FACULTY OF HEALTH, SOCIAL CARE and
EDUCATION
BSc Physiotherapy (Hons)
Degree awarded by University of London
Module Directory
April 2013
Contents
Glossary ............................................................................................................... iii
1. Introduction ........................................................................................................ 1
2 Summary of major changes for the Periodic Review 2013 ............................. 2
2.1 Developments to the modular structure .................................................... 2
2.2 Modifications in Assessment .................................................................... 3
3 Course Philosophy and Aims ......................................................................... 5
3.1 Course Philosophy ................................................................................... 5
3.2 Aims ......................................................................................................... 6
3.3 Overall Course Learning Outcomes ......................................................... 6
3.4 Summary table of Modules of Bsc (Hons) Physiotherapy Programme ..... 7
4 Key themes .................................................................................................... 8
4.1 Critical Thinking / Clinical Reasoning ....................................................... 8
4.2 Employability ............................................................................................ 8
4.3 Public health / health promotion ............................................................... 9
4.4 Personal and Professional development (including interprofessional)...... 9
4.5 Evidence Informed Practice .................................................................... 10
4.6 Diversity and Inclusion............................................................................ 10
5 Year one ....................................................................................................... 12
5.1 Year one Learning outcomes ................................................................. 12
5.2 Summary Year Plan ............................................................................... 12
5.3 Year 1 Module Descriptors ..................................................................... 13
5.3.1 Interprofessional Foundation programme ........................................ 13
5.3.2 Assessment, Structure and Function ............................................... 17
5.3.3 Pathology, Health Promotion and Rehabilitation .............................. 21
5.3.4 Factors Influencing Professional Practice ........................................ 25
6 Year Two ...................................................................................................... 29
6.1 Year Two Learning outcomes ................................................................. 29
6.2 Summary Year Plan ............................................................................... 29
6.3 Year 2 Module Descriptors ..................................................................... 30
6.3.1 Management of Musculoskeletal Dysfunction ................................. 30
6.3.2 Management of Complex Cardio-respiratory Dysfunction................ 35
6.3.3 Neurological Rehabilitation .............................................................. 40
6.3.4 Research Methods in Health and Social Care ................................. 44
6.3.5 Integrating Clinical Concepts ........................................................... 48
6.3.6 Practice Placements 1, 2 and 3 ....................................................... 53
7 Year Three ................................................................................................... 58
7.1 Year Three Learning outcomes: ............................................................. 58
7.2 Summary year plan ................................................................................ 58
7.3 Year 3 Module Descriptors ..................................................................... 59
7.3.1 Physiotherapy practice in Context.................................................... 59
7.3.2 Research in Practice ........................................................................ 63
7.3.3 Interprofessional Debate/Management ............................................ 68
7.3.4 Critical Reflection and Reasoning .................................................... 71
7.3.5 Practice Placements 4, 5 and 6 ....................................................... 75
8 Scheme of Assessment ................................................................................ 81
9 BSc (Hons) Physiotherapy Course Plan ....................................................... 82
Module Directory – BSc (Hons) Physiotherapy
Validation 2013
ii
Glossary
Benchmark
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
The extent to which specific clinical interventions, when used for a
effectiveness
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 the
available 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
The range of learning activities in which physiotherapists engage
professional
throughout their career to maintain and develop their capacity to
development [CPD] practise safely and competently within their evolving scope of
practice
Electro-physical
A range of agents that use electricity and other physical agents to
modalities
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
A commitment to using the best available evidence to inform
health care or
decision-making about the care of individuals, and the
Evidence informed organisation of that care, that involves integrating practitioners’
practice
professional judgement and experience with evidence gained
through systematic research and that respects patients’
preferences and beliefs
Formative
Assessment procedures that have a diagnostic and
assessment
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
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
Module Directory – BSc (Hons) Physiotherapy
Validation 2013
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Holistic approach
Independent
learning
Information &
communications
technology [ICT]
Information
management &
technology [IM&T]
Informed consent
Inter-disciplinary
education
Inter-professional
education
Lifelong learning
Manual therapy
National Institute
for Clinical
Excellence [NICE]
National service
frameworks [NSFs]
Non-discriminatory
practice
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.
Consideration of individuals and their responses as a whole,
rather than as component parts, taking account of biological,
psychological, emotional, sociological and environmental factors.
Learning processes that enable students to take responsibility
for their own learning while having access to advice and
support from tutors and that provide students with
opportunities to identify their learning needs, study a topic in
some depth and develop their aptitude and enthusiasm for
CPD
Systems and structures that enable information processing
and communication by electronic means
Systems and structures, including technological equipment
and facilities as well as human resources, that are developed
and deployed to capture, collect, store, process, retrieve,
transfer, use and disseminate information and data
The process that underpins patient partnership through which
care is taken to ensure that individual patients (or their carers
or others designated to act on patients’ behalf in cases where
individuals are not able to give consent) can decide whether
to agree to a particular intervention based on their receiving
sufficient information, in a way they can understand, so as to
make a judgement with which they feel comfortable about
whether to engage in that intervention (CSP, 2000a; CSP,
2002b)
Students’ acquisition of underpinning knowledge and skills
through shared learning with students from other disciplines.
