Professional Practice and Principles of Analysis

MEDN61971 Professional Practice and Principles of Analysis 30 Semester 1 Postgraduate Taught Level 6 Philip Macdonald Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 15.0 This unit introduces NHS STP trainees to the professional, ethical, and analytical foundations of their practice as healthcare scientists. It supports the development of the core knowledge, behaviours, and skills required to provide high-quality, patient-centred care within the NHS.Trainees will explore topics including healthcare governance, regulation, communication, equality, consent, confidentiality, safeguarding, and leadership. Alongside this, the unit introduces key principles of laboratory analysis—such as quality assurance, analytical test characteristics, and pre/post-analytical considerations.Through lectures, interactive workshops, reflective practice, and problem-solving activities, the unit fosters personal and professional growth and provides essential grounding in the wider context of NHS healthcare science delivery. This unit introduces NHS STP trainees to the professional, ethical, and analytical foundations of their practice as healthcare scientists. It supports the development of the core knowledge, behaviours, and skills required to provide high-quality, patient-centred care within the NHS.Trainees will explore topics including healthcare governance, regulation, communication, equality, consent, confidentiality, safeguarding, and leadership. Alongside this, the unit introduces key principles of laboratory analysis—such as quality assurance, analytical test characteristics, and pre/post-analytical considerations.Through lectures, interactive workshops, reflective practice, and problem-solving activities, the unit fosters personal and professional growth and provides essential grounding in the wider context of NHS healthcare science delivery. Equip trainees with a foundational understanding of professional standards, ethical responsibilities, and the healthcare environment in which they operate.Support the development of the behaviours and attitudes expected of a registered healthcare professional delivering safe, effective, patient-focused care.Introduce the core analytical and quality assurance principles underpinning laboratory practice in blood sciences.Promote reflective practice, professional communication, and multi-professional working in line with NHS values and clinical governance frameworks. Students should/will be able to: <ul> <li> Critically evaluate your personal responsibilities, challenges and limitations of your practice as a healthcare scientist in respect to the standards and ethical boundaries including confidentiality, informed consent and safeguarding.</li> <li> Critically appraise the contribution of healthcare science and multi-professional working in the provision of patient care within the structure and function of health and social care including effective communication and leadership.</li> <li> Critically evaluate the principles of methodologies which ensure the quality of practice in healthcare science.</li> <li> Critically evaluate the principles of patient centred care applied to healthcare in the NHS including approaches to managing health which aim to promote wellbeing and reduce health inequalities.</li> <li> Critically appraise the requirements for continuous development, evolution and improvement of services and standards in healthcare and innovations which impact healthcare science and healthcare.</li> <li> Describe and understand of the theory and use of the main analytical technologies employed by blood sciences and related disciplines.</li> <li> Describe and understand of the parameters used to evaluate the performance of an analytical method or approach.</li> <li> Describe and understand the structures and processes that underpin quality assurance.</li> </ul> Students should/will be able to:<ul><li>Critically reflect professional and personal behaviour</li><li>Present scientific and clinical information appropriately</li><li>Formulate a critical argument</li><li>Evaluate scientific and clinical information</li><li>Compare and contrast a range of leadership models</li><li>Appraise the ethical foundations of professionalism, including critical reflection, and how these relate to the clinical scientist, the patient, the practice of healthcare science and the wider healthcare environment.</li></ul> Students should/will be able to:<ul><li>Present information clearly in the form of verbal and written reports.</li><li>Communicate complex ideas and arguments in a clear and concise and effective manner to both clinical professional and lay individuals.</li><li>Work effectively as an individual or part of a team.</li><li>Demonstrate Leadership.</li><li>Take a patient history.</li></ul> Students should/will be able to:<ul><li>Be able to communicate effectively with professional colleagues and service users.</li><li>Consistently operate within sphere of personal competence and level of authority.</li><li>Manage personal workload and objectives to achieve quality of care</li><li>Work in partnership with colleagues, other professionals, patients and their carers to maximise patient care.</li></ul> <ol><li>Seminars, tutorials and workshops.</li><li>E-learning: evidence-based learning supported by course notes and audio lectures.</li></ol> 0 Other 30% 2 Written assignment (inc essay) 70% Reflective written assignment (3,000 words) – A critical reflection on personal and professional development, addressing themes such as ethical practice, communication, leadership, and the trainee’s evolving professional identity. (70% of unit mark)Written exam (1 hour, MCQ format) – Assesses knowledge of analytical principles including test characteristics, quality assurance, and pre/post-analytical variables. (30% of unit mark) Written assignment – Individual written feedback is provided online following submission, highlighting strengths, areas for improvement, and guidance for future development.MCQ exam – Marks/performance feedback are typically returned within 15 working days of the assessment.In-class activities and workshops – Verbal feedback and peer discussion during interactive sessions to reinforce understanding and support skills development.Tutor support – Formative advice and feedback are available during tutorials and drop-in sessions across the unit. N Donaldson, Liam J. and Paul Rutter, 2017. Donaldsons' essential public health. (4th Edition) Tony Hope; Medical Ethics A Very Short Introduction: Oxford University Press 2004 Chloe Baxter, Mark G Brennan, Yvette Coldicott, Maaike Moller; the practical guide to Medical Ethics & Law 2nd Edition: PasTest (2005) Barr J and Dowding L (2019) Leadership in Health Care Sage Publications (London) (4th Edition) <a href="http://www.healthtalkonline.org/"> http://www.healthtalkonline.org/</a> <a href="http://www.england.nhs.uk/2013/03/26/nhs-constitution/"> http://www.england.nhs.uk/2013/03/26/nhs-constitution/</a> Blann & Ahmed; Blood Science: Principles and Pathology (2014) Tietz; Fundamentals of Clinical Chemistry and Molecular Diagnostics, 7th Edition 0 0 300