€¦ · Web viewSummative 1: A series of clinical case scenarios pertaining to musculoskeletal dysfunction have been developed in collaboration with clinicians. Questions have

FACULTY OF HEALTH, SOCIAL CARE and EDUCATION

BSc Physiotherapy (Hons)Degree awarded by University of London

Module Directory

April 2013

ContentsGlossary................................................................................................................. ii1. Introduction........................................................................................................12 Summary of major changes for the Periodic Review 2013.............................2

2.1 Developments to the modular structure....................................................22.2 Modifications in Assessment.....................................................................3

3 Course Philosophy and Aims..........................................................................53.1 Course Philosophy....................................................................................53.2 Aims..........................................................................................................63.3 Overall Course Learning Outcomes..........................................................63.4 Summary table of Modules of Bsc (Hons) Physiotherapy Programme.....7

4 Key themes.....................................................................................................84.1 Critical Thinking / Clinical Reasoning........................................................84.2 Employability.............................................................................................84.3 Public health / health promotion................................................................94.4 Personal and Professional development (including interprofessional)......94.5 Evidence Informed Practice....................................................................104.6 Diversity and Inclusion............................................................................10

5 Year one.......................................................................................................125.1 Year one Learning outcomes..................................................................125.2 Summary Year Plan................................................................................125.3 Year 1 Module Descriptors.....................................................................13

5.3.1 Interprofessional Foundation programme.........................................135.3.2 Assessment, Structure and Function................................................175.3.3 Pathology, Health Promotion and Rehabilitation..............................215.3.4 Factors Influencing Professional Practice........................................25

6 Year Two.......................................................................................................296.1 Year Two Learning outcomes.................................................................296.2 Summary Year Plan................................................................................296.3 Year 2 Module Descriptors.....................................................................30

6.3.1 Management of Musculoskeletal Dysfunction.................................306.3.2 Management of Complex Cardio-respiratory Dysfunction................356.3.3 Neurological Rehabilitation...............................................................406.3.4 Research Methods in Health and Social Care..................................446.3.5 Integrating Clinical Concepts............................................................486.3.6 Practice Placements 1, 2 and 3........................................................53

7 Year Three....................................................................................................587.1 Year Three Learning outcomes:.............................................................587.2 Summary year plan.................................................................................587.3 Year 3 Module Descriptors.....................................................................59

7.3.1 Physiotherapy practice in Context....................................................597.3.2 Research in Practice........................................................................637.3.3 Interprofessional Debate/Management............................................687.3.4 Critical Reflection and Reasoning....................................................717.3.5 Practice Placements 4, 5 and 6........................................................75

8 Scheme of Assessment................................................................................819 BSc (Hons) Physiotherapy Course Plan.......................................................82

Module Directory – BSc (Hons) Physiotherapy Validation 2013 ii

GlossaryBenchmark statements

An initiative undertaken under the aegis of the QAA to describe the nature and characteristics of higher education programmes in a specific subject, while representing general expectations about the standards for an award of qualifications at a particular level and articulating the attributes and capabilities that those possessing such qualifications should be able to demonstrate. Benchmark statements have been developed in physiotherapy that cross-refer to a common health professions framework.

Clinical educator A qualified practitioner who directly supports a student’s learning during practice-based learning

Clinical effectiveness

The extent to which specific clinical interventions, when used for a particular patient or patient group, do what they are intended to do in terms of maintaining and improving health and securing the greatest possible health gain from theavailable resources (NHS Exec., 1996)

Clinical guidelines Statements developed through systematic processes to assist practitioners and individuals in making decisions about appropriate forms of health care in particular clinical areas, taking account of individual circumstances and need

Clinical reasoning The thinking process that informs and underpins clinical practice, involving the interrogation and application of theoretical knowledge, practical skills, reflection and evaluation

Continuing professional development [CPD]

The range of learning activities in which physiotherapists engage throughout their career to maintain and develop their capacity to practise safely and competently within their evolving scope of practice

Electro-physical modalities

A range of agents that use electricity and other physical agents to optimise functional capacity

Enterprise ‘Enterprise’ (from entreprendre - to undertake) implies an undertaking, business organisation or some other systematic activity; it is associated with a set of (entrepreneurial) attributes, skills and attitudes that enable people to create and thrive on change – having ideas and making them happen. In particular, in a university context it is associated with all forms of ‘Knowledge Transfer’. Knowledge transfer is the process whereby the knowledge and skills embodied in the staff of the university interacts with external parties.

Evidence-based health care or Evidence informed practice

A commitment to using the best available evidence to inform decision-making about the care of individuals, and the organisation of that care, that involves integrating practitioners’ professional judgement and experience with evidence gained through systematic research and that respects patients’ preferences and beliefs

Formative assessment

Assessment procedures that have a diagnostic and developmental function, that are undertaken by students as an integral part of the learning process, and that do not count towards whether students are deemed to have passed an element

Module Directory – BSc (Hons) Physiotherapy Validation 2013 iii

of a programme successfully or to their degree classification.Health promotion The planned and managed process of encouraging and assisting

improvement in the health of a population as distinct from the provision of health care services. (WHO, 1998a)Health promotion activities, especially centred around smoking cessation increasing physical activity, were given further emphasis and priority under new reformed primary health care system.

Holistic approach Consideration of individuals and their responses as a whole,rather than as component parts, taking account of biological, psychological, emotional, sociological and environmental factors.

Independent learning

Learning processes that enable students to take responsibilityfor their own learning while having access to advice andsupport from tutors and that provide students withopportunities to identify their learning needs, study a topic insome depth and develop their aptitude and enthusiasm forCPD

Information & communications technology [ICT]

Systems and structures that enable information processingand communication by electronic means

Information management & technology [IM&T]

Systems and structures, including technological equipmentand facilities as well as human resources, that are developedand deployed to capture, collect, store, process, retrieve,transfer, use and disseminate information and data

Informed consent The process that underpins patient partnership through whichcare is taken to ensure that individual patients (or their carersor others designated to act on patients’ behalf in cases whereindividuals are not able to give consent) can decide whetherto agree to a particular intervention based on their receivingsufficient information, in a way they can understand, so as tomake a judgement with which they feel comfortable aboutwhether to engage in that intervention (CSP, 2000a; CSP,2002b)

Inter-disciplinary education

Students’ acquisition of underpinning knowledge and skillsthrough shared learning with students from other disciplines.

Inter-professional education

Students’ acquisition of knowledge, skills and attributesthrough shared learning that involves active collaborationwith students across different professional study routes.

Lifelong learning The process of constant learning and development, thatincorporates CPD, in which all individuals need to engage in atime of rapid change

Manual therapy The use of skilled hand movements to improve tissueextension, increase range of movement, mobilize ormanipulate soft tissue and joints, or reduce pain,inflammation, swelling or restriction (APTA, 2001)

National Institute for Clinical Excellence [NICE]

A government agency set up to produce and disseminateclinical guidelines based on relevant evidence of clinical andcost-effectiveness, and associated clinical audit methodologiesand information on good practice

National service frameworks [NSFs]

Government-initiated documents that describe the clinicalstandards, service models and performance indicators toenhance the quality of patient care and service delivery, whileensuring greater national consistency, within particular areas

Module Directory – BSc (Hons) Physiotherapy Validation 2013 iv

of careNon-discriminatory practice

Professional practice within which individuals, teams andorganisations actively seek to ensure that no one (includingpatients, carers, colleagues or students) is either directly orindirectly treated less favourably than others are, or would be,treated in the same or similar circumstances on the groundsof age, colour, creed, criminal convictions, culture, disability,ethnic or national origin, gender, marital status, medicalcondition, mental health, nationality, physical appearance,political beliefs, race, religion, responsibility for dependants,sexual identity, sexual orientation or social class

Outcome measure A test or scale that is used to give an accurate measurementof a particular aspect of an individual’s condition or healthstatus that is expected to be affected by physiotherapyintervention

Patient record Any information resource that contains details aboutindividuals in any media (including paper, fax, videos,photographs and computer records)

Portfolio A tool that helps students to record, evaluate and reflect ontheir learning and that provides a resource for identifying ongoing learning needs and the planning of activity to meetthese

Practice settings includes women’s health, men’s health, working with children, their families and carers, rehabilitation for older people, pulmonary rehabilitation, rehabilitation across life span and in a variety of health and social care settings

Practice-based learning

Learning that takes place in settings that reflect the broadrange of environments in which physiotherapists practise, thatis supported, facilitated and assessed by a clinical educator,and that provide opportunities for students to develop,extend, refine and consolidate learning gained in theuniversity setting

Problem-solving Exercises and processes that enable students to interrogatetheir existing knowledge and develop their learning toformulate a solution to a presented question or issue and thatshould deepen students’ learning, as well as developing theirconceptual and methodological skills, thereby enhancing theiroverall approach to professional practice

Quality Assurance Agency

An independent body set up in 1997 to safeguard andenhance the quality of provision and standards of awards inthe UK university structure, that is funded by subscriptionsfrom higher education institutions and through contracts withhigher education funding bodies, and that reviews the qualityof UK higher education at an institutional level, as well asacademic standards and the quality of teaching and learningin each subject area

Reflective practice The process of reviewing an episode of practice to describe,analyse, evaluate and inform professional learning; in such away, new learning modifies previous perceptions,assumptions and understanding, and the application of thislearning to practice influences treatment approaches andoutcomes

Module Directory – BSc (Hons) Physiotherapy Validation 2013 v

Reflexivity In simple terms, the process, beyond reflection, of ‘turningback on oneself’; that is, a form of self-awareness in whichindividuals consciously reflect on their actions and questionthe value of the decisions and judgements they have made,taking account of their social, political and ethical contexts

Rehabilitation Goal-focused physiotherapy that aims, through partnershipwith patients and their carers, to enable individuals tooptimise their physical, psychological and social functionallevel and that includes, where appropriate, measures to helpindividuals compensate for some loss of function [Can. Physio.Ass’n, 1998]

Risk assessment A formal method of assessing the potential risks forindividuals, health care staff and others of a possible action orintervention that takes account of clinical and health risks, aswell as organisational, legal and financial risks

Shared learning Educational collaboration across professionals and disciplinesto optimise learning opportunities and the use of resources

Student-centred learning

Modes of programme delivery (e.g. discussion sessions,problem-solving workshops and assignments) that place astrong emphasis on students taking responsibility for theirown learning and playing an active part in the learningprocess. Such an approach should help students to makeconnections between existing knowledge and new concepts,as well as developing their communication and problem solvingskills, powers of critical analysis and ability toformulate cogent arguments and hypotheses, and theircuriosity and interest to pursue CPD

Subject review The process implemented by the QAA to monitor the qualityof provision within higher education institutions that isunderpinned by the development of discipline-specificbenchmark standards and rests on a process of institutions’self-evaluation

Summative assessment

Assessment procedures that count towards whether studentsare deemed to have completed elements of a programmesuccessfully and that may count (e.g. in the latter stages of aprogramme) to students’ degree classification

Therapeutic exercise

A range of approaches (including aerobic capacity andendurance conditioning, balance co-ordination and agilitytraining, strength, power and endurance training, posturestabilization, flexibility exercises, gait and locomotion training,relaxation and neuro-motor development training) used byphysiotherapists to treat a wide range of physical conditionsrelating to the neuromuscular, musculo-skeletal, cardiovascularand respiratory systems (APTA, 2001)

Module Directory – BSc (Hons) Physiotherapy Validation 2013 vi

1. Introduction

The module directory for the Periodic Review 2013 has been compiled by the course team following a review of the current modules and in consultation with various partners.

A representative sample of colleagues from the London strategic Health Authority area were contacted to elicit responses to several questions related to potential physiotherapy graduates, including physiotherapy clinical colleagues and managers, service users, other health and medical professionals, as well as students and graduates. This consultation extracted opinions on the qualities required in a chartered physiotherapist, and the factors influencing the development of the physiotherapy profession in the future. These issues informed the development of the aims, philosophy and learning outcomes of the programme course and modules The individual modules were discussed following staff development activities (e.g. blended learning opportunities, student feedback and further development of marking criteria) and then modified in line with the course philosophy and the overall learning outcomes. Key governmental influences relating to health and social care were also carefully considered, for example; Long term conditions, disability, public health and person-centred health and social care.

There is ongoing review and development of Peer-Assisted Learning opportunities (PAL). In the practice setting first year students to observe final year students demonstrate skills learned early in the course and to help consolidate learning in the foundation year. In a student initiated project, final year students lead revision tutorials for first year students prior to their first practical exams. Students are encouraged to develop basic skills of reflective practice throughout the course. The practice placements will be delivered alternating with academic modules to enhance the students’ reflection of clinical work in the academic environment.

There is an emphasis on themes of critical thinking and professionalism within the curriculum in year one which extends across the entire programme of study. The second year develops physiotherapy specific skills and relates closely to the HCPC standards of proficiency for physiotherapists. The final year prepares the students for working in a changing world of health and social care, identifying opportunities for individuals and the profession and how services can be validated and evaluated.Finally, all new and revised modules were mapped against the current HCPC Standards of Education and Training (2009) (amended 2012), Standards of Proficiency (2007) (amended 2012), CSP Learning and Development principles (2010), QAA Subject Benchmarks (2001).

Module Directory – BSc (Hons) Physiotherapy Validation 2013 1

2 Summary of major changes for the Periodic Review 2013In the periodic review of the programme the main modular organisation changes will occur in the first year of the programme (see table below). There have been modifications to other modules but these are enhancements and can be viewed in each of the module descriptors.

2.1 Developments to the modular structureYear Current Development JustificationYear 1 Interprofessional

foundation module 45 credits

Interprofessional foundation module 30 credits

The learning outcomes were reviewed with other disciplines to ensure greater interprofessional learning experience that is driven through a collaborative assessment (see below).

Foundations of Physiotherapy practice 75 credits

3 new modules Assessment,

Structure and Function 30 credits

Pathology, Health Promotion & Rehabilitation 30 credits

Factors Influencing Professional Practice 30 credits

The size of the Foundations of Physiotherapy module has been logistically difficult to manage for a number of years. However we recognise the strengths of the module in terms of integrated learning and not constrained to MSK, neuro and respiratory. Three new modules have been designed that are 30 credits that maintain the ethos of integrated learning.The Assessment, Structure and Function module will be mostly in terms 1 and 2 to introduce students to all aspects of human structure and function and the basic skills of assessment. The Pathology, Health Promotion and Rehabilitation module will then follow on from this module particularly in terms 2 and 3 to develop knowledge and skills in physiotherapy interventions. Finally the Factors Influencing Professional Practice module will include developing critical thinking, reflective and appraisal skills for professional practice as well as understanding broader concepts of healthcare and physiotherapy practice.


2.2 Modifications in AssessmentYear Current Development JustificationYear 1 Interprofessional

foundation module – 3 assessments- OSCE- OSPE- Written exam

Interprofessional foundation module 30 credits – 2 assessments- Written exam- Group presentation

The learning outcomes were reviewed to ensure that there was a common evidence based assessment that facilitated learning from with and about each other. The key element of the presentation is so that students will develop some ‘role clarification’ and develop foundation skills in team work.The knowledge assessed in the OSPE will be considered in the ASF SBA paper and the skills assessed in the OSCE will be assessed in the ASF and PHPR module OSCEs.

Year 2 Neurological Rehabilitation2 summative assessments- IPE - Presentation

Summative assessment of IPE remains, with the presentation now a formative assessment

There was a clear rationale to keep the presentation within the module, however the number of summative assessments in year 2 was significant and this will help address this issue.

Year 3 Critical Reflection and Reasoning portfolio

Portfolio remains but with direct links to HCPC Standards of Professionalism

There was a need to enhance the relevance of the portfolio to practice and employability.

Research Project 2 summative assessments- Group report

written in style of journal article

- Reflective essay (1500 words)

2 summative assessments- Group report written

in style of journal article

- Presentation 10 mins with 5 mins question and answer

The KU Review of the academic Framework (RAF) principles of curriculum design indicate that a course should consider a capstone assessment which allows students to synthesise and apply the knowledge and skills they have acquired throughout the course. In addition, development of employability skills should developed so that students can relate their knowledge to future practice. Therefore the an individual presentation is planned to enable students to explore how the research study informs the evidence base and contributes to


practice both broadly and individually. This will include a reflection on the student’s understanding of the research process developed through carrying out the study, and what skills the student has learned that will help in readiness for practice. This presentation will also encourage the student to consider how they have used other learning within the research process. The presentation will be given as if for a conference to their peers and academic staff.


3 Course Philosophy and Aims

3.1 Course PhilosophyStudents graduating from the BSc (Hons) Physiotherapy programme will be safe, competent, autonomous, reflective practitioners equipped with the knowledge, understanding and skills to apply a person-centred approach to physiotherapy. They will be eligible to apply for registration with the Health and Care Professions Council (HCPC) and for membership of the Chartered Society of Physiotherapy (CSP).

