Level 4 Module - Transition to Professional Practice
Clinical Block 1
AIM OF THIS MODULE
The aim of this module is to
 Introduce students to the university and professional standards that underpin clinical and professional practice
 Develop communication skills and awareness of on-going learning needs as part of professional practice
By engaging successfully with this module a student will be able to:
1. Demonstrate an understanding of, and adherence to, the rules of professional conduct in university and the health care setting
2. Communicate appropriately with peers, service users and the MDT in a variety of university and health care settings
(1 and 2 relate to the practical placement task)
3. Identify own personal strengths, limitations, development and learning needs, and discuss how this impacts on development as a member
of the physiotherapy profession
4. Develop an action plan to support continued personal development and practice skills
5. Present work to an appropriate academic and professional standard
(3, 4 and 5 relate to the written SWOT and Action Plan task)
Additional information can be found at: http://www3.shu.ac.uk/HWB/placements/Physiotherapy
Placement team; Sue Green 0114 225 5575; Jo Adams 0114 225 2490; Sue Dale 0114 225 5376; Myles Butler 0114 225 2231
© SHEFFIELD HALLAM UNIVERSITY 2013/14
TRANSITION TO PROFESSIONAL PRACTICE: LEVEL 4 MARKING CRITERIA (Clinical Block 1)
PROFESSIONAL AUTONOMY AND ACCOUNTABILITY
Learning Outcome 1: Demonstrate an understanding of, and adherence to, the rules of professional conduct in
university and the health care setting
Excellent 70100%
Very Good 0-69%
Good
1/ Demonstrates an
excellent
understanding of
adherence to
administrative policies
and the rules of
professional conduct
in the healthcare
setting.
2/ The student is
always punctual and
smart with an
extremely pleasant,
cooperative manner.
Collaboration with
other members of the
team is excellent.
3/ Is proactive in
seeking opportunities
to take on
responsibility.
Demonstrates
excellent iniiative yet
recognises personal
limitations.
1/ Demonstrates a very
good understanding of
adherence to
administrative policies
and the rules of
professional conduct in
the healthcare setting.
50-59%
Satisfactory 40-49%
Inadequate 30-39%
<30%
1/ Demonstrates a good
understanding of
adherence to
administrative policies and
the rules of professional
conduct in the healthcare
setting.
1/ Demonstrates a
satisfactory understanding of,
and adherence to,
administrative policies and the
rules of professional conduct,
but occasional guidance may
be needed with this.
1/ The student has an
inadequate
understanding of the
rules of professional
conduct and
demonstrates
inconsistent adherence to
them even with guidance.
1/The student has limited
understanding of the rules
of professional conduct
and demonstrates
inconsistent adherence to
them even with
considerable guidance.
2/ The student is
punctual and smart with
a very pleasant,
cooperative manner,
collaborating very well
with other members of
the team.
2/ The student is usually
punctual and smart with a
pleasant co-operative
manner, collaborating well
with other members of the
team.
2/ The student is usually
punctual, smart and
collaborates with other
members of the team.
2/ May be late/or untidy
and at times
uncooperative despite
prompts and finds it
difficult to collaborate with
other members of the
team.
2/ Is regularly late /or
untidy /or
uncooperative/unpleasant
despite prompts and
shows limited ability to
collaborate with other
members of the team.
3/ Accepts
responsibility and
copes well with it.
Demonstrates very
good initiative yet
recognises personal
limitations.
3/ Accepts responsibility,
but needs some
encouragement.
Demonstrates good
initiative yet recognises
personal limitations.
3/ Some initiative is taken in
approach to own learning, but
encouragement/direction may
be required. Occasionally
needs reminding of personal
limitations.
3/ The student is reluctant
to take responsibility for
their own learning even
with encouragement and
needs reminding of
personal limitations.
3/ The student appears to
lack the ability to take on
responsibility for their own
learning even with
considerable
encouragement and
needs to be consistently
reminded of personal
limitations.
Additional information can be found at: http://www3.shu.ac.uk/HWB/placements/Physiotherapy
Placement team; Sue Green 0114 225 5575; Jo Adams 0114 225 2490; Sue Dale 0114 225 5376; Myles Butler 0114 225 2231
© SHEFFIELD HALLAM UNIVERSITY 2013/14
COMMUNICATION: LEVEL 4 MARKING CRITERIA (Clinical Block 1)
Learning Outcome 2: Communicate appropriately with peers, service users and the MDT in a variety of university
and health care settings
Excellent 70-100%
Very Good 60-69%
Good
50-59%
1/ The student
demonstrates excellent
communication skills with
service users, peers and
the multi-disciplinary team
across the practice setting.
2/ Demonstrates an
excellent level of insight
into the psychosocial and
individual needs of
patients being very
sensitive to these needs.
Consistently able to
effectively adapt their
approach to meet patients'
needs.
1/ The student
demonstrates very good
communication skills with
service users, peers and
the multi-disciplinary team
across the practice setting,
2/ Shows sensitivity to the
patient with only
occasional assistance
required to identify and
understand the
psychosocial and
individual needs of
patients/carers. Is able to
adapt their approach to
meet these needs.
