PgCert; PgDip; MSc Radiotherapy and Oncology

This post-registration programme in Radiotherapy and Oncology is intentionally flexible; overall you'll need to complete to PgDip level within 5 years, so that you are able to complete to MSc level within 6 years. The course offers a wide variety of modules (all distance learning) that focus on current and future practice developments.

PgCert - 60 credits

• 60 credits made up of a selection of specialist modules
• Research in Health and Social Care – 20 credits (Optional – this can be chosen as an alternative to one of the specialist modules)

PgDip - 120 credits

• Research in Health and Social Care – 20 credits (Core)
• 100 credits made up of a selection of specialist modules
• A maximum of one non-specialist module may be selected as an alternative to one of the specialist modules

MSc - 180 credits

• Dissertation - 60 or 40 credits - (Core)
• Research in Health and Social Care – 20 credits (Core)
• 100 or 120 credits (depending on whether you choose 40 or 60 credit dissertation) made up of a selection of specialist modules
• A maximum of one non-specialist module may be selected as an alternative to one of the specialist modules

Module descriptions

Core modules

• Research in Health and Social Care – 20 credits
  The purpose of this module is to consolidate and extend your knowledge of research approaches and methods and enhance your ability to be a critical user of research evidence. We'll examine philosophical and theoretical perspectives underpinning health and social care research approaches including exploration of research design and key aspects of data gathering and interpretation of both qualitative and quantitative analyses. This module will develop your practical skills for identifying, critical reviewing and synthesising research evidence relevant to professional practice. Assessment: 4,000-word written assignment incorporating a detailed search strategy, a literature review and critical appraisal of the evidence in a clinically relevant topic of your choosing.
• Dissertation - 60 or 40 credits 
  This module enables you to plan and conduct an investigation of a topic that contributes to professional practice.  It provides the opportunity to apply an understanding of research methods to the investigation and allows demonstration of your ability to work with relative autonomy in undertaking a sustained, in-depth piece of independent learning. 

Specialist modules

• Clinical applications of radiotherapy treatment planning (20 credits)
  This module provides the students with knowledge and skills relevant to pre-treatment and treatment planning employed in the radiotherapy management of patients.
• Motion management in radiotherapy (20 credits)
  This module provides students with knowledge and skills relevant to motion management in radiotherapy from pre-treatment localisation, treatment planning, imaging and verification processes in cancer patients’ pathways.
• Radiotherapy patient on-treatment review (40 credits)
  This module is designed for therapeutic radiographers who undertake on treatment review of patients receiving radiotherapy and enables students to develop the underpinning knowledge and skills required to make accurate assessments of patients wellbeing in the context of radiotherapy treatment.
• Hybrid Imaging in Radiotherapy (20 credits)
  This module provides students with knowledge and skills relevant to the use of Hybrid imaging (e.g. PET/CT) within the radiotherapy localisation process.
• Image guided radiotherapy (20 credits)
  This module provides you with the knowledge and skills relevant to IGRT processes. You will be required to develop a critical awareness andunderstanding in image guided radiotherapy.
• MRI – clinical applications in radiotherapy (20 credits)
  This module provides students with knowledge and skills relevant to the use of MRI within the radiotherapy pathway.
• CT – clinical applications in radiotherapy (20 credits)
  This module provides students with knowledge and skills relevant to the use of CT within the radiotherapy pathway.
• Expert / specialist practice (20 credits)
  For the following sites: Breast cancer, Gynaecological cancer, Head and Neck cancer, Prostate cancer, Palliative care. These modules are designed for Therapeutic radiographers who wish to embark toward specialist and expert practice (for the sites listed above) and enables advancement of knowledge and understanding of the advanced practice framework.