A range of teaching activities will promote independent learning skills, including fostering intellectual curiosity, as well as developing the awareness of self and others necessary to be an effective team worker in healthcare, research and the broader community. The course will promote an understanding of professional identity that includes multi-disciplinary working and modernisation of healthcare roles. Concordant with this, is an attitude to professional practice that embeds continuing professional and personal development. The emergent professional will have an understanding of the social and political context in which they will practice and a strong sense of professional scope of practice in accordance with the HCPC standards and CSP code of professional values and behaviour. Ultimately graduates will demonstrate responsibility and accountability to service user and service needs.

It is paramount that physiotherapists have effective communication skills in order to build effective partnerships with service users and carers and deliver interventions effectively. It is also important that physiotherapists have other skills not specific to physiotherapy including adaptability, critical reflection and problem solving. In addition, graduates will be conversant with emerging policy and guidelines and demonstrate a critical approach to applying evidence to meet the needs of individuals and populations. They will also be able to demonstrate responsible assertiveness and possess entrepreneurial and management skills, which are essential to the modern physiotherapist in the changing climate of healthcare provision.

The course philosophy recognises that to be effective, undergraduate physiotherapy education must support students’ acquisition of core physiotherapy skills as well as the key skills outlined above, which are transferable to a range of personal and professional situations and settings. This will, in turn, facilitate a seamless transition from the academic learning environment to evidence-informed healthcare practice in a wide variety of settings.


3.2 AimsIn accordance with the aims of the Faculty of Health, Social Care and Education, the Health and Social Care Professions (HCPC) Standards of Education and Training (SETs) and Standards of Proficiency (SoPs) and the Chartered Society of Physiotherapy (CSP) Learning and Development Principles this course aims to:

1. Develop professional knowledge, understanding, skills and behaviour, in order to work as an effective, autonomous physiotherapist.

2. Promote communication skills such as listening, empathy and sensitivity to engender a caring person-centred approach to physiotherapy practice.

3. Foster critical thinking, reflection, and skills of self directed learning for lifelong personal and professional development.

4. Enable graduates to respond to changing political and societal contexts, to provide services which meet the needs of individuals and populations.

5. Inspire a responsibility to promote excellence within the Physiotherapy Profession and across disciplines.

3.3 Overall Course Learning OutcomesOn successful completion of the course the students will be able to demonstrate achievement of the following learning outcomes:

1. Apply principles, concepts, and practice and communication skills essential for safe and effective person-centred physiotherapy practice in a variety of settings.

2. Plan and implement a variety of treatment plans in collaboration with patients/carers using a flexible and comprehensive clinical reasoning framework.

3. Identify his/her individual learning needs to promote lifelong learning through independent study and self-evaluation.

4. Demonstrate critical insight into management concepts necessary to meet the changing needs and demands of variable health and social care environments.

5. Critically analyse and, evaluate literature and clinical experience to inform practice.

6. Apply academic and reflective skills to communicate and work with professional colleagues to provide person-centred health care.

The learning outcomes for each of the 3 years of study are noted in the relevant section below


3.4 Summary table of Modules of Bsc (Hons) Physiotherapy Programme

Module Code Module Title Level CreditsPT 1007 Interprofessional Foundation

Programme4 30

? Assessment, Structure and Function

4 30

? Pathology, health promotion and rehabilitation

4 30

? Factors Influencing Professional practice

4 30

PT 2009 Management of people with Musculoskeletal Dysfunction

5 30

PT 2010 Management of Complex Cardiorespiratory Dysfunction

5 15

PT 2011 Neurological Rehabilitation 5 15PT 2013 Research Methods in Health

and Social Care 5 15

PT 2014 Integrating Clinical Concepts 5 30PT 2015 Practice Placements 1,2,3 4,5 15PT 3007 Physiotherapy Practice in

Context6 30

PT 3009 Research in Practice 6 30PT 3010 Interprofessional

Debates/Management6 15

PT 3011 Critical Reflection and Reasoning

6 15

PT 3015 Practice Placements 4,5,6 6 30


4 Key themesThe 6 key themes have developed from the previous course and are embedded throughout the programme. This embedding begins in year 1 through the process of delivery as well as indicative content.

4.1 Critical Thinking / Clinical ReasoningClinical reasoning and underlying critical thinking skills are imperative for clinical practice and therefore need to be developed. By using a graded approach with increasing complexity, students are guided to explore their own thoughts and emotions as foundations of any reasoning. The emphasis is on experience as the basis for learning, but with the understanding that learning cannot take place without reflection. Socratic questioning is encouraged with academic staff modelling questions based on the level of the student. Critical thinking is introduced at Level 4 where foundation skills such as critiquing resources, critical reading are embedded within the Interprofessional Foundation Programme and Factors Influencing Professional Practice. The concepts of reflection and SWOT are introduced at Level 4 and formatively assessed by asking the students to reflect on their experiences in clinical practice (PAL Clinical). Critical thinking and reasoning are repeatedly seen as a thread throughout the course, being incorporated into the portfolio at Level 5 and 6 in Integrating Clinical Concepts and Critical Reflection and Reasoning modules. Clinical reasoning will continue to develop, in parallel to the concepts of critical thinking and will be demonstrable through clinical practice and academic rigor.

4.2 Employability Employability is a key element of current UK government policy with both the Department of Health (2010) white paper “Equity and excellence: Liberating the NHS” and the Department of Business Innovation and Skills (2011) white paper “Higher Education: students at the heart of the system”. Therefore this is a key area of the curriculum to ensure students will be fit for purpose in contemporary health and social care provision.

Input from the University of London Careers Service is included in all years to facilitate the development of the student’s CV and identifying experience that strengthens their personal statement for job applications. In the final year students have mock interviews and discussion with alumni, who act in a mentoring role. Careers advice is directed specifically towards physiotherapy posts but reference is made to other opportunities available to the holder of a healthcare degree.

At Level 4, the students are introduced to organisation models underpinning health care delivery including NHS, independent and charitable sectors. This is developed through to the third year where the students consider critical appraisal and evaluation of such models and others (e.g. private, international) in Physiotherapy Practice in Context and Interprofessional Debate and Management modules. The students will also be introduced to the concepts of enterprise and innovation within the Integrating Clinical Concepts module (Level 5) and Critical Reflection and Reasoning (Level 6) modules and will be encouraged to share good practice and recognise transferrable skills through peer discussions and within the reflective portfolio. Specific skills relevant to the theme include; negotiation, presentation, debating, communication of a clear message, and promotion of self, organisation and profession.


4.3 Public health / health promotionThe recognition that lifestyle related health problems are increasing and result in major costs for health and social care in England is demonstrated by the commitment in the Health and Social Care Act 2012 and in particular the White paper Healthy lives, healthy people: our strategy for public health in England (Great Britain. Department of Health 2010). There is a responsibility for all healthcare professionals to take opportunities to have a positive impact on public health (Healthy, lives healthy people: update and way forward DH 2011).

The theme of health promotion and public health is developed through the BSc (Hons) Physiotherapy course. At level 4, students learn about pathology, the immune system and communicable disease in the Interprofessional Foundation Programme. Models of health promotion are presented along with ethical principles, knowledge of health beliefs and motivation in Interprofessional Foundation Programme and in the Pathology, Health Promotion and Rehabilitation module. Also the modelling of professional behaviour is implicit in the delivery of the whole programme e.g. communication, professional demeanour and infection control. Specific skills are not only taught but also modelled by lecturers, clinicians and third year students on clinical visits.

Through the second year, students are introduced to behaviour change models, in Integrating Clinical Concepts, and design rehabilitation programmes, which include prevention of secondary problems, in the core area modules. Clinical placements allow students to model behaviour to patients and carers and demonstrate awareness of health promotion and public health in their portfolio.

In the third year, students are encouraged to evaluate and contextualise health promotion and inequalities in health, in Physiotherapy Practice in Context. They are expected to model behaviour to first year students and to lead exercise classes. Application and review of health promotion activities is facilitated by the use of the portfolio in the Clinical Reasoning and Reflection module.

4.4 Personal and Professional development (including interprofessional)The demonstration of Personal and Professional Development is essential for lifelong learning and a requirement for continued professional registration with the HCPC. This theme is closely linked to the HCPC guidance on continuing professional development http://www.hpc-uk.org/registrants/cpd/ .

At level 4 the student will be encouraged to try out and demonstrate different study skills within the IFP and FPP modules. This will further be helped by the concept of SWOT and reflection skills (see also Critical Thinking / Clinical Reasoning Theme. At this introductory level, the IFP helps facilitate ‘role clarification’ and ‘team working’ as guided by the Centre for Advancement of Interprofessional Education (CAIPE 20 and the Canadian Interprofessional Health Collaborative (2010) Competency Framework

At level 5 the student will be able to concentrate on communication skills and explore which style suits him / her best but also how this applies to practice in a variety of health care settings. The Integrated Clinical Concepts module with its focus on clinical practice and psycho-social integration into health supports the team-workings aspect on the one hand by developing group discussion skills but on the other hand will allow the student to focus on a portfolio aimed entirely on the his / her personal and professional change. The assessment strategy for this level will concentrate on


http://www.hpc-uk.org/registrants/cpd/

demonstrating different aspect of personal and professional development (portfolio and essays).

At level 6 the student will be able to explore an integrated approach to personal and professional growth by further developing the portfolio as an integrated aspect of personal clinical and academic practice. At this level the focus will be particularly on critical evaluation and integration of concepts .The Interprofessional Debates module further allows for the further development of skills in debating (building on the ICC module in Year 2), critical discernment (aided by workshops and self-directed study materials in the Critical Reflection and Reasoning module), interprofessional practice and working in teams – something that the research project particularly drives.

4.5 Evidence Informed PracticePhysiotherapy students are encouraged to recognise the importance of evidence based practice throughout the curriculum. In order to facilitate this students are taught to apply a questioning approach via case based learning; peer led learning and directed learning scenarios. Our approach is intended to help students explain, understand and justify treatment using a wide range of sources of evidence including, expert opinion, original research, epidemiological data and patient choice. Throughout the course electronic discussion boards facilitate debate and critique of ideas and theories. In the second year undergraduates are assessed using an open topic examination in which it is expected that original sources will have been utilised in the student’s learning.

At Level 4 they are introduced to research skills for professional practice in the Factors influencing physiotherapy practice module. At Level 5 these skills are further developed through the Research Methods module which will give the student an opportunity to explore and apply research skills to inform decision making and evidence-based change. They learn how to search for, identify, appraise, assimilate and distil information to enable them to select and apply quality interventions that are efficient, equitable, safe and effective.

In the third year students undertake a joint project and further develop skills of literature critique. Critical thinking, reflection, evaluation and critique of literature equip students with skills that are integral to physiotherapy but also far extend this discipline. Our students are encouraged to learn and think for themselves.

4.6 Diversity and InclusionDiversity and inclusion are an important ethos of the physiotherapy curriculum. St George’s, University of London (SGUL) is a HEI positioned at the heart, and reflecting the diversity, of the south west London community. The institution’s commitment to an inclusive culture is reflected in the mission statement (SGUL 2010) with ‘diversity’ one of the three key values of the institution. Therefore the aim within the curriculum is to embrace the diverse community and provide an environment that facilitates inclusivity. The curriculum has been reviewed in line with the HEA (2009) guidance for creating an inclusive culture and curriculum.

At Level 4 students are introduced to professional codes and consider the implications for their own behaviour and practice within the interprofessional context. They also consider various case scenarios in Factors Influencing Professional practice and contribute to critical thinking and ethical debates (see critical thinking theme above).


At Level 5 and 6 students are required to reflect on bias and consider power differentials in clinical practice. Students are also encouraged to share their own personal and professional histories with their peers to foster and respect a variety a professional identities.


5 Year one

5.1 Year one Learning outcomesOn successful completion of the year the students will be able to demonstrate achievement of the following learning outcomes:

1. Demonstrate appropriate personal and professional behaviour and awareness of professional boundaries within different health and social care environments

2. Understand the theoretical basis of, and the variety of physiotherapy approaches to, safe and appropriate assessment and intervention.

3. Discuss the physical, biological, psychological and social factors underlying health and well being.

4. Recognise the roles of other professions in health and social care

5. Demonstrate reflection and critical thinking in relation to common rehabilitation scenarios.

6. Précis and evaluate information from a variety of sources using defined parameters

5.2 Summary Year PlanTotal for year = 120 credits

Practice Modules (Sitting within Factors Influencing Professional Practice module):Peer Assisted Learning Clinical Education (PAL Clinical) Level 4: 1st year student works with 3rd year student. 3rd year student responsible for organising the experience for the 1st year student. Assessment is a presentation based on practice experience

Academic Modules34 teaching weeks (see year plan) 4 academic modules (120)

Interprofessional Foundation Programme (shared learning) (30) Assessment, structure and function (30) Pathology Health Promotion and Rehabilitation (30) Factors Influencing Professional Practice (30)


5.3 Year 1 Module Descriptors5.3.1 Interprofessional Foundation programme

DATE OF VALIDATION: April 2013

DATE OF REVISION:

MODULE CODE PT4001 LEVEL 4 CREDITS 30

TITLE: Interprofessional Foundation Programme (IFP)

MODULE SUMMARY:The Inter-professional Foundation Programme (IFP) is designed to meet the preparatory needs of a range of healthcare professional students within a multidisciplinary environment including medicine, diagnostic radiograpy, therapeutic radiography, health care science and physiotherapy students. It offers the opportunity for each professional group to acquire certain basic skills, knowledge and understanding from which to develop their discipline-specific skills and competencies. The multidisciplinary context of the programme is expected to facilitate a collaborative inter-professional atmosphere where student groups can work together and begin to understand the different dimensions of other healthcare profession roles.

CO-REQUISITES:Students will undertake the other Level 4 modules concurrently.

KEY SKILLS:Self Awareness SkillsCommunication skills Interpersonal Skills Research and Information Literacy skillsNumeracy SkillsManagement and Leadership Skills

AIMS:1. Ensure that students are equipped with the basic knowledge and skills

necessary to function in a professional environment.2. Familiarise students with the concept of multi-disciplinary healthcare teams,

and with the role of each of their professions within such teams.


LEARNING OUTCOMES: On successful completion of the module the students will be able to demonstrate achievement of the following learning outcomes.

1. Describe the general structure and function of the major systems of the human body, and their vulnerability to damage and disease

2. Describe in broad terms the biological basis and techniques used to investigate and treat a variety of health problems

3. Describe the basic principles governing health and illness in populations, and the importance of these in health and social care.

4. Outline individual professional responsibilities within common multidisciplinary healthcare scenarios.

5. Reflect on issues of professionalism and ethical behaviour.

6. Demonstrate communication skills that are essential for team work to provide appropriate, safe and effective person-centred care.

INDICATIVE CURRICULUM CONTENT: A range of essential skills to meet patient needs which include: maintaining

dignity, privacy and confidentiality, effective observational and communication skills, cultural and ethnic issues, safety and health, including infection control procedures

The anatomy of human systems e.g. Musculoskeletal, cardiovascular, respiratory, gastrointestinal, autonomic and peripheral nervous systems

Fundamental physiological mechanisms of homeostasis and control, blood, muscle, cell injury and response and biological processes of disease

The process of critical inquiry to research, including critical reading, understanding basic statistical information and information technology skills

Effective inter-professional working practices that respect and utilise the contributions of members of the health and social care team in CBL cases and practical and clinical skills

The principles of reflection on professional practice and discussion of role identity.

Health service provision in a national context, including the NHS framework, clinical governance and risk management and relate to models of health and disability.

LEARNING AND TEACHING STRATEGIES:A handbook will be provided each year outlining the week-by-week learning outcomes for each session that is directed around a case for each week.

Contact hours: 75Key Note Lectures 25Seminars/ Workshops 15Practical Sessions 25Case- based learning tutorials 10Directed Study and Assessment: 100Self Directed Study: 125

Total Hours: 300


ASSESSMENT STRATEGY:There are two main assessments for this module.

Summative 1This is a written examination paper with Single Best Answer questions Type of assessment Single Best Answer exam (1 hr)Weighting 100%Assesses Learning Outcomes 1,2,3,Assessor Completed electronically

Summative 2Students will be presented with a case scenario and they will be required to investigate the role of each member of the multidisciplinary team and create a collaborative presentation that involves all members and outlines the contribution of all team members and the effectiveness of the team.

Type of assessment Presentation (20 minutes including Q & A)

Weighting 0% (Pass/Fail only)Assesses Learning Outcomes 4,5,6Assessor CBL tutor

FormativeThere will be directed learning tasks (including quizzes) that students will be able to complete via the VLE Moodle / Study space.Students will also be able to discuss preliminary ideas collaborative presentation via the CBL tutor.

Achieving a pass:It is a requirement that students participate in each major assessment category and each component must be passed separately in order to achieve an overall pass for this module.

BIBLIOGRAPHY:Core textsNone specified

RECOMMENDED READING:Students will be given a comprehensive weekly guide, which will contain extracts or key reading material for the week, which will relate to each weekly CBL case. This information will also be referred to with additional intranet / internet resources available via the VLE (Moodle). As there are 500+ students within the programme it would not be feasible to recommend particular text books as the library would not be able to hold sufficient copies.

