Everything you need to know...
International: £8,000 for the course
- Complete your learning at a time and place that suits your own personal and employment circumstances
- Demonstrate competence in clinical reporting in the clinical area(s) required for your role
- Develop your skills towards the four pillars of advanced clinical practice; expert practice, leadership, education, and research
- Evidence the professional attributes and activities which can be used in support of your accreditation and employment as an advanced clinical practitioner
This course is designed for those wishing to pursue a career as an Advanced Clinical Practitioner in Clinical Reporting. It will help you to develop your theoretical knowledge and competence as an expert practitioner to demonstrate the ability to provide clinical diagnostic imaging reports in the clinical area(s) required within your role.
Whilst predominantly focussed around image interpretation, in addition you will develop further skills and attributes required to be an advanced clinical practitioner including leadership, education, and service development and research.
The academic delivery is facilitated through distance learning (DL), and supported by clinical support and mentorship in your place of work.
How you learn
Your lecturer's view
As this is a distance learning course you use various online platforms and technologies to support your learning, such as our virtual learning environment (MyHallam), at a time and place to suit you.
You learn through:
- online presentations and live collaborative sessions with tutors
- discussion forums with peers and tutors
- imaging case studies
- access to a wide range of online resources and textbooks
- ongoing formative activities (e-tivities)
Course leaders and tutors
Learning for this course is based on distance learning principles (e-learning) using MyHallam as the main platform for delivery. The overall approach to learning and teaching facilitates an active learning experience which engages you in, and promotes ownership and autonomy of your learning linked directly to your own role. Active learning is encouraged using a series of structured activities throughout the programme. Formative tasks are supported by an e-moderator who guides the student thorough opportunities to develop learning and make meaning of information provided. A series of formative assessments linked to the learning objects will be used to facilitate learning and allow learners and e-moderator to identify learning needs.
Discussion of ideas is encouraged throughout the module and participants are regularly challenged to question, explain and explore topics under consideration. Application of learning and justification of practice is strengthened by the use of questioning, peer-review, and asynchronous or synchronous online conferencing (such as the use of discussion boards and Blackboard Collaborate). A number of these activities reflect approaches which may be encountered in practice. The online discussion board and collaborate sessions will be used to provide tutorial support, peer support and share learning.
As well as the university-based distance learning, you will be undertaking work-based learning within your clinical department under the supervision of your mentor(s). You will need to undertake a large proportion of clinical education which should include reporting sessions and other relevant clinical activities.
The approach to assessment is varied and we use both formative (not formally marked) and summative (formally marked) assessments in each of the modules. The assessment pattern is designed to encourage your personal, professional, and academic development. Short online formative activities (e-tivities) are used to promote engagement with the distance learning materials, provide support for the final assignment and facilitate online discussion with fellow students on the module. Final summative tasks to assess your completion of the modules are varied but include methods such as:
- traditional written coursework assignments
- online computer-based exams
- case studies
- electronic poster or Powerpoint presentations
- research proposals and projects.
In addition, for each of the clinical modules you undertake (Chest, MSK, CT head,) you will need to complete a clinical audit of competence to meet professional guidelines on clinical reporting.
This course is designed to enhance your current practice and role towards becoming an Advanced Clinical Practitioner undertaking clinical reporting.
It is designed to follow the Multi-professional Framework for Advanced Clinical Practice and professional guidelines for Clinical Reporting from the College of Radiographers and Royal College of Radiologists.
It can be used to help evidence the professional attributes and activities required in support of your accreditation and employment as an advanced clinical practitioner and potentially lead toward further education and development into PhD study, Consultant practice, or academia.
Where will I study?
You study at your own location by distance learning
Equipment and facilities
The main platform we use is our Virtual learning environment (MyHallam) but you would have full access to our online library services and specific services available for distance learning students.
The programme is entirely online so you would need access to a computer and reliable internet connection. A range of online platforms and software are utilised to enhance the learning experience though the programme is designed so that only relatively basic IT skills are required.
Normally, applicants will hold a first degree (or equivalent professional qualification) which is recognised in the UK in a related health care subject, for example BSc(Hons) Diagnostic Radiography or Diploma of the College of Radiographers (DCR).
Other formally certified qualifications
Equivalent, international academic and/or professional qualifications will be considered on an individual basis. Applicants will be considered on other relevant evidence which may include for example documented evidence of recent CPD activity, innovative practice, practice leadership, service development, research projects and/or publications. Such evidence must be clearly described in any application. Applicants are usually required to provide at least one reference evidencing their capability for postgraduate study and that they have departmental/employer support for the clinical and mentorship requirements of the course
Level of English language capability
If English is not your first language you must have an IELTS score of 6.5 with a minimum of 6.0 in each skill area.
Relevant work or work-related experience
Applicants will normally have 12 months full time (or equivalent part time) experience and normally be working in a professional role in a related field of health and use diagnostic imaging in their role. Please note there may be additional pre-requisites for some modules (such as a nominated mentor) so please see individual module descriptors. This course aims towards advanced clinical practice and differs from our MSc Enhancing Diagnostic Imaging practice, which does not.