Non-specialist modules

• Leadership and quality improvement for allied health professionals (20 credits)
  This module explores a range of leadership perspectives for AHPs, to develop leadership behaviours and change management skills. This module requires you to develop and present your own work-related quality improvement plan and submit a critical reflection, both of which are assessed components. 1: A 15-minute presentation, outlining a Quality Improvement plan and incorporating leadership approaches as part of implementation. 2: A 1,000-word academic reflection on your own learning in relation to leadership.
• An introduction to counselling skills for health and social care professionals (20 credits)
  This module offers health and social care professionals, working in a variety of settings, the opportunity to reflect upon and further develop counselling skills to address the on-going issues pertinent to the current client population. The module will consolidate learning utilising a variety of models which place patients, clients and carers at the centre of care, using theory and clinical experiences to inform practice.Learning and enhancing counselling skills will enable students to better manage resources and support clients through their experiences of changing health or social needs. Assessment: 4,000-word essay.
• Enhancing practice through work based learning (20 credits)
  This module allows you to investigate an area of your own choice, relevant to your field of practice. This module is delivered in the form of learning negotiated between the student, module co-ordinator and practice manager. You’ll develop a negotiated, study management plan with agreed outcomes (learning contract). The contract is largely student managed with tutorial support from the module co-ordinator. Learning contracts combine several elements of planning, especially setting objectives and outcomes, devising criteria and formulating action plans.
• Mentorship for the allied health professions (20 credits)
  This module will be of particular interest to allied health professionals involved in mentoring students or staff. The module incorporates theory and practice to develop mentorship skills (communication, goal setting, assessment, feedback, and reflection) and knowledge (learning styles and theories, learning environment, professional, personal and practice development). Anyone undertaking the module will be required to mentor a student or colleague to promote integration of theory and practice. Assessment: 4,000-word reflective account of the experience of mentoring a student or colleague.
• An introduction to teaching in higher education for allied health professionals (20 credits)
  This module will be of particular interest to those who are planning to work with students in higher education or who have an active interest in teaching in pre-registration allied health education. The module will critically examine a range of teaching and learning strategies and appropriate underlying educational theory. The module will acknowledge the learning experiences of students and will specifically address the diverse needs of the student population. You will discuss and evaluate the roles and skills of educators working in Universities and will have opportunity to prepare, plan and deliver a teaching session with students. Assessment: Part One: Taught session with lesson plan - pass/fail. Part Two: 2,000 word reflective evaluation - 100%.
• Innovation for excellence – leading service change (20 credits)
  Recent policy developments put innovation and quality improvement at the top of the health and social care agenda, The focus on delivering high quality care, centred around the patient or service user is essential. Healthcare and allied health professionals now have the opportunity to make a tangible difference to their service delivery through the acquisition of knowledge, skills and competencies which underpin the leadership and management of service improvement. This Module explores key factors which together enable professionals to begin to critically reflect upon current service and to design and implement innovations and changes in health and social care services. You'll be able to explore theories and models of leadership and contemporary healthcare leadership models to develop understanding of the role of leadership in delivering a high quality service.
• Ethics and law in professional practice (20 credits)
  This module prepares you to demonstrate an active leadership and consultative role regarding ethical/legal/professional issues and best interests decision making within all clinical settings. The module provides a legal and ethical framework for professional practice by developing a robust and analytical understanding of key legislation relevant to a variety of patient/client groups (service users) and an awareness of the ethical tension between the protective use of authority and the principle of empowering practice. A robust understanding of the Mental Capacity Act 2005, ethical and legal frameworks and appropriate clinical guidelines and policies will be developed along with a strong emphasis upon consultative, team working and decision-making skills. Key issues such as medical negligence litigation, consent/refusal of treatment and contemporary debates such as euthanasia, abortion, organ donation, the human genome project, cloning, behaviour control and other topical issues will be examined enabling you to demonstrate professional leadership regarding contemporary health and social care debates within society.
• Intravenous administration of pharmaceutical substances for diagnostic or therapeutic purposes (10 credits)
  This module provides an opportunity for learning and skills development in intravenous administration to patients of drugs and other substances for the purposes of diagnostic and therapeutic interventions. The module will provide the appropriate theoretical background for practitioners to undertake intravenous injections, and allow practitioners to develop clinical expertise in intravenous injection procedures.
• An introduction to economic evaluation for allied health professionals (20 credits)
  This module introduces the topic of economic evaluation and provides a basic critical, conceptual and theoretical understanding of the processes involved in economic evaluation.

Successful completion of the MSc (or intermediate awards) will prepare learners to seek employment which provides opportunities to develop their role further and potentially move into practice at more advanced levels. In addition it will be used to develop skills to evidence CPD and lifelong learning, as per professional body requirements. Depending on personal and professional requirements, students are able to build up from PGCert to PGDip to MSc awards.

Graduates may pursue a career in clinical practice in a variety of settings in the UK or internationally. Examples of specialities (either competency/non-competency) offered within this course include:

• Advanced Practice
• Education in healthcare
• Research

Some graduates may stay in their country of origin or seek employment in another country. Alternatively graduates may pursue academic teaching or research careers in the UK or internationally. Graduates may seek to enrol for further study such as a PhD or Professional Doctorate.

Throughout the programme you'll develop the skills that will support active engagement in the process of lifelong learning through critical reflection, to influence and enhance your professional practice and future employability.

