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PROGRAMME SPECIFICATION Final

Course summary

Final award MSc Physiotherapy (Pre-registration)

Intermediate award PgDip Physiotherapy (Pre-registration)

Exit awards MSc in Rehabilitation Studies

PgDip in Rehabilitation Studies

PGCert in Rehabilitation Studies

Course status Validated

Awarding body University of Brighton

School Health Sciences

Location of study/ campus

Eastbourne

Partner institution(s)

Name of institution

Host department Course status

1. N/A SELECT

Admissions

Admissions agency Directly to School

Entry

requirements Include any

progression

opportunities into

the course.

Check the University’s website for current entry requirements.

BSc (Hons) classification 2:1

Applicants are normally required to hold a first degree or equivalent with a minimum of 2:1 classification in a related subject such as biological, biomedical, behavioural, sports, exercise or health sciences or health professional education other than physiotherapy. Knowledge of the physiotherapy profession and experience of health or social care related p r o f e s s i o n a l practice, normally no less than one week, will be an advantage. EU and International students must have equivalent qualifications and English language qualification in line with University regulations for postgraduate studies and HCPC requirements. Entry to the course is conditional upon satisfactory clearance; enhanced Disclosure and Barring Service and health screening.

The admission policy for the course abides with Equality Act 2012 and assessment of the student’s needs will be made. An evaluation of required adjustments will be made in order to the student to be able to undertake the course taking also into consideration the accelerated nature of the course and problem base learning curriculum. Applicants with disability w i l l have the opportunity of an interview with a student disability officer to ensure that their needs can be reasonably met. Each applicant is considered on their individual merits based on the rigorous selection procedure.

Mode of study

PART 1: COURSE SUMMARY INFORMATION

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Mode of study Duration of study (standard)

Maximum registration period

Full-time 2 years 6 years

Part-time not offered

Sandwich not offered

Distance not offered

Course codes/categories

UCAS code N/A

Contacts

Course Leader (or Course Development Leader)

Krishna Kishore Garikipati

Admissions Tutor Krishna Kishore Garikipati

Examination and Assessment

External Examiner(s)

Name Place of work Date tenure expires

Lorna Campbell Leeds Beckett University

30th June 2020

Examination Board(s) (AEB/CEB)

MSc Physiotherapy (Pre-registration)

Approval and review

Approval date Review date

Validation 1

January 2013 2

2022/23

Programme Specification Updated September 2014 with minor changes

Updated Sept 2015 3 with minor changes Q&S republished Aug 16 with minor editorial changes April 2018 CDR June 2019

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June 2020

Professional, Statutory and Regulatory Body 1 (if applicable): Health and Care Professions Council

April 2014 Ongoing

Professional, Statutory and Regulatory Body 2 (if applicable): Chartered Society of Physiotherapy

January 2013 2022/23

1 Date of original validation.

2 Date of most recent periodic review (normally academic year of validation + 5 years).

3 Month and year this version of the programme specification was approved (normally September).

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Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here.

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AIMS AND LEARNING OUTCOMES

Aims

The aims of the course are to:

1. enable students to become physiotherapists who are reflective, autonomous, client centred, caring and compassionate, capable and adaptable professional practitioners a n d able to lead the physiotherapy profession into the future in the challenging, developing, varied and new emerging health and social care environments

2. educate physiotherapists who are fit for practice, purpose and academic award, in line with the Health and Care Professions Council’s “Standards of Education and Training” and “Standards of conduct, performance and ethics” and the Chartered Society of Physiotherapy‘s Learning and Development Principles and Core Standards.

3. promote a comprehensive understanding of equality, diversity and culture so that graduates are able to provide equitable health and social care nationally, internationally and globally across the lifespan and health and social care settings

4. foster the development of and desire for lifelong learning, continuing professional development and reflective and self-critical practice

5. educate physiotherapists who are able to work collaboratively and effectively within multidisciplinary teams and to function autonomously within the legal and ethical boundaries of their profession

6. develop physiotherapists with knowledge of and ability to adapt to the current political, social, economic and institutional influences and changes that affect the health and wellbeing economy and inform the delivery of physiotherapy locally, nationally and internationally

7. educate physiotherapists who actively promote a culture of health, wellbeing and self – management and foster a culture of sustainability of physiotherapy.

Learning outcomes

The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate.