JOURNALS:None Specified

Intranet resources https://moodle.sgul.ac.uk/https://intranet.sgul.ac.uk/teach/key_topic_resources/https://intranet.sgul.ac.uk/computing/apps/general.htm


https://intranet.sgul.ac.uk/computing/apps/general.htm

https://intranet.sgul.ac.uk/teach/key_topic_resources/

https://moodle.sgul.ac.uk/

MODULE EVALUATION:The module will be evaluated yearly at the end of the 1st term using a collaborative interprofessional feedback sheet.

MODULE LEADER AND KEY TEACHING STAFF CONTRIBUTING TO THE MODULE: John Hammond, Course Director Other programme leads for MBBS, Diagnostic and Therapeutic Radiography and Health Care SciencesLynda D’Avray Senior Lecturer for Interprofessional Development


5.3.2 Assessment, Structure and Function


DATE OF REVISION:

MODULE CODE PT 4002 LEVEL 4 CREDITS 30

TITLE: Assessment, Structure & Function

MODULE SUMMARY: This is a 30 Credit module extending over 2 semesters. This module intends to introduce the concept of holistic patient assessment within the core areas of physiotherapy practice. Students will be encouraged to make the link between the structure and function of the body and the impact this might have on the patient’s quality of life. All stages of human life from birth to death, e.g. paediatric development, ageing process and palliative care will be considered.


KEY SKILLS:Communication skills Interpersonal Skills Self Awareness SkillsResearch and Information Literacy SkillsCreativity and Problem Solving Skills

AIMS:This module aims to introduce the physiology and biomechanics of human structure and function and the associated physiotherapy skills of assessment.

LEARNING OUTCOMES: On successful completion of the module the students will be able to demonstrate achievement of the following learning outcomes:

1. Demonstrate effective person centred professional communication in assessing familiar physical dysfunction in physiotherapy.

2. Relate physiotherapy assessment to human structure and function.3. Apply physiotherapy skills for assessing an individual’s body function,

activity and participation safely and appropriately. 4. Demonstrate the ability to communicate findings in a clear and concise

manner using appropriate terminology 5. Demonstrate problem identification and appraisal of information in relation to

standard parameters of physiotherapy assessment.

INDICATIVE CURRICULUM CONTENT:This module will be focus student learning in the areas of a) Structure & Function and b) Assessment. The link between anatomy e.g. origins and insertion of muscles, structure and function of the nervous system and respiratory system and how the anatomy contributes to the function of a particular movement will be included


Subjective assessment framework and methods of recording (eg SOAP notes) – including relevance of all aspects (e.g. family history, drug history, special questions).

Introduction to physical examination including consent, types of touch (e.g therapeutic touch vs social touch), varying interpretations of touch (e.g. gender, ethnicity, culture, setting) anatomical terminology etc.

Objective assessment - principles of assessment process Objective assessment skills including use of validated outcome measures for routine assessment including:

general observation of posture and function (reach and grasp, sit to stand, gait analysis and stairs)

palpation including key bone, muscle, ligament, tendon, surface anatomy of key systems including nervous, respiratory, abdominal

and vascular active and passive movements, manual muscle testing, accessory movements, thoracic expansion and resp rate auscultation peak flow huff and cough neurological integrity testing (dermatomes, myotomes and reflexes) tone balance measures – stand and sit (eg TUSS,TUAG, timed tandem stand etc) exercise tolerance – timed treadmill walking, 5 minute walk test,

At all times assessing risk will be paramount and the impact of different environments (e.g home or hospital) will be emphasised in relation to equipment.

Communication skills - asking appropriate questions, listening and observing the patient’s expression of their problems, as well as objectively measuring functions related to the particular problem.

The module will also include several subjects which overlap with other modules: Clinical reasoning

IT skills Medical legal issues

LEARNING AND TEACHING STRATEGIES:Session learning outcomesA handbook will be provided each year outlining the week-by-week learning outcomes for each session in this module.

Total contact hours 75Key Note Lectures 25Tutorials (including Case based learning scenarios) 10Practicals 35Dissection Room (DR) 5

Directed Study: 95 Private Study: 130


Total Hours: 300

ASSESSMENT STRATEGY:There are two main assessments for this module.

Summative 1This is an electronically completed examination paper with Single Best Answer questions Type of assessment Single Best Answer exam (1½ hr)Weighting 100%Assesses Learning Outcomes 2,3,5Assessor Completed electronically

Summative 2Students will demonstrate their ability to carry out practical assessment skills in a structured clinical scenario. Type of assessment Objective Structured Clinical

Examination (15 mins)Weighting Pass /FailAssesses Learning Outcomes 1,3,4,5Assessor Module team

Formative A formative assessment is performed as an electronically completed paper with single Best Answer assessment. The exam conditions and format allows the students the opportunity to undertake a formative process and gain immediate feedback. The aim is to identify possible gaps in their knowledge and to familiarise themselves with the process, prior to the summative attempt.

Achieving a pass:It is a requirement that each assessment component must be passed separately in order to achieve an overall pass for this module.

BIBLIOGRAPHY: Core TextsGuyton A.C. and Hall, J.E.(2011) Textbook of Medical Physiology.12th Edition Saunders (W.B.) Co Ltd

Hough A (2001) Physiotherapy in Respiratory Care. 3rd Edition. Nelson Thornes Ltd

Norkin C.C., Levangie P.K. (2011) Joint Structure and Function: A Comprehensive Analysis, F.A. Davies. Philadelphia.

Palastanga N., Field D., Soames R. (2006) 5th Edition. Anatomy of Human Movement: Structure and Function. Butterworth-Heinemann. London.

Petty, N. (ed) (2011) Neuromusculoskeletal Examination and Assessment: a handbook for therapists 4th Edition, London: Elsevier, Churchill Livingstone.

RECOMMENDED READING:Kendall F.P., McCreary E.K., Provance P.G. (2005) 5th Edition, Muscle testing and function,Lippincott, Williams & B Wilkins


Magee D. (2008) 5th Edition. Orthopaedic Physical Assessment, W.B Saunders. Philadelphia

McMinn R.H., Hutching R.T., Pegington J., Abrahams P (2003) 5th EditionMcMinns Colour Atlas of Human Anatomy. Wolfe. London.(Good anatomical photographs of dissected parts, which will be helpful as back up to sessions in the Dissection room.)

Nordin M., Frankel V.H. (2001) 3rd Edition. Basic Biomechanics of the Musculoskeletal System, Lea and Febiger. London.

Pryor and Prasad (2008). Physiotherapy for Respiratory and Cardiac problems. (4th edition), Churchill Livingstone.

JOURNALS:PhysiotherapyPhysiotherapy Research InternationalThoraxJournal of cardiopulmonary rehabilitationManual TherapyInternational Journal of Rehabilitation

INTERNET RESOURCES / DATABASES:Anatomy links via SGUL moodle - https://intranet.sgul.ac.uk/computing/apps/general.htm

Various key topics related to different systems (musculoskeletal, respiratory and neurological on https://intranet.sgul.ac.uk/teach/key_topic_resources/keytopic_search_student.php

Medline- http://www.athens.net/myathens/Cinahl- http://www.athens.net/myathens/

MODULE EVALUATION:The module will be evaluated yearly at the end of the 3rd term using a standard Kingston University feedback sheet.

MODULE LEADER AND KEY TEACHING STAFF CONTRIBUTING TO THE MODULE: Liz Treadwell (lead) Chris ManningSarah Waygood Gita Ramdharry Jo Dawes Karen Hamm John Hammond Anne-Marie Hassenkamp Fiona Jones


http://www.athens.net/myathens/

http://www.athens.net/myathens/

https://intranet.sgul.ac.uk/teach/key_topic_resources/keytopic_search_student.php

https://intranet.sgul.ac.uk/computing/apps/general.htm

5.3.3 Pathology, Health Promotion and Rehabilitation


DATE OF REVISION:

TITLE: Pathology, Health Promotion & Rehabilitation


MODULE SUMMARY:This is a 30 Credit module extending over 2 semesters. This module intends to introduce students to human pathological processes that are necessary to understand the role of the Physiotherapist in rehabilitation and the promotion of healthy living. This module will complement the other modules in year 1, building on skills from Assessment, Structure and Function module.

CO-REQUISITES: Students will undertake all other level 4 modules concurrently

KEY SKILLS:Self Awareness SkillsResearch and Information Literacy SkillsCommunication SkillsInterpersonal SkillsCreativity and Problem Solving Skills

AIMS:To introduce common pathologies seen in Physiotherapy practice and outline the role of the Physiotherapist in rehabilitation and health promotion.


1. Demonstrate effective person-centred professional communication in common rehabilitation scenarios.

2. Outline the physical, biological and psycho-social factors underlying common health related conditions.

3. Apply the principles of physiotherapy practice and patient care safely and appropriately.

4. Identify specific patient problems and demonstrate appropriate physiotherapy skills.

5. Demonstrate an understanding of the role of Physiotherapy in promoting health and wellbeing.


INDICATIVE CURRICULUM CONTENT: Acute and long term conditions in the context of environment, social and

psychological influences including deteriorating conditions Pathological processes in various systems and clinical signs in conditions

o Neurological system – eg Parkinson’s Disease, stroke o Cardiorespiratory system – eg COPD, Asthmao Vascular system – eg diabetes o Musculoskeletal system – eg Osteoarthritis.

Tissue injury and repair – inflammation process in soft tissue injury and variations in bone, nerve and other body tissue – and implications for physiotherapy management.

Evidence based physiotherapy management and treatment based on accurate assessment and joint goal setting

Principles of patient centred practice Basic education theory principles necessary for therapeutic intervention (eg.

motor learning, client teaching, self-efficacy and self management). Rehabilitation interventions:

o exercise prescription musculoskeletal benefits - eg strength, stretch, endurance, cardiovascular benefits –eg moderate vs vigorous intensity

activity group vs individual ex planning

o manual techniques – massage, active assisted exercise, o task specific training

Principles of electrotherapy for all modalities and application of evidence based electrotherapy

Rehabilitation devices (e.g. mechanical equipment – beds for postural drainage, electronic devises and information technologies)

Risk assessment processes for intervention and rehabilitation Principles of self directed learning of pharmacology management – how to

identify key common drugs and simple mechanisms – use of resources such as British National Formulary (BNF)

LEARNING AND TEACHING STRATEGIES:A variety of teaching and learning methods will be used including lectures, tutorials, directed study and practical sessions.

Contact hours: 70Key Note Lectures 15Workshops 8Practical Sessions 32Case based learning tutorials 15Directed study and Assessment 130Self directed study 100Total Hours: 300


ASSESSMENT STRATEGY:The module is assessed by an OSCE and written short answer question paper.

Summative 1: Students will demonstrate their ability to carry out practical rehabilitation skills in a structured clinical scenario. Type of assessment Objective Structured Clinical Examination

(15 mins)Weighting Pass /FailAssesses Learning Outcomes 1,3,4Assessor Module team

Summative 2: Students will further demonstrate their knowledge and understanding of pathology, health promotion and rehabilitation through short answer questions in a written examinationType of assessment Written examination: SAQ paper (1½

hours)Weighting 100%Assesses Learning Outcomes 2,4,5Assessor Module team

Formative Assessment:SAQ formative assessment allows the students the opportunity to undertake a formative sample of SAQ’s (under exam style conditions) and gain immediate feedback on their assessment. Aim is to identify possible gaps in their knowledge and to familiarise themselves with the level and depth of answer required, prior to the summative attempt.

ACHIEVING A PASS:It is a requirement that each assessment component must be passed separately in order to achieve an overall pass for this module.

BIBLIOGRAPHY:Core textsFrench, S. (2004) Physiotherapy: a psychosocial approach. 3rd Ed. London, Elsevier, Butterworth-Heinmnann

Petty, N. (ed) (2011) Principles of Neuromusculoskeletal treatment and management: a handbook for therapists 2nd ed, London, Elsevier,Churchill Livingstone.

Pryor, J.A. (2008) Physiotherapy for Respiratory and Cardiac problems: adults and paediatrics. 4th ed. London, Churchill Livingstone.

Shumway-Cook, A. and Woollacott, M.H. (2012) Motor Control: translating research into clinical practice. London, Lippincott Williams

Wilkins.Davies, M., and Macdowall, W.(eds) (2006) Health Promotion theory. Understanding Public Health. Maidenhead, UK, Open University Press

RECOMMENDED READING:Roberston, V., Ward, A., Low, J. and Reed, A. (2006) Electrotherapy Explained. Principles and Practice.


JOURNALS:PhysiotherapyPhysiotherapy Research InternationalJournal of cardiopulmonary rehabilitationManual Therapy International Journal of RehabilitationArchives of Physical Medicine and Rehabilitation

INTERNET RESOURCES / DATABASES:None specified

MODULE LEADER AND KEY TEACHING STAFF CONTRIBUTING TO THE MODULE: Jo Dawes (lead), John Hammond, Liz Treadwell, Sarah Waygood


5.3.4 Factors Influencing Professional Practice


DATE OF REVISION:


TITLE: Factors Influencing Professional Practice

MODULE SUMMARY: This is a 30 Credit module extending over 2 semesters but particularly in terms 2 and 3. This module is designed to introduce students to the professional skills and knowledge required for working in healthcare practice and physiotherapy. This module will complement the other modules in year 1 and will enhance learning particularly through the Interprofessional foundation module. The student will also develop foundation skills in critical reasoning and foundation appraisal skills for physiotherapy practice. A variety of teaching and learning methods will be used including lectures, tutorials, directed study and seminars. The module is assessed by a Presentation of a case observed from clinical practice and an essay.


KEY SKILLS:Self Awareness SkillsCommunication skills Interpersonal Skills Research and Information Literacy skillsNumeracy Skills

AIMS:1. To ensure students are equipped with the skills to behave professionally and

are necessary to function in physiotherapy practice environments.2. To introduce a bio-psychosocial framework and the critical thinking and

foundation research skills for healthcare practice



1. Demonstrate the importance of effective professional communication throughout the care of the service user

2. Discuss the impact of health beliefs and psycho-social factors on human health and function.

3. Recognise and appreciate diverse life experiences and develop a non-discriminatory approach to physiotherapy practice

4. Recognise the changing nature of healthcare provision and be aware of the opportunities for physiotherapy practice

5. Demonstrate critical thinking, problem identification and appraisal of information from a variety of sources

6. Apply fundamental principles of reflection to demonstrate clinical reasoning and professional development

INDICATIVE CURRICULUM CONTENT: Professional skills necessary to meet patient needs which include:

maintaining dignity, privacy and confidentiality, effective and appropriate communication skills including verbal and non-verbal skills and cultural and ethnic issues, safety and health

Models of health and disability and implications for clinical reasoning and practice.

Principles of practicing in a non-discriminatory way including. Recognising and reflecting on issues of diversity such as disability, race, socio-economic status, gender, language, ethnicity, geographical location, sexuality, work commitments and family and carer responsibilities and how these might lead to inclusion/exclusion in physiotherapy practice.

The process of critical inquiry to research, including critical reading, understanding basic statistical information and information technology skills.

Appraisal of information from a variety of sources. Principles of reflection on professional practice and discussion of professional

identity, including opportunities for students to share their own life experiences including those of accessing and using health care.

Consider factors that challenge personal and professional beliefs and identities, e.g. death, early life, end of life care and progressive illness.

Health service provision in a national context, including the NHS framework, clinical governance and risk management

Mandatory training for professional practice Manual handling and risk assessment Safeguarding - Children and vulnerable adults Basic Life support Fire and Security Awareness of Institutional policies (with SGUL as example) – eg equal

opportunities, harassment, bullying etc. Establishing mechanisms for recording own CPD activities for future practice

(electronic).

LEARNING AND TEACHING STRATEGIES:


A handbook will be provided each year outlining the week-by-week learning outcomes for each session in this module.

Total contact hours: 62

Key Note Lectures 15TutorialsCase -based scenarios of various aspects of professional practice

15

10Practicals 15Seminar – student led 7Peer Assisted Learning (PAL) Clinical 10

Directed Study and Assessment: 138

Self Directed Study: 100

Total Hours: 300

ASSESSMENT STRATEGY:

There are a number of methods used to assess the learning objectives

Summative 1Students will prepare a 10 minute presentation based on their PAL Clinical visits with final year students that outlines a key aspect of physiotherapy practice.

Type of assessment Presentation (10 mins)Weighting 50%Assesses Learning Outcomes 1,4,5Assessor Personal tutors as part of the

module team

Summative 2Students will be required to write an essay that outlines a key concept in physiotherapy and considers how this applies to practice.

Type of assessment Essay – 1500 wordsWeighting 50%Assesses Learning Outcomes 2,3,6Assessor Module team

FormativeStudents will be encouraged to share their thoughts and earlier drafts of their presentation with the final year student. They will also be able to share earlier drafts of their essay with their personal tutor.

