Genesis Research Trust

Pipe-In-Pipe (PIP) systems are increasingly used where the primary objective is to prevent wax deposition and/or hydrate formation and to achieve a low Overall Heat Transfer Coefficient (OHTC) value. PIP systems are also increasingly considered as an additional protective layer against loss of containment (e.g. in Arctic pipelines) or to withstand the interaction of a third party (e.g. trawl gear impact) in lieu of costly pipeline burial. At the end of each PIP section, either at a midline connection or end point tie-in, bulkheads are used as a way of transition from a double wall (PIP) system to a single wall (hub in the subsea structure) system. End bulkheads are designed using detailed Finite Element Analysis (FEA) in accordance with more stringent Pressure Vessel Codes (PVC) and manufactured by forging followed by heat treatment and detailed machining to the required dimensions. As the design of end bulkheads does not fall under the Pipeline Codes, a distinction (so called “code break”) may be required on where the governing code changes from the PVC to a Pipeline Code. This paper firstly discusses the application and validity of internationally known PVCs (ASME BPVC Section VIII Division 2 [1], BS EN 13445 [2], PD 5500 [3]) that can be used in the design of end bulkheads. This is then shown in practice by using an example of a typical end bulkhead, designed to various PVCs. Finally, results are compared and conclusions and recommendations are made.

This paper describes the central role of 'external' evaluation, provided by an independent researcher, in developing an innovative curriculum for new professional roles with surgery. Workforce changes affecting the National Health Service provided an opportunity to develop 2 new roles and design training programmes to support them. The perioperative specialist practitioner (PSP) role was designed from scratch, while surgical care practitioner (SCP) training built on existing practice. Training programmes combined formal modules at Imperial College London (approximately 48 days over 10 months) with supervised clinical practice in each participant's base hospital. Programmes balanced factual knowledge, clinical and communication skills, professional issues and personal development and used a range of innovative techniques. A qualitative approach based on a utilisation-focused model monitored the development and implementation of 4 pilot PSP and SCP training programmes. A total of 124 individual and 48 group interviews were conducted at intervals over 3 years, sampling course participants, the project team clinical supervisors and administrators. An independent researcher collected, analysed and presented data at key stages, feeding back findings to the project team as the programmes evolved. Effective training programmes for new roles can be developed, but the process is time-consuming and requires sensitivity. An independent evaluator offers great benefits, modulating the collaborative partnership between participants and project team. Positive responses (relating to content and teaching methods) from our study enabled us to refine a learner-centred programme. Negative responses often demanded immediate action to address important concerns, and evaluation provided early warning. External evaluation provides a vital perspective in the development of curricula supporting new roles.