PART 2: COURSE DETAILS

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Knowledge and theory

On successful completion of the course students will be able to

1. demonstrate a deep and systematic understanding of and ability to apply the knowledge, theory and evidence base of physiotherapy and its interrelationship and impact with other relevant disciplines in professional practice

2. demonstrate critical understanding of contemporary biological, physical, social, psychological and clinical sciences and be able to apply these flexibly and innovatively when problem solving health and social care needs through practice

3. demonstrate systematic and critical understanding of the principles of evaluation of the health and wellbeing needs of individuals and groups of all ages and in varied and changing environments

4. demonstrate systematic understanding of clinical audit and be able to apply the outcomes of research, audit and clinical guidelines to evaluate and develop high quality, innovative and sustainable physiotherapy practice

5. demonstrate considered understanding of ethics and governance in health and social care and ability to manage implications of ethical dilemmas and work with others to formulate solutions

6. demonstrate comprehensive understanding of current health and social care policies and appreciate their relevance to health and social care, health promotion and education across the life span and the responsibility of the profession to ac t i ve l y contribute to such policies locally, nationally and globally

7. critically evaluate and respond flexibly to new models of service provision and adopt innovative approaches where appropriate

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Please refer to Course Development and Review Handbook or QAA website for details.

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Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills.

On successful completion of the course students will be able to Academic / Transferable skills for Physiotherapists

8. communicate and work effectively, efficiently and respectfully in a range of complex situations with service users, carers, other team members and the wider population using available range of contemporary skills and media

9. access and critically select appropriate advanced methodologies to analyse and critically evaluate information from a wide range of sources to support a n d d e v e l o p best practice

10. design logical, effective, efficient and holistic assessments based on current scientific information and including information from the service user and other professionals

11. apply advanced clinical reasoning and problem solving skills to collaboratively plan on-going management strategies for individuals’ and population groups’ health and wellbeing and social care needs.

12. design and implement flexibly physiotherapy management and intervention plans using a range of physiotherapy skills, working towards enabling self-management

13. maintain, develop and create records accurately, effectively and appropriately according to the legislations to ensure ethical and safe practice

14. justify and reason physiotherapy interventions, based on recognized standards, g u id e l i n es , current evidence and best practice

15. critically select and use validated and appropriate outcome measures to evidence and develop physiotherapy practice and service provision

16. use new and innovative technologies creatively to promote and evaluate best practice

Professional Skills

17. incorporate critically ethical dimension to their practice in the legal boundaries of the profession in local, national and global contexts

18. autonomously evaluate and develop practice drawing on innovative and/or best practice in accordance with current professional codes and scope of practice

19. use feedback, personal critical and systematic reflection to develop their own professional behaviour and practice

20. respect, value and act appropriately and professionally in relation t o diversity including ethnic, cultural, racial, disability etc. and uphold the individual’s rights, dignity and autonomy by working in accordance with legislation, policies, procedures and best practice

21. demonstrate and act systematically and consistently with respect and compassion for the individuals and groups by acknowledging and taking into account their unique needs, preferences and values in all actions, and empower them to make informed choices in their management

22. collaborate effectively through participation in professional networks to share best practice and ideas and develop communities of practice locally, nationally and internationally.

23. maintain and advance fitness for practice through career long reflection and self-directed lifelong learning

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QAA subject benchmark statement (where

6 applicable)

The final and intermediate award of PgDip/ MSc Physiotherapy (Pre-registration) conforms to the QAA subject benchmark statement for Health professions, Physiotherapy that has been key in the development of the course. The course content has been developed based on and mapped to the three areas of the benchmark statement:

The physiotherapist as a registered healthcare practitioner

Physiotherapy skills and their application

Physiotherapy subject knowledge, understanding and skills

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Please refer to the QAA website for details.

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PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)

Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included.

The Course meets the Health and Care Professions Council (HCPC) Standards of education and training http://www.hpc-uk.org/aboutregistration/standards/sets/ which consider the level of qualification required, admissions procedures, programme management and resources, and the curriculum including practice placements and assessment strategies.

HCPC and Standards of conduct, performance and ethics http://www.hpc-uk.org/assets/documents/10004EDFStandardsofconduct,performanceandethics.pdf have informed the aims and outcomes of the course to ensure that graduates meet the required standards for entry-level practice to the profession. These standards outline the expectations of a health professional and knowledge, understanding and skills for practice as a physiotherapist.

The Course has also been mapped against the Chartered Society of Physiotherapy (CSP) ‘Physiotherapy Framework’ for entry level graduates and the CSP Code of Members’ Professional Values and Behaviour http://www.csp.org.uk/publications/code-members-professional-values-behaviour. The course meets the requirements of the HCPC and CSP, including the required practice placement hours, enabling graduates to seek registration with the HCPC and membership with the CSP to practice as a Chartered Physiotherapist.

