Since publication of the first version of the Education and Professional Development (EPD) Strategy in 2002, many changes have been implemented in the delivery of healthcare. This new document supersedes the version Education & Professional Development: Moving Ahead first published in 2003 and revised in 2006. Many of the principles of practice that were outlined in that document are still relevant. For patients, staff and employers to benefit from the opportunities outlined, continual development, growth and embedding of professional skills and culture are essential. Just as professional development is required to support service delivery, the profession must work closely with employers to identify adequate resources to support development opportunities and to ensure that effort and skills are properly rewarded. Delivery of the strategy outlined in this new guidance cannot be achieved without the support of the profession as a whole.

This document has been published by SCoR to help in the development of strategies which can be used to maximise student retention. A number of risk factors which impact on retention rates are identified and discussed. Most of the guidelines presented in this document are common sense approaches to retention and many are being widely used across the UK. Through the sharing of experiences, initiatives and good practice the SCoR hope that retention of radiography students may be maximised.

In this document the SCoR defines practice development within the context of radiography and sets out a strategy to facilitate practice development to the benefit of patients, clinical services and the profession.

This major document is an update of the Curriculum Framework published in 2003. The framework embraces all levels of practice involved in the learning and development processes and within academic and or clinical environments across the broad fields of clinical imaging and oncology.

As part of the Recruitment, Retention and Return of Radiographers’ initiatives undertaken by the Society and College of Radiographers, a research project was commissioned to provide information on the capacity and quality of clinical education and training in radiography. This research was carried out by a team from University of Central England in collaboration with Anglia Polytechnic University (now Anglia Ruskin University) and University Hospital Birmingham NHS Trust.

This education strategy informs and acknowledges the College of Radiographers’ Approval and Accreditation Policy and Procedures (2004) which advises on, acknowledges and accredits best educational and professional development practice, through a rigorous system of external professional peer review. Together, the education strategy and the College’s work on approval
and accreditation assist education funders to make informed choices regarding the education and professional development programmes they commission.  Additionally, education providers may be assured that their education innovations and developments are judged to meet the development needs of the radiography workforce.

This document details policy for the accreditation by the Society and College of Radiographers of a clinical department as an approved practice placement provider for pre-registration learners. It provides guidance on the approval process leading to recognition of a clinical department as an approved clinical placement in association with approved education programme(s) and education centre(s) or as an approved specialist placement provider, for example a dedicated paediatric department.

Approval will encompass the collaborative arrangements between education and placement providers and the total numbers of pre-registration learners which the site can accommodate.

Practice educators play a key role in the profession and The Society and College of Radiographers is pleased to launch this scheme for accrediting Practice Educators and sets up a UK register of Practice Educators.

The publication of this advice and guidance document is timely given that there has been a significant increase in the numbers of learners within clinical imaging and in radiotherapy and oncology departments. In addition, findings from Clinical Education and Training: Capacity and Quality Project Report (CoR 2004) indicated some concern about the relationships between education providers, placement providers and learners. Everyone involved in the education and training of learners, including the learners themselves, have responsibilities to ensure successful outcomes and this document aims to support all those concerned.