Students’ acquisition of knowledge, skills and attributes
through shared learning that involves active collaboration
with students across different professional study routes.
The process of constant learning and development, that
incorporates CPD, in which all individuals need to engage in a
time of rapid change
The use of skilled hand movements to improve tissue
extension, increase range of movement, mobilize or
manipulate soft tissue and joints, or reduce pain,
inflammation, swelling or restriction (APTA, 2001)
A government agency set up to produce and disseminate
clinical guidelines based on relevant evidence of clinical and
cost-effectiveness, and associated clinical audit methodologies
and information on good practice
Government-initiated documents that describe the clinical
standards, service models and performance indicators to
enhance the quality of patient care and service delivery, while
ensuring greater national consistency, within particular areas
of care
Professional practice within which individuals, teams and
organisations actively seek to ensure that no one (including
Module Directory – BSc (Hons) Physiotherapy
Validation 2013
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Outcome measure
Patient record
Portfolio
Practice settings
Practice-based
learning
Problem-solving
Quality Assurance
Agency
patients, carers, colleagues or students) is either directly or
indirectly treated less favourably than others are, or would be,
treated in the same or similar circumstances on the grounds
of age, colour, creed, criminal convictions, culture, disability,
ethnic or national origin, gender, marital status, medical
condition, mental health, nationality, physical appearance,
political beliefs, race, religion, responsibility for dependants,
sexual identity, sexual orientation or social class
A test or scale that is used to give an accurate measurement
of a particular aspect of an individual’s condition or health
status that is expected to be affected by physiotherapy
intervention
Any information resource that contains details about
individuals in any media (including paper, fax, videos,
photographs and computer records)
A tool that helps students to record, evaluate and reflect on
their learning and that provides a resource for identifying ongoing
learning needs and the planning of activity to meet
these
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
Learning that takes place in settings that reflect the broad
range of environments in which physiotherapists practise, that
is supported, facilitated and assessed by a clinical educator,
and that provide opportunities for students to develop,
extend, refine and consolidate learning gained in the
university setting
Exercises and processes that enable students to interrogate
their existing knowledge and develop their learning to
formulate a solution to a presented question or issue and that
should deepen students’ learning, as well as developing their
conceptual and methodological skills, thereby enhancing their
overall approach to professional practice
An independent body set up in 1997 to safeguard and
enhance the quality of provision and standards of awards in
the UK university structure, that is funded by subscriptions
from higher education institutions and through contracts with
higher education funding bodies, and that reviews the quality
of UK higher education at an institutional level, as well as
academic standards and the quality of teaching and learning
in each subject area
Reflective practice
The process of reviewing an episode of practice to describe,
analyse, evaluate and inform professional learning; in such a
way, new learning modifies previous perceptions,
assumptions and understanding, and the application of this
learning to practice influences treatment approaches and
outcomes
Reflexivity
In simple terms, the process, beyond reflection, of ‘turning
back on oneself’; that is, a form of self-awareness in which
Module Directory – BSc (Hons) Physiotherapy
Validation 2013
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Rehabilitation
Risk assessment
Shared learning
Student-centred
learning
Subject review
Summative
assessment
Therapeutic
exercise
individuals consciously reflect on their actions and question
the value of the decisions and judgements they have made,
taking account of their social, political and ethical contexts
Goal-focused physiotherapy that aims, through partnership
with patients and their carers, to enable individuals to
optimise their physical, psychological and social functional
level and that includes, where appropriate, measures to help
individuals compensate for some loss of function [Can. Physio.
Ass’n, 1998]
A formal method of assessing the potential risks for
individuals, health care staff and others of a possible action or
intervention that takes account of clinical and health risks, as
well as organisational, legal and financial risks
Educational collaboration across professionals and disciplines
to optimise learning opportunities and the use of resources
Modes of programme delivery (e.g. discussion sessions,
problem-solving workshops and assignments) that place a
strong emphasis on students taking responsibility for their
own learning and playing an active part in the learning
process. Such an approach should help students to make
connections between existing knowledge and new concepts,
as well as developing their communication and problem solving
skills, powers of critical analysis and ability to
formulate cogent arguments and hypotheses, and their
curiosity and interest to pursue CPD
The process implemented by the QAA to monitor the quality
of provision within higher education institutions that is
underpinned by the development of discipline-specific
benchmark standards and rests on a process of institutions’
self-evaluation
Assessment procedures that count towards whether students
are deemed to have completed elements of a programme
successfully and that may count (e.g. in the latter stages of a
programme) to students’ degree classification
A range of approaches (including aerobic capacity and
endurance conditioning, balance co-ordination and agility
training, strength, power and endurance training, posture
stabilization, flexibility exercises, gait and locomotion training,
relaxation and neuro-motor development training) used by
physiotherapists to treat a wide range of physical conditions
relating to the neuromuscular, musculo-skeletal, cardiovascular
and respiratory systems (APTA, 2001)
Module Directory – BSc (Hons) Physiotherapy
Validation 2013
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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
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2
Summary of major changes for the Periodic Review 2013
In 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
Year
Year 1
Developments to the modular structure
Current
Interprofessional
foundation
module 45
credits
Development
Interprofessional
foundation module
30 credits
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
Module Directory – BSc (Hons) Physiotherapy
Validation 2013
Justification
The learning outcomes were
reviewed with other
disciplines to ensure greater
interprofessional learning
experience that is driven
through a collaborative
assessment (see below).