Awards: The two awards that allow entry to practice are; MSc Physiotherapy (Pre-registration); Graduates who have successfully completed the whole course, i.e. 180 level 7 academic credits, including 60 credit research module, and 100 level 6 practice placement credits may be awarded MSc Physiotherapy (Pre-registration) degree.

PgDip Physiotherapy (Pre-registration)

Graduates who have successfully completed 120 level 7 academic credits, excluding 60 credit level 7 research module but including 100 level 6 practice placement credits may be awarded Post Graduate Diploma (PgDip) Physiotherapy (Pre-registration). These two awards allow graduates to apply registration with HCPC as physiotherapists and membership with the CSP to become Chartered Physiotherapists.

The following three awards do not allow entry to physiotherapy practice MSc in Rehabilitation Studies Graduates who have completed 180 level 7 academic credits including 60 level 7 dissertation module without the 100 practice placement credits may be awarded MSc in Rehabilitation Studies.

PgDip in Rehabilitation Studies

Graduates who have completed 120 level 7 academic modules only excluding 60 credit dissertation and 100 practice placement credits may be awarded PgDip in Rehabilitation Studies.

Pg. Cert in Rehabilitation Studies

Graduates who have completed 60 level 7 academic credits may be awarded Pg. Cert in Rehabilitation Studies.

These latter three awards with “Rehabilitation Studies” in the title will not allow students to apply for registration with the HCPC as physiotherapists or membership with the CSP.

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LEARNING AND TEACHING

Learning and teaching methods This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course. The overall learning and teaching practice adheres to the current University Learning and Teaching strategy, and embeds the key principles outlined in the University of Brighton guidance for sustainable development. The Problem Based Learning (PBL) curriculum used in this course is grounded on student centred learning and teaching approaches that develop sustainability, inclusivity, and encourage reflection and critical thinking across the whole programme promoting life-long learning. By drawing on adult learning principles, promoting reflective practice and peer assisted learning approaches, our aim is to facilitate students’ active engagement in the learning process. By encouraging students to engage in problem solving process and critical reflection together throughout the course, we hope to encourage skills of lifelong learning and enable the students to evaluate their own practice and that of others; skills which are essential for achieving high quality patient care. Throughout the course, reflection, self-development, self-direction and critical thinking are encouraged and students have the opportunity to develop a broad appreciation of the environmental, social, political and economic dimensions of physiotherapy practice within the health and social care context locally, nationally and globally.

The learning and teaching approaches aim to support the overall objectives of the course and the learning outcomes of the modules. The modules have been arranged to allow the students to develop and build on their knowledge, skills and professionalism as they progress through the course, starting in the modules HE746 and PT645 with more general and overarching principles of professionalism, health care and physiotherapy and then in modules HE743, HE744, HE745 and PT646-649 those knowledge and skills are deepened and advanced to encompass the full range of physiotherapy practices. The ethos is “learning for practice-in practice-from practice”, which is the core of PBL approach and professional development.

The structure of the course with University based study and early practice placement PT645 in the first year followed by further University based study and the practice placements in the second year of the course, allow the students to proceed to practice placements with confidence. This enhances and integrates their practice experience and their academic studies at the University. The learning of practical skills is arranged in small groups simulating real life situations with students acting alternately as practitioner and “patient”. This enables the students to practice their skills with continual formative feedback from tutors and peers. The skills focus on the case scenario under study to facilitate integration and deeper learning but they are also expanded in other similar situations in order to facilitate application in wider context.

A variety of learning and teaching methods are used throughout the modules, the PBL tutorials being the k e y and centre of the case scenarios and learning issues. The case scenarios have been designed to incorporate common physiotherapy practice areas across different health and social care settings, patient populations across the life span, and theory and skills components that are required to achieve the competences of entry-level physiotherapist. All learning sessions e m p h a s i s e active participation by the students working in groups and individually. The methods include small group tutorials, discussion and debate, case studies, practical skills sessions, and simulation laboratory sessions, student lead seminars, peer teaching / learning, lectures and presentations, workshops, experiential learning in practice settings, e- learning including group work in Wikis, discussion boards and using Apps, video analysis, individual independent study periods, community class room, reading rooms.