Achieving a pass:It is a requirement that each assessment component must be passed separately in order to achieve an overall pass for this module


BIBLIOGRAPHY:Core textsFrench, S. (2004) Physiotherapy: a psychosocial approach. 3rd Ed. London, Elsevier, Butterworth-Heinmnann

Purtilo, R. And Haddad, A. (2007) Health Professional and Patient interaction. 7th Ed. St Louis, Missouri; Saunders Elsevier

Cottrell, S. (2005) Critical thinking skills. Developing Effective Analysis and Argument. Hampshire, UK: Palgrave Macmillan

RECOMMENDED READING:Johnstone , D. (2001) An Introduction to Disability Studies 2nd Ed. Abingdon, UK: David Fulton Publishers Purtillo, R., Doherty, R. (2011) Ethical Dimensions in the Health Professions. 5th Ed St Louis, Missouri: Elsevier, Saunders

JOURNALSPhysiotherapyPhysiotherapy Research InternationalInternational Journal of RehabilitationArchives of Physical Medicine and Rehabilitation

INTERNET RESOURCES / DATABASES:HCPC Guidance on CPD http://www.hpc-uk.org/registrants/cpd/HCPC Guidance on conduct and ethics for students http://www.hpc-uk.org/assets/documents/10002C16Guidanceonconductandethicsforstudents.pdfv CSP eportfolio: http://eportfolio.csp.org.uk/

MODULE EVALUATIONThe module will be evaluated yearly at the end of the 3rd term using a standard feedback sheet.

MODULE LEADER AND KEY TEACHING STAFF CONTRIBUTING TO THE MODULE: Sarah Waygood John HammondLiz TreadwellAnne-Marie Hassenkamp Di Thomson


http://eportfolio.csp.org.uk/

http://www.hpc-uk.org/assets/documents/10002C16Guidanceonconductandethicsforstudents.pdfv

http://www.hpc-uk.org/assets/documents/10002C16Guidanceonconductandethicsforstudents.pdfv


6 Year Two

6.1 Year Two Learning outcomes

On successful completion of the year the students will be able to demonstrate achievement of the following learning outcomes:

1. Implement a range of physiotherapy assessment, treatment and management skills appropriate for individuals with impairments, activity limitations or participation restriction.

2. Be able to use research, reasoning and problem solving skills to determine appropriate actions.

3. Be able to monitor and evaluate the ongoing effectiveness of physiotherapy interventions.

4. Apply skills of independent learning in order to develop critical reasoning and problem solving skills.

5. Use reflective practice and critical thinking to demonstrate how clinical practice meets the ethical and legal requirements of the professional and regulatory bodies.

6. Understand the impact of social, psychological, cultural influences and interprofessional working on engagement in rehabilitation.

6.2 Summary Year Plan

Total for year=120 credits:Academic modules = 105 creditsPractice modules = 15 credits

Practice Modules:1 practice placement at level 4 (pass/fail)2 practice placements at Level 5 (15 credits in total)

Academic Modules: 16 teaching weeks (see year plan), to include one induction week with peer

learning prior to level 4 practice placement 5 academic modules (105 credits) Management of Musculoskeletal Movement Dysfunction (30) Management of Cardiorespiratory Dysfunction (15) Neurological Rehabilitation (15) Integrating clinical concepts (30) Research methods (15)


6.3 Year 2 Module Descriptors

6.3.1 Management of Musculoskeletal Dysfunction


DATE OF REVISION:


TITLE: Management of Musculoskeletal Dysfunction

MODULE SUMMARY:This module is designed to further develop the foundations skills of musculoskeletal assessment learned in the first year. The student will also develop skills in reasoning and problem solving, given particular assessment findings, and will be able to apply appropriate treatment and/or management strategies. The module also aims to prepare the student for clinical placement and emphasises a self-directed learning approach for evidence based practice. A variety of teaching and learning methods will be used including lectures, interactive practical sessions, tutorials, directed case-based learning scenarios and a literature review. The module is assessed by an Interactive Practical Examination (IPE) and written course work.

PRE-REQUISITES: Successful completion of all Level 4 modules

CO-REQUISITES: Concurrent attendance in other level 5 modules

KEY SKILLS:Self awarenessCommunicationInterpersonalResearch and information literacyNumeracyManagement and leadershipCreativity and problem solving

AIMS:This module will enable students:

1. To facilitate further development and integration of student knowledge and analysis of assessment findings of patients with musculoskeletal dysfunction;

2. To integrate theoretical approaches and practical skills in the management of musculoskeletal dysfunction.



1. Demonstrate an understanding of the signs and symptoms of musculoskeletal dysfunction as they may present in an individual with an acute or long term condition.

2. Select and apply appropriate assessment skills for specific clinical cases

3. Select and apply appropriate manual therapy techniques for given clinical assessment findings

4. Demonstrate the ability to use research, reasoning and problem-solving skills to determine appropriate management of patients with musculoskeletal dysfunction.

5. Discuss how to adapt patient management to the psychological, emotional, social, cultural, environmental and ergonomic issues they may present with.

6. Critique research based outcomes and apply to clinical scenarios.

INDICATIVE CURRICULUM CONTENT:Assessment SkillsPatient Screening for contraindications to practice (Special questions, Red/Yellow Flags, Cervical Artery Dysfunction, Neurology, Pathology)Further development of peripheral assessment skills (eg. Stability tests of the knee)Further development of spinal assessment skills (Neurodynamics, Passive Physiological Intervertebral Movements (PPIVMs))Further development of the integrated approach to movement analysis

Therapeutic managementExercise in practice – Evidence- based practice (stretch, strength, endurance, core-stability, proprioception), through exercise prescription in practical sessions and directed learning.Manual therapy skills – e.g. mobilisations, combining movement, and integrating techniques, for example, proprioceptive neuromuscular facilitation (PNF)Communication skills and their affect on the assessment of service users and how the means of communication should be modified to address and take account of factors such as age, self-efficacy, cognition, physical ability, cultural sensitivities and learning disability.Preventative management strategiesManagement of patients with long term conditions e.g. Chronic LBP or OATherapeutic accessory movementsFurther soft tissue skills eg trigger pointsHydrotherapyIntroduction to acupuncture, taping and splintingAdaptation of therapeutic skills to different sites, settings through directed case based learning tasksFurther development and appreciation of the inter/multi disciplinary teamUse of outcome measures to assess function and disabilityAppreciation of the pharmacological interventions required in certain pathologies


Factors influencing clinical reasoning in practiceIntegration of communication, psychosocial and cultural principles applied to musculoskeletal dysfunction will be emphasised throughout the module.Indications, contraindications (and precautions) to physiotherapy practice Approaches to physiotherapy practice (Structure, Function, Myofascial, Neurodynamics for example)Basic pain concepts and the impact of pain on rehabilitation/quality of lifeThe effects of ageing (the life cycle from the child to the older person)The movement continuum and International Classification of Functioning Disability (ICF) as conceptual models

LEARNING AND TEACHING STRATEGIES:Contact hours: Key Note Lectures 16Tutorials 6Practical Sessions Case based learning

33 10

Directed study and Assessment 105Self directed study 130Total Hours: 300


Formative: Students will partake in a formative Interactive Practical Exam (IPE) prior to undertaking the summative IPE. Feedback will inform them of areas of development for the summative IPE.Type of assessment Interactive Practical ExamWeighting 0%Assesses Learning Outcomes 1-6Assessor Module team

Summative 1: A series of clinical case scenarios pertaining to musculoskeletal dysfunction have been developed in collaboration with clinicians. Questions have been designed to assess choice and application of assessment and treatment skills in the management of patients with musculoskeletal dysfunction. The IPE requires the student to justify those selected in an interactive discussion with the assessors. A qualified role player will act as the student’s model.

Type of assessment Interactive Practical Exam (30 mins)Weighting 50%Assesses Learning Outcomes 1-6Assessor Module team

Summative 2: Annotated bibliography. The emphasis of the annotated bibliography is to critically evaluate a musculoskeletal therapy by providing a critical literature review of 5 selected papers related to a particular musculoskeletal pathology or disorder. The student’s argument should be focussed on a particular outcome measure eg Can a home exercise programme help reduce the pain suffered by people with osteoarthritis?

Type of assessment Annotated bibliography (2000 words)Weighting 50%Assesses Learning Outcomes 1,4,5,6


Assessor Module team ACHIEVING A PASS:It is a requirement that both the IPE assessment component and annotated bibliography component must be passed separately in order to achieve an overall pass for this module. BIBLIOGRAPHY:Core textsBrayne, H. and Carr, H. (2010) Law for social workers. 11th edn. Oxford: Oxford University Press

Hengeveld, E. and Banks, K. (2005) Maitland’s Peripheral Manipulation. 4th edn. London: Butterworth-Heinemann.

Maitland, G., D., Hengeveld, E., Banks, K. & English, K. (2005) Maitland’s Vertebral Manipulation. 7th edn. London: Butterworth-Heinemann.

Petty, N., J (2011) Neuromusculoskeletal examination and assessment A handbook for therapists. 4th edn. Edinburgh: Churchill Livingstone.

Petty N.J. (2011) Principles of neuromusculoskeletal Treatment and Management. A guide for therapists. 2nd edn. Edinburgh: Churchill Livingstone.

RECOMMENDED READING:Atkinson, K., Coutts, F., Hassenkamp, A., M. (2005) Physiotherapy in Orthopaedics. A problem solving approach. 2nd edn. London: Elsevier Churchill Livingstone.

Butler, D., S. (2000) The Sensitive Nervous System. Adelaide: Noigroup Publications Adelaide.

Bruckner, P. & Khan, K. (2006) Clinical Sports Medicine. 3rd edn. New York: McGraw-Hill.

Drake, R., Vogl, A., W. & Mitchell, A., W., M. (2010) Gray’s Anatomy for Students, 2nd

edn. London: Churchill Livingstone.

Hall C.M, Brody L.T (2010) Therapeutic Exercise – Moving toward Function. 3rd edn. Baltimore: Lippincott, Williams and Wilkins.

JOURNALS:PhysiotherapyManual TherapyAustralian Journal of Physiotherapy

INTERNET RESOURCES / DATABASES:http://www.who.int/classifications/icf/en/ - International classification of Functioning, Disability and Healthhttp://www.electrotherapy.org/ - A useful website for soft tissue healing documents.http://portal.sgul.ac.uk/ - A very brief overview of key musculoskeletal key topics and anatomy.

http://www.thecochranelibrary.com/details/collection/1478847/Exercise-for-musculoskeletal-conditions.html - Exercise for musculoskeletal conditions. This collection brings together a selection of Cochrane Reviews assessing exercise for


http://www.thecochranelibrary.com/details/collection/1478847/Exercise-for-musculoskeletal-conditions.html

http://www.thecochranelibrary.com/details/collection/1478847/Exercise-for-musculoskeletal-conditions.html

http://www.electrotherapy.org/

http://www.who.int/classifications/icf/en/

musculoskeletal conditions including: osteoarthritis, osteoporosis and rheumatoid arthritis, ankylosing spondylitis, fibromyalgia, juvenile idiopathic arthritis; regional musculoskeletal conditions in the knee, low back, neck and shoulder; and chronic musculoskeletal pain.


MODULE LEADER AND KEY TEACHING STAFF CONTRIBUTING TO THE MODULE: Karen Hamm (Module Leader)John Hammond Anne-Marie HassenkampIain BeithMike HurleyJo DawesMatt Zasada


http://www.thecochranelibrary.com/details/collection/1478847/Exercise-for-musculoskeletal-conditions.html#Chronic_musculoskeletal_pain

http://www.thecochranelibrary.com/details/collection/1478847/Exercise-for-musculoskeletal-conditions.html#Chronic_musculoskeletal_pain

http://www.thecochranelibrary.com/details/collection/1478847/Exercise-for-musculoskeletal-conditions.html#Shoulder_pain

http://www.thecochranelibrary.com/details/collection/1478847/Exercise-for-musculoskeletal-conditions.html#Neck_pain

http://www.thecochranelibrary.com/details/collection/1478847/Exercise-for-musculoskeletal-conditions.html#Low-back_pain

http://www.thecochranelibrary.com/details/collection/1478847/Exercise-for-musculoskeletal-conditions.html#Knee

http://www.thecochranelibrary.com/details/collection/1478847/Exercise-for-musculoskeletal-conditions.html#Regional_pain

http://www.thecochranelibrary.com/details/collection/1478847/Exercise-for-musculoskeletal-conditions.html#Regional_pain

http://www.thecochranelibrary.com/details/collection/1478847/Exercise-for-musculoskeletal-conditions.html#JIA

http://www.thecochranelibrary.com/details/collection/1478847/Exercise-for-musculoskeletal-conditions.html#Fibromyalgia

http://www.thecochranelibrary.com/details/collection/1478847/Exercise-for-musculoskeletal-conditions.html#Ankylosing_spondylitis

http://www.thecochranelibrary.com/details/collection/1478847/Exercise-for-musculoskeletal-conditions.html#Rheumatoid_arthritis

http://www.thecochranelibrary.com/details/collection/1478847/Exercise-for-musculoskeletal-conditions.html#Rheumatoid_arthritis

http://www.thecochranelibrary.com/details/collection/1478847/Exercise-for-musculoskeletal-conditions.html#Osteoporosis

http://www.thecochranelibrary.com/details/collection/1478847/Exercise-for-musculoskeletal-conditions.html#Osteoarthritis

6.3.2 Management of Complex Cardio-respiratory Dysfunction


DATE OF REVISION:


TITLE: MANAGEMENT OF COMPLEX CARDIO-RESPIRATORY DYSFUNCTION

MODULE SUMMARY:This module aims to further develop the foundation cardio-respiratory knowledge and skills obtained in year 1 and enable the student to extend their clinical reasoning, problem solving and practical skills for the effective physiotherapy management of complex cardio-respiratory patients. The module will facilitate the assessment and management of physiotherapy problems which may arise in high dependency units, intensive care and tertiary care.

PRE-REQUISITES: All Level 4 modules


KEY SKILLS:Creativity and Problem Solving SkillsResearch and Information Literacy skillsNumeracy SkillsSelf Awareness skillsManagement and leaderships skills

AIMS:This module will enable students:

1. To integrate the knowledge of basic sciences into an understanding of patients with pathology of cardio-respiratory system

2. To facilitate identification and effective management of physiotherapy problems which may arise in high dependency units, intensive care and tertiary care

3. To develop reasoning, problem solving and practical skills in order to ensure appropriate physiotherapeutic rehabilitation and to encourage a questioning approach to current management topics


1. Integrate and implement the knowledge and skills acquired from year 1 in the analysis and understanding of a wide range of cardio-respiratory


problems, with a particular focus on patients with critical/acute care needs.

2. Analyse available research evidence in order to determine reasoned clinical management plans.

3. Select and apply safe and effective rehabilitation techniques for cardio-respiratory conditions in relation to evidence based management strategies and tailor these to the needs of the individual and family.

4. Analyse the psychological, emotional and social factors affecting a patient in critical/acute care.

5. Discuss issues relevant to outcome measurement in patients with cardio-respiratory dysfunction requiring ongoing and/or intensive management

INDICATIVE CURRICULUM CONTENT:

Assessment skillsMonitoring the ITU/ critically ill patientAssessment of multi-system failure and levels of careITU charts - Interpretation and analysis of informationInterpretation of Chest XRaysInterpretation of Arterial Blood gasesFluid balanceSedation and ICU infusionsType I and II respiratory failureThe Medical patient- synthesis and evaluation of subjective and objective findingsThe Surgical patient- Evaluation of findings and identification of risk factors such as age, smoking status, obesity etc.

Rehabilitation skillsMechanical ventilatorsNon-invasive ventilationAirway clearance techniques and evidence for their use -Manual Hyperinflation (MHI) and ventilator hyperinflation (VHI)- indications/ contra-indications -Suctioning- indications/ contra-indicationsOxygen therapy and humidificationTracheostomies and their managementWeaning strategies and planning for dischargePrinciples of exercise training in the management of patients with advanced respiratory disorders- early ICU mobilisation/ Advanced Pulmonary rehabilitation/ respiratory muscle training etc.

PathologyTypes of Pneumonia including hospital acquired pneumoniaSurgery-Common types and their implications (such as the effect of anesthesia, length of surgery, fluid/ blood loss etc.)Management of COPD exacerbationsManagement of patients with asthma and bronchiectasisChest trauma and Adult respiratory distress syndrome (ARDS)Obesity – implications for management of obese patients in ITU


Oncology and palliative careHeart diseaseRespiratory management of patients with neurological conditionsPaediatric respiratory management

Critical thinking and clinical reasoningConsideration of issues relevant to emergency and on-call situationsResearch evidence supporting different rehabilitation/management techniquesPsychosocial issues affecting adherence to treatment and experience of illness

LEARNING AND TEACHING STRATEGIES:Total Contact hours: 45 Key Note Lectures 19 Tutorials 7 Seminars 3 Workshops 8 Practical Sessions 8 Directed study and Assessment 65Self directed study 40Total Hours: 150

ASSESSMENT STRATEGY:There is one summative assessment for this module, and one key formative assessment.