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
2.2
Modifications in Assessment
Year
Year 1
Current
Interprofessional
foundation
module – 3
assessments
- OSCE
- OSPE
- Written exam
Year 2
Neurological
Rehabilitation
2 summative
assessments
- IPE
- Presentation
Year 3
Critical
Reflection and
Reasoning
portfolio
Research
Project
2 summative
assessments
- Group report
written in
style of
journal article
- Reflective
essay (1500
words)
Development
Interprofessional
foundation module
30 credits – 2
assessments
- Written exam
- Group presentation
Justification
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.
Summative assessment There was a clear rationale
of IPE remains, with the to keep the presentation
presentation now a
within the module, however
formative assessment
the number of summative
assessments in year 2 was
significant and this will help
address this issue.
Portfolio remains but
There was a need to
with direct links to
enhance the relevance of the
HCPC Standards of
portfolio to practice and
Professionalism
employability.
2 summative
The KU Review of the
assessments
academic Framework (RAF)
- Group report written principles of curriculum
in style of journal
design indicate that a course
article
should consider a capstone
- Presentation 10
assessment which allows
mins with 5 mins
students to synthesise and
question and
apply the knowledge and
answer
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
Module Directory – BSc (Hons) Physiotherapy
Validation 2013
3
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.
Module Directory – BSc (Hons) Physiotherapy
Validation 2013
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3
Course Philosophy and Aims
3.1
Course Philosophy
Students 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.
Module Directory – BSc (Hons) Physiotherapy
Validation 2013
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3.2
Aims
In 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 Outcomes
On 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
Module Directory – BSc (Hons) Physiotherapy
Validation 2013
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3.4 Summary table of Modules of Bsc (Hons) Physiotherapy
Programme
Module Code
PT 1007
?
?
?
PT 2009
PT 2010
PT 2011
PT 2013
PT 2014
PT 2015
PT 3007
PT 3009
PT 3010
PT 3011
PT 3015
Module Title
Interprofessional Foundation
Programme
Assessment, Structure and
Function
Pathology, health promotion
and rehabilitation
Factors Influencing
Professional practice
Management of people with
Musculoskeletal Dysfunction
Management of Complex
Cardiorespiratory
Dysfunction
Neurological Rehabilitation
Research Methods in Health
and Social Care
Integrating Clinical Concepts
Practice Placements 1,2,3
Physiotherapy Practice in
Context
Research in Practice
Interprofessional
Debates/Management
Critical Reflection and
Reasoning
Practice Placements 4,5,6
Module Directory – BSc (Hons) Physiotherapy
Validation 2013
Level
4
Credits
30
4
30
4
30
4
30
5
30
5
15
5
5
15
15
5
4,5
6
30
15
30
6
6
30
15
6
15
6
30
7
4
Key themes
The 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 Reasoning
Clinical 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.
Module Directory – BSc (Hons) Physiotherapy
Validation 2013
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4.3
Public health / health promotion
The 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
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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 Practice
Physiotherapy 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 Inclusion
Diversity 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).
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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.
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5
Year one
5.1
Year one Learning outcomes
On 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 Plan
Total 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 Modules
34 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)
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5.3
Year 1 Module Descriptors
5.3.1
Interprofessional Foundation programme
DATE OF VALIDATION:
April 2013
DATE OF REVISION:
MODULE CODE
TITLE:
PT1007
LEVEL
4
CREDITS
30
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 Skills
Communication skills
Interpersonal Skills
Research and Information Literacy skills
Numeracy Skills
Management 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.
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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:
Key Note Lectures
Seminars/ Workshops
Practical Sessions
Case- based learning tutorials
Directed Study and Assessment:
Self Directed Study:
75
25
15
25
10
100
125
Total Hours:
300
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ASSESSMENT STRATEGY:
There are two main assessments for this module.
Summative 1
This 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 2
Students 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
Weighting
Assesses Learning Outcomes
Assessor
Presentation (20 minutes
including Q & A)
0% (Pass/Fail only)
4,5,6
CBL tutor
Formative
There 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 texts
None 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
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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 Sciences
Lynda D’Avray Senior Lecturer for Interprofessional Development
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5.3.2
Assessment, Structure and Function
DATE OF VALIDATION:
April 2013
DATE OF REVISION:
MODULE CODE
TITLE:
PT ??
LEVEL
4
CREDITS
30
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.
CO-REQUISITES:
Students will undertake the other Level 4 modules concurrently.
KEY SKILLS:
Communication skills
Interpersonal Skills
Self Awareness Skills
Research and Information Literacy Skills
Creativity 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
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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 outcomes
A handbook will be provided each year outlining the week-by-week learning
outcomes for each session in this module.
Total contact hours
Key Note Lectures
Tutorials (including Case based learning scenarios)
Practicals
Dissection Room (DR)
75
25
10
35
5
Directed Study:
95
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Private Study:
130
Total Hours:
300
ASSESSMENT STRATEGY:
There are two main assessments for this module.