Inter-professional learning opportunities are embedded in a number of the modules and these allow cohorts to meet and discuss issues and aspects of healthcare of common interest. The purpose of this learning and teaching strategy is to encourage a positive and active approach to learning and the students’ experience of university life but also simulate the real life situations in health care practice. It also aims to promote lifelong learning and the students’ independence and responsibility for their own learning.

ASSESSMENT

Assessment methods

This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix, which reflects the variety of modes of assessment, and the volume of assessment in the course.

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The course is designed to actively engage students in the assessment process so that they have an understanding of the assessment tasks and criteria. Students are provided with the tasks and marking criteria at the start of each module. These are used in the skills classes in peer evaluation to familiarise the students with the criteria and also update and review the criteria and marking based on students’ feedback. Marking grids together with formative feedback enable students to see how marks have been awarded and how to develop their future work. There are no closed book examinations in this course and all modules will have both written and practical assessment component, both of which they have to pass with the 50% threshold mark. T h e t a b l e b e l o w maps the Learning Outcomes (Knowledge and Theory & Skills) of the PgDip/MSc Physiotherapy (Pre-registration) course to the assessment methods, modules and credits. Since all the subjects are integrated in the case scenarios and each module has several case scenarios, the learning outcomes will be achieved in part in all modules, hence in the table the learning outcomes in general correspond to all modules and are assessed in all modules in relation

to the special area and context of the module, e.g. Knowledge Outcome 1. “Have a deep and

systematic understanding of and be able to apply the theory and evidence base of physiotherapy”. In HE743 Musculoskeletal Physiotherapy relates physiotherapy assessment and treatment in musculoskeletal dysfunction (e.g. back pain) and in HE744 Neurological Rehabilitation relates to assessment and treatment of neurological dysfunction (e.g. d u e t o stroke). The separate module outlines will specify the assessment formats in more detail. The Assessment Strategy of the course adheres to the University’s Assessment Policy. The assessments are aligned to the Learning Outcomes for the modules and the Course as a whole and provide a range of opportunities for students to demonstrate their learning. The learning approach and activities are also aligned with the learning outcomes and assessment and the range of assessment tasks reflect the skills needed by a Physiotherapist. All assessments listed in this table are summative, however opportunities for formative assessment are included and presented in all the modules.

The continuous assessment in practice is done by our network of practice educators, who are supported by the practice education tutors, visiting tutors and practice educator workshops. Assessment in accordance with a standardised assessment grids are used across all practice placements.

The table below highlights which modules and assessments are specific to the learning outcomes

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Learning Outcomes Assessment Modules, where these are explicitly assessed, though all modules include learning to achieve most of the outcomes Knowledge and theory

LO1, LO2, Written assessment Practical assessment

HE743, HE744, HE745, HE746

LO3 Written assessment HE746 LO4 Written assessment

Practice placement assessment HE746, PT645

LO5 Practice placement assessment PT645-PT649 LO6 Written assessment HE746, PT645 LO7 Written assessment

Practice placement assessment HE746, PT645-649

Skills, Academic/transferable skills for physiotherapists

Assessment Modules

LO1 Practice placement assessment PT645-649 LO2 Written assessment HE742, HE743, HE744, HE745, HE746 LO3 Practical assessment

Practice placement assessment HE743, HE744, HE745 PT645-649

LO4 Written assessment, Practical assessment Practice placement assessment

HE743, HE744, HE745, HE746 PT645-649

LO5 Written assessment. Practical assessment Practice placement assessment

HE743, HE744, HE745, HE746 PT645-649

LO6 Practice placement assessment PT645-649 LO7 Written assessment, Practical assessment

Practice placement assessment HE743, HE744, HE745,HE746 PT645-649

LO8 Practice placement assessment PT645-649 LO9 Written assessment, Practical assessment

Practice placement assessment HE746,HE742, HE745 PT645-649

Professional Skills, Assessment Modules LO1 Practice placement assessment PT645-649 LO2 Written assessment

Practice placement assessment HE746 PT645-649

LO3 Practical assessment Practice placement assessment

HE743, HE744, HE745, HE746 PT645-649

LO4 Practice placement assessment PT645-649 LO5 Practical assessment

Practice placement assessment

HE743, HE744, HE745, HE746 PT645-649

LO6 Practice placement assessment PT645-649 LO7 Written assessment

Practice placement assessment HE746, HE742 PT645-649

SUPPORT AND INFORMATION

Institutional/ University All students benefit from:

University induction week

University Student Handbook/contract on-line:

Course Handbook, Module Handbooks

Extensive library facilities, on-line resources, Computer pool rooms

E-mail address, Student Central

Welfare service, Personal tutors, University Student Services

Course-specific Additional support, specifically where courses have non-traditional patterns of delivery (e.g. distance learning and work- based learning) include:

In addition, students on this course benefit from: Course and module areas on StudentCentral containing key information regarding module content and assessment requirements and learning materials.