Formative 1: The IPE requires the student to demonstrate key assessment and treatment skills and justify those selected in an interactive discussion with the assessors. There will be one station testing student’s ability to extract information and formulate treatment plans from ITU charts as well as aspects of clinical rehabilitation skills (20 minutes duration). An interactive manikin will act as the model/patient. The assessors will be able to change vital signs and other parameters (such as breath sounds) based on the student’s choice of treatment.Type of assessment IPEWeighting 0%Assesses Learning Outcomes

1-5

Assessor Module team

Summative: Students will be asked to answer two out of four questions relating to 4 known topics that have been researched in advanced.

Type of assessment Written exam Weighting 100%Assesses Learning Outcomes

1-5

Assessor Module team


ACHIEVING A PASS:It is a requirement that the major category of assessment must be passed to pass this module.

BIBLIOGRAPHY:Core textsPryor, J and Prasad, S.A. (2008). Physiotherapy for Respiratory and Cardiac problems; adults and paediatrics .4th edition, Churchill Livingstone, London.

West, J.B. (2012). Pulmonary Pathophysiology; the essentials. 8th edition, Lippincott Williams and Wilkins

Whiteley, S,M. Bodenham, A. and Bellamy, M.C. (2010) Churchill’s Pocketbooks- Intensive Care. 3rd edition. Elsevier Churchill Livingston, London.

RECOMMENDED READING:Baker, E. and Lai, D.(2008) Respiratory medicine: Clinical cases uncovered (Case based). 1st edition. Willey-Blackwell.

Harden, B., Cross, J., Broad, M.A., Quint, M.,Ritson, P. and Thomas, S. (2008) Emergency Physiotherapy; an on-call survival guide. 2nd edition, Churchill Livingstone.

American Association of Cardiovascular and Pulmonary Rehabilitation (AACPR) (2010). Guidelines for pulmonary rehabilitation programmes. 4th edition, Human Kinetics.

Woolf-May, K. (2006). Exercise Prescription; Physiological Foundations: A guide for health, sport and exercise professionals. 1st edition, Churchill Livingstone. Elsevier.

Hillegass & Sadowsky (2001) Essentials of Cardiopulmonary Physical Therapy 2nd edition Saunders, Harcourt Health Sciences.

Garrod, R. (2004). Pulmonary Rehabilitation: An interdisciplinary approach 1st edition, Whurr.

JOURNALS:American Journal of Respiratory and Critical Care MedicineAmerican Journal of Critical CareThoraxEuropean Respiratory JournalIntensive Care MedicineCritical Care MedicineJournal of Critical CareHeart & Lung: The Journal of Acute and Critical Care Journal of Cardiopulmonary rehabilitation and preventionRespiratory MedicinePhysiotherapy Research International PhysiotherapyJournal of Chronic Respiratory Disease

INTERNET RESOURCES / DATABASES:


http://www.acprc.org.uk- access to the Association of Chartered Physiotherapists in Respiratory Carehttp://www.brit-thoracic.org.uk/British Thoracic Society – provides access to Thorax and many current & relevant publicationshttp://www.lunguk.org/British Lung Foundation – Charity run and set up by patients with lung disease, provides useful medical information, patient leaflets and an appreciation of problems from patient perspective.

MODULE EVALUATIONThe module will be evaluated yearly at the end of the 3rd term using a standard feedback sheet.

MODULE LEADER AND KEY TEACHING STAFF CONTRIBUTING TO THE MODULE: Dr Dimitra Nikoletou (lead)Dr Gita RamdharrySarah WaygoodClinical staff from NHS Hospital trusts


http://www.lunguk.org/

http://www.brit-thoracic.org.uk/

6.3.3 Neurological Rehabilitation


DATE OF REVISION:


TITLE: NEUROLOGICAL REHABILITATION

MODULE SUMMARY:This module aims to develop the knowledge and understanding of the underlying theoretical and practical principles of neurological physiotherapy practice in the management of neurological movement dysfunction, including the impact of living with long term conditions. An integration of neuroscience with the principles of physiotherapy will be used to develop clinical reasoning, therapeutic models of intervention and practical skills. Students will be encouraged to consider the psychosocial, emotional and environmental issues in relation to practice

PRE-REQUISITES: All Level 4 modules


KEY SKILLS:Self awarenessCommunicationInterpersonalResearch and information literacyManagement and leadershipCreativity and problem solving

AIMS:This module will enable students to develop a reflective, problem solving approach using critical and analytical methods which link current research, theory and clinical consensus in the management of individuals with neurological conditions


1. Integrate knowledge of neuroscience, rehabilitation, movement science, psychosocial and cultural factors to develop management programmes for individuals with neurological conditions

2. Use a problem solving approach to identify aspects of an individual’s neurological movement disorder that are amenable to appropriate treatment strategies.

3. Demonstrate the competent application of practical and interpersonal skills in the assessment and management of impairment and activity limitation. Apply appropriate moving and handling techniques


4. Apply the skills of independent learning and develop a questioning attitude to clinical practice.

5. Develop strategies that result in the effective delivery of a group project and evaluation of own role


Clinical reasoning in Neurorehabilitation Neuroanatomy and physiology relating to the control of movement. Management strategies for neurological impairments (for example; altered

tone, impaired balance, ataxia, vestibular dysfunction) and prevention of secondary impairments such as postural deformity which include, positioning, exercise, and therapeutic handling in a variety of settings.

The pathology of and management of a range of neurological conditions (for example; stroke, Parkinson’s disease, multiple sclerosis, muscular dystrophy, traumatic brain injury, motor neurone disease)

Aspects of cognition and perception relating to neurological damage e.g. memory loss, dyspraxia.

Exercise prescription and goal setting including self management strategies, and secondary and tertiary health promotion.

Theory and practice of rehabilitation of functional activities. Contributions to these areas may be from specialist health professionals and

service users and carers

LEARNING AND TEACHING STRATEGIES:Contact hours: 45Key Note Lectures 23Tutorials 4Workshops 3Practical Sessions 15Case based learning 0Directed study and Assessment 90Self directed study 15Total Hours: 150


Formative The emphasis of the presentations is to critically evaluate an area of current development in neurological rehabilitation. Students will receive an individual mark

Type of assessment Group presentation Weighting N/AAssesses Learning Outcomes 1,2,4,5Assessor Module team

SummativeA series of competencies pertaining to neurorehabilitation have been developed in collaboration with clinicians. Questions will be designed to assess choice and application of practical handling methods in neurorehabilitation. The IPE requires the student to demonstrate key assessment and treatment skills and justify those selected in an interactive discussion with the assessors.

Type of assessment Interactive Practical Exam


Weighting 100%Assesses Learning Outcomes 1-5Assessor Module team

ACHIEVING A PASS:It is a requirement that the major assessment category must be passed in this module.

BIBLIOGRAPHY:Core textsCarr, J. Shepherd, R. (2010) Neurological rehabilitation and optimizing motor performance. 2nd edn. London: Churchill Livingstone.

Lennon, S. and Stokes, M. (eds). (2008) Pocketbook of neurological physiotherapy. London: Churchill Livingstone

Shumway Cook, A. and Woollacott, M. (2012) Motor Control: Translating research into clinical practice. 4th edn. Philadelphia: Lippincott Williams and Wilkins

Stokes, M. and Stack, E. (eds) (2011) Physical management for neurological Conditions. 3rd edn. London: Churchill Livingstone,

RECOMMENDED READING:Harvey, L. (2008) Management of spinal cord injuries: a guide for physiotherapists. London: Churchill Livingstone.

Linday, K, Bone, I and Fuller, G (2010). Neurology and neurosurgery illustrated 5th edn. London: Churchill Livingston

Levine, D. Richards, J. and Whittle, M.W. (eds) (2012) Whittle’s gait analysis. 5th edn. Edinburgh: Butterworth-Heinemann.

Refshauge, K. Ada, L. and Ellis, E. (2005) Science-based rehabilitation. London: Butterworth Heinemann.

JOURNALS:BrainStrokeArchives of Physical Medicine and Rehabilitation, Disability and Rehabilitation, Physical Therapy, Clinical Rehabilitation

INTERNET RESOURCES / DATABASES:Brain and Spine Foundation www.bbsf.org.ukDisability Resources www.makoa.orgGuillain Barre Support www.gbs.org.ukParkinsons Support www.parkinsons.org.ukStroke Association www.stroke.org.ukMuscular Dystrophy www.mdausa.orgBrain Injury Assocation www.biausa.orgMultiple Sclerosis www.msresearchtrust.orgNational Institute for www.ninds.nih.gov Neurological Disorders


http://www.ninds.nih.gov/

http://www.msresearchtrust.org/

http://www.biausa.org/

http://www.mdausa.org/

http://www.stroke.org.uk/

http://www.parkinsons.org.uk/

http://www.gbs.org.uk/

http://www.makoa.org/

http://www.bbsf.org.uk/

NICE (look here for clinical guidelines for Multiple Sclerosis, stroke etc.) www.nice.org.uk Stroke Quality Standard http://guidance.nice.org.uk/QS2

Royal College of Physicians www.rcplondon.ac.uk/college/ceeu_stroke_home.htm#2 The National clinical guidelines for stroke. 3rd edition (2008) are available here

MODULE EVALUATION:The module will be evaluated yearly at the end of the 3rd term using a standard Kingston University feedback sheet

MODULE LEADER AND KEY TEACHING STAFF CONTRIBUTING TO THE MODULE: Chris Manning (Module Leader)Dr Gita Ramdharry Dr Fiona Jones


http://www.rcplondon.ac.uk/college/ceeu_stroke_home.htm#2

http://guidance.nice.org.uk/QS2

http://www.nice.org.uk/

6.3.4 Research Methods in Health and Social Care


DATE OF REVISION:


TITLE: Research Methods in Health and Social Care

MODULE SUMMARY:This module is designed to equip students with competence in research skills and will enhance students’ ability to utilise and transfer information, collaborate between professions and co-operate as a team. This module takes a multidisciplinary approach, and is designed for all health and social work professionals. It will foster an in-depth understanding of the processes, stages and management of research, enable students to demonstrate critical appraisal and develop research skills applicable to both quantitative and qualitative approaches. It will equip students apply the concepts of ethics to their proposed study and in reflection on their professional practice. It will introduce the students to analyse, interpret and present a set of data that is necessary for the dissertation module.

PRE-REQUISITES: Successful completion of Level 4 modules

CO-REQUISITES: Concurrent attendance of other Level 5 modules

KEY SKILLS:Communication and Presentation SkillsIndependent LearningInformation Management and TechnologyLifelong LearningLiteracyNumeracyWorking with Others

AIMS:To ensure students are able to undertake a critical review of relevant literature in their chosen area, and have critical understanding of the use of different research methods, designs, and the ethical issues involved in undertaking research.To further develop the students’ own research skills, in order to enable them to undertake and publish research that contributes to evidenced-based practice.


1. Review and critique relevant literature, and analyse the impact and implications of health and social care research on changing practice.

2. Manage the research process, using the appropriate time scale for


each proposed stage including application to a Research Ethics Committee.

3. Appraise a variety of approaches to qualitative and quantitative research methods in order to select and design own research and implement data collection and analysis procedures.

4. Formulate a research proposal, justifying choice of design and methodology and demonstrating ethical research practice, and examine the contribution of research evidence to aspects of clinical practice.

5. Critically evaluate evidence-based practice and present a report of the key findings.


The research process: development of hypotheses or research questions, research design, data collection, data analysis and presentation.

Quantitative and qualitative research methods and methodologies. Approaches, strengths and limitations of quantitative and qualitative research,

Triangulation and use of mixed methods. Measurement issues: levels of measurement; variables; reliability and validity,

trustworthiness, data integrity and sampling techniques. Ethical considerations and integrity in research. Evaluation of research and managing and planning the project. Reading, referencing and the management of information and writing the

report. Introduction to statistics and SPSS and statistical data analysis including

Descriptive statistics and statistical tests used for a variety of types of data, Normal distribution, standard errors, 95% confidence intervals and sample size, Correlation and regression.

Introduction to qualitative analysis – categories and thematic extraction analysis, content analysis, grounded theory, summary analysis.

LEARNING AND TEACHING STRATEGIES:Lectures will be used to introduce material, to provide guidance for further independent study and to summarise and set in context topics studied through guided pre-reading and knowledge acquired through professional activity. Group discussions and tutorials will enable students to explore topics in depth, sharing experiences and ideas and developing their evaluative cognitive skills as well as their communication skills both in discussion and presentation to the class. Workshops and computer based examples and practical exercises will take place as part of the taught component.

StudySpace will be used to support the teaching and learning by being a repository for the knowledge-based materials for the module consisting of notes, diagrams and PowerPoint presentations and these will be supplemented by access to on-line materials including the journal articles in the pre-reading resources list to facilitate access to those journals available as e-copies. Formative exercises will be provided to test understanding of the work and to enhance learning. The learning materials will remain available to the students throughout the self-directed learning/assignment period.

Formative feedback will be offered by the teaching team throughout the module; this will include ongoing feedback after lectures, tutorials, workshops, and computer-based teaching.


Contact hours: 30

Key Note Lectures 15Tutorials 5Workshops and computer based learning 6Problem based learning 4 Directed Study including assessment: 100Private Study: 20Total Hours: 150


SummativeThis module will be assessed by: Critical evaluation of a published research paper within a peer reviewed journal (2000 words)The critical evaluation of a published research paper will be by individual effort.The aim of the assessment of the research methods module is to evaluate the students’ development of a critical, evaluative and reflective approach to literature, and research methods and process, and formulation of a research proposal for clinical or social research.

Type of assessment Critical evaluation of a published research paper


It should be noted that the core issues learned in this module will be integrated and reinforced within the other modules taking place in this year.

ACHIEVING A PASS:

It is a requirement that the major assessment category must be passed in this module.

BIBLIOGRAPHY:Core textsDenscombe, M (2010), The Good Research Guide: For Small-Scale Social Research Projects (4th ed.). McGraw-Hill House: England.

Melnyk, B & Fineout-Overholt, E (2011) Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice. 2nd Ed. Philadelphia: Wolters Kluwers Health / Lippincott Williams and Wilkins

Walliman, N. (2005) Your Research Project: A Step-by-Step Guide for the First-Time Researcher. Sage Publications: London.

RECOMMENDED READINGThis will vary according to the personal needs of the students and their individual study


Creswell. J.W. 2007. Qualitative inquiry and research design. Choosing among five traditions (2nd ed.). London: Sage.

Easterby-Smith, M., Thorpe, R.., Jackson, P.R. (2008) Management research. London, SAGE

Field, A. 2009. Discovering statistics using SPSS (3rd ed.). London: Sage.

Munro, B (2005) Statitical methos for Health Care Research 5th Ed London: Lipincott Williams &Wilkins.

Polgar, S & Thomas, SA (2007) Introduction to Research in Health Sciences 5th Ed London: Churchill Livingstone

INTERNET RESOURCES / DATABASEShttp://www.stats.gla.ac.uk/steps/glossary/presenting_data.html#nomdathttp://www.stats.gla.ac.uk/steps/glossary/presenting_data.html#nomdathttp://methods.fullerton.edu/framesindex.htmlhttp://www.vts.rdn.ac.uk/tutorial/social-research-methods/http://www.mapnp.org/library/research/research.htmhttp://www.statistics.com/http://www.statsoftinc.com/textbook/stathome.htmlhttp://www.sal.hut.fi/Teaching/Resources/ProbStat/http://www.randomizer.org/

MODULE EVALUATION:The module will be evaluated yearly at the end of the 3rd term using a standard Kingston University feedback sheet

MODULE LEADER AND KEY TEACHING STAFF CONTRIBUTING TO THE MODULE: Prof. Andy Jewell (Module Leader)Anne-Marie HassenkampDr. Ahmed YounisDr. Fiona JonesDr. Gita RamdharryKaren HammLiz Treadwell

Prof. Michael Hurley John HammondChris ManningGill Mein Dr Dimitra NikoletouDr. Di Thomson


http://www.randomizer.org/

http://www.sal.hut.fi/Teaching/Resources/ProbStat/

http://www.statsoftinc.com/textbook/stathome.html

http://www.statistics.com/

http://www.mapnp.org/library/research/research.htm

http://www.vts.rdn.ac.uk/tutorial/social-research-methods/

http://methods.fullerton.edu/framesindex.html

http://www.stats.gla.ac.uk/steps/glossary/presenting_data.html#nomdat


6.3.5 Integrating Clinical Concepts DATE OF VALIDATION: April 2013

DATE OF REVISION:


TITLE: Integrating Clinical Concepts

MODULE SUMMARY: This Module includes topics that relate to the following aspects of behavioural science in the context of physiotherapy practice: psychological and social issues that influence individuals in health and illness including their responses to the management of their health status and related treatment.