Summative 1
This 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
2,3,5
Assessor
Completed electronically
Summative 2
Students 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 /Fail
Assesses Learning Outcomes
1,3,4,5
Assessor
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 Texts
Guyton 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:
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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 Edition
McMinns 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:
Physiotherapy
Physiotherapy Research International
Thorax
Journal of cardiopulmonary rehabilitation
Manual Therapy
International 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 Manning
Sarah Waygood
Gita Ramdharry
Jo Dawes
Karen Hamm
John Hammond
Anne-Marie Hassenkamp
Fiona Jones
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5.3.3
Pathology, Health Promotion and Rehabilitation
DATE OF VALIDATION: April 2013
DATE OF REVISION:
TITLE: Pathology, Health Promotion & Rehabilitation
MODULE CODE
PT???
LEVEL
4
CREDITS
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 Skills
Research and Information Literacy Skills
Communication Skills
Interpersonal Skills
Creativity 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.
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
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.
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30
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, Asthma
o 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:
Key Note Lectures
Workshops
Practical Sessions
Case based learning tutorials
Directed study and Assessment
Self directed study
Total Hours:
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15
8
32
15
130
100
300
22
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 /Fail
Assesses Learning Outcomes
1,3,4
Assessor
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 examination
Type of assessment
Written examination: SAQ paper (1½
hours)
Weighting
100%
Assesses Learning Outcomes
2,4,5
Assessor
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 texts
French, 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.
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JOURNALS:
Physiotherapy
Physiotherapy Research International
Journal of cardiopulmonary rehabilitation
Manual Therapy
International Journal of Rehabilitation
Archives 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
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5.3.4
Factors Influencing Professional Practice
DATE OF VALIDATION:
April 2013
DATE OF REVISION:
MODULE CODE
TITLE:
PT???
LEVEL
4
CREDITS
30
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.
CO-REQUISITES:
Students will undertake the other Level 4 modules concurrently.
KEY SKILLS:
Self Awareness Skills
Communication skills
Interpersonal Skills
Research and Information Literacy skills
Numeracy 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
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LEARNING OUTCOMES:
On successful completion of the module the students will be able to demonstrate
achievement of the following learning outcomes.
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 nondiscriminatory 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).
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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
Tutorials
Case -based scenarios of various aspects
of professional practice
Practicals
Seminar – student led
Peer Assisted Learning (PAL) Clinical
15
15
Directed Study and Assessment:
138
Self Directed Study:
100
Total Hours:
300
10
15
7
10
ASSESSMENT STRATEGY:
There are a number of methods used to assess the learning objectives
Summative 1
Students 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
Weighting
Assesses Learning Outcomes
Assessor
Presentation (10 mins)
50%
1,4,5
Personal tutors as part of the
module team
Summative 2
Students will be required to write an essay that outlines a key concept in
physiotherapy and considers how this applies to practice.
Type of assessment
Weighting
Assesses Learning Outcomes
Assessor
Essay – 1500 words
50%
2,3,6
Module team
Formative
Students 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
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BIBLIOGRAPHY:
Core texts
French, 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
JOURNALS
Physiotherapy
Physiotherapy Research International
International Journal of Rehabilitation
Archives 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.hpcuk.org/assets/documents/10002C16Guidanceonconductandethicsforstudents.pdfv
CSP eportfolio: http://eportfolio.csp.org.uk/
MODULE EVALUATION
The 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 Hammond
Liz Treadwell
Anne-Marie Hassenkamp
Di Thomson
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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 credits
Practice 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)
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6.3
Year 2 Module Descriptors
6.3.1
Management of Musculoskeletal Dysfunction
DATE OF VALIDATION: April 2013
DATE OF REVISION:
MODULE CODE
PT2009
LEVEL
5
CREDITS
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 casebased 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 awareness
Communication
Interpersonal
Research and information literacy
Numeracy
Management and leadership
Creativity 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.
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LEARNING OUTCOMES:
On successful completion of the module the students will be able to demonstrate
achievement of the following learning outcomes.
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 Skills
Patient 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 management
Exercise in practice – Evidence- based practice (stretch, strength, endurance, corestability, 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 strategies
Management of patients with long term conditions e.g. Chronic LBP or OA
Therapeutic accessory movements
Further soft tissue skills eg trigger points
Hydrotherapy
Introduction to acupuncture, taping and splinting
Adaptation of therapeutic skills to different sites, settings through directed case
based learning tasks
Further development and appreciation of the inter/multi disciplinary team
Use of outcome measures to assess function and disability
Appreciation of the pharmacological interventions required in certain pathologies
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Factors influencing clinical reasoning in practice
Integration 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 life
The 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
16
Tutorials
6
Practical Sessions
33
Case based learning
10
Directed study and Assessment
105
Self directed study
130
Total Hours:
300
ASSESSMENT STRATEGY:
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 Exam
Weighting
0%
Assesses Learning Outcomes
1-6
Assessor
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
1-6
Assessor
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
Weighting
Assesses Learning Outcomes
Assessor
Annotated bibliography (2000 words)
50%
1,4,5,6
Module team
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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 texts
Brayne, 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:
Physiotherapy
Manual Therapy
Australian Journal of Physiotherapy
INTERNET RESOURCES / DATABASES:
http://www.who.int/classifications/icf/en/ - International classification of Functioning,
Disability and Health
http://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-formusculoskeletal-conditions.html - Exercise for musculoskeletal conditions. This
collection brings together a selection of Cochrane Reviews assessing exercise for
musculoskeletal conditions including: osteoarthritis, osteoporosis and rheumatoid
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arthritis, ankylosing spondylitis, fibromyalgia, juvenile idiopathic arthritis; regional
musculoskeletal conditions in the knee, low back, neck and shoulder; and chronic
musculoskeletal pain.