Personal tutors The School Student Support Guidance Tutor residing in Robert Rodd building is easily accessible to students to offer support and guides students to further support.

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MSc Physiotherapy yearly Calendar, Cohort September 2018

Uni

Academic

year

13 Aug 18

weeks MScPT (Preg) /new course weeks

20

Yr 1 Yr 2

27 1 HE746 PT in H&R 1 HE742 Research 1 1

03-Sep 2 2 HE745 CR 1 2

10 3 3 2 3

17 4 4 3 4

1 starts 24.09.18 24 5 5 4 5

2 01-Oct-18 6 6 5 6

3 8 7 7 6 7

4 15 8 8 7 8

5 22 9 9 8 9

6 29 10 PT645 Placement 1 9 10

7 05-Nov-18 11 10 11

8 12 12 HE745 Assessment 11 12

9 19 13 HE742 Research 2 13

10 26 14 3 14

11 03-Dec-18 15 4 15

12 ends 14.12.18 10 16 HE746 10 5 16

17 17 HE746 Assessment 11 6 17

24

Holiday Holiday

31 18 HE743 MSK 1 Holiday

13 starts 07.01.19 07-Jan-19 19 2 PT647 Placement 3 18

14 14 20 3 19

15 21 21 4 20

16 28 22 5 21

17 04-Feb-19 23 6 22

18 11 24 7 23

19 18 25 8 HE742 Research 7 24

20 25 26 9 PT648 Placement 4 25

21 04-Mar-19 27 10 26

22 11 28 HE743 Assessment 11 27

23 18 Holiday 28

24 ends 29.03.19 25 29 HE744 Neuro 1 29

01-Apr-19 30 2 30

8 31 3 HE742 Research 8 31

G F 19.04.19 EF19.4 32 4 9 32

25 starts 24.04.19 EM22.4 33 5 10 33

26

29 34 6 11 34

27 06-May-19 35 7 12 35

28 13 36 8 13 36

29 20 37 9 14 37

30 27 38 10 15 38

31 ends 07.06.19 03-Jun-19 39 HE744 Assessment 11 HE742 Submission 39

10 40 PT646 Placement 2 PT649 placement 5 40

17 41 41

24 42 42

01-Jul-19 43 43

8 44 44

15 45 45

22

Holiday

29 Holiday Exam Board

05-Aug-19 Holiday

12 Holiday

19

Holiday

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PART 3: COURSE SPECIFIC REGULATIONS

COURSE STRUCTURE

This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here.

Course Content and Student Journey

Induction sessions embedded in the first module, including University induction activities allow the students to become familiar with University, the campus facilities, Eastbourne and meet their fellow students, senior students, personal tutors, the course team and key contacts from the University students support team. PBL as a learning approach is introduced and i n t h e c o n t e x t i n t h e f i r s t m o d u l e . Library resources and use, IT and other services at the University are introduced in the first few weeks in form of learning activities in the modules and further sessions are organised as needed and available.

The first module HE746 incorporates professional issues and is designed to immerse the new students into their future role as a Physiotherapist and allow some of the mandatory training to be implemented early in the course. Students will work closely with their personal tutor to start their professional portfolio during the first year. As part of this module, students will have early contact with service users in community setting to develop their interpersonal and professional skills and increase understanding of the sector. This is in the form of “Community Classroom” which is a continuation of the “Activity Buddy” project started in 2008 as a CUPP initiative and collaboration. Students will plan and implement physical activity and exercise programmes in residential homes or other community facilities for healthy older people, school pupils in the school environment or other groups in community or university premises under the guidance and supervision of the module team.

Academic skills will be further developed during all the modules and PBL tutorials will include exercise to incorporate e.g. academic writing, plagiarism awareness, and critical evaluation of literature and research, and research skills.

Practice placements, which intercept the university study periods, will help the students to apply their learning early on and then progressively during the second year. These also help the students to realise the scope of physiotherapy and relate their experiences in the practice setting to enhance their learning, which is a core philosophy in PBL; “learning for practice-in practice-from practice”.