The module will introduce and develop skills of reflection on practice and the need to record the outcome of such reflection in the student that will enhance their creativity and problem solving skills. These will facilitate students to view problems from a range of perspectives and will enable them to work with complex ideas and justify judgements made through effective use of evidence. Flexiblibilty of communication skills appropriate for the various settings within practice will be explored and practised. All of this will occur within an ethos of evidence-based practice.

PRE-REQUISITES: Successful completion of Year 1

CO-REQUISITES: Concurrent attendance of other Level 5 modules

KEY SKILLS:Self-awareness skills Communication skills Research and information skills Interpersonal skills Creativity and problem solving skills.

AIMS: This module will facilitate the students to develop an understanding of the application of bio-psycho-social concepts of healthcare to clinical practice. It will aim to facilitate student respect of different perspectives across the life-span.



1. Discuss how psychological factors such as anxiety stress and depression can influence service users’ physical problems and how physiotherapists might address these.

2. Discuss the bio-psycho-social approach to person-centred healthcare and how this relates to the International Classification of Functioning, Health and Disability (ICF) framework

3. Explore the various factors that are important in forming a partnership with service users, including your own assumptions and how these are challenged and the perspectives of all present including that of the patient.

4. Demonstrate, using clinical reasoning, how you have used information from a range of sources to devise an intervention (or interventions) to address the problems presented by service users.

5. Discuss, in relation to professional standards, how you have addressed ethical issues and legal requirements in your placements.

6. Review how you have applied theoretical and scientific principles to your clinical practice

7. Evaluate your own learning needs and state how you have progressed in the clinical context


Review of the Bio-psycho-social Model of healthcare with an emphasis on clinical application. In particular discuss the psychological and sociological factors that influence and individual in health and illness within a person-centred approach.

Introduction to theories of communication relevant to effective interaction with service users, carers and colleagues.

Review Life span development and its relevance to physiotherapy practice. Professional accountability, autonomy, rules of professional conduct and

issues relating to equality of care. The need to respect and uphold the rights, dignity, confidentiality, and autonomy of every service user obtain including obtaining informed consent.

Awareness of non-specific treatment effects. The influence of stress, anxiety and unhelpful or unrealistic beliefs on

treatment outcome; impact of treatment setting; helplessness; reflection on student/clinician stress/fears

Motivational strategies including cognitive and behavioural principles and goal setting, reinforce the influence of physiotherapy on psychological states; reinforce need to be aware of own limitations and professional boundaries

Clinical-based problems (see *tutorials below) will include key dimensions to encourage a bio-psycho-social approach and emphasise effective communication throughout the care of the service user.

Communication strategies for complex scenarios o Patients - example of dementia will be usedo Carers/ familyo Delegation – e.g. rehabilitation assistantso Negotiation skills


A number of different approaches to practice and how to select or modify approaches to meet the needs of an individual or groups.


Contact hours 35Key Note Lectures 10Tutorials / workshops 25Directed Study and Assessment 110Self Directed Study 130Total Hours: 300

ASSESSMENT STRATEGY: There are two main assessments for this module

Summative 1Students are required to write an essay addressing the topic“Select an incident from your clinical experience and discuss how consideration of bio-psychosocial factors informed this incident”

Type of assessment Essay (1500 words)Weighting 40%Assesses Learning Outcomes 1,2Assessor Module team

Summative 2Reflective Practice Portfolio profile: Students will submit 2 pieces of evidence from their portfolio that will address each of the module learning outcomes 3,4,5,6 &7. (A profile is 'a collection of evidence which is selected from the personal portfolio for a particular purpose or a particular audience.' Brown, 1992 cited in Hull & Redfern, 1996). This is also reflective of the HCPC guidance

Type of assessment Reflective practice PortfolioWeighting 60% Assesses Learning Outcomes 3,4,5,6,7Assessor Module team

Formative Formative feedback will be given in between the placements where students bring written documents to tutorials to discuss with each other and then use information to review and facilitate personal development and identification of own learning needs

ACHIEVING A PASS:It IS a requirement that each assessment component must be passed separately in order to achieve an overall pass for this module.

BIBLIOGRAPHY:Core textsHiggs, J., Richardson, B. & Abrandt Dahlgren, M. eds. (2004) Developing Practice Knowledge for Health Professionals. Edinburgh: Butterworth Heinemann


Moon, J. A. (2004) A Handbook of Reflective and Experiential Learning. Theory and Practice. RoutledgeFalmer, London.

Moon J (1999a) 'Reflection in Learning and Professional Development Theory and Practice', London: Kogan Page

Sarafino, E.P. (2002) Health Psychology - Biopsychosocial interactions 4th Edition. John Wiley and Sons: London

RECOMMENDED READING:Donaghy M & Morss K (2000) Guided reflection: A framework to facilitate and assess reflective practice within the discipline of physiotherapy. Physiotherapy Theory and Practice, 16, pp 3-14

Ghaye, T. (2005). Developing the Reflective Healthcare Team. Oxford: Blackwell.

Sackett, D.L. (1999) Evidence-based medicine :how to practice and teach EBM (2nd ed). Edinburgh: Churchill Livingstone.

Sim, J. (2000) Ethical Decision Making in Therapy Practice. Oxford: Butterworth and Heinnemann

Vetter, N. & Matthews, I. (1999) Epidemiology and Public Health Medicine. Churchill Livingstone: London.

Wittink, H. & Michel T.H. (2002) Chronic pain management for physical therapists (2nd ed). Boston: Butterworth-Heinemann.

HPC (2009) Continuing Professional Development http://www.hpc-uk.org/registrants/cpd/ links to:How to complete your continuing professional development profileCPD profile template

Chartered Society of Physiotherapy (2008) Keeping a Portfolio - Getting Started. Information paper: PD010 (formerly CPD6) [online], Available at: http://www.csp.org.uk/director/libraryandpublications/publications.cfm?item_id=74C877D7C2F372207CD8793005F2691B [Accessed 13-10-2008]


INTERNET RESOURCES / DATABASES:http://www.pedro.fhs.usyd.edu.au/http://www.hpc-uk.org/publicationshttp://www.dh.gov.uk/PolicyAndGuidance/OrganisationPolicy/fs/enCINAHLMEDLINEPSYCHLIT



http://www.dh.gov.uk/PolicyAndGuidance/OrganisationPolicy/fs/en

http://www.hpc-uk.org/publications

http://www.pedro.fhs.usyd.edu.au/

http://www.csp.org.uk/director/libraryandpublications/publications.cfm?item_id=74C877D7C2F372207CD8793005F2691B

http://www.csp.org.uk/director/libraryandpublications/publications.cfm?item_id=74C877D7C2F372207CD8793005F2691B


MODULE LEADER AND KEY TEACHING STAFF CONTRIBUTING TO THE MODULE: Di Thomson Anne Marie Hassenkamp


6.3.6 Practice Placements 1, 2 and 3


DATE OF REVISION:


TITLE: Practice Placements 1, 2 and 3

MODULE SUMMARY:The practice education element is a key academic learning process of the course. It facilitates transitional learning and ensures that all students practise physiotherapy safely and competently. All students must pass all practice placements independently to progress on this module. The assessment form, level 5 (also referred to as level 2), common to all Physiotherapy programmes in London and the South East of England, is used (see definitive document). Students are assessed by their Practice Educator/s (PE) and supported by the Visiting Academic Tutor (VT).

LEVEL 5 (2)Two placements – PP2 and PP3 – provide the students with the opportunity to develop their ability in, and understanding of, physiotherapy skills and clinical decision-making. Students will primarily be concerned with consolidating their theoretical knowledge and developing their understanding through the experience of treating patients. They should be involved with the complete management of a service user/client or patient, from assessment to discharge and the experience of patients/clients or service users should span the age range where possible. Initially they will require guidance as they develop the necessary skills. Placements 2 and 3 are assessed at Level 5 and criteria-referenced (see definitive document) and the results of these contribute to the final award and evaluate a progressive level of personal and professional development.

PRE-REQUISITES: All Level 4 modules. This includes a 5 week placement (PP1) which takes place in Year 2 and is assessed using PASS/FAIL criteria at level 4 and does not contribute to the overall weighting of the module mark. This is assessed using the common assessment proforma. Preparation for practice includes manual handling training and safeguarding.

CO-REQUISITES: Concurrent attendance in other Level 5 modules

KEY SKILLS:CommunicationSelf awarenessInterpersonalCreativity and problem solvingWorking with othersInformation and communication technologyApplication of numeracy and literacyImproving own learning and performanceResearch literacyAIMS:


This module will enable students:To develop interpersonal skills, professionalism, clinical reasoning and the management of a variety of patients through clinical experienceTo continue to evolve independent learning

LEARNING OUTCOMES: On successful completion of the module the students will be able to demonstrate achievement of the following learning outcomes. Mandatory requirements

1. Integrate health and safety legislation into physiotherapy practice taking account of local policy and procedures.

2. Demonstrate non-discriminatory practice.3. Fulfil all responsibilities related to legal ethical and local considerations of

professional practice including clinical information (CSP, 2002; HCPC, 2003).

Interpersonal skills domain (20% of PP assessment)4. Establish a therapeutic relationship, demonstrating sensitivity to the needs

of others, having an awareness of physical, psychosocial and cultural needs.

5. Establish appropriate relationships within a team, i.e. health and social care staff and students.

6. Communicate in a professional manner with patients/clients, relatives, carers and colleagues using verbal, non-verbal, listening and writing skills.

Professionalism domain (10% of PP assessment)7. Identify individual learning needs, areas for development and the means

for addressing these. 8. Develop a reflective approach to practice and respond appropriately to

feedback.9. Manage their workload (appropriate to the practice environment), and

respond to varying circumstances in a professional manner.10. Demonstrate accountability and knowledge of own professional and

personal scope of practice; whilst recognising and acknowledging the contributions of team members to the patient/client centred approach

Treatment / Management domain (35% of PP assessment)

11. Apply appropriate assessment and treatment strategies, safely and effectively.

12. Monitor and review the ongoing effectiveness of planned activity, recognising the need to modify management in conjunction with patients/clients or carers.

13. Ensure the patient/client is central in the management of their health and well being.


Clinical Reasoning domain (35% of PP assessment)14. Demonstrate an awareness of a holistic process of enquiry by undertaking

physiotherapy assessment strategies which are appropriate for the patient. 15. Recognise and interpret clinical features to formulate a problem list using

the findings from the patient assessment. 16. Set SMART goals with patients/clients and/or carers as appropriate.

17. Plan individualised treatment/management programmes considering available resources.

18. Select and interpret appropriate measures to evaluate the outcome of physiotherapy interventions.

19. Demonstrate order, clarity and clinical reasoning in documentation.

INDICATIVE CURRICULUM CONTENT:The experience gained in each placement is determined by a number of factors including the range of patients/clients/service users, the learning opportunities and the individual learning needs and interests of the student. It is also influenced by the student’s level of knowledge, interest and experience and by the organisation and management needs of the placement. However, the experience is measured against the outcomes for the Level 5 (2) placements. The Practice Educator and student will negotiate a learning contract to maximise learning in each environment. Practice Educators and students will negotiate a learning contract to maximise learning in each environment. The University Practice Co-ordinator will monitor each student’s practice placement profile throughout the entire course to ensure that each individual has experience within and across care pathways with patients, clients and service uses of all ages, in both acute and community settings and wherever possible in areas that include: respiratory/cardiorespiratory, neurological, musculoskeletal and rehabilitation of the older person.

Student experience in the clinical practice environment is not seen as stand alone.

Clinical reasoning and theory to practice links are developed by the experience on placement and through reflection in the concurrent module ‘Integrating Clinical Concepts’ which is assessed by a reflective practice portfolio (see definitive document).

LEARNING AND TEACHING STRATEGIES:The clinical working week comprises of 32 hours per week.

Practice placement 1 include pre-clinical preparation

6 weeks

Practice placement 2 5 weeks

Practice placement 3 5 weeks

Total Hours: 16 x 32 512

Key note lectures and tutorials:In addition to the pre-clinical week (PP1) – see above – all students attend a series of further lectures in preparation for PPs 2 and 3.


Tutorials in the ICC module relate to clinical practice and are included in the overall hours.It is anticipated that students will undertake self directed private study as further preparation.

Practice placement 2 preparation lecture 2 hoursPractice placement 3 preparation lecture 2 hoursICC tutorials 15 hoursPrivate self directed study Unknown

Total Hours: 19

Total Hours: approximately 531

ASSESSMENT STRATEGY:This is a practice based assessment based on the student performance on placement Summative 1Type of assessment Practice Placement 1Weighting PASS/FAILAssesses Learning Outcomes ALLAssessor Practice Educator

Summative 2 Type of assessment Practice Placement 2Weighting 50%Assesses Learning Outcomes ALLAssessor Practice Educator

Summative 3Type of assessment Practice Placement 3Weighting 50%Assesses Learning Outcomes ALLAssessor Practice EducatorThe clinical placement assessment form includes criteria to assess HCPC proficiencies including:

Practising within legal and ethical boundaries commensurate with level of learning

Practising in a non discriminatory manner Maintaining confidentiality Obtaining informed consent Exercising a professional duty of care Working in partnership with other professional support staff, service, their

relatives and carers Demonstrating effective skills in communication

Throughout the programme, the practice placements are structured such that they are progressive in nature (academic levels 4, 5 and 6). The universities within the Placement Management Partnership (PMP) have agreed these levels and each designated level reflects the performance standard and not the year of study. The levels of placement assessment reflect the levels of achievable outcome in relation to the development of the extent of the student’s learning.


The practice placements are assessed by the Practice Educator who will be HCPC registered or registered with another recognised Health Care Professional Body. A final average mark from practice placement assessments at Level 5 will determine the total practice module mark. All placements must be passed independently for successful completion of Year 2.

Achieving a pass: It IS a requirement that the PP1 (Level 4 or 1) placement is passed prior to commencement of the module. Practice placements 2 and 3 must be passed separately in order to achieve an overall pass for this module.

RECOMMENDED READING:This will vary dependent upon the clinical context. Students are encouraged to refer to appropriate texts/ journals recommended in the various university based modules and to conduct independent literature searches and critical analyses as appropriate to inform their practice. Students may be guided by placement specific recommended reading, accessible from Practice Educators directly or via practice placement information sheets available on http://support.pmpartnership.org.uk.See definitive document.

Ainslie. T. (2012). The Concise Guide to Physiotherapy: Assessment and Treatment. Churchill Livingstone. Elsevier, Oxford.

Kenyon, J. & Kenyon, K. (2009). The Physiotherapy Pocket Book – Essential Facts at your Fingertips. Churchill Livingstone.

CSP (2011) Code of Professional Values and Behaviour http://www.csp.org.uk/professional-union/professionalism/csp-expectations-members/code-professional-values-behaviour

CSP (2008) Scope of Practice http://www.csp.org.uk/publications/scope-practice-physiotherapy

HPC (2008) Standards of Conduct, Performance and Ethics http://www.hpc-uk.org/aboutregistration/standards/standardsofconductperformanceandethics/


INTERNET RESOURCES / DATABASES:See above

MODULE EVALUATIONThe module will be evaluated yearly at the end of the 3rd term using a standard feedback sheet that has been developed in collaboration with other HEI’s in London

MODULE LEADER AND KEY TEACHING STAFF CONTRIBUTING TO THE MODULE: Mary Jane Cole Matthew Zasada


http://www.hpc-uk.org/aboutregistration/standards/standardsofconductperformanceandethics/


http://www.csp.org.uk/publications/scope-practice-physiotherapy

http://www.csp.org.uk/professional-union/professionalism/csp-expectations-members/code-professional-values-behaviour


http://support.pmpartnership.org.uk/

7 Year Three

7.1 Year Three Learning outcomes:

On successful completion of the year the students will be able to demonstrate achievement of the following learning outcomes:

1. Evaluate the changing scope and boundaries of Physiotherapy practice in the delivery of health and social care including the roles of other professions in health and social care.

2. Critically analyse and synthesize key findings from research, clinical consensus and service users’ experience.

3. Practise physiotherapy informed by clinical reasoning and within a clinical governance framework.

4. Demonstrate self-responsibility and advanced personal strategies for lifelong learning including evidence of reflective practice.

5. Develop an understanding of how to evaluate physiotherapy interventions and the management skills required for the physiotherapist in the contemporary workplace.

6. Select and apply appropriate physiotherapy assessment, treatment and management skills appropriate for individuals with impairments, activity limitations or participation restriction and justify their use.

7.2 Summary year plan

Total per year of 120 credits

Practice Modules:3 Level 6 practice placements (30 credits in total)

Academic Modules:18 teaching weeks (see year plan)

ModulesResearch in practice: 30 creditsPhysiotherapy practice in context: 30 creditsInterprofessional debate/ management: 15 creditsCritical reflection/ reasoning: 15 credits


7.3 Year 3 Module Descriptors

7.3.1 Physiotherapy practice in Context


DATE OF REVISION:


TITLE: PHYSIOTHERAPY PRACTICE IN CONTEXT

MODULE SUMMARY:This module aims to facilitate further development of a problem-based approach to holistic patient management within the context of physiotherapy practice. This will enable the students to apply critical reasoning within the context of research and experience, to patient management. In addition, this will facilitate integration of broader concepts of clinical practice, including, understanding of the current health sector, regulatory and quality bodies in England, population change, long term conditions, and non-communicable diseases. Understanding the impact of these on physiotherapy practice will be central to the module.