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:
Karen Hamm (Module Leader)
John Hammond
Anne-Marie Hassenkamp
Iain Beith
Mike Hurley
Jo Dawes
Matt Zasada
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6.3.2
Management of Complex Cardio-respiratory Dysfunction
DATE OF VALIDATION: April 2013
DATE OF REVISION:
MODULE CODE
PT2010
LEVEL
5
CREDITS
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
CO-REQUISITES:
Concurrent attendance in other level 5 modules
KEY SKILLS:
Creativity and Problem Solving Skills
Research and Information Literacy skills
Numeracy Skills
Self Awareness skills
Management 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
LEARNING OUTCOMES:
On successful completion of the module the students will be able to demonstrate
achievement of the following learning outcomes:
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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 cardiorespiratory 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 cardiorespiratory dysfunction requiring ongoing and/or intensive management
INDICATIVE CURRICULUM CONTENT:
Assessment skills
Monitoring the ITU/ critically ill patient
Assessment of multi-system failure and levels of care
ITU charts - Interpretation and analysis of information
Interpretation of Chest XRays
Interpretation of Arterial Blood gases
Fluid balance
Sedation and ICU infusions
Type I and II respiratory failure
The Medical patient- synthesis and evaluation of subjective and objective findings
The Surgical patient- Evaluation of findings and identification of risk factors such as
age, smoking status, obesity etc.
Rehabilitation skills
Mechanical ventilators
Non-invasive ventilation
Airway clearance techniques and evidence for their use
-Manual Hyperinflation (MHI) and ventilator hyperinflation (VHI)- indications/ contraindications
-Suctioning- indications/ contra-indications
Oxygen therapy and humidification
Tracheostomies and their management
Weaning strategies and planning for discharge
Principles of exercise training in the management of patients with advanced
respiratory disorders- early ICU mobilisation/ Advanced Pulmonary rehabilitation/
respiratory muscle training etc.
Pathology
Types of Pneumonia including hospital acquired pneumonia
Surgery-Common types and their implications (such as the effect of anesthesia,
length of surgery, fluid/ blood loss etc.)
Management of COPD exacerbations
Management of patients with asthma and bronchiectasis
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Chest trauma and Adult respiratory distress syndrome (ARDS)
Obesity – implications for management of obese patients in ITU
Oncology and palliative care
Heart disease
Respiratory management of patients with neurological conditions
Paediatric respiratory management
Critical thinking and clinical reasoning
Consideration of issues relevant to emergency and on-call situations
Research evidence supporting different rehabilitation/management techniques
Psychosocial 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
Self directed study
Total Hours:
65
40
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
IPE
Weighting
0%
Assesses Learning
1-5
Outcomes
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
Weighting
Assesses Learning
Outcomes
Assessor
Written exam
100%
1-5
Module team
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ACHIEVING A PASS:
It is a requirement that the major category of assessment must be passed to pass
this module.
BIBLIOGRAPHY:
Core texts
Pryor, 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 PocketbooksIntensive 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 Medicine
American Journal of Critical Care
Thorax
European Respiratory Journal
Intensive Care Medicine
Critical Care Medicine
Journal of Critical Care
Heart & Lung: The Journal of Acute and Critical Care
Journal of Cardiopulmonary rehabilitation and prevention
Respiratory Medicine
Physiotherapy Research International
Physiotherapy
Journal of Chronic Respiratory Disease
INTERNET RESOURCES / DATABASES:
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http://www.acprc.org.uk- access to the Association of Chartered Physiotherapists in
Respiratory Care
http://www.brit-thoracic.org.uk/
British Thoracic Society – provides access to Thorax and many current & relevant
publications
http://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 EVALUATION
The 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 Ramdharry
Sarah Waygood
Clinical staff from NHS Hospital trusts
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6.3.3
Neurological Rehabilitation
DATE OF VALIDATION: April 2013
DATE OF REVISION:
MODULE CODE
PT2011
LEVEL
5
CREDITS
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
CO-REQUISITES:
Concurrent attendance in other level 5 modules
KEY SKILLS:
Self awareness
Communication
Interpersonal
Research and information literacy
Management and leadership
Creativity 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
LEARNING OUTCOMES:
On successful completion of the module the students will be able to demonstrate
achievement of the following learning outcomes.
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
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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
INDICATIVE CURRICULUM CONTENT:
 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:
Key Note Lectures
Tutorials
Workshops
Practical Sessions
Case based learning
Directed study and Assessment
Self directed study
Total Hours:
45
23
4
3
15
0
90
15
150
ASSESSMENT STRATEGY:
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
Weighting
Assesses Learning Outcomes
Assessor
Group presentation
N/A
1,2,4,5
Module team
Summative
A 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.
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Type of assessment
Weighting
Assesses Learning Outcomes
Assessor
Interactive Practical Exam
100%
1-5
Module team
ACHIEVING A PASS:
It is a requirement that the major assessment category must be passed in this
module.