1/ The student
demonstrates good
communication skills with
service user, peers and
the multi-disciplinary team
across the practice setting.
2/ Shows sensitivity to the
patient but may require
assistance to identify and
understand the
psychosocial and
individual needs of
patients/carers. Is mostly
able to adapt their
approach to meet these
needs.
3/ Demonstrates excellent
verbal and non-verbal
communication skills
gaining patients'
confidence consistently
well.
3/ Demonstrates a very
good standard in verbal
and non-verbal
communication skills
gaining patients'
confidence most of the
time.
3/ Demonstrates a good
standard in verbal and
non-verbal communication
skills but may take time to
gain patients' confidence.
Satisfactory 40-49%
Inadequate 30-39%
1/ The student always
communicates in a
respectful manner with
service users, peers and
other professionals.
1/ An inconsistent
standard of
communication skills has
been demonstrated
with service users and the
multi-disciplinary team.
2/ Usually shows
sensitivity to the patient
but often requires
assistance to identify and
understand the
psychosocial and
individual needs of
patients/carers. Requires
guidance in adapting
approach to meet these
needs.
3/ Verbal and non-verbal
communication skills are
appropriate and, for the
most part, patients'
confidence is gained.
2/ The student is unaware
of the needs of the
individual most of the time
and lacks insight into
patients' problems on
many occasions, requiring
regular guidance.
3/ The student may
demonstrate inadequate
verbal and non-verbal
communication skills,
resulting in difficulties in
gaining some patients'
confidence.
Additional information can be found at: http://www3.shu.ac.uk/HWB/placements/Physiotherapy
Placement team; Sue Green 0114 225 5575; Jo Adams 0114 225 2490; Sue Dale 0114 225 5376; Myles Butler 0114 225 2231
© SHEFFIELD HALLAM UNIVERSITY 2013/14
<30 %
1/ An inadequate standard
of communication skills
has been demonstrated
throughout with service
users and the multidisciplinary team.
2/ The student seems
unaware of the needs of
the individual lacking
insight into patients'
problems despite
considerable guidance.
3/ The student
demonstrates poor verbal
and non-verbal
communication skills,
resulting in difficulties in
gaining the confidence of
most patients.
PATIENT EXAMINATION and ASSESSMENT: LEVEL 4 MARKING CRITERIA (Clinical Block 1)
* Formative Feedback only: identify the banding but do not give a mark for this section*
Excellent 70-100%
1/ The student can identify
clinical problems by planning
subjective and objective
assessments with minimal
guidance.
2/ Demonstrates an excellent
standard in the ability to carry
out assessment procedures
and is able to consistently
clinically reason their
approach.
Very Good 60-69%
1/ The student can identify
clinical problems by
planning subjective and
part of the objective
assessment with minimal
guidance.
2/ Demonstrates a very
good standard in the ability
to carry out assessment
procedures and is able to
clinically reason their
approach.
Good 50-59%
1/ The student can identify
clinical problems by
planning subjective and
part of the objective
assessment with some
guidance.
2/ Demonstrates a good
standard in the ability to
carry out assessment
procedures and is usually
able to clinically reason
their approach.
3/ The student has the ability
to consistently identify and
retrieve relevant information
from all sources available.
3/ The student has the
ability to identify and
retrieve information from all
sources available.
3/ The student has the
ability to identify and
retrieve information from
most sources available.
4/ Demonstrates excellent
skills in evaluating findings
from the assessment and
identifies a range of
appropriate outcome
measures.
4/ Demonstrates very good
skills in evaluating findings
from the assessment.
Identifies appropriate
outcome measures.
4/ Demonstrates good
skills in evaluating findings
from the assessment. Is
able to identify appropriate
outcome measures.
5/ The student is able to apply
information consistently well
and determine treatment
aims.
5/ The student is able to
apply the information and
determine treatment aims
with minimal guidance.
6/ Has an excellent
understanding of relevant
knowledge and is capable of
synthesising information to
interpret findings.
6/ Displays a very good
level of relevant knowledge
and is capable of using the
information to interpret
findings.
5/ The student is able to
apply the information and
determine treatment aims
but may require some
guidance.
6/ Displays a good level of
relevant knowledge and
can use some of the
information to interpret
findings.
Satisfactory 40-49%
1/ The student can identify
clinical problems by
planning the subjective and
part of the objective
assessment with guidance.
Inadequate 30-39%
1/ The student usually has
difficulty in planning clinical
assessments and is often
unable to identify the clinical
problems even with guidance.
< 30%
1/ The student has difficulty in
planning clinical assessments
and is unable to identify any
clinical problems even with
considerable guidance.
2/ Demonstrates a
satisfactory standard in the
ability to carry out
subjective assessment
procedures but has
occasional difficulty in
clinically reasoning their
approach.
3/ The student needs some
prompting to identify and
retrieve information from
available sources.
2/ Demonstrates an inadequate
standard in the ability to carry
out subjective assessment
procedures and has difficulty in
clinically reasoning their
approach.