The reinforcement of previous knowledge concentrates on the complex needs of particular groups, such as women, children, the elderly, people with learning disabilities and so on, which have to be dealt with through a holistic approach.

The assessment is aimed towards indicating the evidence and support for developing the roles of physiotherapists individually and the physiotherapy profession as a whole within a multi professional, multiagency health and social care environment.

PRE-REQUISITES: Satisfactory completion of all level 5 modules

CO-REQUISITES: Attendance of other Level 6 modules

KEY SKILLS:Self AwarenessCommunicationInterpersonalResearch and information literacyNumeracyManagement and leadershipCreativity and problem solving

AIMS:This module will enable students:To develop a reflective, problem solving approach to physiotherapy practice in relation to complex health settings considering the influences of policy, changes in society, global influences and regulatory requirements.



1. Apply clinical reasoning skills in order to compare and contrast various approaches to patient management and patient populations

2. Critically analyse and evaluate the literature with respect to its application to patient management

3. Evaluate the holistic approach to patient management in physiotherapy and interdisciplinary practice.

4. Justify criteria to evaluate the outcome of physiotherapy interventions including behaviour change and health promotion.

5. Critically analyse and evaluate the effect of health policy and population changes on physiotherapy practice.

6. Evaluate the impact of long term conditions on Health and Social Care provision and the value of self- management approaches.


Health promotion: considering behaviour change, medical, social, psychological and interprofessional contexts and role of the media

Advancement of key aspects of physiotherapy management in primary, acute, intermediate & tertiary care, including long term conditions, dementia,

Holistic management of the patient within an interdisciplinary environment e.g. child within the family, older person in long term care, culture and diversity.

Changing patterns of healthcare affecting provision of patient care e.g. Primary Care, Integrated Care, Foundation Trusts, commissioning.

Scope and boundaries of physiotherapy practice across the health care setting: including management, guidelines and local and national policy.

Self Management in long term conditions. Apply ethical and medico-legal aspects to physiotherapy practice e.g.

informed consent, confidentiality, safeguarding, abuse. Preparation for first post including, marketing, enterprise, application of critical

thinking, current policies and guidelines to practise. Update on areas of physiotherapy practice e.g. rheumatology, neurology


Contact hours: 70Key Note Lectures 46Tutorials 2Seminars 2Workshops 8Practical Sessions 12

Directed Study including assessment: 180Private Study: 50

Total Hours: 300


ASSESSMENT STRATEGY:Formative: Students will discuss in groups the role of physiotherapists in health promotion in an area of their choice e.g. skin cancer, sexual health, obesity. Identifying how the physiotherapist can incorporate public health initiatives into their practice.

Type of assessment Group PresentationWeighting 0%Assesses Learning Outcomes 1-6Assessor Module team

Summative 1An individual critically focussed discussion (2,500 words) will form one part of the assessment of this module and will be based on the response of physiotherapists to meet the demands of changes in healthcare needs.

Type of assessment Critical discussionWeighting 70%Assesses Learning Outcomes 1-6Assessor Module team

Summative 2A group poster presentation that addresses a specific issue regarding physiotherapy practice in the wider context of healthcare in relation to the indicative content of this module e.g. a health promotion topic, management of learning disability in the school environment, management of women’s health issues in the community care setting, public and patient involvement.

Type of assessment Poster productionWeighting 30%Assesses Learning Outcomes 1-6Assessor Module team

Achieving a Pass:It is a requirement that each assessment component must be passed separately in order to achieve an overall pass for this module.

BIBLIOGRAPHY:Core textsBuse, K. Mays, N. and Walt, G. (2012) Making health policy. 2nd edn. Maidenhead: Open University Press

Jones, R. and Jenkins, F. (eds.) (2010) Managing, money, measurement and marketing in the allied health professions. Oxford: Radcliffe Publishing

Naidoo, J, Wills J. (2010) Developing practice for public health and Health Promotion 3rd edn. London: Bailiere Tindall.

Naidoo, J. and Wills, J. (2009) Foundations for health promotion 3rd edn. London: Bailiere Tindall. Wilkinson, R. and Pickett, J. (2009) The spirit level. Why equality is better for everyone. London: Penguin Books.


RECOMMENDED READING:World Health Organisation (2008) Commission on Social Determinants of Health - Final Report. available online at http://www.who.int/social_determinants/final_report/en/index.html

JOURNALS:Health Service JournalQuality in HealthcareJournal of Interprofessional CareJournal of Management and MedicineJournal of Public Health

INTERNET RESOURCES / DATABASES:Chartered Society of Physiotherapy and Interactive CSP (particularly Public Health Network): Department of Health: DH Allied Health Professionals Bulletin: http://ahp.dh.gov.uk/ Involve The Kings Fund .National Statistics online. (for all sorts of things including Social Trends) http://www.statistics.gov.uk/

NHS Choices (this has a section of comments from service users about the care they received). http://www.nhs.uk/Pages/HomePage.aspx

National Institute for Health and Clinical Excellence (NICE)

WHO: http://www.who.int/en/


MODULE LEADER AND KEY TEACHING STAFF CONTRIBUTING TO THE MODULE: Chris Manning (Module Leader)Anne-Marie HassenkampGill Mein


http://www.who.int/en/

http://www.nice.org.uk/

http://www.nhs.uk/Pages/HomePage.aspx

http://www.statistics.gov.uk/

http://www.kingsfund.org.uk/

http://www.involve.org.uk/

http://ahp.dh.gov.uk/

http://www.dh.gov.uk/Home/fs/en

http://www.csp.org.uk/

http://www.csp.org.uk/

http://www.who.int/social_determinants/final_report/en/index.html

7.3.2 Research in Practice


DATE OF REVISION:


TITLE: RESEARCH IN PRACTICE

MODULE SUMMARY:The rationale of this module is to provide students with the experience of utilising all principles of research design to understand a health and / or social care question. Students will understand how to undertake an individual research project within a particular specialist area. In addition, the module will develop the students’ communication skills to enable them to disseminate their findings in a written format. Through engagement in the research process students will have the opportunity to demonstrate a personal commitment to professional standards, recognising obligations to clients, the profession and society.

The module will also offer the experience of interdisciplinary collaboration as part of the philosophy of the Faculty of Health, Social Care and Education. The module offers students the opportunity to use a combination of general and specialist research design for Health and Social Care Sciences, and to contribute and extend the theoretical understanding of new and advancing knowledge and its application to a relevant field of study.

PRE-REQUISITES: Successful completion of all other Level 5 modules (particularly Research Methods)

CO-REQUISITES: Concurrent attendance of other Year 3 modules

KEY SKILLS:Communication and Presentation SkillsInformation Management and TechnologyLiteracyWorking with OthersIndependent LearningLifelong Learning

AIMS:To undertake research into a particular topic relevant to the student’s professional discipline in order to develop in-depth theoretical, analytical and research skills To become familiar with a particular topic and associated theorised perspectives relevant to student’s discipline.To facilitate the student in undertaking a piece of independent research and effectively communicating findings.



1. Identify a potential research project and appropriate research problem for investigation and solution.

2. Appraise the relevant literature to develop an independent and focused research proposal and seek appropriate forms of approval.

3. Evaluate relevant methodologies, select and justify an appropriate method for their own research.

4. Select and justify data analysis techniques which are appropriate to the specific research question and scrutinise and critically analyse data with insight and understanding and specificity to the research question.

5. Implement the project protocol, with specific attention to time management, research governance, ethics and health and safety.

6. Communicate concisely and clearly the key findings of the independent research project to a relevant audience and reflect upon and acknowledge merits and limitations of the research produced and its contribution in enhancing evidence based practice in Health and Social Care Practice.

INDICATIVE CURRICULUM CONTENT:Project “surgery” Writing a literature review, selecting the most appropriate design and procedure for own study, performing a systematic data collection, choosing the sampling technique most appropriate for own study, ethical considerations, reporting and presenting the dissertation.

Management of StudyTime management with regard to the stages of own study.Prioritising work within the time limit

Team work and communication skillsWorking with supervisor, study group, clinicians, advisors and subjectsProtocols for sharing work.

Clinical guidelines, clinical governance and auditThe implementation and evaluation of clinical guidelines, governance and audit in own study to monitor and support physiotherapy practice, and enhance evidence-based health care.

Outcome measuresThe validity and reliability of the outcome measure(s) used in own study, standardised and non-standardised measures (as appropriate).

The module will build upon the fundamental theories and principals associated with undertaking and applying research skills in practice, in relation to the following key areas:

Critical reading and critical analysis Measurement issues: levels of measurement; variables; reliability and validity

and sampling techniques. Justification of the selected research method(s) Ethical considerations and integrity in research.


Evaluation of research and managing and planning the project. Quantitative and qualitative data analysis Management of information Interpreting the evidence and reporting the

findings. Using SPSS to produce tables, graphs, histograms. Dissemination of the findings: writing for per review journals, platform

presentation and poster presentation

LEARNING AND TEACHING STRATEGIES:Contact hours: 40

Key Note Lectures 10Tutorials and one to one Supervisors: per student/group of students

10

Computer based learning 10Workshops 10Directed Study 70Private Study: 190Total Hours: 300

ASSESSMENT STRATEGY:This module will be assessed by two pieces of written work representing group and individual efforts: The aim of the research project is to enable students to develop a critical, evaluative and reflective approach to literature, and research methods and process, and implement a research project in the clinical or social settings.

Summative 1A research paper prepared as if for peer review by an appropriate scientific journal. Students must choose a journal that publishes the type of work they are doing. They should prepare the paper according to the “Instructions for authors” issues by the journal. The word count should be what is stipulated by the journal instructions. If one has not been issued, then the word count should be no more than 3000-4000 words. Type of assessment Research report (group element):

Word count –see aboveWeighting 60%Assesses Learning Outcomes 1-6Assessor Module team

Summative 2An individual presentation exploring how the research study informs the evidence base and contributes to practice both broadly and individually. This will include a reflection on the student’s understanding of the research process developed through carrying out the study, and what skills the student has learned that will help in readiness for practice. This presentation will also encourage the student to consider how they have used other learning within the research process. The presentation will be given as if for a conference to their peers and academic staff.Type of assessment Presentation (individual

element): 10 mins with 5 mins question time

Weighting 40% Assesses Learning Outcomes 4,5,6Assessor Module team


Achieving a pass: It IS a requirement that each assessment component must be passed separately in order to achieve an overall pass for this module.

It should be noted that the core issues learned in this module will be integrated and reinforced within the other modules taking place in this year.

BIBLIOGRAPHY:This will largely be determined by the topic selected for the research. General texts can be found in the library. The following are suggested:

Core textsBell, J. (2005) Doing your research project: a guide for first time researchers in education and social science. Milton Keynes: Open University Press.

Browner, W. (2006). Publishing and presenting clinical research. 2nd Edn. Philadelphia: Wolters Kluwers Health / Lippincott Williams and Wilkins.

Donald, A Greenhalgh T (1999) Evidence Based Health Care Workbook: Understanding Research : for Individual and Group Learning (Evidence-Based Medicine). BMJ books

RECOMMENDED READINGHennink, M (2011) Qualitative research methods. London: Sage.

Kinnear, P. & Gray, C. (2011).IBM SPSS statistics made simple. East Sussex: Psychology Press

Munro, B. (2005). Statistical methods for health care research. 5th Edn. Philadelphia: Wolters Kluwers Health / Lippincott Williams and Wilkins

Robson, C (2011) Real world research: a resource for users of social research methods in applied settings. UK: Wiley publishing.

Thomas, D. (2010) Designing and managing your research project: core skills for health and social research. London: Sage.

INTERNET RESOURCES / DATABASEShttp://www.stats.gla.ac.uk/steps/glossary/presenting_data.html#nomdathttp://www.stats.gla.ac.uk/steps/glossary/presenting_data.html#nomdathttp://methods.fullerton.edu/framesindex.htmlhttp://www.vts.rdn.ac.uk/tutorial/social-research-methods/http://www.mapnp.org/library/research/research.htmhttp://www.statistics.com/http://www.statsoftinc.com/textbook/stathome.htmlhttp://www.sal.hut.fi/Teaching/Resources/ProbStat/http://www.randomizer.org/



http://www.randomizer.org/

http://www.sal.hut.fi/Teaching/Resources/ProbStat/

http://www.statsoftinc.com/textbook/stathome.html

http://www.statistics.com/

http://www.mapnp.org/library/research/research.htm

http://www.vts.rdn.ac.uk/tutorial/social-research-methods/

http://methods.fullerton.edu/framesindex.html



MODULE LEADER AND KEY TEACHING STAFF CONTRIBUTING TO THE MODULE: Prof. Andy Jewell (Module Leader)Anne-Marie HassenkampDr. Ahmed YounisDr. Fiona JonesDr. Gita RamdharryKaren HammLiz Treadwell

Prof. Michael Hurley John HammondChris ManningGill Mein Dr Dimitra NikoletouDr. Di Thomson


7.3.3 Interprofessional Debate/ManagementDATE OF VALIDATION: April 2013

DATE OF REVISION:


TITLE: INTERPROFESSIONAL DEBATE/MANAGEMENT

MODULE SUMMARY:This module provides a forum for health care professionals to debate current issues relevant to the multi-disciplinary provision of health and social care. The focus is on learning in an interprofessional environment with the opportunity to explore contemporary issues relating to health and social care. In preparing students for employment in such an arena the module also includes critical engagement with the concepts of management, professional codes and quality issues which will further their professional development.

PRE-REQUISITES:Satisfactory completion of all level 5 modules

CO-REQUISITES: Year Three modules

KEY SKILLS:Communication skillsSelf Awareness skillsInterpersonal skillsResearch and information literacy skillsNumeracy skillsManagement and Leadership skillsCreativity and problem solving skills

AIMS: This module provides students with a range of practical and theoretical management / leadership concepts and skills to start to prepare them for clinical leadership roles. It also enables students to continue to develop practice within the interprofessional health care context to further the philosophy of a seamless patient journey.


1. Compare and contrast management and leadership concepts which can be applied to the workplace.

2. Critically debate the impact of government policy on health care service provision, individual practice and interprofessional working.

3. Appraise a range of quality systems, including audit, appropriate for use in health care.

4. Critically evaluate the roles and responsibilities of a range of health professionals.

5. Review and discuss the professional and statutory ethical, legal and financial implications within interdisciplinary and inter-agency practice.


INDICATIVE CURRICULUM CONTENT:Professions and professional boundaries; self regulation and whistle blowingContemporary health and social care issues and impact on interprofessional workingNHS/social policy frameworkHuman resource management; manpower/ workforce planningManagement theory, decision making, problem solving Managing priorities in the health and social care settings, management of changeConsent and empowerment, medico-legal issues and liabilityManaging people, team building, clinical leadershipQuality issues e.g. professional and statutory standards, audit, conduct; Risk managementConveying personal knowledge /educating others

LEARNING AND TEACHING STRATEGIES:Delivery of the module is via lectures from a range of health care professionals, student led seminars and debates and self-directed study. Students are encouraged to participate fully in debates which embody contemporary and sometimes contentious health care policy.

Contact hours: 35Key Note Lectures 15Seminars / debates 10Tutorials 10Directed Study in assessment: 60Private Study: 55

Total Hours: 150

ASSESSMENT STRATEGY:The aim of this assessment is to demonstrate students’ ability to distil complex issues and debates in a clear, concise and effective manner and to demonstrate the application of management concepts in a hypothetical situation. The student is required to propose a change or improvement to current practice / service provision. The proposal takes the form of a report to a service manager. The work will identify and contextualise a specific area of practice to which there is a multi-professional dimension and critically appraise the justification and process of implementation of such a change, incorporating appropriate management and leadership concepts.