The Department of Health (2011) identified that the development of advanced practitioners within allied health professional’s (AHP) could result in a significant contribution to high quality clinical care, organisational management, economic sustainability, productivity and all aspects of quality – patient safety, patient experience and the effectiveness of the care that patients receive.

Employability Service

We are University of the Year for Graduate Employment for the second year in a row - The Times and Sunday Times Good University Guide 2018, 2019.

At LSBU, we want to set you up for a successful career. During your studies – and for two years after you graduate – you’ll have access to our Employability Service, which includes:

• An online board where you can see a wide range of placements: part-time, full-time or voluntary. You can also drop in to see our Job Shop advisers, who are always available to help you take the next step in your search.
• Our Careers Gym offering group workshops on CVs, interview techniques and finding work experience, as well as regular presentations from employers across a range of sectors.

Our Student Enterprise team can also help you start your own business and develop valuable entrepreneurial skills.

Students are adult self-directed learners who bring with them a wealth of knowledge and experience that we want to capitalise on within our courses. We aim to do this by utilising a range of learning and teaching strategies which are dynamic, innovative and will encourage active engagement and ownership of their learning whilst inspiring and challenging the development of enquiry. This will promote transformative learning.

Where appropriate we use digitally enhanced learning using blended learning approaches and the development of online modules and courses, including Massive Open Online Courses (MOOC’s). We utilised our Virtual Learning Environment (VLE), Moodle, to enable us to offer a range of online activities including on-line discussion forums, blogs, videos and online quizzes.

All teaching and learning is research informed and where appropriate supports multi-professional and integrated learning approaches that reflect the professional health and social care environments that our students work within. Our approaches to learning and teaching are inclusive and promote academic integrity.

Assessments

A variety of approaches will be used in order to balance the assessment methods and to promote different skills / abilities whilst reflecting the nature of the module of learning. The main rationale for choosing the assessment method is helping you in the development of a wide range of professional knowledge and skills.

The types of assignments demonstrate further development of skills and abilities as you progress on the courses. Formative and summative assessments will be designed to allow you to demonstrate the knowledge and skills you  have gained during your studies.

Qualifications required for this course

A degree or diploma in Therapeutic Radiography or any other relevant professional qualification.

Professional qualifications

Students must be registered to practice as a health practitioner in accordance with the professional requirements of their country.   The programme is designed for Therapeutic radiographers, however nurses with appropriate experience may also be considered for the Radiotherapy on-treatment review module, as a stand-alone module.

Non-standard entrants

The University will select non-standard entrants to the programme in the following ways:-

All applications are assessed individually.  Some flexibility may be exercised to the admissions criteria for students wishing to study individual modules for CPD. Some variation in terms of professional background and education may be accepted and will be considered individually by the course director.  Regardless of these conditions, applicants must be able to satisfy the course director and admissions team of their suitability and ability to successfully complete the program of study applied for.

Level of English language capability

If English is not the first language, students must have an IELTS average score of 7.0 on entry into the programme. No individual elements should be below 7.0

For more information, including how and when to pay, see our fees and funding section for postgraduate students.

See our Tuition Fees Regulations (PDF File 391 KB) and Refund Policy (PDF File 775 KB).

Possible fee changes

The University reserves the right to increase its fees in line with changes to legislation, regulation and any government guidance or decisions.

The fees for international students are reviewed annually and the University reserves the right to increase the tuition fees in line with the RPIX measure of inflation up to 4 per cent.

Postgraduate loan (PGL) for Masters study

If you are starting a Masters course, studying either full- or part-time, you may be entitled to apply for a postgraduate study loan. Find out more at our postgraduate fees and funding section.

Scholarships

We offer several types of fee reduction through our scholarships and bursaries. Find the full list and other useful information on funding your studies on the scholarships and fee discounts page.

Fee status

Please check your fee status and whether you are considered a Home, EU or International student for fee-paying purposes and for our regulatory returns, by reading the UKCISA regulations.

CPPD employer-funded students

Many of our students are funded through their NHS Trust or employer. If you are being funded by your employer,please check with your line manager before making your application. You will need to know how your fees are being paid before applying.

For more information about fees and funding for individual CPPD modules please contact hsc-cppd@lsbu.ac.uk

The individual fee for this course is shown above. For more information, including how and when to pay, see our fees and funding section for postgraduate students.

See our Tuition Fees Regulations (PDF File 391 KB) and Refund Policy (PDF File 775 KB).

We have a range of PhD Scholarships available in partnership with businesses and organisations; read notices of PhD studentships.