Applicants must have managerial/employer support and a nominated mentor(s) in a suitable role to support their development during the programme. This will normally be an experienced health professional in a clinical reporting role such as a Radiologist or Consultant/Advanced Clinical Practitioner reporting radiographer. The employer must commit to allowing the applicant to have an equivalent of two days per week study time dedicated to the course. These requirements will need to be agreed prior to the applicant being made an unconditional offer.
Applicants will be motivated and prepared to study independently and autonomously. They must be prepared to embrace the challenges of Masters level study including online distance learning, have access to a reliable internet connection to support engagement and have sound basic IT skills.
The programme is intellectually challenging and applicants should be prepared to actively contribute to discussion and debate; critically reflect upon own and others¿ practice and; explore and evaluate the evidence base underpinning their chosen course of study.
Use of Prior Credit (RPL): prior certificated credit or prior experiential credit may be used within the course in the following ways:
Through the University's recognition of prior learning (RPL) process it may be possible for applicants to be exempt from some modules of the course.
Recognition of prior learning (RPL) (previously known as accreditation for prior learning or APL)
Recognition of prior learning (previously known as accreditation for prior learning or APL) is a term used to make explicit the link between assessment used as the basis for recognising learning gained outside of a formal course and that used for learning within a course; the key features of sound practice are common to both forms.
The term 'recognition' is used to describe accurately the process in relation to two widely recognised forms of prior learning: prior certificated learning and prior informal (or experiential) learning. The recognition of prior certificated learning involves the transfer of credit, or exemption from part of a programme, for learning that has previously been formally assessed. The essential characteristic of such learning is that the student has a certificate to evidence that the learning has been assessed. Sheffield Hallam University (SHU) determines the status of that certification (including consideration of its volume and level) as it relates to this specific course. All applicants who wish to apply for Recognition of Prior Learning must have been offered a place on the course and then are supported to complete the University online RPL process.
Through RPL procedures, applicants to SHU, or students already enrolled on SHU courses, may be able to use credit gained from formal study and assessment elsewhere, or from within the University, to count towards this award or to transfer to a different University award. The recognition of prior informal learning involves an assessment process on the part of SHU academic staff that leads to recognition, normally through the award of credit. The essential feature of this process is that it is the learning (gained through experience) which is being assessed not the experience itself. In both cases recognition takes place within SHU's assessment and regulatory framework, which is designed to ensure that assessment decisions are conducted transparently, fairly and consistently for all programmes or subjects. The QAA indicators of sound practice are fully adhered to, and SHU publishes comprehensive guidance on RPL which is available to read publicly on SHU space under 'Rules and Regulations'. Students can apply for exemption from specific modules if they can provide evidence of previous certificated learning.
The process will commence with confirmation of a student being offered a place on the course. Claims under the RPL regulations will be recorded by the Faculty of Health and Wellbeing and considered by the course leader and other relevant colleagues. Students must provide evidence in the form of certification, the successful completion of the assessment activity, its academic level and credit rating. Outcomes of successful RPL claims will be ratified by the Board of Examiners and details recorded on individual student records.
Additional information for EU/International students
If you are an International or non-UK European student, you can find out more about the country specific qualifications we accept on our international qualifications page. You can also watch a video guide on how to apply.
For details of English language entry requirements (IELTS), please see the information for 'All students'.
The modules for 2019/20 may vary to those given below, which are for academic year 2018/19
|Module: Awareness Of Error In Diagnostic Imaging||Credits: 15||
|Module: Contemporary Issues In Advancing Practice||Credits: 15||
|Module: Chest Radiographic Image Interpretation||Credits: 30||
|Module: Ct Head Image Interpretation||Credits: 30||
|Module: Musculoskeletal Radiographic Image Interpretation||Credits: 30||
|Module: Researching For Practice (Distance Learning)||Credits: 15|
|Module: Abdominal Imaging||Credits: 15|
|Module: Chest Radiographic Image Interpretation||Credits: 30|
|Module: Evidencing Your Cpd||Credits: 15|
|Module: Leadership In Practice||Credits: 15|
|Module: Musculoskeletal Radiographic Image Interpretation||Credits: 30|
|Module: Dissertation||Credits: 60|
Fees and funding
Our tuition fee for UK/EU students starting full-time study in 2019/20 is £8,000 for the course. For part-time study the fee will be calculated pro-rata each year based on the number of credits studied (£670 for 15 credits or £1,335 for 30 credits).
† If you are studying an undergraduate course, postgraduate pre-registration course or postgraduate research course over more than one academic year then your tuition fees may increase in subsequent years in line with Government regulations or UK Research and Innovation (UKRI) published fees. More information can be found in our terms and conditions under student fees regulations.
Our tuition fee for international students starting full-time study in 2019/20 is £8,000 for the course. For distance learning study the fee will be calculated pro-rata each year based on the number of credits studied.
Postgraduate student loans
Up to £10,906 available for UK and EU students on most masters courses.
Additional course costs
This link allows you to view estimated costs associated with the main activities on specific courses. These are estimates and, as such, are only an indication of additional course costs. Actual costs can vary greatly depending on the choices you make during your course.Additional costs for Diagnostic radiography courses (PDF)
Any offer of a place to study is subject to your acceptance of the University’s Terms and Conditions and Student Regulations.
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