We use cookies to ensure that we give you the best experience on our website. If you don't want to accept cookies, please change your browser settings.   Find out more

RCCP Training Guidelines for Practice Placements

These guidelines are designed for training and assessment in the workplace for students following the Modernising Scientific Careers Healthcare Science BSc Programmes and are in line with the Health & Care Professions Council, or equivalent, Standards of Education and Training (http://www.hcpc.org.uk/aboutregistration/standards/sets/index.asp).
It is the duty of the department responsible for student training to provide an environment which supports the student through the degree programme, encourages self-directed learning and provides safe working practice.
The Training Centre must:
  • Provide a safe environment and promote safe and evidence based practice.
  • Provide an equal opportunities and anti-discriminatory policy in relation to students, together with an indication of how this will be implemented and monitored.
  • Provide a mechanism to support failing students.
  • Provide a mechanism to manage fitness to practice concerns.
  • Provide an adequate number of appropriately qualified and experienced training staff who are fully conversant with the requirements of both the academic syllabus and the RCCP Individual Record of Clinical Practice or its equivalent (it is recommended that one assessor should be nominated for a maximum of two students).
  • Ensure that at least one experienced clinical physiologist is available to provide adequate supervision for students at ALL times.
  • Ensure the department is familiar with the syllabus and able to deliver the practical content of the programme.
  • Provide access to ALL the procedures within the RCCP Individual Record of Clinical Practice or its equivalent. If there are particular investigations or interventions that are not available on site, the education provider is responsible for organising a secondment to another department.
  • Ensure that study time is made available during the working day. For each hour taught, it is expected that students will undertake 2 hours of self-directed study. It is recommended that 3½-7½ hours a week should be made available to students in the workplace.
  • Ensure learning resources provided within the department, including periodicals, books and IT facilities (including Internet access) are appropriate to the curriculum and are readily available to students and staff.
  • Provide a range of learning and teaching materials that relate to the respect of the rights and needs of patients and colleagues.
  • Nominate a work-based assessor for each student. This person may also be the trainer. Assessors must possess a relevant and current qualification (for example, be examiners for the relevant professional body, or undertake specialist training deemed appropriate by education providers).
  • Ensure assessors are competent in the investigations they are assessing. Consequently departments will require specialist assessors within sub-specialities.
 Trainers and work-based assessors must: 
  • Provide learning, teaching and supervision that is designed to encourage safe and effective practice, independent learning and appropriate professional conduct.
  • Provide a range of learning and teaching methods that respect the rights and needs of service users and colleagues throughout practice placements.
Consequently, all training staff must: 
  • Have relevant professional qualifications and experience;
  • Be appropriately registered; and
  • Undertake appropriate practice placement educator training.
Training staff should develop a working relationship with the education provider to ensure that they are fully prepared and are able to provide information about and an understanding of the following:
  • The learning outcomes to be achieved.
  • The timings and the duration of any placement experience and associated records to be maintained.
  • Expectations of professional conduct.
  • The assessment procedures including the implications of, and any action to be taken in case of failure; and communication and lines of responsibility.
Share on facebook Tweet Plus One Share on LinkedIn

Registration of BSc (Hons) Healthcare Science graduates with RCCP

What is the difference between graduates from BSc (Hons) Healthcare Science programmes and previous clinical physiology programmes? Find out more here

RCCP Accredited Higher Education Provider List For Healthcare Science Degrees

Check here to find out which BSc (Hons) Healthcare Science programmes are accredited by RCCP

RCCP Accredited Higher Education Provider List For Clinical Physiology Degrees

Check here to find out which BSc (Hons) Clinical Physiology and BSc (Hons) Audiology programmes are accredited by RCCP

RCCP Accredited Higher Education Provider List of Post-Graduate Programmes

RCCP is prepared to accredit higher education providers offering relevant programmes who produce graduates who meet our Standards of Proficiency. Here you will find information on post-graduate programmes that also provide a route to registration. Graduates are required to demonstrate the same clinical competencies as graduates completing RCCP accredited under-graduate programmes

RCCP Professional Bodies Education Committee (PBEC)

The RCCP Professional Bodies Education Committee (PBEC) was established in 2002 and has representation from the professional bodies that make up RCCP

RCCP Professional Bodies Education Committee - Members

The Committee consists of chair, vice chair and two nominees from each of the constituent professional bodies Education committees. The Chair and vice chair are not from the same professional body. The chair is nominated by RCCPPBEC and ratified by RCCP council. Members are selected for their knowledge and expertise in their particular field and have a proven interest in education and training for their discipline

RCCP Guidelines for Accreditation for Education Providers

Here you will find the latest version of the RCCP Guidelines for Accreditation (version 8)

View More Articles