
Advanced Health Assessment and Diagnostic Indicators
The aim of this module is to enable students to develop the knowledge and skills required in undertaking advanced health assessment and clinical examination, including diagnostic indicators, of patients & families in a wide range of clinical healthcare environments.
Leading Service Change
In these challenging times Health and Care services need to be developed to meet growing demands but with decreasing resources. This course explores models, theories and the evidence base to enable you to identify how to lead change within your service. 

Content

 

The course covers three main themes: the external context and health policy influencing change; service development and redesign; working with change and leadership.

The course explores questions such as: How do you involve service users and other stakeholders in service development? How to identify what to change? How do you prepare for the future? How can you facilitate change through people and process, creating a sense of urgency and commitment? What is leadership and how do you lead? What types of leaders are required in challenging times? How can leadership styles influence team motivation and outcomes?

Attendance dates and times

20/01/2025 - 10am-4pm - on campus UH

03/02/2025 - 9.30am-12 noon - online via Zoom

17/02/2025 - 9.30am-12 noon - online via Zoom

03/03/2025 - 10am-4pm - on campus UH

17/03/2025 - 9.30am-1pm - online via Zoom

31/03/2025 - 10.30am-11.30am - online via Zoom

07/04/2025 - 9.30am-1pm - online via Zoom
Clinical Radiographic Reporting: Musculoskeletal

This module is designed for radiographers to develop a comprehensive, experiential knowledge-based framework in plain radiograph musculoskeletal examinations. There will be emphasis on relating theory to practice in the clinical setting in order to contribute to patient diagnosis and management. It further develops communication skills to assist in the communication of findings or further investigations clearly to specialist and non-specialist audiences. There is further development of knowledge gained in the co-requisite modules within the image interpretation pathway. This is facilitated by monitoring, reflection and self-audit and through a range of blended learning activities. The student is expected to research and undertake activities within the clinical environment to supplement their radiographic knowledge.

Delivery of this module will be by university staff and clinical specialists and will incorporate blended learning which aims to combine e-learning opportunities and traditional campus-based learning in innovative ways to enhance the student learning experience.
Preparation for Research Project

This module builds on Research Methods fostering a “research-tutored” approach where students critically appraise the evidence in relation to their own discipline in order to identify a feasible research question and an appropriate means to answer it.

The term “research” is used in its broadest sense to denote any form of inquiry focussed on an area of the student’s professional practice. This may include quantitative research, qualitative research, mixed methods, systematic reviews, literature reviews, retrospective data analysis, audit and evaluation of a healthcare innovation. The student will choose the focus of their project, develop the necessary academic skills and understand, critique and apply relevant theoretical approaches to formulate a research question and proposal in keeping with their chosen method of inquiry.

Teaching and learning will comprise of compulsory components to equip students with key skills, including identification, critique, synthesis and organisation of a relevant body of evidence, critical use of theoretical approaches, and Masters’ level academic writing, to enable them to prepare, plan and carry out their Research Project module.

Methods of inquiry and profession specific workshops will provide students with guidance relevant to their topic, and their chosen data collection method and data analysis, including processes of governance and ethical review where relevant. Students will also learn about the role of the research supervisor.
Research Project
This course is for paramedics, physiotherapists, radiographers, radiotherapists, nurses and midwives who have successfully completed master’s level research methods and preparation for research project modules and who wish to undertake a piece of original research in order to complete their Master’s award.  

 

 Students will have been provided with support to refine their research question and developed their methodology in the Preparation for Research Project module. They will be advised not to deviate significantly from the work developed in this prior module. Students must produce an individual written piece of work.

Support for ethical approval will be provided if necessary. You will receive support with statistical analysis including access and support to SPSS if required. You will also receive assistance with publication and presentation of completed work where appropriate. 
Course enquires are to your programme lead:
- Sarah Jardine for Paramedic Sciences: mscadvpara@herts.ac.uk
- Mindy Cairns/Andrea Moulson for Physiotherapy: mscadvphysio@herts.ac.uk
- Dr.Naomi Brown for Medical imaging: n.2.brown@herts.ac.uk
- Lesley Kay for Midwifery: l.kay4@herts.ac.uk
- Aileen Wilson for Nursing: a.wilson27@herts.ac.uk
- Kim Tran for Social Work: k.tran@herts.ac.uk
Research Methods
In this module students develop their skills and understanding of different methodologies and methods that can be used in healthcare research. Application of these skills will be invaluable to those looking to undertake MSc projects.

The term "research" is used in its broadest sense to denote any form of inquiry including quantitative research, qualitative research, mixed methods, systematic reviews, literature reviews, audit and service evaluation.

The module aims to develop the student's knowledge and understanding of research approaches applicable to Health and Social Care. It is designed to advance students' knowledge of research design and data interpretation. There is a focus on the critical appraisal of published evidence, enabling students to appraise research literature and evaluate the relevance to their own clinical practice and in a wider healthcare context.
Principles of Clinical Radiographic Reporting
This module covers the core skills to equip students with the knowledge and attributes for the interpretation of radiographic images. Students will be encouraged to apply the principles to manage and independently report complex caseloads autonomously and within their scope of practice.

Current and emerging standards relating to the role of the reporting radiographer will be discussed. The content will typically include pattern recognition, report structure to provide interpretive and actionable reports for musculoskeletal plain film imaging. Professional responsibilities such as reflection, engagement with quality assurance procedures and engagement within research and education to develop into an advanced practitioner will be discussed. Understanding of an individual’s scope of practice and recognition of the standards and guidance associated with clinical radiographic reporting are vital aspects that will be discussed to underpin a student’s understanding of the legal issues surrounding this role. Organisational issues such as quality assurance, audit and engaging in inter-professional team working, education and research will also be discussed.

Delivery of the module will embody the Herts learning principles – using a blended and flexible learning approach. You should be available to attend all days as advertised.

The module is facilitated by Selina Fowlder and involves both University and External Lecturers.
Psychology of Cancer
This module is suitable for all heath care professionals involved in the care of patients with a cancer diagnosis. Using an inquiry−based approach, students will gather a wide range of evidence and information in order to thoroughly explore the module topics. Through critical evaluation and analysis of the evidence base, they will consolidate their knowledge and understanding of the psychological conditions, methods of assessment and interventions of patients with cancer.

The module aims to raise awareness of the psychological experience of cancer so that professionals in diverse cancer care settings can work within their scope of practice to better support patients.

This is an ONLINE module that requires no attendance on UH Campus

Prerequisites

You will need to be registered with the Health Care Professions Council (HCPC) or NMC (or equivalent professional registration).

The normal entry requirements for the programme are:

Normally candidates will have a UK honours degree in health care and be registered with the Health and Care Professions Council or equivalent in their respective health profession.

Employment in, or access to an appropriate clinical site whilst enrolled on the programme. Students are responsible for securing an appropriate placement.

Candidates normally will have some relevant clinical practice experience subsequent to qualification.

Level

Credits

180

Course Leader

Naomi Brown

Start date

September 2024

Mode of delivery

Taught

Faculty

Health & Social Work

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