BIBLIOGRAPHY:
Core texts
Carr, 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:
Brain
Stroke
Archives of Physical Medicine and Rehabilitation,
Disability and Rehabilitation,
Physical Therapy,
Clinical Rehabilitation
INTERNET RESOURCES / DATABASES:
Brain and Spine Foundation
www.bbsf.org.uk
Disability Resources
www.makoa.org
Guillain Barre Support
www.gbs.org.uk
Parkinsons Support
www.parkinsons.org.uk
Stroke Association
www.stroke.org.uk
Muscular Dystrophy
www.mdausa.org
Brain Injury Assocation
www.biausa.org
Multiple Sclerosis
www.msresearchtrust.org
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National Institute for
Neurological Disorders
www.ninds.nih.gov
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
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6.3.4
Research Methods in Health and Social Care
DATE OF VALIDATION: April 2013
DATE OF REVISION:
MODULE CODE
PT 2013
LEVEL
5
CREDITS
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 Skills
Independent Learning
Information Management and Technology
Lifelong Learning
Literacy
Numeracy
Working 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.
LEARNING OUTCOMES:
On successful completion of the module the students will be able to demonstrate
achievement of the following learning outcomes.
1. Review and critique relevant literature, and analyse the impact and
implications of health and social care research on changing practice.
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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.
INDICATIVE CURRICULUM CONTENT:
 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.
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Formative feedback will be offered by the teaching team throughout the module; this
will include ongoing feedback after lectures, tutorials, workshops, and computerbased teaching.
Contact hours:
30
Key Note Lectures
Tutorials
Workshops and computer based learning
Problem based learning
15
5
6
4
Directed Study including assessment:
Private Study:
Total Hours:
100
20
150
ASSESSMENT STRATEGY:
Summative
This 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
Weighting
Assesses Learning Outcomes
Assessor
Critical evaluation of a published research
paper
100%
1-5
Module team
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 texts
Denscombe, 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.
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RECOMMENDED READING
This 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 / DATABASES
http://www.stats.gla.ac.uk/steps/glossary/presenting_data.html#nomdat
http://www.stats.gla.ac.uk/steps/glossary/presenting_data.html#nomdat
http://methods.fullerton.edu/framesindex.html
http://www.vts.rdn.ac.uk/tutorial/social-research-methods/
http://www.mapnp.org/library/research/research.htm
http://www.statistics.com/
http://www.statsoftinc.com/textbook/stathome.html
http://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)
Prof. Michael Hurley
Anne-Marie Hassenkamp
John Hammond
Dr. Ahmed Younis
Chris Manning
Dr. Fiona Jones
Gill Mein
Dr. Gita Ramdharry
Dr Dimitra Nikoletou
Karen Hamm
Dr. Di Thomson
Liz Treadwell
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6.3.5
Integrating Clinical Concepts
DATE OF VALIDATION: April 2013
DATE OF REVISION:
MODULE CODE
TITLE:
PT2014
LEVEL
5
CREDITS
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.
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LEARNING OUTCOMES:
On successful completion of the module the students will be able to demonstrate
achievement of the following learning outcomes.
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
INDICATIVE CURRICULUM CONTENT:
 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 personcentred 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 used
o Carers/ family
o Delegation – e.g. rehabilitation assistants
o Negotiation skills
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A number of different approaches to practice and how to select or modify approaches
to meet the needs of an individual or groups.
LEARNING AND TEACHING STRATEGIES:
Contact hours
Key Note Lectures
Tutorials / workshops
Directed Study and Assessment
Self Directed Study
Total Hours:
35
10
25
110
130
300
ASSESSMENT STRATEGY:
There are two main assessments for this module
Summative 1
Students 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
Weighting
Assesses Learning Outcomes
Assessor
Essay (1500 words)
40%
1,2
Module team
Summative 2
Reflective 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
Weighting
Assesses Learning Outcomes
Assessor
Reflective practice Portfolio
60%
3,4,5,6,7
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 texts
Higgs, J., Richardson, B. & Abrandt Dahlgren, M. eds. (2004) Developing Practice
Knowledge for Health Professionals. Edinburgh: Butterworth Heinemann
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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.hpcuk.org/registrants/cpd/ links to:
How to complete your continuing professional development profile
CPD 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=74C8
77D7C2F372207CD8793005F2691B [Accessed 13-10-2008]
JOURNALS:
None Specified
INTERNET RESOURCES / DATABASES:
http://www.pedro.fhs.usyd.edu.au/
http://www.hpc-uk.org/publications
http://www.dh.gov.uk/PolicyAndGuidance/OrganisationPolicy/fs/en
CINAHL
MEDLINE
PSYCHLIT
MODULE EVALUATION:
The module will be evaluated yearly at the end of the 3rd term using a standard
Kingston University feedback sheet.
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MODULE LEADER AND KEY TEACHING STAFF CONTRIBUTING TO THE
MODULE:
Di Thomson
Anne Marie Hassenkamp
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6.3.6
Practice Placements 1, 2 and 3
DATE OF VALIDATION: April 2013
DATE OF REVISION:
MODULE CODE
TITLE:
PT2015
LEVEL
5
CREDITS
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:
Communication
Self awareness
Interpersonal
Creativity and problem solving
Working with others
Information and communication technology
Application of numeracy and literacy
Improving own learning and performance
Research literacy
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AIMS:
This module will enable students:
To develop interpersonal skills, professionalism, clinical reasoning and the
management of a variety of patients through clinical experience
To 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.
