Block 1: The embodied human at work

Biomechanical, physiological, anthropometric capabilities and limitations (size, strength, flexibility) sitting and standing; lifting and handling; stress and fatigue, burnout; work-related musculoskeletal disorders; equality, diversity and inclusion.

Block 2: The environment

Noise, alarms; vibration; heat and cold; ventilation and air quality; lighting and illumination; stress and fatigue.

(HSE guidance)

Block 3: Workplace design for performance and wellbeing

Open and closed spaces; flow, clutter; co-location and proximity; colours and materials; reducing physical and environmental stressors;

(‘Walk through talk through’, user needs assessment; Link Analysis)

Final assessment: Audio/ video presentation of written assessment

You are free to focus your assessment on any area of your work (including the home working environment). Depending on access, some may choose to conduct this assessment using a simulated environment. You will accompany your report with a short (3-5 minute) video (or narrated slide show with images) that illustrates the ergonomic assessment you undertook

You should apply material/ learning from the module such as physical aspects of work and the environment; tools such as Link Analysis or walk-through; user needs assessment. (LO1, LO2)

Your report should refer to ergonomic standards for optimising physical and environmental ‘fit’ with human capabilities and limitations. (LO3, LO4)

You are free to use any digital media for capturing your ergonomic assessment and should adhere to normal arrangements for filming/ photography in terms of privacy and confidentiality. Examples of HF/E-informed improvements will be provided to help meet LOs and assessment briefs and may include (but not be limited to): re-design of physical space for efficiency or safety; reduction of exposure to stressors.

Your written assessment word count does not include figures, tables or references.

Formative assessments

Each teaching block will conclude with a simple formative assessment to allow students to track progress and work towards the final assessment. These will be a mixture of discussion posts, quizzes and critical appraisal tasks.

Examples for this module include:

A worked Link Analysis illustrating physical interaction within a system to be posted for peer comment, facilitated by tutors

A critical appraisal of the extent to which patient safety texts and inquiries take consideration of the built environment

A virtual ‘walk through’ using a simulated space

Students will have the option of being individually mentored by the course leads towards application for an appropriate membership level of the Chartered Institute of Ergonomics and Human Factors. This can involve reviewing professional competencies and keeping logbook records of the HF/E activities students are undertaking.

Module Learning Outcome

5.1 Demonstrate a systematic understanding of physical capabilities and limitations with respect to demands of task, work process and the built environment

Knowledge and Understanding; Learning

5.2 Demonstrate critical awareness in applying tools and methods to optimise interactions between human characteristics (anthropometric, biomechanic and physiological) and environment

Enquiry; Analysis; Problem- solving; Application

5.3 Critically appraise key ergonomic principles, requirements, standards and guidelines and their utility in promoting human health and performance

Analysis; Enquiry; Reflection

5.4 Demonstrate the qualities and transferable skills necessary to produce evidence-based design or modification recommendations for task, work process or the built environment to optimise physical performance and human wellbeing

Problem Solving; Communication; Application, Reflection

HF/E privileges the expertise of the user in any system and aims to support them to apply tools and models systematically to design better systems. Thus the main pedagogical approach is to support students in work-based learning (this may include applying their learning in home and community environment).

Blackboard Learn Ultra will be the main application for online teaching, learning, community building, and knowledge sharing.

Material will be introduced in blocks of around 3-4 weeks. Each will have a dedicated asynchronous video introduction and a synchronous tutor-led discussion at the end, recorded. All blocks will include a mixture of audio, video and written material.

Class conversations will be enabled for selected teaching material to facilitate inquiry.

As well as general graduate attributes (see university learning outcomes) the focus is on gaining applied skills/ professionally recognised competencies in HF/E which will enhance employability across health and social care and other safety critical domains.

Successful completion of this module will require access to a computer and good internet access.

We provide:

A range of materials on Blackboard Learn Ultra Virtual Learning Environment (induction is provided) including articles, video and audio lectures and interactive activities.

A variety of digital material through Library services and specialist databases (Library and Academic Skills sessions are provided).

Software downloads and IT support.

A dedicated course lead, module leads and tutors.

Additional study support from the Academic Skills team and additional needs support from AccessAbility Services.

Shorrock, S. and Williams, C. (2016) Human Factors and Ergonomics in Practice. London: CRC Press

Bridger, R. (2017) Introduction to Human Factors and Ergonomics, 4th edition. London: CRC Press

Stanton NA, Salmon PM, Rafferty LA, Walker GH (2013) Human factors methods: a practical guide for engineering and design, second edition. Ashgate Publishing Ltd. ISBN 978- 140945754

Tim Springer Ergonomics for Healthcare Environments https://www.knoll.com/document/1352940440412/healthcare_ergonomics.pdf

Physical Ergonomics is concerned with human capabilities and limitations (anthropometric, physiological and biomechanical) as they relate to work activity. This module covers the ways in which people interact with the requirements of tasks (e.g. repetitive movements, posture, load handling) and the built environment (e.g. physical layouts, heat, noise). The focus is on the important relationship between work and health, including understanding and preventing stress and fatigue-related problems. Students apply HF/E design principles to facilitate optimal performance and wellbeing for staff and service users: ‘fitting the task to the human’.