Modules

Status:

M = Mandatory (modules which must be taken and passed to be eligible for the award) C = Compulsory (modules

which must be taken to be eligible for the award)

O = Optional (optional modules)*

A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules)

*Optional modules listed are indicative only and may be subject to change, depending on timetabling and staff availability

Level Module code Status Module title Credit

7 HE746 M Physiotherapy in Health and Rehabilitation 30

7 HE742 M Research 60

7 HE743 M Musculoskeletal Management 30

7 HE744 M Neurological Rehabilitation 30

7 HE745 M Cardiorespiratory Management 30

6 PT645 M Practice placement 1 20

6 PT646 M Practice placement 2 20

6 PT647 M Practice placement 3 20

6 PT648 M Practice placement 4 20

6 PT649 M Practice placement 5 20

PT652 M 1,000 Practice Hours This module has no credits nor teaching hours but is to show the total placement hours from PT645-PT649, the student has completed.

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All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds wi th the learning outcomes of each module.

AWARD AND CLASSIFICATION

Award type Award* Title Level Eligibility for award Classification of award

Total credits

8 Minimum credits

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Ratio of

marks10

:

Class of award

Final MSc Physiotherapy

(Pre-registration) 7 Total credit

280 Min credit at level of award 180

L7:100% Postgraduate

Inter mediate PgDip Physiotherapy

(Pre-registration) 7 Total credit

220 Min credit at level of award 120

L7100 % Postgraduate

Inter mediate MSc in Rehabilitation Studies 7 Total credit 180

Min credit at level of award 180

L7 100% Postgraduate

Inter mediate PgDip in Rehabilitation Studies 7 Total credit

120 Min credit at level of award 120

L7 100% Postgraduate

Inter mediate PgCert in Rehabilitation Studies 7 Total credit 60

Min credit at level of award 60

L7 100% Postgraduate

*Foundation degrees only

Progression routes from award: N/A

Award classifications

Mark/ band % Foundation degree Honours degree 1

Postgraduate degree (excludes PGCE and BM BS)

70% - 100% Distinction First (1) Distinction

60% - 69.99% Merit Upper second (2:1) Merit

50% - 59.99%

Pass Lower second (2:2) Pass

40% - 49.99% Third (3)

8 Total number of credits required to be eligible for the award.

9 Minimum number of credits required, at level of award, to be eligible for the award.

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Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final

element (e.g., dissertation) must be in the corresponding class of award.

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EXAMINATION AND ASSESSMENT REGULATIONS

Please refer to the Course Approval and Review Handbook when completing this section.

The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral).

Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University’s General Examination and Assessment Regulations for Taught Courses.

The general examination and assessment regulations (GEAR) of the University of Brighton apply to this course. In addition, the following course-specific regulations apply:

Period of Registration

1. As this course leads to registration as a health professional, the normal period of registration for this course is 2 years and the maximum period of registration is normally 6 years.

Professional Regulations

1. Students are required to observe appropriate professional dress, appearance and behaviour.

2. When on practice placement the students are bound by the regulations of the institution in which they have been placed.

3. HCPC, Standards of conduct, performance and ethics and the CSP Code of Members’ Professional Values and Behaviour

4. All students must be registered with the CSP as physiotherapy student

5. Students must also comply with the University Fitness to Practice Procedure. https://staff.brighton.ac.uk/reg/acs/docs/Fitness-to-Practise-Procedure-2015-16.pdf

6. Students are required to have satisfactory clearance in Enhanced Disclosure and Barring Service Check (DBS) and Occupational Health Screening by the University before entry to the Course and will be required to confirm annually that these are in place.

Attendance Regulations

7. Students are normally expected to attend all elements of the course. Students who do not attend at least 80% of any university-based modules will not normally be permitted to take the assessment for that module and may be required to repeat the module with attendance. Consequently, they may not be able to progress to the next part of the course. Attendance is monitored by registers taken at each session of University based modules, and by the Practice Educators on Practice Placement.

8. Students must complete successfully a minimum of 1,000 hours of practice experience during the course. Completion of these 1000 hours is a recommendation of the Chartered Society of Physiotherapy. Students failing to complete the required minimum hours may be given the opportunity to achieve these at the end of the course. Module PT652, which is non-credit rated and does not include learning hours or attendance, records the completion of the placement hours.

Assessment Regulations

9. Referral of modules is permitted as in the GEAR except for practice education modules where (contrary to GEAR) if a fail mark is given the student is required to repeat the module with attendance.

10. If the repeat of a practice education module or if a second practice education module is failed, the student will normally be required to leave the course.

11. There is no provision for an aegrotat award from this programme.

Exceptions required by PSRB

These require the approval of the Chair of the Academic Board