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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
5 weeks
Practice placement 2
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.
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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
Practice placement 3 preparation lecture
ICC tutorials
Private self directed study
2 hours
2 hours
15 hours
Unknown
Total Hours:
19
Total Hours: approximately 531
ASSESSMENT STRATEGY:
This is a practice based assessment based on the student performance on
placement
Summative 1
Type of assessment
Practice Placement 1
Weighting
PASS/FAIL
Assesses Learning Outcomes
ALL
Assessor
Practice Educator
Summative 2
Type of assessment
Weighting
Assesses Learning Outcomes
Assessor
Practice Placement 2
50%
ALL
Practice Educator
Summative 3
Type of assessment
Practice Placement 3
Weighting
50%
Assesses Learning Outcomes
ALL
Assessor
Practice Educator
The 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.
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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-expectationsmembers/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.hpcuk.org/aboutregistration/standards/standardsofconductperformanceandethics/
JOURNALS:
None Specified
INTERNET RESOURCES / DATABASES:
See above
MODULE EVALUATION
The 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
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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)
Modules
Research in practice: 30 credits
Physiotherapy practice in context: 30 credits
Interprofessional debate/ management: 15 credits
Critical reflection/ reasoning: 15 credits
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7.3
Year 3 Module Descriptors
7.3.1
Physiotherapy practice in Context
DATE OF VALIDATION: April 2013
DATE OF REVISION:
MODULE CODE
PT3007
LEVEL
6
CREDITS
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 Awareness
Communication
Interpersonal
Research and information literacy
Numeracy
Management and leadership
Creativity 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.
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LEARNING OUTCOMES:
On successful completion of the module the students will be able to demonstrate
achievement of the following learning outcomes.
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.
INDICATIVE CURRICULUM CONTENT:
 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
LEARNING AND TEACHING STRATEGIES:
Contact hours:
Key Note Lectures
Tutorials
Seminars
Workshops
Practical Sessions
70
46
2
2
8
12
Directed Study including assessment:
Private Study:
180
50
Total Hours:
300
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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
Weighting
Assesses Learning Outcomes
Assessor
Group Presentation
0%
1-6
Module team
Summative 1
An 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
Weighting
Assesses Learning Outcomes
Assessor
Critical discussion
70%
1-6
Module team
Summative 2
A 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
Weighting
Assesses Learning Outcomes
Assessor
Poster production
30%
1-6
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 texts
Buse, 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.
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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 Journal
Quality in Healthcare
Journal of Interprofessional Care
Journal of Management and Medicine
Journal 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 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)
Anne-Marie Hassenkamp
Gill Mein
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7.3.2
Research in Practice
DATE OF VALIDATION: April 2013
DATE OF REVISION:
MODULE CODE
PT 3009
LEVEL
6
CREDITS
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 Skills
Information Management and Technology
Literacy
Working with Others
Independent Learning
Lifelong 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.
LEARNING OUTCOMES:
On successful completion of the module the students will be able to demonstrate
achievement of the following learning outcomes.
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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 Study
Time management with regard to the stages of own study.
Prioritising work within the time limit
Team work and communication skills
Working with supervisor, study group, clinicians, advisors and subjects
Protocols for sharing work.
Clinical guidelines, clinical governance and audit
The implementation and evaluation of clinical guidelines, governance and audit in
own study to monitor and support physiotherapy practice, and enhance evidencebased health care.
Outcome measures
The 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.
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




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:
Key Note Lectures
Tutorials and one to one Supervisors: per
student/group of students
Computer based learning
Workshops
Directed Study
Private Study:
Total Hours:
40
10
10
10
10
70
190
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 1
A 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 above
Weighting
60%
Assesses Learning Outcomes
1-6
Assessor
Module team
Summative 2
An 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
4,5,6
Assessor
Module team
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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 texts
Bell, 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 READING
Hennink, 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 / DATABASES
http://www.stats.gla.ac.uk/steps/glossary/presenting_data.html#nomdat
http://www.stats.gla.ac.uk/steps/glossary/presenting_data.html#nomdat
http://methods.fullerton.edu/framesindex.html
http://www.vts.rdn.ac.uk/tutorial/social-research-methods/
http://www.mapnp.org/library/research/research.htm
http://www.statistics.com/
http://www.statsoftinc.com/textbook/stathome.html
http://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.
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MODULE LEADER AND KEY TEACHING STAFF CONTRIBUTING TO THE
MODULE:
Prof. Andy Jewell (Module Leader)
Prof. Michael Hurley
Anne-Marie Hassenkamp
John Hammond
Dr. Ahmed Younis
Chris Manning
Dr. Fiona Jones
Gill Mein
Dr. Gita Ramdharry
Dr Dimitra Nikoletou
Karen Hamm
Dr. Di Thomson
Liz Treadwell
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7.3.3
Interprofessional Debate/Management
DATE OF VALIDATION:
April 2013
DATE OF REVISION:
MODULE CODE
PT3010
LEVEL
6
CREDITS
15
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 skills
Self Awareness skills
Interpersonal skills
Research and information literacy skills
Numeracy skills
Management and Leadership skills
Creativity 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.