2/ Demonstrates an
inadequate standard in the
ability to carry out assessment
procedures lacking the ability
to clinically reason.
3/ The student is sometimes
unable to identify and retrieve
information from some available
sources, even with prompting.
4/ Demonstrates
satisfactory skills in
evaluating some findings
from the assessment. Is
able to identify one
appropriate outcome
measure.
5/ The student is able to
apply the information and
determine some treatment
aims but requires
guidance.
6/ Displays a superficial
level of relevant
knowledge, but can use
information and interpret
findings, with guidance.
4/ Demonstrates inadequate
skills in evaluating some findings
from the assessment. Is unable
to identify any appropriate
outcome measures even with
guidance.
3/ The student is unable to
identify and retrieve
information from all available
sources, even with
considerable prompting.
4/ Lacks the ability to evaluate
findings from the assessment.
Is unable to identify any
appropriate outcome
measures even with
considerable guidance.
5/ The student is unable to apply
the information and determine
some treatment aims even with
guidance.
6/ Demonstrates an inadequate
level of relevant knowledge and
is unable to use or interpret
findings even with guidance.
5/ The student is unable to
apply the information and
determine some treatment
aims even with significant
guidance.
6/ Demonstrates an
inadequate level of relevant
knowledge and is unable to
use or interpret findings even
with considerable guidance.
Additional information can be found at: http://www3.shu.ac.uk/HWB/placements/Physiotherapy
Placement team; Sue Green 0114 225 5575; Jo Adams 0114 225 2490; Sue Dale 0114 225 5376; Myles Butler 0114 225 2231
© SHEFFIELD HALLAM UNIVERSITY 2013/14
TREATMENT and EVALUATION: LEVEL 4 MARKING CRITERIA (Clinical Block 1)
* Formative Feedback only: identify the banding but do not give a mark for this section*
Excellent 70-100%
1/ The student
consistently plans and
implements an
excellent
physiotherapy
programme for a
variety of service
users.
2/ The student is very
well prepared and
demonstrates an
excellent standard in
the selection of
appropriate treatment
techniques.
Very Good 60-69%
1/ The student usually
plans and implements
a very good
physiotherapy
programme for a
variety of service
users.
Good 50-59%
1/ The student can plan
and implement good
physiotherapy
programmes for a
variety of service users,
with some guidance.
Satisfactory 40-49%
1/ The student can plan
and implement effective
physiotherapy
programmes for a variety
of service users with
guidance.
Inadequate 30-39%
1/ The student is often
unable to plan and/or
implement safe and
appropriate
physiotherapy
programmes even with
guidance.
<30%
1/ The student is unable to
plan and implement safe
and appropriate
physiotherapy programmes
even with considerable
guidance.
2/ The student is well
prepared and
demonstrates a very
good standard in the
selection of
appropriate treatment
techniques.
2/ The student is
prepared and
demonstrates a good
standard in the
selection of appropriate
treatment techniques.
2/ The student is not
always prepared and
has difficulty in the
selection and execution
of appropriate
treatment techniques
even with guidance.
2/ The student is
unprepared and has
difficulty in the selection and
execution of appropriate
treatment techniques even
with considerable guidance.
3/ Is able to justify
procedures and
evaluate outcome
measures.
3/ Is usually able to
identify procedures
and evaluate outcome
measures.
3/ Is sometimes unable
to identify procedures
and outcome measures
even with guidance.
3/ Is unable to identify
procedures and outcome
measures, even with
considerable guidance.
4/ There is an
excellent
understanding of
relevant theoretical
knowledge and the
student is capable of
analysing most
aspects of an
intervention.
4/ There is a very
good understanding
of relevant theoretical
knowledge and the
student is capable of
analysing some
aspects of an
intervention.
3/ Is able to identify
procedures and
outcome measures,
with occasional
prompts.
4/ There is a good
understanding of key
relevant theoretical
knowledge and the
student is able to
review the effectiveness
of an intervention, but
may require some
prompting.
2/ The student is usually
prepared and
demonstrates a
satisfactory standard in
the selection of
appropriate treatment
techniques with some
guidance.
3/ Is only able to identify
procedures and outcome
measures, with guidance.
4/ There is superficial
understanding of relevant
theoretical knowledge but
with prompting the
student is capable of
reviewing the
effectiveness of some
aspects of an
intervention.
4/ The student
demonstrates gaps in
key areas of relevant
theoretical knowledge
and has difficulty in
reviewing the
effectiveness of an
intervention, even with
prompting.
4/ The student
demonstrates significant
gaps in key areas of
relevant theoretical
knowledge and has difficulty
in reviewing the
effectiveness of an
intervention, even with
considerable prompting.
Additional information can be found at: http://www3.shu.ac.uk/HWB/placements/Physiotherapy
Placement team; Sue Green 0114 225 5575; Jo Adams 0114 225 2490; Sue Dale 0114 225 5376; Myles Butler 0114 225 2231
© SHEFFIELD HALLAM UNIVERSITY 2013/14