Summative: Type of Assessment Report/Discussion PaperWeighting 100%Assesses Learning Outcomes 1 – 5Assessor Module Team



BIBLIOGRAPHY:Core Texts:Martin, V., Charleswond, J. Henderson, E. (2010) Managing in health and social care

2nd ed. United Kingdom: Routledge Ltd.Shardlow, S (2009) Educating Professionals: Practice Learning in Health and Social Care.Jasper, M., Mansour, J (2009) Effective Healthcare LeadershipWallace, C. Davies, M. (2009) Sharing assessment in health and social care: a practical handbook for interprofessional working. United Kingdom: Sage Publications LtdWalshe, K, Smith, J., (2011) Healthcare Management

RECOMMENDED READING: Burnes B. (2000) Managing change: a strategic approach to organisational dynamics. 3rd edition. Harlow: Financial Times Prentice HallCrinson, I (2008) Health Policy: A critical perspective. London Sage Publications Ltd.Robinns, S.P. Hunsaker, P.,L. (2012) Training in interpersonal skills : tips for managing people at work 6th ed., international ed. Upper Saddle River, N.J. : PearsonSenior, B., Swailes, S. (2010) Organisational Change 4th Ed. Harlow : Financial Times Prentice Hall.Thomson, D and Hassenkamp, A-M (2008). ‘The social meaning and function of food rituals in healthcare practice: an ethnography’. Human relations, 61 (12), pp 1775-1802.Department of Health (1997) The New NHS – Modern and Dependable HMSODepartment of Health (2000) The NHS plan: a plan for investment, a plan for reform. HMSO. Department of Health (2004) The NHS Improvement Plan. HMSODepartment of Health (2010) Equity and Excellence: Liberating the NHS. HMSODepartment of Health (2010) Building the National Care Service. HMSODimond B. (1999) Legal Aspects of Physiotherapy. Blackwell Science. London.Hewison A. (2004) Management for Nurses and Health Professionals: Theory Into Practice. Blackwell Science Ltd, Oxford, UK. Hornby S, Atkins J (2000) Collaborative Care: Interprofessional, Interagency and Interpersonal. Blackwell Science Ltd, UK. Jones, R and Jenkins, F (Eds) (2006). Managing and leading in the allied health professions. Oxford, Radcliffe publishing. Gray and Muir J A. (2001) Evidence-Based Healthcare: How to Make Health Policy and Management Decisions. Churchill Livingstone, Harcourt Publishers Ltd. Palfrey C., Thomas T., Phillips C. (2004) Effective Healthcare Management. Blackwell Publishing, Oxford, UK.


MODULE LEADER AND KEY TEACHING STAFF CONTRIBUTING TO THE MODULE: Physiotherapy coordinator: Elizabeth Treadwell:

Physiotherapy team: Gill Mein, Chris Manning, Iain Beith, Deborah Harding Nursing Team: Andreas Ioannides Radiography Team: Marcus Jackson Midwifery Team: Georgina Sims


http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_117353

7.3.4 Critical Reflection and Reasoning

DATE OF VALIDATION: October 2013

DATE OF REVISION:


TITLE: CRITICAL REFLECTION AND REASONING

MODULE SUMMARY:This module has been designed to facilitate the further development of reflection and a critical stance to reasoning in physiotherapy practice with a focus on the underpinning of key scientific and psychosocial principles(eg biomechanics and ethics). Students will consider in-depth their clinical experiences ( from clinical placements) and reflect on their own practice.

Peer group learning as well as tutor- supported workshops will form the focus of the delivery of this module. Integration with the learning in the other 3rd year modules will be achieved.

PRE-REQUISITES: Successful completion of all Level 5 modules

CO-REQUISITES:Concurrent attendance of other Level 6 modules

KEY SKILLS: Self-awareness skills Communication skillsInterpersonal skillsResearch and information literacy skillsManagement and leadership skillsCreativity and problem solving skills

AIMS: This module will enable the students to:

further explore and develop reflective and clinical reasoning skills further integrate key scientific principles into practice settings



Learning outcome HCPC Standards of Proficiency

1. Reflect and respond to peer and seminar discussion

2b.1

2. Debate meta-cognitive processes in personal and professional development

1a

3. Critically review and analyse physiological, biomechanical and behavioural sciences and their application to practice

3

4. Critically reflect on professional relationships in practice particularly with regards to different cultures and communication

1b.2

5. Critically review and analyse moral, legal and ethical issues in practice

1a.1

INDICATIVE CURRICULUM CONTENT:Reflection, Reflexivity & Reasoning theory and principles (linked to 3rd year Physiotherapy in Context)Different methods for reflection from portfolio (eg SWOT analyses, clinical reasoning forms, manual handling experiences, reflective diary and etc). Analysis of at least 3 different practice experiences using integrative knowledge to consider the following:

Moral and ethical issues Cultural competency ( linked 3rd year Physiotherapy in Context) Time Management & Prioritisation Review and analysis of pathophysiological and behavioural science

mechanisms/ processes Review and analysis of moral, ethical and legal principles of practice Review and analysis of bio- psycho- social processes Team working including consideration of clients and carers. Interprofessional working (linked to 3rd year Interprofessional Debate

module) Management principles (linked to 3rd year Interprofessional Debate module) Professional registration requirements – HCPC and CSP Peer review

LEARNING AND TEACHING STRATEGIES:Contact hours:Key Note Lectures 3 Tutorials / workshops 12 Practical Sessions 0Case based learning 0 Directed study and Assessment 60Self directed study 60 Total Hours: 150


ASSESSMENT STRATEGY: Formative: Students will present materials from their portfolio to each other. Feedback and debate will inform the further use of these pieces of evidence

Type of assessment Debate Weighting 0 %Assesses Learning Outcomes 1-5Assessor Module team

Summative: The student will be required to write a profile using their portfolio notes from 2 clinical experiences and class discussions over the year. Within this profile the student will write an extended piece of reflective writing related to their clinical experience and demonstrating their development over the year The student will be required to discuss with his/her peers particular clinical occurences and then consider in depth how they would modify their practice with justification and related to evidence or knowledge- informed practice ( EIP).

This work will focus on how your discussions with your peers in the tutorials have influenced your reasoning. It will include a critical evaluation of the outcome as well as the process of change that you experienced. This work will draw on all key concepts of practice (eg models of practice, natural- and psycho-social sciences, political and social dimensions etc)

Type of assessment Reflective Portfolio profile (1,500 words for the overall profile summary (ie about 300 words per MLO)



BIBLIOGRAPHY:The students are encouraged to review material from other modules in previous years specifically Intergrating Clinical Concepts module in Year 2.

Core textsFinlay L, Gough B (Eds) (2003) Reflexivity: A Practical Guide for Researchers in Health and Social Sciences. Oxford: Blackwell Science

Higgs, J., et al (eds) (2008) Clinical Reasoning in the Health Professions. London: Butterworth Heinemann

Schön, DA (1995) The Reflective Practitioner: how professionals think in practice. Ashgate: Arena

RECOMMENDED READING:Boud D (1990) Making the most of experience. Studies in Continuing Education,12,61-80.


Delaney, C. M. (2005) Respecting patient autonomy and obtaining their informed consent: ethical theory - missing in action, Physiotherapy, vol. 91, pp. 197-203.

Dowling, M. (2006) Approaches to reflexivity in qualitative research Nurse Res., vol. 13, no. 3, pp. 7-21.

Edwards I, Jones M, Higgs J, Trede F, Jensen G (2004) What is collaboarative reasoning? Advances in Physiotherapy 6:70-83.

Edwards R, Ranson S, Strain M (2002) Reflexivity: towards a theory of lifelong learning. International Journal of Lifelong Education 21: 525-536

Edwards, I., Braunack-Mayer, A., & Jones, M. (2005), Ethical reasoning as a clinical -reasoning strategy in physiotherapy, Physiotherapy, vol. 91, pp. 229-236.

Edwards I, Jones M, Carr J, Beaunack-Meyer A, Jensen G (2004) Clinical reasoning strategies in physiotherapy. Physical Therapy,84:312-330

Noll E, Key A, Jensen G (2001) Clinical reasoning of an experienced physiotherapist: insight into clinician decision-making regarding low back pain. Physiotherapy Research International 6:40-51

Rolfe, G et all (2001) Critical reflection for nursing and the helping professions. Basingstoke: Palgrave JOURNALS:Advances in Physiotherapy Physical TherapyQualitative Health ResearchPhysiotherapyPhysiotherapy Research International International Journal of Therapy and Rehabilitation

INTERNET RESOURCES / DATABASES:HPC guidance on CPD http://www.hpc-uk.org/registrants/cpd/www.criticalthinking.org


MODULE LEADER AND KEY TEACHING STAFF CONTRIBUTING TO THE MODULE: Anne-Marie HassenkampMary Jane ColeJohn Hammond


http://www.criticalthinking.org/


7.3.5 Practice Placements 4, 5 and 6DATE OF VALIDATION: April 2013

DATE OF REVISION:


TITLE: Practice Placements 4, 5 and 6

MODULE SUMMARY:The practice education element is a key academic learning process of the course. It facilitates transitional learning and ensures that all students practice physiotherapy safely and competently. All students must pass all practice placements independently to progress on this module. The Level 6 (also known as Level 3) assessment form, common to all Physiotherapy programmes in London and the South East of England, is used (see definitive document). Students are assessed by their Practice Educator/s (PE) and supported by the Visiting Academic Tutor (VT).

LEVEL 6 (3)There are three five-week practice placements in this module. Students have the opportunity to further develop their ability to practise effectively and independently in more clinical settings. Students will still require guidance as they develop the specialised skills required for certain areas of practice but should demonstrate more advanced communication, management skills and clinical reasoning and integration of theory to practice. This is fostered by the 3rd Year BSc (Hons) student taking responsibility for a first year student during their PAL clinical visits and in assisting 2nd

year BSc (Hons) students with preparation for their first placement. Students are being prepared to take up the role of an independent, reflective and autonomous practitioner.

PRE-REQUISITES: Successful completion of BSc (Hons) Physiotherapy Year 2 Practice Module PT2015 is expected prior to the first Level 6 placementPreparation for practice includes manual handling training and safeguarding.

CO-REQUISITES: Participation in all concurrent Level 6 modules

KEY SKILLS:Communication Self awarenessInterpersonalCreativity and problem solvingWorking with othersInformation and communication technologyApplication of numeracy and literacyImproving own learning and performanceResearch literacy

AIMS:


Further develop clinical reasoning and the treatment and management of a variety of patients in the wider clinical environment using the skills and knowledge acquired in years one and two and to continue to evolve independent learning.Assume the responsibility and accountability of an independent, autonomous practitioner.


Mandatory requirements1. Integrate health and safety legislation into physiotherapy practice taking

account of local policy and procedures.

2. Demonstrate non-discriminatory practice.3. Fulfil all responsibilities related to legal ethical and local considerations of

professional practice including clinical information (CSP, 2002; 2008; HPC, 2008).

Interpersonal Skills domain (20% of PP assessment)

4. Develop a therapeutic relationship demonstrating sensitivity to the needs of others, taking into account physical, psychosocial and cultural needs.

5. Initiate and maintain appropriate relationships within a team, i.e. health and social care staff and students, including external agencies.

6. Communicate in a professional manner with patients/clients, relatives, carers and colleagues using verbal, non-verbal, listening and writing skills

Professionalism domain (10% of PP assessment)7. Demonstrate the ability to recognise and take responsibility for their own

learning needs and identify areas for future development.8. Demonstrate reflection and self-critical awareness skills and respond

appropriately to feedback.9. Demonstrate self-management of workload (appropriate to the practice

environment), responding to varying circumstances in a professional manner.10. Demonstrate autonomy, accountability and knowledge of own professional and

personal scope of practice whilst acknowledging cross-professional boundariesTreatment / Management domain (30% of PP assessment)

11. Apply appropriate assessment and treatment strategies, safely and effectively.12. Monitor and review the ongoing effectiveness of planned activity and modify it

in conjunction with patients/clients or carers.13. Actively facilitate the patient/client to manage their own health and well being,

ensuring they are central to the delivery of care.


Clinical reasoning domain (40% of PP assessment)14. Justify appropriate physiotherapy assessment strategies to complete a logical

and holistic process of enquiry.15. Interpret findings from assessment in order to identify the individual’s strengths

and problems as well as a physiotherapy diagnosis.16. Set SMART goals with patients/clients and/or carers as appropriate.17. Develop specific and effective treatment plans with patients/clients and/or

carers as appropriate.18. Select appropriate measures to evaluate the outcome of physiotherapy

interventions.19. Demonstrate evidence of clinical reasoning throughout documentation.

INDICATIVE CURRICULUM CONTENT:The experience gained in each placement is determined by the setting and the patients/clients/service users receiving treatment. It is also influenced by the student’s level of knowledge, interest and experience and by the organisation and management needs of the placement. However, the experience is measured against the outcomes for the Level 6 placements. Practice Educators and students will negotiate a learning contract to maximise learning in each environment. The University Practice Co-ordinator will monitor each student’s practice placement profile throughout the entire course to ensure that each individual has experience within and across care pathways with patients and service uses of all ages, in both acute and community settings and wherever possible e in areas that include: respiratory/cardiorespiratory, neurological, musculoskeletal and rehabilitation of the older person.

Student experience in the clinical practice environment is not seen as stand alone.

Clinical reasoning and critical evaluation of theory and practice are developed by the experience on placement and through further reflection in the associated module, Critical Reasoning and Reflection which is assessed by the reflective practice based portfolio.

There is an opportunity for 3rd year students to demonstrate their skills in professionalism, management and leadership by facilitating the PAL clinical visits with 1st year students. Additionally this allows the student to reflect on their achievements, recognise their own level of skill and encourage learning in others.

LEARNING AND TEACHING STRATEGIES:The clinical practice working week comprises of 32 hours.

Practice placement 4 5 weeksPractice placement 5 5 weeksPractice placement 6 5 weeks

Total Hours: 15 x 32 480

Key note lectures and tutorials:All students are expected to attend a series of lectures in preparation for PPs 2 and 3.


Tutorials in the CRR module relate to clinical practice and are included in the tally of overall hours.It is anticipated that students will undertake self directed private study as further preparation.

Practice placement 4 preparation lecture 2 hoursPractice placement 5 preparation lecture 2 hoursPractice placement 6 preparation lecture 2 hoursCRR tutorials 12 hoursPrivate self directed study Unknown

Total Hours: Minimum 18Total Hours: approximately 500

ASSESSMENT STRATEGY:This is a practice based assessment based on the student performance on placement

Summative 1Type of assessment Practice Placement 4Weighting 1/3Assesses Learning Outcomes ALLAssessor Practice Educator

Summative 2 Type of assessment Practice Placement 5Weighting 1/3Assesses Learning Outcomes ALLAssessor Practice Educator

Summative 3Type of assessment Practice Placement 6Weighting 1/3Assesses Learning Outcomes ALLAssessor Practice EducatorThe clinical placement assessment form includes criteria to assess proficiencies, building upon experience gained in PT2015. These include:

Practising within legal and ethical boundaries commensurate with level of learning

Practising in a non discriminatory manner Maintaining confidentiality Obtaining informed consent Exercising a professional duty of care Working in partnership with other professional support staff, service, their

relatives and carers Demonstrating effective skills in communication Recognising need for effective self management of workload and resources Practising as an autonomous professional Understanding the obligation to maintain fitness to practise Contributing effectively to work as part of an MDT

Throughout the programme, the practice placements are structured such that they are progressive in nature (levels 4, 5 and 6). The universities within the PMP system have agreed these levels and each designated level reflects the performance


standard and not the year of study. The levels of placement assessment reflect the levels of achievable outcome in relation to the development of the extent of the student’s learning.

The practice placements are assessed by the Practice Educator who will be HCPC registered or registered with another recognised Health Care Professional Body. A final average mark from placement assessments at Level 6 will determine the final practice module mark. Practice placements 4, 5 and 6 must be passed independently for successful completion of this module.

Achieving a pass: It IS a requirement that each placement must be passed separately in order to achieve an overall pass for this module.

RECOMMENDED READING:This will vary dependent upon the clinical context. Students are encouraged to refer to appropriate texts/ journals recommended in the various university–based modules and to conduct independent literature searches and critical analyses as appropriate to inform their practice. Students may be guided by placement specific recommended reading, accessible from Practice Educator directly or via practice placement information sheets available on http://support.pmpartnership.org.uk.See definitive document.

Ainslie. T. (2012). The Concise Guide to Physiotherapy: Assessment and Treatment. Churchill Livingstone. Elsevier, Oxford.

Kenyon, J. & Kenyon, K. (2009).The Physiotherapy Pocket Book – Essential Facts at your Fingertips. Churchill Livingstone.

CSP (2011) Code of Professional Values and Behaviour http://www.csp.org.uk/professional-union/professionalism/csp-expectations-members/code-professional-values-behaviour

CSP (2008) Scope of Practice http://www.csp.org.uk/publications/scope-practice-physiotherapy/

HPC (2008) Standards of Conduct, Performance and Ethics http://www.hpc-uk.org/aboutregistration/standards/standardsofconductperformanceandethics/


INTERNET RESOURCES / DATABASES:See above

MODULE EVALUATIONThe module will be evaluated yearly at the end of the 3rd term using a standard feedback sheet that has been developed in collaboration with other HEI’s in London

MODULE LEADER AND KEY TEACHING STAFF CONTRIBUTING TO THE MODULE:

Mary Jane Cole




http://www.csp.org.uk/publications/scope-practice-physiotherapy/



http://support.pmpartnership.org.uk/

Matthew Zasada


8 Scheme of Assessment

See Student handbook 2013 or Assessment Handbook 2013


9 BSc (Hons) Physiotherapy Course Plan


Documents

€¦ · Web viewSummative 1: A series of clinical case scenarios pertaining to musculoskeletal dysfunction have been developed in collaboration with clinicians. Questions have