LEARNING OUTCOMES:
On successful completion of the module the students will be able to demonstrate
achievement of the following learning outcomes:
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.
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INDICATIVE CURRICULUM CONTENT:
Professions and professional boundaries; self regulation and whistle blowing
Contemporary health and social care issues and impact on interprofessional working
NHS/social policy framework
Human resource management; manpower/ workforce planning
Management theory, decision making, problem solving
Managing priorities in the health and social care settings, management of change
Consent and empowerment, medico-legal issues and liability
Managing people, team building, clinical leadership
Quality issues e.g. professional and statutory standards, audit, conduct; Risk
management
Conveying 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:
Key Note Lectures
Seminars / debates
Tutorials
Directed Study in assessment:
Private Study:
35
15
10
10
60
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
Weighting
Assesses Learning Outcomes
Assessor
Report/Discussion Paper
100%
1–5
Module Team
ACHIEVING A PASS:
It is a requirement that the major assessment category must be passed in this
module.
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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 Leadership
Wallace, C. Davies, M. (2009) Sharing assessment in health and social care: a
practical handbook for interprofessional working. United Kingdom: Sage Publications
Ltd
Walshe, 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 Hall
Crinson, 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. :
Pearson
Senior, 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 HMSO
Department of Health (2000) The NHS plan: a plan for investment, a plan for reform.
HMSO.
Department of Health (2004) The NHS Improvement Plan. HMSO
Department of Health (2010) Equity and Excellence: Liberating the NHS. HMSO
Department of Health (2010) Building the National Care Service. HMSO
Dimond 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 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:
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
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7.3.4
Critical Reflection and Reasoning
DATE OF VALIDATION: October 2013
DATE OF REVISION:
MODULE CODE
PT3011
LEVEL
6
CREDITS
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 skills
Interpersonal skills
Research and information literacy skills
Management and leadership skills
Creativity 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 OUTCOMES:
On successful completion of the module the students will be able to demonstrate
achievement of the following learning outcomes.
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Learning outcome
1. Reflect and respond to peer and seminar
discussion
HCPC Standards of
Proficiency
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
0
Case based learning
0
Directed study and Assessment 60
Self directed study
60
Total Hours:
150
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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
Weighting
Assesses Learning Outcomes
Assessor
Debate
0%
1-5
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
Weighting
Assesses Learning Outcomes
Assessor
Reflective Portfolio profile (1,500 words for the
overall profile summary (ie about 300 words per
MLO)
100%
1-5
Module team
ACHIEVING A PASS:
It is a requirement that the major assessment category must be passed in this
module.
BIBLIOGRAPHY:
The students are encouraged to review material from other modules in previous
years specifically Intergrating Clinical Concepts module in Year 2.
Core texts
Finlay 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.
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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 Therapy
Qualitative Health Research
Physiotherapy
Physiotherapy 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 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:
Anne-Marie Hassenkamp
Mary Jane Cole
John Hammond
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7.3.5
Practice Placements 4, 5 and 6
DATE OF VALIDATION: April 2013
DATE OF REVISION:
MODULE CODE
TITLE:
PT3015
LEVEL
6
CREDITS
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 placement
Preparation for practice includes manual handling training and safeguarding.
CO-REQUISITES:
Participation in all concurrent Level 6 modules
KEY SKILLS:
Communication
Self awareness
Interpersonal
Creativity and problem solving
Working with others
Information and communication technology
Application of numeracy and literacy
Improving own learning and performance
Research literacy
AIMS:
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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.
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; 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 boundaries
Treatment / 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.
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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
Practice placement 5
Practice placement 6
5 weeks
5 weeks
5 weeks
Total Hours: 15 x 32
480
Key note lectures and tutorials:
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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
Practice placement 5 preparation lecture
Practice placement 6 preparation lecture
CRR tutorials
Private self directed study
Total Hours:
Total Hours: approximately 500
2 hours
2 hours
2 hours
12 hours
Unknown
Minimum 18
ASSESSMENT STRATEGY:
This is a practice based assessment based on the student performance on
placement
Summative 1
Type of assessment
Weighting
Assesses Learning Outcomes
Assessor
Practice Placement 4
1/3
ALL
Practice Educator
Summative 2
Type of assessment
Weighting
Assesses Learning Outcomes
Assessor
Practice Placement 5
1/3
ALL
Practice Educator
Summative 3
Type of assessment
Practice Placement 6
Weighting
1/3
Assesses Learning Outcomes
ALL
Assessor
Practice Educator
The 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
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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-expectationsmembers/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.hpcuk.org/aboutregistration/standards/standardsofconductperformanceandethics/
JOURNALS:
None Specified
INTERNET RESOURCES / DATABASES:
See above
MODULE EVALUATION
The 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
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MODULE LEADER AND KEY TEACHING STAFF CONTRIBUTING TO THE
MODULE:
Mary Jane Cole
Matthew Zasada
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Scheme of Assessment
See Student handbook 2013 or Assessment Handbook 2013
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BSc (Hons) Physiotherapy Course Plan
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