The STP curriculum – modules

Key information about modules

Here we will explain each part that makes up a module and how it applies to the programme.

Module information

Module details

This section summarises the important information about the module including the title, type of module, code and the phase to which it is assigned.

• Credits: this indicates the size of the module and the amount of learning required.
• Status/requirement: most modules are compulsory and trainees must complete them. In some specialties, there are optional modules where trainees can follow a sub-specialty pathway. The options available should be discussed with Training Officers as available options may depend on the which pathway a workplace can support and deliver.

Aim

This section summarises the purpose of the module and the learning it aims to deliver.

Work-based content

This is the section of the module that trainees complete in the workplace. You should refer to the NSHCS work-based Assessment Standards for more information about how to conduct the assessments in this section. You can see some of the information in this section in the trainee’s e-portfolio, which provides a personal version of the curriculum to submit evidence against.

Training activities

There are several parts to each training activity.

• Training activity: this section sets out what trainees need to do for each training activity. Training activities represent discrete tasks that would be expected of a Clinical Scientist.
• Learning outcomes: this section lists the numbers of the work-based learning outcomes that completing each training activity will contribute to.
• Training activity type: this indicates which type of training activity this task is. More information about the training activity types can be found in the NSHCS work-based assessment standards.

Training activity information

You can find more information on each training activity by selecting ‘View’.

• Details: this section sets out what trainees need to do for this training activity. Training activities represent discrete tasks that would be expected of a Clinical Scientist.
• Type: this refers to the type of training activity assigned including the evidence requirements which trainees need to meet when submitting evidence to the e-portfolio. More information about the training activity types can be found in the NSHCS work-based assessment standards.
• Reflective practice guidance: part of the required evidence for each training activity is reflection by the trainee on how they have completed the task required by the training activity. This helps trainees to develop the lifelong skills required of an independent learner by engaging in a cycle of self-regulated learning, encouraging setting goals for learning, self-monitoring performance and evaluation of outcomes. The reflective practice guidance is provided to support trainees with reflection at different time points. This includes questions or prompts that may help trainees to reflect. These questions are not mandatory for trainees to answer. Trainees may choose to answer a few of these questions for reflection or use another preferred method of reflection.
• Relevant learning outcomes: this section provides in full, the work-based learning outcomes that completing this training activity will contribute to.

Assessments

This section lists the numbers of assessment of each type that trainees must complete for each assessment type and the tasks that can be selected from, to complete the in-person assessments. You should refer to the NSHCS work-based assessment standards for more information about how to conduct assessments in this section.

Learning outcomes

This section lists the work-based learning outcomes for the module. Learning outcomes set out the skills, knowledge and behaviours provided by the module on successful completion. Trainees meet these learning outcomes by completing the training activities. Each training activity is mapped to one or more learning outcomes. These learning outcomes are in turn, mapped to the HCPC Standards of Proficiency (SOP) to demonstrate that trainees have met all of the Standards of Proficiency when they have successfully completed the programme.

You do not have to do anything additional to the assessments set in this module to meet these learning outcomes, although they may be helpful to review so you can see the skills trainees are working on when completing assessments.

Clinical experiences

These are observations that trainees should undertake to provide them with a wider context for their practice and a greater understanding of the application of the specialty. Many of these experiences will help trainees to appreciate the experiences of patients whose care they contribute to.

Academic content

This content is delivered by the university and forms the basis of the master’s degree. If you have questions about the delivery of the academic contact of a module, please contact the university.

The titles and sizes of the modules delivered on the master’s degree may not be identical to the module the school sets out in the Curriculum Library. The school presents both parts of each module as one so you can see where the learning is aligned and how the academic content complements the work-based learning.

Learning outcomes: learning outcomes set out the knowledge provided by the module on successful completion. Alongside the work-based learning outcomes, the academic learning outcomes are mapped to the HCPC Standards of Proficiency (SOP) to demonstrate they trainees have met all of the standards when they have successfully completed the programme.

Indicative content: this section provides a high-level summary of the topic areas which will be delivered for this module by the university as part of the masters degree.